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CARMEL HIGH SCHOOL NEWSMAGAZINE Vol. 81, No. 1 | August 9, 2016

DON’T LABEL ME CHS students reflect on labels surrounding religious and racial minorities in the United States despite contrary beliefs in a “progressive” society.

PAGE 12 | BETH DANIEL, ALLISON LI

CONTENTS

TA B L E O F C O N T E N TS | AU G 9 , 2 0 1 6

NEWS // 4

ENTERTAINMENT // 18

NEWS BRIEFS | 4 Take a look at upcoming events at CHS.

CHANGING KEYS | 18 CHS orchestra students and staff discuss departure of former director.

NEW YEAR, NEW WAYS | 5 Peter Beck to teach AP Calculus BC, Multivariable Calculus after math teacher Jan Mitchener retires.

NOT SO BASIC BROWS | 20 Reporter Gabby Perelmuter discusses rising eyebrow beauty trends.

ENTERTAINMENT BRIEFS | 21 Take a look at some upcoming movies, video games and television shows.

SPORTS // 22 WOMEN IN STEM | 6 The Obama administration will implement a policy next year that requires all public schools to allow transgender students to choose their bathroom.

FEATURE // 8

UNSEEN HEROES | 22 A look at student athletic trainers and their jobs in assisting athletes in injuries and recoveries.

FALL SPORTS PREVIEW | 25 A look ahead to the key players and games this coming fall sports season.

PERSPECTIVES // 26 STAFF EDITORIAL | 26 Even though starting the school year can be a drag, students should remain positive and think optimistically about the upcoming year.

CONFESSIONS ON AN INSECURE SENIOR | 27 MAJORING IN THE MILITARY | 8 Students consider alternative options to pursuing a traditional college education.

COVER // 12 STOPPING THE STEREOTYPES | 12 CHS students reflect on the labels surrounding religious and racial minorities in the United States despite contrary belief in a“progressive” society.

Grace Zhang argues that the intense pressure and stress CHS puts on students can squash individuality.

SENIOR SCHEDULE SMACKDOWN | 28 Asim Dhungana and Melissa Yap weigh the pros and cons of the new senior schedule.

15 MINUTES // 30 LEADERS OF THE PACK | 30 Q and A with this year’s speaker of the house and student body president.

AUG 9, 2016 | JUST A MINUTE

3 03

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NEWS BRIEFS | AUG 9, 2016

News Briefs JAI SANGHANI | BRIEFS

WHILE YOU WERE GONE

AUG. 19

96th Street expansion

The school’s marching band will perform at the first football game this year.

Keystone Pkwy

Westfield Blvd E. 96th St.

96th Street will have construction crews working on the addition of new roundabouts and an extension past Westfield Boulevard. Due to this, expect much heavier congestion near the interchange between Keystone Parkway and East 96th Street.

New police social media outlet

AUG. 26 Greyhound Kickoff Mentors (GKOM) will meet with their freshmen for the first connections session of the school year.

“I’m excited to mentor these students so that I can help them take advantage of the multitude of opportunities CHS has to offer and make the most of their high school experience.”

GKOM and junior Hannah Paul

AUG. 27 Artomobilia, the automovative-themed art gallery event, will take place in Carmel’s Arts and Design District.

The Carmel Police Department has recently taken part in Nextdoor, the social media network meant for communication between neighboors in communities.

Features range from requesting a babysitter to news about a break-in.

West Park remodeling plan

AUG. 27 The first annual Bow Wow Bash will take place at West Park from 11 a.m. to 2 p.m. Admission is free and food trucks, as well as a one-mile walkathon event, will be there.

The 2016 West Park Master Plan has reached its final stages of planning and has come up with an array of new features the park will soon possess, including but not limited to Wi-fi and other forms of interactive technology, universally accessible play structures for a larger age demographic and additional pavillions/shaded areas.

SEPT. 2

Transgender policy

SEPT. 5

Indiana schools are now obligated to treat transgender people as the gender they identify with, including locker rooms and bathrooms. Schools that chose not to comply may lose federal funding.

ComedySportz matches will take place today in the Studio Theater. .

No school today due to the observation of Labor Day.

AUG 9, 2016 | MITCHENER RETIREMENT

5

A NEW YEAR, NEW WAYS

Peter Beck to teach AP Calculus BC, Multivariable Calculus after math teacher Jan Mitchener retires KATIE LONG | STORY

A

ccording to Jacinda Solhalski, chairperson of the CHS math department, math teacher Peter Beck will teach AP Calculus BC and Multivariable Calculus, beginning with the 2016 - 2017 school year, after math teacher Jan Mitchener retired.

Solhalski and school administrators chose Beck, who has taught at CHS for 18 years and calculus courses for 12 years, primarily because of his interest and experience.

“Mr. Beck has done some tutoring with (Calculus BC), and he has also worked with some students in those classes through some of the different math classes, so he has a familiarity with some of those students,” Solhalski said. “And he was interested in it. You know, not every teacher wants, at the high school level, to teach that level of class. The (multivariable calculus), especially, is something that is not offered in a lot of high schools; it’s a toplevel math class, so you definitely have to have a real passion for that upper level mathematics to take that on, and so he had the interest, we felt he had

LENDING AN EXTRA HAND: Math teacher Jan Mitchner gives extra teaching help to a student after school last spring. She said that despite her retirement, she plans to offer tutoring for anyone who needs it.

DIVYA ANNAMALAI | PHOTO

the qualifications, and he is willing to take it on.”

Beck said while his teaching style is different from Mitchener’s, he hopes to merge both of them and emphasize more project-based learning, especially for Multivariable Calculus.

“I think I’m going to merge a little bit of her style with my style, because it’s a different group of students, so I’m getting information about what has been best for these students to learn, both in Honors Precalculus as well as Mrs. Mitchener’s current courses,” Beck said.

Senior Christian Stahly said he was disappointed when Mitchener announced her retirement because he liked the way her classes were structured and had hoped she would teach Multivariable Calculus for him.

“I’m very sad. Mitchener was a great teacher and I’m disappointed I won’t have her for (Multivariable Calculus),” Stahly said. “I liked the way she had her lessons planned, and the notes packet that we got for the whole year.”

However, Stahly said he still looks forward to the class with Beck as the teacher.

“I don’t really know him, but I’m sure he’ll be a decent teacher,” Stahly said.

The student-teacher interaction Beck said he looks forward to was something Mitchener, who taught for 26 years at CHS and calculus courses for 15 years, said she valued greatly.

Mitchener said it made the decision to retire very difficult.

“I’m going to miss the students and building relationships with students. That’s the biggest thing. That’s the main reason why I didn’t want to retire,” Mitchener said. “I enjoy getting to know my students and building relationships and finding out what they’re involved with and just getting to know them. I’m going to miss that hugely. That’s the number one reason that was making me second guess. I get to know students and, really, they have a special part of my heart. I treat them as my own children and for that part of the year they become my own children.

That’s what makes it hard to leave.” H

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GENDER DISPARITY | AUG 9, 2016

SPREADING THE CODE: Yutain “Jackie” Hu ‘16, past member of Carmel Girls Can Code, teaches coding at Clay Middle School. Despite the increasing number of women and girls in the STEM field, there is still a large disparity.

KATHY HUANG | SUBMITTED PHOTO

WOMEN IN STEM

CHS students weigh in on the gender disparity in STEM careers and how new clubs such as Carmel Girls Can Code combat it JORDYN BLAKEY I STORY

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fter a summer spent at Carmel Girls Can Code, a program where female students learn the basics of computer science, Yutain “Jackie” Hu ‘16 confidently ventured into the TechHOUNDS’ call out meeting. She scanned the crowd, searching for any familiar female faces. She was confronted with a sea of males; this caused her to question who the technology field caters to.

“I was scared to walk in because I did not see any girls there,” Hu said.

As opportunities for women to participate in various Science,

Technology, Engineering and Mathematics (STEM) careers rise, they are still increasingly marketed toward males.

“I would say before that and even now, computer science is heavily marketed toward males.”

Hu said.

In a 2015 Google survey of students, a majority of students said boys were more likely to be successful at learning computer science than girls.

Hu said that the perception of computer science as male dominated can be damaging to girls.

“I think that stereotypes are something that influence people

from a very young age,” Hu said.

Hu’s assurances rang true in the Google study. According to the study, male students were more confident in their ability to learn computer science than females.

As a way to combat this concern, the Indiana Department of Education (IDOE) created the STEM Education Plan in 2012 to implement STEM learning in schools.

Hu said CHS does better than most schools in Indiana in terms of advocating STEM fields, but she said CHS fails to acknowledge the accomplishments of STEM achievements.

“Our school should acknowl-

AUG 9, 2016 | GENDER DISPARITY

edge STEM achievements by the students like how they treat the athletic and performing arts awards,” Hu said.

According a study conducted by the American Association of University Women (AAUW), an organization that advocates equality for women, possible employers underestimate the mathematical ability of females compared to men and hire males with a lower ability than women with higher abilities.

Computer support teacher Margaret Winans said women still aren’t represented equally.

Winans said via email, “I believe we are already seeing an increase in girls in computer science and we need more until women are equally represented in the industry.”

In order to combat stereotypes and spread awareness of STEM achievements, Hu started her club Carmel Girls Can Code.

“We hope that our club will not only empower girls but also equip

them with skills that are very relevant to (their) career fields,” Hu said.

The members of the club also participate in outreach programs to Carmel middle and elementary schools. Hu said she uses this as a tool to end the difficult relationship between gender and computer science.

“We also hope that (by) doing outreach in middle school and elementary (schools), we are able to combat gender stereotypes from an early age,” Hu said.

To battle stereotypes, Winans uses a different approach with girls and allows them to work together.

“I encouraged girls by letting them sit together and always giving them a little preferential treatment,” Winans said.

Additionally, Carmel Girls Can Code member and senior Kathy Huang said in order to involve girls, they have to spark an interest in STEM in middle school or

PRESENCE OF WOMEN IN STEM FIELDS Women are often underrepresented in careers associated with Science, Technology, Engineering and Mathematics (STEM). Here are some statistics on the presence of women in STEM fields.

Women make up 47 percent of the workforce.

47 percent

53 percent

While women receive over half of bachelor’s degress in biological sciences, they receive only 18.2 percent in computer science and only 19.2 percent in engineering.

However, only 7 in 100 mechanical engineers are women.

MARY SALZMANN | GRAPHIC NATIONAL GIRLS COLLABORATIVE PROJECT | SOURCE

7

DID YOU KNOW? Females are more likely to enroll in precalculus and algebra II, while an equal percentage of males and females enroll in calculus.

While girls are learning math at similar rates as their male peers, women remain underrepresented in mathematic career fields, Representation is even lower in engineering. Men are six times more likely to pursue a career in engineering. There is only a one percent chance that a woman will pursue engineering as a career.

NATIONAL GIRLS COLLABORATIVE PROJECT | SOURCE

elementary school.

Huang and Hu have come across similar stereotypical circumstances and said they do not let them limit them.

“In my first computer science class at (CHS), the guys greatly outnumbered the girls, and even in my independent study (class) I am still the only girl,” Huang said via email.

Unlike Hu, Huang said she doesn’t think computer science is marketed toward males, although it frightens her to see the lack of diversity in the field of computer science.

“The fact that there aren’t more women and more diversity in the field as a whole scares me because a large and relevant perspective is missing without women,” Huang said.

While the stereotypes continue to be a deciding factor, students like Hu and Huang said they have developed ways to withstand these misconceived notions of women in STEM. “We really believe that you can do anything with computer sciH ence,” Hu said.

FEATURE

NON-TRADITIONAL MAJORS | AUG 9, 2016

MAJORING IN THE MILITARY Students consider alternative options to a traditional college education NYSSA QIAO, AMY ZHOU | STORY

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or three years now, senior Zach Rogers has known his plans for the future—to enlist and serve in the military. Inspired by his two Carmel police officer advisers who served as Marines, Rogers said having these “humble and valiant role models” made him want to join the Marine Corps as well. He said he plans to be a part of the security forces, which uphold responsibilities such as maintaining security of high profile bases or nuclear sites as well as undertaking embassy duty and protecting the president of the United States.

“I think (being part of the military will) help me grow in my adult-

hood. I’ll be a lot more responsible when I get out of bootcamp. What I’ve heard a lot is bootcamp makes you grow up.

You get into the real world right away when you’re 18. You don’t wait until after college, so you start your life immediately after boot camp. I think it’ll prepare me more for life in general. After the military, I want to be a police officer so I think my specific job will help me learn the ropes of protecting people,” Rogers said.

Rogers will not pursue a traditional, four-year plan for college. Rather, he intends to

DID YOU KNOW? The unemployment rate for those who don’t pursue a college education is currently 20.7 percent.

U.S. CENSUS | SOURCE

study on base through online education courses, which he said will allow him to obtain his bachelor’s degree in a matter of three months.

In a school like CHS where the majority of seniors continue their education at a collegiate level, students like Rogers who choose not to attend college after graduation are a minority.

According to Melinda Stephan, CHS College and Career Resource and Programming Coordinator, last year, only about 6 percent of the graduating class did not immediately continue their education at a two- or

FUTURES BEYOND COLLEGE

$31.99

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No training required Apprenticeship required Moderate-term training required

Gaming Managers

Power-Plant Operators

Non-Retail Sales Supervisors

Power Distributers

Commercial Pilots

Nuclear Power Reactor Operators

Criminal Investigators

Elevator Installers

Long-term training required

Police Supervisors

40 35 30 25 20 15 10 5

Transportation Managers

Hourly Wage

Here’s a glance at the top 10 highest-paying jobs that do not require a college degree, ranked by hourly wage.

NYSSA QIAO | GRAPHIC TIME.COM | SOURCE

AUG 9, 2016 | NON-TRADITIONAL MAJORS

four- year college. Nationally, as of October of 2015, approximately 69.2 percent of 2015 high school graduates were enrolled in either a two- or four-year college.

Rogers said he attended a boot camp in June where he received a certain amount of college credits as well as used an online program to get a college education on base. He said because he is to be deployed overseas, it is important for him to have a flexible education schedule, which would be available with these online courses. According to an article published by geteducated. com, in the early 2000, 15 percent of armed forces deployed overseas took online courses in order to attain a college degree, while today that number stands at 65 percent.

The use of online courses allows for flexibility, portability and interactivity of the subject matter at hand.

“The reason (the military offers) that is because they know people in the military are always busy… so they set schooling to your schedule so that you’re able to get your education and get a degree much

MILITARY MAJOR: Zach Rogers, Military Club member and senior, stands during a Military Club meeting while former club officer, Joseph “Joe” Fletcher ‘16 watches on.

Rogers said his parents are proud of him for wishing to join the Marines.

NYSSA QIAO | PHOTO

faster than anyone else outside of the military,” he said.

Nationally, this occurrence is a growing trend. According to the National Center for Education Statistics, in 2013 to 2014, the graduation rate increased 81 percent from the previous year, showing that the number of students getting high school diplomas is rapidly increasing. However, this does not mean more students are going to college.

In fact, data estimates given by the National Student Clearinghouse Research Center in 2015 show that total college enrollment has decreased by 4.5 percent since 2013.

Stephan said there are many potential reasons as to why graduates would not attend college, including financial restrictions or uncertainties about future careers.

“For some students, high school was tough, and so it’s just one of those things where they kind of need a break from… school,” she said. Stephan also said for students taking gap years between high school and college, the time needs to be spent productively as

09

the student figures out what he or she wants to do in the future from a college perspective.

However, senior Matthew Prodger said he has had a sure idea of his future plans since his early high school years.

“I’ve always been interested in the military, but I really wanted to do it in my sophomore year,” Prodger said.

Having already been enlisted in the Army National Guard as a junior, Prodger said many people are surprised when they hear he already has a plan of what he will be doing for at least the next six years. Similar to Rogers’ reason for enlisting, Prodger said he also believes it is great being able to serve one’s country, along with many of the added benefits that comes with joining the military. According to the militarywallet.com, there are many reasons why Americans decide to enlist in the military, including patriotism which was a strong factor in that of Prodger’s decision. Other reasons that are cited for enticing Americans to join the military

10

NON-TRADITIONAL MAJORS | AUG 9, 2016

include health care benefits, job security and payments during recessions, skills and training and leadership opportunities.

According to Prodger, not only will the National Guard completely pay for his college tuition, but the GI bill gives approximately $500 in monthly payments and certain jobs will give signing bonuses, which will also help pay for college tuition. Similarly, the Marine Corps, while not necessarily putting as strong of an emphasis on education, also offers free options for any soldier on active duty. With the National Guard being one of the most college-oriented branches of the army, there is an encouragement to attend a higher education beyond high school. For Prodger, it means he will spend two summers training and will afterwards attend a four year college.

Although there seems to be a growing acceptance of not attending college straight out of high school, especially at an educationoriented school such as CHS, there still exists the expectation that one will be seeking a higher education, Stephan said.

Prodger said, “I notice that all my friends… want to go to college and they don’t really know what for, but they’re assuming they will.”

Concerning those who are uncertain of their future and turn to the military, Rogers said many who enlist in the army are fed up with school after being in the education system for many years.

“A lot of people join (the army) because they have maybe a bad home life; maybe they don’t know what’s out there for them; they have no purpose in life, that’s what they think, so they join the military just so that they can find that brotherhood,” he said.

Another option for those who do not immediately attend college is to take a gap year. The American Gap Association said its surveys showed a sharp rise in the number of students taking gap years in the past decade. An example of such a student is president Barack Obama’s daughter, Malia, a recent

high school graduate who is defercoming sidetracked from their colring her education until she attends lege education by stating the fear Harvard University in the of their child being “left fall of 2017. According to a behind” or losing their destudy conducted by the New veloped study skills is rarely DID YOU KNOW? York Times, students who justified as a year away from choose this route go on to the traditional college scene Some common arguments “perform better than their “never makes one a less defor not directly heading to non-gap-year classmates,” sirable candidate or less well college after high school as well as ending up in more prepared for college.” graduation cite college’s satisfying careers. This is in Furthermore, according to expense as it doesn’t agreement with the theory Stephan, although there is necessarily lead to a great that the benefits of gap years more talk about deferring a originate from having exyear as people are hearing career and the lack of posure to the realities hapabout gap years and there preparation in college for pening in the world around is a growing acceptance of joining the work force students, rather than staying it, the expectation to attend among others. Alternatives exclusively within the educollege is brought about by including educating yourself cation system. Harvard also not only parents, but peers with free resources, building states on its website that it as well. Stephan also said a business and attending a “encourages admitted stuhighly influential figures dents to defer enrollment such as Malia Obama help vocational or trade school. for one year to travel, purcreate a greater awareness of HUFFINGTON POST | SOURCE sue a special project or activgap years and the reason beity, work, or spend time in hind why some high school another meaningful way,” students believe that it is the as well as granting deferrals best option for them. for obligatory two-year military “I like to think that what we’re service. It addresses the common trying to do here at Carmel High parental concern of their child beSchool is prepare students to learn

SPEAK UP! What is your opinion on nontraditional paths after high school?

“I think a person should just do what they want.

Why should (he or she) go to college just because it gains ‘fame?’ There are plenty of people who don’t go to college and are probably more successful than some people who do go to college. I think it just depends on what you want to pursue.”

Sophomore Mayil Bhat “(I wouldn’t consider a nontraditional path). It is probably better for me to go into college. I know people who are taking a gap year or not even going to college at all to pursue something they are really talented at, specifically for music.”

Junior Mitch Korolev

CAROLYN ZHANG | SPEAK-UPS AND PHOTOS

AUG 9, 2016 | NON-TRADITIONAL MAJORS

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THE GAP YEAR

The practice of taking a year off of higher-education schooling is commonly considered a valuable early life experience.

SCHOLASTIC SABBATICALS ARE ON THE RISE But is it worth taking time away from tradition learning?

Delaying college to travel and develop foundational life experiences can deflect student burnout, help students foster autonomy and determine what they want to do in life.

30%

Number of USA Gap Fair Attendees

Gap Year Enrollment- % growth over previous year

THE STATS 20% 10% 0%

2012

2013 2014 Year

2015

5000 4000 3000 2000 1000 0 2010

2011

2012 Year

2013

2014

66% of students said they took academics more seriously after the gap year

40% Only 40% of students who took a gap year reported changing their majors at least once afterwards...

80% ...compared to 80% of college students who did not take a gap year

RAY JIANG | GRAPHIC AMERICANGAP.COM | SOURCE

no matter what they do. There’s pressure that comes from the community (and) there’s pressure that comes from peers,” she said.

Stephan also stressed the importance of understanding what it is one should be doing during a gap year if not continuing a traditional college education.

“Say you take a year off and work or travel. Those are all perfectly valid things to do, but sometimes it’s hard to get back into the mindset of tests, and studying and classes,” Stephan said. “Even for students who won’t be going to college in the traditional sense and will be enlisting right away are going to be learning in some way. And they’ll be training in a very specific field, so they’ll be educated.”

Rogers said for the Marine Corps,

WHY TO TAKE A GAP YEAR: 1. Need time to find a major 2. Allows one to travel to foreign locations 3. Save money by getting a job HUFFINGTON POST | SOURCE

88% of students said the gap-year experience added to their employability

recruiters will always inform students of the option to attend college first, but it is not required.

However, he said many do personally encourage receiving an education while in active duty.

“There are benefits to being an officer and going to college before. Obviously, you get more money and you rank up faster. When you get to boot camp, you already know everything, but there’s not a big need for people to go to college before,” Rogers said. “(There’s) a problem with going to college for four years: you lose interest in the military because you grow up and once you get to boot camp, there’s people trying to yell at you and telling you what to do. And (you’re) like, ‘Oh, I’m 21, you can’t tell me what to do,’ so that’s kind of the issue with going in so late.”

75% of students said they felt “happy” or “extremely satisfied” with their careers post-university.

According to Stephan, at the end of the year when seniors send out college applications and underclassmen begin to think about their future, a traditional, four-year college may not be for everyone. For some, a gap year may be the best plan of action and for others it may mean not going to college at all. For Rogers and Prodger, this means enlisting in the armed forces. Although they may not be going on what is considered a traditional education path, they have both stated this is the future they have decided on and are prepared to follow.

“The military is one of the only places I can go to do what I love, which is serving,” Rogers said. “The military’s obviously not for everyone, but those that choose to go, go because they feel like that’s what they’re here for.”

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hen omar hindi, Muslim Student Alliance member and senior, and his family went out to the Original Pancake House for lunch a couple of weeks after school had ended last year, nothing distinguished them from other seemingly “American” customers around them. Nothing, that is, except for the hijabs, a head covering worn in public by some Muslim women, that Hindi’s mother and younger sister had on. After finishing their meal, Hindi and his family went outside to take a family photo to commemorate the luncheon when a man hastily ran out of the restaurant to address them.

“There was a bike rack behind us and we didn’t touch it or anything; even my little sister who was 6 years old (at the time) didn’t touch the bikes,” Omar said. “As we were taking the pictures, one of the owners of the bikes ran outside of the restaurant, (telling us) in a loud voice to not touch the bikes. I don’t think that would have happened if we were non-Muslims and if my mom and sister weren’t wearing their hijabs. From what I saw, it was a hateful incident because there was no reason to rush out of the restaurant and tell us to not touch the bikes.”

Although this incident may indeed be one triggered by religious stereotypes towards the Islamic religion, it is not an anomaly in the plethora of religious discrimination cases, especially ones targeted at the Islamic community.

According to a Pew Research survey from December 2015, the same month fighters associated with the Islamic State of Iraq and Syria (ISIS) killed or wounded hundreds in Paris, 46 percent of Americans said Islam is more likely than other religions to encourage violence among its believers. According to the Bridge Initiative from Georgetown University, there were 53 hate

attacks targeting followers of the Islamic religion, Islamic businesses and mosques­in the month of December following the November attacks in Paris.

Anti-Islamic sentiments have also flared after Omar Mateen allegedly claimed loyalty to ISIS and opened fire in Pulse, a gay nightclub in Orlando, Fla., on June 12. CNN and USA Today called the incident the deadliest mass shooting conducted by a single person in U.S. history.

The day after the shooting, Donald Trump delivered a speech in which he called for a ban on Muslim immigrants to the United States.

“We cannot continue to allow thousands upon thousands of people to pour into our country, many of whom have the same thought process

PERSONAL PRAYER: Muslim and senior Omar Hindi engages in prayer. Hindi said groups such as ISIS deviate from the peaceful principles of Islam and mispresent the Islamic community.

SHRADDHA RAMNATH | PHOTO

as this savage killer,” Trump said.

However, violence is contrary to Islamic practices and beliefs, according to Hindi. Contrary to misconceptions, the Islamic religion stresses tranquility and non violence, he said.

“The Islamic religion is the idea of peace. The laws and customs within the religion is basically to protect the Muslims from their identity and religion. There’s a quote in the Qu’ran: ‘For every death, it’s like killing a village,’ and that’s obviously something that ISIS is doing,” Hindi said. “Based on the number of killings they’ve created, that means they would have killed a lot of villages. They are not exposing the real Islam, they are exposing their own type of Islam or maybe

MOODS ON MUSLIMS Take a look at the statistics on Islamic extremist attacks compared to hate crime incidents against Muslims.

12 10 8

Fort Hood shooting

9/11 attacks

6 4

Île-de-France attacks, Paris attacks and San Bernardino shooting

Boston Marathon bombing

2

2000

1999

1998

100

1997

50

1996

0

300 350 400 450

of terrorist attacks in the United States are carried out by non-Muslims.

500

From 2000 to 2001, hate crimes against Muslims increased

1700%.

2015

2014

2013

2012

2011

2010

2009

2008

2007

2006

2005

94%

2004

250

2003

200

2002

150

Extremist attacks on the United States, Canada, Europe and Australia

Compared to the pre9/11 period, American Muslims are now

6 to 9

times more likely to be a victim of antiMuslim violence.

Documented hate crime incidents against Muslims in the United States JESSICA MO | GRAPHIC BBC.COM, CNN.COM, PEWRESEARCH.ORG, ECONOMIST.COM, FBI.GOV, BRIDGE.GEORGETOWN.EDU | SOURCES

their own type of religion because in Islam, when you commit a murder, it is unjustified. That person would be considered a non-Muslim.”

Hindi defended the Islamic religion by stating that the religion is meant to represent peace, much like many other religions. He said Islamic terrorist organizations like ISIS deviate from the teachings of the faith and are misrepresentations of the Islamic community.

According to Hindi, most of the stereotypes toward Muslims are that they are terrorists, anti-American and suicide bombers. These false beliefs serve as an explanation for

the discrimination he continues to face due to his religion.

“Unfortunately, I have experienced a lot of this (discrimination) after I moved to Carmel. It really angers me, but it didn’t change my view on Americans,” he said. “Not all Americans are racist. And if you think that, then that’s the same as thinking all Muslims are terrorists.”

According to Hindi, although the continuation of stereotypes within the context of the “progressive stance” of the nation towards religious minorities is a crucial issue that needs to be addressed,

religious minorities are not the only demographic who are targeted by societal stereotypes; racial minorities are also subject to discrimination.

According to both Hindi and Dr. Ronald J. Stephens, professor and director of African-American studies at Purdue University, people are often influenced by society, their peers and their families into believing in the stereotypes imposed on people of different religions or races.

“We say we are a melting pot, but we live in a segregated society,” Stephens said. “These stereotypes are manifested to teens. Racism is learned, it is not born with. It

15

BY THE NUMBERS Take a look at some statistics on discrimination and racial relations in America.

48%

How serious of a problem is racial discrimination against African Americans?

Percentage of responses

of Muslim Americans said they experienced discrimination in 2010

Extremely serious

45%

Very serious Somewhat serious

of African Americans said they experienced discrimination in 2010

Not very serious

48%

Not serious No answer

of Hispanic Americans said they experienced discrimination in 2010 African Americans received

10%

32%

9%

of Americans said longer sentences of Americans said Muslims should be than whites for the July shooting committing the same scrutinized more than of Alton Sterling other religious groups crimes in 2010. was justified

8%

of Americans said the July shooting of Philando Castile was justified

8

police officers killed in Dallas and Baton Rouge from July 7 to 17 after the shootings of Sterling and Castile

JESSICA MO | GRAPHIC GALLUP.COM, U.S. SENTENCING COMMISSION, NBC.COM, PEWRESEARCH.COM | SOURCES

16

is learned from institutions. (Teens) learn it from our government, they learn it from our churches, they learn it from their families, from their homes and in their communities.”

Michael Anderson, Black Student Union (BSU) member and junior, said African-Americans are often portrayed to utilize vulgar language and wear unbecoming hairstyles. Although she said she believes these stereotypes are further enhanced by the media, Stephens said the abundance of these stereotypes is due to their engravement into present-day society.

“The first (stereotype) has to do with sexuality. The first one about black men is that they are oversexualized, lazy and illiterate.

Black women talk louder than men, (are) oversexualized and immoral. There’s a long history, a long historical narrative about these stereotypes, they didn’t just pop out of thin air,” Stephens said. “Many of them have to do with the conditions and predicaments that people of African descent encountered as immigrants in this country during slavery, before slavery and thereafter.

It really stems back to the concept of inferiority and thinking that they are un-Christian people, people who are not considered citizens of the United States. A lot of it has to do with citizenship rights.”

Stephens said he attributes discrimination in the United States to the concept of inferiority that many perceive toward the race.

He said much of the rise of racial discrimination toward AfricanAmericans stems back to conditions and predicaments they faced as forced immigrants in this country

“Unfortunately, I have experienced a lot of this (discrimination) after I moved to Carmel. It really angers me, but it didn’t change my view on Americans. Not all Americans are racist.

And if you think that, then that’s the same as thinking all Muslims are terrorists.”

Omar Hindi, Muslim Student Alliance member and senior

nearly 200 years ago.

“When the Constitution was first written, slaves were not considered humans. They were considered threefifths of a human,” he said. “The rights that were articulated in the Bill of Rights and practiced in the constitution and the 13th, 14th and 15th Amendments did not legally consider people of African descent to even be human. They had no rights, no legal rights, no rights at all.”

The United States saw the election of the first African-American to presidential office in 2008 with current president Barack Obama, although the nomination and results of the election were met with dismay by some groups. Stephens attributed this controversy to the desire of the general population to continue the enforcement of societal standards that are conveyed in the discrimination of the minority.

“Part of the problem is that we live in a segregated society, still. When you live in a segregated society, you are boxed in because you don’t have encounters with other cultures. People live in a homogeneous community and they make ethnocentric decisions and comments about other groups who they do not have direct encounters with,” Stephens said. “When Barack Obama became the president of the United States, there has been a lot of talk that we live in a post-

STEREOTYPICAL CAUSE AND EFFECT Check out what stereotypes are, why they exist and their effects.

INGROUP FAVORABILITY BIAS “My group is better than theirs.”

ILLUSORY CORRELATIONS False relationships we form between two events.

2

1

SOCIAL LEARNING We lean from other people and media.

COGNITIVE EFFICIENCY Stereotypes conserve mental capacity.

Ster·e·o·type

A widely held but oversimplifid view or assumption of a group of people.

INTERNALIZED STEREOTYPES These result in behavior that agrees with stereotypes.

3

STEREOTYPE THREAT Fear of confirming a negative stereotype leads to bad performance.

ADITYA BELAMKAR, JESSICA MO | GRAPHIC MSU.EDU, NCBI.NLM.NIH.GOV | SOURCES

racial society, because we got our first black president. At the same time, there was talk about AfricanAmericans trying to take over the country. In reality, African Americans only make up about 12 percent of the total population (and) they own none of the institutions in the United States.”

Despite strides taken by groups here at CHS such as BSU and MSA to further the public’s perception of the two minorities they represent, respectively, the general media that the public accesses does not pursue this goal. This is a concept that disturbs Hindi.

“I don’t like it when (people identify) Islamic terrorists (as Muslim), I don’t see that happening with white men when a group commits a crime. I have seen it with a lot of different races or religions.

For example, when a black man commits a crime, the news says a black man committed this crime, they don’t just say a man committed this crime. They use the idea of skin color or belief that identify a human being, which is really wrong,” Hindi said. “Also, especially in my generation there are more people who are ignorant. The reason for that is because people with ignorance usually are taught (by) and listen to their parents, because naturally, people believe a lot of what their H parents believe.”

17

E N T E RTA I N M E N T

MR. HAN’S DEPARTURE | AUG 9, 2016

HANGING KEY

CHS orchestra students and staff discuss departure of former director DANIEL LEE, KALEA MIAO | STORY

S

oo Han, Former Director of Orchestras, will take a year off from CHS to begin his doctorate of Orchestral Conducting at Michigan State University.

Han said pursuing a doctorate was always something he had in mind, but his plans were pushed back when he fell in love with teaching. However, Han said he believes he is running out of time to pursue his doctorate.

Han said via email, “As much as my heart wants to stay (at CHS), if I ever want to pursue a doctorate, the time is now to start the degree.”

Consequently, positions have changed within the staff. The orchestra program has a new conductor, Tom Chen. Chen will be the new Associate Director of Orchestras and will primarily be responsible for teaching the Symphony Orchestra and Camerata Orchestra.

Elisabeth Ohly-Davis, this year’s Director of Orchestras, will run the administrative side of the orchestra

program and will also primarily conduct both the freshman Concert Orchestras as well as the Philharmonic Orchestra. Maggie Hite, Associate Director of Orchestras, will continue as the lead teacher for the Festival Orchestra and Sinfonia Orchestra.

Ohly-Davis said via email, “We expect to have an amazing year with Mr. Chen. He is an alumnus of CHS and the orchestra program and a fantastic musician…we selected him with the expectation that he will be able share his excellent musical ideas with the students…to sustain the success of the program as usual.”

John Wang, Symphony Orchestra member and junior, said via email, “I hope Mr. Chen will be as good, if not better than, Mr. Han. I also hope that Mr. Chen will put a different spin on things and change up the atmosphere in the classroom.”

Expectations for Chen are great; however, there are some aspects that cannot be replaced with Han’s absence.

Wang said, “I really liked Mr. Han’s charisma and the expectations

BY THE NUMBERS

26 times the CHS orchestras have placed in the ISSMA State Top 4 since 1986

18 of those years resulted in the orchestras winning the title of ISSMA State Champion ISSMA.NET | SOURCE

that he brought to the table. One irreplaceable thing…was his Korean innocence and frank style of humor.

(But) I think Mr. Chen will be successful because he has already been through our program.”

Austin Hartman, Philharmonic Orchestra member and junior, said, “Mr. Han is not truly replaceable because of his enigmatic personality.

He is always there to get a smile on a students’ faces and his general knack for lightening the mood is one of a kind.”

According to Wang, even the teaching staff could feel the enigmatic personality of Han. Ohly-Davis said she agrees with this sentiment.

“Mr. Han has a special brand of inspiration and a very personal way to communicate with students that will be greatly missed,” said Ohly-Davis.

“He is an ever-curious musician who continuously researches and finds other inspiring people to be guests in the orchestra program.”

The inspiration Han left was not one-way. According to Han, the

MUSICAL MEASURES

Take a look at the orchestra’s achievements prior to Soo Han’s leave of absence.

Soo Han joins the staff after six years of prior teaching

2007

2008

CHS orchestra attends the Midwest Clinic in Chicago

2009

CHS orchestra wins title of ISSMA State Champion KALEA MIAO | GRAPHIC SOO HAN, ISSMA.NET | SOURCES

2010

CHS orchestra wins title of ISSMA State Champion

2011

CHS orchestra wins title of ISSMA State Champion

2012

CHS orchestra wins title of ISSMA State Champion

2013

CHS orchestra wins title of ISSMA State Champion

2014

CHS orchestra performs in New York, Austria and Russia

2015

CHS orchestra is invited back to the Midwest Clinic in Chicago

2016 Han goes on a leave of absence to earn his doctorate

AUG 9, 2016 | MR. HAN’S DEPARTURE

students at CHS will continue to inspire him as he pursues his doctorate.

“The orchestra students at Carmel function at such a high level, I always had to be at my best and (they) motivated me to be at my best as a teacher, musician and even as a person,” Han said. “I will continue to remain inspired by the level of achievement and scholarship that the students at Carmel have always demonstrated.”

Last year, the CHS Symphony and Philharmonic orchestra placed as ISSMA State Champion and ISSMA State Finalists, respectively.

Despite the changes to the staff, Ohly-Davis is confident the program will be able to have another year with similar success.

“We expect to have another highly successful year in all of the orchestra classes,” said Ohly-

Davis. “The goals in all orchestras remains the same: serve the music by preparing yourself to know all the notes, rhythms and bowings, be emotionally involved, and be prepared to show your best work.”

According to Wang, the addition of Chen will be a great opportunity because orchestra members will be able to see a style of teaching and playing which is different from Han’s or the rest of the staff’s.

Even so, the orchestras are still anticipating Han’s return. According to Hartman, some members may only see Chen as a necessary person on the staff. Additionally, Chen is not yet fully accepted, as students have only just met him, Hartman said.

“I expect Mr. Chen to be a good leader who will keep our orchestras at their peak levels just like previous

HITTING THE RIGHT NOTES: Junior John Wang practices the cello. Wang said he will miss former director Soo Han’s unique teaching style but is still excited about the addition of Tom Chen to the staff.

SHREERAM THIRUNAVUKKARASU | PHOTO

19

years,” Hartman said. “However, all the students know that in just a year, Mr. Han will once again be around to lead us through our daily orchestra lives.”

However, Han said he was not the focal point of the CHS orchestras. Rather, according to Han, the students were the center of the program. The students, said Han, were the primary reason for the success that the CHS orchestras have achieved.

“My advice to the students is to embrace the opportunity,” Han said. “It would be unrealistic to think that things won’t be different.

Things will be different, some things might be better, some things might be worse, but I believe most of the things won’t be better or worse, it’ll just simply be different, H and that’s ok.”

20

EYEBROW TREND | AUG. 9, 2016

NOT SO BASIC BROWS

Reporter Gabby Perelmuter discusses rising eyebrow beauty trends at CHS GABBY PERELMUTER | STORY

A

s a female who tries to stay on trend with fashion and beautyrelated topics, I have noticed eyebrows have recently taken an exponential amount of attention. But why eyebrows?

Eyebrows have recently not just defined themselves as the strips of hair that grow above the eyes, but rather as a fashion and makeup cult that can make or break one’s face. But why? Why is it so important that the eyebrows be on fleek?

What makes them so important that people spend hundreds of thousands of dollars waxing, threading and plucking them at specific salons and strive for a “perfect” look?

Frida Kahlo, a famous Latina painter, is well known for her eyebrow. “Eyebrow” as in not plural because she rocked the unibrow look.

But why is she so well known for this aspect of her face?

Because it is so completely different from what society expected from her, which was to

constantly be well groomed. Yet to the surprise of many, her work continued to be magnificent without perfect eyebrows. Shocking, right?

If this were to happen in today’s world, a woman who painted such extravagant artwork on her eyebrows would be judged. And not just her eyebrows but anything about her. People seem to find ways to bring others down based on the tiniest of imperfections that are absolutely irrelevant to their form of work.

It seems every season there is a new makeup trend. But celebrities such as Kim Kardashian West and Cara Delevingne have brought this makeup trend up unintentionally.

As people begin to devote more time to their personal appearances, they look up to celebrities as inspiration for their personal looks. Companies that see this trend continue to make products to achieve these looks that have been outlined by given celebri-

DID YOU KNOW? Efforts for the bold brow look started as far back as 3500 B.C.E. Strong eyebrows represented personal power, a style pioneered by Cleopatra.

Similar to today’s brow gels and pencils, carbon and black oxide substances were used by Egyptian men and women to arch, darken and define their eyebrows.

MARIECLAIRE.COM | SOURCE

ties. Brands such as Anastasia Beverly Hills have come out with products such as the “dip brow pomade” and the “brow whiz,” while Gerard Cosmetics have come out with the “brow bar to go” to invest into this trend. Is this eyebrow movement completely bad?

That depends on who you ask.

For someone who has a passion for beauty, then this is wonderful.

There’s finally a trend that will stay around for a while, and even if the look of it may change, the products sold for it may still be used in a different way. But for others, this is a nuisance and another way for people to shame themselves for their personal appearance.

But what is the perfect eyebrow?

What is the perfect anything? Everyone’s face shape and structure is different, meaning the perfect look for one is not the perfect look for all. Just because a trend looks good on one doesn’t mean it will look good on all. So we shouldn’t have to stress about making them look “on fleek.” But for people who are into beauty then this is another way being able to express oneself without words, but with makeup or a pair H of tweezers.

RAISING EYEBROWS With new attention coming to the shape of eyebrows, different styles have become trendy. Take a look at the most popular trends in eyebrow shapes: ADITYA BELAMKAR | GRAPHIC MARIECLAIRE.COM | SOURCE

Uni-brow

Overly Arched

Perfectly Arched

Naturally Thick

When two eyebrows meet and appear to be one

This shape is a great way to channel all of your attitude and expression through just the eyebrows

This looks the most natural but can be incredibly difficult to pull off since any mistake may set off the entire look

Defined, bold eyebrows are the new trend in society popularized by several celebrities such as Cara Delevingne

AU G. 9 , 2 0 1 6 | E N T E RTA I N M E N T B R I E F S

Entertainment Briefs OFF TO THE RACES The historical action film “Ben-Hur” will come out in theaters on Aug. 19. This story was written by Union Civil War General Lew Wallace in 1880 and was adapted into a film in 1907, 1925 and 1959. The 2016 version, which takes place during the time of Jesus Christ, is based on the blood feud between Jewish prince Ben-Hur (Jack Huston) and Messala (Toby Kebbell), son of a Roman tax collector. Their once strong friendship becomes complicated with betrayal and manipulation, leading Ben-Hur to vow revenge through the famous chariot races.

IMDB.COM | SOURCE

ARTOMOBILIA This event showcases a selection of over 400 collector cars that are judged from more than 26 classes. Cars featured previously include Mustang, Porsche and Series winning racecars. There will also be displays of automotive art combined from local galleries and artists. Year after year, this exhibit attracts up to 15,000 automotive enthusiasts to the Carmel Arts & Design District.

Location

Carmel Arts & Design District

Date

Aug. 27

Hours

Noon to 5 p.m.

Cost

Free

Who

Anyone

CARMELARTOMOBILIA.COM | SOURCE

The High Road Summer Tour Hip hop artists Snoop Dogg and Wiz Khalifa will perform at the Klipsch Music Center in Noblesville on Aug. 11. The concert will feature a lineup of artists such as Kevin Gates, Jhen(e) Aiko, Casey Veggies and DJ Drama. Snoop Dogg and Wiz Khalifa have previously teamed up in the 2011 hit, “Young, Wild and Free” and will continue to partner up in their “High Road Tour” throughout the rest of the summer.

LIVENATION.COM | SOURCE

Upcoming Albums AUG. 12

“SREMMLIFE 2” RAE SREMMURD AUG. 12

“HOME OF THE STRANGE” YOUNG THE GIANT AUG. 26

“DIG YOUR ROOTS” FLORIDA GEORGIA LINE SEPT. 9

“COLD WORLD” OF MICE & MEN METACRITIC.COM | SOURCE

21

SPORTS

STUDENT TRAINERS | AUG 9, 2016

UNSEEN HEROES

CHS students play often unnoticed roles behind the scenes with injured athletes GRACE ZHANG | STORY

A

t the end of every school day, Mallory Qualls, student athletic trainer and senior, walks down the trail to the football stadium’s training room. Shortly after arriving, she boards the bus with all the other women’s soccer players and sits in the back with the other athletic trainers. The bus ride is routine, but it is still filled with high-pitched laughter, new gossip and loud, unashamed Disney karaoke.

Qualls is a student athletic trainer, a sports medicine-based

student organization at CHS. They work under certified athletic trainers like Anna Foster and Brittani Moore, certified athletic trainer for CHS through St. Vincent’s Sports Performance. According to Foster, any sport approved by the Indiana High School Athletic Association (IHSAA) has specialized student athletic trainers.

“Student (trainers) are an extension of us as athletic trainers. So on a typical day, we have students that come in with injuries. We do the evaluation process, we do all of the different things they need in regards

WATER BREAK: Mallory Qualls, middle, fills water during a break in fotball practice.

Qualls is an athletic trainer for the football team and holds responsiblities like getting ice packs, stretching muscles and taping injuries.

KELSEY ATCHESON | PHOTO

to making sure they’re healthy. Our student athletic trainers help out in regards to game set up. They observe and get an idea of what an athletic trainer career is like, what a sports medicine profession is like,” Foster said. “We show them how to do different rehabs and they get to understand the rehab process. Basically as an extension of who we are, they help us be the eyes and ears on the field.”

Francie Elzinga, student athletic trainer and junior, said student trainers help certified trainers like Foster and Moore, by covering

AUG 9, 2016 | STUDENT TRAINERS

more bases. A trainer helped Connor Inglis, men’s soccer player and senior, last year through light injuries and stretches during his season.

She follows the basic guideline of being a student trainer. Her responsibilities include covering all practices, away and home games, and travelling with the JV teams.

Moore said that these students are not allowed to evaluate injuries or begin unassisted rehabilitation for the athletes because they do not have the appropriate sports management training or medical education. Therefore, their help is restricted to the following: making ice bags, wrapping ice bags, taping injuries, helping with splinting, stretching tight hamstrings and quads, getting ice, keeping the injury clean, AED and applying ointments on band-aids.

According to the National Athletic Trainers’ Association (NATA), out of its 30,000 members, 4,000 of them are students. CHS has also seen an increase in student trainers as well. Training is a perfect mix between passion for helping others and career experience for sports medicine, Elzinga said. “(Becoming an athletic trainer) is becoming a more popular thing.

People are starting to be more aware of what a trainer is. And especially (for) the kids who like sports but aren’t necessarily good or they don’t want to be on the team and compete competitively at the school, they can still be involved in something with the sport,” Moore said.

At CHS, student athletic trainers receive a certification for the first sport they train, a varsity letter for the second sport and a varsity jacket for their third sport. Foster said she believes this increase in student trainers is due to students becoming more curious to what a professional athletic trainer does and what the sport’s medicine

world is like. Foster was a student athletic trainer at her high school and has been an athletic trainer for 13 years; she said she definitely sees the appeal in student training for hands-on experience opportunities.

Moore also stresses the fact that the affinity for becoming an athletic trainer comes from the relationship trainers build with the athletes.

Moore recently moved as a trainer from Creekside Middle School to CHS. She said that seeing the kids she helped heal in middle school grow up and continue to play the sport they love in high school is extremely rewarding.

“Moving along, you kind of get invested in the kids themselves also.

You build a strong relationship with them. They trust so you’re their mentor and you want to help them be better athletes. You want to help them get better. I love the fact that they are able to come to me if they need help or if they’re upset and you can give them help,” she said.

According to both Elzinga and Qualls, becoming a student trainer has allowed them to form a special bond with the athletes on the team.

The family aspect is definitely a pro.

Not only does a student athletic trainer feel like a member of the sports team, but also feel as family with all the other student athletic trainers, dubbed the “Trainer Fam.” Qualls said in a more serious injury, student trainers help the injured athlete remain calm while the athletic trainers evaluate their injury and call the emergency room if necessary. She said seeing an athlete’s injury in their time of vulnerability and reassuring him or her of their care, creates a support team between sport player and student athletic trainer. Foster believes this is one of the highlights of training for a sport.

“Probably one of the most rewarding things about being an

23

REVIEW OF STATS A LOOK AT DIFFERENT DATA ABOUT INJURIES AND JOBS OF ATHLETIC TRAINERS GRAPHIC | KELSEY ATCHESON SOURCE | ATYOUROWNRISK.COM

37%

OF PUBLIC SCHOOLS HAVE A FULL-TIME ATHLETIC TRAINER

INDIANA SCHOOLS HAVE A 55% OFFULL-TIME ATHLETIC TRAINER

Athletic Trainer Jobs CPR and AED use

CARDIAC ARREST

MANUAL THERAPY

HEAT STROKE

CONCUSSIONS *

CERVICAL SPINE INJURY

SPRAINS AND TEARS * * PREVENTION, TREATMENT AND REHABILITATION

INJURIES

37% OF ATHLETES HAVE EXPERIENCED SPRAINS

12% HAVE EXPERIENCED CONCUSSIONS OR HEAD INJURIES

90% OF STUDENT ATH-

LETES REPORT AN INJURY

24

STUDENT TRAINERS | AUG 9, 2016

a kid’s injury from start to finish.

You’re there when they get hurt.

You’re there when they go to the doctor. You’re there when they get their diagnosis and you get the option of sitting in on a surgery with them. You get that ability to treat them from the very beginning to the very end. Then you get the ‘proud momma or papa’ moment where you see them get back to the sport they love,” Foster said. “You did everything you loved to do and seeing them get to take the first swing at the bat or when they go out and get their first hit as a player coming back from an injury is something that is super rewarding to know that you were behind that person and supporting them through the entire tragedy.”

After the injury, student athletic trainers, under the watchful eye of athletic trainers, begin to help the athlete stretch out and go through rehabilitation.

“If we’re stretching them out, a lot of times our athletes will start to cry, because obviously it’s very painful. We try to keep a conversation going and get their WATER GIRL: Senior Mallory Qualls fills waters as she watches the football team practice. Trainers do more than “water boy” duties and are essential to injured players, helping with recoveries by wrapping injuries and stretching out different muscles.

KELSEY ATCHESON | PHOTO

minds off what they’re going through … During a soccer season, a girl tore her ACL during an invite and when that happened we had to get her off the field, get her checked out.

Luckily the game was at home, so we had our trainers look at her— which I think is really nice to have someone you know look over your injuries. So we just had to help her calm down and get all her stuff so her parents could take her to the hospital,” Qualls said.

Both certified and student athletic trainers do not often receive much recognition for their work. According to Elzinga, their jobs are behind the curtains: giving treatment to injured athletes to return to the sports they love.

She said CHS does a great job of making student athletic trainers feel appreciated.

“They sit with us through the whole bus ride (to games).

I remember when we were in Evansville for semis; they were with us the whole time and just hanging out. My experience with them was awesome. They really are

BY THE NUMBERS

54% of athletes have played games while injured

42% of athletes have downplayed an injury to keep playing

53% of coaches have felt pressure from a player or a parent to play an injured athlete ATYOUROWNRISK. ORG | SOURCE

an important part of our team,” said Ingles.

Qualls said as trainers are brought on the team, the coaches treat them like one of their own.

Trainers get the same favors the athletes get with dinner at away games, acknowledged at convocations and they are recognized on Senior Night if they’re seniors.

Elzinga said both players and coaches treat student trainers with respect. Furthermore, as members of the team, they participate in team bonding events with the players, strengthening the chemistry and trust.

“We’re definitely seen as members of the team (by the coaches). When they get food, we get food. We’re invited to all the team events that they do and not just the practices, like bonfire bonding … I think (athletic training is) a lot of fun and I don’t really need the recognition from other people. I’m just here to help.

As long as the team appreciates what we’re doing, then I’m happy,” H Qualls said.

AUG 9, 2016 | STUDENT TRAINERS

25

CHS SPORTS: FALL PREVIEW A GUIDE TO THE UPCOMING SEASONS OF CHS FALL SPORTS KELSEY ATCHESON | GRAPHIC

8 TEAMS A review of last year’s teams and what to expect

men’s soccer WOMEN’S SOCCER MEN’S SOCCER MEN’S TENNIS last year: 15-1-2 7-0 MIC record Sectional loss

last season: 17 wins 1 tie 3 losses loss in Semistate

MEN’S CROSS-COUNTRY MIC Champions eight first-place finishes two second-place finishes 2015 State Champions

UPCOMING GAMES

Aug. 15 @ 6:30

Aug. 17 @ 7 p.m.

Aug. 18 @ 7 p.m.

Aug. 19 @ 7 p.m.

Volleyball

16-2 MIC champions State loss

FOOTBALL

VOLLEYBALL

10-3 in regular season 6-1 MIC

21-12 season 5-2 MIC record

Lost in Semistate

Sectional loss

WOMEN’S CROSS COUNTRY

WOMEN’S GOLF 9-2 RECORD

10 first place wins

Second in MIC

One second place win

MIC Champions

Fourth at Regional

2015 State Champions

WHAT TO EXPECT? A LOOK AT THE LAST COUPLE YEARS OF A FEW TEAMS AND HOW FAR THEY WENT IN THE POST-SEASON

CHS vs Hamilton Southeastern @ Eric Clark Activity Center

MEN’S SOCCER

FOOTBALL

2015: Semistate (L) 2014: Sectional (L) 2013: Regional (L)

2015: Semistate (L) 2014: State (L) 2013: State (L)

Women’s Soccer

VOLLEYBALL

WOMEN’S SOCCER

CHS vs Hamilton Southeastern @ Murray Stadium

Men’s Soccer CHS vs Noblesville @ WRE Fields (Noblesville)

Football CHS vs Hamilton Southeastern @ Carmel Stadium

2015: Sectional (L) 2014: State (W) 2013: State (L)

2015: Sectional (L) 2014: State (L) 2013: Sectional (L)

MEN’S CROSS-COUNTRY 2015: State (First) 2014: State (Second) 2013: State (First)

WOMEN’S CROSS-COUNTRY 2015: State (First) 2014: State (First) 2013: State (First)

PERSPECTIVES

STA F F E D I TO R I A L | AU G 9 , 2 0 1 6

PERSISTENT POSITIVITY

Students should remain positive and think optimistically throughout the entire year.

HILITE | STAFF EDITORIAL

w

you find interesting that meet consistently throughith summer drawing to a close, students POSITIVITY riculars out the school year. That way you always have something to will start to find more and more reasons to look forward to no matter where you are at in the school year AT A maintain a negative attitude. Soon many of us and however stressed you are. Even if you can’t find a club will be piled up with tests, quizzes and projects GLANCE or activity you like, there is always the option of creating a and soon will be struggling to keep an optinew club. Either way, extracurriculars with regularly schedmistic perspective. That’s the wrong approach. We should inuled, fun meetings give students something to look forward stead strive to start the school year with a positive attitude and throughout the entire school year, helping them keep an optimaintain that positivity throughout the entire year.

Of the English mistic outlook on life. To add on to that, students get to meet According to a recent study conducted at the University of North Carolina, negative thoughts and feelings can lead language is made up and hang out with people they do not normally get to see.

However, as good students we shouldn’t run from our the brain to resort to a survival instinct which narrows and of negative words responsibilities. This is where it is both students’ and teachfocuses thoughts down to the simplest form possible. Howers’ job to work together to cultivate a better atmosphere. For ever, the study goes on to point out that in most situations, students, that means being encouraging to classmate and rethis does not lead to a good outcome, as most situations respecting teachers. As teachers, they control a large portion of ally require a broader view in order to assess them properly. what stresses students out and causes their attitudes to turn Therefore, with a more negative mindset, it becomes far more more negative: tests, homework, projects and studying are all difficult to tackle any work, leading to greater frustration, deteriorating the mental health and mental capacity of the America is the 16th controlled by the teacher. While it is obvious these cannot student. The benefits of staying positive are hugely influential happiest country in be completely eliminated, teachers can help us to feel better prepared for them. For instance, teachers should try to tell us on the life of students. the world. due dates in advance so that we don’t have to rush and strugHowever, it is obvious that students can’t simply snap gle to finish. They should also help us understand the work their fingers and suddenly have a new positive attitude.

Keeping your attitude positive does take some work, but in Healthy people are and what is expected of us. Most importantly, teachers need to listen to students and respect their input. If school could the long run, it is worth every bit of it. encourage a more positive environment, it would lead to A strategy for maintaining a positive attitude is to find students having a better outlook on everything else in their events and school-related activities to look forward to when school gets tough. A couple of events any student can look more positive than lives. Students spend the majority of their time at school and forward to include Homecoming week, football games, the average person. a positive environment would only help them.

Stay positive. Your GPA, confidence and body will thank prom and even graduation.

UCHICAGO.EDU | H you for it.

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CHS INDIVIDUALITY AND INTERESTS | AUG 9, 2016

27

CONFESSIONS OF AN INSECURE SENIOR The intense pressure and stress CHS puts on its students can squash individuality.

GRACE ZHANG | COLUMN

C

hs is the largest public high school in the state with over 5,000 students enrolled.

It offers 20 sports and has won the most state championships in the area . There are 45 different courses in the performing arts and over 120 clubs and organizations to participate in.

As a senior, it’s easy to wonder if I’ve taken full advantage of everything CHS has to offer. Nowhere else will all these opportunities be offered in one place. But that might be the problem.

Every year, over 5,000 students scramble for these opportunities. The academic competition is so intense that in order to keep up with the demands of college admissions, we fill our plate with extracurriculars while juggling SAT prep, balancing GPA and logging community service hours. Never before was there is an obligation for students to grow up this fast and accomplish something significant before leaving for college.

The system that has allowed students the best possible opportunities has also left no room for imperfection. Our quirks must be scoured and glossed. We do not let words like “average” or “normal” be associated with us.

We are hardly seen as teenagers. We’re living for a glori-

fied future. Every student body president is expected to step in the oval office; every performance in theater will be an Academy Award winner. There is a gap between who we are and who we claim to be. This gap fosters insecurities at one of the most privileged high schools.

However, as our lives go on, are we really the people we claim on that piece of paper?

Essentially, there is a gap between who we are and who we claim to be. This gap ironically fosters insecurities at one of the most opportune high schools in Indiana.

I’m just an insecure senior who’s questioning if I’ve done enough. As applicant pools get larger every year, our chances decrease. I’ll play the game, act the part, but in the end we H can’t all win.

The views in this column do not necessarily reflect the views of the HiLite staff. Reach Grace Zhang at gzhang@hilite.org.

BLESS THIS MESS

APPRECIATE THE ACTIVITY

Students should chose activities based on interests.

W

JENNY ZHAO | COLUMN

e’re reminded of it again and again, from the moment we enter high school to the time we leave it: join extracurriculars not for the college applications, but solely for your own enjoyment. Yet, even from our first year here, we often discuss with our peers which activities look good on applications and how some activities will make you “look good” for when the time comes where you need to make your application attractive for some random admission officer to decide where and when the next step of your life will take place.

However, although we’re reminded constantly, it is important to find at least one or two activities that truly is for enjoyment. For instance, my freshman year, I debated quitting orchestra to pursue other academic interests, which then I believed would be better for OUI OUI MON AMI my future. Ultimately, I decided to stay; today, I have realized that was one of the

best decisions I could have made, considering orchestra is one of the few things I have actually enjoyed and continue to enjoy throughout my entire high school experience.

While it’s very tempting to join extracurricular activities in order to stack a resume or even fulfill parental pressure to succeed not only in high school but beyond, it’s also important to pursue true interests to build a foundation in or even discover a lifelong interest. And who knows, if you’re still set on doing anything you can, even giving up enjoyment for the sake of getting into that one dream school, maybe pursuing an extracurricular without any ulterior motives will lead you to an experience you can write that perfect college essay about. So join a club, learn how to play an instrument or try out for a sports team despite what others are telling you to do. It’s the beginning of a fresh new school year and the time is now to begin finding H something you truly enjoy being a part of.

The views in this column do not necessarily reflect the views of the HiLite staff. Reach Jenny Zhao at jzhao@hilite.org.

28

SENIOR SCHEDULE | AUG 9, 2016

SENIOR SCHEDULE SMACKDOWN

New senior schedule option offers positive, negative experiences for seniors.

ASIM DHUNGANA, MELISSA YAP | COLUMNS

T

W

his year will see the introduction of the CHS Senior Transition to College Program (senior schedule). This program requires seniors to take a minimum of four full-weight year-long courses in their schedules.

At first glance, this scheduling system seems like an appealing, school-authorized way to get out of class. But we should definitely take a deeper look at this new program before we decide if it’s just a cop-out or a helpful resource.

The senior schedule is meant to simulate a college experience where not all available class periods in a student’s schedule are occupied by classes. That’s a pretty valuable privilege, no matter how you look at it. According to a study published in March of this year by the University of Chicago on the effectiveness of high school scheduling, students work best when they can choose how to dedicate their time.

However, some might WE’VE GOT TROUBLE argue this free time might encourage laziness. Obviously it might be tempting for students taking the senior schedule to just rest during their off-periods. However, in some cases that’s perfectly fine; sometimes we need a break from all the homework, tests and college applications. There’s no shame in an occasional break.

At its core, the senior schedule is designed to discourage laziness. Like I mentioned earlier, participating students need to take at least four fully-weighted classes. That’s not an easy task, especially when the full-weight classes seniors typically take are harder than the ones students in younger years may pick up. Keeping up in these classes will necessitate the free periods for study and homework.

Furthermore, I’m sure many, if not most, of the students taking the senior schedule did so because they have outside activities such as internships or jobs and could greatly benefit from the extra time the new schedule system grants them.

Regardless of whether you take, don’t take, like or dislike the senior schedule, in the end you should choose the schedH ule that you find works best for your personal needs.

hile the chs senior transition to college Program provides seniors from this year onwards a large range of opportunities as well as liberty from the standard, rigid high school schedule, its benefits aren’t endless. As students look forward to their future careers, they should not forget some of the benefits of the traditional high school schedule.

High school is an opportunity for students to discover new interests. There are a multitude of classes at CHS, from baking to art history to multi variable calculus. Students who feel like they have not reasonably taken advantage of these classes and have not established focused interests should not opt for the senior schedule.

There could also potentially be financial reasons to not take the senior schedule. For example, many colleges offer credit for certain scores on AP and IB exams. Moreover, there are a handful of Advanced College Project (ACP) and Dual Credit (DC) courses at CHS that offer direct credit to a university. Both of these options allow students to earn college credits at a small fraction of the original price. Since students are most prepared to take these higher level classes as seniors, this is a serious option to put into consideration.

There are many reasons to take the senior schedule as well. The senior schedule opens up a student’s schedule to opportunities outside of school. Valuable engagements include, but are not limited to, internships, jobs, research opportunities and service work or volunteering. However, students in the new scheduling program should effectively plan their free periods ahead of time, preferably before the start of the school year today. Those without a plan are already set up for failure and could establish a precedent for further indolence in their not-so-distant college lives.

The schedules students should take depends on personal context. For some students, the senior schedule may assist in a smooth transition to college life.

But for others, it may be too much independence too soon. Students should consider their own situations beHASTE MAKES WASTE fore making the leap to tak-H ing the senior schedule.

The views in this column do not necessarily reflect the views of the HiLite staff. Reach Melissa Yap at myap@hilite.org.

The views in this column do not necessarily reflect the views of the HiLite staff. Reach Asim Dhungana at adhungana@hilite.org.

AU G 9 , 2 0 1 6 | STAY I N G I N FO R M E D

29

ISSUES WORTH KNOWING

Students should take the time to inform themselves.

KATIE LONG | COLUMN

E

very day, something newsworthy happens.

Whether it is in the local community or thousands of miles away on another continent, there is always a story worth telling, a story worth knowing.

Yet, even in this age of constant connectivity, where we are surrounded by computers, tablets and phones that give us access to so many opportunities to be informed and so many ways to spread news, many of us still fail to be updated on the current events in the world around us, choosing instead to either direct our attention to fluffy stories of little value or simply avoid the news altogether.

Oftentimes it can be very easy for high school students to become absorbed in the events of their own lives, especially with the school year about to start. The constant tests and homework assignments can leave little time for much else, but even so, students need to make the effort to stay updated on news. Taking the time to look beyond what is directly in front of you and educate yourself builds a general foundation of knowledge that helps form a global perspective.

Furthermore, if there is one thing that can connect everyone in this world, it is what happens in this world. People can connect and have deep conversations on the issues newsworthy events bring to light, and news has the power to bring people together through that avenue.

Newsworthy events might be depressing, boring or confusing at times, but that doesn’t decrease the value of news or the general worthiness of being cognizant of your surroundings. As high school students who will continue to impact the world as we grow older, the very least we can do now is learn about what imH pacts the world today.

The views in this column do not necessarily reflect the views of the HiLite staff. Reach Katie Long at klong@hilite.org

THE SIMPLE TRUTH

MAKE IT COUNT

Students should enjoy high school while it lasts.

SHIVA VALLABHANENI | COLUMN

W

riting a column like this usually makes people sound pretentious and a little snobby, but what I’m about to say comes from personal reflection and is sincere. When I think about the good times I have had with my friends, even alongside that terrible, terrible week chock full of AP exams and other negative experiences, I realize that next year will be the last year to experience all of that. For me, this year is it. It’s the last chance I have to achieve all things only possible in high school.

Now you could argue that college is not that different. In reality, if you ask your parents or adults, they’ll have at least one thing that they miss from high school. Or you can argue that all you want to do is have some freedom and zoom through these four GET HYPE years as fast as you can. I won’t pretend to know what you feel and

why, but if I ask, “While you were speeding through, what did you miss?”, will your answer be the same?

I’m not going to preach for you to live your dreams and convince you to have a golden “high school experience” with everything lining up like you’re in a Disney movie. But, as a senior this year, I’m saying you should take advantage of your high school time while you still have it. Go have fun, hang out with your friends and do that homework (or not), but whatever it is you want to do, make it count. Once your four years are up there’s no going back, and as I realized during the summer, this prospect is more than a little bit scary. For this reason, I encourage everyone, no matter what happens, to enjoy your year. Realize that this opportunity to do something, create and learn only happens once. I don’t pretend to know more than I do, but since we’re all on the same boat, we all have the same chance to make our H high school years count.

The views in this column do not necessarily reflect the views of the HiLite staff. Reach Shiva Vallabhaneni at svallabhaneni@hilite.org

15 MINUTES

LEADERS OF THE PACK | AUG 9, 2016

SPEAKING UP: Speaker of the House Georgia Simmons (left) discusses last year’s Dance Marathon with a fellow Cabinet member.

LEADERS OF THE PACK

Mike Pitz and Georgia Simmons are the new Student Body President and Speaker of the House CORY STEELE | STORY GEORGIA SIMMONS | SUBMITTED PHOTO

LEADERS OF THE PACK | AUG 9, 2016

31

Q&A GEORGIA SIMMONS SPEAKER OF THE HOUSE Why did you decide to do House?

I decided to become a member of house after realizing Carmel High School is so big, and I wanted to find a way to get involved.

Why did you decide to do Cabinet?

The reason I ended up deciding to interview for cabinet was ultimately because of how much I enjoyed House events. I saw all the Cabinet members leading House events, and it really inspired me to see what more I could gain from Cabinet What made you want to run for speaker?

I loved everything about Cabinet my first year. I loved the people and how hard they were willing to work for something they loved. I decided to run for SOH because I want the (Cabinet) to find the passion I did for working together for something truly remarkable.

How long have you wanted to run for speaker?

I decided I wanted to run the end of my sophomore year. I realized how much Cabinet had changed me as a person the end of the year.

And (former speaker of the House) Henry Curts was such a role model to me.

What’s your plan as speaker this year?

As speaker of the House, I want everyone to find something they are passionate about, especially in high school. Whether or not that

is student government, a sport or a club, high school is the prime opportunity to chase doing something you love.

How will your position affect your future plans?

I think no matter what I end up doing with my future, (being) speaker of the House will stretch and help me grow as a person. I will definitely use all I learn this year to improve myself as I move on to college.

MIKE PITZ STUDENT BODY PRESIDENT Why did you decide to do Senate?

My introduction to Senate is kind of a funny story. While I was in eighth grade at Clay Middle School my eccentric and favorite teacher, Mrs. Giles, had a note left from a subpar sub saying that one table of girls was interrupting class. Due to this she issued them all lunch detentions, but what she didn’t realize is one girl didn’t say a word during the class; her table was causing trouble. So I raised my hand and said that she didn’t do anything wrong. After that the whole class had her back and was saying how she was innocent.

So Mrs. Giles gave us an ultimatum (that) if one of us ran for Senate, which none of us has a clue was about, the poor girl would not be given her first lunch detention. I almost jokingly said I’d do it. Little did I know I just got myself into the phenomenal organization that would end up being my favorite thing about high school and would instill my future passion of serving others.

CONTACT INFORMATION Mailing Address: 520 E. Main St., Carmel IN 46032 Phone: (317) 846-7721, Ext. 7143 Website: www.hilite.org Email: Staff members may be contacted by using their first initial and their last name appending @hilite.org,

RESPONDING TO THE HILITE Letters to the editor will be accepted for the Sept. 16 issue no later than Aug 25. Letters may be submitted to Room C147, placed in the mailbox of Jim Streisel, emailed to letters@hilite.org or mailed to school. All letters must be signed. Names will be published (Letters sent via email will be taken to a student’s SRT for him to sign). Letters must not contain personal attacks against an individual and may be edited.

PURPOSE The HiLite is a student publication distributed to students, faculty and staff of Carmel High School, with a press run of 4,500. Copies are distributed to every school in the Carmel Clay district as well as the Chamber of Commerce, City Hall and the Carmel Clay Public Library. The paper serves as a public forum and two-way communication for both the school and the community. Opinions expressed in the newspaper are not necessarily those of CHS nor Carmel Clay system faculty, staff or administration.

OLYMPIAN STATISTICS Along with potential record-breaking performances by athletes, the 2016 Olympics will feature many record-breaking logistics as well

FROM AUG. 5 TO 21, 2016

DURING

17

DAYS

CREDENTIALS ADVERTISING Web Adam Stockholm Allen Zhang

Managing Editors Asim Dhunghana Katie Long Shiva Vallabhaneni Melissa Yap Jenny Zhao

Acumen

Front Page

Calendar/Beats

Aditya Belamkar Ray Jiang

News Mary Salzmann Rachael Tan

Feature Bethlehem Daniel Nyssa Qiao

Student Section

Alina Husain Selena Qian Sitha Vallabhaneni

Bryce Cheng Darrell Cheng Luke Gentile Janzen Greene Allison Li

Photographers Divya Annamalai Elliot Choy` Shreeram Thirunavukkarasu

Lilly St. Angelo

Writing Coaches

Cover

Jordyn Blakey Carolyn Zhang

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15 Minutes

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SPORTS RETURNING: GOLF AND RUGBY

Businesses may advertise in the HiLite if their ads adhere to guidelines. The advertising policy is available in Room C147 or at www.hilite.org/ads-info.

Grace Zhang

THERE WILL BE

WILL COMPETE IN THE FIRST OLYMPIC GAMES HOSTED BY

2

The HiLite belongs to the Indiana High School Press Association, Quill & Scroll and the National Scholastic Press Association.

Editor in Chief

206 COUNTRIES

10500 ATHLETES

COMPETITION VENUES

9

4

15

4

DEODORO

MARACANA

BARRA

COPACABANA

Consumption There has been explosive growth in the mobile and social sector since the Lonodn 2012 Olympic Games

Viewers world wide 2012

2016

4.9 5.1

billion

That’s more than 70% of the world population

billion

Viewer Connectivity

1 in 3

viewers own and personally use 3 connected devices

Superintendent Nicholas Wahl

RAY JIANG | GRAPHIC RIO2016.COM, OLYMPIC.ORG | SOURCES