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MoCA Westport exhibit, ‘World Peace,’ succeeds at highlighting political, social issues

The past year has been one of political turmoil and conflict. Between the COVID-19 pandemic, the presidential election, the Black Lives Matter protests and the passing of Supreme Court Justice Ruth Bader Ginsberg, political tension has been high, as well as feelings of uncertainty about the future of the country. 

‘World Peace’ exhibit at MoCA Westport

And while the country may be extremely divided over some o f the nation’s most pressing issues, the events of 2020 have brought many people closer together. More than ever, people are participating in social and political activism through speaking out against injustices, advocating for the rights of minority populations and finding communities of like minded people who have similar aspirations for the United States.

MoCA Westport, highlighted some of the country’s most relevant issues through its new exhibit “World Peace.” The exhibit shines a spotlight on some of the most controversial topics Americans are facing today as well as a variety of political perspectives coming from a diverse range of artists. 

“World Peace” displayed powerful pieces of art that were great conversation starters, specifically conversations about race and cultural appropriation, both being contentious topics. The art was thoughtfully selected and succeeds in confronting the audience with new perspectives and the severity of many modern societal and political issues. 

Not only did MoCA Westport bring attention to racial and cultural issues, but the exhibit also embraces artwork that features specific political figures as well as strong messages about political rhetoric. Prominent political leaders such as Donald Trump, Richard Nixon and Rudy Giuliani were all included in different artworks. 

Themes about law and order, police brutality, public health, capitalism, war and global warming were additionally emphasized by “World Peace.” The exhibit did a brilliant job of exploring a wide variety of controversial modern-day affairs. The diverse assortment of artists and art styles creates a unique and enlightening experience for anyone who has the opportunity to walk through the exhibit.

Drake’s ‘Girls Want Girls’ points to greater cultural issue, fetishizing queer women

This article was featured on Best of Sno.

“Say that you a lesbian, girl, me too” and “I can’t wait to get off work to go and see you. Please bring your girlfriend along with you” are lyrics from a new Drake song released in early September called “Girls Want Girls.” These lyrics coming from a heterosexual and cisgender male rapper, left many confused. While some overlooked them as a joke, others  viewed the strange lyrics as an offensive display of fetishizing queer women. Although it’s true that misogyny and fetishization have always been prevalent in the music industry, Drake’s new song and the public’s reaction point to a greater cultural issue.

While there has been a significant increase in LGBTQ+ media representation in the past decade, there has also been harmful media representation that furthers stigmitization of queer women. Shows such as “Orange is the New Black” and “Glee” play into harmful stereotypes that generalize bisexual women as promiscuous. Additionally, older shows like “Friends” and “Gilmore Girls” that are still popular among today’s youth feature offensive jokes relating to queer women and the misrepresentation of lesbian relationships. These media’s past and present misrepresentations of the LGBTQ+ community make it all the more important that modern media avoids the use of these misconceptions and stereotypes. 

Many musical artists have received backlash in recent years for the way in which their music impacts the LGBTQ+ community. Liam Payne released a song in 2019 called “Both Ways” about bisexuality, specifically among women. He states in the lyrics, “my girl she like it both ways, she like the way it all taste.” These lyrics, among others, received backlash for oversexualizing and fetishizing bisexual women. Similarly, Rita Ora dropped a single titled “Girls” in 2018. Once again, the song was criticized for depicting lesbian relationships in an unflattering way and for oversexualizing them. Billie Eilish recently faced some public disapproval after being accused of queerbaiting in her “Lost Cause” music video, furthering the conversation surrounding the fetishization and exploitation of lesbian and bisexual relationships. 

This problem is not isolated to the music and film industries. Queer women face fetishization in their daily lives due to inaccurate preconceived notions. For example, the common misconceptions that a woman’s sexuality is centered around her past experiences with men, that bisexual women do not desire monogomous relationships and that those who reject heteronormativity are going through ‘a phase.’ These concepts are real and are observed in pop culture and real life, necessitating accountability for those who intensify the problem.  

With the recent awareness surrounding these issues of fetishization on social media, it came to many as a shock that Drake would release such a strange song that so blatantly targeted and misrepresented lesbian women. In order to continue reducing these types of stigmatization and oversexualization in media and in real life, it is essential to call out artists who further these ideas. Even though this Drake song may not seem to be a significant issue, any media that promotes stigmatization, fetishization, or exploitation of LGBTQ+ women, no matter how big or small, poses a concern to the community because of its impact on real-life situations and the normalization of mistreatment. 

Seniors reflect on college process, offer advice

As colleges issue their letters of acceptance and rejection to the high school class of ’21, many seniors are seeing their hard work pay off. Staples students are committing to universities across the nation. Now that the college process is coming to a close, the class of 2021 can offer helpful insight to the rising seniors. 

For many students, the worst aspect of the college process can be the stress of writing several supplemental essays, taking standardized tests and submitting everything before the dreaded application deadlines. However, an early start can ease this process, according to Mira Mahendru ’21, who will be attending Boston College next year.

“It wasn’t very stressful because I started preparing early,” Mahendru said. “I tried to get my testing done sophomore and junior year and started college writing over the summer, so I wasn’t stressed during senior fall. I managed the stress by trying to get things done early.”

Many students additionally struggle with deciding how many schools they should apply to. According to Chloe Chaple ’21, who will also be attending Boston College, it is important to achieve a balance among the schools one applies to.

 “I applied to 11 schools, which I feel is a perfect number,” Chaple ’21 said. “Wasting your time applying to more than 15 schools spreads yourself too thin to a point where you’re unable to perfect your supplements and any less than like seven schools just doesn’t feel right because our grade has witnessed first-hand with COVID how unlucky the application process can be.”

While COVID-19 has changed the college process for many, seniors still emphasize the importance of touring schools. According to Gia Antonelli ’21, who will attend Northeastern University, touring is a helpful tool in determining if a school is a good fit. 

“I would definitely suggest touring if possible because some schools that I was really considering I ended up really not liking once I visited,” Antonelli said. “I also think it’s important to keep in mind that you’ll be living there for four years, so you need to ask yourself if you would genuinely be happy there.”

Narrowing down a college list can be difficult when there are so many universities to choose from. However, according to Dylan Goodman ’21, who will be attending Harvard University, looking into a school’s specific programs and majors can be insightful. 

“I think that visiting campus, talking to current and former students, finding a program specific to your wants and needs and making a pros and cons list can help in deciding between different schools,” Goodman said. “I found that doing research about the program and learning more about it from current students allowed me to picture myself as a student at the school and help me make my final decision.”

Another struggle that students face is determining whether or not Early Action and Early Decision applications are the best option for them. Matthew Ambrifi ’21 suggests that one should only apply Early Decision if they are certain in their choice.

“I recommend applying Early Action because it takes a lot of stress off your shoulders in the form of workload. Knowing you got an acceptance is the best, most relieving feeling,” Ambrifi, who will attend Tulane University, said. “I would only recommend applying Early Decision if you 100% know that you want to attend that school.” 

Essays are one of the most critical aspects of the application. Having a strong essay can boost your chances of getting into a top school, despite test scores and GPA. According to Andie Bautista ’21, who will be attending the University of Southern California, it is best to write honestly about your interests.

“In terms of writing essays, write about topics that are genuinely interesting to you and that you are passionate about,” Bautista said. “Don’t write about something simply because you think that’s what colleges want to hear. Trust me, it will turn out better when you’re passionate about it.”

While many Staples families hire college advisors for their seniors, not all students have or need a college advisor. There are many resources online and within Staples that can guide students through the process of submitting a strong application. 

“My most helpful tool was my guidance counselor,” Chaple said. “The guidance department is such an awesome tool because they’re able to help structure your application process, and since I didn’t have any outside help, I honestly don’t think I would’ve been nearly as successful without my counselor.”

Once the work is over and admissions decisions have been released, there is often conversation between friends, family and classmates about which schools students are getting accepted to. However, Hannah Even ’21, who will be attending Princeton University, believes that it is best to keep your college decision private. 

“I would keep the colleges you get into to yourself so your decision is more your own,” Even said. “When you are deciding between colleges, everyone has an opinion and sometimes it’s really hard to separate their opinions from what you think is right for you.”

While the college process is stressful, and students may not always get the results they want, the university you attend doesn’t define your future. 

“Stay true to yourself and who you are, and try not to let the noise around you or stress from others influence what it is you want for your future,” Goodman said. “Don’t be scared to aim high and stay confident. College may seem like such a huge decision and next step, but it truly all works out no matter what and will pave a positive path for your future.”

Factory farming needs to be taught in schools

Food is an essential component of human life. As people, we spend time everyday deciding what to eat and when to eat, but we don’t spend the same amount of energy thinking about where that food came from. 

When you think of the term factory farming, you probably have a general idea of what it consists of but lack knowledge of the details. This is an immense problem because if there is any topic we as Americans should be well versed in, it is where our food is coming from and the impacts it has on the environment and our health.

Factory farming is the intensive and industrial production of livestock. This method of farming is designed to maximize production and limit costs. As a result, animals are brutally mistreated, the environment in surrounding areas becomes disgustingly polluted and the quality of the animal products we consume is poor. This is an issue that absolutely concerns students. As individuals, it is essential that we recognize the possible consequences of our actions and the influence we hold over our own futures. 

In the United States, factory farming is a massive industry that provides a large portion of America’s food every year, but it is taking a toll on the country’s resources and environment. As of 2018, 12.4 million acres of forest are cut down each year to clear room for industrial agriculture, according to the Washington Post. Factory farming has contributed to a myriad of environmental problems, including water waste, increased methane gases, water pollution and deforestation.

Additionally, the small and unclean spaces that livestock are forced to live in not only exhibits cruelty towards the animals but causes a rapid spread of disease and illness in the animals. The same animals that are then killed and sold as meat. For example, these poor conditions have resulted in many factory farm pigs developing pneumonia upon entering U.S. slaughterhouses, as reported by PETA. In order to prevent and manage disease, farmers often turn to drugs. According to the New York Times, 80% of all antibiotic sales went to livestock in 2011. Despite a large portion of antibiotics being allocated to livestock each year, students are not taught about the types of drugs and hormones they risk ingesting from meat and animal products. 

For this reason and others, meat poses a serious health risk. The World Health Organization has classified processed meats as a group one carcinogen alongside Tobacco smoke. The American Cancer Society lists processed meat as a known human carcinogen, meaning there is convincing evidence that the agent causes cancer. And despite this, schools still encourage students to eat meat and fail to teach them the risks. 

Many school nutrition guides, such as the USDA’s myplate, still consider dairy and sometimes meat to be an essential component of diet. Schools across the nation also serve processed meats in their cafeterias. Clearly, meat, especially in regards to factory farming, is harmful. And yet, we still aren’t giving the topic adequate attention in the curriculum.

It is vital that we begin teaching young students the reality of factory farming. Not only so they can consider their health, but also so they can make a moral decision for themselves, knowing all of the necessary information. Factory farming and nutrition need to be discussed in science classes and adequately explained due to the importance of what we consume to human health and the environment. If the details of where most food in America comes from is too graphic or disgusting for children to learn about, we shouldn’t be feeding them it.

Staples’ sexual violence curriculum has room for improvement

“Cover your drink.” 

“Don’t walk alone at night.” 

“Don’t go to parties alone.” 

These are phrases that many young high school students have heard before. For many students, the education they receive on sexual violence outside of school is limited. Parents make passing comments that can do more harm than good, the media often paints victims out to be false accusers and older siblings make jokes about how their college fraternity has dozens of rape allegations. 

A lack of proper education about the issue is responsible for a culture that normalizes harassment and excuses assault, which makes the quality of the Staples’ sexual violence curriculum all the more important. 

So, in honor of sexual assault awareness month, it is necessary to evaluate where the Staples curriculum for sexual violence falls short and where it succeeds. 

Sexual assault is often viewed as taboo, but its ubiquity necessitates a comprehensive and continually improving curriculum. Compared to many other districts across the U.S., Staples is advanced and brings attention to generally undiscussed topics. But while Staples is sufficient in some areas, there is still greater room for improvement.

According to data collected by the CDC in 2017, 10% of high school students are sexually assaulted. With this knowledge, Staples should immediately implement lessons in every health class that inform students of their Title IX rights, their legal protections and the process for reporting assault, harassment and misconduct. There is still widespread confusion about how to report an assault at Staples and whom it should be reported to. This is unacceptable, especially considering the high rates of sexual assault among high school students. The Staples administration is obligated to create a safe space for students, which includes providing education on their rights and providing resources for reporting. 

Additionally, Students could benefit from a deeper analysis on the topic of consent. While I do commend Staples for bringing attention to the topic, a more in-depth discussion could prove to be educational. The notorious “tea video” displayed in health classes which compares consenting to a sexual activity and consenting to drinking tea, is guilty of oversimplifying the topic. While it serves its purpose in starting a surface level conversation, more in-depth conversations about body language, ramifications for violating consent, consent in toxic relationships and many other nuanced topics need to be taking place in all health classes. Students of all ages are assaulted each year, therefore, they should logically be informed about the principles of consent starting from a younger age than they currently are.

In addition to expanding the conversation of consent, introducing other conversations focused on the culture surrounding sexual assault could be effective in preventing future assaults and deconstructing the stigmas associated with victims. Teachers could open the floor to discuss victim blaming, why many people choose not to report, how predatory behavior by high profile individuals being excused impacts the public’s perception of rape, why assault is so common and how to be an ally to victims. This encourages a space for students to express their views and acknowledge the presence of cultural norms that contribute to high rates of sexual violence.

Despite scrutinizing the ways Staples can advance its sexual assault education, I do admire the quality of the current curriculum compared to other school districts. The current curriculum addresses many misconceptions surrounding the topic of consent, how to be an active bystander, stereotypes about victims and even brings in workers from the Rowan Center, a sexual assault resource agency. All of this has created a great foundation for providing sexual assault education and prevention, but I believe that Staples can continue to develop the curriculum to be as educational and beneficial to students as possible. 

I am aware that the time in class is limited, but sexual assault education and prevention truly is one of the most important things we learn in school. The National Sexual Violence Resource Center reports that 20% and 1 in 16 men are sexually assaulted during college. These rates are alarmingly high and the prevalence of sexual violence in our society, especially for college students, is a grim reality that must be acknowledged in our education system. The purpose of high school is to provide students with the education they need to prepare for real life, and, unfortunately, that includes the reality of potentially being sexually assaulted. It’s time to stop sugar-coating and instead make progress towards a more sufficient and thorough curriculum that dismantles stigmas and provides students with these lessons that are imperative to understand for their future.

Widespread misinformation, polarization make social media untrustworthy source

While social media has brought convenience and efficiency to our lives, it has also brought a concerning amount of fake news and a rapid spread of misinformation. While I do not oppose the use of social media, it’s crucial that we recognize the dangers it poses and the frightening magnitude of the influence it holds over students’ lives.

Social media often lacks credibility. Anyone has the ability to post, no matter their skill set, background or intentions. This can result in biased or fabricated information reaching an audience, which is why students should always remain cautious when coming across new information.

QAnon and Pizzagate are examples of debunked conspiracy theories that still managed to spread across social media. The New York Times reported that Pizzagate posts totaled more than 82 million views on TikTok last summer. The postings lack all credibility, but still hold influence over thousands of people.  

Bots and algorithms are another threat to users. Bots are defined as software programs designed to execute tasks and use algorithms to identify human targets. According to the Digital Marketing Institute and Oxford University, algorithms can be intentionally used to promote polarizing political content and misinformation to boost engagement.

These algorithms have made it even easier for people to live in bubbles of differing realities. Depending on your user data (interests and demographics), the network encourages you to view information that continues to fit a narrative you have already established, resulting in closed mindedness. 

For instance, if a student who supports Bernie Sanders begins to interact with left wing political content, the algorithm will continue to engage that user with left wing content, and limit their exposure to other perspectives. When your perspective is limited, you can become closed off to alternate views and independent thinking.

Young people are particularly vulnerable to falling victim to misinformation. Wired reports that 54% of teenagers get their news from social media. This number is startling due to the amount of baseless theories that have gained recognition on platforms often used by students.

TikTok has also removed many political videos. There were several widely viewed TikToks claiming Wisconsin counted more votes than the number of registered voters in the state, according to Insider. When inaccurate videos like these gain hundreds of thousands of views, they contribute to an already polarized and misinformed political climate. If a student believes a post claiming voter fraud, they could lose faith in America’s election system, feel the outcomes are unfair, further polarizing their views. They could also feel their vote doesn’t matter, therefore becoming discouraged from politically participating. 

Despite having fact checking systems put in place, many networks have seen an eruption of misinformation in the past year. To combat fake news, Twitter recently updated its labels to further inform users that flagged content is inaccurate or misleading. Newsweek reported that Twitter flagged 300,000 tweets relating to the election. While efforts like these help filter through fake news, they do not guarantee that it will be removed before reaching an impressionable audience.

Clearly, misinformation and baseless theories have no trouble reaching an audience. In order to avoid falling for fake news, students can read multiple unbiased news sources, avoid following politically polarizing people or groups and remain skeptical. It is essential that students do not rely on social media as their only source of information or blindly believe news without verifying its credibility.