Empathy is traditionally described as ‘putting yourself in another person’s shoes’. In selective empathy, one empathizes only with those whom he/she feels deserves it or perceives as such (Vinayak). On September 10th 2025, many of us saw the murder of known debater Charlie Kirk.  There were reactions all over social media ranging from shock to disbelief to sadness to joy.  It struck me how everyone reacted.  I found myself in a light state of mourning for the unnecessary and brutal loss of a human life.  To process, I interviewed a politically active and emotional friend.

1. Do you think Charlie Kirk deserved to die? 

Nariah: “No. I don’t think he deserved to die, it’s not in my personal beliefs, death shouldn’t be praised, in any way. He was human, just like everybody else.” 

2. Do you think many others share your opinion? 

Nariah: “Online, I didn’t see many people  celebrating his death, but they did remember the beliefs he stated before he died. A guy I follow, Dean Withers, an activist for the Democratic party, began crying on camera after learning of his death, and people thought he was moving to the Republican side, which is completely false. But it shows that empathy was there. He was scared for his friend who was at that campus, it obviously brought a lot of emotions.

3. What have you seen about him online?

Nariah: “I have seen edits of him dying, and his actual shooting. His death video has been surfing around and it's not necessarily a bad thing since media censorship is active, but a kid shouldn’t have to see that.” 

4. Would you call yourself empathic? 

Nariah: Yes. Definitely. I’m left-leaning for a reason. But both the Democratic and Republican parties are un-empathetic at times. Ultimately, they are both run by rich people, who seem to be only interested in themselves. 

5. Do you think he died a martyr, & do you think he deserves a day to be remembered? 

Nariah: No. He didn’t die a martyr. And, absolutely not, he doesn’t deserve a day. How long did MLK Day take to even get on calendars? It took 32 years for Martin Luther King Jr. Day to become a federal holiday and another 17 years for all 50 states to recognize it. 

6. Piggybacking off of the last question, do you think you would still feel the same way about Charlie if he were a Black man? 

Nariah: Yes. Realistically, he wouldn’t even be able to be a Black man due to Charlie’s racism towards Black people, but yes.  Like that time he said, If I see a Black pilot, I’m going to be like, boy, I hope he’s qualified.

7. Did you know he didn’t believe in empathy? 

Nariah: Yes, yes, I did know. Thus why, when people don’t have empathy for his death, it's understandable.  And everyone was talking about that time he said during one his debates, “I think it’s worth it to have a cost of, unfortunately, some gun deaths every single year so that we can have the second amendment to protect our other God-given rights. That is a prudent deal. It is rational.”

8. Online, did you see more people saying “Good Riddence” or “RIP Charlie 🕊️” ?

Nariah: It was an equal balance, but more people were saying he didn’t deserve to die, but that he had very questionable morals; I agree he has questionable morals yet violence is, still, never the answer. 

9. Do you think empathy is declining or rising in people? 

Nariah: I see a lot of empathy in people nowadays, but empathy seems to be more practiced by young people.

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About an hour and a half after the news of Charlie Kirk getting shot on a college campus, his death began to spread across social media. Videos of people running off campus, influencers talking about him and what happened, and people spreading around news that he died. This was way too much for me, until I found out he actually died that day. I called my mother first, telling her the news, and all she said was “Somebody got him.” 

After about another hour of scrolling through TikTok, I hit CNN news. It was a live police chase of the suspect for his death. A few more scrolls down, I found videos of people who called the whole thing “wild” and I found the situation out of the normal range of events for a random day in September. My mind then began to jump from area to area, thinking of why people would celebrate a human life being taken. Of course, these people are entitled to their opinion, just like Charlie was, but I wondered if it ever got to a moment in time when people were just making too much fun of him. Then I opened Instagram, and it consisted of people joking about his shooting, people already making memes. But on the other side, there were people making videos of how they stood behind Charlie, and that he was a “good man.” I was conflicted about how to feel, but I knew where I stood about how he died. Then the video began to spread. His death was so quick, it was almost unbelieveable. Seeing such a brutal, quick and bloody death on a phone really struck me. 

What I felt about him dying was a strong sense of empathy, but most of that’s gone now. Why? Well, the first reason is from all the things he has said resurfacing on the internet, and people trying to give others reasons to not mourn at all. The second reason is called selective empathy. That's “when we show kindness and understanding to some people or situations but not to others” (Hall). This idea changes the way that some people think about empathy, possibly making them remember that one time they felt rapport towards a friend or a family member. That’s empathy, but that was chosen to be given based on people’s beliefs and backgrounds. So how exactly does Charlie Kirk’s death show aggressive examples of selective empathy? Let’s get into the screenshots. (Names and profile pictures have been blurred for privacy)

This is the exact comment that was on a video, posted just a few hours after the shooting. This person could have likely not liked him at all, and could have wished death on him every day. Who knows? But that doesn’t change the fact that this person isn’t in the right at all for saying this. Where is their empathy? Most likely not there due to the fact that “Our biases, backgrounds, or personal feelings can shape who we show empathy toward” (Hall). The whole idea of a person with biased empathy is someone who only feels empathy towards people they share things with, whether that be race, political views, gender, or personal beliefs. When they meet another person with differences from them makes them not want to care. This can be seen here: 

You can clearly see they don’t care about Charlie dying, and I saw many of these comments. Along with comments saying people were conflicted and didn’t know how to feel. People here most likely didn’t know Charlie on a personal level, and they knew they didn’t agree with him. Free speech protects the right to a biased opinion, even in an Instagram comment section. Charlie had free speech too, of course, but what do you think people begin to think of him after he abuses that line? After he decides to say the most dehumanizing things about women and then say “Free Speech exists?”

In his death, you result with people who feel more safe without him on Earth, and people who genuinely didn’t mourn at all. You get people who feel more at peace. So what does this mean? This means that even though people didn’t have empathy for him at all, they still had an emotional impact due to his death, even if they didn’t have a very negative reaction to it. In a study reported by Yiyi Yang, they found that “Behavioral studies have found that when watching an immoral person experience bad things, people feel less empathic than when watching a moral person experience the same things” (Yang et. al). You can see this in every person who celebrated his death, along with the people who celebrated MLK’s death, calling him a “troublemaker” (National Museum of African-American History and Culture).

In conclusion, even though I didn’t agree with him politically, personally, or in any way, shape or form, “Charlie Kirk Day” or anything that honors him as a martyr should be private and kept personal; instead of showing his death to the world, and comparing his to MLK’s or JFK’s assassinations is ridiculous. 

This selective empathy was just a snippet of what our generation has happening on a daily basis, such as a moment on the stairs. Someone walking down slowly, because they’re sick and it hurts to move. Somebody walks behind them, giving them the “side-eye” and telling them to “move their feet” instead of just walking around and actually listening to them when they were trying to give an explanation to why they were going a bit slower than usual. But then that same person used to care a year ago. It’s moments like this that really bring the sense of community down. That feeling of “Hey, I get what’s going on, and I understand.” Let’s play “Where has it gone”: 

• To their friends? Definitely. 

• To their family? Most likely, yes. 

• To the girl who fell on the stairs? Definitely not. They don’t know her, why should they care? Ding, Ding, Ding! 

Empathy is in the same boat as selfishness; it’s a human thing and happens naturally, but it gets to a point “when you lose your humanity, it's wrong” (Nariah). As people, we automatically empathize with people, and it’s hard to get rid of, but what happens when people like Charlie, who didn’t empathize with anybody from Gaza or any victims of gun violence? A person who openly was alright with gun violence, and said it was fine to lose a couple people to it, even though it became the thing that killed him? Irony, right, but really think about it.

Let’s think back to the movie, “The Hunchback of Notre Dame”. We all know the story, an orphaned child, turned bell-ringer, an immoral person by the name of Frollo put him there, and watched in happiness as Quasimodo was ridiculed and mocked. We all felt bad, right? What about when Frollo fell? How did you feel? Happy for Quasimoto? Exactly. Empathy doesn’t just mold what you believe, it molds what you grieve. What you feel daily, because you’re human. 

Works Cited

CDC. “Carbon Monoxide Poisoning Basics.” Carbon Monoxide Poisoning, 17 Apr. 

2024, Article. 

“Do Bad People Deserve Empathy? Selective Empathy Based on Targets’ Moral 

Characteristics” PubMed Central, 5 Dec. 2022, Article. 

Leff, Frances. “On the Death of Martin Luther King, Jr.” The American Journal of 

Nursing, vol. 68, no. 7, July 1968, p. 1522. DOI.org (Crossref), Article.. 

“Mourning the Death of Martin Luther King Jr.” National Museum of 

African-American History and Culture, Article. 

Stein, Chris. “Charlie Kirk in His Own Words: ‘Prowling Blacks’ and ‘the Great 

Replacement Strategy.’” The Guardian, 12 Sept. 2025. US News. The Guardian, Article. 

“What Is Selective Empathy? 7 Signs Your Empathy Might Be Biased.” The Minds 

Journal, 6 Dec. 2024, Article.

Introduction

An economic recession is a financial crisis that will impact most aspects of people's lives but is discussed by the public very little. Despite this, the internet has begun taking an interest through silly videos describing how ‘we’re so back’. Whether it’s maxi skirts coming back into style, or artists releasing music meant for clubbing, trends that signal a recession are coming back and people are buying. But knowing the pop culture trends that signal a recession  isn’t enough. And as the amount of searches for the meaning of a recession rises, so does the problem that there’s a clear lack of knowledge on the topic. 

What is a Recession?

An economic recession is defined as “a general decline in economic activity and a widespread drop in spending” (TD 1). However, a recession is much more than just the definition. It typically begins a chain of events that lead to unemployment and a lack of excess spending from consumers. Recessions can be caused by many different factors, but these are some of the big ones. 

Natural disaster - Something big that shakes a community, like a flood or a tornado, can also shake up the economy, either by destroying homes and business, or requiring people to put their funds towards rebuilding.  “The resulting instability and uncertainty can send companies and people into a panic. When companies and people become more conservative about spending, the economy can contract, as seen in the short-lived 2020 COVID-19-induced recession”’ (TD 3).  COVID-19 was a major example of disaster striking the economy, leading to a drop in spending, as well as a drop in earnings. “To summarize, the net U.S. Real GDP losses from COVID-19 are estimated to range from $3.2 trillion (14.8%) to $4.8 trillion (23.0%) in a 2-year period for the three scenarios” (Machado et al. 4).

Overheating economies - if an economy grows too quickly, the demand for goods skyrockets, growing more expensive. When business owners start to overcharge, because of the price of labor or tariffs, people become less inclined to spend money. Not only do businesses start to change their prices, but they also begin to stop hiring and start laying people off. And with fewer people working, and consumers spending less, the economy begins to decline, which starts off a recession. “In short, overheating means that the economy is operating at its limits, and that productivity is not keeping pace with demand” (Mironenko 4).

Lipstick Index

The lipstick index is an economic theory that proposes that when in a recession, there will be boosted sales in affordable luxury goods like lipsticks, nail polish, and perfumes because  people will usually buy “affordable luxuries” (as experts call it) to get small doses of dopamine from these purchases while not breaking the bank. Experts use the lipstick index to forecast recessions and bear markets. This theory was coined in 2001 by Leonard Lauder, billionaire heir to the Estee Lauder empire, while the U.S economy was in a recession, though company sales were rising counteractively.

 Although Lauder is credited with this idea, the same pattern can be found tracing back way farther to post WWII when luxury brands like Channel and Dior started marketing towards women who couldn't afford expensive bags and clothes and started promoting cheaper goods like lipstick and perfume. Overall, the lipstick effect might be a recession indicator but it also shows part of human nature and how our brains blank out when it comes to money. 

Fashion and Trends

Gen Z seems to have fallen in love with the extravagant 2000s (Y2K) style. The brand Hollister recently dropped a 2000s anniversary line which included references to their old clothing items. The line was very popular among the new generation, selling out quickly in multiple stores. It seems that as the economy drops, so do the jean waistlines, as lowrise bell bottom jeans are back in style. For example, 2008 was a peak year for the style but not for finances, as the stock market began to crash.  This crash was due to banks lending out too many variable interest rate loans, which indirectly correlated to the economic downfall in 2008. Y2K was popularized at first, because the items were originally 7  more accessible and cheaper, and seemed an ideal situation for teens and young adults as the economy was crumbling, and the same may be happening currently. 

Similarly, going back to the 1930s, when the Great Depression hit the USA, the skirts became shorter due to the lack of fabric materials. A similar thing happened in the 2000s, when the Y2K style popularized mini skirts, a trend that’s making a huge comeback today. Beyond fashion, there are microtrends, such as the infamous ‘Labubus’ which actually tie back to the lipstick index, with people buying tiny trinkets for their expensive purses without spending too much money. While the Y2K style is loved by many and itself causes no harm, the unhealthy beauty standards from the 2000s have also been creeping their way back into society to where young girls are participating in harmful and toxic tactics to try to achieve the near impossible ‘ideal skininess’ of the 2000s. Celebrities are using the diabetes medicine Ozempic to lose weight and some of them, like Lizzo, who were known for their body positive image, have been criticized for adhering to these standards and using the medicine to lose weight. While all of these trends and ideals may not be directly related to recessions, they all somehow resemble past events which were related to a past recession.

Will a Recession Happen Soon?

Although it’s hard to predict a recession, economists have begun to examine the patterns to attempt to predict one. Influencers in particular, have started to label things as ‘recession indicators,’ from silly things like Sonny Angels, to things like the length of skirts. An expert from The Wall  makes his opinion known, “For a time during the housing crisis recession in 2008, the economy felt stable, even as we entered recession.” Today is similar. While the gross domestic product is still rising, driven by the AI boom, “nearly every other measure of economic activity has stagnated or is in deep decline.” The United States may already be in recession. But “we don’t feel it yet” (Mathis, 3). He makes a great point, the ‘eye of the storm’ might just be where the U.S. is right now. We don’t know it, or we pretend not to know that a big recession is catching up to us. Another expert backs this up, saying “This recession, when it lands, will not be a repeat of 2008. The dangers are different — and in some ways, more permanent. In past crises, job losses came from factories shutting down or banks imploding. This time, layoffs are happening in sleek glass towers and corporate boardrooms. Artificial intelligence has given companies a new way to cut costs. No need for pink slips or awkward meetings — just one software update and an entire department disappears. The human cost is invisible but immense. People aren’t just losing their jobs; they’re losing their purpose. And this time, there’s little guarantee those jobs will return” (Ghlionn, 4). We agree with him, there’s a very strong chance that a recession is coming due to a number of factors, and that’s unfortunate. The only way to get through a recession is to stay vigilant and not give into fear or despair, and that’s what we   need to do.  Lean on community, focus on finding the good, and look for opportunities to adapt to the new world.

Works Cited

Chase, Whitney. “The 2000s Are Back, and So Are It's Body Issues.” sarahleerecovery, 28 February 2024, https://sarahleerecovery.com/y2k-fashion-and-body-issues/. Accessed 15 October 2025.

Fahmy, Gabrielle. “Labubu craze could be a recession indicator, economist says.” New York Post, 9 August 2025, https://nypost.com/2025/08/09/us-news/labubu-craze-could-be-a-recession-indicator-economist-says/.  Accessed 15 October 2025.

Lerman, Rachel, and Elena Lacey. “Six recession warning signs Americans can watch for.” The Washington Post, 14 October 2025, https://www.washingtonpost.com/business/2025/10/14/recession-indicators-warning-signs/. Accessed 15 October 2025.

Lerman, Rachel, and Elena Lacey. “Six recession warning signs Americans can watch for.” The Washington Post, 14 October 2025, https://www.washingtonpost.com/business/2025/10/14/recession-indicators-warning-signs/. Accessed 15 October 2025.

Machado, Juan, et al. “The Impacts of the Coronavirus on the Economy of the United States.” The Impacts of the Coronavirus on the Economy of the United States, 2022, https://pmc.ncbi.nlm.nih.gov/articles/PMC7725664/.  Accessed 24 October 2025.

Mannion, Mary, and Seth Carlson. “What is the Lipstick Index? | Chase.” Chase Bank, 5 June 2025, https://www.chase.com/personal/investments/learning-and-insights/article/what-is-the-lipstick-index. Accessed 15 October 2025.

Mathis, Joel. “Is the US in recession?” The Week, 24 October 2025, https://theweek.com/business/economy/us-recession-signs-jobs-costs.  Accessed 3 December 2025.

Mironenko, Peter. “The unpredictable consequences of economic overheating.” The Bell, 28 June 2024, https://en.thebell.io/the-unpredictable-consequences-of-economic-overheating/. Accessed 15 October 2025.

“The next recession: A unique economic challenge ahead.” The Hill, 17 November 2025, https://thehill.com/opinion/finance/5608486-ai-jobs-relevance-recession/. Accessed 3 December 2025. 

Reddy, Karina. “1930-1939 | Fashion History Timeline.” Fashion History Timeline, 5 April 2019, https://fashionhistory.fitnyc.edu/1930-1939/.  Accessed 15 October 2025.

Yeon, Madison. “StyleThe Party Girl’s Guide to Recessions, Hyperpop, and Y2K.” Trillmag, 31 August 2024, https://www.trillmag.com/lifestyle/style/the-party-girls-guide-to-recessions-hyperpop-and-y2k/. Accessed 15 October 2024.

In 1985, American cartoonist and graphic novelist, Alison Bechdel, presented the world a precise criteria to determine whether or not she’d watch a movie, this is known as the Bechdel Test.

Alison Bechdel was born on September 16, 1960 in Lock Haven Pennsylvania. She decided to take her stories and experiences of growing up in a rough environment and being a part of the LGBTQIA+ community, and turn them into small comics for the world to enjoy.

In 1983 She started a comic strip called, “Dy**s to Watch Out For” (DTWOF). This comic strip was extremely different for its time. It portrays a set of diverse lesbians just living their life. Bechdel thought this representation for not only women, but queer women, was very needed for this time. This comic still has an impact today. In 1985, a new issue of the comic came out that got people rethinking how they view their favorite movies. The comic issue became known as the Bechdel test, which created the Bechdel criteria for female representation in films.  The Bechdel Test includes the following:

• There must be two female characters

• They must have names

• They must talk to each other about something other than a man

This criteria may seem easy to some, but a lot of common family movies actually don't meet this mark.

Historically in films, women are portrayed as inferior, weak, and fragile compared to the male lead. Women are seen as prizes, objects, and helpless damsels that need to be saved. For example, the “Damsel in Distress” archetype, like King Kong’s Ann Darrow for example, had been used for years, arguing women are in need of a man, when in reality, that’s not the case. These women are typically fair skinned, small, and meet the beauty standard of the time- which often excludes diversity.

This low standard for women began to change as women started to leave their mark on society. Women such as Audrey Hepburn, Marilyn Monroe, and Barbra Streisand started to lead in their own movies and put their names in the headlines. All of these women have faced their own controversies and backlash from the media and even their own employers, but they also gave women characters to  express their voices. Audrey Hepburn grew up malnourished and that impacted her body through adulthood; she starred in hit movies such as Breakfast at Tiffany's and My Fair Lady. Marilyn Monroe endured many scandals, including one with President JFK; she was also a major sex symbol of the time and many people didn’t take her seriously. However, she  kept herself booked by starring in movies such as Some Like it Hot and How to Marry a Billionaire, and her name stayed in the headlines. Barbra Streisand was hated for being Jewish, but that didn’t stop her from making hit movies like Funny Girl and A Star is Born.

The Bechdel Test has brought awareness to this issue of underrepresentation of women in movies. For years, women have had to fight cultural and political gatekeepers to get recognition.  The struggle for women to show their worth beyond merely being a pretty face is one that still resonates today with many women. Audrey Hepburn changed and challenged the beauty standard while also portraying independent female leads. Girls and women today are more encouraged to love themselves, and fight the unrealistic beauty standard that still lingers in the world. Marilyn Monroe fought and exposed the sexist film industry by creating Marilyn Monroe Productions; moreover, she fought for equal rights for African Americans and women with her friend: Ella Fitzgerald. Girls and women today are influenced to fight back against racism and sexism.  Similar to Marilyn, Barbra Streisand fought to spread awareness about discrimination against women by founding Barbra Streisand Women's Heart Center, and working with politicians to speak out against issues regarding women’s rights and making sure women get the healthcare they need. Girls and women today are motivated to speak out against something that clearly isn't right. 

The concept and standard for women has spilled itself into our favorite childhood movies, including the movies of today.  Movies like Spider-Man, Star Wars, and most Disney princess movies have a scene where the female lead is in danger and has to be saved by the male lead. The movie industry has a strong pushback when it comes to change and diversity, with some recent exceptions with the Hunger Games, Barbie, Frozen, and Moana.   However, exceptions to the Damsel in Distress don’t undo the decades of damage where girls, boys, women, and men all watched females be degraded, put-down, underappreciated on the big screen.  

The Bechdel Test has brought awareness to this issue of underrepresentation of women in movies and shines a light on how women are portrayed in movies. This is important because the way women are treated is just not right. The point of view that movies seem to have on women is outdated, and needs to be called out. The next time you watch a movie, think about whether it passes the Bechdel Test or not and discuss your findings with friends, family, and your school community. And if you’re feeling bold, use your voice on social media and tag the professionals affiliated with the film.

This is a list of films that fail the Bechdel Test:

• Ratatouille

• Shrek

• The Avengers

• Toy Story

• Oppenheimer

• Back to the Future

• A Minecraft Movie

• Mulan

This is a list of films that pass the Bechdel Test:

• Little Women

• Sinners

• Black Swan

• Coraline

• Hunger Games

• Barbie

• Frozen

• Moana

A new law in schools in states like Kentucky, Texas, Florida, Utah, and more are experiencing “bell to bell” phone bans inside schools meaning students cannot have access to their cell phones until the school day is finished. This law was passed to provide students with better academic progress, communication skills, critical thinking, time management, creativity and curiosity, and many other skills needed for a successful year in school. But are there any downsides to the phone ban inside schools?

While many students would agree that there aren't many positives on the phone ban, there are a few. “At Ballard High School in Louisville, where just 31 percent of roughly 2,000 students meet state reading proficiency standards, 891 books were checked out in August, compared to 533 last year — an increase of 67 percent” (Miller). Ballard is not the only school that has seen a rise in student independent reading. “Students are also doing less scrolling and more page-turning at Pleasure Ridge Park High School, where voracious readers have already borrowed more than 1,200 books during the first 17 days of the school year” (Miller). In many schools in Kentucky the phone ban has made students more eager to read books, pay attention in class, and on school work. 

While students are reading more s because of the phone ban, there are also negatives. With the phone ban for JCPS, it also comes with the ban of many personal items such as smartwatches , wireless headphones, and personal computers. Many students are wondering about how they are going to capture moments and memories in school. As students, we want to capture what school was like, and nothing compares to the personalized photos we can take with our phones.. “"We always have our phones," said 17-year-old Sabrina Cruz. "Now it's like, we can't even have our phones, so like, can we even remember this moment, like, ten years from now?  Sometimes I wish I had my phone" (Dokoupil). Parents and guardians are also showing concerns about how to reach their kids in an emergency. Many schools are saying they will have it under control, but that is not easing many people's nerves. “My grandson had his in an active school shooting event. Being able to read his text was critical. They should have their phones. The relief we felt being able to communicate with him was incredibly important. We would have gone insane. Police were everywhere, information was so limited” (Eng). This communication is a factor that many guardians take into account. In the world today, anything can happen, and kids not having their phones are becoming a concern for many people if something were to happen during school hours. 

We conducted a survey asking students about their opinions on the phone ban. Here's our questions and the data we gathered.  (Please take our survey.) 

Students

• Do you feel less distracted in class?

• Is there an improvement in your grades?

• Do you feel more or less safe at school following the ban?

• How has the ban affected your stress levels and mental health?

• What is your general opinion on the phone ban? (Do you think phones should be banned in schools or not?  Why?)

• Do you think your classes as a whole are more engaged since the phone ban?

• How are your relationships with teachers since the ban?

• How are your relationships with friends and peers since the ban?

• What, if anything, has the phone ban hindered in your ability to be successful in school?

Teachers

• How has the ban changed your teaching methods?

• How was the teacher perspective incorporated into the development of the policy?

• What are the benefits and drawbacks of not being able to use phones for quick research, educational apps, or other in-class activities?

• How consistently is the school's cell phone policy enforced across all the classrooms and grade levels?

• How does the school support teachers when they enforce the policy, especially when students and parents complain?

• Following the ban are there any changes in the level of student engagement and participation during class?

• What is your opinion on the ban? (Do you think phones should be banned or not? Why?)

Based on the responses from our forms, teachers were in favor of the phone ban saying that it has a better influence on students and their lessons. They say students are more focused and "hands on” with activities. “It's made classroom management easier. The only way it's impacted my lessons is that I will not allow students to use their phones to communicate with their groups, set dates on their calendars, or conduct research” (Anonymous). Teachers have had a positive outcome from the ban on phones, but what do students have to say? Students say that they haven't felt a major change in classrooms and feel like they feel more distracted or the same prior to the phone ban, and that there isn't a major change in their grades. The phone ban has affected the mental health of students “Very much it’s [affected] the way I learn because I normally have my MacBook Air to use for school and it’s harder to use a Chromebook because I have adhd, and it’s annoying how the school bans websites that are useful and then websites that are even worse they don’t ban. It’s just so confusing. I also check the time with my Apple Watch and phone and my mom and parents like to check up on me and it’s just a whole thing that really stresses me out” (Anonymous). Students also say that they feel less safe in school based on the ban of phones or personal devices because of not being able to directly contact people in an emergency or in general. 

The phone ban through schools across the country was aimed to get students to focus and prevent bullying. Many people disagree with the ban while many are in favor of it. For academic strategies, communication skills, and many others, students can benefit from the phone ban while there are downsides to the ban. Students are able to use and learn self discipline when it comes to their behavior and academic success.

The Festival of Faiths in Louisville is an annual celebration hosted by the Center for Interfaith Relations, which promotes understanding across different religions and spiritual traditions across the world., and invites those to be more inclusive. This year's theme, “Sacred Belonging” explores finding your place in the world. The 4-day event includes musicians, poets, artists, and panelists- all aimed at introducing international ideas of religion and faith.

Arriving at the Kentucky Center for the Arts, I made my way into the theatre, and toward the left side of the audience, where the stage-crew just finished setting up the couch that the speakers would sit on. The seminar we attended was “The Beauty of Radical Inclusion”. M. Shadee Malaklou (Founder and Inaugural Director of the bell hooks centre at Berea College and panelist at the event), quoted bell hooks, “radical inclusion is “All of who I am, spiritual seeker, writer, critic, etc. was a seed planted in the soil of Kentucky” .

As the lights dimmed, two speakers walked out and stood at the podium. They introduced the meaning of radical inclusion, and put the audience's attention toward an offering bowl on the right side of the podium. They called for a moment of silence, and as they struck the bowl the audience was silenced. As I scoured the crowd, I saw a mix of people from all different areas and cultures, really a “melting pot” of humans. The gong of the bowl simmered down and the room was still silent, some people sat with their eyes closed, and others surveyed the audience like myself. A few coughs or sneezes were heard, followed by snickering from people in the crowd. After a few minutes of silence, the bowl was struck again and the speakers continued. 

The moderator of the event, Janan Sarwar, doctor and local public speaker, took the floor. She introduced the three main speakers of the event, and sat down on the couch next to the podium. 

The first of the three main speakers was Simran Jeet Singh. Singh is assistant professor of Interreligious Histories at Union Theological Seminary and author of the national bestseller, “The Light We Give: How Sikh Wisdom Can Transform Your Life”. In his speech, Singh told about his experience as a high-schooler in San Antonio during 9/11. He recalled seeing the report of the suspected terrorist, Osama Bin Laden, and as stated by him in an interview with Harvard Divinity School, “It was a man who was wearing a turban, who had a beard, who had brown skin just like me. I knew in that moment that life would not be the same, and it wasn’t” (Kelly). Despite the racism he faced, Singh focused on Sikh teachings, which taught to find the good in every person and situation. 

The next speaker to talk was Matt Webber, Harvard graduate and author of the Christopher Award-winning book “Operating on Faith”, as well as “Fearing the Stigmata”. Webber started his speech by talking about his issues fitting in among the community at University of Virginia. When he started working, the only person he knew was President James Edward Ryan, and since he never attended school at UVA, he felt disconnected from the campus, and felt awkward (even sharing photos of him looking like a deer in headlights on campus). Webber said during COVID, he felt more out of place and disconnected than ever, so he started an initiative, and began working as the campus mascot for UVA, the Cavman. As said in an interview with UVA, “This experience as a very old and very tall Cavman performer in 2020-21 made me realize the power of symbols in service of the public good” (Hoxworth). Webber used the symbol of the mascot as a way to connect people during a time of helplessness. By visiting hospitals and nursing homes, participating in kid parades, and community picnics, Webber was able to unite people through the symbol of the Cavman, and ultimately helped himself realize the importance of community through kindness and empathy to others. 

The third and final speaker of the event was the founder and inaugural director of the bell hooks center at Berea College, M. Shadee Malaklou. Malaklou focused her speech on honoring the late Gloria Jean Watkins, who went under the pen name bell hooks. Hooks was an American Author, educator, and social critic, best known for her work regarding race, feminism, and class. According to Malaklou, who was a lifelong student of hooks, “[bell] was a great many things, but the way in which many remember her is as someone who could translate the feminist theory of the academy into the public interventions we needed in the moment.” Malaklou honors her legacy by propagating her teachings, as well as founding the bell hooks Center at Berea College in Kentucky, which now serves to inform and teach about the historically underrepresented people in history. Her reflection of hook’s legacy transitioned into her personal story about coming to Kentucky, where she felt a wave of connection to the state. In the interview with LPM,  “People in Appalachia understand the lie of a progress narrative that has only ever served to divide us… I can walk into the bagel shop [here in Appalachia] just like I'm being interviewed for CNN or in my muumuu or in my pajamas or in my hospital gown, and I am treated with the same dignity and respect” (Ayisha).

Leaving the auditorium, we followed a guide up to the fifth floor of the building, which has a balcony that overlooked the lobby, now more filled up since I entered. The guide led us into the top balcony of the biggest auditorium in the building, which gave an overlook onto a stage that was currently being cleaned. They sat us down with every other high school that had attended the field trip. Some students took this time to eat, and after they were done the guide, as well as the one of the Directors of the program began to talk. The directors asked questions about the panel, and asked students their thoughts and opinions.  A few students spoke up, talking about their positive experience with the panel, and how Signh’s story related to them, and how they felt targeted in their own life. For the majority of the discussion, positive comments were made regarding the event, and even afterward, leaving the Center for the Arts, I overheard a crowd of people discussing the importance of their messages, and how it affected them, in a positive way. I, myself, walked away with the difference in understanding inclusion, and how it can mean different things to different people. Some people may consider it to be showing empathy to others, while others feel it represents those not usually represented. In either view, radical inclusion is, in my opinion, a necessity to a successful and welcoming society.

Works Cited:

Hoxworth, Laura. “Class of 2025: Matt Weber.” Virginia.edu, 17 Apr. 2025, education.virginia.edu/news-stories/class-2025-matt-weber. Accessed 20 Nov. 2025.

Jaffer, Ayisha. “Founder of Berea’s Bell Hooks Center M. Shadee Malaklou on Love, Justice, and Radical Inclusion.” Louisville Public Media, LPM - Louisville Public Media, 13 Nov. 2025, www.lpm.org/news/2025-11-13/founder-of-bereas-bell-hooks-center-m-shadee-

malaklou-on-love-justice-and-radical-inclusion. Accessed 19 Nov. 2025.

Kelley, Sarah. “Fest Feature: Simran Jeet Sing Embraces Love in the Face of Hate - Center for Interfaith Relations.” Center for Interfaith Relations, 17 Oct. 2025, www.centerforinterfaithrelations.org/2025/10/17/fest-feature-simran-jeet-sing-embraces-love-in-the-face-of-hate/. Accessed 20 Nov. 2025.

There are around two hundred and eighty high school students at the J. Graham Brown school, making up the freshman, sophomore, junior, and senior grades. All of these students spend most of their day, five days a week, on the third floor of the Brown School building on South First street. They move from class to class, talking about whether it’s a Blue or Gold day and if they’ve started studying for their next test yet, noise filling the halls they walk through. The two floors below them are full of middle and elementary students, following different routines and talking to different teachers, but bearing the same title of “Brown School Student”. 

J. Graham Brown is the only traditional public school in the JCPS system that teaches grades K-12 and their title as a Magnet School also contributes to the distinctive feel of the school. High school students at Brown have an experience that is completely unique—there is truly nowhere else they could find a high school that would be the exact same as Brown.

“I like the community that Brown has to offer—I mean, one of the reasons I came here is because it’s such a small school…it’s not something that you can really get at another school, and I find that really intriguing,” says sophomore Kennedi West when asked about what she likes about the Brown School. Brown isn’t just different on paper—the students are experiencing how different it is every day. West is just one of the eight students I interviewed to get a look into the Brown high school experience—the other students spanning all four high school grades and with varied backgrounds when it comes to how long they’ve been at Brown. Cameron Sharpe, a senior who has been at Brown since sixth grade said, “You definitely find those people that you’re good with and you can be yourself with, and since everyone’s been together for so long it kind of just makes it easier.”

Junior Nathan Morton has been at Brown even longer than Sharpe, and he agrees that there’s something special about the Brown community. “I think that it’s a unique experience compared to other schools,” he said when asked about it. “I’ve been here since Kindergarten so I don’t really know exactly what it’s like at other schools, but I think that since we’re smaller I can interact a lot more with my teachers and have a lot more personal connections in school than I would at other schools.” Freshman Dolly Harland seemed to agree when asked about her experience at Brown and of high school so far, saying, “I’ve been here since 2nd grade and I’ve always felt pretty much at home. I like that I know everybody and what a unique experience that is. I feel like a ninth grader—I feel like a part of a group.”

Junior Lucy O’Brien also had some things to say about the uniqueness of Brown, saying, “I feel like when people talk about the traditional high school experience it’s all about football games and big schools and big classes and a lot of social events like Prom and Homecoming. But at Brown, since we’re a K-12 school, we really have a different day-to-day life than other high schoolers. I wouldn’t say we have the traditional glamorized high school experience, but I also wouldn’t say our experience is bad. I feel like high school should be about just making memories with your friends and the people around you and things like that.” Brown’s lack of a football team and its smaller size are often some of the first things brought up about it, and this fact was clear across all my interviews. As senior Evangeline Condra put it, “We don’t get football games, we don’t get Friday Night Lights, our homecoming is in February, and we’re a lot smaller.” She even went on to admit that sometimes she wishes Brown was more like a regular high school. There are downsides to being different that can’t be ignored. However, Condra didn’t seem to be too frustrated by those downsides, concluding that, “I guess the high school experience just means having fun, not wasting it…it’s always better with friends.” She seems to agree with O’Brien that the community students find at Brown is more important than any football team.

Another important aspect of the Brown community that was brought up in practically every interview is the teachers. When asked about her favorite part of school, Condra said, “I feel like I have a good connection with all my teachers.” Condra went on to explain her interest in history and the way the teachers at Brown have helped her learn more about it. “Shoutout to the Murph Dawg, shoutout Jake Amettis, and you know what, shout out Mr. Boles from 8th grade.” Fellow senior Sharpe brought up teacher Norah Wakefield and the way she supports her students, saying, “She has a fun little segment called Waking up with Wakefield every morning where we kind of just get to say good morning to everybody and hear what everyone’s looking forward to in the week.” Every teacher at Brown brings a different approach and perspective to the classroom, but the personal relationships formed between them and their students seem to be the same across the board.

There are, of course, downsides that come with any high school as well, and Brown is no different. Even just finding the energy to get up and head to school every morning can be difficult. West touched on this when asked about the hard parts of coming to school, explaining that, “I’m here for seven hours, and as someone who does a lot of extracurriculars, I’ll stay here until around 9:30 at night, and that’s very draining, especially because there’s still stuff I have to do at home.” High school isn’t just sports games and dances—there is plenty of work involved, in every class, every day. When questioned further about the amount of work she has, West talked about just how much she has to keep up with as a high schooler. “I mean, there’s just a lot, school wise, social wise, and honestly everything wise. Because, at the start of the school year, there’s just so much stuff—I mean, on the second day of school, we got a field trip form—like there are events happening left right and center and games that you have to go to and assignments and tests. It’s just a lot.” West’s fellow sophomore Kyle Tunstull said she has felt a change in her workload since entering high school, going on to say, “I definitely feel like it got harder. I think I still have the same amount of pressure, there’s just more work and things I have to do to go along with it.”

Quite a few of the other students I interviewed also mentioned this, talking about the pressure they put on themselves, in addition to the pressure school already brings. Brown has high standards, but the students’ standards for themselves are often higher. This is not always the case, though—Morton brought up the standardized tests high school students have to take and the way those affect them. “I think that a lot of [the standardized tests] are really put on the students,” he tried to explain, going on to say, “I know they specifically say they aren’t doing this, but I think that a lot of the time we just kind of become a test number to them as opposed to them focusing on actually interacting with us and helping us learn more stuff.” Tests like the ACT, PSAT, and SAT are taken by students starting even their freshman year, and the stress and pressure those tests bring is clear.

For all the stress it causes, though, how important is high school really? Whether they were a freshman just starting to make plans for their time in high school or a senior trying to make the most of the time they have left, all of the students I interviewed had thoughts on the importance of high school. It’s hard not to, with how much it is talked about in all forms of media. “I watched far too many movies growing up—I mean, still do—and watching those movies honestly kind of gives you an unrealistic idea of what it’s like to be in high school,” West said. What with the unrealisticness of those types of movies in general, combined with the unique experience at Brown, they truly did not provide an accurate depiction of the kind of high school West would experience. West went on to say, “Before going to high school I thought it was going to be so difficult, and that there would be so much drama and like parties or whatever. And it is kind of that, but in a completely different way. Now, I think the high school experience is kind of an entire transition from being a kid to trying to become an adult.”

Transitional certainly seems to be one of the most apt words to describe high school. Both of the seniors I interviewed brought up this aspect of high school, which is understandable, considering they are preparing to enter a very important transitional phase. “I guess it’s just kind of about figuring out who you are?” Sharpe said after being asked about what high school has meant to him. “I think it’s about really discovering who you want to be and what you’re interested in and what path you want to pursue.” Condra agreed with this sentiment, going on to say, “I mean, I was a different person in elementary and middle school, you know. I think high school is when you mature. I wouldn’t say you peak in high school—I mean, some people do—but I think for everyone else it’s really just maturing.”

There are plenty of other factors when it comes to the importance of high school, though. Morton touched on how he thinks high school is going to shape his life once he’s graduated, saying, “I think that it has made me discover a lot more subjects I’m interested in. I feel like if you asked me in middle school what I like would’ve had no clue what to say. I think that high school has definitely helped me hone in on what I like.” O’Brien also brought up what she considers high school’s later effects to be, explaining that, “For me it’s all very important because it’s gonna guide me to where I want to eventually go in life, hopefully. I feel like all the decisions I make in high school now can potentially help me in the future, whether it be what classes I’m taking, or what colleges I’m applying to, so I do think it’s very important.”

Sharpe focused more on the impact he thinks the social aspect of high school will have on his life, saying the community he has found over his time in high school is what stands out to him the most. “I feel like that’s most important cause in two years I’m not gonna remember who wrote the constitution or you know things like that, but I’ll have these people that I can fall back on when I need them the most,” he explained. Mia Regojo Vazquez is coming from a completely different place than Sharpe, as she is just starting her high school experience as a freshman and he is finishing up his, but she is definitely excited to find the community Sharpe talks about. “High school has always been something I’ve been looking forward to, and I really like the freedom we get, especially at Brown,” she explained. “I feel like the teachers and administration really trust us so that’s definitely something I’m really excited for.”

Whether they’ve been looking forward to high school for years now, or they’re starting the final lap of their high school experience, all eight of the students I interviewed are a part of the Brown High School community. At the end of the day, despite all of our differences, we're all in this together.

On Friday, 11/21/25, Brown School students gathered to celebrate the diverse population of our school. Students from all grade levels participated in the Parade of Nations, representing countries all over the world. Each representative was called by name, courtesy of announcer Mr. Jake Amettis, and waved their flag to raucous applause. Once all the participants were seated, teachers were presented with their awards. Ms. Sherri presented  The Global Classroom award to Ms. Cheri Graf, Mr. Andrew Boles, Ms. Stacy von Roenn, and  the Cultural Ambassador Award to Ms. Tara Davis. Several students were presented with awards as well, including high school students, a kindergarten student, and several middle school students.

Once all awards were given, classes were sent back so presenters could prepare for the Multicultural Fair. Moonbeams and Fireflies were allowed to explore first, immersing the Kindergarten classes in cultures around the world. These are accounts from the authors, who presented at the Fair:

Alix: I represented Ukraine at the Fair, which was a wonderful experience. Dr. Mary set up the whole event with student help, including Asha (11th grade), Millie (9th), and Petra (9th). I was able to wear something from my own culture, and connect with other students and staff by telling them about my family–something I don’t often get to do. I was grateful for food and water from Dr. Mary, because it was definitely an intensive speaking experience! Students really seemed interested in the information, and I felt really proud of my culture the whole day.

Mena: I represented Iraq, which was really cool! I loved introducing my culture to the elementary and kindergarten students. I also had an activity at my booth, coloring in stencils! It was so much fun helping the little kids and talking about my country of origin. For the Fair, I had to create a presentation, which gave me the opportunity to learn more about my country than I ever had before! I’m really thankful for the food and water generously provided by Dr. Mary and the PTA, since being at the Fair meant we missed lunch. I’m also thankful for the break we got, because while talking to the kids was fun it also got a little overwhelming at times. 

Countries represented:

• El Salvador

• Guyana and Barbados

• Philippines

• Bolivia

• Cherokee Nation

• South Korea

• India

• Cuba

• Mexico and El Salvador

• Turkey

• Russia

• China

• Colombia

• Pakistan

• Eritrea

• Ethiopia

• Japan

• Thailand

• Belgium and Hungary

• Puerto Rico

• Iran

• Iraq

• Egypt

• The Netherlands

• Ireland

• Morocco

• Nigeria

• Myanmar

• Kenya

• Namibia

• Venezuela

• Guatemala

• Vietnam

• Liberia

• Peru

• Fiji and Somalia

Clubs represented:

• ASL

• BSU

• ASA

• HSA

The Shadow Children Series

Do you prefer a short but riveting story that will make you root for the hero more than ever? Do you love dystopian, high-stakes worlds where one mistake may cost you everything? The Shadow Children series may be your next read.

Welcome to the Shadow Children series! This series will capture readers on the first page, and keep them reading up until the last page of the last book. The series is incredible, best for children in 3rd grade and up. With short chapters and loveable characters, it’s worth reading!

The first book, Among the Hidden, follows a shadow child named Luke. He’s an illegal child, who was not supposed to be born due to the laws about having too many children. The Shadow Children's existence isn’t talked about as much as I would like, but one’s interpretation could be that they’re born because people want to have free will. 

 As Luke grows up, more and more people, known as Barons, move in. The Barons are exceptionally rich people who can afford almost everything. They aren’t an exception to the laws though. He’s no longer allowed outside, then he’s no longer allowed to be downstairs, until finally he’s no longer allowed to exist. 

Until he finds someone who’s like him. Soon, Luke’s willing to risk his life for a taste of freedom. In this book, Luke is wrestling with this question: are you willing to fight to exist?

No one shouldn’t be allowed to live because of factors outside their control. Neither should the government have a say of who should or who shouldn’t live due to their birth status. No one should have to fight to prove they are worthy of living.

The Plot

I was assigned this book in 3rd grade, and I ended up loving it a lot more than I thought I would. Luke is relatable! He’s kind and sweet, but like everyone, he has his flaws. He is incredibly anxious for himself, but once he’s locked in the attic to keep himself safe, he becomes bored and irritated. Like anyone would if they’re trapped in a room with nothing but the same books they’ve read three times over. 

Jen is everything Luke isn’t. Headstrong and careless with the rules, she’s a perfect foil to our protagonist. When Luke breaks into her house, her first instinct is to attack him rather than hide. Some may interpret that Luke would have gone and hidden, but Jen did not. She’s upfront and honest with him, almost a little too honest. She immediately figures out he’s a shadow child and accepts him as a friend. 

When he meets Jen, another Shadow Child, it’s a bittersweet moment. Even if he did break into her home. Both know that if they’re caught, they die. But Luke can’t stand to be alone with his thoughts any longer. Despite being in such a high-stakes situation, he’s willing to risk everything just to be with someone like him. Jen is welcoming him with open arms, knowing his situation, even if she doesn’t seem sympathetic. 

The conclusion is horrible, yet truthful. Luke isn’t ready or willing to fight yet, not like Jen is. Jen wasn’t prepared enough and put too much faith in people who were too scared to fight. We shouldn’t ever be scared to fight for our existence, but the truth is, some people are. We have to be able to bring courage to people as well, in the same way Jen brought courage to Luke.

Jen is the embodiment of fighting for basic rights, and in the first book, Luke is the embodiment of people too scared because of the consequences! Both people are understandable in this scenario. It’s a dangerous world, and Luke could easily get killed if he’s even seen. But Jen wants freedom. So does everyone. She’s brave enough to put her foot forward and try, even if she might fail. 

We should strive to be like Jen, especially in this day and age. Anyone who reads the Shadow Children series will see similarities to our world now. It’s also an amazing read that’s shorter than a lot of heavy-topic books nowadays. Everyone should at least give this series a try. 

My Rating and Commentary

I rated this series a 4/5. I took a point off for two reasons: I’m personally a huge fan of worldbuilding. Worldbuilding is explaining the world in the book, covering why everything is there, why some things are the way they are, and laws. That’s more on me, but why do people choose to have the shadow children? Free will? An act of defiance? I don’t know, because the book doesn’t explain it. Also, why did the famines happen? The book doesn’t go into huge detail with that either. Nitpicky, maybe, but I love explanations for things in books. 

The other was the fact that it switched point of view between four characters. This is a seven-book series–the author could have had each book have a different character narrating it. Going from Luke to Nina to Trey and back to Luke was jarring for me as a reader. This is a whole series critique, not an Among the Hidden critique. I loved Luke, and having two books with him being the narrator and then that aspect being changed? It was weird!

Onto my adorations of this series. I adored the characters. They all had reasonable explanations for their actions, and even the characters the audience is supposed to dislike I ended up feeling the most for. Actions were explained, you could root for the characters, and you never knew who was bad and who was good. The characters were complex and I loved it!

Another high praise from me is that there were developments for characters I never expected. Luke’s older brother, Mark, was mentioned a few times throughout the series. In the fifth book, Among the Brave, the whole book is told from the most anxious character in the series, Trey. Mark also gets a huge role in that book, helping Trey. They become one of the brave, giving both of them an entire character arc. Even the side characters get a main story, making it a well-rounded series. My favorite side characters are Trey and Nina!

Last but certainly not least, the plot twists. I couldn’t piece together the end of the book to save my life, but it was so fun when I got to the end. Bits and pieces are shown throughout the book, so someone who’s observant would be able to pick up on what the twists may be. It was so exciting for me to be blown away by how the plot went. 

The young make the changes here, and it’s amazing for that to be showcased realistically. They still need help, they still rely on each other, and they don’t face these things alone. I feel too many books show that children can make a change without anyone’s help but their own. It’s not true. Even a child from a crazy fantasy is going to need help eventually. I’m so happy that this series shows that relying on help isn’t a bad thing, especially if the kids ask for adults. This series will hold a place in my mind for the rest of my life–one of those rare gems that I don’t see talked enough about. 

We all love books, right? Or, if you don’t, you probably like stories. Stories are how we learn about the world, and can help us learn about ourselves. Those stories, those explanations, are what became the mythologies we know and love. Now they have become cornerstones of creativity; nearly every book or trope or overarching theme can trace itself back to those ancient myths.

Because stories are so important, one would expect an author writing a story for children and young adults to do everything in their power to ensure their book doesn’t negatively affect their audience. Many authors write about complex topics in simplified ways with simple themes, in order to introduce their young readers to these topics in a safe environment.

And yet, some authors go too far, twisting a good lesson into a bad one.

Such is the case for this book. Medusa, by Katherine Marsh, of the Myths of Monsters series.

Now, when I first picked up this book, I found the synopsis childish, though perhaps with a good message to teach young girls. The classic ‘You-Can-Be-Anything’, Girl Power themes that have existed in popular media for countless decades. I expected little going into this book. Despite my standards being lower than a professional game of limbo, it appears they were too high a hoop for this book to jump over.

Let’s start with the premise; Ava Baldwin is in seventh grade; she lives with her parents and brother, Jax (short for Jaxon); She feels immature and left out by her two best friends. After a boy in her grade bullied her, she caused him to freeze up. Fearing she may have caused what she thought was a seizure, she confessed everything to her mother. Her mother then immediately enrolled Ava and Jax into the Venetian boarding school she used to go to- Accademia del Forte (Latin for ‘Academy of the Strong’).

At the Accademia she meets Fia (another newbie), Layla, and Arnold (two second-former or second-years, what they call eighth graders). Ava discovers that the Accademia is run by the Greek Gods and that it’s for descendants of monsters. She also finds out she’s related to Medusa, the hideous gorgon. She meets Athena (who is a major jerk), and she and her friends find out the principal (Orion, the hunter guy who Artemis fell in love with) and most of the teachers are jerks. They discover that Medusa is nice, that she is a goddess descended from Zeus and Metis (making her Athena’s full-blooded sister) and that she is destined to overthrow Zeus one day, so he turned her into a gorgon and made everyone hate her. The school gets flooded by Poseidon, and Zeus holds a council to decide what to do with Ava and her friends. It ended in a tie because Athena wasn’t there so Ava lives another year. Ava, her brother, and her friends have to do community service (like organizing the library) in order to make it up.

And that’s it. That’s all that happens. That is how the book ends.

This book is a self-proclaimed ‘feminist’ book, but really this book’s ‘feminism’ is just an excuse for the main characters to get away with everything. Fia argues with and insults a teacher, unprovoked, over a ‘misogynistic’ statement. The book praises her for getting a demerit (essentially a strike, three demerits means getting expelled). Ava assumes Owen (the boy who bullied her, who she then froze accidentally) is misogynistic. While it may be reasonable to assume Owen is misogynistic if most of his victims are women, Owen only ever had one shown instance of real bullying, when he interrupted her and chose Athena as the topic of the project they were doing. Medusa does nothing to make the reader trust her, and yet we’re supposed to have faith in her immediately. The most ‘trustworthy’ thing she does is inform the protagonists that she only turns men to stone, when she could easily be lying! In the original myths, Medusa turns people to stone indiscriminately. Why would Ava, the protagonist who claims to have researched Greek mythology, take her at her word?

Inaccuracies are also prolific. Fia argued with the teacher, who just so happens to be the muse of history, over the story of the Titanomachy, the ten-year war between the Olympian gods and their titan predecessors. In the actual myths, both gods and goddesses participated. We’ve lost the epic play detailing what happened, but we have scraps and bits telling us the gist (basically what I’ve just told you). The goddesses Hera, Demeter, and Hestia played a big role, but this book essentially stomps all over that! From what scattered fragments we have of various plays we can piece together that it was the goddesses who convinced various titans to ally with Zeus, and it was the goddesses who smoothed out relations with the neutral titans and witnesses after the war. Clio is villainized for no reason! Clio, as the muse of history, is a goddess of inspiration. For some reason, she sucks up to Principal Orion when in reality it should be the other way around. It feels more misogynistic than feminist to have a powerful female figure bow down to a male that has nothing to do with her, and I fear she may have been included to serve as nothing more than a secondary antagonist for Ava and her friends, a mere obstacle to overcome in order to achieve their goals.

Another victim of this inaccurate mythology is Athena. The goddess of wisdom and war, more trusted by Zeus than her own brothers, his right-hand; Athena is a perfect goddess for a feminist book! However, instead of becoming a mentor to Ava as she is known to do for many mortals (men and women included, depending on the version) Athena is villainized. She’s the main antagonist of the book, sabotaging Ava every chance she could get. The only reason she stopped is because Hestia threatened her and Ava revealed the truth about Medusa’s lineage.

While we’re on the topic of that reveal, the third and final reason I despise this book; this book is so messy that it’s both rushed and drags on endlessly.

Ava acts incredibly childish in some parts (as is expected for someone of her age), and yet in others she figures everything out. Even then, her conclusions are so far-reached the audience can’t figure it out on their own! Part of the beauty of writing is figuring out each and every plot point, planting the seeds for the plot-twist for chapter 31 all the way in chapter 10! Part of the beauty of creating a world is laying out hints and clues to every twist and turn, giving your readers a shovel and a map to find the treasure you've buried! When a twist comes out of nowhere, and your readers can't find hints in the chapters they've read, then a twist doesn't feel shocking, it's unsatisfying at best and anger-inducing at worst.

The pacing is awful. Some parts drag on for ages, and yet others seem too rushed. It's hard to connect with the characters, I could go on and on but we’d be here all day. It’s a shame, really, since the author seems to be experienced and has managed to write good books before! This series is by far not her best work. It’s clear she has some good ideas, because the premise of this book is interesting! It reminds me of Percy Jackson, but with the spotlight on monsters instead of gods. This could have been a chance to spread the word about some obscure myths, maybe even instill a life-long love for mythology in a child as Percy Jackson did, but the execution was just awful.

Would I recommend this book? Surprisingly enough, while it is a horrible book, it is a very good example of what not to do when writing, so you should read it if you want an easy ‘A’ in a book-critiquing assignment. Otherwise I would recommend not wasting your money. 

Rating: 1.5/5. TL;DR There is much room for improvement, but the premise is interesting.

Women Talking

Sarah Polley’s Women Talking explores the horrible reality that many women face in isolated environments, including some religious colonies. The movie is based on the real story of women and young girls in a Mennonite Colony (an isolated, religious colony where men are entirely in control; it’s made to prevent any contact with sin), who are routinely assaulted in their sleep by the men of the village. They are forbidden to represent themselves in court, made to submit to their husbands, and beaten frequently. While the men are away on trial for assaulting them, the women are left to decide whether to leave, stay, or stand and fight. The women hold a vote to decide which route to take, which is ultimately split between staying and leaving. In order to solve the problem, a few women from each side of the issue are chosen to hold a discussion and reach an agreement.

One of the major conflicts centers around two young girls grappling with the heavy discussions around them. They act like what they are–children– throughout the film, presenting a simple, horrible fact to the audience: the children are victims too, they’re not mature, and they’re not able to be blamed for what happened. Numerous scenes show the true brutality of the assaults, including a woman waking up in a pool of blood in her own bed, thinking God is punishing her. One woman in particular fights to stay, but never gives a real motivation. She argues and insults the other women, who slowly persuade her by telling their stories. In the end, she goes home and endures her husband’s abuse so the other women can escape. Her character arc shows the audience an example of how serious the abuse is, and that it won’t change, no matter what. The gravity of the situation increases when it’s revealed that a woman committed suicide prior to the story due to the severity of the abuse. Another has to walk barefoot in the middle of the night for days, with her child on her back, to get to a doctor. The women can’t read or write, they can’t drive, they have no autonomy. The abuse these women face extends past physical pain, preventing them from leaving. When this is brought up, the women ask the male school teacher for a map and start plotting their course out of the colony. They decide that even though it will be difficult, they can’t allow their children to suffer any longer.

The cinematography in Women Talking is remarkable and shockingly intentional, down to every last detail. The lighting of the film is a paramount achievement in cinema culture, giving an eerie, yet hopeful atmosphere to the topic. Each prop and building is old and rusted, or the wood is dry and ashen. The precise, high-quality images that perfectly show every line on the characters’ faces lets us know exactly how they feel at every turn. Polley is able to call forth nostalgia, as well as a certain dream-like quality to her work through the yellow and blue tints onscreen. Women Talking is a work of art in every regard, from costumes to lighting.

The men in the film are important in the narrative as well, though this may sound counterintuitive. Polley makes the powerful choice to include a transgender man, as well as a male school teacher in the film, as the only male faces shown. The women are given the vast majority of the movie to speak, uninterrupted, about their experiences and plans for the future. When the teacher interrupts, he’s told to be quiet and listen. Polley’s decision to include him indicates her belief that men must also be part of the solution, meaning that men must be educated on feminist issues and advocate for them. The transgender character, who only speaks when he is addressed by his chosen name, is most likely meant to be a statement about the importance of being able to choose when you speak, and to only speak to those who respect you as a person. His experience with the violence reflects the reality that queer people are often mistreated and then ignored. Small, but crucial details about his character show Polley’s attitude towards the queer community; he’s kind to children, he has an actual personality aside from being queer, and he always offers to help the women. 

Today, we face a problem with women’s voices being taken away from their own issues. President Trump recently hosted a women’s health conference, without a single woman present. This is the second time he hosted such an event, and he continually surrounds himself with people attempting to strip women’s rights to abortion, safety, and even common medications like Tylenol. In 2025, we need to encourage female participation in debates that affect them, and let women speak for themselves.

I give Women Talking five stars.

Twelve Angry Men (1957)

Twelve Angry Men has been adapted from a play into a movie, which became a hardhitting classic. Regardless of which version you see, they have one major thing in common: twelve jurors are tasked with deciding the fate of a young man from Puerto Rico, charged with murdering his father. At the beginning, the Judge reminds them that a person should only be convicted if there is proof beyond a shadow of a doubt. The movie very intentionally stays in black and white, despite color technology being available and somewhat popular at the start of filming. The movie is quite old, but it still leans into topics we debate about today, such as how to qualify a defendant as truly guilty.

At the start, all the jurors are locked in a deliberation room. They are distracted by their numerous plans for the day, as well as other frivolous things, clearly not taking the problem seriously. When they take the first vote for the unanimous decision, all but one juror votes to convict the boy. The other jurors explode in anger, but the 8th juror, who said not to convict him, claimed that he was unsure if the boy was guilty. The crime of murder could be punished with death, and the 8th juror said that a boy shouldn’t be killed over evidence with holes. Over the next few hours, he set out to systematically prove not that the boy was innocent, but that there was room for doubt in his guilt.

As the jurors slowly change their minds, one by one, it becomes apparent that all of them already believed he was guilty before listening to the evidence. One of the jurors was an immigrant himself, who changed his mind after another juror began insulting immigrants. The first to change his mind was an old man, who got tired of listening to racist remarks from the others. A few changed their minds due to pressure mounting on them from the others, but most were convinced by the 3rd juror bursting out in rage and spewing racist rhetoric. They all stand and leave him to sit alone, showing that he is isolated in his beliefs. 

It quickly becomes apparent in the film that each juror represents a part of the human psyche. Each position taken is supposed to reflect the human process of making decisions, and how we feel entitled to determine the fate of other people without having experienced their circumstances. We are allowed to reflect on our own thinking through the film, and consider how we discuss issues that don’t directly impact us. The film encourages us to have empathy and not to quickly assess the fate of others.

The movie’s main relevance today stems from the concept of innocent until proven guilty beyond a shadow of a doubt. No child should be convicted for a crime that no one can even prove was committed.

I give Twelve Angry Men 4 stars.

Comparison

While Twelve Angry Men has a positive message, it is distinctly missing the voice of the character affected by the jurors’ decision. This can be interpreted as a depiction of reality, in which young people aren’t trusted to speak for themselves or make a defense. In addition, minorities face more discrimination than Caucasian people in America, so they are often accused of lying when simply defending themselves. This reflects the fact that the 8th juror is only deemed trustworthy when the majority of the room already agrees with him.

However, while we can see this as a metaphor in Twelve Angry Men, I prefer Women Talking due to its inclusion of the women in the decision making process. Spotlighting the people actually affected, forcing all other parties out, is a more effective way of spreading the message than through metaphor. It inspires me to watch more Sarah Polley movies, but also, to make sure that the perspectives of people affected by an issue are represented when discussing solutions.

Works Cited:

Chang, Justin. ““Women Talking” Explores Survival, Solidarity and Spirituality after Sexual Assault.” NPR, 20 Jan. 2023, www.npr.org/2023/01/20/1149753059/women-talking-review-sarah-polley. 

‌Ebert, Roger. “12 Angry Men Movie Review & Film Summary (1957) | Roger Ebert.” Rogerebert.com, RogerEbert.com, 29 Sept. 2002, www.rogerebert.com/reviews/great-movie-12-angry-men-1957. 

‌Scott, A.O. ““Women Talking” Review: The Power of Speech.” NY Times, 3 Mar. 2023, www.nytimes.com/2022/12/22/movies/women-talking-review.html.