The Triangle Issue 6

VOLUME 95 / ISSUE 6 / FEB. 26 2016

thetriangle

COLUMBUS NORTH HIGH SCHOOL 1400 25TH ST, COLUMBUS, IND. CNHSMEDIA.COM

“Let us not wallow in the valley of despair, I say to you today, my friends. And so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these truths to be self-evident, that all men are created equal have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today! I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of “interposition” and “nullification” -- one day right there in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. I have a dream today! I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight; “and the glory of the Lord shall be revealed and all flesh shall see it together.” -Martin Luther King Jr. “Yesterday, December 7th, 1941 -- a date which will live in infamy -- the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan. The United States was at peace with that nation and, at the solicitation of Japan, was still in conversation with its government and its emperor looking toward the maintenance of peace in the Pacific. Indeed, one hour after Japanese air squadrons had commenced bombing in the American island of Oahu, the Japanese ambassador to the United States and his colleague delivered to our Secretary of State a formal reply to a recent American message. And while this reply stated that it seemed useless to continue the existing diplomatic negotiations, it contained no threat or hint of war or of armed attack. It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was deliberately planned many days or even weeks ago. During the intervening time, the Japanese government has deliberately sought to deceive the United States by false statements and expressions of hope for continued peace. The attack yesterday on the Hawaiian islands has caused severe damage to American naval and military forces. I regret to tell you that very many American lives have been lost. In addition, American ships have been reported torpedoed on the high seas between San Francisco and Honolulu.

Yesterday, the Japanese government also launched an attack against Malaya. Last night, Japanese forces attacked Hong Kong. Last night, Japanese forces attacked Guam. Last night, Japanese forces attacked the Philippine Islands.

Last night, the Japanese attacked Wake Island. And this morning, the Japanese attacked Midway Island. Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific area. The facts of yesterday and today speak for themselves. The people of the United States have already formed their opinions and well understand the implications to the very life and safety of our nation.” -Franklin D. Roosevelt “It will be our wish and purpose that the processes of peace, when they are begun, shall be absolutely open and that they shall involve and permit henceforth no secret understandings of any kind. The day of conquest and aggrandizement is gone by; so is also the day of secret covenants entered into in the interest of particular governments and likely at some unlooked-for moment to upset the peace of the world. It is this happy fact, now clear to the view of every public man whose thoughts do not still linger in an age that is dead and gone, which makes it possible for every nation whose purposes are consistent with justice and the peace of the world to avow nor or at any other time the objects it has in view. We entered this war because violations of right had occurred which touched us to the quick and made the life of our own people impossible unless they were corrected and the world secure once for all against their recurrence. What we demand in this war, therefore, is nothing peculiar to ourselves. It is that the world be made fit and safe to live in; and particularly that it be made safe for every peace-loving nation which, like our own, wishes to live its own life, determine its own institutions, be assured of justice and fair dealing by the other peoples of the world as against force and selfish aggression. All the peoples of the world are in effect partners in this interest, and for our own part we see very clearly that unless justice be done to others it will not be done to us. The program of the world’s peace, therefore, is our program; and that program, the only possible program, as we see it, is this: I. Open covenants of peace, openly arrived at, after which there shall be no private international understandings of any kind but diplomacy shall proceed always frankly and in the public view. II. Absolute freedom of navigation upon the seas, outside territorial waters, alike in peace and in war, except as the seas may be closed in whole or in part by international action for the enforcement of international covenants. III. The removal, so far as possible, of all economic barriers and the establishment of an equality of trade conditions among all the nations consenting to the peace and associating themselves for its maintenance. IV. Adequate guarantees given and taken that national armaments will be reduced to the lowest point consistent with domestic safety. V. A free, open-minded, and absolutely impartial adjustment of all colonial claims, based upon a strict observance of the principle that in determining all such questions of sovereignty the interests of the populations concerned must have equal weight with the equitable claims of the government whose title is to be determined. VI. The evacuation of all Russian territory and such a settlement of all questions affecting Russia as will secure the best and freest cooperation of the other nations of the world in obtaining for her an unhampered and unembarrassed opportunity for the independent determination of her own political development and national policy and assure her of a sincere welcome into the society of free nations under institutions of her own choosing; and, more than a welcome, assistance also of every kind that she may need and may herself desire. The treatment accorded Russia by her sister nations in the months to come will be the acid test of their good will, of their comprehension of her needs as distinguished from their own interests, and of their intelligent and unselfish sympathy.

VII. Belgium, the whole world will agree, must be evacuated and restored, without any attempt to limit the sovereignty which she enjoys in common with all other free nations. No other single act will serve as this will serve to restore confidence among the nations in the laws which they have themselves set and determined for the government of their relations with one another. Without this healing act the whole structure and validity of international law is forever impaired. VIII. All French territory should be freed and the invaded portions restored, and the wrong done to France by Prussia in 1871 in the matter of Alsace-Lorraine, which has unsettled the peace of the world for nearly fifty years, should be righted, in order that peace may once more be made secure in the interest of all. IX. A readjustment of the frontiers of Italy should be effected along clearly recognizable lines of nationality. X. The peoples of Austria-Hungary, whose place among the nations we wish to see safeguarded and assured, should be accorded the freest opportunity to autonomous development. XI. Romania, Serbia, and Montenegro should be evacuated; occupied territories restored; Serbia accorded free and secure access to the sea; and the relations of the several Balkan states to one another determined by friendly counsel along historically established lines of allegiance and nationality; and international guarantees of the political and economic independence and territorial integrity of the several Balkan states should be entered into. XII. The Turkish portion of the present Ottoman Empire should be assured a secure sovereignty, but the other nationalities which are now under Turkish rule should be assured an undoubted security of life and an absolutely unmolested opportunity of autonomous development, and the Dardanelles should be permanently opened as a free passage to the ships and commerce of all nations under international guarantees.” -Woodrow Wilson XIII. An independent Polish state should be erected which should include the territories inhabited by indisputably Polish populations, which should be assured a free and secure access to the sea, and whose political and economic independence and territorial integrity should be guaranteed by international covenant. XIV. A general association of nations must be formed under specific design by maddie gaskill

power of

snap!

our policy

RECEIVING A CRUSH, junior Natasha Davis smiles at the message left by her friend. Student Assembly sells Orange Crushes every year to raise money for Riley Hospital. “Well, my awesome friend, Grace Hester, sent a crush to me. She really is so amazing. She said some really sweet things in her note to me and I was just taking it all in. You know how there is always that one thing each day that makes you smile? I guess that Orange Crush from Grace was my one thing that day.” photo by paige grider // compiled by hannah frey

our staff

ADVISERS

Ryan Gunterman Rachel McCarver

EDITORS-IN-CHIEF

Laura Pierson Eva Yezerets

Emily Nelson Katie Prall copy

EXECUTIVE EDITORIAL BOARD

Kristen Dager online news

Lauren Jines Maddie Marks Sarah Tran managing Hannah Frey Paige Grider photo Lillyanne Pham indepth

Danielle Sharp unity editor Emily Vo business manager Shelby Tays Emily Waskom social media coordinators

STAFF

Hannah Abts Maya Baker Kate Bennett Rylie Day Karol Espinoza Maddie Gaskill Shreya Hurli Alex Kelley Tazwell Long Tessa McKenney Brooklynn Moore Elijah Peters Albert Schumaker Zachary Simo Justin Spoon Karen Torres Emily Waskom Tori Wilkerson Ruth Yezerets

THE TRIANGLE IS the designated forum for student expression at Columbus North High School. The student staff chooses all content.

Signed columns published in The Triangle express the writer’s personal opinion and not the views of The Triangle, student body, BCSC, administration, board of trustees or faculty of Columbus North.

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BOARD GAMES THEIR FAVORITE BOARD WE SURVEYED 50 PEOPLE REGARDING GAMES. CHECK OUT THE RESULTS BELOW

compiled by sarah tran // design by maya

baker

1

24

1. Out of 12.5 million Africans, fewer than 388,000 arrived in the U.S. during the Transatlantic Slave Trade.

HOW OFTEN DO YOU PLAY BOARD GAMES?

11

once every few months once a month

14

2/3

5 THINGS YOU PROBABLY DIDN’T KNOW ABOUT THE BLACK HISTORY MONTH 2. Bessie Coleman was the first licensed African American female pilot.

3. In 1908, Jack Johnson was the first African-American man to hold the World Heavyweight Champion Boxing title.

once a week daily

4. Thurgood Marshall was the first African-American appointed to the U.S. Supreme Court.

5. Hattie McDaniel was the first African-American performer to win an Academy Award for playing the part of a loyal slave governess in “Gone With the Wind.”

WHO DO YOU PLAY BOARD GAMES WITH?

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16

11

family

classmates

friends

1

other

LEADing prevention page 7

WHAT IS YOUR FAVORITE BOARD GAME?

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sports review page 14 dance marathon page 16

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what’s inside?

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science olympiad/ online classes page 17 pop music around the world page 19

THE TRIANGLE / ISSUE 6 / FEB. 2016 / CONTENTS

http://www.pbs.org/black-culture/explore/10-black-history-littleknown-facts/#.VrnyxHhUsRk http://www.history.com/topics/black-history/black-history-facts

It pays to advertise with Tribe!

Contact CNHS Media for more information

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UNIVERSAL FACTS compiled by eva yezerets // design by ruthie yezerets

EDITOR-IN-CHIEF LAURA PIERSON

AS STANDARDIZED TESTING INCREASES AND BECOMES OVERBEARING, STUDENTS CAN LOSE FOCUS ON THE IMPORTANT THINGS IN LIFE NOWADAYS YOU HAVE to take a test to pass anything or to get into something. Want to go to college? Take the ACT and/or SAT. Want to get your driver’s license? Go take your driving test. Want to get an A in your English class? Guess what, another test.

The Indiana Department of Education has decided to replace the ECAs for English 10 and Algebra 1 with another version of the ISTEP+ tests, called Grade 10 ISTEP+. And that’s great if you are an excellent tester, but if you are like me, testing is not your strong suit. And although standardized testing gives an idea of how much students have learned, it does not give an accurate representation of all students. These tests give off the perception that the only way students can prove they have learned a topic is if they can memorize and be able to recite the information back onto the test. (I call it the “Sponge Effect,” meaning students can suck up everything like water to a sponge and then squeeze it all back out.)

Standardized testing can also inhibit creativity, in students and in teachers.

Most teachers do a great job with getting kids involved with the material they are learning but there are some that tend to “teach to the test.” The IDOE gives lists of topics to be covered and teachers can sometimes fall into the repetitious habit of lecture, notes, tests, and so on because they are trying so hard to cover and stick to all the topics on that list. When this happens, students can lose the excitement of learning the information and it will not be as easily received, leading to lower test scores and conceptual understanding.

In addition to bad teaching, these tests do not give an accurate representation of the real world. When you are applying for a job after college or high school, they don’t ask you for most recent ACT score. They want to know if you are a good worker or a people person or what your references may be. The adult world runs less so on education and testing and more on skills, behavior, and common sense.

How can a test score define us if all they ask us is what the root of 2x5 is?

Standardized testing is not an accurate representation of who you are and what you do. I’m not asking anyone to start a petition for no more tests, I am only reminding you that you are more than just a number on a page.

FOR MORE INFORMATION, VISIT CNHSMEDIA.COM

THE RECENT DISCOVERY OF PLANET 9 AND THE FIRST RECORDING OF GRAVITATIONAL WAVES FROM THE COLLISION OF TWO BLACK HOLES HAVE BROUGHT ASTROPHYSICS INTO THE SPOTLIGHT

2030s http://www.nasa.gov/content/nasas-journey-to-mars

When NASA plans to send astronauts to Mars

“Astronomy, it’s a wonderful class. It’s very mathematical. We spend a lot of time first semester looking at how to actually go out and read the night sky and learning how to discern where planets are and how they’re moving from Earth’s position, and what that actually means when translated, if you were standing in the solar system, watching it all happen.

And then we look at the mechanics of it.”

EARTH-SPACE SCIENCE AND ASTRONOMY TEACHER WAYNE BRITTON

6 trillion The number of miles in a light-year

10

How many planets the cult of Pythagoras thought existed. That was only because they liked the number 10

March 1-10

95% http://science.nasa.gov/ astrophysics/focus-areas/ what-is-dark-energy/

Percent of the universe made of dark matter and dark energy

When citizen scientists, including students, can track light pollution by using The Loss of the Night app, The Dark Sky Meter app or the MySkyatNight project

THE TRIANGLE / ISSUE 6/ FEB. 2016 / LETTER FROM THE EDITOR

LETTER FROM THE EDITOR

zika virus

Zika is a virus caused by the bite of an infected Aedes aegypti mosquito. The virus has been reported in multiple countries

1 in 5 people infected become ill

transmission mosquito bites human and human transmits it to newborn

sine up to contribute Seniors Braden Hammond and Emma McAlister explain how they have been involved with math department chair Dale Nowlin’s campaign for state representative Why and how did you get involved with his campaign?

What kind of questions do you ask on the phone?

H: I’ve had calc with him, two years in a row now, we took BC last year and calc three this year. He’s really friendly. We have, not like a super strict teacher-student relationship; we’re kind of just buds. He’s nice to us and we feel comfortable with him.

Emma’s mom got involved in it. He’s just one of our favorite teachers so we were like “Hey, why not?”

M: I’m also close with Ms. Hamlin and she was like, hey, if you wanna join this you can.

H: I think the questions that we’re starting tonight which will be the first time we’ll be calling people, but I think we’re calling them, asking “Are you planning on voting in the Democratic primary” and if you support Dale Nowlin and we’re just trying to get like a feel where to further target people with more campaign flyers and such.

Why do you think Mr. Nowlin is a good leader?

H: I think one of the How will you contribute to his most important things “If Mr. Nowlin Mr. Nowlin brings campaign? can be elected that to being elected is that he is an educator H: We go to the then he’ll and basically right campaign meetings, like be able to now there’s only one the campaign committee (educator). There’s only meetings, as well as all provide that one person who’s ever of the meet and greets background of been on education that and the announcement is serving as our district meetings. We were there education.” and so 68 percent when he kicked off his SENIOR BRADEN HAMMOND head, of Indiana’s budget campaign, that was goes to education pretty fun. And then we and if there’s only one do a lot of calling people person that is an educator and knows as well as flyers and wearing T-shirts, how to actually use those funds, then just political stuff. we’re not representing the education system as well. If Mr. Nowlin can be How can other kids get involved? elected then he’ll be able to provide that background of education, and H: So if other kids want to be involved be able to know where to best use they can contact me or Emma or those funds and how to do all that.

Henry Lay. All we need is for them M: Also he’s just really smart and to tell us they’re interested and we’ll really open-minded, so he’s willing to give them a form for their parents listen to a lot of people, which he has to sign saying that they gave them seen as a main problem in the past, permission. like people aren’t willing to listen.

M: They can make phone calls with So he’s open to people’s ideas and us, just general poll or survey kind of he’s just a really smart guy and if he questions, so just any help would be doesn’t know something he’ll find it good. out. compiled by hannah frey // design by karol espinoza

symptoms headache

one of the most common symptoms that can last for a week

rash

very common, can last up to several days

muscle pain

it is also one of the most common symptoms and last for a about a week

joint pain

Areas with Zika Virus

treatment

There are no specific vaccines to prevent the Zika virus

hydrated

zz

z Get plenty

of rest

Take medicine (Tylenol) to relieve pain and fever source: www.cdc.gov/zika

LEADing prevention A PETITION CREATED BY A LOCAL TEEN IS BRINGING AWARENESS TO SUICIDE PREVENTION EDUCATION

HEALTH IS A required class – the difference between graduating and not for some. But, the class could take a larger meaning for others.

Mental health, depression and suicide are all topics discussed in health classes, but a new proposal for an in-depth course may add to the effectiveness.

Erika Scott created a petition as a part of her senior project at Columbus East High School and is collecting donations in order to implement the Linking Education and Awareness for Depression and Suicide (LEADS) program.

“LEADS is a program intended for ninth through 12th graders.

It is a three hour curriculum so it will only take three to four days to complete during class.

Its focus is to teach the students the signs and symptoms of depression as well as suicide,” Scott said. “It also discusses how to seek help and the benefits of getting help. LEADS emphasizes student and teacher interaction and growing a strong bond that students feel safe to talk to teachers about this topic.”

The petition is a project that is very close to Scott.

“I have personally dealt with suicide and it seems to be happening more and more these days. I feel strongly that schools should be teaching the warning signs of depression and suicide as well as how it impacts those around us,” Scott said.

In a survey of 126 students, 54 percent said they were affected by suicide in some way.

“Being a teen is hard because you get ridiculed for every little thing, and some people think it’s funny, but others take it personally and end up in a state of depression. If we educated our kids on this topic I feel things would be different,” Scott said.

Scott created an online petition in order for the community to show its support.

As of Feb. 23, the petition was 15 signatures away from the goal of 500.

“I set my goal at 500 signatures just to get a start. I’m hoping I’ll get even more than that. I also have a Go Fund Me page and link on my petition. I want to raise enough money to start buying the needed supplies for this course,” Scott said.

The next step is to propose the LEADS Program to the School Board as a part of the health curriculum.

“When I reach my goal for donations and signatures I will present my idea to the school board. I plan on trying to organize a walk or something in the spring to get more donations for supplies,” Scott said.

Scott encourages all students to get involved in any way they can.

“I would encourage everyone to sign and donate if they can.

Anything helps. We can make a difference.” by lauren jines // design by karen torres

54% of students know someone who has had suicidal thoughts

76% (out of 126 students surveyed) alt copy by danielle sharp

SIGN THE PETITION: https://www.change.org/p/bartholomew-consolidated-schoolcorporation-suicide-prevention DONATE: https://www.gofundme.com/3xdxuaz8

14.25

is the average age for suicide in Indiana

Suicide prevention should be in the health curriculum because … “… it is necessary for students to learn how to cope with depression in a healthy way.”

SENIOR SHARNIKHA SARAVANAN

“… our health isn’t just physical.”

FRESHMAN SHAUNA FLACH

of students have been personally affected by depression or suicide

“… depression is a very difficult thing to deal with, but it is becoming extremely common — despite this, most people still feel that they have nowhere to turn to.”

JUNIOR NICOLE ROBERTSON “… too many teens are committing suicide and nothing through school curriculum is being done to prevent it.”

SOPHOMORE CORRINE ORBEN

source: afsp.org

HE LISTENS TO Screamo and August Burns Red. He’s an Eagle Scout in troop 588 and an honor roll student. He runs cross country and plays guitar and piano.

Junior Andrew Scott enjoys doing what any high school guy might enjoy. But he is challenged, every day, by a speech impediment.

“It’s called a stutter. That’s all it is,” Scott said. “And the specific type that I usually struggle with is called a block, which is when I can’t get the word or sound out that I want to say.”

When he was in first grade, Scott noticed that he had trouble speaking easily. His school, St. Peter’s Lutheran, didn’t have a speech therapist for students, so he went to the hospital for treatment. Later, he met with a speech therapist on a regular basis once a week. He learned techniques, such as slurring the first sound and easing into the word, to diminish his tendency to stutter.

With practice, those techniques have become like second nature for Scott, who works with a speech therapist provided by the school corporation.

Sometimes, Scott’s speech therapist challenges him to read aloud or even make phone calls.

“One time, I had to call a couple

businesses just to practice talking on the phone. I was like, “How are your coats?” and it was really awkward because I didn’t want to buy anything,” Scott said.

Scott has made a lot of progress, especially recently, after years of speech therapy. He only goes to speech therapy sessions once a month at most. His goal is to be able to speak fluently, although he acknowledges that he will probably never be completely cured of the stutter.

He wants to keep his number of stuttering instances to that of a person without a speech impediment.

Having a stutter is certainly a hindrance. Add on to that the pressures of speaking fluently in social situations, like ordering in restaurants and meeting new people, and it isn’t hard to understand why Scott wants to get rid of his speech impediment.

“The hardest thing, definitely, is saying my name in front of a new group of people,” Scott said. “More recently, I’ve gotten frustrated with it a lot.”

Despite apparent adversity, Scott appreciates his challenges because they push him toward using his techniques better and becoming more fluent. It has gradually become a part of his self-identity. Dealing with a speech impediment has helped Scott to become a better listener as well, since he takes more time to listen to others.

“I think that having this speech impediment has made me a more empathetic person because I realize that you don’t always see all of the difficulties that people have to go through to try to look normal.“

08 / 09

power of words: connections, communication, conversation WORDS MATTER. HOW THEY’RE SAID AND HOW THEY’RE WRITTEN MATTERS. THE INTRICACIES OF LANGUAGE MATTER. TONE AND DICTION AND CLARITY MATTER. WORDS MATTER BECAUSE WITHOUT THEM, COMMUNICATION WOULD FALTER. WORDS GRANT PEOPLE THE POWER TO COMMUNICATE, AND THE ABILITY TO COMMUNICATE IS EMPOWERING. FROM SPEECH IMPEDIMENTS TO MENTORING ROLES TO FOREIGN LANGUAGES TO COMPETITIVE DEBATES, WORDS ARE CRUCIAL. WORDS DEFINE THE WORLD’S IMAGES. WORDS MATTER.

a more EMPATHETIC PERSON because I realize that you don’t always see all of the difficulties that people have to go through to TRY TO LOOK NORMAL.”

compiled and writtten by emily nelson // design by maddie gaskill

THE TRIANGLE / ISSUE 6/ FEB. 2016 / INDEPTH

“

I think that having this speech impediment has made me

CONNECTIONS

JUST LIKE WEINHEIMER’S approach to openminded learning, Hanover biology professor Darrin Rubino is open to interactive learning in class every day.

“My main role is to interact with my students,” Rubino said. “I want to emulate the teachers I had in college. They always had time for you. I want to be like my professors and pay it forward.”

Besides helping students understand

To Thompson, the most important part of teaching is building relationships. She works in the EL department, supporting students one-on-one. She makes sure they understand their coursework while improving their English.

Thompson’s role as a teacher parallels English department chair Rick Weinheimer’s position as a teacher and cross country coach.

“I think good coaching has a lot of teaching in it, and good teaching has a lot of coaching in it.

They just go together,” Weinheimer said.

Weinheimer’s book, Move Your Chair: A Guide to Everyday Excellence gets its title from a cross country experience. At summer team camp, a group of seniors woke up early one morning and rearranged the team’s folding chairs that were set up in the middle of the campground.

The seniors realized that sitting in the same place with the same people does not permit excellence. As team leaders, they looked for new ways to grow, new people to interact with and new experiences to learn from. The same idea applies to school, where Weinheimer encourages his students to take ownership of their education.

“We get complacent and routineoriented,” Weinheimer said. “I think the whole idea is all about, what’s the attitude I bring to school today? Am I going to learn something today?”

Rubino is a faculty adviser for students, a faculty mentor for the Hanover women’s soccer team and a faculty adviser for the Tri Beta biology honorary. In all of his roles, he lets hard-working students know that their efforts are appreciated. In a similar way, Thompson gets to know her students on a personal basis to show concern and care for them “I talked with one [student] earlier in the day. His mother lives in Mexico because she doesn’t speak English although his father works here for Cummins, and he misses his mom. He shared with me that his mom had just seen the pope at the church where she lives in Mexico,” Thompson said.

“We were just sharing personal things and I think if you know someone cares about you as a person and not just a student, it makes a big difference in people’s lives.”

For Thompson’s EL students, fitting in is the biggest challenge.

“They want to fit in and be cool with American culture, yet they want to keep their own identity. As a teacher, I’m trying to suit it to their needs. I try to encourage

78% of students surveyed said they DO NOT believe in the saying “sticks and stones may break my bones, but words will never hurt me”

the course content, Rubino wants his students to be engaged in and excited about what they’re learning. He goes the extra mile to be there for his students.

“I don’t want my students to just coast through. I make sure they work hard. I think words have power, no matter what situation they’re used in. They’re powerful even when they’re spoken in a different language,” Rubino said.

Chinese teacher Jana Thompson served in China as an English teacher for 10 years. While she was there, she discovered that language and culture are intertwined.

“As a resident of China for several years, I was continually challenged in my understanding not only of what they were saying, but also what signs and written material meant because it’s a character language,” Thompson said. “But living in China was, to me, the biggest motivation. Everything I learned I could use immediately.”

When she left the United States, Thompson had no prior teaching experience. Along with learning how to teach, she faced the task of learning the language. Therefore, she made it a practice to delve into the culture and develop relationships.

“I would intentionally interact with people at all levels of society, so the woman on the street sweeping, the lady I would go get copies made from, people on the street selling vegetables, the guy that I hired to put in hot water,” Thompson said. “They appreciate that you’re trying [to speak their language], and smiling is good. Smiling builds friendships. It’s a universal language of acceptance and invitation.”

six six-word

stories

ERNEST HEMINGWAY’S SIX WORD STORY, “FOR SALE: BABY SHOES. NEVER WORN,” INSPIRED THESE STUDENTS TO WRITE THEIR OWN

them in that way,” Thompson said.

Thompson urges her students to take college-level classes even if they aren’t yet proficient in a language. She helps seniors with scholarship applications and with their senior projects. Thompson notices that her language students overcome many barriers, socially and culturally, to become successful.

“I want them to become more and more confident as independent learners. I hope that as they grow in confidence with academic material, they begin to see what they, as an individual, can become, which is going to satisfy them and also enrich society.”

Rubino also understands the power of words to motivate students.

“Words can inspire and help communicate what’s going well, what’s going right, so you can continue to improve,” Rubino said. “You might not be the superstar of the world, but you’re doing a good job and it is noted and it is appreciated. That’s how words can be motivating.”

However, the words used to convey a message of encouragement should be chosen carefully, according to Weinheimer.

“I think we should all strive to think through what we want to say because it’s long-lasting,” he said.

As a coach, Weinheimer uses positive language to strengthen his runners’ mindsets. Weinheimer believes that anyone can be excellent through dedicated practice. He writes about his beliefs in his book, Move Your Chair, and he talks about his beliefs in motivational speeches, classroom lectures and crosscountry logbook sessions.

“The ability to communicate is an inherent part of who we are,” Weinheimer

Words can inspire and help communicate what’s going well, what’s going right, so you can continue to improve. You might not be the super star of the world, but you’re doing a good job and it is noted and it is appreciated. That’s how words can be motivating.

BIOLOGY PROFESSOR DARRIN RUBINO said. “That makes us feel empowered or valued when we can communicate and when people listen to us and respect that communication. I think accurate, healthy, strong communication empowers people.”

I big beautiful glimmering meme above.

JUNIOR BOBBY GEORGE

I start small gradually get better.

SOPHOMORE NOAH ANDERSON

52% believe

that emojis express more than words

TRAIN YOUR BRAIN 91% of students surveyed said that the advice, “THINK BEFORE YOU SPEAK,” is a realistic idea

CONVERSATION

DEBATE TEAM MEMBERS Nicole Robertson and Fima Margovskiy competed Feb. 20 in a

speech and debate competition at IUPUC. The juniors share what it takes to win a debate.

ROBERTSON: In presidential debates, it seems as if the debates are more like discussions. Our debate club follows a congressional style, so it’s not like going back and forth, arguing at each other. We’ll be questioned. People will attack what we’re saying and try to take down our argument.

ROBERTSON: We really are trying to copy the representatives and try to sound like they do. We just try to sound very formal and make sure that we sound confident and firm, like we know exactly what we’re talking about.

MARGOVSKIY: We are going to do Lincoln-Douglas debates, which are one-on-one, going head-to-head with somebody. We’re going to be doing [two-against-two].

We’re actually going to be adopting more of a traditional debate style.

MARGOVSKIY: In debate, it’s more on the information you produce, the information you present, the way you say it and how effective it is.

ROBERTSON: We talked about whether or not to go to war on ISIS. We talked about whether the U.S. should support the Ukraine any further. We also talked about voting initiatives, and we talked about the national sick day policy and any term limits on Congress.

ROBERTSON: Even if it amounts to the same thing, the words that you use can completely change how people are going to see what you’re saying and how they’re going to interpret it.

I live to survive tough times.

SOPHOMORE CLARE HIL

I really like to wear Converse.

FRESHMAN ZOIE HENDERSHOT

Buying the plane tickets. Let’s go!

JUNIOR EMILY VERWERS

good vs. bad

GOSSIP 40% say no, there isn’t a difference

60% say yes, there is a difference between good and bad gossip

I want to be near the ocean.

JUNIOR KALEY BAKER

THE TRIANGLE / ISSUE 6/ FEB. 2016/ INDEPTH

FACIAL EXPRESSIONS

different ages, learning styles and abilities. Making sure each kid is on CHATTING BEFORE CLASS. Texting friends. track with his or her learning can be Talking with teachers. Cheering at a challenging at times, but LaVelle has basketball game. What do all of these learned to adapt. have in common? They’re all about “Using words, you can help others words. feel better and What power make them do words have? realize that they How can words are important,” You don’t really realize how you be used to lift LaVelle said. affect others in your daily life, but people up一 and “By listening bring people being a mentor makes you realize to their words down? Why do and letting that you can impact others. words matter? them know that As a mentor SENIOR they do have for Big Brothers significance, EMMA LAVELLE Big Sisters that can kind of (BBBS) since her help them.” freshman year, One of four senior Emma LaVelle understands the seniors on the soccer team, LaVelle power of words in encouraging her helped younger players feel welcome Little, a fourth-grader at Schmitt. by carpooling them to practice and “You don’t really realize how you coordinating dress-up days. She also affect others in your daily life, but listened to her coach give pep talks being a mentor makes you realize that encouraging the team to stick together. you can impact others,” LaVelle said.

LaVelle learned that everyone is She joined BBBS after hearing about important through her experience it through Key Club. Although at in journalism. She accidentally took first she was motivated to rack up Beginning Publications as a freshman service hours, she came to appreciate and she eventually joined the the mentoring program and the yearbook staff. Her former journalism opportunity to influence her Little’s life adviser, Kim Green, taught her that in a positive way. “everyone has a story and everyone’s “I let her know that I care about her story matters.” by showing up every week and letting “You should always value everyone’s her know that I’m not someone who’s stories,” LaVelle said. “Everyone just going to walk out on her,” LaVelle deserves to have someone in their life said. that they can look up to. I want to try LaVelle also serves as a tutor at to be that person, because you never Kumon. The kids she works have know what others are going through.”

10 / 11

COMMUNICATION

the short, fat female reindeer

RECENTLY, AN INDIANA MIDDLE SCHOOL COACH TOLD HER TEAM NOT TO “ACT BLACK.” THE TRIANGLE TACKLES ON THIS ISSUE WITH A SOLUTION CALLED AWARENESS

STAFF EDITORIAL

THOUGHTS

ON LABELS

“Stereotypes affect people because they make people feel down.

Say the Asian isn’t smart that just means it makes them feel “Oh, I’m supposed to be this smart person.” I see stereotypes everyday. I see the African American, the hick, the white girl Starbucks chick, pretty much every stereotype. I’d say teach kids at a young age not to be ignorant about a person. Get to know the person before you say they’re this or that.”

JUNIOR ALISHA BAXTER

“Generally, the stereotypes I see seem harmful. Personally, I am Indian and my brother was really really smart when he was at North, so I feel all this pressure to be really good at math and science and everything I do. It’s stress to live up to those standards, when everybody is expecting you to be that, when you are your own person and not defined by this social standard that people want to fit you into.”

JUNIOR PRAGYA CHANDRA

SCARY STORIES ABOUT “you are what you eat” failed to make us healthier, so how is “what you see is who you are” going to change us?

In the 1930s, Benjamin Whorf, who specialized in language, created a study called the linguistic relativity hypothesis. It observed our thought process with the words we used in our descriptions. It turns out that those words determined how we saw the world.

According to The Washington Post on Jan. 14, 2013, the Sami of Northern Europe have almost a thousand words for reindeer.

One word can describe a short, fat female reindeer: “leami.” Meanwhile, in English, our one word is just reindeer.

English lacks the resources to describe multiple characteristics at once.

This equals a worldwide problem. By lumping a complex-being into one word, one-dimensional descriptions strip away uniqueness and create stereotypes.

Time reported on Feb. 17 about an Indiana middle school coach suspended for telling her players not to “act black.” The coach described the other team as “ghetto” too. If you think racism ended with Martin Luther King Jr., think twice.

In a study by a psychology professor at Stanford University, it tested white college students on categorizing an image of a person with an unclear race as “black” or “white.” Furthermore, they sketched

their perception which included stereotypical characteristics fitting to the race. Keep in mind that all of the students saw the same image.

Labeling people has consequences.

Besides altering perception, it affects lifestyles.

Steele and Aronson (1995) proved a consequence called “stereotype threat” which occurs when someone fears a negative stereotype and bases their actions to avoid it.

For example, the study of Shih, Pittinsky, and Ambady (1999) formed two groups of Asian women. One group was reminded of their Asian identity. The other group was reminded of their female identity. The group then took a math test and compared scores with a control group. The results had the women reminded of their “Asianness” scoring higher than the ones reminded of their female identity.

The women’s fear of not being “Asian” smart is a side effect called “spotlight anxiety,” which causes unnecessary and unhealthy stress.

Of course, it is unrealistic to demand the end of labeling.

How would we determine who we love or hate? Who is trustworthy or a liar?

However, it is vital to notice that our labels intensifies our perceptions. We see what we want to see. If we label someone as white or black, they will seem whiter or blacker. If we label someone as smart or stupid, their actions will seem genius or idiotic. We determine what our world looks like.

“WE DON’T SEE THINGS AS THEY ARE, WE SEE THEM AS WE ARE.”

AUTHOR ANAÏS NIN

VISIT CNHSMEDIA.COM TO READ ‘PRINT TO SCREEN’, an opinion on book-based films

design by lillyanne pham

12 / 13

a message to

michael bloomberg... design by ruthie yezerets

...BECAUSE HE’S THINKING OF RUNNING FOR PRESIDENT

WOW. OKAY. LIKE this race wasn’t already crazy enough, with Trump and Sanders upsetting what was going to be a Bush-Clinton notreally-a-choice choice that played just perfectly to my indecisiveness.

In a circus with a demagogue who never grew out of the spoiled teen girl phase (“Oh, you don’t think I’m always right? Well that’s ‘cause YOU’RE A LOSER!”) and a socialist who thinks it’s feasible to get rid of all big business, I am relieved to find that there are, in fact, people that are not trying to stage a people’s revolution.

BUT PLEASE, PLEASE, PLEASE, PLEASE, PLEASE, PLEASE, PLEASE, PLEASE, PLEASE DON’T RUN. I see bad things happening already. Winning as an independent basically defies all

JUNIOR SHREYA HURLI of American history and relies on the faint hope that people remember that there are, in fact, more than two options for president in America.

Some people will vote for you.

Mostly Democrats, because you’re pro-gun control, progressive on equality, and willing to regulate big business. Maybe a few Republicans.

But probably not.

The GOP is getting more and more comfortable with a Trump nomination. And after New Hampshire, the Democratic nomination is probably Sanders’.

There are already plenty of people that don’t care for Sanders.

We would support Sanders over Trump if no other candidates appeared (because we are really not interested in getting nuked

by Russia after Trump begins rabidly frothing at the mouth at a meeting with Putin). But if a centrist candidate was available, I’m sure some would jump off the Sanders train, the vote would be split, and hello President Braggadocious.

I really don’t want to have to move to Canada.

A tenuous thanks in advance, Shreya Hurli

dear congress,

AFTER SUPREME COURT JUSTICE SCALIA DIED FEB. 13, 2016, A NECESSITY DEVOLVED INTO A PARTISAN BATTLE TO PICK - OR NOT PICK A NOMINEE comic by shreya hurli

THE TRIANGLE / ISSUE 6 / FEB. 2016 / OPINION

could you not?

sports review WINTER SPORTS ARE COMING TO END WITH MANY SUCCESSFUL GAMES. CHECK OUT THE SPORTING EVENTS BELOW FOR A RECAP OF THE GAME

SAT

6

1.

LUNGING TOWARDS THE basket, sophomore K.T. Webb tries to get around

FEB

an East Central defender Feb. 6. photo by paige grider

JV MEN’S BASKETBALL

won against east central final score: 61-34

2. IN AN ATTEMPT to distract the

opposing team’s free throw shooter, seniors Sean Dasovich (left) and Ben Thompson (right) lead the student section at the women’s regional final against Evansville Memorial Feb. 13. photo by paige grider

3.

GOING UP AGAINST an Evansville Memorial defender, junior Imani Guy

seeks to contribute to the women’s basketball regional victory Feb. 13. photo by paige grider

4.

GLIDING ACROSS THE pool, sophomore Albert Zhang participates in a freestyle event against Plainfield Feb. 8.

photo by hannah frey

For more on sports go to cnhsmedia.com and view our slideshows and sports briefs.

compiled by sarah tran // design by maya baker

SAT

13 FEB

STUDENT SECTION women’s basketball regional final

1.

SAT

13 FEB

2.

MON

8 FEB

4.

SWIMMING/DIVING won against plainfield final score: 93-92

3.

WOMEN’S BASKETBALL

won against evansville central final score: 86-82

14 / 15 HUDDLING TOGETHER AFTER announcements, the women’s basketball team spells out “Columbus” as a part of their team photo by sarah tran chant in preparation for a game against Seymour Dec. 15.

team traditions STUDENTS SHARE WHAT THEY LIKE ABOUT HAVING TEAM TRADITIONS

“SHAVING IS A BIG TEAM TRADITION WE DO EVERY YEAR. IT HELPS US COME CLOSER AS A TEAM AND SWIM FASTER BECAUSE WE HAVE LESS DRAG WITH NO HAIR. WE ALL SHARE THE FUN OF BLEACHING OUR HAIR THEN SHAVING IT OFF EVERY YEAR. THE SENIORS USUALLY SHAVE THE UNDERCLASSMEN’S HEADS OR DO COOL DESIGNS OR HAIRCUTS ON THE UNDERCLASSMEN. “ SOPHOMORE DREW THOMPSON

SOPHOMORE LIZ TYNAN

SOPHOMORE MADELYN SANDERS

SOPHOMORE CURTIS COLLINS

JUNIOR MALIAH HOWARD-BASS

THE TRIANGLE / ISSUE 6/ FEB. 2016 / SPORTS

IT HAS BEEN proven that having team TENNIS traditions or ice breakers can give Sophomore Madelyn Sanders said that teammates a sense of comfort and they go to McAllister’s after every match reassurance. Some of North’s athletes and that it helps them grow closer to shared what they thought of their team each other. One of her favorite team traditions and if they think it helps them traditions is big sis little sis. Big sis little to improve in their sis is where they all buy sports. each other presents before “I love our basketball the match to help get them traditions because I feel ready for their next match.

BASKETBALL closer to my teammates “It’s honestly the best thing “I love our basketball about the sport. You really traditions because and they’re all my best need to know your team I feel closer to my friends so when we have in order to want to do your teammates and they’re all my best these hang outs they make absolute best for them, and make sure they do the friends so when we me feel closer to everyone,” same.” have these hang outs they make SOPHOMORE me feel closer to WRESTLING LIZ TYNAN everyone,” said For wrestling one of the sophomore Liz things they do before a Tynan. meet is “the flip”, one of the One tradition that the basketball team wrestlers will go out in the middle and has is before every postseason game flip a coin to see who will start first in the they all wear black and on Sunday’s meet. Sophomore Curtis Collins said that before sectionals they will go to one of the team traditions really help him with the teammates houses and do bonding his confidence in himself and the team. by hannah abts // design by tessa mckenney activities. Junior Maliah HowardBass said they will also pray and read scripture before a game.

dancing ‘til dawn by katie prall and brooklynn moore // design by tessa mckenney

BUSTING A MOVE, a group of students gather around the dance floor during last year’s Dance Marathon. photo by paige grider

STUDENTS SHOW OFF THEIR MOVES THEY PLAN ON USING AT DANCE MARATHON ON MARCH 5

SOPHOMORE HALEY TETRICK

SOPHOMORE SHAYLEAH DEAN

JUNIOR JACOB BROADDUS

FOCUSING ON THE lead dancer, junior Riya Patel practices the progressive dance Feb. 10 that the committees will be teaching every hour throughout the night. photo by hannah frey

CONVERSING ABOUT THEIR hourly activities, the awareness committee meets Feb. 10 to prepare their presentations for Dance Marathon March 5. photo by hannah frey

FIFTEEN MINUTES IN and you are dancing with a group of friends. The music pauses and eyes start to turn towards the stage. A person walks to the center and announces “Welcome to Dance Marathon!”

Dance Marathon is an event sponsored by Turning Point that aims to prevent and eliminate dating and domestic violence in Bartholomew County. The event got its start in 1999 as a senior project intended to raise awareness about dating violence.

“Since the first dance, it is estimated that at least over 20,000 people have directly received the message about dating violence and healthy relationships,” Co-Adult Mentor Elisabeth Jones said.

“Even if we touch one person, we begin to break the cycle of dating and domestic violence.”

Turning Point serves Bartholomew County along with six surrounding counties. They provide safety to clients, interventions with counseling and legal help and help prevent relationship abuse. With Turning Point receiving all profits, Dance Marathon has become their single most successful annual fundraising event.

“Turning Point needs money to survive and we make like 10 percent of their yearly budget in the dance,” Co-Adult Mentor Ian Kohen said.

This year, Dance Marathon has a goal of having 700 students attend the annual dance.

“Our goal is 700. While it is a lofty goal, we have created some incentives and hope for a stronger marking push this year to increase attendance,” Jones said.

One such incentive is directed towards seniors. For the first time, Turning Point is offering three scholarships to any student attending post-secondary education next fall. The scholarships given will be in the amounts of $1,000, $2,000 and $3,000.

Kohen elaborated on this opportunity.

“If you are a senior and you are there when we pull the winning names, you can get one of those three prizes,” Kohen said. “We are planning on having 700 kids, maybe a quarter of them are seniors, so that’s 150 or 160, so 3/160 chance of getting a big scholarship.”

Also, new to Dance Marathon, a reduction in the amount for entry.

In the last two years, the admission price has dropped from $35 to $30 to the new $20 minimum. For $20, attendees will receive a t-shirt, all the food they can eat for 12 hours, dancing, entertainment, DJs and bands. At the $75 level, attendees will receive a sweatshirt, a lanyard and be first in the food line.

“When we talk about collecting money, you can get $75, some people get more. Last year we had a kid who had $1,200. We had multiple kids above $1,000,” Kohen said. “People get really excited about it. It’s a great cause.”

This year the dance will

take place at Central Middle School instead of East High School. Junior Kathleen Haegele helped explain why.

“We felt like it made more sense aesthetically because East is so massive, everything was really spread out and made the dance look kind of empty,” Haegele said. “This way, everything is easier to get to and the space will be used best to its ability.”

Dance Marathon will take place March 5 starting at 8 p.m. and will last through March 6 at 8 a.m.

“It’s not a 12 hour commitment, if you don’t want it to be,” Jones said.

“You do have to be present to win and the biggest prizes go at the end. So, there is an incentive to stay or come late.”

Sophomore Maggie Diehn participated in Dance Marathon last year.

“Dance Marathon had a very fun and positive atmosphere. You could tell that everyone was having a blast,” Diehn said.

Diehn also explained the impact Dance Marathon had on her and her recommendation to prospective attendees of the annual event.

“Dance Marathon gave me a better perspective because we were told a lot of facts and were told what all the money went towards to help Turning Point,” Diehn said. “I would recommend it to people because it is a fun night of dancing and activities that help a really great cause.”

16 / 17

science olympiad SCIENCE OLYMPIAD INCLUDES MANY EVENTS THAT STUDENTS CAN BE PLACED INTO. THEY CAN VARY FROM BUILDING EVENTS TO SOMETHING YOU HAVE TO TAKE A TEST FOR. JUNIORS UJWALA PAMIDIMUKKALA AND VIJAY JAMPA EXPLAIN THEIR INVOLVEMENT. THE STATE COMPETITION WILL BE ON MARCH 19 AT INDIANA UNIVERSITY - BLOOMINGTON

JUNIOR UJWALA PAMIDIMUKKALA Q: What do you do in Science Olympiad?

A: Well we have a lot of different events that we can compete in, for example, Anatomy and Physiology or like, Astronomy. So you just compete in your event and you compete against a bunch of other high schools at regional and state events over a few weeks.

Q: What events did you compete in?

A: I’m in Anatomy and Physiology, Disease Detectives and Cell Biology.

Q: Can you tell us a bit more about those events?

A: Well Anatomy and Physiology you’re given a bunch of diagrams [of bodies] and you need to identify what [part] and arrow is pointing to. In Cell Biology you just answer a bunch of questions about cell functions and in Disease Detectives you have to identify the cause of an outbreak with the symptoms and that sort of thing.

Q: And how well did you do?

A: Well we got first place in Anatomy and Physiology and third place in Disease Detectives and Cell Biology.

JUNIOR VIJAY JAMPA Q: Could you tell us a little more about the events you were in?

A: Well, I was in Bridge Building, which involves making a bridge that is 45 centimeters which should be able to sustain a certain amount of weight.. Our bridge actually sustained 15 kilograms when we were given 30 kilograms.

Q: What would you say is your best experience from Science Olympiad?

A: I guess it is just doing the events with people I enjoy working with, a lot of my friends were there and all that.

Q: Were you nervous competing in an event against other people?

A: I was very nervous with Air Trajectory because that was actually a lot harder than I thought and the same for Geological Mapping. But somehow I managed to place in Geological Mapping with Saprabh and well, we didn’t do too well in air trajectory.

Q: How does the awards ladder work?

A: To get to state you need your whole team to place a certain amount of medals which can vary from Bronze, to Gold. We all placed something and that helped us get into state.

learning at your own pace Q: Can you tell me what it means to take online classes or tell me some reasons why students would take online classes?

A: Well, what it means is that they .are going to be given a curriculum and they will have to run through the curriculum online at their own pace and at their own time. And [they need] to be able to demonstrate that they know the material that is covered in the course. So, students would want to do that if they, first of all, didn’t pass [a class] the first time and wanted the credit or if they don’t have room in their schedule for the class they could take [the online version] instead of taking the class at a slower pace.

Q: Would it replace the course that it would be used to make up on your transcript?

A: Yes, so if they are taking it for credit recovery it would replace [the previous] grade. The only difference between that is the online credit we do not award pluses and minuses on the grade so students don’t retake a class that they maybe got an A- in and they want the A+ for the GPA. Q: How do you set up the online class system and what program is used for the classes?

A: We use PLATO Learning Environment,

it is a program that has the preloaded curriculum and has all of the tests and software that they work through and all the tutorials too. Mainly my job is just to coach them through it and make sure they are doing the work that must

CBC TEACHER NATHAN SCHIEFER be done by the deadline. I’m obviously not a teacher that knows how to teach English or Science, I’m a Math teacher. So there are kids that take History courses or English or any of that and I just mainly work them through and make sure that they do the material that they are supposed to do.

Q: How long would a course like this take to complete?

A: Well it’s different for each person, we give them the semester to complete it and then it’s on them to kind of pace themselves to get it done depending on the difficulty of the course some students take the whole semester to do it and some do it in a quarter or less.

Q: Are there any specific benefits or downsides to taking an online course that you would like to mention?

A: Downside is that you don’t get that face-to-face interaction with your teacher and you don’t have the ability to ask questions when you don’t understand material. Benefits would be to be able to fit in extracurriculars like band or choir that you couldn’t do if you had to do all the general education courses.

Q: Is there anything you would like to add?

A: I would say another benefit to this is preparing students for college because more and more colleges are going towards some online courses, which for students I think it is beneficial for them to get a little taste of that in high school, but it is definitely not for everyone because you have to be very self-motivated. compiled by tazwell long design by kate thomas

THE TRIANGLE / ISSUE 6 / FEB. 2016 / STUDENT LIFE

A WIDE VARIETY OF COURSE OPTIONS ARE AVAILABLE, ALMOST ALL OF WHICH HAVE AN ONLINE EQUIVALENT. THE DIRECTOR OF THE ONLINE CLASS PROGRAM, MATH & CBC TEACHER NATHAN SCHIEFER, TALKS ABOUT THE PROGRAM’S FUNCTIONALITY AND HOW IT AFFECTS STUDENTS HERE

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18 / 19

pop music around the world STARS AND TRENDS HAVE CROSSED BORDERS AND OCEANS TO REACH STUDENTS’ EARS. KOREAN POP ARTISTS JOIN THE RANKS OF SUCH WELL-KNOWN NAMES AS ADELE AND JUSTIN BIEBER

4

3

1

1 JUSTIN BIEBER Justin Bieber is one of the biggest names in the music industry. Bieber debuted in 2009 with his first album “My World.” This album includes some of his most famous songs like “Baby”

2 EDSHEERAN Ed Sheeran is a 25-year-old pop/acoustic/folk singer from Hebden Bridge, United Kingdom. He debuted in 2005 with his EP (extended plays) “The Orange Room.” Since then, he has produced two albums: “X” and “+.” Sheeran has been performing live for six years. He has been to three continents, 18 countries and has done 116 shows.

His highest peak on the Billboard Hot 100 was with “Thinking Out Loud” at No. 3.

and “One Less Lonely Girl.” In his career, he has sold 15,575,000 albums and has sold out 67 shows including Madison Square Garden, which sold out in 22 minutes. He recently

3RIHANNA Rihanna has been in the eyes of the music industry since 2005 with one of her most famous songs, “Pon De Replay.” Since then she has had multiple top singles: “Umbrella,” “S.O.S,” and “Disturbia.” Originally from Barbados, Rihanna keeps a Latin/island/pop sound to all of her music.

Rihanna was scheduled to perform at the 2016 Grammys but canceled last minute because of an illness.

debuted his first No. 1 single “What Do You Mean.” Bieber holds the second and third spots on the Billboard Hot 100 with his hit singles “Love Yourself” and “Sorry.”

4 SUPER JUNIOR Super Junior is an allmale KPOP band. KPOP is a genre of music based out of South Korea. They have 12 members, but the largest KPOP group has 15 members. Their lyrics are a mix between English and Korean with a pop sound.

Super Junior debuted in 2005 and has already produced 16 albums. Some of their most popular songs are “Sorry, Sorry,” “Mr. Simple” and “Devil.”

5 ADELE Ever since debuting in 2007 with her album “19’” British soul singer Adele has been in and out of the spotlight. She has 3 albums: “19,” “21,” and her newest release “25.” The recent release of “25” broke multiple music chart records.

It sold 3.38 million copies in its first week, breaking the record previous held by NSYNC. The music video for her single, “Hello,” had 23.2 million views in the first 24 hours, the most views in one day in history.

compiled by emily waskom // design by maya baker // photos fair use

THE TRIANGLE / ISSUE 6 / FEB. 2016 / STUDENT LIFE

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tell me more, tell me more SOPHOMORE NATHAN PATTON AND SENIOR BLAIR BLEDSOE ELABORATE ON THEIR EXPECTATIONS AND FAVORITE MOMENTS FROM THE UPCOMING PRODUCTION OF “GREASE” TO BE SHOWN MARCH 4-6

FIDDLING WITH A prop lighter, sophomore Nathan Patton practices Feb. 22 for his debut as Danny.

Q. What are your expectations for the play on opening night?

Blair: “Oh, I expect a full house.

‘Grease’ is such a widely known musical, and there are high expectations especially after ‘Grease: Live!’. I don’t doubt that there will be a full house.”

Nathan: “I am expecting that everyone will do their best and it’ll be a great show.”

Q. Is there anything in particular that you’re worried about?

Blair: “I’m a little nervous because this is a big part and Sandy is very widely known, so I hope I do her justice.”

Nathan: “Definitely forgetting lines. If I forget a line then I’m probably going to die. And trying to remember the words for the songs and choreography, just everything you can easily forget and if you forget that on stage then it’s really embarrassing.”

Blair: “Well, I don’t transform into a very awesome person at the end, but I think we are different because Sandy

let’s face it ON TWITTER CNHSMEDIA RAN A SURVEY ASKING WHAT YOUR FAVORITE EMOJI IS. 94 STUDENTS VOTED WHAT THEIR FAVORITE EMOJI IS OUT OF FOUR OPTIONS

SMOKING A FAKE cigarette , sophomore Grace Terry waits for her line during the Grease rehearsal Feb. 22.

finds herself in a way that I maybe have yet to do. I don’t necessarily know yet, but she really comes into her own skin and doesn’t really care what anybody else thinks.”

Q. What is your favorite scene?

Blair: “My favorite scene would have to be ‘Summer Lovin’ when Danny and Sandy meet again for the first time after the summer. That’s just a really fun sequence.”

Nathan: “My favorite scene is probably the Grease Lightning scene because it’s just so funny, so fun. And everyone knows their parts for that and I think it’s going to be great.”

Q. What is your favorite song to perform?

Blair: “Oh gosh, well definitely I’d have to say ‘Summer Nights’ but the [song] ‘Look at Me, I’m Sandra Dee’.

That’s really a self-examining song, it’s a lot deeper than what the words portray, so I really like getting to kind of dig deeper.”

HOLDING HIS CO-STAR, sophomore Nathan Patton prepares alongside senior Blair Bledsoe at rehearsal Feb. 22 for his role as Danny in Grease the musical. by rylie day photos by hannah frey designed by shelby tays

6% 20%

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Q: What is your favorite emoji?

A: [Either] the tongue out or winky face.

Q: How often do you use emojis?

A: Not often, but a lot. It depends on the person.

FRESHMAN PARKER LEE