Volume 86, Issue 14

highlights

Beverly Hills, Calif.

Beverly Hills High School

Volume 86, Issue Fourteen · May 24, 2013

special edition

mental health month

Mental health problems plague teenagers, affect well-being, stability Mabel Kabani and Julia Waldow News Editor, Print Editor-in-Chief The clock strikes nine, and a student finishes her last math problem and puts away her homework for the night. Even though her schoolwork is done, she is constantly working on other things: family issues, social problems and anxiety, to name a few. Although school operates from 8 a.m. to 3 p.m., students’ work to maintain stability and health during their teenage years is a full-time job.

The factors teenagers must grapple with throughout adolescence, which range from insecurities to maturation, can take a toll on their well-being and mental health: a state of well-being in which an individual can cope with life’s challenges, work productively and contribute to his or her community. According to the Mailman School of Public Health at Columbia University, one in 10 youths have mental health problems that impair how they function at school, at home or in their community.

However, mental health is not to be confused with mental illness, which is defined as all diagnosable mental disorders, or health conditions that affect thinking, mood and behavior. Mental health does not include mental illness, but mental illness can be due to poor mental health.

“Only a small portion of the world has a mind which is in optimal mental health,” Intervention Counselor Ali Norman-Franks said. “But the primary difference between mental health and mental illness is that the illness has to be diagnosed.”

One’s mental health is directly linked to

one’s stress level, according to an August 2012 “Stress in America” survey from the American Psychological Association. Thirty-nine percent of millennials have suffered an increased amount of stress from that of the past year, and more millennials are reported to be diagnosed with anxiety and depression than older generations.

“We all have stress, and certainly teenagers are under so much pressure,” psychologist Gene Michelman said.

“School is insane as far as looking past high school and getting into college. There’s also the economy.

You hear about kids coming out of college and how there are no jobs. [Teens] are really under a tremendous challenge.”

Science Dept.

Chair Sue Yovetich believes that the current educational system is flawed in that it has failed to decrease students’ stress levels.

[continued on page 4]

OLIVER GALLOP

‘Secret Garden’ cast wins theater awards at JRAY Zoe Kenealy Staff Writer The drama department’s Lina Hebert, senior, and Leah Weissbuch, senior, have recently been honored for their parts in “The Secret Garden” at the National High School Musical Theater Awards (JRAY). Hebert won soloist of the year and Weissbuch was chosen as featured actress of the year. The produc-

tion was honored in eight categories.

“I think the direction we had under Herb Hall, Joel Pressman and Annie Terry allowed this show to be so great and as a cast, reach our potential,” Hebert said. “I was the most happy for [the teachers] to be recognized because we would be nothing without them.”

The cast as a whole was recognized for its ability to smoothly carry out multiple scene changes, with each and every actor constant-

ly aware of the other members on stage.

“Everyone worked hard to make the show flow and look easy and amazing, when it was really so much work,” Hebert said.

Beverly’s recognition at JRAY will contribute to its reputation among school theater departments.

“I am very proud of the my peers being able to be honored at the JRAY. It is nice to see all the hard work that finally paid off for us,”

INSIDE

page 10

Service Learning makes second trip to Albion Street

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junior Deven Martin said. “Schools from all over Southern California competed, so it really brings us recognition for being a great department and makes our efforts worthwhile.”

With its JRAY honor, Beverly’s drama department is excited to carry on with future productions.

Hall did not respond to requests for comment in time for print.

Aspiring rapper chases dream page 6

Celebrate National Hamburger Month

2 news

May 24, 2013 Highlights

Clockwise: Junior Alex Massachi is beside piano teacher Shilla Hekmat as she announces the pieces that will be played in the performance. The audience listens to one of Hekmat’s students play the piano in her house, where the charity event is taking place. Massachi plays the piano as a tribute to Lowell Dylan, a 13 year-old who is diagnosed with Crohn’s disease. DAMI KIM

Concerts for Care plays, raises $11,000 for Crohn’s Dami Kim Culture Editor Concerts for Care, a charity organization, created by junior Alex Massachi and his piano teacher Shilla Hekmat, held its second annual piano concert on Sunday, May 19. The charity raised $11,000 and donated all proceeds to Crohn’s and Colitis Foundation of America in order to fund its research for finding the cure to Crohn’s and Colitis diseases.

Located at Hekmat’s home on North Rexford of Beverly Hills, the piano recital opened its curtains at 11 a.m. sharp and hosted a total of 35 performances throughout the afternoon.

According to Massachi, over 150 participants who stepped through the doors, were required to donate a minimum of $15 to the charity.

Raffles gift cars, gift baskets and jewelry were also included during the concert.

Once refreshments were served, the recital began with a piano piece called “Someone To Watch Over Me,” played by 13-year-old Lowell Dylan, the inspiration for Massachi’s charity. According to Massachi, Dylan, one of Hekmat’s piano students, had been diagnosed with Crohn’s disease from a very early age.

“I wanted to help relieve [his] pain by sharing the only thing we had in common together, which was playing the piano,” Massachi said.

“I am so glad that the recitals can help not only [Dylan] but also [those] who are suffering from the same disease.”

Sophomore Amir Kashfi, who performed Queen’s “Bohemian Rhapsody,” has been playing piano with Hekmat since he was 6 years old. Kashfi decided to partake in the event for the second time due to his passion for music and his desire to spread awareness of an important cause.

“The event went well because kids were exposed to music and it also benefitted a great cause,” Kashfi said. “[Crohn’s disease] is a disease that not a lot of people know about, let alone that there is even a foundation trying to cure the disease.”

Ten-year-old Matthew Paul stressed the importance of the event before playing a medley from the “Phantom of the Opera.” Paul stressed that the concert is a “fun” way to not only help raise awareness, but also save lives.

“The recital is helping to find a cure for a disease that can be curable if we raise money,” Paul said. “I participated in the event last year, and I am planning to participate next year as well in this good cause.”

Awards and trophies were given out to performers at the end of the event, and Massachi and Dylan’s mother gave speeches about the disease and its effects on children. Mas-

sachi thanked the participants for the “great success” of the fundraiser: this year’s concert raised $11,000, $1,000 more than last year’s total.

Hekmat was proud to have her students learn the importance of charity through what they enjoy the most: music.

“I hope this event inspires more students for next year,” Hekmat said. “All students have learned the importance of supporting what they believe in through this charity.”

According to Hekmat, the charity board plans to sell tickets in advance and host the concerts at Beverly Hills High School or other community centers for next year. With two consecutive successes in raising research funds for Crohn’s and Colitis diseases, the charity board plans to host the third recital in June and hopes to continue hosting in the following years to come.

Service Learning donates books to Albion Street Brenda Mehdian Staff Writer Service Learning and various seniors visited Albion Street School for the second time this school year in order to donate over 1,000 books, instead of toys, to the elementary school’s library on Thursday, May 16.

“This is our first time donating books. In years past, we would donate toys because many of the students families could not afford Christmas gifts,” Hedvat said.

According to Service Learning adviser Michelle Halimi, they did not change anything; they simply added another component to their relationship with the school.

According to junior Service Learning member Simon Hedvat, the second visit was planned in order to give a larger pool of seniors the chance to give back to the community.

“The application process was basically on a first come, first serve basis. However, because not as many seniors applied, Service Learning as a whole was able to visit the school,” Hedvat said.

The process of organizing this included three steps: gathering books, students to visit the school and, giving the books to the children. Service Learning placed boxes in all the English classes to collect books and put notices in the bulletin to recruit students.

According to senior Service Learning student Gracelyn Koshy, the class wanted to expose the children at Albion Street School to different books and help them develop a passion for reading.

“It was important to do this event because

reading and quality education are not always prioritized in these childrens’ lives. We felt it was our job to help them realize that reading is a vital part of succeeding in school,” Koshy said.

Classes were split into groups where a few Beverly students would read to their group of students for half an hour; the younger kids read from about three books, while the older kids read a few chapters from books such as Harry Potter.

“The day went really smoothly,” junior Service Learning student Leora Hakim said. “I think lunchtime was the best part because we got the chance to sit down with them and talk or run around on the playground. When we had to leave the kids got so sad; it really made us appreciative for everything in our lives.”

According to Hedvat, Service Learning was able to both aid the Albion Street community, as well as help students realize the importance of a good education.

“While I was working with a class of second graders, I began a conversation with the teacher,” Hedvat said. “She told me how much she really appreciated our help because Albion Street did not have a library for half the year.

When she told me this, it really made me realize how much of an impact we were making,” Hedvat said.

According Halimi their plan is to continue visiting the school twice a year; one in the winter and once in the spring. In addition, in the spring they will be implementing some form of reading or career type day for the student at Albion Street School.

Top to bottom: Juniors Michelle Abramov and Simon Hedvat pose with elementary school students from Albion Street School with drawings of the books they read. Sophomore Tina Youabian plays a game with students on the playground. Photo Courtesy of: ABIGAIL ROTHSTEIN

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May 24, 2013 Highlights

Clockwise from bottom left: Models of the Eiffel Tower are set on blue clothed tables outside the student cafeteria to welcome those who enter the French Cabaret. Junior Brooke Teweles cuts silver, blue and red ribbon to decorate tables and flowers in the cafeteria. Freshman Amy Okada adorns tables and chairs with ribbon and flowers in order to beautify the cafeteria. MABEL KABANI

Cabaret show exposes school to French culture Zoe Kenealy Staff Writer French teachers Irina Kashper and Corinne Carlson held the annual French Cabaret in the cafeteria on Wednesday, May 22, in an effort to spread French culture throughout the school. The Cabaret offers an opportunity for students to experience French culture by tasting French cuisine and watching students put together shows in which they either

dance, play music, recite poetry or perform skits in relation to the French culture.

“Last year I went to the Cabaret and it was a lot of fun, especially since I am in the French class. I understood most of what the students were saying in the performances and got to see a couple good friends in skits, poems and even dance numbers,” junior Milan Walls-Smith said. “The food there was also so good. I remember the students were selling the

best croissants and I also bought a few French cookies that I had never tried before. I really recommend that people attend Cabaret. It’s a fun time.”

Awards are also doled out by French teachers to their students who have shown dedication and interest in their French class.

“I think it is a really good way for Kashper and Carlson to show their French students that they actually recognize all the hard work that certain students put

into the class,” junior Bram Geiderman said.

Cabaret took place following the finalization of this issue. To view a slideshow of pictures from Cabaret, scan the QR code below or visit beverlyhighlights.com.

Goler, Hinojosa teach joint Islamic enrichments Marguerite Alberts Assistant to Graphics Editor Over the course of two enrichment periods, Advanced Placement (AP) Government teacher Roel Hinojosa and English 3/4 teacher Julie Goler lectured and held a discussion on Islam and its connection to this year’s Hero Project book, “American Dervish” by Ayad Akhtar.

In the first enrichment, on Wednesday, May 15, Hinojosa and Goler spoke about the five pillars of Islam and the ways in which they can be interpreted.

“The Five Pillars are monotheism, fasting, prayer, charity, and pilgrimage,” Hinojosa said. “Also, we looked at Jihad, which is often called the sixth Pillar.”

During the second enrichment on Wednesday, May 23, the class looked at more progressive and liberal Muslim groups, as opposed to the fundamental groups that are usually depicted in the media. Furthermore, the class discussed how American perceptions affect Ameri-

can Muslims.

“We looked at the public reaction to American Muslims since Sept. 11 to see what impact this will have on Muslim life in America,” Hinojosa said. “Will they become more progressive or more conservative? The answer may depend in large part on what non-Muslims in America do.”

While most students only went to one of the enrichments, some went to both.

“The enrichments made me think more about the stances people should have on Muslim-Americans,” senior Arya Boudaie said.

The enrichments were planned specifically to link to the Hero Project, an annual project Goler organizes to celebrate certain books. In fact, these specific enrichments were planned out when Goler first decided on the book for this year: “American Dervish.”

In fact, Hinojosa and Goler spoke about many of the themes from the book in the enrichments.

“American Dervish” is a coming of age story about a boy from the midwest who attempts to stay true to his Islamic traditions, while also dealing with his newfound sexuality.

“I love the book and that it is a coming of age story,” Goler said. “I like that it was colored with the religion and the cultures of Pakistan.”

Goler chose “American Dervish” for a number of reasons, one of which is because the Islamic culture and religion is not a part of the English curriculum.

“We don’t do very much relating to Islam as part of our curriculum here, so this is actually a great way to learn about it through historical fiction,” Goler said.

Both Goler and Hinojosa agree that encouraging students to read “American Dervish” would not only expose them to a great piece of literary fiction, but would also help students better understand Islamic traditions and values.

“Islam is increasingly important in America and around the world, and I want

our students to be prepared as American and global citizens,” Hinojosa said.

Furthermore, Goler felt that this year’s Hero Project would be an chance for Muslim students to relate to the characters in the story on a more personal level.

“We have a fairly large population of Muslim students at this school and the literature of their culture is not reflected in the literature in high school,” Goler said. “I feel as if this is an opportunity for kids who come from that background to actually see some of themselves reflected in the characters in the book.”

There are three events planned for the Hero Project: an assembly with the students and teachers who read the book and a lunchtime activity with teachers on June 5 and a parent-teacher book group at the home of sophomore Alex Raahban the next day. Only students who have read the book are welcome to participate in the assembly. Students can obtain copies of the book from the library or from Goler, who is selling copies for $11.

4 news [Continued from page 1] “I see students not achieving because they have too many balls in the air,” Yovetich said. “We’ve shifted away from quality to quantity. People think we offer all of these courses because we expect you to take all of them. We’ve gone on this race to nowhere. We need to do a better job of educating people on what we’re trying to achieve.”

Like Yovetich, certain Beverly students express frustration with the ways in which schools operate.

“I think that the school environment adds stress because of the competitiveness and knowing you aren’t one of the smartest people in the class,” freshman Melissa Roberts said. “I think if the teachers took longer to do things and didn’t rush tests and quizzes, then people’s stress [about] getting work done in a short amount of time [would be less].”

On the other hand, some students feel that school can serve as both a stressor and a stress reliever.

“Sometimes school can be really stressful, like when teachers all give tests on the same day or during AP testing,” senior Cleo Egnal said. “But sometimes it can be nice just to be around friends and feel like you’re really learning something.”

However, some of students’ stresses

May 24, 2013 Highlights about education are due to college matters, rather than high school ones.

“The whole application process is so stressful and just getting into college is hard enough,” a senior who wished to remain anonymous said. “Working so hard and just getting shot down one school after another really takes a toll on you.”

However, an overwhelming amount of stress is not the sole factor of the decreasing quality of mental health among teens.

According to The New York Times, instances of emotional, verbal, physical and cyber bullying can stunt the social development of adolescents, as well as make them more likely to fall into depression.

“Thankfully, bullying is not a huge problem at our school,” Norman-Franks said.

“However, we do get instances in which kids are being picked on or bullied, and it’s easy to note that these cases of harassment are taking mental tolls on the victims.”

According to bullyingstatistics.org, bullying frequently results in depression, which can eventually lead to other problems.

“Students being bullied do have a tendency of developing anxiety, low self-esteem and self-confidence levels and even, in some cases, physical illnesses,” Norman-Franks said.

Teen Line, a telephone helpline for teenagers, receives over 10,000 calls each year.

Study shows connection in dinner, mental health Julia Waldow Print Editor-in-Chief Teenagers who partake in regular family dinners are more likely to have positive mental health, according to a recent study conducted by researchers at McGill University. The study, which examines data from 26,000 adolescents ages 11 to 15, explains that those who eat supper with their families are likelier to maintain “greater emotional well-being, more trusting and helpful behaviors towards others and higher life satisfaction,” according to the study’s co-author, Frank Elgar.

“We were surprised to find such consistent efforts on every outcome we studied,” Elgar told HealthDay Magazine.

“From having no dinners together to eating together seven nights a week, each additional dinner related to significantly better mental health.”

Like the researchers, students at Beverly who eat with their families believe that family dinners act as opportunities for open conversations that contribute to a more positive household environment.

“It’s a time when you can talk to your family members, just recap the day or discuss anything you might need help on,” senior Cleo Egnal said. “It’s just a great way to connect with your family.”

Beverly’s school psychologist, Gene

Michelman, believes that family dinners can improve the relationship between parents and teenagers who might distance themselves.

“Even as a teenager, you’re trying to move away from childhood and toward becoming an independent adult,” she said. “But [if] parents [aren’t] there providing that structure, that creates anxiety for kids out there on their own.

Family dinner can help mental health, because it means that you have parents who are actively involved.”

Michelman stresses that teens and children who are not able to have family dinners due to their guardians’ work schedules can still maintain positive mental health through a variety of other factors.

“Even if you can’t have dinner every night, if you just sit down and the television is off and the phones are down, [and] even if there is nothing important to say, just being able to feel that you can say what’s going on in your life lets parents keep up with their kids and lets kids know that parents are really interested,” she said.

More information about the McGill University study and the correlation between positive mental health and family suppers can be read in the April issue of the “Journal of Adolescent Health.”

According to Teen Line member Justin Kim, a junior, teens call about problems such as depression and suicidal thoughts which are often due to severe instances of bullying.

“We get a lot of calls from distressed teens who are unsatisfied and unhappy with their lives,” Kim said. “A large reason a majority of the callers feel so unhappy and void of positive emotion is because they were forced to think less of themselves because of bullying. This causes many teens to develop mental health problems, which heavily affects their later lives.”

Though most teens have a hard time in dealing with situations in which their stress levels increase, whether it be from homework or bullying, Michelman believes that people of all ages must deal with stressful situations; however, the level of impact that difficult situations can have on one’s mental health is up to the individual.

“No one walks through life without coming into stressful situations and all sorts of things that we don’t have control over,” Michelman said. “What we do have control over is how we react to those situations. So we try to provide students with as many tools for their box in order to cope with and deal with bad things that happen.”

To help students grapple with a variety of stressors, Beverly offers services such as the Norman Aid Center, the peer mentor-

ing program, Link Crew and Normanonymous. Beverly also has close ties with the Maple Counseling Center and can provide students with referrals for outside therapy.

“The Norman Aid Center was really helpful for me my freshman and sophomore years when I needed someone outside of my friends and family to talk to, and I would definitely refer [it to] anyone who felt like they needed a person to confide in,” a senior who wished to remain anonymous said. “The anonymity of it is great.

The best part about it is that the counselors are really professional and easy to talk to.”

Though seeking help from the counselors stationed at the Norman Aid Center can help students who simply need someone to talk to, students that are grappling with extreme forms of bullying, stress or any other issue that can dramatically decrease the quality of a teen’s mental health should consider contacting a private professional.

“If stress or anxiety is hurting your daily life, or if you are preoccupied and it’s hard to concentrate, then that would be a red flag that it would be good to get help,” Michelman said. “But any time is a good time to seek support. A huge thing is for kids to know that there really is help out there, that there are people they can trust and that there is always a way to get through the worst time.”

Do you eat dinner with your family?

33% 46% 21%

Yes No Sometimes Randomly selected students were asked how many days a week they ate dinner with their respective families : 25 percent of students eat dinner with their families 5-7 days a week 55 percent of students eat dinner with their families 4-6 days a week 20 percent of students eat dinner with their families 0-4 days a week 28 students were polled on May 21, 2013.

JULIA WALDOW and MABEL KABANI

LETS club holds first annual fundraiser, carwash Jessica Lu Staff Writer The Let’s Erase The Stigma (LETS) club hosted its first annual fundraiser at Bluewave Car Wash on Santa Monica Blvd Sunday May 19. The car wash, owned by President David Shanfeld’s grandparents, pulled in an estimated $400-500.

“It is our first event and we did get a decent

amount of people showing up,” Vice President Adam Steinberg said. “I’m happy and feel as if we have gone beyond our expectations.”

LETS is a nationwide non-profit foundation dedicated to eliminating stereotypes associated with people with mental illnesses. LETS is focused on mental health literacy, peer-topeer support and behavior help, as found on its website www.lets.org. Juniors Shanfeld

and Rafi Levy are the current president.

“I feel that by attending the car wash, people are showing their appreciation for the club,” Levy said. “They are trying to spread the word around of erasing stigmas on mental illness.”

The club advertised through social media and flyers to attract customers to its event.

Students could receive tickets prior to the fundraiser from club members. By cashing in

tickets, students could make a donation and receive a discount on their car wash.

“Each high school club is asked to donate $1000 a year,” Shanfeld said. “The carwash is a way that we can make that money to donate.”

LETS is now planning for the carnival, which is scheduled for Friday, May 31. The club aims to reach its 1000 dollar goal with the revenue.

May 24, 2013 Highlights

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May 24, 2013 Highlights

Junior starts charity organization to aid Africans Candice Hannani Feature editor Junior Maya Steinberg carries a large collection of handbags in her room: some are brand new and designer brands, some are wrinkly from age, some are worth thousands of dollars. Like many girls her age, she has an interest in fashion. Unlike many other girls, however, she uses this passion to aid people in dire need of support. The purses that crowd her room are all donated, and after selling them through her organization Purses for Peace, Steinberg donates the money to the Solar Cooker Project of Jewish World Watch.

The project protects refugee women from rape, murder and other types of violence.

Steinberg began the charity when she was 12, and since then, she has raised over $10,300.

“At my temple it is encouraged for students to give back to the community before they have their bar or bat mitzvah. My mom also really encouraged me, reminding me that we’re really fortunate and we should give back,” Steinberg said.

In addition to receiving help from her family, Steinberg was aided by her temple Stephen S. Wise and the Jewish World Watch, a non-profit organization that provides aid mainly to those in Sudan, Darfur and the Congo. Both organizations helped Steinberg collect handbags and allowed her to sell the items at their events.

“At the beginning I started by sending out letters to my friends and family, telling them about Purses for Peace and asking for donations. Purses are donated to a group at my temple and the Jewish World Watch,

and that’s either picked up by or delivered to me. I then take the purses home and price them with my mom,” Steinberg said.

The most recent event Steinberg attended was on May 5 at the Jewish World Watch Walk to End Genocide, where Steinberg raised over $1,000.

Through the establishment of her charity, Steinberg realized that large benefits can come from a simple helping hand.

“If you’re fortunate enough to give back, do all that you can, because every effort you make really helps people that are in desperate need of it. I just get a really rewarding feeling after I have a sale and count up all the money I earn,” Steinberg said.

Although most of the time the experiences that come with leading a charity may be satisfying, Steinberg must keep in mind the responsibilities that also come her way.

“The biggest challenge I have is having up-to-date merchandise. The types of purses sold often depends on the location.

At the walk I attended, for example, they really liked the designer bags, but if I didn’t have them it would have been an issue,” Steinberg said.

Steinberg was nominated for the Diller Teen Tikkun Olam Award in both 2011 and 2012. Although she did not win the former year, she will hear back from the organization soon about this year’s nomination.

The prize is $36,000, which can be used toward college tuition or as a donation to the organization. Steinberg claims that if she wins she will do the latter.

The Solar Cooker project provides women in refugee camps in Sudan and Darfur a safer alternative method of cooking food.

Instead of having to venture out to un-

Junior Maya Steinberg poses with her two younger brothers Sidney and Zachary as she stands behind a Purses for Peace booth during Mitzvah Day at Stephen S. Wise temple. Courtesy of MAYA STEINBERG

known areas where they risk getting raped or killed to get firewood, women can use solar cookers for cooking inside the refu-

gee camps. Each solar cooker costs $20, and so far Steinberg has raised enough money to pay for 500 of them.

Senior adds unique perspective through style, rap Pasha Farmanara Co-web editor-in-chief Known for his original, new-age rap, senior Keimon Downey is working on turning his passions for music and fashion into possible careers.

Downey, also known by his rapper name Kane Grocerys, is known for making songs that carry a shadowy tone that cannot be found in today’s popular music.

“I’m still trying to find my sound, but my music is dark and spiritual. It’s just a new sound I’m trying to create. I’m not trying to be like anybody else, just on my own,” Downey said.

Even though he tries to be an individual, Downey has many inspirations.

“I listen to a lot of ‘90s music, from West Coast to East Coast. I also listen to music from our generation, a couple artists that are up and coming,” Downey said.

“Specifically, I listen to Master P, Bone Thugs-N-Harmony, Three-6-Mafia, Ice Cube, Wu Tang Klan, artists like that.”

After his sophomore year Downey left Beverly to move back to his hometown of Chicago, only to move back to Beverly for his senior year.

“I went to Chicago to play basketball, but things didn’t work out too well so there was no point for me to stay there,” Downey said.

“It was just cool to see my friends ’cause when I went to Chicago I had to make a lot of new friends. Coming back and seeing my old friends was cool.”

Downey’s music has caught one student’s eye as something brand new and definitely worth listening to.

“Keimon’s music is one of a kind. I like listening to it so experience something different. He is a pioneer of his own style,” senior Brian Aminpour said.

Back from Chicago for his senior year, senior Keimon Downey produces rap music. PASHA FARMANARA

Although Downey’s aspiration to play basketball in Chicago did not go as planned, the move to Chicago had a musical impact on him.

“With music, Chicago just opened me up a little bit more because I was in my hometown. Just writing and seeing a

different side as opposed to where I was living in Beverly Hills,” Downey said. “Just going back there and seeing how people don’t have much makes you think a lot, and it’s just cool to see the environment people live in and see how fortunate you are.”

Going forward, Downey is hoping to make

his music career better known through a variety of outlets.

“I’m trying to make a lot of moves, by doing shows, putting out projects, getting myself out there on the internet, in my hometown Chicago and in Los Angeles,” Downey said.

Music is not Downey’s only aspiration.

He is also coming out with his own clothing line, Original Gods.

“It will probably start in summer 2013.

For now I’m just going to be a personal brand,” Downey said. “I want to see how it goes. If people like it then maybe I will start selling. For now I just want to put it out there.”

Downey’s unorthodox outfits and showstopping accessories have caught the eyes of many across campus.

“I’m my own person. I don’t try to be like anyone: I’m different. I’ll just put on some short shorts and walk outside and have people look at me, but who cares what people think — I got to be different,” Downey said. “One person who influences me a lot is Theophilus London. I look up to him as a role model.”

Students enjoy seeing what outfits Downey wears every day.

“Keimon is a trend setter,” senior Michael Suh said. “He is very independent in his clothing style. He wears something new every day and it’s fun to see. For example, he changes his hairstyle or wears a unique hat. No one else can pull that off.”

After high school Downey hopes to continue studying, and also to pursue both music and fashion.

“Hopefully I’ll be accepted to [Laboratory Institute of Merchandising] and go to New York or to a junior college,” Downey said.

“I’m just going to be working really hard on my music and starting my line soon.”

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May 24, 2013 Highlights

Branded with mental scars,

students turn to therapy to help them heal Michelle Banayan Social Media Director A stressed-out student walks through school preoccupied with the amount of work that lies before him: studying for two tests and one quiz and playing a soccer game (and this is considered one of his easy days). For him, the academic and social pressures are too high to cope with, resulting in anxiety, causing him to seek outside help from a therapist.

These types of scenarios are not uncommon among adolescents. In fact, according to the National Institute of Mental Health, approximately 25 percent of teenagers suffer from an anxiety disorder.

“Stress is a combination of how much one has to deal with and if he feels he can deal with those problems adequately,” Beverly Hills marriage and family therapist Rachel Thomasian said. “In adolescents, [anxiety can be the result] of the pressures that are put on by some schools [with academics and extracurricular ac-

tivities], as well as stress at home. However, it all depends on how well one is able to handle those stresses.”

Though there are various measures one can take to manage his or her stress levels independently, doctors recommend that people dealing with anxiety speak with a therapist.

“As therapists, we provide a really safe place [for students] to talk about anything they want, and unless the client mentions something that can seriously harm himself or others, everything is completely confidential,” Thomasian said. “We simply provide tips and tools that clients can use every day to calm themselves down in any situation in which they feel anxiety.”

However, among adolescents it is difficult to muster up the courage to actually seek help from a therapist. According to Thomasian, “there is a stigma that going to therapy is for ‘crazy’ people, but it really is just for people who are dealing with overwhelming problems.” Furthermore,

this stigma prohibits students who would like to receive therapy from taking the steps to actually get it.

“I did not really feel embarrassed with myself about going to therapy. But I was really scared if other people knew I was going because they might think that I have big problems,” an anonymous student said.

Despite this “stigma,” other students choose to be more open with friends about their choice to attend therapy because they feel that doing so makes them feel like they are not alone, as is the case with another anonymous student.

“I knew that I needed help with stress management and I heard from my other friends that therapy really helps,” she said. “Everyone needs to find a support system.”

Although there are teenagers who feel uncomfortable about speaking openly of their therapy, students on campus believe that therapy is not something to be em-

barrassed about.

“I think it’s really awesome when students go to therapy because it’s amazing that they feel comfortable enough with themselves to admit they need help with a certain problem and can ask someone for to aid them,” peer counselor Aubrey Isaacman said.

If students are interested in speaking with someone regarding their stress and/ or anxiety, they do not need to seek a private therapist, but can speak with the various counselors on campus.

“We have a variety of programs, such as peer counselors if students want to talk to people their own age who have experienced similar troubles. We also have Maple counselors and counseling interns to talk to students about how they are feeling,” Norman Aid counseling intern Claire Castle said. “I think it is really important for students who are having stress to come and utilize our counseling services if they are feeling overwhelmed.”

NormanAid Center serves as student safe haven Benjamin Hannani Staff Writer Every day, hundreds of students pass by the NormanAid Center in the main hallway but relatively few are aware of its significant role on campus. Supervised by Allison Norman-Franks, the NormanAid Center offers a variety of counseling options for students searching for support. Whether a student requires short-term or long-term counseling, the NormanAid Center, which houses the Peer Counseling program, has an appropriate solution.

“Obviously, we›re a school so our number one priority is academics and helping students to learn,” NormanFranks said. “The purpose of the NormanAid Center is to help students work through their social issues so that they can then be present in class and focus and learn.”

Every day, 12 counselors are available at students’ disposal for ongoing therapy. Some of the counselors are peer counselors, fellow Beverly students who have been trained in conflict mediation.

Students interested in becoming peer counselors must participate in an application process. About eight to 10 students are selected each year because of the semester-long training process that follows. Training includes weekly meetings with a therapist and role-

playing.

“I spent a lot of time talking to my friends about their problems and I thought it would be a good idea to do that more in the NormanAid Center,” senior Zachary Fouladian said. “Actually, this is why most of the Peer Counselors from my year applied for the program.”

Additionally, Norman-Franks is available for short-term counseling.

Should a student require meetings for an ongoing period of time, Norman-Franks will refer the student to group counseling, a peer counselor or a counselor from the Maple Counseling Center. The Maple Counseling Center has contracted with the Beverly Hills School District to provide counseling services to students onsite at Beverly and in addition to training the peer counselors.

In addition to traditional counseling sessions, peer counselors also meet with students in groups. In the past, the peer counselors have had groups for LGBQT students and students in divorced families. According to NormanFranks, the NormanAid Center will offer a support group if there is a need and for one enough students would like to participate in the group.

If a student is uncomfortable with being seen walking into the NormanAid Center, he or she can arrange to meet with a counselor during a class period, when most students are not walking the

hallways.

Students are also welcome to drop by to pick up any number of informational pamphlets in front of the NormanAid Center. Pamphlets are available for a variety of issues, including how to resolve eating disorders, teen violence, bullying and information on drug treatment programs.

For those who do not prefer in-person interaction, there are a couple of beneficial online resources that the Center has in place. Normanonymous, an anonymous website, allows students and parents to express concerns about another student confidentially. Also available online is the NormanAid Student Support Blog, where students may anonymously receive support from or talk with a staff member at the NormanAid Center.

“Normanonymous is more reporting out about something you’re concerned about and the blog is for people who want help for themselves but aren›t comfortable coming in,” Norman-Franks said. “We’re trying to reach students in different ways if they’re not comfortable coming in here, which some aren’t because they think, ‘Ugh, people are seeing me walk through those doors.’ We want to make sure that they›re at least finding a way to reach us.”

While Norman-Franks feels the NormanAid Center is being utilized well, she also believes that the Center could

benefit from greater publicity. According to Norman-Franks, the Center currently receives more students than it has time to counsel. In order to better promote the NormanAid Center, Peer Counseling will team with Link Crew to help newto-district students in their transition process. Additionally, the peer counselors have filmed videos that will be shown at next year’s Back-to-School celebration.

The videos will address bullying, peer pressure, problems with academics and issues with parents.

“I feel like there are still a lot of kids who will probably be like, ‘I don’t know where the Norman Aid Center is,’” Norman-Franks said. “I’m really trying to make sure every students know [the NormanAid Center is] here. Even if they’re not utilizing it, it’s still supportive to know that there’s a place to go if I need help, so I want to make sure that every student knows we’re here.”

Scan these QR codes to visit Normanonymous (left) and the NormanAid Student Support blog (right):

8

Highlights

culture

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Ryan Feinberg Staff Writer

Studies show lack of sleep in teens leads to stress, disorders Jessica Saadian, Michelle Banayan Staff Writers

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The Student Sleeping Guide

Sl e ep Sleep Sleep S

May 24, 2013

Whether it is from the social media that is keeping them awake or from deciding to do homework at the last minute, teenagers struggle to keep their eyes open in class. The National Sleep Foundation states that sleep is one of the most important factors for brain activity to occur, yet most teenagers are sleep deprived.

Studies show that adolescents should be receiving about nine hours of sleep per night to perform at their optimum potential, according to the National Sleep Foundation. Therefore, if a student must wake up at seven in the morning, he or she should be in bed by 10 p.m. However, according to a poll conducted on beverlyhighlights.com, out of 82 students who were polled, 50 percent of students on campus are receiving four to six hours of sleep per night, which is significantly below the recommended average.

In addition, students may tend to have irregular sleeping patterns depending on their course load and social life, which can cause detrimental effects on their quality of sleeping. By receiving an adequate amount of sleep, students are able to better concentrate on a task at hand.

“Going to bed early used to be a problem for me, but after I forced myself to go to bed early each night, my body got used it,” senior Raimy Harouni said. “Now I feel refreshed every morning and can focus more, knowing that I received the right amount of hours of sleep.”

According to the National Center for Biotechnology Information (NCBI), “students who report insomnia, inadequate sleep, daytime sleepiness, irregular sleep patterns and/ or poor sleep quality do not perform as well in school as others.” Similarly, University of Maryland Medical Center reports that lack of normal sleep can slow down one’s reaction times, raise blood pressure and put one at a higher risk of obesity and diabetes.

Moreover, the NCBI believes that teenage boys who are sleep deprived are likelier to use illegal substances, and experience antisocial behavior and negative mood swings.

Not only does sleep deprivation affect students mentally, but it also affects them physically. Lack of sleep can contribute to acne and can cause students to eat unhealthy foods.

According to the UCLA Sleep Center, teenagers who miss out on sleep have a blood alcohol level of 0.08 percent, which is equivalent to the standard blood alcohol level of one who driving illegally under the influence of alcohol.

In addition, neurologists from the NCBI found that 75.8 percent of high school students have difficulty waking up in the morning and 28.8 percent of people fall asleep in class. According to Dr. David Wolfe, a psychology instructor and licensed psychotherapist, “during a normal school week, 20 percent of students pull ‘all-nighters’ at least once a month and 35 percent stay up until 3 a.m at least once a week.”

Furthermore, students claim to get stressed out before going to bed after thinking of what is to come in their upcoming week.

“Although my body feels tired and tells me

that it wants to go to sleep, I always lie on my bed thinking of all the things I should be doing, such as studying for my tests or working on my projects,” senior Amanda Massaband said. “I spend so much thinking about all my school work that I lose track of time and realize the amount of hours I wasted.”

Additionally, junior Nika Salim has trouble falling asleep at night and waking up for school. Stress and worrying had taken a toll on her body and she would find herself lying awake until three or four in the morning.

“I usually get anywhere from one to five hours of sleep,” Salim said, “so I read, surf the web and listen to music when I’m unable to sleep because they don’t require a lot of brain power.”

Salim, along with approximately one in four teenagers, suffers from chronic insomnia.

Insomnia is a sleep disorder in which the person affected is unable to fall or stay asleep for as long as he or she wishes. This sleep disorder can result from a variety of factors. However, in teens, insomnia is mostly triggered by stress, anxiety, depression, poor diet and changes in one’s life at home.

Insomnia does not only directly affect sleeping patterns, but it also indirectly affects students’ academic performance level. In addition, as adolescents age and pursue higher education, their chances of developing insomnia increase. Because of their insomnia, adolescents are not adequately rested enough to concentrate on their school work and stay up studying for exams. “[Insomnia] makes me incapable of concentrating and I usually end up missing school on days which I get no sleep,” Salim said.

“Since I hardly sleep at night, I have a very hard time focusing in class. My grades have significantly dropped, and I can no longer perform at my full potential.”

Insomnia often accompanies other sleep disorders, such as hypersomnia, narcolepsy, periodic limb movement and kleine-levin syndrome. According to the Cleveland Clinic, another sleep disorder, sleep apnea, is a condition “where the sufferer stops breathing for 10 to 30 seconds, up to 400 times a night.”

Due to lack of sleep from apnea, those who suffer from the disorder experience fatigue, and thus are six times more likely to die in a traffic accident.

Sleep disorders are not recommended to go untreated. There are various methods to improve one’s sleeping habits to sleep better during the night, such as creating a regular bedtime schedule, avoiding the use of electronics before bedtime and maintaining regular diet and exercise and even taking naps.

According to siestaawareness.org, naps improve productivity by as much as 30 percent, reduce stress and increase energy and alertness. Therefore, if one feels exhausted after a long day of school, rather than stay up late, it is suggested that he or she take a nap. For extreme cases, sleeping pills may one of the treatments as well.

Although pulling an all-nighter may seem like a good solution to cramming for that final, a lack of sleep leads to an increase stress, which can lead to further sleep disorders that will prove detrimental in the long run.

Therefore, students are recommended to get a healthy amount of sleep per night to prevent additional consequences.

Create a sleeping environment According to a recent study of healthy sleeping habits by researchers at Harvard University, many people underestimate the usefulness of a true sleeping environment. A sleeping environment should include a bed that is used only for sleeping, not working, reading, watching television, etc., and lights that can be adjusted before bed. The temperature should range generally from 60º to 75º, but the specific temperature should be whatever is most comfortable for the sleeper.

Eating habits Eating after dinner should be avoided, with the exception of carbohydrate snacks if needed. Eating a light meal of carbohydrates before bed can be beneficial, as carbohydrates are sleep-inducing. However, a heavy meal before bed can lead to indigestion, specifically reflux.

No screens before bed Although it may seem hard to separate from the beloved screens, using the screens of phones, computers, television, iPods, etc., within an hour of going to sleep increase brain activity, making it harder to fall asleep.

Exercise accordingly Exercising at some point during the day has been proven to improve sleep. Whether a run, a swim or brisk walk, cardiovascular exercise will help attain a sounder sleep.

Exercising within three hours before bed, however, is not recommended, as doing so stimulates the heart, brain and muscles. Exercising also increases body temperature, which is not desirable right before sleeping. Morning exercise is particularly helpful for improving sleep quality because exposure to sunlight in the morning helps the body recognize the proper time to be awake each morning.

Avoid caffeine A hot cup of coffee after dinner may seem harmless, but as a stimulant, caffeine will make it much more difficult to fall asleep, preventing sleep-inducing chemicals in the brains from taking effect. Because roughly half of the caffeine consumed is out of the body’s system after six hours, caffeine intake should be limited to morning or midday.

Counting sheep : Sleep enhancement apps reviewed Alarm Clock Sleep Sounds Pro: Relaxation & Meditation

Sleep Cycle

Overall Rating:

Sleep Sounds Recorder

As seen in The Wall Street Journal, CNN, The New York Times, The Guardian, BBC and Wired, Sleep Cycle uses the accelerometer in the iPhone to monitor physical movements in one’s sleep to determine the sleep phase.

This simple alarm clock app detects the lightest sleep phase one goes through, thus waking up the person in his or her most relaxed stage of sleep.

Free for a limited time, the Alarm C.S.S.P. allows one to create his or her own sleeping and waking up program. One can design his or her sound options from 44 ambient sounds that guarantee to put oneself to sleep quickly. The app also delivers various selections of both sleep and wake up programs such as direct sleep, lucid dreams, quick awakening, and smooth awakening.

The iPhone application Sleep Sounds Recorder records the user throughout the night and chops the sound bites of high activity for the user to replay in the morning. The user can hear him or herself sleep talking and snoring without needing to sift through hours of recording.

Pros: Analyzes sleep patterns with sleep statistics and graphs, with customizable wake up window of instant regular alarm clock or up to 90 minute waiting period until the set time. It actually works.

Pros: Best app to fall asleep in no time. The innovative design of the app is a plus.

Pros: Hear yourself sleep. Works well most of the time.

Cons: Not a physical alarm clock, so phone must be within reach. Radiation from the phone is the only concern.

DAMI KIM

Overall Rating:

Cons: Can not wake up using the wake-up program due the app’s deep sleep programs. However, using this app to go to sleep and the Sleep Cycle app to wake up, is a good combination.

DAMI KIM

Cons: Hear yourself sleep (ironically). Somtimes sounds aren’t sleep talking or snoring. Background noises may be recorded.

Overall Rating: RYAN FEINBERG

10 culture

May 24, 2013 Highlights

T h e To p 4 B u r g e r J o i n t s i n L o s A n g e l e s In honor of the National Hamburger Month, Highlights has handpicked the best burger restaurants in Los Angeles. All restaurants listed have prices ranging from $11-$30, including drinks and tax. The quality of the food, atmosphere of the restaurant and overall experience factor into the ratings, shown below by the number of burgers. (“Five burgers” is the best possible rating.)

Kitchen 24 1608 N Cahuenga Blvd.

The Golden State 426 N Fairfax Ave

Kitchen 24 in West Hollywood makes one of the best burgers in Los Angeles.

The burger, a half-pound sirloin burger on brioche bread with pickles, lettuce, tomatoes, onions and mayo, was ideal. The meat cooked medium, all the way through its layers of protein, and the perfect amount of juice was enough to bring a rush of flavor but not too much to soak the bun.

It was evident that the meat was grade A as it broke apart and melted in the mouth with each bite. Although the meat crumbled, the entire burger managed to not fall apart. The fluffy bun, with its perfect thickness, held the burger together. The ratio of toppings to the amount of meat was exemplary: the toppings didn’t overwhelm the burger but were still flavorful.

Not only does Kitchen 24 serve great burgers, but the staff truly cares about their customers. Every 15 minutes, a waiter or waitress stops by the table to make sure that everything is going swell for the customers. Furthermore, the casual ambiance of the restaurant made the experience so much better. Kitchen 24 is a sumptuous restaurant, perfect for enjoying a gourmet American meal with friends.

Alex Menache Staff Writer

Tucked into a row of eccentric Fairfax Avenue shops, The Golden State has managed to shine among Los Angeles’s crowded burger haven. With its brick walls, high ceilings and loft-like décor, the burger joint offers not only a perfect selection of items, but also a trendy and vibrant atmosphere.

With the signature “Burger” as the first item on the menu, there is no need to keep reading. Fiscalini Farms Cheddar, arugula, brown sugar glazed bacon, house made aioli and ketchup are stacked on top of another between fresh brioche buns that can be substituted for Ciabatta bread or lettuce wrap.

Each burger or sandwich comes with one of five sides, which include French fries, potato salad, jalapeño cabbage coleslaw, cucumber salad or the restaurant’s famous fried sweet potato wedges, which are perfectly paired with homemade curry ketchup.

In addition to its entrees, The Golden State offers a variety of unique drinks including Mexican Coca Cola, Virgil’s Root Beer, house minted lemonade and Prometheus Springs Spicy Pear Soda. All sodas can be converted into floats with Scoops ice cream that is on display at the front counter. The Scoops ice cream flavors change frequently, although they currently include burnt sugar, ricotta Butterfinger, choco Baileys, almond nutmeg and strawberry passion fruit.

West Los Angeles natives and founders of the Golden West, Jason Bernstein and James Starr, take their Californian pride seriously. Specified in the restaurant’s mission statement, all ingredients come from local farms and companies in order to make the restaurant “a talent show for the best makers of food and drink in California.” The owners work at the restaurant from morning until closing and travel to the butcher twice daily, giving the restaurant a local and homey feel.

Me So Hungry Food Truck

Marguerite Alberts Assistant Graphics Editor

The Apple10801Pan W Pico Blvd.

Danny Licht Sous-Chief

The Apple Pan has stayed true to its motto, “Quality Forever,” for, well, ever. Since 1947 the Apple Pan has served a simple menu of six sandwiches in addition to its distinctive apple pie.

The restaurant has remained virtually unchanged for nearly seven decades. White and woody on the outside, the Apple Pan’s distinctive interior features swiveling stools and a visible, smellable kitchen, in which several men shuffle among burgers, grease, vegetables and fries. A sumptuous vault of apple pies lies behind the window in the back of the restaurant.

Its Steakburger and Hickoryburger, both served with sauces, lettuce and pickles, are wonderful. The meat patties, perfectly cooked, taste both salty and juicy. In a way, they have shaped America’s perception of the hamburger: Ronn Teitelbaum, founder of the popular Johnny Rockets franchise, modeled his restaurants after the Apple Pan’s trademark design of a simple menu, open kitchen and counter seating. Johnny Rockets’ burgers, however, do not compare to the original. The Apple Pan’s hamburgers are Los Angeles’s best.

Some complain that the burgers have too much sauce and too much lettuce. The latter problem is easily fixed via fingers, but, nonetheless, the Apple Pan’s besttasting burger is its simplest. A hamburger with only cheese and ketchup, which the chef lathers on both sides of the patty, offers the perfect sampling of the restaurant’s distinctive flavors. Paired with french fries and apple pie, this meal is as good as it gets.

Oliver Gallop Graphics Editor Lurking around Main Street in Santa Monica every Tuesday is a beastly truck that serves the best bacon burger in town.

This black and neon-green food truck, Me So Hungry, spends various nights in Santa Monica, Los Angeles and Marina Del Rey. Two other Me So Hungry trucks roam Orange County and San Francisco.

The main item on the menu is the Monster Burger. Stacked high with angus beef, bacon, cheddar cheese, lettuce, tomato and special Asian barbeque sauce, this burger is perfection to anyone wanting a taste bud booster. However, since Me So Hungry is a relatively small restaurant on wheels, it cannot be fully stocked with ingredients at

all times. So, entering the confines of the truck with an easygoing mind is important.

The Monster Burger sans tomatoes– the truck ran out– was definitely an interesting concoction. If not for the barbeque sauce, the burger would be nothing out of the ordinary. The sauce adds a unique and complimentary taste to the otherwise runof-the-mill burger. An awesome addition to the burger, scrumptious sweet potato fries, was seasoned to perfection. The truck also offers a trio of sliders: beef, short rib or chicken. And while a Monster Combo with two sliders and fries may sound like a tempting deal, the tricky folks at Me So Hungry simply adds up the full costs of the

separate items with no discount. Therefore, the combo is not a deal at all.

While many food trucks seem to come and eventually fade away into the dark corners of the junkyard, Me So Hungry is here to stay. It’s uniqueness and mobility make it a great candidate for the appetites of go-go Angelinos.

Scan to see the truck’s schedule

opinion 11

May 24, 2013 Highlights

Social networking results in antisocial behavior Michelle Banayan Social Media Director The bell rings, signaling the end of fourth period. A student exits her classroom, binder in one hand and smart phone in the other, and walks to her next class while simultaneously checking the latest social media updates. Not only does this situation become an inconvenience to others, as they have to find ways to get around the student on her phone who is going up the stairs as slow as humanly possible, but it is a problem for the phone user as well.

According to Common Sense Media, a non-profit organization dedicated to informing children and their families how to properly utilize the media, half of today’s teenagers visit social-networking sites daily, and of that half, more than a third visit a social-networking site multiple times a day. Furthermore, if one is active on two or more social-networking sites, she or he is dubbed a “heavy social media user.”

It is a normal impulse to want to be in the know on all that is happening by checking updates, but so often, people are scrolling through their Facebook or Instagram feed not because there are new posts, but just

out of pure habit. They aren’t visiting their social media sites to see updates, as they know that there are likely none. They are visiting the sites because they have been accustomed to a society that tends to “antisocialize” in order to be social.

Instead of having face-to-face conversations with their classmates, too many students sit at their desks waiting for the bell to ring while looking through their Twitter feeds. After all, social media is the way to be social nowadays. Are there any new updates from when they last checked 50 minutes ago? Maybe only one or two, but that doesn’t stop them from checking. These students feel that they are in the loop by constantly checking, but they are really just isolating themselves from their peers as they stare blankly at an LED screen.

As a “heavy social media user,” I have noticed my attachment to social networking grow throughout the years – from when I first had my Internet-less, hot-pink Motorola Razr in sixth grade until now, when I have an iPhone stocked with all the latest applications that tell me what is going on all around the world instantaneously.

I have also noticed the amount of times I spend checking my phone steadily increas-

ing, consuming time that I can spend interacting with others or doing work.

Through these realizations, I learned that perhaps we teens need to quit updating our online profiles and start updating our actual lives (which don’t involve “like” or “follow” buttons).

Instead of being an expert at martial arts through Fruit Ninja or a master of decoding the meaning behind photographs in 4 Pics 1 Word, we should get out and explore all the non- SASHA PARK digital world has to offer. Because by keeping our heads down and focusing on a screen, as opposed to watching what is actually happening around us, we are risking the possibility of missing out on experiences and opportunities that cannot be found online.

Increased homework leads to decreased sleep A well deserved spring day finally beams on earth’s surface as the sun shines bright, flowers bloom and the students look forward to a relaxing day outside. On a day like this there is nothing Beverly students crave more than the stress-free outdoors. Unfortunately for students, these wishes drown under heaps of neverending homework assignments.

In order for the student’s wishes to be fulfilled, it is imperative that our school decreases homework loads.

According to the National Sleep Foundation, 62 percent of high school students do not receive even eight hours of sleep. Clinical chief of the Children’s Sleep Center at Texas Children’s Hospital Dr. Daniel G. Glaze says, “Continually skimping on sleep can harm your health, mood, schoolwork, sports performance and driving ability.” Furthermore, students are

becoming sleep-deprived as they try to complete assignments that keep them up past their desired bed time.

According to Ann J. Curley, CNN’s Health’s Medical Assignment Manager, studies have shown that more than two-thirds of U.S. teens report they are getting less than eight hours of sleep on school nights, which, according to Curley, is considered an insufficient amount of sleep for a teen. A better night’s sleep can result in better academic performance. According to Jason Koebler from U.S. News, “Teens ages 14 to 18 who get fewer than eight hours of sleep on school nights—some 70 percent of U.S. high school students—may be more likely to engage in risky behavior.” Some of these risky behaviors include smoking, drinking alcohol, being sexually active and using marijuana.

The time that could have been spent completing homework assignments gets washed away as students engage in risky behaviors.

These risks lower cases of activity, causing students to feel sad and/or helpless.

Because homework is important for the learning process, it does not have to be com-

pletely suspended. However, the tedious and repetitive homework assignments should be decreased. The district policy regarding homework states up to three hours per week per subject shall be considered a reasonable homework obligation, with the exception of the Advanced Placement classes. However, students find themselves being drowned with the excess amounts of homework.

Homework should only be given to the students benefit, and not just to keep students busy. When kids arrive home from a busy day at school, they want nothing more than to relax. Instead, they must dive straight into a homework pool that keeps them up late into the night. The desire for finishing the assignment causes kids to rush through their work in an effort to complete it and get that one desired hour of free time.

Students should not drown under stacks of homework assignments. Instead, they should get a good night’s sleep to prepare for the next day of school. If students received less homework, their work would excel in quality, as the students would have more time to complete it with integrity.

The California High School Proficiency Examination (CHSPE) is a test that assesses proficiency in basic reading, writing, and mathematics skills taught in public schools.

Eligible persons who pass the CHSPE are awarded a Certificate of Proficiency by the California State Board of Education. California law requires that the Certificate of Proficiency be equivalent to a high school diploma. A student who receives a Certificate of Proficiency may, with verified parental approval, leave high school early. The Certificate of Proficiency, however, is not equivalent to completing all course work required for regular graduation from high school. If a student is planning to continue his or her studies in a college or university, they should contact the admissions office of the institution they plan to attend to determine whether or not the Certificate of Proficiency will be sufficient for admission.

The CHSPE is offered three times a year.

There is an administration once in each se-

mester and once in the summer. You may take the CHSPE if you are at least 16 years old, or you have been enrolled in the tenth grade for one academic year or longer, or you will complete one academic year of enrollment in the tenth grade at the end of the semester during which the CHSPE regular administration (spring or fall) will be conducted.

While the UC and CSU recognize the CHSPE as the equivalent of a high school diploma, to be eligible for admission, applicants must also have successfully completed the full set of required high school course requirements (http://www.cde.ca.gov/ci/gs/ hs/hsgrtable.asp).

There are many disadvantages to choosing this option to leave school early. Not all colleges and universities will accept the GED or CHSPE in lieu of a high school diploma. Also community colleges in general and Santa Monica College in particular is impacted and it is taking students longer than two

years to transfer.

Keep in mind that assessment placement at the community college level may require that you take additional years of English and math if you place at the high school level.

Non-college level math and English courses do not count as college credits. Not all high school students have the maturity and academic preparedness to be successful in a college environment which requires high level critical thinking skills and a strong prerequisite foundation in core academic subjects.

Additionally, some selective graduate programs, armed services, and employment companies require a high school diploma.

It is my professional opinion that high school is a one-time experience that you can never reclaim. Enjoy your time at Beverly and stop trying to find shortcuts to your success!

Diane Hale Head Counselor and former Community College and UC Counselor

Celine Hakimianpour Staff Writer

AJ PARRY

LETTER TO THE EDITOR I am writing in response to Mabel Kabani’s article about taking the GED and leaving high school early to attend a community college. (“Decision to Graduate Early Requires Correct Motives” – April 11).

Earning a high school diploma will always have greater value than opting to shortcut your high school experience by obtaining a GED or CHSPE Certificate. There is a lot of confusion about these alternative options to leave high school early to attend a community college.

It is imperative to understand the eligibility requirements for these two exams and the disadvantages in choosing this path.

The General Educational Development Test (GED) is for adults 18 years or older who do not have a high school diploma. Those who pass the test receive a California High School Equivalency Certificate. This is not an option for a high school student who is under the age of 18, or who is currently enrolled in high school.

12 opinion

May 24, 2013 Highlights

Open curriculum could expand student interests Max Stahl Staff Writer If only I knew what I wanted. Here I stand at the crossroads, at the precipice of childhood, the years of maturation and uncomfortable physical changes and mixing metaphors. Soon I will have to explain to colleges why they should allow me to go tens of thousands of dollars in debt in order to learn from their professors and in some way contribute to their campuses. And I’m not sure I can.

Colleges look for dedicated students, students who know what they are interested in and commit themselves to the pursuit of those interests. These types of students are rare because, typically, teenagers don’t and shouldn’t yet know what they want to do for the rest of their lives. It’s not necessarily a bad thing to have one’s whole life laid out from age 16, but it is uncommon, and it can often be illusory. A great number of students delude themselves into thinking that they are interested in one field, perhaps due to parental or monetary pressures, only to find several years later that they are unhappy. This sort of commitment is what colleges (albeit not all of them) want, though, so public schools must change their structures in order to allow for more students to discover their passions.

High school students need time to dabble.

Two thousand teenagers can’t be expected to know their true callings as early as freshman orientation; there’s too much to discover!

High schools, then, should provide their students with opportunities to explore these various fields and shape their educations around their interests. It’s simple probability: students with more numerous and wide-ranging learning options are more likely to find their

passions than those with fewer choices. Our school does a good deal to promote course selection based on students’ interests, but it could do more, if it weren’t for the UC and CSU systems’ A-G graduation requirements.

Ironically, colleges — the very institutions that demand (or at least recommend) that their applicants know and follow their aspirations — restrict students’ ability to discover those aspirations. While these graduation requirements force students to try new subjects, they also obligate the students to spend more time in some of those subjects than would be

ation requirements are counterproductive.

They compel students to fill schedule spaces with classes that would not contribute to their educations as profoundly as other, nonmandatory classes would. To whittle away at what makes each high schooler unique by imposing the same course requirements on each one may produce a class of well rounded students who, for at least a short while, have knowledge in a wide swath of fields, but it also hinders another goal of education: to produce individuals who are passionate about learning and passionate about advancing their

‘Our school does a good deal to promote course selection based on students’ interests, but it could do more.’ valuable to them. According to our school’s requirements (modeled after the A-G requirements), for example, students must take three years of social studies and three years of math courses, regardless of their interest in those fields or the usefulness of knowledge in those fields. I believe that no knowledge is truly pointless, but if students are uninterested, they will simply forget the material after passing the class. The sheer fact that all students are required to take certain classes, furthermore, makes the the classes less appealing. As Paul Lockhart noted in “A Mathematician’s Lament,” “There is surely no more reliable way to kill enthusiasm and interest in a subject than to make it a mandatory part of the school curriculum.” Thus, colleges’ gradu-

skills in areas that fascinate them.

What I am advocating — and I understand that in a public school this policy is to a great extent unfeasible — is a more-open curriculum. Students should be required to take at least one or two classes in each subject, such that they gain broader experience and therefore become more aware of their interests, but they should certainly not have to spend three or four years learning (and then quickly forgetting) something they do not like. Students, then, would be freer to take a wider range of electives, as well as more specialized courses in academic fields that interest them.

High school wouldn’t just be about preparing for college; it would be enough like college already that when students finally did graduate

from high school, they would have a better sense of their passions and be well prepared for higher education.

You may think my ideas are crazy, utterly unworkable. And they are. Within our current system this plan could never work. Colleges want well rounded students — students who, although captivated by one or two things in particular, are proficient in all school subjects. These colleges’ graduation requirements, though, make even a semi-open curriculum impossible: students must complete certain courses at their high schools in order to be considered for admission. Further dashing the open curriculum’s chance of existence is the ease with which unmotivated students could abuse it. Of course, the ideal is that every student would have something to be interested in if the curriculum were more open, but the truth is that many students would simply take easy classes in order to graduate without working hard. The public education system is just not well enough equipped to encourage academic discipline among students with open curricula. For those who seek to continue learning after high school graduation, it seems, they will have to wait until college to receive the education they want.

STAFF Julia Waldow Editor-in-Chief

Danny Licht Sous-Chief

Mabel Kabani News Editor

Candice Hannani Feature Editor

Dami Kim Culture Editor

EDITORIAL

Arman Zadeh

Mental health should be promoted As student lives are becoming more complicated and hectic, mental health has evolved into a prevalent issue for Beverly.

Unfortunately, a stigma exists toward mental health problems, likely accounting for many of the students who do not seek treatment for valid issues. Some students look at mental unhealthiness as akin to insanity or social instability, a dangerous generalization. “Mental health” is psychological wellbeing or the absence of a mental disorder, while “mental illness” is another term for a mental disorder. Being mentally unhealthy can imply having a disorder such as schizophrenia or bipolar disorder, but it can also simply mean stress, a socially accepted byproduct of high school life.

Teens suffering from stress or poor mental health can find help from many sources. Beverly offers many avenues of support for students such as Peer Counseling, the Norman Aid Center, the Maple Counseling Center and Normanonymous. Outside of Beverly, services like Teenline allow students to seek advice from trained peers.

However, many adolescents don’t receive treatment for mental health problems, as only about half of children and teenagers with mental disorders are treated. Notably, anxiety receives the least treatment.

Stress and anxiety, as well as mental illnesses such as schizophrenia and depression, afflict many American teenagers, with about 14 percent of teens suffering from

mood disorders and about 25 percent of teens suffering from anxiety, according to the National Institute of Mental Health.

The National Adolescent Health Information Center said anxiety and attention deficit hyperactive disorder have increased among youth from ages seven to 16, while most other mental health problems have diminished in number.

Aiming to defeat the stigma of mental health, Beverly has recently promoted its mental aid quite substantially. The Norman

need for Beverly to make students aware of what support is available and, more significantly, that there is nothing wrong in seeking help. The Norman Aid Center could angle its promotional material to directly connect the typical overwhelmed student and make it more apparent that mental health support is not only for the mentally ill, but the mentally ill-at-ease. The Center is a haven for not only psychologically unhealthy students, but any student who wants someone to speak with.

Online counseling services are relatively obscure, despite their genuine practicality; if more students knew they could get the answers they want without ever showing their faces or names, Normanonymous would likely see a surge in activity. Hosting an assembly emphasizing the importance of mental health and dispelling common, negative notions about seeking aid from services like Norman Aid could do wonders to prove Beverly’s dedication to caring for students.

In the end, however, it is up to students to support their peers with the resources available. Beverly’s administration and counselors can only do so much to make the school’s facilities attractive. Students should remain comfortable with themselves, no matter what issues they deal with in life, and discover the solutions to the problems that, whether others admit it or not, everyone faces.

‘Aiming to defeat the stigma of mental health, Beverly has recently promoted its mental aid quite substantially.’

Aid counselors respond reactively to emotional distress on-campus, offering group counseling for various needs and providing support specifically for students affected by recent events. Additionally, the relatively new Normanonymous blog, which allows students to contact Norman Aid incognito (think “Dear Abby” for Beverly students), is a clever step toward helping students who can’t bring themselves to enter the Norman Aid Center.

Yet the sparse activity of Normanonymous, which only receives about a report a month, is a testament to the continuing

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May 24, 2013 Highlights

May 24, 2013 Highlights

sports 15

Track breaks records, advances in CIF playoffs Benjamin Hannani Staff Writer After yet another illustrious season, the varsity track team continues to shatter records en route to CIF finals. This season’s nine CIF qualifiers are two more than last season’s seven and both teams finished first in the Ocean League competition.

Overall, the runners were pleased with their performance at the CIF preliminary meet at Estancia High School on Saturday, May 11.

Individual winners included seniors Sydney Segal, Alex Rohani and Chanan Batra.

“I think our team has performed really well at CIF prelims and really displayed heart and effort,” freshman Annabel Personeni said.

This postseason will feature the first class of senior runners that Jeffrey Fisher coached for all four years. The senior runners attributed their improvements to different factors, including more healthful diets, better focus and attention to “the little things.” Additionally, Rohani, who won the 400-meter and qualified for the 200-meter races, partially credited Fisher with his growth as a runner.

“I’ve noticed that I’ve become more focused and willing to obey Coach Fisher because he knows what is best for me,” Rohani said.

“When I first started, I wouldn’t fully believe in myself or my training but since sophomore year I have, and I have improved because of it.

As long as you trust your coaching and work your hardest and take care of your body you can become great.”

In addition to Fisher’s coaching, the team

has also benefitted from a strong camaraderie.

After hours-long workouts six times a week and team gatherings outside of practice, the squad has dubbed itself the “track fam.” Now with the postseason underway, the teammates’ dedication and bonds with one another have grown.

“The team has always been extremely close and the more time we spend together, the closer we get,” Segal said. “C’mon, we’re the ‘track fam.’ Only we know how hard we work every day and are always suffering during those hard workouts together.”

As the competition intensifies, the nature of practices change as well. Fisher goes to greater lengths to specifically prepare each runner for his or her event. However, in order to ensure that the runners have enough stamina, Fisher actually eases the physical intensity of the practices.

“Practices during CIF become a lot more ‘event specific,’” Batra said. “The times in practice get a little faster, but the workload is definitely less. Everyone is more focused and pumped for practice.”

The squad’s senior runners’ successes this season have served as fitting ends to their careers.

“I want nobody to forget Sydney Segal, that distance gal,” Segal said. “I want to be remembered as that team captain with the spunky personality that is hard to forget. I’m at nine school records [and] hoping for 11.”

Incidentally, Segal would reach her goal of shattering 11 school records at CIF Finals at Mt. Sac on May 18, when she set a new

school record for the 1600m and 3200m races. According to bhhstrack.com, Segal now has the chance to make the state meet in two individual events, only done once in Beverly’s

history by Randi Smith in the 1990s.

More coverage of the track team’s performance at finals for CIF is available at beverlyhighlights.com.

OLIVER GALLOP

Swim team goes undefeated, reaches finals Arman Zadeh Sports Editor The Normans’ swimming squad recently completed one of its most successful seasons in years. Reaching a number of milestones and accomplishing a multitude of goals, the team dominated the Ocean League deep into CIF finals with learned discipline and a newfound hunger for victory.

After being “robbed” at last season’s league finals by rival Culver City, the Normans, initially disappointed according to swimmer David Prokopenko, turned their anger into motivation by coming out this season with even more drive to win.

That motivation carried the team to an undefeated season, the first in three years, and led most of its individuals into CIF finals.

“We came with a sense of urgency. We hauled through all the competition and left nothing to close calls. Culver wasn’t even

a threat at [the competition for] league,” Prokopenko said. “We wanted to win and we wanted to make a statement.”

This season, the team’s only threat in league came from archrival Samo, whom the Normans were still able to oust 350277. The win served as a solid indicator of the team’s overall strength.

The team’s success stems from its determination to win and its members’ camaraderie. In its journey to the league title, swimmers constantly and consistently gave each match “110 percent,” said Prokopenko, and kept each other motivated by any means possible.

“Once we all decided to work as a team, no one could stop us. We always supported each other and always had each other’s backs even if one of us had a bad swim,” Prokopenko said.

Head coach Robert Bowie played a major role in the team’s success this season. Following last year’s loss at league, Bowie and the team established a mutual

agreement that they would be champions.

Since then, Bowie has pushed the team to swim better and faster and helped lead the team to its recent success. “[Bowie’s] workouts were key to our success. Without him, there was no way we would have done as well [in League],” captain Steven Turnbull said.

On Saturday, May 11, the team traveled to Riverside Community College for CIF finals.

Among those who traveled with the team were Turnbull and Alexander Ayzenberg, who swam the 100-meter butterfly; Mason Segal and Prokopenko, who swam in the 4X100 relay; and freshman Amy Okada and junior Allie Kahn from the girls team.

Turnbull applauds his fellow teammate Segal for his work this season toward their shared success.

“I give credit to the whole team but especially Mason,” Turnbull said. “He was just behind me in the power rankings and he helped the team out greatly with his hard work, dedication and most importantly, his

determination.”

At this year’s finals, Beverly was successful at league but swimmers did not meet their expectations under the “insane” pressure of the finals, as Prokopenko described.

In one of the main events, the 100 butterfly, Beverly was able to place, with Turnbull in eighth and Ayzenberg in ninth.

In the 4X100 relay, swimmers Turnbull, Ayzenberg, Segal and Prokopenko were only a few seconds away from a CIF record.

“We had really high expectations, and we did well,” Prokopenko said. “But we all wish we could redo it.”

With the 2013 season behind them, the team must shift its focus to conditioning in hopes that members may have an even bigger presence at CIF playoffs next season.

“It was a great season, but we really wanted those school records. We are just going to keep training and get them next year,” Prokopenko said. “We headed to CIF with really high hopes. But it’s okay. We are all still determined.”

Boys baseball ends season in first round of CIF Zoe Kenealy Staff Writer Boys varsity baseball recently ended its season at the first round of playoffs with a 7-6 loss to Highland on Tuesday, May 14.

“It was disappointing for the team to have not gone further in the playoffs, but I am really proud of the season we put out,” pitcher Maxwell Martin said. “I think we are all very proud of the fact that the team was able to make it to the playoffs and we hope for an even better season next year.”

With the conclusion of the season, the team recalls some of its brighter days, such as its game against Inglewood on

May 9, in which Beverly won 10-2.

“Our game against Inglewood really gave us a lot of confidence,” catcher Jackson Martin said. “It showed us that if the team worked together instead of each focusing on our own, we could get a lot done. I know all the boys are still really proud of the team’s performance that day.”

The team is excited at the prospective season and many of the players will be training over the summer in order to better contribute to an even more talented varsity baseball team of 2014.

“I know that I will be training a lot with my brother Jackson over the summer. We

will hopefully come back next year with an even stronger background in baseball and be able to help the team make it to playoffs once again,” Maxwell Martin said.

The team had its fair share of ups and downs in turns of successes and losses in the season. According to some of the players, the team’s performance at every game depended on how well the boys were able to work together as a team.

“Something that a lot of us noticed was that if we all made sure to work together as a team instead of focusing on what we needed to do individually, our performance was always better,” Maxwell

Martin said. “Especially at Inglewood, we all made sure to work together and remember what we did in practice. A lot of time in the heat of the moment, it is easy to only think about what you as a player need to focus on, but that definitely isn’t what brought us the most success. I think that if we had figured that out earlier in the season, we might have had a better turnout.”

The team is proud of its work in the season overall, but it knows that there is always room for improvement. It hopes for a great new season and is thankful for everything it was able to accomplish this past season.

16 sports

May 24, 2013 Highlights

Teens struggle to manage academics, sports

BALANCING ACT Students’ efforts to succeed at both sports and school can damage their well-being and mental health. OLIVER GALLOP

Mabel Kabani News Editor Junior Daeun Lee runs her last lap around the track, her black and pink spikes thumping against the hard hot ground. Though she has sprinted over seven miles in the course of the past few hours in preparation for her track meet, she feels energetic and content. However, the healthy and happy glow often accompanied with exercise leave Lee’s face when she logs onto Jupiter Grades and sees what homework she has in store for her that night.

“Track and cross-country take up a lot of time and it’s hard to balance academics along with a sport that requires so much dedication,” Lee said. “But I would never quit my sport, just because running is something I enjoy. And although balancing practice with homework is difficult, it’s worth the additional stress.”

Studies have shown that teens engaged in sports are more likely to lead healthier, happier, stress-free lives, according to Science Daily. In addition, a recent study in West Virginia shows that teens not engaged in sports or physical activities are 30 times more likely to describe the quality of their life as poor in comparison to those involved in a school sport or team.

Though participating in school sports can positively contribute to a teen’s mental and physical health, being on a sports team in high school can also de-

grade the quality of students’ mental health. Students can become stressed upon struggling to manage academics and sports and live up to their parents and team’s expectations, decreasing their self-esteem in the process.

Though 55.5 percent of all American high school students play a school sport, according to U.S. News, being able to balance grades and sports frequently poses a challenge for students. The overwhelming amount of energy and time put into both studying for tests and practicing for competitions tires the students’ bodies and minds, causing both stress and anxiety.

“Of course, balancing sports and academics is a challenge,” junior Sam Levy said. “Sports like cross-country and soccer require a lot of dedication, and being able to manage homework and tests with races and five hour long practices is difficult; I’ve gotten used to it though. But if I wasn’t on any of those teams anymore, I would probably be getting more sleep and would be less stressed.”

Intervention counselor Ali NormanFranks agrees that more often than not, “students who are often feeling stressed have too much on their plates, and sports play a huge role in that.”

Another reason high school sports can decrease the quality of mental health among students is that student athletes have a hard time separating self confidence from their levels of performance

in sports during their games, according to sports coach and psychologist Brian Mac. “You do yourself harm by making comparisons to other athletes who you think are better or more talented than you are,” Mac wrote on his website. “This only serves to hurt your self-esteem and confidence because you put other players on a pedestal and criticize your own faults.”

This decline in a student’s self-esteem and confidence at such a crucial age of brain development can profoundly affect the way a teen will see himself or herself in the future.

“Sometimes when I don’t give my best during a match, I feel really angry and humiliated,” a sophomore who wished to remain anonymous said. “I wish I didn’t, but losing a game really makes me think less of myself.”

Though students can lose confidence from not playing at their optimal level, which can negatively affect their mental health, the overwhelming pressure to win that students receive from parents and coaches also poses a burden.

According to a study at Northern Illinois University (NIU), teens who are burdened with an expectation to win can suffer increased stress.

“The downside of the extensive participation in sports by American adolescents includes the increased high expectations by parents and coaches to win at all

costs,” the official NIU college education website said. “Being in an environment that stresses winning at all costs can make [a student] totally stressed out.”

The added pressure of having to win causes teens to become overworked and suffer changes in mood and attitude.

“I have to win every tennis game I play,” junior Ethan Kunin said. “My coach, my team and I have set expectations up for myself in which I have to win. If I don’t win a tennis match, I definitely will not be a pleasant person for a couple hours after the game.”

Students who put too much pressure on themselves to balance school and sports and who push themselves too much can negatively harm their minds to the point at which they reach a mental state of being “burned out.” Too much work, a large amount of pressure and not enough confidence can cause this state, which can later prompt chronic fatigue, depression, anxiety and rapid loss of previously learned skills, according to the NIU athletic site.

Dire consequences may result from students’ growing workloads and their large emphasis on succeeding at sports.

However, students who are able to balance athletics and school work, distinguish their self-confidence from their performance level and play for the thrill of the sport, rather than for the win, can further enjoy athletics and increase their mental health.