highlights DMV
BEHIND THE WHEEL
DMV
FLORIDA’S TEEN DRIVING CRISIS
Ranked among the worst states for teenage driving, Florida’s crash rates among teenagers continue to rise yearly. The question of what causes this crisis remains— are the state’s requirements for driver’s licenses too relaxed, or are inexperience and distraction to blame?
PAGE 28
AUTHOR VISITS
APARTHEID SCHOOLS
PAGE 10
PAGE 13
Mercedes Lackey, author of the “Hunter” series and many other novels, visited the school on Thurs. Nov. 16 to speak to students about her career.
Issue 3, Volume 58
Nov. 2017
The alarming prevalence of apartheid schools in Miami-Dade County raises the question, is the county doing enough to integrate public education?
highlights VS FOOD
Staff Writers Savannah Payne and Sara Saliamonas take on the biggest food challlenges Miami has to offer, including a wall of ice cream and a 30-inch pizza. PAGE 26
Coral Gables SHS 450 Bird Road, Coral Gables, FL 33146
2 preview features
sports
4
The Betsy Hotel’s monthly Yiddish Salon brings people together to preserve the Yiddish language.
19
highlights Copy Editor Jack Band moves to an Indian beat, becoming the newest Bhangra phenom.
6
Re-use your Thanksgiving leftovers with these three creative, easy and delicious recipes.
22
The girls varisty soccer team destroys Hialeah-Miami Lakes 8-0 in their first game of the year.
news 9 11
the scene
Miami-Dade County Public School officials revise the school calendar in the wake of Hurricane Irma.
24
A well known local artist has developed a public courtyard space in which he displays his art.
Following construction of a Las Vegas “Miracle Mile,” Coral Gables pushes to trademark the name.
25
Miami brings on its rendition of Open Mic Night with SpeakFridays at The Light Box.
opinion 14
Among teachers’ various methods of instruction, the most effective mix different styles together.
16
TWO VIEWS: Should the region of Catalonia be allowed to make a push for independence from Spain?
insight 28
CORRECTIONS In Issue 1, our September edition, highlights wrongly identified senior Andres Alvarez as Andres Sanchez in the lightbox picture .
Florida is ranked among the worst states for teenage drivers. To understand why, highlights looks into the current standards for prospective drivers all over the country, as well as reckless driving practices.
FIND US ONLINE
advisory board
staff writers
Editor-in-Chief Leila Iskandarani Managing Editor Vanessa Vazquez Copy Editor Jack Band Business Manager Amanda Pallas Social Media Manager Audrey Weigel Adviser Melissa Gonzalez Features Sofia Viglucci News Angelle Garcia Opinion Benjamin Estrada Sports Dylan Carol The Scene Natalie Viglucci Insight Alejandra Orozco & Sutton Payne Online Karina Wu
Makayla Bell Tatiana Campos Daniel Cortes Dilan Denham Estelle Erwich Ruben Escobar Sophia Heilman Kevin Monjarrez Thomas Morcillo Savannah Payne Arianna Peña Alejandro Prida Mathilde Requier Cecilia Rodriguez Sara Saliamonas Alexander Sutton Alexandra Torres Mariam Vela Alfredo Wolfermann
contributors Wikipedia Commons Flickr
22
24
highlights @highlightscghs @highlightscghs
What’s your opinion? Send us an email with the subject line “Letter to the Editor” at highlightscghs@gmail.com. We reserve the right to publish any letters sent to this email.
publication policy highlights is the official student-produced news magazine at Coral Gables Senior High School published and produced by highlights staff members. highlights has been established as a designated public forum for student journalists to educate and inform their readers on issues of concern to their audience and dissemination of news and ideas to the entire school community. As the producer of a scholastic publication, highlights subscribes to the responsibilities set forth in the National Scholastic Press Association Code of Ethics for scholastic journalists and advisers. According to Miami-Dade County School Policy, student media is not subject to prior-review by administration or district personnel and as such, all content is determined by, and reflects the views of, student staff members only. highlights welcomes reader feedback. All letters should be addressed to highlightscghs@gmail.com with the subject line “Letter to the Editor.” highlights reserves the right to publish any letters sent to this email.
4 features
Stuffed
to the
Brim
These three recipes offer creative and delicious ways to repurpose Thanksgiving leftovers By Alexandra Torres, Staff Writer
T
TURKEY SANDWICH Instructions
Ingredients 4-5 pieces of sliced leftover turkey ½ to ž cup of cranberry sauce 1-2 pieces of fresh iceberg lettuce 2-3 slices of heirloom tomatoes 2-3 strips of cooked bacon (optional) 2 tablespoons of Mayonnaise 2 slices of sandwich bread
TURKEY TO GO:
Spread a thin layer of mayonnaise on two slices of bread. Put any amount of cranberry sauce on one of the slices of bread and top with 4-5 slices of turkey and optional 2-3 strips of cooked bacon. On the other slice of bread, layer 2-3 slices of tomatoes with 1-2 pieces of lettuce.
Use leftover Thanksgiving turkey and cranberry sauce to create a simple and delicious on-the-go sandwich. Alexandra Torres/highlights
HE DAY FOLLOWING Thanksgiving seems to always present one with an overabundance of left-over food. The holiday is notorious for leaving sagging refrigerator shelves and a two-week supply of turkey sandwiches in its wake. While it is safe to assume that everybody enjoys a good turkey sandwich, 14 lunches later, the meal may prove repetitive. Fortunately, the three recipes below are centered around creating new meals from old. Reusing Thanksgiving leftovers offers a delicious solution, saving you time, money and your understimulated tastebuds in the process. Some common Thanksgiving foods, turkey, apple pie and mashed potatoes, always leave one with the same dull meals for days on end, but with these creative recipes, one can turn boring meals into mouthwatering treats and solve the problem of excessive leftovers. The recipe for cheese and mashed potato croquetas gives a new life to the mashed potatoes that everyone is used to and presents a quick and easy recipe that can be taken on the go or eaten as an appetizer. Possibly one of the hardest things to reuse, the recipe for the turkey and cranberry sauce sandwich introduces a new twist on cranberry sauce and spices up the classic turkey sandwich. Although it can be a bit messy, the recipe for an apple pie milkshake offers an innovative and original way to eat an ordinary apple pie presenting an opportunity to take nice pictures in the process. Whether eaten separately, or together as a three-course meal, one can be sure that they will not be eating the same thing over and over again for weeks after the Thanksgiving holiday. h
features 5
CHEESE AND MASHED POTATO CROQUETAS Instructions
Ingredients 2 cups of leftover mashed potatoes 2 egg yolks ½ a cup of shredded parmesan cheese 2 tablespoons of freshly chopped chives plus more to garnish 1 cup of flour 1 cup of breadcrumbs 2 eggs 3-4 cups of vegetable oil for frying Sour cream (optional)
Combine 2 cups of mashed potatoes, 2 tablespoons of freshly chopped chives, 1/2 cup of parmesan cheese, 1 cup of flour, and 2 egg yolks into a large mixing bowl. Mix thoroughly and roll into golf ball-sized pieces. In a different bowl, beat the egg yolks. Place 1 cup of breadcrumbs into another bowl and roll the croquetas in the eggs and breascrumbs.
CROQUETA CRAZE:
Alexandra Torres/highlights
Heat 3-4 cups of vegetable oil on mediumhigh heat using a large skillet, drop the croquetas into the oil, cook for three minutes flipping occassionally until golden-brown in color. Serve warm with optional sour cream and chives.
Reinvent Thanksgiving mashed potatoes into a creative and culturally diverse alternative.
APPLE PIE MILKSHAKE Thanksgiving Tips
Ingredients 1 slice of leftover apple pie, cut into chunks 2 cups of vanilla ice cream 1 tablespoon of milk 2 cups of Whipped cream 2 tablespoons Caramel sauce ¼ -½ teaspoon of cinnamon
Buy a fresh turkey several weeks before Thanksgiving rather than a frozen one for a tastier main course.
Alexandra Torres/highlights
Instructions Blend 2 cups of vanilla ice cream, 1/4 - 1/2 teaspoon of cinnamon and 1 tablespoon of milk on high speed until smooth. Add 1 slice of leftover pie cut into chunks and continue to blend until creamy. Pour the product into a milkshake glass and top it with whipped cream, a slice of apple pie and drizzle it with caramel sauce.
MILKSHAKE MODE:
Blend leftover apple pie into a flavorsome milkshake with a few simple ingredients.
Prepare dishes you are familiar with to serve as backup in case the turkey is damaged. Create a Thanksgiving-esque aroma around the house by boiling a pot of water with orange rinds and cinnamon sticks. Make all the side dishes the day before Thanksgiving to relieve chaos and devote maximum focus on the turkey.
6 features
Where a hidden culture flourishes Speakers of an ancient language keep their culture alive By Alexander Sutton, Staff Writer
S
Alexander Sutton/highlights
EVERAL DOZEN PEOPLE gather monthly on Miami Beach to discuss and speak a language on the verge of extinction. Yiddish Salon is the local JewishAmerican community’s way of keeping the Yiddish language and culture alive, remembering its ancestors, and celebrating shared heritage. Held at the Betsy South Beach hotel, anyone is welcome to join. Yiddish is the historical language of European Jews. It had more than 10 million speakers prior to World War II, but after the Holocaust, the number was reduced to a mere 2 million. This is where the importance of Yiddish Salon lies— it preserves a language and way of life that was once prevalent among Jews, but is now on a steady decline. Asher Milbauer, a professor of English and Exile Studies at Florida International University and the founder of the Salon, is determined to combat that decline. As a Yiddish speaker, he recognizes the importance of preserving Yiddish culture for future generations. Of the nearly 50 attendees at the last meeting, held Sunday, October 15, few adolescents were present. That is not to say, however, that students are unwelcome— in fact, students are encouraged to attend, as is anyone who wishes to gain a deeper understanding of Yiddish heritage. Many attended the meeting for the nostalgia of immersing themselves in the language of their parents and grandparents. “What attracts me to [the culture] is
the richness and the complexity,” Saul Chapnik, who made a presentation on Yiddish music, said. “I’ve discovered that in order for Jews to understand their here and now, they have to understand their past. Basically, since the Holocaust, Jews say, ‘that was then. It’s different now.’ But when you do that, you deny your Jewishness.” Throughout the meeting, various presenters share their personal experience with their Yiddish heritage, while participants interact with the speakers and enjoy refreshments. Before and after the meeting formally begins, participants mill about, interacting with each other, exchanging pleasantries in Yiddish, Spanish and Y’English, recounting the events that have brought them to Yiddish Salon. Yiddish shares a connection to the Latino community. After World War II, there was an influx of Jews into South America, which created a blend of different cultures; and in Miami, many Jews are
YIDDISH YAMMER:
Members of Yiddish Salon converese about the reviving the dying language.
Yiddish-Latino, belonging to both. “The Jewish population was the second or third largest in the world [in Buenos Aires], and Yiddish was spoken everywhere. Even though I was born in a Spanish country, the first language I learned at home was Yiddish... we went only to Yiddish school and Spanish school,” said Serge Perelmutter. Yiddish language and culture needs to be preserved for the coming generations, or else the world will have lost a great reminder of deep-nested customs and heritage. Yiddish Salon is the de facto hub of Yiddish heritage in Miami, and is an important contributor to the city’s cultural heritage, as well as an enriching learning opportunity for citizens of any cultural background. h
One question, two answers
features 7
Seniors share both their phony and their real answers to college essay questions By Daniel Cortes, Staff Writer
I
T IS OFFICIALLY COLLEGE application season, to the horror of those seniors who are applying. In addition to the headache of creating a college list, meeting ever-present deadlines and completing financial aid applications, most seniors also face the toil that is college essay-writing. Many colleges and universities require their own supplemental
questions, with prompts requiring students to discuss their summer activities, to think up a hashtag that embodies them. In an effort to look productive and driven to schools, many students stretch the truth in their responses, often choosing to leave out details that hint at the all-too-familiar tendency for high schoolers to procrastinatinate on their studies. highlights
set out to find some of the supplement questions that prospective students have had to answer, many of which inevitably provoke them to tell a few little white lies. Seniors at the school offered their take on how they would respond to certain college supplement questions, with one answer being the one they would actually submit, and the other hitting more close to home.
Imagine you had an extra hour in the day, how would you spend that time?
If you could go back to any period in time, where would you go and why?
What matters most to you and why?
College Answer
College Answer
“What matters most to me is becoming successful and happy in my life. I would work very hard to reach this goal so that I have a feeling of accomplishment so that I can fulfil what I want to achieve.”
“If I had that extra hour, I would spend it with those that I cherish most just to continue to strengthen the existing relationship.”
Real Answer “I would thank God for that extra hour of sleep.
-Kassandra Luis, Senior
If your life was a book, what would be its title and theme? College Answer “If I wrote a book I’d call it “Play the Objective”, and the theme would be about focusing on the important parts of life to make sure you can be happy as an adult.”
Real Answer “If I wrote a book I’d call it “Finesse the World”, and the theme would be about succeeding in life through the art of finesse.”
-Andres Alvarez, Senior
“I would go back to Renaissance in Italy because there was so much going in with art and music. There was also so much being studied around humanism which is super interesting to me.”
Real Answer “The roaring twenties, because no one really cared about morals and just partied every day.”
-Samantha Rodriguez, Senior
What motivates you to get up in the morning? College Answer “I get up because I want to better myself. I need to be one step ahead in life so I can be all I’ve ever wanted to be and fulfill all of my goals and be happy with what I make of myself.”
Real Answer “I get up to respect women and pray for Bobby Shmurda’s release.”
-Leonardo Ayala, Senior
College Answer
Real Answer “Just getting through every grading period without getting too many C’s.”
-Cesar Barrientos, Senior
What was your favorite thing about last week? College Answer “Last week I had a quiz, and didn’t feel ready! I studied for two nights and prepared as much as I could. The day of the test, I was nervous, but confident! With all the hard work, I passed!”
Real Answer “Last week I blew the air horn in the hallway and everyone got super scared. I haven’t laughed that hard in a while.”
-Eduardo Marrero, Senior
h
Daniel Cortes/highlights
HALL >> talk The highlights staff records what students are talking about in the hallways during passing between periods.
BLOCK 1
BLOCK 2
“Yes, I was flashed by a naked notary.”
“He knows, like, all the countries in China.”
“Her fingernails look like potato chips.”
“If you’re going to be emo, do it on your own time.”
“We gave the rest of our burrito to a homeless man named Melvin.”
“Looks like you stained your mom’s maternity overalls.”
8 news
Smells like teen spirit
TUESDAY
MONDAY
Students show off their creative outfits during spirit week from Oct. 23-26
Estelle Erwich/highlights
Dilan Denham/highlights
Sara Saliamonas/highlights
THURSDAY
Students dressed according to theme for each day of the week: Color Wars, Western Day, Blast from the Past and White Out for seniors.
WEDNESDAY
SPIRITED STUDENTS:
Alfredo Wolfermann/highlights
news 9
News Briefs By Dilan Denham, Staff Writer
School calendar revised
I
N OCTOBER, MIAMI DADE County Public Schools (MDCPS) made changes to the school calendar to make up for the days lost because of Hurricane Irma. MDCPS canceled seven instructional school days as a result of the hurricane: two as a precautionary measure and five for hurricane clean-up and restoration of the schools. The loss of teaching days left MDCPS a week’s worth of schooling behind, compared to other counties in Florida which were not affected by Irma. As a result, the school board had to decide how to compensate for the lost school days. The MDCPS school board determined that the resolution was to convert several teacher planning and early release days into regular school days. As of now, the previous early release and teacher planning days were
converted to regular school days: Jan. 19, Feb. 15, April 19, April 20 and May 17. “I think this is ridiculous and unfair since this was a disaster situation and is not our fault,” sophomore Hi Vu said. With the missed days, MDCPS would have exceeded the minimum instructional hours to be eligible to participate in the Florida Education Finance Program. The loss in instructional days pushed back many school’s teaching plans and resulted in the cancellation of school events as administration made an effort to make up for the loss days. However, the board believes it is best to put in more school days to further advance student’s education and success. Additionally, days were added so that it would not be detrimental to school’s test scores and schedule. h
Congratulations Seniors Lior Colina, Elizabeth Ruiz, Yvanna Cajina and Hilda Delgado are Questbridge finalists Seniors Yanik Ariste and highlights Editor-inCheif Leila Iskandarani are National Merit Semifinalists Alejandro Martin, Stephen Delgado and Leonardo Mesa won third place at The Junior Achievement Stock Market Challenge
Upcoming Events Nov. 22-24: Thanksgiving Break Dec. 8: Freshman class trip to Magic Kingdom Dec. 14: Senior treat day Dec. 21: College Forum Dec. 25-Jan.5: Winter Break Source: CavsConnect
MDCPS receives grant
L
AST MONTH, MIAMI Dade County Public Schools (MDCPS) was one of the 32 national award winners for a monetary grant by the United States Department of Education’s Magnet Schools Assistance Program. MDCPS was one of only three districts to be awarded the full $15 million grant which will be distributed over the course of five years. The grant’s aim is to help increase racial integration in MDCPS’s magnet schools and to promote academic opportunity and excellence.
MDCPS will be using this grant at Barbara Goleman High School, Miami Southridge High School and Pine Lake Elementary School because of these school’s need in increased racial integration and academic wellness. MDCPS will start by implementing STEM programs in these schools with the grant money and addresses handson zoology and botany experiences. Students in magnet schools will also be able to take new innovative classes like business innovation and gaming design animation. h
Visit our showroom at 1623 NW 84th Ave. Doral www.silhouettone.us stusa@silhouettone.com
(305) 639-2100
10 news
Mercedes Lackey shares her stories
Representing Miami Book Fair, Mercedes Lackey shared her experience of being a writer with the students By Alejandra Orozco, Co-Insight Editor
O
N THURSDAY NOV. 16, the school hosted author Mercedes Lackey, who spoke to selected students about her career as a writer. Lackey has published upward of 140 novels and about 150 short stories— most of them, science fiction and fantastic fiction— and has been recognized as a #1 New York Times Best-Selling Author. Some of her most notable works include: “Arrows of the Queen” and the “Hunter” series, which includes “Hunter,” “Elite” and “Apex.” Lackey came in recognition of the Miami Book Fair, an annual 8-day event hosted by Miami Dade College, which took place from Nov. 12 to 19. Authors from all over the world converged in Downtown Miami for the nation’s premier literary festival, and Lackey, as well as other authors, spoke to students across Miami-Dade. Lackey came with a message to inspire students to write and read more often, and spoke to students, many of whom were aspiring writers themselves, about the everyday life of a writer. Her
own career started in junior high, when can easily move to the next. she began writing fanfiction— fiction “It’s just like anything else, you based on characters and settings from can get tired of one thing so you take a other, original novels. She advised break. But since I still love to write, I students to write “at least 1,000 words work on another one. I usually handle at every single least three books at a day,” citing the time,” Lackey said. practice as the DID YOU KNOW? During her reason for her presentation, she The first Miami Book Fair, success. She read an excerpt founded by Miami Dade from “Hunter,” the emphasized the College and partners, took first novel in her idea that practice is the only place in 1984. Since , it has most recent series, way to become and engaged in been recognized as the nation’s successful in a a question-andfinest literary festival. answer field, especially session Source: Miami Book Fair with the students. as a writer. Lackey has After sharing her managed to publish so many books— experiences, she also raffled off 30 well over 100, so far— in a short time copies of her most recent novel, “Apex,” span by publishing between five and six to students. She plans to continue books annually. She is currently working touring schools around the county and on three different books, something she presenting at the Miami Book Fair. considers as part of her normal routine. “I get to write for a living, other According to Lackey, her best work is people don’t get to do what they want achieved this way because once she for a living, I’m very lucky that I get to,” begins getting tired of one novel, she Lackey said. h
“
“
THE PRESENTATION GAVE ME THE ORIGINAL PERSPECTIVE OF A CREATIVE AUTHOR, WHICH I GREATLY APPRECIATED DUE TO MY INTEREST IN THE FIELD.
-Isabella D’Ottone, junior
THE AUTHOR GAVE A REALLY INTERESTING INSIGHT INTO THE METHOD THAT SHE USES TO WRITE, MAKING HER BOOKS ALL THE MORE INTERESTING.
aO roz c
ghts hli
Author Mercedes Lackey engages in a questionand-answer session with students on Nov. 16 in the auditorium.
“
-Nicolas Schmidt, junior
h h ig o/
ts ligh
“
Alejandr
h ig o/
Alejandr
aO roz c
students speak up
SCHOOL VISIT:
Alejandra Orozco/ highlights
news 11
Coral Gables trademarks Miracle Mile
City of Coral Gables rejects Las Vegas mall’s request to use name “Miracle Mile,” attempting to coin their downtown landmark By Sophia Heilman, Staff Writer
I
N LAS VEGAS, ILLINOISbased Institutional Mall Investors want to trademark their line of malls under the name “Miracle Mile.” In an effort to preserve the historical Mile, Las Vegas city attorneys and the city board are planning to apply for a federal trademark. As such, Coral Gables city attorney Craig Leen is being pressed with the decision of following through with the application process or denying it completely for the bid to trademark the street. According to Leen, the Mile is not just a franchise—it represents the city of Coral Gables as a whole. The name ‘Miracle Mile’ is not solely the name of a place in Coral Gables. Many other shopping mall locations have been named the same in cities such as Las Vegas, Los Angeles, New York and New Orleans. Leen, along with the city board, hope to protect Miracle Mile and have it trademarked to the city, as well as prevent the Institutional Mall Investors tried trademarking the name as their own and according to the Miami Herald the
Courtesy of Gregory Moine/Flickr
application is currently being delayed construction blocking the storefronts has by the Coral Gables city commissioner. caused business to decrease by 50 percent This current legal action was started since the beginning of the project. With when Institutional Mall Investors applied so many construction delays, owners are to trademark the name “Miracle Mile unsure when their business will see the Shops,” though the idea to trademark benefits of the renovation, according to the Miracle Mile name in the city of the Miami Herald. According to the Coral Gables is not Miami New a new movement. Times, city The idea has been officials are DID YOU KNOW? proposed before, concerned Miracle Mile in Downtown that, with the but was never put Coral Gables, FL. houses Institutional Mall into motion until now. over 300 businesses and Investors’ plans “It’s a little bit trademark restaurants. to beyond that at this Source: Coral Gables Museum the name, will point. We voted tarnish the name. on it, the time has With all of the passed,” Vice Mayor Frank Quesada effort put into these renovations, the city said to the Miami Herald. commissioners believe they have been Miracle Mile is currently enduring cheated. a $21.6 million renovation project “Our goal is to assert our rights which started in the summer of 2017 because, remember, this is just one and is set to be finish in the spring of shopping mall that wants to use the term 2018. So far, the project has negatively ‘Miracle Mile Shops’... we’re talking affected business on the half mile road. our entire city; it’s famous for that.” According to the Miami Herald, the Leen said to the Miami New Times. h
MIRACLE MILES:
The cities of Coral Gables (right) and Las Vegas (left) have both used the name “Miracle Mile” for their tourist-attracting shops.
Courtesy of Wikipedia Commons
13 opinion
STAFF-ED: Apartheid schools
While other schools in Miami Dade County struggle with integration, the school remains diverse
I
“
students speak up
I SEE PEOPLE [AT THE SCHOOL] WHO LIVE IN DIFFERENT NEIGHBORHOODS AND AREAS OF SOUTH FLORIDA, AND WE ALL GET ALONG WELL.
-Robin Garrido, Sophomore around these areas, then, can do little in the way of altering the demographics of their student bodies to promote diversity. School choice plans, which schools use to execute a desired reality for their institutions, could normally be used to recruit targeted students. They also can be used to reserve spots for those which would add racial and ethnic diversity to the student body and allow them to partake in a busing system where students of color are bused to create a diverse environment. These benefits were lost, however, when the Supreme Court decision, in Parents Involved in Community Schools v. Seattle School District No. 1 cut back on the rights of schools, to participate in these school choice practices. Another ramification of the decision especially relevant to MDC because of its abundance
/ ida Pr
dr
o
Ale j an
MMEDIATELY FOLLOWING the 1954 Brown v. Board of Education Supreme Court case which desegregated the public-school system in the United States, over 100 members of Congress showed their disapproval by signing the Southern manifesto. Their aim was to slow integration of the public-school system in their states. Florida, under more moderate governance, smoothly integrated its public-school system. However, court decisions and long-standing income inequality have left some Miami Dade County (MDC) schools in the past. MDC is home to the state’s largest concentration of apartheid schools, those whose student population is 99 to 100 percent nonwhite. And while the county’s increasingly diverse population has impacted the public-school system, 40 percent of enrolled students were white in 2014 compared to 70 percent in 1976. Segregation in schools, today, comes because of racial and economic discrimination. Over the last 15 years, chronic income inequality in Miami has caused areas like Overtown, Downtown, Little Haiti and Liberty City to attract large numbers of low-income residents, most of which are African-American. Meanwhile, areas of south and west Miami have become a home for a population of predominantly Hispanic low-income citizens. This means that the areas mentioned encompass an outsized portion of its low-income residents. The public schools in and
“ DID YOU KNOW?
The average non-white student attends a 45 percent non-white school, while the average white student attends a 57 percent white school. Source: The LeRoy Collins Institute
hig
ht s h l ig
“
[DIVERSITY] CREATES A SENSE OF COMMUNITY... NOT EVERYONE FITS IN THE SAME CATEGORY.
“
-Marcel Paba, Junior
of magnet middle and high schools was its prohibition of the use of race to consciously balance such programs. A prime example of this is George Washington Carver Middle, whose student body is comprised of 93 percent white and Hispanic students while located in Coconut Grove, where more than half of residents are African American. The school is an exceptional case of what many more MDC schools could be. With its large population, disparate demographic makeup and range of socioeconomic backgrounds, it encapsulates the diversity of the county in a way many high schools fail to do. It is up to local and state legislatures to fight the systems in place that discriminate based on income and implement ones that will facilitate diversification of both racial background and economic standing. h
By the numbers Schools that are intensely segregated have a population of
90-100 percent white students.
Compiled by Alejandro Prida
non-
24 percent
Over of schools in Florida are intensely segregated.
In the past two decades, the number of intensely segregated schools in Florida has risen from
11 percent to 20 percent.
Source: The LeRoy Collins Institute, Florida State University
14 opinion
Teaching with style
While educators tend to use one method, they should find a balance among many Commentary by Kevin Monjarrez, Staff Writer
F
R O M presentations t o brainstorming sessions, students can encounter various methods and teaching styles in an ordinary day. On this topic, all forms of teaching have come under fire as parents, students and instructors alike search for the single most effective teaching technique. The Common Core standards, for example, place an emphasis on group discussion and interactive learning rather than traditional lectures. The resurgence of the anti-lecture or “sage on the stage” movement then prompted a rise of articles defending the use of the lecture as the most effective way to disseminate information. This defense then prompted a response criticizing teacher-centered discussion for creating passive environments, while delegative methods were condemned for providing autonomy to immature students. Within every mode and manner of teaching there has existed criticism. Despite this, most styles employed by
teachers have been studied and proven to be effective within a particular set of conditions. As these conditions frequently change, it becomes obvious that the combination of multiple styles, rather than a focus on one, should be the ideal approach. In his study “A Matter of Style,” then professor Anthony F. Grasha outlined four styles that encompass most teaching methods: the expert, personal model, facilitator and delegator. Put briefly, these styles can be described as teaching with different levels of conventionality, with formality cascading downwards from the expert to the delegator— the expert style being more teacher-centered and presentation based, and facilitative or delegative styles leaning more towards student-driven discussion. Grasha noted that teachers cannot be labeled as only one type of teacher, as most of those studied exhibited qualities of all four styles, to varying degrees. From this, teachers could be classified within specific clusters or groups based on their primary and secondary approaches. From these clusters arise the countless variety of methods that
1 Expert
2 Personal Model
Strict, teachercentered approach. Students play a passive role in the classroom.
DID YOU KNOW?
In specialized courses, varied teaching styles can inhibit the loss of creative and critical thinking skills. Source: University of Rhode Island
Combines a teacher’s personality and interests with student needs, depending on the curriculum.
students see day to day. All teaching styles have their uses in the classroom and can be effective. Criticisms and complaints only arise when these varieties of methods are misused. This is due in part because style is thought of as permanent, unchanging and part of teachers’ way of conducting class. Teaching style, in reality, should vary to fit the subject matter, student aptitude and maturity. Delegative approaches to various topics can be useful, but a do-it-yourself approach to a subject such as mathematics, which relies heavily on example, proves less effective. Aside from the use of a mismatched cluster or blend, teachers also have the habit of confining themselves to one type of style, much to the detriment of students. Many adopt teacher-centered styles like the expert, and expect long one-sided “discussion” to work for the entirety of the course, through all topics and all classroom sessions. This only leads to general disinterest and burnout, oftentimes drowning students in knowledge that they cannot absorb or understand.
3 Facilitator
Student feedback and group discussion are favored over authoritative control of the class.
opinion 15
On the other end of the spectrum, teachers who employ solely delegative or facilitative techniques, often misjudge students’ ability to independently learn, resulting in a clueless classroom. “I have often found myself in classes where everybody is so lost that half the class ends up cheating just to get by,” sophomore Alejandro Mejias said. “I feel that in these classes rely too much on independent study… some form of instruction from time to time would help a lot.” To remedy these issues, teachers should find a balance, or look to secondary styles to patch up the difficulties associated with each type of teaching style. Advanced Placement United States History teacher Porsha Albury, for example, adopts a “flipped classroom”, a delegative method that moves instruction outside of school through the use of online lectures and guided readings. However, Albury also tries to develop the ability to work autonomously with her students using a gradual release method, starting with teacher centered activities and slowly shifting responsibility over to students, thus avoiding the necessary requirement of maturity to participate in independent assignment and cooperative learning activities. “I try to piece those two things [independant assignment and learning] together,” Albury said. “I’ll model a [Document Based Question] in class
and then, based on what they research at home, they have to do it themselves.” Advanced Placement World History teacher Aaron Miller uses different methods from Albury, despite teaching a similar subject. Instead, he makes use of merging expert and facilitative styles to create an entertaining learning experience that he calls “edutainment”. “If you are not trying to entertain while you teach, you lose the kids,” Miller said. “I primarily lecture, but my lectures are in the spirit of fun and bringing out the students’ voices because I believe learning comes from great discussion.” Miller’s mixing of styles negates the passive environment that expert styles usually promote by making learning fun and engaging for students. As a result, students regularly chime into lectures and start up discussion, which clarifies doubts and reinforces ideas. Unfortunately, there is no one size fits all for teaching styles, and teachers like Albury and Miller have realized this. Different clusters have distinct uses and results depending on the situation, so teaching style should be interchangeable and freeform. When deciding on an appropriate method, these blends and styles should be viewed as a catalogue for the teachers choosing. While some would be naturally excluded due to the nature of the class, most classrooms methods should vary, representing a sign of balance and effective teaching. h
Velcro “An absolute ripoff.”
-Ruben Escobar, Staff Writer
Thanksgiving “Before eating, we must all express our thanks for elastic waistbands.” -Alejandro Prida, Staff Writer
iPhone X “Now I can crack both the front and the back.” -Alexander Sutton, Staff Writer
If you would like to read a letter to the editor about issue two’s story on gender neutral pronouns, visit www.cavsconnect.com and navigate to the Opinion section under the highlights tab.
Benjamin Estrada/highlights
4 Delegator
Autonomous learning is encouraged to develop students’ critical thinking skills.
opposable thumbs
16 opinion
TWO VIEWS: Independent Catalonia By the numbers Catalonia accounts for nearly 20
percent of Spain’s economy.
Out of the over 5.3 million registered voters in Catalonia, only 2.25 million people voted in the referendum, indicating a low turnout of about
42 percent .
90 percent of voters in Catalonia’s 2017 referendum voted in favor of secession.
Compiled by Mariam Vela and Thomas Morcillo Source: CNN
Be nja
m
in
Es
tra
da /h ig
hli
gh
ts
An estimated 770,000 voters in the independence referendum were stopped or obstructed by police.
On Oct. 1, nationalists in the autonomous community of Catalonia held a referendum in an attempt to secede from Spain. Given the major implications for the region, should Catalonia be allowed independence?
opinion 17
Commentary by Mariam Vela, Staff Writer
T
Catalonia would owe Spain’s central administration an estimated 52.5 billion euros. Assuming the region would want to remain part of the European Union (EU)– which it should, as it receives billions of euros worth of structural funds from the EU every year– it would have to reapply for membership, creating a setback in repaying its debt to Spain and digging itself into an even deeper economic hole. Although the separatists’ financial frustration is reasonable, they are blind to the selfishness and danger of their mentality, and the troubles Catalonia would suffer if secession talks became a reality. If Catalonia refuses to support the less wealthy regions in Spain, then there should be no obligation for the rest of Europe to aid the region in their economic recovery once they have exited the EU. But Spain is not the only nation that would be affected if Catalonia secedes– the rest of Europe would be in complete ruins too. Secession would very likely spark widespread balkanization across the continent,
and inspire other European nationalists such as Flanders of Belgium, Bavaria of Germany and Madeira of Portugal to push to do the same. Essentially, this would split Europe into tiny-micro states and thus disrupt the political and economic balance in the EU. Activists in favor of independence believe that the Catalan identity and language is at threat if they do not secede from Spain, especially after their entire culture was oppressed during dictator Francisco Franco’s 36year rule. But now, more than 40 years after Franco’s death, their regional government has considerable control over their education and language, and most schools teach the Catalan language in their classrooms. Separatists claim to speak on behalf of the people, but in reality, they are just profoundly dividing an entire nation in order to forward their own radical agenda. When preserving one’s identity entails jeopardizing a nation’s economy and threatening the unification of an entire continent, then the latter should take priority. h
No
H E autonomous community of Catalonia has been a part of Spain since its formation in 1469. Talks of becoming an independent country have been going on for centuries and on Oct. 1, Catalonia’s separatist government staged a referendum to leave Spain– which was as foolish as it was unnecessary. The referendum, in which 90 percent of voters were in favor of independence but less than half of all registered voters actually cast a ballot, was rejected by Spain’s constitutional court– and rightfully so. Separatists argue that Spain needs Catalonia more than Catalonia needs Spain. As the manufacturing hub of the nation, Catalonia is one of Spain’s wealthiest regions and according to The Guardian, accounts for more than a quarter of their exports and has a 4% lower unemployment rate than the rest of Spain. However, if it were to secede,
Commentary by Thomas Morcillo, Staff Writer HE region of Catalonia should become an independent state because of its history of autonomy and suppression as well as their democratic right to decide the future of their region. The Oct. 1 referendum in Catalonia held to evaluate the region’s citizens’ support for independence from Spain has sparked controversy around the world. The movement has been in place since the early twentieth century, based off the region’s stark cultural distinctions with the rest of Spain. Once completely independent, Catalonia has an extensive history of nationalist sentiment, dating back to its original capture by Spain in 1714, and cultural and political oppression, such as the removal of Catalan autonomy and restrictions placed on Catalan language under the rule of Francisco Franco. In recent history, Catalonia was granted autonomy in 1977 by the new Spanish constitution after the death of Franco. The region’s pattern of suppression from Spain continued with the
Yes
T
intervention of federal police on the Oct. 1 independence referendum, and the Spanish Prime Minister’s plans to strip the region of its autonomy, creating more division between the Catalan and Spanish people and leaving both Spain and Catalonia with a sense of uncertainty for the future. Catalonia’s history of having forced outside cultural influences has created resentment of the Spanish government, made worse by the economic crisis in Spain. Because of this economic crisis, Catalonia, one of Spain’s wealthiest regions, has had to provide support for the rest of Spain and has more taken out of it than is being given back. The region is also virtually independent in terms of politics and policy, such as a regional president with distinct authority from the Spanish prime minister, and a regional justice system. The region has autonomous control over matters of culture, environment, communications, transportation, commerce, public safety and local government. Catalonia’s parliament is mostly made up of pro-independence political parties,
and the results from both the 2014 and 2017 referendums had a majority voting in favor of an independent state, with 80 percent of voters in 2014 and 92 percent of voters in 2017, with 43 percent of the region’s citizens casting a vote. Although a minority of the region’s citizens voted in the referendum, providing what seems like an unclear representation of Catalonia’s citizens’ position on the issue, the region’s desires are clearly directed towards independence. Catalonia’s past independence and history of unfair suppression and its people’s democratic rights to determine their own future grants them the right to vote on independence and become an independent state. Unless either the Spanish or Catalan governments are willing to back down or make an agreement, the process of independence may take several years before Catalonia can have a definitive answer. h
18 opinion
The 51st star dilemma
Based on political and economic benefits, Puerto Rico should become a US state Commentary by Audrey Weigel, Social Media Manager N JUNE 11, a referendum was held in Puerto Rico in which the citizens were provided three options: become a state, become a sovereign nation or remain a territory. According to the Puerto Rico State Commission on Elections, roughly 97 percent of voters voted in favor of statehood, 1.5 percent voted in favor of being independent and 1.32 percent voted to remain a territory. Despite Puerto Ricans’ overwhelming support for statehood, the island remains an unincorporated territory. Ricardo Rossello, the governor of Puerto Rico, has spoken against Puerto Ricans voting to become a state, believing that the U.S. Congress will not acknowledge the outcome, but he still believes that Puerto Rico deserves to be a state. Although the U.S. voices its support for democracy, the fact that it has not made ean effort for Puerto Rico to become a state is contradictory. “The current status is shameful. It is shameful to be a colonial territory in the 21st century, and for the United States to own one,” Rossello said. If the territory became a state, its large crime rates would be counted
O
as part of U.S. statistics. It would also force Puerto Ricans to begin paying high federal taxes and will result in more welfare. Puerto Ricans statehood should not be denied based on a lack of immediately evident military or economic benefits. The island is currently classified as an unincorporated territory, meaning that it is controlled by the United States government but is not part of the country. It is unacceptable that Puerto Ricans are U.S. citizens, pay taxes and are dependent on the U.S. for defense and relief, yet do not receive the rights granted by the U.S Constitution. Currently, citizens of Puerto Rico do not have the right to vote on statutes and laws that apply to them and the U.S. Congress has the final say on legislative affairs. If statehood is granted, then Puerto Ricans would contribute to statutes that affect them daily, a fundamental tenet of the U.S.’s democratic values. By adding Puerto Rico as its 51st state the U.S. would be able to make use of the largely bilingual workforce, and it would open a central gateway for commerce between mainland U.S. and Latin America. All Puerto Rican residents would gain access to employment and income opportunities, helping them overcome the hardships
DID YOU KNOW?
About onefifth of the 5.4 million Puerto Ricans who live in the United States reside in Florida. Source: L.A. Times
y
hig el/ eig W
ht s hlig
“
PUERTO RICO SHOULD NOT BECOME A STATE... THERE WILL BE NO NATIONAL SPORTS TEAMS AND MOST OF THE LAWS WILL CHANGE.
“
-Esteban Bermúdez, Senior
Au dr ey
Au dr e
students speak up
h ig el/ eig W
hts hlig
experienced for those under the poverty level. The U.S Census Bureau reports that 43.5 percent of Puerto Ricans are living under the poverty line— over double the state of Mississippi’s 20.8 percent poverty, the highest rate in the entire nation. Apart from the ethics of the matter, Puerto Rican statehood would make much-needed income opportunities, which is more necessary than ever, following Hurricane Maria. The storm affected 25 percent of Puerto Rico’s pharmaceutical exports, which represented 72 percent of Puerto Rico’s exports in 2016 for a value of $14.5 billion, according to the U.S. Bureau of Labor Statistics. Puerto Rican statehood would also be beneficial in the U.S., as the island is geopolitically advantageous given its proximity to the mainland. In the past, the U.S. Navy has continuously used Puerto Rican islands as military training grounds. The largest of these installations was the Roosevelt Roads Naval Station, where the U.S. Navy used Puerto Rico’s location for land, sea and air maneuvers. Over time, this location has been referred to as the defense of America’s oceanic “third border”. Not only would granting Puerto Rico statehood be beneficial to Puerto Ricans, but it would also aid the United States politically and economically. Although there are a few economic issues, the benefits outweigh the drawbacks. h
“
PUERTO RICO SHOULD NOT BE ITS OWN COUNTRY BECAUSE THE UNITED STATES HELPS US A LOT.
“
-Grecia Collazo, Senior
sports 19
Band dances with Asian flare
highlights’ very own Copy Editor tries his hand at an Indian dance form, and excels yet again By Alfredo Wolfermann, Staff Writer
H
“IT WAS VERY ENTERTAINING TO SEE SOMEONE WITH LEGS THAT LONG TRY TO MOVE THAT FAST.” AXEL RODRIGUEZ, JUNIOR
spasms and kicks here and there. With his unruly jumps he stuck out of the group of dancers, proving his expertise and originality. The rest of the dancers, though evidently i m p r e s s e d , continued to show Band variations of the dance. He, however, stuck to his unique yet graceful moves. “Bhangra is a tough dance form, and the team is very talented, but either way, I felt pretty good out there on the dance floor,” Band said. B a n d finished the practice and thanked the dancers for their time, confident in his newfound abilities. After a succesful practice, he had conquered yet another intricate dance form. h
s
ht n/highlig
prowess that Band was about to unleash on the dance floor. Juniors Isabella D’Ottone and Axel Rodriguez were the first to approach Band, oblivious to his instinctual skill. Following a short introduction, they agreed that Band would be able to learn best after watching the team perform. Once the dancers were in position, they showcased their talent, performing to upbeat pop music choreography with Band as the sole member of the audience. He observed their every move, memorizing each step of the sequence with just one look. A short while later it was time for him to join in the fun. Imitating the moves of the group, he flailed to the music, kicking, shuffling and scooping his way to Bhangra mastery. “It was very entertaining to see someone with legs that long try to move that fast,” junior Axel Rodriguez said. Despite the confusing array of movements, the Copy Editor’s expertise was obvious to even the least experienced of dancers. After his preliminary attempt at Bhangra, Band seemed self-assured. D’Ottone proceeded to show him how to improve the scoop, a Bhangra dance move, but Band was always a step ahead of the game. It appeared that he was yet again showcasing his unparalleled potential, eventually finding himself at the forefront of a dance formation. As practice progressed he continued perfecting the choreography of the team, even adding some unexpected leg
olferman Alfredo W
AVING ALREADY MASTERED the fields of cheerleading and the Gablettes, highlights Copy Editor Jack Band was ready for his next dance challenge. Bhangra was the perfect choice. Dancing to a blend of of music originating from India and Pakistan, Gables Bhangra brings its share of culture to the school. That day, the dancers were rehearsing for the senior pep rally, which took place on Oct. 26. Band arrived to the rehearsal spot in front of the auditorium, where he was greeted by a group of seasoned dancers bewildered as to why a lanky, seemingly uncoordinated boy was interrupting their practice. Despite his tardiness, Band exuded an unexpected confidence, determined to learn the intricacies of the South Asian dance. He began by joining the team’s usual stretch sequence, a torturous task for Band, as the team members urged him to stretch further than he ever had before. Understandably, the novelty of Band’s presence was all the team c o u l d Alf focus on. red oW olf Little did erm an n/h they know, igh lig hts however, that they would soon experience the
20 sports
The student-athlete game plan
Athletes go through a unique college application process, different from most high school students By Cecilia Rodriguez, Staff Writer
T
HERE ARE SEVERAL PATHS a high school student can take to become a college athlete. For the most part, the beginning of the process depends on where the student stands as an athlete. Although the process varies from athlete to athlete, they generally gain exposure their first two years in high school and are holistically evaluated by coaches and go through the rigors of officially commiting as upperclassmen. Once the realistic capabilities an athlete carries are evaluated, the athlete is expected to do research and exposure. Athletes should begin attending Identification (ID) Camps, which are camps held at the schools that allow them to play their sport in front of the coaches. Athletes should also attend “showcases” with their club teams, where scouts and coaches may assess the athletes who catch their eye. Different sports call “showcases” different things, such as “competitions” or “tournaments,” but the idea is the same: college coaches are attending the event and the players are expected to demonstrae their abilities to those coaches. Showcases are mostly used for team sports like soccer, basketball, lacrosse and football. With other sports like swimming, track and cross-country, instead of demonstrating skills, athletes will send their staistics to their schools
of interest. With or without showcase events, it is important for athletes to start emailing and writing letters to their schools of interest early in their athletic career. Simple information about their accomplishments and any other useful information, such as the game schedule, team colors, contact information, jersey number and a highlight tape, if possible, are all important details to include when contacting colleges. This way, colleges can begin to read through the athletes’ information and invite them to ID Camps or visits. Coaches will also use highlight tapes and ID camps to advise athletes on areas needing improvement. This is imperative, considering the fact that if the player is unaware of different requirements for schools throughout their recruitment process, it may be too late. At this point, the coach can begin evaluating the athletes’ academic abilities and, if qualified, tell them what they have to do in order to attend their school as a student-athlete. Athletes are expected to have adequate test scores earlier than most students and a passing GPA. Playing ability takes a backseat to academics early in the process, as the students are expected to be eligble academically in the school they are being recruited to. “If [GPA and test scores] are in line, you are set. But at the end of the day
“IF [GPA AND TEST SCORES] ARE IN LINE, YOU ARE SET. BUT AT THE END OF THE DAY YOU CAN BE FIRST TEAM ALL-DADE FOR THE LAST FOUR YEARS, BUT IF YOU CAN’T GET INTO THE SCHOOL, YOU ARE NOT GOING.” LOUIS ROMERO, ATHLETIC DIRECTOR
you can be first team all-Dade for the last four years, but if you can’t get into the school, you are not going,” Athletic Director Louis Romero said. If, after taking academics into account, the coach is realistically considering an athlete for an offer, they will invite the student to visit the school. Unofficial visits occur when the athlete is an underclassman seeing as official recruitment begins junior year. These visits are still important, as they familiarize athletes with schools of interest and vice versa. Athletes are invited on official visits their junior and senior year. These serve as a recruitment tactic by interested schools that are prepared to make offers to the athlete. Popular sports like football and basketball have large numbers of freshmen and sophomores who have already verbally committed. Verbal commitments occur when the athlete is too young to sign and the agreement can be taken away or changed at any time by either party. Thus, verbal commitments are non-binding, although they are usually followed by both the athlete and the school. When the athlete signs the National Letter of Intent senior year, they have agreed to attend that school as a studentathlete for a minimum of one academic year. This the culmination of a four year process each student-athlete must go through in order to play in college. h
by the numbers
176,000
student-athletes are Division I
$10,400
is average money for scholarships for student athletes Compiled by Dylan Carol
percent of college athletes go pro
percent of students participate in collegiate athletics, on average
percent of all student-athletes receive some level of athletic aid Source: NCAA
sports 21
Athletes Speak Up Gerardo Rodriguez: Junior
lights
/highlights Cecilia Rodriguez
Derrius Perryman: Senior
What sport do you play? “Football [...] linebacker and defensive end.” What schools are looking at you? “Right now I have FAU, Valdosta State and Bryant looking at me.” How do you communicate with these coaches? “I communicate through Twitter and things like that, but they talk to my coach and my coach talks to me.” How do they even see you in the first place? “Well my coach [and] film from last year. Sometimes they come to spring practices, certain games, things like that.” Have they talked to you about anything money and scholarship related? “They haven’t talked to me about that yet, I still have a process to go through because they invest in you.” Is there a differnce in applying as a student athlete? “Football is just more of a business side because they invest in you.”
Cecilia Rodriguez /high
What school did you verbally commit to? “University of Virginia.” Did you have any other schools looking at you as well? “Yes: UM, UCF, Stetson and FIU.” How much exposure does your club team get? “We get a lot of exposure. For example, right now we are playing in Jupiter in the WWBA fall world championship, and there’s over hundreds of scouts both from colleges and the MLB.” Are there more requirements for you as an athlete rather than being just a student? “We fill an application, we verbally commit and when we are seniors we sign the letter, but other than that, it’s the same.” Would you say there is more pressure on you as an athlete? “It’s more challenging when you have to perform your sport at the best of your abilities and also perform in class and keep up with all the work.”
Trusting the Process: the student-athlete timeline Freshman
Sophomore
Gain exposure through performance with school and club teams.
Go on unofficial visits and communicate by coach-tocoach contact.
Continue to gain exposure.
Junior
Senior
Begin to contact coaches directly, send in transcripts, discuss offers and take official visits. Attend ID Camps and send in film.
Take more official visits to schools of interest.
Receive offers from schools.
Sign a National Letter of Intent, officialy commiting to play at a certain school Compiled by Dylan Carol
22 sports
Lady Cavs crush Trojans
The schools’ girls soccer team destroys Hialeah MiamiLakes High by mercy rule to kick off the season By Tatiana Campos, Staff Writer
H
AND IN HAND IN THE traditional team huddle, the girls varsity soccer team hoped for a clean game with no injuries culminating in a win to start the season. The Lady Cavs made this dream a reality when they demolished the Hialeah Miami-Lakes Trojans by a score of 8-0. The team– who made it to the semi-regional finals against Lourdes last season– looked poised early on in route to a win at their first home game of the season on Nov. 7. Kicking the season off with a convincing victory, the girls varsity soccer team looks forward to maintaining a winning streak for as long as possible. “This is my second year coaching the team. I think that we have a really good group this year,” head coach Justin Aguirre said. “We should be able to go far, win districts and maybe go to regionals.” Ten minutes before game time, the Lady Cavs were going through warm up drills, while the Trojans had yet to arrive. The Trojans had mistaken the location of the game, which effectively hyped
up the team, which felt disrespected by an inferior opponent, according to sophomore Juliana Bonavita. Going into the first half, the team’s defense was efficient, blocking attempt after attempt. Offensively, the game was slow at first, though the girls quickly picked up the pace after the opening minutes. Seniors Brianna de la Osa, Kayla Ferra and Jade Mallea along Bonavita each effortlessly scored a goal for their team early in the first half. Senior Hannah Evans sealed the 6-0 advantage with two more goals. “I think that overall we had a good game. We moved the ball around well. But we still have much more practicing to do,” Bonavita said. The team swaggered onto the field for the second half, needing only two more goals for the game for a mercy rule. Freshman Chase Bagnall-Koger put the Trojans out of their misery scoring two goals for the win, a solid achievement for her first high school game. “For more serious games against teams like Lourdes and Miami Beach we really need to crack down in practice,
AMAZING ASSIST:
Sophomore Juliana Bonavita winds up in order cross the ball to freshman Nina Montero.
we’ve been kind of goofing around [...] we definitely need to transition into a more serious mindset, ” de la Osa said. This year, the team boasts of twelve seniors looking for a great final season of their high school careers. There is a chemistry between the girls seeing as some of the seniors have been playing for the team since their freshman year, an important aspect to a great team. Off the field, the team constantly practices, and the majority of the seniors plan to make the best out of their last season together. In the spirit of continuing lighthearted traditions, the freshmen completed an initiation after their first official practice, in which they had to tie the upperclassmen shoes around their necks and carry them to the locker room. The Lady Cavs will continue their fight to make regional playoffs in their upcoming game against the South Miami Cobras on Nov. 20 at the Coral Gables Youth Center at 2:00 p.m. With their momentum and determination, the team expects to build off of their first win and make this season a successful one. h
sports 23
by the numbers The U.S. finished with a 3-3-4 record in the final round of qualifying, resulting in a 5th place finish the last time the US missed a World Cup
1986 27
$8,100 the annual cost of boys club soccer
the current rank of USMNT in the FIFA World Rankings
$15.1 million
amount of revenue the US soccer team gained in 2014
Source: ESPN, Washington Post Compiled by Mathilde Requier and Dylan Carol
U.S. soccer: a cult of mediocrity
After an embarrasing loss, the U.S. national team will miss the World Cup, revealing extensive issues that must be fixed Commentary by Mathilde Requier, Staff Writer
A
LL THE U n i t e d S t a t e s (U.S.) Mens Soccer Team (USMNT) needed was a tie against lowly Trinidad and Tobago on Oct. 10. The team was supposed to walk into Trinidad, get an easy win and book their ticket to Russia for the 2018 World Cup. The worst case scenario would have been a tie. Instead, the team suffered a humiliating loss against Trinidad and Tobago. Consequently, the US will not be attending the World Cup for the first time since 1986. While it is easy to point fingers and blame the players or coach of the team, the failure is rooted in a deeper cause: the high cost of competitive soccer for young Americans. Prospective soccer players around the country are hindered by the high cost of practicing and competing, which are extremely unaffordable for many Americans and thus impede the development of homegrown talent. At about $8,100 for boys and $6,500
for girls annually, not including travel expenses and fees, it is no secret that competitive soccer is a pricey sport. For a family making $50,000 every year, this could mean spending at least 10 percent of the family income towards soccer. “The biggest problem is most of the youth programs are trying to make money instead of trying to develop talent,” psychology teacher and former head soccer coach Scott Nelson said. The U.S. is one of the few countries that does this. European countries, like England and Germany, who are universally considered among the best in the sport, do not charge nearly as much and provide government funding instead of relying on private fees. In Germany, for example, prospective soccer players have more opportunity to take up the sport. This change was implemental after the 2000 European Championships where Germany was bumped out in the group shares, a failure much like the one the USMNT is enduring. Germany now funds academies like the Deutscher Fußball-Bund (DFB), also known as the German Football Association, and
“THE BIGGEST PROBLEM IS MOST OF THE YOUTH PROGRAMS ARE TRYING TO MAKE MONEY INSTEAD OF TRYING TO DEVELOP TALENT.”
SCOTT NELSON, PSYCHOLOGY TEACHER AND FORMER HEAD SOCCER COACH
Fußball-Bundesliga. The DFB has given over 13 million euros annually to academies training young soccer players and 68 million euros to the Fußball-Bundesliga. These academies offer affordable practices to 25,000 kids in over 366 youth centers and 87,000 clubs. The U.S. Soccer Foundation does offer grant money, though only to impoverished communities. Although giving money to impoverished communities is important, U.S. soccer must do more than that if it hopes to put out a good product on the international field. The USMNT’s failure to qualify for the World Cup has revealed American soccer’s many flaws. Major changes are needed in and around the program, starting with player development and extending to top executives. Using the successful blueprint of other countries, the U.S. Soccer Foundation needs to decrease the costs of playing soccer for young kids, which will help develop homegrown athletes. U.S. soccer must make these drastic changes in order to avoid watching any more World Cups from home. h
24 the scene
Krave’s Courtyard
Local artist created a community patio for all in Little Havana By Makayla Bell, Staff Writer
GET FRESCO:
Makayla Bell/highlights
(Left): The studio offers some of Fila’s merchandise available for purchase. (Below): The modest outdoor courtyard of El Fresco sits filled with seating for guests.
I
Makayla Bell/highlights
N LITTLE HAVANA, BLOCKS away from the famous Calle Ocho, where culture, diversity and art thrive, is a hidden gem. El Fresco, on 535 SW 12 Ave, is an art studio so small, it is easy to overlook if not for the painted monkey hanging in the window, on the lookout for someone to catch him in his mischief. Daniel Fila, more commonly known as “Krave,” is the owner of the studio and the creator of the animated monkey. Fila created the monkey, a representation of his alter ego, during his time in college, and it has since been featured in his art, climbing color-coated walls and playing music. The monkey has become a part of his brand, as he has earned the name “El Mono Fresco”—“The Fresh Monkey.” Fila started out as a street artist, painting his own artistic twists on walls. He developed his reputation throughout the years with paintings like those in “The Sunbather Series,” which depicts women in bathing suits laid out in the sun. Fila painted one piece from the series on the side of a building on Biscayne Boulevard with the intent of bringing a piece of Miami Beach to the busy street. The artwork took Miami life to Hollywood lights when Transformers director Michael Bay asked to have the art featured in his 2013 film Pain and Gain. Over the years, Fila has revisited his works around the city, adding subtle paint strokes to maintain an ongoing connection with the community. This is exactly what drives Fila— community. This is why he and his creative team chose Little Havana as the setting for the
studio. Though an area like Wynwood, which is where his studio was originally located, may have been more suitable due to similar surrounding spots, Fila recognized the importance of making sure local creators do not become lost in the buzz of highly acclaimed artists. “Everyone thought we were crazy to have an art studio in Little Havana, but we had the foresight to see that it was going to be this. We knew that Little Havana had the culture that we wanted, the small vibe of the community,” studio manager Christopher Labora said. El Fresco serves as more than just a space to house Fila’s work— it is a space for the community around his studio. The space is open to the public on Fridays from 11 a.m. to 7 p.m. and offers free yoga classes catering to all skill levels every Monday and Wednesday from 6:30 p.m. to 7:30 p.m. Fila also plans to hold urban art workshops after the busy season of Art Basel inside the studio and outside in the studio’s modest, yet cozy courtyard. El Fresco’s purpose is to provide a space for the community to get together and appreciate the presence of art without having to pay the steep price art can sometimes demand. “I think that’s the main reason that we want to be here, it’s for the community, it’s by the community, and we want to support local artists and make Miami a fun and economically feasible place for locals,” Labora said. El Fresco offers a refreshing take on art and culture with its variety of artistic pieces and unique presentation. h
the scene 25
Miami Speaks Out SpeakFridays offers the city a new type of open mic night By Arianna Pena, Staff Writer
L
Daniel Cortes/highlights
OCATED IN THE HEART of Wynwood at 404 NW 26th St., the theater Miami Light box is a warehouse covered in bright and colorful art work. Despite the almost nondescript nature of the exterior, one is drawn toward a graffiticovered alley that leads to an open door on the side of the warehouse. Inside, the theater is decorated with images of the “SpeakFridays” logo and a stage, topped with a drum set, guitar, keyboard and a stand-alone microphone stand, sits dimly lit at the front of the room. People slowly trickle in, but the house is full by performance time. A semimonthly event, SpeakFridays is an Open Mic Night that allows poets, artists, musicians and singers to perform based on a first come, first serve basis. The event was established 11 years ago in South Miami, but was eventually relocated to the Miami Light Box in 2016, as the theater offered more space to accommodate the event’s increasing popularity. Despite its seemingly minimalistic approach to decoration, the Miami Light Box emits a cool, inviting energy. One wall is starkly lined with small nature photos, and the opposite has a timeline of the Miami Light Project, a not-for-profit cultural organization which presents live performances. The theater is considered accepting and people are able to express themselves without any harsh judgement. It is routine for a performer to ask the audience, “Can I speak?” to which the audience will respond, “Yes you can,” which leads into the performance. “We bring people together from all walks of life, from all demographics, all age groups, people of all means, races, colors, creed and they all just get along and vibe,” host Robert Lee said.
Prospective performers must arrive at 8 p.m., as the show beings at 9 p.m. and often lasts until 1 a.m. The entrance fee ranges from $15 when purchased online, to $20 dollars for a VIP seat, which includes individualized service and a closer view of the stage. “Open Mic Nights vocalize each person’s independent opinion. I think that it is really important [that] people connect with people now, and everything is now evolving around vibration and energy, and I think if we understand and connect with others vibrations and opinions it allows us to have a better understanding of people in general,” employee Rosy Muto said. SpeakFridays brings together colorful people and is a breeding ground for insightful and entertaining performances, and bonding between strangers and friends alike. h h
26 the scene
besting the food beasts
highlights attempts three of Miami’s most epic food challenges around By Savannah Payne & Sara Saliamonas, Staff Writers
T
HE PRESENCE OF FOOD challenges have dominated cities worldwide for several years now. Television shows like “Man Versus Food” have popularized the idea of eating immense amounts of peculiar foods under particular restrictions. Food challenges are promoted with prizes, full refunds or a photo in a book or a frame to commemorate the accomplishment of tackling said challenge. highlights Staff Writers Sara
Saliamonas and Savannah Payne were put to the test as they decided to take on a few of Miami’s toughest food challenges themselves: a five pound burrito from The Sandbar Sports Grill, the 30 inch pizza from Steve’s Pizza and the Great Wall of Ice Cream from Wall’s Old Fashioned Ice Cream. Tasked with conquering three meal challenges Saliamonas and Payne set out to test the boundaries of their eating ability and hoped to succeed in the name of highlights.
30-Inch Pizza
Nat ali e Vig luc c
i/h igh lig h ts
Steve’s Pizza, home of Miami’s New York Style pizza, challenged us to a 30-inch pizza, along with a choice of two toppings and a 2 liter soda. We piled our pizza with ham and pineapple. The guidelines limited us to three people and gave us 45 minutes to devour the cheesy tropical pizza. We called junior Ethan Tolpin to complete our team. We knew it would not be easy, but we had to prove every Steve’s Pizza server who doubted us wrong. We began with the outer slices, but never made it to the inner pieces. We tried to minimize the size of the slices by folding them in half, though our efforts
were not enough. To make things worse, around 10 minutes into the challenge, Tolpin announced his lactose intolerance. Our server, Sasha Nunez, felt our strategy was flawed in that the crust, mixed with our Sprite, was filling our stomachs up quickly. Having seen her fair share of attempts at completing the challenge, Nunez seemed acquainted with the most effective strategies. The restaurant’s owner introduced the challenge because of customer requests. “[Steve], the owner, used to sponsor a lot of baseball teams. He would have baseball teams come in and they would want to do a challenge,” Nunez said. The restaurant, located at 18063 on S Dixie Hwy, times challengers strictly, because if challengers finish the $60 pizza in time, they get $55 back and a free t-shirt. Unfortunately, our team was unable to conquer the whole pizza.
the scene 27 BIG BURRITO:
Sara Saliamonas/highlights
The monstrous burrito was stuffed with black beans, rice, tomatoes, lettuce and chicken, with a cheesy topcoat.
5 pound Burrito From across the restaurant the meal seems to be of normal size but as the waitress inched closer, we realized that the burrito was in fact, the size of a newborn baby. This beast was loaded with black beans, rice, tomatoes and lettuce with a choice of chicken or steak, surrounded by several layers of warm tortilla and topped with buckets worth of tomato sauce and cheese. The burrito, available for $24.95, on 3064 Grand Avenue, was too large to
be accompanied by the toppings on the same plate so salsa, sour cream and guacamole were served on a smaller plate on the side. “I thought they wrapped a baby in a tortilla and drenched it in sauce, so yeah, it was big,” Tolpin said. When the plate first landed on our table, we thought that there was no way two high school girls could consume this creature— and we were right. At first bite, the burrito was delicious and
enjoyable. Snapping into challenge mode, we plowed through slice by slice, eating about a pound each. We began with incredible speed, but our pace started to slow. Once our stomachs could not bear the thought of another bite, we called for reinforcements. With nearly three-fourths of the burrito left, three new members— Tolpin, sophomore Elodie Tardits and junior Alex Yelamos— joined the team and we eventually conquered the burrito.
The Great Wall of Ice Cream
alie ts
ligh
high cci/
Viglu
Once the monstrous dessert was brought to the table, our team dove in with speed. Around the 10 minute mark, we were already losing our pace and the ice cream was beginning to melt and pool around the now-unappetizing treat. Rondon gladly offered us a straw to drink the melted ice cream. At 23 minutes and 45 seconds, Saliamonas tapped out and was leaning over in pain. There were moments of “What flavor was that?” and “Oh no, I got the non-fat vanilla yogurt again,” but we were not going to leave the beast unslayed. A few calls to highlights Sports Editor Dylan Carol and Co-Insight Editor Sutton Payne were made in our lame efforts to stay off the “Great Wall of Shame.” A few seconds shy of an hour and six people later, the challenge was complete. We smiled through our stomach pains for our photo on the winner’s wall. The $29.99 ice cream beast was defeated. h
Nat
We walked into Wall’s Old Fashioned Ice Cream determined to conquer the infamous Great Wall of Ice Cream, a 12 flavor treat with two wet and two dry toppings, whipped cream, cherries, a brownie and, if that was not enough, a hearty banana to keep the calorie count low. The walls were decorated with photos of those who were strong enough to defeat it, and a frame titled “Great Wall of Shame” with those who failed. We brought two students to tackle the beast with us, Tardits and sophomore Cameron Payne — after being worn out by the last two challenges, we knew better than to come unprepared. Our server, Kenneth Rondon has worked at Wall’s, located at 8075 SW 67th Ave, Miami, FL 33143, for four years and has seen many attempts. “It’s always fun seeing everyone so confident and towards the end they are all dying on the inside and struggling through it,” Rondon said.
28 insight
teen drivers: a liability By Estelle Erwich
Ranked nationally, Florida holds one of the highest numbers of motor vehicle accidents involving teenagers. highlights investigates Florida’s teen driving problem, whether it be the result of lax driving laws, distracted driving or general inexperience behind the wheel. Daniel Cortes/ highlights
insight 29
N ANY WEEKDAY MORNING, students coast into school, transporting themselves and chauffeuring their friends. Though students abide by the traffic rules to cautiously traverse the parking lot, this is not always the scenario, as evidenced by the significantly high rates of teen crashes in the United States. In fact, automotive crashes are the leading cause of death for teenagers in the nation, as reported by a study conducted by the Children’s Hospital of Philadelphia Research Institute. The same study reports the vast majority of these teen accidents are caused by distracted driving, speeding and an unawareness of what is happening in the driver’s surroundings. This problem seems to affect most parts of the country, as a study by the Center for Disease Control (CDC) reported that though teenagers ages 15 to 19 make up a mere 7 percent of the population, they accounted for 11 percent of the total cost of motor vehicle injuries in the United States, a whopping $10 billion. The issue is specifically prevalent in Florida, which is ranked number 34 out of 50 states in a CBS survey of the best teenage drivers in the nation. If this is the case, why are Florida’s transportation laws not enforcing better, more comprehensive driving instruction in classrooms across the country? Transportation laws depend on the state they are being enfored in, which means that blanket legislation cannot be passed to remedy the issue nationwide. It also means that there is no standard for what constitutes a mature and responsible driver— in New Jersey, it is a person who is 16 years old, while in South Dakota, one who is a mere 14 years and three months. Sixteen states require a driver to be older than 15 before granting a permit, while Florida driving legislature allows drivers on the road
O
at the young age of 16 and with less required training. Where Florida diverges from other states is in its requirements for the acquisition of a permit. The state requires a mandatory drug and alcohol information course, which covers the dangers of driving under the influence of various substances, ignoring traffic signals or driving while drowsy. However, many states require mandatory driving lessons or driven distance requirements often of some 1,000 miles during the year before the license is issued. Florida only requires prospective drivers to complete a set amount of hours during the day, during the night and in unfavorable weather conditions, certified by a parent or guardian’s signature. Because of this, Florida is unable to control how much teenage drivers are practicing or know the validity of the statements they issue. Moreover, many adolescents will choose not to be taught by certified driving instructors because of the cost and lax requirements of the state, meaning crucial skills are being left out of their driving education. And, though new drivers must take a Traffic Law & Substance Abuse education course and pass a driving test, it is difficult to test all of the aspects which would signify that a driver is well-rounded enough to safely maneuver the roads. After passing this test, a 16-year-old driver may only drive between 6 a.m. and 11 p.m., and a 17-year-old between 5 a.m. and 1 a.m. unless he or she is able to provide proof of employment at a location they must commute to. These rules apply to any driver under the age of 18, and a driver over this age does not need to obtain a learner’s permit, and can drive with full privileges after passing the driving test. In comparison to other regions, these regulations are rather liberal. In some states, like Indiana, Illinois and Massachusetts, drivers under age 18 are considered to have “probationary licenses,” which have extensive rules and regulations. However, Florida does require a permit acquisition of 12 months, double the time of multiple states.
-Arthur Garcia, Senior
“
n/
hlig hig
“
h ts
I THINK IT’S A DEADLY MIX [THE USE OF] ALCOHOL, DRUGS AND DISTRACTIONS ON THE PHONE. I BELIEVE THAT YOU SHOULD BE ABLE TO RECEIVE YOUR LICENSE AT 16, BUT THEY SHOULD MAKE THE TEST HARDER.
-Andy Pinker, Sophomore
Kevin M onj arr ez
“
I THINK IT [HIGH CRASH RATES IN FLORDA] ARE MAINLY DUE TO THE IRRESPONSIBILITY OF THE DRIVERS AND THE GENERAL IGNORANCE OF TEENAGERS.
ut to
ig /h
ghts hli
Alexand er S
Kevin M onj arr ez
students speak up
“
ts ligh igh /h
“
THE MAIN DISTRACTING FACTORS FOR TEEN DRIVERS ARE OUR PHONES BECAUSE, AS A GENERATION, WE HAVE BECOME SO ADDICTED TO THEM AND IT GETS OUR ATTENTION.
-Christian Padilla, Junior
“
30 insight
Because of these lenient requirements, many teen drivers in Florida are not adequately prepared to maneuver the roads. According to the Florida Department of Highway Safety and Motor Vehicles, drivers aged 15-19 account for 4.7 percent of all drivers in Florida, but 6.97 percent of accidents as of Nov. 4. In Miami-Dade County (MDC), 15-19-year-old drivers make up 4.5 percent of all drivers, but account for 5.05 percent of all crashes. “Teens should limit the number of passengers in their vehicle to help keep their mind on driving and to keep the level of distractions down,” Colonel Gene Spaulding, Director of the Florida Highway Patrol said. According to the Miami Herald, distracted driving is the main problem for Floridian teens, with Florida drivers ranking second most distracted behind the wheel. One primary distraction is the presence of friends in the car, whether the driver is giving them a ride to a party or carpooling to school. In fact, a study conducted by the Center for Disease Control showed the rate of likelihood for a crash increases in direct correlation to the number of friends the driver is transporting. On “A Safer Florida,” a website focusing on promoting safe driving and a major proponent of Teen Driving Safety Week, this was listed as one of the deadliest distractions a teenaged driver can face. Recklessness can also be a culprit: 17 percent of 16 to 20-year-olds who were killed in car accidents in 2014 were intoxicated, and 53 percent of those accidents occurred on Friday, Saturday or Sunday nights. Inexperience also plays a role, as teenagers are much more likely to be in a car crash within the first three months of being a licensed driver, and crash rates are significantly higher for 16 or 17-year-old drivers as opposed to 18 or 19-yearolds. This adds to the argument that, when teenagers are allowed road access at younger ages without extensive driving instruction, they are often not sufficiently experienced or knowledgeable to safely navigate the roads. With so many contributing factors, it is difficult to understand clearly why these motor vehicle crashes
are so frequent. Nevertheless, several protocols have been put into place to help remedy the problem. For instance, teens who are pulled over by police have a significantly lower alcohol content rate than adults to be considered under the influence, according to the CDC. “There is a program where we talk to parents, basically anybody that will listen, about both DUIs and underage drinking. MADD is very strong on underage drinking because of the fact that underage drinking means you’re more likely to become addicted and the addicted driver is very often the drunk driver,” MADD Victim Advocate Sally Matson said. States which require driving training use promotions such as National Teen Driving Week and the Teen Driver Challenge to enforce the values and regulations being taught in classrooms, and invest in driver’s education teachers and equipment so their students can be as prepared as possible. States like Florida use similar promotions to remind their student drivers of the laws they must follow and the caution they must exercise on the road. The Florida Department of Transportation puts specific attention in these promotions to emphasize the potential dangers that students face everyday as they turn onto the roads. This sentiment was echoed on a website dedicated to safe driving and National Teen Driver Week, “Safer Florida.” “One of the major goals of our Florida Sheriffs is to protect Florida’s future by promoting public safety programs focused on our youth such as our Teen Driver Challenge program,” Walton County Sheriff Mike Adkinson, President of the Florida Sheriffs Association, said. These policies and initiatives, along with regulated driving privileges and harsher penalties for traffic violations, are thought to help guarantee safer roads. It is essential that these efforts are continued so that the next generation of American drivers are experienced, alert and cautious, allowing drivers, including teens and adults, to feel safer on the road. It is a great privilege to drive in teenage years, it grants teens freedom and the opportunity to make responsible decisions. h
driving safety tips Drive defensively and always be aware of what drivers around you are doing.
1
2
If you or your friends are not fit to drive, call somebody who is.
Do not text and drive. Keep distractions to a minimum when behind the wheel.
3
insight 31
National Statistics 2,333 of teen auto deaths occur between the hours of 9 p.m. & 6 a.m.
40% SPEED LIMIT
30
The crash risk for teens increase incrementally with each mile per hour over the speed limit.
17% of students have driven under the influence of drugs and/or alcohol
teens aged 16-19 were killed in motor vehicle crashes in 2015
1 IN 5
16-year-old drivers has an accident within their first year of driving
THREE
221,313
It is times more likely for teen drivers to be in a fatal crash than any other age group
teens aged 16-19 were treated in emergency rooms from crashes in 2015
42% student results 35% 34%
of students do not abide by the legal curfew put on by their license/permit
79%
of students have a license or learner’s permit
of students have texted while driving
of students have been in a car crash
38%
of students believe standards for receiving a license in Florida are too low
350 people surveyed Surveyed on Nov. 4, 2017 Alejandra Orozco/highlights Daniel Cortes/ highlights
Like our page: highlights Follow us: @highlightscghs Follow us: @highlightscghs
cavsconnect.com/category/ highlights-submissions/
Sutton Payne/highlights
Questions? Email us at highlightscghs@gmail.com. What’s your opinion? Tell us your point of view on a topic published in highlights with an email titled “Letter to the Editor.” We reserve the right to publish any letters sent to this email.
lightbox Juniors on out-of-state college visit the Capitol Building in Washington, D.C. Students who attended the tour left on Nov. 9 and returned Nov.16, visiting 11 colleges in Washington, D.C., Virginia and Maryland.