Is what you are saying culturally destructive?

UNCAGED Stockbridge High School|Stockbridge, Michigan Volume 21 Edition 3 January 31, 2018

what is what is ethnicity? - Google Search what is colorism? what is racism? what is the difference between race and culture?

Is what you are saying culturally destructive?

Find out on page 8.

“Culture is the process by which a person becomes all that they were created capable of being.”

Thomas Carlyle

Contents 4 5 6 7 8-9 10 11 12 13 14 15 16

Feature The link between peers

Feature Dyslexia does not mean dumb

Feature What net neutrality does for you

Feature Listening to peace and serenity

Cover Story

Deviating from destructiveness

Opinion News flash: climate change does not just deal with heat

Opinion

PROFICIENCY

For your information that is cultural appropriation

Sports Achieving goals on the off season

Sports

Cultural acceptance through athletics

Advertisements Entertainment Cooking up some culture

Cover Story Deviating from destructiveness (continued from pages 8-9)

You should want to be culturally proficient. Being blind to different ethnicities and identities is not in your benefit. When you learn about different cultures and different people, you actually are learning more about you.

In this edition, we aim to ask you to look for yourself in the stories of others. Whether it be through eats, ethnicities or earbuds, we hope that this edition helps everyone to become culturally proficient.

FIND US ONLINE AT: Web: uncagednews.com Twitter: @uncagedshs Facebook: Uncaged Online Instagram: @uncagedstudentnews Snapchat: uncagednews #UareUncaged

Contact us:

FRONT PAGE PHOTO SHOOT

Thank you to our front page model, sophomore Serenity Ratliff. Photography by Zabrina Yannella, illustration by Kali Roskowski.

Page 2 photo of Uncaged Editors and Huron High School Students at the cultural competence round table by Abbey Salyer.

Stockbridge High School 416 N. Clinton Stockbridge, Michigan 49285 Phone: (517) 851-7770 x6207 Email: uncaged@panthernet.net

Uncaged is the student-run newspaper for the students of Stockbridge High School. It is an open forum for student expression to providing independent reporting opportunities and individual critique through state and national competition. Staff awards may be viewed at uncagednews.com. Something to say? Letters to the editor must include the writer’s full name, telephone number, and be 150 words or less in length. Satire, columns, and interesting features in reactions to other printed material are encouraged. Letters are subject to editing and may not be anonymous or to third parties. Leave letters in Elizabeth Cyr’s room #207 in the freshman hallway or email us at uncaged@panthernet.net.

Uncaged Team Anna Baird Editor-in-Chief, Kali Roskowski Editor-in-Chief, Zabrina Yannella Editor-in-Chief, Logan Connolly Sports

Editor, Abbey Salyer Copy Editor, Lauren Morris Web Editor, Madie Gee-Montgomery Senior Reporter, Hannah Beauchamp Staff Reporter, Patrick Cox Staff Reporter, Matthew Hill Staff Reporter, Maria Risner Staff Reporter, Gavin Salyer Business Manager, Kimberly Higgins Social Media Editor, Elizabeth Cyr Adviser

Thank you to our new friends from Huron High School--we enjoyed learning about you and your experiences.

Thank you to SRSLY Stockbridge for the cultural training and the inspiration to write this edition.

2 Content

OK2SAY provides information about how to leave professional digital footprint Kali Roskowski Editor-in-Chief On January 9, OK2SAY public speaker Suzy Khoury spoke to grades 9-12 about the importance of a having a good digital footprint and the impacts of what each student does on the internet.

“Remember that the digital footprint is something that is always looked at by college administrators,” Khoury said in her speech to the senior class.

Khoury stressed that having a clean digital footprint is essential for the future, whether it be college or a future job, because once a photo, status update or video is posted on the internet, one can never truly erase its presence.

Senior Kaylin Janeski thinks that if a student has a social media account, that student is entirely responsible for posting content that will not get them in trouble, and if she can not figure out a way to control content, she should not have any social media accounts.

“I’ve never done anything that would get me in trouble with an employer that is trying to employ me,” Janeski said. “I’ve never posted something that is against the law or could get me in trouble or anything, and [my digital footprint is] pretty clean. You can always go through and delete things if you want to go clean up your digital footprint, but just because you delete something doesn’t mean that it’s gone.

It’s always going to be there, somehow, some way.”

Not only does the OK2SAY program cover what students should be careful about posting on media, but also covers what to do if signs of bullying, self harm, drug abuse, suicide or other forms of harassment and violence arise.

To submit an anonymous tip to OK2SAY, tipsters can call 8-555-OK2SAY, text 652729 (OK2SAY), email ok2say@ mi.gov, visit ok2say.com or download the OK2SAY mobile app. OK2SAY is completely confidential and available for contact 24/7. According to michigan.gov, OK2SAY has

Letter to the Editor School Office Phone EXT: 6413 Email: bhagman@vosmi.org

Suzy Khoury, on January 9, gives a presentation to seniors informing them of all the ways they can contact OK2SAY. PHOTO KALI ROSKOWSKI

“You are not invisible, and today can be a new beginning,” public speaker Suzy Khoury said to the senior class. OK2SAY provides a comfortable space for students to turn to when they need to find help. After every tip, a report is filled out and acted upon according to michigan.gov, and 67 percent of schools, law enforcement and mental health professionals who received the tip from OK2SAY line said they were previously unaware of the problem.

PHOTO KALI ROSKOWSKI

received 4,605 anonymous tips in 2017 alone.

Khoury and over 25 other presenters for OK2SAY travel all over the state of Michigan to give these presentations every week to speak to parents, staffs and students at summer programs, in libraries, in schools and faithbased venues.

“If you were to combine all these assignments together, it would be up in the thousands,” Khoury said. “It’s something that humbles me and brings joy to my heart that there are a lot of people’s lives and students lives that I think change because they use the empowering message that is in the program that we have.”

Greetings, I hope everyone had a safe and restful holiday season with quality time alongside family and friends as we press on with another school year. Although my presence in the school has been a recent addition, I would like to express my excitement to be with you as your School Resource Officer (SRO).

I would like to introduce myself, especially for those staff members whom I have not met or who may not be aware of my role and background. I am a proud member of the Stockbridge Police Department and have been employed with SPD since 2015 as a Police Officer.

Prior to Stockbridge, I had additional law enforcement experience with another police department bringing my overall experience as an officer to approximately four years. I am a native of Michigan and graduated from Grand Ledge High School in 2006. Prior to entering law enforcement, I attended Lansing Community College and Ferris State University, graduating in 2010 with a Bachelor’s Degree in Criminal Justice. I attended my police academy training in Lansing where I graduated in 2011. I just recently graduated from School Resource Officer training this last October in anticipation of becoming your SRO. Ever since I can remember I wanted to be a police officer.

I cannot think of anything more rewarding in my life than to serve others who are in need and I am incredibly thankful to have the privilege and honor to do so for the Stockbridge community. Being welcomed into the Stockbridge Community Schools has greatly increased my opportunities to serve our community and for that I am so truly grateful.

I look forward to the opportunity of interacting with your students in any way I can as I focus on maintaining a safe

PHOTO ZABRINA YANNELLA

learning environment for both students and staff. As we move forward into the school year, I am here as a resource to assist you with any challenges that may arise, and to help educate students and staff on issues related to law enforcement and school safety. Please don’t hesitate to ask me to step inside your classroom for even just a small presentation. I enjoy being put on the spot if needed.

As your SRO, I am committed to: • Being visible within the school community to help deter criminal activity and student misconduct.

• Attending and participating in school functions throughout all schools in the district.

• Building working relationships with the school’s staff as well as with student and parent groups.

• Initiating interactions with students in the classroom (i.e. class presentations/ lectures) • Promoting the profession of law enforcement and being a positive role model to students.

• Working with staff members to establish a safe and secure learning environment.

• Being an advocate on behalf of faculty members for emergency response training.

Please feel free to contact me anytime with your concerns and questions. I may be reached through the listed information.

Respectfully Submitted, Officer Brad Hagman

News Brief 3

A link between peers Going back to the basics Taking it back a few eras in music not as hard as it seems Hannah Beauchamp Staff Reporter The music of this generation seems to all sounds the same. The same three chords, an annoying catchy beat and repetitive lyrics that get stuck in your head incredibly easily.

A recipe for success, it seems. You do not hear much of classical music anymore because it’s not “trendy.” But, going back to the basics can be soothing to the soul. When you hear a group of beautiful voices in all ranges, and you feel a sense of serenity. That is what choir teacher Carol Hatch feels when she hears a choir singing old fashioned gospel songs.

“I love all types of music, and I love all eras of music,” Hatch said. “Classical music is really fun where we have great harmony and great resolutions in our music with classical literature.”

In most choral music, there are multiple ranges of voices: baritones, trebles, altos, second sopranos and sopranos. Sometimes, there are only girls in choir, so it can be very difficult for everyone to be able to sing parts without trying to sing the other vocal ranges and especially difficult with classical music.

“Popular music is probably the most difficult genre to sing because people are used to hearing it on the radio,” Hatch said. “When it’s written in choral music, it’s changed slightly, and everybody wants to sing it the way they hear it on the radio.”

Time and effort is key to achieve the perfect pitches, perfect harmony and making sure everyone is in the correct stance. When the choir sings popular music, the students seem to let loose and dance a little when it comes to the day of the concert. What most do not understand is that it can be the same with classical music too. When everyone works hard, the outcome can be overwhelmingly good, according to junior Ashleigh Maze.

“When we actually do the performance, because you do all the work to get up to the performance and once you’re actually doing it, it’s just really great with everybody in the choir.”

Top: Always seen warming up together, freshmen Andy Schlaff and his LINK sophomore Christopher Hall works on a series warm up to start off his PE & Health class. Hall is one of 54 LINKS who are dedicated to helping their peers succeed in their class.

Bottom: Schlaff and Hall participate in a basketball game with their fellow classmates in PE & Health class. The goal of the Peer to Peer program is for the LINKS to help high needs students bond with their peers.

Junior Ashleigh Maze starts class by doing a vocal warm up to get her voice ready to sing.

Hatch’s Top Picks

Take a listen to the choral leaders top picks for classical music “When I am Silent” composed by Joan Varner

“The Lord Bless You and Keep You” composed by John Rutter “Let The Praise Go ‘Round” composed by Hal Hopson “Rhythm of Life” composed by Cy Coleman “Hallelujah Chorus” composed by George Frideric Handel PHOTO HANNAH BEAUCHAMP

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Feature

It was hard for him to focus on his work; he knew he could do the work if he was just able to focus. He just couldn’t seem to remember due dates no matter how hard he tried. School work felt like that for freshman Andy Schlaff until he had a LINK to help him organize and plan.

“Before I had a LINK, my worst classes were science and math because it was impossible for me to focus,” Schlaff said. “My LINK made me focus and made me a better student.”

Many high needs students have had similar situations with their LINKS since the program started in 2013. Based on Grand Valley University’s START program, the Peer to Peer program is determined to help those in the junior/senior high school who need more help.

The LINKS and the teens they help share a comradery with each other. Outside of helping their buddies learn, LINKS themselves take their experiences in the program and continue to grow as people both personally and professionally.

Social worker John Twining has been in charge of the Peer to Peer program in Stockbridge since its inception.

“The goal of the program is to make it so that high needs students are successful in classes with their peers,” Twining said. “Students with autism can feel disconnected, and our students provide a way of linking them back into the school environment.”

Schlaff thinks one of the best parts of the program is the bond that forms between the LINKS and their peers.

“I’ve had a LINK since the eighth grade, and I currently have two LINKS for gym and algebra.”

PHOTO ARIANNA GOMEZ

Matthew Hill Staff Reporter

Sophomore Christopher Hall, a first-time LINK, serves as Schlaff’s aid in his physical education class.

“I joined because I just wanted to help people who needed it,” Hall said. “The bond really grows as time goes on.”

Since the program’s creation, the amount of participants who have volunteered to be LINKS has grown greatly.

“We are going to have 54 LINKS throughout the entire year,” Twining said. “We have 14 students who require LINKS currently, but that number might change as kids mature out of the program. When I first got the idea of the program, some larger schools had similar programs, but no smaller schools were doing anything like it.”

The goal of the Peer to Peer program is to continue to bring students with additional needs together with their peers, and the progress that the program has made shows this goal being accomplished year after year.

“I would recommend the program,” Hall said. “It’s just a good way to help people and make friends.”

Kali Roskowski Editor-in-Chief PHOTO ILLUSTRATIONS KALI ROSKOWSKI

One in five students has is doing assignments for her was younger that helped him dyslexia according to The classes, I will read chapters or “learn how to deal with” his Dyslexic Center of Utah. books for her out loud for her dyslexia.

“We did reading testing, and to respond to. She’ll also write “I had this one teacher who found out when I was in third notes and stuff and her d’s and treated me differently,” Young grade,” freshman Benjamin Young b’s are always backwards, and said. “I didn’t like it, so I told her said about his form of dyslexia. it is confusing at times because to stop. She didn’t have me read “We went to a doctor to actually she can’t spell some things.” out loud, and that made me feel know, but we definitely started Though not possible for one like I wasn’t smart enough to to realize when I was way behind person to speed up the reading read. I really didn’t like it.” everyone else.” and comprehension process for English teacher Pam Gower Dyslexia is a disability, but a dyslexic, it is possible to help understands that dyslexia is a by no means a student is less tame the words to keep them disability, and if necessary for intelligent than another student from jumbling up as much. the student, she will provide because of According to the accommodations for assignments. it. Dyslexics British Dyslexia “I come at every student are, in fact, Association, with an individualized plan,” quite talented dyslexic readers Gower said. “All students have individuals, prefer to read text strengths and weaknesses, and “...we definitely started according to in which the letter dyslexia is just one of those to realize when I was way DoSomething. “g” and “a” are challenges that I would treat behind everyone else.”

Quite rounded, when a big like anything else, like having commonly, font is present and attention deficit disorder or not freshman Ben Young people with when letter spacing having internet at home.” dyslexia are is evident so letters For students with more creative like “r” and “n”-trouble reading, Gower’s and have a next to each other accommodations include higher level of intelligence than do not blend into an “m.” shortening reading assignments those without dyslexia.

Sans Serif fonts are the easiest or pushing back the due date Dyslexia comes in many to read for dyslexics, which because of having to work forms--there are groups and include: Arial, Comic Sans, harder to understand the subgroups, but no one complete Century Gothic, content. list exists. However, according Verdana “I think that to Understood, a website for and Calibri. all individual providing information about Additionally, learning learning and attention issues, there are fonts “All students have strengths disabilities or there are five very common specifically needs affect and weaknesses, and types of dyslexia: phonological designed for my teaching and dyslexia is just one of those have affected dyslexia, surface dyslexia, rapid dyslexics, naming deficit, double deficit such as Lexia challenges that I would treat it over time dyslexia and visual dyslexia.

Readable, to where I like anything else.”

Senior Makayla Powell, while Open-Dyslexic, realize that I not having dyslexia herself, Dyslexie. have to make teacher Pam Gower lives with a roommate who has Young finds accommodations surface and visual dyslexia, who that there is like giving more has difficulty recognizing whole nothing that time or shortening words by sight. really helps him an assignment, “She handles it pretty well,” read better. However, Young was but it doesn’t change the way I Powell said, “but when she put in a reading group when he treat them.”

“THIS IS HOW DIFFICULT IT CAN BE TO READ FOR SOMEONE WITH DYSLEXIA.” Created by designer Daniel Britton, this font was created specifically to help people understand the frustration level that people with dyslexia experience.

Article displayed in OpenDyslexic font.

Feature 5

40 PHOTO ILLUSTRATIONS BY PATRICK COX

nts e m

“If net neutrality goes away, then we won’t be able to research anything.”

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What net neutrality does for you Patrick Cox Staff Reporter

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In the time it takes to download a video game, the right to a free and open internet was ripped away from the United States by the FCC ruling to get rid of the Internet Freedom Act. Ever since the high school began the one-to-one learning approach by giving each student a Chromebook, the internet became a key part of the learning process due to the many resources it provides teachers and students.

Principal Jeff Trapp stated, “I think it’s had a big impact from the standpoint of the opportunity that it brings and all the online resources the teachers can now use.”

According to Richard Culatta, CEO of the International Society for Technology in Education, many internet providers will slow down internet speeds for resources that many schools use due to the fact

Feature

How the recent revocation of a major internet principle affects your education and the people who supply your access to the web

these resources are free and will not make Internet Service Providers a lot of money.

With these resources being slowed, schools that can afford experts and physical resources will have a major advantage compared to those that cannot gain access.

“The axing of net neutrality should keep us awake at night. Most educators remember when internet access was so slow and unreliable that it couldn’t be used in the classroom. Imagine going back to that, but for students and districts that aren’t willing or able to pay,” Culatta tweeted.

Businesses and the public have been locked in a decade’s-long, gripping battle of words that started when the world wide web was created in 1990.

The internet has recently been plastering the battle of net neutrality to the farthest corners of its expansive digital world.

Although most students understand what net neutrality basically is, few know how it really affects them.

Many students see the loss of net neutrality as a threat to their success at school.

“If net neutrality goes away, then we won’t be able to research anything,” senior Taylir

Butterworth said. “The education base we have would be gone and grades would suffer.”

One group of students who are very concerned about net neutrality are students who excel in the sciences.

“Teachers would have much less resources to be able to give us all the resources we need to actually be able to be able to learn stuff, especially in science,” sophomore Shaddai Demarath-Shanti said.

More than just schools will be affected by the loss of net neutrality. One of the groups that will have the largest impact due to net neutrality being revoked are the future internet service providers (ISPs).

Neutrality is one of the ideas that has given so much to the internet and pushed forward the innovation of internet communication.

When gone, many new ISPs will have a much more difficult time starting up and competing with ISPs that already exist according to Amanda Lotz, the professor of Communication Studies and Screen Arts and Cultures at the University of Michigan.

“It will mean that more of what we see comes from a companies that have deep revenue streams,” Lotz said. “The fact that

we have limited or no competition in ISPs makes all of this worse. Most consumers just don’t have a choice in providers, and eliminating this provision makes companies that are already very powerful even more so.”

With the lack of new ISPs, there will be little to no competition between existing ISPs to have the fastest and cheapest network. This drought of new, creative ISPs yearning for a shot to become the leaders of the industry will make the public settle for a slowed down or more costly internet service.

Net neutrality has been taken away from us by the FCC, and we may be unable to get it back judicially. This murder of a progressive principle will soon affect everyone. Be it the average internet user or the next executive of the latest cutting edge ISP. “The FCC has eliminated it,” Lotz said.

“They are sorting out if there is any judicial action that can stop that. The best action is to legislate net neutrality (Congressional Act)-but it needs to actually be net neutrality, not some Act called the Internet Freedom Act that is actually written by telecomm lobbyists.”

Listening to peace and serenity Abbey Salyer Staff Reporter Sitting with earbuds plugged in, simple taps or a gentle voice giving reassuring messages brings Zen and sleep to people suffering from insomnia, such as sophomore Samantha Argento. She gets about three hours of sleep per night, four if she is lucky.

The videos of ASMR Argento has experimented with actually helped her get her sleeping schedule back on track.

ASMR, which stands for Autonomous Sensory Meridian Response, starts from the scalp and moves down the spine and occasionally to the limbs.

Some can experience ASMR at any time throughout the day. It can be triggered by hearing a noise like a gentle voice or even rain hitting a rooftop.

Tom Stafford, a lecturer in psychology from University of Sheffield thinks ASMR “might well be a real thing, but it’s inherently difficult to research... something like this that you can’t see or feel” and “doesn’t happen for everyone,” according to his website.

Stafford compares the current status of ASMR with development of attitudes toward synesthesia, which he says “for years...was a myth, then in the 1990s people came up with a reliable way of measuring [synesthesia].”

As there are simple noises that trigger relaxation in people, others find more interesting ways to gain the sensation.

ASMR role-plays all over YouTube help people in a more unique way. Roleplays can consist of anything from a

person pretending to put makeup on the viewer to him pretending they are giving a physical as a doctor.

An ASMR artist, Michael While (known by his channel name as TirarADeguello on YouTube) speaks about how he values ASMR role-plays as a type of art.

“Role-plays are important because sometimes, through role-play and fantasy, you can allow yourself to see things you can’t in your normal life. It allows the viewer to be someone else for a while and forget or reflect on their issues,” While says.

He also thinks that specific role-plays or noises combined gives tingles to people it helps with things like insomnia, anxiety, and stress Argento turns to this helpful resource to rely on when insomnia hits.

“I have insomnia problems occasionally and sometimes listening to ASMR, or at least experiencing it, helps me sleep. It’s all the different little noises combined; if you listen to some all together it can make you feel like you’re at the beach or some other relaxing place.”

Another ASMR artist Ami Blu (known by her channel name as Bluewhisper on YouTube) explains how it is a personal experience for the viewer when she puts out videos.

“I never realized people would come to me during their dark times for comfort and to help them sleep. So, I try to help those people as well.”

ASMR Autonomous sensory meridian response

YouTuber Michael While, also known as TirarADeguello, performs ASMR role-plays frequently on his channel. This picture is from his video called ASMR DJINN.

“It’s all the different little noises combined; if you listen to some all together it can make you feel like you’re at the beach or some other relaxing place.”

-Sophomore Samantha Argento

PHOTO USED WITH PERMISSION BY MICHAEL WHILE

“[Role-plays] allow the viewer to be someone else for a while and forget or reflect on their issues” -Michael While PHOTO ILLUSTRATION ABBEY SALYER

Feature

7

DEVIATING FROM DESTRUCTIVENESS Becoming a more culturally competent generation

“I think the first step is to respect everyone.”

Huron High School senior Gena Harris Zabrina Yannella Editor-in-Chief

In a land not so far away, Ann Arbor to be exact, live a group of students that is much more culturally woke than one would expect from Generation Z. We met up with this band of thinkers for a cultural exchange where we talked about issues that we have in our schools and how to combat the cultural destructiveness that we see on a day-to-day basis.

Last year, Uncaged found that with a school population of 553 total students, 503 self-identify as white.

Because of these homogeneous statistics, we sought out this group of students for help with becoming more knowledgeable in our understandings of diverse culture.

But, to become more culturally competent, we must first ask, “What is culture?”

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Cover Story

PHOTO KALI ROSKOWSKI

Kali Roskowski Editor-in-Chief This may seem like a pretty simple question, but the answer is much more complex than we may think.

When we hear the word culture, our minds often only drift to thinking of different ethnicities.

Our ignorance is not always our bliss, though, because the world is full of so many other cultural groups than just those referring to our ethnic backgrounds.

Cultural competence is loosely defined as the ability to understand, appreciate and interact with people from cultures or belief systems different from one’s own according to the American Psychological Association.

There are a few key aspects that everyone should be aware of when it comes to being culturally competent: awareness, attitude, knowledge and skills.

Awareness

Awareness is the first step in becoming culturally competen We as a young society need to first be aware that other cultures exist, and that people outside of our culturally homogeneous town practice different beliefs and come from backgrounds than our own.

“I think the first step is to respect everyone,” Huron High Scho senior Gena Harris said. “I understand that’s a hard thing to do but it’s the golden rule: Treat everyone the way you want to be treated. It’s easier said than done. It’s not going to happen just like that, but just respect other people starting today by trying to point out to other people why doing and saying those types things is wrong.”

Attitude

The significance of attitude in cultural competence is to delineate the difference between just being aware of cultural differences and actively analyzing your own internal belief systems and developing awareness, according to Human Services Edu. “At our school, I feel like at first, going from freshman to senior year, there might have been a lot of ignorance,” Huron High School senior David Bogan II said.

“What I have seen, personally, is that it wasn’t ignorance, it’s just that they don’t care. You can try to explain something to somebody, but they’re just like ‘okay, but why can’t I say it?’”

Cultural tolerance is what Bogan is describing.

Meaning, people acknowledge one’s race, but refuse to respect and accept it.

Bogan went on to say that “For me, I feel like, one, you should have enough respect for my culture to not say something to me like that, and if I say I’m uncomfortable with it, don’t do it around me. But then some people are like, ‘well, it’s just a word,’ or try to make an excuse for it, totally dismissing what I just said.”

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Knowledge Research into human behavior has shown that our values and

beliefs about equality may not line up with our actual behaviors and, further, we often are ignorant as to the degree of difference between our beliefs and our actions, according to Human Services Edu. It has been shown that people who may test well in regard to having low prejudices may in fact act with great prejudice when actually interacting with other cultures.

Huron High School in Ann Arbor has clubs specifically dedicated to different ethnicities and identities, such as the Asian Pacific Educational Exchange, the Black Student Union, Chinese Club, French Club, German Club, Latino Student Union, Muslim Student Union, Queer Straight Alliance, Student Advocates of Gender Equality and many more.

“I feel like it's more like celebrating the culture of that ethnicity,” Huron High School junior George White said. “Anyone can come to these meetings, and it really helps them learn about other cultures and gives everyone [the ability] to feel safe and talk about any issues they may be facing.”

Knowledge is a key aspect of furthering one’s cultural competence, according to Harris. A friend of hers at school told her that she “acted white,” and so it provoked her to ask

herself this question: What does it mean to act white or black?

“People would say, ‘You act white,’ or ‘You act black.’ What does it mean to act a certain race?” Harris asked. “What does it mean to wear Burkes? I have a pair of Burkes. I don’t wear Hunter’s, I can wear whatever. I don’t mean to act a certain race or anything. What does it mean? Just because I talk proper doesn’t mean I act a certain way on purpose. It’s who I am as an individual. When I go around my black family that all lives in Detroit, and I wear my Burkes around them, they were like, ‘Those are those Jesus sandals. Why do you have them?’

Harris continued, “But, I think that it’s just a lack of knowledge.

I think that’s where the root is: It’s knowledge and unawareness.”

Skills

This component is about actually taking practices of cultural competency and repeating them until they become integrated into one’s daily behaviors, according to Human Services Edu. The most important aspect of the skills component is having an excellent grasp on effective and respectful communication whether within an organization or between individuals.

Readers: Ask yourself where you fall on the spectrum.

Try the quiz. How culturally competent are you and your peers? (continued on page 16)

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ROUNDTABLE WITH HURON HIGH SCHOOL STUDENTS 1/ Black Student Union member David Bogan II talks to about what colorism is and how

even though his school is very culturally accepting, these types of attitudes towards different cultures is present. “We deal with colorism and favoritism, especially when it comes to letting white students in late, but when a colored student comes in late, they question you about it.”

PHOTO KALI ROSKOWSKI

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2/ While talking about the types of engagement activities that the Black Student Union

does, senior Gena Harris shows the group a video titled “Black Ice” by the Comedy Central YouTube channel that made the weather reporters seem like they had a prejudice against black guys, because black ice and black guys sounds similar while juniors George White and Logan Connolly watch with interest. Black men are not the only ones who experience these types of issues, though. “Personally for a female being black in society, and a woman at that, I would not change being black or a woman. I love it. Something about being a black woman is so strong and powerful, and I just feel like that anything that I am going through, I can go through. I’m just very powerful within. I believe in myself and the people around me,” Harris said. PHOTO KALI ROSKOWSKI

3/ Journalism adviser Sara Beth Badalamente talks to Uncaged editors Abbey Salyer, Kali

“We’re all part of an inescapable America.”

Huron High School senior Nathan Davis

Roskowski and Zabrina Yannella about what it is like being a teacher at such a diverse school and how the inclusion of clubs like the Black Student Union and the Asian Pacific Educational Exchange allow students to get together and become more culturally aware of their own cultures as well as others. PHOTO MADIE GEE-MONTGOMERY

Cover Story

9

BAIRD’s

CONCERNS

No one can afford college tuition, and that is a problem Anna Baird Editor-in-Chief The cost of college is too expensive. The average published yearly tuition for an in-state public four-year college in Michigan is $9,410, and the average published yearly tuition for a private four-year college is $32,410, according to the College Board.

Plus, these numbers do not include the price of food, books, supplies or even housing.

Students at public universities can expect to pay, on average, an additional $8,887 for housing and food per year, according to the My College Guide website.

Students who attend private colleges will end up paying about $10,089 per year for the same necessities.

Paying this much money every year is not feasible for young students who cannot get highpaying jobs because they do not have college degrees yet. Students go to college to find careers after graduation that provide enough money for them to make their livings, but that can not happen for college students because they do not have their degrees.

The majority of high school seniors and college students have to fill out the Free Application for Federal Student Aid (FAFSA), because they would not be able to afford their education without it.

Having this many students apply for federal student aid defeats the purpose of the FAFSA program.

According to Ticas, an institute promoting college access and success, 71 percent (1.3 million) of college students graduated from a four-year school with student loan debt.

To be quite plain, almost no one can afford college without government student aid, loans or scholarships.

The price of college discourages students and keeps many from attending. When students do not want to attend due to price, that demotivation lowers the amount of college graduates our society has to perform certain jobs.

Forty percent of students who are accepted into college never end up attending due to the financial aspect, according to Hechinger Report.

When students do not go to college, we do not have the people to fill the jobs necessary for running a productive society.

When no one can pay for their education, that will limit the amount of doctors, scientists, teachers and other occupations that our world needs to function.

Students should not be expected to pay this much money for education when they go to college to get a job that will support them.

In fact, Amazon took Detroit off its list of locations to build the second North American Amazon headquarters because it lacked the talent pool.

The Stockbridge Community School district’s current FAFSA completion rate for seniors is 29.2 percent as of January 12 according to college adviser Aminah Lott.

10 Opinion

According to Ticas, an institute promoting college access and success, 71 percent (1.3 million) of college students graduated from a four-year school with student loan debt.

ONE VOICE: “I don’t really agree with how expensive college is nowadays because of the fact that you go into debt just for an education.

And even when you get a job and a certain degree, it is still hard to find a field of work for a career.”

News flash: Climate change does not just deal with heat Staff Editorial “In the East, it could be the COLDEST New Year’s Eve on record. Perhaps we could use a little bit of that good old Global Warming...” -@realDonaldTrump Perhaps, Mr. President, you should be more educated about global warming and how it is everywhere, affecting everyone in some way.

The talk of climate change gets political when it should not be because no scientist argues that this is all just a phony matter. Physics teacher Bryan Tasior assigned his students to try to find a scholarly article with a scientist arguing against climate change, and he said no student found one. CO2 levels are rising--they have skyrocketed in the last few years, creating an anomaly into the Earth’s atmosphere.

Trump’s budget proposal sure has helped decrease funds for programs trying to prevent this catastrophic issue, and because President Trump has so many diehard followers, whatever he says goes.

According to the National Public Radio, the State Department budget proposal “eliminates the Global Climate Change Initiative and fulfills the President’s pledge to cease payments to the United Nations’ (UN) climate change programs by eliminating U.S. funding related to the Green Climate Fund and its two precursor Climate Investment Funds.”

So, our president is clearly uneducated about the facts of what may happen in the future; he would rather brag about how big his nuke button is instead.

A popular argument about climate change is that it has nothing to deal

with weather or temperature.

Unfortunately, that statement could not be more inaccurate.

According to a monthly analysis of global temperatures by NASA scientists, November 2017 was the third warmest November in 137 years of modern recordkeeping.

If we continue to let these politicians tell us whether or not global warming is a hoax, many coastal states and islands will cease to exist.

Public health might be a more convincing reason to the skeptics.

According to the Union of Concerned Scientists, climate change has significant implications for our health.

Rising temperatures will likely lead to increased air pollution, a longer and more intense allergy season, the spread of insect-borne diseases, more frequent and dangerous heat waves, rainstorms and flooding.

All of these changes pose serious, and costly, risks to public health. There should not be any controversy about global warming, whatsoever.

But, there is a way to change the silence about it.

Talk to your local representative.

Let them know you want there to be a change.

Do not let politicians influence you.

Instead, influence your politician.

junior Taylor Crockett PHOTO ILLUSTRATION ABBEY SALYER

It’s time to update your conventional ideas about stereotypes Maria Risner Staff Reporter These days, we tend to define each other by our backgrounds, where we came from. Then we are sorted into categories made up by the public eye. We are defined and divided because of never ending stereotypes.

Becoming a nation of more diverse ethnicity, it could not be more of a demeaning act. People of different heritage are more than the categories that others may think they belong in.

Stereotyping is all around us, but it is getting to be so common that it is almost unnoticeable in a way.

Stereotyping is a phenomenon that is inevitable to avoid even from such a young age due to it constantly being around us.

According to ThoughtCo. stereotypes are characteristics imposed upon groups of people because of their race, nationality and sexual orientation.

Stereotyping should have no tolerance, whatsoever because it causes us to make false opinions about each other. These opinions are based on oversimplifications or imagined traits according to Ellyn Sanna in a Guide for Native American Youth Facing Persistent Prejudice.

Why do we stereotype?

We stereotype because it is often thought of as the norm, a casual thing to do.

Yet, it is derogatory to go around categorizing people. It is time to ditch this idea and stop this rash act. Being humans, we want to feel good about where we belong or where we come from, and one way we do so is to put down those who aren’t the same.

“In a democratic society, people should be judged as individuals and not as members of a group,” psychology professor Mahzarin Banaji said.

What we can do to stop this automatic reaction?

Do not buy into it. Game makers and movie studios are continuing to make unfair portrayals because it is paid and sponsored for. Latinos are not always maids and gardeners.

Black male actors are too often given roles as criminals or drug deals in films like “Training Day” or “The Wire.” Remind yourself and others that these portrayals are not accurate.

Know the different context between defining a stereotype and when it is being said as humor. They can become a joke, jokes that are to describe others and can turn mean spirited. Make sure you can determine the difference between being intended for laughs and being inappropriate or rude to another.

There may never be a foreseeable end to this but there are ways to avoid the problem that still occurs around us.

For your information, that is cultural appropriation ONE VOICE: “Stereotyping is definitely a problem.

You get these prejudices ingrained in you since you were young and it is hard to change that. I think it is important that just because family around you believe something does not necessarily mean that you do.” senior Kayla Drew

Zabrina Yannella Editor-in-Chief Scroll through Instagram on any given day and you will more than likely see bindis on festival goers, white washing in the movie industry and dreadlocks on caucasian models who have no idea what those artifacts mean to a given culture. These are just a few examples of the culturally offensive acts you may have seen in the mainstream fashion and music industry and I am not here for them.

Cultural appropriation is the act of taking or using artifacts or beliefs from a culture that is not one’s own, especially without showing an understanding or respect understand or respect for the culture, according to the Cambridge Dictionary.

When a black woman wears her natural hair, specifically in Bantu knots or dreadlocks, people have been insensitive and said things about it being unprofessional, but when celebrities like the Kardashians and Miley Cyrus have worn them, young girls saw them and thought it was okay to follow suit because it is “the in thing.”

In October 2017, designer Stella McCartney’s pieces were featured in the Paris Fashion Week using Ankara prints commonly worn in the country of Nigeria and have since received harsh criticism from people all over Twitter. To make matters even worse, the designer only included one woman of color to walk in her show.

Other designers like Marc Jacobs have also been called out for including white models in his runway shows wearing “twisted mini buns” but in reality they are Bantu knots that have been worn by women in the black community for centuries.

They see it as trendy while, women of color all over the world see it as a smack in the face to their native cultures. But, it is not just black women’s cultures that are so blatantly disrespected and exploited by the mainstream media.

Music festivals are cesspools for cultural appropriation.

Brands like Topshop have been bashed in the past for selling culturally insensitive Native American feather headdresses and Indian bindis to wear during festivals like Burning Man and Coachella.

When mainstream brands normalize cultural appropriation, it makes the masses think that wearing these garments will make them ultrahip and stand out in the crowds, when really it just makes them seem ignorant to the culture that they are appropriating.

Asian cultures have been appropriated in the fashion industry for years and the oh so “kawaii” kimonos and cheongsam dresses that were popularized in the 90s have made a comeback, angering members of the Asian community, once again.

Cultural appropriation can be found anywhere though, and sororities and fraternities are a perfect example of this fallacy.

I never thought about it until I started applying for college earlier this fall, but Greek life has nothing to do with Greek culture except for the signs plastered on their front lawns. Togas are not just some garb you can throw on for a party; they are supposed to be worn for special events like weddings and feasts.

Moral of the story: If it seems like it is culturally insensitive and does not feel quite right, then it is probably not.

Culture is not a costume.

According to Margo Monteith, Ph.D., many children have definite and entrenched stereotypes about blacks, women, and other social groups by five years of age.

Sophomore Serenity Ratliff models a piece from her Native American heritage.

PHOTO ZABRINA YANNELLA

Opinion 11

Achieving goals on the off season Maria Risner Staff Reporter

To some, learning something comes easy; but to others, it takes long amounts of time and large amounts of efforts.

Freshman varsity soccer player Benjamin Young is one of the many who pursues constant practice because it affects how fast he learns new strategies and moves.

Young knows what it means to work hard to achieve: He has played soccer since kindergarten and participated in all-year clubs in sixth grade.

Committed to practicing, he learned how to improve foot skills and knows when and where to move.

Those are just few of the many concepts an athlete must grasp in the sport of soccer.

To absorb as much information and skill as they can, most athletes choose to participate in multiple clubs and practices outside of the school’s regulated season.

For Young and freshman teammate Isaac Lance, this is the case.

Continuing to play spring club, summer tournaments and indoor, they gain skills all-year round.

Playing on a varsity team for a first time this past fall, Young could see the impact these soccer clubs gave him.

“It’s really getting us ready for college,” Young said. “[The clubs] better our skills, so we already have the college skill level. We still have a little bit more to learn, but we already have the raw talent to go there.”

According to the Aspen Institute, high school athletes are more likely than non-athletes to attend college and get degrees.

“I always felt that as a coach, one of your responsibilities is promoting your players regardless of their talent,” boys high school varsity coach Brent Young said. “I spend a lot of time networking with college recruiters, colleges coaches, youth soccer directors and other coaches around Michigan and the U.S.” Not only is there the benefit of being noticed and possibly accepted by colleges and universities, but also there are the building blocks of overall skills and exposure to others who share the same passion as you.

“It increases your footmanship and it increases your field sense,” Lance said. “If you have more experience than the people you’re going against, and you have more experience with the people you’re playing with, it makes your team much better overall.”

Agreeing with this, coach Young includes teaching this philosophy while coaching.

“What I’ve found is that the player seems to play a lot better after having more experience on the field,” coach Young said, “just like anything you do, the more you do it the better you become.”

The saying “practice makes perfect” is a bit exaggerated, but makes a point. To athletes who take the time and persistence to work on the sport they dedicate themselves to, they can expect a growth in skill over the course of time they take.

With benefits following not too far behind, athletes can be confident in the way they are building up their athleticism and future life, thanks to the sports they did and the time they put in.

“I do it because we all love the sport, and we all want to better ourselves,” Young said. “You build better relationships and better friendships, and that makes a team better on the field.”

Playing against the Bad Boys, offensive player, Isaac Lance, races for the ball as it crosses through center field heading toward the goal. PHOTO MARIA RISNER

12 Sports

Walking off the field at halftime, Benjamin Young, defensive player, switches pennies with a teammate to take his place on the field for a short break. His team lost 12-4. PHOTO MARIA RISNER

Gear up for achievement Wearing the right protection means having shin guards. Ankle guards and durable hard shells give relief from impact because of the foam backing.

These will support a player with ease and durability.

Turf cleats are made for performance on indoor soccer fields; having a pair with the best support and dynamic design can help with movement with the ball and as you run.

Combining comfort with sports, dri-fit shirts will provide the comfort of lightweight and moisture wicking enhanced material.

PHOTO ILLUSTRATION ABBEY SALYER PHOTO MARIA RISNER

Through the eyes of the coach “The first practice I could tell he’s played a lot. He understands placement on the team and is very aggressive.”

Coach Brent Young on Jakkpat Nuklin

Cultural acceptance through athletics

Bonding through sports can increase cultural understanding With events such as the Olympics, different cultures are abundant in athletics. People unite over sports, even if they are from different continents.

Two nations can be watching an event at the same time, such as The World Cup, and feel the same emotions, hoping that their team beats the other. This athletic passion allows people with different cultures to unite over a sport.

The boys soccer team got a chance to unite with a player out of country and bond over their similar passion.

Foreign exchange student Jakkpat Nuklin played varsity soccer this past fall and currently plays indoor soccer. Nuklin is from Thailand where he plays soccer for his school in his hometown, Bangkok.

However, he is playing with a different team. Even though the members may be different, Nuklin says he works well with his team members and feels his team accepts him and his strategies.

Freshman Luke Suojanen plays with Nuklin in outdoor and indoor and thinks that Nuklin has helped him with cultural acceptance quite a bit.

“No matter where you go in this world, there will always be something in common, like soccer,” Suojanen said.

Suojanen thinks one of the best things about playing with an exchange student is that there are new skills and plays you can learn from that experience. In fact, over 265 million people play soccer in

Fédération Internationale de Football Association (FIFA) leagues according to FIFA, which may mean many different playing styles.

Suojanen thinks that sports can help anyone be more accepting of culture.

“You could play any sport,” Suojanen said.

“It doesn’t matter who the person is that your playing with.”

Varsity soccer coach Brent Young thinks foreign exchange students helps the team grow.

“What I love about having exchange students is that they bring experiences to the team that our guys haven’t experienced,” Young said. “There are only so many different things I can coach. Having an exchange player is just added bonus to the team. More importantly, I see my guys learning from him.”

Young has coached soccer for seven years, and was very excited when he was told about Nuklin.

“The first practice I could tell he’s played a lot,” Young said. “He understands placement on the team and is very aggressive.”

In the end, Young thinks that the addition of a foreign exchange student benefits everyone involved.

“I think the experience of playing with other cultures is unique,” Young said. “It’s different playing styles, personally and game rules. Nuklin will go home with so much more experience than others. I hope he will share those experiences with his fellow classmates overseas.”

Logan Connolly Sports Editor

Looking out to his fellow teammates, Nuklin is seen in Saint Gabriel College, a private all-boys Catholic high school, stadium which is known as “Martin De Tours Stadium,” where all its football games are held.

PHOTOS PROVIDED BY JAKKPAT NUKLIN

Jakkpat’s Soccer Stats

24 Steals 1 Goal 7 Shots 2017 Stockbridge Soccer Season As the Panthers change clothes after a win against Charyl Stockwell Preparatory Academy, Nuklin and fellow teammates Adam Twining, Maison Beauregard and Luke Suojanen all laugh after a joke. “No matter where you go in this world, there will always be something in common, like soccer,” Suojanen said. PHOTO ARI GOMEZ

Sports 13

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Cooking up some culture Zabrina Yannella Editor-in-Chief My whole life, I have always been very proud of my Italian heritage, but I’ve realized pride means little in the face of understanding when there are many cultures that I haven’t even had a taste of yet.

Travel writer, reviewer and blogger Deborah Cater once said, “You have to taste a culture to understand it.” This summer, I have the opportunity to travel to Thailand and have brought it upon myself to increase my knowledge through recipes that will show that despite how different my culture may be, our love for food could not be more alike.

I chose to make noodle dishes because I do not know a single person who does not get a homey feeling when they are digging into a plate of comfy carbs.

I thought it would be an easy bite to swallow, when in all reality it left me feeling hungry for more.

Ravioli Dough • • • •

1 box Thai rice noodles 1-2 tsp red pepper flakes ¼ cup vegetable oil ½ cup sesame oil

Directions:

• • • •

•

Take a bite • • •

• • •

6 tbsp honey 6 tbsp soy sauce Chopped peanuts Green onions

Heat water in a pot. Once boiling turn off the water, add noodles and cook for 7-8 minutes.

While waiting for the noodles to cook heat both oils and red pepper flakes in a pan on medium to low heat to avoid the red pepper flakes from burning.

Once the oil is heated reserve the oil in a bowl and mix in soy sauce and honey to make the sauce for the noodles.

Once the noodles are cooked drain the water from then and pour your sauce into the pan.

Add green onions and chopped peanuts to the top and enjoy. *Recipe used with variation from A Small Snippet Pad Thai originated in Thailand in 1938 when the Prime Minister Phibum wanted to create a national dish.

The ingredients used in Pad Thai cooking are of Chinese roots and have been adapted in many different ways over the years.

Pad Thai is a staple food of Bangkok as well as small Thai villages.

According to Pricenomics: The Invention of Pad Thai

3 cups flour 2 large eggs ¾ cup vegetable or olive oil (I used canola oil) ½ tsp salt

Ravioli Filling

Spicy Pad Thai Rice Noodles

Ingredients: • • • •

Cheese Raviolis

1 lb shredded or grated provolone or mozzarella cheese 15 oz ricotta cheese 4 large well-beaten eggs ½ tsp black pepper

Directions

“You have to taste a culture to understand it.”

- Deborah Cater, travel writer

DOUGH: Mix all dough ingredients together and let chill for 2 hours.

CHEESE FILLING: Mix all ingredients together.

ASSEMBLY: Roll out your dough on a floured surface in a rectangular shape. Once rolled out cut half to make two equal pieces.

Then cut these pieces into the desired amount and size of raviolis.

Place the desired amount of cheese filling on one piece of dough and then place another square piece on top. Wet your fingers with water to seal the edges of the dough together. Use a fork or pastry wheel to make the ravioli design.

Place on a floured sheet and wait 5-10 minutes until dried.

Drop into a pan of boiling salted water and cook until they float to the top of the pan.

Top with your favorite pasta sauce or cheese and enjoy! *Recipe used with variation from Just a Pinch Recipes

Take a bite • • • • • •

The first mentions of Ravioli was in the 14th century Venus, Italy.

The word ravioli is from an old Italian word riavvolgere (“to wrap”) Canned ravioli was pioneered by Chef Boyardee in the 1930’s “Fresh” packed ravioli lasts up for several week while fresh made lasts for just a few days.

Italian tradition is to serve vegetarian ravioli, particularly on Fridays. Meats is served as a side or later in the meal.

March 20 is National Ravioli Day. According to Foodimentary

PHOTO BY ZABRINA YANNELLA

Entertainment 15

WHAT IS YOUR CULTURAL COMPETENCE? Change mandated for transformation

Change mandated for tolerance

DESTRUCTION Eliminate differences

INCAPACITY Demean differences

BLINDNESS Dismiss differences

Acknowledge and starts to respond to differences

Take this Uncaged quiz: Where do your answers fall on the continuum?

1. How do you respond to racial jokes? a. I am the one telling the joke. b. I laughed at the joke. c. I tell the person who told the joke that the joke was not funny.

2. When you meet someone who is a different ethnicity, how do you treat them? a. I ignore them. They probably will not have anything interesting to say that I would not already know. b. With nonchalance. I strike up a regular conversation like one I would have with my friends at school. c. With respect. I do not ask them questions that would cause them to feel attacked.

If you scored 4-6 points

You are culturally destructive. You insult and demean those who are different than yourself. By embracing the differences, you can move up on the continuum.

PRE-COMPETENCE

COMPETENCE Understand the difference that differences make

For every A you get, give yourself 1 point.

For every B you get, give yourself 2 points.

For every C you get, give yourself 3 points.

3. When you think of someone who is a different ethnicity than you, what word comes to mind? a. Inferior. b. Avoid. c. Equal.

4. Think back to your conversations today--what kind of language did you use? a. I used slurs like the “n-word,” “a pussy,” “gay” and “a Jew.” b. I called my friends “gay” and “a pussy,” but that is okay, they know I am joking. c. I said little to nothing that would result in insulting anyone’s orientation/ethnicity.

If you scored 7-9 points

You are culturally blind. You understand that there are differences, but you do not consider them. By exercising empathy, you can move up on the continuum.

If you scored 10-12 points

You are culturally competent. By continuing to consider and respect the differences in others, you can work to become culturally proficient. Keep up the good work!

(continued from page 9)

Local senior Cameron Flynn, who self-identifies as biracial, thinks that on the cultural competence continuum, our high school falls on the destructive end of the scale, leaning towards the “Incapacity” section, due to all the demeaning comments he has heard.

“It’s definitely more of an ignorance thing where [students] know it’s there, but just refuse to fully acknowledge it, and that’s why a lot of people are really insensitive. They don’t want to think about something that’s different than what they’ve been used to their entire life.”

In order for our school to become culturally transformed, Flynn recommends interaction with different ethnicities outside of the high school setting.

16 Cover Story

“I think within the next year or so, a lot of the seniors are going to see when they go into college, they’re going to interact with other ethnicities and that’s going to help. I think that’s the best way to do it, honestly, just to have real-world experience with other people.”

What it is like living behind a cultural label?

Coming from Sault Ste. Marie, a mostly white and Native American school, Huron High School senior Nathan Davis would rather people ask what race he is than guess.

“You have a lot of weird conceptions about you,” Davis said. “People either assume I know nothing about my culture or everything about my culture. I also had a lot of people assume I was Native American.

Granted, where I lived, there were a

Learn and grow because of differences

by Zabrina Yannella and Kali Roskowski

DEVIATING FROM DESTRUCTIVENESS The cultural competence continuum

PROFICIENCY

lot of Native American people, so it was a little more understandable. It’s just no one ever thought of Korean. I can’t blame them because they didn’t know. I’m sure that most of them didn’t even know what Korea was. So, it’s just weird because people would always want to make these guesses about who I was just because of me being slightly tan.”

Not only do people assume about different cultures, but also create judgments based on those false assumptions.

These assumptions affect both cultures and identities because they create an unwarranted fear, when openness can create a positive transformation.

“People in the school are very judgmental because people here tend to be closed-minded and aren’t used to being around those in the LGBTQIA community, and so sometimes it makes them uncomfortable,” local freshman Melanie Eskew said.

Beaming. Huron High School students Nathan Davis and George White relax after the intense conversations during the cultural exchange at the Dexter Library with the Uncaged editors.

PHOTO KALI ROSKOWSKI