Volume 19, Issue 2

ODYSSEY

Volume 19 Issue 2 March/April 2022 $5.00

STUDENT VOICES IN EDUCATION

The radio show “Education Matters” is hosted and produced by teenagers and strives to show the Athens-Clarke County community the importance of education.

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STRENGTHENING CENTRAL

CCHS weightlifting classes are becoming increasingly popular as they engage students in off-season conditioning and help them build athletic confidence.

VIEWPOINTS 5-13

TABLE OF CONTENTS

DIAGNOSED WITH IGNORANCE 11 Mental illnesses are often stigmatized and

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misunderstood as a result of ignorant phrases that trivialize the experiences that those with mental illnesses may endure.

BY ANTONIO STARKS Featured: SAFETY INFORMATION: Clarke Central High School junior Kelvie Williams reenacts part of the current CCHS lockdown protocol on Feb. 15. During the 2021-22 school year, several lockdowns have occurred, and Williams feels there should be immediate communication about the issue.

“Just because we're students, we should still be in the loop of what's going on because then again, it's our lives at stake, as well,” Williams said. Photo by Lucas Donnelly

NEWS 14-19 TAKING THE U-LEAD 16 Nonprofit organization U-Lead Athens provides services to aid underdocumented students, but has faced challenges due to the ongoing pandemic.

BY WYATT MEYER

FEATURES 20-23 TO DANGER 20 DESENSITIZED As the number of school shootings and lockdowns spike across the nation, demand for better security protocols rises at CCHS community.

BY AUDREY ENGHAUSER AND EMILY COUCH

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Featured: ARTISTIC SPIRIT: Clarke Central High School junior Aiyanna Bhuiyan poses in the College Square Plaza on Feb. 17. Bhuiyan started creating art when she was young because of her grandmother’s influence. “I’ve been doing art my entire life, being creative (in) that way,” Bhuiyan said. “My art has really changed over this past year during quarantine. I really started connecting with spirituality and who I am, what I am here for, (those) type (of) existential questions. My art had grown with that.” Photo by Chloe Sears

VARIETY 27-38 QUEST FOR ATHENS' BEST 36 After sampling from different local restaurants, members of the Variety Staff conclude that Thai Spoon and D92 Korean BBQ provide the best noodle soup dishes in Athens.

Featured: FOSTERING POSITIVITY: (From left) Clarke Central High School boys varsity soccer coach Chris Aiken poses with his sons, CJ and Landon, and his wife, Becca, in front of Billy Henderson Stadium on Feb. 23. Throughout Aiken's 10 years at CCHS, he has made an effort to establish a welcoming environment on the soccer team. “I think a lot of what we do here is we just treat everyone fairly all the time,” Aiken said. “We create an environment where it's just about working hard every day.”

Photo by Aza Khan

BY THE VARIETY STAFF

SPORTs 39-47 STRENGTHENING CENTRAL 44 CCHS weightlifting classes are becoming increasingly popular as they engage students in off-season conditioning and help them build confidence on and off the field.

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BY GRETCHEN HINGER

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Cover photo by Lucas Donnelly Cover design by Audrey Enghauser

March/April 2022

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odysseynewsmagazine.com COMPLETING THE PASS Clarke Central High School Class of 2006 alumna and new assistant varsity girls basketball coach Cherrelle Pass returns after coaching at several high schools, bringing a refined set of coaching values.

BY LUKAS CORNISH AND NATALIE SCHLIEKELMAN

THE LIMITS OF ALLYSHIP Print Editor-in-Chief Audrey Enghauser discusses the scarcity of queer voices within the college research process and the importance of queer communities, beyond straight allyship, to queer students.

BY AUDREY ENGHAUSER

AGAIN AND AGAIN Menu Editor Kalliope Samaltanos explains the ways grief has affected her life and how she views other people.

BY KALLIOPE SAMALTANOS

REPPING REPRESENTATION In a March 17 author visit, children’s author Alex Gino discussed queer representation, queer literature and their own writing and experiences with students at CCHS.

BY NATALIE SCHLIEKELMAN

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Odyssey

The ODYSSEY is a student-run news publication, published with the intent to inform, entertain and give voice to the Clarke Central High School community, as well as to educate student journalists. Established in 2003, the ODYSSEY is published four times a year, and each issue is an open public forum for student expression under the guidance of a faculty adviser.

Student journalists are provided with opportunities to investigate, inform, interpret and to evaluate: all traditionally accepted functions of the press in America. Published opinions do not necessarily reflect the views of anyone other than the staff.

The ODYSSEY staff is committed to reflect the mission statement set forth by Clarke Central High School.

The goals of the staff are to provide fair, accurate news and commentaries, as well as to serve the interests of the school and Athens’ community.

Advertising must conform to the guidelines set forth for editorials. Publication of advertisements does not indicate an endorsement by CCHS or the ODYSSEY staff.

Students pictured in advertisements are not given monetary compensation. All advertising rates are available upon request from any ODYSSEY staff member.

The ODYSSEY is a member of the Quill and Scroll Honor Society, Georgia Scholastic Press Association, Columbia Scholastic Press Association, National Scholastic Press Association and Southern Interscholastic Press Association.

Corrections of errors and omissions will appear in the next issue.

Print Editor-in-Chief: Audrey Enghauser Digital Editor-in-Chief: Ireland McCage Print Managing Editor: Chloe Sears Digital Managing Editor: Natalie Schliekelman Viewpoints Editor: Molly Harwell News Editor: Nicolas Willman Variety Editor: Isaac Ramirez Sports Editor: Gretchen Hinger Editor-at-Large: Eva Orbock Business Manager: Isaac Ramirez Beat Editor: Maya Clement Menu Editor: Kalliope Samaltanos Webmaster: Anna Shaikun Photographers: Lucas Donnelly Aza Khan Staff Members: Sofia Balsamo Lukas Cornish Emily Couch Jane Ripps Eleanor Robinson Cadence Schapker Antonio Starks Audrey St.Onge Anna Tenner Isabella Westrich Adviser: David A. Ragsdale ODYSSEY Newsmagazine Clarke Central High School 350 S. Milledge Avenue Athens, Georgia 30605 (706) 357-5200 Ext. 17370

LETTERS TO THE EDITOR SUMMER'S SHINE >> VIEWPOINTS

Our November 2021 issue featured a story about CCHS Assistant Principal Dr. Summer Smith and her dedication to students and staff throughout her 20-year career.

MO KNOWS // Molly Harwell

>> NEWS

I genuinely liked reading the article "Mo Knows" because it made me feel seen and helped me understand that many are going through the same situation I am. I entered the Clarke County School District my freshman year online, already anxious that I wasn't going to know anyone and was unfamiliar with learning on Zoom. When returning back to school in person this year, now a sophomore, I became flooded with that same anxiety of the unknown. Being able to relate to someone who understands the same stress and rigor that is put upon sophomores at this point and time is extremely relieving and has now helped me understand that we can all grow from these bizarre past two years.

SCHOLARS IN SCAPE // Maya Clement, Lucas Donnelly, Emily Couch and Cadence Schapker I was thrilled to learn about SCAPE (Students of Color Achieving and Pursuing Excellence) club in the ODYSSEY. Diversity begets more perspectives, more growth and more learning.

The demographics of our advanced courses tend to be less representative of the student body as a whole. This means that all students of color who take these courses would likely benefit from a community of supportive peers. Kudos to Makenna (Mincey) and McKenna (Ezekiel) on their leadership and continued efforts!

-- Isabelle Duncan, CCHS sophomore

-- Molly Dorkey, CCHS English department student teacher

Corrections/Omissions April 2021 Page 4, in online promotion for the website, under for This I Believe: Antonio Starks, “how” should be inserted between “and” and “his” Page 6, in Letter from the Editor, in the third column, “an” should be “a” Page 6, in Letter from the Editor, in the third column, the quotation mark after “said.” should be omitted Page 6, in Letter from the Editor, the caption should include a trend High School” Page 7, in Boiling Boiling Point, Point, ininthe thefirst firstcolumn, column,“CCHS” “CCHS”should shouldbebe“Clarke “ClarkeCentral Central High School” BoilingPoint, Point, in second the second column, “CCHS” be inserted before Page 7,7, ininBoiling in the column, “CCHS” should should be inserted before “Assistant” “Assistant” Page 7,Point, in Boiling the second “the” shouldbefore be inserted before Page 7, in Boiling in the Point, secondincolumn, “the”column, should be inserted “pandemic” Page 8, in Fresh Voice, in the second paragraph, “as” should be omitted “pandemic” Page 8, in Fresh Voice, in the fourth paragraph, “a” should be inserted before “long” Page 8, in Question of the Month, above Josie Green, a quotation mark should be inserted after “classes.”

Page 11, in Equitable education, in the fourth paragraph, “ADHD” should be “attention deficit hyperactivity disorder” Page 11, in Equitable education, in the fifth paragraph, the second period after “school.” should be omitted Page 11, in Equitable education, in the second column “should be knowledgeable” should be omitted Page 12, in Our Take, in the second paragraph, “too” should be “to” Page 12, in Our Take, in the second column, “intensive care unit” should be inserted before “ICU” Page 12, in Our Take, in the fourth paragraph in the third column, “Athens Clarke-County” should be “Athens-Clarke County” Page 12, in Our Take, in the caption, “ahows” should be “shows” Page 14, in Neutral Necessities, in the third paragraph, “trangender” should be “transgender” Page 15, in Neutral Necessities, in the caption, “(right)” should be “(below)” Page 15, in Neutral Necessities, in the caption, “gender neutral” should be “gender-neutral” Page 17, in Leveling the learning field, the captions should include trends Page 17, in Leveling the learning field, in the caption, “IEP” should be “Individualized Education Plans” Page 17, in Leveling the learning field, in the caption, “CCHS special education department teach Brad” should be omitted after the quote Page 17, in Leveling the learning field, in the caption, “targets” should be “target” Page 18, in Scholars in SCAPE, in the first column, “CCHS” should be “Clarke Central High School” Page 21, in Inspiring Black joy, in the first column, “Telser” should be “Tesler” Page 21, in Inspiring Black joy, in the first column, “bell hooks” should be “Bell Hooks” Page 21, in Inspiring Black joy, in the last paragraph, the slash should be replaced by a period Page 26, in Cultural Buzz, under Dear Evan Hansen, the third sentence in the third paragraph should be omitted Page 26, in Cultural Buzz, under Dear Evan Hansen, in the visual credits, “Vliewpoints” should be “Viewpoints” Page 27, in Cultural Buzz, under What If…?, in the visual credits, “Photio” should be “Photo” Page 28, in Good ol’ Southern biscuits, in the deck, “staffer” should be “Staffer” Page 29, in Good ol’ Southern biscuits, in the bottom caption, “southern” should be “Southern” Page 29, in Good ol’ Southern biscuits, in the first column, “making” should be “made” Page 29, in Good ol’ Southern biscuits, in the first column, “bringing” should be “brought” Page 29, in Good ol’ Southern biscuits, in the first column, there should be a period after “involved” Page 29, in Good ol’ Southern biscuits, in the first column, “west coast” should be “West Coast” Page 29, in Good ol’ Southern biscuits, in the second column, “southern” should be “Southern” Page 32, in Conveying culture through cuisine, in the second column, “vut” should be “but” Page 33, in Conveying culture through cuisine, in the first paragraph, the last paragraph should be part of the fourth paragraph Page 33, in Conveying culture through cuisine, in the first caption at the bottom, “Photo by Lucas Donnelly” should be inserted at the end Page 33, in Conveying culture through cuisine, in the second caption at the bottom, “Rashe said.” should be “Rashe’s Cuisine owner Rashe Malcolm said.”

Page 33, in Conveying culture through cuisine, in the second caption at the bottom, the second “Rashe said.” should be omitted Page 34, in Quest for Athens’ bes: burrito battle, in the written credits, “illustrator” should be “Illustrator” Page 36, in The Ramirez resolution, in the deck, “envrionments” should be “environments” Page 36, in The Ramirez resolution, in the caption trend, the question mark should be omitted Page 42, in Gaps between Glads, "former" should be omitted from William Lance's title Page 43, in Gaps between Glads, in the caption trend, “WEIGHLIFTING” should be “WEIGHTLIFTING” Page 43, in Gaps between Glads, in the caption, “CCHS” should be “Clarke Central High School” Page 43, in Gaps between Glads, in the caption, “weighlifting” should be “weightlifting” Page 43, in Gaps between Glads, in the caption, “a” should be inserted after “lifts”

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>> SPORTS

ha ve see n many kids readi n g and talki ng abo u t yo u r lates t iss ue of ODYSSEY as I vis i t class ro o m s. Yo u guys did a g reat jo b wi th this iss ue, and the ODYSSEY Ne ws magaz i ne is an i m p o rtan t asp ec t of the Gladiato r co mmu ni ty.

GAPS BETWEEN GLADS // Gretchen Hinger and Jane Ripps I was very astonished and inspired after reading the article “Gaps Between Glads.” I have expressed my anger towards the (locker room) inequality for years, (but) no one has been as passionate about the issue as me. Although, after reading this article in (the) ODYSSEY, I realized other people felt the same way. Seeing the article not only made myself and others aware about this problem, but it made me realize other student-athletes actually care about this and (it) inspired me to help bring this issue to light.

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-- HANNAH BARNETT, CCHS senior

-- Ginger Lehmann, CCHS instructional coach Contact ODYSSEY Newsmagazine

Letters: Email us at editors@odysseynewsmagazine.net, or drop off in the Main Office, in care of the ODYSSEY. We ask that all letters be under 250 words and signed. We reserve the right to omit or edit any letters received. Insulting, unsigned or libelous statements will not be considered for publication. All letters may be edited for clarity and space.

Advertising: For ad rates email us at business@odysseynewsmagazine.net.

Online: Message us on Instagram at @odysseynewsmag.

March/April 2022

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LETTER FROM THE EDITOR

BOILING POINT

Print Editor-in-Chief Audrey Enghauser shares her experience with community storytelling and the symbiotic benefits of such work for young people and their local communities.

Administrators should address the harmful lack of communication with students when lockdowns, especially accidental ones, occur at CCHS.

s a journalist, I focus on the impact I can have on my school and community in Athens, Georgia.

However, as one story about

BY AUDREY ENGHAUSER the history of the Print Editor-in-Chief Clarke County School District’s desegregation launched me into hours of conversations with the first people to integrate my school district, their voices transformed my own perspective on my hometown.

The most extensive interview I conducted was with Ms. Fannie Sims Smith, one of four Black students to enter what was then the all-White Athens High School in 1963. Instead of receiving predictable, formal responses as I would from a teacher, Ms. Smith’s words cascaded over me the moment I asked her to share her story.

Her vivid account of isolation and misery captivated me as she floated through her stories in jumbled, emotional sentences, hopping from topic to topic -- solitude to kindness, despair to hope. I jotted down key emotions, moments and dialogue,

ith school lockdowns among the myriad of administrative safety measures at Clarke Central High School, it’s becoming

BY CHLOE SEARS increasingly difficult Print Managing Editor to distinguish between reality and another false alarm.

According to Statistia.com, there were 249 lockdowns caused by school shootings in the United States in 2021. Of those lockdowns, 240 did not involve active shooters.

This number has more than doubled since the 114 lockdowns that took place in 2020, and during all of those, there was only one active shooter documented.

At CCHS, there is little way to tell the difference between various levels of severities of administrative holds and lockdown in the moment, or even if the lockdown was inadvertent, leading to high levels of stress or desensitization among students.

Regardless of the threat, every situation is treated like it’s the worst-case scenario as student's aren't given signalling to indicate the type of incident.

Lockdowns are initiated when the button on the Centegix badges that CCHS teachers wear have been pressed eight times or more.

In this case, the system alerts administrators to the event happening on campus, informing all CCHS administrators and security personnel as well as Clarke County School District leadership and resource officers, but it does not inform the students affected about the reason for the lockdown.

“Typically when we have an event at school, (Family Engagement Specialist Christian Barner) and I, and the admin team would collaborate and craft an email communication to send out to parents,” CCHS Principal Dr. Swade Huff said.

In order to create a sense of clarity and transparency, those

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from vivid memories of her classmate’s harsh language to the isolating classrooms and cafeteria.

Eyes wide from the weight of her words and the magnitude of her influence on my school community, I leaned into my curiosity, giving up control of the conversation and journalistic instincts to listen and to let her stories inform my picture of Athens’ integration.

I interviewed two other people who integrated CCSD schools, forming a web of perspectives that helped me imagine the environment of my high school during this change. Some sources asked me about the racial environment of the school now, stimulating conversations to which I could contribute my experiences.

These voices stuck with me in my daily life, forcing me to consider my own perspective and look at my school district’s history differently. At school, beyond noticing the lack of racial diversity in many settings, I considered the systemic and social segregation around me.

While our school has been integrated for many years and is a majority-minority institution, advanced and Advanced Placement classes consist of mostly White students. Most tables in the cafeteria

are still racially homogenous. Clubs and organizations tend to offer little diversity.

I now had language for the larger context of our school’s history of segregation and racial attitudes, and I could see how that informs self-segregation today.

I leaned into my curiosity, giving up control of the conversation and journalistic instincts to listen.

The process of assembling future social justice and Athens history stories has impacted the very center of what I believe my hometown to be, introducing me to another side of its struggle, passion and progress.

I approach each story with greater empathy and connection than I did before, allowing the perspectives I synthesize to mold me as I share them with my community.

Through these interviews, I uncovered a new purpose in my writing. Community journalism more than just serves the community -- it opens the eyes of the individuals who interview the sources directly. These relationships, especially when they’re forged when the person is young and impressionable, are highly influential for broadening one’s perspectives, becoming entrenched in the issues and people of one’s community and becoming inspired to join social change.

Even informally, students should take opportunities to interview important community members.

Starting with grandparents and family members, teens will soon find stories through conversation that can unlock new perspectives to hold onto for a lifetime. O

Above: OVERCOME WITH CURIOSITY: Print Editor-in-Chief Audrey Enghauser interviews a community member who contributed to desegregating the Clarke County School District. Enghauser’s experience with hearing directly from individuals that took part in desegregating the Clarke County School District intensified her passion for telling community stories. “Her emotional depictions of isolation and misery captivated me as she floated through her stories in jumbled, half-finished sentences, hopping from topic to topic -- solitude to kindness, despair to hope,” Enghauser wrote. “I jotted down key emotions, moments and dialogue, from vivid memories of her classmate’s harsh language to the isolating classrooms and cafeteria.” Illustration by Antonio Starks

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emails should not only be sent to parents, but students, as well.

Communicating with adults is a sensible move, so why not take the extra step to let the young adults in school know that they are in a safe place?

According to Stanford News, the use of antidepressants in young adults under the age of 20 increased 21% because of exposure to school shootings. More than 240,000 students across the country have experienced these events since 1999, and they’ve only become more common since 2015.

Lockdowns -- and the lack of communication when they happen -- have negative psychological effects on the students who endure them.

Unfortunately, the harsh reality is this: the ability to create false alarms and accidental lockdowns with Centegix badges has created a “boy-who-criedwolf ” type of situation.

With no communication from administrative leaders about the details of these lockdowns, how

are students supposed to know when they should really be afraid?

Lockdowns are unexpected events. It’s much better to be safe than sorry when it comes to school safety, but CCHS needs to reassure students of their safety and the severity of these events after they’re forced into lockdown.

With proper communication from the administrators and access to resources, such as the Athens-Clarke County Police Department’s Twitter account for timely community disturbance updates, CCHS can become more accountable for these incidents.

Additionlly, the administration could create more differentiated lockdown codes in order to communicate with students and teachers in CCHS in the moment about the severity of the event.

Tell students it was a false alarm. Don’t let them sit in the back of a classroom with the lights off, hearts pounding as they wonder whether or not they need to be calling their parents to say goodbye. O

How are students supposed to know when they should really be afraid?

Above: CRYING WOLF: UNSURE HOW TO FEEL: For many students across the country, a school lockdown causes anxiety and uncertainty. Due to the high number of recent lockdowns at Clarke Central High School, three of which were accidental, students may become desensitized to lockdowns. “Unfortunately, the harsh reality is this: the ability to create false alarms and accidental lockdowns with Centegix badges has created a “boy who cried wolf” type of situation,” Sears wrote. Illustration by Antonio Starks

Viewpoints

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Demi Thomas

FRESH VOICE Journalism I student Demi Thomas writes about code-switching and the effect it can have on people of color.

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ccording to scienceleadership.org, code-switching occurs when someone changes the way they speak, act or dress in order to fit in with a certain social group.

With all the different social classes, sports teams, school clubs and racial and ethnic groups in high schools, there are millions of students who change how they present themselves to be accepted.

While code-switching serves a purpose in appropriating conversations to different social settings, some of the reasons why people do it are disappointing.

It is a skill that is most needed in the minority community because many minorities must change multiple things about their personality to fit the “White standard”, whether that means changing their accent, culture, food, clothes or other aspects of their identity.

According to Vox.com, former First Lady Michelle Obama struggled with code-switching as a child, but this also prepared her for her husband Barack Obama’s presidential campaign.

Not having to code-switch is a privilege.

It is a privilege for someone to not have to change who they are in order to get a job. It is a privilege to not have to grasp the idea of changing your behav-ior based on who you are with at such a young age.

Most minority children have to learn this skill in order to be taken seriously by their White peers, teachers and supervisors. People should recognize what a privilege it is to be able to ask the question: “What is code-switching?”O

THUMBS

Question

The ODYSSEY staff’s opinions

of the month

on this month’s issues.

How do you support local Athens businesses?

I try, whenever possible, to shop at businesses around Athens. I find there's a lot of really good bookstores like Tyche’s Games, which sells books for hobbies that I have, so that’s a nice place to go.

-- JON MILLIANS, CCHS sophomore

By advertising (local businesses), spreading the word out. I think social media would definitely be a really good way (to support local businesses) because a lot of people are on social media now.

-- LYNESY ALVAREZ, CCHS junior

"Your outfit is giving!"

"I like your outfit!"

I support Athens businesses by drinking Jittery Joe's Coffee instead of Starbucks. Although the lines are blurry between 'big corporation' and 'local business,' I still feel like Jittery Joe's Coffee will put my money to good use by helping the Athens community.

-- TRIPP SANDIFER, CCHS senior

Above: ALTERED BEHAVIOR: The illustration shows how a young Black woman changes her behavior and the way she dresses depending on who she is talking to. Minorities often face the need to code-switch, a task that many others don't have to perform. "It is a privilege for someone to not have to change who they are in order to get a job. It is a privilege to not have to grasp the idea of changing your behavior based on who you are with at such a young age," Thomas wrote. Illustration by Antonio Starks

I generally try to start with the African American-owned businesses like Weaver D's and the Soul Food Cafe on West Broad Street. When I'm able, I try to do as many of the food service businesses as I can.

It is more important than ever for students to address issues that impact them.

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I have been going to Jna Nailz since freshman year started. Chrysia, she started this small business a while back and I've been supporting her, I literally only get my nails done by her. She's very cheap and affordable.

-- KIAREIYAH PASCHAL, CCHS freshman

OUR TAKE

INVESTING IN KNOWLEDGE Many students would benefit from a required course in financial education in order to create a generation of students who are financially literate.

AIRWAVES OF EDUCATION A local radio show hosted by teenagers, “Education Matters”, aims to teach the Athens community about the importance of education.

FAMILIAL INTERSECTION Through his love of cars, Variety Editor Isaac Ramirez has learned to connect with his father and his community.

10-YEAR TENURE Chris Aiken, a man of many titles in CCHS athletics, has influenced athletes, students and faculty members of the CCHS community in his decade at the school.

TRIVIALIZING TROUBLES A lack of education on mental health leads to the trivialization of illnesses such as depression, anxiety, OCD and ADHD.

MISSING THE ACTIVISM Although occasionally helpful, social media activism has led to important marginalized voices being blocked out.

THE LOW-DOWN ON LOCKDOWNS Recent lockdowns at CCHS have brought about student and faculty concerns about education and communication regarding these events.

s the old proverb goes, much of society lives by the standard that, “Children should be seen and not heard”. However, during the last several decades, there have been examples of students advocating for change within their schools.

In the Supreme Court case Tinker v. Des Moines Independent Community School District (1969), a group of students protested the Vietnam War by wearing black armbands, which caused their suspension and sparked the case. The court ruled that students in public schools maintain First Amendment rights.

According to USNews.com, after the mass shooting at Marjory Stoneman Douglas High School in 2018, MSDHS student X González became a vocal advocate for gun violence prevention and helped involve students in the fight against this issue through protests and movements.

These students saw issues affecting their schools and seized the opportunity to speak out and incite change.

During the last several years, students have seen multiple Clarke County School District leaders deposed, including a superintendent and multiple principals. Many of these issues sparked controversy in the community.

This is evident on the CCSD Facebook Town Hall, which is a public forum for community members to express their concerns.

While they are discussed primarily by adults, many of these issues affect students most directly.

Though it might be difficult for high schoolers to find their voice, there are forums for student opinions that they should take advantage of, such as speaking at public Board of Education meetings.

On Feb. 10, Clarke Central High School girls varsity soccer player Hannah Barnett, a senior, spoke at a CCSD BOE meeting to address issues of inequality between the men and women’s sports teams at CCHS. “We ask that the district plan to add women’s locker rooms into our school. This is not a funds issue, this is an equity issue,” Barnett said.

There are other forums for concerned students, such as the CCSD Superintendent Student Advisory Council, an organization created to “provide high school students the opportunity to learn about school district issues and influence how decisions are made,” the CCSD website stated.

Furthermore, if these opportunities provided to students do not spark sufficient change, students should challenge the systems that suppress their voices.

Though it may seem difficult to speak up, students should continue to make sure that their ideas are heard in order to create change within the district.

DUAL OPPORTUNITY

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The dual enrollment program at CCHS provides students with valuable learning experiences, but few students are taking advantage of this opportunity.

-- DR. ANTHONY RUCKER, CCHS fine arts department teacher Right: ACTING AS ADVOCATES: A student leader touches on her experiences vocalizing the issues she faces at school to the community. In order to have their voices heard, students should seize opportunities to reach out to those in power within the Clarke County School District. “Though it may seem difficult to speak up, students should continue to make sure that their ideas are heard in order to create change within the district." Illustration by Antonio Starks

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MO KNOWS

DIAGNOSED WITH IGNORANCE

A required course that teaches teenagers valuable financial skills would help CCHS students enter adulthood feeling confident and ready to support themselves monetarily.

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ith Clarke Central High School classes as advanced as Advanced Placement Calculus and as niche as mythology,

BY MOLLY HARWELL it is surprising that Viewpoints Editor the Clarke County School District has devalued financial education courses that should be essential to a teenager’s learning experience.

According to a study by Statista.com, 68% of nationally surveyed adults between the ages of 1829 are “somewhat” to “not very” financially literate.

Public high schools are not preparing their students for the real world, especially in a financial sense.

“A 2016 survey indicated that only 31% of young Americans (ages 18 to 26) agreed that their high school education did a good job of teaching them healthy financial habits,” an article by Champlain College Online stated.

High school seniors are often thrown into athe financially-driven world with little to no education on how to complete crucial financial tasks such as balancing a checkbook, filing taxes and establishing a high credit score.

Education is crucial when it comes to money. If students are educated on saving from a young age, they will be more fit to support themselves as they encounter financial issues.

“A survey of 15-year-olds in the United States found that 18 percent of respondents did not learn fundamental financial skills that are often applied in everyday situations, such as building a simple budget, comparison shopping and understanding an invoice,” a survey published by Youth.gov, a website dedicated to supporting and well-being of youth, stated.

Though administrators at CCHS have made some efforts to help students become financially independent through the economics courses offered, CCHS Assistant Principal Dr. Summer Smith recognizes that a lack of practical education remains.

“If you're asking about the real world, I don't know that a lot of our students are prepared because a lot of (financial skills) we don't teach -- it's all academic, right?” Smith said.

For example, On Level and Advanced Macroeconomics classes at CCHS touch on a variety of personal finance topics, such as personal budgets, online banking and how to write a check, but this

is the only class that offers this information and it is The Wisconsin State Assembly Education Comonly available to non-Advanced non-AP seniors.Placement seniors. mittee is currently working to pass a bill for the While this is an important start, there needs to 2022-23 school year that would institute a policy in be more emphasis on the importance of financial in high high schools schools where where students students would would have have to to comliteracy starting in ninth grade and for everyone at com-plete plete a financial a financial literacy literacy creditcredit in order in order to receive to the school. receive their diplomas, their diplomas, according according to a Feb.to1aWisconsin Feb. 1 Another reason that financial education is crucial Public Wisconsin Radio Public article.

Radio article. at CCHS today is because of the High school seniors are often thrown high poverty rate in Athens. With a poverty rate of 32.4%, Athens-Clarke into a very financially-driven world County is one of the poorest with little to no education on how to counties in Georgia, according to an complete crucial financial tasks. article by the Grady News Source of the University of Georgia.

In low-income households, individuals may not At CCHS, administrators should implement this have a wide range of accurate financial resources to legislature to further develop students’ financial learn from, thus making financial education more education. With this change, CCHS students would important in schools. have to have a financial education credit to prove “With such illiteracy, youth in low-income that they have a well-rounded, general knowledge households can fall victim later as adults to scams, of how to budget and spend wisely. high-interest rate loans and increasing debt,” an Being financially literate is a vital part of post-secarticle by Youth.gov stated. ondary life, which can help students get jobs, gain One way to resolve this issue would be to skills in saving and march into the real world implement a required course on financial literacy financially competent. separate from Macroeconomics before graduation.

Mental illnesses are often stigmatized and misunderstood as a result of ignorant phrases that trivialize the experiences that those with mental illnesses may endure.

“I

am so OCD!” “That literally gave me PTSD.” “We all have a little ADHD!” These phrases have permeated contemporary

BY ANTONIO STARKS society for quite Viewpoints Staffer some time. This thoughtless behavior downplays mental illness and creates a misinformed understanding of its realities within society.

While ignorance of the intricacies and nuances of mental health isn’t a new problem, a recent development has been the trend of neurotypical people exaggerating their behaviors and self-diagnosing for attention.

Mental illnesses encompass a wide range of conditions that affect mood, thinking and behavior, according to Mayo Clinic. These are serious, diagnosed aspects of someone’s health, not to be conflated with daily changes in mood.

The trivialization of mental illnesses and the normalization of this behavior is harmful to people who suffer from mental disorders, as well as the people who make these “jokes”.

“Writing off group-based disparagement humor

as ‘just jokes’ may serve to legitimize hierarchy-enhancing beliefs and assumptions that otherwise might have been considered socially unacceptable,” a 2020 article published in the International Journal of Humor Research stated.

humor and normalizes the stigmatization of mental issues.

If one should come across someone who engages in this behavior, educating them on why making those kinds of jokes are wrong is a valid option. A simple explanation of how those statements can be harmful to people with mental health issues would benefit everyone involved.

This isn’t the responsibility of those with mental health issues, but of neurotypical people to teach each others how to respect those with mental disorders.

Tackling ignorance with indifference will simply allow uneducated ideas to swell and multiply across friend groups, close-knit communities and schools.

While it may just be all fun and jokes for some, trivializing mental illnesses can have upsetting effects on others emotionally, physically and mentally. One should educate themselves and others on the topic of mental illness and how to tell the difference between an adjective to describe one’s personality and a serious condition. O

While it may just be all jokes and fun for some, trivializing mental illnesses can have upsetting effects on others emotionally, physically and mentally.

According to a 2020 survey published on Statista, 30% of adults between the ages of 18-25 have some form of mental disorders such as depression, anxiety or ADHD. Along with this, nearly 50% of teens are diagnosed with a mental disorder, as reported by the National Institute of Mental Health (NIMH).

The number of people in high school who have mental health conditions makes it even more important for high school students to make the effort to understand those who have mental illnesses.

Misunderstanding of mental illness can quickly become common as it’s cloaked in the veil of

Left: EVERYONE, INTERRUPTED: A situation occurs in which a person misconstrues what ADHD is, and another person corrects him. Mental illnesses and disorders have been stigmatized by society due to widespread misunderstandings of neurodivergent individuals. “While it may just be all fun and jokes for some, trivializing mental illnesses can have upsetting effects on others emotionally, physically and mentally” Starks wrote. Illustration by Antonio Starks

Above: TAXES TROUBLE: A graduating high school student stares up at mounds of financial obligation, not knowing what to do or where to start. Graduating seniors often leave high school with little understanding of how to support themselves financially, so a required course that taught the importance of financial literacy would help students move into the real world safely and securely. “In low-income households, individuals may not have a wide range of accurate financial resources to learn from, thus making financial education more important in schools,” Harwell wrote. Illustration by Eleanor Robinson

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WHAT WE SEE IS WHAT WE KNOW The evolution of representation in children’s movies has expanded on-screen diversity, but these writers still have a long way to go in order to extensively cover real-world representation.

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he movies children watch growing up have an influence on the way they learn and experience the world around them, especially in terms of

BY ELEANOR ROBINSON Viewpoints Staffer the identities they see represented.

As children grow up with increasingly diverse characters, their views on the world expand and open new possibilities for them to discover. In older children’s films set in the 1940's to 1950's, viewers will find that most of them include more White, cis-gendered heterosexual characters.

There wasn’t a lot of diversity in children’s movies during that time period, so it was characters such as Snow White and Cinderella that laid the foundation for children’s role models on-screen.

"Classic" movies such as “Willy Wonka & The Chocolate Factory,” “Home Alone” and “The Iron Giant” feature most, if not all, of their main characters representing the larger majority in many ways.

These movies have become timeless classics,

once again leaving out diversity from the mainstream.

In more modern media, Disney has continued to stick to the traditional American beauty standards when it comes to shape and size representation, which is evidenced by thin, White princesses like Aurora, Belle, Ariel, Elsa, Aurora and more.

The newer generation is growing from the movies that formed their childhood.

In order for better representation in children’s films, Disney should adapt their representation to better represent its viewership. Without making room for more diversity in children’s films, many kids around the world will never have the chance to see themselves on the big screen.

Fortunately, recent developments in the entertainment industry have meant that children get to

witness these divergent narratives, as well as understand cultures and stories other than their own and benefit from a more expansive world view.

Children now get to grow up with a more diverse cast of characters in movie media. Films like “Black Panther” (2018), “Moana” (2016) and “Shang-Chi and The Legend of the Ten Rings” (2021) are contemporary films that bring much more diversity to the identities they portray.

Furthermore, Disney’s “Encanto” hit theaters on Nov. 24, 2021, offering a diverse portrayal of Latin American culture. Additionally, movies like “Luca” (2021) and “Turning Red” (2022) are similarly paving the way for future films that further represent ethnic groups and races multidimensionally.

In these movies, companies such as Disney bring their characters to life and leave an imprint on the children that watch them, giving them a wider perspective on the diversity of the world.

Popular media has made great strides toward becoming representation first began to show representation in children’s movies.

By continuing in this direction, such media can pave the way for every child to see themselves in the world. O

Left: REALIZED REPRESENTATION: An illustration above captures a young girl with a bionic arm pointing at a movie poster titled “Robotica”, which features a person with a similar prosthetic.

Viewpoints Staffer Eleanor Robinson reflects on the movie industry’s history with representation in children’s films and emphasizes the importance of diversity for young people being represented on screen. "In these movies, companies such as Disney bring their characters to life and leave an imprint on the children that watch them, giving them a wider perspective on the diversity of the world," Robinson wrote. Illustration

by Eleanor Robinson

CLOSING THE CURTAIN

ON PERFORMATIVE ACTIVISM

As activist movements continue to heavily rely on social media, it is imperative that those wishing to contribute do so with proper intent and through effective practice.

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or the last few years, teens’ social media feeds have been flooded with posts of aesthetically pleasing messages speaking on social

BY LUKE KROHN justice issues along Guest Writer with donation links to questionable foundations supporting different movements with various levels of credibility.

Amidst these online social justice efforts, a pandemic of performative activism has arisen. Performative activism is defined by the Yale Daily News as engagement with online social justice initiatives to “capitalize on the moment for social clout rather than actually support the movement and its demands.”

According to a study conducted by researchers at the University of Richmond, teenagers are more likely to engage with social media activism for internal reasons such as social status elevation rather than personal beliefs and values.

This issue has manifested in many ways, but arguably became most evident in the Blackout Tuesday for the Black Lives Matter movement during the Summer of 2020. In the sea of black squares uploaded by those feeling a social obligation to post, true activists were drowned.

Although users' intentions were not necessarily harmful, the affixed "#blm" hashtags on the posts, “made it challenging, for protesters and activists to use those hashtags to gather information about police actions and protest movements and share important resources,” a June 2, 2020 Time Magazine article stated.

Social media is a unifying experience that has become a part of many young peoples’ lives, and as a result, can effectively be used to help gather people and strengthen activist communities. As of 2021, 4.48 billion people worldwide were using some sort of social media platform, the University of Maine surveyed.

In order to use social media to promote real social change, users should rethink their engagement with activism online.

Although it may seem like reposting colorful

illustrations demanding justice for George Floyd or that the Deffered Action for Childhood Arrivals (DACA) program be renewed create an image of passion and purpose, those efforts scratch the surface of the opportunities social media offers for activists looking to get involved.

While at the very least these efforts raise awareness, they can quickly become detrimental to movements by crowding out the platform, making them seen as a trend rather than an actual worthwhile cause.

If reposting an infographic, social media users should choose one that is informative rather than purely aesthetically pleasing and lacking useful, if any, accurate and useful information. Some accounts that post accurate and reputable content include @so.informed and @colorofchange on Instagram.

A worthwhile activism account can be complemented by impactful graphics and images, but should ultimately be shared across social media

because of its accurate information and ability to mobilize activists.

The success of using social media to assemble has also become apparent on many different occasions. In a Teen Vogue interview, Ryan Pascal described how she used social media to help advertise and gather students for her school’s gun violence walkout in response to the Marjory Stoneman Douglas High School shooting. Efforts such as these bring activism offline to create real change.

It is inspiring to see the traction social media activism has gained, but to achieve more impactful advancements, a level of responsible engagement beyond reposting an appealing infographic for social gain is necessary.

Social media provides many impactful tools for activists looking to get involved, and if used properly, can create a world of change in a society that is riddled with inequities.

In order to use social media to promote real social change, users should rethink their engagement with activism online.

O

Above: ISOLATED FROM REAL CHANGE: A group of activists working together march toward progress with sustainability and climate change solutions, but those who attempt to engage online are isolated from them. Activism on social media often stems from performative motives and often fails to incite social change. “Although it may seem like reposting colorful illustrations demanding justice for George Floyd or that the Deferred Action for Childhood Arrivals program be renewed create an image of passion and purpose, those efforts scratch the surface of the opportunities social media offers for activists looking to get involved,” Krohn wrote. Illustration by Eleanor Robinson

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process and getting to meet him and talk to him about what he went through to write his book,” Carter said. “A lot of them kind of realized, ‘Well, that's possible. Yeah, I could do that.’ I think that has translated to them having a deeper appreciation for learning a little bit more about where they're from.”

One of Tesler’s students, CCHS senior Lamar Haynes, has developed a stronger connection to his project after meeting Thurmond.

“It was cool (because) we met the author of the book we've been reading. (He told) us more that he didn't write in the book -- things that we didn't know about: how he used to live, how rough it was for him and how he changed things around Athens,” Lamar said.

Above: TELLING HIS STORY: Dekalb County Chief Executive Officer and Clarke Central High School Class of 1971 graduate Michael Thurmond speaks in front of the Multicultural Literature classes in the Mell Auditorium on Feb. 23. After reading his book, “A Story Untold”, the seniors in CCHS English department teachers Erin Horton and Jennifer Tesler’s Multicultural Literature classes started an in-depth project that gave them the opportunity to research a topic in Athens history that interested them. “(Thurmond) talked about the importance of telling the story, but (also) of students knowing about their past in order to better understand their present condition,” Tesler said. “The research (for this project) has come together and we've given voice to lots of different stories in Athens that we didn't know before.” Photo by Aza Khan

“I think (Thurmond's visit) has translated to them having a deeper appreciation for learning a little bit more about where they're from.”

-- BRITTANY CARTER,

CCHS special education department collaborative teacher

uncovering the past To CHANGE THE FUTURE CCHS Multicultural Literature classes have allowed students to uncover stories about their community’s past and use what they learned to shape the future.

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n many high school literature classes, research rarely extends beyond the classroom and works are usually chosen from the American literary canon. However, Clarke Central High School 12th grade Multicultural Literature classes are taking on a project that provides a more immersive experience and allows for greater personal connections to their study.

CCHS English department teachers Jennifer Tesler and Erin Horton’s research project is based on an individually selected figure or topic in Athens history that engages students in their community and requires an in-depth examination of Athens history. “(Students) identified a topic, a purpose (and) their audience. They had to look for experts to interview whatever their topic was and then they had to interview them,” Tesler said. “They really needed to find something that was important to them to research so that they could start an inquiry from that. It was really led by them.”

The project was initially based on Michael Thurmond, author of “A Story Untold” and CCHS Class of 1971 alumnus. Thurmond graduated in the first year CCHS was fully desegregated, which combined the all-Black Burney Harris High School and the predominantly White Athens High School and began integrating in 1963.

“Michael Thurmond noticed that there wasn't a textbook for his (high

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school) Black history class,” CCHS special education department collaborative teacher Brittany Carter said. “He had a teacher that looked at him and said, ‘Well, then you write it.’ He ended up doing the research that he needed to into the history of Athens and the Black men and women of Athens. He created the textbook, basically. He saw the need for that information that hadn't been shared and he filled it, so that’s what segued us into doing our own research.”

Students chose a wide variety of topics ranging from major events and locations of Athens history to inequities they identified in the world today.

Though each student’s project is individual, there have been some trends among their chosen topics. Carter works directly with students in both Tesler and Horton’s classes.

“There's a group of students that are looking at housing insecurity. There's a group of students that are looking at The Varsity and the desegregation that happened there and that process. There are some students looking at Downtown Athens and how it's changed over the years,” Carter said. “I like the freedom that the students have to come up with the (idea) they are most drawn to.”

Thurmond came to CCHS to talk to the 12th grade Multicultural Literature classes on Feb. 23, shifting students’ thinking on their research.

“I personally have noticed that a lot of the students felt a little bit more of a connection to the project itself seeing how Michael Thurmond developed his

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Haynes’ project focused on homelessness in the Athens community.

While researching and developing his project, Haynes learned things about his topic that changed his perspective.

“It's not how we look at it. It's harder for them to get a job, maybe because of their background, or their past or what they've been through,” Lamar said.

Carter says students are using sources that allows for greater depth in their learning than what is typical for most school projects.

“They are diving into looking at resources online, interviewing, visiting the archives through (the University of Georgia) Digital Archives, and looking at how these situations that they're looking at have progressed over time,” Carter said. “(They are) figuring out how their research can potentially impact the community.”

To Tesler’s student, CCHS senior Andrea Haynes, the freedom and variety of sources made the project unique and engaging.

“When I think of research, I think about a lot of reading. I think about a lot of websites you have to visit and researching a topic that I don't want to do because when you’re at a young age, teachers don't really give you a wide choice range,” Andrea said. “Ms. Tesler let us pick a topic that we wanted to do. It hit home. When you can relate to something you have passion for, it's easier to do than someone giving you some choices and you have to pick from them.”

Though the project is focused on teaching students about Athens history and individual research, Carter thinks it also gives students skills for noticing and working to solve societal issues in the world around them.

“This project is helping to teach the students how to ask critical questions. How to kind of think of a situation or their community and go, 'Wait, why is this like this?' And then teaching them how to find the answer to that,” Carter said.

The final projects are presented in whichever format the student feels most represents their project, including websites, presentations, podcasts or research papers. However, Tesler's goals for the project extend beyond high grades and quality of work in this culminating task. “(I hoped) that students would build confidence and know when they left this classroom, even though it's not an (Advanced Placement) class, they can produce AP caliber work and they're ready for college,” Tesler said. “(I hoped) that they would still end the school year with some joy and feeling like they had learned a lot at Clarke Central.”O O

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Top: IN-DEPTH RESEARCH: Clarke Central High School senior Raudell Bazzell shakes the hand of former Linnentown resident and Linnentown Project President Hattie Thomas Whitehead in Room 234 on Feb. 2.

According to CCHS special education department collaborative teacher Brittany Carter, speakers such as Whitehead who came to visit the Multicultural Literature classes are one of the many resources the students used while developing their projects. “(We wanted) the students to be able to find the things that they're curious about, (teach) them how to effectively research and get away from typical Wikipedia general searches, and (learn) and to understand the importance of a solid source, a credible source versus a non-credible source and understanding the difference between that," Carter said. "A research project is kind of a good way to do that because you're forced to look at different outlets to find the most quality information that you can.”

Photo by Aza Khan

Bottom: CONNECTING WITH THE PAST: Clarke Central High School seniors E’Chante Hull and Shaniya Freeman present their research projects to their Multicultural Literature class in Room 234 on March 4. The freedom students were given to choose their topic for the project and the wide range of resources they were provided to research gave Multicultural Literature student Say Paw, a senior (not pictured), the opportunity to learn more about a subject that meant something to her. “(My project is about) the Asian community and how we came about and why we got to America and the things we’ve experienced in America,” Paw said. “I didn't know about The Chinese Exclusion Act. I didn't know about the Japanese people that got imprisoned because they were Japanese descendants. I learned a lot.” Photo by Lucas Donnelly

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taking the u-lead Nonprofit organization U-Lead Athens provides services to aid underdocumented students, but has faced challenges due to the ongoing pandemic.

Featured: BROAD SUPPORT: U-Lead Athens co-director and co-founder Dr. JoBeth Allen sits with Clarke Central High School Class of 2021 alumnus Daniel Garcia-Pozo, a former U-Lead student and current volunteer, on Feb. 26. Allen has relied on volunteers like Garcia-Pozo to ensure that the program is helping underdocumented students achieve higher education. “In addition to (former) students, we have people from UGA. We have people from the local high schools. We have people from the community,” Allen said. “We couldn't do what we do without our volunteers. They're just wonderful.” Photo by Lucas Donnelly

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hen nonprofit organization U-Lead Athens shifted their meetings online in March 2020, underdocumented students didn’t lose help with achieving higher education. They lost an in-person community.

The organization’s primary goal is to enable college access for underdocumented students, but Clarke Central High School Class of 2020 alumnus Gerardo Navarro, a former U-Lead student, gained much more from the program.

“U-Lead was a safe place for me to extend my worries about academic life, in general,” Navarro said.

“The more times I came to U-Lead meetings, the more I grew comfortable with the environment (and the) people.”

Besides a safe environment, U-Lead provides many other services to students to help them gain entrance to college.

“We help with a variety of tutoring in specific subjects (and) college applications,” Dr. Melissa Pérez Rhym, U-Lead Athens co-director and Cedar Shoals High School Associate Principal of Instruction, said.

“That can be anything from essays, the actual filling out of the college application (or) filling out (Free Application for Federal Student Aid) forms.”

U-Lead also offers scholarships to students who would otherwise be unable to afford the cost of college.

“We gave 69 scholarships this year, (and) we've given around 70 for the last three or four years,” U-Lead co-founder and co-director JoBeth Allen said.

“For students who aren't eligible for any other kind of scholarship or they're at someplace where the (payment) gap is really big, we offer scholarships up to $5,000.”

To encourage students to participate in U-Lead, CCHS foreign language department teacher and U-Lead CCHS contact Christian Cordón provides students with information about the organization.

“I try to advertise and tell (students) the benefits about U-Lead, what U-Lead does and the opportunities that they can get through (the organization),” Cordón said.

Before the pandemic, the organization had broadened the scope of its operations to include several other services for underdocumented students.

“We saw that in order to be in a good position to get into those schools that do offer help for underdocumented students, you needed help with

BY WYATT MEYER Journalism I Student

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tutoring (earlier) and you needed help with SAT and ACT prep. So we started expanding what we did as an organization in order to put students in the best position possible their senior year,” Pérez Rhym said.

However, the ongoing pandemic forced the organization to return to its initial aim. It has also impacted the number of students who attend U-Lead meetings.

“I'd say half as many students (are) attending (meetings since I left U-Lead),” CCHS Class of 2021 alumnus Daniel Garcia-Pozo, a former U-Lead student and current volunteer, said. “I'd say roughly 20-25, but that's on a really good day.

Usually, it's around 15 or so.”

While the number of U-Lead students has decreased, Pérez Rhym has seen U-Lead’s effect remain steady due to members' ambition.

“The people that are coming (to meetings) are very motivated,” Pérez Rhym said. “If you're taking the time to Zoom for two hours on a Thursday night, it's probably your most motivated students that are taking that extra time to make sure that they're getting help on their applications and looking for every scholarship opportunity possible.”

To help pay for the scholarships it offers, U-Lead has garnered support from the community.

“We say to our donors, ‘Help us make sure that the students can go (to college on a scholarship) their sophomore, junior and senior year,’ and we can bring in a new class of freshmen,” Allen said. “(The donors) have stepped up.”

U-Lead is also trying to restart some of its in-person fundraising to garner more money for students.

“We just started planning (the U-Lead fundraiser and festival DreamFest),” Pérez Rhym said. “We're going to try (DreamFest) again this year in-person.”

Garcia-Pozo is thankful for all the organization has done to help him achieve a higher education. “(U-Lead) is a wonderful organization and we would love more people in the community to know about it,” Garcia-Pozo said. “We (always) like help, and the help of the Athens community is always appreciated.”

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Featured: FOR AN ALL-AGE AUDIENCE: ACedar student Shoals participant High of the School radiojunior showFreddrell "Education Green, Matters" a student records participant on Feb.of8.the According radio to show founder "Education and Executive Matters",Director recordsRick on Feb. Dunn, 8. the According show appeals to founder to and a variety of ages. “(Our)Rick broad audience is WXAG, so to their listeners Executive Director Dunn, the show appeals a variety are primarily African American community, although they of ages. “(Our)thebroad audience is WXAG, so their listeners arehave prisome listenership, primarily targeted the African marily diverse the African Americanit'scommunity, althoughatthey have some American community,” said.targeted “It's primarily the adultAmerican populadiverse listenership, it's Dunn primarily at the African tion (listening),Dunn but the of the show to be for everybody community,” said.intent “It's primarily the isadult population (listenregardless age. But if you're to it on WXAG then of ing), but theofintent of the show isjusttolistening be for everybody regardless you'rePhoto primarily reaching people from.” Photo by Lucas Donnelly age.”

by Lucas Donnelly

"I learned how to communicate better (and) speak clearly. I learned how to book interviews, how to formulate stories for radio and how to run a radio show."

-- Kennae Hunter,

CCHS 2017 alumna and former "Education Matters" member Despite its humble beginning, the radio show has grown over the last 13 years and currently has 12 members. CCHS 2017 alumna Kennae Hunter, who was part of the program until she graduated, was given many unique experiences in radio.

“I got to interview (CCSD Superintendent Dr. Phillip Lanoue) while I was there, and Jackie Lumpkin when he was the (Chief of Police) and different (Athens Clarke-County) commissioners,” Hunter said. “Just different people that you have the opportunity to speak to (that) you would not have had the chance (to otherwise).”

Along with hosting, students set up the interviews, attend production meetings and make cuts and edits in order to produce the show.

“We try to have educational topics that appeal to the Athens community and the youth, such as sports news, Black history facts, educational news and then

student voices in education

the majority of the show will be interviews,” Hunter said. “And with whatever topic they're having for that week, they're interviewing an expert in the field.”

For “Education Matters” member Cemya Stone, a CCHS freshman, the best part of working for the radio show is the community and support the program provides.

“Everybody's close. It's very close-knit. It's like a team and everybody feels like family,” Stone said.

Stone joined “Education Matters” in 2020 as an eighth-grader at Burney Harris Lyons Middle School and has not only built relationships with the other teens in the program, but also with Dunn.

“Mr. Dunn is like a second dad to me, like an uncle, like a grandpa,” Stone said. “He helps me, he gives great constructive criticism, (and) he always lets us know that he's here for us.”

As the founder and Executive Director, Dunn allows students to take the lead on the production process. His main job is to provide support for students while they’re part of the program and later on in life.

“I've had kids in the past whose families have lost jobs and been put out of their houses or been homeless and I've provided resources for them to get stable,” Dunn said. “We have helped the kids enroll in schools, we've helped them get the scholarship to be able to go. We've taken them to recruiters for the military.”

Along with teaching students about radio and the different aspects of journalism, “Education Matters” also provides valuable life skills.

“When I began working with Mr. Dunn, I was a child. I was only 14 years old and I didn't know anything about the professionalism side of being in journalism, about being on the public radio,” Hunter said. “I learned how to communicate better (and) speak clearly. I learned how to book interviews, how to formulate stories for radio and how to run a radio show.”O

Below: OUTSIDE THE PROGRAM: "Education Matters" founder and Executive Director Rick Dunn sits in the recording studio of the radio show “Education Matters” on Sunset Drive on Feb. 8. While the program is run entirely by students, Dunn has supported the members of “Education Matters” inside and outside of the program. “The goal for us is to make sure that all our kids who are in high school graduate on time, and we have a 97% graduation rate for all our seniors. They're in ninth grade, and they’re out in four years," Dunn said. "After high school, 83% of members go on to college, and 70% of those members major in journalism or marketing. That's not the intent. But 100% of them go to college, join the military, or get a job, and those are the primary outcomes that we're looking for." Photo by Lucas Donnelly

The radio show “Education Matters” is hosted and produced by teenagers and strives to show the Athens-Clarke County community the importance of education.

"E

ducation Matters” is a teen-run radio show with one main goal: to show its listeners and the community how much education changes lives.

The program, founded by Executive Director Rick Dunn more than a decade ago, gives 5th-12th fifth-12thgrade gradestudents studentsaachance chancetotobe befeatured featuredon ontheir theirlocal localradio radio station, which consists mostly of interviews with prominent figures in the community.

“We started back in 2009 as a way to one, give teenagers a voice, but two, try to drive home the importance of being educated in this community,” Dunn said. “We had a tremendously low high school graduation rate. So the goal was to use teenagers to stress to the community just how (much) education does matter.”

In 2009, the Clarke County School District’s graduation rate was one of the lowest in the state at 63%. It has since risen to 79.8% as of 2021, according to the Georgia Department of Education.

“We like to think that (when) people (are) hearing (our) message on a regular basis from the mouth of the students who are getting educated that it helped make a difference,” Dunn said. “So, we created a program that was going to get the community to think like we needed them to think about education.”

Dunn earned a degree in journalism from the University of Georgia, where

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he served as the first Black photo editor for The Red&Black, an independent newspaper serving the UGA community. He has worked in Athens, Atlanta and Alabama in radio, film and television, and his background in journalism helped spark the idea for “Education Matters”.

“When we first started (‘Education Matters’) in 2009, I sent flyers to both of thethe of CCSD (Clarke highCounty schools,” School DunnDistrict) said. “I high got one schools,” student Dunn fromsaid.

(Clarke “I got Central one High School) student from (Clarke and oneCentral studentHigh fromSchool) (Cedar and Shoals oneHigh student School) fromand (Cedar I said, Shoals ‘OK, we'll start High School) withand you.’”

I said, ‘OK, we'll start with you.’”

"Mr. (Rick) Dunn isDunn like ais second like a second dad todad me,tolikeme, an uncle, like anlike uncle, a grandpa. like a grandpa.

He helps Heme, helps he me, gives great he gives constructive great constructive criticism (and) criticism he always (and) helets us knowlets always thatushe's knowhere thatforhe's us."here for us."

-- Cemya stone,

"Education Matters" member and a CCHS freshman News

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DESENSITIZED

to danger

As the number of school shootings and lockdowns spike across the nation, demand for better security protocols rises at CCHS community.

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here were 30 school shootings nationally in 2018, 27 in 2019 and nine in 2020, according to a Dec. 31, 2021 Washington Post article. In STORY BY EMILY COUCH 2021, this number increased to 42.

News Staffer “(In 2021), the nation smashed the previous LAYOUT BY AUDREY ENGHAUSER record of 30, despite most schools remaining Print Editor-in-Chief closed to in-person classes for the first two LAYOUT BY EVA ORBOCK months of the year,” the article stated. “In Editor-at-Large total, about 34,000 students were exposed to gun violence in 2021, bringing the tally since the Columbine High (School) massacre to more than 285,000.”

According to the 2014 study, “Student safety: Parents’ and school principals’ perceptions” in the academic journal “New Waves”, this shooting sparked national change in public schools toward greater campus security and emergency planning.

“Following the notorious mass murder at Columbine High School in Littleton, Colorado, in April of 1999 and a series of other school mass-shootings during the 1990s, more state governments around the country began to require school safety or ‘crisis management’ plans to address potential threats to student safety in public schools,” the study stated. “Many of these plans were STORY BY AUDREY ENGHAUSER Print Editor-in-Chief

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drafted with active shooters as the primary anticipated threat.”

Clarke Central High School English department co-chair Meghan McNeeley, who has taught at CCHS since 2017 and previously worked at Clarke Middle School for 17 years, notices a freedom of movement of students and visitors around the CCHS campus. “(It) was shocking when I first came here, but we're pretty vulnerable here.

This is not a very secure campus, and it's hard to make it secure,” McNeeley said. “I know that measures have been taken (by CCHS Principal Dr. Swade Huff ), but we are open on all sides to pretty busy streets. I think because things haven't happened here, we think it can't happen here. But I sometimes look at the openness of our campus, and how students come and go from all over -from (the Athens Community) Career Academy and (the University of Georgia) when they're dual enrolled, and parents come onto the campus. You want it to be an open, free space but at the same time, you want it to be safe.”

According to CCHS Assistant Principal Dr. Summer Smith, when there is a need for administrative attention, one of two protocols is employed. An administrative hold will keep students in classrooms, while a lockdown, which is more secure with additional restrictions, is initiated in cases of more serious threats such as intruders. Before the pandemic, these protocols were referred to as soft lockdowns and hard lockdowns, respectively.

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“The administrative hold means that business can protocols were executed, and it was quickly determined continue as usual inside classrooms, but everyone has to that there was no weapon on campus and no threat to be out of the hall. The lockdown means that students and students or staff.” teachers should take cover in classrooms, turn off lights CCHS Adaptive Curriculum department teacher William (and) get away from doors or windows,” Smith said. “The Lance utilizes the CrisisAlert phone app connected to administrative hold is usually used for situations where the the badge system, which allows him to see the name and halls need to be clear or if there is something happening in location associated with a badge press in order to respond. the community that is concerning, but not a serious threat.

Lance has found that the badges offer an efficient way The lockdown is used in the most serious of threats.” to respond and resolve threats to student safety such as The protocols set in place at CCHS include Centegix physical altercations.

CrisisAlert badges, which have been utilized among Clarke “I think it makes situations more safe, because teachers County School District administrators, faculty and staff since can press (their badge) when an altercation (occurs), or Aug. 27, 2021. Centegix is an Atlanta-based (if ) they can tell that students are getting information technology company that provides more aggressive but haven't fought emergency communication tools for various yet, and they can press and get people fields. there before it even happens,” Lance “The decision to install Centegix (in the said. “There's been times where I've CCSD) occurred after the school shooting in responded, and then it didn't get to (the Parkland, Florida,” CCSD Safety and Energy level of ) a fight.”

Coordinator Patrick Dyer said. “We have While the badges have initiated the decided to use the Centegix platform as a proper security response in these cases, means to increase our chances of survival in three inadvertent lockdowns took place an emergency scenario by equipping as many this school year, on Dec. 6, 2021 and Jan. staff members as possible with the ability to 18 according to Centegix Admin Alerts notify as many people as possible, as fast as Reports obtained by CCHS Principal Dr. possible.”

Swade Huff, and on Jan. 24, according to CCHS faculty and staff were trained to CCHS Police Team Leader Officer Pecos use Centegix badges via an asynchronous Williams. video lesson. According to Dyer, pressing the “If you press the (badge), it doesn't badge three times will initiate a staff alert for alert you if you press it three times, and CCHS administrators and security officers in give you something that signals, ‘Hey, cases of less serious events, such as student it's out there, people are coming,’” altercations. In some cases, administrators will Lance said. “So you start pressing, and then choose to initiate an administrative hold then you don't know how many times to secure the entire campus. If the button is you're counting because you're a teacher pressed eight times or more, the alert will also witnessing a fight. So you're just, go, go, reach all CCSD Cabinet members and school go, go, go, and then all of a sudden you've resource officers, and immediately send the pressed it too many times, and now we're school into lockdown. on lockdown.”

“Some positive feedback (about the According to Smith, on Dec. 6, 2021, badges) is that staff members use the staff alert a badge holder intended to initiate a staff feature regularly for assistance with student alert in response to a student altercation altercations, and that they really like that in the Mell Lobby. However, due to function,” Dyer said. inadvertent additional presses, the school According to CCHS Family Engagement went into lockdown. According to Huff, Specialist Christian Barner, Smith and many students were in the Miller Jordan the Centegix Admin Alerts Reports, an Jr. Food Court and outdoors on the CCHS administrative hold took place on Dec. 3, 2021 campus during the event, unsure of due to administrator action instead of a badge where to seek safety. press, and a lockdown that was later decreased “When (the Dec. 6, 2021 lockdown) to an administrative hold was initiated on happened during lunch, it gave us an April 14 due to a badge press. The Centegix opportunity to reflect on practices that Admin Alert Reports also reflect an Oct. 14, we have in place, because again, the goal 2021 lockdown, however the ODYSSEY Media is if it's a serious threat, to make sure that Group was unable to confirm this event. On our kids (that) were in the cafeteria have such occasions of administrative holds and a (safe) location in the Mell Auditorium,” Infographic by Eva Orbock and sourced by Summer Smith lockdowns, Barner sends an email to families Huff said. “But at the same time, we have to clarify the event. to remove the barriers because teachers “This afternoon, Clarke Central was placed on a brief administrative hold. don't have a master key to access the Mell Lobby.”

A student reported that they saw another student in possession of a weapon,” CCHS freshman Braelin Grant believes the inadvertent lockdowns have led Barner stated in an email to CCHS families on Dec. 3, 2021. “The school’s safety to a level of desensitization to potential danger among her peers.

Featured: SCHOOL SAFETY: Clarke Central High School junior Kelvie Williams reenacts part of the current lockdown protocol at CCHS Feb. 15. According to CCHS English department teacher Meghan McNeeley, the existing lockdown procedures set in place for the CCHS community have shown the need for improvement to ensure safety for students, teachers and faculty. "I do think that we need to practice (the lockdown procedure). I think if the kids know it's coming, and that it's practice, and why we practice. I'm all about transparency, honesty and facts," McNeeley said. Photo by Lucas Donnelly

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Below: CENTEGIX LANYARD: With the increase in school lockdowns around the nation and Athens-Clarke County, Clarke Central High School now uses a new security badge system, Centegix. Three inadvertent lockdowns caused by false presses of these badges have occurred, on Dec. 6, 2021, Jan. 18 and Jan. 24. “Most of the time what I'm hearing is that the fights caused (a) teacher to panic and (push the button eight) times, or, ‘Did I push it three times?’ And then it turns into a lockdown when it's just a fight. So, everybody's locking the doors when we need to be responding to a fight, and so yes, (it’s) very confusing,” CCHS Senior Army Instructor Lieutenant Colonel David McMickle said. Illustration by Eva Orbock

“I feel like (the false lockdowns) contribute a lot to people not being as worried about a lockdown when it actually comes, because it’s always written off as, ‘Oh, it’s probably a fight or something,’” Grant said. “That seriousness is kind of taken away from it and it shouldn’t be, because if it was a shooter in school, then we wouldn’t think that it is that serious.”

Regardless of the cause for a lockdown on campus, Grant feels unsettled during these events.

“Lockdowns make me feel anxious, and I know, especially, for a lot of my friends, they get (anxious) when they don't know what is happening,” Grant said. “Most of the time, either the students or teachers don’t know what’s happening. A lot of them only figure out what is happening through rumors, which can most of the time either be wrong or be exaggerated.”

While she recognizes the need to withhold information to ensure its accuracy, CCHS parent Mary Attaway recommends more efficient communication to families after the school day ends to mitigate the spread of such rumors.

“I know there was a lot of different stories floating around amongst (my daughter CCHS freshman Camille Attaway) and her friends, and everybody, after the (April 14 lockdown),” Attaway said. “(Administrators) must know that the children are texting their parents, so maybe I could see that they (could) send something out earlier, just saying that something's going on. But I'm sympathetic to the fact that they don't want to create too much panic or alarm

"I'm sympathetic to the fact that they don't want to create too much panic or alarm and have parents rushing to the school."

-- MARY ATTAWAY,

CCHS parent

and have parents rushing to the school.”

According to licensed Athens psychologist Katherine Gross, it is important for students to have emotional support from adults in these situations.

“Teachers (should be) equipped with the support they need beforehand so that they can do the drill effectively, or respond effectively if there is, indeed, a lockdown, but also provide (students with) that emotional support,” Gross said. “We have to get creative with how we are supporting students and teachers in case of an emergency, because (campus safety threats are) a real issue that students are facing.”

As a student, Grant feels there has been a lack of training about what to do during each protocol.

“I don’t think I necessarily feel prepared for lockdowns,” Grant said. “I think definitely with fire alarms or tornado warnings I do, but if it’s a type of lockdown, I don’t know what the different types are, because I don’t think that’s ever been said to me.”

During her 17-year tenure at Clarke Middle School, McNeeley experienced a school intrusion, which resulted in a lockdown. As a result of the encounter, McNeeley makes a point to teach her students how to stay safe during these safety crises.

“I tell my students my CMS story, and we go over it. I always explain to them at the beginning of the year or beginning of the semester what to do, why we do it and how to handle (lockdowns),” McNeeley said. “I feel like we have to

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be very upfront (because) we do these security things for this reason.”

McNeeley sees a need for new ideas to be incorporated into CCHS’ security protocol, including improvements in the staff and faculty lockdown training to ensure a better understanding of what to do on campus in the event of an emergency.

“We, teachers, need training at the beginning of the year, (and) kids need training. ( We need to) tell them it's coming (and) get them ready,” McNeeley said. “If you're a teacher who's not comfortable doing that because you, yourself, don't understand it, have one of us veteran teachers come in and talk to the kids (and tell them) it's going to be okay.”

Along with his 20 years of military experience and education in Criminal Justice and Security Management, CCHS Senior Army Instructor Lieutenant Colonel David McMickle believes a clear and improved emergency response protocol is necessary at CCHS. “(Lockdown protocol) is a topic that we should have professional learning on to make us more effective teachers in the event that we have an emergency.

(During an emergency) is not the time to try to train people or figure out what's going on,” McMickle said. “Everybody has to understand and go do (lockdown) training, because one leak is going to cause the enemy or the person that is trying to do the harm, to get in.”

Lance also encourages more education about lockdown protocol, specifically in regards to what certain signaling, such as red or green lights on the ceilings, indicate.

“I think the more students understand what each light means, I think it could go a lot smoother and can be a lot safer,” Lance said. “The only way to keep people calm is for them to truly understand, ‘What’s my role, what's my responsibility,’” Lance said.

While he acknowledges the Centegix badges are a step toward greater security, McMickle hopes to continue conversations with school leaders about revising these protocols.

“We need to listen to the teachers and the students that we need to keep safe. And then we need to critically look at it and say, ‘This isn't working or this is working,’ and then we need to refine (and make changes),” McMickle said.

As CCHS and the CCSD continue to evolve safety protocols for campuses, there remains differing opinions on desire for communication following these events. Attaway believes a notification should only be sent when the lockdowns are intentional.

“I look forward to reading something at the end of the day from the administration, but we get so much correspondence that I do feel like if we were inundated with every accidental hold or lockdown that it would be too much,” Attaway said. “So maybe an idea would be to kind of summarize it in the weekly newsletter or something if they felt the need to, but I only want to be notified when it's an intentional lockdown for something that was going on.”

CCHS junior Kelvie Williams hopes to see an increase in communication from administrators in these events for the peace of mind of the students affected.

“If they are going to lock us down and not let us know anything, (they should) send the emails out to the parents about what's going on,” Williams said. “I feel like even if it's not a hard lockdown, we should still know what's going on around us, instead of waiting until 4 o'clock to get an email about what happened. We were already worried at school all day.”O

Right: AT THE PUSH OF A BUTTON: Clarke Central High School English department teacher Meghan McNeeley stands in the hallways displaying the Centegix security badges CCHS faculty use for lockdown protocols on March 31. Due to the several false alarms that have been triggered by the security badges, McNeeley believes the existing lockdown procedures are in need of revision. “I think there needs to be some very clear outlines of scenarios or situations,” McNeeley said. “We, teachers, need training at the beginning of the year. I think that kids need training. I think knowledge is power.” Photo by Aza Khan

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CHAllenged to dual

Dual enrollment provides several unique learning opportunities for CCSD students, yet many are not taking advantage.

2022-23 semester.

Dual enrollment provides high school students with the chance to take college-level classes while simultaneously earning credit toward a high school diploma and a college degree.

Through CCHS, rising juniors and seniors can earn college credits with the University of Georgia, Athens Technical College, the University of North Georgia and Piedmont University.

“A lot of (dual enrollment) classes count towards high school graduation requirements, so (students) can knock two things off the to-do list with one class,” CCHS counselor Catherine Melton, who specializes in dual enrollment, said. “It's a way for them to get ahead on what they're going to have to take in college. So when they do go to college as a freshman, they can jump ahead into the classes they're more interested in.”

However, with low participation from students, the administration seeks to not only increase enrollment, but encourage students to challenge themselves academically.

“One of our goals is to increase (Advanced Placement) and dual enrollment numbers. But in order to increase those numbers, we have to change mindsets, and to be honest, some of our kids just want to do the bare minimum,” CCHS Principal Dr. Swade Huff said. “Sometimes they're afraid of the rigor that's associated with some of those courses.”

Melton sees the impact of a free college education, especially within CCHS, a Title I school where, according to the Clarke County School District, 53% of the student population is economically disadvantaged.

“The biggest benefit is that it's free. Students don't have to pay for tuition or books or supplies for the class that they take, and they can earn college credits,”

Melton said. “I don't think (the administration) can emphasize enough that it's free.”

Dual enrollment also allows students to experience college and have the support of a high school at the same time.

“In a school like ours, where we have a lot of students who might be firstgeneration college students, (dual enrollment) allows them the opportunity to go be in college while they're still connected to people, warm, caring adults here in our school,” CCHS Assistant Principal Dr. Summer Smith said. “It gives them a little bit more of a safety net.”

"Students don't have to pay for tuition or books or supplies for the class that they take, and they can earn college credits."

-- Catherine Melton,

CCHS dual enrollment counselor CCHS parent Ashley Ivey believes dual enrollment would be a beneficial option for her daughter, CCHS freshman Aubrey Ivey.

“I want to give them a heads up on college and go ahead and get some of the core classes taken care of -- English, biology, the entry-level math -- so that they can more quickly get into their major classes in college,” Ivey said. “I think being able to get that over with in high school is a valuable experience.”

CCHS senior Samantha David became a part-time dual enrollment student at the beginning of her senior year and now dual enrolls full-time at UGA. “I think it's been a really great experience, especially for your senior year when you're looking for something a little different, and you might not want to be on campus as much,” David said. “It's a lot of freedom, which is really nice to get a taste of.”

While students may be hesitant to dual enroll, Melton encourages them to explore their options.

“We're trying to expand students’ understanding of dual enrollment, that it’s not just for the kids that are in AP classes,” Melton said. “I want all students to feel like they have access to every opportunity that we have for all students.”O

Left: BEST OF BOTH WORLDS: Clarke Central High School senior Samantha David works on an assignment at the University of Georgia Miller Learning Center on April 1. Participating in dual enrollment has allowed David to gain a headstart before college. “It's really cool because I get all the resources that UGA students have, like I can use the Ramsey Center, and go into all the student areas and the main library, and utilize those for studying. It's also really nice, because I could join some student activities and clubs at UGA,” David said. Photo

by Aza Khan

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Featured: MORE THAN A DRIVER: Clarke Central High School bus driver Nakeida Johnson stands in the CCHS bus loop next to her bus on Feb. 2. Johnson has experienced a variety of obstacles as a bus driver, but she has remained motivated to persist because of her relationships with her passengers.

“Their smiles when they come in on the bus, the hugs that the small ones want to share, them passing out their schedules for their sports activities and getting an invitation to their graduation. All those things I look forward to. That makes my day,” Johnson said. Photo by Lucas Donnelly

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ith the registration season in full force, Clarke Central High School students are faced with the decision of planning their classes for the fall

IN FOCUS

BY SOFIA BALSAMO News Staffer

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The Ramirez Resolution

BY ISAAC RAMIREZ Variety Editor

F

Variety Editor Isaac Ramirez shares how his relationship with his father’s work as an auto mechanic connects him to the local community.

or many young people, parents and guardians serve as bridges to the worlds of others -- friends, families and communities.

As a young child, I remember accompanying my father to cars and coffee get-togethers and similar car-related events around Athens. At the time, automotive work had been one of my father’s favorite pastimes, with much of his time taken up by work in the food service industry.

From a very early age, my father’s interest in cars was a key influence on his personality, and this quality was passed down to me with my dozens of Hot Wheels model cars. Though he has a love for vintage cars, his extensive knowledge of car mechanics helps him enjoy attending car shows that showcase a wide variety of automobiles.

Despite our shared interest in cars, my father and I rarely find other leisurely activities that are fun for both of us. While my father also has hobbies in playing soccer and cooking, some of my other hobbies lie in playing video games and playing the French horn.

For us, an interest in cars unites us through events and topics for discussion.

After teasing the idea of opening his own garage for the better part of a year, my father opened his automotive shop in 2016 with a job in the food service industry to serve as his financial crutch if business didn’t go well. With my father having worked on cars only in our home’s own garage before, I watched as one of his passions shifted into his full-time career.

While my father juggled the garage with work in the food service industry and other responsibilities, I frequently accompanied him on his late-night trips to the automotive shop to help finish up a certain paint job or repair.

The work I was a part of in my father’s garage served as my introduction to

the life of a car enthusiast. Every summer when I was in need of work to do, I would help him out at the garage with large and small tasks.

In my time spent there, my father would introduce me to others who felt the same passion for cars as he did.

The work I was a part of in my father’s garage served as my introduction to the life of a car enthusiast.

These people, business partners and friends of my father and clients alike, helped me to open the door to the local car enthusiast community. Through their years of experience and involvement within Athens, these colleagues of my father enabled me to develop a deeper interest and appreciation for the car community.

While I used to take it for granted, I realize now that attending those cars and coffee events was instrumental in connecting me to the automotive enthusiast community of Athens.

My experience in this community also serves as a way of connecting and bonding with my father through one of the few interests we share. O

Above: A CONNECTION IN CARS: An illustration depicts Variety Editor Isaac Ramirez and his father surrounded by a variety of automobiles. Through his many experiences assisting his father in his endeavors as an auto meAbove: chanic, Ramirez has been able to bond with his father and grow connected to the car enthusiast community of Athens. “Every summer when I was in need of work to do, I would help him out at the garage with large and small tasks. In my time spent there, my father would introduce me to others who felt the same passion for cars as he did,” Ramirez said. Illustration by Antonio Starks

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CULTURAL BUZZ

CULTURAL BUZZ Published on Jan. 11, author Sue Lynn Tan’s debut novel, “Daughter of the Moon Goddess”, contains vivid imagery and a fascinating plot.

Based on the legend of the Chinese moon goddess Chang’e, the novel follows a young girl as she sets off on a journey to lift her mother’s exile.

The book uses several fantasy tropes, such as the inclusion of a protagonist who at first is completely unknown, but has a secret power and becomes popular to those around them later on. Despite this cliché, Tan alters these elements in a way that makes them unique to the novel.

While the book is full of beautiful imagery and detailed descriptions of various settings, this level of detail is not given to some important plot events, which are written in an overly rapid pace.

Despite this, the engaging plot and descriptive language used throughout make “Daughter of the Moon Goddess” an excellent book for those who enjoy fantasy and mythology-based stories.

-- Maya Shrivastav, Journalism I student

The MrBeast Bar, released online and to select grocery stores on Jan. 29 by influencer and philanthropist MrBeast’s new brand Feastables, is a healthy but expensive alternative to traditional chocolate bars.

Three types of bars are available: original, almond and quinoa crunch. The added ingredients give the bars an interesting crunch and taste, although they don't add much to the bar to satisfy snackers.

The chocolate is decent, but not that different from the many other chocolate bars offered by other companies. In fact, compared to Hershey’s chocolate bars, the MrBeast Bar gives snackers less of a melt-in-your-mouth sensation because of its brittle texture.

Overall, MrBeast Bars provide customers with an average chocolate for a high price of $29.99 for a pack of 10. While it might be worth it to health-minded snackers who appreciate the choc- olate’s health-conscious ingredients, others should stick with the cheaper classic Hershey’s chocolate.

-- Isabella Westrich, Variety Staffer

“Tall Girl 2” was released exclusively on Netflix on Feb. 11. Picking up after the events of “Tall Girl”, the melodramatic and unrelatable plot follows Jodi Kreyman (Ava Michelle) and her newfound popularity.

Directed by Emily Ting, “Tall Girl 2” takes viewers through Jodi’s challenges from being cast as the main character in her school musical to navigating her complicated relationship with Jack Dunkleman (Griffin Gluck), her overly obsessive boyfriend.

While the movie briefly touches on topics such as body image, insecurities and self-doubt, setting a positive underlying message for viewers to accept who they are, the movie leaves a lot to be desired. The plot is scattered with sparse character development aside from that in Jodi’s rival, and the unrealistic portrayal of high school life presents a movie that is hard for viewers to connect with.

Overall, “Tall Girl 2” is an unnecessary sequel that provides a lackluster viewing experience. With a self-absorbed main character and a storyline like almost every other teen romance movie, viewers will know how the movie ends five minutes into watching it.

Gh o st Party

The classic drink brand Fanta has decided to hop on the latest food trend by releasing a new zero-sugar dragon fruit flavor in the United States in February.

Before even having a taste, the first thing any customer will notice is the neon pink coloring of the drink. While it is admirable that Fanta wanted to recreate the vibrant color of the fruit the drink is based on, its almost toxic look could deter more cautious drinkers.

In terms of the consumer's experience, a notable characteristic of this beverage is the lack of fizz that is commonly present in carbonated soft drinks.

While not flat, the Fanta Dragon Fruit Zero-Sugar drink has significantly less of an impact on the mouth compared to similar beverages on the market, which would appeal to people who dislike the feeling of heavily carbonated drinks.

For the adventurers and Fanta-lovers out there, this drink is most certainly worth a try at least once.

Everyone else might need to proceed with caution.

“Give Me the Future” by pop rock band Bastille was released Feb. 4 on all major music streaming platforms. The album, while similar to Bastille’s past works, adds its own unique and enjoyable flair to their catalog of songs.

Leaning more toward the techno genre, the album includes a variety of novel musical concepts, such as spoken word poetry. The use of these unorthodox musical genres is put on full display in the song “Promises”.

The tracks follow the theme of futurism which is apparent in the title track “Give me The Future”.

Though somewhat reliant on their instrumental aspects, lead singer Dan Smith and supporting singers Kyle Simmons, Will Farquarson and Chris Woods add to the reflective tone of the album.

Despite some inappropriate language in a few of the songs, the album provides a consistent and upbeat feel. Listeners who like a good beat and interesting but nonsensical lyrics would enjoy listening to this album.

-- Ireland McCage, Digital Editor-in-Chief

-- Audrey St. Onge, Variety Staffer

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-- Molly Harwell, Viewpoints Editor

-- Sofia Balsamo, News Staffer

ocal indie rock band Monsoon released an 11-track album, “Ghost Party”, on Feb. 18 to most major music streaming platforms. The album features a variety of creative musical features across its tracks that will immerse listeners in its distinctive sound of experimental rock.

At thirty-eight minutes long, the album combines a wide range of genres, including pop rock, punk and heavy metal. This range cements the album’s identity as one full of experimental musical devices.

Lead singer Sienna Chandler provides a dynamic vocal range that enhances instrumentals to encapsulate the mood of each song. Each track features a uniquely flowing sound, from the slow melancholic chords and ethereal vocals of “Dark Colossus” to the upbeat guitar line and percussive elements of “Nightshop”. Chandler’s vibrant and equally somber voice perfectly implements lyrics into each track.

With uniquely poetic and cleverly rhymed lyrics written by Chandler, repeated phrases and words in some tracks establish continuity across the album. This repetition is most apparent in the lines such as, “Beetlebee, you swing the bat and swing away // Don’t move don’t move // Swing the bat swing away like a picture in a frame,” repeated in songs such as “Dont Move” and “Beetlebee”.

A stand-out track, “Dark Colossus”, provides the most distinctive listening experience of any song in “Ghost Party”. Accompanied by nothing more than harmonic background vocals and the pensive strumming of guitarist and Clarke Central High School Class of 2021 alumnus Roan O’Reilly, Chandler displays a smooth voice that adds to the musical depth of the album. Although its lyrics are repetitive, “Dark Colossus” emulates reflection.

With the many creative liberties taken throughout the album, Chandler, O’Reilly and drummer Joey Kegel provide a fresh take on experimental rock, fusing elements like the easygoing attitude of pop with the dramatic heaviness of rock. The blend of emotions and genres in “Ghost Party” is sure to leave listeners anticipating upcoming works from Monsoon. O

BY ISAAC RAMIREZ Variety Editor

Released on the Apple App Store and the Google Play Store on Feb. 9 by Palm Court, “Wavelength” is an entertaining party game that will engage players by sparking interesting conversations.

Adapted from the best-selling board game of the same name, “Wavelength” is meant for 2-10 players and allows friends to connect, even when they are apart. Players work together to turn a dial as close as possible to the center of a target, with communication mechanics similar to that of “Among Us” by Innersloth, albeit easier to learn.

With rounds that usually last around 6 to 8 minutes, the app is perfect for those who want to pick up and play a captivating game with friends remotely. The graphics are colorful and artsy, and add to the playful vibe of the game.

Overall, “Wavelength” has the potential to create hilarious moments that will keep players entertained round after round.

H

Euphoria

aving premiered episodes weekly on HBO Max from Jan. 9 to Feb. 27, “Euphoria” is back for Season 2. After Season 1's dramatic cliffhanger left viewers wanting more in 2019, Season 2 is an emotional rollercoaster packed with drama. With excellent performances from Zendaya and the rest of the cast, viewers will be tempted to binge.

Building off of the plot between high school student Rue Bennett (Zendaya) and her friends’ drama-filled lives in Season 1, “Euphoria” Season 2 continues to follow a group of high school students navigating dangerous situations that the average high school student most likely hasn’t faced. With storylines full of drug abuse, love triangles and toxic friendships, this season will leave viewers feeling a variety of emotions such as anger and heartbreak.

The realistic and emotional performances in characters such as Rue and Nate Jacobs ( Jacob Elordi) make interactions between them seem lifelike. Composed by pop artist Labrinth, the soundtrack for Season 2 combined with the skilled camera angles and cinematography further contributes to the wide variety of emotions “Euphoria” Season 2 offers to viewers.

With depictions of heavy topics such as depression, suicidal thoughts and anxiety disorders, Season 2 portrays a multitude of emotionally damaged characters. This gives depth to the acting, humanizing the show and making the unrealistic plot more relatable to viewers who have faced these mental health issues.

Younger viewers beware, with several depictions of drug overdoses, underage drinking and sex, as well as depressing undertones, the show earns its TV-MA rating. Regardless, extensive detail put into the show’s emotionally unbalanced characters and dynamic plot will keep viewers highly invested and entertained. Filled with twists and turns, “Euphoria” season two has the drama, acting and execution to keep viewers watching. O

BY JANIE RIPPS Social Media Staffer

Variety

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Featured: A HUNDRED YEARS: Clarke Central High School Class of 1977 alumnus and Cofer’s Home and Garden Showplace owner Stuart Cofer stands in front of Cofer’s Home and Garden Showplace on Mitchell Bridge Road on Feb. 22. Cofer’s, which was established in 1922, recently celebrated its 100th anniversary. “To be around for 100 years, obviously we're doing something right,” Stuart said. "Customers have stayed with us, we keep getting new customers.

So that kind of validates the direction that we've been going in and the products we carry, the services we offer, the employees that we have. That's very rewarding, to know that we're still a valuable part of the business community in this town.” Photo by Aza Khan

Rooted in community

Cofer's Home and Garden Showplace's family focus and community connections set it apart from other Athens businesses.

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rom the orange concentrate in The Varsity’s Frosted Orange to the grass seed in Sanford Stadium, the famiLAYOUT BY ISAAC RAMIREZ Variety Editor ly-owned Cofer’s Home and Garden Showplace has left its mark on the Athens community.

Established by Hal Lewis Cofer Sr. in 1922 as H. L. Cofer and Company, Cofer’s Home and Garden Showplace has now seen four generations of Cofers and 100 years of business, and has grown a connection to its community, one seed at a time. Today, it is owned by Clarke Central High School Class of 1977 alumnus Stuart Cofer and offers home and garden products from gardenias to grills, although its focus has changed since the store’s founding.

“In 1922, this economy around here was a farm economy. As the (University of Georgia) grew and more people got into businesses that weren't farm-related, the economy changed, and our store changed with the local economy. So we used to supply all the farmers with fertilizer, with seeds, chemicals, tools, things like that,” Stuart said.

Currently, Stuart acts as chairman of the Oconee County Chamber of Commerce. He has previously been a board member for Athens Area Chamber of Commerce and President of the Friends of the State Botanical Garden. This relationship with the community has continued with each generation that picks STORY BY ISABELLA WESTRICH Variety Staffer

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up ownership, and Stuart believes it is important to customers.

“We live, eat and sleep here in the community,” Stuart said. “My father and my uncles were always deeply involved in the community, and that's why I am, too. It's rewarding to do that. People want to shop with a business that gives back. When we made a donation to the Athens Humane Society (after) they moved down the street from us last year, people saw that it's not just all about the money, that you're giving back to your community and helping other nonprofits or other people that are in need.”

Stuart’s daughter, CCHS Class of 2016 alumna and former Cofer’s employee Sheridan Cofer, believes that the Athens community is just as important to Cofer’s as Cofer’s is important to Athens.

“There's no Cofer’s without Athens. Athens has really been in and out teaching us throughout the last 100 years what works and what doesn't with the community and what works and what doesn't for us,” Sheridan said. “(Cofer’s is one of ) those places in Athens that will always be a part of Athens. You get some of that originality, you get kind of that hometown feel with places like that.”

Involvement in the community is not the only thing that sets Cofer’s apart -- since its germination, the family-owned aspect of the business has shaped its environment.

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“When you walk into Cofer’s, a Cofer will be there,” Sheridan said. “I used to work as a cashier, my brother's there, my dad's always there, my grandpa's there. I think because we've all contributed to Cofer’s throughout the years, so it's part of us.”

The family business aspect of Cofer’s has allowed it to build strong connections with both customers and employees. Cofer's Office Manager Kathy Brugh has worked at Cofer’s for 16 years and feels like she has been welcomed into the family.

“Stuart and I butted heads for a while, but now we get along like brother and sister. We argue, but at the end of the day, it's all good. I enjoy working here, I really do. It's a great place to work,” Brugh said. “(Cofer’s) makes you feel like you're a part of the family, whereas I've worked in factories where you're never called by your name. You're called by your number, and here, it's personal. We're all like family.”

Stuart believes that the way Cofer’s treats its customers has contributed to its longevity and success.

Above: BUSINESS IS BLOOMING: An assortment of flowers for sale at Cofer’s Home and Garden Showplace is shown on March 3. Having home and garden products available has been important to the Athens community, according to Clarke Central High School Class of 2019 alumnus and Cofer’s em“Customer service has always been job ployee Stephen Cofer. “Athens is a beautiful city and people around here care about the way stuff looks. Georgia’s got one of the best, most unique growing number one from 1922. If you don't treat the environments in the world. We can grow a lot of stuff here, which people don't realize, all throughout the year,” Stephen said. “So being a home and garden customer right, they'll leave you and they never center is really cool around here. It brings in a lot of different kinds of plants.” Photo by Aza Khan come back,” Stuart said. “I like to say we have a great staff, too, the employees over the years, they're one of the main reasons we've stayed around.”

Community member Jan Perry has been shopping at Cofer’s for 30 years and appreciates the personal connections developed with customers, the knowledgeable and helpful employees and the variety and quality of products the store offers.

“Any question you have, they’re very knowledgeable about any kind of shrub, or any problem you have with a shrub. I like to shop local, and they’re a treasure to our community. They have a lot of plants that you can’t find in a big box store,” Perry said.

Stuart’s son, CCHS Class of 2019 alumnus and Cofer’s employee Stephen Cofer, will take over the business upon Stuart’s retirement.

“I want to see the business grow, hopefully into new areas in the Southeast, and I really want to make sure former Cofer's employee and that this location here stays where it is,” Stephen said.

CCHS Class of “And since I'll be in a leadership position in Athens, I want to be able to do well enough and give back to the 2016 alumna community, give back to (CCHS), stuff like that. I think I want to stay in Athens because I want to help this place, too. I really do care about the community around here.”

After 100 years, Cofer’s Home and Garden Showplace's impact can be seen all over Athens, and will only continue to grow.

“You drive around town and you see certain plants around town, and you know you're the only ones that have sold them. And you see the plant material around town that I sold, my father sold, my grandfather sold, that has beautified the local community,” Stuart said. “I guess you can say we’re the modern-day Johnny Appleseed, in that the stuff we sell goes into the yards and along the highways to beautify the local community, and that's rewarding.” O

"I guess you can say we’re the

modern-day Johnny Appleseed, in that the stuff we sell goes into the yards and along the highways to beautify the local community, and that's rewarding."

-- Sheridan Cofer,

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Latin American foods OF CCHS CCHS

Cuban

LAYOUT BY ISAAC RAMIREZ Variety Editor

PHOTOS BY PHOTOGRAPHY STAFF

BY AUDREY ST. ONGE Variety Staffer

CCHS students of Latin American heritage share recipes for and memories about their favorite cultural dishes.

What do you associate with the dish?

Whenever my family from South Florida comes to visit us, they always bring us pastelitos from a bakery that's down (in Florida) called Vicky Bakery. It’s very popular, and they make very good food.

So every time I eat pastelitos, I always associate them with my family coming over and bringing them.

Mexican

ELOTES

PASTELITOS

What memories do you have ABOUT the food?

-- Alexxa Magaña, CCHS sophomore

When I was little, whenever we were hungry or we wanted a dessert, we went to a Mexican ice cream shop and they sold a bunch of ice cream, but also elotes like this. I also used to live in Mexico for some time, and outside of school, they would have food stands and sometimes I would buy elotes getting out of school, so (they) kind of remind me of kindergarten.

--Jael Flores Zacarias, cchs junior

Venezuelan

AREPAS

Peruvian How do you cook the meal?

ARROZ DE CHAUFA

Why is this something you would eat every day?

The first thing I do is make the egg and make sure it comes out right. Then (I) put the rice in the rice cooker and make sure my mom helps me with the chicken because the chicken is the most important part. Then you trim (the vegetables) slowly and put (them) in the pot. After that my mom does it because I can't pay attention to it. I just get distracted, but you just stir the pot and make sure it blends in perfectly.

((Arepas Arepasare) are) only the base to put something else in, so you don't always eat it with scrambled eggs. You can eat it with shredded beef one day and then the other day with something else, but the arepas are just the base to put something on, like the tortilla in a taco. You can put in fish, you can put vegetables, you can put anything. O.

-- Nathan Paredes,

-- John Alexander Garcia,

CCHS junior

CCHS senior

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AT: What motivates you to continue creating art?

AB: I think art is something that you can do no matter how much money you have.

So even when I was super poor, I could still create art. When you play the guitar, you have to (own) a guitar in order to play it. Art, you can just draw it. If there's any young artists out there, it's not unrealistic -- they should definitely pursue that dream as best as they can. Even if they don't have money, try to pursue it. Get a job, save up, go through college, get a better job, save more money and then try to go to art school, because it's really expensive.

AT: Can you tell me about your cultural background?

AB: My dad is from Bangladesh and my ancestors are from Egypt and Pakistan, so I have a lot of Middle Eastern descent, as well. I do my henna all the time, that's part of my culture, and (wear) dots on my forehead, that's also part of my culture.

I really like the food. I visited Bangladesh once when I was little. It was really fun, but I don't really remember it. I remember you can't drink the water. You have to boil it first before you can drink it. So when I was a baby, my mom (said), 'Don't even worry about drinking.' I'll just eat mangoes and get the water and juice and nutrients from mangoes.

AT: How has your cultural background influenced your art?

AB: In a huge way. I really like mandalas**. They're a bunch of different shapes and flowers and patterns all together. Mandalas are the main thing that people henna on themselves. It's something that's always been incorporated with my culture. It’s what I like to do. I would go to a lot of Bengali weddings from my dad's side of the family and when we would get our henna done, it would just be like a bunch of mandalas and lines and patterns and stuff, so that's what I incorporated a lot in my art.

Growing WITH HER ART CCHS junior Aiyanna Bhuiyan discusses her connection to her art and family with Variety Staffer Anna Tenner.

STORY BY ANNA TENNER Variety Staffer LAYOUT BY AUDREY ENGHAUSER Print Editor-in-Chief

Variety Staffer ANNA TENNER: When did you first get into art, and why?

CCHS junior Aiyanna Bhuiyan: I really got into line work* because my grandma would take a coloring book, and it'd (have) cartoony figures with easy lines to copy. Then she would take a piece of printer paper and tape it over it and put a light underneath our glass table. I would be able to trace the lines and it really helped my hand get a lot steadier. I think it's something that was a cool idea because I was already tracing things.

*Pen and pencil designs Featured: SPIRITUALITY THROUGH ART: Clarke Central High School junior Aiyanna Bhuiyan presents her art pieces in the College Square Plaza on Feb. 17. Bhuiyan has used her art to explore her Middle Eastern culture.

“I've been doing art my entire life, being creative (in) that way,” Bhuiyan said. “It's cool to see how I've been feeling throughout my spiritual journey. My art has really changed over this past year during quarantine. I really started connecting with spirituality and who I am, what I am here for, (those) types (of) existential questions. My art (has) grown with that.” Photo by Chloe Sears

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AT: In a dream world, what would you want to do with your art?

AB: A tattoo artist. I love lines, and if you love lines, you should be a tattoo artist.

I’ve really wanted to do tattooing for a pretty long time, probably (since I was) a freshman in high school. I think tattoos are awesome. They look really cool, and your art will be on someone else's body forever. I think that's awesome. If I do become a tattoo artist, sketching every single drawing that I do, especially if someone just gives me an idea, then I’ll sketch it out. If someone sends me a picture, then I’m still going to sketch it out in a different style because I don't want to tattoo anyone else's work. I want every single (tattoo) that I tattoo on someone to be my work so I'm not taking anything from another artist.

O

**A configuration of symbols that represents the universe in various spiritual traditions such as Hinduism and Buddhism, according to Merriam-Webster Top: THE ART OF HENNA: Clarke Central High School junior Aiyanna Bhuiyan shows off a self-drawn henna on her hand. Bhuiyan has used her art as a way to relieve stress. "At night time when I'm watching a TV show, I'll just be drawing, or even when I'm in class, I'll just be drawing or doing henna on myself," Bhuiyan said. Photo by Chloe Sears Right: ALL-SEEING EYE: A drawing by Clarke Central High School junior Aiyanna Bhuiyan is displayed. She has used her art to express herself and her emotions. “This art piece right here is really emotional for me,” Bhuiyan said.

“I remember one time I was going a little crazy, I saw myself as the universe or there was an eye looking in on me as the universe. I draw a lot of eyes now. I don't really know what that means or why I'm doing it. I think it's cool, eyes.

Eyes are a pretty easy thing to draw. You can turn (eyes) into a lot of different things.” Photo by Chloe Sears

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QUest for ATHens' Best:

NOODLE SOUP SHOWDOWN

After sampling from different local restaurants, members of the Variety Staff conclude that Thai Spoon and D92 Korean BBQ offer the best noodle soup dishes in Athens.

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hai Spoon, an Asian restaurant located on North Lumpkin Street in Downtown Athens, has a cozy and small-town feel that makes for a pleasant atmosphere and a dining experience that complements their delicious noodle soup.

Thai Spoon’s curry noodle soup features a creamy, sweet and spicy broth with plenty of rice noodles, perfectly cooked chicken slices, tomatoes, onions and cilantro. The dish has undertones of coconut and curry peppers, while the toppings add accents of fresh flavor.

Although the noodle soup is delicious, customers should keep in mind that there are only a few noodle soup options. As a result, those solely seeking noodle soup may prefer other restaurants with greater variety.

Priced at $14, the curry noodle soup may not be as affordable as other locations, but the serving size is relatively large and the dish features high-quality ingredients.

Overall, Thai Spoon provides a delicious and flavorful meal that will be enjoyed by all customers, but may be better for a classy dining experience rather than a quick and cheap bowl of noodle soup. O

BY ISABELLA WESTRICH Variety Staffer

Above: MORE THAN SOUP: Local Asian restaurant Thai Spoon is located on North Lumpkin Street in Downtown Athens. With an average of 8 points out of 10, Thai Spoon's delicious noodle soup option earned first place in the noodle soup showdown. Photo by Lucas Donnelly

Ingredients

price

9

Average Score

7

8

8 9

presentation portion size

7.4/10 Variety

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Above: SPICE SHOP: Local restaurant D92 Korean BBQ is located on Baxter Street. The restaurant's Korean ramen was the second place winner of the noodle soup showdown with an average of 7.4 out of 10 points due to the exciting and flavorful experience the meal offers. Photo by Lucas Donnelly

price

8

8/10

LAYOUT BY ODYSSEY STAFF AND GRAPHICS BY EVA ORBOCK AND ANTONIO STARKS

Ingredients

7

Broth

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7

5

portion size

W

ith an intriguing aroma of seasoned meat and mild spice, D92 Korean BBQ on Baxter Street offers a flavorful and filling ramen meal that

will leave customers satisfied.

Made up of flour noodles, a mildly spicy broth and cooked vegetables, the only option of Korean ramen offered at the restaurant is outstanding. Served in a large bowl with metal chopsticks, the presentation of the noodles will leave customers excited to dig in.

The ramen is packed with a variety of rich flavors, including a light spice that enhances the primary ingredients of the dish. However, customers may be unable to distinguish individual ingredients in this delicious conglomeration.

With a large portion and pleasant taste, the dish is reasonably priced at $10, making it more affordable than Thai Spoon.

Local to Decatur, Decaur, Georgia, Georgia,D92 D92Korean KoreanBBQ BBQopened openedits itslocation locationininAthens Athens three years ago, making it a relatively new addition to Baxter Street. The industrial, modern look of the restaurant and pleasant ambient sounds add to the dining experience.

Overall, the wonderfully spicy noodles and atmosphere of the restaurant make the experience one that diners will want to repeat. O

9

presentation

Above: SCRUMPTIOUS SOUP: Thai Spoon’s curry noodle soup is offered at a slightly high price of $14.

The dish offers a rich and flavorful option for diners looking for a satisfying Asian soup. Photo by Lucas Donnelly and graphic by Eva Orbock

BY AUDREY ST. ONGE Variety Staffer

broth

Average Score

Above: SPICE SERVED: D92 Korean BBQ’s spicy Korean ramen is priced at a reasonable $10. The dish is served with a spicy broth and fresh vegetables, making it a fantastic noodle soup option.

Photo by Lucas Donnelly and graphic by Eva Orbock

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DONE BEFORE D1

BY GRETCHEN HINGER Sports Editor

B

Sports Editor Gretchen Hinger reflects on the end of her time in competitive sports and what she has gained rather than signing a commitment.

y the time I was 8, I tried tennis, taekwondo, gymnastics, soccer, softball and swimming. I added cross county and volleyball in middle school, and finally, golf in my junior year of high school.

After choosing to stick with softball and swimming, I set myself up for years of hard work and dedication to sports that were both extremely time-consuming because I found fulfillment in the ability to improve myself beyond academics.

Now in the spring semester of my senior year, I have said goodbye to both softball and swimming at the high school level.

After years of swimming 12 hours a week, taking pitching lessons on Sunday mornings and juggling almost eight hours of other physical activity every day of summer, I never intended to reach most athletes' goal of being recruited, and I am left with no college scholarship or commitment.

Although it was not my intention to go on to the next level when I was 8, after years of being told that I could go on to the level in softball, there is a small feeling of, “Had I missed a great opportunity?”

However, in my mind, my time in sports was not about signing a letter of intent.

Some may feel that years of competitive year-round swimming and travel ball are wasted if it doesn’t lead to a career in athletics after high school. This limited view of the value of athletics does not account for the skills gained through being a member of a team and dedicating oneself to a sport that can be applied to many more areas of professional life.

According to the President's Council on Sports, Fitness and Nutrition Science

Board, participating in youth sports are associated with increased self-esteem, creativity, cognitive performance and time management -- skills which are valuable for adulthood.

Personally, many of the traits I value, I gained through sports, such as overcoming failure, organization and mental strength.

In my mind, my time in sports was not about signing a letter of intent.

Without being beat down by other teams in softball and less than seconds away from best times in swimming, I would not have had the opportunity to experience and overcome failure in a variety of settings.

By being conditioned to fail in sports, one will be better equipped to face the uncertainty of adulthood. Gaining the mental strength to handle failure and push through difficult situations will make life much easier.

While my time playing in competitive sports is coming to an end, I would not go back and change anything. Even though I will not continue athletics in my collegiate career, the mental, emotional and social benefits from sports will stick with me for my lifetime.

Since my mother enrolled me in almost every sport, I became much more successful and confident in myself than I would have been without having the opportunity to truly dedicate myself to something.

Although some may feel inclined to progress further in their sport after high school in some way, I have found myself content with the values, relationships and memories that my time in athletics has given me and ready to say goodbye to the world of organized competitive sports after 11 years. O

In my mind, my time in sports was not about signing a letter of intent.

Left: WALKING AWAY FROM ATHLETICS: An illustrated Sports Editor Gretchen Hinger leaves behind her sports career in high school. Hinger has found value in high school athletics outside of achieving a place on a collegiate team. "Some may feel that years of competitive year-round swimming and travel ball are wasted if it doesn’t lead to a career in athletics after high school. This limited view of the value of athletics does not account for the skills gained through being a member of a team and dedicating oneself to a sport that can be applied to many more areas of professional life," Hinger wrote. Illustration by Eleanor Robinson

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Featured: FATHER FIGURE: Clarke Central High School boys varsity soccer coach Chris Aiken (right) posing with his wife, Becca Aiken (left), and their two sons CJ (left) and Landon (right) in front of the Billy Henderson Stadium on Feb. 15. Chris has been a father for four years and Becca noted Chris’ effort to set aside time for their boys during his busy schedule. “When he gets home from work, it's like playtime for 45 minutes when they're just all over the place and laughing and having so much fun because all CJ and Landon want to do is play with Daddy," Becca said. "Anytime there's a home game, the boys come up here so they can play with Dad for two or three hours before the game starts, so he’s just the best." Photo by Aza Khan

“To build those relationships while I'm coaching them and see them want to come back and be a part of what we're doing and give back to the current students -- there's probably no greater joy as a coach.”

own family, throughout the season,” Chris said. “It gives me a lot of chances to talk with them (about) a lot of things that go beyond education. We've talked a lot about their own families and relationships and places they've worked, and beyond high school, career aspirations.”

Chris' relationships with his athletes are also apparent through his continued connections with at least 20 alumni that have returned to CCHS after graduation in various athletic capacities.

“To build those relationships while I'm coaching them and see them want boys varsity soccer coach to come back and be a part of what we're doing and give back to the current students -- there's probably no greater joy as a coach,” Chris said. “It means a lot to me that there's players that I built that relationship with, that they enjoyed so much they want to try to build that relationship with the next generation.”

During the first four years that Hooker worked with Chris at CCHS, he noticed a particular focus on the well-roundedness in his players.

“You could tell not just his love for the game, but his care for the kids,” Hooker said. “Making sure that they were not just soccer players but they were student-athletes. Some of the students may have struggled with math, he took time to tutor with kids and to work with (them).”

Chris hopes to give his athletes the same opportunities for learning that his early athletic experiences gave him.

“I developed a lot of my work rate and determination that through athletics, and a lot of that's translated into my professional life and career, how I coach and also my family life,” Chris said. “I'm thankful for all the coaches I worked with throughout my life and I'm hoping to be doing that now for a lot of student-athletes currently.”

CCHS Assistant Principal Dr. Summer Smith, who worked with Chris in the math department, attests to his long-term investment in the school.

“He is a great individual, he is caring about our students, he has built a fantastic soccer program here. He's just Mr. AllAround Great Guy,” Smith said. “I can't speak highly enough and I appreciate what he's done.”

Beyond his career, Chris approaches his familial relationships with the same dedication as those with his student-athletes. Becca Aiken, Chris' wife of 10 years, notices this in her husband's interactions with their two children, ages 2 and 4.

“He is the chillest person. He doesn't get mad. He talks so calmly and kindly to (our kids), all the time. It's pretty amazing to watch,” Becca said. “Anyone who sees him actually coaching a game, their first comment is always, ‘Coach Aiken, you were so calm, you never yelled, you're not yelling at the players, you're not yelling at the refs, you didn't try to argue with anything,’ and he's the exact same way with our kids.”

Chris' attention to his loved ones and care for the environments he builds have had lasting impacts on those around him. Hooker finds that it’s this dedication that has aided Chris in his success.

“I think the thing about Chris is his positivity. He’s always positive and no matter what's going on — he's the bright side, but also, he’s a caring person,” Hooker said. “Not just Above: COMPETITIVE SPIRIT: Clarke Central High School boys varsity soccer coach Chris Aiken speaks to CCHS boys varsity soccer for his players, but anyone under his supervision. He cares player Ajani Wade, a senior, in the Billy Henderson Stadium during the Oconee High School game on March 25, which CCHS won 2-1. about kids, he's willing to go that extra mile to build relaAiken has coached Wade since middle school and throughout his four years at CCHS. “He's a very competitive guy. I know in gym (also), he's always trying to win, always trying to be the best at what he's doing,” Wade said. Photo by Aza Khan tionships with students and that leads into the coaching.”

-- CHRIS AIKEN,

MAIKEN' CONNECTIONS

CCHS boys varsity soccer coach Chris Aiken has left a lasting impact on his players, colleagues and the CCHS community through his 10 years of service.

C

hris Aiken, Clarke Central High School boys varsity soccer coach, physical education department teacher and Associate Athletic LAYOUT BY AUDREY ENGHAUSER Director, has reached his 10th year of teaching Print Editor-in-Chief at CCHS. His efforts to build relationships and supportive environments for his players, students and colleagues have left a positive effect on the CCHS community.

Chris grew up playing youth and travel soccer, and went on to play for the University of North Georgia for four years. “(Soccer) was always something I was passionate about. I wanted to get back into coaching soccer,” Chris said. “I really enjoyed the high school level, particularly. Getting a chance to play for your school is a unique experience and a very exciting time for these players in their life to get to play in front of their friends and parents and also represent their school at the same time.”

Chris graduated from college in 2012 with certifications in Advanced Placement 12th grade Math and Social Studies Education. He was then offered a job at CCHS that appealed to his athletic and academic of these credentials.

“I only heard back from three of (the employers), and the other two (positions) didn't come with soccer,” Chris said. “They were both social studies poSTORY BY CADENCE SCHAPKER Sports Staffer

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sitions, and so the position that (CCHS Athletic Director Dr. Jon Ward) offered was much more intriguing because it came with the soccer element, as well.”

Hired by former CCHS Principal and current Social Circle City Schools Superintendent Dr. Robbie Hooker and Ward, Chris met both of the requirements for a boys varsity soccer coach and an 11th grade math teacher, though it his appeal exceeded these qualifications.

“He was just a genuine person during the interview and his demeanor,” Hooker said. “We felt as though he would be a good fit for content, and that has proven to be true -- he's been there 10 years and has taken on additional roles while being there.”

CCHS senior and varsity soccer player Ajani Wade has played for Chris since middle school, and finds that Chris assists his athletes beyond the field -- in the classroom and their personal lives.

“He cares about his players a lot,” Wade said. “When I’m struggling with school or anything, he’s always gonna push us to get all our work done, and if you need someone to talk to, he’s always there to talk to us.”

Chris uses the time during the soccer season on and off the field to get to know his players.

“You're spending -- lot of times -- more time with (soccer players) than your

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Right: MANAGING SOCCER: Clarke Central High School senior and girls varsity soccer manager Kate Dodson stands in Billy Henderson Stadium assisting with the girls’ varsity girls varsity soccer soccer practice practice on on March March 3.

3.Dodson Dodson became became aa manager manager because because ofof her her sister's sister's role role as the as previous the previous manager. manager.

“I think “I think it’s just it’s just a helpful a helpful thingthing for the for coach the coach just justnot to to have not have to have to have to deal to deal with with as much as much and and havehave to think to think about about little little things things that that maybe aren’t as important im- portantand andjust justbebeable abletotofocus focusononwhat whatthetheteam teamitself itselfneeds needstoto work on for practices and especially on game days,” Dodson said. Photo by Aza Khan

Featured: SUPPORTING TRACK AND FIELD: Clarke Central High School track and field manager McKenna Ezekiel, a junior, places starting blocks for track practice on March 1. Managers have been an important aspect of CCHS sports teams as they can be a leader and a friend to the players. “I think they really have a true appreciation of the ins and outs of athletic programs because they, like a lot of times, are helping coaches set up, helping coaches break down, helping coaches clean up," head varsity track and field coach Justin Jones said. "A lot of times they got the outside view looking at the team, you know, attitudes, demeanors, and things of that nature. So I think they're truly valuable in any program, especially if you want to have a successful program." Photo by Aza Khan

“I can talk to Kate when I'm a little frustrated or when something's not working exactly like I'm expecting it to, and she'll offer her input and insight, and that's incredibly valuable.”

-- chris hulse, varsity girls soccer head coach For the only track and field manager this season, McKenna Ezekiel, a junior, a major benefit of the role has been the opportunity to connect with the track community.

“I always want to help out people and try to do what is needed,” Ezekiel said. “I learn a lot from being a manager, and how to do things when it comes to track, which is very interesting to me. It’s very entertaining to interact with the coaches and runners, and we all have a good time like one big family.”

For Hulse, having a student manager as a part of the team provides not only a support system for the players, but also their coach.

“Kate has been somebody through the years that I am able to talk to and this that sounds like a small thing but it's not,” Hulse Hustlesaid. said.“I“Ican cantalk talktotoKate Katewhen when I'm a little frustrated or when something's not working exactly like I'm expecting it to, and she'll offer her input and insight, and that's incredibly valuable.”

While most athletic programs require tryouts for a placement on the team,

Behind the teams

Featured : GETTING RECOGNITION: Clarke Central School senior varsity soccer manager Dodson stands her family for recognition in the Above : GETTING RECOGNITION: Clarke Central HighHigh School senior and and girls girls varsity soccer manager KateKate Dodson stands with with her family for recognition on Billy Billy Henderson Stadium during senior night Feb 18.

Whilenotes Dodson sports managers receive limited from gratitude fanswork, for their work, senior night Henderson field during senior night on Feb 18.onWhile Dodson that notes sportsthat managers receive limited gratitude fans from for their senior night allowed allowed to be recognized with the“(Managers) athletes. “(Managers) a lot of recognition of the program.

It's just important ablethetopeople. help theTo them to bethem recognized along withalong the athletes. don't get don't a lot ofgetrecognition outside ofoutside the program.

It's just important to be abletotobehelp be able to help the teamyou whenever you can, because you're not itreally doing it forreason,” any other reason,” said. bepeople. able toTohelp the team whenever can, because you're not really doing for any other Dodson said.Dodson Photo by AzaPhoto Khanby Aza Khan

Student managers are main contributors to CCHS sports teams and offer an opportunity to be a part of athletics in a unique way.

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ehind the scenes of Clarke Central High School sports teams, student managers make up a key component of many teams’ functionality.

According to CCHS Athletic Director Dr. Jon Ward, the role offers a great opportunity for students to have a unique athletic journey without playing for the team.

“Sometimes there's just not a person (to help out), and I think a team functions better with a student manager. I think they are extremely valuable to teams,” Ward said.

CCHS varsity girls soccer manager Kate Dodson, a senior, has been a manager since her freshman year. She was inspired by her sister, CCHS Class of 2021 alumna Jenna Dodson, a previous soccer manager, and wanted to participate in the team community.

“My sister who graduated last year, she was doing it when she was a freshman. I decided that I wanted to (be a manager) because I didn't want to play on the field, but I wanted to be part of the atmosphere,” Dodson said. “I wanted to be able to be part of that, and get to know more people, and be involved in it

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Ward says there is no formal process to become a manager.

“Normally, we found over the years that we have young people that want to be involved in athletics, but for whatever reason, they're not one of the athletes participating, but they really enjoy athletics, they enjoy supporting, they enjoy being a part of a team,” Ward said. “So we've been fortunate through the years to have young people that have served as managers for various sports teams, but there's no set application process -- it's very organic.”

Despite lacking the same spotlight as the athletes at times, Dodson is grateful for the experience as her tenure comes to an end.

“I've learned a lot about (being a manager) through the past four years,” Dodson said. “I enjoy it, even though I don't get a lot of recognition outside of the program, inside the program, I definitely am told how much they appreciate me.” O

without having to play.”

According to CCHS varsity girls head soccer coach and Assistant Athletic Director Chris Hulse, Dodson’s duties are essential.

“She assists with game day, not just the setup and takedown, but also the operations or organization around game day,” Hulse said. “She helps communicate with the other team, she interacts with the other head coaches. She gets (players’) rosters and brings them to the press box. (She) always checks phonetic pronunciation, and little things like that matter.”

According to head track and field coach Justin Jones, beyond their duties on the field and off it, managers have become key contributors in the functionality of CCHS teams.

“They are a big part of the engine that makes the (track and field) team go and that's at any level because they help out with setting up and breaking down whether it be practices, games, competitions, things of that nature,” Jones said. “They also become a part of the team. Because just like you have coaches and players, you do not have a complete team without your support staff, and managers are a part of that.”

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“It’s nice to be able to connect with people like you and not just be kind of like shut down when you say you want to do something."

-- MARY ROBINSON,

CCHS tennis and volleyball player, a freshman cer, you can't really do that. So it wasn’t fun for me because I got beat at pace almost every time. So I started doing lifting and stuff, which gave me a better competitive edge,” Htoo said.

Mojock believes that weightlifting allows for specialization in training certain movements, which is necessary in order to gain an athletic advantage.

“The idea of optimizing the body for the task, when it comes to team sports, you have to ensure that when you're participating in the sport, whatever it is, that the way your body moves is of high quality,” Mojock said.

Dawson feels that participating in weightlifting rounds out an athlete's strength for competition, both physically and mentally.

“For athletes that are in season competing, it helps them maintain everything that they've done in off-season, helps with injuries, keeping their body strong from the teardown from competition,” Dawson said. “It builds up that confidence to get to the game day. That's one thing that's always preached here (in) the weight room: we're here to get you to the game day, and that's your performance time, that's your stage.”

Strengthening central

Like Htoo, Nesbit also began weightlifting regularly during the pandemic and continued training at CCHS upon students’ return to in-person learning.

“I love going heavy, love just pushing my body to limits that most people wouldn't,” Nesbit said. “I honestly just love seeing progress because that's also one of the most encouraging things is whenever you see progress.”

Outside of the physical health benefits of weightlifting, Dawson sees a multitude of emotional and psychological benefits as well.

“It helps you discover yourself and who you are, you're gonna go through some challenges, you're gonna have some good days, you're gonna have some rough days, you're gonna learn to push through it,” Dawson said.

In addition to the weightlifting classes available at CCHS, head varsity softball coach William Lance facilitates an opportunity for female student-athletes to get involved with weightlifting every morning starting at 6 a.m.

“It teaches empowerment. It teaches discipline. Not only is it healthy for the body and for your personal, your physical side, but the mental side is huge. It builds confidence and the weight room is hard,” Lance said. “It’s just building confidence, building stronger women, mentally and physically giving them empowerment to say, ‘Hey, we can do whatever we want.’ That's going to translate (into) sports, and that's going to translate (into) bigger picture life.”

CCHS tennis and volleyball player Mary Robinson, a freshman, attends these women’s weightlifting sessions and believes that it allows female athletes to feel empowered and gain an appreciation for their abilities.

“It's nice to be able to connect with people like you and not just be kind of like shut down when you say you want to do something. You have people that support you and will help you to accomplish those things,” Robinson said.

Moving forward, Dawson hopes to continue to foster a productive and welcoming atmosphere in the program.

“We have music going every day. It's a good, positive environment. That's one thing that we really try to enforce here -- just positive support,” Dawson said. O

CCHS weightlifting classes are becoming increasingly popular as they engage students in off-season conditioning and help them build confidence on and off the field.

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“When you have a weight training class at a high school and you've got 40 ith 297 students enrolled in weight training people in it or something, and you have one instructor or maybe two instrucclasses across eight blocks at Clarke Central High tors, it's going to be very difficult (to assess individuals),” Mojock said. “At no School, athletes in various sports have enrolled in point am I going to assign a workout for someone who I don't know their curweightlifting classes to enhance their physical strength.

CCHS strength and conditioning coordinator Joshua Dawson teaches weight- rent level. This whole idea of meeting someone where they are, that doesn't just lifting in the Weight Training and Body Sculpting classes while fostering peer apply to teachers in classrooms -- that should apply to coaches in the weight room.” relationships and teaching lifelong exercise Weightlifting student and varsity baskettechniques. ball player Luke Nesbit, a senior, believes “It's 18 weeks of training. You will (lift your) max (weight) two to three times, dethat the CCHS weightlifting coaches have pending on holidays and virtual days. You'll created space for this individual training in classes due to the large number of students see where your milestone is,” Dawson said. participating.

“In those 18 weeks, you're going to learn (a) “I get how hard it is to train a class for total body workout that you can do at home, that many people because weightlifting is or if you join a gym.”

According to a study from the Centers for physical education department teacher such an individual thing,” Nesbit said. “A lot Disease Control, 51.1% of US high school of (the coaches) understand that someone might have different goals than they have, students participate in muscle strengthening exercises, such as weightlifting at least three so I know when I was weightlifting in the classes, my coaches kind of let me do my own thing.” times per week. As weightlifting becomes increasingly popular among teens, University of Georgia Department of Kinesiology Associate Clinical Professor For weightlifting student and varsity soccer player Ehtaloe Htoo, a junior, his Chris Mojock sees an importance in coaches focusing on the individual aspect participation in the class started as a means to level up his athletic ability. of strength training. “(During) COVID time, I was bigger than a normal person and playing socSTORY AND LAYOUT BY GRETCHEN HINGER Sports Editor

"We’re here to get you to the game day, and that’s your performance time, that’s your stage,"

-- JOSHUA DAWSON,

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Above: COACHING STRENGTH: Clarke Central High School strength and conditioning coordinator Joshua Dawson coaches a student in the weight room on March 9. Although the majority of the class is focused on weightlifting, Dawson feels that the class also builds healthy habits. “I feel like learning how to be healthy is very important. So we learned about nutrition. We learn about protein supplements” Dawson said. “Just learning how to be a healthy individual at this age and building those healthy habits that you can take as an adult (is important).” Photo by Aza Khan Opposite: WEIGHT UP: Clarke Central High School weightlifting student Chris Goss, a sophomore, lifts in the weight room on May 2. According to CCHS strength and conditioning coordinator Joshua Dawson, the benefits of weightlifting are numerous. “One, it just helps you discover yourself and who you are, you're gonna go through some challenges, you're gonna have some good days, you gonna have some rough days, you're gonna learn to push through it," Dawson said. "Two, it builds confidence and self esteem. Three, I feel like you build different relationships, you're gonna be working with different students from all across the school." Photo by Aza Khan

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Star Players

ODYSSEY Star Players are selected based on their academic standing and commitment to teammates, their sports program and Clarke Central High School. Star Players are written for each issue by the Sports Staff based on interviews with players and coaches.

CHLOE ALLEN

ODYSSEY Star Players GIRLS TENNIS

Photo by Lucas Donnelly

BENJAMIN CAMPBELL Grade: 11 GPA: 3.0 Years of experience: 10 Game day ritual: I listen to some music, try to get myself in the zone, and then go hit with the team. (I) try to get my mechanics right before the game.

Favorite memory: (Once), I caught a pretty good foul ball. I really had to run and go for it or I was going to hit something. I stuck my glove out and I caught it. This is when I was in eighth grade. So, having that play with guys older looking at me like, 'Dang, he made that catch.'

Role Model: Ronald Acuña What coaches say: If he is not starting, he's normally one of our first one off the bench to courtesy run for our pitcher or catcher. He definitely plays a very important role every day. He does a great job of embracing that no matter what it is, and he's done a great job in the outfield force, when he's had to step in.

-- CCHS varsity baseball coach Nick Wegmann

Grade: 11 GPA: 4.1 Years of experience: 10 Game day ritual: I always talk with my friends. You can’t really think about it that much (except to) just know what you’re going into and how the other team plays.

Favorite memory: The friends that you make through it, like on the team, I've made some really great friends and I value that.

Role Model: My mom. She's always been such a great leader and she's always been so kind and always helped me whenever I needed help, and I really appreciate that.

What coaches say: She's quiet and consistent and just always does her best. We can always count on her to put in a good match.

-- CCHS tennis coach Elliot Slane

odysseynewsmagazine.net

BY AJANI WADE, AS TOLD TO CADENCE SCHAPKER

1. Strong Defense If the other team doesn't score a goal, they can't win the game. It is important to have a really good defense so that you can get the ball to our offense and have them create chances to score. One thing that's underrated about defense is that they keep the ball very well so that the other team wouldn't get to touch the ball that much, because they control it.

2. Practicing Off Campus We go and play soccer just for fun sometimes. We play soccer with each other so that we can develop good habits on the field. That helps us in the game, because we know what each other likes to do on the field.

3. Long-term Community A lot of us have been playing with each other for a long time. I’ve been playing with them since I was in middle school, so we've had a lot of time to grow with each other and sort of accept each other for who they are. That helps us a lot on the field, as well.

4. Positive Coaching

ODYSSEY Star Players VARSITY BASEBALL

If you have a very negative coach, all the players are gonna take after him and be very negative. The positive energy that (varsity soccer coach Chris Aiken) brings to the practice all the time, it helps us a lot being positive to each other.

5. Competitive Practices We're very competitive with each other, we're always trying to win, we have competitions and we always try and one-up each other.

‘Cause at practice, if you win, you stay on the field. So we're always trying to keep playing so that we win. That goes into games, because in the game, we’re gonna try to win extra hard, as well. O

Featured: AJANI'S TAKE: Boys varsity soccer defensive midfielder Ajani Wade, a senior, completes a pass in the Billy Henderson Stadium on Feb. 16. After posting a 14-3 record in the regular season, Wade feels positively about team's success. “I feel like we have a good team dynamic and I feel like our defense is really good this year, (but), our offensive decision making needs to be better so that we can score more goals,” Wade said. Photo by Lucas Donnelly

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things to know about CCHS SOCCER

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