Tiger Topics N the Red: Volume XIII, Issue 5 by Tiger Topics: Fishers Tiger Times

Volume XIII, Issue 5

Fishers High School

Feb. 11, 2019

Tiger Topics:

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Pp. 8-9

Photo by Laney Kyle.

MORE THAN THE CLASSROOM www.ямБshersnthered.com

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Feb. 11, 2019

TABLE OF CONTENTS MEMORY EHNHANCEMENT

4-5

BLACK HERITAGE NIGHT

6-7

IND HOUSE BILLS AFFECTING TEACHERS

8 -9

BOREDOMʼS EFFECTS ON CREATIVITY

PERSONALITY PUZZLE

PASSING PERIOD FRENZY

12 - 13

ASPIRING ARTIST: LUKAS BOWRON

NEW WORLD YOUTH ORCHESTRA

FOOD REVIEW: VALENTINEʼS DAY

16 - 17

ONE ACTS

18 - 19

STEP TEAM & DANCE EXPLOSION

FUSION DANCE TEAM

SPRING SPORTS TRAINING

COACH BEASLEY

HOCKEY

ALBINʼS ANGLE: HIGH SCHOOL SPORTS

H2H: COFFEE

Necco closure ends classic sweethearts

fhsnthered.com:

26 - 27

EDUCATION OPTIONS

CHECK YOUR PRIVILEGE

EDITORIAL: TEACHER RESONSIBILITY

Bus drivers combat polar vortex

fhsnthered.com:

30 - 31

ITOWN Church uses school for services (Video) fhsnthered.com:

BEHIND THE COVER Student teacher Ms. Peyton Barr instructs Spanish teacher Katie Markʼs Honors Spanish II class on Feb. 4. Photo by Laney Kyle.

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Feb. 11, 2019

Memory enhancement aids students’ minds Samuel Bauer bauersam000@hsestudents.org Ben Grantonic grantben000@hsestudents.org

ounds of flashcards being torn open and markers dragging across their surfaces fill the air as students prepare to study for a vocabulary test. Memory and cognition are subjects that, while used when taking tests, psychologists are continually developing further in an effort to understand how to help people. Various methods including mapping notes, using the Cornell Method or using sentence strategies are ways that students can increase their memory for tests and quizzes, according to Oxford Learning. Other methods have also been proven to help people memorize certain ideas or words. The mapping notes method is essentially combining multiple ideas stated within a lecture or class, and why those topics interconnect with each other. This enables the user to be able to see on a large scale where and why certain ideas belong where they do. “One method we strongly encourage students to use, is to make light of the 24-hour forgetting curve, where you want to review things within 24 hours so you don’t forget,” psychology teacher Kristin Marr said. Using sentence strategies is also a method much different from using the mapping method. In this strategy, the user writes every new idea on a new line of the paper, to where they can add additional information they need to help them remember the concept. Flashcards is one other method students utilize

to help learn terms and various other information. Using flashcards is also one of the best and most effective ways of cognition, according to Andrew Cohen from Brainscape, an education platform dedicated to teaching effective ways of studying. “I’ll use a Quizlet,” junior Paige Kertes said. “Mainly the spelling feature is one I’ll use quite a lot because it helps me sound words out and this helps me to remember how a word needs to be spelled out.” Another way students have been previously taught, is to help remember ideas is through a process called grouping, which involves taking small pieces of information and grouping them together. However, an uncommon and more unfamiliar method for memory enhancement is through something called the ‘The Method of Loci.’ “The Method of Loci is a method that associates words with items in a room,” Marr said. “You begin to remember things with items within a room so that when you see them, you might remember them for a test. Basically, the Method of Loci is location and association.” By using methods that work for themselves, students are able to help their brains succeed when preparing for tests and quizzes, or even everyday tasks, like creating a shopping list or a daily routine. “Sometimes I find going to the library helps me with studying,” junior Rachel Lee said. “Also I might try to study alone so I don’t have people distracting me and I can get more done and remember more later.”

The Method of Loci is a method that associates words with items in a room. You begin to remember things with items within a room so that when you see them, you might remember them for a test. Basically, the Method of Loci is location and association. -Kristin Marr

A student writes out words on flashcards for an upcoming Spanish quiz on Feb. 4. This method is one of the most beneficial ways of word memorization, according to the British Council. Photo by Samuel Bauer.

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Everyday methods for memorization The Cornell Method, developed at Cornell university, involves making two columns, one cue column and one note column. In the note column you will take notes as you would normally. Then in the cue column you would write short questions based off the notes taken. You would then recite the answers to the questions as a method of studying. It is recommended to do this 10 minutes a week to study according to Cornell University. This ranks as one of the top methods for studying. According the Nielson Norman group Grouping (or Chunking) is a method of memorization that groups (or chunks) ideas together, as opposed to remembering each piece of info by itself. An example of this could be a grocery list. This list would be grouped into dry, frozen, and fresh foods, to help you memorize your list. This method is ranked higher than the Method of Loci, but not quite as high as the Conell Method, as stated by Dalhousie University.

According to the American Physicological Society, the Method of Loci was invented in the ďŹ fth century BC by Greek poet Simonides of Ceos. The Method of Loci uses locations and objects to help memorize ideas. An example of this could be a recipe. This recipe needs potato dumplings, cottage cheese, bacon, green cabbage and egg noodles. Let us say you associate the potato dumplings with the living room, cottage cheese with bedroom 1, bacon with bedroom 2 etc. To remember the recipe you would walk into each of the rooms, sparking your memory. Although this is not the greatest method to utilize, itâ&#x20AC;&#x2122;s ranked as one of the top four best ways of memorization, according to Dalhousie University.

The mapping method involves making a web of interconnected ideas of your notes. The sentence method involves writing every new fact or idea on its own line. These are regaurded as some of the best ways to memorize by the Academic skills center, but not quite as high as the methods emphasized by Dalhousie University.

Infographic by Sam Bauer and Ben Grantonic.

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Feb. 11, 2019

Future Black Leaders celebrate black heritage Katie Wiseman wisemkat000@hsestudents.org

There are black people all around the world in nearly every country and we are all very unique. Yes, the black community is usually proud to be black, but we are also proud of the differences within our community. - Mia Morales

alls lined with eye-catching artwork and photography, and the sound of students singing and performing songs that give them a sense of identity and pride will be seen and heard when walking into the Black Heritage Celebration at the end of February. Black Heritage Night, previously known as African American Heritage Night, will be on Feb. 21, 6:30 - 8:00 p.m. in the CCA. The event is open to the community as the event organizers hope to include everyone in the celebration. The event is organized by Future Black Leaders (FBL), sponsored by teacher for exceptional learners Marc Williams and media center specialist Renee Isom, with the help of other students and staff members. Spanish, English, science, history, psychology and math classes are contributing to the event, along with the new Ethnic Studies class taught by Matt Bockenfeld. “My favorite part of the event is watching students put it together,” Williams said. “They came up with the ideas, the plans and we formed a committee with Principal Urban, other staff members and parents. The event could not happen without the students and that’s the best thing about it.” This will be the third time the event has been organized by FBL and has become a tradition they hope to continue to be actively involved in. Each year, students choose a specific point to emphasize at the event. This year, the theme is “Becoming Aware.” “We always try to make sure we choose a main focus,” FBL junior Chase Iseghohi said. “We always try to do a different theme as a whole, and then that theme is broken down into what the art will look like, what the performances will look like.” FBL junior Mia Morales wanted to address the issue of awareness through her project titled “Who We Are.” She created an assignment on canvas for FBL students to write statements. The statements were essential for her project and became a requirement before scheduling their photoshoot. After taking the photos, Morales then edited them, included their statement on the posters, and sent them to Isom to print to be displayed at the event. “Black heritage and culture is an important

part of the history of the world,” Williams said. “The best way to honor that reality is through celebrations and continued study of the heritage and culture. This celebration gives us an opportunity to intentionally celebrate black heritage and recognize its importance.” FBL decided to rename the event because they felt that the term “African American” only refers to someone who is American and has roots from Africa. FBL wanted to use the term that is the most inclusive for this event. They hope that attendees will become more aware that every person has a different story, a different background and a unique heritage. “While there are many black people who are from Africa, there is a large percentage that are not from Africa,” Morales said. “For example, people from the Caribbean Islands, Brazil, Panama etc. are not included in the term ‘African American,’ but they are black.” The event includes dance performances by both the Step Team and Dance Explosion, a performance of the Negro National Anthem sung by senior Aliese Harris, presentations of student projects, visual art displays, like Morales’ project, community booths and booths from Historically Black Colleges and Universities (HBCUs). “They should leave learning something new. They should walk out knowing something they didn’t already know,” FBL junior Cameron White said. “I like the music. I like seeing the performances and definitely the dancing, spoken word was the best part of last year.” Spoken word is a performance based on a student narrative read in such a way that evokes real emotions from the listeners and gives everyone at the event an idea of what it is like to be, and how it feels to be seen as black. Junior Danielle Dixon will be doing the spoken word at the event. “I hope that people come to the event and learn something new and have fun,” Williams said. “But when people leave, I hope they keep their memory of the event and decide to become more engaged in the community through educational events and opportunities. I hope this event is transformational for the people that attend and participate.” Sophomore Stephanie Amory, freshman Javier Morales, junior Kimmia Harper, junior Mia Morales, junior Jada Brown and junior Chase Iseghohi pose for the camera to take part in a collection of photos shot and edited by Mia Morales titled “Who We Are.” Photos by Mia Morales.

Features

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Feb. 11, 2019

Education bills Grace Mossing mossigra000@hsestudents.org

Graphic by Grace Mossing.

ith a goal of fewer educators leaving their jobs as teacher shortages become a common problem, the main focus of Indiana legislation in 2019 so far has been to help teachers and improve the education system. Three main education house bills were proposed to reach this goal, House Bills (HB) 1003, 1008 and 1009. HB 1003 suggests that 85 percent of school funds should go to teachers and classroom expenses while the other 15 percent goes to services and outside charges. This bill has caused controversy as some people believe it will do nothing. “Many schools place less than 15 percent into their operations fund, therefore 85 percent or more in the classroom, so the Indiana Department of Education (IDOE) believes this doesn’t really address teacher pay,” Mike Brown, Director of Legislative Affairs for the IDOE, said. As part of the IDOE, Brown believes in real salary increases for teachers, and he does not believe that HB 1003 guarantees that. On the other hand strong supporters such as Robert Behning, the chair of the Indiana House Education Committee, thinks that HB 1003 has great potential for increasing teacher pay. “Increasing teacher pay must be a joint effort between local school boards and administrators working with the state,” Behning said. “While many schools are already meeting the target proposed under House Bill 1003, if every Hoosier traditional public school corporation meets this goal, it could mean a five percent salary increase or more for teachers.” Principal Jason Urban is aware that there is only so much money in the school budget and with this bill, he believes there is an added freedom to the distribution of money, but not necessarily more money to teachers. “If I’m going to move money to pay teachers more, which is great, I’m going to give something whether it’s on buildings or custodial staff,” Urban said. “There is only so much money to go around and schools are a not-for-profit. Something has to give.” The next bill, HB 1008, also focuses on increased pay for teachers. As teachers stay in the classroom longer, they will receive different bonuses for their work. These could include bonuses for taking up a teacher leadership role, mentoring or training other teachers. The truth is that many teachers drop teaching to become administrators because it, in general, pays more than teaching, according to the National Education Association. Science teacher Libby Good has been teaching for 43 years without

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propose teachers stay in class Good has been teaching for 43 years without moving to administration. “It never crossed my mind to become an administrator,” Good said. “I think it’s a very demanding job, and I had small children and I wanted to be able to go to their athletic activities and those sorts of things. I couldn’t handle the demands of an administrator.” FHS has created more instructional leadership jobs for teachers as well as changed the role of department chairs to less managerial and more mentoring. These changes address many of the bonuses that could be earned through HB 1008. The last proposed bill, HB 1009, promotes student teachers with a teacher residency program and fund. Schools would be given grants to bring in teacher residents. In the past, FHS has been pretty closed off to student teachers according to Urban, but recently has brought many in. “One of the things they’re talking about is partnering with universities and developing,” Urban said. “I’m encouraged to do that. There is a big teacher shortage because the job is more difficult than it used to be and it needs to be.” Urban believes that over time students have changed, and teachers have needed to change with them. Educators are trying to evolve and let students take control of some of their education as well as engage them in their lessons. Student teachers will now learn how to do this in a school environment while being mentored by more experienced teachers. “Students, I don’t think, realize the amount of work that goes into planning just a single period, and I don’t think teaching students at a university can really understand the time management and expectations until you’re in that scenario,” said student teacher Taylor Meador. “Student teaching gives you the opportunity, the space and the time to make mistakes and to learn from someone who’s been doing it a lot longer than you.” It could be weeks to months before the bills are passed as laws because they are just now going through legislation. The Indiana House and Senate have to pass these together to become laws and then they must be signed by the governor, Eric Holcomb. Both the Indiana House and Senate agree that they are looking to improve their schools and keep teachers in jobs with a stable income. The only question is how to execute these goals. “These bills are critical first steps to continue elevating the teaching profession and put more dollars in educators’ pockets,” Behning said. “Teachers lay the foundation for future leaders and set young people up for success, so we should ensure they receive competitive pay and are given opportunities to grow in their profession.”

Graphic by Grace Mossing.

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Feb. 11, 2019

Boredom generates blossoming of creativity Marie Gabbard gabbamar000@hsestudents.org

Senior Lisa Harrington plays 2048 on her phone instead of drawing on Feb. 4 in the CCA. Photo and graphic by Marie Gabbard.

fter a never-ending balance of work, extracurriculars and school, many students turn to their phones during any free time. While some people immediately want to fill it with books, television or work, these periods of silence can actually be time for a blossom of creativity. Having free time is essential to the mental process, according to an article by Scientific American neuroscientists. Downtime allows the brain to improve attention and motivation, increases creativity and allows people to form memories better. “I personally don’t love being busy, so I welcome boredom into my life,” senior Elizabeth Davies said. “I like that I have a lot of nothingness and time to relax because it allows me to spend time how I wish to spend it rather than filling up my time and relying on others.” In a study done by Karen Gasper and Brianna Middlewood from Pennsylvania State University, they found that participants who were bored were more likely to score high on tasks measuring creativity. “I feel like boredom forces me to think outside the box for stuff to do,” senior Dori Simopoulos said. “And it makes me want to try new things I never liked or had the desire to do otherwise.” People often use boredom to try out new skills

and hobbies they would not normally have time for. “If I’m really bored and I can’t find something I’m interested in doing, then sometimes it’ll make me paint with watercolor paint, it will make me draw or do something even if it’s just to start doodling because I’m bored,” Davies said. “Then that can turn into something bigger.” One barrier to accessing this creativity for people is the distraction of technology and phones. On average people check their phones as many as 46 times per day, usually during moments of free time according to a study done by Deloitte, a financial consulting company. “If I’m not doing something else, then I spend that time playing games just goofing around on my phone and not doing anything useful,” senior Hope Fury said. Students frequently have a packed schedule with activities to do at all hours of the day. A study from NBC News found that 80 percent of students are involved in organized activities after school or on the weekends. “I think if I’m not doing something with my free time I’m kind of wasting it; so, I always try to make sure I’m doing something productive,” Fury said. “I feel like I’m not doing anything other than just kind of building stress.” In the same Scientific American article, they found that to increase creativity people should embrace the periods of inactivity. “If people are afraid of being bored, I’d say don’t be, because if people are afraid to be bored, they’re afraid of what could come out of boredom,” Davies said. “Sometimes it’s nothing but sometimes it’s a lot of some good things and creativity.”

Information taken from Quartz.

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Senior Roman Strobel judges himself as he looks at his reflection from the camera on his phone. Photo by John Yun

Personality seems to be uncertain John Yun yunjoh000@hsestudents.org

hether at work or talking with friends, people tend to analyze their own personality and consider how other people may view them as a person. Senior Sarah Jansen judges her own personality and tries to make sure that she is not annoying people by talking too much. “Right after I say something to other people, I will think, ‘Wait I shouldn’t have said that because they probably don’t care,’ and then I will start thinking that I’m annoying,” Jansen said. Psychologists used to believe that people should not take their own opinions about their personalities seriously because they are usually biased and less accurate than the opinions of others, according to Time Magazine. However, a new paper published in the journal Psychological Science challenges this and says that individuals usually have a more negative critique of themselves compared to others. “I think I’m harder on myself than other people are,” senior Ben Clark said. “This is because I know what I’m capable of, so I expect more things from myself.” Researchers found that family, friends and colleagues were more likely to add positive bias when judging people that they are close to than when it came to judging themselves. “Some of my friends answer me truthfully when I ask them to analyze something about me,” junior Sofia Martin said. “Yet, others hype me up because they are afraid to be too rude or blunt about something I could be offended by.” Researchers tracked the “Big Five” personality

traits: emotional Do you feel that you know your stability, extraversion, personality the best or others do? openness, agreeableness and conscientiousness. nůŧ ķü ŧąì ƟƠƥ řŧůåìĬŧř People’s own judgment on ċĬŧìőƀċìƁìå ķĬ DĬřŧÍýőÍĪ ķĬ 5ìÝ Ơǈ their emotional stability and conscientiousness was 65% 35% likely to be more negative said they knew their said others knew their than what others said, yet personality the best personality the best people rated their own Graphic by John Yun. openness - factors such as reflectiveness, artistic pursuits - more positively than others did. Associate professor of management of the University of Toronto-Scarborough Brian Connelly says that it is difficult for people to accurately judge another person’s innermost thoughts as it is not something that can be perceived by the human eye. “At school, people know me better because I’m outgoing and a lot of people know about me,” senior Albie Weir said. “However, outside of school, there are things that people don’t know about me because they don’t see that side of me at school.” Because people tend to be harder on themselves and others cannot truly judge another person’s innermost thoughts, one cannot know who truly judges personality without bias. “I don’t think that anyone has an unbiased view of their own personality,” Martin said. “Also, no one else can see them clearly because people will interpret things differently based on what mood or situation they’re in, and people don’t know what experiences that the other person has had.”

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Feb. 11, 2019

Hallway congestion: a problem worth rerouting Students walk down the congested D hallway after lunch on Feb 4. Photo by John Yun.

Ben McHenry mchenben000@hsestudents.org

pstairs, downstairs, A hallway, H hallway, one commonly finds masses of students trying to get from one place to the next during passing period. With so many people traveling all different directions, going from class to class can be difficult. “At first, it was pretty hard to find my way around,” freshman Lauren Hicks said. “But I am friends with some sophomores who showed me the best way to get to each of my classes, and that has definitely made a big difference in getting to class on time.” When timing the routes from class to class, the data shows the wider hallways only make a significant time difference when taking the CCA hallway by cafe A, as shown by the route data upon the athletic entrance at the student drop off. When entering from FH6, taking the G hallway, then making a left and going past the main gym, going through the CCA hallway past cafe A, and then up the big CCA stairs to the H hallway took 3.44 minutes during a pass period. If one goes the same route, but rather than going through the CCA goes through the C hallway, then makes a left into the H hallway, and then up the stairs at the end of the H hallway, it takes 4.22 minutes. So, even when traveling through the CCA when the warning bell rings at 7:27 a.m. and it is very crowded, it is still faster to go through the CCA because of the wide hallways “You can see over time, hallways in school have gotten wider, wider, and wider,” assistant principal Steven Loser said. “However, the school was built in three phases, so the earliest parts of the school probably are not designed for more than 3,200 students.” Sometimes, students might have two classes near each other, and they may not need a whole seven minutes to make it on time, so instead, they might talk to their friends, according to junior Yannick Ndongo. “People socializing definitely hinders getting around,” Ndongo said. “There will be four or five

students across, all talking to one another in a small hallway, and logistically it just does not work for other students trying to get by.” With so many hallways and staircases, there are often multiple ways to get from one place to another, and finding the least crowded route can be the difference between making it on time and receiving a tardy. “Usually, if you want to get around quickly, you need to take the long way, and avoid the B hallway, because that is where a lot of students gather,” Ndongo said. Taking the long way actually is not always faster than the more direct route, and only makes a marginal difference when going through uncrowded hallways. When going to the performing arts hallway from A218, taking the guidance hallway and then the F hallway past the main gym took 3.02 minutes, which was only five seconds faster than taking the more direct and crowded D hallway all the way through. The data showed that avoiding the B hallway was consistent across all paths. When traveling from A106 to H202, going through the D hallway, through the CCA hallway by the B cafeteria, then up the curved stairs at the end of the H hallway, took 3.58 minutes. Whereas going through the main A hallway, through the main B hallway, and then up the same stairs at the end of the H hallway, took 4.34 minutes. For any students deciding the most efficient way to get to class, there are a few things to consider. First, the B hallway upstairs and downstairs should be avoided if possible, as it is the most congested and has three different hallways flowing into it. Second, the CCA is typically going to be significantly quicker than any route to the H hallway or the performing arts or cafeterias due to the wide hallways, so there is less crowding. Lastly, the long route is not always necessary, as hallways such as the back of A and the guidance hallways are usually too far out of the way and add unnecessary time to your travel.

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Hallway Routes Key Route 1-Cafe A to A218: 2.56 minutes Route 2-Cafe A to A218: 2.01 minutes

Route 1-A218 to F117: 3.07 minutes Route 2-A218 to F117: 3.02 minutes

Route 1-F116 to B211: 4.27 minutes Route 2-F116 to B211: 4.27 minutes

Route 1-A106 to H202: 4.34 minutes Route 2-A106 to H202: 3.58 minutes

Route 1-FH6 to H212: 4.22 minutes Route 2-FH6 to H212: 3.44 minutes

Route 1-H238 to F116: 4.09 minutes Route 2-H238 to F116: 4.59 minutes

Route 1-B234 to A218: 2.00 minutes Route 2-B234 to A218: 1.37 minutes

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Feb. 11, 2019

Lukas Bowron creates variety of videos

Carson Lilley lillecar000@hsestudents.org Senior Lukas Bowron ﬁlms a video for a personal project on Nov. 17, 2018. Photo used with permission of Lukas Bowron.

Bowron explains how to make an Instagram edit in under 30 minutes in a video posted to his channel on Jan. 26. this video can be found under Lukas Bowron on YouTube. Photo used with permission of Lukas Bowron.

nstagram influencer and athlete Sierra Yeary runs through her fitness routine as senior Lukas Bowron follows behind with a camera in hand. After the video is edited, it will be uploaded to Bowron’s YouTube channel as well as being posted on Yeary’s Instagram for her 167,000 followers to see. Yeary is one of the many people for whom Bowron films and edits videos. Bowron began creating YouTube videos three years ago. His channel includes family-friendly videos and vlogs of his daily life. Additionally, he uploads some sit-down videos that require him to write scripts. “I decided to start making YouTube videos because my friends thought I had a good personality and I just liked the creativity of it,” Bowron said. “I wasn’t really doing much at the time, so I just picked up my phone and then added the editing part on top of that.” Because of his love for videography, Bowron reached out to Indy Fitness Magazine looking for an internship filming videos for their social media sites. He spent three months with the magazine creating ten videos that have been viewed more than 60,000 times. “The best part about having Lukas working with us was his desire to keep working hard and taking on challenges,” co-founder of Indy Fitness Magazine Jeremy McGrew said. “He grew a lot personally through his time with us and that was fun to see as well. He always did a great job on the videos, and the community really took him in because of the quality of his work at such a young age.” Bowron filmed and edited videos of gym tours and ambassador videos with Indy Fitness Magazine’s partner Healthspot. His videos helped showcase the Magazine’s different activities and partners and can found under indyfitnessmag on Instagram. “My favorite thing about his videos is seeing the excitement that goes in to them,” McGrew said. “He will continue to grow and develop as a videographer, and his skills and videos will keep improving, but seeing the hunger that he has to be great was the best part about having him work with us.” As well as creating YouTube videos, Bowron also films and edits shorter ones. These include videos of his daily life and those he took of companies free of charge such as Skyzone. They can take up to four hours to edit and can be found under lukas.bowron on Instagram. “I think my editing style is more cinematic,” Bowron said. “My Instagram is solely based on small videos, because I think when they’re too long people don’t enjoy them as much. I keep them short and to the point with quick little edits.” Bowron films videos using a Canon SL2 equipped with a microphone and tripod. He edits on a MacBook using Final Cut Pro or Premiere Pro if he is working on something more advanced. Recently, Bowron created a business where he gets paid to film and edit videos videos for companies. Rates vary based on the video and his page can be found under livebetterproductions on Instagram. Bowron currently makes about two videos a month for other people. However, with his business he wants to try to make one to two videos a week. “I started off just making funny videos on YouTube and have come to the point where I can charge people for what I do,” Bowron said “I’m so passionate about it.”

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The Symphony Orchestra rehearses its pieces at Lilly Hall on Oct. 28 before a concert at Hilbert Circle Theatre. Photo used with permission of New World Youth Orchestra.

New World Youth Orchestra offers unique opportunites for musicians Hallie Gallinat gallihal000@hsestudents.org

enior French horn player Avery Cox steps out onto the Hilbert Circle Theatre stage, the same stage that the Indianapolis Symphony Orchestra plays. After the orchestras warm up their instruments, the conductor raises his baton, and the New World Youth Orchestra begins to play. Ages range from 8 to 18 years old throughout the orchestras. The New World Youth Orchestra features three orchestras of differing skill sets. The Concert Orchestra consists of students younger than eighth grade, while the Symphony and Philharmonic Orchestras consist of older grade levels. One hundred and five musicians play in the Symphony Orchestra, while 70 musicians are in the Philharmonic Orchestra. Out of these numbers, nine students from FHS are in the Symphony Orchestra and four are in Philharmonic. The Symphony Orchestra also features more advanced pieces than the Philharmonic Orchestra. Students have to audition to join any of the three orchestras. “I joined the orchestra because I like being exposed to new music and it’s really fun to play with all kids who come together because they want to play more,” Cox said. “I’m personally gaining a lot of music experience. I plan on majoring in music education in college, so it’s nice to see other faces.” New World, based in Indianapolis, is also sponsored by multiple organizations, such as the Indianapolis Symphony Orchestra and the Arts Council of Indianapolis. What sets New World Youth Orchestra apart from a high school’s orchestra is the inclusion of

more instruments. The Philharmonic Orchestra not only consists of string instruments, but also wind and brass. The Symphony Orchestra also includes percussion, similar to FHS’s ISSMA state competition orchestra and professional orchestras. “It’s more inclusive than [FHS],” Philharmonic Orchestra violinist sophomore Ethan Weiss said. “I really like it because it adds a lot more to the sound and it makes the experience so much better.” Throughout the season, the Symphony and Philharmonic Orchestras play at Hilbert Circle Theatre three times, while the Concert Orchestra plays there once. In April, the Symphony Orchestra perform at Carnegie Hall in New York City. “I really like playing in big concert halls,” Weiss said. “In rehearsal, all of the sounds are close together, but in the concerts halls they can echo and it makes the sound much better.” Rehearsals take place every Sunday at Butler University for a few hours from September to May. This season, the Symphony Orchestra is playing pieces like “Beethoven’s Fifth Symphony” and the “Overture to Candide,” while the Philharmonic Orchestra is playing pieces by composers Haydn, Bizet and Vaughan Williams. “I joined because I like orchestra music but I don’t really get a chance to play it much,” Symphony Orchestra trombone player senior Jack Kirkwood said. “I like the sound that strings make, I think it sounds more complete.” The New World Youth Orchestra’s next concert takes place at the Hilbert Circle Theatre on Feb. 17. Tickets can be purchased at IndianapolisSymphony.org.

Symphony Orchestra Ritika Bhadouriya Kady Campbell Woojin Chung Avery Cox Jack Kirkwood Lily Rollison Sam Sanchez Lauren Smith Drew Sperry

Philharmonic Orchestra Emi Citoler Gabe Hartman Ethan Weiss Emily Wojt

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Feb. 11, 2019

Arts & Culture

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Couples plan Valentine’s Day dinners at different locations

Nate Albin albinnat000@hsestudents.org

oung couples scramble to plan a memorable date as Valentine’s Day quickly approaches. On Thursday, Feb. 14, the annual celebration of love will arrive, and for many, Valentine’s Day means a trip out to dinner with that special someone. Due to 55 percent of Americans celebrating the holiday in 2018 according to Statista, some thought must go into the planning for the holiday. With some restaurants requiring reservations, factors such as an expensive menu and the restaurant’s ambiance must be taken into account for planning. Luckily for couples, from the inexpensive fastfood joints to the high-end Melting Pot, there is no shortage of restaurant options. Whether the date is a ﬁrst or one of many, the area oﬀers plenty of options for everyone.

Fishers High School

Izakaya Izakaya, at 7325 E 96th St., allows diners to expand their palates and watch their food being made right in front of them. Being a Japanese grill, its menu provides some new options for its diners. “The food is really good, and I like that it isn’t one-on-one, but you’re there with your signiﬁcant other and others who are friendly,” senior Cole O’Connor said. Izakaya oﬀers sushi, Hibachi-style and Yoshokustyle food that is cooked right in front of the guest with other guests from other parties sitting there too. Izakaya is rather pricey, as an entrée can cost up to $40. But for students like O’Connor, this is not a concern. “It’s pretty expensive, but on Valentine’s Day it is okay to throw a little extra money in there,” O’Connor said. Reservations for the Izakaya are limited, and they recommend calling ahead of time to ensure a table at (317) 915-8988.

Fondue pots are carefuly placed on a long party table at The Melting Pot. Photo by Nate Albin.

The Melting Pot Located at 5650 E 86th St., The Melting Pot allows its guests to dine on all different kinds of fondue, including cooking food in cheese, Puccini’s chocolate or oil. Each table is armed with a fondue Puccini’s has been a staple for Fishers dining for pot ready for the guests to dip over 20 entrée many years, and it is still popular among young options. couples. With locations at 11695 Fall Creek Rd. “The chocolate is so good, and the desserts are and 8993 E 116th St., one benefit is its menu. great,” freshman Zooey Russell said. “The Rice “I am vegetarian, and so is my boyfriend,” Crispies, the Yin and Yang chocolates and the senior Kate Millar said. “We can get cheese pizza, Oreo covered marshmallows are all great.” and it is vegetarian-friendly.” While students like Russell and freshman Emma Puccini’s also has the benefit of being walletTomlinson enjoy the food, they do not enjoy the friendly. People like Millar say they can get a price as much. A night at The Melting Pot could good deals on their meal, such as a medium pizza hit the wallet hard. for $9.95. “It’s expensive. Only go there if you’ve got that “Puccini’s is inexpensive and neither of us really cash-money,” Tomlinson said. “It is like $40 for a likes big, expensive places,” Millar said. meal and then $30 for dessert.” Puccini’s does not offer reservations, but may With private booths for couples to enjoy each experience longer waiting times on Valentine’s other’s company, a night at The Melting Pot is Recipe from Paul Casey Graphic by Grace Mossing Day. a top-notch romantic experience, and to some, These are just three of the many dining worth the price. experiences young couples can visit this “The food is really good, but is expensive,” Valentine’s Day with their date. But some say that Tomlinson said. “It is a really cute place where you the location may not be the most important thing. do not just get the food but get to make it on your “Just have a good time on the date with your own.” significant other,” O’Connor said. “Give a little Reservations for the Melting Pot are limited, and gift, and have a good night.” they recommend calling ahead of time to ensure a table at (317)-841-3601.

Ornamental plants line the entrance of Izakaya. Photo by Nate Albin.

Feb. 11, 2019

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Senior Millie Obungu demonstrates facial expressions to her cast during rehearsal in the Black Box. Photo by Kristen Rummel.

One Acts provide students opportunity to act, direct Janie Van Overwalle vanojan000@hsestudents.org Kristen Rummel rummekri000@hsestudents.org

pplicants fill out their audition forms before getting called to read in front of other students and directors for a chance to perform in the annual One Acts. The One Acts are a spring production in between the musical and the play. Students direct these productions and they are meant to give students more acting opportunities along with chances to direct. These are also for students who do not feel comfortable memorizing large scripts or performing in larger crowds. Since the school has opened, the acts were done in groups of three. Each one is directed by an IB theater student, such as senior Millie Obungu. Obungu is the only IB theater student this year, meaning she is the only IB student directing a One Act. Obungu needed another student to help direct the others. She asked performing arts teacher Jon Colby to reach out to students who may be interested in directing individual one acts. Sophomore Sofia Solis tried out for an acting part in the One Acts as a freshman but did not receive a part. She proposed the idea to Colby that students like her, who are not in IB, should get a chance to direct an act if they did not received an acting part. After Colby proposed a script for the production, Solis shared what her plans would be if she had gotten the opportunity to be the director. After a few weeks, Colby, impressed with her ideas, reached out to Solis telling her she could direct an act on her own, allowing her to change the script the way she envisioned or allowing her to choose her own. “I didn’t think I would get this opportunity until I was a junior or senior. I was very surprised,” Solis said. Solis is the first student who is not in the IB

program to direct a One Act. Generally, theater students take IB theater, then they direct an act. Obviously, this was not the case with Solis. Solis and Obungu started working with each other on ﬁnding short acts to perform to the school keeping in mind criteria such as school appropriate, and entertaining. “We had a lot of freedom choosing plays. I found mine in Colby’s script closet. That’s where he keeps all of his scripts and speech pieces,” Obungu said. However, Solis found hers online and decided to make a few changes. Solis emailed the director of the play that she found, asking if she could include a scene she wrote to his script making it more appealing to students. “The director emailed me back and said he would love to hear back after the show and have me explain how the audience reacts to my newly written part,” Solis said. Obungu said due to Solis adding a part to her play and the fact that it was just her and Solis directing, their acts were a bit longer than usual, resulting in Colby deciding two acts was plenty. Solis and Obungu also determine their cast for their acts. They both received Colby’s opinion on what 32 actors to cast, and both agree it was a diﬃcult process cutting people from the cast list. This year’s one acts “Appropriate Audience Behavior” and “The Final Rose” are both comedy related, with this years theme being “Behind the scenes.” Since the posting of the cast list, Solis, Obungu and actors rehearse with their cast in the Black Box. “I keep forgetting this production is a grade for me because of how fun it is,” Obungu said. Both the acts will be showing on Feb. 20 and 21 in the Black Box. Tickets are $3 at the door.

Art & Culture

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“Appropriate Audience Behavior” Solis decided to direct the One Act with her act being first, she wanted to capture the audience’s attention by trying to portray the audience’s point of view in her production. The act follows two characters as they try to enjoy watching a production of “Hamlet” despite the distractions around them. Solis’ act is more comedy based. She cast 17 actors with the majority being underclassmen.

“The Final Rose” Directed by Obungu, the audience follows this season’s bachelor, Jeremy, as he narrows down his contestants from three to two on this week’s episode. Obungu’s act is more dramatic than comedic. The cast consists of 15 actors with six of them being seniors, although two of those six seniors have never done any theater-related activities before.

I feel with a student director, you can connect more with the director themselves, Junior Ben Schwartz, who plays Mikael in “Appropriate Audience Behavior” said.

Colby directs a lot of shows, and it’s cool to see a new generation of directors, Sophomore Marina Watkins, who plays Augden in “Appropriate Audience Behavior” said.

Personally, I know the director from acting with her before, I’m excited to see what creative ideas she has, Sophomore Emily Legg, who plays Beatrice in “The Final Rose” said.

With student directors I don’t feel like I have to impress others as much, 1

Freshman Vivi Durnell, who plays a camera woman in “The Final Rose” said.

1 Actors take notes at the beginning of rehearsal for Obungu’s winter One Act, “The Final Rose.” Photo by Kristen Rummel. 2 Obungu motions sophomore Emily Legg, seniors Delanie McCoullough, Quinn Heiking and Joey Cerone to move toward stage left in “The Final Rose.” Photo by Kristen Rummel. 3 Sophomore and director of the “Appropriate Audience Behavior” Sofia Solis directs her cast in the Back Box Photo by Kristen Rummel.

Feb. 11, 2019

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Step Team sophomore Thao Ma, Dance Explosion sophomore Morgan Joiner and Step Team junior Morgan Robinson strike a pose on Tuesday, January 25. Photos by Curren Gauss.

Dance teams prepare for Black Heritage Night Curren Gauss gausscur000@hsestudents.org

aking up every day to aching muscles, with bruises and blisters across their body, would seem terrible to lots of high school students. But these minor injuries are battle scars to dancers like sophomore Morgan Joiner, who would rather get a bunion on her foot than miss a performance. Joiner is one of the many members of Dance Explosion, a school based dance company. While there are multiple dance companies offered, Joiner chose the group because of her good relationship with the sponsor, math teacher LaJoi Robinson, who has encouraged Joiner to embrace who she is through dance. “I think diversity is a big part of our company,” Joiner said. “Mrs. Robinson is a woman of color and there are a lot of people of color in Dance Explosion. We try to incorporate this in different styles of dance. We’ve done African dances, Latin, salsa, hip hop, ballet and contemporary.” This year, the non-competitive team has three performances, a winter showcase that was held in December and a spring showcase in March. Right now, they are preparing features for Black Heritage Night which will be held on Feb. 21 from 6:30-8:00 pm in the CCA. However, Explosion is not the only group that will showcase their talents at the festival. The Fishers Step Team will also be organizing a performance. Other students, like junior Morgan Robinson, dance with the Step Team. While Explosion focuses on showcasing a variety of different styles, Step Team sticks to their main dance style:

stepping, a style of dance in which a performer will create a complex rhythm by clapping, stomping or even chanting words. “[Step Team] is such a positive environment,” Morgan Robinson said. “I was able to make some new friends when I first joined, and I think we’re really cool to each other.” While Dance Explosion has an audition process, Step Team does not which appeals to students like sophomore Thao Ma. This year, the team has not had any formal performances and none upcoming, however, like Explosion, they are preparing for Black Heritage Night. “I joined because a friend asked me to,” Ma said. “There weren’t a lot of people and they were kind of looking for new members and I wanted to try something new.” Something that both teams agree on is enjoying a less competitive aspect to dance. For Step Team, rehearsals are filled with laughs and lots of jokes, while Dance Explosion focuses more on preparing their dancers for performances. Both groups emphasize encouraging their dancers to do what they love. While their styles differ, the relationship between teammates stays consistent. Both Joiner and Morgan Robinson emphasized how uplifting their fellow dancers are and that connection really brings their groups together. “For me, it’s really special to not dance as a competition,” Joiner said. “I enjoy getting to showcase different styles with people who are there for the same reasons as me.”

Sports

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The varsity Fusion Dance Team performs at halftime at senior night on Oct. 5. Photo by Kristine Brown.

Fusion leaps to nationals Tony Martinez martiant000@hsestudents.org

ip-Hop music comes from the HSE weight room as the Fusion Dance Team rehearses their choreography during practice. Fusion Dance Team consists of girls from FHS and HSE, split up into JV and varsity rosters because of the number of girls on the team. “I think that being combined with HSE makes dance so much better,” JV junior dancer Sophia Conrad said. “As a team, I think it make us much stronger to have multiple people.” The girls do a wide variety of dances from HipHop to Jazz. “We practice two different types of dances exclusively: Jazz and Pom. Pom consists of sharp movements and you use poms when dancing, ” Conrad said. Along with performing in front of student sections at football games, the Fusion Dance Team travels to dance competitions as well. Competitive season for the varsity girls starts in November and the JV girls begin in December. “At competitions, I feel like everyone becomes super close, and we all support each other through the stress and anxiety that can come on before performing,” Conrad said. Zoie Soehngen is a junior performing at the varsity level. She has been a part of varsity for two seasons now. “We lost three talented seniors last year,” Soehngen said. “This year our current five seniors on the team have really stepped it up and made the season more enjoyable.”

Izzie Ruiz, Hailey Ruiz, Sophia Conrad, Zoie Soehgnen and Tati Pardo come from FHS while the rest of the varsity team is made up of girls that go to HSE. “There’s really no added pressure because we’re all teammates and most of us have been since junior high,” Soehngen said. “No matter what school we go to, we still have the same outlook on the season.” Nationals for the girls was hosted in Louisville, Kentucky.Feb. 8-10. JAMfest is another top competition the girls competed in on Jan 27-28. “This year we’ve focused on our cardio a lot more than seasons past. We focus on it because we’re a varsity team with a collegiate level dance and to make it look good we need to have stamina.” Soehngen said. The Fusion Dance Team tries to bring attention to the team by trecruiting girls to join the program. “We love to wear our spirit wear with our sponsors on the back which promotes Fusion as well. ” varsity senior Izzie Ruiz said. These girls have developed a bond with one another that is hard to break. The bond was created due to how much time they spend with each other whether it be at practices, football games or competitions. “My favorite part about being on the team has to be the friends I’ve made while being on it,” Soehngen said. “I get to have such close friends that are like family to me.” Junior Zoie Soehngen, senior Izzie Ruiz, and freshman Hailey Ruiz smile for the camera at the FHS v.s. Noblesville football game on Aug 31. Photo by Haley Demlow.

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Spring Schedule First games, matches and meets

Baseball: March 25

Boys golf: April 10 Boys lacrosse: March 9 Girls lacrosse: March 12 Girls tennis: April 13 Softball: March 20 Track & Field: March 2

Graphic by Ellie Albin and John Yun

Feb. 11, 2019

Spring sports train Ellie Albin albinele000@hsestudents.org Rebekah Shultz shultzreb000@hsestudents.org

t 5:30 in the morning, the baseball team conditions in the auxiliary gym to prepare for their season. Spring sports like this have been conditioning since the beginning of the semester - far before their season actually begins in March or April. Conditioning for these sports demands a lot of time for practice, even when their season is not until two, three or eight months in the future. While conditioning is not mandatory, the athletes are still expected to go in order to work on their skills and become the best they could be. “You’re always expected to go no matter what,” senior baseball player JJ Woolwine said. “If you don’t go, there’s usually running involved, and more running will get added on to that.” The athletes are forced to manage their time well. If they do not spread out their time wisely they will lack in not only their sports, but their academics as well. “I try to get my school work done whenever I have free time or before or after practice,” sophomore lacrosse player Sarah Schultz said. “I also try to be productive and have homework dates with friends.” Despite the time crunch between practice and homework, Public School Review reported of a survey of Minnesota State High School showing that students who play a sport have an average GPA of 2.84 while non-student athletes had an average GPA of 2.68. The GPA difference is most likely caused by the exercise athletes receive. The Columbus Dispatch states that student athletes can have what is called as “runners high” - this rush of endorphins gives athletes the energy they need to complete their school work. Academics aside, there are other challenges that the athletes who train outside face with the weather conditions and temperature. “Boys [track] winter conditioning could be a little tough with all the ice and snow, but once you finally get past that, it’s pretty fun,” senior track runner Ethan Meyer said. With all the rigorous dedication, the athletes can lose their motivation to continue when they are practicing so early in the off-season. “At times, yes, you just don’t want to play anymore,” junior softball player Brooke Benson said. “But you just keep pushing through.” Athletes lose their motivation, as Benson said - but, at the end of the day, they all still have a reason that they continue to play, fueling their love and determination to keep going, even when it gets hard. “I get to be with all my lacrosse friends,” Schultz said. “It makes me feel good and energetic.”

Despite the foggy and rainy conditions outside on Feb.4, freshmen Ben Greiwe, Tiernan Bass, Alec Foster, Nick Pulos and John Douthit run around Fishers during an off-season track practice. Photo by Nate Albin.

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Sports

Teacher by day, coach by dusk

Lance Marshall marshlan000@hsestudents

oach Ben Beasley officially enters his third consecutive sports season as head coach. He has coached girls varsity soccer for 13 seasons, capturing a 2A state title in 2014. He just recently wrapped up his fifth season as the head coach for girls freshman basketball. And, adding on to his coaching resume, this fall Beasley took over the girls varsity lacrosse team. “There has been a tremendous amount of motivation and growth within our lacrosse program,” Beasley said. “They are certainly not starting from an experience standpoint where girls soccer players start, with most of the players being relatively new to the sport or completely new to the sport altogether.” Beasley played lacrosse in high school and committed to play at Ohio State University. He then transferred to Wheeling Jesuit University to finish his playing career. Afterward, he transferred into the coaching role, taking over the boys and girls program for Bishop Chatard High School. He also worked with Cathedral High School and coached his old high school straight out of college. “After Beasley took over the lacrosse team, we could tell he would be different from the past coach,” varsity senior Kelsey Bolin said. “So far this season we have already begun preseason practices and after-school weights, which both are new to us this year.” The 12-4-1 girls varsity soccer team with coach Beasley won key games in the state tournament, beating conference rival Noblesville High School

1-0 and Pendleton Heights High School 2-1 in penalty kicks. After finishing his 13th season coaching varsity soccer, Beasley and the team reached the regional championship before losing to the eventual state runner-up, Homestead High School, 2-1 in penalty kicks. “On the field, Beasley is very encouraging and makes sure you know what you are doing,” varsity senior Delaney Whelan said. “He also makes sure you know what you are not doing as well.” When the goals and other soccer equipment were put away, Beasley transferred onto the basketball court. Recently wrapping up his fifth season, Beasley and his younger team came out with a perfect 9-0 record, holding opponents to about 19 points a game. The team averages 37 points per game. “My expectations are always about character and perspective,” Beasley said. “The girls teams I have coached consistently put each other first and I like that attitude.” When Beasley is not out on the field, he is in the classroom. Beasley has been here since the opening of the school, teaching in the English department. Not only does he coach three sports and teach, but he is also an active sponsor for Ski Club. “Getting into coaching was an accident, with the school offering me a job that was contingent to me helping out with extracurriculars,” Beasley said. “The opening was girls soccer and I had some success that equated to club experience.” Head coach Ben Beasley discusses strategy with freshman players as he observes the game. Tigers defeat Harrison High School 38-29 on Jan. 17. Photo by Sarah Peterson.

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Feb. 11, 2019

FHS glides along with HSE

Andrew Bauer bauerand000@hsestudents.org

Sophomore Samuel Carter speeds towards the opponent’s side in a game against Col Icemen at the Pop Weaver Youth Pavilion on Nov. 11. HSE won 2-0. Photo by Kaylee Demlow.

ar down, biscuit and cherry picking are some common words used in the barn...or rather in the rink, where sounds of hockey skates and wall-crashing ring throughout the arena. HSE hockey is a collaborative team for students from both FHS and HSE. Students from both schools participate in games at the Fuel Tank on Fridays, Saturdays and Sundays. So far, the A team is ranked seventh in division 3A and the B teams is almost in division 1A. This year, HSE A has won 11 games out of 49 and will participate in the Hoosier League Tournament on Feb. 8, 9 and 10. For those who do not follow the language of the game, bar down is when the biscuit (puck) hits the crossbar of the goal before flying into the net. Cherry picking is when a player stays in the opponent’s defensive zone waiting for a breakaway. The HSE Hockey team has about 40 players in total between an A and B team, only 13 of which are from FHS. The A team is the varsity team and the B team is the JV team. This can cause some challenges for the FHS players, among those already difficult for all hockey players. “There is a lot of traveling involved with hockey,” right wing junior Brenner Christianson said. “We have even played at Kentucky and Michigan. It can be an issue for some students to make it to practice or games on time.” Students from FHS experience additional internal factors like the physical distance between the two schools contributes to this. “The worst part about playing a two-school sport is you might not know what someone from HSE is talking about when they’re talking about something that happened at school,” left wing sophomore Max Severs said. “It’s hard to relate with some of the players.” Moving up in teams from the B to the A team also creates a challenge for the FHS players. “Since there are more students from HSE, there is more of a chance to place them on the higher team, so it is harder for us to move up from the B team,” center senior Ben Bischoff said. As a result of no promotion at FHS, students on the team believe there is a lack of support coming from the school. However, their are ways that students can support the team. “I think the best way to support the hockey team is to simply talk about it,” Bischoff said. “Personally, I talk about the program and wear the logo around. More of this could definitely spread awareness.”

Sports

High schoolers need to cut back on sports

Alb n's Angle

Ellie Albin albinele000@hsestudents.org

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nyone who ever said that high school sports are about exercise, and solely exercise, has never been to FHS - or any sporting event in the U.S. for that matter. Sports are life and life is sport in the U.S., often being the only uniting factor the country shares. Whether it be a mutual hate for the New England Patriots, witnessing the “loveable loser” Chicago Cubs defeat the Cleveland Indians for their first World Series in 108 years, or simply watching the local high school football team demolish their long-time rival out on the turf on a Friday night - sports are a lifeline for the U.S. Unfortunately, the nation’s greatest love may be the country’s kryptonite. The sporting culture of the nation may be destroyed by the simple fact that youth sports are too dangerous to play. The American Medical Society for Sports Medicine reported on a study that focused on 2,721 high school athletes. The data showed that there is a definitive linear relationship between how many hours an athlete practices and injury risk. The increase in injuries gives every reason to end youth sports altogether and to go ahead and start planning the pep rallies for the speech and debate teams. While, yes, all teams in high school deserve equal attention, sports are still a vital part of many students’ identity. That is why a solution to keep high school sports but lower injury risk needs to be implemented. Kids playing sports will never be banned - and research is not saying that youth sports should be banned. Sports at a young age help with obesity prevention, which would be beneficial for the U.S. one of the heaviest, to put it gently, countries in the world. Ex-college basketball coach Len Stevens proposed an idea to decrease the number of youth injuries. Stevens suggested moving to a European model that would involve no high school sports - yep, he said it - no high school sports. Rather, in Europe, sports are held through clubs outside of school with very limited sports organizations through the schools themselves. This would help students focus solely on school work while at school and prevent injury. High school sports require Under current conditions, most student athletes play both club and school practices before and after sports in order to achieve the level of skill they need to help them make their school along with summer high school teams. Eliminating just one of those, however, will greatly reduce training, as seen above. the risk of injury in high schoolers, as student athletes will not be practicing Adding club sports on top twice as much as they should. of that increases the risk Stevens’ idea is intriguing, but the opposite should be enforced. Rather than for injury. Photo by Mya Ball. getting rid of high school teams, club teams should be eliminated. On average, according to a study conducted by Utah State University, U.S. families spend $2,292 annually on sports. By eliminating leagues outside of school, cost will immediately decrease for families - also, injuries will decrease, because students simply will not be practicing as many hours a week as they currently do. High school sports provide a sense of unity for the student body - like the nation experiences on a broader scale. There is nothing like sitting in the student section cheering on your team and listening to the marching band play the school fight song on a muggy night in the middle of Indiana. It may seem cliche, but representing the high school is something that many students cherish. That is exactly why a solution to the injury issue needs to be implemented - so that the tradition of high school sports can carry on forever.

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HEAD TO HEAD Should you regularly drink coffee?

13:Yes 6: No Data compiled from poll taken from fishersnthered.com between Jan. 17 to Feb. 4.

Feb. 11, 2019

Coffee makes life bitter, better Ethan O’Sullivan osuleth000@hsestudents.org

ore often than I would like, I sit down at my work desk past midnight with a cup of coffee and a spoonful of motivation to plug away at a personal project until the break of dawn. What lands me in those messes is a different story, but what gets me out of them is inside of that cup. Caffeine in coffee acts as a weak version of stimulants used to treat ADHD, according to a medically reviewed Health Line report. It boosts the brain’s dopamine output to aid focus, concentration and memory. Ultimately, it improves academic performance. That extra energy enriches someone’s personal life, helping them to engage more meaningfully with the world around them. On top of higher concentration, the authors of The Caffeine Advantage report that habitual coffee drinkers also experience somewhat heightened physical senses. Drinking coffee before I work out elevates my heart rate, smoothing out the transition from resting to exercising. It helps me to stay focused and energetic while performing mundane tasks for an hour. Caffeine relieves pain and eases the wear and tear sustained in exercise. It also reduce the appetite and boosts metabolism, according to the Chicago Tribune. This indicates a clear nutritional advantage that makes caffeine a boon to any weight loss plan. Plenty of people drink caffeine at the gym for those reasons. However, at two calories per cup without additives, coffee is almost always healthier than the energy drinks that some people at the gym guzzle down. Those have over 100 calories and up to 37 grams of sugar per can. What coffee lacks in calories, it compensates with nutrients and several B Vitamins that are a part of the daily value, according to the USDA. Coffee consumption contributes to long-term physical health. A Harvard study showed that a daily intake of coffee reduced the risk of illnesses from Parkinson’s to type 2 diabetes. Caffeine also combats depression by increasing serotonin levels in the brain, according to Shape Magazine. Lastly, regular coffee consumption decreased incidents of irregular heartbeats by 13 percent in a study published by the Journal of the American College of Cardiology. The Fountain of Youth may not flow with coffee, but anything that can make me write three essays, run a mile and hold up a half-hour conversation with my grandmother in the span of an evening comes fairly close in my book.

“Most of the time Iʼm extremely tired in the morning and I need coffee so I can stay awake in class.” - Ashley Culbertson, 11

“Itʼs such an art across cultures. It can bind people of so many backgrounds, whether to create something beautiful or stay a bit more alert. “ - Gracey Scholl, 11

“Coffee helps me wake up and it tastes good. I drink ﬁve cups per week.” - Mason Chavez, 9

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Opinion

Caffeine affects student in negative way John Yun yunjoh000@hsestudents.org

Photos by Katie Wiseman

ounds of grinding coffee beans and the smell of bitter coffee always seem to await me as I get out of bed in the morning. My father loves coffee, and it does not seem that he could ever have enough. Yet, my father does not seem to be the only one who enjoys coffee on a regular basis. A study by the National Coffee Association surveyed 3,000 Americans and found that 64 percent of Americans drink coffee daily, according to Reuters. Caffeine, according to a study by the Ohio State University, more than doubled the levels of epinephrine and cortisol, which are used in stress response. The results mean that caffeine can increase stress levels whether used sporadically or regularly, a detrimental effect for students that are already stressing to finish their course work past midnight. With the addiction of coffee, many students I know do not seem to just drink black coffee but add tons of creamer or buy sugary Starbucks drinks that overflow with whipped cream. Only 35 percent of coffee drinkers drink just black coffee, according to Statistic Brain. Because humans can only deal with a certain amount of excess calories from sugary drinks, many of those calories are stored as fat. This could lead to weight gain, a negative effect for the 65 percent that are using sugary coffee as energy to go to the gym. Another effect of coffee is sleep disturbance. According to OSU, caffeine as early as 7 a.m. leads to less efficient sleep and reduced total sleep. Students are reducing their sleep time by working past midnight with the help of coffee and even more by getting sleep disturbance because of the caffeine. According to Health Guidance, coffee contains tannic acid, which can have a chemical reaction with current medications that people are taking, which can prevent medications from being effective and make medications dangerous to the human body. Habituation to caffeine, according to an article published by the American Diabetes Association, can lead to a decrease of sensitivity to insulin, making makes it difficult for blood cells to appropriately respond to blood sugar levels. High blood sugar levels can deteriorate arteries and increase cardiovascular disease. Other negative effects of too much caffeine, according to OSU, include worsening of anxiety, jitteriness, nervousness, headaches and abnormal heart rhythms. Symptoms like these could prevent the continuation of good mental health for students who are working to get an education. With all these negative effects, I would rather just continue my journey in life with no coffee and still be able to do exactly what coffee drinkers do and much more. I find that using my body’s natural energy source is the best way to get through the day, with maybe a simple 45 minute nap.

“I think coffee is bad for you because you can become too dependent on the caffeine, so you will feel bad without it.” - Emma Summers, 11

“Coffee is a stimulant, and most stimulants stunt your growth, so that is why coffee is bad for you.” - Dominic Borden, 9

“Coffee creates withdrawal symptoms if it is taken too frequently, so the addiction is the bad for you.” - Alex Morse, 12

N the Red

Feb. 11, 2019

Students have more options than university

Ashley Steele steelash000@hsestudents.org

ntil recently, I always assumed that, after graduating from high school, I would head straight to college to get a bachelor’s degree. Now when all of my decisions matter the most and I feel pressed for time, I am finally learning of my other options. The truth is getting a bachelor’s degree is not the only path to a successful career. According to the Bureau of Labor Statistics, jobs requiring a bachelor’s degree make up fewer than 20 percent of all jobs in the U.S. While the bureau estimates that this percentage will increase within the next five years, they project that it will only rise to 25 percent. On top of this, the Federal Reserve of New York found that 25 percent of college graduates with a bachelor’s degree earn the same amount, if not less, than the average worker with only a high school diploma. While higher education of any type has proven to be beneficial, it does not need to be achieved through a bachelor’s degree. Some alternatives to a bachelor’s degree include obtaining an associate degree, getting an apprenticeship, applying to a trade school or participating in boot camps. Associate Degree As this requires fewer credits, it puts less rigor on students. Also, people could start working full time two years before they would if they went to college for four years a bachelor’s degree requires. When one’s career does not require education past an associate degree, such as dental hygienists, veterinary technicians and web developers. There is no reason any student should waste their time and money on classes that will not further them in their career in order to get their bachelor’s degree. Trade School In the 2014 “Skills Beyond School Synthesis Report,” the Organization for Economic Cooperation and Development found that only 12 percent of the labor force in the U.S. has a vocational certification. This comes at a time when companies are in desperate need for skilled laborers across the US as a study by Deloitte found that from 2018 to 2028 there may be 2.4 million unfilled positions. While a wide variety of careers fall into this category, a good portion of them, such as construction managers, electricians and plumbers, make over $55,000 yearly, according to Online College Plan, a website

Junior Hayley McMannis participates in her EMT class as a part of JEL on Oct. 11, 2018. Similar to classes within a trade school, students who complete their class earn a certification. Photo by Kaylee Demlow. dedicated to helping people plan for various higher education paths. Apprenticeship These can last anywhere from one to six years during which apprentices learn all they need to know from the business itself. This creates a stronger bond between employers and employees. On top of this, apprentices usually remain employed at their place of business with 91 percent of them remaining employed within nine months of the end of their apprenticeship. These positions can range anywhere from hairdressing to engineering. Boot Camps There are three common boot camps: coding, business accelerator and job skills. Depending on the length of the coding boot camps, they may lead to a certification of proficiency, while the business accelerator camps in many cases are through colleges and will lead to a minor. On the other hand, the job skills boot camps are not directed toward any specific career but provide members with foundational skills that improve their resumes. All of these boot camps provide people with a quick and affordable way to gain necessary skills for various jobs. While higher education is required for most jobs, it does not have to be achieved through four more years of school and a bunch of debt. In the future, schools should encourage students to look into a variety of higher education opportunities rather than just pushing them to go to college to earn their bachelor’s degree.

Opinion

N the Red

Underprivileged need recognition Sydney Greenwood greensyd002@hsestudents.org

alvin Coolidge, the 30th president of the United States, once said that “To live under the American Constitution is the greatest political privilege that was ever accorded to the human race.” Let us not forget, however, who the Constitution was intended for in 1788: the white male. Even though equal voting rights and equal protection under the law were granted to all other races and sexes eventually, they were not granted these rights simply because the government came to their senses. Women and other minorities have had to work just for the government to recognize them as “people,” never mind “equals.” A classic, contemporary example of white privilege is Brock Turner. After being caught raping an unconscious woman in an alleyway, by two witnesses, he was sentenced to six months in jail. He got out after only three. Judge Aaron Persky specifically noted that the length of Turner’s prison stint was to not ruin Turner’s future. Meanwhile, Corey Batey, a black man convicted of rape, is spending the mandatory 15 to 25 years in jail. Both men were 19 years old, and both were outstanding athletes, according to the New York Daily News. Same crime, same age, same situation, and yet staggeringly different outcomes. Besides racial prejudices perhaps displayed by Judge Persky in Turner’s trial, privilege can also be understood as having more opportunities than others. Having the opportunity to live in a school district that is well-funded provides many more opportunities than a school that is underfunded. FHS and the HSE district are incredibly well-funded, which is due to the strong support and involvement of our community. We had money for the CCA, money for AP and dual credit courses, and money for maintaining weight rooms, a natatorium and various fields and courts. If students took the AP courses and passed the tests, it could shave off some college credits ahead of schedule, hopefully saving time and money, not to mention getting accepted into better colleges and earning scholarships. Briana Payton, author of “Dear Privileged-at-Princeton: You. Are. Privileged. And Meritocracy Is A Myth,” which appeared in a Time Magazine article, likened privilege to farming. Two people could work their plots of land the same, using the same seeds, spending the same amount of time sweating in the sun and pulling weeds, but one person’s plot could be more fertile than the other’s. No matter how hard the other person works, they may never reap the fruits of their labor. In the spirit of full disclosure, some of my many privileges include being white, heterosexual, cisgender, upper-middle class, Christian, able-bodied, a native English speaker and having US citizenship. Acknowledging privilege is all well and good, but writing a list of the privileges that one experiences and then posting them to social media does not have many benefits. According to a Washington Post article by Purdue lecturer Fredrik deBoer, it is akin to congratulating yourself and continuing onward without a second thought. The next step after recognizing the privileges that one unconsciously holds is action and continued learning. In a Chicago Tribune article, Jacqueline Battalora, a professor at St. Xavier University, recommends listening to and reading about the experiences of minorities and others who are less privileged. One way to do so locally is to attend Black Heritage Night (pp. 6-7). Still, people need to support officials who are focused on dismantling institutional systems of power and correct others who engage in discriminating behaviors. Even though Thomas Jefferson may have written, “We hold these truths to be self-evident, that all men are created equal,” it is now up to us to fulfill the spirit of his words. Everyone deserves an equal opportunity to succeed and everyone deserves to be judged fairly as the law dictates.

According to Time and the Hufﬁngton Post. Graphic by Sydney Greenwood.

Feb. 11, 2019

N the Red

Editorial Opinions: Do teachers have too many responsibilities?

5: Yes 3: No

STAFF Editor-in-Chief: Helen Rummel Copy Editor: Ashley Steele Web/News Editor: Ethan OʼSullivan Features Editor: John Yun Arts & Culture Editor: Carson Lilley Sports Editor: Ellie Albin Social Media Editor: Lance Marshall Unity Director: Hallie Gallinat Cartoonist Olivia Buchtenkirch Videographer Laney Kyle Reporters Nate Albin, Andrew Bauer, Sam Bauer, Marie Gabbard, Ben Grantonic, Ben McHenry, Curren Gauss, Sydney Greenwood, Tony Martinez, Grace Mossing, Kristen Rummel, Rebekah Shultz, Janie Van Overwalle, Katie Wiseman Photographers Mya Ball, Kaylee Demlow, Sarah Peterson Principal Jason Urban Adviser Kristine Brown Associations IHSPA CSPA NSPA Quill and Scroll Printer: AIM Media

Decrease in teacher retention calls for recognition of efforts

ilently, I sat down in my seat with my head bowed and my arms crossed tightly around my stomach,” our Arts & Culture editor Carson Lilley said. “That class period, my teacher decided to pull up a chair next to me and ask how I was doing. She continued to ask me each day that week if I was okay and even thought to bring me my favorite drink from Starbucks to cheer me up.” Teachers make up the foundation of our community, and their expectations cover a lot more than what is listed in their paychecks. On top of explaining the concept of exponential growth or grading hundreds of essays, teachers raise their students part-time. In several states, teachers have taken sick days with the hopes of coming together to demand increasing their pay. Indiana House Bills 1003, 1008 and 1009 (pp. 8-9) have introduced potential benefits for many teachers in Indiana, but money simply does not alleviate the stresses that countless teachers endure daily. According to The Wall Street Journal, teachers quit their jobs in record numbers this year. This statistic could be attributed to the stresses of modern-day teaching such as adapting to ever-changing technological expectations. However, the issue stems from much more. “When my dad had a kidney transplant, my English teacher would check up on me every single day to make sure I was coping well,” our Online editor Ethan O’Sullivan said. “When I saw her two years later, the first thing she did was recommend a show that made her think of me and ask about college. It helps to know a teacher who is so genuinely invested in you.” Students come to teachers for anything from life advice to emotional support. Yet, they may only be briefly taught this in their training, if at all. When teachers get their degree it does not mean that they will immediately be equipped for how emotionally draining the occupation can be. American psychiatrist and author of “The Human Mind,” Karl Menninger, beautifully explained the occupation of educating as, “What a teacher is, is more important than what he teaches.” While Menninger states this eloquently, it is important to remember that this idea can sometimes go too far. We expect a teacher, not just to teach, but to be a flawless mentor. At The National Conference of State Legislators in 2018, Executive Director of the Learning Policy Institute Linda Darling-Hammond, explained that American teachers, on average, invest 27 works hours a week outside of class to their students, eight more than the average from other countries. It would be impossible to make teachers stop caring about their students or profession, just as it would be impossible to pretend that they can ever be repaid for all their efforts. The obvious answer should be for us to show teachers that they have people behind them. This goes beyond Teacher Appreciation Day or a gift card at the end of the year. This even goes beyond the current proposed bills in the House. DarlingHammond additionally cited how in countries with incredibly successful education programs, such as China, teachers are featured on competitive teaching game shows. This is not to say that all problems will be solved with a new version of America’s Got Talent, but rather a greater sense of pride and recognition for educators. Teachers have not left us when we needed them the most and we should do the same in return. “My math teacher could see that I was not acting myself,” our Features editor John Yun said. “She would always make sure to ask me if I was doing okay, and I really appreciated it because it showed that someone did care in dark times.”

Opinion

N the Red

Graphic by Olivia Buchtenkirch.

Editorial Policy Tiger Topics N the RED is the official monthly newsmagazine of Fishers High School. It is distributed free to 3,500 students and over 300 school personnel. It is designed, written and edited by students. Opinions expressed in the newsmagazine do not necessarily represent those of the adviser, administration or staff. Letters to the editor may be submitted to A218, or to fhsnthered@gmail.com. Letters must contain the writerâ&#x20AC;&#x2122;s phone number for verification. Letters to the editor will not be published anonymously. If there is any incorrect information, corrections will be made in the next issue.

Mission Statement As the student-run newsmagazine of FHS, Tiger Topics N the Red is dedicated to providing the staff, students and community of FHS with a timely, entertaining and factual publication once a month by means of public forum. In publishing articles that students enjoy reading, we are furthering both the educational experience and the expansion of FHS culture. The staff works to create a sense of unity and awareness and to allow the students of FHS to have a better insight to the world around them.

N the Red

Feb. 11, 2019

ISSUE REVIEW

TWEET US YOUR ANSWERS FOR A CHANCE AT A PRIZE

@fhs_NtheRed

Across

3. The name of the dance competition held in January. 4. Which orchestra in New World consists of students younger than eighth grade? 6. Coffee is a _________. 11. What is the name of Lukas Bowronâ&#x20AC;&#x2122;s company? 12. In this system, competitive sports are not linked to high schools. 13. How do members of the Step Team keep rhythm outside of chanting and clapping?

Down

1. In addition to preseason practices, Coach Beasley is having his team do _______. 2. What is one advantage that schools in the district tend to have? 5. House Bills 1003, 1008 and 1009 are about __________. 7. What play does Millie Obungu direct in the One Acts? 8. In hockey, remaining in a defensive zone and waiting for a breakaway is called _____________. 9. When people _____, their mind wanders and allows them to make connections and ideas. 10. What is the 2019 theme of Black Heritage Night?