highlander newsmagazine tr1 2 2015

Highlanderthe

FEBRUARY26, 2015

volume

34.2issue

with prescription drugs becoming more prevalent at homestead, it’s time to take a look at their true effects.

one hard pill to swallow

2 // feburary 26, 2015 // the highlander the highlander // feburary 26, 2015 // 3

Newsphoto pollCover storyFeatureopinionhumorSports

381014262830

on the coverWith recent incidents of prescription drugs being inthe classrooms of homestead,it’s time to talk about why students are using them and how this use can lead to biggerProblems. maddie fricker surveyed 250 students to get the conversation started. photo by emma zander

mTSD puts $18.2 million dollar referendum on ballot to make capital improvments to schools in the school district

Adderall and other prescription drug use at homestead: why students are using and the side effects

is gps technology helping keep teenagers or infringing on their privacy?

athletes of the issue: years of dedication come to fruition for two senior Student-athletes

Table ofcontents

16

7

30

10Ph

oto

by E

lizab

eth

Hus

kin

Phot

o by

Emm

a Za

nder

Phot

o by

Ana

n K

reyn

inSu

bmitt

ed P

hoto

2 // feburary 26, 2015 // the highlander the highlander // feburary 26, 2015 // 3

adviser

editor-in-chief

managing editor

design editors

writers and photographers

janae brown and molly riebau

kelly allen, hanna braat-en, janae brown, erin connolly, jessica cooley, kate daniels, Jake elchert, Maddie fricker, aaron glazer, emily hannemann, connor hanson, elizabeth huskin, carly kleiman, ca-leigh koss, anna kreynin, nicole martin, molly riebau, sydney roeper, michael sande, cassie shaurette, katie starsky, emma wade, emma zander

designers jessica cooley, sydney roeper, michael sande

rachel rauch

copy editors erin connolly, Anna kreynin

aaron glazer

maddie fricker

letter from the editor

aaron glazer

Sometimes things are better the sec-ond time around. We reflect and make adjustments to improve for the next time. New people enter the conversation, sparking fresh ideas, formulating unique thoughts and collaborating to produce one final product.

So it goes with The Highlander newsmagazine. With a new staff walk-ing through the doors of room 405 in De-cember, we were excited by the potential for another quality magazine. Through collective input from administration, faculty and students, as well as each staffer’s personal preferences, the staff as a whole selected the stories to go in this publication at the beginning of the trimester. Since then, it has been a sea of Publications students sitting in inter-views, taking pictures, writing stories and designing these very pages that have pushed us to make this news magazine stronger with each issue.

We base our story selections on what we, the Highlander Publications staff, believe are representative of the

Highlander student body. We do reserve the right to speak the majority; however, we often survey a sample to gauge stu-dent interest, as we did with our cover story (page 10).

As we release our second news mag-azine, we hope that you will continue to find it interesting and peruse the variety of news, feature, sports and opinion se-lections we have for you.

Any students or faculty who wish to express their opinion through The High-lander should drop off a signed letter in room 405. Please understand that we do reserve the right to edit for both content and grammatical errors.

The Highlander is a unique forum, representing the student body, and we understand the respect and trust that comes with that stance. We believe this magazine fulfills that goal, and we look forward to your reactions. For more timely view of our work on a daily basis, visit our news website at www.home-steadhighlanderonline.com. Thank you, and enjoy reading!

the staff

follow us

the

highlander

The Highlander’s editorial policy is to present facts and opinions in a fair and honest manner on issues pertaining to students at Homestead. We operate as a public forum of free expres-sion, upholding the right to speak unpopular opinions and the privilege to agree with the majority. Letters to The Highlander are encouraged; however, we reserve the right to edit for length and grammatical errors. In addition, letters must be signed, but names can be withheld upon request. If you have upcoming story ideas for The Highlander or for our daily news web-site The Highlander Online, you may submit them to [email protected].

@homestead411@hhssports411

@homestead411

highlander publications

The Mequon-Thiensville School District (MTSD) will be welcoming smiling 4 year-olds to all three of its elementary schools (Wilson, Donges Bay and Oriole Lane) next fall as part of the new 4K program implemented for the 2015-16 school year. Although the school board voted 5-2 in favor of the program on Monday, Nov. 17, the program continues to receive mixed re-views.

Opposition is generally shown in reference to the cost to taxpayers and to the effects on al-ready established preschools in the area. TMJ4 cites that many private daycare centers have already established flourishing 4K programs. Alex Mazur, owner and operator of Kids Rule Academy, told TMJ4, “They’re going to make a big mistake.”

Although it may negatively impact the pri-vate sector, it is clear that MTSD is late to join

the 4K trend. As referenced in the MTSD 4K proposal, 91 percent of Wisconsin public school districts have 4K programs.

The proposal also notes that the district can now “appropriately compete with local private schools that offer early childhood education op-tions to recruit and retain students in our sys-tem.” With this competition, the state’s funding could increase based on student enrollment.

According to MequonNow, Mary Cyrier, school board president, said, "It's so important that the sooner we can get started helping and supporting (students with special needs), the more successful they are going to be. I think we owe it to all of our kids."

Dr. Demond Means, superintendent of schools, explained to TMJ4 that not all families in the area can afford a private 4K experience, and believes it is MTSD’s “obligation to pro-

vide that opportunity for families."Mrs. Jennifer Zortman, math teacher and

Mequon mother, agrees that the district can benefit from this new addition, saying, “This program will allow children to have a rich and impactful pre-school experience as well as keep our district competitive with surrounding North Shore districts.”

McKenzie Quinlevan, senior, babysits sev-eral families in the district that have young chil-dren who could benefit from this program, and added, “Many of the families I babysit for have young children that could enter the 4K program in the coming years.”

The implementation of this program not only has the potential to benefit the children in advancing them academically at a younger age, but also to help the district as a whole.

Phot

os b

y K

ate

Dan

iels

, Illu

stra

tions

by

Jana

e Br

own

by Kate Daniels

Program Arrives to Mequon-Thiensville School District 4K

4 // feburary 26, 2015 // the highlander // news

Athletes have grown accustomed to following rules on the court, field or dia-mond, but rules and regulations begin to ap-pear off the field for athletes playing at the collegiate level.

The National Collegiate Athletic Asso-ciation (NCAA) is the governing body for intercollegiate sports regulating the athletes of the schools involved. Recently, issues within the organziation have surfaced.

Major problems appearing in the NCAA include aspects such as scholarship money, money made off of the athletes and the ever-present debate on whether or not college-level athletes should receive a sal-ary. A double-sided argument exists for all things money.

“I know that a big argument is people are giving the school money to see their favorite athletes play, but I think a large part of those profits go to scholarships, and even though an athlete may not be getting a paycheck each month, most are on scholar-ships, and especially the ones on full rides to expensive universities, they’re basically getting paid, just not in a paycheck form,” Adam Nelson, Division 1 soccer player for University of Wisconsin Green Bay and Homestead, Class of 2013, said.

Profits, although, do not only come from ticket sales and events directly related to the game. Profits also come from mer-chandise offered with the schools logo or mascot on it. When school’s make money off of specific athletes, this brings in differ-ing opinions.

“I believe that if universities are prof-iting off of an athlete’s name or number on jerseys or t-shirts and merchandise like that, the athlete should receive some form of payment since the athlete is making their school all of that money. When it comes to ticket sales and things of the sort, I think it is fair that those profits solely go back to the school,” Jack Popp, junior said.

“Some people think that getting a scholarship to go to a big school wherever they’re playing is a good deal but then they see these millions and millions of dollars be-ing made and they think ‘why don’t we get a piece of that too?’ But what a lot of people don’t understand is that the revenue-generat-ing sports, specifically the bigger sports, end up paying for all of the other sports,” Mr. Todd Reineking, guidance counselor, said.

Problems

in the NCAAby Carly Kleiman

Starting in 2015, the ACT will implement STEM (science, technology, engineering and mathematics) and career readiness to help stu-dents plan for the future in areas that will best benefit them after their high school career. The nation’s leading college readiness assessment will also introduce an enhanced writing test.

The writing test will remain optional, but now it will emphasize the students’ abilities to evaluate multiple perspectives on a complex issue. Instead of focusing on an argumentative essay, the test will now incorporate a synthesis style of writing.

“For second trimester of American Lit, we are currently settling on the synthesis questions that we are going to use. Right now, the plan is to use it once during the course of the unit and then again for the final exam,” Mr. Eric Bauer, English teacher, said.

The scoring will also be changed from a single score to four separate scores focusing around analysis, development and support, or-ganization and grammar.

Because of the change, classes at Home-stead High School plan to change their curric-ulum to focus more on synthesis writing. “The focus would be mainly on sophomore english classes, and use the ‘backward plan’ to help get students ready for the test,” Mr. Brett Bowers, principal, said. A backward plan includes first identifying a goal and then proceeding with choosing actions that will best help reach that goal.

Supporters of the change believe it is a positive adjustment made to benefit students. “The changes in the writing test are long over-due. I think it makes the writing assessment more authentically rigorous and better aligns

that assessment to the type of writing that stu-dents are expected to do at the college or uni-versity level,” Mr. Bowers said.

According to Paul Weeks, vice president of customer engagement at ACT, “This is not an overhaul to the ACT; these are just slight ad-justments that will yield more positive things.” The extra reporting categories and scores are added to better help students use the results of the exam to evaluate the potential success they would have in college or the workforce. “Over-all, the forthcoming changes are subtle and stu-dents shouldn’t have to adjust how they prepare for the test,” Weeks said.

ACT has also announced other new devel-opments planned for delivery over the next few years, including a computer-based version of the test. According to the ACT newsroom, the computer-based ACT was successfully piloted in April 2014, testing approximately 4,000 high school students across the United States.

Additionally, the test will offer a separate constructed response for the reading and sci-ence sections as an option to supplement the traditional multiple-choice sections. The con-structed-response questions require students to enter their own answer, rather than selecting the best given answer. These questions allow schools to better align their reporting with the Common Core State Standards; however, they will not be included in the ACT composite score.

Overall, the changes to the ACT are spe-cifically aimed to help students in the future. “The change is a more challenging approach to testing students, and I think it will help us when we are in college,” Kristina Smeshko, sopho-more, said.

Upcoming changes to

by Chloe herzog

[News brief]

6 // feburary 26, 2015 // the highlander // news

The Mequon-Thiensville Board of Education approved a $18.2 million Facilities Referendum to place on the April 7, 2015 ballot to address facility updates in all district buildings. These updates include the replacement of aging boil-ers, inefficient single-pane windows and deteri-orating building exteriors. Other improvements involve new flooring, roofing and the creation of collaborative learning spaces necessary to meet the needs of modern curriculum.

According to a Mequon-Thiensville School District MTSD press release, the unanimous Board of Education vote came after extensive planning of the creation of a long-range facil-ities plan, the work of a 17-member ad-hoc committee which recommended a facilities ref-erendum, the holding of open houses at all sev-en district buildings and the administration of a community survey that revealed strong commu-nity support for a referendum.

Based on the community survey, nearly 93 percent of parents whose children currently attend or have attended MTSD schools and 65 percent of non-parents agreed or strongly agreed to the statement, “I would vote yes on a referendum question if I felt that it was the cor-rect solution that addressed the needs identified as Capital Improvement Projects.”

Moreover, the response to the statements, “I believe the district’s facility needs must be addressed now,” and “I believe that learning

facilities that support a modern curriculum are important to student learning,” generated higher agreement levels than typically seen from those types of questions with approximately 93 per-cent agreement from parents for both questions and 68 percent and 80 percent agreement for each, respectively.

Mrs. Mary Cyrier, school board president, said, “The unanimous vote in December stated that the Board believes the public should pro-vide direction to the district on this very import-ant issue.”

To maintain safe and healthy learning envi-ronments, approximately $14 million of capital improvements need to be made, which include architectural, mechanical, electrical and secu-rity improvements. In addition to the capital improvements in all district buildings, the other approximately $4 million will go towards the creation of student-centered learning environ-ments in both middle schools and at Homestead.

Mr. Brett Bowers, Homestead principal, said, “[At Homestead], the lecture hall will be transformed into a ‘discovery center’ that will provide students more access to technology as well as additional environments for collabora-tion. Next to the lecture hall, a distance learning center will be created that will allow students to access any form of learning resource that is available via an electronic or digital medium.”

In addition, the middle school Instructional

Media Centers “[are] set up to be quiet, inde-pendent learning environments,” Ms. Kate Dun-ning, Lakeshore Middle School principal, said. “The referendum would allow us to implement a collaborative learning environment in which students can learn from one another.”

“[At Wilson Elementary School], new win-dows and replacement sections of the roof boil-ers are among the most extensive projects being proposed. Being able to control the tempera-ture within the building will allow for a more comfortable learning environment for all of our students,” Mrs. Jocelyn Sulsberger, Wilson Ele-mentary School principal, said.

According to Dr. Demond Means, superinten-dent of schools, the district’s goal is to provide factual information to the public through a com-munity mailer that was sent in November 2014 and the information that is posted on the district website.

According to the Dec. 16, 2015 MTSD press release concerning the topic. “It is important to note that due to to funding formula constraints, it is difficult for schools to save money over time to address maintenance and improve-ments in the same way that a homeowner might. School districts generally are compelled to seek a referendum for funding large-scale projects.”

“As a district, we want to inform the public, students and adults alike,” Dr. Means said.

By Sydney RoepeR

$18.2Million facilities referendum goes on april ballot

the highlander // feburary 26, 2015 // 7

Final exams to change for 2015-2016 school year

As the end of the trimester approaches, Homestead students push themselves to their limits in order to earn the highest grade possible in their classes. Every year, students complain about the stress and lack of necessary sleep that occurs during the time of final exams; is this stress necessary for a successful learning expe-rience?

Due to apparent flaws in the current final exam system, department chairs have recently discussed changes in the format of exams with Mr. Brett Bowers, principal, during monthly Building Leadership Team meetings.

“We’re looking at everything we do around final exams at a higher level of what I would call ‘summative assessment,’” Mr. Bowers said.

Mr. Bowers commented that the most im-portant elements to a successful learning ex-perience are the students’ mental health, man-agement of stress and educational integrity. He followed up with the question of, “Is what we’re doing now really the best thing for learning?”

Sarah Kohlbeck, sophomore, is one of many students who struggles to keep up with up to five exams in two days. “I always stay up way too late studying for exams and without enough sleep, I find it impossible to concentrate and this negatively affects my grades,” Kohlbeck said.

According to Mr. Bowers, exams should be organized one of two ways: by design or by default. “Final exams right now are more by default, or just what we’re used to doing,”

Mr. Bowers said. He hopes that next year’s ex-ams will be “very well-designed, well thought out and consistently implemented across the school.”

Alex Kocab, junior, expressed his opinion on the idea of changing final exams in the 2015-2016 school year. “As long as the changes are affecting most people in a positive way, they should be applied next year,” Kocab said.

Although this process is only beginning, the changes will take place first trimester of the 2015-2016 school year. “Our intent is to end this school year with something new in place for next year,” Mr. Bowers concluded, explaining that there will be “more information to come.”

By Emma WadE

Allie Greco, junior, puts the answers to her exam onto a Scantron. Before the exam started, Greco expressed her nervousness for the test. “I was up all night studying, so hopefully my final grade will make up for the lack of sleep I got last night,” Greco said.

Photo by Emma Zander

addiction at its finest:Homestead’s favorite appsBailey Kramer,

freshman“I like to go on Instagram to stay connected, and look at rad pictures of my friends.”

Emilija Mikalauskaite, freshman“Playing Fruit Ninja is a great way to make time fly by.”

Jack Popp, junior “Temple Run is a fun game that is an easy way to waste time when you have nothing to do,”

Ethan Laferriere, senior“I enjoy Facebook because it is an easy way to communicate with multiple friends at once.”

Mackenzie Goebel, junior“Trivia Crack is fun to play when I’m bored, and it’s just an entertaining game overall.”

information and photos complied by cassie shaurette

8 // feburary 26, 2015 // the highlander // photo poll

addiction at its finest:

Mr. Matt Wolf, Business

“I admire Mr. Fugate, and have [admired him], since the first year I worked with him. The consistent

professional manner in which he conducts himself on a daily basis, is

truly impressive. Mr. Fugate is always properly prepared for any aspect of

his profession. Whether it is teaching, coaching or his daily life, he is always

on top of things. Whenever profes-sional discussions take place, he is not

only receptive, but also considerate of others’ thoughts and opinions. His

personal feelings are always delivered in a sincere and genuine manner. He is

truly a professional educator in every facet of his life.”

Mr. Joe Przybylski, Social Studies

“Mr. Sloma. He is an excellent, hard-working teacher, he has dedicated workout habits and most importantly, he followed his passions to cultivate his artistic talents and has become an art collector as well.”

Mr. Paul Sivanich, Science

“My choice is Mr. Rauch. I admire him because he is that

rare combination of larger-than-life coach, and equally devoted

and effective classroom teacher. He has the most intense growth

mindset, and he lives it on a daily basis. He also has this really cool

wife.”

Mrs. Kaitlin Nelson, Math

“There are two colleagues that I admire. First, I admire Mr. Ordinans because he is always willing to try new activities or to answer questions. He is very wise so when I have a math question I go to him. Second, I admire Mrs. Zortman because on a daily basis she develops new strategies to use in her classroom, which can be

hard to do. She also builds such a positive learning community in her classroom and I admire her for that.”

“This is a very difficult question to answer because, in all sincerity, I admire all of my

colleagues immensely. I have worked in several high schools in my young career,

but I can honestly say that the staff at Homestead is the hardest-working and

most passionate about student learning that I have ever encountered. With that said, one teacher in particular that I admire is

Mrs. Rauch. She juggles so many profes-sional responsibilities, and she continues to do truly exceptional work in all areas as an

outstanding teacher, Publications adviser and department chair. I am someone who

can get overwhelmed by all that it takes to be a great teacher, and that is my only

responsibility at Homestead. Thus, she is a role model to me as to how to balance it all with grace and good spirits. Plus, she

has the patience to put up with Mr. Rauch, and that alone puts her on the path to

sainthood.”

Mr. Jared Daigle, English

Teachers admire their colleagues

Mackenzie Goebel, junior

information and photos complied by Kelly allen

“ what teacher do you most admire and why? ”

10 // feburary 26, 2015 // the highlander // cover story


pillto swallow

one hard

A Homestead physics class-room became the site of a hasty, one-sided drug deal on Jan 16, 2015, as one student*

approached another student, held out an upside-down fist and uttered the word “here.”

The would-be recipient student then hesitated, which prompted the other stu-dent to tell him to hold out his hand. The recipient student complied, not under-standing the intentions of the other stu-dent until he saw what the other student had placed into his outstretched hand— a bag with two capsules and two pills of prescription Adderall.

“I held it in my hand and put it in my pocket and was freaking out,” the recipi-ent student said.

The teacher soon noticed his panic. “He asked what had happened,” the recip-ient said, “and I told him I had to speak with him and the student outside in the hall.” The student confessed, and the vic-tim was declared innocent.

This, although not the norm, never-theless highlights the prevalence of pre-scription narcotics at Homestead.

Officer Lance Wegner, district police liaison, said that prescription drug abuse “is a problem [at Homestead], and we do have instances of it. Recently, two stu-dents brought their own prescriptions to school, which is a violation of the school

policy [that says students] have to leave prescriptions at the office to be distributed by a trained staff member.”

In fact, a January survey of 250 Homestead students revealed that 25.6 percent of Homestead students have misused prescription drugs, and an addi-tional 21.6 percent have considered using them— numbers with values attributed to the convenience and often little-known consequences of prescription drugs.

The survey reveals that Adderall, a combination of amphetamine and dextro-amphetamine intended to treat attention deficit hyperactivity disorder (ADHD), is the most commonly used prescription drug at Homestead. When prescribed, Adderall can help users focus on normal-ly mundane tasks, such as paying atten-tion in class and completing homework assignments.

Seventeen percent of the 200 plus Homestead students surveyed admitted to trying Adderall without a prescription— a number 2.5 times national high school av-erage last year of 6.8 percent, according to the University of Michigan’s 2014 Moni-toring the Future study.

Additionally, 64 percent of surveyed Homestead students believe that it is eas-ily accessible, and 42 percent of students admit to have either considered taking Adderall unprescribed or have already misused it.

abuse prevalentat homestead

prescription drug

by maddie fricker

12 // feburary 26, 2015 // the highlander // cover story the highlander // feburary 26, 2015 // 13Photos by Emma Zander

Mr. William Woessner, school psy-chologist, explained this high Adderall abuse rate, saying, “People have a broth-er, sister or friend who has a prescription, and they are willing to share it because they don’t see it as a dangerous drug.”

One student, who admits to having taken Adderall before the ACT, said, “You hear of so many students taking it all the time for a quick boost with grades, and no one really ever gets caught for it. People just don’t think it’s a big deal.”

However, the popular belief that tak-ing Adderall without a prescription causes few consequences is not only incorrect, but, according to WebMD, is also danger-ous.

Adderall’s side effects can include loss of appetite, headaches, nervousness, restlessness and nausea. Long-term ef-fects can potentially include weight loss, depression, paranoia and, in some cases, strokes and cardiovascular problems.

Although Adderall remains the most commonly abused prescription drug at Homestead, 15 percent of students sur-veyed admitted to using other prescription drugs besides Adderall without a doctor’s consent and an additional 18 percent ad-mitted to considering trying them.

The convenience offered by pre-scription drugs once more accounts for the rate of abuse, as illustrated by the 2014 Monitoring the Future Study which found that 89.2 percent** of high school prescription narcotics were given by or purchased from a friend or relative.

One Homestead student* who admits to having once tried oxycodone, an opioid commonly used in treating post-surgical pain, shared, “I was in a high-stress situa-tion and a friend gave me the pills saying that they would help me to relax. I didn’t even really know what they were at the time, and I still took them.”

According to Officer Wegner, shar-ing one’s prescription with an unpre-scribed user, regardless of whether or not one charges for it, is a felony punishable by at least one year in prison.

Additionally, Monitoring the Future found that 19.6 percent of non-medi-cal prescription drug abuse among high schoolers is supplemented by medication stolen from friends or relatives. “People don’t do a good job monitoring medicine cabinets,” Mr. Woessner said. “There was a father of one student [from Homestead] who had cancer and was on heavy pain medication, and the child stole the med-ication from the dad and then shared it.”

However, unlike when prescribed users willingly distribute prescription nar-cotics to friends and family, stealing from

a prescribed user’s medicine cabinets can result in severe physical repercussions to prescribed users.

One Homestead student*, with mul-tiple opioid prescriptions due to an auto-immune disease, said, “My biggest fear is that someone would take [my medica-tion]... Doctors are very strict about this medicine, and I wouldn’t be able to get more right away. I could suffer for sev-eral days, and there’s nothing I could do about it.”

One Homestead student*, prescribed Prozac, a selective serotonin reuptake inhibitor antidepressant, discussed an incident this summer where she felt de-pressed and took eight times her prescrip-tion combined with alcohol, as she said, “...to climb even higher, only to fall with horrible hallucinations and uncontrolla-ble emotions.” Recognizing the severity of her situation, the friends she was with took her to the emergency room, where she had her stomach pumped.

“I wanted to be happy again or at least not feel so hollow,” she said. “It worked for a while, but the repercussions were enough for me to never attempt it again.”

Locally and nationally, a common misconception about prescription drugs remains that they are safe because of the quality control provided by physicians and pharmacists. This, coupled with the convenience offered by prescription nar-cotics, constitutes for high abuse rates.

The National Institute on Drug Abuse (NIDA) points to that belief as no more than a fallacy, sharing on its proj-ect website NIDA for Teens that “more than half of the drug overdose deaths in the United States each year are caused by prescription drug abuse.”

As Adderall abuse rates continue to rise, prescription drugs are very much a part of the Homestead community, with 47.2 percent of students surveyed having considered or having tried prescription narcotics.

One student*, who admits to having once used oxycodone, said that from her experience she learned that “sometimes, what you think is best for you in the mo-ment can have really long-term conse-quences that could have been avoided if you just take a few seconds to think about what you are really doing when you de-cide to subject your mind and body to the effects of something that very quickly be-comes out of your control.” *All names have been withheld to protect the privacy of student sources.**Non-exclusive percentages

if you believe that yourself or one of

your friends may be dealing with

problems involving prscription drug

abuse, speak to a trusted adult,

such as a parent, friend’s parent,

teacher or coun-selor immediately.


14 // feburary 26, 2015 // the highlander

caution allergy free zone

EEDITORIAL

Perfection is a concept that, while not having a clear definition, pushes itself immensely in society, especially permeating in youth with grandiose and optimistic future plans. The notion of “trying your best” only goes so far when tangible, quantitative figures block the road and clearly designate different zones of perceived success, especially for an untested, emotionally driven high school student. Sometimes, the pres-sure to have a little boost and get a slight edge through the consumption of a prescription drug enters the mind, but this thought comes with dan-gerous ramifications.

We, the Highlander Publications staff, believe that students should not use Adderall or other prescription drugs as a means of academic as-sistance, and that their perceived benefits can be found in alternate me-diums. Chiefly, we must ask the predominant question: Why do students resort to Adderall and other prescription drugs in the first place?

The answer is deeply rooted in the uncertainties that itch like mos-quito bites inside the bodies of every high school student. Fearing that every assignment, test and project is of paramount importance towards the status of their collegiate admissions and future plans, students want to ensure that everything goes exactly on par: a close-cut replica to perfec-tion that needs to be cured like a backyard in the July heat. This anxiety builds to the point where students no longer feel confident in their own abilities to perform and think that this supernatural aid will carry them to the Promised Land of academic success.

Bluntly, this is false. The Atlantic reported in February of 2014 that there is no connection between prescription drugs and strong academic performance, and the Wall Street Journal found through an 11-year study of nearly 4000 Quebec students that academic performance decreased with the usage of Adderall or similar drugs in comparison to students who did not use these medications.

Focus is more difficult to come by in the modern era, as technology, social media and an ever-changing network pose frequent and vexatious distractions from the classic school routine. However, focus is natural and with reasonable considerations to block out these distractions from the daily routine, students should, in theory, be able to concentrate on their academic studies and perform the best that they can. No medical substances will improve this devout focus.

Furthermore, while on these drugs, students feel the psychological necessity that they are in a more focused zone. This sentiment of “I must be focused” convinces students to believe that they are fully engaged in the task at hand, and gives students the excuse to hone in on assessments in a more thorough manner.

The society that we live in encourages organic, uncultivated values such as hard work, determination, positive reinforcement and the Amer-ican dream. Simply put, these are the values that will advance a student in their studies, pursuits of success, and, in the long run, throughout their lives. A student with Adderall or other prescription drugs might feel that these drugs help push him or her in the immediate future, but over the long run the mask that they are will fall off, and the intrinsic, aforemen-tioned values will remain and determine the true character of a person.

As Vince Lombardi, renowned football coach and role model, once said, “Perfection is not attainable, but if we chase perfection we can catch excellence.” Excellence, while like perfection has an unclear definition, is also pushed for by youth. Although medical aid might be an attractive option, it is our own unguided morals that will push us past the designat-ed zones, past the stereotypes and past the misconceptions, to genuinely “try our best” and achieve an imperfect, but true, inner excellence.

Aaron Glazer

excellencenot perfection

Chase


“Nut-Free Zone” is plastered to the cafeteria door, alarming everyone that there are children with severe nut allergies within the school. Lunch time strikes a danger to those with nut allergies; for some, even the smell of nuts is enough to trigger a life-threatening reaction.

The number of life-threatening allergies has increased significantly throughout the past decade; researchers believe that the increase of intol-erances is due to three main reasons: exposure to foods, the industrialized environment and too much hygiene.

Early exposure to foods that may cause allergies, such as milk, wheat, peanuts, tree nuts, soy and seafood, can build up an immunity to the aller-gies that may be within childrens’ genetics. “The tiny amounts that may enter the baby’s circulation when a pregnant or nursing woman eats pea-nuts might actually induce tolerance, not sensitization,” Jane E. Brody, writer for the New York Times explains in her online article “Peanut Aller-gies Rise, Trying to Determine a cause.”

Nick Ziebell, senior, explains how he protects himself from his tree nut allergy. “It’s the same as outside of school. I have to be conscious of what I eat and read the nutrition labels and always make sure to have an EpiPen,” Ziebell said.

According to Elizabeth Landau, journalist for CNN, doctors in Cali-fornia have begun recommending waiting until about two or three years of age to introduce common food allergies to children. These doctors at the Children’s Hospital Los Angeles have a theory that early exposure has the opportunity to build immunity.

The Western diet is seen to be the culprit of many health issues, now including allergies. Landau observed doctors performing case studies on

children ages 0-15 in different cultures to analyze both the good and the bad bacteria within their stomachs.

The doctors found that children in countries that did not eat pro-cessed, high-calorie food had more bacteria in their stomachs to fight off any allergies that may form inside the children. They believe that this de-gree of “good” bacteria came from the simple, vegetarian diet eaten within the environments.

Although hygiene is promoted widely throughout American soci-ety, it is becoming the root to a rise in allergies. Disinfectant wipes and hand-sanitizer kill the “healthy” germs that allow children to gain protec-tion with the bacteria that result in a strong immune system.

“The idea is that cases of allergies are increasing in number and severity because children grow up in environments that are simply too clean,” Dr. Susan Rudders, lead author and pediatric allergist-immunolo-gist in Providence, Rhode Island, said in Landau’s article.

“Eight types of food account for over 90 percent of allergic reac-tions in affected individuals: milk, eggs, peanuts, tree nuts, fish, shellfish, soy and wheat,” according to “NCHS Data Brief” by Amy M. Branum, M.S.P.H. and Susan L. Lukacs, D.O., M.S.P.H., authors for the Center for Disease Control and Prevention (CDC). These statistics will continue to increase.

Doctors continually conduct research and case studies searching for the main culprit of the significant rise in allergies. For now, people can protect themselves moderately and pay close attention to the food they consume and if any reactions occur.

Dramatic Rise in Allergy SufferersBy Katie StarSKy

caution allergy free zone

Photo by Janae Brown

16 // feburary 26, 2015 // the highlander // feature

The calendar flips and prices change

Milk Eggs Butter Bread

1980 198019801980$2.30 $0.90 $1.99 $0.53

1990$2.78

2000$3.07

2010$3.65

1990 $0.99

2000$0.93

2010$1.42

1990$1.94

2000$3.30

2010$3.69

1990$0.71

2000$1.00

2010$1.41

Photo Illustrations by Sydney Roeper


As the almighty dollar fluctuates, so do the prices of our goods. The past four decades have seen war, economic decline and economic prosper, all of which contribute to the change of prices.

A.P Microeconomics student Thomas Sullivan, senior, gives us an insight as to why prices change; when “ supply goes up, prices go down.” Simply put, when there are greater amounts of products obtainable they do not cost as much because the goods or services are not spread as thin

among a wide range of consumers.Working at Piggly Wiggly in Mequon since the summer of 2013,

Kelsey Wagner, senior, frequently whitnesses changes in prices. Wag-ner says that, “over the past years working at the pig I have seen prices change from eggs to bakery goods, nothing stays the same price for long.”

The fluctuating prices seen in the past four decades have been illustrat-ed in a timeline down below, take a look and see the trends for yourself!

Gasoline House Car Stamps

19801980 1980 1980$1.08 $123,300 $8,500 $0.21

1990$1.16

2000$2.84

2010$3.04

1980$152,400

1980$247,900

1980$232,100

1990$11,300

2000$29,024

2010$29,701

1990 $0.25

2000$0.41

2010$0.49

By Michael Sande


Child locator apps:Barriers to adulthood or smart parenting?

“when [a child] is late or when [a child] is not where he is supposed to be, 999 times out of 1000, noth-ing is wrong. But that’s not where [a parent’s] mind goes. Immediately it’s a catastrophe, a life threat-ening incident... something horrific

has happened.”-Mr. William Woessner

by AnnA Kreynin

“I always feel like somebody’s watching me, and I have no privacy. I always feel like somebody’s watching me.”

Although Michael Jackson’s words may be song lyrics, they ring true for Taylor James, junior, and other teenagers whose parents have discov-ered a new form of supervision within society’s constant stream of tech-nology: GPS tracking. Using the Find My iPhone app, James’s parents are able to determine her exact location in order to ensure that she is where she says she is.

“They track me when I go out with my friends,” James said. “They want to make sure I am where I say I am.”

For younger children who don’t have iPhones, Kidsport GPS, a bracelet a child wears, is a popular tracking option. Aside from around-the-clock monitoring, the bracelet is also able to warn parents of a possi-ble abduction via Android or iPhone, according to CBS News.

Although the idea of tracking a child’s every step may seem invasive, Ms. Kim Anderson, a mother who tested the device, believes that GPS trackers provide children with more freedom rather than less. “We all… long for that freedom that we had as kids… that our kids could have that,” Anderson said in an interview with WREG-TV. “They’ll never have the freedom we did, but they can certainly have more freedom so that we can know exactly where they are.”


Photo by Katya Mikhailenko

Modern GPS technology allows parents to view their child’s location no matter where he or she is. Although some parents believe these devices ensure safety, they can provide a barrier to adulthood. "These smartphones do open the world to kids, and there's good and there's bad," Michael Brody, who works at the American Academy of Child and Adolescent Psychiatry, said. "I understand that parents want to use [tracking services] to make things safer, but they may be defeating their purposes. The way you make your children safe is to make them able to take care of themselves by themselves."

For teenagers, wristbands and ankle bracelets transform into a large selection of iPhone apps. Among the variety of GPS apps available, a range of features and abilities exists.

Life360, for example, creates a “family circle” that allows all family members to locate each other. The app also contains a messaging feature that allows users to message the entire group or one member. Life360’s goal is to create “peace of mind” and to “avoid annoying ‘where are you?’ calls” from Mom and Dad, according to Life360’s website

Some apps possess deeper features that allow parents to probe further into their teens’ lives. TeenSafe, for example, “allows parents to monitor their children's location, social media activity, text messages and call log,” according to USA Today. TeenSafe is an invisible app, according to the New York Post, allowing parents to “pry unannounced.”

According to two anonymous sophomores, their parents' use of GPS technology causes them to feel "untrusted," especially because they claim to have "done nothing to break [their] parents' trust." An anonymous soph-omore female said, "[My parents] recently got [a GPS app] because I just got my license and they are worried about me and think I may potentially sneak around…it makes it harder for me to feel like they trust me and therefore I feel like I have less freedom."

Mr. William Woessner, school psychologist and father of two, un-

derstands the anxiety parents experience regarding their children's safety. He states that teenagers are often too young to understand, but "when [a child] is late or when [a child] is not where he is supposed to be, 999 times out of 1000, nothing is wrong. But that's not where [a parent's] mind goes. Immediately it's a catastrophe, a life threatening incident... something hor-rific has happened."

Nevertheless, Mr. Woessner adds that "any technology can be abused," and that although monitoring one's children is good parenting, it could have an adverse effect on a parent-child relationship if taken too far or if done in a secretive way.

"You don't want it to proceed to a point where that becomes such an impediment to a parent-child relationship," Mr. Woessner said. "There's something else wrong... the relationship has gotten to a point where it's toxic and there is no trust."

Some parents, on the other hand, believe that tracking should only occur with reason and that children need space to grow and mature. “Part of growing up is learning to be responsible and building trust with the peo-ple who you are accountable to,” Mrs. Angelina Cicero, English teacher and child of two, said. “I think ultimately a parent’s job is to raise an adult, not a child. They are children when they are under your care, and you raise them to be adults. Adults are not tracked by other people.”

Olivia Wasserman, freshman, said, “I al-ways wear sunscreen in the sun to protect my

skin. The Australian Gold products are awesome because they give you a bronzed glow while protect-ing your skin.”

Lizzy Tucker, junior, calls her avi-ators “a spring break necessity.”

Tucker added “aviators are so timeless and give off

a classic cool vibe -- perfect for spring

break.”

Tessa Gebhardt, junior, said, “Sorel boots are my go-to in colder temperatures. They keep my feet warm and they are real-ly cute. Perfect for a ski trip.”

let’s go to the beachUse these items while lounging in the sand and basking in the warm sun rays.

ski the slopesStay warm and look cute on the slopes or in the lodge.


The ultimate guide InformatIon and Photos by molly rIebau


“I'm really excited to explore and discover many different colleges and better discover what I am most interested in,” Katie Writz, junior said.

Jack Popp, junior said, “I'll be at home over spring break, and I'll be in sweats the entire time.”

college visitsBring these items to make a good impression and stay comfort-able while walking.


rest & relaxationThese items prove essential to staycationers everywhere.

to spring break packing

C kiegateand calorie counts Cafeteria adds healthier lunch options


Referred to as “cookiegate” and “cookie murder,” the lack of students' favorite choco-late chip cookies in Homestead’s cafeteria has left many scratching their heads and wondering where their favorite menu item has gone. Equal-ly noted has been their replacements: M&M, chocolate chip and double chocolate chip cook-ies that, according to many Homestead students, don’t live up to their predecessors.

“I tried them once, and I hate them,” Mck-enna Stern, senior, said. Her opinion seems pop-ular among the Homestead student body, with other students noting that the cookies haven’t been quite as tasty as those available during their freshman, sophomore or junior years.

According to Mr. Brett Bowers, principal, it all comes down to “the box,” a metaphor he uses to describe the parameters placed on schools by the Healthy Hunger Free Kids Act. “Those cook-ies couldn’t fit in the new box, unfortunately. The sugar and the whole-grain issue required a change in our product,” he said.

But Mr. Bowers also admits he’s not a huge fan of the changes. “I miss the old cookies,” he said. “I don’t eat the new ones.”

He also stated that it’s not likely the old cookies will ever come back. Since the govern-ment act is unlikely to change and Homestead relies on the subsidy, the needs of the district will ultimately outweigh the desire for the less healthy option.

Yet, for students despairing over this news, there is a light at the end of the cookieless tun-nel. “We may see some new products in the fu-ture,” Mr. Bowers said. “Aramark (Homestead’s food service company) does business in not only schools, but restaurants as well. The food service vendors are doing the best they can.”

Photo and illustrations by Janae Brown

by Emily HannEman

Continued on page 24

It has multiplied in grocery aisles and seeped into our values. It has come up at dinner conversations, as kids ask their parents, “Why does this taste different?” It has been served at thousands of schools, and, at last, it has made its way to Homestead. There’s no denying it: whole grains and “healthy eating” have arrived, causing notable changes to the school’s lunch menus and snacks.

“All options have been modified,” Ms. Pam Janotta, food service director at Homestead, said. Many students have noticed these changes, but there’s a long history behind them.

In 2010, the federal government implemented the Healthy, Hun-ger-Free Kids Act (HHFKA) that “sets policy for USDA's core child nutri-tion programs," according to the United States Department of Agriculture website. This act required certain federal programs, such as the National School Lunch Program, to adhere to certain standards on “reimbursable meals” (meals not on the a la carte menu) in order to meet requirements to receive a more than $250,000 subsidy.

Homestead adjusted, modifying the lunch menu to contain fewer than 850 calories and added more whole grains, fruits and vegetables. “We had to manage how many calories we were serving,” Ms. Gail Geiger, director of Mequon-Thiensville business services, said. “But it wasn’t too drastic for us, because we had already changed a few things in our menus and hadn’t fried anything for a while.”

Last year, the “Smart Snacks in Schools” requirement was added to the HHFKA, requiring schools to modify their menus to have less than 200 calories in snack items and less than 350 calories in entree items. Suddenly, many food options in the Homestead cafeteria underwent ren-

ovation.Homestead’s pizza is now served on a 50 percent whole grain crust.

The Highlander bowl’s chicken now has zero trans fats and whole grain breading, and the bowl’s mashed potatoes are now low-sodium. More fruits and vegetables are served, and foods such as smoothies, diet sodas and fruit roll-ups have been added.

Student reactions to the changes are mixed. “I haven’t noticed that people are angry,” Alexis Silver, junior, said. “But when gripes come up, it tends to be mentioned.”

Nick Gouverneur, sophomore, said he likes the new drink selec-tions, and while he isn’t as in favor of the portion reductions, he said he “wouldn’t complain.”

“I think these changes are for the best,” Ms. Janotta said. “We all want to eat healthier...you should have a good meal available at school.” Ms. Geiger added that this decision wasn’t made only to continue receiv-ing the subsidy. “As a district, we felt it was the right thing to do,” she said. “We viewed it as not only something to receive reimbursement, but to promote better eating habits.”

Other students don’t view the changes in a negative light. Stern said the modifications haven’t changed what she eats on a daily basis. Silver also added she would be in favor of more changes, as long as they are high quality and taste good.

“Our program in the high school is probably second to none in the state,” Ms. Geiger said. “Our goal is to continue to be a top-notch program within the guidelines.”

Photo by Janae Brown

Continued from pages 22-23


talk about it

Teachers can teach more than curriculum. Some of the most valuable lessons a student learns from a teacher do not come with a cor-responding walk and talk or Cornell notes. Be-hind the smartboard slideshows and behind the tests and quizzes are adults with the experience to provide advice. Five teachers share lessons that cannot be taught on a chalkboard.

Mistakes made and lessons learned“You always have to try, even if something seems impossible. You have to at least take the risk. You also have to remain positive; there are far worse things that could happen, and if you don’t stay posi-tive, you’ll end up just wallowing in sorrow.”

“What I’ve learned most through-out my life is to listen before you speak. We speak without thinking or listening and we let our emo-tions get the best of us. We need to listen, think and then speak.”

“we judge people without really know-ing much about them. We need to under-stand that everyone has a background and a story before we form any pre-conceived notions.”

-Mrs. Jennifer Zortman, math teacher

-Mr. joseph Ciurlik, social studies teacher

“Everybody has a precious heart and soul. Making that connection to a stu-dent’s heart and soul is where the satis-faction of teaching comes from.”

-Ms. susan Lueders, social studies teacher

-Mr. anthony navarre, special education teacher

“Students have a lot of other things going on in their lives besides school. Sometimes we need to put that into consideration and be more accommodating with the demands we put on students.”

-mr. james engle, social studies teacher

Homestead staff gives advice


info complied by elizabeth huskin

26 // feburary 26, 2015 // the highlander // opinion

During an average school day, teachers bombard students with papers, packets and bundles of information, and it is nearly impossi-ble to retain every ounce of knowledge without practicing and reviewing it later. Homework is crucial for a student to absorb all of the facts instructed in class and to add clarification to what he or she learned throughout a school day.

Assigning homework gives a student nec-essary practice to master the concepts and skills taught that day and allows a student to prepare for classes the next day. “Class is more mean-ingful when a student does the prep work in order for that student to have a basis of what’s going on in class,” Mr. Joseph Ciurlik, Ameri-can Studies teacher, said.

“Two important purposes of homework are the overall participation in the learning tasks as well as continual practice of the newly acquired skills,” Dr. Sam Goldstein, Ph.D, in-

structor of the department of psychiatry at the University of Utah School of Medicine, said. If homework that is assigned enhances what is instructed in class, then, “it would be expected that if homework were completed accurately, not only would your child’s general knowledge and grades improve but your child would also increase mastery of basic academic skills, such as reading, writing, spelling and mathematics,” Goldstein said. Homework allows students to review topics over and over again to convert the information to memory which benefits them on future tests and final exams.

Completing homework also improves test and quiz scores. “Across five studies, the average student who did homework had a higher unit test score than the students not doing homework,” Dr. Harris Cooper, Duke University professor, said. Homework is used as a supplement to objectives taught in class,

therefore increasing a student’s knowledge on the subject.

“Homework not only increases a student’s learning but it also helps them learn important life skills such as organization, problem solv-ing, goal-setting and perseverance,” Mr. Wil-liam Kirby, writer for Dayton News Daily, said. Assigning homework teaches students to be more responsible as well. A student has to keep track of his or her assignments and know when they are due in order to excel in a class.

“When I do my homework, I always get better grades than when I don’t, and it helps to reinforce the things that I learned in class,” Mi-kaela Hoard, sophomore, said.

Overall, the goal of school is to aquire new information and knowledge everyday, and the best way to accomplish that is to practice and review materials taught and covered in class.


By Jessica cooley

Jessica Cooley, junior, argues that homework provides an essential way to review and practice the skills students learn in class.


A student sits, numb, staring at the essay he started two hours ago, lit only by the glowing computer screen and the floating numbers on the clock. Resigned, he accepts this will be another long night filled with anguish, brain wracking, mental crises and emotional collapses.

Presented with this situation, students can find themselves wondering if all of their hard work even has value, begging the key ques-tion: is it worth making significant sacrifices for homework which may not even be beneficial to one’s learning? The answer should be: not unless students prioritize their grades over their own health, a dangerous practice leading to ridicu-lous levels of stress.

Denise Pope, senior lecturer at the Stan-ford Graduate School of Education, conducted a study of the relationship between homework load and students’ well-being in high-perform-ing schools. “We found a clear connection be-

tween the students’ stress and physical impacts -- migraines, ulcers and other stomach problems, sleep deprivation and exhaustion and weight loss,” Pope said.

A study by neuroscientists at New York University found that even mild levels of stress can impair our ability to control emotions. When one combines the pressure to succeed with stress-induced mental breakdowns and physical illnesses, it is a wonder how students expected to participate in extracurriculars, play sports, help out at home, hold a job and get enough sleep at the same time can even function without show-ing signs of their impending neurasthenia.

Students who cannot focus in class because they are so exhausted physically and mentally from doing homework until the wee hours of the morning will not reach their full potential or feel encouraged to passionately pursue their interests. Students who feel more like robots

mechanically completing tasks than the inquisi-tive and excited scholars they want to be are not preparing themselves for a lifetime of learning.

In the case of homework, quality should trump quantity with a limited amount of assign-ments and the intent of the work made clear to students.

“The power of an assignment is magnified greatly when a teacher invests time in communi-cating the reason for the homework, helping the student see the larger significance so he or she clearly understands the purpose of the work,” Mrs. Angelina Cicero, English teacher, said.

Instead of overloading students with hours of homework, teachers should limit the amount of extra work while ensuring it is beneficial to their development. After all, if the point of school is to inspire students with a desire to learn, overworking them to the point of exhaus-tion and discouragement is counterproductive to

Homework: helpful

study tool or harmful

time-waste?

Erin Connolly, junior, argues that overloading students with homework creates unneeded stress

that leads to physical, mental and emotional health issues.

By Erin Connolly


28 // feburary 26, 2015 // the highlander //opinion

Do you have urges to unlock your iPhone every minute, but are afraid of getting caught in class? Have you felt the need to marvel at your photo album in the midst of an intense workout? Are there days you wish you could access emails without pulling out your obnox-ious iPhone?

If you answered “yes” to any of these ques-tions, you are in luck. Jony Ive, Apple’s vice president and designer, has recently announced

that Apple is “introducing an unparalleled level of technical innovation combined with a design that connects with the wearer at an intimate level to both embrace individuality and inspire desire.” This could only mean one thing.

Following Samsung’s lead, Apple is creating its very own smartwatch

rumored to be released in spring 2015. The Apple Watch, compatible with the iPhone 5 and later, allows iPhone users to access information found on their iPhones, right on their wrists. Lev Grossman, novelist and writer for Time Magazine, weighs in, “The great thing about the Apple Watch is that it’s always there -- you don’t even have to take it out of your bag to look at it, the way you would with an iPhone. But unlike the iPhone, you can’t put the Apple Watch away either.”

The Apple Watch is perfect for anyone suffering with weary thumbs and stiffened index fingers causing slow texting. Ms. Kathleen Connelly, computer science teacher, said, “Essentially, with the Apple Watch you never have to type. You can dictate to Siri or use your menu of common responses to reply to a text message.” Although messages will be signifi-cantly less personalized, that is okay. Respondents will just be happy to get a speedy reply.

Additionally, the Apple Watch includes some totally necessary, new features. Apple’s Watch will gently tap your wrist when a notification arises, allow you to send a tiny, handmade drawing to your friend, and even sync your heartbeat with your lover’s across the hall. Mr. Mehls’ Chemistry class will now be a breeze with that special someone’s beating heart by your side.

Despite little need for anyone to own this product, Apple’s Watch has an array of customization capabilities including: a million of screen sav-er options, six different interchangeable straps, three unique models, two sizes and one cute little knob. With an estimated starting price of $349, the Apple Watch couldn’t be more practical. Ms. Connelly discloses, “Be-cause it’s Apple, I get the watch price point, but I won’t be rushing out to get it.”

Apple’s 10:34 minute mesmerizing product introductory video with Ive’s smooth, British-accented voice overlay could persuade anyone into buying this new gadget. However, before taking the leap to buy the Apple Watch, ask yourself, “Do I need this?” I challenge you to not fall into the temptation of the Apple.

Watch Out: new handy

technology takes form

Tue

9

+

by Hanna braaten

Photo Illustration by Erin Connolly


Best Picture

$209 million

$31 million

$61 million

$59 million

$40 millionTO

P GROSSING OSCAR NOMINATED PICTURES

SELMA

THE IMITATION

GAME

THE GRANDBUDAPEST

HOTEL

BIRDMAN

AMERICANSNIPER

8%

34%

6%

8%

Boyhood

selmaThe grand

budapest hotel

The theory of everything

birdmanWhiplash

The imitation Game

American Sniper5%

29%

3%

7%

Actor

actress

Bradley Cooper

SteveCarell

Michael Keaton

Eddie Redmayne

Benedict Cumberbatch

ReeseWitherspoon

RosamundPike

FelicityJones

JulianneMoore

MarionCotillard

13

37

18

26

8

52

12

15

13

8

%

%

Best Actor/actress

OSCARS FORECAST: Bright stars on the horizon

InformatIon CompIled by CaleIgh Koss

Submitted Photos

(Left): Tori Puhl, senior, performs her routine during the Highlander

Invite on Jan 17. (Right): Adam Hobbs, senior, skates down the

rink during the game against University School of Milwaukee

on Jan 20.

30 // feburary 26, 2015 // the highlander // sports

Adam Hobbs, senior, started tying his skates when he was a little kid and wanted to play behind his older brother. “I’ve played hockey ever since I could walk because my older brother played be-fore me. Hockey has always been a huge part of my life because it is my favorite thing in the world to do,” Hobbs said.

Hobbs has been a key part of the Homestead team, making the varsity ros-ter all four years and earning the assistant captain position last season and the captain postition this season.

“He has been an excellent captain. He is always willing to ask questions, take responsibility for the team and is always trying to improve his game,” Mr. Tony Na-varre, boys hockey coach, said. “He has always been a solid player, but his experience and consisten-cy set him apart from other players.”

Sean Driscoll, junior and fellow defenseman, said, “It’s been awesome being side by side with him since my fresh-man year. He comes to work with the same positive attitude everyday and with the desire to make him and everyone around him better. Adam leads on and off the ice, showing us how to be good hockey players, but even better people.”

Hobbs has always had a problem with his height, 5’8”, but he has used that to help him improve his game. “I have to find ways to use my size as an advantage and learn to play against people that are usually bigger than

me,” Hobbs said.Hobbs is not just a leader on the ice. He also

takes part in many different activities at school. “Off ice, he cares about this program. He works hard in

school, earns great grades, supports Relay for Life and Best Buddies and is a good character

person on and off the ice,” Coach Navarre said.

Hobbs is currently third on the team in points with two goals and 14 assists and he hopes to keep it going. “This year, I am focusing on making it my most memorable year at Homestead, and I hope to make a run in the play-offs,” Hobbs said.

It is rare that someone who has only been participating in a sport for four years started at the varsity level. Well,

Tori Puhl, senior, has done just that.Puhl did not start participating in gymnas-

tics until her freshman year at Homestead.“Be-fore gymnastics, I competed in competitive club cheerleading individually and with a team. Since gymnastics was pretty similar to cheer-leading, and my tumbling coach at my cheer gym was going to be the new head coach, I decided to give it a try,” Puhl said. “Since my sophomore year, gymnastics has been my main sport after I quit club cheerleading.”

After losing several key gymnasts includ-ing Brittany Emond, Amanda Hopkins, Monica

Caputa, Elyssa Tracy, Andrea Rossman, Leigh Berman and Taylor Landgraf, Puhl has stepped up as a captain. “She works hard in practice and encourages everyone on the team to give 100 percent every time we step into the gym. She genuinely cares for our well being and always makes sure we are being safe when it comes to our gymnastics while still encouraging to push ourselves to be great,” Gaby Gei-ger, junior, said.

Mackenzie Goebel, junior, said, “She is really hard-working and a motivated gymnast and she makes a really great captain. She does so much for the team and we are so lucky to have her.”

“Every year, the dynamics of the team are different and I think this year, we have the best group of girls in terms of getting along,” Puhl said. Puhl has put a lot of effort and time into her gymnastics every year she has competed.

“Throughout my time as a gymnast, I focus on cleaning up skills and always working to the next level. Your compet-itors are also out there working hard so I had to realize that to beat them, I had to worker harder and more productively,” Puhl said. “For my senior year, I am mostly focusing on heading back to State as an individual and possibly being on the Wisconsin Team for Nationals in spring.”

By Jake Elchert

freshman staNdouts become senior captains


Athletes of the Issue

with Willie Gross

Last thing I bought…A pack of extra spearmint gum that I got at Metro Market when I was there with my mom.

Last junk food I ate…

Last song I listened to…

Last workout…

Last time I got a haircut…

Last guilty pleasure…

Last conversation…

I had JV basketball practice last night where we worked on our zone offense for our upcoming game against Whitefish Bay.

Two weekends ago, my dad cut my hair in the bathroom. He tends to go a little shorter each time.

This last weekend I played Lego Indiana Jones on the Wii with my fourth-grade brother Henry.

I had a chocolate long john yester-day from Kwik Trip gas station. They are always fresh there.

On the way to school my mom, my sister Kacie and I listen to "We Didn't Start the Fire" by Billy Joel.

In American Literature we discussed The Scarlet Letter by Nathaniel Haw-thorne. We got to draw posters based on our discussion.

One last thing

information complied by nicole martin

Photo by Sydney Roeper

sophomoreEach issue, we randomly select a student to be featured.

highlander newsmagazine tr1 2 2015

Documents

highlander feburary

highlander newsmagazine

highlander publications

highlander student body

sea of publications

swallow2 feburary

new staff

sydney roeper