Issue 4 2021-22

Page 1

2.22.22

TRANSPARENCY UNDER TRIAL VOL. 52 / ISSUE 4

SCHOOLS AND LAWMAKERS CLASH OVER PROPOSED CHANGES IN INDIANA EDUCATION


CONTENTS opinions 04 . features 06 . focus 10 . sports 20 . Life styles 22

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Media misrepresentation

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Sculpting Relationships

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A look into lack of representation in the film industry

Ceramics teacher John Smith reflects on his thirty years as an educator.

Transparency under trial

Students and staff at NHS have concerns about potential changes to Indiana education

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Starstruck

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Road Work Ahead

Senior sisters Katie and Ellie Vogt’s are taking the modeling industry by storm

Advice for safe driving on Noblesville’s winter roads

OUR STAFF editor-in-chief lauren patrick

Managing editors kaita gorsuch, bergan zebrauskas

features editors ravneet kaur, avery lowry

opinions editorS analyce craft, parker mutter

sports editor

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gabriel fryling

lifestyles editor kendell simpson

design editor

olivia jackson

photo editor

M IL L ER

kylee white

social media manager hailey durm

business managerS parker mutter, nina scroggin

staff writers

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M ED IA NOW

addison bussell, maria celis, kenzie glass, anna guinn, caitlin hall, andie harmon, maggie hoppel, brenzlee johnson, heather mcquinn, ian pigors, mckenzie vitale, thomas whalen, morgan trowbridge

adviser

joe akers


INDIANA V. EDUCATION Illustrations by M. Hoppel

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ith our phones in our hands, iPads on our desks, and TVs in our homes, the potential to become blinded by misinformation exists in every student’s life. As opinionated people battle ruthlessly for dominance on our screens, it’s nearly impossible to keep the story straight. Each individual who tells it seems to cherry-pick which facts they will use, and which they will throw out, until the narrative is nearly unrecognizable. Oftentimes, our teachers are one of our only sources for a realistic perspective on the world around us. We depend on them and the truth they provide. However, recent state legislation reveals that even they are at risk. In its efforts to mandate educational transparency and unbiased instruction in the classroom, House Bill 1134 instead pressures teachers to omit factual information in a way that will be detrimental to our learning. The bill prevents what it deems inappropriate instruction, which is defined as lessons that encourage students to adopt a certain belief about a “sex, race, ethnicity, religion, color, national origin, or political affiliation.” Who gets to identify those lessons? Not us. The interpretation is left up to parents and community members, thus empowering strangers—some of whom are unaffected by this issue—to decide what we learn and what we don’t. People like Ruby Bridges, the first Black student to desegregate an all-white elementary school in the South at just six years old, could be erased from history because of the potential guilt her story could trigger. Teachers in the LGBTQ community could be prevented from discussing their personal lives with students because the bill’s authors believe their example could influence students’ own decisions about their gender and sexuality. The potential protests are not only out of our control—they’re completely unpredictable. And violating the restrictions outlined in HB 1134, no matter how vague, could result in terrifying consequences for teachers. They could lose a portion of their

pay, they could be fired, and they could even go to court and ultimately be suffocated under mountains of legal debt. A teacher’s job, on its most basic level, is to equip the younger generations with the information and skills they need to build a better future. Can our teachers truly do this effectively if every move they make is dissected and taken out of context for the benefit of a community consumed by fear? Would they even want to? Truth isn’t something that is earned or bought. It isn’t inherited upon a death or bestowed at a coming of age. Failure to acknowledge the truth doesn’t change the truth, and failure to communicate the truth is a lie within itself. At its core, truth is something that everyone has a right to possess and share, especially future generations. And we want it so badly. As students committed to bettering ourselves and society as a whole, we want to experience the world around us, learn about new and different perspectives, and develop our own informed opinions about the information we find. However, we can only do this if we are taught the truth, and that starts in our classrooms with the unencumbered knowledge our teachers have to offer us. The Mill Stream is published and distributed by students free of charge. The staff will publish 7 issues during the 2021–2022 school year. The Mill Stream is a student newspaper, for students and by students. We provide a public forum to serve as an outlet for student ideas and opinions, we work as an agent for change and provide credible, objective reporting to inform, entertain, and best serve the reader. We welcome both signed letters to the editor and guest columns, which cannot exceed 350 words in length. The Mill Stream reserves the right to correct grammatical errors and ask for the author’s assistance in editing. The Mill Stream will not print letters that attack individuals or that contain obscene language. Letters may be submitted to room 3016 or via millermedianow.org. The staff reserves the right to reject advertisements that are political in nature, false, promote illegal substances to minors, misleading, harmful or not in the best interest of its readers. The Mill Stream is a member of the Indiana High School Press Association and Quill and Scroll.

MILL STREAM

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opinions

DEATH OF SNOW DAYS?

In with e-learning days and out with snow days Gabe Fryling//gabegoblue@icloud.com Photos by G. Fryling

Many NHS students enjoy playing outside during snow days. Over a three day period from February 2-5, Noblesville received more than 8 inches of snow.

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icture this: you wake up and peek outside your window to see a winter wonderland. The trees and bushes are covered, and the road still has fresh snow on it, seemingly untouched by any car yet. The 7 a.m. newscast is on in your parents bedroom. You walk into their room, still barely awake as you read the names of schools as they pan across the screen. “Fishers…Closed…Franklin… Closed.” You wait impatiently until you see that one name you were looking for, and you celebrate like you’ve just won the jackpot. It’s a snow day. But nowadays, snow days seem to be something of the past. The implementation of e-learning days has become the new solution for when weather interferes with students getting to school. Teachers can assign schoolwork for students to do, so schools do not fall behind schedule and kids can do work on days stuck at home. Often, teachers will even plan e-learning work beforehand on days where snow is expected. However, many students would agree that when school is canceled, it feels like a mini “holiday” and would much rather prefer having a traditional snow day over e-days. On these days, we get to sleep in, go out and play in the snow, and not have to worry about school for at least another day. But on e-days, students can end up with multiple hours of schoolwork to do, which can jam a stick in the spokes of trying to go out and enjoy the weather during the limited time available. In the world today, the number of snow days we get is thin, often only one or two a year. Global warming is the main

culprit of this, as studies show that Indiana has progressively gotten less and less snow every year. As of February 7th, 2022, we’ve only gotten one snowfall of more than two inches and are behind pace on average snow for the winter. So with so few snow days every school year, students should be able to go out and enjoy them, and not have to worry about any schoolwork (other than the amount they’ve procrastinated over). While schools may view e-learning days as an opportunity to not lose school time, a missed day won’t hurt anyone. Noblesville has built-in flex days where if we have to miss a day at school, it can be made up without having to add extra days at the end of the school year. They are often found on Mondays for holidays like MLK day or President’s Day where we can add in a day of school if needed. Furthermore, snow days carry a nostalgic feeling that cannot be matched. When I hear we could get snow at some point of the week, I find myself checking the weather app on my phone multiple times a day to see if the chances of snow have gone up or down. Waking up to a text from my mom saying “School is canceled” starts a celebration, often followed by going back to bed. Even though snow days are few and far between, schools should prioritize students’ desire for free time and allow them to have a day where they can go sledding at Forest Park or just sit at home and binge TV shows all day. After all, who doesn’t enjoy playing in the snow?


opinions

MEDIA MISREPRESENTATION

A common trend of inaccurate storytelling consistently shows up in today’s film industry McKenzie Vitale//mckenzievitale@icloud.com

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ovies and television provide a different world in which we can escape and live through characters who resemble us and we can relate to. With the number of new shows and movies sweeping the nation and showing up on Netflix’s Trending Now, it can be argued that we are in a “golden age” of entertainment. But, we are barely there. We are only just now introducing characters into media that truly represent life off-screen. This issue has only recently been brought to our attention after the tumultous year of 2020, and it’s time we actually address it. The consulting organization McKinsey & Company issued a report on the likelihood of having Black-casted lead roles in film compared to other races, and only 11 out of the 100 characters would likely be Black. Similarly, when it comes to directors, a Black director will cast Black actors in roles 72% of the time, compared to a non-Black director who will only have an average of 15.4% Black actors on screen. This information should strike viewers as alarming considering the fact that minority groups make up 40% of the population. Why aren’t we asking ourselves, “Why is this number of diverse characters so low?” This unfair percentage is not providing opportunities to deserving minority groups. Other groups are hit hard as well, such as Hispanic or Latino groups who only make up 4.5% of on-screen casts, or Asian or Pacific Islander actors who only make up 3.4% of roles. Equally alarming, Indigenous actors only make up 0.3-0.5% of actors on screen. Groups with disabilities are represented in a scripted series at a rate of only 3.5%. When you think about the diverse number of people you see in

your day to day life, and how those numbers are represented on screen, the lack of representation and truth in film becomes obvious. Now that minority groups’ voices are being heard, the hope for change has grown, and audiences want to see a shift in the film industry. Change is happening, but very slowly. Positively, in the year of 2020, LGBTQIA+ community characters appeared in 80% of serious leads according to an NPR analysis. The year 2021 marked a good year for Hollywood films as well, as 30% of minority groups saw people who looked like them represented in major Hollywood films. This stands in contrast to a decade ago, when only 11% of a film’s cast was minorities. These numbers could be hard to digest, but we must recognize that we are only at the beginning of change, and we have a long way to go and many milestones to reach in order to truly represent off-screen life on screen. While these are big changes, especially for a company in which statistically white men dominate, the film industry is still lagging behind, and it is important that minority group voices are amplified. Their stories need to be told, not stories that create stereotypes and not stories that create serious misrepresentation, but stories that highlight and represent our America.

MOViES THAT ARE CHANGiNG THE FiLM iNDUSTRY These films are telling unique stories you may not have heard before “Uncle Frank” “The Farewell”

“MOONLIGHT” This coming of age story examines accepting and embracing one’s sexuality. “Encanto” “Coda” “The Big Sick “Roma” “Inside Llewyn Davis” “Get Out”

“Sound of Metal” A drummer adapts to his recent loss of hearing in this captivating story. “The Body Remembers When The World Broke Open” “Shang-chi” “Portrait of a Lady on Fire” “The Half of It” “Minding the Gap” “Advantageous” “Run”

“The Theory of Everything” In this retelling of Steven Hawking’s life through the years, actor Eddie Redmayne triumphs over adversity. “Boy” “Lorena, Light-Footed Woman” “Coco”

Photo provided by Kelsey Baker

MILL STREAM

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features

ROBOT REALITIES

NHS staff analyze the potentials of modern robotics in both school and society Thomas Whalen//tw1271941@gmail.com Maria Celis//celismariavalentina@gmail.com

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hese days, it’s not too difficult to imagine a world where robots are commonplace in society. Already, robots are cleaning our floors, assisting in manufacturing, working in Amazon warehouses, and much more. It’s not really a stretch to see where robots could benefit our schools, our homes, and our everyday lives. Recently, owing to the generous donations of Noblesville Schools Education Foundation, the NHS engineering department recently received a new robot to use in the school’s various engineering courses. This has sparked interest into the potential use of robots in our own lives here in Noblesville, or if it would even be a good idea to do so. Sci-fi thrillers like “Terminator,” or Pixar Animation’s “Wall-E” present robots through a more sci-fi point of view. These representations are just two examples of the way that mass media portrays robots and automation. The truth about modern robotics is vastly different from what these portrayals show. Robots often lack the emotions present in humans, such as happiness, anger, or sadness. Some in the engineering courses at NHS are wondering how robots could fit in the school’s environment. At NHS, a robot is currently being coded to work around the school in places where human resources could then be diverted to use elsewhere around the school. The project is supervised by Andrew Wilkins, a PLTW Coordinator and Engineering teacher at NHS, and is worked on by a group of NHS students. “I have a group of students using this to come up with a way to deliver packages from the loading dock to teachers in the building so that our maintenance and custodial staff can focus on other tasks,” Wilkins said. These tasks that would usually be considered inconvenient for people, whether because they are too time-consuming or require more precision are great for robots as they are economical to operate and maintain. However, innovation will always offer new possibilities as ideas progress. “Robotics is currently good at doing repetitive tasks like moving items from one place to another, dangerous tasks like welding parts, and are used to increase precision on manufactured products,” said Wilkins. 2.22.22

“We are finding more and more ways to utilize robots in our everyday lives. Who knows everywhere that they may be used in society?” said Brock Morrison, a PLTW and Technology teacher at NHS. Somewhat ironically, the human aspect is often frequently discussed when it comes to the interaction between man and machine. Teachers at NHS feel there would be little gain to be had if implementing robotics and automation negatively impacted the human lives they were meant to improve. “What we need to consider as a society and as engineers is how the use of robotics will limit the ability of individuals to provide for themselves and their families,” said Wilkins. Some jobs will also be hard to replace with robots for a while, at least until artificial intelligence advances through innovation. Robots currently lack emotion, which severely limits their ability to do certain functions, such as internet doctors. These sometimes require automation to diagnose a person based on their symptoms, however automation can not provide what a human doctor can provide. “There are a lot of jobs out there that require empathy and decision making that robots can’t replace,” said Morrison, “but it is fascinating how close we are coming with the artificial intelligence of these robots.” One of the challenges of integrating autonomous robots into our society is finding a happy medium. There should not be too much integration of automation, but there also cannot be too little in today’s society. “Technology can do great things, but if we don’t think about why we are creating technology and what the longterm consequences are, we can find ourselves in a superficial and unfulfilling situation,” said Wilkins. “We’re already moving that direction, so I would say this just keeps pushing the line of taking away that which gives us purpose as humans.” The robot gifted to NHS by Metro Plastics serves several functions. On top of unloading and distributing shipments, it is being worked on by students to accomplish tasks that can benefit humanity without harming us at the same time. “One group is designing a system that will protect wheelchairs in the cargo bay of airplanes so that people who require wheelchairs for mobility will be able to travel by plane without worrying about the condition of their wheelchair when they arrive,” said Wilkins. According to Wilkins and Morrison, the future of robots in our society is a constantly evolving field with each new innovation providing more possibilities. “It’s important for us to consider that just because we can do something doesn’t mean we should,” said Wilkins.

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T o e


The engineering department at NHS offers students several opportunities to explore the world of robotics INTrODucTiON TO ENGENEEriNG (IED)

Illustrations by M. Celis Photo provided by Andrew Wilkins

GET INVOLVED

priNcipLEs Of ENGENEEriNG (pOE)

ciViL ENGENEEriNG aND aGricuLTurE (cEa)

aErOspacE ENGENEEriNG (aE)

DiGiTaL ELEcTrONics (DE)

cOmpuTEr INTEGraTED maNufacTuriNG (cIm)

ENGENEEriNG DEsiNG aND DEVELOpmENT (EDD)

Landon Swift, NHS PLTW student works on a robot project. Wood pieces like these will help to protect wheelchairs from damage on airline flights.

MILL STREAM 7


features

SCULPTING RELATIONSHIPS

Teacher John Smith spends his time investing in his students and building relationships with them Hailey Durm//haileydurm14@gmail.com Kendell Simpson//simpsonkl06@gmail.com

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t isn’t a secret that students can feel alone in the high school setting. The overcrowded areas push kids out of their way into strange hallways with the harshest fluorescent lights. Many students cling to their middle school friends or hang on to their binders and some may even cling to the floor. It can be especially difficult to feel alone entering the classroom. You may ask yourself, “Are any of my friends here? Is there service? Will the teacher like me? What happens if I embarrass myself?” If you worry about those things, a calming, gentle relief greets you when your art teacher is John Smith. Students often complain that not every teacher focuses on each individual student, that some teachers just teach the material and ship their kids off to the next teacher. And the same is true for students, they learn the material, move on, out of sight and out of mind. But Smith has spent more than three decades of teaching, not devoted to tests and the material, but to his students. “[I became a teacher because] I did not enjoy high school, and I thought if I can help kids like me through high school, that would be a way I could give back,” Smith said. One of Smith’s co-workers is also one of his former students. NHS art teacher Sarah Evans credits him with being a major influence in her life. “I definitely have things today in my life where I owe credit to Mr. Smith. He helped me develop into the teacher I am today. As well as my own personal artistic skills, he has become a trusted friend,” Evans said. After 34 years of teaching, 30 of them at Noblesville, Smith recalls the person who stirred him toward the path of education. “I hated school, and I never considered teaching, but [my wife] told me I had the qualities that would make me a good teacher, and thought I was good with kids,” Smith said. As a student at Scecina Memorial High School in Indianapolis, Smith remembers the events that led him down his career path. “My counselor told me that I wasn’t smart, and I struggled in high school. And she said, ‘Why don’t you get yourself a factory job and I’ll give you easy classes your junior and senior year?’” Smith said. “I sold myself short, so I worked in the factory for a while so I could make enough money to pay for my own college. I learned that if you work hard, you can do anything.”

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Smith began the service organization Leo Club at NHS six years ago. The club creates fund-raising activities and raises large sums of money for many different groups. Nicollete Watson, NHS senior and Leo Club president, describes how the club has helped her grow as a person. “I’ve been able to take on a leadership role within the club, which has allowed me to grow as a person and develop my soft skills. I’m very grateful for all of the opportunities and experiences,” Watson said. Watson is one of the many students who have benefited from Smith’s teaching. And he is grateful as well for everything he gains from being in the classroom.

John Smith poses in his classroom. Smith has worked at Noblesville High School for 30 years.


“I get an accomplishment when I learn a new technique, and when I see a kid successful in something I taught them, that is gratifying,” Smith said. While Smith teaches ceramics in the classroom, his passion extends to his work with the Leo Club. “Mr. Smith inspires me with his dedication to our club, his passion for his job, and his genuine care for all of his students. He always puts in the extra work to make sure we have everything we need,” Watson said. Watson is not alone in their feelings about Smith and his outlook on teaching. Evans agrees on how much Smith has inspired her.

“He inspires me as a human being as well as a teacher. I love his outlook on life, being positive, encouraging, and confident, but still not being afraid to feel the way you feel,” Evans said. With retirement on the horizon, Smith describes his plan for the future. “I’ve already bought potter’s wheels for when I retire, so my goal is to have a place where individuals I’ve taught can come and have a place to throw [pottery],” Smith said. “So when I go, I can get together with the same kids I’ve taught for years and years, so we can throw together again.”

Smith speaks with one of his ceramics students. He assists many students through design, building, and the final product.

Photos by K.Simpson & provided by John Smith

Smith supervises students in his classroom. Smith also hosts “Extreme Wheel Throwing Night” where many of his student come together to create large works of art.

Smith assists three students in the design and creation of their ceramic projects. Many students credit Smith for their creative growth.

MILL STREAM 9


focus

NHS students and staff share their views on potential changes to how schools operate

Addison Bussell//addi.buss@gmail.com Analyce Craft//analyce6104@gmail.com Ravneet Kaur//ravneetkaur20233@gmail.com Parker Mutter//parkermutter@gmail.com

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n a cold Wednesday afternoon, Anna Wettrick and Erin Golightly escape the chilly winter air of the streets of Indianapolis and enter a heated discussion taking place within the hallowed halls of the Indiana Statehouse. The main parties in one of the hottest debates in recent memory are finally meeting, and a sea of red swarms the chamber door. Opinions, deep-rooted and unchanging, pour from the impassioned throats of the interested parties: the two Noblesville High School seniors, a group of teachers from NHS and other schools, and one prominent state senator. The words of all members of the gathering echo through the vaulted hall, reverberating and layering, each pleading to simply be heard. It is the accumulation of months of conflict, and some of the main players have finally come face-to-face. The reason for this passionate debate? Indiana State House Bill 1134, a focus of local headlines for the last several weeks. Authored by Indiana House Representatives Tony Cook, J.D. Prescott, and Chuck Goodrich, the bill takes aim at concerns expressed by many about everything from the content being taught in Indiana schools, to parent involvement in curriculum and mental health services, to filtering content within school libraries.

IN SUPPORT “There definitely is a disconnect,” Cook told the Indianapolis Star this month. “There’s a disconnect about transparency, there’s a disconnect about parental involvement in curriculum, curriculum oversight with school boards. So what we tried to do was span that gap and try 2.22.22

to stop some of the conflict.” [The Mill Stream reached out to Cook’s office, but he did not respond to multiple attempts to comment on this story.] Other interested parties have also voiced their support of the bill, believing it to benefit Hoosier students, such as Micah Beckwith, a pastor at Life Church in Noblesville. “It’s not a perfect bill,” said Beckwith. “It’s a good start. The thing that I appreciate about it is that it’s just giving parents a little bit more of an insight into what’s going on in the classroom.” Parental involvement lies at the center of the bill, a prime catalyst for its divisive effects. “[Parents] have every right to know everything that’s going on in education,” said Beckwith, “They have a right to make their voices heard. Ultimately it’s their job to raise kids.” Elijah Condellone, a speaker with Arise America, a local political organization, also backed the bill’s intent, emphasizing his interest in promoting parental involvement in schools. “Parents need to be involved in everything that their kids are learning in schools,” said Condellone. “They need to be asking questions, they need to be involved with having conversations with teachers too.”

IN OPPOSITION On February 16th, an amendment written by Sen. Linda Rodgers seriously altered many important facets of the bill. Even with the changes, HB 1134, and its proposed limits on content, has sparked a flurry of concerns, discussions, and comments from NHS staff and students alike. “I don’t want to leave behind a fractured history,” said Golightly at the February 9th statehouse protest. “If you take away the things that make people uncomfortable, that discomfort […] or even when they talk about a sense


of guilt. That guilt is something that makes history not I’ve looked at everything,” said Misetic. “I understand repeat itself.” what students need, so when somebody from the outside Lucy Misetic, a teacher-librarian at Noblesville High steps in and tries to overtake that, it’s very frustrating beSchool, believes there has been a spike in interest over cause we have a level of expertise, and I wish they would the school’s library, allow us to be the propossibly due to recent fessionals that we are.” controversy surrounding content within ACADEMIC public libraries. FREEDOM? “I think people are NHS principal Dr. just curious,” Misetic Craig McCaffrey’s main said. “There’s been a area of concern with lot more news about the HB 1134 is the what’s happening in curricular materials school libraries, so advisory committee the I’ve received inquiries, bill allows parents to but not necessarily request on a district complaints.” level. The committee Misetic says at would submit recomNHS, the books availmendations regarding able at the library curriculum and other are mostly catered educational content towards students and Seniors Anna Wettrick and Erin Golightly attended the HB 1134 protest on February 9. to the governing the things they are They pose with their handmade poster. body of a school interested in. corporation. “We try to keep things as appropriate as possible, “To explain something to someone that’s not an educabut everybody has a different level of appropriateness. tor takes a lot longer. We don’t have a problem doing it, Because we are a choice-driven library where students but it takes longer because they don’t understand the ins get to choose, we do have a bigger variety of books than and the outs,” McCaffrey said. “It would be the equivalent a typical classroom might have,” Misetic said. “We do not of before a heart surgeon had to do heart surgery, he had allow things like hardcore elicit pornography, […] but we to come down to a committee and explain why he was dodo have stuff that might be graphic in nature just ing what he was doing. How long would that take?” because that’s what teens deal with.” As a supporter of the bill, Condellone holds worries Misetic wants the school library to be a place where about the current school curriculums, which he believes students can learn about the world around them. the bill could affect. “I don’t require students to read books about things “I like aspects of [the bill,]” said Condellone. “The which make them uncomfortable,’ Misetic said. “Having things that I like about it is language that talks that a books that are windows and mirrors to other worlds is qualified school entity or corporation cannot teach on the very important.” basis of sex, race, religion, and so forth, that one race is In addition to limiting content in school libraries, inherently superior to another. Those are the types of HB 1134 could alter the way that history is addressed and things that we want to address through the legislataught at schools. tion.” “I think for me personally, teaching social studies But other prominent individuals whose and teaching U.S. history, which a lot of this legislation is roles at NHS may be impacted by HB 1134 focusing on, would alter the historical stories and truths expressed uneasiness about its that we teach, and I teach, in my classroom every day,” proposed changes. said NHS social studies teacher Hannah Dwyer. “It would make it really hard to include multiple perspectives, which is something that is written in our current state standards and written in our curriculum, at least on the high school level.” Golightly expressed apprehension about the expertise of educators being disregarded. “Our teachers went to school to learn how to do this,” Golightly said. “Most parents did not. They don’t know what teaching is, they don’t know how hard it is, they don’t know what goes into it.” Misetic has similar concerns about inexperienced individuals regulating the field of study she worked so hard to master. “I have a master’s degree in Library Science. I’ve studied libraries, I know collection development,

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“It’s impossible to have open and honest conversations if you have to only talk about specific and schoolapproved things,” said NHS junior Maddie Ragsdale, president of the Noblesville Democrats club. Several students at NHS say they have worries about the bill’s possible effects on their educational experience. “Students deserve an education based on historical facts,” said senior Nate Cook. “If students aren’t able to learn historical facts about important things like discrimination, then they won’t have the full understanding needed to be an engaged citizen in a society that has many perspectives and points of view.”

TAKING ACTION

EDUCATOR EXODUS Another concern around the proposed changes brought by House Bill 1134 are centered around the legislation potentially driving tomorrow’s teachers out of the state. Some students who are planning on pursuing a career in education believe that the bill would deter them from getting a teaching license in the state of Indiana. “One thing we’re worried about out of this is that teachers could be sued individually if they say something someone doesn’t like. If it makes it harder for people to want to be teachers, they say, ‘It’s not worth being a teacher,’ then it makes it harder for me to find teachers. What’s happening now, we have a mass exodus of educators in general,” McCaffrey said. McCaffrey’s worries about the bill intensifying the teacher shortage are echoed by NHS’ teachers union president and math teacher Amanda Giordano. “We have seen colleges shut down their education programs simply due to a lack of enrollment,” said Giordano. “I have an immense fear that bills like HB 1134, which undermines the professionalism of educators, will exacerbate the teacher shortage.” NHS senior Rileigh Lancaster is attending Ball State

Photos by A. Bussell

Noblesville Schools students and staff gather in the halls of the Indiana State House in Indianapolis. They had just finished speaking directly with State Senator Scott Baldwin.

As a result of the bill’s movement through the House, Cook found himself speaking up in light of the controversies surrounding the issues in the proposed changes. “I have contacted my state senator to voice my opinion on legislation that has been presented in front of the State Assembly,” the NHS senior said, “and I encourage my classmates to do the same.” Other members of the Noblesville community agree, with a group of Noblesville School’s staff members and students gathering to protest at the Indiana statehouse earlier in the month. Student protestors argue that the bill would create a hostile work environment for teachers, creating a feeling of distrust in the school system. “I think it would by and large impact the atmosphere in a classroom,” said NHS senior Delaney Shoemaker, one of the protesters. “It would be very distrustful because teachers will have to constantly watch what they say to make sure that they don’t say something that could be construed by a parent, by a student, so that they could be criminalized. I think it will make school a very distrustful environment, and very divisive. That’s not something that I want to be a part of.” “[The bill] demands a lot out of [teachers] who already [aren’t] respected on a higher level,” Wettrick said. Another major problem with the bill, according to

student protestors, is the fact that it will take away the ability for classrooms to examine multiple perspectives on contentious issues. “Parents are going to have whole control, without any other outside sources, of what their child is learning so that they are raised to think a certain way versus being able to have outside perspectives and differences of thought through school,” Wetrick said. Senior Alexa Parra believes the bill could have farreaching impacts on students. “This affects all students, all ages of students, and everyone should feel strongly about this because even if you’re a senior, even if you’re going to graduate soon, it’ll affect your little sisters and brothers,” said Parra. “It’ll affect the future of America.”

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University and majoring in education. The only thing holding her back from teaching in Indiana? HB 1134. “If the bill was to pass in Indiana, but not in another state, say Illinois or Ohio for example, I would probably take my teaching license elsewhere, out of the state of Indiana, because it’s something that I cannot morally agree with,” Lancaster said. “I could have parents or other teachers or students complain about me in a way that would put my job at risk.” Though this bill may dissuade Lancaster from teaching in the Hoosier state, she maintains her devotion to a future in education elsewhere. “I want to be a teacher because I’ve always had a passion for working with young people,” Lancaster said. “I want to be the teacher that I could have used when I was that age. I want to be a resource, and I want to help kids through their adolescence, and a great way to do that is to be a teacher and connect with them through content.” Junior Cass Henson also sees herself pursuing a career in education after graduating from NHS. She has been inspired by her favorite teachers to go down this path in hopes of impacting students the way they impacted her. “Personally, I want to provide a safe space for future students,” said Henson. “I want to come back here and teach at Noblesville, and while Noblesville does often offer safe spaces like the counseling office, I […] just [want to] provide a really safe space for all sorts of people, especially in my classroom no matter what I end up teaching.” Like Lancaster, Henson sees the bill as being damaging to students. “[Students are] not going to know the whole story,” said Henson, “and that’s very detrimental to their understanding of how the world functions. When they get thrown out into the real world […], they’re not going to get the full story and then they’re going to have to educate themselves, when we as educators and as a school system should have done that for them. We shouldn’t be sugarcoating our history. We shouldn’t be sugarcoating how everything has happened.”

CULTURAL CONSERVATION Concerns surrounding the bill extend outside of the classroom as well, as NHS’s student cultural unions ponder what changes to the school environment could mean for them.

FINAL EDITS On February 16, Indiana State Senate lawmakers adopted Amendment 20 to HB 1134, dubbed “New HB 1134” by its author, State Senator Linda Rodgers (R-Granger). To some, Rodgers may have eliminated the elements of 1134 that they found most important. Others think Rodgers did not change enough. Take a look to the right to see the changes for yourself.

“The whole point of not just our club, but the Black Student Union and the Latinx Student Union, is to talk about everybody’s background and our cultures,” said Olivia Chingis, president of the newly founded Asian Student Union. “So if we can’t do that, then there’s no point in these clubs. The point of these clubs is to have a community, and I think everybody who is going to be joining this type of club is going to have similar experiences.” The NHS Asian Student Union was founded earlier this year to provide a place where Asian students at the school could convene and find community. “I think the club is a good way for all of us Asian students to embrace our ethnicities, backgrounds, cultures,

BiLL WERE PASSED, “ IFiTTHE WOULD SiLENCE MY VOiCE. I DESERVE TO BE HEARD.

and traditions, and come together and share all of that, then come together and unite as one student front,” said NHS sophomore Katie Wong, a member of the Asian Student Union. Similar sentiments are heard in the Latinx Student Union, another of the culture-focused clubs at NHS. To many of the students who participate in these organizations, a prominent worry that accompanies the implementation of HB 1134 is the lack of a voice in their education. “I think the bill is dangerous for education. I think it can really impact the student’s view on the world, and it can negatively affect the relationship with their parents even, because they have so little say in what their parents do with their curriculum,” said Daniella Tuesca, Vice President of the Latinx Student Union. “I think that it will mostly make them feel not heard.” To these students, the bill does not promote confidence in their future educational experiences. Instead, uneasiness and concerned questioning fill the air, leaving unanswered inquiries driving the conversation. “If it does pass, would we even have a club?” said Chingis. “If it passes, then there’s no club. We’re going to be talking about culture. If the bill were passed, it would silence my voice. I deserve to be heard.”

1.) Mandatory Commitee commitee can be formed through request 2.) Teachers are required to publish class resources parents have access to online resources 3.) Parents can sue the school over educational materials file complaints 4.) Lessons causing discomfort or anguish on account of someone’s sex or race are banned 5.) Bans lessons that teach a group is superior or inferior to another, that a group should be treated differently, or that an individual is responsible for historical actions committed by people who shared those same characteristics.

MILL STREAM 13


features

STARSTRUCK

Senior sisters Katie and Ellie Vogt take on the modeling industry one photoshoot at a time Morgan Trowbridge//morganrocks270@gmail.com Nina Scroggin//nmscroggin@gmail.com

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“Ellie and I always kept a positive attitude because the industry is always evolving and there will always be a place for us,” Katie said. However, as the twins continue to meet new and inspiring figures throughout their careers, their biggest supporters —family and friends— are the true driving force for the twins to meet their goals. “Ellie and I have a great support system at home. My parents have always supported us with modeling and they know that it can definitely be hard so they have been behind us in everything,” Katie said.

Illustrations by M. Trowbridge

Phot o

s by

Willy u

m Ba ulke y

right lights and flashing cameras. Eloquent clothing and funky hairstyles. Innocent smiles and killer catwalks. Modeling is a profession that countless people dream of pursuing, but only a few actually have what it takes to live a life in front of the public eye and camera lens. And for NHS senior sisters, Ellie and Katie Vogt, that dream has just come true. Ellie and Katie have been best friends since birth and possess a much deeper bond than most sisters their age. Along with sharing clothes and other accessories –as most sisters do– the Vogt’s also share identical DNA, making them identical twins. Identical twins can be very desirable clients in the world of modeling, and their sisterhood can help bring uniqueness to photographs. Despite this, the Vogt twins never possessed a desire for modeling as they were growing up. “When we were younger, people always told us we should model because we are twins, but at the time we were never interested,” Katie said. “As we’ve gotten older we’ve seen modeling in a different light and once we started, we’ve realized that modeling is such a great creative outlet.” After taking a chance on the modeling industry towards the end of 2020, the twins’ career took off in just a few months. “In Chicago, we shot with an amazing photographer, and she had so many great ideas. The whole purpose of the shoot was to finish our portfolio so we were ready to go to New York in the summer to get signed to a booking agency,” Katie said. In the past year, the twins have already been to Miami, Chicago, and even the modeling capital of the nation, New York City. However, being a high school student has made it hard for the twins to take full advantage of the lifestyle of a model. “The only time it was really hard for us to keep up in school was when we went to New York. We were gone for nine days and we missed about two weeks of school. We had such a tight schedule, we really didn’t have time to do schoolwork,” Katie said. “Any free time that we did have we wanted to use to experience the city. It was definitely hard to get caught up after that.” In addition to homework struggles, being introduced to the physical expectations placed upon models has been very eye-opening for the pair. “It’s always hard when you don’t get picked for certain jobs. Specifically in New York, Ellie and I were faced with a few challenges. Ellie and I are only five foot seven and a half, which is tall in general, but not really in the modeling industry. Because of our height we didn’t book as many shows as the other girls. That was hard because it was obviously something we couldn’t control,” Katie said. Despite the experience, the twins have high hopes for their future in the business.

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Sisters Katie and Ellie Vogt pose for one of their recent photoshoots. The sisters have worked with many famous photographers.

been a dream of theirs for so long,” Popovich said. “To see it come true was just so exciting for me because that’s a once in a lifetime opportunity. And I hope that they just continue to grow and be able to get signed with even bigger agencies as well as shoot and walk worldwide.” With their family and friends to back them up, the Vogt twins have been very successful in the modeling industry so far and hope their dream carry on. “In five years, Ellie and I hope to have become very successful in the modeling industry. We hope to be signed to a large booking agency and to have done many campaigns and walked for many high fashion brands. We hope to have traveled the world for modeling and to always have the same amount of love for it that we do now,” Katie said. “We would also love to be living in New York to pursue our dreams. Ellie and I have decided to take a gap year next year in order to really focus on modeling so we can make it our career.” The twins’ decision to take a year off of school has allowed them to look forward to what else modeling has in store for them. “We’ve also met amazing casting directors that have large influences on the agency. Most importantly, we’ve formed some great friendships with some girls signed to our agency,” Katie said. Growing up and experiencing the world together as sisters not only has strengthened them individually, but has also made them stronger as a pair. “Having Ellie by my side has been amazing. Modeling can be tricky, but it makes it so much easier when you get to do it with your best friend,” Katie said. “I definitely think we are stronger together.”

Photos taken by Anna Komarov

“Our friends have also been really supportive and even a lot of kids at school have shown their support in different ways, and it means a lot to us.” Katie Popovich, an NHS senior and good friend of the twins, finds an immense amount of happiness in the fact that her friends are able to pursue their dreams. “I met the twins summer going into freshman year. I was at a cheer practice, and our coach Marlo Morgan announced that we had two new girls coming in to cheer with us and we have been best friends—some may say sisters—ever since,” Popovich said. Popovich and the Vogt twins’ friendship has been steady for the past four years and continues to grow stronger. The three bond over their passion for cheerleading, the twins modeling, and Popovich’s photography. “I’ve always thought they had the Vogue look. And once I started picking up photography, I really saw that they had a lot of potential in the modeling industry,” Popovich said. “They had voiced that they were interested in modeling and I fully supported the dream they had at the time. I knew it was something they wanted to do and I knew they would be great at it.” Through Popovich’s inspiration and encouragement, she’s seen Katie and Ellie take on the world of fashion and modeling. As the twins’ careers have grown, they’ve gained access to more exciting modeling opportunities. “To watch them walk in New York Fashion Week was just such an exciting moment for me because I’ve known that this has


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features

NORMAL ≠ BORING

How one NHS artist is working to show how we are all interconnected Avery Lowry//averylowry99@gmail.com Kenzie Glass//gracie.glass12@gmail.com

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or an average teenager in America, social media and the validation it provides can often dictate how you view yourself. To be deemed ‘special’ is to be thought of as worthy of praise, whereas being viewed as average is to be ‘too boring’ or lacking originality. But is all of humankind different from one another? Or rather, do we all have common characteristics among us? In short, there is no one person who is especially unique — it would be practically impossible for even one hundred people to be unlike any of the other 7.7 billion people within the world. In a time where being viewed as unique or “one of a kind” is something many think to be an honor, others—who are not seen as especially quirky—feel the overwhelming weight of being “normal.” In her artwork, junior Mitra Morgan rejects the concept that being normal is akin to being “boring.” “My [AP Drawing] portfolio is about the connections between people, how people influence each other, and how that relates to our [identities] and who we are. I wanted to show that it’s okay to be influenced by other people and that you don’t have to be completely unique. You can find connection in that influence,” Morgan said. Despite her portfolio revolving around connections between others, Morgan is often described as very shy by others. In her AP Drawing class, Morgan’s teacher has noticed she has a tendency to keep to herself, but this doesn’t mean that she isn’t impacting those around her. In fact, NHS art teacher Caroline Hays attests that Morgan is a valuable asset to the classroom. “She can be kind of quiet in class [but] she is well respected in the class in the sense that when she does talk, people listen. [Her peers] value her opinions because she’s selective as to what she says,” Hays said. Morgan tends to be quiet and reserved in her dayto-day life; but in her art, she is bold, expressive, and loud. Through her work, Morgan is able to showcase her inner thoughts and feelings to the public. “I like the freedom [of art],” Morgan said. “Art has made me see the world in a different way; I look at mundane things and I’ll be like, ‘That [would be] so cool to draw.’” Junior Michelle Workman, who has been friends with Morgan for the past three years, takes note of Morgan’s artistic drive. “When I first met Mitra, [I could tell she was] a very sweet person that [put] a lot of perfection into her work,” Workman said. “She works incredibly hard, and 2.22.22

she has super detailed work. It is very realistic and intricate. And I can honestly say I’m beyond impressed.” Hays sees how the meaning behind Morgan’s work is usually deeper than what meets the eye and how there is always a pattern in her work: the relationships between individuals. “She does a wonderful job with [realistic artwork], but then there’s always kind of like a human connection point,” Hays said. One attachment that Morgan longed to recreate through her art was the strong and heartfelt relationship that she shared with her late grandmother who passed away this past year. She did this in a drawing of two hands reaching for each other. “At first, [the piece] was about how I felt disconnected from my grandmother, but I realized after a while that I don’t necessarily feel disconnected from her, it’s just that the connection feels different,” Morgan said. Although the piece has an explicit meaning to her, Morgan opted not to draw specific faces so that others would be able to see her art and relate it to their own losses. “It [shows] a connection through death, which everyone can relate to. I want people to resonate with my pieces and understand them.” However, Morgan did not want to only display how her personal connections influence her life — she yearned for the viewer to question how they, too, are influenced by others. To do this, Morgan decided to paint an array of faces onto a mirror so that the viewer could look at their reflection and see the many faces surrounding them, representing the different individuals who influence them. The mirror piece is “inviting the viewer to look at themselves as the people that influence them,” Morgan said, “It’s looking at yourself with the perspective of knowing that you are influenced by others and being able to see that [first-hand].” As for the future, Morgan is unsure of what she will do, but she hopes to have art in her life in some capacity; Hays, too, wishes to see Morgan take art with her well into adulthood. “I really hope – especially with the students in AP drawing – that art is in some part of their [future]. It’s so cool that in this day and age, a lot of students have so many different interests, but I hope that [Mitra will] have art in some aspect of her [future] life,” Hays said.


photo by A. Lowry

Morgan’s pieces for her AP Drawing portfolio illustrate how individuals shape one another. She says that her sister has influenced her life in many aspects; and she draws inspiration from the people around her.

Photos provided by Mitra Morgan

MILL STREAM 19


features

ROAD WORK AHEAD

NHS administrators and students give their advice on practicing safe driving during the colder months Kylee White//kyleewhite03@gmail.com Heather McQuinn//heathermcquinn31@gmail.com

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lip-n-slides are enjoyable during the warm, sunshine soaked months of summer. But they’re not so fun if you find yourself behind the wheel and you’re slipping and sliding on a patch of ice. According to an auto insurance survey, more than 116,800 people become injured each year from car accidents that occur due to snowy or icy roads. So recently, NHS staff and students have been working together to create a safer driving experience to prevent young drivers from becoming a part of that statistic.

Countless students are new drivers this year, and several have found themselves driving in harsh weather for the first time. Many of these students also find themselves struggling with the challenges that being a new driver can create, especially in the school parking lots.

“I feel like there are a few small safety issues,” sophomore Addison Unger said. “ I just feel like traffic after school, especially on Black Days, could be handled better. So many people try to cut others off or sneak between parking spots, and there’s usually honking, and it takes me 15 to 25 minutes on a good day to get out.”

Unger has only had her license for a few months and says that she is very confident with her driving because of the practice that she was able to gain, both with her permit and her license. Since operating a vehicle during the colder months is an area she hasn’t experienced before, this winter season has introduced her to new driving challenges.

2.22.22

Photos provided and by k. White and H. McQuinn

“I don’t think there is an overarching big problem with student drivers at NHS,” principal Dr. Craig McCaffrey said. “Student drivers at NHS are just like all other student drivers. Sometimes drivers make poor decisions (like speeding or driving recklessly) or are distracted when driving but overall students do well.” McCaffery has noticed students speeding in the drives in both the front and back of the school, and is concerned about students’ potential to be driving too fast on snow and ice. “I am worried that student drivers don’t give themselves more time to get to school, which would cause them to drive faster than they should be given the conditions,” McCaffrey said.


ence of road safety signs in the past, however the amount has increased within the past year. “The stop signs by Gate 7 were a suggestion from the principal’s advisory council,” Reiss said. “The collaboration of admin staff and resource officers decided it would be a good idea that would help the lot flow better during arrival and dismissal.” While being alert and safe during any season on the road is important, winter driving includes a new set of boundaries that students must be aware of. NHS officials say students are expected to take road safety with the utmost responsibility, “Driving to school is a privilege,” McCaffrey explains, “Everyone who drives to school has equal responsibility in keeping everyone in your vehicle around you and on campus safe. Take that responsibility seriously.”

“A couple of times where it’s snowed but the roads have been really icy I would keep sliding every time I turned, no matter how slow I went,” Unger said. Unger is not the only student who has faced these difficulties while driving on the winter roads. Junior Victoria Gien has seen similar experiences. “[One day] when I was driving to school, my car slid on the ice twice while I was turning, and I’m really lucky that no other cars were near me when this happened or I most likely would’ve gotten in an accident,” Gien said. With situations like these, NHS’s resource officers say it’s important to know how to stay safe on the road. “I always encourage young drivers to start stopping much sooner than they would on dry roads, as you never know when there might be snow or ice near the stop light or sign,” NHS resource officer Andrew Reiss said. “When driving on snow covered roads you should also reduce your speed, as a slick road can cause your car to slip on the roadway, and if you’re driving at a slower speed, you have a better chance to recover.” Reiss also urges drivers to practice safe driving before even getting on the road. “One of the biggest issues I see in the winter that causes crashes involves drivers not cleaning off all of their windows when frost or snow has covered them. Not being able to see out your rear or side windows, or only having a small spot in front of the driver cleared off, severely reduces your visibility and can lead to a crash,” Reiss said. Being on the road is not the only circumstance where safe driving needs to be practiced, as the NHS student parking lot has recently added a new addition to keep accidents to a minimum. Student drivers have seen a pres-

DRiViNG TO SCHOOL iS A PRiViLEGE. TAKE THAT RESPONSiBiLiTY SERiOUSLY.

MILL STREAM 21


sports

SWINGING WEIGHTS

Sophomore Hannah Alexander prepares to live up to last year’s successes Andie Harmon//andielynn8@gmail.com Brenzlee Johnson//jbree1433@gmail.com

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2.22.22

Hannah Alexander shows off her medals at the USATF Junior Olympic Nationals. She placed 15th in both of her events.

Photos provided by Hannah Alexander

he firing of guns can be heard in the distance signaling anxious runners as sophomore Hannah Alexander steps up to the plate. With a heavy disc in her hand, she breathes, steps, and throws as hard as she can, sending the weight flying in the air until it hits the ground. As the throw’s distance is measured, tensions arise as the NHS athlete waiters to see if she qualifies for state. At the age of 8, Alexander, who enjoyed both volleyball and track, made an unexpected change one day that ultimately changed her life. “My coach suggested throwing because she thought I was strong,” Alexander said. “Ever since then, it’s really stuck with me.” And with that small push, her rise to the top has only grown exponentially. Just last year, she was ranked as the #1 freshman in the country for her discus and shotput skills. With personal records of 39’10.5” for shot put and 130’9” for discus, she’s placed herself in position for national recognition. “I’ve won several awards since I started,” said Alexander, “but this past year I was the Hoosier Crossroads Conference (HCC) champion, sectional runner-up, regional champion, and All-State. I also placed top 15 in both events at the USA Track and Field (USATF) Junior Olympic Nationals.” But it hadn’t always seemed that easy. Throwing heavy objects poses risks for serious injuries, which is something Alexander faced herself. “In 8th grade, I hurt my knees and had to go to physical therapy for a couple months,” said Alexander. “Sometimes they still hurt me when I’m throwing, so whenever that happens, I just take it easy for a few days and then get right back to it.” Even though she was injured, Alexander kept a positive attitude which she says helps her when she’s playing any sort of sport. She also says it changes her perspective on the game. “My private coach, who I have been working with from the start of my throwing career, has always been encouraging and has introduced me to many of my throwing partners who have also helped and supported me,” said Alexander. “It just makes everything more enjoyable.” Her private coach isn’t the only one with this approach. James Pearce, the head coach of the NHS girls track and field team, implements the same mindset into not only Hannah, but the rest of his athletes. “To me, teamwork is everything. What an athlete does individually feeds the team’s performance. Each athlete’s first commitment is to the team above anything they achieve individually,” said Pearce. “I always tell athletes to remember that everyone they compete against is a human being, not much unlike themselves.”

Alexander shows off last year’s IHSAA regional championship award. She placed 7th in the state finals a few weeks later.


Though Alexander gets support and encouragement from her coaches, the pressure on her is still strong. With the track and field season coming up, her supporters may wonder if she’ll be able to achieve more than she did last year. “A lot of times I feel very pressured to always best my past marks, even if things haven’t gone the way I want them to,” said Alexander. The high achievements Alexander received last year are impressive to her teammates, and she’s been working hard and practicing to improve on every score she’s gotten since. “I’m always throwing throughout the whole year. During the summer, I have an off-season club where I go to nationals and other big meets like that, and during the fall I’m trying three to four times a week to get ready for the indoor season in the winter,” said Alexander. Her dedication and passion is recognized and does not go unnoticed by her teammates. “Hannah is a really strong thrower and is always helpful with perfecting the throwing technique,” said Marielle Fitch, a sophomore thrower on the team. “I always have a good time with her and we’re both looking forward to the outdoor season.” Nor does it go unnoticed by her coach. “Hannah has the drive of a competitor,” said Pearce. “She’s quiet most of the time, but inside herself she wants to win in the biggest way possible.” The strong commitment and effort she puts into perfecting her throw is obvious to her team, but the All-State qualifier isn’t stopping there. “There’s always something new to be learning [and] working on. Once you perfect one part of the throw, there’s always something else to try and perfect,” said Alexander.

MILL STREAM 23


lifestyles

IT’S NOT ME, IT’S YOU

How to identify red flags in a relationship and what to do next Anna Guinn//annayguinn@gmail.com Caitlin Hall//hallc7544@gmail.com

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ou’re the therapist of your friend group. It’s your responsibility to hide your own feelings so you don’t project them onto others the way your friends do to you. When your boyfriend comes over, you stay quiet so as to not upset him. Another mistake today, and you’ll set him off again. But why is it your responsibility to surrender your freedom to protect peace? The normalization of red flags in relationships in today’s society makes it difficult for people to distinguish between healthy and unhealthy relationships. Sophomores Madison Hampton and Jasmine Giboney, senior Lauren Rohn, and Mark Pardue, the Mental Health Coordinator for Noblesville Schools, have all had their own personal run-ins with unhealthy relationships, whether that be romantic relationships or friendships.

“Do not, I repeat DO NOT make any decision just because you feel like you are supposed to, or because you feel pressured. Be true to yourself and your values at all times. It is when we betray ourselves to meet someone elses vision of what we should be that we lose ourselves. Live your flippin’ truth.” ~Mark Pardue Noblesville Schools Mental Health Coordinator

2.22.22

WHAT WOULD YOU SAY RED FLAGS ARE iN A RELATiONSHiP? “Knowingly— and consistently— breaking a person’s boundaries and trust is a huge red flag. Relationships require respect from and for all members.” ~Lauren Rohn, NHS senior “If you can’t treat your mom right, can’t treat a girl right. Same thing, can’t treat your sister, right can’t treat your girl right...” ~Jasmine Giboney, NHS sophomore

WHAT WOULD YOU SAY ARE GREEN FLAGS iN A RELATiONSHiP? “Them being caring and having a heart? Green flag. You don’t want them to be cold hearted.” ~Jasmine Giboney

WHAT iS SOMETHiNG MOST PEOPLE WOULD SAY iS A “DEAL BREAKER” iN A RELATiONSHiP? “I’d say cheating is a big one. Then also lying and being manipulative.” ~ Madison Hampton, NHS sophmore

WHAT iS SOMETHiNG YOU THiNK iS MOST iMPORTANT iN A RELATiONSHiP? “Communication is key. Establishing boundaries through communication allows all people in a relationship to be respected and heard.” ~Lauren Rohn

Illustrations by C Hall

WHAT iS SOMETHiNG KiDS SHOULD KNOW WHEN GETTiNG iNTO A RELATiONSHiP?


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