Arlingtonian, vol. 4 2019-2020

CO M I C RE L I EF : WHY OUR GENERATION MAKES EVERYTHING A JOKE READ NOW ON PAGE 16

ARLINGTONIAN STU D E N T N E WS M A G A Z I N E Februar y 14 , 2020 Vo l u m e 8 3 , I s s u e 4 Upper Arlington High School 1650 Ridgeview Road Upper Arlington, OH 43221 COVER ART BY SOPHIA SHEN

Sc ho o l suppl i es, paperb a ck bo o ks , gi fts i tems and appa re l

fo r G o ld en Bear s o f a ll sizes Open school days from 7:50 a.m. to 3:15 p.m.

(614) 487-5237 � bearessentials@uaschools.org #HereforUA

adundantlyannanoel.com a blog by a former UAHS student

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EDITOR’S NOTE

ARLINGTONIAN VOLUME 83 • 2019-2020 FEBRUARY 14 , 2020 • ISSUE 4

EDITOR IN CHIEF

Molly Mitchell DIGITAL EDITOR

Hallie Underwood MANAGING EDITOR

Josie Stewart

L

COPY EDITOR

et me begin by letting you know that this editor’s note will be cheesy. But it’s Valentine's Day, and I am an 18-year-old high school student. Almost everything I write or say or do today will be cheesy.

This February, Arlingtonian has kind of become a hug fest. I love the supportive environment we've created in Room 221.We've had tough, emotional conversations with administrators and pushed ourselves into forward progress— even when it seemed impossible. The staff was short $3,000 four weeks ago and, by the work of 19 alreadyoverworked students, we got nearly every cent fundraised. Thank you to everyone—especially our hardworking substitute adviser Robin Mollica—who contributed and helped us this month.

Despite some setbacks, we’ve made one of our best issues to date.

Knit-picking what is funny, what is not and why, Sammy Bonasso, Callia Peterson and Josie Stewart uncover the value and harm of humor in the ARLINGTONIAN EDITOR IN CHIEF centerfold.

Noah Mizer and Ben Rigney-Carroll look into Life360 and popular tracking devices used in many of our households on page 26. Interviewing app users, they reveal the safety and trust issues rooted in our own phones.

Reflecting on the past rotation, seventh period has definitely been stressful, but always exciting and fulfilling. I can say with confidence that I have never been prouder to lead this team of motivated, compassionate journalists.

More than someone you love, celebrate this year’s Valentine’s Day with a group of people that you are proud to call your friends. Whether you’re playing in the Coffman game tonight or chanting from the sidelines, appreciate the team of people around you. And after the game, celebrate the holiday of love with a group of friends in the center of the Fifth Quarter Dance dance floor. I think that Valentine’s Day is more about teamwork and friendship than it is about romance anyway.

Happy Valentine’s Day, Bears. And #BeatCoffman. arlingtonian.com

@uaarlingtonian

@uaarlingtonian

Sammy Bonasso PODCAST & VIDEO EDITOR

STAFF WRITERS

Ellie Hartranft

Alicia Howe Ariana Kanchuger

Ayah Elsheikh Maya Mattan Noah Mizer Callia Peterson Alexa Roberts Ben Rigney-Carroll Olivia Smith

PHOTOGRAPHERS

GRAPHIC ARTISTS

ARTS EDITOR

Grace Call MULTIMEDIA CONTRIBUTORS

Bridget Mitchell Gabrielle Shell Pierce Thompson

Morgan Plagenz Sophia Shen ADVISER

Carol Hemmerly

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EDITORIAL POLICY Arlingtonian is a studentproduced newsmagazine published by Journalism III-A students at UAHS. The publication has been established as a public forum for student expression and for the discussion of issues of concern to its audience.

It will not be reviewed or restrained by school officials prior to publication or distribution.

Arlingtonian welcomes letters to the editor, guest columns and news releases from faculty, administrators, community residents, students and the general public. The

Arlingtonian editorial board reserves the right to withhold a letter or column and return it for more information if it determines the piece contains items of unprotected speech as defined by this policy.

The Arlingtonian staff raises and pays all printing and production costs through advertising sales, donations and fundraisers.

The Editor in Chief shall interpret and enforce this editorial policy.

To read our full editorial policy, visit our website at arlingtonian.com.

UA SPEAKS LETTERS TO THE EDITOR

Teachers and administrators said the iPads would be better. Their defense boils down to the iPads having touchscreens with Apple Pencil support and rejecting students anger about their lack of keyboards by saying that unlike previous generations, ours was comfortable typing on touchscreens and didn’t need physical keyboards, while citing no real evidence or data.

Months after they’ve been issued, many students will still openly criticize the iPads. Their lack of a keyboard being used as an easy out when their opinions are questioned, yet neither the school district or any organization has bothered to collect meaningful data on students use of the iPads. Arlingtonian found in the fall issue of the magazine that only 48 percent of students “feel the technology issues have been resolved,” but being a voluntary survey, the results could be skewed. In Eight in Eight in the same issue, seven of eight students were quoted as having feelings against the iPads. Of course, a sample size of eight doesn’t really get anywhere either. All this lack of data leaves us in the dark as to how good of a decision the district made.

This lack of data goes hand in hand with a lack of information being accessible to students online, with many websites blocked by Lightspeed Systems. The blocking of Amazon, for example, can easily be justified. But many other reputable sites, including Wikipedia, require you to be logged in to view them, hinting that they are not available for other age groups. The lack of online content keeps young children away from raw information that could change their perception of the world.

In an age where it can be difficult to discern fact from fiction, please UA Schools, don’t make it any harder than it should be.

FRESHMAN CATO WEISBERG 4 | ISSUE 4 | FEBR UA RY 14 , 2020

to the most recent data from the EPA’s The new Upper Arlington High Emissions & Generation Resource School which is set to open to students Integrated Database. in the Autumn of 2021 will not be While the District typically stands outfitted with solar panels. I find this proudly as a bastion of innovation particularly disappointing because in central Ohio, this aspect of the the current high school has solar District’s Master Plan ought not be a panels. Installed in 2007, these panels source of pride for Upper Arlington were intended to provide 2 percent residents. of the school’s energy, and they’ve ANONYMOUS saved thousands in electrical charges over their lifetime, but it’s unclear Letters to the editor are sent to a whether the panels are still in use. It’s publication to reflect the views and concerns nevertheless disappointing that the new school won’t take advantage of the of its readers. Letters to Arlingtonian are sun’s power. encouraged and can be emailed to the editor at It’s not as though the idea to arlingtonian@uaschools.org. have panels on the new school wasn’t presented to the powers that be. In 2018, in a survey regarding plans for the new school, five responses Text Ben R-C at (614) 352-9770 to apply expressed a desire for the school to - must be a sophomore or older have solar panels.

- preferably between 5’ and 5’8 We can - must be female look to data to evaluate the - must submit a paragraph to the consequences of contact above about why they wish to this reprehensible be picked design overlook.

In 2008, the first full year the High School had solar panels, the panels generated 1455.36 kilowatt hours of electricity.

Assuming this to be constant, losing these panels corresponds to a pernicious 2147.14 pounds of carbon dioxide being released into our community each year, according

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Another Cinderella Story Cast members weigh in on the behind the scenes of the annual musical, Cinderella.

BY MOLLY MITCHELL, '20.

GRAPHIC BY SOPHIA SHEN, ‘21.

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Cinderella opens in the auditorium on Thursday Feb. 20. Under the direction of Jackie Comisar, who directed Anything Goes in 2018 and Mamma Mia! last winter, Cinderella offers a twist on the classic fairytale. The musical was written by Oscar Hammerstein with music by Richard Rodgers to adapt the original Cinderella film into a musical with a unique storyline.

Auditions were held for character positions before Thanksgiving. With both small group and individual auditions, students prepared a monologue, musical side and dance number.

Junior Natalie Harrison, who plays Ella, was in the chorus for her past two years in the musical. With experience in these and the Little Theatre’s The Laramie Project this fall, Harrison was excited for the audition process to begin.

“I was so excited to do the musical again because I had done it for the past two years,” Harrison said. “But I was very nervous. I get really bad performance anxiety.”

The cast list was posted on the Upper Arlington Vocal Music website and students found out which character they would develop into over the following three months.

For Harrison, getting cast as the lead female came as a complete surprise.

“I was shocked. I was so surprised,” she said. “I didn't even audition for Cinderella. I literally put 'chorus' on my cast card and one of the step sisters just for fun.”

The cast started rehearsals after school on Dec. 2. Student directors Phoebe Pappas and Lydia Silver, who assist Comisar in behind-the-scenes decision making, took charge of character development sheets. Each cast member outlined the backstory for their character—even if their backstory may seem insignificant to the audience.

“No character development sheet was more important than the next. Natalie made hers 16 pages and it was one of the most touching things I have ever read, but also [there are] chorus members and people who stand on the balcony that have a whole backstory that they made for themselves,” Pappas said. “And I think that is so important. “ With 62 cast members, every group dance number requires the full attention of the cast.

“We are all learning that every part of the show, every movement whether you're picking up a book with your right or left hand, is so vital to how they want it executed,” Pappas said. “Little things that you would never think takes ten minutes to execute. It's bizarre.”

Silver agreed that the performance will be beautiful, because every movement and line has been thought out by the directing staff.

“Every detail is thought out. And when you get to these giant group numbers, that is multiplied by 100,” she said.

Aspects many remember from the animated Disney movie are the magical transitions between reality and fantasy. The onstage set features similar transition features that will excite the audience.

“The theatrical tricks in this show are so cool,” Silver said. “We are going to have transformations on stage in the blink of an eye.”

Harrison elaborates on the surprising excitement the show should evoke to its audience.

“Some people might think Cinderella is going to be boring, because it's a Disney princess, cliche, romantic story. But specifically, this version of Cinderella has so much more substance to it that it is really for everyone,” Harrison said.

Tickets can be purchased on the UAVM website (uavocalmusic.org) or at the door.

Pappas encourages her peers to attend one of the four performances.

“It is funny. It is goofy. It's elegant and graceful and magical,” Pappas said. “The variety of substance in the scenes is all so different but morphs into one big beautiful Cinderella show that everyone should come see."

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A Chain Reaction Students and faculty respond to the causes of stress and anxiety at UAHS.

BY MAYA MATTAN, ’20 AND HALLIE UNDERWOOD, ’20.

GRAPHICS BY SOPHIA SHEN, ‘21.

“C

an you hear the sounds of your head exploding from all the stress?” junior Sara Kahvecioglu said.

“It’s like a chain of dominoes, or a card tower.

If any of these factors aren’t fulfilled to your expectations…If a domino is nudged or a card blown on, it’s a chain reaction.

Everything falls apart in your brain, and you’re left reeling with a lot of baggage pressing down on the big red button called ‘panic.'"

Students at UAHS are reporting an increased amount of academic stress, aligned with the statistics regarding stress and anxiety for teenagers in the United States. Community members hope to find a solution to this problem by looking at a variety of possible factors as the district announces a plan for a well-being initiative levy.

According to a report published by the American Psychological Association, neurotypical teenagers in 2000 reported more anxiety than psychiatric patients in the 1950s.

Since the statistic was published, stress has further increased. The Pew Research Center reports that 70 percent of teens say that anxiety and depression are a major problem among their peers.

Academics were reported as the largest problem teenagers face, with 61 percent of students feeling “a lot of pressure to get good grades.” High-school students who plan to attend a four-year college after graduation felt more pressure to get good grades, like most students at UAHS. A voluntary Arlingtonian survey of 278 students shows that nationwide statistics hold true for students at UAHS. Ninety-nine percent of the students reported they have experienced stress due 6 | ISSUE 4 | F EBR UA RY 14 , 2020

to school. Eighteen out of 22 teachers surveyed reported that stress is a major problem among students at UAHS. Additionally, guidance counselor Heather Peebles said that counselors conducted a survey a few years ago and asked students, staff and families what concerned them, and stress was above 90 percent.

Social studies teacher Joe Endres said that guidance counselors, administrators and staff members were told there is an epidemic of stress and anxiety among teenagers in the United States, and this generation at UAHS is experiencing more stress and anxiety. He also mentioned faculty is now expected to be more conscientious, talking more with students to aid well-being in the classroom.

ACADEMIC ADVERSITY Endres identified in his class discussions with approximately 80 students that a culture of academic pressure can be a factor in student stress.

“Everybody [is] concerned about college, for example, and it seems like college readiness is something that is forced upon you starting in middle school, and there’s a sense that ‘I don’t want to go to Columbus State. I want to go to Duke, Stanford, something big, at least Ohio State.' And there’s a sense that ‘I got to go someplace good,’” Endres said.

Whether through college, competitiveness, the need for perfection academically or otherwise, Kahvecioglu said she feels there are academic expectations at school that cause stress.

“There’s the basic expectation that you ought to do well in FOLLOW US ON TWIT TER @UA ARLINGTONIAN

your classes. There’s the fact that you want to fit in with your about different things. And many of us have dreams of going peers, or at least be someone to hold regular conversation with,” to colleges that look for dedication to various extracurriculars, Kahvecioglu said. “There’s also the thing about your future activities and leadership positions in them. We really feel depending on a couple points difference in your letter grade, the weight of extracurriculars and school at the same time,” which impacts your GPA, which makes the difference whether Strickling said. you make the requirement of a university entrance process— whether you actually make it out of the hundreds of other DIGITAL DISTRACTIONS applicants with applications just as good as yours.”

According to research done in a study at the Department The same survey indicated that 49 percent of students of Teaching, Learning and Culture at Texas A&M University, believe that technology is a factor that causes stress, and 77 high school juniors and seniors that regularly interacted with percent of students believe that technology is a factor that academic stress during early adolescence had lower grades causes lack of sleep. during high school. When 1,034 high school students were After consideration, Endres believes technology and interviewed and results underwent multiple regression analyses, social media play a significant role in stress and anxiety school-related stress caused a decline in academic performance among students. in high school.

Endres surveyed 44 of his AP European history The abstract of the study stated that “these results suggest students in regards to their screen time and found that for students in high stress school environments, an increase they spent an average of 4 hours and 43 minutes in academic expectations may serve to increase their schoolper day on their cellular device. related stress and impede their academic performance.”

“I think these things contribute to your Kahvecioglu said middle school heavily influenced her stress in a variety of ways. There is social opinions towards her well-being. media and constantly getting input from “Actually, in middle school, I had a much more negative view social media. That has a lot to do with on the effects of stress and anxiety. I thought I was a wuss if the constant pressure of wanting I felt any of these things. I still do, sort of. Ingrained thoughts to be [a certain way],” Endres aren’t easy to break off the rails,” Kahvecioglu said. “Then I said. “There’s no escape. You made different friends in high school, who are pretty much pros are constantly trapped by at weathering stress and anxiety just to get through the day. the information that is Seeing them, and being taught about how asking for help is not coming at you.” a weakness, and listening to the different effects stress has on Kahvecioglu resilience really changed my perspective on how stress affects me. does not have I’m still stuck in the same mental ruts that I’ve had since forever.”

In addition to academics, Endres sees that extracurricular activities play a role in students’ time.

“Clubs, sports, and work really eat away at your time.

So you get done [with school] at 3:05 p.m., but you’ve got lacrosse practice until 6 p.m., or something like that,” Endres said. “Sometimes kids don’t get home until 7 p.m., and then they get to eat and relax, but how much time do you have to relax if you have three hours of of students have experienced loss of homework waiting for you? So you might not get to sleep sleep due to the stress of school work. until 1 a.m., and then before you know, you’re up again.”

In Arlingtonian’s student survey, 83 percent reported they were a part of a club, group or organization at UAHS. Senior Audrey Strickling has been a part of various extracurricular of students have experienced activities throughout her four years of high school. stress due to “The time and energy that I put into robotics, school.

Mock Trial and Idea Day cause me to feel anxious about when I will complete assignments and also get enough sleep and hang out with friends,” Strickling said.

She believes other students would agree with her.

“I feel as if my peers and I have of students do not believe difficulty balancing everything and of students experience loss that school is conscious of being able to say no to things of appetite due to stress. stress and anxiety. because we are all very passionate

88%

99%

73%

54%

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▲ RELAXING WITH ART Senior Claire Powell created Art Therapy club to encourage students to alleviate stress.

PHOTO BY GRACE CALL, '20.

Artistic Outlet Art therapy is a new creative way to express emotions visually. This type of therapy can help reduce anxiety, relieve stress, emotional trauma, depression, and addiction.

Overall, it is supposed to improve mental health and well-being.

Art therapy can be created by all sorts of techniques, such as drawing and painting or collaging and sculpting. It is an easy way to show emotions through abstract lines and color. Art therapy can never be wrong. The goal is to explore subconscious feelings artistically.

For senior Claire Powell, her use of art therapy was purely just for relaxing. She created a club that used to meet weekly to spill self expression silently.

Powell said, “It was a nice way to express emotion, in a way other than talking about your feelings.”

Recently, she shaped her capstone around art therapy and, specifically, the effect it has on elementary school ESL students. It is a unique communication method where there is no language barrier. Powell believes there's always the thrill of seeing what people create.

“It’s cool to see what people end up with because you never know how it is going to turn out," she said.

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a social media presence, but sees the influence technology has on herself and her peers.

“We’re smack dab in the midst of an information age,” said Kahvecioglu. “Anything funny, anecdotal, ridiculous, ridiculously cute goes straight onto social media for the whole world to see. And you can’t take that stuff back. Once that post of whatever social faux pas is on Twitter, it’s there forever. Just imagining that gives me proverbial gray hairs. Plus, surfing the Internet is a great procrastination method. So yes, technology plays a huge part in stress,” Sophomore Alekzander Mazzaferro believes that social media plays a role in stress for many, however does not believe that social media directly influences his stress levels due to his awareness of how much time he spends online.

“I see in a lot of my peers that social media and technology can play a big part in their stress. It’s a big stressor for some, because they are constantly caring about how many likes they get or how many followers they have” Mazzaferro said. “Some people don’t believe that their stress exists and some are too sensitive to talk about the negative aspects of social media.”

Strickling believes that the media on her phone also influences her perception of academic success.

“I have the PowerSchool app on my phone, and it is both a blessing and a curse,” Strickling said. “I always get notifications when teachers put in assignments, and therefore I could be anywhere and seeing a bad grade can affect my mood and stress levels. It helps me to know when to seek help academically, and I feel my grades are better because of it, but it wasn’t until senior year that I realized how much stress it caused me to always be able to pull up my grades. It’s sad because I think some of my classmates see going to school as a game, and their Powerschool as a game rather than learning from failures and following their curiosities.”

Endres is thankful that he was more distanced from his grades when he was attending high school in the late '80s and early '90s. “When I was in high school, we got our grades four times a year on a grade card, and that was it. And so I wasn’t constantly being notified about what my grade was,” Endres said.

MOVING FORWARD Fifty percent of students believe the school district is conscious of stress and anxiety among students. Moving forward, the district has introduced a wellness plan to enhance the experience for the UA community that includes diversity, equity and inclusion, social-emotional learning, grading practices and the use of time initiatives.

Mazzaferro believes that in the future there should be more openness regarding this issue in the community.

“I hope that in the future mental health issues are accepted and that the district helps to teach how to cope with it and reduce it,” Mazzaferro said. “The school could interview students to understand students.

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BLURRED LINES Students and faculty are begining to evaluate stress and anxiety in the community more holistically, pointing to the combination of many factors, including an overuse of social media.

PHOTO BY GRACE CALL, '20.

understand the problems, and they could encourage more of a group involvement to solve these issues.”

Superintendent Paul Imhoff said the well-being initiative for students and faculty is to be implemented into the UA school district this year. The goal is part of the district’s new strategic plan.

“The November 2020 ballot issue is part of the regular school funding process for districts like ours here in Ohio.

Basically our revenue remains flat as inflation increases the costs of operating,” Imhoff said. “We need to come back to the voters every three to four years to ask for more money to keep up with the costs of doing business.”

Imhoff has expressed the urgent need for a focus on wellbeing in schools across the country moving forward.

“When I talk to colleagues from nearby schools or from other states, they all echo this same idea. Students are experiencing high levels of stress, and schools are seeing an increase in mental health and support needs,” Imhoff said.

Endres said he is writing an essay based on the responses to his discussions with students that outlines the factors at UAHS that could influence stress and anxiety levels.

“I actually told my students that since they write essays for me, I’m going to write an essay for them. So I’ll provide … a summary of what I learned from them, letting them critique it.”

Endres said.

For Kahvecioglu, the roots of this epidemic remain complex, and many of the factors influence each other. She emphasizes that individuals pay attention to their mental health just as much FOLLOW US ON INSTAGRAM @UA ARLINGTONIAN

as their physical health to avoid succumbing to the negative aspects of stress culture at UAHS. She believes that with technology and other factors not disappearing anytime soon, asking for help should be accepted and enforced at UAHS. While appointments can be made to speak with a student’s guidance counselor at the Counseling Center or at the UA Schools website, walk-ins are always welcome and there will always be someone there to assist you.

“I’m still stuck in the same mental ruts that I’ve had since forever, but now I know that’s it’s okay to ask for help,” Kahvecioglu said. “If trying to get myself out of a situation hasn’t helped, then maybe someone can help get me out of the hole I’ve dug myself into. It’s cheesy, but just because it is, doesn’t mean it isn’t true.”

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Q: Do you see yourself working with kids for a long time?

KINDRIX: Yes. This is gonna be the job that I probably retire from. That’s what I was thinking when I came to work here. I like doing it. It doesn’t feel like a job really, because I like it.

Q: Are there any relationships that you’ve been able to build with students that really impacted you? Are certain students in particular that you have stories about?

One of a ‘Kind’ Staff member Monique Kindrix discusses spreading positivity through her interactions with students at UAHS.

F

BY AYAH ELSHEIKH, ’20 PHOTO BY GRACE CALL, ‘20.

GRAPHICS BY MORGAN PLAGENZ, ‘21.

KINDRIX: Yeah, there are a lot of stories because someone always says something or… tells me something [that] I did not expect. Relationship-wise, there are students who tell me [that] they are getting bullied and stuff like that, and I don’t like that, so I want to give them a positive [outlook]. [I want to show them that] coming to school is not a bad thing. I don’t have particular students that I have stories about, but when you tell me a story about what’s going on in your life, I remember it. I always want to follow up and know more.

Q: Are there any details that you wish students knew more about in relation to the staff that works in the cafeteria or about you personally?

KINDRIX: I wish everybody knew how much dedication we have to the students. There is not one person [in the cafeteria] that does not care about the students. If they feel like they can’t eat anything, someone always wants to help. You can always eat!

There’s no person that will turn you away. And something about me? I’m not as positive as I am made out to be. I mean, that’s probably a negative thing, but my view on the world is starting to change.

Q: What is making your views change?

ollowing in the footsteps of her father who has been a staff member at Jones Middle School for 20 years, Monique Kindrix has been working at UAHS for almost three years. Now a recurring friendly face in the cafeteria, she discusses how the students she interacts with have shaped the way she looks at the world.

KINDRIX: When I see that you guys are the future, [I know that we] have to treat the younger generation with respect. Kids are going to save us and if you are negative toward them or always trying to degrade them or put them down, it hurts. You should not make [students] feel like they are the bad guy. I always give kids the benefit of the doubt. That’s huge for me. Maybe they’re having a bad day. I don’t think there’s any bad person.

Q: You are well known as a very positive person to interact with within the school. Where does the positivity stem from?

Q: How do you think we can all help each other?

KINDRIX: To be honest, you guys give me a huge boost. There will be times when I am not having a good day and as soon as lunch starts—as soon as I say ‘Hi’ [for] the first time—my day turns around. I love the kids here. I have not met one student here that is mean or has a nasty attitude or is negative. If everybody is nice, there is no reason why I should ever be mean.

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KINDRIX: Most of the time [people want to do bad things] because they feel alone. If they are feeling down in the dumps, they can not give anything. I always want to give so people can give, too. That’s why I try to remember everyone’s names. There were some kids who would never talk to me and now they do— like a full-blown conversation. It feels so good. I love when you guys come and say "Hi" to me. I love all of that. It makes me feel good, because sometimes I’m like, ‘I want this day to be over,’ but as soon as lunch starts I’m like, ‘Nope! I’m ready! Let’s go!'

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Scan the QR code with your phone or apply at www.governmentjobs. com/careers/uaoh.

PARKS & RECREATION DEPARTMENT @CityofUAPR | upperarlingtonoh.gov

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Always in Step Junior Claire MacLaughlin dances for the Academy Irish Dance Company, for which she has competed and won world championships. BY JOSIE STEWART, ‘21

F

or junior Claire MacLaughlin, spray tans and wigs are part of her uniform for her competitive sport. Instead of taking the field or the ice, MacLaughlin takes the stage with her company members multiple times a year to compete in Irish dance.

“I dance at the Academy Irish Dance Company in Westerville,” MacLaughlin said. “[I started] when I was eight, [and] I have been all over the United States [for competitions].

She started dancing after being introduced to it by her neighbor and started with ballet and tap before taking a special focus on Irish dancing. Now, MacLaughlin is in the studio anywhere from three to six days a week depending on the date of a competition.

Besides rigorous preparation for competitions on a world stage, MacLaughlin enjoys the benefits of traveling across the country and globe to compete.

In three years alone, the world competition has taken place in Dublin, Ireland; Glasgow, Scotland and Greensboro, North Carolina. Being able to compete, though, is no easy feat.

“There are a lot of girls who want to be on the [Worlds] team, but my teacher just selects who gets to be on it,” MacLaughlin said. “Only the top one percent of Irish dancers get to compete at the World Irish Dance Championships. For solos, my competition usually has about 200 girls in it.”

Since MacLaughlin has started dancing, she has won Worlds eight times with her

◀ GOLD AND GLORY Junior Claire MacLaughlin celebrates her World Championship win with her team.

PHOTOS COURTESY CLAIRE MACLAUGHLIN.

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handselected team and competed in a solo three times at Worlds, currently preparing for her fourth in Dublin this year.

“We have smaller competitions every few months, and then Nationals are in July and Worlds are in April and regionals are in November,” MacLaughlin said. “We have Worlds [which we have already qualified for], so that’s what we’re focusing on right now.”

Preparing for these competitions includes more than putting in time at the studio.

“We have lots of dresses and those can be [about] $2,000. [I think I have about seven] different dresses. We have two different types of shoes we have to wear. We wear wigs, make-up, spray tans,” MacLaughlin said. “I hate spray tans. They’re actually terrible, and it’s just our legs. It’s [all] pretty crazy.”

The dresses are a staple in Irish dancing, where the instructors at the Academy help design the apparel with input from the dancers about colors and small details.

The dancers must also have two different types of shoes— ”hard” and “soft”—that are replaced about every six to seven months.

Despite this hard work, MacLaughlin plans to continue dancing, although she is not sure for how long or how she wants to pursue it.

Even with competitions at regional, national and global levels along with classes and practice, the Academy is also well-known for performing at the Dublin Irish Festival in Columbus.

“Every year, my dance company performs at the Irish Festival, and I love to do the shows,” she said. “[Irish dance] is very difficult. We do a lot of hard work, but it’s fun.”

As MacLaughlin continues to prepare for the upcoming competition, she is able to put her three favorite hobbies— shopping, traveling and dancing—all into one with dance.

“People [don’t give enough credit to Irish dancers]. I know a lot of sports it’s just one season, but this is all year round,” she said. “[I’ve been going] non-stop for eight years.”

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1 4 | ISSUE 4 | F EBR UA RY 14 , 2020

FOLLOW US ON TWIT TER @UA ARLINGTONIAN

A Latte Caffeine Students reflect on their coffee-consumption habits and how the drink has affected their lives.

BY HALLIE UNDERWOOD, ‘20 AND AYAH ELSHEIKH, ‘20. GRAPHICS BY MORGAN PLAGENZ, ‘21.

W

hether it is waking up earlier to grab a latte from a drive-thru before school, pouring some espresso into a mug from the coffee maker at home, or otherwise, some coffee down the hatch is the reality for 70 percent of students at UAHS. According to a report from Espresso Business Solutions, over 400 million cups of coffee are made each day. At visible coffee locations, an average of 250 cups of coffee and espresso are sold each day and 50 percent of the American population is estimated to drink some type of coffee regularly.

In Upper Arlington, the influence of caffeine can be spotted everywhere. The Starbucks shops on Lane Avenue and Tremont Road are popular locations for local residents, and UARise exists for students and operates in the cafeteria. How can the effects of this influence be seen among the student body?

the morning where it makes the day good, but without it, the day becomes a total trainwreck.”

Wulliger typically drinks black coffee, occasionally adding sweetener or syrup. He says that coffee helps him to not only stay awake during the day, but to function entirely.

“Just like water, if my body doesn’t have coffee I feel like I’m shutting down,” Wulliger said.

Senior Anna Schrader is an employee at Colin’s Coffee, and interacts with young customers as she takes their orders. Schrader sees the degree to which students like Wulliger rely on coffee.

“I really do think some students and staff are too dependent on caffeine and, I do worry about them sometimes,” Schrader said.

CAFFEINATED COMMUNITY

There are students who heavily rely on coffee, and students who do not drink it, such as senior Peter Johanni. Johanni dislikes the smell and taste of coffee, opting for hot chocolate when in need of a hot drink instead. He believes Starbucks is a main cause for the popularity surrounding coffee at UAHS and in the United States.

“I think people like the sugar that they load their coffee with, and they don’t see it as unhealthy, even when it is full of sugar,” Johanni said. “ [Coffee] is a short-term boost for a long-term loss. From what I’ve heard, you become dependent on it. I’ve seen a lot of people that have to have it to function, so it puts them in a worse place than when they start.”

For those who struggle without strong coffee, Schrader recommends exploring alternatives at their local coffee shops.

“There are all sorts of delicious options with less caffeine in them that can still help you stay awake without being the equivalent of a quad shot,” Schrader said.

Freshman Rachel Thyer began drinking coffee in sixth grade and since has incorporated coffee into her weekly routine.

“I love just coffee with a little cream and sugar, but if I want something sweeter I will get a hot caramel latte,” Thyer said.

Sophomore Joseph Driscoll prefers drinking iced coffee, and his favorite order is an iced cafe mocha. He began drinking coffee primarily for the taste.

“I don’t think students are too dependent on it,” Driscoll said. “Drinking coffee does keep me awake for the first few periods after I drink it in the morning.”

Thyer agrees that most students are not dependent on coffee, and there can be benefits to a caffeinated UAHS community.

“Since a lot of us aren’t getting much sleep I would say that it’s helpful,” Thyer said. “I think that everyone has to make that decision on their own [about] what is right for them.”

Senior Zane Wulliger, however, feels differently about the beverage, deeming his relationship a “coffee addiction.” He began drinking coffee on a trip to New York with his choir last year after his friends suggested it.

“My consumption only went up from there,” Wulliger said. “Fast forward to a year later, I now drink coffee one or two times daily. It’s just that little kick in FOLLOW US ON INSTAGRAM @UA ARLINGTONIAN

ESPRESSO SELF

W W W. A R L I NGTO NI A N.COM | 15

COMIC RELIEF: The reality and impact of online humor and sharing on social media for UAHS students.

BY SAMMY BONASSO, ‘20, JOSIE STEWART, ‘21 AND CALLIA PETERSON, ‘22. GRAPHICS BY SOPHIA SHEN, ‘21.

NEW SCHOOL COMIC RELIEF OF THOUGHT

D

EC. 16––locked out of the boys bathroom where they planned to congregate, a group of predominantly male students gathered in the hallway, clutching battery-powered candles and phones.

The group held an unconventional memorial for the late rap artist Jarad Anthony Higgins, known as Juice WRLD eight days after his unfortunate death.

Junior Brodie Milliken led his peers in hosting this wake in between fourth and fifth period by spreading the word through Snapchat stories and posters around the hallways reading “Candlelit

Juice WRLD Vigil.” He seized the attention of individuals aware of Higgins’ death and students interested in receiving social media attention by filming the event.

Multiple students shared Milliken’s posters and the cacophony of rap lyrics during the wake on the app Tik Tok. Milliken said the app, for which users can view and make 15- to 60-second comedy and talent videos, was the driving force behind the event after seeing many other schools in America host similar events.

After this, he commissioned help from friends and spread the word over the course of a day to gather the massive crowd the following week.

While many Instagram and Snapchat stories from UAHS students conveyed how deeply saddened they were by Higgins’ death at 21 years old, Milliken took a not-sounconventional route of making a joke from what others see as a tragedy.

“I’m very much aware that it’s not okay to joke about someone’s death, [but] through the internet, we have 1 8 | ISSUE 4 | F EBR UA RY 14 , 2020

become completely numb to just about everything,” Milliken said.

Much of Generation Z, which is generally classified as those born between 1995 and 2015, has turned to irony in the face of devastating and dangerous events as an attempt to mask the grim reality of issues they cannot control: climate change, abortion, terrorism and death.

The line between tragedy and humor has been blurred for students and the use of irony in dark situations only continues to mask realities.

COMEDY’S CONSEQUENCES In 2017, senior Caleb Thorne took to Snapchat after a gas-leak evacuation his sophomore year. He posted a picture of a gas can accompanied with the phrase, “Don’t come to school tomorrow,” trying to make light of the situation earlier that day.

That night, though, two students poured gas on the school making it seem as if Thorne had done it.

He was suspended afterwards and said that expulsion was also considered despite him not actually pouring gas on the building. With events like these, Thorne believes it can be hard to differentiate between jokes and threats because of the lack of seriousness among students his age.

“From my perspective, it was clearly meant as a joke,” Thorne said.

“I guess from the perspective of the administration, it could be taken as a threat, but if they had done literally five minutes of research, they could see it was a meme and not actually a threat against the school.”

Jokes with these phrases are not uncommon, especially with memes even joking about school shootings. For Gen Z, these events have become something normalized for students and most feel they have no way to make an impact on the issue. Many turn to humor: For example, on Tik Tok, many use the song “Pumped FOLLOW US ON TWIT TER @UA ARLINGTONIAN

NEW SCHOOL COMIC RELIEF OF THOUGHT Up Kicks,” which addresses mental illness and gun violence, for comedy.

Milliken said that jokes like these have become more ironic recently than in the past and get continually darker, but at their current state, they are still acceptable and humorous.

While they may be categorized as dark or offensive, a majority of Gen Z understands that it acts as more of a way to cope than something actually harmful.

“I think that sometimes when tragedy happens, people like to make it into humor, which I think is like a coping mechanism,” senior Clare Baryluk said.

History teacher David Griffin, who shares from a perspective outside of Gen Z, said that people occasionally forget the consequences on others for our own goals, while also failing to realize the desensitization of these actions.

“We become desensitized to things a little bit,” he said. “Violence in schools would be another thing with that, where we’ve become so desensitized to it that news of it doesn’t even sometimes make the front pages of whatever device you’re looking at news on or the newspaper if it physically comes to you. So maybe we don’t take tragedy seriously enough.”

With the same example, junior Elizabeth Lembach believes that the humor has started to cross the blurred line of tragedy and some events and effects should be taken more seriously by her own generation.

“I don’t want to [say], ‘No edgy humor,’ but at some point it does [cause] negative effects. It perpetuates stereotypes and making jokes about [something like] school shootings—we should not have that. It’s something that’s real, and that’s scary.”

Included in these continuations are derogatory terms and generic or negative stereotypes. Most students believe that it varies whether words with racial or negative implications are acceptable in certain jokes, while Lembach and Baryluk believe it depends on the race or identity of the person.

“For instance, a white person can’t say the n-word, but I think black people are able to say the n-word, because it’s sort of like reclaiming a word that’s been used against them for a very long time,” FOLLOW US ON INSTAGRAM @UA ARLINGTONIAN

“...through the internet, we have become completely numb to just about everything.”

Baryluk said. “I don’t think white people should make offensive jokes towards black people, but I think black people can make that, if they want to.

Often, these words are used in a way that do not relate to the context of a joke and in general, many Gen Z jokes have no inherent meaning or are meant to relay any actual information.

“I find [nonsensical, random ironic humor] funny. Does that make me a bad person?”

Baryluk said. “[Our generation has] been given so much, you know? So much technology. The humor that my parents would’ve found funny when they sat at the TV 20 or 30 years ago, I don’t think is what I find funny when I sit at the TV right now.”

Meanwhile, Griffin said that he typically doesn’t understand memes that he encounters on Twitter.

“Oftentimes, [the memes] are so hyper-focused that I don’t sometimes understand the humor in them,” Griffin said. “I have to do a little bit of research to figure out what they’re conveying and learn a little bit about them.”

JUNIOR BRODIE MILLIKEN

SEA TO SHINING SEA In the 2016 election, memes of Hillary Clinton, President Donald Trump and even Ken Bone, a man who simply asked a question at a presidential debate, filled almost every social media platform.

From previous presidential candidate Ted Cruz becoming the Zodiac Killer on Instagram to President Trump’s tweeted typo of “covfefe” becoming a trending hashtag, political situations and elections are not immune to what has now become “Gen-Z humor.”

In a recent trend on Tik Tok, President Trump’s impeachment, which sparked news outlets around the country to offer constant updates and opinions, led to the idea for creators on social apps to inquire why President Trump is “stuck in a peach.” Creators make jokes about gay conversion camps under Vice President Pence and create memes about all who died in 2019—with our president being at the top of this list.

These political takes are not uncommon, though, and even have been given labels by essayist and social change activist Andrew Boyd. According to The Guardian, Boyd coined the term “meme warfare,” meaning an “attempt to use shareable images and ideas in an effort to engender real political change” and “meme magic,” which refers more specifically to the 2016 election, being W W W. A R L I NGTO NI A N.COM | 19

“Humor pushes boundaries, and that’s kind of sometimes what humor is about: pushing those boundaries and making uncomfortable things that maybe we ought to be talking about.”

HISTORY TEACHER DAVID GRIFFIN

a “phenomenon which has helped vocalize and activate the more extreme wings of the Trump base.”

The names of these agendas may not be familiar to students, but the idea of actual change through humor is certainly recognizable among students, but Baryluk thinks that it doesn’t start change at the top.

“I really don’t think that Congress or the presidential office is pulling out their phones and looking at ‘we did surgery on a grape,’” Baryluk said. “I think they have more important things to worry about.”

Milliken said that memes or jokes about any situation impact reality whether intended or not.

Similarly, Lembach finds that living in UA can ask as a censor to real outcomes and masks students from realities that they have created with their own jokes, making a comparison to UAHS students joking about gang deaths and signs while few to no students here have dealt with this situation even though they are common outside of UA. “There’s a lot of violence,” Baryluk said in concurrence.

‘I don’t think people realize

how much violence there is in Columbus that we don’t experience at all to any degree.”

Disregarding political effects, there are obvious social effects that Lembach believes can be harmful when repeatedly posted on the internet for impressionable students to see.

Lembach said, “If you’re not exposed to reality, you just make this comical version of it.”

From an adult perspective, Griffin has seen comedians in the past make noticeable impacts in reality and conversations, which can apply now to comedians on stage and on the screen.

“Humor has been a controversial issue, pretty much ever since humor has been around. Comedians like Lenny Bruce, or comedians like, in the 1980s, when I was a kid growing up,” he said.

“Humor pushes boundaries, and that’s kind of sometimes what humor is about: pushing those boundaries and making uncomfortable things that maybe we ought to be talking about.”

MUTUALLY ASSURED DISPARAGEMENT Recently, jokes emerged about “World War III” on Tik Tok and Instagram after President Trump ordered American forces to kill an Iranian General, thus causing threats to the United States from Iran.

Although a war is not actually upon the nation, hashtags, videos and tweets about WWIII are posted to every platform enough to actually worry some students that a draft is impending.

“With my older brother, I can’t even talk about the WWIII memes at my house because he is so genuinely afraid of the draft that the jokes scare him because he’s 18,” Milliken said. “Every

other kid just makes jokes about the draft. It is scary, and it is becoming more and more real. It’s becoming scarier.”

Despite this, Milliken still believes that the conflict between Iran and the United States is appropriate to joke about at its current state, and even if it worsens, it won’t stop the internet from making more memes.

According to the news and past wars, history teacher Nate Palmer believes that people blew the potential conflict out of proportion, partly attributed to the jokes seen by students about the situation.

“The Vietnam War was the last time we had a draft, and it was incredibly unpopular. With that historical precedent, it would be challenging [to have a draft],” Palmer said. “I think that [the fear of WWIII] was probably a knee-jerk reaction that maybe was overplayed a little bit.”

Still, on Instagram alone, #WWIII currently has over 100,000 posts. On Tik Tok, the same hashtag has over 550 million views. While the conflict is less newsworthy now and the trend has started to die down on these platforms, there is always something new to take its place.

Right now, the tragedy being exploited for humor is the coronavirus, prompted by jokes about the popular beer, Corona, and the seemingly negative start to 2020 as the first two months come to a close.

Currently, #Corona has more than 300 million views of videos about the virus that originated in China. Especially in UA, these jokes have become real since the only known cases of the illness are in California, the Philippines, Massachusetts, Illinois, Arizona and Washington according to CBS News, while none have been confirmed in Ohio.

NOTHING NEW UNDER THE SUN The entire investigation of modern humor is closely tied to a peripheral question: Has the internet molded a generation with completely idiosyncratic tastes and habits?

“Humor has gotten super ironic and dark. I really hope it doesn’t continue on this path because it could become very dark,” Milliken said. “Access to the internet has brought out really weird humor [from our generation].”

Like Milliken, many believe the edginess of Gen Z’s humor is unprecedented, but others acknowledge that comedy preferences shift with every coming age.

“There are some things that are always funny that are classic humor,” Griffin said. “But I also do observe that what we value FOLLOW US ON INSTAGRAM @UA ARLINGTONIAN

and what we find funny from generation to generation changes.”

Milliken differs, however.

“In any tragic situation, most people would feel absolutely sad and devastated for something like that,” he said. “Now we have an entire generation that just thinks it’s funny.”

SOPHOMORE

Quinn Corna

BY ALEXA ROBERTS, ‘21.

PHOTOS BY GABRIELLE SHELL, ‘20.

S

ophomore Quinn Corna has been playing basketball since he can remember. Through the influence of his family members, he was exposed to the sport from a young age.

“My dad played [basketball] growing up and my two uncles played in college. I had interest in it right away," he said.

After years of incorporating basketball into his life, Corna has become more dedicated to improving and perfecting his craft. He is now an underclassman on the UAHS varsity team.

His goals for this season were to make it to the district finals. He says Coach Tim Casey has been working on defense and shooting drills to help the team improve.

Corna has set personal goals this season for himself, his biggest being to make it to

district finals with his team.

Corna has yet to decide if he wants to follow his uncle's footsteps to college basketball.

Corna has established many connections with the people around him.

He detailed how basketball has positively shaped his time both on and off the court.

“I have made many friends,” Corna said.“ [I am now] lifelong friends with my teammates and coaches.”

The basketball team faces their rival, Dublin Coffman, in the Varsity gym on Feb.14 at 7:30 p.m.

The player encourages students to attend and loves to see students in the stands during home snd away games. “ I like when the students come out and support us and the crowd is lively,” Corna said.

ATHLETES 2 2 | ISSUE 4 | F EBR UA RY 14 , 2020

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SENIOR

Ava Peterson V

arsity cheerleader and senior Ava Peterson began cheerleading in sixth grade.

“I wanted to get into a sport, and cheer seemed fun,” Peterson said.

Since the beginning of her cheer career, Peterson has put it in hours to perfect each cheer and chant. Cheerleading takes incredible patience, but Peterson believes it is rewarding in the end.

She explained the appeal of the sport along with its time consumption. Peterson said the hardest part is tumbling. The UAHS cheerleaders take tumbling classes on Wednesdays at 7 p.m.

They practice at the high school on Monday, Thursday and Friday from 3:30 p.m. to 5:30 p.m.

Peterson said cheer has helped her build connections with teammates along with positively impacting her high school experience. Her favorite memory is the annual JV/ Varsity scavenger hunt, “We have to sing our order at Wendy’s or [convince] one of the basketball players to wear our uniforms,” she said, describing the event.

Peterson loves to hear the crowd chant along to “Let's Go, Bears” with the cheerleaders during games, although games don't always go as planned. Peterson shared a story of one of her most embarrassing on court moments.

“I wasn't paying attention and the [basket]ball whacked me in the head. It was really embarrassing,” she said.

Even with moments like these, Peterson still enjoys the sport. She says seeing her hard work pays off during each game puts all the time she spent learning cheers into perspective. She does not plan on cheering in college due to the time commitment.

For now, she is enjoying her last months cheering for the UA Varsity Basketball team.

She treasures each practice with her teammates and continues to cherish the memories she has made the past four years.

FOLLOW US ON INSTAGRAM @UA ARLINGTONIAN

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MEET KYLE BAUGH Three-sport athlete provides insight into what makes her hockey season unique.

BY CALLIA PETERSON, ’22

S

ophomore Kyle Baugh stares into her reflection, smoothing her hair into a neat ponytail before putting on her helmet and entering the ice.

“I started skating because my brother played,” Baugh said. “I thought it was cool, and I didn’t know [yet] that not many girls played hockey.”

Baugh, a JV offensive player, is the only girl on either UA hockey team. Baugh's biggest challenge is communication, because men and women are placed in

J

unior Garret Alderman has been watching hockey since before he can remember.

“I really enjoyed watching the Columbus Blue Jackets. I was born in North Carolina, and my parents would take me to the Carolina Hurricane games,” Alderman said.

He began skating at 6-years-old and eventually developed a longing to be on the ice. His parents started taking him to skating lessons and then eventually progressed to hockey. He has been on FOLLOW US ON INSTAGRAM @UA ARLINGTONIAN

separate locker rooms and often spend time apart before warm-ups.

However, Baugh said her participation on predominantly male teams is something she has become used to over time.

“It wasn’t like I was just thrown into this. I kind of worked my way up into it,” she said. “I have [almost] always played on boys teams, and I know a lot of [the boys on the team] because I have played with them before.”

Baugh said the most frustrating part is the injustices off the ice.

“There were definitely times when I was like, ‘I don’t want to play anymore’ when I was younger. I was just tired of it. I had been playing for awhile, and sometimes it wouldn’t be the best circumstances,“ she said. “Like, I would show up and they would [say], ‘Oh we don’t have a locker room for you; you have to just get dressed in the bathroom.’”

However, she said her patience and determination is an accomplishment.

“It is not like I could talk to other people about it because no one else really gets it,” she said. “So I’m proud of persevering and for being unique.”

Although Baugh has played on girl’s

the varsity team as a goalie since his freshman year.

Alderman can’t imagine what high school would be like without hockey.

“One of the main reasons I really enjoy high school is because of hockey.

The team is really fun… I’ve made lifelong friendships,” he said.

The varsity hockey team is currently the second ranked team in the state and is hoping to claim the number one spot from four time State Champion St. Ignacious.

The hockey bears broke the school record with most number of wins in a season by exceeding 28.

Undefeated at the time of the interview, Alderman thinks the team has a chance at the state title. “[This season] couldn’t be going any better,” he said.

Alderman spent his summer at a hockey camp in Toronto perfecting his talent. Since that camp, he has had nine shutouts this hockey season.

traveling hockey teams, she is thankful for the opportunity to play on the UAHS team and also have more flexibility.

“I could’ve played for a girls travel team, but they don’t have them in Columbus,” she said. “I have a lot of friends here, and I wanted to stay here. If I went to a prep school, I would’ve had to focus on [only hockey].”

Baugh mentioned that she loves the sheer uniqueness of the sport.

“I love soccer and lacrosse, too but ice skating is just a different feeling,” she said. “I’m putting metal blades on my feet and skating around with a bunch of equipment.”

Baugh emphasized that being treated as a teammate, who just shares a passion for the game, is most important.

“When I am on the ice, I am just like everyone else. I don’t want to be treated as the only girl, I just want to play hockey,” she said. “I am there to play and have fun and be a good teammate.”

MEET GARRETT ALDERMAN Junior summarizes what has made this hockey season memorable.

BY ALEXA ROBERTS, ’21

“It was really cool to see that I broke a school record.” Alderman credits his whole team for their incredible season. He says junior year has been his favorite due to his teams chemistry and winning streak.

Hockey is a serious time commitment.

The team practices almost everyday including Monday morning practice at 6:15 a.m. In the end, Alderman looks at how he’s improved and couldn’t be more proud of the player he has become.

W W W. A R L I NGTO NI A N.COM | 2 5

The Trouble with Tracking Students react to popular location-sharing app, Life360. BY NOAH MIZER, ’21, BEN RIGNEY CARROLL, ‘21. GRAPHICS

BY MORGAN PLAGENZ, ‘21 AND PHOTOS BY PIERCE THOMPSON, '21.

S

enior Anna Shrader was attending a friend’s birthday party out of town when she received a text from her parents.

“Why are you in a bad neighborhood?” the text read, despite Shrader mentioning her plans prior to the event.

Shrader’s parents were aware of their daughter’s whereabouts thanks to the live tracking provided by Life360, a family location-sharing app that was released on the Apple App Store in 2009.

“The reason why we have it in my family is because my mom would text me asking where I was, and I would not text her back,” Shrader said. “It’s not because I didn’t want her to know where I was; I just am forgetful and would not look at my phone.”

Conversely, many parents use Life360 more as a back-up rather than a consistent way to track the location of their children.

One such parent, Jane Smith*, who has a daughter that has now graduated, has Life360 on her daughter’s phone even though Smith says they have a trusting relationship.

“I have ‘Find my iPhone’, and she is on Life360, but those are only as backups in case of an emergency or one off situation,” Smith said. *Denotes a source that has requested anonymity.

26 | ISSUE 4 | F EBR UA RY 14 , 2020

Because the app is never more than a few clicks away on parents’ phones, the ease of access makes tracking apps for the peace of mind provided by knowing their children’s location.

WHY LIFE360?

Though it did not reach peak popularity until recently, Life360’s focus is and has always been providing families a means to connect and sync with each other’s schedules and whereabouts in real time. On the app store, it is advertised as a lifestyle app, rather than most students’ use focused on safety.

Some students see Life360 as benefiting their safety, seeing that parents can help their kids in the event that they get into trouble.

“I feel if your parents can track you, and you send them a secret message, they can come and get you or call for help,” freshman Sydney Hollern said.

Though the actual relevance of Life360 as a safety app is subject to debate, many families certainly enjoy having the knowledge that a tracking service provides.

“I feel that there is a degree of safety that comes with tracking apps,” freshman Liam Fimmen said. “There are very rare situations where it can be helpful. In

general, it’s something that parents use to make sure their kid is doing the right thing at the right time.”

Fimmen isn’t alone in the value he places on the comfort Life360 can provide.

According to a voluntary Arlingtonian survey of 228 students, 38 percent have Life360 installed on their phone.

With many families relying on Life360 as their “backup” or emergency contingency plan, it must be asked if there is a better alternative for emergency services. For example, apps like bSafe and SOS StaySafe allow alternative means of secretly contacting friends and family in an emergency. For IOS users, an alternative is SafeTrek, an app that provides a button that’s held down in a potentially dangerous situation. When your finger is removed from the button, the device gives you 10 seconds to type in a pin before your location is sent to emergency services and 911 is called.

Though apps like these do not offer all the same features that Life360 does, they do provide less invasive alternatives to 24/7 tracking apps that could possibly provide the same peace of mind.

TRUST ISSUES While many parents see Life360 as a FOLLOW US ON TWIT TER @UA ARLINGTONIAN

necessary safety measure, some students feel that being forced to use the app signifies a lack of trust.

“It does [feel like] she can’t trust me to [answer texts] so she has to bypass human interaction to find out what I’m doing, and that does hurt a little bit,” Shrader said.

However, Shrader understands that her mom uses Life360 as a means of providing a better upbringing for her daughter than she had herself.

“I guess she’s trying to protect us from any of the mistakes she made as a kid, but I think it’s really important to learn through those mistakes,” Shrader said.

Though many use Life360 as assurance of their kids’ safety, senior June Postalakis explains how she believes her parents could adopt a more progessive parenting style to allow her more freedom.

“While I don’t [believe in] letting kids do whatever they want, we should not be punishing them for doing things that [parents] know teenagers want to do, and instead teach them how to be safe while doing those behaviors instead of just prohibiting them,” Postalakis said.

Other students believe in a parent’s right to track his or her children.

“If you’re somewhere else or you left your friend’s house without telling them, then it might be needed. Trust is kind of a two-way thing,” Hollern said.

Smith believes trust must be built by both parent and child. She believes the key to this is successful communication. “[It’s important to] keep lines of communication open and let [kids] know they may not be punished if they tell the truth. There is a very fine line here though. It’s hard to say how other children will react,” Smith said.

(UN)SAFE? While some see added tracking as an important safety measure, others worry that apps such as Life360 may be doing the opposite.

Shrader has fears that Life360 encourages students to leave their phones at home to avoid being tracked, but ultimately they will not be able to call someone for help or dial 911 in a potentially unsafe situation. “[Students] will leave their phone at FOLLOW US ON INSTAGRAM @UA ARLINGTONIAN

home or wherever they are supposed to be and go to places that could be dangerous, and they don’t have a phone to help if they do need help. I see the appeal of it from a parent’s standpoint, but I think it causes more harm than it does good,” said Shrader.

Some even fear the possibility of strangers accessing your location through Life360 and being able to find users in person.

“If a hacker or somebody breaks into that with malicious intent, then they are basically watching where you go. They can find where you live and where you are most vulnerable, and that is not good,” sophomore Carter Anderson said.

However, to date, Life360 has not reported a security breach of its users’ location data. The only devices able to access your location via Life360 are those predesignated as part of your family “Circle,” leaving it out of reach of hackers or strangers.

GENERATION ON TRACK Today’s high school and middle school students are the first to see this type of tracking technology implemented on something as common as a mobile phone.

Many students’ parents grew up in the ‘70s and ‘80s and were teenagers in an era before this level of tracking seemed possible. As such, many parents now are exercising a level of control over their children’s unsupervised time that they didn’t experience themselves.

As a proponent for giving her kids the freedom they earn, Smith explains that she understands why parents use the apps in ways that become overbearing.

“It’s hard to judge parents just because they love and want to protect their child,” Smith said.

Smith attempts to provide her children as much freedom as she safely can to allow them to grow. Though she acknowledges that this both requires trust and can fail at times, she explains that by overusing tools like Life360, a lack of trust results.

Many students seem to agree with this

sentiment, including Anderson.

“Learning is a big part of it. Making mistakes is natural. If you don’t learn from making mistakes, you aren’t going to be a very well-developed person,” Anderson said. “You are just going to know to avoid something instead of what will happen.”

Shrader agrees, believing that independence helps students to grow into adults. “[Parents] need to accept that their children are going to be adults one day,” Shrader said. “[Parents] have to let them take their own first steps into the world.”

American Façade Columnist discusses Black History Month and its lack of recognition among Americans.

GRAPHIC BY SOPHIA SHEN, ’21. PHOTO BY GRACE CALL, ’20.

F

ebruary is the month of love, filled with candy hearts and elementary Valentine festivities. February is the month of Washington’s birthday which has become a national holiday.

February is the month of the Super Bowl: the largest American sporting event.

February is known for all kinds of celebrations, but what about the whole month’s dedication? Less acknowledged by many Americans, February is also the month of Black history.

Black History Month began as only a week in the month of February. It was specifically in the second week of February to coincide with the birthdays of two important men in American history: Fredrick Douglass and Abraham Lincoln. This week was created in order for people to pay tribute and honor the history of African-Americans to prevent their importance from being forgotten.

The week was started by historian Carter G. Woodson with the goal to combat the erasure of Black history in American culture.

Although the entire month is dedicated to Black history, most people still do not recognize its importance.

BY MAYA MATTAN, ‘20 This year, the 2 8 | ISSUE 4 | F EBR UA RY 14 , 2020

learning center added a bulletin board of African American authors and related books for Black History Month. Other than a wall covered in bright blue in the downstairs LC, nothing else in UAHS has been done. I have spoken to several administrators to see if we can get a more permanent recognition implemented all year round. A cultural center has been discussed to be integrated at the new high school. Currently, I am working with a fellow student to create Pleasant Litchford Center for Equality and Cultural Understanding, a safe space for all students.

This celebration of Black excellence is not only an appreciation but also a part of recognizing Black people as a vital and visible part of the United States. Captioning a photo with your favorite Maya Angelou poem is not a voice for social change. A bunch of hashtags and posts of Martin Luther King, Jr. quotes is just a façade of “post-racial” America.

Embracing and actively celebrating what these civil rights legends advocated and fought for will begin the understanding that this fight is far from over.

Some argue that with the existence of Black History Month, there should be a white history month. What they may not realize is that white history dominates our standard curriculum. It brandishes the pages of every textbook. It’s disguised solely under history, and it’s taught every day. Every month is White History Month.

Not only is there a Black History Month, but there are also celebrations of other cultural minorities; Asian Pacific American Heritage Month, Native American Heritage Month and National Hispanic Heritage Month are a few examples.

Why is there only one month designated to celebrate a culture or race? Why are they not embraced and celebrated every day? This just belittles marginalized groups and their contribution to history. Sadly, an unrecognized month is all they’re going to get in this country unless Americans begin celebrates black people beyond Black History Month.

Until every month is Black History Month.

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Angst from Another Time Columnist reviews 2005’s high-school noir Brick. PHOTO BY GRACE CALL, ‘20.

T

hink of a film that’s required you to suspend your disbelief: to look past its nonsensical or impossible aspects so you can appreciate the narrative as a whole. Most people jump to Star Wars, or maybe Harry Potter. It’s unlikely you’d pick something firmly grounded in reality, a film with a story that very well could happen.

But really, you could pick nearly any non-documentary movie, because every movie has some element of fiction. Even with historical works, such as Munich or First Man, we may know that the events shown actually occurred, but we’ll never know how faithful the films’ scripts are to what was said in every moment in reality.

When tasked with finding a film that requires much in terms of suspension of disbelief, few would turn to 2005’s high-school noir film Brick—and not just because almost nobody’s seen it. But as a twelfth grader, I’d think of Brick first.

Brick begins with Californian high schooler Brendan (Joseph Gordon-Levitt) finding the corpse of his ex-girlfriend, Emily (Emilie de Ravin). From there, Brendan analyzes the clues present in Emilie’s last phone call to him; this leads him to interactions with the human encyclopedia “Brain” (Matt O’Leary), femme fatale Laura (Nora Zehetner), and

20-something drug lord “the Pin” (Lukas Haas).

Director Rian Johnson, now infamous for The Last Jedi, made Brick on a shoestring budget and released it in 2005. The film received an immediate DVD release and limited theater run, but the production quality never screams “straight to video.”

The film deftly transitions from extreme tension to explosions of violence, for one. The editing in a certain tunnel scene will forever be one of the most shocking cinematic moments for me.

Similarly unforgettable scenes appear throughout the movie, all

BY SAMMY BONASSO, ‘20 bolstered by expert sound design and a bluesy soundtrack.

Brick’s dialogue especially mysteries of old. stands out, as it convincingly emulates And watching Brick as a high schooler forties noirs (as such, I’d recommend further elevates the experience. It’s like watching with subtitles). The impressive when Sebastian shows Mia through song acting, particularly Gordon-Levitt’s the future they could’ve had together at performance, also resembles old detective the end of La La Land. We’ve all imagined films. being the protagonists of our own largerBut take this in the context of the than-life high-school dramas, unfolding setting. Brendan trades favors with school with love interests, moral ambiguity, and administrators like they’re crooked cops; ample brooding. Brick is that romantic engages in a thrilling knife chase on fantasy set to film, and somewhere, in campus in the middle of a school day; some distant reality, any of us could’ve and allows himself to been Brendan. Gee, I should be writing be blindfolded and for The CW. taken to a local drug Not only is this suspension of disbelief den, which turns out to necessary for the narrative’s sake, it’s be somebody’s mom’s what elevates the movie from great to basement. a bittersweet favorite of mine. Brick It could just be the is a hard-boiled masterpiece, but it’s high-school experience also a film with a surprising amount of in California. But more nostalgia. likely than that, Brick If you’re an underclassman, Brick expects its audience to will make you fantasize about what the suspend disbelief. For rest of high school has to offer. If you’re those unable, the film is an upperclassman, you’ll enjoy how enjoyable but a bit much endearingly unrealistic the movie is. at times. But for those Either way, watch it as soon as possible. ▲ The Hard-Boiled Detective and the Femme Fatale who can, the film is a I’ll give you my copy if you ask in Brendan (Joseph Gordon-Levitt) and Laura (Nora Zehetner) stunningly novel homage noirspeak. share a scene in Brick. IMAGE COURTESY BERGMAN LUSTIG PRODUCTIONS. to the black-and-white

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BFF in Disguise Two students, after being matched in a BFF survey, laugh about their similarities and friendship. BY OLIVIA SMITH, ‘20. GRAPHIC BY SOPHIA SHEN, ‘21.

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enior Ryan Sharp and junior Spencer Reinhardt both took the voluntary Arlingtonian “Find your BFF at UAHS” survey and were paired up with each other. While asking open ended questions, the purpose of the quiz was to celebrate finding and connecting students in new, unlikely friendships in the Valentine's Day spirit.

The two were intitially friends through marching band and were surprised when they were emailed each other’s names in the survey results.

“I don’t even remember taking the survey,” Reinhardt said, while Sharp was reminded of it from another friend.

While being interviewed, the two often responded to the questions simultaneously with the same answer. Both students claimed comedy was their favorite movie genre and blue was their favorite color.

“Tacos,” Sharp and Reinhardt said in

BEST FRIENDS FOREVER Senior Ryan Sharp and junior Spencer Reinhardt were matched in a best friends survey.

syncopation after being asked about their favorite foods. With smiles on their faces, they also recognized their mutual love for rock music.

“When I found out he was my match, I took a screenshot and sent it in a group chat,” Sharp said.

The two believe that the quiz results prove their friendship, and they found it funny they matched with each other and are apparently “UAHS BFFs.” Neither student went into the survey expecting much in return, but they ended up strengthening their friendship and proving they have much more in common than just participation in marching band.

EIGHT in EIGHT

Eight students respond to a question in eight words.

Do you have plans for Valentine’s Day?

COMPILED BY BRIDGET MITCHELL, ’22.

We are going to dinner then a movie.

We are hanging out and going to dinner.

FRESHMEN CADEN WOODS AND SYDNEY CALLAGHAN

SOPHOMORES LUKE ERIKSEN AND NEILA SARKIS

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Lucy will be on a plane so no.

A romantic candlelit dinner at the Krusty Krab.

JUNIORS NICK UTGARD AND LUCY NELSON

SENIORS GRACE HOUSER AND ANTONIO VENTRESCA

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LAUGHING OURSELVES TO DEATH Our jokes have more weight than we may think.

BY EDITORIAL BOARD

W

e’ll never forget the memes of the 2016 presidential election. From the ironic to the clever to the blatantly dishonest, they ensured enough citizens took Hillary’s advice and “Pokémon [went] to the polls.”

When they voted, however, they chose Trump, and now who’s to say if that outcome would have resulted if not for the memes? They certainly allow anyone with internet access to encounter enough fringe ideas or convincing misinformation to sway them one way or the other. 4Chan certainly seemed to believe that they “elected a meme as president.”

For proof that entertainment, or media in general, can impact outcomes in reality, look no further than Uncle Tom’s Cabin; Lincoln himself seemed to believe it helped start the Civil War. Fundamental differences exist between images and novels, of course, but there are certainly enough memes from the 2016 election to craft an entire narrative.

The 2020 election is creeping, and memes will play a role (hopefully not by misinforming as much this time). Yet the wave of potentially impactful political memes have started early this year, instead, regarding the tensions with Iran, a draft and WWIII. The memes aren’t particularly offensive. Although most illogically predict what will happen between Iran

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and America, they’re self-aware. They’re “ironic.” Some even defend them by calling them ways of catharsis and coping with our possible reality. This last point might even be true, but it doesn’t change how potentially harmful the memes are.

How a nation addresses a war depends largely on public opinion. When WWII veterans returned home, they were heroes because people believed they’d saved the world from Hitler, in part thanks to media portrayal. When Vietnam veterans returned, they were spit on and called baby killers thanks to how the war was portrayed domestically. In George Bush’s wars, a draft wasn’t even instituted because the conflicts themselves were already controversial and the government couldn’t risk making the war any less popular.

Memes that treat the war or the draft as an inevitability simply desensitize us to reality. We’ve seen these memes reach those as young as middle school, who, thanks to the images, might treat the draft

as something normal and necessary. If enough of the public is accustomed to the idea of war and treats it as a joke, we can bet the government will notice and use this to inform their decisions.

Although memes were a mostly benign force in the early 2010s, their nature has changed in recent years. Unless our generation starts treating—paradoxically, perhaps—comedy and memes as something serious, we’re going to continue to treat everything as a joke, elect presidents “for the meme,” and negatively influence the tide of public opinion.

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ATTENTION SENIORS:

SENIOR PORTRAITS ARE DUE JAN. 6, TURN SENIOR PHOTO! theIN firstYOUR day of second semester!

Details for submitting your senior portrait can be found at https://tinyurl.com/NORSENIOR2020PICS Submit your high-resolution digital image to https://tinyurl.com/UASeniorPics2020 An overview of senior portrait submissions can be found below.

Senior portraits can be submitted to the Norwester yearbook staff anytime between now and the end of first semester. The digital files should be in jpg format, 400x400 minimum ppi. The pose may be either formal or informal; however, it should be a head and shoulders shot, and no costumes or “props” should be used in the photo.

Please title the image file with your name as you would like it to appear in the yearbook and upload it to tinyurl.com/ UASeniorPics2020.

If a senior portrait is not provided for the book, the senior’s most recent school photo will be used.

If you’re having “more creative” digital photos taken, please submit your favorite one of these along with your “head and shoulders” shot.

Upload creative photos to tinyurl.com/ NOR2020CREATIVE. We hope to print these photos in the book in a larger format, most likely at the end of the regular senior photos.

SENIOR PORTRAIT SUBMISSION DEADLINE: First day of second semester, Monday, Jan. 6, 2020.