APRIL 3, 2020 VOLUME 93, ISSUE 7
THE AT-HOME ISSUE Q&A WITH MR. KELCH AND MR. KREUTZ P. 12-13
STUDENT MUSICIANS P. 15-17
TATTOOS AT LHS P. 18-19
BURGER BATTLE P. 22-23
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COVID-19 Forces Changes to AP Curriculum, Testing
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Libertyville High School Drops of Ink
Visit us at lhsdoi.com
Contact us at email@example.com Contents by Molly Boufford Cover photo by Lily Hieronymus
Gender Division in AP and Elective Classes 9-11
Therapy inside and outside of LHS 12-13
Teacher Q&A 15-17
Fine Tuning Their Passion 18-19
More Than Just A Tattoo 26
What’s Trending 27
Pop Culture Crossword
High Schools Shouldn’t Be Built for Extroverts
Finding a Home in Libertyville 22-23
MOLLY BOUFFORD Online Editor
AMANDA BLACK Managing Editor
ELLA MARSDEN AND CLAIRE SALEMI
Editors in Chief
Layout & Design Editor
CHARLOTTE PULTE Features Editor
Pavan Acharya Sarah Bennett Sara Bogan Sayre DeBruler Jade Foo Mara Gregory Lily Hieronymus Rowan Hornsey Brooke Hutchins Natalie Isberg Jasmine Lafita Megan Lenzi
Cali Lichter Maguire Marth Anika Raina Christian Roberts Peyton Rodriguez Lillian Williams Rayna Wuh Sophia Zumwalt
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COVID-19 FORCES CHANGES TO AP CURRICULUM, TESTING Cali Lichter
All classes have been moved to e-learning as of March 13 and are set to resume in May as of March 31.
Scholastic life as we know it is changing due to COVID-19, with AP tests being no exception. With school cancellations and schedule changes, the College Board has rolled out major changes to this year’s AP testing. On March 20, the College Board posted an update to their website about changes to AP testing for schools impacted by COVID-19. The two major points addressed in the update were that there will be remote learning resources for students and that there will be abridged at-home testing this year, with no traditional face-to-face exams. Students have worried about not getting credit for their AP classes, but the tests still count as credit and placement. The College Board stated on their update that “Colleges support this solution and are committed to ensuring that AP students receive the credit they have worked this year to earn.” The tests will only cover what most students have learned up until early March. The test setup is different from what usual testing looks like. For traditional AP classes (excluding the AP arts, Computer Science Principles and AP Capstone), tests will be 45 minutes long; more details on the content of the tests will be released on Friday, April 3. There will only be free-response questions for each test as opposed to multiple choice. Along with the changes previously stated, the College Board will also offer two different testing dates for students as opposed to one. One date will be sooner than the other one due to some students wanting to take the test while the information is fresh while others may opt to wait a little longer so they have more time to prepare. As for the non-traditional courses mentioned above, the deadline for their Digital Portfolios, which is normally at the end of April, has now been extended until May 26 at midnight. The AP arts have an abridged selected works and sustained investigation; Computer Science Principles will not include a multiple-
choice section; and AP Capstone classes will no longer have the presentations associated with their research. Even though these changes may seem drastic, the College Board says that scored, at-home student work isn’t new. They state that they have been using this method as part of the AP Computer Science Principles and AP Capstone courses. On the LHS side, AP coordinator Mr. Ray Albin, an associate principal, stated through email that “[LHS is] providing learning experiences in all of our courses to cover the core curricular standards of each course using a variety of different activities.” If students want supplemental materials, social studies department supervisor Mr. Brian Voss recommended that students use “teacher documents, Google hangouts, access to unit practice exams through the College Board, Khan Academy, YouTube, teachers recording their lectures and supplemental readings.” The College Board has also released some resources of their own. On the official AP YouTube page, there are daily live streams for all AP classes. These review videos are taught by AP teachers from across the country. The content of these live streams go over concepts from the first 75 percent of the course, with supplementary videos being released on the final 25 percent. The schedule for the daily live streams can be found on the College Board website or on the AP YouTube channel. Videos can also be accessed on the channel after they have been live streamed. Some teachers have also opted to utilize AP Classroom from the College Board website, where free response questions like the ones found on the online tests will be posted. These were originally only used for in-class instruction but now can be assigned from the teacher digitally. For the most up-to-date information on AP testing, since changes and updates have been occurring regularly, check out the College Board’s website. APRIL 2020
FEATURE John Doi Jane Doi Anika Raina
Peyton Jack Doi Rodriguez
According to Mr. Kelch, there is often a stigma around female students taking classes like Automotive Technology, which is usually considered to be a “boys class.”
or years, many students have perceived math and science courses as part of the male domain and humanities-based classes, like history and literature, to be female areas of studies. This perception of classes fitting gender roles and expectations is prominently seen at Libertyville High School in certain AP and elective classes. While certain classes, like AP Statistics and AP Chemistry, have a relatively even mix between genders, others, including AP Physics C, Preschool and Personal Finance, have a significant divide. Using data provided by LHS’s two data specialists, Mrs. Lisa Davis and Mrs. Margaret Nicholson, from this school year, it was found that AP Physics C is 40 percent female and 60 percent male; Preschool is 100 percent female; and Personal Finance is 32 percent female and 68 percent male. Additionally, AP English Literature and Composition is 75 percent female and 25 percent male, and Automotive Technology is 11 percent female and 89 percent male. These are only a handful of classes that feature a distinct gender gap at LHS. Mrs. Kristen Connolly instructs the personal finance classes at LHS, which tend to be heavily male-dominated. “I think it’s just a student choice and where their passion and interests lie, and it seems like it is a course that seems to have more interest in the male population,” she said.
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Mr. Robert Kelch, who teaches automotive technology and other classes, explained that he “think[s] naturally [auto] lends itself towards males. I think it’s something that’s always been indicative of this particular area... It doesn’t mean women don’t take it, it just means that women are [inclined] to [take something] else,” he said. Recent studies, such as the Global Gender Gap Report, have shown that women are
“I THINK HOW [STUDENTS] PERCEIVE [WORKING WITH] KIDS AND HOW THEY’LL BE LOOKED AT IF THEY TAKE CERTAIN CLASSES AND WHAT THEIR FRIENDS MIGHT THINK INFLUENCES THAT, OR MAYBE EVEN WHAT THEIR PARENTS ARE TELLING THEM.” - MRS. TARRANT underrepresented in STEM fields; that acronym stands for science, technology, engineering and math. This study was conducted in Switzerland by the World Economic Forum and revealed that men are underrepresented in fields such as education, health care and welfare. The study presented the idea that gender segregation in these career fields often leads to the stereotypical belief that women lean to jobs
focusing primarily on helping others within the community, while men tend to sway to more technical jobs in the STEM fields. The study also showed that this stereotypical belief often influences the career paths of young adults. If education and health-related jobs are seen as “female jobs,” then both genders reinforce the perception that those careers belong in the female domain. Another study which demonstrates the stereotypical belief that the STEM field is the male domain is an experiment created by David Chambers, the Draw-A-ScientistTest. The experiment has students from grades ranging from kindergarten to high school draw a scientist or any professional in the STEM fields. Very few of the drawings consisted of female professionals; most of them consisted of drawings of a male in a white lab coat. This brings up the idea of how gender stereotypes influence children starting at a young age and how they perceive the female and male career domains. LHS science department supervisor Mr. Pete Dawson commented that one feature the Global Gender Gap Report highlighted was that ”women tended to pick up reading skills earlier than their male counterparts and tended to have an advantage in places where they can use that part in their career even if they’re good in math [classes].’’
Although reading skills aren’t necessarily a crucial component of the preschool class, the teacher for that course, Mrs. Kristin Tarrant, said that for the past couple years, no males have enrolled in her class. “I don’t know if people just assume that when it comes to working with kids, that’s more of a female role or if there’s a stigma like, ‘Oh, I’ll get made fun of if I want to take a preschool class,’ which is funny because some of the best students I’ve had that the preschoolers respond most to are my male students,” she remarked. Mrs. Tarrant also described how many outside forces may contribute to the lower numbers of males taking her class: “I think how [students] perceive [working with] kids and how they’ll be looked at if they take certain classes and what their friends might think influences [the classes they take], or maybe even what their parents are telling them.” One teacher of another female-dominated course is Mr. Ryan Ebling. The AP English Literature teacher commented, “I wouldn’t want AP Lit to be seen as a ‘girls’ class; I don’t like that physics is seen as a ‘boys’ class. This is actually something that I’ve been wrestling with a lot, not just with boys classes and girls classes, but just everywhere in this school, the way that there is such a clear gender divide and such a clear gender hierarchy of preference being given to boys.” Mr. Ebling believes that one of the only ways to fix this problem is by being willing to talk
about the issue and by admitting that things are not where they are supposed to be. “I think there are still some very outdated and unspoken ideas of gender norms, that we’re preparing boys for a different future than we are for girls,” Mr. Ebling said. “I think there is still culturally around here an idea that boys are going to go get careers and girls aren’t necessarily, although some will, which is why I think it’s so important that Dare to Empower (a group for femaleidentifying students aimed at amplifying the voices of women) and other people are
trying to break this mindset.” Mr. Mike Bush teaches AP Physics C and explained how it is generally a senior course and therefore many factors can influence students taking it, such as past seniors or students’ own interests in science. “We try to promote and advertise and do as much as we can here, but we don’t know what type of messages students have been getting prior to high school or during high school,” he said. In the auto mechanics course, Mr. Kelch tries to bridge the image of the class being one for males. “One of the projects that really lends itself to that is the engine rebuilding and definitely the welding. Boys like fire and sparks and melting stuff and that’s great, but the execution of [the engine rebuilding] lends itself much more to girls because they take their time and follow directions better.” Sophomore Debjani Maitra is currently taking AP Economics, which is 82 percent male and only 18 percent female. She explained that “sometimes it is hard to speak up if there’s a lot of guys and there’s a minority of girls. It is definitely a different dynamic for a class.” Maitra insisted that students shouldn’t be worried about the gender divide in certain classes. Instead, they should go in openminded, not be afraid to participate and enjoy the class regardless of what other people think.
It’s been about two years since there has been a male student enrolled in Mrs. Tarrant’s Preschool class, she said. APRIL 2020
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THERAPY THERAPY INSIDE AND OUTSIDE OF LHS
There is a good chance that you, or someone you know, goes to therapy. Bradley University conducted a study in 2014 that found that, for people above the age of 18, 36.9 percent of men and 39 percent of women partake in therapy.
THERAP THERA PY OUTSIDE OF LHS Despite the fact that nearly two out of every five 18-year-olds attend therapy in some capacity, there is often still a negative stigma around therapy, evident in the different names that psychologist Dr. Dana Gionta has heard associated with her profession: “hocus pocus, mental brainwashing, and head shrinking.” Dr. Gionta, “a clinical psychologist in Connecticut, where she works as an educator, clinician, and consultant in the area of health and wellness,” according to Psychology Today, also pointed out that “most people who initiate counseling do not have a serious mental illness.” Freshman Michael Wells said that a lot of people see therapy as “a crutch” and that “it’s saying you’re not strong enough to handle your own feelings.” However, Psychology Today states that therapy “is a laboratory for you to explore, experiment, and practice behaviors that are scary in the rest of life.” Wells believes that therapy is meant to show you that you are strong enough to handle your emotions and not to show you that you’re weak. Wells attends his sessions once a week for 45 minutes and said he’s able to talk about anything that may be bothering him or he might want extra advice on. He’s stated how it’s helped a lot with his grades, bettering his school experience so far. Another LHS student, junior Melissa Ji, also participates in therapy. She started her sessions in eighth grade after both she and her family decided that it would be the best course of action for her. Typically, Ji sees her therapist every other week, but sometimes she receives extra sessions depending on her stress levels. APRIL 2020
FEATURE Ji is an example of the type of person most view as someone who doesn’t need therapy. “I try really hard in all the stuff I do, I get good grades and I’m involved in a lot of activities.” Even though it might seem like Ji is the outlier in all this, she’s not. As stated by GoodTherapy, an online therapist directory, there has not been any research done to prove that extroverts are more or less likely to have a mental illness. While there have been studies that show extroverts have more positive attitudes, “it should be noted that these studies do not indicate that extroverts are happier than introverts,” said GoodTherapy. Ji and Wells both believe that therapy can work for anyone. It doesn’t matter if you have a diagnosed mental illness like anxiety or depression, or if you just want to vent to someone knowing that no one else will know what you say. “I think everyone who feels like they need somebody to vent to should go. It’s helpful in day-to-day life, and anyone who needs a little bit of extra support [can go to] at least one therapist for a little bit of time,” Ji said. She added that if you don’t like your first therapist, you can always switch to another, emphasizing that not everyone clicks well with the first person they talk with. Shannon Skinner, a junior, has been going to therapy for a year, and she also believes that anyone can attend sessions if they decide to. “Therapy isn’t just something you go to if you’re having serious struggles, because the severity of issues varies for everyone,” Skinner stated. Skinner even explained some of what she shares with her therapist: “most [are] normal situations and drama that all teenagers face every day.” Skinner believes that, during one’s teenage years, “everyone should go to therapy, like they go to [their] doctor.” Currently, with the COVID-19 pandemic sweeping the world, many people are unable to see their therapist in person. As a resort, people have moved to telemedicine. As stated by VSee, a video chat software tool, “telemedicine refers to the practice of caring for patients remotely when the provider and patient are not physically present with each other.” Whether it’s Google Hangout, FaceTime, Zoom or another communication platform, the patient is able to talk one-on-one with their provider and do so in the comfort of their own home.
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According to Paradigm, an adolescent treatment center, 20% of teens diagnosed with an anxiety disorder and 40% diagnosed with depression get treatment. Polaris Teen Center stated that 15% of teens with psychotic disorders (schizophrenia, bipolar disorder, etc.) receive treatment. Hope Eating Disorder reports that 6% of teens with Bulimia and 43% with Binge Eating Disorder get treatment. -------------------------------------------------
Before the outbreak, telemedicine was not covered by most insurances, however, according to the webpage for the Centers for Medicare and Medicaid Services, telemedicine is now covered by insurance, as long as it’s a continuance of what insurance was covering originally.
THERAP THERA PY INSIDE OF LHS In addition to students’ counselors, each LST at LHS has a social worker for students to go to whenever they may feel they need to talk with someone. Mr. Greg Loika is the social worker in the A-F LST; Mrs. Emily Eichmeier is in the G-P LST; and Ms. Samantha Avila is in the Q-Z LST. Mrs. Julia West is the school-wide social worker. Some of these school social workers also conduct groups throughout the week for different students. These groups include Changing Families, LGBTQ+, Boys’ Group, Girls’ Group and more. Mr. Loika is in charge of several of the previously mentioned groups, including Changing Families and Boys’ Group. He stated that “each group has their own personality for how it taps into the issue that brings those students together.” Some groups talk explicitly about what it was created for, while others bring in other issues that might not relate exactly to what the group was designed for. It all depends on the kids in the group, and how they connect with each other, Mr. Loika shared. Even though some students take part in the different groups, Mr. Loika knows that there are students who might benefit from one of these groups but aren’t necessarily interested in them “because of the topics that we cover sometimes [are] uncomfortable.” Mr. Loika added that some students may also be reluctant to join because they might be worried that someone else would share their personal secrets. “But, we’ve had a lot of success where that hasn’t been the case, but that takes time to kind of build that rapport and that trust,” Mr. Loika further explained. Even in these unprecedented times, Mr. Loika and the other social workers are still able to keep in touch with students who might need them while stuck at home. Mr. Loika even believes that teletherapy “may be a lot easier for a lot of younger people who have been reticent or hesitant to go into a counselor’s office and talk about what’s going on.” When asked about finding therapists outside of the school, especially for those students graduating, Mr. Loika stated that he and the other counselors will help their students find out “what are the resources on [their college campus] that students are going to.” He also pointed out that each college campus has their own specific resources. However, if someone wants a therapist that isn’t affiliated with a college, then the counselors would help do research to find several different therapists, and from there, they help pick who might be the best fit for each student. As Mr. Loika put it, “Mental health is health. It is as much a part of being healthy as eating well and exercising and all the other things that everybody tells us to do to take care of our bodies. Our mental health is important.”
T E E
ince November, a new staff member has been walking the halls of LHS, comforting students and bringing smiles to their faces. Wrigley, a therapy dog who can normally be found in the A-F LST, is just like a typical high school student: she loves lounging around, meeting new people and playing with squeaky toys. The idea of having a permanent therapy dog at LHS started a few years ago after the district recognized how beneficial bringing in animals during high-stress times like finals week or during Healthy Relationships week is for students. Social worker Greg Loika offered to take care of the dog full time and bring her to work with him, and so, the hunt began for LHS’s perfect therapy dog. “Wrigley came from an organization up in Michigan that we partnered with. You don’t get to pick the dog you want; the agency matches the dog to you and what you’re looking for. Wrigley was selected for being in a school setting because of her temperament and how social she is. She’s really calm all of the time and great in this kind of atmosphere,” said Mr. Loika. Wrigely is at school on Mondays, Wednesdays and Fridays to support and help students in different capacities. She’s always wearing her work uniform: a red bandana around her neck. According to Mr. Loika, she “gets super excited when I pull out the bandana, and we’re ready to jump into the car. She knows that when she wears the bandana, she’s on duty.” On her days off, Wrigley loves playing fetch with Mr. Loika and his family or laying around the house enjoying the dog life. She also enjoys going to sporting events and school activities where she can socialize with others. Mr. Loika explained how Wrigley is even great around kids younger than high schoolers, like his two daughters, ages 4 and 2: “Wrigley’s very tolerant of them, and you know, things that kids do, like pulling her, squeezing her neck, sitting on her, all kinds of things. I took Wrigley to my daughter’s day care for a little visit, and she had 25 four-year-olds screaming and shouting at her, and she was perfectly calm.” “I think it’s awesome how much people have liked having her here, and I love when people come up to say hi to her, even if it’s 10 seconds or five minutes,” said Mr. Loika. “There’s a lot of research out there that says that when a dog is in the room with people, they kind of just bring stress levels and other things down. So it’s great to see someone’s anxiety or stress kind of dissipating around her.”
Kelch and Kreutz: Sarah Bennett
In this issue, we decided to sit down with two LHS teachers to learn more about them, including everything from education to their favorite kind of pizza!
How did you get started with your apple orchard? My grandfather has always had a farm. He very much took me under his wing and it was something I enjoyed doing. Things were pretty matured at my grandfather’s farm, and I decided to find my own farm to expand it to make it what I really wanted it to be. My wife and I bought this place in December of 2015. Nothing but dirt. We put [in] everything, every blade of grass, our water building, every tree, over 1,500 trees. I bought and restored a turn-of-thecentury very large, hydraulic cider press. So, cider would be a big part of our operation. Using the cider, we decided to also make and sell doughnuts.
What is your spirit animal?
Let’s go with squirrel, I always wanted a pet squirrel.
Have you ever had injuries in your classes? There's been a few that look worse than they usually are. I think in the last 14 years teaching auto, I've had maybe three or four that have that really stand out. One daredevil did get hurt in woodshop, and he lost the tip of his finger. On a wager from another student, he stuck his finger in the machine. That was unique. Fun.
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What classes do you teach?
Photo courtesy of Mr. Kelch
I teach on occasion, electronics. [For the] most part, the primary [classes are] auto one, auto two, woods one and woods two. And then for the past five years, social studies.
What got you started in the automotive world?
My grandfather, immediately after the Second World War, was buying surplus Jeeps. He had a couple of them. When I got into high school, I took auto shop and I asked if I could take one to auto shop and work on it. He seemed kind of skeptical. But my auto shop teacher at the time said, if I was willing to sign a contract, where I will put the work in, my grandfather will bankroll the project and if I don’t drive it out, I am willing to fail for the semester and my grandfather was fine with that. And my parents were fine with that. So I signed it. I drove it out in May. And that’s really what got me going in this. If I didn’t have that experience, I don’t know if I would have done it.
Do you have any hidden talents? I can fix a pinball machine. In the last 20 years. I think I've had 40 pinball machines, half a dozen juke boxes. Wow. Probably about 10 gas pumps. I've done all kinds of restorations and all kinds of stuff. You name it. I can downhill ski. I was pretty good at it. I don't know anymore. Things may have caught up to me, but I really liked moguls.
Q and A for the ages DAVID KREUTZ How did you start “collecting” guinea pigs? Well, I got two of them from a college kid. Ms. Naslund had two guinea pigs that were pretty close to dying, so I took those off of her hands and I had four. Random students started just offering me their guinea pigs, which was really cool. One eventually passed away from old age, so currently I have five.
Can you tell me about your interest in cosmetics?
At Burlington High School, I made a course called Chemical Research and Development,” and each student as a final had to make their own specific product for market. [These ranged] from perfumes, to shampoos to hand sanitizer. And so I needed a place to market their products to try to get them some sales so I decided to open up Sparkle Soap Factory and Salon in Lake Geneva. Then on a wall there I had student products and so my students would put their products up, put a little notation of what it was, why they did that kind of thing.
Can you tell me a little bit about your teaching style?
Photo courtesy of Mr. Kreutz
Students make a model, and it's just them and me right next to each other. It really shows them that they have a capacity and it definitely promotes individuality. If you give them a piece of paper to learn from and to take a test on, the brain gets bored with that. And boredom doesn't promote memory. It's just not the way we do things. Happiness, laughter, these things promote memory.
What’s the dumbest way you've injured yourself? Trying to take a vine from a tree. I thought I was Tarzan and tried to swing over a barbed wire fence. And then I didn't make it.
Do you have any advice for students?
What's your spirit animal?
I'm probably a bunny. I like bunnies, I don't know why. They're so docile and happy. I just like bunnies.
You never know when opportunities are gonna come your way. Try everything. You can always just say, ‘Well, that was wrong.’ Surround yourself with happy people. Surround yourself with people that don’t complain. Surround yourself with people that don’t complain about others, you know, and how miserable they are. Because you will become miserable.
APRIL 2020 13
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FINE TUNING THEIR PASSION Ella Marsden
Libertyville High School has its share of talented musicians. Highlighted here are five exceptional ones, ranging from members of the band or orchestra to rappers and music producers.
AUDREY CHUNG PHOTO COURTESY OF STUDIO WEST
t 6 years old, senior Audrey Chung’s mom started her in piano lessons. Then, three years later, she took up the flute. Ever since, Chung has been heavily involved in music. At LHS, she’s in Wind Ensemble, Jazz Ensemble, Pit Orchestra, Marching Band and Orchestra. To some, this level of commitment might seem grueling, but Chung doesn’t mind it; she mentioned that though her schedule is time consuming, once she learned to manage her time, everything worked out. In fact, Chung even has time to volunteer at Equestrian Connection in Lake Forest, an organization that provides equine therapy to people with mental and physical disabilities, and work a couple days a week at Conscious Cup in downtown Libertyville. Chung doesn’t have a favorite instrument to play, but she likes each for a different reason: “Piano: it’s so versatile, you can play all sorts of melodies and harmonize with yourself,” she shared. “But with flute, you have to have so much emotion while you’re playing and you have to have a lot of skill to play well. And that’s what I like about it.” At LHS, Chung explained, the culture around music is really unique. Here, “it’s cool to play an instrument - the most popular guy is on the football team and also plays in band, and I think that’s really cool that there’s such a mix of different clubs and sports and activities,” she said. In addition to her daily in-school practice, Chung tries to set aside 30 minutes per instrument each day. If she’s unable to get in a full 30 minutes of practice, she’ll at least spend 10 or 15 minutes on each instrument for a “really, really good practice session,” she explained. Chung plans to attend the University of Illinois next year, where she’ll continue her music career. She decided on this school because it’s known for its prestigious music program, which she hopes will continue to challenge her and improve her skills.
ith more than 100 monthly listeners on Spotify, senior Allen Liu is known around LHS as Lil Ryce. Liu works with senior Ben Hohner to produce rap music, which is then made available on various streaming services. The two first began working together their junior year and produced their first song together midway through the year. Liu touched on how rewarding the music production process is: “After I record something, [Hohner] will sit there and do something on his computer and then play it back to me, and my favorite part is when you just listen back, and you know that that’s what you wanted [it] to sound like.” Hohner’s “favorite part is probably the fact that there’s endless possibilities with music. There’s so many different elements that promote creativity. Changing one chord can change the whole mood of a song,” he explained over text. Hohner plans to pursue music past high school. He’s unsure what exactly his future has in store, but he knows where he’ll be for the next four years. “I’m taking music industry as my minor next year at Butler University, and I hope something works out - I’m also working on my own solo album right now, and I hope to release that before the end of this year,” Hohner said. His single “SOS” is set to drop at 11 p.m. on Friday, April 3. Liu is also heavily involved in the music program at LHS. In band, he’s in Jazz Ensemble and Wind Ensemble, as well as the Sax Quartet. In choir, he’s part of Master Singers. Liu shared that his favorite part of the music program at LHS is its prestige. Both the band and the choir perform around the country — and even the world — which, Liu recognizes, is not an opportunity many high schoolers are given. 16 DROPS OF INK After high school, Liu plans to major in business
PHOTO COURTESY OF BEN HOHNER
ALLEN LIU & BEN HOHNER in college with a music minor, he shared over email. From there, he’s not exactly sure what his future holds, but he plans to become more involved in the music industry. This might even involve releasing more music, he shared.
unior Sebastian Ingino has been practicing music for 13 years. At 4 years old, his parents introduced him to piano. Then, five years later, he took up the clarinet. Music has been an instrumental part of Ingino’s life for as long as he can remember. Throughout his years at LHS, he’s been involved in a number of music groups, including the top band (Wind Ensemble) since his
FEATURE freshman year. Ingino’s brother Nicholas, a freshman, shared that following in his brother’s footsteps can be a lot of pressure, but it ultimately has benefitted his transition into high school: “It’s nice to have him to show me what not to do - it’s just nice to have him to show me the ropes.” More recently, Sebastian has begun producing his own music. In December 2018, he started working on his first remix, which he released in February 2019. “The best way to learn how to produce is through remixes because everything is laid out for you,” he explained. “If anybody wants to learn how to produce, they should start with remixes.” From there, he began writing and producing his own music. His production process, he explained, is different than most: “Most people write their lyrics first and then write music around it. I’m not very good at writing lyrics, so I write my music first. I sit down at the piano with my phone and I record the song, like I just write it - the producing part comes when I sit down, and I flesh it out by writing other parts on my computer, making it sound how I want it to sound - but then I write my lyrics last.” Ingino currently has an album in the works, and his self-imposed deadline is in June. He’s working on teaming up with a label to professionally produce his music -- which he described as “electronic music, but it’s kind of all over the place” -- and he hopes that he’ll be able to finish everything up by his deadline. Whether he’s producing music or playing in the band, his favorite thing about music is the emotion it allows: “It’s the most emotional thing I do; part of me does science which is not emotional - it’s just crazy. And it’s connecting with people on that emotional level that doesn’t really require words.”
hances are, if you ask one of senior Noah Kublank’s fellow band members about his most defining characteristic, they’ll tell you about how he seemingly plays every instrument. Kublank, however, dismissed this as merely a rumor: “I play the clarinet and violin fairly proficiently and then I fool around with a couple other instruments here and there.” Kublank sets aside at least an hour each day to practice the violin. But, he explained, when he has a competition or performance coming up, his practice time turns into three or four hours daily. This level of commitment does not come without sacrifice. Although he played on the lacrosse team for his first three years of high school and then joined track senior year, he finds it difficult to do much else. He attends weekly meetings for LEAF, and when he can, he enjoys spending time with friends. “It is insanely difficult trying to balance school work and practice and performances. It’s almost impossible. I have to sacrifice one or the other almost every day,” he shared. Kublank’s commitment has paid off: he made the Illinois Music Education Association (ILMEA) All-State band, and he won LHS’s senior concerto competition playing his violin, accompanied by the top band, Wind Ensemble. After high school, Kublank plans to continue pursuing music in some form. His plan is to major in violin performance in college. He’s unsure where he’ll end up, but he’s confident that he’ll end up with a career in music. Being so involved in the music program has impacted how he listens to music. Being involved in both band and orchestra in some capacity allows him to view music from a different perspective than most. He explained that he’s able to examine different points of
NOAH KUBLANK view within pieces of music, and it’s even broadened the range of music he listens to. Additionally, what he loves about music is that it’s something that can bring people together: “It’s easy to share with others. I don’t know anybody who doesn’t like music and everybody’s got Spotify or something. And it’s really fun to share your passion for music with others so they can appreciate your hard work,” Kublank described. APRIL 2020
More than just a tattoo Christian Roberts
Tattoos are often regarded as a form of self-expression or a way to display one’s past. Some students at LHS have utilized this type of art to dedicate tattoos to loved ones as well as other things. Here are the stories of four LHS students with tattoos.
While senior Allie DeFranco only has one tattoo, it’s a very meaningful one. Printed across her ribs, DeFranco’s tattoo is dedicated to her late grandfather. The tattoo, which reads “happy days ‘59,” was “once his license plate to his 1959 Corvette, which is where the 59 comes in,” DeFranco explained. “Cars were a huge thing for him, and as he was my best friend, I got the tattoo as a reminder that he’ll always be there.” While she’s only had the tattoo for a few months, DeFranco has known for over a year that she was going to get it. She hopes to add another tattoo that says “ilysib,” which is an acronym for “I love you, say it back.”
Senior Allie DeFranco has a tattoo that reads “happy days ‘59.” DeFranco’s. tattoo is a tribute to her grandfather and his love for cars.
Written in her mother’s handwriting, senior Lizzie Benkhe has a tattoo with a unique story to go along with it. Tattooed above her elbow, it reads “I Love You.” Benkhe stated that “my mom died four years ago, and she left me and my siblings letters from her before she died.” This is what led Benkhe to make the decision to get a tattoo in remembrance of her mother: “I always wanted a tattoo for her to have her with me and to remember her. Her handwriting is perfect, so it helped make it even more beautiful.” While Benkhe has only had her tattoo for a little over a month, she’s hoping to get two more soon. One design she wants, a daisy on her rib cage, is significant to her because “daisies were my mom’s favorite flower and we had them in our front yard, so they’re a nice memory.” The other design, the number four behind her ear, is important as “my mom called me her ‘lucky 4th’ before she died because I [am] the 4th child.”
Photo courtesy of Lizzie Behnke. Senior Lizzie Behnke’s mom passed away four years ago. Behnke has “I Love You” tattooed above her elbow in memory of her.
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With two tattoos dedicated to her parents, senior Maddie Wasser has two stories to tell. One tattoo, the number “42” printed on her right ankle, is dedicated to her father, who passed away when she was in the sixth grade. “The number 42 was always associated with my dad in sports and life,” Wasser explained. “42 is seen as a lucky number and according to ‘The Hitchhiker’s Guide to the Galaxy,’ 42 means ‘life, the universe and everything...My dad will always be 42 in my eyes.” Her other tattoo, a hummingbird stamped on the left side of her rib cage, is dedicated to her mother. Wasser said that “ever since I was little, in the summer, [my mom] would get super excited when she saw a hummingbird. My mother has always been my best friend, and as hummingbirds are a sign of love, I take that with big strides towards my mom.” While Wasser said she is in no rush to get any more tattoos, she has a few ideas for more ink to be added in the future. Photo courtesy of Maddie Wasser. Senior Maddie Wasser has a tattoo of a hummingbird on her left rib cage as a tribute to her mom. Wasser describes her mom as her best friend and one of her biggest supporters.
Senior Christian Voelker has a tattoo of the bricklayers union symbol on his right shoulder as a tribute to his grandfather, who was a bricklayer.
With five tattoos spread across his arms and back, senior Christian Voelker has many stories to tell with his unique tattoos. Two of them, tatted on the front of both his shoulders, are tributes to his grandfathers. “I got one of a Polish resistance symbol because my grandfather was a resistance fighter during World War II,” he explained. “My other shoulder has a bricklayers union tattoo because my other grandfather was a bricklayer for most of his life.” The bricklayers union tattoo can be seen with barbed wire wrapped around it to represent “my grandfather’s time in a concentration camp,” Voelker added. Further down, two tattoos can be seen on his forearms, with “quotes that are just really inspirational to me,” he shared. His last tattoo, perhaps his most important one, is his father’s birthday in roman numerals, tattooed across his upper back. “My dad passed away a few years ago, so I wanted to get something to honor him,” he explained. Voelker said he plans on getting a lot more tattoos, which include finishing up his arm with a whole sleeve, more dates on his back and a lot of “military tattoos, because I plan on going into the military.”
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high schools shouldn't
for extroverts Sara Bogan
bring to the SKILLs introverts skills introverts classroom bring to the the bring into classroom classroom 1
problem ProblemSolsolving ving
Megan Lenzi Ian Cox
hat would schools be like without introverts? My first thought while pondering this question swirling in my head included two words: absolute chaos. All I can imagine is a classroom of extroverted students fighting over who would express their opinions, forgetting to pause and truly listen to others. Although this may be an exaggeration, classrooms desperately need the students who will hear what others have to say and communicate when needed. Student groups would never work effectively if each and every student was a bold leader, so why are reserved students expected to live up to this ideal? It is clear within the classrooms of LHS and other high schools that introverts are limited by stereotypes and societal expectations. Schools are currently designed to build talkative leaders: extroverts. An introvert drains their energy in social groups while an extrovert feeds on attention and communication. Carl Jung, a psychologist, created the terms as a set of extremes and most people fall somewhere in the middle of the continuum. In high schools, teachers emphasize group assignments, active participation and required presentations or debates more than ever before in their classes. Some may argue that schools should be targeted at extroverts because students need to develop oral communication skills, but I disagree. Susan Cain, author of The New York Times-bestselling novel “Quiet,” expressed that “There’s zero correlation between being the best talker and having the best ideas.” Although public speaking is an important life skill and it should be practiced in classes, it should not solely determine a student’s grade. For example, a friend who is an introvert and in one of my core classes received a lower grade for a semester because she was rarely vocal in class. Participation unfairly made up a large part of the final grade in a class that was neither speech nor debate. Schools across the country have made an effort to become more interactive for students to foster the skills of communication and collaboration. Libertyville High School is no exception. Many classrooms’ traditional desks have been replaced by large tables, where students are constantly interacting with their peers on a multitude of projects. In the past couple years, LHS has set up interactive spaces for extroverts to learn, such as the innovation rooms, spaces with
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did you know these renowned leaders are introverts? Source: Forbes
Bill Gates Elon Musk Jeff Bezos Marissa Mayer
Didyouknowtheserenownedleaders areintroverts? Many high school assignments base their grading on how effectively students participate in class, communicate in groups and complete presentations. But is it fair for introverted students to have some of their grade be based on these skills? a variety of seating that allow students to communicate with each other that can be used by teachers for a class. Although these innovative spaces promote collaboration, these classrooms now leave little room for individual work. Introverts work best in solitude, but the time spent working independently in many classrooms has disappeared. I have watched as several introverted students are overshadowed by vocal, opinionated high schoolers in group assignments. The current classroom methods neglect introverts’ needs to work independently. Schools need to implement more individual work to allow students to think in solitude and then return to collaborate in groups to share their ideas. The root of schools’ bias towards extroverts is the way we misinterpret introverts as outcasts of an energetic community. Introverted students are often viewed as shy, unwilling to talk, or less courageous, but this couldn’t be further from the truth. These introverted individuals aren’t unwilling to talk; they just prefer to discuss essential topics instead of “small talk.” These individuals can often communicate very well with groups; they just work most successfully by themselves. Debunking these myths is the first step to understanding how introverts should not be expected to be anyone other than themselves during school. After all, working independently is an essential skill that extroverts need to learn as well. Introverted students, who value creativity and critical thinking over oral communication, need a place to learn too. Schools’ bias towards extroverts will continue if we force collaboration into every aspect of the classroom. Communication is vitally important for schools to function and extroverts to thrive. However, a little peace and quiet to allow introverts to flourish is a good idea too.
Finding a home in Libertyville
y earliest images of high school were products of Disney Channel original movies like “High School Musical,” “Princess Protection Program” and “Wendy Wu Homecoming Warrior.” I have no older siblings, so I had no idea what to expect. By the time I entered high school at West Windsor Plainsboro High School South in central New Jersey, what I had built up in my head was nowhere near the reality. It’s worth mentioning that the school I attended prior to LHS was not like most U.S. public high schools. The school has a diverse student body, 71 percent of students are of an ethnic minority, an open layout with wall-less classes and a pool encased in a bubble. However, this is not what made high school feel so different from what I had imagined as a kid. The shortage of school spirit, the lackluster football program that needed to combine with that of other school within the district just to survive, and minimal turnout to dances like homecoming (outside of the students who organized the event) are what came as a surprise. Nevertheless, I came to love everything from the extensive academic and extracurricular opportunities to my close and lasting friendships. I held pride in the school’s many quirks. When faced with the prospect of moving the summer before my senior year, I lamented the loss of the new vision of high school that I had formed after three years of wonderful experiences. Walking into halls covered in glitter and silly string for the first day of my senior year at LHS, I felt just as clueless as I was freshman year. Surrounded by things that felt unfamiliar, I was tempted to push away anything that was not part of my original plan. Even when participating in the same activities I had been doing for years, I could not shake the feeling that something was off. However, as time passed, I found Libertyville harder and harder to disregard. Everywhere I went, I was met with unconditional kindness. Teachers, students, staff members, nearly every person I encountered went to great lengths just to make my transition a little smoother. As a result, I found myself more willing than ever to try new things. This includes my involvement with Drops of Ink. The entire week of homecoming was especially surreal. The massive wave of school spirit, window painting, a jampacked student section at the football game, the parade, the extensive selection process for the queen, long dresses worn by upperclassmen, a dance consisting of one giant mosh pit—every tradition was virtually new to me. Homecoming being a town-wide event sharply contrasted my old school where it was more like an afterthought. I felt transported to the very movies that I had grown up watching, all the way down to the wildcat mascot. Before moving, my family and I had all but chosen another high school in the North Shore area based on our research. However, prior to making the final decision, we visited LHS to make sure we were certain in our decision and it is lucky that we did. It seems that families that move to Libertyville have a tendency to stay here, and I am not surprised as to why. The community’s resultant love and support for the school consistently amazes me.
Senior Rayna Wuh has learned to embrace her identity as an LHS Wildcat after moving to Libertyville with her family in August. She moved from New Jersey, where her school colors were green and gold. Within the school itself, between Learning Support Teams, the College and Career Resource Center, and members of administration that not only value, but also actively seek out input from the student body, I have never felt more heard. Teachers genuinely care for students’ growth inside and outside of the classroom. The number of niche classes offered ranging from glass art to automotive technology supports a number of student interests and exploration. Although there is no way for me to know whether I am better or worse off after my move, I have come to realize that it does not matter. I completely understand that when it feels like everything is changing, it is natural to revert to disappointment and get caught up in the plans or excitement that go unmet. There are still days when I struggle to accept the effects of my move. However, I have found that distancing myself from my own preconceived notions has allowed me to appreciate things for the way they are. It took time, but I can certainly say that I have found a home in Libertyville. APRIL 2020
Charlotte Pulte Rowan Hornsey Ian Cox
A life-long struggle, a constant quest, a tale as old as time: where can I find the greatest burger known to man? Well, maybe this article won’t find that particular answer, but my mission was to uncover the best burger in the Libertyville/Vernon Hills area. Don’t get me wrong, I love burgers. Still, when I’m out to eat, I somehow never think, “Hmm, maybe I’ll order a burger.” As I tried all of these burgers for the first time, I hoped to find my next go-to order, and maybe help you decide what to get for lunch. Note: For these burgers, I ranked them on a scale of 1 to 5 based on creativity, presentation, price, taste and texture. In order to decide which burger to eat, I asked each server “What’s your best burger?” and go from there.
MICKEY FINN'S I had a lot of expectations for this burger, and I really wanted to love it. I ordered The Original Mickey Burger, cooked medium with American cheese, and I kept everything on it. When the server came out with the burger and placed it on the table, my mouth was already watering. However, when I went to pick up the burger, I realized that it wasn’t my mouth that was watering. It was the burger. I know that a good burger is juicy, but this was next level. The burger had been in front of me for probably 60 seconds, and it was sopping wet. The top bun was undamaged, but the bottom wasn’t even a bun anymore. It was like mashed potatoes smeared on the bottom of the meat. The patty was pretty flavorful, though maybe the grease had something to do with this. Had the bottom bun not deterred me, this burger probably would have scored higher. Would I pay $12.95 for this burger again? Probably not. All in all, the Finn’s burger scores a 3 in my book.
O'TOOLE'S After the bun fiasco at Mickey Finn’s, I figured that O’Tooles would surely surpass it, but that didn’t exactly happen. I ordered the O’Toole’s Original with the same deal as the Mickey Finn’s burger as far as the toppings, cook temperature and cheese. I was excited to try this one after hearing about the amazingness of O’Toole’s burgers. This burger was only slightly cheaper than the Finn’s one, coming in at $11.50. On the plate, this burger was also very appealing. I picked up the burger apprehensively, feeling the bottom bun for any mysterious liquid. No overwhelming grease: check. Finally, I got to taste it, but this one had some strong cons as well; it was less flavorful than the Finn’s burger, not totally bland but no mouth-watering goodness. The only thing I could taste was a whole lot of onion. The onion on this burger was piled high and pretty distracting from the burger itself. I ended up pulling some off, but it was still extremely potent. I’m not really sure if the pros outweigh the cons on this one, so unfortunately, I’m gonna have to put this one at a 3 as well. I know, I know -- it’s not ending the Finn’s vs. O’Toole’s debate that we were all hoping for, but it’s the truth.
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I was a Kuma’s skeptic. The combination of the loud metal music, dark lighting and overall vibe of the restaurant intimidated me and made me doubt the quality of these burgers. But boy, was I wrong. First off, this place had an extensive list of crazy, creative burgers (options that would make your arteries scream). The burger was pretty pricey - a whopping $14.50. Maybe next time I’ll try something more adventurous, but I ended up ordering Our Famous Kuma Burger -- which features a pretzel bun with a fried egg, applewood smoked bacon, cheddar, lettuce, tomato and onion -- cooked medium. Believe it or not, this was the simplest thing on the menu. Never having an egg on a burger before, I didn’t know what to expect. In all honesty, it might have been one of the greatest things I’d ever eaten. This burger was also a messy one because of the egg, but it surprisingly stayed well-put together while eating it. The pretzel bun made the burger taste fairly salty, but that didn’t distract from the rest of the goodness. The bun, egg and bacon all added to the quality of this burger and made for an amazingly flavorful experience. This burger was the clear winner, with 5 stars from me, and despite the price, I’d definitely go back for another.
I was surprised when walking into Shake Shack. I imagined it having a greasy diner vibe, but it was more like the inside of a Chipotle with the clean, stainless steel feel, but with burgers. I got a single ShackBurger that included lettuce, tomato, American cheese and “Shack Sauce,” which cost $5.79. I was excited to try the sauce, and honestly, it wasn’t half bad. It was like Chick-Fil-A sauce but without the sweetness (maybe a ketchup-mayo combination?). The patty itself was pretty plain and thin, and the only reason why the burger had any flavor was because of the copious amount of Shack Sauce that they smear on top. This was your typical, fast-food burger: messy and probably made from things I don’t want to know about. It was good, but not great, and if I could guess what heart disease tastes like, it would be the Shack Burger. Final rating: 1.5 out of 5.
CULVER'S I’ve heard good things about the Culver’s ButterBurger. When I think of Culver’s, I tend to picture it as a family-centered, midwestern classic. This kind of plays into the fact that I don’t automatically think of Culver’s as a fast food chain (though it is a chain… and fast food). My expectations for the ButterBurger didn’t quite live up to what it turned out to be. Don’t get me wrong, it was a decent burger for the price - $2.79 for the single burger - but it just wasn’t the amazing, farm-grown burger that I was looking for. However, it was pretty flavorful, even without the sauce or grease that some of the others had, and the burger was held by a light and fluffy bun. The best quality, however, was probably the cheese. Though it was just a slice of American, I really enjoyed it for some reason (gotta give it to those Wisconsinites, they know their cheese). Surprisingly, I think I enjoyed this one more than both pub burgers that I had, even though it was half the size. I’m giving Culver’s a 3.5, and maybe I’ll switch out my usual chicken tenders order for a ButterBurger next time.
PORTILLO'S The Portillo’s burger was a pleasant surprise as well. This Chicago classic was significantly larger than the Culver’s and Shake Shack burgers, and maybe even as big as some of the higher-end burgers I had. They advertised their burgers as being Char-Broiled, and while I’m not really sure what that means, the meat was flavorful and pretty tasty. The bun and cheese had all of the right factors, just like the Culver’s burger, but one thing set this burger apart from the rest: the toppings. All of the vegetables on top (the lettuce, onion, tomato and pickles) were all surprisingly fresh and delicious, which added a lot to the final rating of this burger. For a burger that costs $5.79, I really can’t complain. This was definitely another burger that I would order again. Final rating: 4 out of 5. APRIL 2020 23
The Rise of Spikeball Claire Salemi Ian Cox
From the park to graduation parties, to Clark Street Beach around summertime, there are a lot of people playing spikeball due to the rising popularity of the game. In 1989, toy maker Jeff Knurek invented spikeball, originally named roundnet, and it was sold by a Japanese toy company but was not gaining enough popularity, so they pulled the game, according to Recreation Insider. More than a decade later, in 2008, Chicago native Chris Ruder created the company SpikeBall, which sells spikeball kits that include the balls and mini trampoline-like nets. The company gained recognition due to their appearances on “Shark Tank,” “The Today Show” and other TV shows, according to their website. The game has also become popular on college campuses, leading to the creation of SpikeBall’s college league. Now, there are more than 125 college club teams with tournaments leagues in 9 different divisions, the SpikeBall website states. With this momentum, many LHS students have also become active players of the sport. Spikeball is typically played with two players versus another two players, but it can be played one versus one. It can also be played indoors or outdoors. The goal of the game is to gain 21 points by keeping the ball in the air. It is described as a combination of four square and volleyball since it allows players to hit the ball three times before spiking it back down onto the net while keeping it from dropping.
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Partners Tyler Brne and Marc Michelotti, who are both juniors, emphasized the advantage of having a good partner, since the game is about keeping the ball off the ground and onto the net. “The more important part is to know where your partner is going to be at certain times,” asserted Michelotti. Senior Dylan Drumke is another student who is an avid spikeball player, and similar to Brne and Michelotti, claims that he plays the game a lot: “In the summer, I play a stupid amount of [spikeball]. It is an everyday type thing.” Every player interviewed agreed with Drumke’s remarks about playing almost every day. Sophomore Andrew Sorenson emphasized over email why he plays so often: “I’ll play with whoever wants to since it’s not very hard to find three other people. I usually play in the soccer fields at Dymond or somebody’s front yard.” Another popular option for players are SpikeBall-sponsored events or tournaments with friends. National SpikeBall tournaments have been televised on ESPN twice. The LHS club Cats Against Hunger hosted a tournament this past fall to raise money for their club. Brne, Michelotti, Drumke and his partner, senior James Schmidt, have played in tournaments against Libertyville friends but plan to join a larger competition this summer. There are multiple Chicagoarea tournaments during the summer due to the SpikeBall company being based in Chicago. The SpikeBall company itself is hosting a tournament on Aug. 15, at Cricket Hill park in Chicago. Many other planned tournaments have been canceled due to the current coronavirus pandemic.
Find a couple of your friends and just play." - Andrew Sorenson
Many LHS players were first introduced to spikeball from playing it during Highland or Oak Grove physical education (P.E.) classes. The game is typically played during students’ choice days or a couple days throughout the year for both schools. “The great thing about spikeball is you can modify this game in so many different ways. You can play with different size/weight balls...All the rules can be modified for the level of those playing,” Oak Grove P.E. teacher Mrs. Julie Savage explained via email on one of the reasons it is included in their curriculum. Savage also emphasized that a good way to learn how to play or pick up on advanced skills is to go onto the SpikeBall website, which features instructional videos. Sophomore Andrew Sorenson advised that people in their free time should “find a couple of your friends and just play.”
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Starting your day off on the right foot
Set your alarm and mean it
Can't fall asleep?
The blue light from your phone or laptop could be keeping you awake at night. Try turning off all screens at least an hour before bedtime. Replace scrolling through Instagram with reading a book!
Try this deep breathing exercise: Inhale through your nose for 4 counts, hold your breath for 7, and exhale through your mouth for 8. Slowing down your breathing can lower your anxiety levels, helping you fall asleep.
Why is breakfast so important?
You’ve heard it before: breakfast is the most important meal of the day. Ideally, it should actually be the biggest meal of the day. According to WebMD, it kick starts your metabolism, as well as improves your memory and concentration. It also leads to a lower chance of developing diabetes or heart disease.
So, what’s beneficial to eat in the morning? The answer: anything that tastes good and makes you feel good! Here’s a list of healthy and tasty options: - Avocado toast - A smoothie - Greek yogurt topped with granola and berries - Oatmeal
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W H A T S T R E N D I N G
Mornings tend to be quite productive for some people, so take advantage of that if you can! Stick to a consistent sleep schedule (yes, even on the weekends) and you’ll feel a lot less tired during the day. If you tend to hit snooze when you hear your alarm go off in the morning, try putting it across the room where you can’t reach it from your bed. This will force you to get out of bed to turn it off.
I'm up...now what do i do?
Now that you’re out of bed, go grab a glass of water. According to Business Insider, drinking at least 8 ounces of water first thing in the morning increases your metabolic rate and your level of alertness for the rest of the day.
Get in a good mood
Take advantage of your morning! Listen to music or a podcast while you make your bed. Write down five things you’re grateful for. Do a workout. Get dressed and ready for the rest of your day.
CROSSWORD: POP CULTURE
ACROSS 1. Chicago-born comedian who hosted SNL for the third time in February 3. Protagonist of the popular Netflix original movie “To All the Boys I’ve Loved Before” 6. Pop singer who recently revealed her pregnancy in her “Never Worn White” music video 7. Doja Cat song that appears frequently on TikTok 8. Horror movie directed by John Krasinki with a sequel that delayed its release to May 15 11. “High School Musical” star who was recently criticized by fans for her reaction to the COVID-19 pandemic 13. Marvel movie following the backstory of Avenger Natasha Romanoff that will be released in theaters on May 1 15. Streaming service currently offering free access to channels like E!, NBC and HGTV through their website 16. “Riverdale” actor who is also starring in the drama movie “I Still Believe” 17. Popular 1990s sitcom receiving a reunion special on HBO Max
DOWN 1. Late-night host who will continue recording a scaled-down version of his show from his home 2. Prince who recently decided to drop his royal title and end his formal representation of the Queen 3. Popular Netflix reality TV show where participants live in close proximity and get engaged before ever seeing each other 4. The 2017 song that G-Eazy and Juicy J are currently being sued over 5. Family sitcom that will come to an end on April 8 after an 11-season run 9. Teen drama about affluent Upper East Side teenagers scheduled to get a reboot 10. Name of the recently announced Dixie Chicks album, their first in 14 years 12. American actor who tested positive for COVID-19 while filming in Australia 14. Last name of the brothers who were recently caught bickering about who their mother’s favorite is during a CNN interview APRIL 2020 27