2017-04-14

WEST SIDE STORY IOWA CITY WEST HIGH SCHOOL

2901 MELROSE AVE.

IOWA CITY, IA 52246

WSSPAPER.COM

VOLUME 49 ISSUE 5

APRIL 14, 2017

THE AGE OF

A T HDD E AEGREALL OF A DD E R ALL

ALYSON KUENNEN

The varsity boys basketball team celebrates after receiving the 4A state championship trophy on Saturday Mar. 11 at Wells Fargo Arena. After a loss to West Des Moines Valley in last year’s championship game, the Trojans avenged their loss this year in a 64-50 victory for the team’s seventh state title.

BEHIND THE PHOTO I stopped shooting the game after the team’s victory was secured in the final minutes and focused on the teammates’ celebrations on the sidelines. As soon as the final buzzer rang I rushed the court along with the players and other photographers. I wove my way between rowdy players and fellow photographers with my own camera held high above my head to get this shot.

PHOTO FEATURES

AND THE S TO R I E S T H AT MAKE THEM CONTINUED ON PAGE 51

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04 09 17 26 33 42 46

CROSSING THE LINE

T H E AG E O F ADERALL

REUSE REDUCE

R E C YC L E

D I F F E R E N T GA M E ,

SAME NAME

SHAME AND BLAME

NEWS 0 6 C A N ’ T M I S S C A N VA S

PROFILES 10 COMING FULL CIRCLE 12 FRIEND CRUSH 1 3 1 I N 2 0 0 0 : D E E GA N L U N D

F E AT U R E 2 0 M I S C O N C E P T I O N S W I T H C O N T R AC E P T I O N 22 UNCONVENTIONAL PETS 2 4 E U R O P E A N H O L I DAY S

C OV E R E N T E RTA I N M E N T 3 2 G U E S S YO U R G R A D Y E A R 3 6 P. O. S. : B A I L E Y N O C K ‘ 1 8

S P O RT S 3 8 O N T H E R I G H T T R AC K 4 0 R I S I N G S TA R

OPINION & HUMOR 4 5 N OT T H AT K I N D O F B OY 47 DEAR WESTINA 4 8 E D I TO R I A L : L E V E L T H E P L AY I N G F I E L D 5 0 W H AT I F M E D I C AT I O N I S N OT G O O D ?

RETRACTION For the Feb. 17 issue’s cover story entitled Waste, West Side Story would like to clarify that the West High kitchen staff does not send leftover food to the elementary or junior high schools, but rather prepares food for five elementary schools to be served fresh the next day. West has strict food safety guidelines which don’t allow the reuse of leftovers. We would like to apologize to anyone in the West High community who felt that our district’s students were eating unhealthy or leftover food, and we ensure that the kitchen staff works to serve the highest quality food with the least possible amount of waste.

COVER DESIGN BY CATHERINE JU

LETTER FROM THE

EDITOR(S) My darling readers, I bid you all adieu; my time on West Side Story is nearly through. Hard we went, tenacious and sleepless, As each issue has left us more and more speechless. It’s the time of year when things are both drawing to a close and starting anew, I can’t fully contain my excitement, so here’s a “wahoo!”

“Achoo!” The dusty newsroom has permeated my S O U L The dust, the fruit flies, all of the above are what make WSS whole. I’ve had my chance-to rein with discipline and an occasional interpretive dance. As the baton gets passed like a child being born, the greatness ahead is like the zesty taste of a peppercorn Rejoice, my child you’re out of the womb! By this time next year you’ll wish you’re in a tomb… Mom, you’re a liar. I have more fire. You have no idea the extent of my desire. West high best high, don’t get too high! Thank you Simran, but I’m going to fly. LMao OK sure... bye!

XOXO,

&

SIMRAN NINA

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APRIL 14, 2017

PUBLIC EDUCATION POST-BETSY DEVOS The new administration’s Secretary of Education, Betsy DeVos, has proposed a system of school choice using government-funded vouchers. Likely to come into effect in some form in Iowa, the question remains whether or not this new system will be able to fulfill its goal of providing a better education to those who need it the most.

BY LAUREN KATZ, SHAWN THACKER & WINGEL XUE

WHAT IS A VOUCHER? A voucher is a government funded coupon redeemable for tuition fees.

E

very year public education becomes increasingly expensive. According to Ballotpedia, from 2010 to 2013, the yearly cost of education per student in Iowa increased from $9,763 to $10,313. With proposed education budget cuts, many in the Iowa City Community School District are worried about the implications of public education spending in the future.

As it stands now, the vast majority of school funding, whether for K-12 education or for state universities, comes from state and local taxes.

The amount of money each school gets from the state is fixed based on the number of students that attend the school.

However, Secretary of Education Betsy DeVos, advocates for a change to this system. DeVos is a proponent of voucher programs and tax-credit initiatives as an alternative to public schools.

Her system would give students a voucher, that is, a government-funded coupon redeemable for

tuition fees, and let them take it to any school they want, whether it is public, charter or private. The goal is to introduce a free-market mentality into the school system, allowing schools to compete for the best students and encouraging innovation.

Theoretically, students would move away from poor quality schools, forcing them to close down, while academically successful schools would grow and replicate their results elsewhere. However, the benefits of a free-market style education system are unclear.

“Market competition works extremely well for some goods, like pizza and cars,” said Todd Knoop, economics professor at Cornell College.

“But the question is whether education is the same kind of good as pizza and cars [that] can be bettered by competition.”

Despite uncertainties, there are tangible benefits to a school-choice system. Currently, stu-

DESIGN BY WINGEL XUE

$20

billion would be repurposed for vouchers

dents attending public schools can’t choose their school and are instead assigned to a school based on where they live. With the aid of school-choice vouchers, students would have the opportunity to relocate schools based on their needs.

“I do agree with the school choice decision, because I think that kids should be able to go to the school they want,” said Joseph Verry ’18.

“It should be the school’s problem to accommodate student population and not have to turn kids away. School choice is very applicable to our current situation with Liberty High school; some students are being forced to go to Liberty because they live within a boundary that a small board came up with. Shouldn’t a student have the choice if they want to stay at West or City?”

While government-funded vouchers would provide students with more freedom to choose the school that suits them, there is also concern that school vouchers would vastly decrease the

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APRIL 14, 2017

In Iowa, up to

$250

14

can be recieved in tax credits per family

VS

$3500

average voucher size under Trump

states currently offer traditional voucher programs These include Arkansas, Florida, Georgia, Indiana, Louisiana, Maine, Maryland, Mississippi, North Carolina, Ohio, Oklahoma, Utah, Vermont, Wisconsin and Washington, D.C

Sources: greatschools.org, NPR & EdChoice

amount of funding that public schools receive.

To many, funding for school vouchers and public schools appears to be a zero-sum game.

“Here in Iowa, even if no one actually changed schools, public schools would still get less money as the students that are currently homeschooled, or attend private school would no longer pay into the general public fund,” said social studies teacher Dominic Iannone.

Members of the ICCSD foresee cuts to an already tight budget.

“If [Trump’s education budget] is passed, the state and district are at risk of significant reductions in federal support for our schools and programs,” said ICCSD Superintendent Stephen Murley. “Each year the state legislature decides on Supplemental State Aid. For the past seven years there has only been one year when the approved [Supplemental State Aid] has met projected cost increases for school districts across

Iowa … Schools have been asked to maintain programming and staffing with real reduction in funding.”

In addition to a possible decrease in funding for public schools, there is doubt over whether vouchers will aid impoverished students, the population that proponents of vouchers often suggest would benefit the most under their system. The problem that the cost of transportation and private school tuitions poses is significantly harder to overcome for poor families than for affluent families, even with the added help from the government.

“The vouchers are never large enough to sufficiently reduce the costs of private schools for the poorest, the people who might benefit the most from having more school choice,” Knoop said.

“On the other hand, everyone who already goes to private school will now qualify for a voucher, draining resources from public schools.”

Controversy has also arisen over whether a school-choice system would result in a better education. Studies on the effectiveness of charter schools are unclear, and there is concern that school vouchers would unnecessarily diminish the quality of public schools without real benefits to the overall education system.

“What this new administration should be focusing on is increasing funding and support for public schools, not working to tear them down,” said Madeleine Roberts-Ganim ’19. “Many of the charter schools in Michigan that DeVos supported had really low test scores; one even had the lowest in the state.”

Whether or not school vouchers will be beneficial to Iowa’s education system is yet to be seen.

However, with a unified state and federal Republican government, some form of school-choice voucher is foreseeable in Iowa’s future.

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CAN’T MISS CANVAS

BY CHRISTINA DAI

A

hybrid of Google Classroom, PowerSchool and turnitin.com is something students and teachers alike can appreciate. Such a program comes in the form of Canvas

by Instructure. In the 2017-18 school year, three open tabs could become one, as Canvas could become an option for teachers and students to use. Some teachers are piloting the program this trimester to evaluate whether West will make the switch next year. Features include audio and video messages from teachers to students, a calendar to keep track of events and assignments, analytics on student performance for teachers to use, and online quizzes.

The University of Iowa already uses this program through their grade-checking system, ICON, so students from West taking PSEO courses already have had the opportunity to use Canvas. Noelle Jung ’17 is currently taking Chinese through the University.

“I find it really convenient because it's like an all-in-one package and I don't have to switch back and forth between pages. I think it'd be great if West adopted something like this for next year,” she said. “I like it better than PowerSchool for sure.”

Take a look at the following to see a more indepth look on some of the features.

CANVAS FEATURES

SpeedGrader: This feature of Canvas allows teachers to read and grade assignments electronically. Along with the traditional commenting tool, teachers can also record audio or video and use a drawing tool to provide feedback on assignments and quizzes. SpeedGrader also allows teachers to directly assign a grade for the assignment into the Canvas Gradebook to save time. Students can view these grades on Canvas, and they will be transferred to PowerSchool as well.

Pages: Pages is a collaborative feature of Canvas in which students and teachers can create documents to share with the rest of the class as articles or informational papers. Teachers can restrict editing privileges and have the ability to review revision history and undo any revisions as they see fit.

Chat: Students and teachers can chat in real-time using the Chat feature. If students need extra instruction, Chat makes it easy to set up a time with teachers to receive help this instruction outside of school hours without needing to be face-to-face.

Analytics: Teachers can see graphs and analysis of student performance and level of participation in activities. Grade distribution in a class can be graphed for teachers to interpret in a more visual way and evaluate content effectiveness. Teachers can also see if a student has viewed an assignment or page and whether or not they have completed their task.

Badges: Students can be rewarded with electronic badges after completing an assignment. Badges can either be automatically rewarded or require a sign-off from the instructor.

Grade calculator: One tool students can utilize often is the grade calculator, which allows a student to input a possible grade on an assignment and see how it will change their overall class grade. This tool makes inputting all of those numbers into a calculator and figuring out how to calculate grades in a weighted class unnec essary.

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PROFILES

APRIL 14, 2017

BY EMMA BRUSTKERN

From volcanic eruptions to Mars rovers, Chanel Vidal ’17 had the experience of a lifetime working with NASA.

W

hen picturing a trip to Hawaii, the first things that come to mind are sandy beaches, ocean views and basking in the sun. This is not the case for Chanel Vidal ’17. She prefers the lava fields.

“I’m a very curious person, but [I was] never specifically [interested in] geology, although the sky has always fascinated me. I never knew that geology connected to what we see when we look up,” Chanel said.

According to Chanel’s mother, Rujuta Vidal, Chanel had scientific curiosity since she was a child. “[Chanel was] always very curious about the sky. When she was a toddler, she sent messages to her grandparents by talking to the moon, thinking the moon [would] deliver them the next day when it [rose] in India,” Rujuta said.

While Chanel has always been fascinated with science, it wasn’t until her research with NASA that she discovered her full-fledged passion for it. Chanel has been working with NASA since the summer of 2015. Originally, she was invited by a family friend to observe what happens during a NASA project. After one trip, Chanel fell in love with the work they were doing. Since then, Chanel has participated in two projects with NASA, leading her to Idaho and Hawaii.

Both of these locations are considered to be

geologically similar to Mars, as they both have a prevalence of cooled basalt, a volcanic rock.

While working with NASA, every day was a new experience for Chanel. During her work on the Biological Analog Science Associated with Lava Terrain (BASALT) project, Chanel either worked out in the field or in the hab, a station for research and communication. In the field, she and her team simulated a Mars rover. In addition, she helped make sure the samples were sterilized and ensured that proper techniques were carried out. When she’s in the hab, her time was spent hooked up to communication equipment, recording data coming in from the field.

“I think the biggest thing I learned [in the field] was that it’s really important to be persistent and it’s really important to put your ego away...and focus on what needs to get done,” Chanel said.

“These are NASA scientists and they’re really smart, and none of them were like, ‘I’m a NASA scientist.’ They were all just [focused on getting] this awesome project done and [doing] awesome science.”

The teams are made up of many different people from all sorts of backgrounds from all over the country and the world. Some even come from nearby universities. This is the case for Chris Borg, a graduate student at Idaho State University. Borg met Chanel three summers ago

PHOTO COURTESY OF CHANEL VIDAL

Chanel takes in the beautiful view during a quick snack break in the field. Behind her is a volcano called Mauna Loa.

while the two were working on another NASA project together.

“I do remember the first time meeting [Chanel and] just the positive energy that she had and the smiles that she brought to all the projects,” Borg said.

On long days sweltering under the hot sun, a kind face and a helping hand like Chanel’s is certainly appreciated. Normal days in the field can last almost 12 hours. While carrying 40-pound packs and walking over rocky terrain, it’s essential to maintain a positive attitude.

“It definitely helps to have cheerful people around like Chanel. She keeps everybody motivated and everybody in a good mood,” Borg said.

Chanel’s experiences with NASA have opened her eyes to the wonders of the world. Her natural curiosity drives her passion for science.

However, Chanel feels as though science classes at West don’t go far enough in showing just how much fun science can be, and how it can be applied to our lives.

“I’m still so frustrated because [students] don’t get to learn how cool science and research actually is. We don’t focus as much on how this can be applied. We don’t focus on how this is enabling us to find the unknown,” Chanel said.

Chanel credits her mother with being one of her biggest sources of inspiration, saying that Rujuta taught her to question everything. However, Rujuta insists that Chanel’s success is entirely her own.

“It is her tenacity and persistence and curiosity that has made her successful working with NASA,” Rujuta said.

As of now, the biggest question on Chanel’s mind is the possibility of alien life. In February, NASA announced the discovery of seven earthsized, habitable exoplanets all orbiting around a single star. While these planets are 40 light-years away and humans will not be traveling there anytime soon, Chanel views their discovery as a sign of just how much we don’t know about the universe.

“The universe is so huge, and there has to be something else out there. I don’t know how we can even go about finding out. I think people are definitely going to move [to Mars]. I don’t know when we’ll get there though; it’s hard to say,” Chanel said. Filled with sudden excitement, she added, “Oh my gosh, I would totally go to Mars.”

DESIGN BY OLIVIA READ

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PROFILES APRIL 14, 2017

COMING FULL CIRCLE

A

lthough Jeff Conner failed Ms. Wikner’s chemistry class, that didn’t deter him from coming back years later to teach that same subject just down the hall.

For Conner, teaching just seemed right. He would get the opportunity to do science every day, but also support students who may need it most—a support that helped him make it through his time at West High.

Conner grew up the youngest of five children, and in a home where his parents were very “hands-off,” Conner learned to raise himself.

His parents divorced when he was young, making his life “pretty unorganized.” His dad was an alcoholic, and his mother’s side of the family has a history of drug addiction. Thus, he didn’t have a conventional support system at home. “[My] parents were like, ‘[Let’s] make sure he’s got food, and he’s got water, and he sleeps in our house,’” Conner said. “I thought they loved me as parents, but were not really invested in my life.”

Although Conner had four other siblings, he didn’t confide in them. His siblings were extroverts who did drugs and occasionally got in trouble with the law. Conner was an introvert, in part because he felt embarrassed of his siblings’ rambunctious behavior.

Along with feeling secluded and different at home, Conner was battling with mental illness.

Although he wasn’t clinically diagnosed at the

Jeff Conner first roamed the West High hallways as a 14 year-old and has since returned to teach in the school that provided him with so much support.

BY NINA ELKADI

time, he recalls specific childhood memories that point to his anxiety.

He remembers the look on his first grade teacher’s face when she saw the bald spot he created on his head from pulling out his hair. Or the time when he broke down crying to his grandmother when he told her he couldn’t do his paper route—but didn’t know the reason why.

According to the Anxiety and Depression Association of America, 18 percent of adults in America battle anxiety. Conner chooses to share his mental health story with his science classes every year with the hope that his students will understand they’re not alone.

From his time as a student at West High, Conner recalls certain teachers who inspired him.

Tas Anthony, a former social studies teacher, is one of them.

“I remember [Conner],” Anthony said. “He began to really start thinking about and discovering himself. As a teacher you love that.”

Conner scored a 1 out of 5 on the AP test, but that didn’t deter Anthony from getting the opportunity to know his student.

“I really admired him and kids who had a persistence to learn,” Anthony said. “It really was sincere encouragement [I gave him]. The role as a teacher is to get [the student] to do their best.”

Conner recalls this encouragement vividly, and cites Anthony as one of his models in teaching.

“Every day I showed up and he showed that he

cared for me,” Conner said. “And I was terrible at AP European History.”

Conner empathizes with his students and hopes to be the teacher they can count on to understand that life isn’t always smooth sailing.

“When I was 14, I did not have it together.,” he said. “Whenever I’m having a really stressful day with my students, I try to think, ‘What was I like when I was 14?’”

During his sophomore year of high school, Conner found a girl that would he would become codependent on and emotionally attached to. She filled the void that Conner was lacking from his family and showed a general interest in his well-being. She proved to be a pseudo-psychologist, in whom he would confide and instill his trust in about everything.

“I thought she was the only person who cared for me,” he said. “I decided I needed to lose weight and work on [my] physical appearance … [I] stopped eating food as a result of that. I lost around 60 pounds over the course of six months.”

Conner would eat either an apple or an orange in the morning, and that would sometimes be it for up to two days.

“Ever since then, I’ve had a really weird relationship with food,” he said.

He has since found ways to cope with his eating disorder after its peak in high school. However, he is aware of the relapses that can occur.

LEFT: Science teacher Jeff Conner working on a new lesson plan for his class.

RIGHT: Conner at 8 years old opening gifts with his sister.

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“A GOAL I HAVE IS FOR ALL OF MY STUDENTS TO FEEL LIKE I’M PERSONALLY INVESTED IN THEM AND THAT I CARE ABOUT THEM.” -Jeff Conner “I’m in pretty good place. It’s rare for me to get the feeling that I shouldn’t eat,” he said.

Conner and his girlfriend were rarely apart, and this emotional attachment proved to be detrimental.

“When we broke up, I had a major identity crisis. I didn’t want to go back to being a kid,” Conner said. “I was pretty lost for a long time.”

Conner graduated a few months later and went on to study chemical engineering—a suggestion that had been made by his ex-girlfriend’s mother.

“I hated it,” he said. “I saw no meaning in what I was going into as a career, other than making a lot of money.”

Instead of finding validation through cashing in the biggest paycheck, Conner found validation in numbers, whether it was watching the

scale number go down as he ate less and less or watching his GPA remain high in college.

“To prove myself, I decided in college I was going to get a 4.0,” Conner said. “My identity became very wrapped up in academic performance.”

He graduated from the University of Iowa with a Bachelor’s degree in science education, and went on to receive his teachers license.

Teaching allowed him to spend each day doing science, but also strive for making an impact on a student who may need it more than ever.

“Any excuse I can get to talk about something not physics or chemistry, I try to. It’s about meaningful connections I can make with students,” he said. “A goal I have is for all of my students to feel like I’m personally invested in them and that I care about them.”

Maureen Head is one of Conner’s fellow science teachers. She’s also someone Conner says he can have “stupid fun” with.

“Stupid fun would be like when we’re here at six o’clock on a Friday night and we decide that we need to set up a lab,” Head said. “We’re awkwardly trying to do it and everything becomes funny.”

Head has witnessed Conner from his first day of teaching to present day.

“I was like, ‘Oh my gosh this guy is awkward, how is he going to become a teacher?’ But now I know we share some of the same awkwardness,” she said. “I truly admire him. [He focuses] on a nurturing classroom and nurturing the kids as individuals.”

PHOTOS BY NICK PRYOR & COURTESY OF JEFF CONNER DESIGN BY MEGAN BOLAND

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PROFILES APRIL 14, 2017

FRIEND CRUSH

BY KATIE FUHRMEISTER

P

rior to their instructional training together, the only thing social studies teacher Tyson Smith and language arts teacher Nathan Frese conversed about was their fantasy football league and the occasional mutual friend. However, through their instructional training in 2015, Tyson and Frese found they shared a love of the ‘80s.

“We’re both close in age ... only several months apart,” Tyson said. “We had the same media that was popular [when we were] growing up.”

PHOTO BY TERESA KNECHT DESIGN BY JENNA ZENG

From referencing “Indiana Jones” to the “Princess Bride,” Tyson and Frese know movie lines by heart. Sometimes they even quote many uncommon movies.

“It’s great [because] nobody gets [the reference] when I say it, and then Frese will say the next line,” Tyson said.

The two also connect with each other through much more than just jokes.

“It’s not just one area. With other friends I know, I can talk about sports, but only sports,”

Frese said. “I can’t talk about politics [with other people], but I can with [Tyson] because we have so much in common … We like the same things.”

“If Frese gave me a reading recommendation, I’m more likely to read it because we both have the same likes,” Tyson said.

Last year, Tyson and Frese shared Room 124 together. Whenever the two encountered each other when passing through the room, the two would constantly banter in front of their students to try to liven up the classroom.

“We’re willing to use each other’s presence to get some action [in the class] and wake up a few students,” Frese said. “[And] to get out of routine.”

“IF WE ENCOUNTER CRABBY OR LESS-THAN-STELLAR STUDENTS STUDENTS, WE BOTH OFTEN REACT IN A SIMILAR WAY

BY FINDING WAYS TO INJECT HUMOR IN THE SITUATION.” -Tyson Smith “If we encounter crabby or less-thanstellar students, we both often react in a similar way by finding ways to inject humor in the situation,” Tyson said.

Beside the classroom, the similarities between the two expand into their own homes.

With daughters the same age and their wives getting along, the Smith and Frese families often find themselves together on weekends.

“We have dinners together … Sometimes other teacher families will join in on the occasional Saturday night and we hang and play board games until night,” Tyson said. “We even took our families to a renaissance festival together last summer.”

“Or more like [we were] dragged along,” Frese added.

ONE IN

2000:

One in 2000 is the profile section’s main feature of every issue, telling the story of a randomly selected individual at West High.

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PROFILES

APRIL14, 2017

BY CHARLIE CODE

DEEGAN LUND ‘20

DESIGN BY CRYSTAL KIM PHOTO BY SARAH LONGMIRE

“When you hear [the] music, it’s an indescribable feeling … you take it all in and are just there performing. It’s unreal sometimes,” said Deegan Lund ’20.

Lund and her newest of four gyms, Iowa Elite, performed on the biggest national stage in high school cheerleading: the Universal Cheerleaders Association (UCA) High School National Championship in Orlando, Florida on Feb. 1112.

“It was new for me because this is my first year going to UCA Nationals. It was very different than what I thought it would be. It was huge and there were a lot of good teams there,” Lund said.

“I was very nervous, and none of my [biological] parents went - it was just me and my stepmom there … It was very interesting to see how it would turn out,” Lund said.

At the UCA National Championship, Lund’s Level 3 Large Senior Division A team, Bones, competed against four other skilled teams in the division. Despite facing intense pressure, Lund and her teammates “hit,” a cheering term used to describe an essentially flawless performance, on both of their performances.

“Right after we hit, I got attacked by one of my teammates. They jumped on me screaming and were so happy. We had hit day one, and it was crazy,” Lund said. “The crowd was so loud and so energetic and we just fed off it and got so happy and excited. To know [that] we [had] hit day two, we were in love and in awe and so happy considering [that] we already knew day one that we were ahead by two points … it was a huge gap and hitting day two secured our spot for first,” Lund said.

Lund wishes to follow in her coaches’ footsteps and pursue cheer later on in life, attributing much of her current success to the unwavering support from her coaches. “[My coaches] have had a lot of impact in helping out and understanding what I’ve gone through with family issues,” Lund said. “I plan on coaching at the gym I’m at right now and keeping up with it. I’ve already started working [at] birthday parties with my other coach at the gym, and I’m coaching a team next year with her.”

But the five-year journey to nationals was not an easy one for Lund. In 2011, her mother was incarcerated in Nebraska for three years, causing Lund to lose contact with her. However, no matter what hardships Lund faces, she knows that cheer team is always there to support her.

“I’m able to go to practice and leave anything that has bothered me throughout the day behind and focus on cheer and only cheer,” Lund said.

“Win or lose, it’s always fun with my team; it’s FOR THE REST OF THE STORY, always happy.”

GO TO WSSPAPER.COM

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A DV E R T I S E M E N T S APRIL 14, 2017

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F E AT U R E

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Since the last election cycle, politics has become an increasingly polarizing topic. With West students appearing on The View and the front page of The New York Times to talk about this increasing divide among the American people, many teachers have become more conscious about what they say in class. In fact, in a recent West Side Story survey of teachers at West High, 39 out of the 66 respondents believe that it is either sometimes or never okay for a teacher to share his or her political views with a class. With this, how far can teachers go when talking about politics in the classroom?

BY SHAWN THACKER AND PRATEEK RAIKWAR ART BY LEAH DUSTERHOFT DESIGN BY MADDIE MORIYAMA

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he day after the 2016 election, City High teacher Alina Borger-Germann wrote what she thought was an inspiring message on her whiteboard. She stated that if anyone wanted “to threaten, to bully, or to harm these people,” then they would have “to go through [her] first,” believing it to be supportive of students belonging to certain minority groups.

“It is not a political statement,” Borger-Germann wrote in an email. “To tell students that I stand by them isn’t political, it’s my job. That job is especially important for students who are

students see her as an inspiration, as she was recently honored with the District Shine Award.

One option the school district could take would be to censor the message. According to ICCSD’s official guidelines, teachers can only express their personal opinions “without jeopardizing the student’s relationship with the teacher.”

Much like with Borger-Germann’s case, distinguishing these factors often isn’t so black and white.

From a legal standpoint, the federal courts have consistently upheld the First Amendment regarding free speech. In one of the most fun-

&

I STAND BY OUR

PARENT FAMILIES. OUR

FAMILIES. OUR

,

STUDENTS. OUR FAMILIES. OUR

&

FAMILIES. OUR STUDENTS

STUDENTS. OUR WITH OUR

case they cast me (and consequently the school district) in a negative light.

Teachers have been fired for things they have done outside of school simply because their actions are frowned upon. Fair? No.” While cases like Tinker resolve many of the issues regarding political discussion inside the classroom, such litigation doesn’t exist for interactions outside of the classroom.

“I don’t necessarily think it’s true that people

FAMILIES.

. OUR

STUDENTS. I WILL NOT ALLOW

STUDENTS. OUR

ANYONE TO HURT THESE PEOPLE IN MY ROOM OR ON MY WATCH. I WILL NOT ANYONE

THESE PEOPLE,

THESE PEOPLE OR OTHERWISE MISTREATING THEM. IF YOU WANT TO

, TO TO GO THROUGH ME FIRST. vulnerable, systematically marginalized, or otherwise hurting and afraid.”

Ultimately, she chose to keep the message alive on her Twitter account, although she declined to be further interveiwed by West Side Story.

Some students remain critical of certain assumptions in Borger-Germann’s message and even believe it is in fact a political statement.

“Of course I don’t disagree with what she said.

Very few people in this country do,” said Jackson Meyer, a conservative student at City High School. “What I do have a problem with is the timing and implied message. It carries a false assumption that Donald Trump, his supporters, or people who just didn’t want Hillary Clinton to win are racist and will attempt to target and bring down minority groups. [That] isn’t true in the slightest way.”

Nonetheless, the majority of Borger-Germann’s

, OR TO

THESE PEOPLE, YOU HAVE

-Alina Borger-Germann, City High Teacher, adopted from teacher educator Ali Michael on Huffington Post damental cases regarding freedom of speech on school grounds, the 1969 Supreme Court case Tinker v. Des Moines, Justice Abe Fortas said, “It can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.” This standard has guided the censorship decisions of many school districts, such as our own, for many decades.

Despite guidelines such as these, many teachers at West High feel like their free speech is limited.

According to the survey, 25 teachers of the 66 total respondents feel as though their free speech is infringed upon in some way.

“Everything we say has an impact on our students. If something we say upsets one of them then we may have to deal with parents or our bosses,” wrote one teacher. “Even in public I have to be careful of my words and actions in

have been fired for their political work they’ve done outside the class. I do believe that would be a violation of our accepted practice of law. I think what a lot of us do is we compartmentalize our actions in the school … and then our private actions as a citizen,” said Principal Gregg Shoultz. “It’s fine outside of the class. They can go and be part of the Women’s March [or] they can be a Trump rall[ier].”

On the other hand, the controversy with discussing politics in the classroom is actually a much more nuanced argument given its potential educational implications on the students, regardless of any litigation.

“There’s no way I think you should legislate or restrict the legitimate free speech of teachers,” Shoultz said. “In general, [we expect] that during the 53 minutes of school time or class time that their speech is curricular … [Howev-

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F E AT U R E

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er,] that does not prevent a teacher from stepping out and having an opinion.”

Superintendent Stephen Murley agrees. In particular, back when Murley was a teacher in a Wisconsin, he tended to use a different approach when talking about controversial issues in the classroom, similar to an ICCSD guideline that effectively says that teachers “are not discouraged from expressing personal opinions as long as students are aware it is a personal opinion and [students can] reach their own conclusions independently.”

“I do think that students learn how to deal with

litical discussion in which the class ignored the conservative viewpoint. Unlike in this instance, Barnhouse typically tries to stay aware of and bring up the underrepresented conservative view.

“I don’t want kids to think I’m judging them or [they] don’t belong where they are because I’m favoring those who have liberal views,” she said.

“I worry so much that those kids are going to feel isolated and marginalized themselves.”

The many possible merits and flaws of discussing politics in the classroom paired with vague language in the district’s guidelines make imple-

51.5%

BEING UNCOMFORTABLE IS NOT A BAD THING. IT MEANS YOU’RE THINKING ABOUT THINGS. TO BE CONFLICTED MEANS THAT YOU’RE LOOKING AT OTHER PERSPECTIVES AND THAT YOU’RE BEING CONSIDERATE OF OTHER VIEWS. EVERYBODY JUST WANTS THAT SICK FEELING IN THEIR STOMACH TO GO AWAY, BUT I DON’T KNOW HOW WE EVER MOVE FORWARD IN THIS WORLD IF WE DON’T HAVE A SICK FEELING IN OUR STOMACH.

of teachers believe their freedom of speech is not infringed upon in any way

59.1% of teachers believe it is or sometimes is okay to share their political views with a class

BASED ON 66 OUT OF 132 WEST HIGH INSTRUCTORS

controversial issues through their interactions with adults and teachers. [However,] I do not think that teacher advocacy with the intent to sway student opinion is appropriate,” Murley said. “I have some very strongly held beliefs. I did share some of those with students but I always did it in a point-counterpoint process so that they understood the range of opinions regarding the issue.”

English instructor Kerri Barnhouse has similarly developed a habit of going beyond the curriculum and delving into pertinent issues, such as current politics, because she “want[s] [her] classroom to be a place where kids can feel comfortable expressing their opinions.” Knowing the touchiness of the election this year, however, she chose not to talk about the election with her students. Now she regrets that decision.

“When … The New York Times article came out, and some kid said that there were teachers who said ‘We’re not going to talk about it,’ I immediately [questioned] myself,” she said. “Then I felt like I really failed all of those kids that looked to me to make them feel better.”

In this instance, Barnhouse believes discussing politics would’ve probably been a good idea.

However, this isn’t always the case. For example, a few weeks ago Barnhouse recalled another po-

has fostered strong relationships outside of the classroom that have fueled these discussions. As a result, she has taken ideas from debates with her children and applied them in the classroom.

Meyer believes that the best approach is to keep her political beliefs a mystery in hopes of fostering thought-provoking dialogue to allow students to make their own decisions about what they believe in.

“If I had come out as an all-out Hillary supporter or a Trump supporter, I’m silencing students,” she said. “It’s not up to me to make concrete statements that close down the voices of people

menting this policy a decision left up to individual teachers. This makes it difficult to determine where the line truly is.

But for social studies teacher Jeff Kelley, this uncertain line is quite clear.

“I think it’s okay to share your beliefs if your students want to know,” Kelley said. “It’s supposed to be a free exchange of ideas. [However,] if a professor or a classroom teacher creates an environment where the students are afraid to share their opinion, then I think it gets outside of what an education is.”

Unlike Kelley, many teachers at West are not so comfortable sharing their ideological beliefs.

Perhaps due to the nature of the course material, government teachers in particular seem especially inclined to keep their beliefs ambiguous.

“I want to be able to take on controversial topics and have students engage in a really serious and honest process where they’re examining different points of view,” said government teacher Brady Shutt. “I could never figure out myself where my own views would find a relevant, non-dominating role.”

Despite teaching in what is a very fact-based field, math teacher Karen Meyer has still heard her share of political discussions. With her own opinionated children and other students, Meyer

-Kerri Barnhouse … I just think that as teachers there are plenty of things that we can do to help students find their way.”

With two philosophies that teachers seem to follow, is one definitively better than the other?

According to Shoultz, although there isn’t an obligation for teachers to share their views, it can certainly teach the students a few things by questioning whether or not the teacher is correct, which he believes is the ultimate goal of an education.

“I think when you come at every issue with an ideological point of view, a political ideological point of view, that you’re in trouble because you’re going to be confronted with truth … If we cross the line then we learn from it and go on,” Shoultz said. “We just have to take [these] things on … Learning is uncomfortable. And if it’s not uncomfortable, we’re not doing it right.”

“Being uncomfortable is not a bad thing,” Barnhouse said. “It means you’re thinking about things. To be conflicted means that you’re looking at other perspectives and that you’re being considerate of other views. Everybody just wants that sick feeling in their stomach to go away, but I don’t know how we ever move forward in this world if we don’t have a sick feeling in our stomach.”

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C

MISCONCEPTIONS WITH

NTRACEPTION

BY MOLLY HOWES & ANJALI HUYNH

One of the most common misconceptions of birth control is that it is solely used to prevent pregnancy. However, in today’s day and age, students are using it for many other reasons.

L

et’s talk about sex, periods and everything in between. The first hormonal birth control pill was brought about in the 1960s in order to create newer, more effective contraceptives. Since then, more forms of contraception have been created with a variety of purposes beyond just preventing pregnancies.

While birth control has been modified to include other purposes such as easing period cramps and reducing acne levels, a stigma still exists around contraception. Many students refuse to use birth control for its alternate purposes either because they fear others will make false assumptions about their sexual activity, or because they simply don’t know birth control has other uses.

Health educator for United Action of Youth Tristin Johnson has encountered many adolescents and adults alike who are unaware of birth control’s other benefits.

“For many people, using hormonal birth control can help with acne, cramps, painful periods, mood regulation and can even help with medical conditions such as endometriosis,” Johnson said.

A 2011 study conducted by Oxford University showed that nine out of 10 women suffer from period pain. Cramps induced by periods have the ability to debilitate a person and cause suffering for undetermined amounts of time. These pains can be assisted by birth control.

Despite period-related pains being as ordinary as the common cold, students find that this subject is not talked about or helped in the same way as other ailments. Senior Meldi Sharpe has noticed this amongst her peers.

“Nobody wants to talk about it, nobody wants to say what they’re taking,” Sharpe said. “Other illnesses are treated differently and many people don’t know that there are options out there.”

Comments from people who find out about others taking birth control range from curiosity to criticism. Sharpe has more often experienced the latter.

“A lot of people were rude during health when some of us had real questions. It’s not an issue to

them when it should be,” Sharpe said.

Johnson also believes that shaming girls for taking birth control is both unfair and detrimental to the health of girls who may possibly benefit by using contraceptives.

“For some reason [society] still has a tendency to shame women and girls for their sexuality, and this can lead not only to unintended pregnancies but to serious mental and physical health complications,” Johnson said. “Birth control, for whatever purpose, is a very personal decision, and everyone has the right to do what is best for their life and their body without fear of stigma.”

Health teacher Kathy Bresnahan believes that students should not shy away from using birth control if it is something they can truly benefit from.

“We have to reduce that stigma because lots of kids want to take it for [other reasons],” Bresnahan said. “Girls should be responsible for taking care of themselves. I never recommend taking unnecessary medications, but why would you be miserable because of cramps when you can be on the pill?”

In her years of teaching, Bresnahan has experienced many people who are unaware of how contraceptives really function. Her most interesting cases include a student who thought spermicidal jellies were actual jelly and a student who was only taking birth control on days she was having sex. Situations like these demonstrate how little students really know about contraception.

With changes constantly improving the efficacy of contraceptives, the movement to tear down the stigma attached to contraception is only growing. Johnson hopes that with time, students will be able to overcome negative feelings towards birth control.

“There are a lot of reasons why someone might use birth control that have nothing to do with sex or preventing pregnancy,” she said. “Birth control is a very personal decision, and all people should be able to make the choice whether or not to use it without fear of judgment.”

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The shot is administered once every 12 weeks. It has the same ability as the pill to diminish or remove the period all together, but spotting will occur for the first month after receiving it. This option can be rather expensive even with insurance.

Intra-Uterine Devices (IUDs) have recently increased in popularity due to their longevity. They come in two forms, hormonal and copper. While the copper IUDs are solely used for birth control, the hormonal IUDs have other uses, including being a long term solution to severe period cramps and bleeding.

The patch is akin to a bandage and is placed in a discreet place on the body such as the hip, upper thigh or lower back. Instead of being ingested, the hormones are directly transferred to the body through the skin. The patch does not stop periods and is worn three or four weeks in the month. One week without the patch is designated for the period.

The ring is removed for one out of every four weeks in order to allow for a release of extra uterine tissue. Implants cannot be removed and the hormone levels can still decrease flow and allow many of the same benefits of the methods listed above. Like the pill, it can be used to assist with conditions such as irregular periods, menstrual cramps or endometriosis

Different types of birth control pills have different combinations of hormones estrogen and progesterone. When taken at the same time every day, the pill can drastically reduce symptoms or completely stop the period all together. The heightened levels of hormones can also prevent breast and ovarian cancers and/or cysts and decrease symptoms of premenstrual syndrome (PMS).

DESIGN BY RYO OHASHI

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WEST’S

SMALL GECKO WITH A BIG HEART Haley Shook ’18 is not unfamiliar with odd creatures and critters. She works with the Iowa Raptor Center and has handled and befriended many birds of prey, such as falcons, hawks and owls.

Shook has even garnered thousands of views on her Instagram showcasing her feathered friends. However, the odd critter closest to home is her pet leopard gecko, Rey. “I wanted an animal that’s different, yet able to come out of its cage. I always thought having a reptile would be a cool experience,” Shook said.

With Rey, Shook could never be lonely.

“He sits on my shoulder while I do my homework,” Shook said. “He’s like my little sidekick.”

LEFT: Haley and her loyal study buddy and friend, Rey, enjoy spending time together.

PHOTO BY OLIVIA DACTHLER ART & DESIGN BY CRYSTAL KIM

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Three West High students open up about their experiences with the unusual animals that share their homes.

BY ASHA IRANI

SURPRISE ADDITION TO THE FAMILY

Freshman Natalie Young has a full house. Along with her siblings, her family has dogs, cats, chickens, a llama, a parakeet and most recently, goats.

“My mom wanted to make soap and cheese with their milk, but now they’ve mostly just turned into pets,” Young said. Each of the goats has a unique character, despite all looking quite similar.

“They all have different personalities,” Young said. “I like having a special bond with each of them.”

ABOVE: Natalie Young ’20 poses on her family farm with her buck Felix. Young has been raising goats for three years right outside of Iowa City.

PHOTO BY CAROLINE YOUNG

Senior Morgan Saylor’s pet arrived at her house unexpectedly one day when she was around eight years old, when Saylor’s step-siblings arrived.

Her turtle, Pete, often entertains Saylor and her siblings.

“Pete stays in the bathroom, and whenever my friends come over, they walk in and just think he’s a rock or something,” Saylor laughed. “Then he starts moving and they freak out.”

Because pet turtles can live up to 50 years, Saylor doesn’t have to worry about losing her pal any time soon.

ABOVE: From the day he arrived with her step-siblings, Saylor has been constantly entertained with her turtle, Pete.

PHOTO BY SARAH LONGMIRE

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EUROPEAN

HOLIDAYS In Europe, Saint Nicholas is akin to Santa, a Christmas present-bearer. Throughout the holiday season, Saint Nicholas is said to visit children and leave behind gifts. Saint Nicholas Day is a pre-Christmas holiday and is essentially a feast that is celebrated in many Christian countries. In Germany, this feast consists of mainly meats and carbs, staples of the German diet. It falls on Dec. 6, although sometimes parties and gatherings are held a day prior to celebrate the eve.

Celebrations and festivals play crucial roles in defining different societies’ cultures. A key component of these festivities is food. In this edition of West Side Story, we focus on students with European heritage, examining the diversity of West’s population through the lens of holidays.

COMPILED BY WILL CONRAD, GEORGE LIU & SHAWN THACKER PHOTOS BY WILL CONRAD & GEORGE LIU DESIGN BY SIMRAN SARIN

RIGHT: Traditional German dumplings made with mainly flour and egg. It is also found in other central European countries and is traditionally paired with other dishes.

SAINT NICHOLAS DAY

“St. Nick comes and rewards good children with stuff like nuts, oranges, apples and sweets. But his sidekick, Knecht Ruprecht, also follows St. Nicholas and brings bad children coal. It’s a lot of fun and there’s always good food. I like cooking with my mother and making the traditional dishes.”

-Willem Philibert ’17

POGACA EASTER

While Easter is a Christian holiday known to many, its traditions in Macedonia are much different than those in America. Falling on the first Sunday after the first full moon, this holiday commemorates the day on which Jesus Christ rose from the dead. In Macedonia, the holiday is much more social and involves spending lots of time with family and friends, eating large feasts, rather than the American traditions of candy and gift giving.

ABOVE: A bread originally baked in the ashes of the fireplace. It can be stuffed with meat, potatoes or cheese and topped with herbs and seeds.

“Easter in Macedonia is basically just spending a lot of time with friends and family, and it’s really not focused on sweets or whatever, it’s just focused on family.”

-Sean Brown ’19

CHOCOLATE FONDUE LEFT: Fruits and pastries are dipped into molten chocolate.

L’ESCALADE

This winter holiday commemorates a successful Swiss defense against the armies of Savoy and is most celebrated in Geneva, where the battle was fought. What was attempted to be a surprise attack by the Duke of Savoy was met with swift resistance by the vastly outnumbered, but ultimately victorious, Genevan forces on Dec. 11, 1602.

Ever since then, it has been a Swiss tradition to celebrate the victory each year.

“We get together at night and have a lot of chocolate. Fondue is also a common food that we eat anytime. Since Switzerland is in the mountains, eating fondue is a good way to warm up [after being out in the cold].”

- Philippe Jay ’19

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A DV E R T I S E M E N T S

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436 HIGHWAY 1, IOWA CITY, IA (319)-341-8336

COMPLETE CATERING FOR GRADUATION

TH E AGE OF

A DD E R AL L

BY NINA ELKADI

Students at West High are turning to prescription medications to increase their focus in school and excel in sports. Adderall, commonly prescribed for ADD and ADHD, is the drug of choice.

All sources in this story have been given aliases, as they chose to remain anonymous.

“ WHO

GOT ADDY? ”

These are the words Roger, a West High athlete, heard minutes before he went out to compete. He recalls how one of his teammates just “popped it open and distributed it to everyone.”

“Addy” refers to Adderall, an amphetamine that was first used on a mass scale during World War II. According to the U.S. National Archives, a 1945 survey of German soldiers shows that the majority of those who used amphetamines “made their own rules” and took it “whenever they felt like it” instead of as directed. It is now commonly prescribed to people with Attention Deficit Disorder and Attention Deficit Hyperactivity Disorder, and the theme of not using the drugs as directed prevails. Roger doesn’t have an attention disorder, and neither do most of his teammates. Wesley, the teammate providing the Adderall, first acquired a prescription in fifth grade. Wesley only takes the 20 mg pill when he needs to study or compete in the sport, although the prescription states he is supposed to take it daily. He provides it to his teammates for free.

“It literally makes you forget you’re tired. It’s like a cheat code, almost,” Roger said.

Carl also participated in athletics. He took Adderall for three years with a prescription and recently stopped.

“You never get tired so you don’t know when you’ll pass out,” he said. “I blacked out four times in [my sport] because I didn’t know where my breaking point was.”

Roger doesn’t think there are any repercussions for getting caught taking Adderall for the sports. The only way he can see anyone getting in trouble would be if a parent didn’t want their kid taking it.

Athletes caught doing anything illegal, such as drinking alcohol or smoking marijuana, have the potential to be kicked out of athletics. Adderall is a schedule II narcotic, making it illegal

CLASSES OF DRUGS SCHEDULE I

No current medical uses, highest potential for abuse.

Includes heroin, marijuana and LSD.

SCHEDULE II

High potential for abuse, with use potentially leading to severe psychological or physical dependence.

Includes cocaine, methamphetamine, Adderall and OxyContin.

SCHEDULE III

Moderate to low potential for psychological or physical dependence.

Includes testosterone and anabolic steroids.

SCHEDULE IV

Low potential for abuse and low risk of dependence.

Includes Xanax, Valium and Ativan.

SCHEDULE V

Low potential for abuse and risk of dependence relative to Schedule IV. Includes Robitussin and Lyrica.

Source: dea.gov

to carry in the United States without a prescription.

“I would hope morally and ethically our students would compete within the spirit of the rules,” said Athletic Director Craig Huegel.“The difficult part is Adderall is very beneficial for those who legitimately need it.”

With prescription drugs, there is a gray area that exists for regulation. Many people take Adderall just so they have the ability to function normally. According to school nurse Megan Carlson, at West High alone there are just shy of 200 kids that have reported an attention disorder diagnosis. This isn’t counting those who don’t report it, or those with anxiety (83 students) or depression (43 students).

According to West High Assistant Principal Lucas DeVries, that gray area isn’t so gray when a student is at school. Students are not allowed to carry any medication whatsoever when they are at school, even with a prescription, and must access their medication from the health office.

If a student is suspected of having any illegal substances with them, the school has the right to search them without a warrant.

“We’re not law enforcement, so we don’t need probable cause to go through stuff. We just need reasonable suspicion,” DeVries said. “Any time there is a concern that a student may have an illegal substance on campus that is jeopardizing the safety of that student and possibly others, it’s our job to investigate.”

This reasonable suspicion can range from getting a tip from another student to seeing a student get out of a fogged-up car.

Lockers, backpacks and cars on school property all have the potential to be searched. If a student says no to the search, the problem can escalate outside of the school building.

“It’s better for a school administrator than a police officer here going through all of your stuff. The school takes a little bit different approach than a police officer,” DeVries said. “The school will also always make parent contact, meet with parents, make sure the student is safe to go home and provide resources for help outside of the school if necessary.”

Depending on the situation, a student has the potential to be suspended or expelled. If a student is a repeat offender, they have the potential to be sent to Theodore Roosevelt Education Center.

However, students who are taking Adderall illegally aren’t always taking it at school—they’re taking it for standardized testing. Because many students take drugs in order to function normally, the ACT has no way of regulating prescription drug usage. Before the ACT, Roger took 110 mg of Adderall.

“I was freezing and sweating at the same time, and that’s the only weird thing I’ve felt. I’ve never felt shitty on the come down,” he said.

Roger scored a 27 on the ACT the first time he took it, which was without Adderall. After taking the 110 mgs, he received a score of a 30. He didn’t study any more or get any more sleep than the day he got a 27.

Despite this, Ed Colby, Senior Director

“ THE

ACT MEASURES WHAT STUDENTS HAVE LEARNED IN THEIR CLASSES IN SCHOOL. A MEDICATION LIKE THAT WOULDN’T GIVE THEM KNOWLEDGE THEY DON’T ALREADY HAVE.”

of Media and Public Relations at ACT, does not believe that Adderall would inherently raise test scores.

“The ACT measures what students have learned in their classes in school. A medication like that wouldn’t give them knowledge they don’t already have,” Colby said.

Colby continued to reiterate this, as well as mention that there are no restrictions on medications that a student is on during the ACT. Even if a student is taking Adderall, there would be no way for them to drug test that student. Additionally, many students take Adderall with a prescription, and it would be almost impossible to regulate what medications people were taking before the test.

According to Clinical Professor of Psychiatry Dr. Michael Flaum, if you perform cognitive tests on almost any person before and after taking Adderall, for a significant majority there is a very predictable benefit in cognitive focus. Although Colby states Adderall won’t add knowledge to the brain, it is proven to help with cognitive function.

Hector is a student who occasionally gets Adderall from his friends to take before tests, and feels the benefits of this cognitive focus.

“It makes you more intellectual. It makes you feel quicker,” he said. “A main problem I have are FRQs. It’s really hard to pull shit just out of thin air. It really helps me focus and remember more things.”

For Toby, who took Adderall for multiple years with a prescription, relying on Adderall for testtaking is disadvantageous.

“You’re not actually testing your natural abilities. You’re testing your abilities with a drug that helps you focus,” Toby said. “You have to ask yourself the question of, ‘Am I cheating myself out of an education when I take it before a test?’ and I think the answer is yes.”

Academics are what West High students most commonly take Adderall for, with or without a prescription. Sally has been prescribed Adderall since 7th grade. Since she first received her prescription, she hasn’t gone back in to see her doctor. When she needs more pills or wants to request a higher dosage, she just calls her doc-

-Ed Colby, ACT Senior Director of Media and Public Relations

VERY OFTEN

OFTEN

SOMETIMES

RARELY

These are six of the 18 questions that were found to be the most predictive of symptoms consistent with ADHD. If four or more marks are made within the shaded area, then the patient has symptoms highly consistent with ADHD.

This is a test from add.org. There are two parts, but this part (A) is said to be the most predictive of diagnosing ADHD.

NEVER

SAMPLE QUESTIONS FROM AN ADHD TEST

1. When you have a task that requires a lot of thought, how often do you avoid or delay getting started?

2. How often do you have trouble wrapping up the final details of a project, once the challenging parts have been done?

3. How often do you have difficulty getting things in order when you have to do a task that requires organization?

tor and her request is granted. Sally attributes the commonality of Adderall, with or without a prescription, to the competitive culture of West High.

“I think it’s because of the pressure the school puts on for grades to be so high. Taking Adderall for me was the difference between a 3.2 and a 4.0,” she said. “I feel like [administrators] need to realize that instead of doing all of these drug busts on cars, [they] should see why kids are doing drugs. Because I guarantee you, it’s all of the smart kids taking it because they feel like they have to fit a certain image.”

According to Hector, students don’t advertise that they take Adderall in the same way that they may brag about smoking marijuana or drinking alcohol.

“It’s never been something that’s cool. People talk about it, but it’s never like, ‘Oh are you taking Adderall?’” he said.

Hector further explains that you don’t see someone passing around a bottle of Adderall at a party, whereas you may see someone passing around a joint. In his experience, the students taking Adderall are seeking out ways to improve their academic standing, not to get high.

Hector first took Adderall without a prescription to study for a couple of tests, and subsequently sought out a prescription. He thinks if he does in fact have an attention disorder, it’s very mild.

“I just knew my performance would go up if I was taking it. Generally, with anyone, if they take a drug like Adderall it’s going to help them,

“ YOU

4. How often do you have problems remembering appointments or obligations?

5. How often do you fidget or squirm with your hands or feet when you have to sit down for a long time?

6. How often do you feel overly active and compelled to do things, like you were driven by a motor?

Source: add.org

NEVER GET TIRED SO YOU DON’T KNOW WHEN YOU’LL PASS OUT.”

WHAT IS ADD? People

so I thought, ‘If it’s not harming me, why not do it?’” he said. “In no way was I addicted to it. It was once every couple of weeks if I had a test.”

Toby argues that “you have no way of knowing if you’re addicted to something until you don’t have access to it.”

For Carl, the addiction came to light when he was physically unable to stop taking Adderall. “[My parents] kept the extra pills in the house, and I was still rather addicted to it so I’d abuse it.

They thought I was using it for school,” he said.

“It freaks the shit out of me now. Being addicted to it is really freaky.”

Carl got to the point where he was taking two or three pills each day just to maintain the buzz he felt. He developed a tolerance to the drug, which caused him to take multiple just to get to the same effect he felt before. Carl was also physically dependent on Adderall, which is a tell-tale sign of addiction. Dependency refers to the body needing the drug to function properly, and without the Adderall, his mood and physical endurance plummeted.

Flaum used the term “happy pill” to describe Adderall. Adderall increases dopamine levels in the brain, which for many can be a surge of motivation or happiness.

Toby recalls how the so-called “happy pill” can manifest into an “experimentation pill” that people take to enhance every experience.

“When you start conditioning yourself to constantly take Adderall before you take a test, and you do well on those tests, you start to associate Adderall with good feelings, and Adderall with something good. That can push you toward using it for other things than a test,” Toby said.

However, for a minority of people, increased dopamine activity in the brain can be detrimental.

“We know that enhanced dopamine activity has something to do with getting psychotic and losing touch with reality. Either by the direct or indirect effects of using stimulants, they get

who have little issue sitting still or controlling behavior, but may be predominantly inattentive may have ADD. This causes issues with being able to maintain focus.

WHAT IS ADHD?

People who may be able to pay attention to a task, but lose focus may have ADHD because they may be predominantly hyperactiveSource: add-adhd.gov impulsive.

AMPHETAMINES are

stimulants that speed up the body’s system.

The effects are similar to cocaine but have a slower onset and a longer duration.

Physical effects can include insomnia, appetite loss, increased blood pressure, increased heart rate and physical exhaustion.

Source: dea.gov

DOPAMINE is a

neurotransmitter. It is used in the parts of the brain involved in experiencing pleasure and regulating movement.

Increased dopamine activity can cause alertness, arousal and appetite suppression.

Source: dea.gov

the psychotic-like symptoms,” Flaum said. “Sleep deprivation itself can be a significant stressor. It can cause people who are vulnerable to manifest serious psychiatric disorders.”

This means that people who previously may not have had schizophrenia, anxiety, depression or any mental illness may trigger the illness by taking the drug—which is irreversible.

Along with the threat of uncovering a severe mental illness is the comedown after becoming reliant on Adderall.

Carl had headaches for weeks after he stopped taking it daily, but his appetite—which had been gone for three years—returned.

Toby first realized a lack of self-coping mechanisms when he stopped taking Adderall. The next thing he noticed was a feeling of overwhelming depression.

“Not because I didn’t have Adderall, but it was like, ‘Wow, I’m really really a bad student or a bad person because I’m not able to focus or do these things without Adderall,’” he said.

For Sally, the main side effect she experiences is anxiety.

“I take my Adderall in the morning, and then I take my Xanax before a test so they contradict each other,” she said.

Flaum expresses his concern over the practice of allowing the body to rely on medication.

“Adderall makes people anxious, and they may use something to counter. Adderall is very commonly used by people [in their teens and early 20s], and so are Valium and Xanax,” he said.

“You get into this cycle of chemically modulating yourself and needing to rely on these medicines.”

Carl smokes marijuana almost daily in the parking lot to settle his anxiety, instead of taking prescription drugs. He trades the Adderall pills he no longer takes for marijuana or LSD, a psychedelic drug. “[We trade] at school,” Carl said. “In the hallway at any point, or in class.”

Carl recalls friends who would push up the ceiling tiles in certain areas of the school to hide drugs. Or, if it was an in-person exchange, roll up the marijuana inside of pens. Not only is it a discreet exchange, but if the person is searched, the pens will most likely be left alone.

On occasion he sells the pills for cash, but prefers to trade for marijuana. He recalls a huge spike in requests of Adderall before the Iowa Assessments.

Wesley also acquires a multitude of extra pills

since he doesn’t consistently take his daily dosage. During midterms or finals, Wesley can make hundreds of dollars selling Adderall in a matter of days.

Flaum worries that the ease of acquiring Adderall through an attention disorder diagnosis is going to have extremely negative effects on this generation of young adults.

“The truth is, ADHD is not a diagnosis you can make with a laboratory test. It isn’t really a diagnosis you can make with a full battery of neuropsychological assessments,” he said. “If you’re a smart kid and wanted to get Adderall, it would take you five minutes to look up the symptoms online, you would tell the symptoms to some stupid psychiatrist, and you would meet the diagnostic criteria for ADD. You can get a prescription for Adderall just like that.”

According to a report released by the Drug Enforcement Agency, the number of ADD and ADHD stimulant prescriptions dispensed annually increased 39 percent between 2007 (34.8 million) and 2011 (48.4 million).

This only backs Flaum’s claim of drugs being overprescribed, especially Adderall.

“We are unfortunately in an era where prescribing medicines is seen as a very reasonable thing to do. I personally think we will look back on this era shamefully.”

This era of overprescription didn’t come out of nowhere. Pharmaceutical companies spend billions of dollars pitching their product to doctors, associations and the consumer directly.

“It’s not a coincidence that psychiatrists prescribe all of these medicines. Pharmaceutical companies work very hard and very effectively to influence prescribe and practice,” Flaum said.

“Community standard of practice is to prescribe a lot of medicine to a lot of people.”

According to Dr. Marcia Angell, the former editor-in-chief of the New England Journal of Medicine, about one-fifth of the funding for the American Psychiatric Association comes from pharmaceutical companies. In her article, “The Illusions of Psychiatry,” she further explains how these drug companies attempt to gain the support of well-known psychiatrists at reputable

At West High, about

20 0

students have reported their ADD/ADHD diagnosis.

This isn’t counting those who don’t report it, or those with anxiety (83 students) or depression (43 students).

Between 2007 and 2011, ADD/ADHD stimulant prescriptions dispensed annually increased

39 %

$34.8 million $48.4 million.

academic medical centers. These esteemed psychiatrists are known as “key opinion leaders” to the drug companies, who fund their research.

This funded research influences the future of mental illness diagnoses and treatments through the writing and teaching of these doctors. Consequently, if a psychiatrist has research funded by a company, they may have a bias to reporting primarily positive things on that medication.

The consumers are directly affected by the word of their psychiatrist, but also the magazines they flip through. Shire Pharmaceuticals LLC is one of the biggest pharmaceutical companies that produces Adderall. A U.S. Department of Justice announcement shows that in 2014, Shire was fined $56.5 million for making claims about Adderall without clinical data to support it. The report alleges that Shire advertised that the drug would improve academic performance, reduce unemployment and prevent criminal behavior.

However, this is just a small dent in the $1.03 billion revenue Shire made off Adderall in 2007—the final year covered in the Department of Justice settlement.

Despite the politics of the pharmaceutical industries, some medications are said to be truly life-saving by its users. Whether the user is actually taking it for the purpose of saving their own life, the companies, coaches, teachers, parents and psychiatrists will never know.

from to

In 2010,

59.1% of 12th graders got their prescription drugs from friends or relatives.

Sources: University of Michigan, 2010 Monitoring the Future Study

EDITORIAL POLICY

Sources may wish to have their names withheld from a particular story, and some may have valid reasons for this. The editorial board will decide on a case by case basis whether anonymity may be granted to protect the source. The board recognizes that a high school is a very confined community of young people, and that some topics, while important to the community, may involve public embarrassment and official sanctions if names are printed.

Once anonymity is granted, the board must stand behind its decision, whatever the pressure.

This, therefore, is a weighty decision.

“ WE ARE UNFORTUNATELY IN AN ERA WHERE PRESCRIBING MEDICINES IS SEEN AS A VERY REASONABLE THING TO DO. I PERSONALLY THINK WE WILL LOOK BACK ON THIS ERA SHAMEFULLY. ” -Michael Flaum, MD ART BY ANGELA ZIRBES DESIGN BY CATHERINE JU

32

E N T E R TA I N M E N T APRIL 14, 2017

GUESS YOUR

GRAD YEAR

BY WILL CONRAD

5 6 7

HOW WILL YOUR MONTH OF MAY BE SPENT?

1

HOW DID YOU START THE SCHOOL YEAR?

A) Notebooks for each class and a color-coded binder B) A few notebooks, plus a homework folder C) Whatever I could fit in my backpack with all the textbooks D) Still procrastinating the back to school shopping trip

2 3 4

HOW MUCH HOMEWORK DO YOU DO ON A NIGHTLY BASIS? A) As much as I’m assigned B)) Enough so that I can finish before school C)) Enough so that I can finish during class D)) What’s homework again?

HOW MUCH SLEEP DO YOU GET A NIGHT?

A) Around 8 hours B) 5-7 hours C) 4 hours D) As much as possible

A) Counting down the days til summer B) Dreading AP classes next year C) Eating my weight in cake at grad parties D) Waiting for May 27

WHAT’S YOUR FAVORITE SOCIAL MEDIA? A) Instagram B) Snapchat C) Twitter D) Facebook

WHAT HAVE YOU LEARNED AT THIS POINT IN HIGH SCHOOL? A) Not to congregate in the halls B) How to get as little sleep as possible C) The flaws behind option B D) How to not do homework and still maintain a decent GPA

ANSWERS MOSTLY A’S FRESHMAN - 2020

WHAT WERE YOUR PLANS FOR SPRING BREAK? A) Extracurriculars B)) Hanging with friends C)) College visits D)) Sleep

ART BY ANGELA ZIRBES DESIGN BY MEGAN BOLAND

MOSTLY C’S JUNIOR - 2018

Still in the beginning stage of high school, life seems like your oyster. Just starting out, however, you’re trying to find the balance between extracurriculars, your GPA, sleep and friends. This innocent period is somehow the best and worst part of high school.

With not that long until you enter your final year of high school, you probably expected to be relaxed. However, with AP tests looming, you’re probably hitting the books and hoping for 4s and 5s and that sweet college credit. Best of luck, juniors.

MOSTLY B’S SOPHOMORE - 2019

MOSTLY D’S SENIOR - 2017

You’re one year in and starting to discover the struggles of high school. The stability of last year is probably going downhill, as well as your sleep. Nearing the final stretch now, you’re probably reflecting on how high school is already near halfway over, as well as making plans for the future.

You’ll be leaving high school soon; for some it will seem like it flew by, while for others it’ll feel like it’s been forever. You’re probably scared to leave the place you’ve known for four years and be independent for the first time.

Although some complain about various aspects of high school, deep down, we’ll all miss it.

RE USE RE MAKE RE C YC L E

Every era has some sort of fashion statement that distinguishes it from any other time.

What does our generation have to offer for the constantly changing world of clothing design and mainstream fashion? The style of the 2010s seems to be a combination of the biggest trends from the late 20th century.

Some might say that this generation lacks anything new. We are in the age of recycling the old and making it our own.

BY ANGELA ZIRBES

34

E N T E R TA I N M E N T APRIL 14, 2017

In general, ‘90s fashion was loose, fun and relaxed.

It was a mix of preppy fun and cool grunge. Preppy fashion was bright, exciting and girly, such as mini skirts and slip dresses with sneakers. Grunge was more monochromatic, using shades of black and gray in the colors. Grunge was all about fishnets and chokers.

“[I DRESS LIKE] THE 90S B ECAU SE I WEAR SHIRTS WITH POOFY SHOULD E R S .”

-Jin Lee ’17

“IN FAS H ION, TRENDS TE N D TO R E C YC L E THEMS E LV E S . ” -Erin McCain ’17

‘70s fashion was groovy, relaxed and flared. Big bell jeans, feathered vests and flower crowns were classic staples of this era.

‘70s fashion was inspired by political issues that were happening at the time, leading many to protest violence with their clothing as a way to express themselves and their ideologies.

“A L O T OF MY PIECES OF CLOTH ING ARE CLASSI C ...

BUT THE FIT OF THEM IS A MORE MODERN STYLE...

WHICH HAS CO M E UP IN THE PA S T.” -Nasim Abu-Dagga ’17

35

E N T E R TA I N M E N T

APRIL 14, 2017

The fashion of the 2010s is nearing its end and the 2020s are coming soon. Perhaps they will bring something fresh, new and innovative to the fashion industry.

‘80s fashion was all about standing out from the crowd by wearing bright colors. People made statements with neon colors, eccentric pieces, puffy clothing, juicy couture, athleisure, layering of odd clothing and, of course, wild hair.

PHOTOS BY NICK PRYOR ART BY ANGELA ZIRBES DESIGN BY SIMRAN SARIN

36

POS

E N T E R TA I N M E N T APRIL 14, 2017

BAILEY NOCK ’18

Bailey Nock ’18 has learned a few tricks to get her 2004 Ford Focus, “Sasha Fierce,” to work well for her. “Whenever something is broken in the car you just have to kind of,” Nock said, and then proceeded to smack her car.

BY GABBY SKOPEC

4

5

1 4

My left turn signal is broken, so I have to stick my hand out the window to let people know that I’m turning.

This is my side mirror; it comes off. My side mirror came off because it was hit on the garage door; it doesn’t randomly fall off when I’m driving.

PHOTOS BY ALLIE SCHMITT-MORRIS DESIGN BY LEAH DUSTERHOFT

22 55

The sunglass thing will sometimes randomly fall out when I’m driving so it will tick [then fall out] and then in order to get it back in you have to swat it.

My bumper is completely held together by duct tape. I would like to point out that this was not my fault and that [my brother Bo Nock ’16] did most everything wrong with my car; he didn’t take very good care of it.

33 66

When I brake, the brakes don’t work very well so I have press really hard and they go da-dada-da-da-da-da.

My dad doesn’t want to get anything fixed and he doesn’t want to get me bumper stickers or a personalized license plate because he thinks the damages will cost more than the car is worth.

37

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38

SPORTS

APRIL 14, 2017

1 ON THE

2 3

RIGHT

TRACK

The girls and boys track teams have had a strong start to their outdoor season.

Both teams won their respective meets on March 28. The girls won the Women of Troy Relays while the boys team placed first on the road at the John Ask Relays.

The teams will travel to Drake Stadium on April 27-29 for the Drake Relays, where they will get the unique opportunity to compete against all four classes combined.

1 2 3 4

Leah Dusterhoft '17 competes in the shot put, where she placed sixth with a throw of 32-9.75 feet.

Claire Ronnebaum '18 runs the 3000, placing fifth, while Gabby Skopec '17 places first and breaks the meet record for the event.

Andrew Murley '17 begins the final lap of the 3200 meter run, eventually finishing ninth in a competitive field of 23.

Kolby Greiner '19 and Ali Ali '17 come together after the 3200 meter run, an event in which they finished first and second, respectively.

4 5

5 6 7 8

Katie Severt '19 kicks off the sprint medley team including Ally Bauer '17, Micaela Gravelin '17 and Simone Willis '20. They finished third overall.

Mason Sorge '19 sprints the 400 meter leg of the 1600 meter sprint medley relay, an event West would take seventh in.

Valerie Welch '17 breaks the meet record for the 100 meter hurdles with a time of 14.73 seconds.

Kolby Greiner '19 finishes the 1600 meter run in first with Ali Ali ‘17 following behind, mirroring their 3200 meter placings.

39

SPORTS

APRIL 14, 2017

BY ELLIE GRETTER As the girls track team begins their outdoor season with a win at home, West Side Story talked to the newest member of the coaching staff, West High alum Morgan Stroud. Stroud will focus mainly on sprints, her specialty when she was a member of the track team.

7 8

Q&A WITH COACH MORGAN STROUD

6

West Side Story: What years did you run at West?

Morgan Stroud: I ran 2007, '08, '09 and part of '10.

WSS: What events did you do?

MS: I was a 100 and 200 [meter] runner.

WSS: Do you notice any similarities between this year’s team and the teams you were on?

MS: I think there is a lot of potential. Especially in high

school there is a lot of opportunity to run a lot of different events. I can see that in a lot of the girls here. I also see the drive to work really hard so far this year, how bad the girls want it, and I can see that they are willing to work for it.

WSS: Why did you decide that you wanted to be a coach?

MS: I grew up running track and West is obviously

where I went to high school and ran. For me, it was really important to get back to my roots, get back to where I came from. Also, really get back into the sport that I love so much. It is different being on the other side of things so for me; it is not so much me putting in the effort but it is getting the girls to put in the effort and really see the outcome.

WSS: What are your goals for this season?

MS: For the girls to have fun, it really is an exciting

sport especially if you get to know your teammates; you have fun at the meets and at practice. Another goal would be obviously to win a state championship, if we can. Even individual [state] champions, push the girls as much as possible. Also individual goals, make sure the girls can see their own accomplishments.

WSS: What is your favorite part of coaching so far?

MS: My favorite part of coaching so far is getting back

in the environment and getting to see so many different faces; I’ve never met any of the girls because I never went to highschool with any of them. It is exciting to see each girl’s variety of events and each girls level. So far, just watching how far people have grown within the past few weeks.

PHOTOS BY WILL CONRAD, SARAH LONGMIRE & KARA WAGENKNECHT DESIGN BY JENNA ZENG

40

SPORTS

APRIL 14, 2017

RISING STAR:

MARNIE VONDERHAAR ‘19

With experience playing at the Iowa Soccer Club (ISC) and with the Iowa Olympic Development Program (ODP), Marnie Vonderhaar ’19 and Brody Schilling ’20 prove to be new players with the ability to impact the West High Soccer program. These two also traveled to Scotland last summer to participate in a tournament.

BY DENIZ INCE West Side Story: When did you start playing soccer?

MV: Probably when I was in seventh grade, I started playing club soccer, ISC. WSS: Why did you choose to play soccer over other sports?

MV: I played other sports. I played tennis and I did track in junior high. I also did volleyball, so I had kind of tried everything and I decided that I liked soccer best, so I decided to stick with that.

WSS: Why did you choose to join ISC? MV: I knew that ISC was a really good club and they had really good coaches, so I joined. I also had friends in ISC. WSS: How has joining ISC helped you improve?

MV: ISC has a lot of good coaches and I feel like I’ve really benefitted from their coaching.

WSS: Who are your biggest mentors?

MV: Well, in ISC I’ve had one coach that’s been my coach for a while named Jon Cook, and I feel like he’s really helped me improve and he’s a really good coach. I also think that my teammates from last year on West High’s soccer team really pushed me to do better and I’ve benefitted a lot from them.

WSS: How was the transition into West soccer?

MV: It was kind of hard for me because it was a lot of work and it was kind of intimidating being with the older girls who are really good at soccer, but once I was on the team, I felt really welcomed because they were all really nice and encouraging and helpful.

WSS: What are your biggest achievements in soccer?

MV: I was on varsity last year as a freshman and I also play for the Iowa ODP team. And last year, I didn’t play that much, but we made it to the state finals.

WSS: You spent some time in Scotland playing soccer last summer. What was that experience like?

MV: It was a lot of fun. It was a lot different than United States soccer; it was a lot less organized.

It was a really good experience and I’m just really thankful that I could go play soccer in Scotland. I learned a lot from the coaches there that had different philosophies on playing soccer. It was just interesting to see the difference.

WSS: Do you hope to pursue soccer in college?

FAST FACTS Favorite pro player: Julie Johnston Favorite pro team: Barcelona and Bayern Munich Position: Center back Has been on Iowa ODP for two years PHOTOS BY OLIVIA DACHTLER DESIGN BY TYLER THOMASSON

How does that affect your training?

MV: Yeah, I think so. I think a lot of girls on my West High team and ISC team hope to play soccer in college, so I think the atmosphere is just a lot more challenging and competitive knowing that we want to go further to play soccer in college.

WSS: Why do you like to play soccer?

MV: It’s just a lot of fun and you can always find ways to challenge yourself and get better. I like it a lot because I’m good friends and have formed good friendships with my teammates, so it’s really fun just to be able to play soccer with all your really good friends.

41

SPORTS

APRIL14, 2017

RISING STAR:

BRODY SCHILLING ‘20 FAST FACTS Favorite pro player: Robert Lewandowski Favorite pro team: Chelsea Favorite pro leagues: English Premier League and La Liga Position: Center midfielder

West Side Story: When did you start playing soccer?

BS: When I was about 4 years old.

WSS: Why did you choose to play soccer over other sports?

BS: Watching my brother play growing up; he was on a team and I watched him play there.

WSS: Why did you choose to join ISC? BS: I just followed my brother’s footsteps and just joined when I got old enough.

WSS: How has joining ISC helped you improve?

BS: The coaching and then my teammates have helped me to become a better player.

WSS: How has your brother shaped your soccer experience?

BS: He helps me a lot, actually. He might not always be here with me. He lives in Virginia, but he calls me a lot and talks to me about soccer.

WSS: What are your biggest achievements in soccer?

BS: Probably playing ODP. You get plenty of new experiences, especially going on bigger trips, playing with a new team and playing outof-state competition.

WSS: What have your experiences with ODP been like?

BS: So, as a team we go out of state and we play Illinois or Missouri and we just got back from Tennessee [where] we played a couple teams.

We played Arkansas, which was different. We go to Vegas soon and we’re playing in the national league tournament.

WSS: What are your expectations for nationals?

BS: We’re hoping to do good. We haven’t lost

yet this season, but hopefully we can have a good time there.

WSS: What are some of your favorite memories from soccer?

BS: I like just playing, and traveling I like a lot.

I went to Scotland over the summer; that was a great experience, playing against really tough competition. Seeing where you’re at as a player compared to them is very different.

WSS: What was that experience like?

BS: It was hard. It was different because we had Scottish players playing with us so it was hard understanding them because of their accent. It

was hard because of the competition, a lot harder there because they always train and they play a lot, more than I think we do here.

WSS: How has the transition been into West soccer?

BS: Been training more, been getting in shape.

I’ve been coming to the open plays for West High and then I’ve been practicing with ISC with most of the high school guys.

WSS: What are your goals for this soccer season?

BS: I hope to make varsity, but if I don’t, I’d like to contribute to any team that I make.

42

SPORTS

DIFFERENT

APRIL 14, 2017

G A M E, S A ME

NAME

BY REAGAN HART & GABBY SKOPEC

The choice to play one or more sports is something athletes have to consider. As more children specialize at a younger age, a debate has ensued questioning whether the best path for athletes is to be involved in many sports or to specialize in just one.

PHOTOS BY OLIVIA DACHTLER, LEAH DUSTERHOFT, SARAH LONGMIRE & CAROLINE YOUNG

I

t is an age-old tradition for young kids to begin sports almost as soon as they can walk.

A child’s time used to be filled with sports; if kids weren’t at practice they were outside playing games.

“Most of us, at least [people] my age, developed our sports accolades by being out in the yard playing all day, whether it be baseball, football or wrestling with our brothers, whatever the case was. We got really good at what we were doing by just playing,” said boys track and field head coach Travis Craig.

Over time, however, children begin to slowly

drop out of the multitude of sports they participated in, usually choosing just one to focus on for a variety of reasons, including specialization.

Recently, this specialization has been occurring at an increasingly younger age; according to an

88.5%

of 2016 NFL draft picks did multiple sports in high school.

article published on the US National Library of Medicine: National Institutes of Health website, 77.7 percent of high school athletics directors reported noticing an increase in specialization.

While there are reasons for focusing on one sport, recent information has emerged showing the benefits of remaining in more than one sport; for example, 88.5 percent of NFL draft picks in 2016 played more than one sport in high school.

Craig notes that the different games build on each other, creating a better overall athlete.

“We tend to use the same muscles [in one sport]. [In] basketball you tend to jump a lot, in

football you tend to use your arms a lot; multiple sports lets you use all those different muscles and learn how to use them effectively. I think that’s very important. Each sport builds upon the prior one. You are learning throughout.”

Rachael Saunders ’18 joined soccer last year after playing basketball since sixth grade and has noticed a growing confidence in her basketball game since joining soccer.

“I’m definitely more comfortable with different moves, different jumps. It overlaps fairly well with basketball. Having to dive on the floor and dive in the field, I have been able to become more flexible and develop muscles that have helped me in basketball,” Saunders said.

BREAK DOWN BY GENDER

FEMALE

MALE

41% 28%

of female athletes specialize in a sport

of male athletes specialize in a sport

SPORTS MOST SPECIALIZED IN 1. Soccer 2. Softball 3. Volleyball 4. Basketball

1. Soccer 2. Basketball 3. Tennis 4. Wrestling

Source: the National Federation of State High School Associations

On the other hand, Bailey Nock ’18 stopped playing basketball last year to focus her efforts entirely on running.

“I stopped because looking forward to the future after high school, I had to take [running] more seriously, and I had to take priority into which sport I thought would get me a future in that sport in college,” Nock said.

Similarly, Regan Steigleder ’17 stopped playing basketball after she committed to play soccer at Vanderbilt University as a freshman.

“Freshman year I committed to a school to play soccer [in] college. I thought I should focus more on soccer since that is what I was going to do in college,” Steigleder said. She has since decommitted from Vanderbilt due to a coaching change and committed to Northwestern University last year.

Additionally, Steigleder faced pressure to focus on soccer from the coach at Vanderbilt. “[The] coach didn’t want me to get injured or anything and [wanted me to] mainly focus on soccer,” she said, adding that her decision to focus solely on soccer “was somewhat fifty-fifty, because I knew I need to focus [on only soccer] to be the best I could in soccer. The coach had some say in it, but couldn’t force me to quit.”

She also added that the coach at Northwestern would have allowed her to play both sports.

WHAT FACTORS DO ATHLETES CONSIDER WHEN DECIDING TO SPECIALIZE?

Seasonal overlap Schoolwork Injury risk

Athletes are generally split into three age categories: under 12, 13-15 and over 16. These categories are then used to determine when athletes should specialize. According to an article by the Changing the Game Project, a site devoted to providing information and research about sports, athletes should sample a variety of sports under age 12, then begin to focus 50 percent of their time on a chosen sport with the other 50 percent on a variety of athletics. At age 16, an athlete can then focus 80 percent of their time on a chosen sport, but should still spend 20 percent on other athletics.

Another factor that plays into an athlete’s decision is time commitment for each sport practice, especially with many athletes in club sports in addition to high school practice and schoolwork.

“Freshman year I was really busy. Basketball is only during the winter, but you have to keep practicing year round. Then soccer is year round, too,” Steigleder said. “Now that I’m not in basketball, [I go to soccer practice] three times a week [during the offseason], and I work out the other days. When I had basketball, soccer and schoolwork on top of it, it was nonstop.”

Craig also noted that the time commitment was a difficulty athletes can face.

“It’s not easy being in multiple sports; not every kid wants to commit that much time. It takes effort and time to do all those sports. It takes away [from] academics and I see that argument,” he said.

Despite the large commitment, many athletes make it possible to make the schedule work with good cooperation of coaches and a highly organized schedule for schoolwork.

“The coaches at West High are really good about having overlap,” said Austin West ’18, who does football, track and field, and baseball.

Craig agreed, noting that the coaches at West High want to help athletes be involved in multiple sports.

“I think it’s more perceived by the kids that they have to choose [a sport]. The coaches want to work with each other. They all want West High the best place it can be,” Craig said.

Finding the time to train for different sports might be difficult, but West and Saunders both agree that the training is beneficial. In specialization, the same movements are essentially used each time. This can be very harmful to one’s body over time. According to Changing the Game Project, pediatric orthopedic specialists believe athletes who specialize account for 50 percent of overuse injuries.

“When you play a sport for a long time, that can cause a lot of overuse injuries that can prove

Enjoyment Friends Time

43

SPORTS

APRIL 14, 2017

hard to deal with if you are playing one sport.

With playing soccer and basketball, I really get to focus on different techniques and skills and that prevents further injuries,” Saunders said.

However, Nock believes specializing may have reduced her probability for injury. “[In] basketball, there is a lot more to do with concussions and physically hitting each other and getting injured. Running is just that -- you run so much that you get [overuse injuries]. So I would say that I’m at less of a risk of getting injured when I run than when I’m [playing basketball],” said Nock.

West also finds that participating in multiple sports can alleviate boredom that may come with training for long periods of time without competition.

“I like to say that it’s a lot more fun to play a sport than to train for one, so it keeps you busy,” West said.

This also played a large factor in Steigleder’s decision.

“I really loved basketball and I loved soccer a lot too … You know you [can] go to a soccer practice or you [can] go to a basketball practice.

And soccer practice I actually looked forward doing it; I loved practicing. In basketball I didn’t love practicing, I just loved the game. For soccer I loved both. That was my big decision to focus on soccer,” she said.

Pediatric orthopedic specialists believe

50%

of overuse injuries come from athletes who specialize.

Despite all of the possible reasons an athlete may choose to play or not to play several sports, there is also a more simple answer to why one may join a team: friends.

“I was looking for something new to help me stay in shape, and a lot of my friends played soccer, so I thought I would try it,” Saunders said of joining the soccer team.

Craig also believes friends are a very important part of sports.

“There is always that simple [advantage] of friends and that’s the easy answer,” Craig said.

“Learning to have friends and being around a good social group, but I think more importantly it’s learning how to compete. That’s a big thing, not only in sports, but in life. It’s very competiDESIGN BY LEAH DUSTERHOFT tive.”

44

A DV E R T I S E M E N T S APRIL 14, 2017

S PECIAL THA N KS TO

45

OPINION

APRIL14 2017

NOT THAT KIND OF BOY My experience growing up with society’s messages towards men.

BY LUKE REYNOLDS

What’s dangerous about society’s portrayal of men?

BY THE NUMBERS

10 90

million men will experience eating disorders in their lifetime. percent of men’s magazine advertisements have hypermasculine messages.

IN A STUDY OF 86 COLLEGE MEN...

13.6 31.7

percent said they would rape women if there was no consequence.

percent said they would force women into sexual intercourse.

Sources: nationaleatingdisorders.org, Sussle & USA Today

A

n image of society’s definition of a man pops into my mind with no difficulty.

It’s a guy who ripples with muscle, never sheds a tear, plays all the sports he can get his hands on and jokes about women with no regard to how he sounds. Whether flaunting their figures in magazine ads or walking through hallways with their posse of bros, they always seem repulsive to me. It’s because they embody exactly what the world deems a man, and the labeling makes me want to scream.

When I was growing up, forcing myself into society’s masculine image never crossed my mind. The first place I would go to in the toy section of a store was the aisle bathed in pink, finding dolls or stuffed animals and clutching them in my little fists so I could bring them on exciting adventures. There was a period of four years where I wore Halloween costumes meant for girls and marched in the yearly elementary school parade without a care in the world. What was wrong with a boy being a tween Alice in Wonderland with fabulous long blonde hair that bounced with the blue dress? Nothing. There was also nothing bad about spending recess chatting excitedly with my brother and running around a tree instead of running after a soccer ball. I mean, we all have different interests, right?

Maybe so, but that didn’t stop the messages I received from my peers and the magazines I flipped through.

Hey, you’re a boy! Why don’t you go man up by playing sports with other boys instead of hang-

ing out with girls? Hey, you’re a boy! Wouldn’t it be more fun to play with action figures and toy cars instead of all those tacky blonde-haired dolls? Hey, you’re a boy! Why don’t you go harass that girl over there since you’re going to end up falling in love with her?

Those comments settled under the surface for several years before coming out of the water and slapping me in the face as a high school junior.

Our world is shaping every single guy into a buff and emotionless stereotype that overexerts his dominance and can sweep women off their feet with the flutter of an eyelash.

However, this also comes with a price, one where any guy not masculine enough is called gay, and any girl is subject to derogatory comments that reduce them to mere props men can use.

I don’t understand why that should be the case.

Why do men have to fit into this box society lays out for them? It’s not healthy for anyone involved. Boys, you can be scrawny, cry and smile all the time, not play sports at all, have girls for friends and even love other guys. You will still be beautiful regardless. Screw what’s shown on every television screen. Real men come in so many different personalities and sizes, and there’s no reason why we can’t all be “masculine.” Be proud of who you are and shut down those who try and sweep you under the current.

After all, no guy wants to be that kind of boy.

“REAL MEN COME IN SO MANY DIFFERENT PERSONALITIES AND SIZES.”

PHOTO BY TERESA KNECHT DESIGN BY WINGEL XUE

46

OPINION

EM BLAE APRIL 14, 2017

A

SHM

&

SHAME & BLAME

BY MARY VANDER WEG

PHOTO BY SARAH LONGMIRE DESIGN BY SIMRAN SARIN

E

very day on my way to class I pass a poster that reads “THIS IS YOUR BODY ON DRUGS,” followed by your average repulsing illustration of peeling flesh and rotten teeth. While at first glance it looks like an ad for the newest zombie flick, it’s actually the newest trend in reprimanding children - by the way of “Shame and Blame.”

The “shame and blame” or “projecting the blame” tactic is fairly simple. It consists of an authority figure using humiliation or terror as a method of scolding an adolescent who has done something wrong. The problem? It doesn’t work.

Wasps, roller coasters, climbing trees and the slight chance that my foot will be caught in the propellers of a speedboat are just some of the things that scare me. You know what doesn’t scare me? Some random old stranger telling me that if I get pregnant before I’m married I’ll become economically inefficient for the rest of my existence.

The belief is that the embarrassment, guilt or fear this causes will force the person to change their habits to avoid feeling that way ever again.

The essential mindset of the shame and blame technique is to make a child feel so bad that they start to believe ‘I am bad.’

Manipulation disguises itself in many ways, but it’s not too hard to pick out the shame and blame. After I learned about this technique, I began to notice it very frequently in my everyday life. Sayings like “I’m disappointed in you,” “Why can’t you be more like them?,” “If you do that thing your life will be a waste,” “You make my life harder” and other general maliciousness.

Negativity has been projected in such a way that it makes the victim feel an unnecessary sense of disappointment in themselves.

Another thing to note is that shame and blame is not the same thing as regular disciplining. It is when a reasonable punishment is taken and drenched in condescension and negativity.

Tacking on that unnecessary little jab at the end is supposedly supposed to do the trick and teach the kid a lesson. Ironically, the only lesson that is really taught is that the kid should feel worthless.

I don’t know what it is about certain adults these days, but for some reason, they can’t have a reasonable disciplinary conversation with their children. Instead, they feel the need to take the easy way out and just be jerks. They think that it will make the kid seem like the villain instead of the adults themselves. I can assure you adults, however, that you are still quite the unsympathetic ass.

The most prevalent age group that this technique is used on is teenagers. Usually around the time a kid starts high school, it seems that every adult around is immediately suspicious that they’re up to no good. I don’t know if they’re worried, or judgemental, or maybe a little bit of both, but that is where the shame and blame is born.

One argument used to justify using this tactic on teenagers is the fact that we are easily susceptible to outside influence. I can’t argue with this, but I can argue that this sort of technique is not the way to go if you want us to stay in line. Yes, teenagers are susceptible to influence or peer pressure, but they are also just as easily affected by negativity.

I see so many instances of the negative effects that the shame and blame can have on kids my age. We all have that one friend - or maybe we are that one friend - that accepts nothing less of perfection, especially when it comes to school.

I can’t be the only one that has experienced the situation in which you’re talking to a friend about a test score and they complain about how horribly they supposedly did. You think, ‘Huh, maybe I’m not the only one who did bad on the test,’ but then they lean in and whisper shamefully, “I got a B! My GPA is ruined!” and you’re standing over there with your D- wondering where you went wrong.

Usually, kids like this are the product of a life-

time of shaming and blaming. They become so terrified of messing up that anything short of perfect makes them hate themselves. It’s like constantly walking on eggshells. I know too many people that are grounded or punished for getting so much as a B+ on their report card.

I don’t know about you, but that sounds pretty stupid to me.

Messing up is a part of life. Messing up as a teenager is a regular occurrence. Anybody who says they’ve never messed up is one big fat liar.

I mess up around five times a day at least. Now add a condescending adult and a humiliating remark to each of those, and you can’t not expect a significant amount of self-esteem degradation to take place. Being told you’re a disappointment, or you ruined something important just feels downright crappy.

Maybe shaming and blaming worked way back when, but nowadays it is ridiculously negative and condescending. Shaming and blaming is humiliating. It is condescending. It is utterly disrespectful.

Contrary to popular belief, I think kids should be respected by their older counterparts. Whose idea was it that anybody under 18 should be treated like an imbecile? If I bend over backwards to make sure that you are content with my levels of effort then I think I deserve some props.

At least once in your life you have had a parent or teacher lean down to look at you and warn “Treat others how you want to be treated.” At the time, it makes all the sense in the world, but once you grow up a little bit you start to realize how hypocritical that is. If adults expect to always be listened to and treated well then they should at least try to do the same for us.

I’m not saying that you should tell the next adult who yells at you to shove it you-knowwhere, I’m saying you need to expect nothing less of respect from everybody - in a respectable way, of course. You will get what you give, and if you don’t, then you are more mature than they will ever be (pretty ironic, huh?).

Maybe the reason that the shame and blame doesn’t work is because it deliberately makes one feel small and useless. Feeling small and useless tends to make one want to feel strong again, and teenagers achieve this by doing what they know they shouldn’t just to get any sort of rise out of anyone they can. It’s a counterproductive and immature power struggle.

Since this ridiculous technique of discipline has shown to be degrading and unnecessarily upsetting, we need to avoid shaming and blaming and focus more on listening and respectfully responding. A healthy relationship, whether it be between kids and parents or teachers and students, is build upon trust and communication. Adults need to be less concerned with our whereabouts and more concerned with their ignorant perceptions. I think it is about time that I stop worrying about being ridiculed for my mistakes.

47

OPINION

APRIL. 14, 2017

Hello Readers!

My name is Westina and I am the West Side Story advice writer. It is my loving duty to answer your individual questions about high school.

From getting that cutie in chem to ask you out to trying to maintain a reasonable sleep schedule, have no fear, Westina is here. You can email me individual questions at wsswestina@gmail.com or drop a question in the envelope on the WSS bulletin board.

Happy reading, Westina Dear Westina,

I’m looking at asking someone to prom, but I’m hearing multiple things about how they feel towards me. One friend says she sees us as just friends, but another says she sees us as more.

I want to surprise her when I ask, but I’m also worried that she doesn’t feel the same way and will say no. I’m thinking of putting a lot of effort into this, flowers or lights type of thing. I want to talk to her friends about it, but I’m worried they’ll ruin the surprise. I’m just scared of rejection.

Feeling helpless, Hopeless Romantic Dear Hopeless,

Tell her you’re asking. No surprise is worth it unless you know how she feels. Get the possible rejection over with before you go all out. Otherwise, she feels obligated to say yes. Tell her you want to ask her and see how she would feel.

There is no better source than the person you are asking, anyway. If she awkwardly says yes when you ask unprepared then it’s going to be an awkward night. If she knows a surprise is coming and agrees wholeheartedly you know she’s going to feel the same way at prom. Ask her something like, “How would you feel about prom with me?” to test the waters before diving in.

Best of luck, Westina

Dear Westina,

I’m a junior who has a lot of senior friends. In fact, a majority of my friend group is seniors.

They’re all graduating soon and I’m getting worried about what I’m going to do next year.

They’re going to move on with their lives and I’m going to be here with no friends. I’m really going to miss them, and I can’t help feeling selfish for wishing they wouldn’t leave me alone next year.

I don’t wanna start over and have to make an entire new group of friends, but I don’t wanna go senior year alone either.

With anticipation, This Child is Left Behind Dear Left Behind,

I promise you won’t have problems making friends next year. High school can feel so cliquey, but you just need to look a little bit outside of your immediate friends and realize how many other cool people there are to talk to. If they’re really your friends when they graduate they won’t drop you completely, although the communication is gonna decrease a little. But, they’re not going to drop off the face of the earth.

I’m sure you have more friends in your grade or the grades below than you think. You might not be the closest but that can always change. Use the remaining time this year to expand your horizons and try to look outside your immediate group. You really just need to remember you’re never as alone as you feel.

Dear Westina,

I have two friends, a guy, let’s call him Nacho, and a girl, let’s call her Strawberry. Nacho and Strawberry don’t really know each other that well. They’ve talked maybe like once. Still Nacho insists that he is interested in Strawberry. This understandably makes Strawberry uncomfortable and she does not reciprocate the feelings. I want to tell Nacho that she doesn’t like him back but I also don’t want to hurt his feelings, because he’s a friend.

Please help, Anonymous

Dear Anon,

The best way to handle this is to be honest with Nacho. If his actions are making Strawberry uncomfortable you need to tell him. There is no reason to continue making Strawberry feel awkward due to Nacho’s actions. Maybe try to plan another group activity to get them talking, but don’t force any interaction or try and throw them together. Nacho’s feelings may be very real, but Strawberry’s level of stress removes any possibility of those feelings going anywhere. It is best that he understands this and tries to move on. Plus, Nachos and Strawberries aren’t the best food combination anyway.

Hopefully helpful, Westina

Sweet dreams, Westina DESIGN BY RYO OHASHI ART BY ANGELA ZIRBES

48

NCAA

OPINION

APRIL 14, 2017

EDITORIAL:

LEVEL THE PLAYING FIELD With the discovery of the prevalence of substances like Adderall in the West High athletic community, West Side Story’s Editorial Board takes a stance on drug testing high school student-athletes.

H

igh school athletics are traditionally seen as well. In a five-to-four ruling in June 2002, as a way for students to stay active, be- the U.S. Supreme Court expanded the power of come part of a team and to find their public schools in Pottawatomie County v. Earls niche. Hard work and a relentless will were the by allowing them to test middle and high school makings of a good athlete. Sports were about students involved in any competitive extracurwho was stronger, faster and just simply better. ricular activity for illegal drugs. The Supreme Court deemed drug testing did not violate the But times are changing.

Now when high school athletes take to their Fourth Amendment that guarantees protection competition area, they’re stepping onto an against unreasonable searches and seizures.

Since 2002, a study unfair playing field. from the University of Student-athletes are Pennsylvania shows currently taking amSHOULD STUDENT-ATHLETES 20 percent of U.S. high phetamine drugs like BE DRUG TESTED IN HIGH schools have started to Adderall or caffeine SCHOOL? implement some sort supplements to stimuof drug-testing policy late their brains so they for athletes. According are hyper focused and to the National Instiresistant to fatigue. Intute on Drug Abuse, stead of “me versus you,” these tests mainly test it’s turned into “my drug for marijuana, amphetversus you.” Sports are THE WSS EDITORIAL BOARD amines, opioids and cojust as much of a menVOTED IN SUPPORT OF DRUG caine/PCP. tal game as they are a TESTING. But in Iowa there has physical one, and this been no movement tosynthetic psychological wards the drug testing edge is just plain old of student-athletes. cheating.

Iowa law does outline the legal parameters of With stimulants and other such substances on the rise in high school athletics, some schools when school officials may test students in Iowa across the nation have started to implement Code 808A. School officials must have “articuladrug testing for student-athletes, and they have ble reason” to test students for drugs or alcohol. been given the power to drug test other students However this “articulable reason” is not always

15 5

DESIGN BY LEAH DUSTERHOFT

2016-17 NCAA LIST OF BANNED DRUG CLASSES: 1. STIMULANTS amphetamines (Adderall), caffeine* (guarana), cocaine, ephedrine; methamphetamine; methylphenidate (Ritalin), “bath salts” (mephedrone), etc.

2. ANABOLIC AGENTS testosterone

3. ALCOHOL AND BETA BLOCKERS (banned for rifle only)

4. DIURETICS AND OTHER MASKING AGENTS 5. STREET DRUGS heroin, marijuana, tetrahydrocannabinol (THC), etc.

6. PEPTIDE HORMONES AND ANALOGUES growth hormone (hGH)

7. ANTI-ESTROGENS 8. BETA-2 AGONISTS *To test positive for caffeine, an athlete would have to have the equivalent of 12 cups of coffee in two hours in their system at the time of testing.

Source: 2016-2017 NCAA Banned Drug List

49

HEALTH EFFECTS

OPINION

APRIL 14, 2017

EFFECTS OF PERFORMANCE ENHANCING DRUGS: HIGH BLOOD PRESSURE HIGH CHOLESTEROL DIABETES HEART PROBLEMS

PSYCHIATRIC DISORDERS HALTED GROWTH & DEVELOPMENT Source: the Mayo Clinic

NATIONAL LEVEL POTTAWATOMIE COUNTY V. EARLS: The United States Supreme Court deemed drug testing of ANY STUDENT PARTICIPATING in a competitive extracurricular activity as LEGAL in a 5-4 ruling in 2002.

20%

of U.S. school districts have implemented drug testing for studentathletes since 2002.

Source: University of Pennsylvania study

IOWA LAW “A school official may not conduct random, suspicionless (without an articulable reason) drug tests of students; not as a condition of getting into a ballgame, not as a condition of attending a school dance, not for any reason other than the school official has a reasonable suspicion that the student is under the influence of drugs or alcohol.”

Source: Iowa Code 808A

easily seen by school officials, making it hard for them to enforce such a law. This law does nothing to mention student-athletes, who represent their school in athletics.

The governing bodies of Iowa high school boys and girls athletics have shown no progress towards stopping athletes from cheating with the use of drugs. The Iowa High School Athletic Association’s website has a plethora of educational materials on alcohol, tobacco and anabolic steroids detailing harmful effects of these substances and ways for coaches and parents to approach such problems with their athletes. However, there is no mention of drug testing or consequences of abuse of such substances, as this is left to be determined by the member schools of the IHSAA. The Iowa Girls High School Athletic Union’s website had no information on the effects and/or consequences of tobacco or alcohol or any other substance abuse.

Most high school athletes dream of taking their athletic talents to a college team, but if they can only perform well under the influence of a drug, they are in for a rude awakening. When the NCAA Division I and Division II athletes step onto campus, they are required to sign a letter allowing their school and the NCAA to conduct year-round drug testing. If they refuse to sign such a letter, then they are deemed ineligible to compete or practice. During the year-round testing, NCAA schools may test for certain classes of drugs outlined by the NCAA Board of Governors each year. Stimulants and street drugs are not generally tested in the year-round testing, but these classes are tested in NCAA championships and postseason bowl games. A failure of one of these drug tests could lead to indefinite ineligibility.

If student-athletes want to make their college career a reality, they should do it through hard work and healthy habits, not by altering their state of mind with a drug. And they should start these practices in high school.

The Iowa City Community School District has a responsibility to prepare students for their future and to teach healthy living habits. The district provides no materials on their website to educate their students about drug abuse, nor do they have any mention of substance abuse in their School Board’s policies. Drug testing student-athletes would show students that they are not invincible, are held to a high standard and would help level the playing field for all.

50

OPINION

APRIL 14, 2017

WHAT IF M E D I C AT I O N IS NOT GOOD? COMPILED BY BRAEDYN DOCHTERMAN

T

aking prescription pills for mental health issues is a good way to expand your energy and learning abilities, improve self-esteem and make us feel good. But I think they also alter who you are. The change it causes can affect our personalities towards friends, family and even ourselves. They will see that our “newly improved� identity is not us.

Whatever condition you have been prescribed medicine for is normal and natural.

You are a great person without the pills.

WEST SIDE STORY STAFF Megan Boland Emma Brustkern* Grace Christopher Charlie Code* Will Conrad Cameron Cook* Olivia Dachtler Christina Dai* Braedyn Dochterman Jessica Doyle Leah Dusterhoft* Nina Elkadi* Katie Fuhrmeister Ellie Gretter Layla Hannaford*

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*editorial board member

EQUITY STATEMENT

It is the policy of the Iowa City Community School not to discriminate on the basis of race, creed, color, religion, national origin, gender, age, martial status, sexual orientation, gender identity, veteran status, disability, or socioeconomic programs, activities, or employment practices. If you believe you have (or your child has) been discriminated against or treated unjustly at your school, please contact the Equity Director, Kingsley Botchway, at 509 Dubuque Street, 319-688-1000. Please contact westsidestorypaper@gmail.com for questions or comments.

EDITORIAL POLICY

The West Side Story reflects the views of the staff and does not represent the school administration, faculty or student body. Guest articles may be accepted to represent an additional point of view or as a part of a collection of reader contributions. The staff will carefully scrutinize all reader submissions.

All ads are subject to approval by the business staff. Those that are libelous, obscene or plainly offensive may be rejected.

The West Side Story attempts to publish all letters, which must be signed, to the Editors, but may reject submissions due to space limitations, inaccuracy or poor quality. It is the responsibility of the opinion editor to verify authorship. Editors can make minor edits for the sake of clarity, length and grammatical correctness.

DESIGN BY ELEANOR HO

P H OTO F E AT U R E C O N T I N U E D ETHAN GOERS

Micah Smith ‘17 found his passion for art at an early age by copying down his favorite cartoons. Smith’s art continued to change as he entered black and white drawing freshman year, where he met his biggest inspiration, art teacher Christian Aanestad. Smith’s art recently started shifting to an abstract style because it conveys emotion better than his previous realistic works. Smith’s passion for art won’t end with his high school career; he plans on keeping it up as he studies to be an occupational therapist.

BEHIND THE PHOTO To take this photo, I swung by the art room, to meet up with Smith. He gave me a tour of the art he had recently created, and walked me through the steps required to produce such work. Art, being a very messy process, requires some breaks for washing supplies. I captured this photo as Smith cleaned his brush so he could begin his next piece.

DESIGN BY GABBY SKOPEC

1 2 3 4

JUMPING FROGS 5 6 7 8 9 10

COMPILED BY ELEANOR HO

Cut out your rectangular piece of paper and fold it in half to make two squares. Rotate so the paper is in a portrait position (instead of landscape). Turn so that the green side is down.

Fold the lower half of the bottom square up and crease. Take the outer left and right edges and fold them inwards so that they meet in the middle underneath the frog’s arms, then fold up from the bottom horizontally again.

Fold the upper left corner down to the right so that the edge of the paper lines up with the crease, then repeat with the upper right corner.

Using the upper left and right corners from the last fold, bend them diagonally down towards the center so that they meet at the bottom edge.

Fold the upper half down in a horizontal crease, crossing over where your two diagonal creases meet, then unfold.

Using the triangles that you just created, grab the upper layer of the triangles along the center edge of both and pull away from the center. This should form a trapezoid. Press down to crease.

Bring the two sides of the horizontal crease together and flatten so the top half of the paper becomes a triangle. Using the upper layer’s outer corners of the triangle, bring them up near the top point of the triangle and crease to form the front legs.

For video directions, go to the WSS Snapchat.

Fold the outer flaps of the trapezoid downwards so that what used to be the top edge aligns along the vertical axis of the frog. Then, from where the legs meet, fold the inner edge out to form the legs.

Fold the lower body upwards where the arms and legs meet, then fold the top edge down again to form a zigzag. This is what will make your frog jump.

Flip your frog over. The eyes should be facing up, otherwise you screwed up. Press down on the back end of your frog to make it jump forward. Now you’re ready to race your friends!

DESIGN BY OLIVIA READ