The Hoofprint – December 20, 2007

Each week, a department in the school picks four students-one from each grade, to be the student of the week. Student Council strived for the idea to be accomplished.

“It was a student-directed thing, and was all their idea,” said Student Council Advisor, Evan Ronken. “They came to me and said that we’ve never done it. I had never really thought of it before, but it was a good idea.”

Student Council members Senior Jackie Hendrickson and Junior Mycee Chang took charge of the plan, and now a few others are also involved. The senior that’s rewarded has a slide for themselves on the monitor, and the teacher/department who nominated the senior has a paragraph written to them for why they were nominated. Although they are only rewarded for the week, they get a “Student of the Week” lunch pass, which grants them to the front of the line.

After waiting in anticipations, Huikko’s has reopened. Students now are anxious to see the changes that have been made. Before they had eight lanes, but after the renovations, they have added an additional six lanes. New chairs and tables have also been added for a family-friendly environment.

“I’m really pumped because I’m going there this weekend. With their new bowling lanes and also the new mini gulf course I hope I get a hole in one,” said Senior Kelly Laven.

The miniature gulf course has been the largest addition to the bowling alley. The course has 18 holes and a number of water fountains.

The grand opening for the bowling alley will be towards the end of January. They are thinking more toward the weekend of the 26th.

“Well I think it was about time we finally got a new one. It looks really nice from the outside. Finally something else to do in Buffalo again,” said Laven.

With the Conference competiting fast approaching, One Act has begun preparing for another successful season.

“I am zealous about this season,” said Senior Mariah Laqua. “We are a competitive ensemble, and I think this show will be a challenge for everyone involved. I’m looking forward to what we come up with for the set.”

The season’s play, “Blues”, follows the difficult lives of the homeless living in America.

“It’s a really touching play and the characters each tell their own story,” said Senior Emily Carlson. “We don’t realize how hard it is or how many people need help out there.”

The Conference meet takes place in Monticello on January 19.

Counselors. The people students can go to when they need to change out of a class if they don’t like the teacher or can’t hack it. They walk into the student service office with the classic excuse or reason to change their class. A usual problem for a counselor? Well, to students it may seem like that, but to a counselor it is just a small part of a hectic day.

“There is never a regular day,” said Gloria Rose, a counselor of Buffalo High School for 21 years. “It is all about the time of year for us. Right now, we are meeting with current seniors about their futures and career.”

Guidance is a generalization of their job. The three major things that they help students with are academics, social problems and issues, and also their future careers.

“Academics is all about helping students getting the right amount credits, scheduling classes, and helping them do well on tests,” said Rose. “Recently we helped the sophomore class with PLAN testing. Directing and guiding kids in their future careers closely ties in with academics. We ask students what they are interested in and we assist them in finding the classes that would suit them best. This prepares each student for their future, whatever it might be. We also help kids with personal issues involving family or drugs, and we help with difficulties with their peers and teachers. Again, it is all about the time of year or certain. There is never a dull day.”

A student sits quietly after completing a test. They look around to see if anyone notices before taking out a book to read. Between 1984 and 2004, the percentage of teenagers reading for fun, ages 17 and up, has dropped from 31% to 22%. The National Endowment for the Arts, a group tracks the literary world, reported in 2006 that teenagers nationwide read from seven to ten minutes a day, if they read at all.

“People who want to read, will,” said Sophomore Meghan Gruber. “People who don’t want to read, won’t. It’s simple as that.”

A survey of students at this school, reported that a majority read from zero to one book a quarter in their free time. Yet in the same survey, there were students who read from 30 to 40 books a quarter.

“I think it’s sort of a stigma,” said Media Director Todd Manninen. “Kids, boys in particular, don’t like the idea of studying or reading. In the book discussions, I like to pick a book that makes the person think about what they read. Boy’s don’t want to be seen reading a book like that unless it has some sort of outlook on sports.”

A survey taken at over 900 schools in 2003 reported that 16% of boys never read in their spare time compared to only 7% of girls.

“People read online instead,” said Sophomore Avery Holm. “Stories that don’t ever get published or other random works.”

Manninen says that online reading differs from reading a book, but the reader still gets the same experience from reading online.

“Its a different type of reading. It’s text online. A different outlet for literacy, instead of reading a book,” said Manninen.

A nationwide study taken in 2005 of children and teenagers, age 9-16 supports Manninen’s theory. Asking over 2600 parents about their children’s reading habits, the study focused on the influences that computers and the Internet have on them. The parents reported that their children actually read more than they did when they were younger, and one of the leading causes was the Internet. However these results were asked for children and teenagers, age 9-16. and older teenagers might have different results.

To encourage teenagers to read, book discussions are made available by local schools. A time when students can relax by reading a good book and talking about it with friends or fellow students.

“It’s a way for students to see their teachers in a different light and build a relationship with them,” said Manninen. “See how that book is affecting the teacher; If that book connects with them.”

Students like to talk about the books and hear each others opinions.

“[Reading] allows people to look at life with a different perspective,” said Manninen. “It makes them great thinkers and intelligent people.”

The chosen books are either realistic fiction or non-fiction. They involve situations that make teenagers think to themselves about important issues.

“They usually advocate something about the author or looking at something that could happen,” said Sophomore Lauren Johnson.

“They’re fun,” said Johnson. “Mr. Manninen even brings cookies.”

Technology has impacted reading on today’s society. However with activities like a reading discussion, teens still have a time to socialize with a book in their hands.

The Varsity Girls’ Gymnastics team had their first competition of the year on December 7th. They lost 135.1 to 130.125.

Regardless of impressive performances from Junior Briana Smith and Junior Chris- tina Bond, the Bison succumbed to St. Francis.

“It was a good meet, we did better than we thought we were going to,” said Coach Martha Driscoll-Nelson.

Smith placed second in the individual por- tion of the meet with a score of 34.15 Bond took fourth with a score of 32.575.

“I was really happy because I stuck my beam routine,” said Smith. “It was a great meet and I did really well on fl oor.”

Even with talented upperclassmen, the Bi- son are still young this year.

“It’s a rebuilding year,” added Driscoll-Nel- son. “But I am confi dent in all of our young hard workers.”

With all of the inexperience on the roster, the upperclassmen are looked up to as a leader, which comes as a new feeling to most.

“Gymnastics is fun and it keeps me physi- cally fit,” said Sophomore Brittani Babler. “Were so close it’s like were sisters.”

Te JV team competed at the meet as well, they lost 118.050 to 108.6.

“Our JV team works really hard,” said Dr- iscoll-Nelson. “They give us everything they have.”

A gymnastics meet consists of four events; vault, fl oor, bars, and beam. Te Bison received higher score in their beam exercise; they came close to victory for beam as well.

“Te bars event went really well for us,” said Driscoll-Nelson. “They were all pretty success- ful though.”

Despite the loss, the Bison continue to im- prove in all aspects of gymnastics.

“If you plan to improve in all of your events you start to win competitions,” added Driscoll- Nelson.

The Buffalo Boys’ Varsity Basketball team played their first season game at home against the Armstrong Falcons this past Saturday. The Bison lost 61-44 to the Falcons.

The game was a re-match of the Boys’ Class 4A State basketball game that the Bison won last year at the Target Center.

The game started with a score from Buffalo, but it went downhill from there. The Falcons started to play with more confidence than the Bison.

“They started off really fast, and we got behind early. We just weren’t looking to score,” said Junior Brock Korbel.

The Falcons finished the first half with a comfortable lead over the Bison 28-16. The Falcons were playing faster and more efficient than the Bison.

“We came out and our defense played well, they will be strength to our team this year,” said Coach Nick Guida. “But we didn’t get started offensively, that was a drawback for us in the early game.”

Despite playing well defensively, the first half deficit was a setback for the Bison that was too difficult for them to climb out of. Which eventually lead to the loss.

The Bison had eight turnovers in the game. Dee Broadnax, Korbel, and Zack Kassulke tied for the leading scorer for the team, each with 7 points. As a team they made 32% of their shots from the field, but only 13% of their 3-point attempts.

David Pallesen had a good game as he shot 100% from the field, making three baskets.

“We just aren’t going to win if we can’t make shots,” added Guida.

There were some differences between the rosters from last year’s matchup and this past weekend’s.

“Three starting seniors graduated last year that carried a major portion of our leadership roles,” said Coach Nick Guida. “They were all big scorers on the team last year.”

The Bison had two returning starters to the team this year, Erik Olson and Jake Duske. While the Falcons lost all five of their starters.

“We have lots of young players with talent this year, but they have little varsity experience,” added Guida.

A good portion of this year’s team makes up new varsity players and there are plenty of new leadership roles available for them. But they will have to learn the varsity game of basketball first.

“It will take time for the young players to step into their roles and know when to pass and shoot. We had some guys that didn’t know what to do at the right moment, which caused them to stop thinking about the game,” added Guida.

Despite the lack of knowledge, the players are starting to show leadership.

“The shoes of the seniors are starting to fill up. It’s one of the most fun parts of my job to watch them grow as players and people,” added Guida. “Even though we are young, we hold a lot of potential this year."

“I am very scared for the classes after us and what will be cut and how the cuts will affect the music program.” -Senior Libby Quatier

“We are dealing with budget cuts from the failed referendum and one of the things that was on the list was the elimination of fifth grade instrumental music. Our concern is that eliminating that program will end up impacting the quality of the program overall.” -Choir Director Michael Walsh

“The Save the Music program is basically a way for the community to show their support for the music here at BHS and to show that they dont want it to change. It will hopefully get people to understand that music is important so we’ll get to keep the programs for our music education.” - Junior Emily Bischoff

When you are at the ice cream shop, or standing in the frozen treats isle at the grocery store, there are many varieties of ice cream to choose from. They range from classic vanilla, to more unique flavors, such as cookie dough twist.

Studies show that people who chose more traditional flavors stay more on the “safe side” in life.

Senior Lisa Pylka is adventurous when it comes to her ice cream choices, “I love all different flavors of ice cream.”

Even with summer in the past, and winter in the present, ice cream is still a popular choice among students.

“Ice cream is the best thing since sliced bread,” said Pylka. “It’s heaven in a tub, I eat it every single day no matter what!”

For some people, studies show, mood plays a big factor in what types of food they choose to eat at certain times. The most common time for someone to sit down and enjoy a bowl of ice cream is when they feel depressed; they enjoy the stimulation of sugary foods.

This is not always the case for students. Most students will eat ice cream for whatever mood they are in. The only role mood plays in their choices it seems is what type of ice cream they eat.

“Traditional flavors [are my favorite],” said Junior Jacob Westman. “Some of the more complex flavors just overdo it.”

With mood as an internal factor, there are other, external dynamics which may play a role.

“It depends on where I am,” said Senior Lyndsay Reiersen. “If I’m by Coldstone, I’ll go crazy, but if I’m at home, than I’m stuck with vanilla.”

Students likes are pretty well distributed among traditional and unique flavors. “Both types have their benefits,” stated Senior Andrea Johnson. “It depends on which taste buds are matured at that moment.”

The halls are filled with the sounds of students: rushing toward their lockers, chatting with friends, heading to classes. Laughter, shrieks of joy, surprise, anger, and more can be heard, even if you don’t try and listen. All at once a hush; the students are gone, the halls empty. A late student or cleaning janitor may be seen in the distance, but no more. These are the halls where the artists from not that long ago find solace in the fact that their work will not be forgotten; the halls where murals hang forever on the walls.

Many students pass by without ever knowing who exactly these people were. One “Gilmer” has a mural hanging from 2000. Seven years ago; over one entire cycle of students going from being freshman to graduation. There is a collage of smaller works done by the “Senior Class of 1970-71,” with names including Nola Carlson, Ed Biegler, and Philip Cornell. When this year’s seniors were eighth-graders, in 2003, another painting, one depicting two faces, went up; a name that may be familiar to some, Renee Bathke. These are the works of art from many a year ago - some from the days before BHS was built. Strangely enough, the rarer sight is not a painting from decades passed, but from just last year. Some students have claimed they do not know how to get a mural of theirs up, others simply do not want one up.

“I’ve looked at some of them once or twice, but it’s never a name I recognize,” said Junior Jacob Westman. “The dates are something from, like, the 90’s. It sort of seems like no one is taking an interest in them anymore.”

Many of the names have gone on to cause thought in the minds of certain passers-by, but some students do not feel a pressing urge to find a name or a date.

“I’ve never really thought that the stuff in the halls was that big a deal,” said Junior Matt Sandhoefner. “I usually kinda pass by without looking at them.”

As for what will become of these artistic displays remains to be seen. Perhaps more students will take notice of them, and seek to add their names to the walls; perhaps they will become nothing more than relics of a by-gone era. Regardless, one can always enjoy the sight of a dragon soaring through the night sky when they are late to their English classes.

“Goodbye America, Hello France!”

That’s what the twelve students traveling to France this spring break are saying. Students educated to at least French 2 have the opportunity to eat, breathe, and live French life. For the fi rst three days the students will be staying in Paris, the city of lights. The following seven days the students will stay in Renes, a city on the west coast of France. They will be shadowing a host brother or sister around, experiencing what they do everyday and even going to their school.

“The highlight I believe for the trip will be able to show a small amount of students things I can not show in the classroom,” said French teacher Jason Swanson. “So that’s what I’m really excited about.”

For some the home stay might interest them the most, to others it might be Paris. While the home stay can very well educate you, all students have their own agenda.

“I’m looking forward to the home stay,” said Senior Anna Frenette, “because you learn the most with the family.”

If the students want to travel on the trip, they have to sign a contract; if broken, they will be sent home immediately. All the rules on the contract apply to the U.S laws. Since the drinking age in France is six-teen they must follow the American law, twenty-one.

“Some of my concerns are there might be a culture shock,” said Swanson. “ An overreaction of language and culture.”

Even the tiniest misconceptions can be misunderstood when traveling to a new culture. The amount of culture shock can be taken in differently depending on your point of view.

“ If you are open to it, it wont be so severe.” said Swanson.

Studying ahead of time is one easy way to prevent culture shock, just by learning the basics of the language. It also helps the experience.

The cost of the trip this year is $1,900 per person. It’s non-profit education based program, focused on immersing the students in the language and culture. The trip includes air fair, hotel cost, some but not all meals, and what ever the host family provides.

“It is a good cost for what it is, but i am willing to pay for it,” said Anna Frenette.

The students will experience many cultural differences with their host families. While in France they will experience their Easter break. The students will be able to observe the different ways the world celebrates Easter through the eyes of the French. That can not be simulated in any classroom environment.

The family’s know that the students will not completely be able to speak the language fl uently. Although there encouraged to try, the family will help them out.

“Fluency of language and culture takes many years, said Swanson,”So when in doubt, observe and follow the culture your in.”

From 6:30 in the morning until school starts, cars roll into the parking lot choosing their parking spaces; some fi ll in randomly and some with purpose.

“I get to school around 7:35 so I can get there close to the warning bell,” said Junior Eric Bunting. “I don’t want to be to school early because there is nobody there and nothing to do.”

T e time that kids get to school varies on what the student’s needs are. Ranging from getting the right spot to coming early to hang out with their friends or projects to work on.

“I used to get to school around 7:10 because I’m a procrastinator and I’d put all of my homework off until the morning it was due,” said Senior Ben Holthaus. “So I’d get to school early to work on it. Now with my new schedule I don’t have too much homework, so I get it done the night before and I get here around 7:25.”

From picking the closest random spots to parking in the same space every day, kids fi nd the spot the fi ts them best.

“Both [Senior] Beau Zumbusch and I back into the same spot everyday,” said Senior Donnie Mans. “We park on either side of the walkway crosswalk thing so that we don’t have to worry about people being stupid about door-dings and other stuff . [Senior James Ward] parks on my other side so I don’t have to worry about it. Beau and I want to make signs for our spots.”

At the end of the day, its only pavement and lines of paint.

Learning new words, improving speech and physical therapy are some of the activities that the students in special education partake in on a daily basis. There is no set curriculum for the students in the special education department.

“Every student is at a different level in their learning abilities,” said Special Education Teacher Amy Jenson. “All of the the students have there own individual things to work on.”

As I sat in to observe the special education department I saw many different things, one of the fi rst things I noticed was the alphabet lining the wall. I sat in on their current events session and as the students took turns reading I noticed that underneath each word there was a picture to help them if the student reading didn’t know a word or needed help to fi gure out some words.

The special education students go on many different kinds of fi eld trips and have many hands on activities going on throughout the day. The students made brownies for one of there activities. Jenson went over with the students the basic instructions and ingredients needed to make the brownies.

“What is the very fi rst thing we do before we start baking?” Jenson asks the students. “Which one is bigger tablespoon or a teaspoon?” Jenson goes on to ask the students similar questions to prepare them before they start baking.

For the students in the special education program, there are extra curricular activities to be involved in. Some of those activities include adapted softball, and Special Olympics swimming and bowling.

“I’m going to coach the Yankees when I get older, with Mrs. Robinson” said Sophomore Joe Kemna.

During their daily schedule, the students partake in physical activities such as walking, working on adapted bicycles, and stretch exercises. Another part of their day is working on functional skills. Physical therapy takes up most of their day; the goal of this is to build them up to be as independent as possible and as self suffi cient as they could be living with their disabilities.

Working in the Special Education program might not always be the easiest job to have, every once in a while there is a struggle that everyone involved needs to get through together.

“One time a girl in the program pulled my hair so hard that I had waves in my scalp for three hours,” said Speech Pathologist Janelle Munson.

Even though at times there may be struggles the teachers work with the students to develop everyday life skills.

“I have a great experience coming into work everyday,” said Munson.

There are 18 teachers and teacher aids in the special education department and 253 students. The teachers work with the students to improve articulation, fl uency, vocabulary, grammar, and social language. Everyone involved with the special education program works with each other like a team to help each other get through everyday struggles and each their futures.

“I really like the people I work with,” said Munson. “I also like the kids, they rock.”

With the one-year anniversaries of the Nintendo Wii and Playstation 3 in November, and Microsoft’s XBOX 360 already two years old, it’s time to cut our controller’s cord and get with the times. Don’t know what to get? Here’s a simple rundown on all the things you need to ask yourself before jumping on the bandwagon.

The fi rst question is how much money can be spent? Not only are the consoles priced differently, but each console has different versions of the same machine. There’s the option of extra controllers, Online service fees for multi-player, cables for that fancy-schmancy high-definition television, and all sorts of other things to consider to get the same gaming experience as that 11-year-old kid screaming over XBOX Live. Also, new games these days are upwards of $50 or more, so keep that in mind when choosing a new console.

The second question is what will be downloaded? Nobody wants to be alone, and nobody has to be with all three systems offering online multi-player gaming (which isn’t as amazing as it sounds, since some consoles’ online services aren’t as equal as others). The XBOX Live service offers the most integrated and robust features for online games at an annual fee, while the Wii has Virtual Console games from ancient consoles of the past that you think you remember playing en vitro.

The fi nal question is what do you want to play? Most people are thinking “I’m macho and I like games with blood and gore and the marines! HOORAH!!1” Mature-rated games can’t be purchased unless the buyer is 17 or older, and parents might not appreciate their kid playing Gears of War with their three year old sister. The companies have blurred but defi nite genres for their systems. Nintendo tends to develop “cute” games with pudgy plumbers jumping on turtles, while Sony is known for games with intricate stories that could take up to 40 hours to complete. The 360 is sort of in the middle, with sports games and fi rst-person shooters dominating. Here’s a rule of thumb: Wii = Cute, PS3 = Epic, 360 = Action.

The only way anyone can truly be satisfi ed with their upgrades is if they pay attention to the industry. Reading game reviews in magazines or online, watching the news and keeping track of updates, and above all, doing research before buying will make the jump into the future-present a lot less painful. A console generation usually has a life cycle of around 5-6 years, so getting the console that will last is as important as getting the best value for your money.

I remember coloring as a child with those cool Crayola color crayons, coloring the grass green and the sky blue. Sometimes I might throw in a red fl owered, a brown football, or something that was special to me. Other times I liked to draw myself or my family members in disfi gured shapes with over-sized heads, little or no necks, and stick-like hands. When I had company, my little friends and I would pull out the Classic 24 pack of Crayola Crayons and just go to town. You can’t do that anymore. Why? There are there too many colors in a crayon box.

It seems like every few years, Crayola has campaigned a new color. A new color like ‘Macaroni and Cheese’. Yeah, because every little kid loves to draw macaroni and cheese, especially when that color looks a lot like regular solid orange. What happened to the basics?

Little kids see the huge economy size Box O’ Crayons with a grand total of 120 colors (complete with a crayon sharpener on the back) and just go wild. It’s so much better than the stupid 24 pack that they’re stuck with. Then, when that kid buys those special crayons, they end up only using the basic colors, give or take a turquoise or sky blue for that specifi c light-colored sky. They leave all those other colors to sit in the box untouched, unused, and waiting for the day that maybe the child would need to color with a ‘Purple Mountain Majesty’ instead of the good old regular purple.

I can guarantee that sometime in your life when you needed crayons, you picked out at least fi ve different shades of red while looking for the regular one. One day in Journalism, I went to the classroom craft closet, pulled out the giant Tupperware bin of crayons, and picked out fi fteen different types of red. Fifteen different types of red! I asked ten people if they could fi nd the real red, and none of them did. I have a feeling that when people begin to buy the new 120 pack of crayons, they are going to be very frustrated.

Now, some people claim that they need those big boxes. It’s all for the variety. You might not ever need to use some of those crayons, but they are still there for you- just in case. But is it really for the variety that the box is purchased, or is it that ancient sense of human greed? The greed that drives someone as young as two to beg for the best box of crayons on the shelf, even though they would never need to use all of the colors in one picture. Things like that seem to be happening more and more these days. Kids are asking to spend all their money on the most expensive clothing in the nicest department stores. Kids go shopping with their parents, and when their parents buy them ice cream or candy, the kids beg and cry for the biggest, most expensive treat. Its all personal gain.

I think this is all insane. Greed is beginning to spread over everything, and the sad thing is, even corporations like Crayola are using it as a target for their merchandise. They depend on the whining and begging of children to boost their sales quota for the year on their products. It’s wrong and its getting worse. So next time you or someone you knows wants to buy crayons, think again.

The Pledge of Allegiance represents America now more than ever. I’d like to start by saying the only reason you could write that article is because of the flag and what it stands for.

I believe the flag stands for liberty and freedom, not a “cruel joke”. Coming from a person whose family has served in Iraq and other wars, I salute the flag out of respect for them and other men and women who have fought, and continue to fight, to give me freedom.

Now, I’m not saying we’re perfect. There are drugs and violence in our country, but when you don’t stand for the pledge, you’re making our nation more divided. With that, I would also like to say if you compare us to Iraq and other countries that are oppressed, it makes me look at our country with more pride and patriotism. And if that doesn’t do it for you, maybe living in one of these places would make you think differently, and see how great America is.

Not standing for the Pledge only reinforces those countries out there that don’t like us, and want us to become a divided nation. But, if we continue to stand and salute the flag, and everything it means, America can only become better and stronger.

So, next time you see your classmates stand for the pledge, don’t ask them why they’re standing, ask yourself why you’re not standing to salute a flag that gives you the freedom to do what other countries don’t allow.

-Nickolas Jones Class of ‘11

As a student-run publication and a forum for student expression, the purpose of The Hoofprint is clearly stated on page two of each issue. The intent of our publication, though sometimes misunderstood, is to tell the stories of the students of the school and the world they live in. Often, the message is positive. However, there are sometimes issues and events affecting our students and community that need to be addressed. With that said, these events and/or issues will not always be positive and something everyone agrees with. However, nothing is ever published with the intent to distract from the learning environment, disrupt the pleasantness of the school day, offend students, parents of students, or go against the mission of the administration.

Individually, students who find offense in articles, opinions, graphics, or even captions should find their voice in the midst of it all. There will always be differences in opinions. For teachers, thank you for understanding and allowing us to distribute and have our paper displayed in your rooms for students to find. Thank you for understanding that a high school paper is important. When we do our job best, we promote a positive democratic enviroment by treating students and issues with honesty and respect. Also, again we encourage not only students, but anyone to get their voice heard and submit any opinion columns or letters to the editor.

For the most part, our school’s administration has always been very clear and thoughtful regarding the content of every issue for the publication. However, as it happens in the real world, there have been times editors and members within the community have disagreed about the content in the paper. What we ask is for the opportunity to be a voice for the students, nothing more. The Hoofprint has and always will be for the students by the students.

Educating our students and community through the content in the paper is what drives us to continue publishing. Mutual respect has always played a huge role throughout every aspect of our school. Between the faculty, students, and editors, we all should be able to work together to create these ideas and bring them beyond paper. This is the only publication that belongs to the students of this school.

Students, staff, parents, and administration are all welcome to be a part of our paper every issue. If you have a problem, an issue to comment on, or an idea for a story, get your opinion out there. We have never turned down a letter to the editor.

With the referendum failing, students are concerned about what the changes will be in the the following years. Buffalo High School gives students a lot of freedom and privileges, one of them is free parking. This will end this school year.

“It is not a done deal yet, but I am sure that it’ll happen,” said Assistant Principal Matt Lubben. “The school board was presented with that issue. They will decide on it the next month, and if that’s the case, students will be charged 50 dollars a semester or 100 for the year.”

Students had heard rumors about the possibility parking fees and they’re where not looking foreword to it. They don’t think its fair that they have to pay for parking when they already have to pay for gas, insurance and a lot of them don’t have a job yet.

“I think its ridiculous,” said Junior Kelsey Lestico. “Many people are going to start riding the bus because they can’t afford it. I know I don’t have 100 dollars to just spend on school parking.”

Buffalo is not the first school to charge for parking, schools all around Minnesota have been charging parking fees for a long time.

“We researched it and a lot of other schools already charge for parking permits like Wayzata and Maple Grove, but their fee is much higher,” said Lubben.

But not every student is against this. Some of them think it’s not such a bad idea and that it might help students respect the parking lot and appreciate this privilege.

“I don’t think it’s such a bad idea,” said Junior Britney Mayers. “Because when you think about its only 25 bucks a quarter and is an easy way to help our school get money.”

“It does kind of suck, but by doing this we’re saving another teacher’s job,” said Lubben

Every month new posters are put up in various parts of the school. On these posters are certain books that are featured in a monthly book discussion. The books are different every month and chosen by a faculty member that volunteers to lead a group of students in the discussion.

This month, for the second time this year, Librarian Todd Manninen will be leading the book discussion. Although, this time, the book that is being publicized (The Absolute True Diary of a Part-Time Indian) is not of his personal choice.

“I’m fi lling in for Mr.Wilkes. He had already chosen the book before he left,” said Manninen. “But a month ago it won the award for best young adult book. Besides one other young adult book that I’ve read, I agree.”

To become apart of a discussion in the future, students must pick up a copy of the chosen book and read it on their own time. Then on the previously decided date, the students and faculty meet together and exchange thoughts on various topics of the book.

“We start out with the obvious, did you like it or did you not like it,” said Manninen. “Then we pick apart the plot, and at least once, I like to point something out that I didn’t like.”

Manninen’s upcoming book discussion is scheduled to take place the week after students get back from winter break. If anyone is still interested in joining, copies are available in the Media Center for any student or faculty member.

Every year new teachers come in and other teachers move on. Retirement, transferring to different schools and districts, and choosing to pursue different jobs or positions are some of the reasons behind teachers leaving. This year Gifted Education specialist Andy Wilkes decided to turn in his chalk and eraser to take a position at the Target headquarters in Minneapolis.

“I’m going to be working with online training and development,” said Wilkes. “It’s mostly just website stuff.”

Wilkes first started teaching in the fall of 1999. In his eight years, he has taught subjects ranging from freshmen English, CIS Literature, Law, and Gifted Education.

“My favorite thing that I taught was Romeo and Juliet,” said Wilkes. “I can still quote lines from it.”

Wilkes reasoning to switch occupations was far from losing his love of teachings.

“For the last two years I’ve lived in Minneapolis. It’s an hour drive every morning and afternoon,” said Wilkes. “I have a 13 month old daughter at home so it’s really hard on my wife. We decided last summer that this would be my last year.”

Along with gaining more then a few years of teaching, Wikles has also obtained close relationship with faculty and students.

“I feel sad about leaving my colleagues. And it really bums me out that I wont be able to talk with students all the time,” said Wilkes. “I love talking with teens. They are so infinitely interesting. They can do anything.”

Even though Wilkes has had the past three months to prepare himself for the new job, the transition from teacher to businessman proves to be challenging.

“I’m really going to miss the time off,” Wilkes said laughing. “I’ve worked for 180 days the past eight years of my life, with a three month break. My new position gives me two weeks of vacation. It’s going to suck.”

After eight dedicated years of teaching, Wilkes’s last day was Tuesday, November 4.

Looking for ways to save money and become more energy effi cient, Buffalo-Hanover-Montrose schools have implemented the Schools for Energy Effi ciency (S.E.E.) program, promoting ways for our school to save energy in a variety of ways.

“For the last four weeks I have been sending out e-mails with weekly energy saving tips. One week was turn off your computer monitors when you aren’t on it, another was turn off your lights when you leave the room, even if it Is for only two minutes, because two minutes can turn into 30. Also try cutting down on the light you use in your room by using one instead of two,” said S.E.E. Captain Sara Varner.

Besides the S.E.E. program the custodians have also done their part to cut down on energy costs by not having the billboard in front of the school run 24 hours a day, and turning the main lights in the school off at 2:30 and not turning them back on until 7:15.

“This past year teachers started to concentrate on the little things. Prior to that, our rating was 71, and since we started doing the little things our rating is a 75,” said Varner. “It’s really nice to see how conscious people are about conserving energy.”

Since receiving an energy effi ciency rating of 75, the school is now in the running to receive the Energy Star Award. The award would place BHS in the top 25 percent of energy effi cient schools in the nation, but we must maintain the 75 rating for the next two quarters to receive the award.

“I’m just going to ask you guys one thing, but it’s really important so take it seriously,” said Asian Culture Club President Mysee Chang. “What is our purpose?”

This was one of the many things Chang went over with the ACC students and amongst the list of priorities discussed was finding a volunteer to be the Historian for the newly created group.

ACC is one of many clubs offered. Students Stepping Up, Pegasus, Deca, Gay and Lesbian Alliance are also just a few of the existing clubs. Popularity of making new groups is increasing with one of the newest additions being French Club.

“French club is for anyone with an interest in French culture,” said Senior Member Danielle Freund. “You don’t have to speak French or anything like that. Although my friend and I are pretty much the only ones who don’t speak it.”

French club meets once a month during AAA. But the club doesn’t limit itself to in school activities, their list of plans ranges from visiting a French bakery and restaurant to watching Ratatouille in French. Anybody who is interested in joining can talk to Mr.Swansan in room A-214.

The purpose of starting a new club varies: whether it’s sharing a common interest, a chance to discuss conflicts/issues of some form, or a random group of students that don’t know their purpose yet. For Writers Support Group, their purpose is solely that of helping another group.

“The reason we started WSG was because the class Creative Writing isn’t until fourth term,” said Advisor Dave Robinson. “Pegasus will be well on its way to the printer by then. We needed creative stories and poems to be published in it.”

Students also join these groups for various reasons.

“I like getting out of school early,” said SSU member Senior Lisa Pylka. “I also really enjoy being able to go back to elementary school and have fun helping the kids. Going back there makes me feel like a little kid again.”

Groups meet once or twice a month usually during AAA. But not everything students do with their group isolates them to that twenty minute period.

“Every Friday I go to Hanover and help foreign students in kindergarten through fourth grade,” said Pylka. “We read, play Bingo, color, and I help them with writing letters.”

With this being the first year for many clubs, members are scarce but wanted. For information on certain clubs or groups, the monitor provides sufficient information regarding meeting times and who to contact.

7:15 a.m. Guatemala City, Guatemala- All high schools start the school day 7:45 a.m. Buffalo, Minnesota- T e high school begins its fi rst class of the day

A typical school day for Vicky Ramirez, Luis Chico, and Javier Garcia in Guatemala City has seven classes of 45 minutes, a recess of 20 minutes, a 30 minute lunch period, and they have to wear uniforms.

A typical school day at Buffalo High School for Vicky, Luis, and Javier has only four classes, one 30 minute lunch period, no recess, and they have the option to wear whatever they’d like to class.

“We start each day off with refl ection and a prayer to God,” said Ramirez.

Vicky, Luis, and Javier all attend diff erent private schools in Guatemala City but their schedules are more or less the same. In all of their schools the students stay in the same classroom the whole day, with the exception of the gym class they have twice a week. So instead of the students moving from class to class like how it is in our school, the teachers move from class to class.

For the past 52 days Ramirez, Chico, and Garcia have been attending our school and living in town. Coming from a huge city of over 1.2 million to a small town of about 15,000 you can just imagine how their out of school activities changed.

“T eir isn’t much to do in Buffalo,” said Chico. “You have to drive so far just to get to a mall.”

T eir experience at our school has made a positive impact on the way schools in America run. Everything from the building itself to the teachers and staff has portrayed this positive image.

“I like the teachers here,” said Chico. “T ey are much nicer and friendlier than the teachers at home. T ey have a more personal relationship with their students.”

1:30 p.m. Guatemala City, Guatemala- T e fi nal bell rings and students head home 2:20 p.m. Buffalo, Minnesota- School is over for the day and everyone goes off and does their own thing.