Category Archives: Annalise Bassett

Learning other languages improves academics

By Annalise Bassett

The bell rings overhead, and students flood out into the hallway, nearly 1100 of them heading to a language class.

Many students all across the state of Indiana learn at least one foreign language sometime throughout their high school career. People all across the country are bilingual. In fact, 20.14 percent of Americans were bilingual in 2016 according to an article by Francois Grosjean, PhD, of Psychology Today. This number has doubled since 1980, when only 10.68 percent of Americans were bilingual.

Learning a foreign language is not only useful for getting a job or travelling abroad, it also affects the brain and its development. According to Whitby, a private school for kids up through eighth grade, “Language learning helps improve people’s thinking skills and memory abilities. Bilingual students concentrate better, ignoring distractions more effectively than those who only speak one language.” 

The study Whitby references, conducted by University of Edinburgh psychology professor Thomas Bak, MD, concluded that “…learning a second language can develop new areas of your mind and strengthen your brain’s natural ability to focus.”

Languages help your brain grow not only mentally and cognitively, but also physically and size-wise. A study referenced by Whitby that was conducted in Sweden concluded that the brains of scholars who learned a second language grew, while the brains of scholars who did not learn a second language did not change in size.

Learning a language can help you with skills beyond speaking the new language—it can help with focus, mental clarity, decision-making skills, memory, study skills, and more. Lead with Languages, a program that strives to spread the importance of learning foreign languages, said that studies have shown that when making decisions in a different language from your first, we are more level-headed and can make decisions more clearly. Lead with Languages references a 2012 article written by Boston University psychology professor Catherine Caldwell-Harris, PhD, on Scientific American. Caldwell-Harris wrote that your second language is less emotional, and using a second language evokes less anxiety than your native language.

All 1100 of the students at FC taking a language are affected by these skills, and some of them take more than one language, further increasing the skills that languages help develop. The younger people learn a language, the more effective studying a language can be.

“Children who learn another language before age five use the same part of the brain to acquire that second language that they use to learn their mother tongue,” said a Lead with Languages article on learning early. “Younger learners are also uninhibited by the fear of making mistakes, which is sometimes an obstacle for older beginners.”

Children who learn languages early also have cognitive benefits that those who learn later in life either do not have or have less of. 

“Compared to those without an additional language, bilingual children have improved reading, writing, and math skills, and they generally score higher on standardized tests,” said Lead with Languages.

Whether you learn as a young kid, in high school, or as an adult, languages still have large effects on your brain and your ability to communicate with others. It is part of the reason that students are encouraged to take languages, and it explains why 58.8 percent of FC’s student body is currently learning at least one language.

Q&A With Assistant Principal Joe Voelker

The Bagpiper: What is the exact dress code?

Joe Voelker: “I think we’re pretty much a jeans-and-t-shirt type of school. Dress needs to not be a distraction. That’s really what it is; it needs to not be a distraction to others, which is very loosely defined, kind of intentionally. But, basically your clothes need to fit and fit properly. Even if they don’t, we need to see how we can help you with that to make your clothes fit. Your shirt should be down to your belt. We don’t make kids tuck them in, but they should be down to the belt. You shouldn’t have a crop top, or something like that. As far as straps go, it needs to cover you up on top. That’s sort of where it is. Dr. Willman, Mrs. Johnson, Mr. Cerqueira, and [I], we don’t really go around hunting down a lot of dress code things. We do have [problems] that we see, or they come to us, and that we deal with.”

BP: How would you define “muscle shirts” and “bro tanks?” 

JV: “Just, boys shouldn’t be wearing a tank top.”

BP: Why are boys not allowed to wear tank tops when girls are?

JV: “Well, the mentality is, in a workplace, a female can get by with a sleeveless type of dress or top. Generally, you don’t go into an office and see guys with a bro tank on, so, that’s the mentality behind that. If you go work in an office, you don’t see guys with a tank top on. But, you may see women with a sleeveless thing on, and that’s where that came from.”

BP: In such a big school, it can be hard to get to everyone who is breaking the dress code, and as you said, you don’t go around looking for it. How do administrators handle the entire school population without it seeming like they’re picking and choosing?

JV: “Generally, if it’s brought to my attention—sometimes I do see it in the hallway, and if I do, I address it. Sometimes a teacher will email either me or a counselor or Mrs. Shaffer.”

BP: Is there anything else that readers need to know about the dress code?

JV: “I think if you have a question about something, just come talk to us. Styles right now are a little better than they were ten years ago. The issue with styles right now are the crop tops on girls, they don’t [go all the way down] and cover the belt. That’s something to cover up. But, we used to have styles where shorts were very, very short for both boys and girls. Now guys got into the longer shorts, now they’re kind of going back up again. For a period, guys always had shorts to their knees, and now they’ve kind of gone up a little bit. About ten years ago, [there was] that, and in-style tops were very, very tight fitting and could lead to being inappropriate. Right now, styles, people don’t wear that kind of thing.”

Continued Q&A with Diversity club

By Annalise Bassett and Destiny Love

Senior Sydney Palmer – Member of Diversity Club

The Bagpiper: How does diversity club bring students together?

Sydney Palmer: Diversity brings students together because we are able to recognize our differences and how they make us ourselves.  

BP: What does a typical meeting of this club look like?

SP: We have meetings in Mrs. Waiz’s class during fourth period, and it includes the council talking about current issues in the school, reading survey responses, and discussing experiences that have occurred at FCHS involving discrimination.

BP: How does Diversity Club bring students together?

SP: This club brings minorities together so they have a place to talk about their concerns but also connect on another level. The diversity advisory council was not meant to exclude anyone, and we just want everyone to know that it was created to educate everyone on the importance of diversity!

BP: What is your favorite celebration/event?

SP: We don’t really have events.

BP: Why is this club important to you?

SP: This club is important to me because I want to show that our school is accepting of everyone and defeats the stereotypes.

BP: How does this club affect your life?

SP: It affects my life because I’m able to empathize with the struggles minorities have gone through and understand what I can do to help.

BP: What do you like about the club?

SP: I like that it’s a place for everyone to talk about anything they need to discuss.

BP: Why did you originally join the club?

SP: I joined the club because I wanted to promote diversity in our school

BP: What other clubs are you a member of?

SP: I am in Diversity advisory council, student council, renaissance club, and interact club.

 

Junior Nicole Holland- Member of Diversity Club

The Bagpiper: How does diversity club bring students together?

Nicole Holland: The Diversity Advisory Council brings people together by bringing in all kinds of people. we all have different hobbies but share one end goal and that’s spreading awareness of other cultures in our school, whether you’re white or colored.

BP: What does a typical meeting of diversity club look like?

NH: A typical meeting is us gathered in a classroom, typically ms. waiz’s room and we throw out ideas of how we can grow and improve. we discuss problems in our school and how we improve them.

BP: What do you like about this club?

NH: This club makes me feel like my opinion is heard and cared about, and i know a lot of the other members feel that way as well. there are many students who felt like they were different from everyone else and this is a place where we can all relate and understand we aren’t alone in our experiences.

BP: What are your goals for next year?

NH: The Diversity Advisory Council has already experienced a lot of backlash in it’s opening stages, but we’re all fully prepared to go through it and we’ll continue until our message is heard. we’ll be expanding our council and it’s influence as time continues.

BP: What does this club mean to you?

NH: To me this council means a chance for me to make an impact. it’s been too long that my voice and opinion has been shut down, and this is my chance to help someone else experiencing discrimination.

BP: How has the club affected your life?

NH: The Diversity Advisory Council has positively affected my life. it makes me really happy to see such a diverse group of people working together to make a change.

BP: What is your favorite thing about the club?

NH: My favorite thing about it is hearing everyone else’s opinions. meeting new people and being able to share experiences without being afraid of judgement feels really nice as well.

BP: What is your favorite event?

NH: My favorite event is in the esports club. next year we’re planning for a LAN party where people outside the esports club can come join us for games and win prizes. hopefully we’ll get more members that way as well.

 

Q&A with FC scoliosis patients

by Annalise Bassett

Anonymous Sophomore

How does scoliosis affect your life?

“Well scoliosis, for me, my curve isn’t extremely bad, so it doesn’t affect me too much on a day-to-day basis. However, I have to do Schroth therapy at home, so I try to do that a couple times a week. That kind of affects my nightly routine. Usually after I do my exercises, my back is really sore. Sometimes during class, my back will just be kind of sore from sitting awhile, [especially] during long tests, like ISTEP or something.”

How does Schroth therapy work?

“At first, I had to go, once a week, over to Louisville where they have specialized physical therapy. It’s just a bunch of exercises to try to strengthen the muscles along your back, I’m not for sure exactly what muscles they are, and try to get tension on the opposite side [of the curve] to try to correct the curve. My curve is to my right, so I try to get tension on my left to try to reverse it. At home, I just do the same exercises.”

 

Sophomore Reagan Schneidau

How does scoliosis affect your life?

“It made a lot of things really difficult. Like, hiking, that was really rough on me. There were a lot of things I couldn’t do because my back hurt so bad. It was kind of immobilizing, but not like, extremely.”

 

What kinds of things did you have to do to keep it from getting worse, or to correct it?

“I was in my brace for two-and-a-half years, I think. While I was in my brace, and even while I was out of my brace, I did a lot of physical therapy. I was supposed to do my physical therapy exercises. It kind of hurt for me to do them. Before freshman year, I had my surgery, and that kind of changed everything. I was really scared about it at first, but then it happened. Now, I’m flexible, and I can do things that I thought I wouldn’t be able to do. I think it was the right decision for me.

 

Sophomore Eric Haney

How does scoliosis affect your life?

“It’s mostly just mild pains, because of the spine being off it makes your back hurt from a lot of stuff.”

 

What kinds of things did you have to do to keep it from getting worse, or to correct it?

“I’m lucky to where mine’s not really that bad, so I don’t have to do much to [fix it]. Basically, whatever would damage your spine, [I] don’t do that.”

 

Interview with IDOE Press Secretary Adam Baker

Story by Annalise Bassett

What qualifies a bullying incident for reporting to the IDOE?

Bullying as defined by Indiana Code 20-33-8-0.2 means overt, unwanted, repeated acts or gestures including verbal or written communications or images transmitted in any manner (including digitally or electronically), physical acts committed, aggression, or any other behaviors, that are committed by a student or group of students against another student with the intent to harass, ridicule, humiliate, intimidate, or harm the targeted student and create for the targeted student an objectively hostile school environment that:
– places the targeted student in reasonable fear of harm to the targeted student’s person or property;
– has a substantially detrimental effect on the targeted student’s physical or mental health;
– has the effect of substantially interfering with the targeted student’s academic performance; or
– has the effect of substantially interfering with the targeted student’s ability to participate in or benefit from the services, activities, and privileges provided by the school.

How does the IDOE follow up with schools reporting zero incidents of bullying, and does it actually sound reasonable for big schools to report zero incidents of bullying?
Per Indiana Code 20-34-6-2, the Indiana Department of Education may conduct an audit of a school corporation to ensure accurate reporting of bullying incidents, and all discrepancies in reporting will also be posted on the IDOE website. Following the 2018 legislative session , parents can now “kickstart” the audit process if they too feel their school’s numbers are inaccurate.
I do not want to speculate on the reasonability of data as we know over the years schools have instituted conflict resolution classes to help education students on how to better handle and respond to situations as to curb bullying within their schools.

Are there any consequences for schools not reporting or falsely reporting bullying incidents, and what are they if so?
The department performs an audit and finds a school’s numbers to not be accurate, the data for that school will be updated and reflected in the annual bullying report.

How does the IDOE investigate and confirm that schools reporting zero incidents are being truthful with their reports?
Per statute, the Indiana Department of Education does not have authority to investigate rates of bullying. This is a manner that falls under the jurisdiction of local school boards.