ACUMEN
VOLUME XVII ISSUE III March 12, 2020
DARE
Dearest Reader, When playing Truth or Dare, there is really no easy choice. Both require one to expose a part of themselves, whether that be their innermost secret or their greatest fear. Oftentimes, one of the hardest things someone can do is dare to be themselves, stay true to their values and stay true to their interests no matter how different they are from the norm. In this issue, explore how students at CHS face these challenges, dare to be different and take steps into the unknown. -- Tara Kandallu, co-Editor-in-Chief
IN THIS ISSUE Words to Give // 4-5 Luck of the Daredevil //6-9 Leaving D.A.R.E. // 10-11 Dare to be Yourself // 12-15 Dare //16
PHOTOGRAPHERS
REPORTERS
Calina He Olivia McKee Ray Mo Shruthi Ravichandran Chloe Sun
Kassandra Darnell Viyang Hao Livvie Hurley Uma Kandallu Christian Ledbetter Alivia Romaniuk Sarah Zheng
ASSOCIATE EDITORS Olivia Childress || ochildress@hilite.org Richa Louis || rlouis@hilite.org Isabella White || iwhite@hilite.org
GRAPHICS ARTISTS Angela Chen Edward Dong Gray Martens Riley Terbush Wendy Zhu
EDITORS IN CHIEF Anushka Dasgupta || adasgupta@hilite.org Tara Kandallu || tkandallu@hilite.org PHOTO || TARA KANDALLU FRONT PHOTO || NICK BECKMAN
TRUTH OR DARE | 3.12 | 03
WORDS
TO GIVE
With upcoming TEDx conference on April 18, students, teachers share their thoughts on theme “Leap before you Look” WORDS || UMA KANDALLU
Sarah Konrad, TEDx president and junior, directs a meeting. Konrad said the logistical work leading up to the talk is stressful, but worth the effort.
PHOTOS || OLIVIA MCKEE
W
hen junior Drew Sanchez first heard about the opportunity to speak at a TEDx conference, he said he jumped at the opportunity to tell a personal story. At the upcoming TEDx conference on April 18, Sanchez said he said he will speak about students’ perception of themselves throughout high school through the lens of an Egytian parable. “I’ve always had an interest in mythology—Egyptian mythology, specifically— and I also like public speaking a lot, so I thought, I’m going to try to merge these two and I came up with an idea that I felt was important to me with how we are in high school right now and how we’re perceived in high school,” Sanchez said. “I took three of my distinct interests and saw how they aligned and then came up with a way to present that in a TEDx format.” According to Sarah Konrad, TEDx president, and junior, TEDx conferences usually occur on Saturdays to ensure that as many members of the community can attend as possible. This year’s conference will run from about 10 a.m. to 4 p.m. and will include around four student speakers and four adult speakers. Allen Wheeler, TEDx co-sponsor and social studies teacher, said the club considered topics that were broad and would allow for students to have different, but related stories when deciding on possible themes. “When we looked at the possibilities for themes, we looked at different types (of themes) that we thought would really help students draw in some of their own life experiences and tie it together. We thought (the theme) would give them lots of opportunities to put their own spin on it while also being able to bring in different type of academic level stories,” Wheeler said. Konrad said the main goal of the theme, ‘Leap before you Look,’ is to guide speakers, while also providing options and allowing for variation. “That’s the beauty of it because we don’t want 15 identical TED Talks. You have to leave it broad enough so they have some room to play around. So the beauty of it is the speakers get to interpret (the theme) however they want with their life experiences,” Konrad said. Sanchez agreed with Konrad and said he enjoys the flexibility of a broad theme. “It doesn’t feel like we’re limited to any one type of technology (or) any one type of humanitarian subject. It gives us a lot of freedom to talk about whatever we want,” Sanchez said. Sanchez also said that the theme has allowed for his topic to be different from others being presented as he focuses more on the flipside of the theme. “With the theme of ‘Leap before you Look,’ mine is kind of the opposite in that I’m encouraging people, especially with the high school experience, to not necessarily leap before you look,” he said. “I
Talking TED
GRAPHIC || GRAY MARTENS SOURCE || TED Take a look at the differences between TED, TEDx, the history of each one
vs think a lot of (the other speakers) focus more on this idea of leaping, but my whole idea is that it may be dangerous to leap before you look in the high school experience. We need to make sure that we understand what we’re getting ourselves into before we jump into the expectations that everybody has of us.” Konrad said her favorite part of TEDx conferences is being able to hear new viewpoints and varying interpretations of the theme. “I just like hearing people talk,” she said. “It’s very stressful leading up to it... but you come out with a little bit of a new perspective.” Wheeler said he enjoys seeing the process from start to finish and all of the hard work and time put in by the club members paying off. “(I enjoy) hanging out with kids and being able to see all the months of planning that students put into it and kind of see like that final product that happens,” he said. “It’s definitely a cool experience to see the genesis from the planning stages to the formation to the actual culminating thing of the conference and it’s a very proud moment for the students and community.” Sanchez said that his strongest motivation to giving a TEDx talk was his love for public speaking. “I like the performance of a TEDx talk. I don’t do any musical instruments, but I still think it’s fun to be up there performing. You’re kind of using your oratory ability to kind of show people something that they can consider more deeply,” Sanchez said. “I think just the ability to go up there and almost have it be like a performance is the part that A I’m most excited about.”
Focuses on global issues Presented in show format with high production quality
Drew Sanchez, TEDx speaker and junior, talks to another student during a meeting. The theme of this conference represents ‘Leap before you Look.’
Speakers are experts in their fields and have given talks previously over the subject Have a large audience and TED shows are often attended by large crowds
1984
TED founded by Richard Wurman
1990
First TED conference in Monterey, California
2006 First 6 TED talks published online
2012
Launch of TEDEd Educational video series for schools
Focuses on issues in the local community Anyone can host a TED talk with a license from the TED organization Shows typically draw a smaller audience Speakers can be chosen by whoever is running the show and do not have to be experts
2009 Start of TEDx program as a non-profit independent event
2011 “TEDx in a Box” program to allow people in developing countries to give talks
2017
TEDx archive of talks reaches 100,000
3000
TEDx events annually
TRUTH OR DARE | 3.12 | 05
daredevil
Athletes participate in extreme sports that pose physical challenges
luck of the
Q&As || KASSI DARNELL, ALIVIA ROMANIUK
SUBMITTED PHOTO || JACK DORSEY Junior Jack Dorsey competes at the GoPro Motorplex in North Carolina. Dorsey said his favorite aspect of kart racing is the community and the people he has met through the sport.
TRUTH OR DARE | 3.12 | 07
Q&A: Jenna Presley Junior Jenna Presley competes in equestrian vaulting, aerial silks What is the most difficult aspect of equestrian vaulting?
Have you ever been injured doing aerial silks?
The most difficult thing about vaulting is different for everyone. For me, strength is something I really have to work on. Vaulting takes a ton of strength that I need to work hard to build.
I’ve never been injured from aerial silks, but things like silk burn and bruises are a weekly thing. Sometimes the fabric is cinched really tight, usually around my stomach or thigh, and I’ll get bruises from that.
What is your favorite part about equestrian vaulting?
What is the hardest aspect of aerial silks?
I love the community. Competitions are never ever hostile. We are all best friends and cheer each other on everytime we go in the ring. I love how much it tests my strength and I love getting to compete.
The hardest part is trusting that the fabric will catch you no matter what; this is mostly for backwards drops.
Have you ever been hurt or injured equestrian vaulting? I fell off about four years ago while I was standing on the horse. It hurt my back and I still have pain today.
What do you plan to do in the future with these skills? In the future, I’d love to join a circus, like Cirque du Soleil, or at least contribute to both as long as I can. I’d like to get up to the highest level in (equestrian) vaulting. I’d also love to teach both at some point.
PHOTO || RAY MO
Junior Jenna Presley practices freestyle equestrian vaulting on her vaulting horse, Tiffany. During freestyle exercises, the vaulter typically performs choreographed movements such as mounts, dismounts, standing and various aerial moves.
Q&A: Jack Dorsey Junior Jack Dorsey competes in national-level kart races How did you get more into competitive kart racing? For the national level, you have to buy your way in. So when (my dad and I) realized we wanted to do it as a more serious thing, we started putting more money into it to try to get me noticed by more racing teams and sponsors so I could get a spot in the national level.
Why do you like kart racing? I like it mainly because it’s something I’ve always been around. I grew up at the track because I was there with my dad all the time and we were always around anything with an engine. So I think it’s not like any specific reason, I’ve just been around it so long that it’s a part of me.
What is your favorite part about kart racing? My favorite thing about kart racing is really just the people in it. When (my dad and I) started, we knew nothing. My dad is not a mechanic, he’s a burn doctor, and he knew nothing about cars, he just liked watching racing. We got help from a lot of amazing people and we’re still connected with them and we still work with them now. I’m grateful to have met them. That’s literally the best part of kart racing is the people and the community is so helpful. To give you an example, in 2011 I lost my mom to cancer. It’s helped me in a lot of ways, other than just the bad. It’s brought a lot of positives. I started a charity called “Karting for Cancer” a long time ago and we sold stickers around the track and we sold shirts to the kids and the dads and tried to raise money. It has evolved into a whole new charity and it’s still evolving. We’re actually about to make a donation to Riley Children’s Hospital for a racing simulator for the kids to play on and get their minds off what’s going on. I like doing that because I’ve already gone through (losing a parent) and I know it helps a lot when people reach out.
Are you interested in pursuing karting as a career? It’s always been my dream to have a career in racing, either as a driver or a mechanic or in the pit crew. I just want to be involved in something in this area.
SUBMITTED PHOTO || JACK DORSEY Junior Jack Dorsey hugs his dad after a karting race. His dad participated in kart racing in college and the two of them became involved with the sport together about two years ago.
TRUTH OR DARE | 3.12 | 09
LEAVING Feb. 6 ban on flavored e-cigarette sales brings past, present drug prevention programs to attention WORDS || CHRISTIAN LEDBETTER
Y
ears ago, the Carmel Police Department (CPD) decided to quit the Drug Abuse Resistance Education (D.A.R.E.) program, a nationwide drug prevention program that allowed officers to visit schools in their community and speak to students. The popularity of the program once praised during the ‘80s had begun to wane during the late ‘90s and the new millennium. According to the Washington Post, studies from universities such as the University of Illinois came out concluding that those who joined D.A.R.E were as likely to do drugs as those who didn’t. According to School Resource Officer (SRO) D.J. Schoeff, CPD’s reasons weren’t as dramatic. “(We decided to stop the program because of) some challenges we were experiencing with D.A.R.E. and the curriculum and we didn’t think it was really applying to what we were seeing in our community,” Schoeff said. “We felt like we wanted to go a different route with it. So the SRO unit developed our own curriculum.” According to Schoeff this curriculum and program offered more flexibility and allowed this district to better use its resources to promote drug prevention
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I think (the talks are) good but you can’t change someone’s mind, they’ve got to do it for themselves.
Sophomore Chase Havice
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and school safety. One of the most important benefits the new unnamed program had was something Schoeff said D.A.R.E had lacked in. “(Under the new program), SROs would actually go to the elementary schools and present on a variety of topics (to students in) kindergarten through fifth grade and also get some curriculum to sixth, seventh and eighth grade. That allowed us to get some face time in front of our elementary students where we were not doing that with D.A.R.E. because we were only teaching D.A.R.E. in sixth grade. We piloted it one year at Carmel Middle School and that was very successful,” Schoeff said. According to Schoeff, the connection the face time brings is the function of the job as an SRO. Freshman Riya Juneja said she also found this face time to be beneficial. “I feel like (SROs) definitely make you feel safer here,” she said. “It makes me feel more open.” Juneja said the connection established through face time such as an auditorium talk on school safety helped to strengthen that feeling. The only potential problems were the subject of the talks themselves. “Maybe it’s too much for (some students) so it starts to get repetitive. It doesn’t really become as relevant anymore,” Juneja said. Sophomore Chase Havice, who said he hasn’t had an SRO speak to him either face to face or through an auditorium presentation since freshman year, agreed that the presence of the SROs is a positive one and that the talks help. He also said that the subject of presentations or drug prevention programs weren’t perfect.
“I think (the talks are) good, but you can’t to replace the teachers as a student’s most trusted change someone’s mind, they’ve got to do it for figure, but give the SROs more of a presence and themselves,” he said. most importantly a relationship with students. According to Schoeff however, while According to Schoeff, another benefit the new important, the subject of the presentations and program brings is the ability to tailor it to the freedom the new CPD program aren’t the most local community and its problems. Because the important benefits brought on by D.A.R.E. program was a national dropping the D.A.R.E. program. program, members would create the “(With) some grade levels it really curriculum, review it, then analyze (Once) we have an officer doesn’t matter what we talk about,” it, giving officers material a year in every single building in he said. “It’s more about the fact that after a certain drug trend has started. we’re getting the opportunity to get “One year in drug prevention can this district, having that to know the kids and the kids are make a big difference,” said Schoeff. flexibility and getting those The unnamed program brought the getting to know us.” Both Havice and Juneja said if to address local topics like officers inside the classroom ability they encountered a problem they’d the drug “spice” that may not have to talk in that level is going sooner go to one of their teachers been as big on a national level, but than an SRO. were a big issue in Carmel. to be very beneficial. “I’ve known them long enough and Juneja said the subjects covered, I trust them,” Juneja said. particularly related to drug issues, SRO Sergeant D.J. Schoeff But according to Schoeff, the are timely as they talk about current program has an answer to that problems teens struggle with today. as well—the installation of more SROs. Havice said he agreed as he said that vaping is a big “As we grow that (program) and (once) we have issue teens struggle with today and is something the an officer in every single building in this district, program touches on. having that flexibility and getting those officers Schoeff said talks and the trust they create inside the classroom to talk in that level is going to between students and adults are the function of a be very beneficial,” Schoeff said. SRO’s job and the face-to-face contact these talks The goal is to establish a relationship between bring can create safer communities. the SROs and students as early on as kindergarten “The number one piece is that we bridge the gap so that trust can expand as time goes on. This is not between law enforcement and youth,” he said.
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Keepin’ It Real
Take a look at three different modules in D.A.R.E.’s high school curriculum myPlaybook (9th, 10th , 11th grade) Course that is interactive for students and taught by law enforcement officers • evidence-based program that has shown reduced drug and alcohol use • D.A.R.E officer teaches two lessons before students finish the course online
“Celebrating Safely” (11th, 12th grade) Resource packet for celebrating during homecoming, graduation and prom • focuses on underage drinking and transportation tips • includes script for live student performance and pamphlets for parents
REAL Messages (9th, 10th grade)
4:20
Lessons focusing on health and media literacy • interactive, self-paced curriculum • promotes critical thinking about portrayal of substance abuse on social media and other media forms
GRAPHIC || WENDY ZHU SOURCE || D.A.R.E.
TRUTH OR DARE | 3.12 | 11
Dareto be
LGBTQ+ students share their coming out stories and what it means to express themselves
WORDS || VIYANG HAO, SARAH ZHENG PHOTOS || CALINA HE, CHLOE SUN
A
However, sophomore Kaylee Gingo, who said she 2017 Gallup poll estimated that a total of 4.5% of American adults identified identifies as lesbian, said she first discovered she was themselves to be part of the LGBTQ+ “different” from others when she was in fourth grade. “In fourth grade, I started realizing that I was community, up from 3.9% in 2015. In a followup study from the Williams Institute at the UCLA different than other kids in the way that I saw girls School of Law, researchers found roughly 11.3 prettier than I did (with) guys,” Gingo said. But regardless of when they, themselves, realized million Americans were part of this community. Junior Bradley Snyder is part of these numbers as their identity, Snyder said the overall process of he said he is open about his orientation of being gay. “coming out”–a term used to refer to people who “Being gay is one of the more commonly know disclose their sexual orientation/gender identity to identities within the LGBTQ community and others–takes much longer. “I think something people don’t realize is that essentially that just means I identify as a guy and I’m (coming out is) a long process because you’re constantly also attracted to other guys,” Snyder said. For Snyder, his realization didn’t happen until having to come out with people who don’t know or in middle school when he said he related to several assume that you’re straight,” Snyder said. For Snyder, the process of coming out was relatively YouTube creators who identified themselves to be in smooth, partly, he said, because of his environment. the LGBTQ+ community. “I recognize the privilege I have to be able to come He said, “I’ve heard a lot of people talk about knowing (who they truly were) from a very young age, but quite out because (of) my family. (They are) really supportive honestly I think when you’re really young you don’t really and also my friends are really supportive,” Snyder said. think about who you are sexually attracted to, so those “So far for me, it’s been easy and I’ve gotten a lot of support and it just felt necessary to speak my truth.” thoughts didn’t really come to me until middle school.”
Strength in Numbers
Take a look at the statistics behind LGBTQ+ youth in the US.
4.5%
of US citizens identify as LGBTQ+
8%
of American high schoolers identify as LGBTQ+
Of LGBTQ+ youth,
4.5%
of Hoosiers identify as LGBTQ+
GRAPHIC || ANGELA CHEN SOURCES || THE TREVOR PROJECT, WILLIAMS INSTITUTE
87% 68% 59% 51% 43% 40%
share their sexual orientation with friends share their sexual orientation with parents share their gender identity with friends share their gender identity with parents share their sexual orientation with school staff share their gender identity with school staff
Gingo, on the other hand, said when she was beginning to learn she was different, she faced a stage of denial in fear of what her parents would say; however, her parents came to fully accept who Gingo is. “I didn’t come out (to my parents) until a couple months ago,” Gingo said. “My dad didn’t care at all (as) he’s from New York (and) not too focused on that; he just wants me to be happy. My parents both accept me now and understand that I’m different but should still be treated the same way they’ve always treated me.” Suzanne “Suzi” Brown, English teacher, sponsor for a CHS transgender support club and ally of the LGBTQ+ community, said she believes in allowing people to be who they are and supporting them and loving them no matter what. “I often see people whose parents aren’t necessarily very supportive, so (students are able to talk at this club) and ask questions about things that they don’t get to ask at home and it’s funny because I can see (those students) get to be themselves and they’re so happy (about it),” Brown said. One positive aspect about coming out in Carmel, according to Snyder, is the diversity among people. He said the general community, and especially students at this school, accept the differences individuals have. “In my experiences, a lot of students (at this school) have been really accepting, even more so than the average adult that lives in Carmel,” Snyder said. Gingo said she agreed. According to her, coming out at CHS can feel natural as many people feel comfortable or don’t pay much attention to the topic.
Junior Bradley Snyder said his coming-out process was relatively easy thanks to the support from his friends and family. He said that the Carmel community has been very supportive during the process
She said, “I feel like (CHS) in particular is really accepting,” Gingo said. “We have a lot of different people at (CHS), so I feel like a lot of people will accept you and they won’t really care.” Brown, too, said she felt the diversity and acceptance in Carmel makes it more comfortable for people in the LGBTQ+ community. “There’s a lot more diversity here (in Carmel) than in some other places. I mean, where I used to work, it was a very small farm community (and) there wasn’t a lot of diversity and it was pretty conservative (too),” Brown said. “Carmel feels way more like home to me…. there’s a lot more culture here. You’ve got a lot more clubs that celebrate differences and celebrate heritages and history and I think that is why if the school models that behavior (of acceptance and diversity) then the (students) pick up on it and it’s, you know, expected.” However, according to Gingo, there are still individuals who aren’t necessarily open to the idea of other people being part the LGBTQ+ community. But she said, despite having friends who don’t agree with her lifestyle, they still support her nonetheless. “I have a couple of friends who don’t really, I guess, agree with homosexuality but, at the same time, they know I’m happy and if I’m happy then that’s best for me,” Gingo said. Snyder, however, said he had an opposite reaction from his friends when he slowly came out to them. “I think maybe I’m just lucky or I chose my friends wisely, (but) I can honestly say, none of my friends have ever been rude or disrespectful to me based on my sexuality,” Snyder said.
>>
TRUTH OR DARE | 3.12 | 13
According to Brown, even if teachers don’t Gingo said she felt a similar experience when Sophomore agree with individuals identifying themselves as she came out to her parents. Kaylee Gingo “not straight,” it doesn’t excuse themselves from “Honestly, I think, hiding (who I truly was) and not does her performing their job. being honest made it a lot more stressful,” Gingo said. “I think it’s important for (teachers) to provide a “For me, personally, since I have (come out), I feel like makeup in safe place,” Brown said. I’m being true to my parents.” the mirror, “It’s our job to mold After the long process of incorporating (students’) knowledge coming out, both Gingo and Honestly, I think hiding (who I and their skills that Snyder offer similar pieces of bright colors truly was) and now being honest advice for students who are they’re going to take to show her on for the future, and struggling with who they are. made it a lot more stressful... pride. She said, if we are making them “My advice would just For me, personally, since I have “There are some feel uncomfortable be (to) take your time; and making them feel everyone’s journey is (come out), I feel like I’m being stereotypes unsafe, then that’s different and obviously, don’t that I find in true to my parents. going to build walls that (come out) if you’re not in the clothes they don’t need to have.” an environment where you Sophomore Kaylee Gingo Regardless of the feel safe,” Snyder said. “But I I wear but struggles LGBTQ+ students may face, Snyder said truly would say that once you do (come out), in most otherwise my after coming out to his parents, he became more every case, you will feel better and you will start to feel identity doesn’t comfortable to be himself around his family. more confident in yourself and you won’t have to fear “With (coming out) to my parents, there was (that) you’re trying to be someone that you’re not. And really affect my definitely a difference in the sense that I just obviously, in life we can never relive or like get back expression.” feel a lot more comfortable being myself around these years, and so, as soon as you can start living your them,” Snyder said.
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life, honestly, (it’s) always going to be better.”
A
Sophomore Kaylee Gingo smiles with her pride flag. This red, orange, white and pink flag represents lesbian pride. Gingo said she has identified as a part of the LGBTQ+ community since she was a young girl.
TRUTH OR DARE | 3.12 | 15
TRUTH
Learn more about the popular party game, Truth or Dare
TAKE A TRUTH
1 2 3 4 5 6 7 8 9 10
What’s the most embarrassing thing in your room? Why did you break up with your last significant other? What’s the dumbest thing you’ve ever done? Tell me something you don’t want me to know. What have you done that people here would judge you most for doing? Describe your most recent romantic encounter in detail. What’s the cruelest joke you’ve played on someone? What’s the most childish thing you still do? What’s something you wish you could tell yourself five years ago? What’s your biggest regret?
Speak up! SPEAK UPS, PHOTOS || LIVVIE HURLEY, HANNAH GRETZ
What’s one of your Truth or Dare memories? “When I was in middle school, my friends knew that Valentine’s Day was coming up, and they all had dates for this Valentine’s Day get-together they were having. They told this guy that they knew liked me to ask me out on a date for this hang out, and they dared me to go out with him even though I didn’t like him, so I was dared to go on a date with someone for Valentine’s Day that I didn’t like.”
Senior Cassidy Eckstein
What is your go-to truth question? “My favorite question to ask is “what is your favorite food?” because it’s basic and a get to know you type question. You can’t really go wrong, it’s easy and simple and chances are you learn something about someone that you didn’t know.”
Freshman Cristian Herascu
HOW TO PLAY Take a look at how to play Truth or Dare
TIP
Gather a group of players, ideally 3-7 (to keep the game moving).
Decide on a method to choose TWO players. Ideas include spinning a bottle, going around the circle and asking the person to the left or just random
Make a list of questions and dares before the game starts in order to create higher quality questions.
Once it is your turn, choose truth or dare. You cannot change after you hear the question/dare.
Set some ground rules and limitations before you play in order to avoid disagreement during the game. For example, how appropriate do the questions need to be? In general, avoid anything dangerous or harmful.
DARE? TAKE A DARE
GRAPHIC || OLIVIA CHILDRESS, EDWARD DONG SOURCES || CONVERSATION STARTERS WORLD, LIVESCIENCE, WIKIHOW, THE ATLANTIC
Speak up!
SPEAK UP, PHOTO || LIVVIE HURLEY
1 2 3 4 5 6 7 8 9 10
Talk in an accent for the next 3 rounds. (Try to) Do a magic trick. Dance with no music for 1 minute. Let the group go through your phone for 1 minute. Stick your arm in the trash can past your elbow.
What’s one of your Truth or Dare memories? “I was on the Carmel football field around midnight playing truth or dare, and a cop pulled up to the away side to see if anything was going on, so we laid flat on the ground so he couldn’t see us. When he went behind the bleachers we booked it to the home side to our cars. He ended up seeing us, but he was super cool and said it was fine since the gate was left open and he told us to be safe and (he) left.”
Senior Ted Piha
Spin an imaginary hula hoop for 3 minutes. Call the 5th contact on your phone and start a conversation. Let the person on the left draw on your face (no permanent marker) Do your best impression of someone in the room (others have to guess who it is).
Frontal Lobe Controls rational decision making Gives value to choices such as weighing options
Walk on your elbows and knees for as far as you can.
THE SCIENCE OF THE GAME Learn more about how Truth or Dare affects parts of brain
Striatum Controls feeling of peer pressure Also associated with mental rewards for actions
FUN FACT
The size of this region affects level of embarassment.
Pregenual anterior cingulate cortex Controls embarassment Tendency for embarassment is associated with: Trustworthiness Generosity
Amygdala Controls fear Determines possible threats and decodes emotions
TRUTH OR DARE | 3.12 | 16
ACUMEN
VOLUME XVII ISSUE III March 12, 2020
TRUTH
