class AI_Assistant:
class AI_Assistant:
class AI_Assistant:
class AI_Assistant:
def __init__(self, name=”AI Bot”): self.name = name
def __init__(self, name=”AI Bot”): self.name = name
def __init__(self, name=”AI Bot”): self.name = name
def __init__(self, name=”AI Bot”): self.name = name
def analyze_trends(self, text_input):
def analyze_trends(self, text_input):
def analyze_trends(self, text_input):
def analyze_trends(self, text_input):
Fake method to analyze trends print(f”Analyzing trends in: {text_input}”) return “Trend analysis complete. No issues detected.”
Fake method to analyze trends print(f”Analyzing trends in: {text_input}”) return “Trend analysis complete. No issues detected.”
Fake method to analyze trends print(f”Analyzing trends in: {text_input}”) return “Trend analysis complete. No issues detected.”
Fake method to analyze trends print(f”Analyzing trends in: {text_input}”) return “Trend analysis complete. No issues detected.”
def generate_essay(self, topic):
def generate_essay(self, topic):
def generate_essay(self, topic):
def generate_essay(self, topic):
Fake essay generation print(f”Generating essay for topic: {topic}”) return f”An essay on {topic} will be done in 3 steps: Introduction, Body, and Conclusion.”
Fake essay generation print(f”Generating essay for topic: {topic}”) return f”An essay on {topic} will be done in 3 steps: Introduction, Body, and Conclusion.”
Fake essay generation print(f”Generating essay for topic: {topic}”) return f”An essay on {topic} will be done in 3 steps: Introduction, Body, and Conclusion.”
Fake essay generation print(f”Generating essay for topic: {topic}”) return f”An essay on {topic} will be done in 3 steps: Introduction, Body, and Conclusion.”
def detect_ai_usage(self, text_input):
def detect_ai_usage(self, text_input):
def detect_ai_usage(self, text_input):
def detect_ai_usage(self, text_input):
Fake AI detection logic print(f”Detecting AI patterns in: {text_input}”) if “AI” in text_input: return “AI detected in the text. Likely AIgenerated.” return “No AI detected.”
Fake AI detection logic print(f”Detecting AI patterns in: {text_input}”) if “AI” in text_input: return “AI detected in the text. Likely AIgenerated.” return “No AI detected.”
Fake AI detection logic print(f”Detecting AI patterns in: {text_input}”) if “AI” in text_input: return “AI detected in the text. Likely AI-generated.” return “No AI detected.”
Fake AI detection logic print(f”Detecting AI patterns in: {text_input}”) if “AI” in text_input: return “AI detected in the text. Likely AIgenerated.” return “No AI detected.”
def create_vocab_list(self, subject):
def create_vocab_list(self, subject): Fake vocabulary list generation vocab_list
def create_vocab_list(self, subject):
def create_vocab_list(self, subject):
Fake vocabulary list generation vocab_list
‘math’: [‘Algebra’, ‘Geometry’, ‘Calculus’, ‘Trigonometry’],
‘math’: [‘Algebra’, ‘Geometry’, ‘Calculus’, ‘Trigonometry’],
class AI_Assistant:
Fake vocabulary list generation vocab_list ‘math’: [‘Algebra’, ‘Geometry’, ‘Calculus’, ‘Trigonometry’], ‘literature’: [‘Metaphor’, ‘Symbolism’, ‘Irony’, ‘Allusion’] # Fake AI Code Simulating Education and Workplace Impacts
‘literature’: [‘Metaphor’, ‘Symbolism’, ‘Irony’, ‘Allusion’] # Fake AI Code Simulating Education and Workplace Impacts
‘literature’: [‘Metaphor’, ‘Symbolism’, ‘Irony’, ‘Allusion’] # Fake AI Code Simulating Education and Workplace Impacts
Fake vocabulary list generation vocab_list ‘math’: [‘Algebra’, ‘Geometry’, ‘Calculus’, ‘Trigonometry’], ‘literature’: [‘Metaphor’, ‘Symbolism’, ‘Irony’, ‘Allusion’] # Fake AI Code Simulating Education and Workplace Impacts
class AI_Assistant:
def __init__(self, name=”AI Bot”): self.name = name
class AI_Assistant:
class AI_Assistant:
def __init__(self, name=”AI Bot”): self.name = name
def __init__(self, name=”AI Bot”): self.name = name
vocab_list = ai_assistant.create_vocab_list(“literature”) print(f”Generated vocabulary list for Literature: {vocab_list}”)
# Workplace AI impacts ai_assistant.analyze_trends(“AI in the workforce - Automating repetitive tasks”)
vocab_list = ai_assistant.create_vocab_list(“literature”) print(f”Generated vocabulary list for Literature: {vocab_list}”)
def __init__(self, name=”AI Bot”): self.name = name vocab_list = ai_assistant.create_vocab_list(“literature”) print(f”Generated vocabulary list for Literature: {vocab_list}”)
vocab_list = ai_assistant.create_vocab_list(“literature”) print(f”Generated vocabulary list for Literature: {vocab_list}”)
# Workplace AI impacts
# Workplace AI impacts ai_assistant.analyze_trends(“AI in the workforce - Automating repetitive tasks”)
# Workplace AI impacts ai_assistant.analyze_trends(“AI in the workforce - Automating repetitive tasks”)
ai_assistant.analyze_trends(“AI in the workforce - Automating repetitive tasks”)
Nicolas Bowers
Lois Guest
Maia Jamieson
ASSISTANT DESIGN EDITOR
Aidan Brown
IN-DEPTH TEAM
Sarynel Barbosa Kuilan
Stella Gaylord
Annie Green
Cecilia Gutierrez
SOCIAL MEDIA TEAM
Maggie Russell
Greta Schuetz
STAFF
Colin Amini
Mia Bowers
Gabe Carrilo
Chloe Feliciano
Jaedyn Greenlee
Owen Grimes
Bella Herbert
Brooklyn Hurt
Leo Iorio
Alexa Lanam
Gabe Manning
Gabe Marsh
Audrey Nordman
Cassie Osburn
Addisyn Pulley
Claire Rawlings
Gabby Revell
Caeden Sych
Maddie Williams
ADVISERS
Roth Lovins
Rachel McCarver
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The struggle of AI use with students in the classroom
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On top of school, students look for jobs to fill their time
by Mia Bowers design by Jaedyn Greenlee
With the rush of school, sports, extracurriculars, etc., it can be difficult for students to find spare time. Some students tackle jobs as well, but others struggle to find one.
Junior Gracie Burton is a JayC employee who had to go through the same process many students go through to acquire a job.
“Usually you can find job listings online or you can talk to the manager of the place you want to apply to,” Burton said.
Loft and Ann Taylor store manager Michaella Myers hires teenagers for parttime jobs. She described different factors that make it easier for a student to get a job.
“Teaching students how to search for jobs, fill out applications, and prepare for interviews can make the process less daunting and more efficient,” Myers said.
Having a job isn’t a crucial undertaking for some, but for Burton it is important.
“Having a job is important so I can earn money and buy my own things,” Burton said. “It overall just lets me be independent. Being a student with a job helps you learn life skills and save money for college.”
Myers and Burton share this opinion.
“Having a job builds confidence, teaches
Donner lifeguards practice saves for the season during 2024 summer orientation. photo for the Triangle
skill development, time management, financial independence, responsibility, accountability, networking skills, and overall work experience,” Myers said.
Some teenagers struggle to find jobs though.
“It can be hard to find a job sometimes because a lot of places don’t like to rely on teenagers as employees,” Burton said.
Myers also recognizes that some teenagers have a difficult time finding employment.
“Many employers seek candidates with prior work experience, which young people typically lack,” Myers said. “This becomes a barrier when competing for even entry-level positions.”
Having a job usually isn’t a student’s only after-school activity. This can make hiring and scheduling difficult when dealing with teenage employees.
“Kids have school, extracurricular activities, and homework, limiting the hours they can work,” Myers
said. “Employers often look for candidates with more flexible schedules.”
Aside from busy schedules, some students just don’t fit the job description.
“Some jobs require specific skills or certifications that high school students may not have had the opportunity to develop yet,” Myers said.
Counteracting these adversities can be hard, but can assist students when seeking employment. Little things like finding the right time to apply can aid the applicant.
“In retail, we typically do additional hiring for the holiday season, as we have extended hours and more shifts to accommodate the demand of the business,” Myers said.
Just like employers look for many things in a candidate, students seeking jobs look for specific things in a job too. One of those things is a positive work environment.
“I think a positive work environment is made out of people being in a good mood and helping out,” Burton said.
As an employer, Myers looks for similar things in a positive work environment.
“An ideal work environment is one where employees are valued, motivated, and engaged,” Myers said. “It’s a place where employees feel comfortable and empowered to perform to the best of their abilities.”
Applebees Host
$7.25 to 10 dollars per hour
Burger King Member Up to 13 dollars per hour
Dunkin’ Member 10 to 15 dollars per hour
Chick-Fil-A Member 12 to 17 dollars per hour
Chipotle Member 14 to 15 dollars per hour
Donner Aquatic Center 9 to 11.25 dollars per hour
Incoming freshman will now be required to take personal finance in place of economics by Colin
Amini design
by
Gabriel Carrillo
In a significant shift in Indiana’s high school graduation requirements, personal finance education is replacing economics as a mandatory course. This change is designed to equip students with practical financial skills that will help them navigate their adult lives, according to current personal finance teacher Scott Seavers.
“What will the personal finance class provide to students? An opportunity to learn about credit, budgeting, saving, investing, insurance, buying a car, buying a house, student loans, [and more],” Seavers said.
Current business teacher Laura Daily explains how these topics will be applicable immediately out of high school.
“What we’re really teaching is how to make smart decisions with money, whether it’s about choosing a credit card, buying a car, or figuring out a budget,” Daily said. “These are decisions they will face right out of high school, and this class will give them the tools to approach those decisions responsibly.”
The two courses differ in several key ways, with personal finance focusing more on individuals, according to Seavers.
“This is Personal Finance, so it is about what an individual or family needs to do to be financially successful,” Seavers said. “Economics is a broad category of economic concepts in a macro sense. Everyone needs to know how to manage money, save, avoid
the debt trap, and invest. It doesn’t matter what profession they choose, but we all have to learn to be good stewards of our money to help ourselves and our family.”
Daily agrees with Seavers’s view on the importance of financial education.
“Personal finance education can help students manage their money and avoid financial stress,” Daily said. “It teaches budgeting, saving, retirement planning, and managing credit, which are all critical skills for their future.”
• BUDGETING BENEFITS- Students who learn how to budget earlier on in life can find it easier to save money and make informed spending decisions as they get older.
• TRANSFERABLE SKILLS- Teens who learn basic financial math can use it in other places in their lives outside of the class. They might find it useful in their career or whenever they want to spend or save money.
• POTENTIAL CAREERS- Learning finance can lead to having more career opportunities in sectors such as financial planning, investment banking, accounting, and corporate finance.
Source: tbwealth.com
Daily believes that the shift allows for a more hands-on approach to financial education.
“While economics teaches broad concepts, personal finance focuses on realworld applications that students can use right away,” Daily said. “Personal finance education will help students understand the consequences of their spending and decision-making.”
Despite the many benefits of financial
literacy, both Seavers and Daily agree that the teaching of economics should not be entirely dismissed.
“I think everyone needs to learn personal finance so it is a positive,” Seavers said. “However, I like economics as well. I wish they could take both.”
Seavers further emphasizes how this class will benefit students as they enter adulthood.
“All students will have to face these financial decisions in their future,” Seavers said. “The more education they can have in this area, the better. They will be better prepared to make better decisions, whether it’s choosing a loan option, deciding where to invest, or planning for retirement.”
He believes the course will teach students to make informed financial choices that can have long-lasting positive effects on their lives. Seavers’s ultimate goal is for his students to learn how to manage money in a way that sets them up for long-term financial independence.
“I want students to make good decisions early in their lives so they can ultimately become financially independent earlier and provide the best life for themselves and their family,” Seavers said. “I also hope they can discuss and plan with their spouse before they get married to avoid money fights.”
Daily is equally optimistic about the course’s potential, stating that financial literacy can have far-reaching benefits.
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Love Chapel hosts annual fundraiser “Empty Bowls” to raise money by selling bowls
by Chloe Feliciano design by Bella Herbert
Empty Bowls is a fundraiser night that sells bowls of soup, where you are able to take home the homemade bowl. People within our community would go hungry if it weren’t for food pantries that help feed them. However, nonprofit organizations have to be able to buy food somehow. Empty Bowls is a fundraiser night that sells bowls of soup, where you are able to take home the bowl. Chair of the event Judy Kiesow and volunteer freshman Lucas Burge have some information to share about the
The event will be hosted in the community during spring break.
“[Empty Bowls is on] the first Saturday of spring break, March 15th, from 4 to 6 pm.,” Burge said, “It’s at Central Middle School.”
Empty Bowls helps many nonprofit organizations in our community raise money.
“There are six nonprofits that receive money from the amount of money we make, [which includes] Love Chapel, the Food Pantry and Brighter Days, which is the homeless shelter, Hope Community Center which has a food pantry, Salvation Army, Turning Point, Thrive Alliance, [and] Horizon House,” Kiesow said.
An organization that Burge volunteers at will also be getting support.
“I volunteer at Hot Meals weekly, and this event would raise money for Hot Meals, as well as a bunch of others,” Burge said.
The event is not new and has continued to provide money for Columbus organizations over the years.
“This is the 27th year for Empty Bowls and two teachers started this,” Kiesow said. “I know one was Bob Pulley.”
The event is not just a fundraiser sale and has activities to participate in.
“At the event, we have live music, a silent auction, bowls (made by artists and students) for sale, a bake sale and the most important is we have soup, homemade bread, drinks and a homemade cookie which is served by local people such as the mayor,” Kiesow said.
Although buying a bowl is not mandatory, there is still a cost to enter.
“Tickets are $20 for adults and $5 for children,” Kiesow said.
The event is well-staffed and able to manage hundreds of people.
“Bowls are made by our own talented Ceramics students and local artists will be available to buy!”
Art Teacher
Kaitlynn Davidson
“Students should come and help out because it’s going to go a long way with helping people in need.”
Freshman Lucas Burge
“Last year we had
approximately 350 people who attended,” Kiesow said. “ We have approximately 75 volunteers that are needed to set up, serve and clean up.”
The people who attend and buy bowls help those in the community who face food insecurity by providing them with funds to stay open.
“Love Chapel is averaging approximately 1,500 families a month at the Food Pantry in the city of Columbus. One in seven people experience food insecurity. We hope that Empty Bowls will help educate the community of the needs of people in this community.”
Burge and others volunteer, so this event may be a good option for those wanting volunteer hours in the future.
“I will feel accomplished [when completing the fundraiser],” Burge said, “Volunteering and helping out typically makes me feel satisfied.”
“You are recognizing that there is hunger in our city and you’re supporting the agencies that are helping families. It’s important to be active in their community and support what they have a heart for, No one knows what tomorrow may bring into your life.”
Coordinator Judy Kiesow
Examples of bowls made by CNHS students that will be up for sale at Empty Bowls Teachers, students, and coordinators elaborate on the purpose of turning up to Empty Bowls.
by
Gabe Marsh
Students explain what March Madness means to them
by Owen Grimes design by Alexa Lanam
On March 18th, the battle between teams across the country begins in a race to claim the NCAA title. From the bracket announcement to the buzzer-beaters, March truly becomes madness as single-elimination games and upsets bring college fanatics out of hibernation to root for their favorite teams. Senior Parth Shah shares what the tournament means to him.
“This tournament means a lot to me as it is always fun and high intensity,” Shah said. “So many games are played in such a short time and seeing fans and all of the hype around the tournament is always cool.”
Junior Eli Wrightsman explains his opinion on the subject.
“All of the games, there’s just so many at one time, including all of the upsets early on,” Wrightsman said. “ It’s cool to watch, I look forward to it each year.”
As the continued madness goes by, the stakes get even higher, and at the same time, the teams are knocked off the bracket and sent home. In the meantime, teams who move on get closer towards the championship game, prepare for the final contest. Senior Parth Shah shares his favorite part of the sequence of the tournament.
“My favorite part about the tournament is seeing all of the upsets and teams that go on Cinderella runs. I love seeing upsets,” Shah said.“I don’t have any specific traditions
besides cheering for my team, trying to watch as many games as I can, and rooting for upsets.”
There are plenty of good teams in the NCAA basketball program, both present and historically. But blue bloods are a whole other story. These programs are considered among the most elite, contemporaneously or historically. Wrightsman shares his opinion on who some of the blue bloods are.
“I think there are blue bloods, but they change throughout the years,” Wrightsman said. “Depending on how many teams are winning, the Dukes and the North Carolinas are major blue bloods.”
Senior Eli Psota explains his opinion on blue bloods.
“I think blue bloods certainly exist, but there are historical blue bloods and current blue bloods, Psota said. ”Some people don’t consider IU a blue blood because of their recent struggles, but their history makes them a blue blood. On the other hand, UConn has been amazing in the 21st century, but many don’t consider them a blue blood due to their weaker history.”
Junior Ben Kriesant gives us his insight into what team he believes will claim the title.
“I do believe that Duke is winning it all, Kriesant said. “I believe this because of the team culture/chemistry they have, the pure talent on the team, and they already beat most of their competition in the regular season.”
1939
The tournament was created with only 8 teams competing.
1951
The tournament was first expanded to 16 teams.
1967
The slam was banned for a year by the NCAA
1975
The tournament was expanded to 32 teams competing.
1978
The tournament accepted the term “Final Four”.
1985
The tournament was expanded for the last time at 64 teams.
1985
The tournament’s anthem was aired for the first time.
1990
The highest-scoring game happened when Loyola Marymount beat Michigan, with 264 points combined.
Inside look into Lena Tuttle’s senior project, Bull Dog Student Masterpieces
by Gabby Revell design by Gabe Marsh
March 29, the work of students will have their artwork flooding the Commons, displayed for all to see.
Senior Lena Tuttle is organizing a student art showcase for her senior project.
“Bull Dog student masterpieces is an art show entirely made up of bulldog art,” Tuttle said. “It is art made by Columbus North students, whether at school or at home, to display the work of students and to help bring more attention and more people in for the bulldog market, which supports community artists and vendors in Columbus.”
Tuttle started planning the project in December of 2024.
“I had the idea to do this as my senior project when one of my art teachers approached me with the idea of doing a student art show and asked me to lead it and run the show for them,” Tuttle said.
Art teacher Kaitlynn Davidson is Tuttle’s sponsor for the project.
“We really wanted to showcase student artwork,” Davidson said. “We feel like there hasn’t been a good way to let the community see what awesome things are students are making here at North, so we really wanted to just be able to showcase those and let the community
come into the school and showcase all of the really cool things that are being made here.”
This is the first and only student art show at North.
“My end goal is to be able to give some student artists the chance to see their work in an exhibition and be able to award prizes to deserving student artists as well as being able to attract more people to the bulldog market to increase the help to the community that we can provide,” Tuttle said.
Junior Melina Engelau will be entering several pieces of art into the art show.
“I really appreciate the project for showing off student’s artwork, and I appreciate Lena as a friend and for working behind the scenes to make this possible,” Engelau said.
Tuttle is a friend of Engelau’s.
“Lena is a very hard worker,” Davidson said.
“She’s very creative, always trying new things and always ready to take a risk to create something that she wants to make. She’s always making something new, working hard on something.
You can almost always find her in an art room if she’s able to be here.”
The show will be on March 29 from 10-3 but student art can be entered any time until the March 25.
“I’m really looking forward to the actual event, getting
to meet parents and showing off my students’ awesome work,” Davidson said. “So far, it’s just been really fun planning it and getting all of the students’ artwork in and collecting it to display. We still have a lot of work to do, we have to build displays and get things organized, but so far it’s been a lot of fun getting this ready.”
How to enter art into the show. Take it to an art teacher and they will give you a slip to fill out to keep with your artwork. The art teacher will hold onto your artwork until the art show is over. You will be able to collect it from the same teacher you turned it into on the Monday after the show.
March 29: Day of art show
Show starts at 10:00 a.m. show ends at 3:00 p.m.
Mixed Media
Sculpture Painting
Ceramics
Drawings Jewelry Photography
Student Assembly members discuss the hectic annual event Quarter Raiders.
by Gabe Manning design by Addisyn Pulley
WHO: Student Assembly WHAT: Collecting money for Can Drive WHEN: Fourth period today
As the third quarter closes, Student Assembly’s yearly Quarter Raiders fundraiser comes closer. So collect the spare change from couch cushions, break open your piggy bank, and get ready to be drained of your loose change. Freshman Masha Pivovarova will be having her first Quarter Raiders experience. She described what she has heard from others about the event.
“I’ve heard that upperclassmen from the assembly collect coins from the classrooms,” Pivovarova said. “ And underclassmen from the assembly count it.”
Sophomore Liam Glynn-Jones explained the difficulties the underclassman may face when counting the money.
“The challenge with counting
is being accurate and organized,” he said. “There is a difficulty in separating the different coin and dollar amounts and keeping an accurate total.”
Senior Olive Mantooth described how her participation in the event has changed.
“Freshman year, I just sat with my friends and counted money,” Mantooth said. “But this year I will bring rollerblades, that way I can skate through the school.”
Student Assembly Advisor Dan Marsh described what his role is during the event.
“My role is to help oversee that students are being safe, even when riding skateboards in the halls, as well as overseeing counting the money and depositing the money into our account,” Marsh said. “This year, I will also be helping guide Miss Zimmerman as next year, she will take the lead on Quarter
Raiders.”
Glynn-Jones explained how Student Assembly prepares for Quarter Raiders.
“We prepare by assigning students to be chairs for the event. There is a chair assigned to every grade level,” GlynnJones said. “They are in charge of organizing things to run smoothly on the day.”
Pivovarova shared her expectations for the event.
“I feel like just keeping it in order might be challenging because it sounds very chaotic,” Pivovarova said.
Marsh added the event is planned to minimize classroom disruptions.
“We raid only classrooms that have given us permission,” Marsh said. “We also try to raid right at the start of class, still allowing teachers a large amount of time for instruction.”
Glynn-Jones spoke about the type of impact the event makes.
“I think it impacts the school community in many ways,” Glynn-Jones said. “It, of course, helps financially, but it also gives students an opportunity to give back and show that they care.”
Marsh described what he hopes students take away from Quarter Raiders as a whole, and what he believes the most important part of this event is.
“For me, it’s the power of community and how just the smallest donation from our students can raise a large amount of money in a very short time, and that money stays in our community to help those in need,” Marsh said. “Small actions can have a big impact if we are just willing to give a little.”
Students and staff discuss the process of deciding Blah Week days to promote spirit
by Cassie Osburn design by Caeden Sych
College Day. Dress Like Your Favorite Teacher Day. Vacation Day. Every year during the last week before Spring Break, Student Assembly assigns each day a different theme for students to dress according to. Student Assembly sponsor Sara Zimmerman explains the process of deciding on the themes each year.
“We do a big meeting with everybody on Student Assembly during one of our Wednesday meetings and they break up by grade level,” Zimmerman said. “Each grade level discusses what they think would be good themes and they pull them all together. Then the Council that meets with Mr. Marsh every week narrows it down.”
Student Assembly member
Olive Mantooth shares one of her favorite Blah Week themes.
“They usually do a beach theme,” Mantooth said. “I always enjoy wearing a layered Hawaiian shirt on the last day before break.”
Zimmerman described certain themes that she enjoys.
“I really like the idea of ‘Dress like a Teacher/Dress like a Student Day,’” Zimmerman said. “We get to flip flop the roles. I’ve seen other schools do it and I think it’s a little bit funny.”
Senior RuthAnne Gilroy explained how she felt about Blah Week this year.
“I am excited for Blah Week, especially as a senior,” Gilroy said. “I’ve been trying to do the dress-up themes more.”
Gilroy added that she doesn’t believe everyone shares her sentiment.
“It feels like more and more people have stopped dressing up,” Gilroy said.
Zimmerman explains one reason why students may not be dressing up for Blah Week.
“Some themes are easier to participate in than others,” Zimmerman said. “Not everyone may have something to wear for a specific day.”
Mantooth agrees that her wardrobe limits how much she can participate.
“I usually do participate unless I just don’t have something to wear,” Mantooth said. “But if I have something, I’ll participate.”
Gilroy adds that she also sometimes struggles to find things to wear that goes with the themes.
“I don’t usually have what the outfit requires, so I just don’t do it,” Gilroy said.
Zimmerman says that Student Assembly considered this when deciding this year’s themes.
“We’re trying to get some themes that are a bit easier for people to do,” Zimmerman said.
But Gilroy thinks that other factors may be at play, too.
“I feel like I hear a lot of people complain about the themes and not think that they’re fun,” Gilroy said.
Zimmerman also has her own theory.
“I think part of it is that not everyone knows the themes,” Zimmerman said. “It’s hard to get all the information out.”
Mantooth adds that she believes people are reluctant to look different.
“I think, a lot of times, people don’t really want to stick out by dressing up,” Mantooth said.
Preparation is coming to a close as Beth’s Dancenter plies into competition season by Claire Rawlings design by Maddie Williams
The music finishes its last few notes, and the group slides off the stage, running to the dressing rooms, flinging their tap heels into their bags and slipping on their jazz shoes for their next dance. Beth’s Dance Center is ready to dive into their competition season.
Additionally, owner Megan Murray highlights the variety of styles Beth’s Dancenter embraces.
“I have been a teacher at Beth’s Dancenter for 11 years and the owner of the studio for 6 years,” said Murray “Our studio offers a variety of styles including Ballet, Jazz, Hip-Hop, Tap, Modern, Ballroom, Lyrical, Acrobatics/Tumbling, Musical Theater, Pom, and Irish.”
Murray looks back on her history as a dancer, and the person who inspired her.
“When I was younger, my dance teacher, Beth Thayer, passed away suddenly,” Murray said, “She wasn’t just a teacher; she was a mentor and a source of encouragement in my dance journey. Losing her was a shock, but it also became a powerful motivation for me to continue dancing. Through dance, I feel connected to her and her passion. It’s my way of continuing her legacy and keeping her spirit alive.”
Sophomore Lou Grafelman reflects on his goals for the upcoming season.
“My goal for the competition season is to get at least platinum on my tap dance, because although [my group is] really small
this year I think we can still pull through and do really well,” Grafleman said. “Overall, I want to be able to come off the stage after every dance and know that that was my best run, and be proud of what I put on stage.”
Sophomore Willow Rynerson explains a typical competition day schedule.
“[First I] wake up early and get ready, [then I] head to comp to perform and compete, eat, and go back to the hotel to sleep,” Rynerson said, “This is the basic layout but it varies a lot based on schedule and other factors.”
Teacher Peyton Prentice shares her thoughts about the competition season and her hopes for her team.
“I’m looking forward to this competition season because both of my groups are going to an extra competition, so we get another chance to perform and it gives us a better idea overall of how we are doing,” Prentice said, “My lyrical group has had a crazy year so the fact that we’re making it to the finish line is already an accomplishment and I really want to see them perform that on stage with all the emotion they can because there’s a lot of potential for that group.”
Murray explains what competition means to her.
“Competition is more than just winning,” Murray said, “I can’t wait to see [our dancers] learn from the experience and walk away proud of their growth. Watching them grow, both on and off the stage, is what makes competition season so special for me.”
This season will
stand out from other seasons because of the changes the studio has gone through. Murray reflects on what the studio has undergone.
“This year stands out because it’s a year of transformation for us—we’ve moved into a new studio, and for the first time, we have a space that truly feels like our own,” Murray said, “Having a place where we can build our vision has been a game changer. This year feels like a fresh start, and I’m looking forward to seeing how we continue to grow and evolve in this new dance home.”
Grafelman untangles his favorite part of the contest.
“I’m looking forward to the final days before our big competition, having done all the nit-picking, getting to work on more character work, and all the facials that bring life to any dance,” Grafelman said, “This year is my first year being in sort of the oldest group at the studio, or the largest group of a certain age you know, so to be at that sort of higher level means I really have to give everything my all.”
Murray notifies her favorite dance memories.
“My favorite dance memory isn’t just one—it’s a recurring experience that happens every time I watch my students achieve their goals and perform on stage,” Murray said, “Seeing them step onto the stage, give it their all, and then walk off stage with happiness is incredibly fulfilling.”
She illustrates her excitement for her students to perform.
to read more visit cnhsmedia.com
Tap shoes are commonly made of leather with two metal plates at the bottom. The metal is on the heel and the toe of the shoe to create precise tap sounds.
Jazz shoes are most commonly made of leather and have a rubber sole. The shoes are made to be very flexible and to hug the foot. The rubber toe gives traction for jumps and turns.
Pointe shoes are made to give the illusion that the dancers are floating by extending their height. The point of the shoe as layers of fabric, paper, and cardboard allowing them to dance on their toes.
March 17, 2023 was a dark day for countless North students.
While some undoubtedly have no idea what happened that day, Boilermaker fans will instantly shudder at the memory of the Fairleigh Dickinson vs. Purdue game: the second 16th/first seed upset in March Madness history. And while both my drywall and I felt much pain that day, I don’t think anyone can deny that it was one of the most memorable and exhilarating games in college sports history. Others may remember the 2018 Loyola run, the 2022 Saint Peter’s run, or the 2024 NC State run. Why do so many of us remember these? It’s because these runs are exactly what makes the Big Dance the holy grail of sports that it is. However, these runs might go down as some of the last in history, due to almost certain changes planned soon by the basketball overlords at the NCAA.
Currently, small-market teams that wouldn’t have much of a chance in larger conferences are guaranteed a spot in the tournament if they win their smaller conference, often filling up the lower 14-16th seeds. However, this occasionally edges out largermarket teams that weren’t good enough to win their conference, and were thus unable to receive a guaranteed spot.
The consequences of rectifying
by Colin Amini
this “problem” are numerous, none of them good. The two primary solutions that have risen to prominence are expanding the tournament drastically, or eliminating guaranteed spots altogether
The former decision, while not eliminating Cinderella teams per se, will ultimately kill the tournament. No one wants to wait a decade just for the tournament to get to the Sweet Sixteen. Half of the appeal of the tournament is its electrifying brevity, and tampering with this element is reckless at best. As bad as the former is, the latter is incomprehensibly catastrophic.
Destroying the lifeblood of the tournament can only prove disastrous. Sure, blue bloods are fun. Who doesn’t love a good ‘ol Duke game? But they’re empty. You know, for the most part, going into the game, who’s going to win. Unless you don’t. Unless teams like Farleigh Dickinson and Saint Peter’s are allowed to survive.
The NCAA has already proved its complete indifference to tradition. They destroyed any cultural cohesion in conferences, they expanded the College Football playoffs to purely serve the big conferences, and they diced the Pac-12 and sold its organs in a manner of days. Don’t expect their opinions on March Madness to be any different. The bottom line: enjoy the Cinderella runs of the 2025 tournament. They might be the last.
An age-old debate, finally settled by
he classic debate, is ballet a sport? While ballet requires athletic ability and other skills used in sports, it is not a sport. Oxford Languages defines a sport as “an activity involving physical exertion and skill in which an individual or team competes against another or others for entertainment.”
The sole purpose of ballet is not to compete against others or another team but to perform. Ballet is an art form that involves athleticism. A sport does not provoke any feelings or call for any acting ability. This is not to say that ballet is harder than any sport, but it just commands a different set of abilities. Ballet requires an attention to detail that is incomparable to any other physical activity. Ballet is composed of so many different factors that all need to be appreciated. There is of course the dance, but there are also costumes, music, storytelling, etc. This is what differentiates ballet from a stereotypical sport such as basketball or gymnastics.
Ballet takes just as much athleticism and endurance. Ballet dancers are incredibly well-rounded athletes, with as much strength as flexibility. You can rehearse as much as you like but perfection does not exist in ballet. Ballet dancers need enough discipline to dedicate their lives to classes and rehearsals just to know that they will never achieve perfection. One aspect of ballet
Mia Bowers
not being a sport that could be argued are dance competitions. Competitive dancers and ballet dancers are completely different, but there are ballet competitions. Competitions such as the Youth America Grand Prix and Prix de Lausanne are rare examples of when ballet is competitive. It is hard to measure talent in ballet. One dancer might have better musicality, while another dancer is able to do six pirouettes. Both are great, but it is hard to decide who is the “better” dancer just off of those factors. This is an important aspect as to why ballet is not a sport. There are also different styles and techniques of ballet. Balanchine is the American style of ballet that focuses on dynamic movements and musicality. There is also the English style of ballet is mainly centered on strong technique and simplicity. The Vaganova technique is the Russian style of ballet focusing on precise movements. The Cecchetti method of ballet is Italian and emphasizes strong and clean movements. No sport has different styles or techniques, they are all uniform. All in all, ballet is just incomparable to a sport. It requires a performance aspect that is not seen in sports. The difficulty of ballet lies within the requirement to do something so physically rigorous but make it appear effortless. So no, ballet is not a sport.
Iwas really afraid this album would have me running for the hills. With ‘Sports Car’ having been out, I was afraid that McRae wasn’t going to be able to top it.
I have been listening to McRae since ‘One Day’ and ‘Teenage Mind’, and I can confidently say this is my favorite album of hers. It starts off so strong with ‘Miss Possessive’. The intro is so camp, and I think she does a really great job throughout the album of having a strong beat.
It is so obvious that McRae is more of a dancer than a singer, because every song has such a danceable beat.
‘Bloodonmyhands’ is genuinely a crime to humanity. I like ‘Flo Milli’, but this song just was not it for me at all. This album doesn’t have a lot of skips, but I will never listen to the entirety of this song again.
‘Dear god’ was a work of art. Top three on the album for me for sure, it was just such an entrancing song. Her voice on the chorus makes me feel like I’m genuinely ascending. On most of McRae’s songs I feel like I either really love the verses or I really love the chorus, and the other is just mid, but this one I love all of.
‘Sports Car’ has been on repeat since it came out as a single. Everything about it is addictive, Tatiana really took over on this album. The way she whispers the chorus just scratches my brain right. I want to break out into dance every time this song comes on my playlist.
After three absolute bangers in a row, ‘Signs’ disappointed me so much. This is my second skip on the album, I just can’t go from the three best to one of the worst, it’s too sad. If it wasn’t right after
by Cassie Osburn by Gabby Revell
‘Sports Car’, I probably would listen through.
‘Like I Do’ doesn’t really stick out to me. I absolutely love the verses but the end of the chorus just annoys me. I love the repetition of the first part of the chorus, but I can’t stand the voice she does when she sings ‘like I do,’ in the chorus.
‘It’s Ok I’m Ok’ is another one that I liked but didn’t love. The best part of the song by far is the outro; the repetition of ‘I don’t want him anyway, girl take him,’ is so amazing.
I didn’t get ‘No I’m Not in Love’ after the first few times, but it’s grown to become one of my favorites. To be honest, I can’t understand the lyrics just from listening to any of McRae’s songs, but after looking at the lyrics I loved this song so much more.
‘Means I Care’ has such a good intro I was excited. I like the lyrics a lot and it has such a fun beat. Most of the song is just okay, but the intro and background of the chorus is so good.
Unpopular opinion, ‘Siren Sounds’ doesn’t deserve the hype. It’s good, but the amount of glazing it got is insane. It’s a good song, great even, but ‘Sports Car’ and ‘Purple Lace Bra’ are both streets ahead.
Overall, I like it a lot, but my biggest complaint is that there are a lot of songs that have similar beats and they start to run together. To be totally honest, my opinions completely changed after my first listen, almost all the songs had to take some time to grow on me. Either way, McRae is absolutely killing it. Since 2020 when I first started listening to her, she has really created an image for herself and she is incredibly successful.
From eliminating DEI programs to changing the name of the Gulf of Mexico, the Trump Administration seems committed to making drastic changes to our country. While there are certainly areas of the government that need reform, many of the administration’s changes are ill-advised, to say the least. But of all the actions taken so far, cuts to U.S. foreign aid will have the most dire consequences for both the U.S. and other countries around the world.
The president’s moves regarding foreign aid weren’t entirely unexpected. During his first term, Trump cut funding for women’s health organizations in other countries due to concerns about abortion. The damage was unacceptable: an estimated 108,000 mothers and children lost their lives. This term, instead of just targeting women’s health, the Trump Administration has disrupted the majority of the U.S. Agency for International Development’s operations, affecting everything from programs fighting child malnutrition to conservation efforts. Cutting aid will not only harm the millions of people who were dependent on the care we funded and provided, but it will have detrimental effects on the U.S.
The decision to freeze the majority of U.S.AID.’s programs was made under the false assertion that foreign aid doesn’t benefit the U.S. and is wasteful. This is entirely false. First of all, helping people in other nations improves their perception of us, which is key to forming relationships with foreign governments. This kind of soft power is also advantageous to American companies and our economy. The largest portion of U.S.AID.’s funding went toward
economic development. In addition, many of our other foreign aid programs, such as those fighting disease, strengthen countries’ economies indirectly. Once a country is stable enough that it no longer relies on us for assistance, the relationship we built with them through aid could lead to them becoming a U.S. trading partner, which would benefit both us and them.
Foreign aid is also a matter of national security. Areas that are unstable and struggling are breeding grounds for radicalism. We’ve seen this time and time again with groups like Al Qaeda and Hamas, and we’ve also seen the violence and devastation that can stem from it. Providing aid to people in need around the world is imperative if we wish to keep ourselves and our allies safe.
Despite the many lives foreign aid has saved and the benefits it gives us, some still argue that it is a waste of money. It is understandable why they would believe this, considering that polls show Americans think that the government spends about 25 percent of the federal budget on foreign aid. In reality, only about one percent of the budget goes toward aid.
Now, none of this is to say that all foreign aid funding has been used in productive and beneficial ways. U.S.AID. isn’t perfect. But it does serve America’s best interests and has had measurable, positive impacts. Deaths from malaria were halved between 2000 and 2017, the amount of people in extreme poverty has decreased, and the projected global life expectancy this year is eight and a half years longer than it was in 1990. Gutting foreign aid will make life worse for many people, including Americans.
Although commonly attributed with the negative characteristics such as cheating, lying and finding the easy way out, AI has some benefits that can help us finish tasks more efficiently. According to Walden University, artificial intelligence is a computer science and technology field focusing on creating machines, systems or software programs capable of performing tasks that typically require human intelligence. This could include reasoning, problem-solving, learning, perception, understanding natural language, and making decisions. Ninety-six percent of the Triangle staff believe that using AI to help you with assignments can be ethical. AI can be helpful when learning new topics, studying, and completing assignments. When stuck on trying to understand something, AI can
provide a quick and simple explanation. This can be helpful if the teacher of the class is busy or if the way that they explained the topic doesn’t make sense to you. AI has the ability to adapt to explain a topic in the way you want. If I was a student who loves the TV show Gossip Girl but was confused about the start of World War 1, I could ask AI to explain World War 1 to me in terms of the TV show. When asking ChatGPT this exact prompt I got the response, “Spotted: Europe, 1914. Gossip Girl’s here with tea about a continental scandal. The spark? The assassination of Archduke Franz Ferdinand.” This provided me with a factual response written in a more engaging way that can be easier to understand. AI can also be useful when studying for quizzes and tests. You can ask the app or website to provide you with practice questions for both multiplechoice and free-response questions. It can also help you
dive deeper into the topics that you may not feel super confident about.
When trying to complete assignments AI could help with some of the more tedious tasks. If you are writing a book report and need to find the exact page of your book where a scene happened, AI could help you find that. After you write your essay, you could also ask AI to proofread it and provide feedback on how to improve what you wrote. This is an ethical way for students to utilize AI in a positive way.
Seventy-nine percent of the Triangle staff have used AI to help them with their schoolwork. If done ethically, there is no problem with utilizing these websites. There can be a fine line between using AI ethically and unethically though. When writing an essay, AI can be used for brainstorming topics, helping you find sources, and proofreading your work. Some unethical ways of using AI
could include having AI write the whole essay. This is still unethical even if you don’t say exactly what the website provides.
It is important when using AI in school to know your school’s and teacher’s policies regarding the websites. Some teachers have an open mind about using the services, while others have a zero-tolerance policy. For teachers, AI can also be a helpful tool. It can provide them with creative ideas for lesson plans, quizzes, and other assignments.
As a whole, AI can be a useful tool for teachers and students alike by providing solutions to tedious problems. It can also be helpful when learning new topics and studying for tests. Even with these positives, it is important to know your AI policies and ensure that whatever you are using it for is in an ethical way. The world is advancing every day with new technologies, and we might as well adapt with it.
Sophomore Claire Rawlings illustrates the challenges of AI
class AI_Assistant:
class AI_Assistant:
class AI_Assistant:
def __init__(self, name=”AI Bot”): self.name = name
def __init__(self, name=”AI Bot”): self.name = name
def __init__(self, name=”AI Bot”): self.name = name
def analyze_trends(self, text_input):
def analyze_trends(self, text_input):
def analyze_trends(self, text_input):
Fake method to analyze trends print(f”Analyzing trends in: {text_input}”) return “Trend analysis complete. No issues detected.”
Fake method to analyze trends print(f”Analyzing trends in: {text_input}”) return “Trend analysis complete. No issues detected.”
Fake method to analyze trends print(f”Analyzing trends in: {text_input}”) return “Trend analysis complete. No issues detected.”
def generate_essay(self, topic):
def generate_essay(self, topic): Fake essay generation
def generate_essay(self, topic):
Fake essay generation print(f”Generating essay for topic: {topic}”) return f”An essay on {topic} will be done in 3 steps: Introduction, Body, and Conclusion.”
print(f”Generating essay for topic: {topic}”) return f”An essay on {topic} will be done in 3 steps: Introduction, Body, and Conclusion.”
Fake essay generation print(f”Generating essay for topic: {topic}”) return f”An essay on {topic} will be done in 3 steps: Introduction, Body, and Conclusion.”
def detect_ai_usage(self, text_input):
def detect_ai_usage(self, text_input):
def detect_ai_usage(self, text_input): Fake AI detection logic print(f”Detecting AI patterns in: {text_input}”) if “AI” in text_input: return “AI detected in the text. Likely AIgenerated.” return “No AI detected.”
Fake AI detection logic print(f”Detecting AI patterns in: {text_input}”) if “AI” in text_input: return “AI detected in the text. Likely AIgenerated.” return “No AI detected.”
Fake AI detection logic print(f”Detecting AI patterns in: {text_input}”) if “AI” in text_input: return “AI detected in the text. Likely AI-generated.” return “No AI detected.”
def create_vocab_list(self, subject):
def create_vocab_list(self, subject):
def create_vocab_list(self, subject):
Fake vocabulary list generation vocab_list
Fake vocabulary list generation vocab_list
‘math’: [‘Algebra’, ‘Geometry’, ‘Calculus’, ‘Trigonometry’],
‘math’: [‘Algebra’, ‘Geometry’, ‘Calculus’, ‘Trigonometry’],
‘literature’: [‘Metaphor’, ‘Symbolism’, ‘Irony’, ‘Allusion’] # Fake AI Code Simulating Education and Workplace Impacts
‘literature’: [‘Metaphor’, ‘Symbolism’, ‘Irony’, ‘Allusion’] # Fake AI Code Simulating Education and Workplace Impacts
class AI_Assistant:
Fake vocabulary list generation vocab_list ‘math’: [‘Algebra’, ‘Geometry’, ‘Calculus’, ‘Trigonometry’], ‘literature’: [‘Metaphor’, ‘Symbolism’, ‘Irony’, ‘Allusion’] # Fake AI Code Simulating Education and Workplace Impacts
class AI_Assistant:
class AI_Assistant:
def __init__(self, name=”AI Bot”): self.name = name
def __init__(self, name=”AI Bot”): self.name = name
vocab_list = ai_assistant.create_vocab_list(“literature”) print(f”Generated vocabulary list for Literature: {vocab_list}”)
def __init__(self, name=”AI Bot”): self.name = name vocab_list = ai_assistant.create_vocab_list(“literature”) print(f”Generated vocabulary list for Literature: {vocab_list}”)
The
# Workplace AI impacts ai_assistant.analyze_trends(“AI in the workforce - Automating repetitive tasks”)
of AI use with students in the classroom
vocab_list = ai_assistant.create_vocab_list(“literature”) print(f”Generated vocabulary list for Literature: {vocab_list}”) # Workplace AI impacts ai_assistant.analyze_trends(“AI in the workforce - Automating repetitive tasks”)
# Workplace AI impacts ai_assistant.analyze_trends(“AI in the workforce - Automating repetitive tasks”)
Do students think AI has been a more positive or negative development?
Over half of students have used AI to assist with homework according to a Triangle poll done in late February.
According to Virginia Tech University, AI has had some of the biggest impacts, bringing attention, both positive and negative. Because AI is technically deemed as ‘cheating’ and academic dishonesty, all student sources will remain anonymous.
and educators alike, can notice. A quick online search of AI platforms will yield hundreds upon hundreds of results. A sophomore details their take on AI.
“Depending on what kind of AI, there’s some interesting AIs out there,” a sophomore said. “But other than that, I think they’re pretty helpful.”
A junior stated how multiple AIs have different benefits for different items and tasks.
accurate and that’s kind of terrifying for the future.”
Almost no one knows AI more than AI itself, so we asked ChatGPT what it thinks are some benefits and drawbacks of AI, offering a unique insight into its abilities. ChatGPT gives a clear answer about the limitations and advantages of AI.
An anonymous survey was given to students, here are the results
“(Both) A positive is AI can guide you to learn problems you struggle with. A negative is because you can become dependent on it and not learn the material you need for tests/quizzes.”
“(Positive) It helps people utilize easy tools and become more efficient with their time.”
“(Negative) It makes it easy for people to not use their own head.”
“(Both) AI could help us grow and learn, but also cheat and reduce problem-solving abilities.”
“(Both) It can help explain something you don’t understand in a better way, clearing up your confusion.”
“(Both) It can be helpful for learning or self-tutoring. But it can also be used incorrectly or to cheat.”
“(Negative) It replaces many jobs and reduces our knowledge intake and how much someone can focus.”
Though AI is used quite often in today’s generation, the concept of AI has been around for decades. Artificial intelligence has had a very rich history. According to Tableau. com, AI officially birthed the term, ‘Artificial Intelligence’ by John McCarthy. The term’s official meaning became “the science and engineering of making intelligent machines.”
The website also stated how six years later, the first ‘Chatbot’ was invented by Joseph Weizenbaum at the Massachusetts Institute of Technology. Another great adjustment and discovery was the addition of “Hey Siri” to the iPhone 4s in 2011. ChatGPT made its debut in 2022, changing students’ views on academics and dishonesty relating to AI.
“Teachers are definitely being affected by students using AI— both positively and negatively. AI is changing how students learn, how teachers teach, and even how assignments are completed.”
AI Server Chat GPT
“I use Deepsea since it’s the best AI, but it does have the risk of getting your information lost,” a junior said. “And then I also [use] Chat GPT and QuestionAI are much more frequent.”
English teacher Katherine Stahl has expressed how she feels about the fast changes.
As AI became more accessible to students, more students began to take off with the “new” resource. One junior recalls when they began using AI in school.
“My tenth grade, because that’s when my course materials started to get a little harder and I thought I was unethical before that,” says an anonymous junior, “but then I realized it’s just a tool that can help you understand things like a tutor, kind of like a tutor.”
And as AI continues to grow, it has been changing and advancing more quickly than some people, students
“It’s frustrating because the technology is changing so rapidly,” Stahl said. “But I’ve figured things out by networking with other teachers and exploring on my own.”
Teachers aren’t the only ones with strong emotions toward the new developments of AI. A sophomore describes their outlook on AI.
“I feel like AI’s been impacting society and more recently because in earlier years, it was really, you know, underdeveloped,” the sophomore said. “But now that people are actually taking it seriously and actually starting to develop it, it’s getting scarcely
“From my perspective as an AI, I don’t “feel” anything in the way humans do,” ChatGPT said. “But I can analyze trends and impacts.” AI detection can sometimes be challenging to some, but is becoming easier as more teachers, and students, learn more about it and its behaviors in order to utilize it in a more productive way. One thing that many syllabuses now draw attention to is the use of AI, and what happens if AI is detected. BCSC’s handbook has clear outlines for academic honesty, with essays and work that are turned in and that have been found to have been to display academic dishonesty earn an automatic “F”, and even detention if academic dishonesty is repeated. English department chair Katie Chaplin explains what specifically makes AI plagiarism, and what consequences may occur if someone is caught using AI for plagiarism.
“AI use falls under our plagiarism policy. Students may not represent work from another person or source as their own work or thoughts,” Chaplin said. “Our department policy is that students may receive a zero on any plagiarized assignment, parents will be contacted, and academic referrals will be sent to cohorts. Teachers may decide if they want to give the student a zero or allow them a chance to rewrite the assignment, but
any consequences from the academic referral are decided by the cohort academic coaches or assistant principal.”
However, with AI being a relatively newer issue, the outlines and consequences of AI use are not as clearly defined. The Cohort Office, however, has drawn out these lines, which are outlined in situations where students have received authoritative control over AI use.
Academic coach Kassandra Stemnock spoke about students’ AI usage and the disciplinary actions that follow.
“I have had a couple students be repeat offenders with AI usage on assignments that was considered academic dishonesty, and it does result in disciplinary actions. The first time, teachers take care of the discipline in class and it usually results in a zero percent for the assignment,” Stemnock said. “If it happens a second time, we would review the case of academic dishonesty and it would result in school discipline.”
AI detection itself is a big part of AI detection. According to Stemnock, AI detection isn’t as hard as some may think.
“Teachers are quick to notice the AI writing,” Stemnock said. “Since AI has a pretty specific writing style that doesn’t
typically match a student.”
As mentioned, AI in education is also a topic that seems to be split. Chaplin also mentions how teachers are beginning to combat negative AI use in the classroom.
“I have several teachers who are trying to combat AI usage through different detection programs,” Chaplin said. “Or by having students complete timed writings on paper.”
Even more so, there are now new outlines on some syllabuses outlining appropriate AI use. This has led to teachers explaining when and when not to use AI, as some AI has proved to be a helpful tool in the classroom. Stahl details how she utilizes AI tools in her classroom.
“I’ve shown students how to use AI to brainstorm/explore research paper topics and get ideas for quotes in a literary analysis essay. I’ve also used it for tasks like generating vocabulary lists. I needed a quick definition list of terms for academic team, and I used AI for that,” Stahl said. “Of course the key is that you can’t just go with whatever it gives you.”
Stahl emphasizes something that many people have been taught about reliable sources: you can’t trust everything that the internet says. This includes ChatGPT and other platforms.
ChatGPT may try its best, but after all, it still is not a completely reliable source.
“While AI is trained to be logical, sometimes it contradicts itself within the same response,” ChatGPT said. Along with its credibility debated, ethical AI use is also a hot topic. Is it cheating to use AI? To what extent is it?
A sophomore describes what
they’re noticing.
“Kids are using it way too much [as] an advantage. They’re taking advantage of it,” an anonymous sophomore said. “They’re not using it in a useful way.”
In school, students have used AI to do a multitude of things: answer questions, help write essays, and more. After all, AI is a resource, but ethical AI use is debated.
“I’m working on getting more comfortable with it myself. At first, it just gave me the icks,” but like all technology, it’s important that we learn how to use it appropriately, “ Stahl said.
Of course, students use it for a multitude of things, with one of the most important being school. AI in education yields multiple benefits, as AI can help you answer prompts you’re confused by, or math problems you can’t seem to find the answer to. Students and teachers alike have been utilizing and finding better ways to use AI. By learning the ins and outs of AI, and by trying to find the line between using resources and cheating, teachers and students are gaining a better understanding of AI overall. A sophomore gives their opinion on using AI wrongly.
“We are the ones who made AI, so we have the key to do whatever we want with it. And that’s the reason it’s getting so bad is because people are letting it get this bad,” an anonymous sophomore said. “So if it does, you know, get really horrible in the future, we will be able to take over it.”
Students have a tendency to use AI whenever they need it, for a countless number of reasons. A junior highlights how they use AI.
“I do use AI and AI can be a really useful tool for brainstorming,” a junior said. “But it is important to use that ethically.”
As students progress through their academic journey, they may notice that it usually tends to get harder. One may think that having a seemingly magical platform that can tell you the answer upon command
photos for the Triangle Students around North use Chat GPT during school hours
is something that would only yield positive results. After all, some students believe it’s using your resources.
“I use AI for physics, because it has a lot of calculations and to understand concepts like physics. I use AI for computer science sometimes to understand how the code is done and to break down parts,” an anonymous junior said. “Because who else knows who else knows coding better than the computer itself?”
AI has not only raised some concerns in education, it has raised concerns in the workforce. Assistant Director of Educational Technology at BCSC Brenny Kummer spoke on her opinions about how AI can affect a place of teaching.
affects teachers when doing timeconsuming tasks.
“It can act as a digital design assistant, helping teachers create engaging activities, personalize learning, and analyze student data faster. Plus, AI is already woven into things our students (as well as teachers) interact with, like AP exams, scholarships, and college applications, so it’s important that
“I think the biggest problem is that it makes some people lazy, and certainly the most dangerous thing is that it might keep people from truly thinking for themselves. That’s frightening.”
English teacher Katherine Stahl
educators know how these systems work,” Kummer said.
The timeline of A.I
1950- TURING TEST
A computer scientist named Alan Turing proposed “test” for machine intelligence
1955- AI’s BIRTH
The term “artificial intelligence” was officially coined by John McCarthy.
1961- FIRST ROBOT
Unimate, the first robot went to work at General Motors
1964- CHATBOT
The first “chatbot” was invented by Joseph Weizenbaum at MIT.
1997- COMPUTER CHESS?
Deep Blue, a chess-playing computer created at IBM beat award winning chess player Garry Kasparov in a match
“We want to make sure teachers have the knowledge and tools to use AI productively while also understanding its ethical implications,” Kummer said. “AI has the potential to help with productivity in education as well, as it has already shown to be helpful in this area in many other fields: helping with efficiency in planning, grading, and communication.”
Kummer also shared how AI
With teachers using AI with tasks in their classroom, there are some privacy concerns according to Director of Technology Innovation Nick Williams.
“We have to make sure that AI is being used responsibly. There are still data privacy concerns with AI and when we teach our educators about using AI, we always start with making sure personal information of students and staff are kept out of the AI,” Williams said. “If we work with an AI provider, we review their terms and conditions and privacy policies to make sure they meet our data privacy requirements. With generative AI models being relatively new, there are a lot of AI companies that we have to review.”
BCSC hopes to support teachers in their AI exploration.
photo by Stella Gaylord
A senior uses AI while studying in the library.
1998- EMOTIONAL INTELLIGENCE? MIT’s Cynthia Breazeal created KISmet which was a robot that showed emotional intelligence, it could respond to people’s feelings.
1999- ROBO DOG
Sony created the first robot dog that developed certain skills and personality over time.
2002- ROOMBA
Robotic vacuums are presented to the public. They can navigate and clean homes.
2011- “HEY SIRI”
Apple launches Siri with the iPhone 4s.
2014- TURING TEST TAKE 2
Chatbot Eugene Goostman, passed the Turing Test with a third of judges thinking Eugene is a person.
2016 TAY
Microsoft’s chatbot Tay gets on social media and goes rogue. Making offensive, racist, and inflammatory comments.
2022- CHAT GPT
Open AI released ChatGPT for public usage in November.
“If there is an AI tool that we do really value, we have to make sure our teachers are supported and trained on how to use it. We have seen tremendous use of some of those tools that we have been able to use in the district through some state grants,” Williams said.
In addition, Williams recognizes the need for AI education for students.
“For students, we have to make sure we are teaching students how to use the tools ethically and how to use them effectively. AI isn’t going away, so we need to prepare our students as they graduate from our district,” Williams said.
As students start thinking about life
beyond high school, they need to be more aware of AI use in their fields. Ranging from art careers to STEM careers, and almost everything in between and beyond, there are almost no fields that have been left untouched by AI.
As students learn to act and work in the real world, how can they better understand AI and how it relates to not only their present but also their future? AI has revolutionized the work industry, as AI has the capability to do the work nobody really wants or thinks about doing, such as repetitive activities. AI can also help businesses save money, and they do not have to pay someone to do the work that AI can do.
A junior shares how AI may or may not affect their future in the workforce.
“I’ll probably do something engineering cause engineers are pretty well rounded, I would say,” a junior said, “And I think they use AI for some things, but mostly it’s derivations and uses your own brain.”
With the continuous growth of AI, students and teachers alike will have to learn how to navigate AI.
“I think that it’s definitely a gray area when it comes to using AI,” said Stemnock. “It can be a great tool for education, but like all tools, it can be misused.”
by Owen Grimes design by Aidan Brown
The ball flies through the air as the outfielders attempt the catch. The hitter sprinted to and around the bases with grace. His eyes are fully set on the home base, sliding towards the base as he slams onto the hard, rocky sand. Shocking the entire field with what would turn out to be a home run. Baseball games present a particular challenge for both offense and defense. Junior Dillon Long explains what baseball workouts entail.
“Usually do some warm-ups and throwing to start,” Long said. “Then usually goes into fielding, then hitting and pitching to end the last hour or so of practice.”
Senior Jaycee Emitt adds more on workouts that typically comprise.
“We’re usually in the hitting room doing about 6 or 7 more stations and getting better every day with those and then we go outside and do some field work,” Emit said.
It can be hard to tell what the future has in store, but Junior Brock Kintner seems confident and shares his takes on where the team stands and how far they can go together.
“We can improve on our work ethic and mental capacity. At times last year, it felt like the leaders were more focused on their performances and not the team. I think we could be better by not letting the last play control our emotions, and
just move on to the next play,” Kintner said.
“I expect our team to be solid all around. I think we have a chance to be good if we focus on the little things and not get ahead of ourselves. I see us as a contender to win sectionals and maybe even more. I think we will be an over a .500 win percentage team too.”
Long shares his thoughts relating to how far they can go through the postseason.
“I think we are gonna be pretty good, we have a strong pitching staff, but just need good batting, and I think we will be in a good spot,” Long said. “I think we will have a positive record and I hope we can get through sectionals but our sectional is pretty hard.”
As last season ended, the postseason began. As players train in the field with baseballs bolting left to right, Kintner reflects on what can better prepare him for an upcoming game.
“I try to focus on all the little aspects like footwork and rhythm because in a game you get caught up in the moment and when you have those movements memorized and trained, it makes it a lot easier to perform,” Kintner said.
Long explains what he needs to work on before the start of the season.
“The main thing for me is pitching, Long said. “We work up slowly and get game-ready throughout the pre-season.”
April 8 v. Each Central @ East Central High School
April 7 v. Roncalli @ Roncalli High School
March 31 v. Hamilton SouthEast @ Hamilton South-East
for his upcoming season
March 26 v. Brownsburg @ Brownsburg High School
April 5 v. Mount Vernon @ Mt. Vernon High School
April 9 v. Jeffersonville @ North (Home Game)
Gabby Revell design by Maddie Williams
Bump. Set. Spike. After years of being a club sport, boys volleyball has become an official sport at North. Junior Anyu Gong has participated in volleyball for the past two seasons and is planning to continue this year.
“[Boys’ volleyball becoming an official sport] allows us to have better practice timings, so now it’s most likely going to be after school,” Gong said. “We’ll also have an official facility here at North with higher ceilings and multiple nets to play on.”
In previous years, boys’ volleyball has played at the Havoc facilities in town.
“We used to have to play at Havoc, which is a terrible place,” Junior Noah Dornfeld said. “You can barely step a foot outside the line, but now we have North’s gym. We don’t have to play late in the night anymore; we can play right after school, which is really nice.”
Dornfeld joined the team his sophomore year.
“Freshman year, I had these friends Anyu, Ramu, Burhan and Leo; they all played volleyball,” Dornfeld said. “I saw them and I was like, ‘Wow, that looks like fun, I’ve always wanted to play that.’ They helped me, they encouraged me to join next year, so sophomore year I played and I really liked it.”
Sophomore Yuta Kondo was also inspired by others to join the team.
“My brother started playing first, I just started playing after that,” Kondo said.
Senior Yoki Murabayashi is playing for the first time this year as well.
“I’ve always been playing volleyball here and there, and then I heard it’s going to be an
actual team this year, so I wanted to give it a try,” Marubayashi said.
Dornfeld explained the benefit of the team being a sanctioned sport.
“With it being an actual sport, we have a greater reach,” Dornfeld said. “So we’ll have better players and a more successful season.”
Dornfeld anticipates a much more successful season than previous years.
“I think as a team, we want to have the basics down,” Dornfeld said. “Last year, we were just willynilly on the court. This year we want to run actual plays that can attack our opponents and trick them. That will get a better result in our game.”
Gong also has aspirations for an improved season this year.
“My personal goals would be to improve my jump serve and hitting ability, as well building strong connections with teammates,” Gong said.
Murabayashi added that many of the people on the team were friends before joining.
“We’re already kind of close and being on the same team brings us together, it’s a good experience,” Murabayashi said.
Dornfeld shared how the team connections impact his performance.
me and encourage me.”
“My favorite thing about being on the team is that the team has a lot of my good friends so it’s a really chill environment,” Dornfeld said. “I don’t have to feel stressed about it if I mess up. They’re there to support
Gong emphasized how culture impacts the team’s success.
“I like how everyones really connected and how there’s a strong factor of teamwork with each other,” Gong said. “No one can score the point by themselves.”
From the 2022-2023 season to the 2023-2024 season over 8,000 people joined boy’s high school volleyball
Men’s volleyball became an Olympic sport at the Tokyo Olympics in 1964
In the 2023-2024 season around 85,255 people participated in boy’s high school volleyball
In the 2023-2024 season there were 87 schools that had boy’s volleyball
Boys volleyball just officially became an IHSAA sport for the 2024-2025 season
Winterguard members discuss their relationship with their sport and teammates by
Brooklyn Hurt design by Alexa Lanam
Flags flying, batons spinning, and music playing, North’s winter guard team takes the stage. They perform together as a team but Junior Sage Beagle explains their close relationship.
“I’m very close with almost all of them, we are more like a family,” Beagle said.
Sophomore Grace Shelton agrees.
“This team is important to me because they are now my family,” Shelton said “Through every practice, performance, argument, days and nights, we have become so reliant on each other that when one falls, we all do.”
Beagle says the team is very dedicated, practicing at least 9 hours a week.
“I think our team brings lots of dedication to the table; we work hard a minimum of 9 hours a week perfecting our show and working on technique to improve our skills,” Beagle said.
Senior Kate London enjoys getting to perform in their shows.
“I really enjoy the musicality and performance aspects, it’s really fun to put on a show with a storyline and feel like I’m getting in character,” London said. “The feeling of being in front of an audience and knowing they’re watching you and clapping for you is exhilarating. It’s amazing to know that you’ve worked hard to put out something worth watching,”
Shelton also enjoys the support of the crowd.
“I enjoy performing because the second I step onto the field or tarp, everything just goes silent,” Shelton said. “The crowd’s screams turn into muffles, and I feel like everything is at ease now. It’s just me and my performance. The adrenaline rush gets to you, becoming this craving you desire more and more, and the best part is once
you’re done and reality sets back in, you hear the same screams you heard before. These screams are different though. They are rewarding, with a sense of pride and accomplishment in them.”
So far the team has accomplished a lot, bringing home first in every competition they’ve attended.
“I’m looking forward to our next competition,” Shelton said. “So far we have placed first at all of our comps and I hope we can qualify to make state because that would be amazing and such a great experience.”
London also hopes to possibly medal this season.
“I’m really looking forward to state finals because I think our team has a really good chance of meddling this year,” London said “Our show is incredible and this group of kids have worked really hard to perform it to their best abilities.”
It’s not all about performing. One of Beagle’s highlights is socializing with her teammates.
“A highlight is definitely the socialization from it and being your true self without a care,” Beagle said. “Especially when we’re all singing on the bus to competition and doing our makeup.”
London also thinks a big highlight of the sport is being with friends.
“The highlights really are just being there with your friends,” London said. “Spending all day with your
closest friends and working together towards the same goal is a great feeling, especially when you get to win together.”
Although, Shelton says the sport itself can be a lot.
“Guard is a major commitment, and time management is the most important thing you need, or you’ll crumble,” Shelton said. “You eat, breathe, and sleep straight guard, and it can be a lot, but the second you try to leave, you just get sucked back in. We all try our best, pushing ourselves to our limits by doing skills people deem impossible, but we love it, so even when we complain at times, we apologize the second we get the thing we were working for.”
In the end, Beagle is grateful and thinks it’ll be an experience she looks back on with joy.
“I’m incredibly grateful for every opportunity it has given me and every friendship that has come out of it,” Beagle said. “It will always be something I look back on and cherish.”
As the thermometer climbs and the flowers bloom, the softball team gathers on the field to begin their spring season
by Clarie Rawlings design by Bella Ruiz
THWACK! The sound of strong maple wood hitting cork, rubber, and leather resounds across the field as the bat connects with the softball, hitting it out of the park. Spring is just around the corner, and softball season has just begun.
Junior Payton Morris is excited for the season.
“This upcoming season is looking pretty bright for the softball team,” Morris said, “Our main goal is to make a run for state.”
Morris explains what softball is to her.
“To me, softball means family, whether it’s traveling the country with my travel team or seeing my high school teammates every day,” Morris said.
Sophomore Chailynn Davis reflects on what softball means to her.
“[Softball] means working hard, playing smart, and sisterhood,” Davis said.
Davis explains that it was her
family that influenced her to join.
“I started [playing softball] because my brothers played baseball together but I couldn’t join, so I [chose to] play softball instead,” Davis said.
Junior Bailee Scruggs also found her love for softball at a young age.
“I was looking for a sport to play when my elementary school gym coach was handing out fliers for a summer league, and it sounded fun and exciting,”
Scruggs said, “[Softball] means everything; Softball is like another home with another family where we all rely, trust, and support each other 1000% of the time.”
Scruggs explores what the team does to pump each other up
“[Our coach tells us to] dig deep and be a dog,” Scruggs said, “Before the first game of the season we tie a ribbon to all of our gloves as another way to feel united.”
“For home runs, we have a crown and a staff,” Morris said, “We crown the home run hitter and hand them a staff, and then we get in a circle and our coach yells ‘certified’ and we yell ‘smokified’.”
Scruggs describes her favorite part of the season.
“[My favorite part is] either the very beginning [of the season] because of that anxious and exciting feeling you get being on the field for the first time in months, or near the end [of the season] where you play your hardest because you don’t know when your last game will be,” Scruggs said.
Morris adds why more girls should join softball.
“Others should play because it is honestly an amazing sport surrounded by amazing girls, and it is such an adrenaline rush and there is no other feeling like it,” Morris said.
Team dinners on the bus after away games
Team sleepovers
Ribbons on gloves or shoes
Glittered eye black
Going to baseball games as a team
Team lunches during school
Students discuss their views on spring weather and when the season starts by Maia Jamieson
“I consider spring weather anything over 50. Especially when it is raining or there is a nice breeze.”
junior Noah Palmer
“I think spring starts late March, early April.”
senior Ana Pavlov
WHAT DO YOU THINK SPRING WEATHER IS?
“I think that spring weather is high fifties.”
senior Mohitha Sathish Kumar
“Anything warmer than 45 would be spring weather.”
junior HP Devaguptapu
