2023-03-02

W EST S IDE S TORY

WSS explores modern hookup culture at West and its impact on teenagers’ relationships.

PHOTO FEATURE

From left: Eli Asper ’25, Caroline Seery ’24,

McKenna Stephens ’24, Ahmed Elsheikh ’24,

Kamakshee Kuchhal ’24 and Eva Esch ’25

perform in Student Produced Innovative

Theatre’s production of “The Layover” Jan. 10.

SACHIKO GOTO

LETTER FROM THE EDITORS

Happy end of 2nd trimester and start of 3rd tri! We hope you’re able to rest after finals week and enjoy the nicer weather.

While winter wraps up and snow starts to melt, the spring sports season begins. Flip to page 32 to read about how injuries affect student athletes both physically and mentally.

On page 21, you’ll find the cover story, which explores hookup culture at West High. We delve into its social impacts, gender expectations and its ties to social media.

As award season comes to an end with the Oscars March 12, take a look at page 42 for the highly-contested nominations. Make your predictions and submit them for a chance to win WSS merch and a mini Oscar.

Enjoy the sunny skies and green grass as you read this latest edition of WSS.

SINCERELY,

KRISHA KAPOOR (she/her)

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STAFF LIST

*Editorial Board Member

Zaira Ahmad* (she/her) Profiles Editor

Jack Alden (he/him) Reporter

Defne Bayman (they/she) Artist, Photographer, Designer

William Cheng* (he/him) Visual Editor

Maya Chu* (she/her) Feature Editor

Ella De Young* (she/her) Managing Editor

Heidi Du* (she/her) Copy Editor

Sila Duran* (she/her) Assistant Design Editor

Jack Furlong* (he/they) Reporter

Sachiko Goto* (she/they) Design Editor

Lilly Graham* (she/her) News Editor

Camille Gretter (she/her) Online Editor-In-Chief

Eva Jordan* (she/her) Entertainment Editor

Krisha Kapoor* (she/her) Print Co-Editor-In-Chief

Reem Kirja (she/her) Photographer, Reporter

Kamakshee Kuchhal* (she/her) Assistant Copy Editor

Jane Lam (she/her) Reporter

Jessie Li (she/her) Reporter

Gianna Liu (she/her) Photographer, Reporter

Jay Mascardo (she/he/they) Photographer, Reporter

Ginger McCartney (she/her) Artist, Designer

Helen Orszula (she/her) Artist, Designer

Esther Park (she/her) Artist, Designer

Lily Prochaska* (she/her) Sports Editor

Mrudani Ramkumar (she/her) Reporter

Katherine Shoppa* (they/them) Print Co-Editor-In-Chief

Anna Song (she/her) Artist, Designer

McKenna Stephens (she/her) Designer, Photographer

Marie Stier (she/her) Reporter

Rosemary Timmer-Hackert* (she/they) Opinion Editor

Erinn Varga (she/her) Artist, Designer

Angel Wells-Lu (she/her) Artist, Designer

Sara Whittaker (she/her) Adviser

Athena Wu (she/her) Artist, Designer

FRONT COVER DESIGN BY ATHENA WU

NEWS BRIEFS

BY MRUDANI RAMKUMAR DESIGN BY EVA JORDAN

Travel

Jan. 12-13

SPIT

SPIT, Student Produced Innovative Theater, put on two shows Jan. 12 and 13: “The Layover” and “The 10 Worst Breakups of All Time.”

Jan. - Feb.

SHOW CHOIR COMPETITIONS

Members of show choir and show band competed together in five competitions against other Iowan schools throughout January and February.

Jan. 12

Jan. 24-27

House Files 8 and 9 were introduced in the Iowa Legislature Jan. 12. HF 8 would make it illegal to teach K-3 students about sexual orientation and gender identity, while HF 9 would prohibit schools from recognizing a student’s gender identity without written consent from parents.

During the week of Jan. 24, AFT classrooms participated in a door-decorating contest to commemorate influential Black leaders. That Friday, underclassmen listened to a talk by Andre Wright, co-founder of Humanize My Hoodie, while upperclassmen attended a jazz concert performed by blues musician Kevin Burt.

Science Olympiad members participated in their regional competition in various science events Feb. 2.

through this timeline to learn more about what events West students have been through this winter.

Feb. 3 STATE WRESTLING MEET

During IGHSAU girls wrestling state tournament at Xtreme Area in Coralville Feb. 3, Jannell Avila ‘23 was runner up in the 155-pound class.

Feb. 4 MISS AMAZING PAGEANT

Aria Warren ‘26 won the Iowa Miss Amazing Pageant, a pageant for girls and women with disabilities, in Des Moines Feb. 4.

Feb. 10 BOYS SWIM

The boys swim team placed eighth overall at the state championship meet Feb. 10.

Feb. 3

LIBERTY HIGH DOUBLE HEADER

The girls basketball team lost 60-72, and the boys basketball team won 72-57 in an at-home doubleheader against Liberty Feb. 3.

Feb. 5 DANCE POM NATIONALS

West High’s dance team competed at ESPN World Wide Sports in Orlando, Florida Feb. 5 and were one out of 16 teams to make it to the semifinals in jazz.

Feb.

18-21

ORCHESTRA TRIP

The West High Symphony Orchestra was one of five orchestras to be selected from across the nation to perform at the Kennedy Center for the Capitol Orchestra Festival Feb. 18-21.

PHOTOS BY AVA BRUXVOORT, CECI DE YOUNG, CAYLA DROW, SACHIKO GOTO, ALAINA GREENLEE, GIANNA LIU, VIVIAN POLGREEN, ANNA SONG & ISABELLA TISDALE & COURTESY OF ARIA WARREN

CHOOSING

SCHOOLING

BY HEIDI DU

Each student who walks into West High has a price of $7,598 attached to their name. The Iowa state government gives this amount of money, funded by tax dollars, to public schools annually for each pupil they have enrolled. After a 55-45 vote by the Iowa House and a 31-18 vote by the state Senate, Gov. Kim Reynolds’ “Students First Act” school choice bill is set to go into effect for the 2023-24 school year. Under this law, Iowan families can now use this $7,598 to cover tuition or educational materials at a private school of their choice.

Families access the money, called per-pupil expenditure, through Educational Savings Accounts. According to a January article by EdWeek, eight states currently have ESA programs. In Iowa, the program will be introduced in three stages over the next three school years. Each stage accommodates a wider range of income levels, with eligibility partially determined by data relating to the 2023 Federal Poverty Guidelines. By the 2025-26 school year, all students from all income levels will be eligible to access the ESA.

While the $7,598 per-pupil expenditure is granted to families, the new law would still provide an estimated $1,205 to public schools for each private school student in the public school’s district, whether they previously attended public school or not.

The bill raises discussion about whether private schools and public schools are held to the same education standards. ICCSD Su-

perintendent Matt Degner opposes the law and believes public schools are held more accountable than private institutions.

“Public school districts have a great level of transparency that private schools do not have,” Degner said. “[Public school] doors are always open. Our curriculums are posted online.”

Lynne Devaney, superintendent of schools for the Diocese of Davenport, oversees 14 accredited nonpublic Catholic schools located throughout southeastern Iowa. Devaney has worked as a principal and superintendent in both public and private schools and believes they follow the same requirements.

“[Private schools] do follow the Code of Iowa for delivering instruction to our students,” Devaney said. “All of our teachers have to be certified, all of our principals, our superintendent … We take the [Iowa Statewide Assessment of Student Progress]. We do all of those accountability pieces the same as the public schools do.”

Proponents of the bill argue it allows parents to have more flexibility to choose their child’s school, as money is no longer a roadblock. In the state of Iowa, according to Private School Review, the average private school tuition is cur-

rently $5,437 per year.

Chemistry teacher Michelle Wikner, who has taught at West for 23 years, believes private schools’ potential for discrimination in the enrollment process means they should not receive public funds.

“I think the main thing that makes me angry is that public funds are gonna go to private schools and … they can discriminate,” Wikner said. “I just think that’s flat-out wrong. I think private schools have a place, but it needs to be private money that’s funding them, not public money.”

According to Devaney, before the new law, private schools were tuition-based and received no state funding. Devaney explains that private schools cannot provide the same level of special education resources that public schools can.

“It would be unethical for us to accept a child who has high needs [when] we know we can’t deliver them,” Devaney said. “It is disappointing every time we say ‘no.’ But if we can’t provide the program that the child needs, we should be saying no. That’s ethical. [Private schools] don’t get money like public schools do to support highneed, special education students.”

Degner believes that because public schools are available to all, they should be the recipients of taxpayer dollars.

“We pay taxes for a lot of things that we can choose to accept or not accept,” Degner said. “It’s a foundational piece of democracy to have a strong public school system. Just because people want to take advantage of a different option, I don’t think that means they

I THINK PRIVATE SCHOOLS HAVE A PLACE, BUT IT NEEDS TO BE PRIVATE MONEY THAT’S FUNDING THEM, NOT PUBLIC MONEY .

-MICHELLE WIKNER, CHEMISTRY TEACHER

The newly-passed Iowa school choice bill allows families to use the money allocated for each public school student as tuition for private school.

should get to do something different with their tax revenues.”

Devaney emphasizes how the law supports parents with children who attend private schools.

“Some taxpayers’ dollars are from the parents who [support] accredited nonpublic schools,” Devaney said. “They are paying taxes and they’re like, ‘Why can’t some of those tax dollars flow back into my belief system?’”

In Iowa, there are currently 183 nonpublic schools, about 10 of which do not have a religious affiliation. According to Degner, Iowa’s law sets a concerning precedent about the relationship between church and state.

“[There is] a long-term impact in the inherent line in our Constitution around the separation of church and state; [now], public dollars are going to private religious institutions,” Degner said. “I think that’s a dangerous precedent to set that conflicts with one of the most foundational documents in our democracy.”

John Wills is the speaker pro tempore in the Iowa state House of Representatives. He served as the floor manager of the bill during its debate and worked with Gov. Reynolds since she first proposed the bill to its passing. According to Wills, the law is constitutionally sound.

“[The Supreme Court has] determined that, as long as the state … is funding [all] schools equally, then it’s legal,” Wills said. “If we say we’re only going to fund [a religious school], then we will be falling into a constitutional crisis, and we will be breaking the law.”

Devaney argues that the law simply extends

government funding to include all K-12 education. Many higher-education institutions, some of which are private with religious affiliations, currently receive government money, such as in the form of federal student loans or grant funding for research programs.

“If you want to go to a religiously-based school at the college level, you can use your state dollars. All of the Ivy League schools … are founded on religious principles of Protestantism,” Devaney said. “It’s just this middle chunk, K-12, [where] we do not receive dollars.”

Some are concerned about the impact the bill may have on small, rural districts. — a school with fewer students could feel the effects of losing students and funding more significantly than a school with a large enrollment.

“[The ICCSD] has a really large budget of $200 million in our general fund,” Degner said. “But a small district that doesn’t have many students to generate the funding — they get into a dangerous position in a hurry.”

Many studies have been conducted on whether school choice promotes better education for students, a widely-contested issue. Due to the relationship’s complexity, a concrete conclusion

has yet to be reached. According to a 2018 meta-analysis by the Cato Institute, the correlation between school choice and educational improvement may have more to do with voucher programs’ ability to improve the school-student match. However, there are doubts about the effectiveness of school choice programs.

“I wonder, is this whole thing just political?” Wikner said. “It’s not really about what’s best for kids, because if you look at other states that have similar voucher systems, it doesn’t really seem like the results are better [educational] outcomes.”

Devaney holds that the bill ultimately gives parents more agency.

“The parents are the primary educator of their child,” Devaney said. “We’re putting the decision-making back in the hands of the person who is most responsible for raising that child.”

Degner feels that, even without the bill, parents have a great degree of freedom in choosing their child’s education.

“Iowa[ns] already [have] a tremendous amount of choice,” Degner said. “We have great flexibility of open enrollment for parents to choose any public school they would like to send their child to.”

Devaney hopes for cooperation between private and public schools in the interest of students’ education.

“We have a great history of collaboration. This bill may have been somewhat divisive, and there might be some people upset,” Devaney said. “[But] this is the time for us to still come around together at the table to have more conversations so that we understand each other’s viewpoints.”

WE LOVE YOU, POET

BY KAMAKSHEE KUCHHAL

The lights dim. The hum of the microphone radiates through your nerves. The crowd of people below the stage is a dark blur, heightening your anxiety about performing for the first time — that is, until you hear voices in unison from the front row, shouting, “We love you, Poet!”

Welcome to IC Speaks. This club aims to cultivate a spoken-word poetry culture in Iowa City that encourages young people from all backgrounds to speak their truths. IC Speaks meets on Saturdays over Zoom from 11 to 12:30 p.m. for junior high and high school students across the ICCSD. They work on writing and performing spoken word, an oral performance created by rhyme, repetition, rhythm and wordplay.

IC Speaks Director Caleb “The Negro Artist” Rainey discusses how spoken word can contain aspects of theater, rap, music or stand-up comedy.

“[Spoken word] captures any kind of storytelling, any kind of expression, using your voice,” Rainey said. “[Poetry] amplifies your voice. The first time that I performed was one of the first times in my life I felt heard. It allows you to be yourself and to say what it is you really want to say.”

For Rainey, this kind of environment was rare growing up. In high school, he felt like he didn’t have a safe place to share his work. His goal with IC Speaks is to create the climate he needed when he was younger.

“I had a lot of teachers who wanted to help me be a writer, but I didn’t have a poetry club that

actually seemed like they would accept me,” Rainey said. “Part of my personal journey [was] wanting to be that teacher or create that space [to tell] students to please keep trying — please keep writing.”

Rainey went on to publish poetry books

“Look, Black Boy” and “Heart Notes” in 2019 and host two nationwide tours. Despite having performed at Button Poetry and Write About Now — high-caliber stages in the poetry world — Rainey views starting IC Speaks as one of his biggest triumphs.

“I’m proud of the fact that I didn’t just make my writing; [instead], I said, ‘This matters as a whole, and I’m going to make sure other people have the opportunity to do it too,’” Rainey said.

After graduating from the University of Iowa in 2017, Rainey started teaching poetry workshops at West High until 2019. Seeing the personal and writing-based growth of students, he realized this was a project that needed to be implemented across the district.

“I’ve seen a student with dyslexia, who didn’t really want to write, start writing poems and sharing them confidently,” Rainey said. “I emailed every language arts teacher in the district at the time and was like, ‘Hey, I’m creating this. How can we make this happen?’ … I went to any of the schools that would let me, and I performed and talked about IC Speaks.”

Kirkwood Community College student Ruth Thomas is the student ambassador of IC Speaks. She manages club communication, helps Rainey keep track of activities and

- Ruth Thomas, IC Speaks Student Ambassador

[POETRY] AMPLIFIES YOUR VOICE. THE FIRST TIME THAT I PERFORMED WAS ONE OF THE FIRST TIMES IN MY LIFE I FELT HEARD.

-CALEB RAINEY, IC SPEAKS DIRECTOR

Iowa City Speaks is a community-based spoken word club that values inclusivity and creativity among members.

Fascinated haworthia tells me “things grow says that sometimes, growth can hurt but please do not mistake the sharpness of my tips for thorns. Take me home, watch me grow in a space I can thrive in it will not look like much at first but I promise we will get Bigger and Stronger”

March, 2022

organizes club bonding events. She has been a part of IC Speaks for three years, first meeting Rainey when he visited her classroom at City High.

“The night before Caleb came to the school, I wrote a poem and shared it with a friend. They were like, ‘Well, this part seems really repetitive.’ And I was like, ‘Yeah, I was thinking, maybe if I read it aloud, that would have more impact if it was repetitive versus if it wasn’t,’” Thomas said. “The next day, Caleb showed up at the school and was like, ‘Hey, I’m here to talk about spoken word.’ Things just fell into place.”

To Thomas, poetry is meant to be shared verbally to convey . Her favorite part of spoken word is how emotions are conveyed through both prose and performance.

“I like to think of [spoken word] as a 3D art form because there’s writing on the page, and then there’s the performance aspect of it,” Thomas said. “I’ve been doing spoken word for so long that whenever I write poetry, it is [with] a possibility I can read it out loud.”

Quincy Tate ’21 was a part of IC Speaks from the fall of 2020 until the end of their senior year. The club provided them with a healthy outlet for mental health issues and long-lasting, supportive friendships.

“[IC Speaks] brought me closer to people whom I was already acquainted with [and] really cemented those friendships,” Tate said. “[It also introduced me to] two of my really close friends to this day, both former students from City High. I wouldn’t have ever met them if it hadn’t been for IC Speaks.”

Rainey’s favorite part of IC Speaks is watching young writers, such as Tate, feel a sense of community with people outside of their regular friend group.

“It makes me think [that], whether I taught [students] anything at all about writing, whether they ever write another poem again, at least they found people that they connected with and felt seen by, heard by and felt comfortable speaking [and] sharing their story. That feels more important than any poem that gets written in an IC Speaks workshop,” Rainey said.

Tate believes that being in a community where writers are able to share different perspectives with each other helps them grow as individuals.

“I think that everybody, regardless of whether you like poetry or not, should go to an IC Speaks meeting — just see what it’s like. Even if you don’t like poetry, you might find someone that you think is really interesting and strike a friendship up with them,” Tate said.

Thomas says the best way to get involved with IC Speaks is to simply show up.

“The nice thing about it is you can be committed or not committed. Some people just show up to the Zooms, and they’re like, ‘Hey, I don’t know if I’m gonna write today. But, I just wanted to be here; I had nothing to do the first hour and a half of my weekend,’” Thomas said. “You can show up once, or you could show up every weekend.”

Rainey believes IC Speaks has something to offer everyone.

“[IC Speaks is for] a person who has a story to tell. We will help you get good at telling that story and also practice telling that story, figuring out what part of the story really needs to be told,” Rainey said. “The other part would be anyone who needs a space to be themselves, a space to just figure out who they are. You can walk into a space and wherever you are, [IC Speaks] is going to celebrate [you].”

Obsidian Skin

A rock formed from the flames of a burning cross. Generational heat hardened and passed down. George Floyd must have mistaken himself diamond, not knowing his Black made him look too tough, too dirty, too guilty. I

found myself on the ground. Black and translucent next to him as they hoped to make us hollow.

Too Morbid

Caleb Rainey

CUE THE CREW

Let’s shine a spotlight on the hidden stars of Theatre West’s productions: the crew. From costume-making to hair-spraying, what can’t these folks do?

ART & DESIGN BY ESTHER PARK

BY MAYA CHU

HAIR & MAKEUP

Aside from shiny ball gowns and detailed props, hair and makeup play a key part in bringing characters to life. Alyssa Hagiwara ’23, the hair crew chief, emphasizes the importance of ensuring each hairstyle suits its character.

“We try to read the script and get a rundown of what the characters are like and how they’re depicted — old, young, rude, snobby — [to] decide which hairstyle would fit their characters,” Hagiwara said.

Makeup Crew Chief Willow Oleson ’23 says the creative process for her crew is similar. After the designs are approved by the directors, Oleson and Hagiwara meet with crew members to plan and gauge skill sets. From there, they wait for tech week, which is when they do hair and makeup tests on the actors.

“[Makeup] is one of the lowest time-commitment crews, but for the 20 minutes that everything needs to get done all at once, it can get very chaotic,” Oleson said.

Both Oleson and Hagiwara have found a fun and welcoming community through the cast and crew.

“It’s a close-knit group. We’re kind of like a cult,” Hagiwara said.

SET AND PROPS

Often spotted drilling and painting after school, the set and props crews are essential in creating a realistic performance. Both crews start planning and meeting with directors a few months before the show.

Following meetings, the props crew searches their inventory for suitable items, according to former Props Crew Chief Rachel Swack ’23.

“We usually have most of [the props] already … they’ve been accumulating for so long,” Swack said.

Set-building is an intensive process that requires detailed considerations.

“We have to make sure [the set] is structural, especially if actors are dancing on it or interacting with it,” said Ali Hawkes ’24, one of the set crew chiefs. “Then we have to make it certain heights … so it’s proportional.”

As a senior, Swack reflects on her Theatre West experience.

“It’s really rewarding to get to this point,” Swack said. “You’re staring at it as a freshman like, ‘Wow, that’s going to be me soon.’ Now it’s me.”

LIGHTS AND SOUND

From a shining spotlight to a spooky glow, lighting is integral in setting the mood onstage. According to Lights Crew Co-Chief Lexie Vogt ’24, the nuance of lighting is sometimes overlooked.

“People might not realize that all the light isn’t just bright white. There’s always a color,” Vogt said. These colors, along with factors like intensity and location, influence how the audience perceives a scene.

“You don’t realize how much of the emotion that you’re feeling comes from [the lighting] until it’s taken away,” Vogt said.

The crew starts working around two months before a show, reading through the script and programming cues on the lights board. During the show, Vogt and her co-chief, Alex Arens ’23, trade off running the board.

In addition to lights, sound is an essential component of every production. The sound crew begins training a few weeks before tech week to make sure all members know how to work the equipment.

“Our equipment is old and delicate, [so] it takes a lot of trial and error to figure everything out,” sound crew member Elizabeth Young ’25 said.

COSTUMES

French provincial clothing, a human candlestick and Belle’s iconic yellow gown: the costume crew has a lot on its plate for Beauty and the Beast.

“Once we get measurements [of the cast], I’ve already kind of got an idea of … my vision,” Costume Director Becky Deagle said. “I’ll go up to the loft and just start ruffling through all the costumes we have.”

If existing costumes aren’t enough, Deagle searches thrift stores or borrows from nearby drama departments. The crew then meets around three times per week, assembling the costumes and making alterations.

Costume Crew Chief Helenipa Stephens ’23 says an important part of the crew’s process is teaching sewing skills.

“As the show is happening, Becky will pull you aside and teach you different things. She’s a really good teacher [and] it’s a nice experience to learn as the show is happening,” Stephens said.

During the show, Stephens and the other students take the lead backstage, helping actors perform quick costume changes. Stephens enjoys the fast-paced nature of each show.

“When we’re backstage … in that rushed environment and that adrenaline kicks in, we’re all working together and it’s really nice,” Stephens said.

PRINT(“ HELLO, WEST! ”)

The West community shares their experiences within the growing field of computer science and the opportunities it has given them.

Meteorologist, video game developer, biostatistician, ethical hacker — these careers all have one thing in common: they require or greatly benefit from computer science knowledge. Computer science has been on the rise since the 1960s, as more components of American life and culture move to online spaces. According to the U.S. Bureau of Labor Statistics, the number of jobs in computer systems design and related services increased by 50% from 2011-2021 and is expected to increase by 21% in the next ten years. The high demand for workers with a computer science education has given the subject a spot in many primary and secondary school curriculums.

West High computer science teacher George Alexander witnessed the

THE COMP SCI JOURNEY

BY ANNA SONG & ROSEMARY TIMMER-HACKERT

DESIGN BY ANNA SONG

growth of computer science education during the 15 years he spent teaching at The Bryn Mawr School in Baltimore, Maryland. In his first year teaching there, only one AP Computer Science class existed, consisting of 15 students. In his final year, there were four sections of AP Computer Science and other course options available for all grade levels.

“Hopefully, that same kind of growth is going to continue at West as well,” Alexander said. “Right now, at West, we have three courses. And I hope that we expand way more than that, to the point [where] we can have a whole department and not just one teacher here teaching [computer science].”

The ICCSD recently introduced computer science curricula at both the junior high and elementary levels in compliance with Iowa House File 2629, signed into law in 2020. Starting this fall, the Act requires computer science to be taught in one grade in elementary school and for secondary schools to offer at least one computer science course. Now, all three ICCSD junior high schools offer the new course, Computer Science Discoveries. The ICCSD Computer Science Curriculum Coordinator, Dominic Audia, is responsible for helping implement these new changes.

WEST HIGH COURSES

INTRODUCTION TO COMPUTER SCIENCE

“[The district has worked] really hard at providing the foundation for a lot of teachers by applying for grants to

give them training and provide on-site training,” Audia said. “[We’ll] be able to implement some really unique classes K-6 as well as diving into some really neat computer science concepts [in] fourth-grade science using robotics.”

Last year, a new course was introduced at the high school level: Introduction to Computer Science.

“It was almost too big of a leap to come from middle school and jump right into AP Computer Science. We didn’t feel like there was any bridge that would allow kids to easily take a higher college-level course like that,” Audia said.

For students looking to take more advanced computer science classes, the district enables students to take collegiate-level courses at the University of Iowa if they’ve taken AP Computer Science A. Catherine Yang ’23 is currently enrolled in three computer science courses through the post-secondary enrollment option; she took Discrete Structures during the university’s fall semester.

“[In AP] Comp Sci A, you just learn one language, Java, and that’s it. You can do different things with it, but it’s all kind of boring. You don’t really get that much freedom. But in Discrete, you learn cooler things, and it’s not isolated to one language,” Yang said.

However, the classroom environment isn’t the only place to learn computer science. There are many resources and tutorials available online.

“Computer science, being on computers, there’s really no shortage of places to go on the internet to teach yourself. And that’s the thing about most com-

PSEO UIOWA COURSES

AP COMPUTER SCIENCE A

DISCRETE STRUCTURES

An

COMPUTER SCIENCE PRINCIPLES

DATA STRUCTURES

Gives

COMPUTER ORGANIZATION

Introduces

Dual-credit Kirkwood Academy course that prepares students for an AP test.

Teaches students Java, preparing them for an AP test as well as more advanced computer science classes.

An introductory computer science class that teaches students how to create technology-based solutions.

students to the organization of computer systems and teaches them how to communicate technical concepts.

introduction to the problem-solving, mathematical logic and methods used in computer science.

students an understanding of different data structures and how they’re best used.

puter scientists; they have taught themselves a lot of the things that they use in their jobs,” Alexander said. “It’s always changing, and so there’s always going to be new things to learn after you leave the classroom.”

Yang has gained her computer science knowledge in a variety of places, but she first got into the field using a free online program called Scratch.

“Back in third grade, my computer lab teacher started a little student tech support club called ‘The Tech-inators.’ She recruited third and fourth graders who were good at and liked the computer lab lessons,” Yang said. “That’s when I learned coding on Scratch … From there, it just kind of snowballed.”

Another beneficial learning experience for Yang was joining Iowa City Robotics, a competitive FRC robotics team for high school students across the Iowa City area. Each year in January, the FIRST Robotics Competition releases the objectives of an annual game. The team, which Yang now captains, spends three months designing a robot to best fulfill the objectives that they then bring to competitions.

“We start brainstorming and be like, ‘Okay, so first priority, we want a robot to be able to move, pick things up, move things around, etc.’ And then, [we build] really basic attachments that you attach to your robot base, which is almost the same every year. We adjust it depending on certain factors, like how much it needs to move,” Yang said. “[Programming the attachments] comes last.”

Robotics isn’t the only option for students looking to competitively exercise their computer science knowledge. Along with being the lead programmer for Trobotix, the FTC West High robotics team, Alex Yao ’24 also competes in the U.S.A. Computing Olympiad. He appreciates the chance to try different parts of computer science.

“There’s a wide variety of what you can do with software, and the skills that you need for each field [vary] a lot,” Yao said. “Some experience does carry over, like a general sense of how programming languages work and the mindset that

you need to order things logically.” Audia believes people often have a smaller view of what computer science encompasses than what it actually does.

“The misconception is that computer science just involves programming. But it’s a lot more than just coding and typing on the keyboard,” Audia said. “Computer science involves networking and the understanding of computer hardware … You can specialize in data science databases, as well as ethics and appropriate use of computers. It’s a really broad field.”

While Yang isn’t sure if she will pursue computer science or actuarial science, the science of assessing financial risks, she knows her computer science skills will help her.

kids who have taken [AP Computer Science A] and done well in the class have some good job opportunities to work in the field.”

This work experience is valuable because a computer science career can be quite different from the act of learning computer science.

“Whenever you take a course online or in a university, or when you’re learning on your own, usually it’s not reflective of the actual software industry,” Yao said. “You’ll need to learn how to collaborate with developers. You’ll need to learn how to use tools outside of directly programming.”

Computer science skills outside of pure programming, such as rational thinking, are also valuable.

“It’s fun when you just get to use your cognitive skills and collaborate and problem-solve, and really make a lot of mistakes without any consequences,” Audia said. “The compiler, [the program that converts the code into instructions for the computer to follow], will get angry at you and give you a really funny error that is computer talk; you don’t know what it means at all … It’s good problem-solving, like chewing on a puzzle.”

Alexander strives to create a classroom environment where students feel comfortable making these mistakes.

“It can be really frustrating to learn [computer science] because you’re going to make mistakes, and computers can be pretty unforgiving. I think you have to have the mindset that it’s okay that you’re going to mess up. And it’s okay to fail every now and then because that’s just a part of learning,” Alexander said.

“Computer science

is a very versatile field to be in right now,” Yang said. “[As an actuary, coding is] definitely [not] a need-to-have skill, but a you-should-probably-have-this skill.”

Computer science knowledge has allowed many West students to get real job experience from local companies.

“It’s not uncommon for employers in the area to reach out and say, ‘Hey, do you have a kid who is a good programmer that could maybe help do some Java for us or Icon?’” Audia said. “[West]

Yang emphasizes the importance of finding a passion for the things you want to do with computer science.

“I would definitely try to apply it to your life and be actually excited about what you can do with the programming,” Yang said. “There’s a difference between knowing how to code and knowing how to code [but] also being motivated to do things with it. And I think the latter category of people are probably the ones who stick to computer science.”

[COMPUTER SCIENCE] IS A LOT MORE THAN JUST CODING AND TYPING ON THE KEYBOARD.

Source: U.S. Bureau of Labor Statistics

CREATING ARTISTS

BY ZAIRA AHMAD & REEM KIRJA

When walking through the halls of West High, many may notice the patterned bow ties and saddle shoes of one particular English teacher — Mr. Robins. To some, he may be just another face in the school, but there’s much more behind the cup of coffee in his hands and the glasses he wears.

Growing up with parents who were social workers, Robins consistently had conversations surrounding tough experiences in his community. He believes this influences his job now.

“I grew up with dinner talk being about how to be kind … I got to hear two professionals thinking about the smartest, kindest ways to help [people]. I wanted to do that too,” Robins said. “I thought hard about becoming a social worker, but I felt really good when I was in my

English classes. I liked that I was feeling kinder and smarter all the time. And I liked being in that environment, so [now teaching] sort of feels like I’m doing social work plus also talking about words.”

Robins began teaching at West during the 2021-22 school year. He now feels that he has found a home with the Trojan family.

“I think West is the best possible community of students for me or that I often feel like the right guy at the right time for my students,” Robins said. “I get them and they get me more often than not — it feels nice.”

Briar Martin ’24, a current student in Robins’ World Literature class, notices this connection with his students. She believes that he works hard to build relationships with each one.

“He makes everything really personal. I feel like he has a unique relationship with all of his students, and he learns their style and what they like to write about or read about,” Martin said. “The lessons aren’t the same for everyone and it hits everyone in different ways.”

Building a curriculum that fits all students is something Robins values. He works hard to make sure that each of his assignments allows students to explore what they find fulfilling.

“The skill set that I’m teaching is the artistry of language. It would feel weird if I was trying to force students into very small boxes with what they’re creating,” Robins said. “It wouldn’t feel very authentic and I don’t think students would carry it with them … It’s far more fulfilling to build a path than to walk down someone else’s. Plus, it’s way more exciting for me that I get to hear what students actually care about and what they actually want to create.”

Tyler James, an English teacher at North Central Junior High and one of Robins’ closest friends, highlights Robins’ ability to push students to think in new ways.

“He’s a really, really good question-asker. If you’re making a point to him, he’s going to rephrase it back to [you] and clarify for meaning,” James said. “And then he will ask this

question that pushes you further than you’ve gone in your thinking before and I think that’s what makes him a really good teacher as well. He’s just a great intellectual companion.”

Robins teaches classes ranging from English 10 to Media Literacy to World Literature and believes this variety keeps him on his toes.

“[Teaching so many classes] is overwhelming at times, but exciting. It forces me to think about learning from a lot of different angles really fast because my students are fairly varying ages and skill levels,” Robins said.

While Robins molds his classes to match the diversity of his students, he also makes sure to adapt his lessons as the world changes.

“I’m constantly at all moments in my life thinking about what my students in 2023 will benefit most from. ‘What’s happening right now? What’s the most important stuff from history? What are the tools that are most useful? And what’s the

future gonna be like?’” Robins said.

Along with current events, Robins believes his fellow teachers continue to motivate and challenge him every day.

English teacher Darien Robins reflects on how his experiences influence the way he teaches today.

I’M TRYING TO CHANGE THE WORLD VERY, VERY CLOSE TO ONE PERSON AT A TIME.

-DARIEN ROBINS, ENGLISH TEACHER

“The West English department is amazing. It was a huge draw to be able to work with so many brilliant teachers,” Robins said. “I want to grow and learn and be confident as a member of that number.”

As he continues to shape his teaching methods, Robins takes inspiration from many of the teachers he looks up to, often encouraging his students to do the same with their work.

“I think how I teach writing is to show students models of what they could do so that they can remix those models together to create their own voice. We’re an inherently collaborative species, and so I try to embrace that in my teaching style. We remix the art that inspires us and the ideas and the culture and the people that inspire us,” Robins said. “I think I tried to do the same with my teaching. I looked at the teachers who inspired me, and I mix them together in new ways and combined them to make the kind of teacher I want to be.”

Although many told him to pursue a more au-

I LIKE MAKING ARTISTS WAY MORE THAN I LIKE MAKING ART PERSONALLY.

-DARIEN ROBINS, ENGLISH TEACHER

thoritative career in his future, Robins believes teaching is his ideal avenue to make a meaningful impact.

“I’m trying to change the world very, very close

ROBINS’ RECOMMENDATIONS

IF YOU’RE IN NEED OF A NEW RECOMMENDATION, LOOK NO FURTHER: HERE ARE SOME OF ROBINS’ FAVORITE PIECES OF MEDIA:

BOOK: “THEY CAN’T KILL US UNTIL THEY KILL US” BY HANIF ABDURRAQIB

MOVIE: “EVERYTHING EVERYWHERE ALL AT ONCE”

SONG: “OLD & GRAY” BY MAPS & ATLASES

MUSICAL: “COMPANY“ BY STEPHEN SONDHEIM

MUSICAL ARTIST: HEY ROSETTA!

PODCAST: “IF BOOKS COULD KILL” WITH MICHAEL HOBBES & PETER SHAMSHIRI

to one person at a time,” Robins said. “I thought I wasn’t allowed to be on the field. I thought, because of the way teachers and my parents talked to me that I needed to reach for some position of further power, but I don’t know if I could make as much change or I could do as much good [if I had pursued that].”

As he continues his teaching journey, Robins keeps his goals to impact students’ lives in mind. Using his creativity in the classroom, he receives fulfillment through helping his students find their own ways to make art.

“I like making artists way more than I like making art personally,” Robins said. “I want my students to know how to create and someday I want them to feel confident that they can make art with language when they want to tell someone how and why they love them, or want to talk to someone when they hurt their feelings, or when they need to convince someone of something important.”

ART, PHOTO & DESIGN BY JAY MASCARDO

PETERSON FOR PROGRESS

Innovation, justice and equity are three values building substitute Jordan Peterson strives to support in education.

BY JANE LAM

When faced with a storm, cattle try to outrun it. Bison, on the other hand, run towards the storm, knowing it will pass quicker that way. Building substitute Jordan Peterson says that students are like bison in a storm — they face conflict head-on.

“I really do believe that youth are the hope that our country needs and adults play a vital role in

showing them that,” Peterson said. “[Young people] have been much more vocal than previous generations when it comes to injustice.”

Students’ motivation to seek change sparked Peterson to create the nonprofit, Peterson & Company. The nonprofit provides educational consulting to schools and offers resources to support students and make education more equitable.

Peterson’s mission to create a safe and nur-

turing environment for students stems from a young age. For most of his childhood, Peterson experienced houselessness. School was the only constant in his life and played a key role in providing stability.

“Growing up, I was raised by a single father. My brothers and I were unhoused most of my childhood. School was actually a place that felt like home … So I’ve always been drawn to schools because of that,” Peterson said.

However, school didn’t always feel like a safe place for Peterson. When his older brother, Josh, came out as gay in high school, he faced hate speech and constant bullying. As a result, Peterson feared coming out as gay himself and became invested in school as a distraction.

“My high school career was much different [from my brother’s],” Peterson said. “I didn’t show my full, authentic self, but I became super involved because school felt like home. I was president of a lot of student organizations. I was Homecoming King. I did all the sports. I was super involved because I felt like that’s what made me have a community connection.”

Years later, this connection to his community is something Peterson continues to be inspired by when he interacts with students.

with his identity was validating for many underrepresented communities at school.

“If you have no gay people ever on your staff, or people who are not out, and then you have someone who’s out and is very open, it changes people’s awareness,” Willis said. “Kids who are feeling ostracized and kind of out of place [have] found a comfortable home in talking with him.”

In addition to his LGBTQ+ identity, Peterson’s experience with ADHD also guides him in his advocacy for underrepresented students. He recognizes that there is still work to be done to bring a supportive environment to the classroom for neurodivergent students.

“We still call it [special education] as a department name in some districts. That’s a derogatory term. Creating asset-based language is really im-

munities.”

Becoming an educator opened Peterson’s eyes to the struggles of teaching. In addition to supporting students, Peterson & Company works to prevent teacher burnout and train teachers on how to communicate with students going through hardship.

“I’ve had students who’ve died of suicide and been victims of gun violence, and it’s heavy. That’s also why a lot of teachers leave the field — they don’t have the necessary support system,” Peterson said. “[I’d like to work] with organizations that would help teach teachers how to cope with a lot of things that they see their students endure. Education is very complex. There’s no quick and easy solution.”

Although school comes with its complexities, Peterson doesn’t fear directly addressing them. Throughout his work at Washington, West and with his nonprofit , Peterson’s ultimate goal is to be a voice for both educators and students.

“I pushed myself out of my comfort zone to create this nonprofit because the unfortunate thing [is that] education is political,” Peterson said. “When running a nonprofit, I can advocate at the political and policy level and validate what teachers and admin are going through.”

“He’s helped me by giving me encouragement. Those little words of motivation; it’s just nice to have [him] there,” Mayasa Hamid ’23 said.

Before coming to West as a building substitute, Peterson worked as a Spanish teacher at Washington High School in Washington, Iowa. There, he restructured the ELL program by adding a Heritage Spanish class. Using his bachelor’s degree in Spanish Language and Literature, English Language and Literature and Political Science, as well as a master’s degree in Applied Linguistics from the University of Northern Iowa, Peterson was able to better connect Spanish speaking students with their education and community.

Kerrie Willis, an instructional coach at Washington, developed the Heritage Spanish class with Peterson. Willis believes that Peterson’s work with the ELL community and his openness

portant for schools to focus on,” Peterson said. “I don’t like to think of it like a disability, I just call it a learning difference or cognitively diverse.”

While teaching Spanish at Washington, Peterson often overheard hate speech. After reflecting on his experiences in the classroom, he knew he had to find ways to help teachers handle these situations and make students feel safer. Peterson created a training program to show teachers how to identify and interrupt hate speech.

“There was an incident where [a trans] teammate was being mocked and made fun of by other teammates, and … a teacher was able to interrupt it and talk to the students,” Peterson said. “That teacher said, ‘I would not have been prepared to do that if it wasn’t for [your] training.’ … With the nonprofit, I want to do more outreach and more training with rural districts when it comes to protecting marginalized com-

In the future, Peterson strives to use his experience as a teacher and a nonprofit founder to create impactful policy changes at the governmental level.

“I’ve always wanted to be a senator,” Peterson said. “As a small child, I saw systemic issues, whether that was addiction or homelessness … I was able to witness and understand issue[s] at a young age, and be like, ‘Oh, who is somebody that can help make that change?’”

Through it all, Peterson is dedicated to further tackling educational issues head-on at West and beyond.

“[Getting] from where I started to where I am now takes a lot of determination,” Peterson said. “[I’m] very determined to see change, to seek justice, to see inequities end, and that definitely takes grit.”

I REALLY DO BELIEVE THAT YOUTH ARE THE HOPE THAT OUR COUNTRY NEEDS AND ADULTS PLAY A VITAL ROLE IN SHOWING THEM THAT.

-JORDAN PETERSON, BUILDING SUBSTITUTE

PHOTO, ART & DESIGN BY SACHIKO GOTO

ARTISTS IN ACTION

West High is full of skilled students, including many artists. Read on to learn more about some of these creative individuals.

BY GIANNA LIU DESIGN BY DEFNE BAYMAN

Eli Bolender: Solid (Art) Work!

West offers a total of 18 art classes, and Eli Bolender ’26 plans to try all of them.

“I’m taking sculpture right now [and] I really enjoy it. I don’t usually work with mixed media so it’s interesting to try out,” Bolender said.

Being a dedicated oil painter, Bolender hadn’t had much previous experience working with clay, paper mache and cardboard. He feels that trying new mediums makes his art instincts kick in.

“You can make completely different [forms of] art with [solid material]. It’s just a completely different process,” Bolender said. “When I paint, I think [it’s] a little bit easier to be abstract and kind of [paint] whatever I’m thinking of. But with sculpture, I don’t really know how to go about that. I just try and do things that I know.”

Bolender sees himself surrounded by art in the future.

Zehra Illerisoy: Trinket of Art

Ever since receiving a gift of epoxy resin for her 14th birthday, Zehra Illerisoy ’25 has been hooked on making earrings, bookmarks and keychains.

When epoxy resin, a liquid substance, is set with hardener, it turns into a versatile solid plastic material.

“You can pretty much make anything with [epoxy] resin. You can either make it clear [or] matte. If you got differ ent kinds of resin, like soft resin, you can combine metal working and resin together,” Illerisoy said.

To make memorable work, Illerisoy takes advantage of the natural beauty she finds all around her.

“In the spring, I will go outside and find a really pretty flower; I’ll take it [and] then dry it,” said Illerisoy.

She then incorporates the dried flowers with sparkles, gems or small letters to customize her designs. While mak ing resin trinkets is enjoyable, Illerisoy also values sharing her work.

“My favorite memory overall is seeing people happy after I give them [the art] because I usually make them as gifts,” Illerisoy said.

Illerisoy sees herself starting a resin art YouTube channel or a small business in the future.

Brennan Johnson: The Future Face of Art

F or most, strangers’ faces are quickly forgotten. However, Brennan Johnson ’23 finds faces the most noteworthy to draw, incorporating his own style into each one.

“I see [faces] every day. [Being able] to represent that on paper and getting better at it is cool because faces are all different. Everyone has a unique face,” Johnson said. “I like to accentuate certain features on the face, because if I didn’t, it would probably look the same. [And] it’s more fun to look at.”

Ever since elementary school, art has been a subject Johnson found enjoyment in pursuing.

“I’ve never really taken any courses at school; I’m mostly self-taught,” Johnson said. “I felt like if I did take any classes at school, it would decrease my interest in it because I like to work on my own and do what I want to do rather than stick to some sort of curriculum.”

Johnson believes the best time for drawing is right when a certain idea sparks one’s interest.

“I draw best when I’m trying to learn something else. In a class and doodling, I feel like it looks better than when I sit down and try to think of something to draw,” Johnson said.

Hanae Matsumoto: Art(itecture)

S ometimes new interests can blossom from the uncertainty of the future. This is true for Hanae Matsumoto ’23, who began drawing while exploring post-high school careers.

“I’ve always wanted to do something in STEM, but didn’t really feel passionate about it,” Matsumoto said. “I came across architecture, decided to research it and then went to an internship for architecture at a firm [after sophomore year] and really liked it. It just stuck.”

Matsumoto, who hadn’t taken an art class since seventh grade, now finds herself sketching landscapes, outlining the edges of buildings and making 3-D designs for her college architecture portfolio.

“During my open period, I try to make myself draw for an hour a day because drawing [requires] practice,” Matsumoto said. “I try to draw observations from real life; [I do] a lot of drawing or sketching when I travel, but to practice, I just look at pictures online.”

Scrolling through Instagram and YouTube allows Matsumoto to expand her artistic horizons and improve. Even as her skills progress, Matsumoto is surprised that art has taken such a huge role in her life.

“I didn’t realize that [art] was something I could do, even for fun. It just [never] occurred to me,” Matsumoto said.

BECOME A FRIEND

Social media has produced

new age of hookup culture that perpetuates pressure and gender

BY ELLA DE YOUNG, KATHERINE SHOPPA & MARIE STIER

PHOTOS BY SACHIKO GOTO

DESIGN BY ATHENA WU

Though the nuances of the definition vary from person to person, hookup culture can best be characterized as a vague term used to describe a culture that normalizes casual sexual relations that lack emotional connection and commitment. Media plays a central role in shaping hookup culture in the West High community.

Digital connection has become essential to teenagers’ interactions and relationships. According to a survey conducted by Pew Research Center from April 14 to May 4, 2022, 97% of U.S. teenagers aged

WSS interviewed eight anonymous sources for this article. Anonymity is used to protect the privacy of students commenting on hookup culture. See the editorial policy at wsspaper.com. Additionally, the models photographed are unrelated to the content of the article.

13-17 say they use the internet daily.

With increasing internet use among younger generations comes a heightened connection to media and pop culture, including references to hookup culture. A 2005 study by the Kaiser Family Foundation found that 70% of 959 prime-time television shows contained sexual content. The trend of sexual media content continues today.

“A lot of folks tend to think more people are hooking up than actually are, often based on distorted norms or messaging we get from media: movies, TV shows and songs,” Sylvia Mikucki-Enyart, Associate Professor in the Department of Communications Studies at

the University of Iowa, said. “Media gives the impression that hooking up is normative, and those who don’t hook up are losers or are unwanted and unattractive. People often think that media reflects reality, so they want to keep up with others.”

Further, positive portrayals of hookup culture on social media exacerbate unrealistic expectations, as noticed by one West High anonymous student source.

“[Hookup culture] is so romanticized on social media, especially in our generation,” an anonymous source said.

According to the American Academy of Child and Adolescent Psychiatry, as of 2018, 90% of

a

expectations.

teens under 18 report having used social media. Social media increases the number of people one interacts with and can help connect people from different schools who wouldn’t have interacted otherwise.

“Especially with apps like Snapchat, it’s so easy to connect with people,” an anonymous source said. “Talking to people you don’t know as well and don’t have an emotional connection with online is much less scary than it is in person.”

For some, social media has eliminated the need to communicate in person about hooking up.

“You’re not going to talk to someone about a hookup in person. That’s weird,” an anonymous source said. “[It’s not] weird on Snapchat.”

However, this new way of initiating sexual relations can create more risks for those involved.

“[Social media has] created a new opportunity for people, but also new opportunities for folks to exploit that,” Amber Powell, UIowa Assistant Professor of Sociology and Criminology, said.

“So people will talk about how we give consent in the digital age. If you send a photo to someone, whose property is that? Is that still your property? If they show it to somebody, is that a violation of your consent?”

Snapchat is a common social media platform for facilitating hookup culture, with about 60% of teenagers using it.

“I feel like Snapchat is the biggest platform to [start a] hookup because it’s erased. There is no evidence — it’s gone. Those kinds of platforms really affect the hookup culture, especially if it goes wrong,” an anonymous source said.

The ability to delete or hide pictures and messages can be abused. One anonymous source believes the Snapchat feature, My Eyes Only, encourages privacy breaches. My Eyes Only, password-protected Snapchat memories, creates a way for people to hide photos and videos. The anonymous source has seen My Eyes Only used to conceal sex videos taken without consent, often the other person never knowing they were filmed.

Additionally, people may use threats of leak-

ing sex videos or nudes to put the victim in a place where they feel pressure to act casually about the situation.

“You just have to deal with it because you don’t want to make a big scene,” the anonymous source said. “It’s so hard to speak up.”

Iowa law states that intentionally filming or photographing a person without consent for sexual gratification is an invasion of privacy. Anyone who is found guilty of violating this law can face up to two years of jail time and a fine of $6,250. However, the expectation to be quiet about blackmail makes some people feel as though the perpetrators will continue to get away with it as they face no consequences.

“I feel like no one calls them out,” one anonymous source said. “Even all their friends know that they’re recording. They all know that it’s in their My Eyes Only, but they don’t say a thing. They probably know it’s wrong, but they don’t speak up. So it continues.”

PRESSURE C

omparing oneself to others has a clear correlation with problematic social media use on Instagram, Snapchat, TikTok, Twitter and Facebook, according to an August 2022 study by researchers at Michigan State University and the University of Delaware.

Since increased social media use can lead to increased self-comparison, when one sees that others are participating in hookup culture, they may feel pressure to hook up as well. An anonymous source describes this experience.

“[Social media] normalizes [hookups] for me and other people,” the anonymous source said. “‘If other people are doing it, it’s not weird if I do it,’ or ‘if other people are doing it, shouldn’t I be doing it?’ type of thing.”

Source: Pew Research Center and Kaiser FamilyFoundation

Associate Professor of Instruction and Director of Undergraduate Studies of Sociology Jennifer Haylett believes hookups can be an attractive alternative to relationships. One can satisfy their sexual desires without taking away the time and focus required for an intimate relationship.

“Relationships can be greedy of our time and our attention and not jumping into one that’s so serious early on can have some benefits,” Haylett said. “It can be a satisfying alternative to relationships, and people can find that it actually

increases their self-esteem [when] they feel like it matches their particular interests.”

One anonymous source explains how brief, purely sexual encounters can be appealing after a breakup, as one may not want to make another long-term commitment for a while.

“If you’re in a relationship and then heartbroken, and you don’t want to do a relationship ever again, you’re gonna start hooking up with people because it’s fun. You’re just looking for excitement,” the anonymous source said. However, another anonymous source reveals how transitioning from a trusting relationship to hookups can be risky.

“When you’re in a relationship with someone, you form a deeper connection and hopefully you trust the person,” the anonymous source said. “But, with someone you’re just hooking up with, there’s no way for you to tell if they’re lying about how many people they’ve had sex with or if they have an STD … There’s just so

much room for lies.”

Additionally, one anonymous source reflects on how following a hookup, the dynamic between the two parties involved can change negatively.

“Before the hookup, I feel like the guy calls you pretty, talks to you, compliments you and Snap[chat]s you all the time, but then after, it’s like they already got you — they got what they wanted,” the anonymous source said. “It’s just a very different dynamic; it feels like they don’t try anymore.”

The source discloses that hookups can make it difficult to be emotionally vulnerable and open to exploring romantic feelings.

“It’s hard to let your guard down and get into an actual relationship once you’ve experienced hookups because it twists how you form an original connection,” the anonymous source said. “You’re always scared that it’s just gonna be a hookup and not anything more.”

Another anonymous source details an unwanted outcome they faced after their only hookup.

“After you engage in your first hookup, people just think you’re all about that. I feel like that’s what happened to me,” the anonymous source said. “The word got out, and then I just got hit left and right with [people thinking that’s what] I’m all about. When in reality, no — I would never want to experience that ever again.”

Along with the stigma of hookups, high school gossip can create a toxic environment for both those engaging and not engaging in hookup culture.

“When I used to talk to this one guy, I didn’t do the stuff [he] expected me to do. His friends would literally call me over at lunch and be like, ‘Why aren’t you giving him [oral sex]?’” an anonymous source said. “It really puts you in an uncomfortable situation, and then you think, ‘Oh, am I supposed to do this kind of stuff? Am

IT REALLY PUTS YOU IN AN UNCOMFORTABLE SITUATION, AND THEN YOU THINK, ... ‘AM I EXPECTED TO DO THIS KIND OF STUFF EVEN IF I DON’T WANT TO?’

- ANONYMOUS STUDENT

UIowa

I expected to do this kind of stuff even if I don’t want to?’”

Despite feeling uneasy with hookups, the anonymous source comments on the inherent fear of not belonging as the reason for many deciding to participate in hookup culture in high school.

“Who doesn’t want to fit in, have friends, and go to social events and be in the front row, or be recognized or be welcomed?” the anonymous source said. “A lot of times, we’re just so scared that if we say no — if I don’t do certain things — I’ll be excluded from that.”

Yet, in spite of social pressure, the anonymous source realized they only want to be in a committed relationship.

“I want to find someone whom I really like and have an emotional connection [with] and actually get to know that person, but I feel like a lot of times that’s not what [high schoolers are] looking for,” the anonymous source said. “It’s really hard to find a person who actually has the same values as you.”

An anonymous source who has been in a relationship for about two years gives advice to anyone who is looking for commitment instead of a no-strings-attached agreement.

“I would say just give it time. The right person will come along, and in the meantime, focus on yourself because loving yourself will make your future relationship so much better,” the anonymous source said. “Also, always trust yourself. If someone is moving too fast for you or making you uncomfortable, you have every right to leave that situation to protect yourself.”

GENDER

Experiences with hookup culture can differ greatly for many reasons, one of the most prominent being gender.

“From my experience, it seems like guys are more likely to be the ones to initiate hookups,”

HOOKUPS, WHICH OFTEN LACK COMMUNICATION, AREN’T REALLY FERITLE GROUNDS FOR

an anonymous source said. “I feel like girls are more likely to want something more from it. Whereas [with] guys, it’s just a hookup, and then you’re done.”

Another anonymous source feels that men’s intentions are often misunderstood.

“In hookups in general, the guy is more painted as a bad guy instead of the girl. It’s like guys only want one thing, but girls can want the same thing as well,” the anonymous source said. Haylett has observed how gender stereotypes can cause miscommunications within hookups.

“I think what we end up doing is having men and women hooking up and performing those expectations,” Haylett said. “They assume, as a woman, I’m supposed to want more or the man assumes she’s going to want more. [The guy] may be trying to play it cool, like he doesn’t [want a relationship] but he does.”

These preconceived notions in hookup culture stem from stereotypes surrounding gender and emotional expression. According to scientific journal Frontiers in Psychology, stereotypes bring a consistent pattern of different emotional expressions between genders: men tend to express powerful emotions, such as anger, with less tolerance for vulnerable emotions, like sadness, while women are the opposite.

“Boys tend to feel pressured to hook up to prove their masculinity and gain status,” Mikucki-Enyart said. “However, hookups, which often lack communication, aren’t really fertile grounds for developing sexual skills and competency. Hookup culture encourages [boys] to deny feeling an emotional connection ever and that acknowledging emotions is bad.”

Similarly, women deal with double standards. Mikucki-Enyart has observed these negative expectations.

DEVELOPING SEXUAL SKILL AND COMPETENCY.

-SYLVIA MIKUCKI-ENYART, UIOWA ASSOCIATE PROFESSOR

“Girls often engage in hookups because they feel like they have to if they flirted or it’s just ‘what you do,’” Mikucki-Enyart said. “Unlike boys, who are praised for hooking up [by] peers, girls must tread a fine line of not seeming too prudish or too slutty when engaging in hookup culture. Girls lose status for hooking up, whereas boys gain status.”

An anonymous source notices the disparities between gender expectations at West.

“If a guy has a lot of [sexual relations, peers say], ‘Oh my gosh, you are the king; you can get anyone you want,’” the anonymous source said. “But if a girl does it, she’s a slut, she’s a whore, she belongs in the streets.”

Powell describes how society often views women as the ones ultimately responsible for any consequences of sexual acts they partake in.

“The gender hierarchies we have certainly [imply] women are responsible for sexual gatekeeping — they’re the ones who are sort of responsible for controlling men’s uncontrollable impulses,” Powell said. “But if they fail at that, then we slut-shame them and say they’re making it up and so on.”

Slut-shaming is the act of condemning someone, often a woman, for sexual behavior deemed indecent. Powell notes that slut-shaming occurs not only in hookup culture but also overlaps with rape culture, an environment where sexual

violence is normalized and excused.

“The questions that we ask in rape culture are: ‘Why was she wearing that? Why would she be drinking with them anyways? Shouldn’t she know that if she does this, then this is gonna happen?’ Whereas we’re not asking these questions [like] ‘Why is he assaulting her?’” Powell said. “It’s an environment where we blame victims and hold them responsible for their own assault and don’t allow them to safely report — to seek justice and accountability for things that have happened to them.”

Powell believes early education is crucial to disband rape culture.

“I think the best thing is early sex education and even before sex education, consent education,” Powell said. “It warms my heart now to see a movement even in elementary schools where people … talk about boundaries and respecting those boundaries. I think that’s a really good way to start.”

In order to overcome gender stereotypes and the stigmas surrounding hookups, Mikucki-Enyart advises creating safe spaces to encourage open conversations.

“These conversations do not have to be weird or awkward,” Mikucki-Enyart said. “We as a society make them so, but when you make them part of everyday normal conversation, we take the stigma and potential secrecy out of sex.”

STAY SAFE SAFETY TIPS FOR HOOKUPS

No alcohol or drugs; hook up sober.

Communication and consent. Active and enthusiastic consent. Make sure you and your partner are agreeing to every sexual act (e.g. Can I kiss you? Can I touch you here? etc.).

Check in throughout the encounter (e.g. Are you still okay with this?). It is important that both boys and girls ask for and receive (voluntarily) consent.

Use contraceptives and always use a barrier method, even for oral sex, and even if using an oral contraceptive if engaging in penile-vaginal intercourse.

If you are sexually active, get STI testing regularly, especially after and before new partners.

Communicate about likes and dislikes; what feels good and what doesn’t. Don’t just “grin and bear it” or pretend something feels good when it doesn’t.

Parents: talk to your kids about sex; protection; pleasure, especially female pleasure, which is often ignored; the importance of consent; and the confusing emotions that come with hooking up. Be that safe space for them.

Source:SylviaMikucki-Enyart,AssociateProfessorintheDepartmentofCommunicationStudiesattheUniversityofIowa

TOP 3 MOMENTS

As winter sports wrap up, WSS highlights three top moments from the season.

BY JACK ALDEN & KRISHA KAPOOR

ART & DESIGN BY HELEN ORSZULA

STATE TOURNAMENT SUCCESS

Alexander Pierce ’26 wrapped up his first season for boys wrestling as the 3A 106 lbs state champion at the IHSAA State Wrestling Championships Feb. 19. Pierce finished the season with a 42-2 match record. Jannell Avila ’23 concluded her senior season as the 155 lbs state runner-up at the IGHSAU Girls State Wrestling Tournament Feb. 3. Though Avila has wrestled all her high school career, this year was especially momentous as the first IGHSAU-sanctioned girls wrestling season.

WEST SIDE UP

The girls and boys basketball teams swept crosstown rival City High Jan. 27 in the West High Main Gym. Keeping up their threegame winning streak against City, the girls team won 49-30. The boys team had a comeback against City after their loss at Xtream Arena Jan. 8, ending the Jan. 27 game with a score of 63-45. The girls and boys teams ended their regular seasons with 15-6 and 1210 records, respectively.

DOMINATING AT DISTRICTS

Fifteen members of the Trojan-Bolt boys swim team took to the water to compete at the IHSAA District Swimming Championship Feb. 4, hosted at Dubuque Hempstead. Facing seven other teams, West High won the meet with 403 points. Among many podium finishes by the team, Max Gerke ’24, Lukas Swanson ’23, Holden Carter ’24 and Winston Fan ’26 won the 400 freestyle relay in 3:13.29. Additionally, Gerke and Swanson finished 1-2 in the 500 freestyle.

PHOTO COURTESY OF SAVANNAH BLAKE/THE GAZETTE

PHOTO BY CECI DE YOUNG

PHOTO BY GIANNA LIU

JUJU MANSON

RISING

As the only freshman starters on the boys and girls varsity basketball lineups, Julian (Juju) Manson and Grace Fincham reflect on the transition to high school and their first seasons.

When did you first get into basketball?

I first got into basketball at about [age] seven but started taking it seriously in sixth grade.

What are your goals for the next few years?

One of my goals for the next few years is to win a state championship by the time I graduate. West has really good athletes in all classes, and I think we could win at least one. I also want to improve individually and start getting recognition from colleges.

What are the differences between club basketball and high school basketball?

JM: High school basketball and club basketball, or AAU, are completely different. High school basketball is more team-oriented, and every high school team has a main goal at hand: a state championship. AAU is different because, during that season, you really want to showcase your talent to help expose yourself to colleges.

WSS: Do you have a quote or saying that you live by?

A quote I live by is [from Kobe Bryant]: ‘If you’re afraid to fail, then you’re probably going to fail.’ This became relevant to me once I started playing varsity. I used to be hesitant about my decision-making on the court. I started listening to Kobe’s interviews to hear the mindset of one of the best NBA players to play. If anybody knew one thing about Kobe, he was not scared to take control of the game. He also understood that if things didn’t go his way, he would be the one with the blame, and that didn’t phase him at all.

POINTS PER GAME: 8.5

REBOUNDS PER GAME: 6.8

ASSISTS PER GAME: 3.0

Statsasof Feb.18

Source:VarsityBound

STARS

BY LILY PROCHASKA

PHOTOS BY CECI DE YOUNG

DESIGN BY SILA DURAN

Read more about these stars!

West Side Story: What different teams have you played for?

Grace Fincham ‘26: Elementary recreation league basketball with Iowa City Thunder, two seasons with Team Iowa and the last four years I have played for All Iowa Attack.

WSS: What is the difference between high school and club basketball?

GF: One of the biggest differences is, for club basketball, we usually practice 2-3 times a week with tournaments on most weekends. Whereas in high school basketball, you practice six times a week and have two games.

WSS: Who is someone that you look up to?

GF: I admire Kate Martin at the University of Iowa for her selfless approach as a team player and her ‘never give up’ work ethic.

WSS: Have you ever been intimidated by your older teammates or opponents?

GF: Yes. However as this season progressed, I started to believe in myself, and I developed my level of confidence, earning my teammates’ trust and believing that I could play at a varsity level with other athletes I admire so much.

WSS: What are your goals for the next few years?

GF: I would like to be a starter for the next three years, and I want to help develop younger players as we work towards a state basketball championship.

POINTS PER GAME: 8.5

REBOUNDS PER GAME: 4.2

ASSISTS PER GAME: 1.9

After catching a short pass, Cincinnati Bengals wide receiver Tee Higgins was confronted by Buffalo Bills safety Damar Hamlin during a Jan. 2 NFL game in Cincinnati, Ohio. Higgins plowed forward, driving into Hamlin’s chest. Post tackle, Hamlin rose, then abruptly fell backward. His heart stopped beating; he had suffered a cardiac arrest. Amid weeping and praying teammates, Hamlin’s heartbeat was restored, and he was quickly transported to a hospital for emergency care. The game was postponed with six minutes remaining in the first quarter, atypical for the NFL, which usually resumes play even after serious injuries. Cardiologists suspect Hamlin’s cardiac arrest was caused by “commotio cordis,” a rare phenomenon in which a healthy heart receives a blunt force, in Hamlin’s case being hit by Higgins, and then enters into an arrhythmic and potentially deadly rhythm.

Hamlin’s near-death encounter has brought attention to the physical hazards of being an athlete and the necessity of prioritizing athletes’ safety.

“It was scary. I think it was a wake-up call for a lot of athletes and coaches and hopefully the NFL … [to] protect your athletes,” West girls basketball player Keiko Ono-Fullard ’23 said. “Let them recover because in the long run, it’s more important.”

Hamlin’s cardiac arrest motivated West’s athletic trainer, Sheila Stiles, to rework the emergency action plan in place for West High athletics.

“What I said to my coaches was, ‘These things don’t just happen in the NFL, so we’ve got to be prepared,’” Stiles said.

As acknowledged by Stiles, professional ath-

BY LILLY GRAHAM ART & DESIGN BY HELEN ORSZULA

letes aren’t the only ones at risk of severe injury. According to the National High School Sports-Related Injury Surveillance System, data from 2018-19 indicates an estimated 1,307,414 sports-related injuries among high school athletes in the U.S..

According to Stiles, soft tissue injuries, such as those damaging muscles, tendons or ligaments, are the most common type of injury among high school athletes. Ligament sprains can be categorized as mild, moderate or severe, with the tearing of the anterior cruciate ligament being of the highest severity.

While playing club soccer this August, Michael Nelson ’23 suffered both a torn meniscus and ACL after he planted his leg, and an opposing player ran through his knee.

“Your first thought is not, ‘ACL, meniscus, knee gone.’ So I took a couple more steps, but then my knee gave out,” Nelson said.

Following his injury, Nelson underwent surgery and is still in the process of rehabilitation, which is typically eight to nine months for torn ACL recovery. Nelson hopes to recover in time to play his senior season at West.

“I’m planning on playing this upcoming school year. But that’s not my first thought on when I come back. Of course, playing the first St. Olaf season is more important,” Nelson said.

Nelson, who is now committed to play soccer at St. Olaf College in Northfield, Minnesota had not signed to a school at the time of his injury.

“[Tearing my ACL] definitely had an impact on my recruiting process, but at the same time, it opened more doors,” Nelson said. “After my injury, most [offers] closed because they had money involved and didn’t want to put it into someone not able to perform right away.”

Nelson is content with his

West High student athletes reflect on how their severe sports-related injuries have impacted them on and off the field and court.

IF YOU’RE AN ATHLETE, YOU NEVER THINK YOUR PLACE IS ON THE BENCH, YOU ALWAYS WANT TO BE OUT THERE.

-SHEILA STILES, ATHLETIC TRAINER

opportunity to play for St. Olaf, and he believes it will be beneficial for both his soccer and academic future. Similar to Nelson, Christian Janis ’23 experienced a severe injury that altered his recruitment process.

Janis, a wide receiver for West’s football team, broke his collarbone after he went down for a ball, falling on his shoulder, and a defender landed on top of him. This was the first game of his junior year, a crucial season for recruitment opportunities. Despite missing his junior season, Janis was able to maximize his senior year and has since signed to play football at the University of Sioux Falls, South Dakota.

“During the game, all the adrenaline was pumping. But it hurt a lot to hear that my season was going to be over. My mom rushed to the field, and all the emotions came out,” Janis said. “I started crying, hugging my mom.”

Throughout his recovery and physical therapy, Janis planned to resume playing before the season was over. Despite being advised against an early return, he tried to play in game seven and ended up bruising his healing collarbone.

“I was the one who chose to ultimately play the game,” Janis said. “I wanted to get back out there and play, so nobody was going to change my mind at that point.”

Stiles has noticed that some of the hardest athletes to convince to follow recommendations are those with a moderate injury that could become serious if exacerbated.

“Someone who has a mild-to-moderate injury where they’re somewhat functional, but could cause more damage in the long term; that kid’s harder to sell,” Stiles said. “If you’re an athlete,

you never think your place is on the bench; you always want to be out there. That’s going to be lifelong, no matter how much education we do.”

However, Stiles has seen success with concussion education, especially emphasizing the importance of not hiding concussion symptoms.

“There are times where, unless you tell me you have these symptoms, I can’t tell that you have a concussion,” Stiles said. “If you have a concussion, [I say] here’s why you shouldn’t be participating; here’s what can happen. Long term. Short term. I think kids have been a lot more honest about their symptoms.”

Ono-Fullard experienced a concussion at an away game in Cedar Rapids against Xavier High School Jan. 5. A Xavier player struck Ono-Fullard in the temple with their elbow. Following her concussion, Ono-Fullard was sidelined for two weeks until she was symptom-free.

“I was worried about [missing] the City game coming up at Xtreme Arena [Jan. 8]; that was the one I circled on my calendar,” Ono-Fullard said. “I didn’t want to lose any [playing] time, so I definitely wanted to lie about my symptoms, but I just [kept] thinking about the long run.”

Among Ono-Fullard’s symptoms were sensitivity to light and sound, issues with balance, and nausea. She also felt foggy throughout the day.

“Especially in AP Stats, I was struggling. It was hard to read … hard to keep up, hard to focus,” Ono-Fullard said.

To determine when she could return to playing, Ono-Fullard had to do repeated concussion testing. The procedure at West is that most con-

tact-sport athletes have a baseline concussion test on file that they were required to take before their season. The test assesses their balance, short-term memory and reaction time. Once a concussed athlete is symptom-free for 24 hours, they take the concussion test again, until their overall score matches that of their pre-season assessment.

“If their scores match up, that’s another significant factor we use to say we can start you back to activity. It’s a five-day process back to full activity,” Stiles said. “There’s also the return to learning component … We can make accommodations in the classroom … until they are better.”

Stiles highlights that one of the main struggles an athlete faces during recovery is being able to stay an active member of their team, despite not being able to practice or compete. While Janis was out, he found a role in mentoring his teammates.

“It sucked watching from the sideline,” Janis said. “[But] depending on your role on the team, if you’re a leader, you’re going to still have to lead.”

Stiles hopes coaches, athletes and parents keep perspective during an athlete’s recovery and prioritize the long term.

“In the grand scheme of things, playing in this game or being in this practice is a very small part of [your] life,” Stiles said. “It might not seem like it, but you will be back, there will be better days, you will get through this and you’re stronger than you know.”

IT SUCKED WATCHING FROM THE SIDELINE ... [BUT] IF YOU’RE A LEADER, YOU’RE GOING TO STILL HAVE TO LEAD.

-CHRISTIAN JANIS ‘23

AI

ART-IFICIAL ART

Artificial intelligence art must face legal and ethical repercussions when AI companies copyright artists’ works.

BY ERINN VARGA ART & DESIGN BY ERINN VARGA

Ifirst learned of plagiarism sitting in a computer lab row with a bulky, black computer in front of me in elementary school. Ask any student — they have heard “Plagiarism is bad and comes with serious consequences” and similar black-and-white phrases. However, when that line blurs, outrage ensues. And although gray is my favorite medium to work with in art, the gray area of artificial intelligence art is too smudged for my taste.

AI art is created through computer programs that analyze a database of billions of images to reproduce an art piece based on a text-box prompt. To form this program, databases of artists’ work are uploaded to teach the AI what artwork looks like, training it to generate new art similar to these images. This process results in many valid questions: Can AI legally and ethically use others’ work? Can the AI user copyright the work? Does the work belong to the AI?

Legally, AI works cannot be copyrighted. Under current copyright laws, only original works of authorship can be copyrighted. Many court cases, such as Naruto v. Slater and, recently, a copyright appeal from the CEO of AI company Creativity Machine, Dr. Stephen Thaler, have confirmed that human authors must create the work for copyright to apply. Since a computer cannot copyright an image, the question of fair use is controversial.

A piece of art based on copyrighted work without the owner’s consent is fair use if it sufficiently transforms the original idea or message. AI art can potentially alter the minimal requirements to determine fair use by using a collection of private and public images to create its art. Since the computer is doing the task, courts may deem the piece as not creative enough to be considered transformative.

Several lawsuits are being filed against AI art due to copyright infringement, but the outcomes of these have yet to be released. Stock image powerhouse Getty Images is suing the company Stability AI for using Getty’s copyrighted image database. Similarly, notable artists Sarah Andersen, Kelly McKernan and Karla Ortiz are working together to take AI art companies to court. The future of AI art could very well be de-

termined in these high-stakes cases. This raises the question: Is AI art theft? Art theft, or the stealing of artwork and publishing it as your own, parallels the creation of AI art. AI art users have made money selling their works, reaffirming the certainty of art theft. Artists worry about the value and market for their own works, and rightfully so. Competing in the market with pieces that take less time and no skill is not an easy battle. Skills artists build over time are entirely overwritten with this technology. Art, in itself, is a form of love. Artists love their creations to the point that they spend hours upon hours perfecting their pieces. The amount

break the norm of homogeneity. However, AI art that involves almost zero originality and creativity will never be able to recreate a sixth grader’s sketchbook, a handmade technique or the physical originality of pottery or knitting.

AI art users argue the same few points when it comes to defending the use of the program. Many mention that AI allows those with no talent to create art. In reality, art doesn’t rely on talent. Most artists start with long, stick bodies and voluminous eyes. What makes them “talented” is hard work. Artists are constantly improving their style and methods. Whether learning anatomy, drawing in the corner of their notebooks or mixing and mashing random colors, they grow their skills. By saying you have no talent, you are using it as an excuse to not try. You must practice and work to improve at art, just like any other skill.

Accessibility of art creation is another argument frequently brought up. Users argue that AI art makes art accessible to everyone, regardless of background or time. While this is true, as many artists spend a lot of money to access high-quality supplies, there is an abundance of free resources across the world. Programs, such as Medibang, Krita and ibis Paint, are free to use across multiple platforms. If you don’t have access to technology in the first place, a pencil and paper are where many artists start their journey. If you never try to persist in your efforts, you will never grow creativity within yourself.

of time and effort put into their work is truly what makes it special. The value of creativity and the benefits that follow are lost in the programming for AI art. Human art is an expression of skill and emotion that AI is incapable of capturing.

Creativity allows for the unique expression of self and culture. Art has long been a staple of cultures around the world with techniques traced back through generations of people. Cultivating a unique style and craft breaks the boundaries of originality that were previously known. In our world, where everyone is expected to buy, follow and produce the same things, art continues to

AI art itself isn’t “bad art.” There is no such thing. The process behind AI art is what makes artists riot against the technology. As this technology advances, new boundaries and expectations will be set for the art community. The most essential boundary artists will need to establish is the line between inspiration and stealing. If you want to get involved with the online art community you can support real artists through commissions and engage with their posts. As an artist, I will continue to argue against the use of AI art programs. While I utilize both traditional and digital art, I will never touch the artificial program that is AI art.

HUMAN ART IS AN EXPRESSION OF SKILL AND EMOTION THAT AI IS INCAPABLE OF CAPTURING.

-ERINN VARGA ‘24

IS IT EXCUSABLE?

West High should improve the tardy policy by increasing its flexibility.

West High instituted a new tardy policy in December, along with a series of rewards for “No Tardy December.” While the extra incentives are no longer in place, the tardy policy has stuck around. As of print time, a student who is tardy must report to the Main Office or West Wing Office to scan their ID and get a pass before they will be let into their classroom. The tardy policy aims to encourage getting to class on time and decrease the number of students in the hallway during class time. The

DO YOU APPROVE OF THE CURRENT TARDY POLICY? 04 - 11 YES NO

policy successfully cut the number of unexcused tardies in half for the months of December and January. While the Editorial Board believes that the current tardy policy provides a solid foundation, it has drawbacks that should be resolved through increased flexibility.

First, West administration should add more pass stations. One of the main concerns about the current policy is the increased amount of class time tardy students miss. The unnecessarily long time it takes to walk to one of the offices, wait in line, obtain a pass, walk back to the classroom, get someone to open the locked door

This is an editorial. While based on facts. Its purpose is to share the conclusions and opinions derived by the WSS Editorial Board.

UNEXCUSED TARDIES PER DAY, EACH MONTH

and finally hand the tardy slip to the teacher often causes even more missed instructional time than before the policy was established. Currently, students can only obtain passes at the Main Office and the West Wing office, located on the first and bottom floors respectively. However, both of these are far away from the top floor. To minimize wasted time, there should be a pass station on all three floors.

Another necessary change is the return to the old tardy system for first period. For many students, getting to school in the morning is hectic. Put locked doors and long pass lines on top of that, and the first-period experience becomes all the more distressing. External factors out of students’ control, such as weather conditions and the dependence on others for transportation, cause more students to be late to first period than any other class period. This creates longer pass lines and keeps students out of class for more time. To account for these nuances, classroom doors should remain unlocked, and students should not be required to get a tardy pass for first period. While late students would still be marked tardy — keeping the incentive to arrive on time — these changes will ensure students are able to get into class as soon as possible if they do get to school late. The current policy punishes students for factors that may be out of their control; leniency for first period is a neces-

sary compromise.

Finally, the current restrictions on restroom usage should be abolished. As of publication date, students are not allowed to use the bathroom durings the first and last ten minutes of class. Before the tardy policy was implemented, most teachers were forgiving if students arrived a little late to class after having used the bathroom. Some teachers even encouraged it so they didn’t have to write a pass for those students and have them miss instructional time later. However, with the new tardy policy, using the bathroom during passing time suddenly has much higher stakes. The combination of these two policies restricts bathroom breaks to a small window of time in the middle of class, which is usually the most productive part. Also, many teachers use the laminated hall pass as a bathroom pass, further restricting bathroom usage to one student at a time. This is unreasonable. While teachers will almost always grant exceptions for urgent situations, this shouldn’t be necessary. The current bathroom policies are inconsistently enforced, with some teachers granting bathroom requests during the no-bathroom times. Instead of having the bathroom expectations be different from teacher to teacher, West should officially remove the rules about which times students can use the bathrooms, as long as they have a pass with them when they go.

The tardy policy has effectively decreased unexcused tardies, making it a good foundation. However, the tardy policy isn’t perfect for West, which may be because it wasn’t created specifically for our school — a quick Google search shows that similar policies of locking classroom doors and sweeping students out of the hallways have been implemented at many other schools. It should be tailored to work better for West by adding a pass station to the top floor, dismissing parts of the policy for first period and revising the current bathroom policy. The changes we have suggested won’t resolve every issue students have with the current tardy policy though, so it’s important for both students and administrators to work together to create a better environment. No policy will work for every student. If you have legitimate concerns about this policy, make sure to advocate for yourself and work with a teacher or administrator to come to an agreement. The administration has already done this for a few students by giving them permanent passes. They should continue to hear out students’ needs and provide accommodations as necessary to create a more equitable school environment.

Source:WestHighSchool

WHICH WEST STAFF MEMBER

WHICH WEST STAFF MEMBER

ARE YOU?

ARE YOU?

Outside of school, West staff members have unique personalities that shape who they are; take this quiz to find out which one you’re most like!

BY LILY PROCHASKA

PAUL BREITBACH

When Guidance Counselor Paul Breitbach isn’t at West, he is relaxing and spending time with his family. He loves watching sports, being outside and eating ice cream. Breitbach strives to help and inspire the people around him.

BROOKE OVERHOLT

Secretary and Co-Office Manager Brooke Overholt enjoys morning coffee, music and trying different cuisines. Overholt loves warm weather, beaches and relaxing, making Fiji her ideal travel destination. Additionally, her favorite animal is an elephant.

BYRON BUTLER

Byron Butler is a science teacher and a big sports fan. He enjoys watching football, as well as walking his dogs and preparing for the upcoming week. His dream travel destination is Switzerland; he has always wanted to connect with nature in the beautiful Swiss alps.

CAMILLE CROSSETT

Social Studies Teacher Camille Crossett is a craft-oriented person. Her ideal weekend includes knitting and embroidering, along with taking long drives to new places. She wants to explore the beautiful landscapes of Ireland someday.

HOW DO YOU LIKE TO SPEND YOUR WEEKENDS?

A . Relaxing, watching football or yard work.

B. Catching up for the upcoming week

C . Resting

D. Reading or being outside

IF YOU COULD GO ANYWHERE IN THE WORLD, WHERE WOULD YOU GO?

A . The Holy Land, Jerusalism

B. Switzerland

C . Fiji

D. Ireland

MOSTLY A MOSTLY B

WHAT IS YOUR BIGGEST PET PEEVE?

A . When people litter.

B. Lack of follow through.

C . Whining

D. Bad drivers

WHAT IS YOUR FAVORITE FOOD?

A . Ice cream

B. Pizza

C . Asian food

D. Tuna Sandwiches

MOSTLY C MOSTLY D

YOU’RE BREITBACH! YOU’RE BUTLER! YOU’RE OVERHOLT! YOU’RE CROSSETT!

BIZARRE MEMORIES

West students share their peculiar stories.

COMPILED BY JESSIE LI

DESIGN BY MCKENNA STEPHENS

BLOODY KETCHUP!

“I was sitting in my car two years ago, and I was parked somewhere, waiting to pick up somebody. I had these ketchup packets that I bought from Wendy’s. I was bored, and I was twisting the ketchup packets continuously. And then they exploded. My mom saw it and got angry at me. Not all the ketchup [came] off because it soaked into the car’s walls and the stuff around it. It looks like bloodstains; like I killed somebody in my car.”

STUCK IN A CYCLE

“I was in fourth or fifth grade, and my mom asked me to do the laundry. The laundry room was outside of our apart- ment, so I took the laundry out, and I put it in the wash- er. The laundry room was big, so I had to walk into it to get to the washer. [Then] some worker outside locked it. I tried to open the door, but it wasn’t opening, so I [started] panicking. I was like, ‘Oh, what do I do?’ because it was on the eighth floor. At that moment, my brain went blank. So then, I just knocked on the door, waiting for someone [to let me out].”

Mayar Aliwaisi ‘26

PHOTOS BY ELLA DE YOUNG, JESSIE LI & COURTESY OF UNSPLASH

Srimaan

Aravamudhan ’23

TAPED SKIN

“I was in kindergarten, and I was doing this project for Mother’s Day. I was going back to my seat, and I tripped [on someone’s leg] and hit my head on the table. I had to go to the office for my mother to pick me up. When she came, I gave her the [Mother’s Day] gift, and then we went to the hospital … They taped [my skin] back together [at the hospital] basically. [Once my skin healed,] I had to peel it off and it hurt really badly.”

SQWUAK!

“One time, my family and I went to the Saint Louis Zoo. This was about a month and a half ago, so I think it was December. We went into the penguin exhibit, and the glass was really low, and a penguin swam up to me and I decided to poke the penguin. Then out of the corner of my eye, this big man starts yelling at me, and he’s like, ‘Ma’am, get out! Get out!’ I got kicked out of the pen- guin exhibit at the zoo for touching a penguin.”

DOUBLE TROUBLE

“I had sleep paralysis when I was 11 and I couldn’t move and I also couldn’t breathe, and then I passed out because I couldn’t breathe … When I was 15, I was putting on a seatbelt and then I broke my collarbone. Well, I had a cyst in there, [that the doctors] didn’t know [about]. And then there was this huge crack just from putting on a seatbelt.”

Aaron Das ’25

Kiera Holtkamp ‘24

Emma McPearce ‘23

With the 95th Academy Awards around the corner, now is the perfect time to make predictions about the winners with a ballot.

WSS BEST PICTURE: Everything Everywhere All at Once

BY JACK FURLONG

BEST PICTURE

Ten films were nominated for Best Picture this year, with ”Everything Everywhere All at Once” leading with 11 nominations due to its popularity. Despite its lead, competition will still be tough. “Banshees of Inisherin” won Best Drama at The Golden Globes and is second in line with nine Oscar nominations this year, tying with “All Quiet On the Western Front.”

ACTOR IN A LEADING ROLE

Of the five contenders, a clear three stand out. Colin Farrell’s quick-witted yet heartfelt performance in the “Banshees of Inisherin” has become a critic favorite, winning the Golden Globe for Best Actor in a Comedy. Austin Butler’s transformation into legendary singer Elvis Presley landed him the Golden Globe for Best Actor in a Drama. Brendan Fraser has also earned recognition for his industry comeback in “The Whale.”

ACTRESS IN A LEADING ROLE

The ever-growing support behind “Everything Everywhere All at Once” gives Michelle Yeoh a great chance at taking home the Oscar for Best Actress this year, being the first ever Asian actress nominated for this category. Her main competition is Cate Blanchett, who starred in “Tár” with both winning their respective categories in Comedy and Drama at the Golden Globes.

Think you know who might win? Give your best guess below with this ballot containing a few of the most popular categories this year by dropping your ballot off in the box outside of room 111. Those with the most correct answers will be entered into a drawing for WSS merch and a model Oscar trophy!

Name: ________________

BEST PICTURE

ALL QUIET ON THE WESTERN FRONT

AVATAR: THE WAY OF WATER

THE BANSHEES OF INISHERIN

ELVIS

EVERYTHING EVERYWHERE ALL AT ONCE

THE FABELMANS

T Á R

TOP GUN: MAVERICK

TRIANGLE OF SADNESS

WOMEN TALKING

ACTOR IN A LEADING ROLE

AUSTIN BUTLER (ELVIS)

COLIN FARRELL (THE BANSHEES OF INISHERIN)

BRENDAN FRASER (THE WHALE)

PAUL MESCAL (AFTERSUN)

BILL NIGHY (LIVING)

ACTOR IN A SUPPORTING ROLE

BRENDAN GLEESON (THE BANSHEES OF INISHERIN)

BRIAN TYREE HENRY (CAUSEWAY)

JUDD HIRSCH (THE FABELMANS)

BARRY KEOGHAN (THE BANSHEES OF INISHERIN

KE HUY QUAN (EVERYTHING EVERYWHERE ALL AT ONCE)

ACTRESS IN A LEADING ROLE

CATE BLANCHETT (T Á R)

ANA DE ARMAS (BLONDE)

ANDREA RISEBOROUGH (TO LESLIE)

MICHELLE WILLIAMS (THE FABELMANS)

MICHELLE YEOH (EVERYTHING EVERYWHERE ALL AT ONCE)

ACTRESS IN A SUPPORTING ROLE

ANGELA BASSETT (BLACK PANTHER: WAKANDA FOREVER)

HONG CHAU (THE WHALE)

KERRY CONDON (THE BANSHEES OF INISHERIN)

JAMIE LEE CURTIS (EVERYTHING EVERYWHERE ALL AT ONCE)

STEPHANIE HSU (EVERYTHING EVERYWHERE ALL AT ONCE)

ART & DESIGN BY EVA JORDAN

FEATURE

PHOTO

Showtime poses at the end of “Into the Cataclysmic” during the Muscatine River City Showcase Jan. 14. ISABELLA TISDALE

BY KRISHA KAPOOR

ART & DESIGN BY WILLIAM CHENG

Grab a friend and a pen to fill in the missing blanks with the correct parts of speech. When completed, DM your masterpiece to @wsspaper on Instagram for a chance to win a $10 Pump it Up gift card! For the best result, don’t read ahead.

verb + ing adj. adj.

type of noise

West teacher

verb

West teacher

an office supply

type of noise

noun

verb favorite beverage

After __________ a __________ lunch in the West cafeteria, you hear a __________ noise coming from the English hallway. As you approach the doors to the hallway, you notice they are locked. You __________ at __________ guarding the doors. When the hallway sweeper denies your request to unlock the doors, you __________ to find __________. However, when you reach their classroom, the keys are nowhere in sight. You grab the closest __________, knowing it will do the trick. Passing the Little Theatre, you hear a __________ that resembles the sound of a __________. After the doors fly open, the chaos of the hallway makes you __________. __________ has flooded the floors, __________ pet __________ is on the loose, and your __________ homework has started to fly out of your backpack. Oh, just another day at West High: Where Every __________ Thrives.

West teacher’s noun school subject Noun