The Hoofprint – May 4, 2006

The requested site was blocked because of the following: denied.

This is the error students receive when visiting certain sites such as Myspace, Xanga, Hotmail and recently Facebook. The Children's Internet Protection Act specifies that schools must block sites with obscene content or content that is harmful to minors.

Sites like Myspace and Hotmail are not covered under the Internet Protection Act. This means schools are not required to block them, but the administration has decided that they need to be blocked. District Technology Specialist Bob Berry deals with the blocking of these sites.

"I receive notice from the media center or from one of the principals," said Berry. "If there is a particular site they would like to block, then I block it."

However, some students are finding ways around the blocker. There are sites that use outside servers to get around the school's blocker.

"It's easy to get around [blockers] once you find a reliable site that works well," said an anonymous student.

Because the internet is constantly changing, staff finds it impossible to make or find a perfect web blocker.

"Internet changes daily, minute-by-minute," said Berry. "Is it sufficient for what we are required to do? Yes. Is it 100 percent? No."

Although sites are blocked to prevent students from misusing them, not all students use them in such ways.

"I can see how Myspace interferes, but it's not always used in a bad way," said an anonymous student. "The other day I had half an hour left in class with all my work done. I used a proxy to check my Hotmail, update my Myspace then research Earth Day."

Sites may be blocked because they disrupt the school day. The administration can see what sites are being visited and how often, then determine if the site needs to be blocked based on content and how much kids are using it at school.

"I think they should look at content more than frequency," said Junior Heather Kachel. "Myspace is a good communication tool and if it's being used in a non-harmful way it should not be blocked."

Whether the sites are blocked or not, some who know the tricks of the trade are finding ways around the system, while the technology staff continues to attempt to provide a computer lab atmosphere less like a home computer and more like a workplace environment.

"Students are somewhat insulated here in school when it comes to consequences of bypassing a firewall," said Technology Para Bob Wetterberg. "If caught, their punishments often do not reflect what would happen in the real world. Twice I have seen persons fired on the spot from a workplace for accessing inappropriate information. It is not the school district's responsibility to provide students with access to private email accounts nor let them connect with friends via IM programs or myspace type websites. These activities would be frowned upon and considered a waste of time by most workplaces. If students need email they have school classmail accounts that they can access from any computer."

Technology. Such a bland topic. Something so obvious. Of course technology has a huge impact on society, and its clear that it's rapidly growing and advancing. But, what's so cool about it that makes us turn to it on a daily basis?

"Technology is a real, authentic tool," said media generalist Todd Manninen, "[Especially] for students to participate in learning."

To better education, Buffalo High School is trying to make technology an interactive and integrating, useful tool. Things such as heart rate monitors, the read and react website, and electronic white boards are just a small portion of the new things that are being experimented with.

"There is so many aspects," said the schools technology specialist, ConnieMae Cooper, "[each area of the school] is progressing in their own way. There is no one avenue."

But with all the things sabi has provided, it's hard to say if students are taking full advantage of all the opportunities.

"Typically students utilize the resources and technology efficiently and effectively," Phil Miller, "[But] there's always a few [students] that like to alter from the plan."

So, if students aren't always using their sources properly, then as a whole is it possible that we are taking full advantage of technology?

"I don't think anybody is using technology to its fullest potential," said Principal Dr. Nick Miller. "The full potential keeps changing everyday. I don't even know if we know what our full potential is. Here we have technology at our fingertips. We can either choose to make this boring topic interesting and utilize every opportunity, or we can have technology be technology and only use it for the basics."

"At what point does technology stop?" said Cooper. "We are proposed with options, what are we going to do with them?"

Students have picked up the latest technology craze: the jump drive. Jump drives can hold over 100 times more data than a floppy disc. Checking your e-mail, listening to some tunes, or updating your data book becomes easy with this new technology of a Pocket PC. Invented within the last five years Pocket PCs have become the latest must have in technology. Typing up his paper for College Prep Writing, Senior Jake Gnerre takes advantage of technology.

As the first year of the Arts Magnet Program ends there are mixed feelings about it among the students.

Of the students surveyed, 65 percent of freshmen liked the program compared to 94 percent of sophomores who liked it. Nearly all students in the program were surveyed.

"The program is new, so we are pretty much guinea pigs," said Freshman Elizabeth Logas. "Our schedules are unpredictable and I feel like I'm more behind in my classes because of the Arts Magnet than I would if I wasn't in the program."

Also for the arts magnet students who are gifted and are able to be in the gifted program or in the advanced classes their schedules did not have the room to fit in the advanced or enriched classes and caused some of the students to fall behind from what they could have been at this year.

"I took integrated one math last year in eighth grade and that's the math the ninth graders are taking in arts magnet this year so I have an independent study in algebra. I didn't move ahead in math at all and it's really frustrating," said Logas.

"I feel [the Arts Magnet Program] is an awesome experience where you have the chance to express yourself and feel comfortable with the people around you," said Sophomore April Laho.

Not only were there differences in the percentage who liked it but also in how they thought the arts infused classes are working. Ninety-five percent of sophomores thought they were learning in the infused classes and only 24 percent of freshmen thought the infused classes are working.

"There are a lot of regular classes, but we do a lot more hands on artsy projects [in the infused classes]," said Sophomore Jackie Hedlund.

"I think [the infused classes] basically suck, they're really confusing and I think the teachers needed to be better equipped with the tools they needed before the year started," said Freshman Anna Lundeen.

It is time of year that students have to decide whether arts magnet is what they want to do next year.

Sixty-six percent of sophomores will be involved with Arts Magnet next year.

"Yes [I'm going to be in the Arts Magnet program] it's really helped me a lot and I'm looking forward to next year," said Sophomore Melissa Knott.

"I'm not going to be in the Arts Magnet Program next year because I want to excel in things other than art," said Freshman Amanda Burgdorf.

"The program is new, so we are pretty much guinea pigs," said Freshman Elizabeth Logas.

On May 17, groups such as Cultures United, JMNG, Arts Magnet, and Student Council will be hosting Diversity...Celebrating the Quest for Community at BHS. This day-long event replaces the typical school day to teach students about diversity. About 40 speakers and groups will be coming out to talk to students. The speakers are scheduled to replace the normal classes of the day. Each speaker is allotted 40 minutes or 80 minutes for their presentation. Depending on the speaker there will be 1 or 2 speakers per block. There will also be hands on activities relating to diversity for students and faculty to participate in.

"There will be activities like photo exhibits made by students and theatre performances by professional groups," said Arts Magnet Coordinator Sheri Tamte. "Different groups will be coming out to put on shows, one of the shows will be Diary of Anne Frank."

The evening will end with a group discussion of the community read book, Night. More info on Night in the brief to the right.

BHS is not the only place that has been encouraging people to read. The book Night by Elie Wiesel is currently being hosted at a community read in Buffalo. This means that everyone in the community is encouraged to read the book and participate in the up and coming book discussion. The book takes place in 1941 in a town called Sighet, Transylvania. The story is an autobiography about the author, Wiesel, and his terrifying encounter with a Nazi death camp during the Holocaust.

"We choose the book because we thought it would fit the community well," said Administrative Assistant Bob Driver. "It talks about issues during the Holocaust that need to be brought up in our school and community."

The book won the Nobel Peace Prize in 1986 and was recently endorsed by Oprah as a must read for people of all ages.

"The book is great for multi-generational discussion," said Driver. "The goal of all this is to promote literacy and connect the school and its community through literature."

Everyone who has read the book and wants to participate can come to the book discussion on May 17 at BHS. The discussion begins at 5 p.m. for an hour of socializing and refreshments. At 6 p.m., people will be divided into groups of about 20 for student led discussions about the book. After the discussion, a guest speaker, Dr. Robert O. Fisch, is scheduled to speak at 7 p.m. in the PAC about his own experience with the Holocaust.

From the first day of school, an average boy is already developmentally two years behind girls in reading and writing. The nerves of boys' fingers even develop later than girls', making it difficult to force out perfect handwriting. Though these developmental differences unjustly position boys, they are still expected to perform at the same level as girls. The gender differences that occur in elementary school broaden by the time students get to high school.

An explanation for why the gender achievement gap is occurring is not focused on one specific reason. Ideas differ from principal to teacher and from student to Business Week magazines.

Principal Nick Miller takes a look at the teachers during the student's first years of education.

"At the elementary school level, 90% of the teachers are women," said Miller. "Boys can go four, five, or six years without having a male role model. A good male role model is essential to the guys in school."

While Miller focuses on the importance of a strong, male role model, students are recognizing other reasons for the gender gap.

"Girls tend to take more time and perfect their work," said Junior Sam Carlson. "As opposed to guys, who know how to get stuff done when it comes to crunch time. Girls tend to care more about certain things."

Teachers as well, notice the reality that guys do just enough work as asked for; contradictory to girls, who are focused on perfecting their work. English teacher, Mrs. Vicki Cary, poses a different look at the gender achievement gap.

"Most boys I know will do enough to get by or do pretty well, but see no need to overachieve," said Cary. "I actually think it's a lower self-esteem issue in girls; that constant need to do everything, be everything, and strive for perfection. What we may be witnessing is a sign of girls trying to do too much rather than boys not trying to do enough."

Whether or not it is the girls performing too much, or boys not doing enough, the gender gap is still present. The fact that guys have an average SAT score slightly higher than girls, seemingly contradicts the gender gap, but the student's explanations for boys doing better than girls on ACTs and SATs relates to why boys are not succeeding as well as girls in school.

"I think that girls apply themselves and work harder, whereas it seems to be 'un-cool' for guys to be smart and get good grades," said Senior Luke Zumbusch. "I think that girls and guys are equally intelligent, but I don't think guys stress out as much when it comes to taking the ACTs and SATs."

Are they trying to be cool in school? Or are they just not trying? Forty-eight percent of the students think guys don't try as hard, or care as much as girls do. Girls are not only proven to care more, but they also have the advantage of being more susceptible to the learning styles required by most traditional schools.

"The reigning sit-still-and-listen paradigm isn't ideal for either sex. But it's one girls often tolerate better than boys," said Business Week Editor Michelle Conlin in the article, "How the Educational System Bombs Out for Boys." "Girls have more intricate sensory capacities and biosocial aptitudes to decipher exactly what the teacher wants, whereas boys tend to be more authoritarian, competitive, and risk-taking."

As many teaching styles result in lectures, the students found to be easily distracted, restless, or losing attention result in being diagnosed with ADD. Ten percent of the students at our school are diagnosed with ADD, and 73% of those students are boys.

Whether it be not caring, not trying, doing too much, lack of attention, or the lack of male role models, they are all essential explanations for the booming performance of girls.

"A new world has opened up for girls, but unless a symmetrical effort is made to help boys find their footing, it may turn out that it's a lonely place to be," said Conlin in the article "The New Gender Gap." "After all, it takes more than one gender to have a gender revolution."

Buffalo's Knowledge Bowl team of Juniors Derek Magee, Andrew Burns, Mitch Biermann, Sam Stone, and Senior Michael Lenczewski placed third at the Annual State Knowledge Bowl Tournament on April 25th and 26th. Cragun's Resort in Brainerd hosted the tournament.

Before they headed for the State Tournament, they prepared themselves for any questions that may be asked.

"We practiced three times a week with the team," said Burns. "[Knowledge Bowl Advisor Peggy] Pasche has thousands of questions in her room that we can take at any time and use to practice and get ready for the tournament."

Besides all the practicing, the Knowledge Bowl team enjoyed the school's excitement before they left.

"It has been one big party here at the school," said Stone. "We still practiced, but we were given a lot of recognition from classmates, and we had a big send off from the school."

The tournament consisted of oral and written rounds. For each correct answer, a point was rewarded. At the end of each round, the teams were re-ranked and put into rooms with teams that had similar scores.

"We were in seventh place going into the last round, but then we just jumped into third place," said Biermann. "We passed teams that were doing progressively better than us throughout the day."

Third place is the best score BHS's team has ever received at the State Tournament.

"It is the fifth time in six years that we have gone to state," said Burns. "We are building a State tradition that will hopefully continue."

You've seen the posters and submission boxes in the hallways or the library. Maybe you've heard an announcement. "Pegasus needs you." "Pegasus Work Nights - Tuesday- Thursday, 2:30-4:00." What's Pegasus, and why is it important to the school?

Walking into the World Language Resource Area at 2:40 on a Wednesday afternoon, you might see two girls sitting at a table, books and papers spread around them, and hear the halting Spanish they speak to each other. Three other students are seated at computers, typing as quickly as they can or working on a page layout. English Teacher Dave Robinson leans over the back of one writer's chair, answering a question. This is where Pegasus begins.

"Pegasus is a source people can use to showcase their creative writing," stated Junior Collin Tierney. It's the real student outlet - anyone can submit poetry, artwork or short stories.

An art magazine, produced by the students under the guidance of Robinson and Editor-in-Chief, Junior Emily Wick, it's not nearly as widely known as the yearbook or even The Hoofprint.

"People like to share writing, it's a good feeling to be published," said Senior Rhandy Southa. Southa, along with Tierney, Wick, Senior Amber Michaels, and Juniors Heather Cherry and Heather Kachel, are the forces behind Pegasus this year.

"[Robinson] is really a big help," said Tierney. Robinson had a slightly different take.

"We conference a little," Robinson said, "but all of it...99% is the students. It's their work."

Robinson has been advising the Pegasus staff for about 20 years, since 1982 when he first came to Buffalo. (English Teacher Joel Squadroni started the publication in 1980.) "It was interesting to me as an English major...the first 10 years were done just for student opportunity to express themselves - we did it because we wanted to," said Robinson. Now it's gotten more serious - although according to Robinson, "it's very loosely run - surprise!"

It might not look like there are many students involved, but the current staff seems to enjoy the low numbers. Tierney offered his opinion. "It's more relaxed this way. With a lot of people, it'd be more like yearbook."

Michaels, on the other hand, wished "there'd be more people in it who are really dedicated. We need people to really devote themselves."

While the staff will consider every submission, they're "a little fussy on poetry," Robinson said. "We try to keep the 'teen angst' down. We also try to stay contemporary; not a lot of rhymy stuff."

Being extra creative is the key to getting published. "I like poetry and the creativity that comes with it," said Michaels. "Things that make you think, and creative metaphors and similes are good."

As if there wasn't enough work to be done, with all the careful reading and editing of submissions, this year is the 25th anniversary of the magazine.

"We're putting in the best from the past," said Robinson. The editors went through all the back issues and chose pieces that they thought were "cool," according to Michaels.

It should be a big hit this year, thought Robinson, or if you ask Southa, "It's the Big Special 25th Anniversary Thingie."

Everyone tries to do as much as they can to help out with production. Wick does more than her share, at least according to Robinson, "There's never enough time...but Emily is really the driving force. She's hard-core - a great writer."

"We all have busy lives, but everyone tries to help out," said Southa.

Being the little guy in the publications field can be tough. The staff really doesn't get a lot of reactions from the rest of the school, "unless there's something controversial," according to Robinson. They're working hard to get Pegasus out a little bit earlier this year, otherwise, said Tierney, "we're kind of overshadowed by the yearbook, since they're out around the same time."

Still, Pegasus staff won't give up. "It's something everyone should read," Southa claimed. Michaels was happy about the English Department. "They give us a lot of support, tell us they're really excited for it this year."

They're all in agreement that Pegasus is "totally different" said Southa and Michaels. "It's got different levels of self-expression (than the Hoofprint)."

Although often overlooked and by some standards understaffed, Pegasus is popular in its own way, and growing all the time. This year's special edition should help with that, and the staff is optimistic.

Although Michaels and Southa graduate this year, they wanted to encourage the rest of the student body to get involved.

"It's cool. No, it's sweet. Be in it next year," said Michaels. "They're not just encouraging participation in editing or even submitting. It's enough just to know that people are reading it, and their work is appreciated."

"Pegasus is awesome. Everyone should grab a copy when it comes out," said Southa.

The requested site http://www.hoofprint.net/ was blocked because of the following: denied.

The district's policy of blocking sites because students frequently use them - without involving students in the decision-making process - is not only wrong, but executed poorly. The result? A laughable system wrong in aim and arrow.

Though the district is required by federal law to block some sites, the most complained-about sites aren't pornographic or obscene. Take Hotmail. They blocked Hotmail because students used it during class. Of course, students also wasted precious class time answering messages on Yahoo, Google, and the district's own email service. And obscene messages fly through the sites above just as easily as they do through Hotmail, but it was singled out simply because it was popular.

The school offered its own Hotmail alternative, complete with 26-character email addresses. Try exchanging that with a friend. What's your email? Hold on. You're gonna need a bigger piece of paper. Worse, it crashes frequently and automatically deletes accounts upon graduation. Hotmail doesn't. There's no shame in that. Microsoft can obviously make a better website than Buffalo High School. The shame comes in not allowing students to use the better product. Indeed, if the school actually believes its email service to be so great, why block Hotmail? After all, students would surely not use it, given the superiority of the school's system. A free market of website viewership. Here's a question: if the school's email service became popular, leading to students using it during class, would the school ban the school?

Finally, WebBlocker allows teachers who use computer resources as high-tech dictionaries and typewriters to hide from their shoddy curriculum choices. Not to mention, they use it as an excuse to not properly supervise their classrooms. Of course, students, ever-inventive, now simply use proxy servers to bypass the bans and view the sites they want, showing us that the policy rewards students for breaking the rules. Though we support this initiative teaching students the value of civil disobedience, it could probably be done in less roundabout ways.

But WebBlocker probably irks us most in how it blocks. "The request is blocked because of [denied]." It's like how a parent deals with a child: Go to your room. Why? Because. The site has been blocked by WebBlocker. Why? Denied. The district gets what it expects. When students are treated like children, they act like children. Treat them like adults, however, and they become adults. Leave students to utilize their time as they might, and natural selection will work out the problems. But this hand-holding gets us nowhere.

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WHAT THE HECK? THIS STUPID COMPUTER WON'T LET ME GO TO THE SITE I NEED TO BECAUSE IT SAYS THE LINK I TYPED CONTAINS VULGAR LANGUAGE!

WHAT'D YOU TYPE IN?

"ASSASSINATION"

http://www.hoofprint.net/ was blocked because of the following: denied.

The dress, tux, limo, dinner, student fees, flowers, and pictures all seem to be a "must have" for Prom. Most students pay around $250 to get dressed up and to hang-out with their friends and significant other on this so called "special night." You could do so much more with $250.

You could pay for you and a date to go to 12 movies, and this includes a large popcorn every time you go.

You could buy "Guitar Hero," "Dance Dance Revolution," and "Halo 2," (if you don't already own them) and challenge your crush to battle you any day or everyday for the rest of your life, or until you stop liking them.

If you and your date pooled together your "Prom money" you could buy 50 gallons of gas, groceries, and a tent and go up north for a wild weekend camping.

You could take your date to several concerts or a few really good ones. (This is an excellent idea for the people that aren't into the mainstream music that is played at school dances.)

Your "Prom money" could also go towards fun and entertaining sports events.

If you really wanted more bang for your buck, you could invite all of your favorite people to spend their so called "Prom money" on ($99 round trip) plane tickets to Miami.

Don't get me wrong, Prom might be kind of fun, but I assure you that I won't be hitting the tanning bed, the nail or hair salon because Prom is only one night and there are better ways to spend your money.

In this column, I am going to pry into the depth and meaning that of which belong to the socially crippling form of conversation most commonly referred to as "whining."

Whining, in its full sense, is basically complaining without any intent or possibility of resolution of the issue at hand. Whenever I hear someone whine at school, it is usually about something like: "we get too much homework," "school lunches cost too much," or the most common, "school sucks."

We go to school to learn how to live our lives in the most efficient and successful ways possible. What sounds so bad about that? If you are able to answer your complaint in your own head, it is a waste of breath and better left unsaid. It seems to me, whiners whine because it is easy and releases frustration. Though, whining doesn't really release frustration, it spreads it.

I know what some of you might be thinking: hey, this guy's whining, thereby contradicting the very subject he is addressing. It is not whining when an attainable solution is introduced. I mean anyone who whines on a daily basis should start thinking of conversing more wisely to support a more positive and potentially endless conversation atmosphere, rather than pulling others into your depression.

Whining for the sake of whining cripples the development of any conversation. If you whine occasionally, just make sure your topic is interesting, or you're better off forgetting it. If at all possible, avoid whining entirely and you'll take part in the most meaningful conversations you've ever had. Help the fight against negativity and pointless arguments.

As I make my way to the lunchroom on a typical school day, I continuously find myself unable to find the nutrition information on any items besides on the milk cartons, beverage bottles, Little Debbie boxes, and on yogurt cartons.

To most students, this really isn't too big of an issue. However, to the few dozen BHS students they need all the facts.

Students with allergies must make sure the food they consume, won't cause a reaction, while diabetics need the information in order to count their carbohydrates or exchanges accurately.

Since the beginning of my high school career, I have found myself guessing how many grams of carbohydrates each item of food contained, and estimate my dose of medication.

The inaccuracy is unperceivable, and because students need to guess, they often receive too little or too much medication; resulting in unstable blood sugars, high A1Cs and could possibly lead to complications later on in life.

Numerous articles have been published in the Hoofprint in past years on this same issue. Each time a writer attempted to obtain the information, they were either given a list of ingredients or told the information was unavailable.

Although the health office began to provide the numbers of carbohydrates in the health office this past February, the information was not provided by the BHS food service, but from the middle school; making the accuracy questionable. The information was only provided for the hot lunches, not the ala carte items that the food service also prepares.

Aside from the information being provided by the health offices, students are unable to find the facts unless they go to the health office each day to see what will be served. The printed menu sometimes differs from the actual meal served on any particular days as well, so the information in the health office would be inaccurate anyway.

Is the food that they serve, so unhealthy that they are embarrassed to show students, or is it a matter of the food companies that fail to include the information? No matter who is at fault, the information should still be provided by the food service; even if it means that they must request it from the companies that distribute the food.

Federal Law requires restaurants to have the nutrition information available so that customers may see it if they ask. School food services are much like restaurants, in that they offer food for purchase by customers, who are the students and staff of the schools. So, when a student is in need for this information it should be readily available in the lunch room where the food is sold instead of across the school. Students should have been informed that they could find the information in the health office. This easy task could alleviate the stresses for everyone who have health problems, and could eliminate future ones.

"What would you do with one million dollars?"

The question is often asked, and usually the response is a new car, a new house or maybe even retirement. Imagine if you will, one million dollars multiplied by eleven. Now the answers get really interesting; a mansion or helping to cure world hunger are all worth considering.

When I heard of someone who actually had this opportunity, I was astonished to hear where all that money went to. While you may be thinking with 11 million dollars, you really can't go wrong, well guess again. How about spending that much money on six basketball courts, 36 total hoops, and one large running track. Sounds like something you would spend 11 million dollars on? I didn't think so.

Yes, it's true that it has helped the basketball team practice with a new comfortable space. It has also helped track athletes gear up for the season, with the chance to start running early. But is this really worth that much money? No, it is not.

The students here do indeed benefit from this purchase, but whom else? Does the community, which in turn paid for this monumental achievement, get to use what they paid for? Because of the building's location attached to the high school, for the majority the answer is no.

What self-respecting citizen would visit the new gymnasium when there are health clubs all around town used for the same solitary purpose?

My point isn't to condemn the people who insisted that we need the activity center, but to state that we as a school and a community could have helped a lot more people and changed a lot more lives with the money that we spent on the new high school activities center. Think of how 11 million dollars would have bought the school new resources like textbooks, videos, and other cool gadgets that make learning fun and benefit the school as a whole, not just the athletes. We could have done a lot better.

Before every exam, students will hear the usual threat, "Ok class; keep your eyes on your own paper, or else you will get a zero on your quiz," from the mouth of just about every teacher. Scribbling the answers on the back of the hand right before a test is the casual cheating method of many high school students.

Everybody is at guilt for this vicious crime. Even the best, the most scholarly students take a casual glance at another student's worksheet. Cheating has become an epidemic that is never going to go away.

Students take the "ol' peak" when grades matter the most. This is probably due to assure a high spot in the class rank, or what kind of grade they hope to get in the class. Nowadays, students aren't interested in learning about the Spanish Armada, or the life of Shakespeare, they only care about getting a good grade and having their GPA look good for their high school transcripts and for the rest of their lives.

Another incident of cheating happens during passing time or lunch, one of your friends will come up and join you, sit, and then pull out the worksheet due for the next class and ask you for the answers. Is this really what our world is coming to? A bunch of copiers that won't know anything about when Columbus sailed the Ocean blue, and when we found out our world is round?

Some teachers just sit back and watch their students cheat on tests, quizzes and homework. They are too afraid to admit or tell the teacher if they catch someone cheating because of one, they have cheated before and will feel like a hypocrite if they do, and two, they will feel like a tattletale. Other teachers don't really care and take the test, rip it up, and throw it away.

"I will usually make a presence toward them or move around the room if I see them cheating," said English Teacher Joel Squadroni.

Cheating is an epidemic, starting back when Adam copied Eve by taking a bite of the forbidden fruit. Thankfully, teachers are cracking down on cheating by switching up tests and changing answers on the quizzes so they're in different order than the person sitting next to you. So watch out students, because if you get caught, it could mean more than just your grades and your grade point average.

Students begin to trickle into the building and already a lone girl sits on the steps outside the PAC. She is clothed in black attire, eyes downcast, with her head nodding to the thrashing beat leaking from her headphones.

She is joined by a few friends, similar in appearance. They seat themselves next to her. This is their morning gathering place.

Senior Emily Sodergren sits on the front steps of the PAC (Performing Arts Center) every morning and has done so since the first half of the school year.

"We sit on the bottom half of the [PAC] stairs every morning," said Sodergren. "We're all usually here around 7:20 a.m."

She is joined by Sophomore Michael Andrew, and Junior Ryan Pulley, who are the founders of this morning ritual.

"I met most of the people there either this year or last year, and apparently I am... appealing to look at," said Andrew, "don't ask."

The students that have joined find many different reasons and have a variety of reasons as to why.

"They are all funny and, as far as I can tell, nice," said Junior Kirsten Darrow.

The group, now more commonly known by the student body as the "PAC-men" has been described by outsiders or passersby as a group of "Goth" kids who gather on the steps every morning.

"When I hear the word Goth, I think of a bunch of twelve year-olds that are all suicidal but cant do it," said Andrew.

While the insiders have their definitions, they also hear of people on the outside trying to define their group.

"When these teen and pre-teens think of Goth, they think of a bunch of metal bands that you can't possibly understand the words to," said Andrew, "they think of the creepy kids that wear black and black shirts, bearing no skin, with black hair, no personality, no emotion, no love, no hate, no relation and that, my friend, is just wrong."

As students attempt to define the label of "goth" they find there might be more to the group than just one type of person.

"We are all different," said Darrow. "Some are the nerds. Some are 'Goth'. The 'emo', rockers, shy, loud. The great thing is that we can all hang out together. I personally don't think I'm in a clique. But hey, I might be wrong. I have friends/acquaintances in all areas and that's perfect for me."

While they may all be different from each other, a lot of them do have things in common such as their taste in music.

"I listen to primarily rock, techno, etc," said Andrew.

Most of them are very open-minded about others, and even practice a variety of different religions.

"I grew up in a Christian home and I still have to go to church now and then, but even at a young age I didn't take religion very seriously," said Darrow. "I wear a pentacle because my friend Tasha wanted to go to that religion (Wicca) so I got it to be supportive of her."

The steps' occupants also admit to shopping occasionally at Hot Topic. Though they do not admit to it being a "Goth" store.

"I love that store," said Darrow. "I make friends with the employees because usually they are down-to-earth, nice people."

However not all of them feel that way.

"Hot Topic... Used to be cool," said Andrew. "Now all the teeny-boppers go there."

On a whole, the PAC-men are not a bunch of Goth kids who get together to lament over their tragic lives or succumb to dark fantasies. Rather, they are a group of people who come together to celebrate their differences and prove that it really does take all types in this world.

"Really, as far as I've seen, I don't have much in common with them except for the fact that we don't really have a place anywhere else," said Andrew.

Many students have seen the popular MTV show Laguna Beach. Stephen leaves a trail of flowers leading into Kristin's house asking her to prom. Gary creates a sea of fish asking Morgan. This year, Buffalo boys are taking the hint and asking their dates creatively.

"I waited for her after track one day and I was walking in front of her," said Senior Jordan Vandorp. "I was complaining about my back hurting so [Senior] Jake Fourre lifted my shirt up. Molly Schroeder just happened to be behind me and Jake's like 'Hey, Molly check this out.' On my back it said 'Will U go 2 prom w/ me?'"

Not knowing how she would react, his idea worked out as planned.

"I was really surprised," said Schroeder. "I didn't expect it at all. I didn't even know he was asking me. It was very clever. I liked it."

Although writing on your back works for some people, others turn to the media for ideas.

"I decided to draw [Junior Jordan Bruhn] a picture of herself like on Napoleon Dynamite and on the back it said 'Will you go to prom with me?'," said Junior Luke Costanzi. "It probably wasn't the smartest choice considering I'm a terrible artist, but it's the thought that counts. I put it in a folder and set it on her car for her to find."

Being his idea came from a comedy, he thought her reaction would consist of laughter.

"She laughed for a really long time then texted him back saying 'yes'," said Bruhn.

Girls see the thoughts that the guys put into the asking and realize that it is too hard to reject them. The thoughts are not only just to get across to the girl, they are made up to be different, spontaneous, cute, sexy and fun, said Vandorp.

"Would you like to go to prom with me?" A common question circulating through the school.

As prom quickly approaches, students frantically finish up last minute steps to the perfect prom experience.

Ordering tuxes, finding the perfect dress, getting dinner reservations, and picking out flowers for an underclassmen date: Wait a second, underclassmen date?

A controversial topic, and for years the Juniors and Seniors have dealt with the fact that younger students are just as involved with prom as they are.

For years underclassmen attending prom has been a topic of their time with the friends gained in their four years of school.

As the years pass and times change it is becoming more common for underclassmen to ask upperclassmen to prom.

Many students seem to agree on the side favoring strictly upperclassmen attendance.

"Underclassmen are immature and would ruin the prom experience," said Junior Sallie Parsons.

"It's a privilege to attend prom and it's something those upperclassmen should enjoy," said Senior Jessica Hauwiller-Wurm.

"It bugs me that underclassmen are able to attend because it is a privilege. They don't have respect for other people and they are just there to be looked at," said Parsons.

"It is definitely not okay, because the whole point is for upperclassmen and it just kind of breaks the rules," said Sophomore Alison Dykhuizen.

"It's absolutely unacceptable. [Underclassmen] don't have the privilege simply because they are underclassmen," said Wurm. "Even if I would have been asked as an underclassmen I wouldn't have wanted to go because I would have felt out of place."

Though some find the negative sides more reasonable, others seem to feel that it should be okay for younger students to go.

"I think sophomores should be able to come to prom," said Junior Matt Knight.

An exception for underclassmen attending prom, some have said, is that if upperclassmen are dating underclassmen.

"Dating an upperclassman," said Parsons. "That would be the only exception."

Underclassmen will continue to attend prom until there are restrictions against them but until then upperclassmen will just have to deal with them.

As the final song concludes, prom comes to an end. Students wander out of the dance hall and into the streets. Previous plans have already been made. Parties are in mind.

As described by some, the after prom party is almost as important as prom itself. Students plan months in advance for their plans for just that one night.

One of the more popular questions would be whether there is going to be alcohol or not.

"Alcohol just makes the party more fun," said an anonymous Junior.

Starting immediately following the dance, the party sometimes last all night long. Though some ground rules had to be set in order for this party to happen, many students are very willing and excited to make it happen.

"First of all, there is absolutely no driving after people have been drinking," said an anonymous Junior. "There is no stealing anything and no sex in my bed."

To a lot of teens, drinking is not involved with the idea of a fun party. Senior Brandi Dufour is also having a party but there will be no drinking.

"I don't want alcohol at my party because it can sometimes get out of hand," said Dufour.

Parties can sometimes be very expensive, especially if it is a prom party. Students usually eat dinner around 7-8 p.m. And for that reason at around 1:00 in the morning, people get hungry.

"Food alone is going to cost about $75," Dufour said. "I just want to have a good time that I won't forget."

Afterwards some students will be going to bed but not to sleep. The Medina Inn is located right next to the Medina Ballroom which is where the dance is held.

"I don't want to go to a party," said an anonymous Senior. "I would much rather just spend the evening with my date."

When prom is over and the night is still young, the parties are just beginning. There are endless possibilities for the night, students just need to know where to look.

Laura Walz - Senior
"Heart-racing" "Being really sleep deprived and staying up all night."

Brad Abramowski - Junior
"Expensive" "Being able to get all dressed up with my friends and having fun." "Being blinded by glitter at Grand March."

Griffin Trevino - Sophomore
"I just remember it being really crowded and sticky." "Anything that wasn't Grand March. Everything else was good." "Being very, very ill and my date being orange from spray tan."

Spring is coming and the little brick building across from Tatanka Elementary heated up with people for the annual Academic Showcase. The parking lot was full as families, friends and other community members walked into Phoenix Learning Center and looked at the displays of classes offered at the school, and do during class.

Phoenix Learning Center is a school in Buffalo that consists of 28 students. Fourty-one percent of Buffalo High school students believes that PLC has a bad reputation.

"I think it [Phoenix Learning Center] gets a bad reputation even though it is meant for good," said Sophomore Jon Zitur.

26 percent of BHS students surveyed tended to think PLC is a good school with good intentions. Thirty-one percent of BHS students said they didnt know about PLC and what its purpose is.

"I think that a lot of people would love it, everyone thinks its just all druggie people but its not," said PLC Sophomore Tracie Mattila. "Its way more fun."

Every student has their own opinion on classes and school. Some students love it, and others are not so happy with school.

"Some of the classes in the school are kindergarten work. Its completely ridiculous," said PLC Junior Jesse Murnyak. "I don't see it as a school it's more like a camp. In math I learned how to keep bowling score."

The classes differ from BHS by being more hands on than a regular high school.

"Classes here are way more interesting, so I get a lot better grades," said Mattila. "We do more activities with the things we are learning instead of just learning from books."

Recycled "stuff" like old scrap vinyl fencing, empty pop bottles and T.V. dinner containers make up Marble Run, a class at PLC counting towards science credits. In the class each student makes a course involving specific certain requirements. For the Showcase, the students combined the courses to make one big run making it about six feet tall and light up at the bottom.

"It's a huge problem solving class, with a lot of teamwork," said PLC Advisor Terri Brummer. "We are trying to focus on different elements of physics. It's a hands on activity. The kids need to learn to deal with a lot of patience." Struggling to solve the problem is part of the class. The hands on part of it makes it challenging, but at the same time interesting. When you are working on the structure, it takes time and patience to make it right.

"It's really hard and really challenging," said PLC Junior Mary Lanigan. "It seems like the more you work on it, the more you mess it up."

Mess-ups take patience and teamwork. With teamwork students can make friends and need to be able to get along with people.

"I like PLC way better because its one on one," said PLC Junior Christina Lindberg. "People don't judge and you don't have to try to fit in."

The showcase was meant to be for the public, so they can understand what kind of school Phoenix is and what kind of things go on there.

"I was almost a year behind on credits, and I wanted to graduate on time," said Senior Jordan Salveson, a student at the Alternative Learning Center (ALC), "so I decided to go to ALC where I could catch up on my credits and graduate on time."

For most of the students at ALC, that is the exact reason why they chose the school over a traditional high school. ALC is located in Buffalo by the middle school. ALC is an alternative to traditional high school, and is offered to not only Buffalo students, but also to students from Monticello, Big Lake, St. Michael, etc.

However, to be accepted into ALC, students must be approved by a counselor or principal, and you must have attended a high school (or public school) in the past.

"Traditional high schools are more black and white," said ALC administrator Julie Warner. "The difference between traditional high schools and ALC is that ALC has many more choices because there are students of all different ages that come and go at different times, and they are more laid back because all there for different reasons."

A typical day for a majority of the students starts at 8:00 AM and goes until 2:20 PM. There are seven 50 minute periods, which includes a reading period where the students are expected to read for 50 minutes. They have a 40 minutes lunch break, where the juniors and seniors are allowed to leave school grounds for that time.

"I love the off campus lunch," said Senior Kyle Weber. "I usually go to Wal-Mart and just walk around or get something to eat."

"Off campus lunch is the best idea ever," said Senior Tim Stueve. "Although I sometimes miss the lunchroom at BHS."

"The school lunches weren't that great," said Salveson, "but when you eat fast food for lunch every day it starts to give you a gut rot."

Besides the off campus lunches, ALC has a lot of the same rules traditional high schools do. The dress code at ALC is the same as BHS, and there is still no smoking on the school grounds. However, the grading system at ALC is not the same. There are no grades given, but instead, the students receive a credit, half credit, or no credit for each class.

"I think that it is a lot easier getting credits rather than letter grades," said Senior Danielle Guderian. "It makes it a lot easier and a lot less stressful."

Most of the students that attend ALC like the school better than traditional high schools.

"ALC is 10 times better than traditional high schools," said Stueve. "The grading system is a lot easier and it is more laid back."

"I think that the teachers are a lot cooler and more laid back because there are smaller classes," said Weber, "I really like ALC. It is a better school for me."

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[Photo by Jolene Tokkesdal]
Students at Alternative Learning Center enjoy smaller classes. "It's more laid back because all there for different reasons," said Julie Weber, "I really like ALC. It is a better school for me."

In today's world, money is everything, and the same holds true for teenagers. With rising gas prices and a growing population of student drivers, having a job is a must. What happens, however, when students get jobs?

While working, students find ways of making money. The job is a big responsibility for teenagers, and begins in the pressures of the working world.

"I was told I had the homework and I had to do it, but I couldn't," said Junior Jessica Miner.

While working at Foss Bank, an accountant at a local bank, a student works from 3:30 p.m. until 8:00 p.m. and sometimes until 10:00 p.m. to earn money for school and extra expenses.

"My first night working there, they kept me there until one in the morning and I had to get up at six for church," said Lindborg. "So I wouldn't have any time for homework and be exhausted the next day."

According to state law, any person between the ages of 16-17 cannot legally work past 11:00 p.m. However, a number of local companies refuse to follow that law.

"One time, on a Friday, we closed at ten, but I ended up staying until twelve because I'm a head cashier and I have to close everything up," said Junior Kelly Schneider.

Schneider has been working there for three months as one of their four head cashiers. The responsibilities of her job are more than that of the average student because she is at a near-management position which requires her to work at least 30 hours a week.

"My job is definitely a big responsibility for a teenager," said Schneider. "Not many teenagers are in charge of all the cashiers working, and a lot of them are older than I am."

Being in charge of people that are older than her has posed its problems for Schneider, but she has dealt with it positively and not let it affect her responsibility.

"My responsibilities include being in charge of what everyone is doing, and keeping things running smoothly," said Schneider.

Having a good job teaches students both responsibility and good time-management, but it can sometimes take away from what they learn in the classroom and the time they have to do their homework.

"My grades have gotten lower and I don't have the time to do anything," said Schneider.

Students who get jobs find that they have the money to do the things they want, but not the time or the energy, and students without the money, often have all the time in the world. It is a never-ending cycle that teenagers will have to deal with for centuries to come.

"I wish I had more time for friends and homework, but not having a job isn't a possibility," said Junior Jessica Stuhr.

Stuhr works at Rem South Central as an assistant for adults with mental handicaps. On weekends, Stuhr usually begins her work at 9:00 a.m. and ends at around 10:00 p.m., adding up to about 13 hours. With that amount of hours, getting a job means more stress for teenagers and begin to feel the pressures of achieving in school along with the responsibilities of being a part of the working world?

The morning shuffle of students dies down as the last bell rings. The students pull out their notebooks ready to learn. From the Gold Rush to George Bush, the class is filled with history. Before he knows it the bells ring and the students are off again and the day continues.

This month's feature teacher is Scott Palmer. Anywhere from teaching American History to playing on the football fields to the track, Palmer is involved with all aspects of school. However, there are things he doesn't like about it.

"Those bells drive me crazy, they can drive anyone nuts."

After the final bell rings, Palmer enjoys spending time with his family. Palmer has been married for twelve years and has two daughters, Allie and Jenna.

"I like picking up my daughters from school," said Palmer. "And I also like to play outside with them. My oldest daughter Allie, she's eight, loves to go out on the boat in the summer time and tube. I love spending time with them."

Palmer started playing football at Moorhead State, where his teaching career began. One of his first teaching experiences included a summer job teaching at a Community Ed. Department. Later he got involved with teaching softball and doing park projects. His love for teaching continues to grow for his students year to year.

"I'm really glad I had him as a teacher," said Sophomore Michelle Paulson. "He is funny and really fun to joke around with. He is also really helpful."

Another day ends as the final bell rings, then it's off to track and then to do his fatherly duties: From teaching to coaching and to fatherhood Palmer enjoys everything about his job.

"I want them to remember me as a great teacher," said Palmer. "I want them to know I love teaching."

"I am deathly afraid of heights, ever since I was a little kid and I fell out of a tree in a tree house," Senior Tyler Moxin. "Ever since then I've been afraid."

The word fear, when brought up to students of Buffalo High School, means much more than the "real" definition.

In the Webster Dictionary, fear is defined as an unpleasant feeling of perceived risk or danger, real or not. Fear also can be described as a feeling of extreme dislike to some conditions or objects, such as: fear of darkness, fear of ghosts, etc. It is one of the basic emotions of life.

Fear varies from student to student, although some people share the same fears. Some fears are more extreme than others.

Heights, spiders, and death may be common, but when fears are looked at even closer you find people that have a fear of the sun, clouds or even grass.

"My biggest fear is sharks. I will not go swimming because I am deathly afraid of being killed by one," said Junior Gina Roberts.

"I don't know when exactly I started being afraid of sharks, probably around two or four years old. I guess I'm afraid of them because they are mean and they eat people."

Doctors explain [on www.health.net] that fears are a normal part of life, yet some can get so severe that it could cause anything from health problems to death.

For instance, if a person's fear gets too intense it could cause suicide.

"My fear of death gets pretty intense every once in a while," said Senior Mark Streeter. "But then I think to myself that when it happens, it happens, it's not like I can stop it from happening."

While some feel the intensity of their fears taking over, others are able to disregard them more easily.

"To me a fear is just a fear nothing else, its nothing to worry about to me, the way I look at it, is everyone has a fear, not just me," said Senior Chris Brophy.

"I think to myself that when [death] happens, it happens. It's not like I can stop it from happening."

"It's a way to express yourself," said Junior Shakeel Khan, "through music."

Hidden from the school, practicing in the morning before most students even arrive, and constantly preparing for their next concert, Jazz Band finds a way to balance work with fun.

"We're an easy-going group," said Senior Megan Redlin, "but we work really hard."

Unlike most activities, Jazz Band demands numerous practices before school. "Some people in Jazz Band don't want to get up early," said Senior Micheal Bennet. "You have to have commitment."

Of course, that commitment brings the band closer together.

"We have changing parties," said Redlin, "which is really weird. The boys used to have changing parties. (It's mostly boys; we only have four girls in Jazz Band.) They'd turn off the light and have music, and just party. It sounded really fun so we started a girls' changing party this year. We hope it continues next year. We have a lot of fun."

Students in Jazz I play in Concert Band right after practice.

"We get to school at seven in the morning to practice," said Junior Andrew Burns. "It's hard, but it's a good way to start the day. I have 45 minutes of Jazz Band and 80 minutes of Concert Band right in a row."

Most Jazz Band players prefer it to "dull" Concert Band.

"Compared to regular band, Jazz Band is really exciting," said Khan. "You get a chance to show off; you get to play your part. With smaller sections, you can be heard better."

"The Jazz style is so much fun," said Redlin. "You have to try it."

That style features many musical subgroups. "Jazz Band isn't just 20s swing music," said Burns, "It's also funk, fusion, rock and disco."

Many students have a few favorite styles. "I love Latin music," said Khan, "especially since I am a trumpet player. I can really hit high notes. And I love slow jazz."

Some feel the different style makes Jazz concerts more entertaining.

"Instead of listening to a Concert Band, the audience enjoys Jazz Band," said Burns. "Jazz concerts are a little more laid back and fun."

Many students switch instruments between bands. "I play the Tuba in concert band and the trombone in Jazz Band," said Bennet. "About half of our Jazz Band can play multiple instruments."

Redlin plays the Tenor Sax and Bass Clarinet. "I normally play bass clarinet," she said. "It's really hard to go from Tenor Sax to Bass Clarinet and vice versa. They're different, but it's fun."

"We all practice about the same amount of time each week so all of our Jazz Bands are really great," said Redlin.

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Extra Hours
For Jazz Band members, director-led practices are just the beginning for the Showcase.

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The Showcase Concert takes place May 12. The Jazz Band anticipates the event.

"Everyone should come and watch us at the Showcase," said Redlin. "It will be awesome. Hopefully a lot of people will come out and support the arts," said Bennet. "I'm excited."

For some, Jazz Band's influence may carry through to college and beyond.

"I want to do Jazz Band for the rest of my life," said Bennet. "I'm looking for a good college Jazz Band to be in next year. I'm majoring in music and accounting. It's a really good combination. I can use my right and left brain."

"I'm planning on doing jazz next year in college," said Redlin. "I actually got a scholarship."

Whatever their future plans, Jazz Band members will find a way to have fun as they await the Showcase concert on May 12.

The spotlight hits for the final time; the cast takes a bow. For some, this will be their last performance in their high school careers—for others, their first. The audience roars, and they realize the Spring Play was a huge success.

"It's nerve-wracking," said Senior Mike West, "because you're up there on stage and you're putting yourself out there and doing what you need to do. But it's also not nerve-wracking because you're not the only one doing it. It's kind of like a team. I'm not going to be going down without them, and they're not going to be going down without me. And I'm not going up without them, and they're not going up without me. So we support one another and it doesn't really matter what actually happens."

Nerves also play a role in auditions, where fear prevents some students from even trying out.

"To people who are too afraid to try out," said Junior James Person, "you shouldn't be so fearful. It's not the end of the world if you're not in, because you're giving up your social life if you do get in."

"Don't stop trying out," said Senior Jacob Cline. "Just because you didn't make this one doesn't mean you're not going to make any others. Keep trying out. If nothing else you have the experience of the auditions."

Practices vary in intensity.

"Sometimes practices are a little hectic and stressful," said Person, "but other times they're laid back and relaxed because you've been doing it for awhile. Usually practices consist of blocking scenes or running through the whole show. Or sometimes we'll have to go back and doing it again because maybe we didn't feel the emotion. And then we keep going until the next time we have to stop to work on something."

Once practice starts and line memorization begins, the actors start working on their characters.

"The most important part of character work," said West, "for me at least—is having all the lines memorized [...] I can develop a character, but I need to have my lines memorized. After that's done, you can start to think of why you're saying these lines, what they mean, what you're trying to do with these lines, if you have ulterior motives or whatnot. And then you can get a character."

"You have to know their personalities," said Cline. "You have to find people who would be like your character, because you have to have the same mindset as your character. You have to know what they would think, how they would react, and what kind of things they would do."

"I am by far the most normal character in the show," said West. "I don't know if it's supposed to be like that—or if I'm not doing my job right—but it's weird."

Although weird, the characters still have distinct personalities the actor shouldn't deviate from.

"Usually," said Person, "you can't let your own personality influence the personality of your character, because sometimes they are just too absurdly different. From the very beginning, we do character work."

All the while, drama rebels against its common stereotypes.

"We're not all the same," said Cline, "because the theatre department is so diverse."

The "theatre people" performed Good & Plenty on April 20 marking the retirement of some of drama's best veterans.

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Left: Tim Schmidt formulates a plot for a drug deal.

Above right: Amy Dyrdahl attempts to seduce her teacher, Mike West. The themes in Good & Plenty are plenty racy, but the cast felt any obscenity concerns were mitigated by the comic value of the show.

Niles Hickman (right) and Junior James Conrad (left) sit on Plenty's school board.

Fresh Faces: Plenty brings the stage young talent, some in their first BHS performances: Senior James Conrad, Sophomore Audrey Ashlock, Freshman Aaron Brown, Junior Amy Dyrdahl.

With spring sports starting, the Boys Tennis Team is practicing and preparing with an optimistic outlook to the season. The boys are starting off with confidence in their familiar teammates and little change in the lineup.

The boys on the Tennis team began playing the game years before they came to the high school.

"When I was five or six my mom signed me up for tennis at our country club," said Junior Alex Rixe. "I had a lot of fun with it. We used to have competitions who could hit the ball the farthest and into the pool."

"I started playing tennis in the summer before 7th grade at Family Fun Night," said Junior Aaron Gauthier. "I would go along with my sister and her friends."

Varsity sports teams in high school often consist of athletes who start out on freshman, or Junior Varsity teams. The tennis team is different. Most of the team made Varsity as freshmen and have at least three years of experience.

"Most of these guys came in as ninth graders," said Coach Jeff Lindstrom. "They earned varsity spots right away." That freshman packed Varsity team was uncommon when compared to previous years.

"There were eight or nine ninth graders on the team," said Rixe. "That's not usually the case. We have pretty much had the same core group of guys since I was a freshman."

The team feels they have an advantage over other teams for a variety of reasons.

"We are experienced," said Gauthier. "Most of us are multi-sport athletes. We've all been in tight situations before."

The tennis team also has two new additions from overseas in Brandon Hartley and Ivan Benitez. The two are expected to play a huge role on the team this season.

"It's mostly everyone's third year at least of playing tennis," said Rixe, "and we have two foreign exchange students that played at a high level in their countries."

"They've all grown just by having match experience and being put in pressure situations," said Lindstrom. "They've all physically improved. They're all stronger and faster."

The boys hold a positive outlook on the coming season and are confident in their experienced team.

"Michael Sicora will do well," said Rixe. "Everybody knows about Sicora, he and Benitez have a shot at state. Our whole team is talented and I think we will go far."

"We should be contending for the conference title this year," said Lindstrom.

The boys host Orono, Blaine, and Minnetonka at the Buffalo Invite Saturday at 9 a.m.

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by the numbers
1 - number of Sophomores on tennis team
2 - number of Seniors
7 - number of Juniors
2 - number of foreign exchange students
18 - total combined number of varsity season experience
10 - players on Varsity roster

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Foreign Exchange Student Brandon Hartley volleys the ball across the court at tennis practice. Ideal conditions for tennis with little wind and lots of sun enabled the players to take off their shirts and enjoy the sunshine during practices.

When Title IX passed in 1972, fewer than 295,000 girls participated in high school athletics. Now high school athletic programs boast more than 2.8 million girls nationwide.

"It looks at the four main things; the athletic programs the school has for both boys and girls, the number of participants in each sport, that you have equal facilities for both genders, and the amount of money," states Activities Director Tom Bauman.

According to Bauman, Buffalo High School's boys and girls athletic programs equally share approximately $800,000 of the school's budget each year. However, according to a report from Women's Sports Foundation, Title IX tends to fade somehow during the transfer from high school to college. The report states that for every tax dollar, 35 cents goes towards Division I and II women's athletics, while 65 cents goes towards men's athletics. Similarly, each year NCAA membership institutions reward $133 million worth of college athletic scholarships to male athletes--36% more than that granted to female athletes.

"A reason that more money gets spent on men's athletics or scholarships could be advertising," speculated Bauman. "Advertisers are going to want to fund the most popular sports."

In a study done by the AAF, in the six weeks of television sports news sampled, women's sports received 5% of air time. Therefore, advertisers remain inclined to invest their money during sports which generate more viewers.

"In general, a lot of guys underestimate girls' ability to play sports. There are some really aggressive girl players at Buffalo," said Freshman Ben Stevens.

"In relation to athletics, Title IX states the amount of money you spend on the boys' and girls' programs has to be the same," said Activities Director Tom Bauman.

"We're not, a study done by Barnard College shows that men are more anatomically fit for physical activity. The average male possesses a larger, more muscular chest, broad waist, narrow hips, and longer, more muscular leg. Females build little muscle in the chest and possess a constricted waist, broad hips, and short legs. The male body also consists of about 10 times the testosterone than that of a female. While testosterone aides the athlete, promoting the growth and repair of muscle tissue, estrogen, the female hormone, restricts the growth of fibroblasts which make up the collagen in the ligaments and tendons." [unreadable attribution]

While some think society hinders females from overcoming this, others believe it is all up to the individual.

"When I was in high school we had separate track teams and we didn't associate much with the girls' team," said Scott Palmer. "Here at Buffalo we're coed and it's nice because we've developed a kind of family atmosphere. We learn from each other and we cheer each other on."

"Society tends to steer boys and girls towards certain things and products," said Palmer. "We're in our environment."

Yet others believe that a true athlete refuses to let factors like society deter them.

"It's completely up to the individual; if you really want to play a sport, you'll find a way to play it," said Junior Anna Gutknecht.

"Here at Buffalo we're coed and it's nice because we've developed a kind of family atmosphere. We learn from each other and cheer each other on," said Scott Palmer.

"Girls have to refuse to let these stereotypes from hindering them," said Bauman. "They need to realize that it's okay to work out in the weight room or go for a run after school."

Yet records show that for years female athletes at Buffalo bridged that anatomical gap between males and females.

"We've had some extremely strong and determined girls in track," said Palmer. "Everyone is born with their own talents, and they hone those skills to the best of their ability. Male or female, it all comes down to the individual."

With the new athletic conference, competition may be allowed to heat up along with the improvement of teams.

Wins and losses last year put BHS in a considerably low ranking in the North Suburban Conference. But that is not going to happen this year with the new Mississippi 8 conference. This year is one of the bigger years for BHS. One main reason is the competition that now exists and the improvements the teams strive to make.

"The changes have opened doors for both improvement and self-ability," said Sophomore Jenna Samuelson. "Not only that, but the competition is better."

Improvement is just one of the many changing factors that contribute to the winnings at BHS. It just doesn't take a team of one to make something happen, but instead taking the individual talents, and putting them together. Coaches have stepped up in pushing athletes to succeed in what they have always dreamed of, and then making that dream a reality. Besides the motivation given by the coaches, athletes must strive to succeed using both their mental and physical abilities. Today, athletes are constantly training harder, and pushing themselves to the extreme.

"Fricken right we are going to improve," said Junior Ray Heinkel. "We are going to have to, to make our team great."

Improvement is something that everyone wants to achieve, but it's the competition that will make it happen. This year, teams have and will experience a new taste of competition and achievement. Many components of individual competition differs while a few remain steady throughout numerous athletes. Many student athletes feel the need to strive for the number one spot, because there's no room for second.

During a neck and neck race, is when athletes reach realization that this is the best race and no one is going to ruin it. Many seem to think that competition is easier and will be easier than last year, however it is not all about the perception, but being able to prove it.

"The competition may be easier for an individual," said Junior Allie Eckhoff. "But, it's the team's performance that affects us all."

The change here at BHS is essentially positive, especially for the improvement of our athletes, the upcomming competition, and the ever so growing participation in high school athletics.

"It just makes sense," said Activities Director Mr. Tom Bauman. "We are growing faster and needed a new change."

Members of the Track and Field team do push-ups beside the BCMS pool. Track athletes go to the pool at least once a week to work out and use it as an alternative way to train for meets.

Photos from around the spring athletic spectrum

Above: Junior Margaret Suerth prepares to catch a ball at softball practice. The girls face Big Lake tonight at 4:30 at Big Lake High School.

Above Right: Sophomore KC Kane tees off at Wildmarsh Country Club during a practice. Kane plays the number one slot on the Girls' Golf team and went to state last year as a Freshman. The girls take on Monticello today at Oakdale Golf Course in Buffalo Lake.

Senior Mitch Decker pitches the ball at a home game versus St. Paul Harding. Decker, pitching a no-hitter, led the team to a 10-0 slaughter. The boys play at Big Lake today at 4:30.

Picture this.

You're preparing for the 3200 m run. This meet could skyrocket the team into the finals. You feel nervous under all the pressure. You get in the starting stance, waiting for the starting gun to sound off. What happens next? A number of things here could happen, but it all depends on how well you prepare for the meet.

The members of Track and Field all have different rituals they do to prepare for meets. Rituals that give them confidence, help them relax, and even take some pressure off their mind. There is a different meaning of Track to all of them, and different reasons why they join.

"A lot of preparing for a meet is mental," said Sophomore Kayla Christoffersen. "I visualize myself running fast. Then I go out there and do it."

Training and practicing for meets in Track is a top priority. Practices occur each day after school. Certain teams practice on Saturday mornings in order to prepare for upcoming meets. The members practice in different areas such as the activity center, and the BCMS track and pool. During practices, the team receives time to socialize with friends.

"I like Track because you get to talk and hang out," said Christoffersen. "We get to train to become a better athlete at the same time."

Track is a very popular sport in high school, but why are students in Track? There must be more than running, jumping, and socializing to it.

"Track is something anyone can do," said Coach Scott Palmer. "Track requires all different talents from the students. Track and Field needs a variety of talents because of the various events that make up a track meet. We need sprinters to sprint, throwers to throw, people who can jump high, and people who can jump far."

With all the members in track, people would think it would be hard to hand out awards to those who stand out performance-wise, but each year certain members receive awards for outstanding ability and determination.

"The people that stand out at the meets are the ones that are confident in themselves because they believe they can do it," said Sophomore Logan Carlstrom.

Track is an everyday practice sport for its members. It takes up a good chunk of their time with both practices and meets. So it must mean something to the members for them to stay in it throughout the season -- because it means something to them.

"[Track] is one of the few sports where it requires nothing but pure athletic ability," said Sophomore Brendan Brophy. "Track is very important to me."

Since Track members have goals set, by coaches or themselves, coaches highly recommend attending as many practices as they can. Track requires participation, goal setting, and reaching those goals.

"The practices help me to keep busy," said Sophomore Michelle Rinas. "I learn new things each day. Setting goals is important in track. It helps you reach them, and it teaches you discipline through working hard and seeing the results in the end."

While Senior Corey Meyer anticipates his landing at the St. Michael-Albertville meet, other track members anxiously prepare for their events. Buffalo took a strong lead early on this season, in order to prepare for the competition to come. Each event requires different talents, which allows a wider variety of student athletes to participate.

Fifty meters after the start of the Men's 200 hurdles, Senior Justin Vankeulen leaps over a set of hurdles in attempt to take the lead. The Mississippi 8 brings more competition than in previous years. STMA proved as one of the most competitive teams in the conference, as well as in the state competition.

The Special Education hallway does not receive much attention from the students rushing by on their way to lunch. It seems to be the least busy place in the school, tucked behind the main office. It only takes a few steps inside to discover that the hallway and attached classrooms are teeming with energy and led by energetic, dedicated members of the staff.

Three of the Special Education instructors had a personal experience that led them to this area of education. From that, they discovered that Special Ed. was a good fit for them.

"When I was twelve years old, I started working with a young lady in my town with cerebral palsy," said Special Education Teacher Jane Burns. "I knew that was what I wanted to do. I am now in my 35 year of teaching and I am retiring this year."

The typical day for a Special Education Teacher looks different than other teachers. Although basic subjects such as math, English and science are covered throughout the day, they also work in five "transition" areas; leisure recreation, home living, job training, community training and post secondary. Some students also participate in Functional Industries, which helps the students prepare for life after high school and finds them jobs which are a good fit for them.

It is difficult to plan out the day completely, though, and teachers prepare for interruptions.

"There's no such thing [as a typical day]. It is hectic all the time," said Special Education Teacher Julie Wenzel with a laugh. "We're frequently interrupted so it's hard to plan."

With a small amount of students coming in and out of their classrooms throughout the day, Special Ed. teachers enjoy getting to know who their students are on a deeper level than the mainstream teacher to student ratio allows.

"We get a lot more one on one time, because they stay with the same teachers," said Special Education Teacher Amy Jenson.

"When I taught Tech Ed," said Wenzel, "I had 150 students. I wasn't able to develop the relationships that I can with 10 students."

Being able to watch individual growth of students is a result of these close ties with them. Not only are the teachers involved with the kids, but also with families. This connects the teachers even closer with their students and increases the enjoyment at their progress.

"The accomplishments of the students are the most rewarding thing," said Burns. "It gives you the desire to do more."

Stories of their experiences abound in the teachers' memories, funny ones but also very touching ones. Wenzel had an autistic student who completely avoided human touch. One day, something traumatic happened to one of the other students, and the class took the day off to talk about it. It was an emotionally draining day for the teachers and students. Afterwards, the boy approached Wenzel, gave her a big hug, and said, "Sometimes, this feels more like a family than a classroom."

"That made me cry," said Wenzel.

The teachers are happy with what they've seen at Buffalo High School: When their students attend classes, mainstream teachers and students receive the Special Ed. students well. "Mainstream teachers work hard to accommodate and the student population is very accepting," said Wenzel. "I think kids go out of their way to be accepting."

"All of us have different disabilities, just in varying degrees," said Burns. "[Mainstream kids] should concentrate on abilities rather than disabilities."

At times teaching Special Ed. can be a difficult job. Many of the children have different schedules and places they need to be, interruptions are frequent, and each student has unique needs.

"It's a very demanding job, with a very high burnout rate," said Wenzel. "People like Burns are an exception."

Despite the demands, it is apparent the love that the teachers have for their jobs. They talk about their students with a smile and bring energy to the hallway behind the office. This attitude comes from a true love of what they do.

"There are very few mornings where I wake up and don't want to go to work," said Burns. "I really love my job."