Falconer The Torrey Pines High School
Thursday, March 26, 2015 | Vol. 40, Issue 7, 32 pages | San Diego | www.tphsfalconer.com
GSA TO HOLD “RAINBOW WEEK” The TPHS Gay Straight Alliance is hosting a “Rainbow Week” to educate students about the Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex and Asexual Plus community, according to GSA member Milena Chakraverti-Wuerthwein (11). Chakraverti-Wuerthwein said that the club wants to “make sure that [it focuses] on the idea of a safe space, rather than making the week a controversial issue.” According to Chakraverti-Wuerthwein, the LGBTQIA+ events will most likely be held during the week of April 17, the National Day of Silence. “Torrey Pines does have a huge reputation of being a homophobic school, since it is sports-oriented,” ChakravertiWuerthwein said. “We want to change [the campus climate] by having an awareness week, because a lot of people may not realize that they’re being homophobic when they say ‘Oh, that’s so gay’ or ‘You’re such a faggot.’” According to GSA members, there was a misunderstanding between administration and the club when the week was initially proposed. “We asked the ASB Director [Brad Golden] to talk to [Assistant Principal Garry] Thornton for us … so it went from us to [Golden] to Thornton and back to us,” club member Haley Browning (12) said. “That’s like [the game] ‘telephone,’ so a miscommunication could have easily happened.” Browning said that the “gist” of administration’s initial response was interpreted by club members to be negative. Members speculated the response was due to the possibility of “backlash” if the event were school-sanctioned or attendance was mandatory. However, both Principal David Jaffe and Golden said that logistics had to be worked out before any event could be officially approved. “I don’t have a concern about [any potential] complaints, but I want to make sure that we do it in such a way that complaints do not overshadow the message of the week,” Jaffe said. “That’s why I’m working with [the club].” Additionally, Thornton said that the National Day of Silence could interfere with classroom activities, since teachers might have to reschedule projects or tests. Jaffe said that the club did not want to undermine the effectiveness of the Day
of Silence “by extending [exploration of LGBTQIA+ issues] to a week unless there was a good plan in place.” Both Jaffe and SDUHSD Superintendent Rick Schmitt are now “happy to stand by [what the club is planning to do],” according to Chakraverti-Wuerthwein. Jaffe said that club members have “given [him] some preliminary ideas, and they’re going to provide [him] with a plan and work out the logistics.” According to Jaffe, unlike with Red and Yellow Ribbon Week events, which are state-sanctioned activities for all students to attend, those who want to partake in Rainbow Week activities will have to “actively [ask for] permission,” even though the GSA is a school-sponsored club. “We can’t put [teachers] in a position where their students are forced to attend, so it has to be voluntary,” Jaffe said. “So a teacher couldn’t say ‘I’m going to bring my whole class to the assemblies’ without kids [having an opportunity to opt out]. They can’t just be forced to do anything.” According to Browning, in order to “foster understanding and communication,” GSA is planning to put up fact sheets with definitions and descriptions of different gender and sexuality identifications. “There are people who identify as something because they don’t know what other options there are, or people who just feel, ‘I’m not this, what am I?’” ChakravertiWuerthwein said. “So we are getting definitions and statistics out there to make people aware.” Co-athletic director Charlenne FalcisStevens and GSA leadership plan to bring in guest speakers, including Hudson Taylor, founder and executive director of pro-LGBT rights organization Athlete Ally. Taylor will speak on April 28, according to Chakraverti-Wuerthwein. “He’ll talk about making athletics an open community where people of all gender identities and sexualities feel comfortable,” Chakraverti-Wuerthwein said. Additional events extend beyond the TPHS campus. Chakraverti-Wuerthwein said that, on April 29, 20 Falcon athletes will join the San Diego Padres and students from other county schools to pledge “that their baseball space [and athletic programs] will be open, accepting and safe for people of all gender identities and sexualities.” By Tasia Mochernak and Katie Mulkowsky
ART BY SARAH BROWN AND ANNA LI
Don Collins wins TPHS Teacher of the Year award By Alice Qu A&E EDITOR
Peer Assistant Listeners adviser and Independent Study Online Lab facilitator Don Collins was voted TPHS Teacher of the Year by TPHS certificated staff members — teachers, psychologists and counselors — on March 6. Teachers were nominated by faculty, who then voted to determine the winner. “I wasn’t surprised [Collins won] because he definitely has a large presence on this campus,” PALs president Bailey Pope (12) said. Collins represented TPHS for Teacher of the Year at the district level, where a coordinating council — composed of the principals from participating SDUHSD schools and a department chair from each of 14 subject areas — reviewed teacher profiles and voted on a winner. On March 20, Earl Warren Middle School teacher Debra Cruse won district Teacher of the Year and will represent SDUHSD at the county level. “TPHS has loads of amazing, invested, talented teachers, so to be recognized by them and to represent them at the district level as Teacher
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The breeze, the sand and the bizarrely shaped racket all combined to make me look foolish. Tasia Mochernak See Falcon Tries, A27
opinion.......................A5 feature.....................A13 a&e..........................A17 sports......................A23 backpage.................A28 focus.........................B1
Teachers change cell phone policies By Maya Parella STAFF WRITER
Some TPHS teachers have recently implemented new cell phone policies in their classrooms to crack down on students’ device use during class time. Cell phone use is a widespread problem in classrooms. According to Assisted Living Today, the attention span of adolescents has fallen from 15 minutes to five minutes since 2001. Other consequences of constant device use include diminished ability to communicate in person and poor memory skills. The brain becomes accustomed to releasing excess dopamine, a chemical hormone that regulates happiness, with each alert, causing unnaturally high tolerance. As a result, people tend to become bored more easily and require device use to entertain them, according to the New York Times. After months of fighting cell phones for his
students’ attention, psychology teacher Matt Chess now requires his students to put their phones in the front of the room during class. “I’m not judging anybody, and I’m not feeling disrespected by [cell phone usage],” Chess said. “I understand the compelling nature of the technology, so I thought it was in [the students’] best interest, collectively and individually, to take the temptation away.” Chess’s students are only allowed their phones during in-class breaks or when technology is required for classwork. Biology teacher Mary Ann Rall implemented a similar policy in her classroom. Unless it is a test day, during which all cellphones are placed in a hanging shoe rack, Rall’s students are allowed to keep their phones with them. On nontest days, the rack serves, according to Rall, as a “threat” to encourage students to take personal responsibility and not use their devices during class. If a student is caught with his or her phone,
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march 26, 2015
The biannual blood drive organized by the Associated Student Body was held on Mar. 10. Type A donor can give to: type A type AB
type O
Type B donor to: type B type AB
type A
Type AB donor to: only type AB
type B
Type O donor to: all types (universal donor)
type AB
American Red Cross blood donors are split evenly between men and women
The San Diego Blood Bank receives more than
Every day in San Diego, at least
Every day in the United States, more than
pints per year
components of blood are needed
donations of blood are needed
INFOGRAPHIC BY ANNA LI/FALCONER
*Information provided by the ASB, the American Red Cross, the San Diego Blood Bank, Stanford Medicine
B building renovations to start in April By Maya Kota STAFF WRITER
Renovations to the B building, funded by the $75 million TPHS portion of the $449 million Proposition AA bond, will begin on April 13, the second phase of a three-part plan at TPHS is set to finish by the fall of 2016. Reconstruction of the building’s second floor will center around infrastructure work like ceilings and hallways. According to Principal David Jaffe, renovations to individual social science and science classrooms will begin on June 16. Social science classrooms will not require extensive renovations but will have “redeveloped casework and newer [air] circulation systems,” according to science teacher Brian Bodas. Chemistry classrooms will be moved into a new chemistry building being built directly east of the current science rooms. The new building will be ready for use on the first day of the 2015-16 school year. With the extra space created by the move, non-chemistry science rooms will be expanded. During the expansion period, which will end in the fall of 2016, those classes will be moved to portable classrooms behind the new chemistry building. The new, non-chemistry science classrooms will be expanded but not moved. For now, though, some students are concerned about taking classes in portables. “I think it might be kind of difficult to do experiments
because trailers are usually not that spacious,” current chemistry and future AP Biology student Amy Yu (10) said. “It could cause some problems, but I think it’s worth the sacrifice to really improve the classrooms [for the future.]” To create more space, the science rooms will all be expanded by about 300 square feet and will have proper ventilation. “[The classrooms] currently feel a little closed in because there are no windows,” AP Biology student Michelle Temby (11) said. “I think a new atmosphere would be a good change.” The new facilities will also have newer appliances and more technological features. “Every room will be equipped with gas valves and there will be more sinks as well,” Bodas said. “Every room will get a new audio visual system and LCD projectors mounted on the wall.” Additionally, new lab tables and chairs will be bought under the school Furniture, Fixtures and Equipment budget, according to Jaffe. There will also be safety improvements, with showers and fume hoods built into each classroom, according to Bodas. Bodas also said a primary reason for the renovations, besides safety and better appliances, is to bolster the school’s ability to accommodate advanced technology. “Part of the problem we’ve had is that the hard lines that come into this building don’t support enough bandwidth utilization,” Bodas said. “Through the
renovations, there will be an improvement in the technological aspects of data infrastructure and the wireless network will be expanded, making Torrey Pines basically wireless.” If all goes as planned, the improvements to the B building will allow easier access to online learning tools. “Making the whole campus wireless will allow for faster information flow,” Jaffe said. “We have a program called Montage, a digital content delivery system with access to 3,500 different education channels. With the easier access to devices and overall technology, using things like Montage will be efficient.” With the redevelopment of the
B building, more space will be created for an expanded computer lab. The renovated computer lab will allow 40 students to use it at a time — twice its current capacity, according to Bodas. Preparatory space and a chemical storage area will also be allotted in the new buildings. Science teachers were given instructions from Jaffe in February to move all personal items, as well as “living organisms and posters” into the new portables by June 13. However, most teachers have already begun the packing process. “As science teachers, we just have a lot more equipment,” Bodas said. “Other subjects don’t have the array of equipment and
chemicals, and so logistically it’s difficult because there’s so much stuff to move and consolidate.” Jaffe said that the actual process of moving classrooms may unsettle seasoned teachers. “Some teachers have been in their classrooms for 20 or 25 years, so any kind of move creates anxiety,” Jaffe said. “We’ll try to alleviate some of that by easing into the transition.” As part of the B building renovations, the trees in the west quad were cut down during summer 2014. Mulch has been put in their place to prevent accumulation of mud and dust. According to Jaffe, there are currently “no plans” to plant the area.
PHOTO BY ERIC CUNNINGHAM/FALCONER
TEMPORARY TEACHING: Some science classes will move to trailers behind a new chemistry building, which is currently under construction. The building is part of renovations funded by Proposition AA.
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tphsfalconer.com
COLLINS continued from A1 of the Year is really an honor,” Collins said. Collins previously taught at Earl Warren Middle School for two years and at Sunset High School for 12 years before coming to TPHS in 2010. Collins, who is in his third year as PALs adviser, supervises the program and helps organize campus tours for new students and visitors during events like Choices Night and Back to School Night. “TPHS started a small group
of kids based in the counseling center in 2008, before I was here, and it was just 6 or 8 kids that worked with counseling and did introductions for kids new to the school,” Collins said. “[Now], we do Torrey Transition, which is a big program for freshmen. We help with registration [and] do a lot of one-on-one connection for kids that are new to the school.” According to Collins, the PALs’ mission is to promote student well-being by sponsoring school events, establishing peer assistance and supporting campus activities.
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“Roughly 200 kids from all over the world transfer to Torrey Pines every year, and those are kids from 30 different countries, speaking 25 different languages,” Collins said. “Part of our job is to help connect those kids [to TPHS] so that they can feel comfortable.” Collins also organizes Falcon Fest, Red Ribbon Week and Yellow Ribbon Week. “This year, [Collins] spearheaded Falcon Fest when we decided not to go with Challenge Day,” said Emily Whitten (11), who has been in PALs since her freshman year. “It was months of
work, and I don’t think any other guy could have pulled it off.” Collins also started the Voices of TP blog with the PALs, which features pictures of TPHS students holding signs with personal messages. According to Principal David Jaffe, Collins is a “phenomenal educator” who helped fill the vacancy left by former ASB and cheerleading adviser Scott Chodorow when “a huge portion of the campus spirit was missing.” “[Collins is] one of those teachers that changes lives and ... saves lives,” Jaffe said. “He’s
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approachable and students feel comfortable talking to him when things are going wrong.” Collins’ ISOL duties include entering students into classes, updating grades and helping students schedule work calendars. “I encourage kids to learn how to manage time, which everyone should learn when they’re in high school,” Collins said. “In college, you’re on your own, so ISOL is a great introduction to working independently.” Collins said he hopes to create school events similar to Falcon Fest in the future.
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AP English Lit
AP English Lang AP US History
AP Euro/World Languages Biology
Chemistry Physics
AP Biology
AP Chemistry AP Physics B/C AP Enviro Sc
Algebra I/Geo Algebra II/Trig Precalculus
AP Calculus
Speech and Debate State Championships qualifiers: Abishek Chozhan (11) • Nicholas Iftimie (11) • Ash Israni (12) • Clayton Jacobs (12) • Jonathan Kuang (12) • Christina Li (11) • Keyan Nasseri (11) • Arun Paturi (12) • Dominick Van Cleve (12) • Michael Weiser (10) • Austin Zhang (11) Varsity Academic Team wins North County Academic League: Varun Bhave (12) • Eric Chen (12) Jessica Choi (12) • Thomas Freedman (9) Alex Jen (12) • Kevin Jiang (12) • Michael Lee (12) • Emily Sun (12) Eric Tang (12) • Vasu Vikram (11) Jacqueline Yau (12) Varsity Dance Team places at United Spirit Alliance Dance Nationals: Second place (medium hip-hop) • Fourth place (small hip-hop) Third place (extra small contemporary) 20 students qualify for the American Invitational Mathematics Exam (AIME): Pranav Chandramouli (11) • Eric Chen (12) • Leah Ding (11) • Darren Edmonds (11) • Jerry Jin (12) • Aidan Kahng (11) • Casimir Kothari (11) • Gha Young Lee (12) • Junepyo Lee (11) • Brian Lei (12) • Dane Malangone (11) • Lauren Oh (10) • Victoria Ouyang (12) • Kevin Ren (9) • John Stucky (12) • Edric Xiang (11) • Jacqueline Yau (12) • Brandon Zhang (11) • George Zhang (10) USA Biology Olympiad Test semifinalists: MinJean Cho (11) • Stephanie Hu (11) • Jessica Yang (11) • Eric Chen (12) Varun Bhave (12) won the USC Championships in LD debate on March 8 and also won top speaker.
TPHS Jazz Band wins first place with a “superior” rating at Irvine Jazz Festival, with award for best trumpet section. Outstanding Soloists: Violet Leon, vocals (12) • Francisco Jo, alto (12) • Zach Siegel, trumpet (12) • Lenni Elbe, trombone (9) • Nicolas Calle, guitar (12) • Derek Xu, guitar (11) • Harold Shen, bass (12) Boys tennis wins National All-American Invitational Tournament: Charlie Pei (12) — All-American Award recipient • Jacob Brumm (10) — All-American Award recipient • Max Liu (12) • Raul De La Torre (12) • Sreeganesh Manoharan (11) • Daniel De La Torre (11) • Jiayong Li (11) • Alex Scemanenco (9) Fullerton College Theatre Festival: Kenan Bouzida (11), finals in contemporary dramatic monologue • Daniela Sherwin (11), 3rd place for original graphic design • Karlin Bergum (12), 2nd place for original costume design Michael Lin (12) won the San Diego Regional Speech Contest for students learning Japanese as a second language.
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ART BY KATIE MULKOWSKY AND GRACE BRUTON/FALCONER
TPHS wind ensemble receives a “unanimous superior” at the El Camino SCSBOA (Southern California School Band and Orchestra Association).
TUTORING
English (Honors)
Speech and Debate Nationals qualifiers: Ryan Hund (12) • Joyce Li (10) • Clayton Jacobs (12)
LEAP AHEAD
then the student is punished. Some students take advantage of the policy and voluntarily put their phones in the shoerack, according to Rall. “It’s become really difficult to maintain focus, classroom discussion and participation when [students] are on their phones,” Rall said. “But [students and teachers] are here ... to learn, to teach and to work. I think that a policy has to happen some way or another.” One of Rall’s students, Emre Ozkan (11), believes the policy is beneficial to improve class focus. “I think it is easier to concentrate without having to worry about my phone,” Ozkan said. “I don’t really think about who I got a text from or what’s going on on Facebook. I just pay attention and listen.” In contrast, Wasef Atiya (11), who is a student of both Rall and Chess, does not agree with their policies. “I think students need to take responsibility for their own learning,” Atiya said. “If [a teacher] is lecturing and kids want to ... take their phones out, they’re only putting themselves behind.” Math teacher Dave Pillsbury discourages device use during learning time but does not have strict regulations regarding it. His students are even allowed to listen to music while doing classwork or homework, and Pillsbury plans to speak with other teachers before deciding whether revising policies for his students. “I think [cell phone policies] are going to keep certain kids focused, but at the same time you’re punishing the whole class for a handful of students,” Pillsbury said. “[As a teacher], we kind of have to find the right balance between the two.” Despite student opposition, teachers plan to keep their cell phone policies indefinitely.
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One Paseo project approved by San Diego City Council By Maya Parella STAFF WRITER One Paseo, a local mixed-use development project, was passed by the San Diego City Council with a vote of 7 to 2 on Feb. 23. The project, which has been in development for six years, has sparked resistance from Carmel Valley residents who fear that One Paseo would “disrespect Carmel Valley’s well-established community character,” according to What Price Main Street, the organization with which most protestors are affiliated. According to a protestor who wished to remain anonymous, the 23.6-acre project would replace the tranquility of the community with tall buildings, office spaces and housing. “People pay a lot of money to live here and have lived here for 20 or 30 years,” the protester said. “[Residents feeling like] buildings are in their backyard would take away from [Carmel Valley’s] character.” The protestors garnered considerable support prior to the
city council meeting by collecting signatures. They were given the opportunity to voice their opinions at the meeting. The council’s decision was still “not an easy one,” according to Jeanne Kim, the public relations coordinator of Kilroy Realty, the corporation that would develop One Paseo. The council meeting began at 2 p.m. and did not end until 9:30 p.m. The council specified that One Paseo must feature 60 affordable residential spaces to comply with community needs. “The houses have to be priced at 60 percent of the average income of the community,” Kim said. “This way, [people] don’t need to make as much money.” The plan for the rest of One Paseo’s residential space is undecided, but will likely feature condos and apartments, according to Kim. Kilroy Realty will begin building in late 2015. The project can still be delayed or overturned if protesters raise 34,500 signatures 30 days after the city meeting. “If we get the signatures,
[City Council] has two options,” the protestor said. “They can overturn their vote, or it has to go on the ballot in 2016.” Nikita Pereverzin (11) believes the project will benefit the community. “I think traffic is the biggest problem,” Pereverzin said. “Unfortunately, there is little people can do to improve it. In the long run … One Paseo will provide more opportunities to go out with family, friends and on dates.” The project will feature a cinema, bowling alley, a 5-acre park and retail space. The planned housing and office buildings have raised traffic concerns for residents. “My biggest concern is the traffic and night activity,” Robin Kong (10) said. “[Carmel Valley] will probably become busier, which is something I don’t want. I appreciate quiet since it’s a residential area … but at the same time, One Paseo might make our neighborhood livelier.” One Paseo is scheduled to be completed by 2018.
march 26, 2015
Foundation to celebrate 40th anniversary with fundraiser By Austin Zhang & Maya Kota COPY EDITOR & STAFF WRITER
The TPHS Foundation will commemorate the 40th anniversary of the school during their annual fundraiser at the Belly Up Tavern on March 28. “TPHS opened in November of 1974, so this is a big celebration to commemorate 40 years,” said Bobbi Karlson, the executive director of the Foundation. “[Mailed invitations] went to every household.” The event, which is organized for TPHS parents and alumni, will feature live music, appetizers and a live auction. The proceeds will go toward improving the school’s technology and wireless infrastructure. “[With the proceeds] we’re going to buy LCD projectors for classrooms in Building B,” Karlson said. “We also need Chromebooks right now, since [we are] working on ... the school wireless.” In addition to the live auction, an online silent auction has run from March 6 to 29. According to Karlson, all the items for
the auctions were donated by local businesses and families, and include gift cards, spa treatments, car wash certificates, sports memorabilia, jewelry, vacation getaways and tickets to shows like “The Voice” and “The Ellen DeGeneres Show.” The event will also feature a raffle for a package of tickets to the graduation of the winner’s student. The package includes 10 seats on the field and VIP parking at the ceremony. Raffle tickets were enclosed in the invitations sent out to parents. Up to five additional packages of tickets will also be offered at the live auction, but the auctioned packages will only be good for the 2014-2015 graduation ceremony. The long history of TPHS is a source of pride for students like ASB sophomore class treasurer Cole Chodorow (10). “It’s pretty cool that [TPHS] has been around for 40 years,” Chodorow said. “It shows that we’re still going strong.” Similarly, Maggie Fang (10) finds that the school’s age means it “holds honor and fame in terms of education.” Karlson said she hopes 400 people attend the event.
TPHS alumna featured in New York Fashion Week By Caroline Rutten PUBLIC RELATIONS MANAGER TPHS alumna Carrie Hammer (’03), founder of a eponymous businesswear line, was featured in the 2014 New York Fashion Week with her show, “Role Models Not Runway Models.” The show cast models Hammer considers “role models” to match her clientele and has become the theme of her clothing line. “‘Role Models Not Runway Models’ was originally supposed to just be a one-show deal and now it has become the title of all of our shows, the thread of all of my work and really a worldwide social movement,” Hammer said. Hammer moved to New York in 2009 to work in advertising sales, but was “frustrated by the [lack of] clothing options available to a professional woman.” After attending the Parsons Paris New School of Design, Hammer returned to New York in 2012 to launch her own clothing line, which caters to the everyday professional woman. In February 2014, Hammer’s
line was featured in New York Fashion Week through her connection with Emerging Designers, a New York-based fashion network. Hammer objects to the model casting process. In an interview with Think Progress, Hammer said the casting process usually features “12 to 15-year-old girls doing homework backstage [who] have to be so thin ... [that they] are [subject to] high standards.” “I didn’t want to cast underage models for my first show because all of my clients are huge CEOs, executives, philanthropists — [people who are] role models,” Hammer said. “I decided to cast my show with my clients.” After Hammer’s first show, she was introduced to actress Jamie Brewer of “American Horror Story,” who has Down syndrome. Brewer was the first model with Down syndrome to walk in Fashion Week. Because of her success at Fashion Week, Hammer has been named to Forbes “30 under 30” and featured in ABC World News, Good Morning America,
Cosmopolitan, Fox News and MSNBC. “We were the first-ever fashion show to showcase a model on the runway who happened to be in a wheelchair or who happened to have an amputation,” Hammer said. “Six months after our first show, Nordstrom included a model in a wheelchair in their Anniversary Catalogue and JC Penny unveiled a window with a mannequin in a wheelchair. One year after our show, there was another show during Fashion Week that had an amputee and a model in a wheelchair. We are making it OK to have models with disabilities on the runway.” Hammer hopes that her clothing line “shifts the fashion paradigm back to being more customer-centric.” “I hope it shows young women that these are the types of women you should be looking up to,” Hammer said. “Clothing is supposed to serve and empower our customers, but [modern] fashion imagery doesn’t represent or serve our customers.” According to Hammer, while
she was at TPHS, she focused on grades and fashion-related extracurricular activities. Retired TPHS English teacher Gail Zides, was effusive about Hammer. “She was one of the most
unbelievably enthusiastic and creative students I had.” Hammer hopes that through her line and “Role Models and Runway Models,” people will eventually “see past the wheelchair and into the person.”
PHOTO USED BY PERMISSION OF TANYA MALOTT
FALCON FASHION: Carrie Hammer (‘03) walks down a runway after a show. Hammer casts her show with clients she considers “role models.”
ART BY CAROLYN CHU/FALCON ARTIST
PRO By Varun Bhave NEWS EDITOR
Free speech cannot be curtailed merely because people are offended. The attempt by students at the University of California, Irvine to ban the display of flags prompted backlash from veterans, state legislators and UCI Chancellor Howard Gillman. The flag is a powerful symbol that holds special significance for many Americans. But responses like California state senator Janet Nguyen’s proposed amendment to the state constitution to block public universities from banning the flag undercut American ideals far more than any flag ban could. To most, the flag represents freedom and democracy. But what symbols represent depends on what people interpret them to signify. It is plausible that, to certain groups, a gigantic American flag might symbolize “U.S. nationalism” or “racism and xenophobia,” to quote a letter written in support of the students and signed by 60 UCI professors. For Native American, Central American or Filipino students, the flag could signify the violence caused by American imperialism and expansionism. During the 2008 presidential campaign, Barack Obama was labeled “unpatriotic” for not wearing a flag pin. It seems shallow to assert that patriotism is tied to the flag rather than to the values it represents, including freedom of expression. The Irvine flag ban was voted upon using a democratic procedure and ultimately
On March 5, the student council at the University of California, Irvine banned all national flags in the lobby of student government offices, inciting protest against banning the American flag. overruled in a similar way. It is hardly “patriotic” to exempt the flag from removal, if that means exempting it from decisions by elected members of student government. The law has not viewed the flag as inviolable. In cases like Street v. New York and United States v. Eichmann, the Supreme Court invalidated, on the basis of free speech, laws that prohibited flag desecration. In fact, the Court protected the right to public flag burning in the 1989 case Texas v. Johnson. To the majority opinion, destruction of the flag clearly constituted “expressive conduct” protected by the First Amendment. There cannot be an institutional interest that overrides the Constitution in preserving a national symbol. In the Johnson case, the Supreme Court unanimously agreed that flag burning passed most First Amendment tests. Like flag burning, banning the flag would not disturb the peace, nor would it threaten imminent lawless action. The most important issue, which caused the 5-4 split in the Johnson decision, is whether the flag is unique enough to merit special protection. It is certainly true that, to quote Justice William Rehnquist in his Johnson dissent, millions of Americans regard the flag with “mystical reverence.” But claiming that particular symbols cannot be utilized for expressive purposes seems arbitrary; the argument is vulnerable to a slippery slope. When does a symbol become so important and universally understood that removing it can be forbidden? Banning the flag raises controversy because it involves tension between the value of the actual flag and the values the flag embodies. Recognizing those values, like personal freedom and democracy, requires accepting difficult tradeoffs. The ideals the flag represents should still allow people to hold the physical object in contempt.
Responses to the ban An online letter supporting UCI students who wanted to ban national flags has over 1,900 signatures.
Republicans supported an amendment to the California state constitution prohibiting flag bans.
UCI Chancellor Howard Gillman made a statement criticizing the decision to ban the flags. *Information courtesy of LA Times and UCI Student Support Letter
The Stars and Stripes have flown freely and proudly over the nation for many decades and rightly so. The flag is an integral part of U.S. history and heritage, and as such, restriction of its display carries many implications. Thus, when the student council of the University of California, Irvine voted to ban the display of flags, including the American one, in their office, they enacted a policy that silenced the ideals embodied by the flag and insulted the honorable origins of this nation. The American flag is not merely an insignia of nationality -- it also represents many values. For some, those values include the freedoms codified in the Bill of Rights. According to a letter of support written by several UCI professors in response to backlash against the flag ban, however, the flag could also mean “racism,” “imperialism” or “intimidation.” It is important to note that no nation has a spotless history, free from discrimination or ruthlessness, but that should not prevent national pride. If any particular group claimed the display of the flag to be offensive, then perhaps a flag removal might be considered. But to ban the display of the flag in the absence of any such complaint seems irrational. Even beside that, the fact that the flag represents anything at all means that its display constitutes an expression — the expression of the values attached to the flag. If flag-burning is a legitimate form of expression in this nation — which it is — then display of the flag should be too. Banning the display of a flag indiscriminately silences any symbolic values that it holds, good or bad. The freedom of expression extends to many fringe opinions and groups, like the Klu Klux Klan or NeoNazi groups. It could be argued that these organizations support ideas or perpetuate values that are far more offensive or provocative than
CON By Austin Zhang COPY EDITOR
the American flag ever could. Yet, they are still allowed to exist. This is because, in order for any individual or group to claim freedom of expression, it must accept that everyone else has the same right to express ideas, even ones that some find distasteful. So when a flag is banned, it satisfies those who find the flag offensive -which is a good thing -- but oppresses those who find the flag inspiring; and it violates one of the country’s most fundamental freedoms. Furthermore, the American flag should be afforded some special consideration as the symbol of the country in which UCI, a public university, is located. It is true that the Supreme Court ruled flag desecration tolerable under the Constitution and that the flag should not be afforded special legal protection, but this verdict was reached in a narrow 5-4 decision — there is clearly still a valid, patriotic argument regarding this matter. The flag may not be something every American citizen will salute and praise, but it is still the banner of the United States. It stands for wholly American values, like freedom and democracy. The executive cabinet of the council of UCI vetoed the ban after it was passed by the council, and the students who originally voted in favor of the ban issued a public apology stating that they meant no ill-will toward the nation or the flag. UCI Chancellor Howard Gillman said, “We fly the flag, and we support all the freedoms it represents.”
A6 the falconer
opinion
march 26, 2015
STAFF EDITORIAL: US SENATE LETTER TO IRAN nuclear technology. Iran may create weapons to use against their foes. Through the letter, the senators hoped to dissolve the diplomatic talks and keep the United States out of any binding agreement. However, the letter serves only to project a weak and uncertain U.S. government. When U.S. officials overstep their bounds and directly issue statements that contradict the established position of the White House, it only serves to display disunity and instability to foreign leaders. The 47 senators who signed the letter may not agree with President Barack Obama’s current course of action, but it is the president who is the executive leader of the nation. And, in his position of authority, he has chosen to engage in talks with Iran, a decision supported by the heads of several world powers. If what is written in the letter is true, and a future president really could so easily overturn an agreement with Iran’s government, then the Republican senators should rely on that as the method to undo these talks. But to write an open letter to Iran opposing the current president’s actions based on the assumption that the next president will be a
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Tor Johnson (9)
Xiya Li (10)
tactic. In a statement reported by The New York Times, Iranian Foreign Minister Mohammad Javad Zarif said that the letter had “no legal value” and was “mostly a propaganda ploy.” Meanwhile, White House officials have stated that it not only hinders the president’s ability to conduct foreign policy, but also provides a loophole for Iran to avoid blame if the talks fail. There is rarely
ever complete agreement between the president and Congress on any given course of action. That disagreement is an inherent and important part of our political system, as it can foster discussion and compromise. But when politicians take such disagreement and make statements over the head of the executive branch, it serves only to weaken the position of the United States abroad — something no congressman should support.
STUDENT VOICES
It shouldn’t be [the Senate’s] right to do whatever they want. They should go through the president.
Did the 47 senators have the right to send the letter to Iran?
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”
They should have gotten the president’s approval because he’s the leader of this country; [we] chose him for a reason.
It was treasonous ... Interfering with foreign affairs that the executive is in charge of ... is not the role of Congress.
Peter Dragovich (11)
Chau Le (12)
the strip by carolyn chu
It violates the Logan Act. It goes behind the president’s back ... If they had gotten authorization it would’ve been better.
Republican or one that is against the current talks with Iran is arrogant and counterproductive. The senators themselves have also been widely criticized for heightening tensions during the talks and for increasing divisiveness. Even the Iranian government viewed the letter as a distasteful political
ART BY TERESA CHEN/FALCON ARTIST
On March 9, 47 Republican senators signed an open letter to the “leaders of the Islamic Republic of Iran” in which they declared that any agreement reached between Iranian officials and the White House without Congressional approval could be easily reversed by the next president, rendering such a deal obsolete. This letter, drafted by Republican Sen. Tom Cotton of Arkansas, was published online during ongoing talks between Secretary of State John Kerry and Iranian diplomats on Iran’s development of nuclear technology. Although the senators may have reservations about reaching a nuclear framework agreement with Iran, this form of direct appeal to foreign leaders over the head of the president is a gross violation of protocol and is detrimental to the nation’s international image. The matter of Iranian nuclear proliferation has been a contentious one for several years, and a major issue of U.S. foreign policy. The main concern of the senators who signed off on the letter is that entering a framework agreement with Iran would bind the United States to a pact while doing nothing to actually prevent Iran from continuing its development of
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A8 the falconer
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opinion
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the falconer
A11
Netanyahu’s views do not promote peace for Israel By Anna Lee OPINION EDITOR
Israel and the United States have been strong allies since the former’s establishment, as they have similar political interests. That fact has not changed, but recent disagreements between President Barack Obama and Israeli Prime Minister Benjamin Netanyahu have brought attention to the two countries’ differing approaches toward the situation in the Middle East, even if the desired outcome is the same: continued dominance over Arabian nations. But Netanyahu seems to want to maintain Israel and the United States’ influence through unnecessary and clearly avoidable war. Netanyahu has reversed his policy on Obama’s solution for the Israeli-Palestinian conflict — in which a separate Palestinian state would be created — numerous times. A day before he was up for re-election, he declared his position against it. A day after being re-elected, he told MSNBC that he meant he would only be in support of a two-state solution once circumstances change, specifically referring to the chaos created by Palestinian militant group Hamas and other Islamic militants. But the damage has already been done. A “clarification” cannot and did
not erase the seeds of doubt planted by Netanyahu’s initial flip-flop; he seriously undermined the credibility of a potential peace deal for Israel and Palestine. Perhaps this was his intention all along; Israel’s past expansion of settlements despite, and sometimes as a response to, Palestinian outrage has not exactly been a show of its agreeability to compromise. But a continuation of the Israeli-Palestinian conflict, or possibly an escalation into war that the United States would inevitably be dragged into, is not in the interests of any parties involved. It may be that a separate Palestinian state poses a potential threat to Israel, but the actual violence occurring is a real and current threat that can be diminished through the creation of two states. A Palestine separate from Israel would at least somewhat lessen tensions in the region, currently united as one tumultuous nation. Netanyahu has failed to recognize that circumstances can change — if only he will allow it. Another point of contention for Obama and Netanyahu is Iran’s continued development of nuclear technology. Obama, in his multilateral negotiations with Iran, is focused on preventing the country from acquiring an atomic weapon rather than eliminating its nuclear program altogether, according to a statement released by the White House. But Netanyahu, after being invited by Republicans to address Congress without consulting the White House, declared on March 3 his firm stance against such a deal: Iran is still the enemy, he said, and the restrictions on its nuclear program should not be lifted until Iran halts its
PERSONAL PERSPECTIVE FERNANDO STEPENSKY The Falconer sports editor talks about his unique heritage and what being a “Mexi-Jew” has meant to him.
PHOTO BY GRACE BRUTON/FALCONER
“aggression in the region and in the world.” His speech alone was problematic in the fact that it was a deliberate slight to Obama, who, despite facing opposition from the Republicandominated Congress, is still the leader of the country. Netanyahu cannot expect to maintain close ties to the United States if he blatantly snubs the president. Furthermore, Netanyahu seems to be operating under the faulty assumption that Iran intends to simply lie back and accept the harsh restrictions he would instill on its nuclear
program. The reality is that such repressive measures constitute a violation of Iran’s sovereignty. They are not only antagonistic, but provocative. Iran, and many other Arabian countries, insist on developing nuclear power for that exact reason — power. A systematic suppression of its ability to obtain the power that Israel already — unofficially — possesses, which has given the Western ally a major advantage over the surrounding nations, could very well cause Iran to lash out with warlike intentions. Which, of course,
provides a convenient reason for Israel, with support from the United States, to forcefully eliminate Iran’s nuclear program. Netanyahu’s policies thus far have been pushing Israel toward wars that it has the opportunity to avoid. And he has consistently subverted its closest ally’s attempts to create these opportunities. The United States has no intention of being a harbinger of war again, yet Netanyahu may very well plunge his country and ours into chaos.
My maternal grandfather survived the Holocaust in the Lodz ghetto of Poland, moved to Venezuela for a short time, and then went to live in Mexico City, where he met my grandma. My dad’s grandparents were from Poland and Russia; his parents were born in Mexico, and he met my mom on a blind date. After seeing each other for a little over three weeks, he proposed. They moved to San Diego along with many other Mexi-Jew parents who wanted a better life for their kids, and 28 years later, here I am — a Mexi-Jew born in the United States.
being a good person, or a “mench.” There is a Shabat dinner every Friday, which is the Sabbath, or day of rest, in the Jewish religion. Although the traditional day of rest includes no cell phones, television or electricity use — even turning a light on or off — the Mexican spin on it is just being surrounded by family and friends. This is the center of our universe, as the school or work week is complete, and we are free to talk about our successes, failures and upcoming ventures in a lighthearted way, and always with plenty of laughs. While having to miss some weekend football and basketball games was hard at first, I realized the importance of a dinner surrounded by the people I love. It’s made me want to see stronger familial connections among my American friends. As a Mexi-Jew, I have friends who I don’t just go to a party with or joke around in class with, but friends who I can have really deep, one-onone conversations with and who I would, without hesitation, take a bullet for. Through sharing many of the same beliefs and dual-cultural perspectives, there is an almost automatic connection between MexiJews — we all know not to take life too seriously and to always make time for our “familias.”
front of me and getting a fresh bowl of guacamole makes me feel more at home. The people seem to be friendlier and I can get along with anybody. The bright face of Mexico, however, conceals many problems within the government.
“No existe algo mas importante que familia” is my senior quote ... “There is nothing more important than family.” There are approximately 200 Latin-American Jewish families in San Diego, many of whom belong to the Ken Jewish Community, so the population of us here is larger than you’d think. We are a very close community; there is a running joke that we are all either cousins, best friends or have two degrees of separation from one another. “No existe algo mas importante que familia” is my senior quote. It translates to: “There is nothing more important than family,” an idea that is ingrained in our community and that we all learn from a young age simply by the way we live. I have a much larger family than the one shown on my family tree because I have grown up with some people since I could barely walk, and I’m grateful to call them my brothers and sisters. Many of us were brought up with similar values, keeping our Mexican culture alive through food, music, dancing, parties and love; we also remain true to our Jewish heritage and its value of
I have friends who I can have really deep, oneon-one conversations with and who I would take a bullet for. One of the other beautiful things about having a dual citizenship has been traveling so much to Mexico. No, not the fake Mexico — Cabo San Lucas and Cancun — but the nation’s capital of Mexico City, where over half my family lives. Going to a Cantina, seeing the tortillas made right in
ART BY ANNA LEE/FALCONER
Keeping in mind that family is the most important, I still strive to look for people to add to my “familia.” One of the most essential components of a successful and safe country is press freedom, and Mexico’s is minimal. I see practices in the United States that I believe should be implemented in Mexico, and some in Mexico that should be implemented in the United States. Observing these two countries throughout my life has allowed me to develop critical thinking skills, as I evaluate both their strengths and their flaws. This is a lesson I’m sure many Mexi-Jews in San Diego are taught, because we know our parents left Mexico to make a better life for us, that we should never take that for granted, and we are supposed to strive to make our communities, schools and countries better places for future generations. Being a Mexi-Jew is one of the coolest parts of my identity. Being both bicultural and bilingual has been a blessing — it’s given me a unique perspective of the world, showing me two extremely different ways of doing things through the cultures I see on a daily basis. Keeping in mind that family is the most important, I still strive to look for people to add to my “familia,” regardless of religion or ethnicity. But already, I have a huge community waiting to help me whenever I am in need, and I am happy to call two countries home.
A12 the falconer
opinion
march 26, 2015
English curriculum is too centered on males STAFF WRITER
The books we read throughout middle and high school are supposed to be representative of our and other cultures, but how can they be, when the majority of assigned readings are written by and about men and boys? At TPHS, ninth graders read “Lord of the Flies,” and “Black Boy,” both by and about males, as are “Things Fall Apart” and “Catcher in the Rye” in the sophomore year. Additionally, men dominate “The Odyssey,” “Of Mice and Men,” “Crime and Punishment,” “The Great Gatsby,” “The Adventures of Huckleberry Finn,” “The Crucible” and many other novels and narrative works on the district reading list. This doesn’t mean the novels and plays are not worth reading, but it is problematic for students to study primarily male-centered books, diminishing the importance of women’s and girls’ stories and female authors. Assigning male-oriented works is not so much an intentionality as it is a cultural trend. Since the time students begin reading, it is ingrained in their minds that the male experience is the most
“human” universality, because of the number of male-centered books generally read. If and when there are female characters, they are discussed through the words of males — and are often reduced to feminine stereotypes. In the books we read, women are nearly always in unenviable positions, either as victims at their most endearing, or as psychopaths at their least. In “Of Mice and Men,” the only female character is an annoying, manipulative, sexual object, and in “The Odyssey,” the only women are overly-dependent wives or evil temptresses. The negative effects of assigning novels that generally focus on men are subtle, yet undoubtedly damaging to the self-esteem of the girls and young women reading them. The novels tell young women that men’s lives are not only more interesting, but that what men have to say is of more value than any female contribution. Such conclusions burden not only female students, but also their male counterparts, who may not consider that the complex psyches of women exist when the novels they read imply otherwise. Considering that the societal prerogative defaults to male points of view, female students are conditioned to experience male outlooks on literature, history and world views. Consequently, very few female students complain about having to read a book narrated by a male, while male students will inevitably whine about having to read a “girls” book. A standard has been set that
women should be interested in the opinions of male authors and characters, while men do not have to reciprocate. Additionally, the lack of female-oriented works further substantiates the idea that women do not have successful careers, particularly in academic pursuits. The stereotype is so widespread, and many are so repelled by femalecentered novels because of their supposed frivolousness and overlyemotional plots, that some of the most successful authors (like J.K. Rowling and S.E. Hinton) obscured their genders just to gain credibility in a male-centric world. There is the option to teach novels by women and about women; the list of books teachers are provided with include works like Sylvia Path’s “The Bell Jar,” Laurie Halse Anderson’s “Speak,” and others. So the most effective change that could be made would be to require teachers to assign books by female authors, books that prove the value of women’s voices and experiences and which highlight the way women truly
behave — like actual human beings. A plot about females does not have to be limited to a woman’s beauty, sexuality or rape, but can be about universal problems and concerns. Having books centered on and written by females is vital to expanding the knowledge of female and male students alike. Books like “The Help” by Kathryn Stockett and “The Joy Luck Club” by
Amy Tan are female-oriented books already available to read in schools. Both are told from the female perspective and describe women’s lives realistically. The books would erode the stereotypical female role and cause female students to know that they, too, are important enough to read and write about. Female characters and authors are important because they have a voice worth hearing -- and a right to expose their sentiments. ART BY TERESA CHEN/FALCON ARTIST
By Maya Kota
ART BY TERESA CHEN/FALCON ARTIST
Teaching only patriotism in history class is harmful By Maya Rao COPY EDITOR
My fellow Americans, ask not what your country can do for you — ask what you can do for your country. We have been brought up on these words, uttered in 1961 by President John F. Kennedy. There have never been words so American, so patriotic — just look at the way they are displayed across the country, present on posters and coffee mugs and souvenirs. We are taught from a young age that the United States is strong. And it is strong. But strength does not equal perfection. Our history is mired by slavery, corruption, war. Our past is ugly. There are a few shining moments of American glory, but mostly, our history is filled with reports of our racism, elitism and selfishness. But we are learning, and little by little, are moving forward. Instead of joining the rest of the United States, however, Oklahoma is pushing its residents back; the state voted to cut funding for Advanced Placement U.S. History because the course emphasized “what is bad about America” instead of focusing on “American exceptionalism.” It is clear that the state’s lawmakers want to paint the United States as a great country, but great countries do not arise from censorship; they arise from studying how not to repeat past mistakes. We cannot hide our failings by burying them under sanitized curriculum — to do so would be unfair,
unjust and most of all, un-American. We fight for this country and we die for this country because we know that our efforts will impact future generations, that our efforts will make the world safer and stronger for our children. We hunger for things that will make the United States better, and we stop at nothing to achieve our goals. But this fearlessness does not come from foolish, reckless abandon, as other “refined” countries may believe — it comes from the understanding that even if we commit terrible mistakes, our children will learn not to fall prey to the same vices. The United States has a lot of enemies, countries and organizations that would like nothing more than to see it burn. The Ayatollah of Iran tweeted several anti-U.S. messages during and after the Ferguson riots: “Was it not colonialists who killed Native Americans& enslaved millions of Africans? Are these American values? #Ferguson #WoundedKnee” and “Kidnapping & enslaving of African blacks is a tragedy in history which the arrogants don’t like to review. #BlackLivesMatter #Ferguson.” These countries know our faults, and they use our faults to perpetuate Western hatred. We cannot afford to be blindsided by some country with a vendetta — we need to be prepared, and for that, we must know exactly to what they are referring. If we are to fight these enemies, we must understand how they think; patriotism, however honorable, would only hinder our foreign policy. Lawmakers are opposed to the AP U.S. History curriculum because it focuses on American racial and cultural “superiority.” This country may have been influenced by religious ideals, but it profited immensely from racism. We chased Native Americans
from their ancestral homes, corralling them on reservations and exploiting their resources. We forced thousands of Japanese immigrants — many of whom were American citizens — into internment camps during World War II. We dropped a nuclear bomb on Japan. The morality of these actions was, and still is, in question, and to block discussion of these topics simply because they highlight the bad aspects of our country, belittles the suffering of the Japanese. America was built on the backs of slaves toiling in the sun; it was built on the burned hands of immigrant Chinese railroad workers; it was built on the drive of the Irish. And not liking that the Irish and the Chinese and the African Americans were treated badly does not give us an excuse to desecrate their memory by shoving their roles into footnotes on a page of American glory. Manifest Destiny was born out of racism, the Civil War was born out of racism, Ferguson was born out of racism. Ignoring the problem does not make it go away — we have to fix it. The United States has many flaws, but that does not mean it is not a great country. We are not great in spite of our mistakes;
we are great because of them. Our mistakes have taught us valuable lessons — disregard for the lives of the impoverished is wrong, the monopolies of big businesses are wrong, the subjugation and exploitation of one group of people by another is wrong — and we have come out stronger, fairer, better. We are taught, by the history curriculum, to see our country the way our enemies see us, so we can effectively fight and vanquish those who would
wish us harm. We also learn history so we do not repeat it. Every country has made mistakes, but there has not been one that has thrived without learning from those mistakes. We can fight and scream and die for the United States, but without full knowledge of our history, we will just be ignorant fools in a great white house. We are a great country, and we must remain a great country. God bless the United States of America.
ART BY RUSSELL REED/FALCON ARTIST
“I have a voice.”
EXPERIENCE STORY
The Falconer copy editor silences her voice to better understand selective mutism and listen through the ears of those who cannot speak. I chewed my lip in silence. The doctor’s office was lit by bright, harsh fluorescent lighting made softer by the plush couches and teddy bears scattered around, but of course my mother wouldn’t let me sit in fear of germs. So I stood and chewed my lip and watched the other children. They were sneezing, coughing and talking in loud jarring voices to their parents, who smiled with worry in their eyes. I watched without talking so I could observe. I have always loved quietness. I often spend my time curled on the couch with an engrossing book, not listening to anything or speaking to anyone. In the summer, I sit on the swings, watching the late afternoon sun set fire to the treetops. Silence, I thought, would be easy. Mutism is the inability to speak in any situation, but is far less common than its derivative, selective mutism. According to the American SpeechLanguage-Hearing Association, selective mutism is a speech disorder that usually starts in childhood and prevents an individual from voicing his or her thoughts. An irrepressible anxiety overcomes a person when he or she tries to speak in certain situations; talking would be impossible at school, for example, but the person might be able to converse freely with parents or friends. When the Falconer’s feature editors asked me to simulate selective mutism for a story, I thought it was a gift. It couldn’t be that hard to stay silent, right? Especially not for short, one- or two-hour durations. Quiet was already so integral to my inner peace; surely, this would not pose a challenge. And it did not pose a challenge; it posed the Mt. Everest of challenges. Where I expected smooth sailing I found choppy waters and every time I thought I had conquered a wave, another one crashed onto my little dinghy. It wasn’t so bad at first. I started off in small increments, staying silent for a few minutes during a biology lab or a discussion in English. When I felt comfortable with those, I decided to try for a full class period. We were listening to presentations in history class, and I figured that I wouldn’t need to talk much anyway. But somewhere between Custer’s Last Stand and the Homestead Act, my eyes glazed over and I turned to my friend. She was diligently highlighting her worksheet, keeping
her eyes on the presenters, but I could tell she was just as bored as I was. I opened my mouth to point out a typo on the handout, but no sound came out. I opened it again. Same result. I felt my throat, rubbed my jaw. Silence. My haven has always been in quiet. It is my shield, my comfort when I am sad or afraid or upset. But this was silence. It was suffocating, it was constricting. It was oppressive. I went home that night to dinner and a discussion. Every night, my family and I sit around the table and talk about our days or issues we find interesting or just the world in general. Every person has a different perspective and all of us are very vocal. But that night, I did not speak. I don’t remember what they were talking about, but I remember my mother’s eyes widening and my father’s eyes narrowing and my brother’s eyes glinting with mischief. I picked at my food, eating my rice one grain at a time, trying not to pay attention to the lively chatter surrounding me. I was looking at them through a window frosted over with silence — I did not belong. For the first time in my life, I was completely on the outside. I was alone.
My haven has always been in quiet. It is my shield, my comfort when I am sad or afraid or upset. But this was silence. It was suffocating, it was constricting. It was oppressive. Nothing could compare to the crushing wave that washed over me. No amount of strange glares or silent gesturing at Starbucks — where I attempted to order a drink silently — could equate to the sheer loneliness I felt. For a moment, it was almost as if my family had accepted the absence of my opinions, as if they just accepted the ghost at their dinner table. As if they accepted my silence. I can never fully experience selective mutism: I can’t simulate the fear or anxiety that comes with not being able to speak in certain social situations. No matter how alone I felt, I knew that I could talk at any minute. I always had my voice to fall back on. Sometimes, I would give up. I didn’t have the will to continue on my self-imposed vocal isolation. But for people with selective mutism, giving up is not an option. Their isolation is not self-imposed. Perhaps I felt so alone because I rely so much on speaking to interact with my friends and family. Perhaps people with selective mutism don’t feel lonely at all. All I really know is that I felt like an outsider in my classes, with my friends and around my dinner table because my voice shut was off. Silence is debilitating, destructive and draining. It seeps through every pore, crowds every thought, manipulates every emotion. It would be impossible for me to endure it every day for the rest of my life — I would be both mentally and physically incapacitated. My voice is normally low and gets to be high when I’m excited. It rises and falls when I’m telling stories; it squeaks when I’m anxious and it wobbles when I’m upset. I’ve always taken my voice for granted — it was never anything really special. But it is there when I need it, and that itself is a gift so many others don’t have. So next time I’m at the doctor’s office, underneath the harsh fluorescent lighting in the room with the stuffed toys and the plushy couches, I won’t stand by in silence. I will laugh and cry and shriek. I have a voice. by Maya Rao
ART BY SARAH KIM/FALCONER
A14 the falconer
photo by avery spicker/falconer
feature
march 26, 2015
infographic by sarah chan and sarah kim/falconer
*Information provided by the Lonely Planet website
photo by jane doe/falconer
,
On March 13, 1964, Kitty
Genovese was
savagely murdered in plain sight or within earshot of 38 neighbors and residents of her apartment building in Queens, New York.
focus spread the bystander effect
On March 13, 1964, Kitty Genovese was savagely murdered in plain sight or within earshot of 38 neighbors and residents of her apartment building in Queens, New York. Genovese’s death caused a media storm in the U.S. and around the world not because either she or her killer were famous but because the murder had been witnessed by so many people who made little or no attempt to stop it from happening nor to summon help for the same purpose despite, tragically, having a series of opportunities to do so. Kitty Genovese was 28 years old when she returned home from work at around 3 a.m. that night. Heading across the street from her parked car to her apartment building, Genovese spotted someone trailing her and quickened her step, but her attacker pounced and stabbed her in the back. Genovese screamed that she had been stabbed, and lights went on in the surrounding apartments. Genovese must have been hopeful. A man’s voice rang through the courtyard of her building, “Leave that girl alone!” and the attacker briefly ran away. Genovese cried out again, “Please help me God. I have been stabbed” — but no one did anything, and the man who would become her murderer returned to stab her again and then raped her. A neighbor opened his door in the midst of the second attack but promptly closed it, saying later, “I didn’t want to get involved.” After returning for a third time, the murderer attacked Kitty Genovese again then left her for dead. An ambulance was finally called, but she died on the way to the hospital. The ensuing media maelstrom was impossible to ignore, but for two American, Ivy League-educated social psychologists, John Darley and Bibb Latané, it sparked an interest that led to
groundbreaking experimental research in what came to be known as the “bystander effect.” According to psychologist, author and St. Thomas University counseling professor Lawrence Rubin, the phenomenon “[s]imply stated, refers to the likelihood that bystanders to a crime or wrongdoing are likely to resist
Perhaps most significant in the bystander effect is diffusion of responsibility. taking action if they believe others will do so.” In other words, the greater the number of bystanders, the less likely it is that any one of them will help. The bystander effect has been explained in a number of ways. Ambiguity is a factor, which happens when multiple witnesses rely on each other to interpret confusing, unfamiliar circumstances, like whether or not someone needs help or how to help, as opposed to an individual, who has only him- or herself to decide what to do. Sometimes there is an assumption that if no one in a group is responding it must mean that no emergency exists. The group dynamic can paralyze in a way individual responsibility does not. Another explanation for the bystander effect is cohesiveness, a theory that the more well-acquainted and familiar witnesses to an emergency event are, the more likely it is they will help, so a group of strangers is disinclined to work together to offer assistance.
Perhaps most significant in the bystander effect is diffusion of responsibility, which means the presence of others makes one feel less personally responsible for responding to events. People tend to assume that someone else will provide the necessary help, maybe someone more courageous than themselves, especially when there are many people available to help. Darley and Latané, with other colleagues, developed a series of experiments in which participants, either alone or with others, were presented with a staged emergency situation in which a person appeared to be in danger of harm or death. The experiments found time and time again that a participant’s likelihood to intervene on behalf of the potential “victim” was affected by whether he or she was the sole witness or one of a group of witnesses. One experiment, for example, was staged around a woman in distress behind a curtain that divided a room. Seventy percent of people who were alone when they heard the woman moaning after what sounded like a fall pulled back the curtain to check on her or called out to her. When there were other participants present, only 40 percent of observers offered help of any kind. Many people are intrigued by the bystander effect. ABC television’s news division developed “What Would You Do?” an entire show that revolves around offering unwitting strangers moral dilemmas and ethical challenges staged by actors to test the strangers’ reactions. How well those unwitting strangers respond to the challenges varies from week to week, but they frequently defy the theory of the bystander effect and do the right thing, even when there are many people around.
So we set out to conduct some experiments of our own.
exercises in empathy lying un-conscience No, the “kush wasn’t too loud.” It was a social experiment. We went into this experiment more with the concern that nobody would help Anna — instead, there was a flood of people gathering in worry and confusion. Standing by the side of the ramp as Anna lay face down on the sidewalk, Caroline prepared to reassure the few students we expected to help. The experiment started out slow, but as Anna continued to lie prone, people became genuinely concerned. Caroline tried to maintain the flow of students by passing out slips explaining the experiment to those who approached Anna. Some moved on quickly after receiving the slip, but others became enraged. Caroline had many students tell her that the experiment was “ridiculous” and “f—king disgusting.” Only a few students stayed for a longer period of time to see if Anna was OK. One girl tried to call 911 and did not acknowledge Caroline’s attempts to explain the situation, forcing Anna to “break character.” Caroline was confronted by Assistant Principal Garry Thornton. Even though Principal David Jaffe had approved the experiment, she was told that they could not cause this much “hysteria” at school. Meanwhile, Anna still lay sprawled across the concrete, gaping at Caroline as she shivered in her Steve Madden boots.
We retreated to the journalism room afterwards to check Twitter for the student body’s response. And … it wasn’t pretty. People were tweeting about how it was the “dumbest demonstration experiment” they had ever seen. Again: the “dumbest demonstration experiment.” People were “shaking [their] heads” and proclaiming, “officially,” that we had “no chill.” Harsh. Some comic relief came from a Snapchat of Anna lying on the ramp with the caption: “when the kush too loud.” It was appreciated amidst the storm of angry comments, which continued on campus even days after. Ultimately, the purpose of the experiment was not to terrify the student body, but to gauge its reaction: half were indifferent to the matter, and many were just confused. Only a small minority were proactive enough to help out. We suppose that it might have also been a test of moral character, and that minority “passed” spectacularly. But our intent was not to be sanctimonious in our judgment, so the morality test was more of a background factor. It was, indeed, uplifting to find that students were willing to sacrifice their own time in order to help out instead of passing the baton to their peers. By Anna Lee and Caroline Rutten
insult to injury We crept outside into the quad with a pair of oddly-obtained crutches, an abandoned AP Euro binder and a trailing uncertainty about what would happen with our experiment. Sending an “injured” Kevin out to see if anyone would help him as he dropped his belongings all over the floor while walking with crutches, I initially thought it was blatantly obvious that everyone would could to his aid. Yet, as I thought about it, doubts began to seep in; what would happen if the students ignored the incident altogether? So, leaving my apprehensions to be settled by the behaviors of the students, our mini team of social experimenters set out to find some unsuspecting participants. My first cause for relief came when a student, accompanied by some friends, patiently held open the heavy door for Kevin as he approached the entrance. Shortly afterward, Kevin dropped his papers, and a single person rose, gathered Kevin’s belongings, and handed them back to him. As we repeated our act around campus, more people spent their time and effort to pick up the scattered pieces of paper. Yet, nearly everyone who helped gave the exact same response: because he’s on crutches, and he dropped his stuff. Although this might seem only to reveal the tendency of TPHS students to state the obvious, it really is much more than that. The idea of helping someone in need is so rooted in many students’ minds because they understood what he was going through. Yet, I say many students, because many is not all. During our time in the media center we directed Kevin to drop his binder in an area
where one or two students were engaged in schoolwork. As he did so, one of them seated only a few feet away made a motion to get up from his chair, then thought better of it and sat back down. Kevin struggled for minutes as if he were really injured, and we were both hoping for the same thing: a reaction. But the student’s mind was set. He didn’t budge. Kevin was eventually rescued by a boy who ran down the media center ramp like the holy savior of mankind. It’s hardly fair to judge the whole school or even the student himself for what he did — I don’t claim to know the inner workings of people’s minds. But still, it’s hardly an excuse. All it takes is a few seconds, and from what I saw I’d say that our school generally gets that. Otherwise, the number of people who helped us wouldn’t have outweighed those who didn’t. Yet, it’s difficult to tell. Who knows what would have happened if the circumstances had been different, if we used someone other than Kevin, if there had just been other people around? As evident in the student who ignored him, not everyone always feels the inclination to help others. If I can really assume anything at all from this whole ordeal, it’s that, yes, there are selfish people, but there are selfless ones too. And that’s just the way things are. I would like to say that I, too, would have immediately stopped and helped an unfortunate stranger in the same position, but I wasn’t so sure. by Lily Nilipour
As Kitty Genovese was murdered inside her apartment building, floors of Mowbray residents turned a blind eye.
Courage is the first of human qualities it is the quality which guarantees all others — Winston Churchill Former Prime Minister of the United Kingdom
people are becoming more selfish and dishonest
state of moral values is getting worse lowers our expectations for other people’s behavior and lead us to tolerate unethical actions — Joshua Halberstam, Author “Everyday Ethics: Inspired Solutions for Moral Dilemmas”
‘Why do good when no one is watching?’ ‘There’re 12 other people I see, why should I help?’
‘Why do good when others do not?’ The right thing is that which you do when no one’s watching
‘it’s not my job to help.’ — Patrick Markey, Associate Professor at Villanova University
IT’S JUST AS EASY TO WALK AWAY — Lawrence Rubin, Author and St. Thomas University counseling professor
feature
tphsfalconer.com
the falconer
A15
WHEN WORDS COLLIDE Feature explores the misconceptions about dyslexia and the stories of students who are affected by it.
If you were to speak with Marshall Thompson, a student at Wheaton College in Illinois, you wouldn’t notice that he spells nearly one in six words incorrectly, unconsciously obliterates certain words while writing or has nearly illegible handwriting. In fact, he is probably one of the most well-spoken people you’d ever have the privilege of talking to. “Writing is very frustrating for me, because in order to make it even a little bit legible, I have to write incredibly slowly in a way that creates a disjunction with the speed at which I think,” he said. “When I write, I have to write so slow I often get lost in what I’m saying.” Thompson sees languagelearning as a puzzle: When people are young, they’re introduced to a set of letters, like puzzle pieces, but usually have a sense of how they’re supposed to fit. For Thompson, however, letters never seemed to fit together in any meaningful sense. It was not until fifth grade that he was officially diagnosed with dyslexia and dysgraphia — a learning disability that causes a deficiency in fine motor skills and the ability to express thoughts on paper — prompting a mixed reaction of both relief and concern. “I was relieved because I was actually able to have an authoritative source tell me that I wasn’t just hopelessly incompetent at school,” he said. “At the same time, I was a little concerned because it gave a very definitive way in which I was singled out from other people.” Various aptitude tests concluded early on that Thompson’s in-context reading level was significantly higher than his out-of-context reading level, demonstrating that the mechanics of reading were more difficult for him than the conceptual areas of it. “If I’m actually reading well, I won’t notice the words on the page at all, no matter what I’m reading,” Thompson said. “Words like ‘the,’ ‘a,’ or ‘is,’ — those sort of mechanics of language — I won’t actually be aware of them. I sort of skip over them as I read and fit it together via pictorial representation and context.” Thompson’s understanding of his dyslexia has provided him with a way to identify himself outside of his disabilities. “[Understanding my dyslexia] meant it was no longer this sort of strange thing attached to me, it was no longer ‘Oh, now I am this dyslexic person,’” Thompson said. “Instead, it became tangible — it just became a process integrated in how I’ve always understood myself, as opposed to this label that got imposed upon me.”
I was relieved because I was actually able to have an authoritative source tell me that I wasn’t just hopelessly incompetent at school. At the same time, I was a little concerned because it gave a very definitive way in which I was singled out from other people.
Marshall Thompson �������
His early exposure to learning disabilities provided him with a “recognition of the inequity of the different ways in which brains work,” eventually leading him to become a philosophy major. Thompson believes his ability to investigate deeper layers of philosophical thought has provided him with a new, unique sense of gratification. “I had done fine in academics before then with a lot of work, but philosophy was the first thing where I really excelled in a unique fashion,” he said. “It was
kind of intoxicating in ways — actually succeeding at something academically was such a rush and thrill, so I didn’t want to stop.” But for many other students, dealing with dyslexia is still a learning process. For Rosie Jang (11), it was not until second grade that she was officially diagnosed with mild dyslexia, and she is still learning how to address her academic life while taking her dyslexia into account. Although she had difficulties learning English when she was young, Jang initially attributed her struggles to her move from Korea in kindergarten. “She didn’t know any English when she started kindergarten,” Jang’s mother, Susan Yang, said. “We thought that it was something she would be able to overcome as time went by.” However, Jang was unable to overcome the reading obstacles that seemed language-based as quickly as she had hoped. As she grew older, re-reading passages became more tedious, and reading comprehension became more challenging. Eventually, in second grade, a teacher recommended that Jang be tested for a possible learning disability, leading to her diagnosis of dyslexia. While she acknowledged that school would be harder for her, it did not come as a complete shock to her and her family – her mother is also dyslexic. To accommodate her dyslexia, Jang receives additional help in school with her Individualized Education Program, or IEP, which details her annual education goals and also verifies her dyslexia. It also allows her to take tests, including the SAT, in a different room with extended time. Leah Davis, a junior at Clovis West High School in Fresno, has dyslexia and attention deficit hyperactivity disorder. Despite her two learning disabilities, she takes tests with the other students, and is not always given extra time on her exams. “There should be more appreciation and [attention given to] people that have dyslexia,” Davis said. “For example, different testing centers would be great to make sure you aren’t making the same mistake you made in class, where it’s harder to concentrate.” Similar to an IEP, Davis’s 504 Plan ensures academic accommodations to help with her dyslexia. The 504 grants Davis extra testing time, but according to Davis, her teachers don’t always comply. “I’ve had teachers in the past that will check to see that I’m not messing things up,” Davis said. “But I’ve also had other teachers in the past that are completely unaccepting of the situation.” Jang has also encountered her own school-related obstacles. After taking one semester of AP Humanities, her counselor altered her schedule and replaced the AP course with College Prep English 11 and College Prep U.S. History, without notifying her. “[The counselors] told me that kids with IEP’s don’t usually sign up for AP classes,” Jang said. “The reading level is harder, especially because I have dyslexia, but I think I would much rather be in an AP class.” A large misconception about dyslexia is that it is a visual learning disability – a simple rearrangement of letters that makes words difficult to read properly. However, dyslexia is not associated with visual intake, but rather, brain activity. For those with dyslexia, there is a disjunction in the processing of codes, alphabetic letters representing speech sounds, or symbols representing numbers or quantities. An impaired ability to process visual information does not reflect compromised intelligence, but an alternate perspective. by Sarah Chan and Irene Yu ART BY SARAH KIM AND IRENE YU/FALCONER
A16 the falconer
feature
march 26, 2015
untitled (a lifetime of art) 2015 ink on newsprint 11.375 inches by 17 inches By 11 a.m., Julie Limerick’s fourth period art class is working into a quiet hum. Her Advanced Placement students are contemplative, building their portfolios into small compilations of self-exploration. At the front of the room sits their matriarch, a teacher for 30 years and an artist for a lifetime. There were mixed reactions when Limerick, art department chair and National Art Honor Society charterer, told her students that this year at TPHS would be her last. Some nodded knowingly while others cried out in shock; all expressed a genuine sorrow to watch her go. Still, Limerick said she wanted to leave TPHS “on a high note.” “It’s scary because [teaching] is what I’ve known for so long and nurtured in myself, but I’m ready,” she said. “It helps to be willing to step outside of your comfort zone and try something, which is what I teach my students [to do].” Limerick will follow her daughter, a new-genre performance and film artist, to the city of whatever graduate program she attends in the fall. Six years from retirement, Limerick hopes to find her new niche in a museum, gallery or university campus. “I love seeing students discover and create way beyond what they ever thought they could,” she said. “That’s the thing I’ll miss the most.”
A portrait of the artist Roy Lichtenstein was raised in Manhattan, New York City — home of Times Square. Limerick was raised in Mitchell, South Dakota — home of the World’s Only Corn Palace. She laughs when recalling her “early years” in art — her first job at 16 was painting signs for a local grocery store — but says that “art chose her,” and that it affects her wherever she goes. But back to the Corn Palace. The venue is essentially a celebration of the harvest; Limerick still recalls its gray mosaic panels which depicted Midwestern history. Particularly, she remembers being struck by the work of a Sioux artist named Oscar Howe. “I was in awe of his work from the time that I could understand what was going on,” Limerick said. “I’d try to put together mosaics with anything I could find, but could never create like Oscar Howe.” Many years later, Limerick found herself in a painting class at the University of South Dakota — with Howe as her professor. “Not only did I get chosen by art, but I had this rich experience of this mentor in my life,” she said. “I did four years of painting in college under him. He’d sit in his studio and paint at the same time that all of us did; he’d walk around to give us tips and critique us — a bit like I do now.” Today, after working with paint, sculpture, wood-burning, fabric and jewelry, Limerick teaches studio art across many mediums. If she could get one message across to “the world of education,” she says, it would be to never lower the bar for students. “I think that became very clear to me here,” Limerick said. “This is the wealthiest district I have ever worked in, and with that comes a very interesting kind of kid. Of course, this is a generalization, but these kids have so much that they’re
born into entitlement. There’s this expectation of always being excellent, but there’s a certain disconnect of what it takes to get there.” At TPHS and elsewhere, Limerick has concentrated on helping her students hone their skills in art and aspire to challenge themselves — to step outside of their comfort zones, as she will do at the end of this school year. “That’s kind of how I am as a parent and that’s how my parents raised me,” she said. “You never know what you’re going to be good at unless you try. You might fail, but that’s okay.”
Seeds to sow in her program — and beyond The art department, from increases in AP Studio Art scores and enrollment to its dance program’s continuous expansion, has grown under Limerick’s watch. Still, she notes that Falcon pride centers on athletics. “When you have an administration that favors sports over the arts, the arts become ‘the fluff,’” she said. “Money doesn’t get thrown there, and attention is not pointed in that direction. Arts keep kids in school, increase academic achievement and [decrease] disciplinary actions … and yet are not considered a valuable part of education.” Limerick said that, throughout her entire career, she has worked to bring attention to the importance of visual arts. “The other thing that I’ve encouraged, and hopefully succeeded at, is helping students see how important it is to … study art if they love it,” she said. “If you look at statistics, careers in the arts now exceed careers in entertainment and sports combined. What does that tell you? It tells you that the world is their oyster. That theory of ‘the starving artist’ is antiquated.” As current Video Film teacher Derek Brunkhorst plans to take her chair this fall, Limerick hopes that the department will continue cultivating strong programs and staff collaboration — “for the good of the students and the good of the arts.” “I found my niche in education,” Limerick said. “It was really more about teaching students who were higher-level thinkers. They didn’t necessarily have to be talented in art, but they had to be motivated to learn and get better at art and to find their own path.” Limerick is now left to redirect her own. When the class of 2015 storms Ed Burke field in early June, she finally will “graduate” with it. Until then, she’ll spend her remaining months at TPHS fine-tuning AP portfolios and hunting for a new home with her daughter — always with her air of youthful energy, and always with a smile. by Katie Mulkowsky ART COURTESY OF KATIE CHEN, TERESA CHEN, CAROLYN CHU, JACKIE LI AND SAMANTHA MILLER
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These were not the angry cries of a riot; these were the words of two cultural have historically been questioned. Still, Lior Troianovski (11) does not think icons, standing on the stage of Dolby Theatre and speaking to an audience of “very many people would say something they did not believe in,” given the over 36 million worldwide. likely possibility that doing so would turn away fans with conflicting opinions, On Feb. 22, 2015, singer John Legend, among other presenters, made national regardless of [the speakers’] intentions. headlines after calling for greater racial equality at the 87th Academy Awards. Brunkhorst recalls when the Dixie Chicks expressed disapproval of the “We live in the most incarcerated country in the world,” Legend said in his policies of George W. Bush in 2003 and subsequently lost a large portion of their speech. “There are more black men under correctional control today than were fan base. A similar incident occurred at the 2003 Oscars. under slavery in 1850.” “[Michael Moore] was talking about the war in Iraq in his speech and was Like many other award recipients, Legend and rapper Common, the winners booed off the stage, but honestly, I thought what he said was important,” Voss of Best Original Song for the movie ‘Selma’, chose to use their acceptance speech said. to make political statements, a practice prevalent at entertainment awards In light of anti-Vietnam war protest, featured frequently in speeches at the shows. The 2015 Academy Awards saw numerous mentions 1975 Academy Awards, co-host Frank Sinatra, on behalf of of wage inequality, racism, suicide and immigration reform. the Academy, said later that it was “not responsible for any However, such speeches are not immune to controversy, political references made on the program,” and that it was regardless of their ubiquity. Social justice activists “sorry [the references] had to take place.” immediately Tweeted their applause, while others, including The content of films being honored at awards ceremonies TPHS Video/Film teacher Derek Brunkhorst, were put off by When people see often spur discussion of issues as well. For instance, in Eddie the political propaganda. Redmayne’s Best Actor acceptance speech for his role as people they look up Stephen Hawking in “The Theory of Everything, “ Redmayne “[The Academy Awards] are supposed to be a celebration of the movies,” Brunkhorst said. “For me, an acceptance speech his award to those currently battling amyotrophic to speak out about dedicated should thank those people who got [the winner] to that place, lateral sclerosis, or ALS, the disease that Hawking is afflicted things, it makes them with. people who helped [the winner] along the way in his or her career ... I don’t think the Academy Awards is a place to get as the actual content of films, Brunkhorst believes follow. thatAsitfar political.” is difficult to determine the extent to which artists are While Brunkhorst may not approve of the practice, he -Laila Voss (10) responsible for the social implications of their work. acknowledges that using the allotted 45 seconds as a platform “[Film] is an art form, and as an artist, sometimes you’re is an effective way to promote awareness. expressing what’s going on,” Brunkhorst said. “How people Laila Voss (10) not only believes that these speeches are a take [the film] really depends on each individual situation.” good method for advocating change, but also that artists should be encouraged Film, almost from its inception in the 1890s, has been used to proliferate ideas to use them as such. to the masses. But what initially began as a way to promote war propaganda has “When people see people they look up to speak out about things, it makes now evolved into a cross-genre medium through which filmmakers convey more them follow,” Voss said. “If you have that power, you should be putting it toward universal themes and messages, according to Brunkhorst. something important.” After nearly a minute has elapsed, music begins to play, drowning out the last At the 2013 Governors Awards, actress Angelina Jolie used her acceptance of the applause and the many “thank you’s” from the award recipients. Millions speech to touch upon the topic of privilege, stating that, “I have never understood of television screens cut away to commercials. The spotlight no longer remains why some people are lucky enough to be born with the chance that I had, and on the speakers, but with each cry, each refusal to be silent, they work to take why across the world, there is a woman just like me, who would most likely make advantage of the platform afforded them by their acting success. Their speeches better films and better speeches [but] sits in a refugee camp.” bring social issues to the industry and the world, both on and off the big screen. Celebrities’ motives behind making political statements in awards speeches By Amanda Chen
“
John Legend and Common
Eddie Redmayne
“Glory”
“The Theory of Everything”
Best Original Song Legend articulated the importance of fighting for equality and ending racism.
Best Actor Redmayne dedicated his speech to those affected by ALS around the world.
PHOTOS COURTESY OF LATIN TIMES AND POPSUGAR
A18 the falconer
arts & entertainment
Apart from the occasional order of carne asada fries, my knowledge of Mexican food is vague at best — actually, carne asada fries aren’t even Mexican, according to my Hispanic friend — case in point. Given my lack of expertise on Mexican cuisine, it is no surprise that many friends disdainfully ask if I am “even from San Diego.” So naturally, the prospect of covering a Mexican supermarket made me a bit anxious. Apprehensive about the unfamiliar territory, I trod carefully through the store and made my way to a stand covered in piles of cacti. I picked up a cactus leaf, confused as to how one would prepare or eat it, when a worker started speaking to me in rapid Spanish. Her attempt to help me only confused me more and I, blessed with social awkwardness, said something along the lines of “yes, yes, thank you, bye” and fled to the food court. I faced similar difficulties while ordering food, a process of trying to decipher what each menu item was and then poorly communicating with the cashier, whose English was heavilyaccented. I gave up halfway through and passed the job on to my dad, who was just as disoriented as I was.
photos by eric cunningham/falconer
I eventually ordered a carnitas plate ($6.99), melon juice ($2.99) and a torta cubana ($4.99). The carnitas meat was a bit dry and the melon juice, which was just blended melon with sugar water, was sickeningly sweet with an unpleasantlychunky consistency. The torta cubana saved the meal — its savory toasted bread was crispy to a crunch — but not burnt. The carne asada, beans, tomato and lettuce were a classic combination of familiar flavors, and easily made the sandwich the highlight of the meal. Exploring the market one last time, I found that it wasn’t as foreign as I had thought; the aisles were stocked with the products I see at other supermarkets, albeit with Spanish labels. I amused myself by reading all of the packaging labels aloud — with horrible pronunciation. Finally gaining a sense of direction, I left the market satisfied with my somewhat successful attempt at immersing myself into a new culture — though I must admit to dodging every worker on my way out, for fear of being addressed in Spanish again. By Sarah Kim
Asian food is nothing new to me. After years of binge-eating Thai takeout and other food of foreign spice at friends’ houses, the cuisine has become a favorite of mine. Despite knowing that I would thoroughly embarrass myself by obnoxiously asking “What’s this?” about everything I saw, I was excited to expand my love for Korean food at Zion Market in Clairemont Mesa. Upon arrival, I found myself in a parking nightmare. My foot perpetually hovered over the brake as shoppers frantically fought for spots in the cramped parking lot — but that’s a review for another time. After parking, I could not help but feel overwhelmed by the sheer size of the market and of the crowd swarming into the building. The market was the Asian equivalent of Costco, minus some of the household items. There were free samples galore, every one of which I planned to try. My first was a kimchi dumpling ($15.99 per bag). The meat was tender and had a slight spice to it, a satisfying change from the chicken cabbage dumplings I have had before. After passing a chaotic gathering of people and their shopping carts in the produce section, I made my way to the next free
On a rainy Sunday afternoon, I ventured out of my Asiansupermarket comfort zone and into the less known — the staffer-recommended “Balboa International Market.” Balboa mostly stocks products from Europe and the Middle East, places I know little about, so I expected that I would be somewhat lost in the aisles. I was right. The supermarket seemed both foreign and familiar at the same time. The aisles were filled with the same products that most supermarkets stock, like sauces, spices and cheeses. The items’ labels, however, were daunting — most of them were written in languages unfamiliar to me. After surveying the market — feeling hopelessly like an outsider — my appetite grew and I decided it was time to conquer the food court. I was not used to the 30-minute wait after ordering my food, since in Asian supermarkets the food is prepared much more quickly. The beef sambose ($1.29) was filled with ground beef and was, sadly, not crispy at all, but was complemented by the copious — and tear-inducing — amount of hot sauce that I poured on it. The chicken in the beef and chicken combination kabob ($11.49) was warm, tender, juicy and slightly sour. In contrast,
march 26, 2015
photos by robbie johnson/falconer
sample station, which had miso soup. I’m not a fan of miso soup, but it was surprisingly good. It had the traditional, slightly salty taste but wasn’t overpowering. Leaving the market area, I made my way to the food court and ordered a Thai tea ($3.00) from Boba Bar and Desserts. The drink wasn’t too sweet and had a decent amount of boba, which I hoped to complement with the Gala Chicken ($7.99). But after waiting 15 minutes for the meat, I was a little disappointed. The chicken had a satisfying and distinct spice, but was little more than that — just fried chicken with a few spices. Frankly, I was expecting more from my meal. I did notice that the food court had other dine-in options as opposed to fast food — notably a “CDD Tofu & Grill” and “Hong Kong Ban Jum” that seemed appetizing, so I jotted down the names for next time. Zion Market left me frazzled, but the food was well worth it. I will surely be back when I get tired of California burritos and need an Asian food fix. By Caroline Rutten
the beef was almost cold and nothing special. Lastly, I couldn’t resist ordering my Greek favorite, a gyros wrap with fries ($6.99), but I was disappointed with the lack of tahini sauce — the wrap was very bland without it. The fries on the side, however, were perfectly salty, crisp and perhaps the best I’ve ever had. I tried dipping one in what I thought was ketchup from a bottle on the side of the table, but I’m still not sure what it was — it had a strange alcoholic aftertaste. I can say for sure that I didn’t dip any more f r i e s in it. After I cleared out the fries and had my fill, it was time to put on my parka, arm myself with my umbrella and venture back into the rain. Running across the parking lot, I decided that I would definitely return to Balboa if I ever wanted to step outside my ordinary routine, food-wise, or if I needed five varieties of feta cheese. If I actually need to go shopping, I’ll stick to Asian supermarkets. By Alice Qu
photos by grace bruton/falconer
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Micaela Roy (11) admits that she is “a little bit crazy” when it comes to dreaming big. Setting her sights on a double major in business and medicine, along with starting an art studio and leading a nonprofit organization, Roy already has a rough sketch of her ideal career. When she is not preoccupied with painting landscapes or doing schoolwork, Roy often finds herself looking beyond the scope of her everyday life — not only at her future, but also at the lives of those less fortunate than she is. “My personal philosophy is that if you can help people, you should,” Roy said. “We’re in this community [where] we’re so concerned with our grades and college, but we don’t really realize we could put in just a little bit of effort and change someone’s life so much.” It was this philosophy that ultimately led Roy, in the fall of her sophomore year, to found 1KID Inc., a nonprofit organization which now brings art to sick children and their families at Rady Children’s Hospital. Inspired by a school trip that Roy took during her freshman year to an impoverished region of China, 1KID originally distributed donated school supplies to students in countries like Mexico and Indonesia. “We went to a school and it blew me away that they did not really have anything,” Roy said. “There are people out there who have much less than we do and are going through so much more. I just thought that since I have the time and resources, I might as well [try to help].” Roy quickly realized, however, that she wanted to do something within the country that “impacted people in the long term and left a lasting impression.” This, along with her love of art, gave rise to the “1KID 1KIT” program. Donations are now used to purchase small kits of art supplies for the program, in which volunteers frequently visit the Ronald McDonald House, a “home away from home” for families of patients at the hospital, to teach art to siblings of patients. “Art is very rewarding, especially when you have nothing to occupy your mind with [besides] sadness and grief,” Roy said.
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Roy describes a scene from one of their visits to the Ronald McDonald House with a certain vividness. Student volunteers spoke to weary parents who had been up all night worrying about their sick children and interacted with bored siblings eager for some sort of distraction from their situations. “When you teach at the Ronald McDonald House, it’s nice to feel like you’re making a difference because you really are,” Roy said. Roy works in conjunction with Jiayue Li (11), president of the 1KID club at TPHS, and club vice president Tori Austin (11) to raise funds for the organization and arrange for weekend trips to the hospital. In addition to coordinating with 1KID club presidents at Canyon Crest Academy and The Grauer School in Encinitas, Roy’s other responsibilities as president of the organization include reaching out to donors, applying for licensing and tax codes, maintaining correspondence with venues and brainstorming ideas for future fundraisers. “[I spend] a few hours working [on 1KID per week],” Roy said. “It doesn’t take a ton of time, but it is a lot of stress.” Last summer, Roy held 1KID’s first fundraiser, a student art show, in which they raised approximately $1,500 for the cause. “When people donate to your cause, the quality of the art isn’t necessarily a big issue; they’re just wanting to give you money,” Roy said. “The art is a really good way to make donors feel like they’re getting something for their money, even if it’s not something huge.” 1KID’s next fundraiser, A Starry Night, is set to take place on March 28 at Rancho Santa Fe Community Center and will be much bigger than their previous one; it will feature photography as well as art. Roy is hopeful that more people will show up this time and that the organization will be able to raise more money. “[1KID’s progress] has fallen short of my dreams because it’s inevitable; my dreams are humongous, but I’m pretty proud of where we’re going right now,” Roy said. By Amanda Chen
PHOTO BY MICHAEL LEE/FALCONER
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A20 the falconer
arts & entertainment
march 26, 2015
FAST TRACKS
It is nearly impossible to pinpoint a precise genre that Of Montreal embodies. As soon as you categorize the band as indie or psychedelic pop, Of Montreal releases a new album, and you realize that you really do not know anything about them at all. Aureate Gloom is the band’s latest addition to their extensive discography and a musical departure from 2013’s disappointing album lousy with slyvianbriar. The band ditches the heavy electronic sound to recall the sounds of the 70’s — while still maintaining the melodic harmonies and minor undertones that have been consistent in the band’s otherwise ever-changing sound. In an interview with Stereogum, frontman Kevin Barnes describes Aureate Gloom as “aesthetically interesting or beautiful ugliness, if that is possible — a sort of beautiful misery or something,” hinting at his journey of self-discovery after divorcing his wife of 11 years. Barnes bares all through the album’s painfully honest lyrics that expose an emotional turmoil almost too raw for listeners to find comfort in. The track “Monolithic Egress” portrays Barnes’ morbid feelings toward the breakup, as he sings “We were the raping of the embryonic virgin spring/ No fun out of that stake, I can only bury the statues/ ‘Cause the dead have already been eaten.” Other songs on the album keep in this visceral theme. Those hoping to hear some of the band’s 2007 sound, arguably their most popular, should go straight to the first track: “Bassem Sabry.” The song leads with an upbeat tone and solid bass line that seamlessly accompanies Barnes on his philosophical reflections, thinking “It must be fairly normal/ To devolve into cycloptic brooding/ As the genocidal massacres you rubbed/ Over some perceived sedition.” But the album is hardly one to put on shuffle; the band’s sound takes a dark turn with “Chthonian Dirge For Uruk The Other.” A musical cacophony, the song layers competing chords that are reminiscent of those in John Lennon’s infamous “Revolution 9.” Aureate Gloom beautifully depicts the woes of a lost, bitter individual, albeit a bit too heavily for casual listening. Of course, Barnes’ poetic and esoteric lyrics supersede those of other modern artists, and he channels his inner Bowie to create a musical puzzle that no one but he can really decipher. Avid followers of the band should drop everything and reflect. Those unfamiliar with Of Montreal might fare better by wetting their feet in the band’s more accessible Wraith Pinned to the Mist and Other Games, before moving into the darker waters of Aureate Gloom.
IMAGE COURTESY OF POLYVINYL RECORDS
IMAGE COURTESY OF EPIC RECORDS
It’s been seven years since I first sang “Float On” on Rock Band 2 — which, I’m not ashamed to admit, is how I discovered Modest Mouse. So, lucky me! I haven’t had to wait the full eight years since We Were Dead Before the Ship Even Sank for a new album. But still, it’s been grueling. Thankfully, Strangers to Ourselves is finally here, and it took way less time than the monstrous 17 years of production Guns N’ Roses put into Chinese Democracy. There is good in this world after all, and that good is Modest Mouse getting it together comparatively quickly — and definitely more effectively. The title track, other than being a completely inaccurate representation of the overall sound of the album, is brilliant in every possible way. Slow and sleepy, “Strangers to Ourselves” features the pleasant hum of cellos and the band’s characteristic ambient guitar tones, creating an impossibly soothing song. “Lampshades on Fire” picks up the pace with a fantastic backbeat, and “Ansel” impresses with a mallet percussion that makes it sound faintly tropical. “S--t in Your Cut” is commendable in its distinction; Modest Mouse’s sound is easily identifiable amidst the masses of indie bands coloring the industry, and the track is a prime example of how its style stands out despite missing some key components of a typical Modest Mouse song — particularly the plinking guitar and piano sounds. The only tracks I’d recommend skipping are “Pistol,” which features a lot of awkward talking, and “God is an Indian and You’re an A--hole,” which has a hilarious name, but is also a weird, short interlude with too much banjo. Although, the latter is a notable exhibition of lead singer and guitarist Isaac Brock’s talent — not just anyone can make an indie piece double as a country song. His vocal capabilities are astounding, not only in terms of concentrated skill, but also in terms of the artistic choices he makes in using them. “Wicked Campaign” is a splendid showcase of Brock’s vocal ability: He transitions from low, gravelly tones to high-pitched wobbles seamlessly, and the way he rockets into yelps and crows is distractingly awesome. The oscillating cadence of his voice is similar to the effects of a guitar’s whammy bar: dissonant, haunting and impeccably fitting. Most aspects of Modest Mouse’s music, like Brock’s incredible vocals, have stayed the same. And perhaps that’s for the best; I’ve missed the old, familiar sting of Modest Mouse’s discordant sound. Strangers to Ourselves isn’t an inspiring display of innovation, but rather a display of consistently superb songwriting and an excellent, unofficial comeback.
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Boys volleyball loses to CCHS 2-3
By Fernando Stepensky
By Maya Parella STAFF WRITER Boys volleyball (9-5) fell to the Cathedral Catholic High School Dons (7-5) in a close 3-2 match at home on March 24. The final set scores were 25-20, 25-23, 22-25, 22-25 and 13-15. The Falcons began the first set on offense, with setter Emerson Ye (12) serving. Opposite Colin Bailey (10) quickly scored the Falcons’ first point, and consistent serves from outside hitter Kannon Kile (12) and blocks from opposite Zach Thomsen (11) kept the Falcons in the lead temporarily. “We’re No. 1 in the county and [Cathedral] is No. 2 in the county, so it’s going to be a good game,” Ye said before the match. “But we’re expecting to win in three, no losses.” The tide shifted halfway through the set, when the Dons came on strong in both spikes and serves. Narrow saves and digs from TPHS libero Garland Peed (10) provided a reliable defense for the Falcons, but the team wavered with out-of-bounds hits and unsuccessful tips. “We want to make [the Falcons’] job a lot more difficult by serving tough,” said Paul Araiza, Cathedral head coach. “If you serve tough right off the bat, then it’s going to make things harder for the other team.” But the Falcons persisted and finished the first set with a win, 25-20. The second set began with the Dons on offense, but a short serve quickly gave the Falcons possession of the ball. The score remained close as both teams battled for the win. After a missed serve by the Dons — and a foul shot by the Falcons — the score was 5-3, Falcons leading. Both teams retaliated by digging in. “If we make a few mistakes, it could be easy to get down on one another,” Falcon head coach Adam Zuffinetti said. “We have to make sure that doesn’t happen.” With Ye up to serve, the Falcons scored three more points, partly because of Dons’ errors. A short spike and an unsuccessful block by the Dons brought the score to 7-4. The Falcons continued to hold the lead until the end of the second set, when Matthew Faraimo, one of the Dons’ outside hitters, stepped up his game with tougher spikes. The Falcons narrowly defeated the Dons 2523 after the Dons began to tire. “There’s a lot of pressure on [the team because of their reputation], and the kids need to live up to that,” Zuffinetti said. “They have to realize that everybody’s gunning for
PHOTOS BY MILES ARNOLD/FALCONER
SLAM: Colin Bailey tries to slam a ball over the net and past two Dons players trying to block. Kannon Kile returns a Cathedral serve as TPHS tries to go on the offensive. them, and they’re going to have to perform under pressure. ” The Falcons went back to offense at the beginning of the third set, and a successful block by the Falcons earned the team their first point of the set. Both teams played aggressively and the score remained close, though the Falcons still chased the lead. Toward the end of the set, the Dons gained a lead of 17-21 when the Falcons repeatedly hit out-of-bound shots. The set ended with a score of 25-22, Dons. It ultimately was Cathedral’s strategy of tipping balls instead of spiking that lost the Falcons multiple points during the fourth set. “[Tipping is] something we need to work on,” Bailey said. “It was a weakness for us, and [Cathedral] exploited it perfectly, but [we] will definitely fix it.” After losing the fourth set 22-25, the Falcons were rattled. “I wouldn’t say we gave up,” Judson Ham (12) said. “We just kind of shrank back, and we weren’t as aggressive. Our swings had less pace and our serves were more lobbed … we just lost our heart to win.” During the final set, the Dons could smell
victory and stepped it up. The Falcons, shaken by the 2-2 tie after expecting a win in three, played less aggressively and with less unity, according to several team members. Missed spikes and digs led to a 13-15 defeat, as the game point was controlled by the Dons. According to Zuffinetti, the team members were “nervous and a little scared,” which caused them to play more carefully. The Dons won after a missed serve-receive by the Falcons. “On that last point, I tried to play it safe and just got it shoved right back down on me,” Judson Ham (12) said. “I definitely lost my aggressiveness.” Despite the loss, the Falcons were prepared to redeem themselves in their next match. “We’re definitely going to be a lot more prepared mentally,” Kile said. “We’re going to have a lot more focus and a determined attitude towards the game than we did today.” On Tuesday afternoon against Carlsbad High School, at Carlsbad, the Falcons beat the Lancers 3-1, on scores of 25-20, 25-11, 2125, and 25-17.
Down 3-5 in the second set, my doubles partner James Hunter (12) and I realized we were in trouble. As two of the lowestranked players on the National Champion varsity tennis team, we don’t like losing any matches. It’s a strange feeling being two of the lowest-ranked players on a team that was just crowned the National Champions on Saturday, but it’s also incredibly fun. We were able to get the game to 5-5, and I could see coach John DeLille looking on from the fence with a smirk. “I can always count on the Hunter-Stepensky duo to bring it down to the last point,” he always says. The points got longer as both teams focused on consistency and minimizing unforced errors, but it eventually led to 6-6 and a 7-point tiebreaker. “We’ve been here before,” I told James. “Let’s keep it consistent, make our first serves, and get ahead early. We got this.” With a larger crowd gathering as our teammates had already won most of their matches with little opposition, the pressure mounted. It’s a feeling James and I are much too accustomed to by now: the rest of the team wins every match and we are still battling it out. After a double-fault by Hunter and an unforced error on my part, we went down 2-5. “Jaime (my Mexican nickname for James), we are not losing this match. Let’s get back in this,” I said before taking my first serve with Coach John looking on from the court over. I winked at Coach, and we got the tiebreak to 5-5, 6-6, 7-7, then won the match 9-7. After shaking hands and brohugging Hunter, we walked off to a smiling team, “StepenskyHunter pull it off yet again,” they said. All Hunter and I could do was smile and mess around with our Coach, telling him we’d make sure to go into tiebreaks in every match from now on. This match, and the moments after it, are characteristic of the roles Hunter and I play on such a gifted team. We know that we aren’t in the same league as some of our top players, who hold high national and regional rank — we’ve known that since last year when we both made varsity — but we always make sure to have a good time and provide comic relief to the team. My dad, quoting a famous Spanish proverb, always asked me, “Would you rather be the head of the rat or the tail of the lion?” I would always answer “the tail of the lion” because it meant I had room to grow as I aspired for the head. Even though I play on a team that has superior and talented players, I still feel just as proud after every win, and realize how lucky I am to have played on such a fun and skilled team for two years.
A24 the falconer
sports
f/stop
myles hubers varsity boys lacrosse march 20, 8:32:44 p.m.
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march 26, 2015
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tphsfalconer.com
COACH’S CORNER
the falconer
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The Falconer sits down with boys lacrosse head coach Jono Zissi to talk about the team’s unique culture and its plans for the season.
Q: How long have you been the TPHS lacrosse coach and how has the team changed over the years you’ve been here? A: This is my sixth year and we have won three championships and one finals trophy, but more than anything,
we’ve had a culture change. Our kids do 55 hours of community service a season. They all have writing assignments throughout the year in journals that they have to present in front of their teammates once a week in our team room. We adopted Jose [Montaño] these last three years, and are still involved with his foundation. All of our kids coach the youth teams in North County. [Every guy] who played in either Rancho, Carmel Valley or Earl Warren has become an assistant coach of the team he grew up playing for, which is really cool — good for the community and good visibility for us.
Q: How has the team’s morale stayed high after the death of adopted member Jose Montaño? A: Obviously, Jose’s not going to be here; Jose passed away in the middle of last season.
He started a foundation that his siblings and dad run, so we are still going to support that as best we can; it is just as important as adopting a cancer patient. We basically adopted Jose’s siblings this year in his absence. We are planning to do another adoption — a formal adoption — but it just takes a while.
Q: What is it like being a coach who isn’t also a teacher at this school? A: It’s a little bit tough. I coach these kids year-round and have known a lot of them
from my involvement in middle school clubs and youth stuff. I mean, I’ve known [captain and midfielder] Henry Hollen since he was in fifth grade. I’m pretty active and I live in the community. I was a teacher at one point and I have a master’s degree [in education and literacy] but now I just do lacrosse full time. But it’s good; the school does a good job of communicating with me. It would be kind of nice to have a finger on the pulse of what the kids are doing during the day, but we still try to do a lot of teaching stuff, which is why that team room is so important. The kids right now are all reading different books per grade level and are going to give a book report per grade level to the team. We try to make it a really holistic approach and not just lacrosse. If you do all these other little things, the lacrosse part usually takes care of itself.
Q: Besides practices, how else do you prepare for matches? Do you watch film? A: Usually we watch a decent amount of film, but [I] worry more about what we’re doing
because if we can do what we’re supposed to do it doesn’t matter what anyone else is doing and we’ll be fine. It’s really just[about focusing on] us and controlling the controllable.
Q: What differentiates your program from those of other schools? A: Every drill [we run in practice] is [timed] by the minute, so [we focus on] what we’re doing, how we’re doing it and what we’re looking for. If the kids can understand why we’re doing this drill, why we’re doing this running segment, why this guy is playing ahead of me, why am I in this position here — if they can be empowered to know the reasons behind everything — then it becomes a joint venture instead of some sort of dictatorship where they’re just told what to do. That’s different than how I think most coaches are; we defer to our seniors a lot — I say it every year, our team will only be as strong as our senior leadership. We have four captains and seven seniors and I’m counting on all the guys to lead the way.
Q: What are your expectations for the season? A: The standard is just to win CIF — that’s just what it is when you play here, to be nationally ranked. My expectation is to lead the league in chest bumps and fist pumps, meaning having fun. We’ve got 40 guys and 10 play at a time so the guys who aren’t playing need to find a role and embrace it, whether it’s the scout team, or the subs, or the reserve. If everyone can embrace their roles and thrive together, we’ll be ok.
Q: Who do you think will be the Falcons’ toughest opponent? A: Of course, LCC will always be the money game no matter what. Cathedral has become a strong rival just because of the local aspect. Bishops is always a rivalry because all the kids play club together in the off-season so they’re all friends. St. Ignatius from San Francisco has always been [because it’s] San Francisco versus San Diego. There will be a lot of people at that game. We don’t really have any easy ones, which the kids get upset about, but they’re all pretty big and they all have unique little rivalries.
PHOTO BY MILES ARNOLD/FALCONER
A26 the falconer
sports
SPRING INTO
march 26, 2015
ACTION
It was the moment Ines Ramirez (10) had waited months for. She arrived at the field Saturday morning, lacrosse equipment slung over her shoulder and butterflies of anticipation fluttering in her stomach. After being pulled up for the CIF tournament last year as a freshman JV player, Ramirez felt confident that she would make varsity this time around. Spring tryouts began on Feb. 21, the official CIF season start date, and lasted two to four days per sport. Eleven spring sports attracted 684 Falcons, significantly more than the number of students who try out for fall and winter sports. “Spring sports are our busiest,” boys athletic director and baseball coach Matthew Livingston said. “We’ve got huge teams: swimming, track, [boys] lacrosse. So spring sports are our biggest volume.” The swim and dive team has 112 members, track and field has 210 members and boys lacrosse has 83 members, according to the respective coaches. Ramirez passed a group of girls standing at the edge of the field, casually passing a ball back and forth between them. She heard them discussing their chances of making varsity, as last year was the first time girls lacrosse had needed to cut players. “Your mind just starts running worst case scenarios, so lots of girls got stressed that they weren’t even going to make the team, whether it’s JV or varsity,” Ramirez said. Because many spring sports are highly competitive at TPHS, like boys lacrosse, golf and baseball, the fear of being cut can often prevent athletes from performing to the best of their abilities, according to Livingston. As the girls worried about making the team, the coaches announced a mile and a half run to start tryouts, and Ramirez heard several groans behind her. But for Ramirez, a seasoned cross-country runner, the run was just another way she could prove to the coaches that she deserved a spot on varsity. For many other spring athletes, like track and field sprints captain Dustin Du (12), the end of February brings not only new opportunities, but also the inevitable uptick in levels of stress and anxiety. “Just thinking about [tryouts] makes my heart race,” Du said. “We’re all fighting for our varsity spots ... [During tryouts], I talk about other things like schoolwork or food with my friends in order to keep my mind off it.” Like Du, Jonathan Park (9) experienced some performance anxiety; however, his worries were mostly due to his unfamiliarity with the tryout process. “Everybody wants to get on [the TPHS tennis team],” Park said. “I was a little bit stressed before, and that probably hurt me in the beginning.” Despite his initial worries, Park, who has played tennis for two years, ended up being one of two freshmen to secure a spot on the varsity tennis team of current national champions; 25 people tried out for the tennis team this season, according to tennis head coach John DeLille. Varsity softball player Aashni Purohit (11) also agrees that tryouts can be more challenging for rookies. “It’s nerve-racking because some of [the freshmen] are good, but sometimes not good enough.” Purohit said. “Two [freshmen] made varsity this year, and I know all of them wanted to.” After their warm-up run, the lacrosse girls did some basic drills to improve their techniques, and scrimmaged as the coaches repeatedly rearranged the lineup. Ramirez knew that the coaches were looking for players with a solid technical foundation, a potential for improvement and commitment to the team, so she made sure to play her best and incorporate feedback into her next moves. “[We look for] someone who is hardworking, has the ability to be coachable, and can make their own contribution athletically to the program,” said Charlene Falcis-Stevens, the Girls Athletic Director and head track and
field coach. “More than anything, coaches are looking for an athlete that will work hard.” Both Purohit and Ramirez also consider a positive mentality and confidence to be desirable traits in a prospective player. “For softball, stress can get to you because it’s a very mental game,” Purohit said. “There’s a lot of [thinking] about plays, and you could definitely mess up and freak out.” Though Park was not as experienced as some of the older players, his ability to stay calm under pressure helped him perform well at the varsity level. “I just told myself that there’s a lot of good players [on the team], but if I could play my game I should be okay,” Park said. “I just made sure I mentally didn’t fall apart.” With the Saturday tryouts coming to a close, Ramirez felt an even greater sense of excitement; it was not just the satisfaction with her performance on that day, but also the excitement of returning to her team “family” — an aspect of team sports that has motivated Ramirez to tryout every year. “I’ve played three sports at this school, and the most important thing for me was meeting the people and becoming friends with [them],” Ramirez said. “I’ve had the best laughs and the best moments with these girls.” Du also believes that forming relationships with coaches and other players is one of the most important aspects of Falcon athletics. “For a sport, it is way easier to find a common ground that both people can start with. From there on I can get to know them as a person,” Du said. “Making friends normally, it’s usually tougher to find a common ground that both people have.”
I’ve played three sports at this school, and the most important thing for me was meeting the people and becoming friends with [them]. Ines Ramirez tphs student
According to Falcis-Stevens, the benefits of being on a school team are reward enough to justify the stress of balancing athletics with other commitments. “There’s so much value in being an athlete: time management, feeling like you are contributing in some way to the school, building confidence, making friends, being proud of being part of that sport,” Falcis-Stevens said. Despite the worry that often accompanies tryouts, to Ramirez, tryouts provide an invaluable opportunity to grow and improve not only as a player, but as a person; her efforts paid off — she is now a member of the varsity girls lacrosse team. “I just knew that no matter what happened, either team I made, I would be happy with [what team I was on],” Ramirez said. “It’s what the coaches think is best for me.” With tryouts now over, Ramirez shouldered her lacrosse bag, Park grabbed his tennis racket, Du unlaced his running shoes, and Purohit tucked away her weathered glove. The four athletes headed home, ready for the start of the season. By Lily Nilipour and Amanda Chen
photo by robbie johnson/falconer
sports
tphsfalconer.com
FALCON TRIES: BADMINTON BY TASIA MOCHERNAK There’s not much that I can do better than my co-editor, Varun Bhave. His grades are nearly perfect, his debate awards and scholarships outrank mine 10 to 1 and his poetic expertise is unparalleled. But I do — or did — have one thing going for me: my athletic ability. When I suggested trying badminton and Varun volunteered to play me, I didn’t think he was serious. Despite resembling an impressively coordinated giraffe, Varun is probably half my weight, and appears to be much more suited to crushing debate opponents than challenging varsity tennis players to a badminton showdown. I accepted the proposition, confident that I could win at least a few games, but alas, was horribly wrong. I had attempted badminton prior to my duel with Varun, but I had never been quite adept at hitting a small feather-covered shuttle with an awkwardly elongated racket — I much prefer tennis balls and 100-square-inch racket faces. Varun and I decided to try a nontraditional version of badminton, playing on a full-size beach volleyball court; I hoped this would slightly inhibit his badminton ability, but I had no such luck. On the day of the duel, Varun brought four rackets and several neon yellow shuttles to our sixth period Falconer class, and I tested out the equipment against him and a few other staffers. Somewhat surprisingly, I was actually making contact with the shuttles while Varun was flailing considerably; I realize now that he was probably bluffing to fill me with false hope. After school, we arrived at Del Mar Beach only to find that the regular beach volleyball courts had been taken down. At this point, I still believed that I could easily beat Varun. Instead of postponing the match, I urged him and our photographer, Grace Bruton, to walk across the whole beach to the volleyball courts at the north end, confidently trash-talking Varun the whole way. Once we arrived at the courts, Varun told us that he considered the conditions too windy for a successful badminton match, but I, oblivious to his true skill, sarcastically accused him of chickening out. That was definitely a mistake, since Varun took my casual banter as an invitation to “hit me with his best shot.” Since I had the first pick of rackets, I couldn’t even blame my failure on sabotage by Varun. I began on the side playing into the wind, trying underhand and overhand and absolutely ridiculous variations of serves, but the shuttle stubbornly fell in front of or through the net, never properly crossing it. To decrease my embarrassment, I jokingly
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News editor Tasia Mochernak (11) challenges her co-editor, Varun Bhave (12), to the ultimate test of skill — a game of badminton on the beach.
declared that I could take unlimited serves for each point — the usual rules dictate that a player loses the point if he or she does not make the first serve in — which Varun granted; this competitive perk was the only thing that saved me from utter annihilation. The breeze, the sand and the bizarrely shaped racket all combined to make me look foolish and uncoordinated. Meanwhile, Varun lithely sprinted, slid and slammed the shuttle in every direction. Most of the time, I would find myself in the splits or on my knees in the sand, completely oblivious to the location of the shuttle, but the few times my shots forced Varun to flop over and faceplant in the sand, I excitedly celebrated with a short rendition of “We Are The Champions.” I’m sure that I violated all rules of badminton technique with my grip and my swings, but Varun claimed the tactics are simple: lob over your opponent’s head, then drop-shot near the net and watch your opponent sprint around in a futile chase after the small plastic projectile. Thankfully, Varun took pity on me and utilized this brilliant strategy sparingly, occasionally allowing me to get my racket on the shuttle by hitting it to the middle. Each set transpired roughly the same way: I won one or two points at the start and then trailed Varun until he won the first set 10-6 and the second 10-7. The only reason I managed even that many points is that I called for re-dos nearly every time I swung — and missed — eliciting objections (“No cheating!”) from my own mother, sister and Grace. Varun, however, was unsatisfied with beating me in such a manner, so we drove inland where the windless conditions led to my even quicker demise. Varun was ruthless. He crushed me 10-3, 10-2 and 10-4. I was slightly embarrassed that, after all my years of strenuous training in figure skating, ballet and tennis, I had lost so easily. I found myself sweating and breathing heavily, while Varun — a slight member of Academic Team, Quizbowl and debate — announced that he could continue playing all day. Even the frozen yogurt that my mother brought us could not soothe the stinging defeat I had endured. I have resolved, though, to practice until I can confidently challenge Varun and watch the smug smirk disappear from his face as I turn his own tactics against him. Just a note to any college coaches reading this: my badminton experience does not reflect my athleticism or skill in tennis — I am definitely much better if I’m playing with a racket about three times larger.
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the falconer
PHOTOS BY GRACE BRUTON/FALCONER
SERVED: Mochernak serves the shuttle, mentally preparing herself for another defeat.
The Falconer proudly presents its convection issue, which is the issue of the paper that we compile, design and print using solely a 40-year-old convection bake oven — not entirely unlike the computers we normally use.
A MESSAGE FROM THE TPHS ADMINISTRATION Since it seems that each new week brings a different ribbon-based campaign, we officially announce that every week is Cheetah Print Ribbon Week. The pattern is nonnegotiable. Wearing anything but cheetah print is punishable by expulsion.
How to Prepare for AP Testing: A Guide With Advanced Placement testing looming inescapably on the horizon, we here at the Falconer have compiled a list of study tips for any student looking to score that coveted five: 1. Find a tutor. Hire a person to talk at you for as many hours as it takes to absorb their knowledge. Alternatively, you can pay them to take the test for you; make sure that you provide them the necessary elements of disguise — wigs, contact lenses, extensive plastic surgery — to ensure they pass the stringent identification procedures. Whatever it takes to convince the proctor that your 5-foot tutor is a basketball player named Maxwell Jones. 2. Indulge in oldfashioned studying. Build a fortress out of Kaplan flash cards and light a fire underneath using human hair as kindling. Eat and drink nothing but your own tears and the binding of prep books. Stay in the fortress for a fortnight and emerge ready to take your AP Chemistry exam. 3. Ask for help. For
an additional $250 fee, request a list of exam topics from the College Board to help you study. Also available for purchase are a set of Test-Ready Lead Pencils ($65) and a single watermarked sheet of scratch paper ($3,000). 4. Accept the inevitability of death. Come to understand that your existence on Earth is futile and meaningless, and that your performance on this test is simply an inconsequential ripple in an infinitesimal blip of the indifferent, boundless cosmos. 5. Eat nutritious breakfast. Have a morning meal that is high in protein and vitamins.
6. Pack a backpack. Bring a small bag filled with useful items to the test center. We recommend a bottle of water, notebook paper, a trusty eraser, 16 Adderall, and a few extra pencils. You can never be too careful. 7. Make sure to get a good night’s sleep. Hahahahahahahahahahahahahahahahahahahahahahahahahahahahahahahahahahahahahahahahahahahahahahaha. 9. Judgment day: When scores are released over the summer, just keep in mind that a 2 sort of looks like an upside-down 5 if you squint and believe. 10. If all else fails, pick answer choice C.
Showing off my summer bod! -The Sun On 95-degree weather