The Okanagan people are very deeply connected to their inner selves, to each other, and to the Earth. According to Jeanette Armstrong, the Okanagan identify themselves within their bodies and have "four main capacities of self" that work together, and they are the physical self, the emotional self, the thinking-intellectual self, and the spiritual self. They also believe that every being is connected to the Earth. To the Okanagan, everything and everyone is alive for a purpose, and no one is insignificant. Everything a person does affects everything and everyone around them. If a person or people perish, the other life forms around them perish also. Everything has a bond and without it, there would be no life. It is our responsibility to keep that bond safe and intact.

The name of a place usually influences your perception of the land and the stories that happened there. Most names for places are influenced by males who served in the military, held high government power, and/or were colonizers. Some of the men did bad things in history, yet they are honored with a place name. Using their names gives power to them - the dead - and that keeps constantly reminding Indigenous people of the trauma of dispossession. Most people overlook this because the stories they were told about the men who hold place names and their interactions with Indigenous people are false and are a retelling of a plot to another story. These stories make Indigenous people seem like the antagonists, the ones who were abused and slaughtered when it was really the other way around. But people don’t learn about this difference, which could completely change one’s view of a landscape with a white man’s place name.

Anxiety and depression in teens aren’t medically different from adults but the present symptoms may be different in teens than in adults. These differences are most likely due to the various developmental and social challenges teens experience, like hormonal changes, brain and body development, and peer pressure. High-stress levels, especially, have been linked to anxiety and depression, and some extreme cases have ended in suicide. In fact, 13.3% of all teenagers in the U.S. that have depression also have anxiety disorders as well. A teen’s social, school, and home environment can have negative impacts on their mental health. Difficulties such as bullying, learning disabilities, abuse, and neglect can all contribute to stress, anxiety, and depression. Some symptoms of anxiety and depression in teens may be low energy, isolating themselves, drug and alcohol use, too much or too little sleep, and loss of interest in activities previously enjoyed.

The data from this study identifies the factors that cause stress in high school students and how it affects their emotional intelligence. Academic stress is often caused by the anticipated frustration that is associated with academic failure. Emotional intelligence is the individual’s ability to understand and accept their own emotions as well as others around them. Most academic stress in high school students stems from environmental factors such as high educational expectations from parents, teachers, peers, and other family members; as well as self-pressure for academic achievement and the burden of classwork and homework. Competitiveness among students, and poor peer and mentor relationships may also be major contributing factors for some students. Academic stress relates to emotional intelligence through stress levels. If a student has low academic stress, they are more likely to have high emotional intelligence. Having a higher emotional intelligence helps the student comfortably and properly handle academic stress in school. In order to help lessen the amount of academic stress on students, environmental, behavioral, and physiological practices should be offered to high school students. Having reliable measures of academic stress response will help students learn cognitive, social, and emotional skills to help them handle academic stress more and perform better academically.

This documentary published by PBS explains the process of how scientists are researching the early domestication of dogs, which is still unknown at this time. Scientists first believed that dogs were domesticated twice, like cats. Genetic divergence evidence found in Europe and East Asia seemed to have happened after dogs were found in these places. This suggested the idea that dogs were domesticated twice in Europe and East Asia. However, a different study showed that modern wolves and dogs both have 70-80% European ancestry, and it also found an older date for genetic diversion. Further research showed that people with domesticated dogs moved west toward Europe. The domesticated dogs that were bought to Europe bred and eventually mostly replaced western dogs. The bond between dogs and humans goes back centuries. Most ancient dog remains were found buried similar to how humans were and some humans and dogs were even found buried together. In fact, the earliest known burial of a dog was found buried alongside two humans. New discoveries are found every day, changing the history of the domestication of dogs.