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Opinion/Editorial

Understanding COVID-19

posted Mar 28, 2020, 7:21 AM by Andrew Tichy

By: Jack Eisenzimmer

We are witnessing one of the most historic events of the 21st century, and potentially our lifetimes. A global pandemic known as COVID-19, or the Coronavirus. It is a historic, and unprecedented time, and one filled with an unending amount of false or misleading news. So this leads to the questions what actually is the Coronavirus, why is it such a big deal, and how should we as socially responsible people respond to it.

The C.D.C. describes COVID-19 as “a respiratory illness that can spread from person to person. The virus that causes COVID-19 is a novel coronavirus that was first identified during an investigation into an outbreak in Wuhan, China”, so let’s break that down a little bit. The first part of the disease that needs to be understood is that it is a virus. Viruses are a confusing grey area when it comes to their classification. They are nonliving yet incredibly active, and an integral part of ecology. They cannot replicate on their own, but once they attach to a living organism they replicate very quickly, and spread to other living cells. The term novel virus is one used to describe any mutation in a virus that has not before been seen, which in this case is COVID-19. The virus itself is a respiratory illness, meaning it attacks the respiratory system of its host organism. The main complications of this disease the C.D.C. says are pneumonia in one or both lungs, and multiple organ failure. Some of the symptoms are fever, cough, shortness of breath, and in some cases diarrhea, loss of scent, and stomach pain. Some of the ways it spreads are through close contact with another person, which the C.D.C. classifies as within six feet, and touching surfaces where the virus is present. 

Now that we know what it is we have to understand why it is such a big deal. There are lots of people, including the executive branch of our government, that irresponsibly downplay the severity of the disease. They say that it has a low mortality rate, that they’re healthy, and young, and that the media has overblown the whole deal. This minimization of the issue is a massive problem. While the coronavirus might not have an incredibly high mortality rate it is still very dangerous. COVID-19 like most viruses is incredibly contagious, and very deadly for people who are immunocompromised or have preexisting pulmonary issues, The C.D.C.’s projection show that without serious action 160-214 million people could be infected, and up to 1.7 million people could die in the U.S. alone. The COVID-19 pandemic is also putting numerous flaws in the U.S. health system on display. There aren’t enough hospital beds, or ventilators for the infected, and there isn't enough protective gear for hospital staff. Another issue comes from the cost. In some cases the treatment for the disease is so costly that infected people simply cannot afford to be treated. These are just a few of the enormous amount of problems that come with a global pandemic. Anyone that tries to minimize the severity of COVID-19 is being ridiculously irresponsible, and frankly disrespectful.

All that said, what can we do as socially responsible people do to help during this time? Well for starters we need to make sure that we follow the guidelines that are being put in place. These include social distancing, a mandatory shelter in place order, washing our hands, and doing everything we can to avoid furthering the spread of the disease. Another very important thing for us to do is to make sure we only listen to trustworthy sources when it comes to COVID-19. We should be listening to the advice of the C.D.C., and the W.H.O. We should also be looking towards sources of good journalism like the New York Times, the Washington Post, and The Atlantic for new information. In these historic, and unprecedented times we have to band together, and put aside our differences to combat COVID-19. Yelling, and fighting, aren’t gonna save the lives of the infected. Stay inside, stay safe, and don’t downplay the severity of COVID-19.

'Senioritis' setting in for MHS Seniors

posted Mar 21, 2020, 6:42 AM by Andrew Tichy

By: Keegan Lee

Step into any American high school and a pretty common utterance is people having “senioritis” or a “senior slide.” What it essentially boils down to is seniors just wanting high school to end so much that they stop investing the time and effort they used to in their school work. It’s an incredibly common feeling, as it’s difficult to maintain a high level of effort when one is aware that something is about to end. 

Taylor Qualey is a senior at Moorhead High who is definitely experiencing severe senioritis. To hear him tell it, “I started the year trying as much as I always used to, but now I’m just ready for high school to be over.” Qualey only has two “real” classes this semester, those being AP Statistics and Journalism. He says it’s hard to focus on school and homework anymore, and he’s ready to put this part of his life behind him. “I don’t do anything in school these days. Like, I genuniely think I could do everything I do here online. I’m so ready to be done.” So, it’s quite clear that Qualey is ready to be done. His senioritis has truly set in and he’s struggling to keep moving on his journey to graduation. Luckily, he only has a few classes to keep track of so he probably won’t slide too much.

From the beginning of high school to the near end, Dustin Traffie has always tried his hardest in school. He claimed, “In 9th grade, I just decided I wanted a 4.0 and I’ve worked for it ever since. I don’t see a reason to stop trying now just because we’re seniors. Keeping that 4.0 is pretty important to me.” It’s clear that Traffie is still taking high school very seriously despite being able to see the finish line. He plans to maintain the same level of commitment to his school work that he’s had from the very beginning. This mindset is commendable, especially considering the fact that many of his peers would rather give up and coast to graduation. 

While some students are experiencing a senior slide, others are working just as hard in school as always. Keeping a good work ethic through to the end will probably be more helpful in life, but it can be difficult to do so when all you can see is the end of high school.


Honoring Veterans important throughout the year

posted Mar 21, 2020, 6:23 AM by Andrew Tichy

By: Grant Gervais    
The Spud Reporter

Although it may be more than 200 days till our next veterans day, it’s never a bad time to recognize those who have served. The military is such a focal part of our society; yet, it seems less and less common to focus on honoring our troops. According to the Department of Veteran Affairs, there are about 389,292 U.S. veterans still living in America today. Our very own Moorhead High School houses 2 of these honorable citizens. Today, we can shine a light upon John Dobmeier and Chad Olson. Both of these two incredible history teachers were happy to share a few remarks from their experiences. 

John Dobmeier, age 65, is a gleaming beacon of light for any student at MHS taking Advanced Placement European History. Dobmeier has many passions in life, but one that seems to come up more often than others is his interest in historical battles. While teaching his class, Dobmeier never fails to hit on the Vietnam war. While he teaches, this unit holds a more personal connection than the others. Dobmeier shares first hand stories and shows students pictures of his own operations. In April of 1975, along with the U.S. NAVY, Dobmeier was a part of Operation New Life, airlifting vulnerable families out of the U.S. embassy in Saigon. This was a life changing four year experience for Dobmeier. After the fact, he was proud to recommend service to anybody considering. 

Chad Olson, age 59, is now a World History teacher at MHS as well as the Mayor of Dilworth, Minnesota. Like Dobmeier, Olson was deployed by the U.S. military. Between 2004 and 2005, Olson spent his time with a NATO organized peacekeeping force. After the fact, Olson has been recognized for 20 different awards, among them, a Meritorious Service Medal, a National Defence Medal, a non-article Five NATO Medal, and a Minnesota Distinguished Recruiting Medal. Yet again, Olson recommended service without hesitation. To quote Olson himself, “Service to your community in any capacity is important. No matter how you do it.” 

These two veterans at MHS are an endless base of wisdom for any incoming students. Lessons in accountability, respect, and community are being taught daily under the veil of a high school history class. As an MHS senior, I am happy to have them looking after the future generations.


The Diversity Dilemma

posted Mar 21, 2020, 6:12 AM by Andrew Tichy

By: Grant Gervais
The Spud Reporter

Many things in life exist without being questioned. The common ones are social quirks like saying “yes” when someone asks if you’ve seen something even if you haven’t, or asking “what” even though you’ve heard what the person said. The absence of acknowledgement spans much further than these two examples. One social norm students across the world can observe is discrimination within advanced placement, or AP, classes. According to the education department, Asian, Black or Latino students make up about 37% of high school students in America; yet, only 18% of the student body taking AP classes has identified with the Asian Black or Latino race. After unveiling the truth of classroom disparity, it was only obvious to take a closer look at Moorhead High Schools AP class representation.

Moorhead High School offers a plethora of different AP classes in all core subjects. To get a larger sample for Moorhead High School, we can look at a pair of two core subjects. The science department houses both AP Biology and AP Chemistry taught by Eric Stenehjem and Jana Kasper respectively. After both teachers were sampled, the pattern was clear. In both classes, the teachers recognized that most of their students were caucasian. In a classroom of 30 students, there was on average 3 minorities present. Which is exactly 10% of the classroom. Stenehjem explained that teachers “have discussions about how to increase the availability of those classes to everyone, but there is no good answer. It’s more about figuring out why some kids decide not to take those classes.” In hopes of finding this answer, there was only one place to go.

The almighty oracle of the first floor, John Dobmeier, was eager to lend his help. With over 25 years in education under his belt, Dobmeier has seen thousands of students pass through his classroom. What he speculated was the largest cause of the demographic disparity was that nearly all of the teachers were caucasian. Students of color feel left out when their teachers can’t identify with them as strongly as they can with caucasian students. Looking at the school as a whole, there aren’t any AP teachers of color. Trevor Packer, executive director of the AP Program for The College Board, explains that one of the largest indicators of classroom disparity comes from teacher disparity. 

Instead of forgetting everything you’ve just read, I have a challenge. Be more curious. Question things that nobody questions. Dig for clues when there is no investigation. Simply, strive for knowledge even at the cost of discomfort. The world has issues, but they will never be addressed if we never question them. 


The college question: Which is better, Concurrent Enrollment or AP?

posted Mar 21, 2020, 6:08 AM by Andrew Tichy   [ updated Mar 21, 2020, 6:09 AM ]

By: Jack Eisenzimmer
The Spud Editor-in-Chief

The idea of attending college has long been one that comes with promises of economic advancement and increased freedoms. College is the place where people can go to create a new world for themselves. These promises mean that many students aspire to continue their education after high school and attend college. However, this is becoming increasingly difficult. A study by marketwatch.com found that tuition at the average college has, when accounting for inflation, increased by 161%. This has led to programs being created to help students earn college credit while in high school. At Moorhead High School the two largest of these programs are Advanced Placement or AP classes, and concurrent enrollment classes. Each of these options are a smart way for students to gain free college credits. However, when looking through the advantages and disadvantages of each, there is one that is definitely better than the other.

The Advanced Placement program is the most common way to obtain college credits while attending Moorhead High School. The curriculum of AP courses is modeled after the structure of a college level course. The workload and pressure of the class are meant to simulate what a college student would experience. The way you obtain a college credit for taking the class is based on a summative assessment taken at the end of the year. Students learn the subject for a period of around eight months, and then must take a test that contains questions from the entire year. To achieve the credit, students must score at least three out of five on their test. Each test has a price attached to it, and if you fail that test you don’t get any credit.

Concurrent enrollment programs are partnerships between colleges and high schools to provide students with a chance to take college courses in high school. At Moorhead High, students are offered classes in partnership with M-State. Teachers must earn masters in their subject to be able to teach concurrent enrollment classes. Students are given the same curriculum that college students in that class would take. To earn a credit for these classes, students only need to complete the whole class. However, if you fail the class, that stays on your college transcript, and even if you do pass the class and achieve a college credit you have no control over what colleges accept those credits.

So if you’re a student, which should you pick? “They are both beneficial” says Moorhead High School counselor Maret Kashmark. However, some teachers are of the belief that if your goal as a student in high school is to achieve college credit, then concurrent enrollment is the way to go. Mrs. Stafford a government teacher who has done taught both AP and concurrent enrollment believes that the guarantee that students can “walk out of the course with college credit” is a benefit of concurrent enrollment. She also believes that as a teacher, concurrent enrollment allows her to be more creative with her curriculum and allows her to delve more in depth on certain topics. AP teachers, however, have to teach for a test, and must get as much information out as possible before the test. Another major advantage of concurrent enrollment is the lack of cost. Students can take concurrent class for no price; whereas the cost for an AP test can be in excess of 100 dollars. Some scholarships are available to cover the cost of AP tests, but the lack of information about those scholarships means that students have little to know knowledge of them. So while both AP classes and Concurrent Enrollment classes are beneficial for students the guarantee of a credit, increased curriculum flexibility, and lack of cost mean that Concurrent Enrollment is the better option.


Voters to decide MHS future on Nov. 5

posted Oct 13, 2019, 2:20 PM by Andrew Tichy

By: Abby Carvell
News Reporter

Everyone knows that Moorhead High needs a new school because as constantly stated by parents and students, the number of kids that attend keep growing each year which is making the school seem smaller and more cramped for the students. On top of that the school is very aged and out of date with boring furniture and almost no color making the school a very boring place to be.    

On September 19, 2018 the High School Facilities Task Force toured the school and wrote down their observations about the conditions of the high school. Ten people noticed that the high school was lacking technology, the technology it had was outdated, hallways are confusing to navigate through, not enough lockers for students, a lack of handicapped accessibility, and no teacher work areas. Also, six people noticed that the basement feels like a dungeon, the art rooms are completely separated from the rest of the school, there is no gathering places for students, there’s mismatched furniture, the theater is undersized, and the computer lab is too small. This is stuff that will hopefully get talked about in the next year or so.             

Last January, the High School Facilities Task Force listened to a presentation on the project cost of three options, then took a vote. The options that were presented and voted on were to build a new school on a new site, renovate the existing school, or build an additional school somewhere else. Out of 32 voters, only two people voted on building a new school on a new site, twenty six people voted on renovating the existing school, and four people voted for building a new school somewhere else. The choice was instantly decided that they would present the idea of renovating the existing high school to the Moorhead School Board. 

Then on May 1, 2019 the Conceptual Design Task Force members and the Moorhead School Board reviewed and revised the design together for a new renovated school. Not all plans were set in stone at that time and did change but the plan included a large commons area, four three-story academic wings, music and visual arts spaces near the theater in the southwest corner of the school, and the pool will be located south of the Sports Center. 

Then on September 25, 2019 an announcement was made on the Moorhead schools homepage that the Conceptual Design Task Force and the Moorhead School Board received approval from the Minnesota Department of Education for their proposed idea of renovating the high school. “This is good news. The positive review and comment from the Department of Education reinforces the work done last year by both the High School Facilities Task Force and the Conceptual Design Task Force,” said Moorhead's Superintendent Brandon Lunak. 

Also there are currently more than 1,800 students at Moorhead High which is above capacity. The new school is supposed to house 2,300 students and will have more space in the classrooms, more natural light, and a higher security system so this approval could not come at a better time. Moorhead voters will decide on the project at the polls on November 5.


The College query

posted Oct 13, 2019, 2:16 PM by Andrew Tichy

By: Grant Gervais
Features Reporter

After twelve grueling years of primary and secondary education, all students hit a crossroad. A decision that has been anticipated at every family reunion, Thanksgiving and Christmas for the last four years. The course of one’s life will be changed in an instant. The question at hand is all about college. 

From a senior’s perspective, the college application process can be a daunting task. From 500 word essays, to documenting every class that you’ve ever taken, students dread this extra work load on top of regular school curriculum. Teachers on the other hand, have all been through this process. Three Moorhead High School teachers were generous enough to give their extensive wisdom and perspective on the college query. 

Richard Feir, a second year economics teacher at Moorhead High School, attended Minnesota State University Moorhead for his tertiary education. As Feir explains, he is happy with his college decision. MSUM provided a fairly cheap, local opportunity for him that other colleges simply couldn’t provide. Feir not only learned a wealth of information, but he also met his wife of three years, Julie Feir. Julie was an education major that just so happened to be passing between classes at the perfect time to bump into Mr. Feir. So clearly, Feir chose the right school for a few reasons. In his words of advice, he said that no one reason can be considered when choosing a school, the best plan of action is to weigh a wide variety of benefits from each college.

Andrew Tichy, journalism guru and nationally renowned speech and debate coach, was eager to weigh his side of the story. Tichy also attended MSUM. Contrary to Feir, Tichy went for not one, but two degrees. First majoring in mathematical education, he decided math just wasn’t for him. So Tichy returned to gain a degree in mass communications. Despite this long and winding road, Tichy stands with Feir in that they wouldn’t change a thing about their college decisions if provided the opportunity. Put in just a few words, Tichy said that without MUSM he never would have ended up teaching at Moorhead High School, he would have never become a journalism teacher and finally, he never would have had such a huge role in forensics. So for these two teachers, it was less about the college and more about where the college took them. 

While ignoring the assumption that life would be dramatically changed had she changed where she had gone to college, Audrey Erickson, a veteran AP humanities teacher, was eager to change her basis of education. Erickson attended North Dakota State University in search of a secondary social studies education degree. Erickson claimed that the largest reason she went to NDSU was that it wasn’t far from her family’s home in Fargo. Bearing this regret with her, Erickson encouraged her two children to tour colleges around the state, as well as the city. After rigorous touring, neither of her children had chosen NDSU to follow their mother. As she quotes her son, “NDSU would be perfect, if it was just in another town.” 

So what can a senior gather from all of this knowledge? After gathering some supporting evidence, it is simple. Tichy expressed that it’s not all about the school, but more where the school can take you, Feir taught it’s important to assess all aspects of a college, not just the bells and whistles, and finally, Erickson pushed the absolute necessity of touring colleges. In the next six months as millions of young adults make life changing choices, hopefully, these teacher’s responses can provide a sense of guidance.


More Language options a must for MHS

posted Oct 13, 2019, 1:54 PM by Andrew Tichy   [ updated Oct 13, 2019, 1:55 PM ]

By: Jack Eisenzimmer
Editor-in-Chief

Foriegn language education is commonly regarded as one of the best ways for students to improve test scores and cognitive ability. It is tied to higher ACT and SAT scores, better problem solving ability and numerous long term benefits. So why is it that high schools like Moorhead High don’t do a better job introducing and educating students to new languages? Faculty is not necessarily to blame for the problem there are a multitude of obstacles in the way of the perfect language program and they have to find a way to wade through those obstacles. A change does need to be made however. The benefits are clear to see and the steps to creating a better foreign language program are relatively easy to achieve. The benefits of foreign language education, and the problems at Moorhead need to be addressed and fixed efficiently for the school to truly move into the upper echelon of Minnesota.

Foreign language education is tied to numerous benefits academically. Higher test scores benefit scores both students and teachers. Students who do well on test scores have higher grades, can get into better colleges and have higher self esteem. When students do better on tests it reflects well on teachers and administration. This could lead to better subsidies from the state and an all around better image for Moorhead Area Public Schools.  A concrete way to achieve higher test scores is for schools to improve their foreign language programs. A study from the American Council on Foreign Languages(ACTFL) found that students in foreign languages classes scored higher on tests in other subjects, compared to students who were in gifted and talented programs. Along with that students who received three 30 minute speaking based Spanish lessons a week, scored higher on the Metropolitan  Achievement Test than students without the lessons.

There is also evidence of an increase in problem solving ability among students who are bilingual. A different study done by ACTFL in 1982 and then again in 2016 tested a group of bi or trilingual students against a group of monolingual students and found that on basic critical thinking problems the bi and trilingual students outperformed the monolingual students. Increasing problem solving and critical thinking ability is one of the largest benefits of school. Students are armed with the ability to make smart concise decisions on larger issues because they are trained in problem solving. 

Both of these instances are evidence of a general trend that comes with bilingual education. An increase in the cognitive ability of students. That increase is not inconsequential either. Schools that do a better job teaching foreign languages tend to have better net results on standardized testing and overall student success. This is where Moorhead High School falls behind. Administration at Moorhead encourage students to take a language class, but they do not require it. They also provide a learning strategy for language classes that is inefficient and ineffective. 

One of the large problems with the foreign language department is that students aren’t required to have a credit in it to graduate. Numerous students go through their four years at Moorhead and never even enter a foriegn language classroom, even though there are numerous benefits to them taking those classes. Besides the obvious cognitive increases outlined above, there are also benefits in a students academic portfolio. Schools such as the University of Minnesota, Minnesota State University Moorhead, and Saint Cloud State all require at least two high school foreign language credits for students to attend their universities. Not to mention the hundreds of other schools instate and out of state that also require a credit in world languages. Bilingualism also benefits students when they’re applying for a job, with even employers along the lines of Hornbachers Grocery Stores favoring applicants with some background in foreign language. The head of Moorhead’s foreign language department Lana Suomala believes a language credit should be required not just in Moorhead, but the state of Minnesota as a whole.

Suomala is also of the belief that Moorhead could do a better job with class sizes, amounts and strategies for their foreign languages. Classes at Moorhead are growing rapidly due to the increasing population of the area, “It is very difficult to give language learners the time and attention they need and deserve in classes over 30 students,” Suomala said. Each new foreign language student needs one-on-one help and instruction time in order to be able to fully achieve fluency in their area of study. With the current size of classes that one on one time is a rare occurrence. Another problem with the current foreign language class is variety and amount of language classes. Moorhead offers two languages: Spanish and Chinese. While this may seem adequate, when you compare to schools of similar size and stature, it is a noticeably smaller program. Schools the size of Moorhead, such as high schools in the Twin Cities or Bismarck, tend to offer foreign language classes such as Chinese, Spanish, German, Latin, and other various languages. This diversity and amount of languages attracts students because there are languages they actually want to take, and not just two options. Another problem highlighted by Suomala was they lack of time teachers have to plan curriculum not only with the other high school teachers, but also with teachers in the Spanish immersion programs. Increased planning time allows for lessons focused more on fluency and less on memorization. That means that students will actually know how to speak a language and not just answer worksheet questions.

The foreign language problem at Moorhead needs to be addressed. There are numerous potential solutions including, examining existing curriculum, allocating more funds to world languages, hiring more language teachers, diversifying available languages, etc. Whatever the case something needs to be done. The benefits are large and quantifiable, and the solutions are relatively simple. If Moorhead High wants to compete with schools of similar or larger size academically, then it needs to improve the language program soon.



Why is college expensive?

posted Apr 29, 2019, 12:43 PM by Andrew Tichy

By: Jared Zimmerman

We’ve all heard/seen the ads and speeches about how certain politicians want to make college “free”. And it's no surprise why, student debt has reached a whopping $1.4 trillion and with many college students understandably upset at this, “free” sounds pretty good. However, nothing is free and in a previous article for this paper, the scam of “free” college is outlined. A more important question that no one seems to be asking is, how did we get here? As in why is college is so ridiculously expensive.

The answer to this is simple, government subsidies. In fact, the higher education industry is paid 70% by State and Federal government subsidies. Meaning only 30% of the industry is paid for by the private sector (as in us). The problem with this is according to famed economist Richard Vedder, Ph.D. is that “Where entrepreneurs in a free, unsubsidized market seek to cut costs and lower their prices to lure new custom­ers away from businesses that are raising theirs, there is very little of that in higher education.” What this means is that due to the government subsidies, colleges can charge what they want as they know the government will foot the bill. Dr. Vedder found further that if the government ended all subsides back in 1978, college would be around the $5,000 mark.

The government student loan system is also a major problem. In fact, the government approves over 90% of all loans it gives back. Do we really think 18-23-year-olds know how to take out a loan, much less pay it back? And an overwhelming number of student loans and scholarships according to Dr. Vedder, “have benefited those in the upper half of the income distribution more than those in the lower half.” Why? Because those in the upper classes know the system and know how to take advantage of it.

Let’s say student loans and subsidies were to say disappear, as in no longer be a thing, then the price would drop rapidly. How do we know this? It’s economics 101. People respond to price/cost meaning if things are too expensive then people will not buy them. Colleges are a business and in order to make a profit, they must compete amongst themselves. People will go to the college with the lowest/lower price, meaning that college will make a profit, encouraging other colleges to do the same.

It should also be noted that the quality of education would most likely increase as well as colleges would now be forced into the market full immersion style, meaning colleges are going to have to be held accountable for why their prices are so high.

So juniors and seniors, when you’re looking at the sticker price of colleges remember they could be tremendously lower if we kept government out of the way of free enterprise.


PS: 2020 is just around the corner.


Surviving test season

posted Apr 19, 2019, 9:16 AM by Andrew Tichy

By: Willow Charbonneaux 

Many of us recently have taken the ACTs this year which for those of you who do not know what the ACTs are it's essentially a test that you sit in a classroom to take for roughly 8 hours. It’s incredibly stressful and pretty difficult to study for. Sadly though finals are just around the corner as well another time for headaches, breakdowns and just a general feeling of sadness in the air. If you are like most teenagers we really don't like to study much if even at all so here is a pile of helpful knowledge nuggets to help you while studying for your next test.

It’s important to take rests. You shouldn’t study for more than an hour without one. Now that doesn’t mean you should study for an hour and then take three hours and do nothing; a 5-10 minute break should be good. When you’re on this recess, try reading a book that’s not related to the material you’re studying or go for a short walk. It’s not only good for your body but it also simulates your mind. However, you shouldn’t go on your phone and look at social media because you’ll end up getting put into a trance of coachella outfits and people throwing cheese at babies and animals.

Hunger is the death of concentration. When studying, it’s a bad idea to start on an empty stomach. Now, that doesn’t mean you should start eating chips, crackers, candy and really anything junk food related, that’s actually the polar opposite of what you should do. The best foods to eat when getting ready to study would be dark leafy greens like kale, broccoli, spinach and that’s just to name a few. All dark greens are full of vitamin K which helps build pathways to the brain. Peanut butter is another fantastic brain food as it has all sorts of healthy fats that keep you fuller for longer. The final brain food isn’t even a food at all, it’s green tea. Green tea is a good alternative to coffee, it’s high in antioxidants and boosts your concentration.

Here are some of the best ways to stay stress free on exam day, this first one is a little strange but, it will end up benefiting you in the end. Avoid stressful people. Stress is a contagious thing so if you’re around a person that delays studying or complains about how much work they have to do, they might not be the best person to have around on the day of the exam. A weird way to calm yourself down: try blowing on your thumb. If nothing all this list helped you even a little you can always jump up and down and scream into your favorite screaming pillow.

May the odds forever be in your favor everyone.


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