The Chatterbox - Nov. 11, 2014 - CIX.4

Volume CIX, Issue 4

Walnut Hills High School

November 11, 2014

Fall Sports Review Conference Players of the Year

2 Conference Players of the Year 14 First-Team All-Conference selections

SENIOR Daniel Bundschuh, Soccer

16 Second-Team All-Conference selections

15 SENIOR All-Conference selections 6 Junior All-Conference selections

Lilly O’Toole ‘17, Tennis

All-Conference First-Team Selections

2 Conference Champions

4 Sophomore All-Conference selections 5 Freshman All-Conference selections

SENIOR Daniel Bundschuh, Soccer

SENIOR Kelley Coleman, XC

SENIOR Adam Cooper, Soccer

Iris Kim ‘18, Tennis

SENIOR Scout Lacoe, Soccer

Sarah Neuhauser ‘16, Tennis

Lilly O’Toole ‘17, Tennis

Loren Richardson ‘16, Soccer SENIOR Mackenzie Richter, Soccer

SENIOR Hannah Schroeder, XC

Meredith Shaw ‘16, Volleyball

SENIOR Collier Summay, XC SENIOR Logan Wiedmann, Soccer

Boys Soccer

SENIOR Martin Myaka, Soccer

Conference Champions

Girls Tennis

Sports

2 Second-Team All-Conference Selections

Skylar Bruggeman ‘16, XC

Jess Carr ‘16, Soccer

Sherie Cheng ‘17, Soccer

Kahla Cornett ‘17, Soccer

Emma Farrel ‘18, XC

SENIOR Alison Franke, Soccer

Ibra Goumballe ‘17, Soccer

SENIOR Olivia Grondin, Soccer

Katie Hallinan ‘18, Golf

SENIOR Tia Krimmer, Volleyball

SENIOR Ryan Kurz, XC

Jack Lowry ‘18, XC

SENIOR Brandon Pitz, Soccer

Chloe Schiff ‘18, XC

Sam Warren ‘16, Soccer

SENIOR Max Weiskettell, XC

TEAM PICTURES PROVIDED BY MILLER PHOTOGRAPHY

FROM POLAND TO ISRAEL an all expense paid trip*

TEEN & PARENT

INFO SESSION

THURS NOV 6

Join Jewish teens from all over the world on this trip of a lifetime!

7pm at the JCC

Open to Cincinnati high school seniors with at least one Jewish parent. This trip is an excused absence for most high schools.

MAYERSONJCC.ORG/MOTL

#NEVERFORGET

*This trip is generously funded by The Jewish Foundation of Cincinnati, and organized by the Mayerson JCC, in partnership with the Center for Holocaust and Humanity Education. Grants are administered by the Jewish Federation of Cincinnati. March of the Living grants are not need based and are offered to Cincinnati Jewish high school seniors who have not already used their high school Israel travel grant.

3

Viewpoints

Year-round school

PROS

CONS More school = more staff

More breaks = less stress

Year-round school has been successfully instituted around the world

Summer camps and jobs are cut down Parents struggle with childcare

Possible benefits for learning-disabled students Teachers have less time to further their education

Less time reviewing last year’s material

Sports and family schedules conflict with school

Children with free or reduced lunch receive food year-round Joe Glandorf, ‘16

“LIKE” DESIGNED BY JOHN CASERTA/THENOUNPROJECT.COM; “ANXIETY” DESIGNED BY ALEX KWA/THENOUN PROJECT.COM; “EARTH” DESIGNED BY JOHAN H. W. BASBERG/THENOUNPROJECT.COM; “IDEA” DESIGNED BY DIRK ROWE/THENOUNPROJECT.COM; “FORGET” DESIGNED BY ANDREW FORRESTER/ THENOUNPROJECT.COM; “LUNCH” DESIGNED BY AINSLEY WAGONER/THENOUNPROJECT.COM; “MOP” DESIGNED BY CLAIRE JONES/ THENOUNPROJECT.COM; “CAMPFIRE” DESIGNED BY DARREN NORTHCOTT/THENOUNPROJECT.COM; “FAMILY” DESIGNED BY LUIS PRADO/ THENOUNPROJECT.COM; “EDUCATOR” DESIGNED BY FREDERICK ALLEN/ THENOUNPROJECT.COM; “SOCCER-BALL” DESIGNED BY TNS/THENOUNPROJECT.COM

Ohio State Senator Eric Kearney is proposing a bill to extend the school year for all Ohio public schools from 180 to 220 days.

Kearney believes that this bill, if passed, will give Ohio students a competitive edge in the global market.

Year-round school in a traditional sense refers to a schedule in which periods of school and periods of breaks alternate in intervals. Most schools with year-round schedules employ a 45-15 cycle: 45 days

of school interspersed with 15-day breaks.

Others run on a cycle of 60 school days broken up by 20-day breaks.

Kearney’s proposal, in contrast, will add substantially to the length of the school year. Some studies have shown that a yearround schedule can create general improvement in student performance. Other studies dispute these results.

A Duke University study found that students on year-round schedules tend to outperform others since they have no lengthy breaks to forget information. However, a

In the “Soccer state tournament update” article, SENIOR Celeste Kearney changed the sentence of “They played Lakota East for the district championship on Thursday, Oct. 23. With a win, they play the winner of

Sycamore and Beaver Creek” to “With that win.” The game on Oct. 23 was not won.

In the “Recycling: facts and figures” graphic, the caption originally stated “This year, Walnut hopes to recycle

2007 study by an Ohio State University sociologist found that students on year-round schedules showed no significant improvement over students on traditional schedules.

A Colorado school district, after 13 years of year-round school, found no significant improvement in their students’ performance.

As of 2007, 2 million students were enrolled in 3,000 year-round schools nationwide.

The benefits of year-round school are not entirely clear. In fact, they may not even exist. WLWT reported that an experiment with year-round school in Cincinnati in the

Corrections for Issue CIX.3

50, 000 lbs of waste, which would be around a 25% increase from last year.” It should actually say that it is a 400% increase. Please note the scale begins at 10,000 and ends at 12,800. The per capita recycling for the four

1990’s had little positive effect on student performance.

This bill would cause Ohio to have the most required school days of any state in the United States. A 2011 report by the Education Commission of the States showed that most U.S. schools follow a 180-day schedule. 180 days is also the maximum required school year length in the country.

For more information, visit <www.chn.org>, <www.certificationmap.com>, and <www.keyframe5.com>.

listed high schools is 12,730.00 at Walnut, 10,300.00 and Clark, 11,050.00 at SCPA and 10,470.00 Withrow.

The Chatterbox Policy Statement

The Chatterbox has been guaranteed the right of freedom of the press through the First Amendment of the United States Constitution. The administration of Walnut Hills High School is thus bound to support and protect the Chatterbox’s inalienable rights as a free press.

As an integral part of the Walnut Hills High School community, the Chatterbox has the responsibility to report in the most comprehensive and objective manner possible. Students, parents, faculty, and administrators are

encouraged to use this publication as a forum to express any ideas or concerns, whether they be personal or of local, national, or international scope.

Journalists are required to work under established guidelines. Invasion of privacy as a means of news gathering is prohibited. Articles found to be discriminatory, libelous, or unnecessarily obscene (as determined by the editors or the advisor) will not be published. Finally, journalists are granted the right to keep private the name of a source from whom they

received information with the understanding that the source was to remain anonymous. The role of the newspaper advisor will be to provide counsel and criticism pertaining to the newspaper’s content and production. Although both the advisor and the administration hold certain powers regarding the Chatterbox, both must respect the paper’s autonomy. No student shall be prevented from joining the staff on the basis of sex, race, creed or national origin.

SARAH DAVIDOFF, ‘13

The Chatterbox Editorial Board Zoe Cheng and Celeste Kearney, Editors-in-Chief Karinne Hill, Managing Editor Grace Hill, Design Managing Editor Alex Persiani, Photography Editor Neriya Servant, Business Manager Oliver Olberding, Online Manager

Aisling Grueninger, Circulation Manager Tony Heim, Section Editor Representative Allie Berding, News Editor Samantha Gerwe-Perkins, Advisor Dawn Wolfe, Advisor

News

How Does Walnut Faculty Vote?

Allie Berding, ‘16 Lela Robinson, ‘16 Avery Samuels, ‘16 In honor of midterm elections, the Chatterbox conducted a survey to Walnut staff members about the political leanings of WHHS staff. The survey was emailed to all Walnut staff members and 60 responded. The survey was four questions long; the only question not represented in a graph below asked whether or not each teacher planned on voting this election. All faculty members who responded to the survey planned on voting with the exception of one member who was “unsure.”

WHAT POLITICAL PARTY DO YOU MOST CLOSELY IDENTIFY WITH ?

POPULAR INFORMATION SOURCES

DEPARTMENTS

Stepping to a new beat Celeste Kearney, ‘15 “Everyone knows about the dance team. Everyone knows about the cheerleaders; [but] not everyone knows what stepping is or where it came from or what culture it is,” SENIOR Kayla Johnson said.

Johnson is one of the leaders and choreographers of Walnut’s new step team. “It’s something to give Walnut more of a cultured background.”

The class of 2013 started the Walnut step team two years ago, but it has been brought back this year. Restarting the step team became “more of a ‘why can’t we make this happen,’” said SENIOR Mozika Maloba, one of the new founders.

“I knew a lot of people at Walnut could dance [since there is] a lot of talent in our upper class grades,” Maloba said. “So I figured that it would be useless to have all that talent go to waste.”

“It’s an art form; it’s a talent, and it should be expressed, espe-

cially if we want to offer things students are interested in,” SENIOR Tori Russell said. “It’s finally something that I will actually enjoy at Walnut,” SENIOR Theresa Wynn said. “There’s something that’s more me… [and] closer to my culture.”

“It’s something positive that kids can do after school,” said SENIOR Tyler Adams, one of the step team captains. Since it is a part of Black Culture Club, “it’s an encouragement [since] the kids need something to do rather than be bored.”

“When they first started learning [the steps], I realized how simple it was to me wasn’t simple to everyone else,” Johnson said. “Seeing everyone being able to learn something that new, [when] some of them didn’t even know what stepping is … was very good in me.”

“The open meetings for the past few weeks allowed the step team “to get a group of dedicated people who want to… make this an actual, serious program,” Maloba

JULIAN SHOCKLEY/CHATTERBOX

Left to Right: SENIORS Marquez Jones, Tyela Segar, Anaya Murdock practice a new routine for the step team. For SENIOR Tyler Adams, his favorite part of step team is “being together with kids like you, having fun and learning new things because some of these steps I didn’t know how to do.” said. With the last open meeting happening last week and rehearsals beginning, the team hopes to “move forward in the idea we have and vision we have.”

They plan on performing at at least one basketball game, the

Black Culture Club showcase and possibly at competitions.

“Our goals are definitely to have a lot of performances, so we were talking about alternating with dance team [or] maybe doing stuff with dance team during halftime,”

Russell said. “Maybe next year, when we get it started, we could participate in some of the step contests that they have around the city with different schools or different group[s].”

Peanuts

5

Shadow Season

REHME LEANZA/CHATTERBOX

Mohit Pinninti, ‘20 and his shadow, Dean Liu, listen to English teacher Ernestine Fryer talk about forgiving people you care about. Hosts try to make their shadows feel at home by showing them they care.

Allison Meier, ‘19 Shadow visits are coming soon; maybe you’ve noticed the excited anticipation as people receive their recommendation sheet from one of their teachers, or you might even be a host yourself.

Shadowing will begin on Nov. 3 and take place during the months of November, January and February. This is when the 336 prospective students will begin visiting the school in order to decide whether or not they want to attend Walnut in the future. The sixth-graders will follow a seventh-grade host, all of whom were recommended by a teacher. The visiting seventh-graders will spend their day following one of the eighth-grade hosts, who are chosen from the Eight-Honors programs, and older shadows will have a high school host who is chosen based mainly on grades.

Iris Borgert, ‘19 was a host last

year, and will be one again during the upcoming months. “When I started hosting last year, I was very excited, and I like to meet new people,” she said. A former shadow herself, she did not have the positive experience expected by most shadows and this year is making it a goal to give hers a better day than she had as a sixth-grader. “I don’t

Piper Peanut

want them to have such a bad time like I did. I got lost when I came, and my host ignored me. But I like it here now, and I hope [the shadows] like it when they come.”

The hosts, who are usually chosen by a teacher, have to have steadily good grades. A training session with Principal Jeff Brokamp is held to teach skills important for giving each visiting student an enjoyable time while they are here at school.

Each host is evaluated by their shadows, who give feedback about their host and experience at the end of their visit.

Shadowing helps to accustom visiting students to the huge numbers at Walnut. Coming from smaller schools could be difficult and a hard change to make, since the average elementary school has only several hundred students.

Although they might be scared or nervous, this could be a great way for them to meet people before they enroll at Walnut, and find out how their daily schedule would work here. Lead secretary, Joan Kuethe said, “I would like them to come with an open mind and not be worried. It’s such a safe environment, and friendly, and I would like them to have a really cool experience and feel welcome.”

Dear Piper Peanut, I ride Bus 5 home after school and I’m always the last person to get on and I can never get a seat. After the last bell rings, I go to my locker to get my books and then go straight to the buses, but I always end up standing. I really want to get a seat by my friends.

Do you have any advice for me?

Panicked Paige Dear Paige, If you want to get a seat on the bus where you want, you can try these tips. Know what your homework is before your class ends and have your bus pass out when the bell rings. If you have a whiteboard in your locker, then every time you go to it during the day, write down all of the materials you will need for your homework.

Then take the closest way to the arcade. If you usually walk on the track to get to the bus, try going through the arcade all the way to the exit by the new gym. You can also go through the Forum and leave through the doors right under the balcony. Finally, walk down the path like all the other students to your bus, get on and take your seat. If you are still late, then think about taking some of your books to 7th bell so you spend less time at your locker.

Sincerely, Piper Peanut

PiperPeanut ®

Dr. Kenneth J. Manges & ASSOCIATES INC.

EVALUATION, TREATMENT & CONSULTATION SERVICES

Follow @drmanges on Twitter Like his Facebook page at Dr. Kenneth J. Manges and Associates

“I don’t want them to have such a bad time like I did. I got lost when I came, and my host ignored me.”

-Iris Borgert, ‘19

Subscribe to Dr. Kenneth J. Manges & Associates Inc. on YouTube REHME LEANZA/CHATTERBOX

Greta Campbell, ‘19 opens her locker to get her book out as she talks to her shadow, Keegan Younger, about Walnut.

Visit the website www.drmanges.com

Boogie Bash Winners 2014 Augusta Battoclette, ‘17

Category Scariest

Winner Cossette Scheider

Costume Mad Hatter

Scariest

Mikaela Lane

Skeleton

Funniest

Will McCarthey

Jake from State Farm

Funniest

Luke Miller

“Latin killed me”

Most Creative

Zach Kerschner

Shower

Most Creative

Morgan Lockett

Selfie

Best in Show

Allison Stanley

Jelly beans

Best in Show

Hannah Carle

Peacock

PHONE 513-784-1333

FAX 513-338-1920

EMAIL drmanges@gmail.com

WEB www.drmanges.com

MAIN OFFICE 810 Sycamore Street 203 Cincinnati OH 45202 Comprehensive Psychological and Vocational Services

Fine Arts

The Demon-Barber of Fleet Revolution, Sweeney Todd is in“ Underneath all trial fluenced by society at the time. The Hills version is unlike other the blood and the Walnut productions since it has been given atmosphere, a directomurder and the arialsteampunk interpretation of Sherman’s. It has been engineered more for a highcannibalism, it’s a also school audience, adjusting some of the more mature elements. love story.”

Since the second week of school,

— Director Michael Sherman

Maddy Fixler, ‘16

At 7:30 each evening from Nov. 13 to Nov. 15, the demon barber Sweeney Todd will come alive on the Walnut Hills auditorium stage. The audience will witness his gruesome deeds and their consequences as he resolves to right the world with the murder of “gentlemen,” after he is dealt a grievous injustice by members of the upper class and separated from his wife and child. They will watch Todd sink farther and farther into insanity, bringing the deaths of innocents and notso-innocents with him.

Set in London during the Indus-

some of the cast members of Sweeney Todd, depending on their role, have been rehearsing for around 15 hours a week. “Everyone is working hard to put on the show,” Austin Lamewona, ‘16, who plays Tobias Ragg, a servant boy turned salesman, said. When the curtain rises to reveal the opening scene of Sweeney Todd: The Demon AISLING GRUENINGER/CHATTERBOX Johanna, played by SENIOR Claudia Neff, after being imprisoned in Fogg’s Asylum, an insane asylum by Barber of Fleet Street, the work of evJudge Turpin, her guardian.because she defied him, is assaulted by other inmates. eryone involved will come to fruition, bringing the macabre story to life.

“It’s definitely a darker story than most [in] musical theatre,” said SENIOR Jake Kolesar, who plays Anthony, an idealistic young sailor who falls for Johanna, Sweeney Todd’s daughter and Judge Turpin’s ward. “People usually think of musicals as being light and fun, and this show definitely has

AISLING GRUENINGER/CHATTERBOX

Sweeney Todd, played by SENIOR Desmond Daly, holds his beloved razor which becomes his executioner’s blade while Mrs. Lovett, played by Maddie Eaton, ‘16, watches on.

KATIE HANLEY/CHATTERBOX

OLIVIA HINDS 2014

Johanna, played by SENIOR Claudia Neff, and Anthony, played by SENIOR Jake Kolesar, gaze into each others eyes at their first meeting in which they immediately fall in love.

t Street comes to Walnut Fine Arts in Cincy THEATER Into the Woods Oct. 30 to Nov. 16 Cinderella, Little Red Riding Hood, Jack (from Jack and the Beanstalk), Rapunzel and a female giant’s stories twist together in this Sondheim fairytale. Covedale Center for the Performing Arts, 4990 Glendale Ave, <cincinnatilandmarkproductions.com> Safe House Nov. 9 to Nov. 15 The world premiere of an antebellum, Kentucky, African American family’s role in the Underground Railroad. Playhouse in the Park, 962 Mount Adams Circle <cincyplay.com> Not Our Town Nov. 11 Cincinnati Playwrights Initiative, an organization which features CIncinnati playwrights, describes this new play with: “Small town American life is disappearing into a vortex of family dysfunction, drug abuse, social disintegration and political corrupAISLING GRUENINGER/CHATTERBOX tion -- as Thornton Wilder spins in Sweeney Todd, played by SENIOR Desmond Daly, prepares to slit the throat of one of his clients who came in for a his grave....” Aronoff Center, Fifth shave, played by Devin Knott, ‘17, with his razors, a relic from his life before his wrongful incarceration.

Third Bank Theater, 650 Walnut St. its fun moments, but as a whole it’s a as needed in the show, will be on stage Todd expressed that, while the actions <www.cinciplaywrights.org> very dark plot.” Sweeney Todd is known in their own costumes. Sam Petersen, of the characters are not relatable, the not to be a family show, with its in- ‘16, the production’s crew manager, emotions are.

ART stances of rape, murder and cannibal- said, “The second day of school was Before the show even begins, the ism. However, “I’m hoping, knowing auditions, and thats when we started audience will be spooked by spectral “Based on a True Story” Oct. 10 the show, parents will use discretion, to build the set.” figures wandering the auditorium; to March 22 The Contemporary however, it will be an intriguing show Maddie Eaton, ‘16, who plays Mrs. Sherman hopes that the manic laughArts Center presents two artists, for an age-appropriate audience,” said Lovett, a crazed pie seller who lives be- ter and eerie lighting will set the mood Duke Riley, an artist who makes Ada Barach, ‘16, the stage manager of for a thrilling ride, the audience enart “for, from and with those who the production. tranced. Hattemer compares the expelinger on the periphery,” and Additionally, the musical score of rience to a roller-coaster.

Frohawk Two Feathers who “reSweeney Todd is “probably the hardest “As soon as we put it all togethimagines 18th century colonial hisscore ever written in the musical theer, it’s going to be bloody, it’s going tory through a fictive cast of slaves, atre,” Sherman said. SENIOR Desto be scary and it’s going to be awerevolutionaries, militiamen and mond Daly, who plays Sweeney Todd, some,” said SENIOR Michael Eagle, aristocrats to make “outlandish, the barber who murders for justice, who plays Judge Turpin, a corrupt irreverent and ultimately insightful said, “The music is much more comand covetous “gentleman” who abuses visions of the way the world was plex than any other show I’ve been in his power, driving Sweeney Todd to made.” Contemporary Art Center, here.” Sweeney Todd is almost entirely madness. Lamewona said, “I would 44 E 6th St. run with music playing, making it [highly] encourage people to come see more of an operetta than a musical.

—SENIOR Jake Kolesar this.” Of the students, Sherman said, WALNUT The discordance of the music reflects “[With] a show like this, the educanot only the overall creepiness of the low Todd’s establishment, said, “I love tional experience that these kids are show, but also the morbidity of the music, and I love to sing; I think it’s having, I cannot express. I have seen Louder Than a Bomb Oct. 22 to plot, with its aspects of horror. Swee- pretty cool to, after a long day, go and so much growth in some of these ac- Dec. 10 Brush up your poetry ney Todd is home to many multi-facet- be a different person.” Rebecca Hatte- tors, who I’ve worked with before… skills in for poetry slams here at ed characters. mer, ‘17, a member of the ensemble, They go places where I haven’t seen Walnut. All students welcome!

Wednesdays in room 3311 The music is not the only chal- said, “The best part is, obviously, them go.” lenging component of production. when you are in front of an audience, Have a event you’d like to include “We’ll have somewhere in the order of and they are believing you.” The exaghere? Email <walnuthillschatter115 light cues,” Barach said. Multiple geration of reality that is theatre has box@gmail.com> to tell us about times during the show, the deck crew, the potential to be challenging, but it! who move parts of the set and props many of the cast members of Sweeney

“People usually think of musicals as being light and fun, and this show definitely has its fun moments, but as a whole it’s a very dark plot.”

Features

Weed. Kush. Mary Jane. Dope. P Swede Moorman III, ‘16 Isaac Stephani, ‘16

parties [marsaid. “I can’t pass ijuana is] an judgment on people every-party who use it.”

The extensive list of names speaks thing...like Marijuana, has to the prevalence of marijuana used by you don’t also not been reteenagers across the country. “I would have a party portedly “hard to venture to say that probably 8 out of 10 without it.” get.” According to a people at Walnut have [smoked mariAccording National Health Injuana] if they were being completely to the 2013 stitute (NHI) study, honest,” said one SENIOR when asked Monitoring when asked, 39.1% about the popularity of the drug. the Future of eighth graders (a According to the Center for Disease survey, ap2.3% increase from Control and Prevention, over 21 states proximately 2012), 69.7% have legalized marijuana for medicinal 12.7% of of 10th gradpurposes and four states and Washing- 8th graders ers (a 0.9% ton D.C. have leagalized it for recre- (a 1.2% inincrease) ational use. However, it still remains the crease from a n d most widely-abused illegal substance in 2012), 29.8% of 10th graders (a 1.8% 81.4% of 12th graders (a high schools across the country. increase) and 36.4% of 12th graders (no 0.2% decrease) said that Monitoring the Future, a program increase) have used marijuana in the past marijuana was “fairly easy” or run out of the University of Michigan, 12 months. “very easy” to get. tries to bypass these obstacles. Each year, Additionally, 7.0% of eighth gradAccording to a drug fact the program interviews 50,000 students ers (a 0.5% increase from 2012), 18.0% sheet from the National Institute in grades eight, 10 and 12 nationwide. of 10th graders (a 0.9% increase) and of Drug Abuse, the most common Each stu22.7% of 12th grad- question about marijuana is: How does dent is asked ers (a 0.2% decrease) it work? In the marijuana plant, there questions have used mariare around 400 cannabinoids, about aljuana in the which are chemicals that afcohol use, past 30 fect the brain. Cannabimarijuana days. noids are split into two of teens who use marijuana use, sexual separate categories, b e h a v i o r, Many which have differing tobacco use stueffects on the brain: and other dents psychoactive and nontopics. do not psychoactive. A human’s Many of believe body actually produces these questions aim to observe the social that smoking marijuana is as some of its own cannabinoids, behaviors of today’s teens. “We’ve be- dangerous as using other drugs. The which are called endocannabinoids, come masters at hiding it from our par- study found that as more teens smoke and are from the endocannabinoid ents and the law,” one junior said. For in- marijuana, fewer see it as dangerous. ”I system. The endocannabinoid system stance, another SENIOR said, “At most don’t think it’s a problem…,” one junior mainly affects pain-sensation, appetite, Smoked in Past Smoked 12 Months in Past "Very 30Easy" Daysto Obtain mood and memory. When smoked, ceraders 12.7 7 39.1 tain cannabinoids are released into the raders 29.8 18 69.7 brain, and the brain mistakes them for the naturally occurring cannabinoids, raders 36.4 22.7 81.4 which creates the “high” sensation that many users are going for.

100 Out of the 400 cannabinoids, there are two main cannabinoids in marijuana, one of which is delta-9-tetrahydro90 cannabinol, more commonly referred to as THC, a psychoactive cannabinoid, 80 which stimulates appetite and reduces nausea, pain, inflammation and spas70 ticity. THC is the cannabinoid that is mostly responsible for the effects caused by marijuana, as its structure is very sim60 ilar to the naturally occurring chemical anandamide.

50 Because THC is the main chemical on which people get their “high,” grow40 ers of the plant have over the years created strains with more THC in them, to induce an easier, or more vibrant “high” 30 feeling. The amount of THC in marijuana has increased from an average of 20 about 4% in 1980 to over 15% in 2012, and continues to climb, as marijuana 10 with more THC is in more demand, not only for recreational use, but for medicinal use as well.

0 The other main cannabinoid is nonSmoked in Past 12 Smoked in Past 30 "Very Easy" to psychoactive, and is cannabidiol, or Months Days Obtain CBD. CBD is the main non-psychoac8th graders 10th graders 12th graders tive cannabinoid used in medicinal marijuana; it decreases pain and inflamma-

“I would venture to say that probably 8 out of 10 people at Walnut have [smoked marijuana] if they were being completely honest.”

“At

most parties [marijuana is] an every-party thing...like you don’t have a party without it.”

17%

become psychologically addicted.

Percent of Students

National data on teenage marijuana smoking

INFOGRAPHIC BY CELESTE KEARNEY AND ISAAC STEPHANI

tion, and in recent drug trials, has been used to control epileptic seizures, and possibly treat psychosis and addictions.

Aside from the astounding numbers of teenagers which report using drugs in high school, the short and long term effects must be taken into account regarding health and legal issues.

In the state of Ohio, the use of marijuana is illegal. To possess less than 100g of marijuana is considered a misdemeanor a n d t h e

81.4%

of seniors nationwide said that marijuana was “very easy” maxor “fairly easy” to fineimumis for obtain. the $150 first of-

fense. The second offense is a max. fine of $250 and a 30 days of incarceration. The penalties for trafficking marijuana goes up significantly from possession charges. An amount under 20 g is subject to a max. fine of $150 and is considered a misdemeanor, and for the second offense, is subject to a maximum fine of $250 and a max of 60 days of incarceration. However, a charge of trafficking more than 20 grams, but less than 200 grams is considered a felony and is punishable up to a $2,500 fine and up to one year of incarceration.

All charges when it comes to drug in addition to other charges are subject to driver’s license suspensions between six months and five years.

Marijuana has been found to impair short term memory, altered judgement and decision-making, reduced motor coordination, slow reaction times, can cause or worsen respiratory problems and cause mood changes (such as severe anxiety). Along with short-term symptoms, marijuana may impair brain development when smoked at a young age.

Some students, on the other hand, may beg to differ. One SENIOR said,

“We’ve become masters at hiding it from our parents and the law.”

“If anything, [smoking marijuana] calms [people] down, and might not motivate them to work harder...maybe you don’t focus as much, but I’ve seen that they can just function normally.” Some stu-

Pot. Chronic. Bud. Loud. Reefer. dents don’t believe that the use of marijuana is necessarily damaging to o n e’s

for those who met the criteria to be considered addicted to An marijuana. Those who were recorded to smoke heavily before the age of 18 displayed a decrease in was recorded for mental abilities even after they quit using.

About nine percent of people who health use marijuana or abilbecome psychoity to logically addicted. function in For those who or outside of the started using as a classroom. teen, that number goes A 38-year-old study funded up to 17%, and increases to by the NIH was published in 2012 in 20-25% for people who rethe Proceedings of the National Acad- port using it daily. emy of Sciences concerning this exact isThe data indicates marsue. The study found that teenagers who ijuana in high school used marijuana heavily and continued is very prominent in high schools nationwide. In 2009, there were over 370,000 visits to the emergency room in which there were amounts of THC detected. Of these 370,000 visits, over 67% were male and between the ages of 12 and 17.

“I’s definitely prominent, but I don’t think that it’s a problem,” one junior said, when asked what she thought about the use of marijuana as a recreational drug this habit out of high school showed a among her classmates. The student addsignificant drop in IQ between the ages ed, “It’s an artificial way of having fun.” of 13 and 38, with an average of 8 points

8 point IQ drop

people who heavily used drugs in high school and continued this habit between the ages of 13 and 38.

“People have come to school, that I know for a fact, are under the influence and they can still participate in class.”

For more information visit these sites: <http://nccd.cdc.gov>, <http://www.drugabuse. gov/>, <http://www.mayoclinic. org/>, <http://learnaboutmarijuanawa.org>, <http://www.huffingtonpost. com/>,

<http://teens.dr ugabuse. gov/>, <https://www.marijuanaanonymous.org/>, <http://www.familycircle. com/>, <http://www.nih.gov>, <http://www.newportacademy.com/> and <http://parentingteens.about. com/>.

Up to a

Leaf drawing by Kandyce Clark.

$2500 fine and a maximum of one year of jail time for getting caught trafficking between 20 and 200 grams of marijuana in the state of Ohio. For a misdeamenor of possessing marijuana, the first offense is a maximum $150 fine and jail time of 30 days, and the second offense is a maximum $250 fine with a jail time of 60 days.

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Style & Culture

10

Dear White People not about white people at all Zoe Cheng, ‘15 Nisa Muhammud, ‘15 Dear White People may perhaps be a misnomer for Justin Simien’s satirical indie movie.

The film, instead, deals with the complexities of black identity in “post-racial” America as the story follows a group of black students at Winchester University, a fictional Ivy League school. The film rose as a response to many blackface parties that were happening at predominately white institutions, such as Arizona State University, University of Florida and University of California: Irvine.

Dear White People first appeared at the Sundance Film Festival in Jan. 2014, and was later previewed at other indie festivals such as the Seattle Film Festival, the San Francisco Film Festival and the Palm Springs International Film Festival. Inspired by Spike Lee, Simien wanted to make his first film a film that reflected his experiences as person of color in America. “I think diversity in the film industry is of the utmost importance,” Simien told Film Independent. “We are storytellers, and the stories feed the culture, and the culture is everything. If you grow up and you don’t see yourself in the culture, whatever you are, I mean, that’s a kind of death.”

The ultimate motif in the movie is the concept of identity. There is a recurring question of “What face do you want to show the world?” There is Sam (Tessa Thompson), an activist labeled as “militant” by even Simien himself. Sam incites talk about the already prevalent racial divide at Winchester through her radio program, “Dear White People,” which discusses both the subtle and not-sosubtle racism experienced by black students at a predominantly white college. Because of her biracial identity, Sam is accused of “over-

compensating” and has a history of denying her white father and boyfriend because of her own insecurities. Despite her activist personality, writer Simien introduces levels in Sam’s character that are at first very hard to grasp.

Other roles include Colandrea— or, as she prefers, “CoCo” —(Teyonah Parris) who wants to be cast on a reality TV show, and will pursue this goal even if it means erasing her South-Side Chicago background. Lionel (Tyler James Williams), a journalist, feels distanced from his black identity because of both his sexual orientation and his interests.

Troy (Brandon P. Bell) struggles between his own aspirations and what others wish him to be. The conflict lies in the fact that all members of the black ensemble feel some type of clash with being black in a society that would rather sweep race relations under the rug. Williams in particular was interesting in his role: his reserved character often emoted through body language, and his eye rolls and backpack-sludging were both insightful and conflicting because of his treatment by his housemates.

Dear White People does what very few media outlets seem brave enough to do: talk, publicly, about a divide that splits in half both American society and the people who compose it. Yet, for the majority of the film, this seemed like all the movie would do: talk. What the movie is trying to say is what the actors are trying to say, and Simien’s choice to do so lets the film’s merit ride entirely upon the dialogue of its actors. There is very little in the way of blocking, in art direction, in symbolism, that gives the script any real depth. What the audience is looking at for the entire movie is a group of college

Shmurda’s song perpetuates culture of violence

STILL FROM THE FILM DEAR WHITE PEOPLE

When Justin Simien’s movie first appeared at the Sundance Film Festival, he was congratulated on having such a diverse cast. The ensemble won the U.S. Dramatic Special Jury Award for Breakthrough Talent at Sundance. students having conversations about race and identity on a college campus.

Their conversations are not flawed and their conversations need to be heard. But if one is looking for artistry beyond the dialogue, there is little merit to be found.

The script, though filled with truth and comedy and insightful dialogue, is often confusing. One scene that resonates peculiarly is the one in which Sam and a group of black classmates, on a night at the movies, begin to question the white ticket seller, asking him why so many black roles in Hollywood are shallow, stereotypical and offensive, like Tyler Perry’s Madea. Though this scene was funny, its futility brought it down a few notches. After the laughter had subsided, the audience was left wondering what point Simien was trying to make. Besides this, several backstories (such as Coco’s quest to be casted on reality television, Sam’s father’s illness) were either irrelevant or haphazardly incorporated into the plot.

Dear White People, however, was not without its poignant moments: one particularly moving scene occurs when Troy and Coco con-

verse about their own conflicts; Troy about his struggles with his identity as the dean’s son, Coco about which name —and face — she wishes to present to the public.

Although parts of the movie remained unclear, there was a darkness to the movie that was so authentic and realistic, it overrode some of the parts that were not clear. The idea that finding a place in a culture where assimilation is valued over identity is frightening. There was a scene where the president of the university told Sam that black people “weren’t being denied actual rights” and that she lived for conflict, but Sam argued that his students were eager and willing to accept an invitation to a blackface party (one of the most disturbing scenes of the movie). The ending of the movie included many pictures of students from universities across the nation in blackface as a form of entertainment.

Although satirical, Dear White People happens to be a movie of truth and reality. The most disappointing part about it is the fact that the movie was so close to reality for so many people.

How to “Shmoney dance”

MaKayla Gentry, ‘16 Alexia Pickens, ‘15 With a fun beat, trendy dance and a catchy phrase, any song can go viral in today’s society, but these melodious factors make it difficult to pay attention to the dark meaning in the lyrics of popular songs.

On June 24, 2014 a Viner looped “Hot Boy” by Brooklyn rapper, Bobby Shmurda. The song and dance went viral, gaining attention from celebrities like Beyonce and Jay-Z. The Shmoney Dance, a simple two step, quickly became a widespread fad, with professional sports teams, like the Cincinnati Bengals and the Miami Dolphins, using it as a celebratory dance.

However, the song that this dance accompanies has raised controversy due to its content. The song is a depiction of the type of things that go on in Shmurda’s rough community.

In the first eight lines of the song, Shmurda tells a story about how he and his crew routinely murder people. Then, there is an abrupt transition from murder to money and sex.

Though speaking about women as objects, idolizing money and treating murder as if it were just another everyday activity tend to be very prevalent in mainstream rap music, lines like “I been sellin’ crack since like the fifth grade” seem to have attracted some negative attention to Shmurda’s breakthrough song and

dance.

One of the concerns is that Shmurda’s portrayal of what a “Hot Boy” does to defend himself only supports the stereotypes that burden those plagued by a culture of violence. The negative labels that this song supports are often overlooked by today’s youth. "Honestly, if you listen to the song he is talking about guns and people who are locked up,” SENIOR Tyela Segar said. “I think the song just all around gets people hype! We know the words, but we look past the true meaning."

Catchy rhythms combined with morbid lyrics like “Mitch caught a body ‘bout a week ago” are common. This lack of lyrical substance tends to thrive in mainstream music. However, most people take the lyrics lightly and focus on the beat and the trendy dances.

Danyelle Gains, ‘16 said, “I do not think that the violence in the song should be taken that seriously because we witness some type of violence on a day-to-day basis.” “Hot Boy,” like many songs, contain personal experiences of the artist. However, the trouble arises when the personal experiences have the power to affect a generation in a negative way.

Alexia Pickens, ‘15 For all of the people that have little to no rhythm when it comes to the dance floor, simple two-step dances can be extremely helpful when trying to navigate your way around a party. All two-step dances are a little different with their own flare. For example, the country-western two-step, the diddy bop and now the Shmoney dance.

1. Bend your arms, raise them and alternate (your arms).

2. Put your head down.

3. Stick out your hip and bend the opposite knee. Alternate.

4. Repeat.

Congratulations, you have now “Shmoney danced!”

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12

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“Where is this?”

Sean Wood, ‘15

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Perspectives “If you could spend a day with any famous person, living or dead, who would it be?”

“Rob Dyrdek”

“Samantha Power”

“Paul Laurence Dunbar”

“Ronald Reagan”

“Nelson Mandela”

-Brandon Traynum, ‘15

-Garretson Oester, Alumnus, ‘14

- Ralph Moon, Teacher

-Robert Perry, ‘15

-Jeff Brokamp, Principal