April 2014 Issue

Decision to reform the SAT creates controversy.

Sophomore Daichi Matsuda discusses his aquatic talents.

The Oracle compiles recipes for lunch at school.

PG. 8 FORUM

PG. 19 SPORTS

PG. 22 ENTERTAINMENT

THEORACLE Henry M. Gunn High School

http://gunnoracle.com/

Palo Alto Unified School District Henry M. Gunn High School 780 Arastradero Rd Palo Alto, CA 94306 NON-PROFIT ORG U.S. Postage

PA I D

Permit #44 Palo Alto, Calif.

Follow us on Twitter @GunnOracle and on Instagram @GunnOracle

Friday, April 18, 2014

Volume 51, Issue 8

780 Arastradero Road, Palo Alto, CA 94306

Villalobos steps down from principal position Danielle Yacobson Features Editor

2012: Focused on closing achievement gap between minority and majority students 2011: Enacted Titan 101 and late start time

2014: Opened N buildings & enabled use of Marvell Innovation Lab 2013: Worked with Guidance Advisory Committee recommendations to expand counseling services Stephanie Kim

After four years, Principal Katya Villalobos announced that she will officially be leaving Gunn to explore new opportunities, effective June 30. She has been appointed as the new principal of the Palo Alto Adult School, a position that she hopes will extend her knowledge in another facet of the school district and further advance her “mission to educate.” Villalobos also plans to pursue an educational doctorate in organization and leadership. “I want to go and learn, and this is another opportunity for me to do that,” she said. “I still love Gunn and will always love Gunn. I’m not leaving for anything other than a new opportunity.”

Although Villalobos has thoroughly enjoyed her time at Gunn, the responsibility that her current position entails does not leave time to fulfill her academic interests. “As principal of one of the best high schools in the country, my schedule does not really allow for me to be a student and have a sense of life and sanity,” she said. Villalobos’ new position at the adult school, however, will provide a more flexible schedule that will allow her to balance work, family and studying for a doctoral degree.

Villalobos has witnessed many changes in the school’s policy and administration as head of the school. One of her first projects, Titan 101, was enacted her second year as principal. After seeing a need to ease the transition between middle school and high school in

her freshmen social studies classes, Villalobos had the inspiration to implement a program that would integrate freshman into the Gunn environment. With the help of Assistant Principal Trinity Klein and math teacher Daisy Renazco, Villalobos has been to improve the program and significantly increase satisfaction within the student body, according to recent survey results.

A major construction project that introduced state-of-the-art facilities to campus was completed under Villalobos’ supervision as well. A highlight was the opening of a two-story complex for math and English classes that now houses over 65 percent of the staff.

Due to Villalobos’ inf luence, smart boards, laptops and iPads for staff members have assumed a lasting presence at Gunn. “An area that I have always supported is in the realm of technology,” she said. “Not only in hardware and software, but also integrating tech into learning and teaching and making those opportunities grow.”

In turn, her active support of these technologies has helped nurture engineering opportunities for interested students. “Principal Villalobos has allowed me to grow the [computer science] program, which is a huge deal in the current economy and with the emphasis on computing in society,” computer science teacher Joshua Paley said.

A mere 130 students were taking computer science classes when Villalobos first took the as principal. Now, four years later, the number has grown to 300 students VILLALOBOS—p.2

District plans renovation of Spangenberg, music rooms and quad Prachi Kale Reporter

On Feb. 25, the Palo Alto Unified School District (PAUSD) approved a conceptual plan to demolish the music building between the parking lot and Spangenberg Theater in order to make an addition to the front of the theater. This project, dubbed the Central Building Project, is estimated to cost $19.4 million and will add approximately 14,000 square feet of new construction. “We need more space. We don’t have enough classroom space for everybody as we continue

By the numbers

»

12

to grow,” Student Activities Director Lisa Hall said. “All of those needs, as the school’s changed over the years, has developed into what is now the Central Building Project.”

The school board appointed Deems, Lewis and McKinley (DLM) Architecture to design the building and has given the company the green light to begin making more detailed plans, which will change the appearance of the entrance of the school. “Because it’s in the middle, there’s a lot of thought being given to how it will look,” Hall said. “It will be kind of a showcase for the campus. It’s one of the things people will first see when they come on campus, so we hope it will

Years Not In Our Schools week has been running at Gunn

23

be really welcoming and bright.”

These plans include improvements to the Spangenberg such as new restrooms, an office, a ticket office and a storage room. The lobby will also extend farther than it does now, opening out to the suggested courtyard. The upgrades to the lobby, however, are only a small portion of the additions.

While there are multiple designs to choose from and none of them have been finalized, the current one by DLM Architecture plans for a two-story building added to the entrance of campus. Two music classrooms, one

Rejection letters that were posted on The Wall of Rejection

SPANGENBERG—p.3

96

Percentage of upperclassmen who passed AP exams in 2013

2

News

THEORACLE

SNAPSHOTS

NOT IN OUR SCHOOLS WEEK

THE WALL OF REJECTION “When you’re getting all of these rejections, you can see that you’re not the only one who’s feeling like this.”

—Devin Kuokka (12)

“I believe it does emphasize the importance of uniqueness, but it doesn’t take into account the opinions of students who are very conservative and are against the stuff we talk about because of their family or religion. ” —David Hou (9) “It’s pretty cool because a lot of other schools don’t have this.”

—Kanchan Potter (11) “The events are really fun and different and everyone comes together to do fun activities and build a more accepting environment.”

—Quinn Anderson (10)

Audey Shen

“It would be cool to see that it’s not just Ivies that people get rejected from.”

—Kinsey Drake (12)

Audey Shen

“A highlight was seeing Ms. Ichikawa correct the proctor on the pronunciation of one of the answers.”

—Mack Radin (11)

GUNN QUIZ BOWL Microaggression posters Audey Shen

Anthony Tran

“The questions were super difficult and obscure but it was fun. The biggest highlight was getting three out of 10 questions right and losing to the teachers.” ­—Victoria Nguyen (12)

Ball Pit Activity Anthony Tran

Anthony Tran

—Compiled by Kavya Padmanabhan

Villalobos takes on new challenge as adult school administrator VILLALOBOS—p.1

enrolled for the upcoming year. Furthermore, she has continually supported Paley’s computer science events, like Gunn Engineering Night and various programming competitions.

Revamping and expanding the counseling services served as another major accomplishment for Villalobos and her assistant principals. With the addition of new guidance counselors and a College and Career Center, the administration has followed through with its mission to continuously support students in both their academic and social lives.

Still, improvements within the school are always considered. “Equity, in terms of making sure that students have access to everything, and making sure that instruction is at the focus of our work is always going to be a work in progress,” Villalobos said. Other policies to improve the school’s academic performance

and social atmosphere will be determined by analysis of the Western Association of Schools and Colleges (WASC) survey.

“I have been fortunate enough to support and say ‘yes’ to a lot of things such as programs like [Reach Out Connect Know] and [Sources of Strength] and Titan 101,” Villalobos said.

“They promote us about who we are and I am so fortunate that I get to be a part of it.”

Many students have also held a positive view of Villalobos and her time as principal.

Officers of the Student Executive Council (SEC) report that Villalobos has been a valuable link between the administration and student body.

“Every Friday, a school administrator comes to SEC to talk to us about things that are going on and to get our input on things,” junior class vice president Dakota Baker said. “Ms. Villalobos has been [one] of the administrators who works with us most frequently and has ensured that the relationship between SEC and the admin was maintained.”

Furtherm ore , B a k e r shares that Villalobos has made an effort to build connections with the students. “In my sophomore year, before I left on a special trip to D.C. that I had b e en i nv ite d to through an extracurricular activity, Ms. Villalobos sent me a card to cong rat u late me and wish me a great trip,” she

said. She hopes that the next principal will be The transition into Palo Alto Unified School just as excited and to work with students and District (PAUSD) can prove to be difficult as be involved in campus events. it takes time to acclimate to Gunn’s unique Teachers generally agree that Villalobos community and culture. “Sometimes I think displays care for students. The many programs that it could be advantageous to get someone and events that she has supported, such as Not who has been a principal before,” Jacoubowsky In Our Schools Week, speak to her acceptance said. “But then again, someone who has had of Gunn’s diverse and unique culture. years of experience might be so set in their Ac c o r d i n g t o ways. It’s hard to say.

Paley, Villalobos has Ultimately, I would also created an enlike to see a principal “There is something to be said vironment conduthat sets forth the for a principal who does not cive to staff by not idea that kids should micromanage. Letting expeover-interfering with challenge themselves their instruction of but have balance and rienced staff do what they do their students. “We a life.” well is a big deal.” have a lot of teachers In order to make —Computer science teacher Josh who are really expethe transition easier Paley rienced and really for the new princiknow what they are pal, Villalobos hopes doing,” Paley said. “There is something to be that the community will be supportive and said for a principal who does not microman- welcoming in the upcoming year. “Let him age. Letting experienced staff do what they do or her have time to figure this place out,” she well is a big deal.” said. “It can be daunting because of who we According to the district, applications for are as a school, but it’s an amazing place that the position of Gunn principal will close April they will enjoy.”

27. After that, district officials will begin the Three other PAUSD principals will be process of reviewing the applications and se- retiring at the end of this year, including lecting potential candidates for the first round Fairmeadow Elementary School Principal Gary of interviews, which the district hopes to hold Prehn, Ohlone Principal Bill Overton and the May 9. The selected candidates will then be current Palo Alto Adult School Principal, Karen interviewed and ranked by a panel of teachers, Rosenberg. According to Jacoubowsky, the students, parents and district officials. Finalists timing just happened to work out so that many will move on to a second round of interviews district officials are retiring or moving on. “The conducted by the district superintendent and biggest challenge that our district is going to face his associate superintendents. After careful in the next five to 10 years is going to be bringing review, the superintendent will make the final in new people and supporting them,” he said. decision as to who will replace Villalobos as Villalobos stated that she will miss the Gunn principal. Although a deadline to find a re- community and culture that she has been implacement has not been established, Assistant mersed in since becoming a history teacher Principal Tom Jacoubowsky says that the goal at Gunn six years ago. “This place is special would be to fill the position by the end of May. to me because I have had the two best jobs at According to Jacoubowsky, not a lot of Gunn: one, being a teacher, and two, being the people within the district are ready to take principal. I’m spoiled now,” she said, assuring on such an immense role as principal, so can- that even though she physically will not be on didates often come from outside the district. campus, she will always remain a Titan.

News THEORACLE 780 Arastradero Rd. Palo Alto, CA 94306 (650) 354-8238 www.gunnoracle.com

Editorial Board Editor-in-Chief Catalina Zhao Managing Editors Mitch Donat Lucy Oyer News Cooper Aspegren Lawrence Chen Nabeel Chollampat Forum Ben Atlas Leon Cheong Klaire Tan Features Rebecca Alger Chaewon Lee Danielle Yacobson Centerfold Rachel Lew Stephanie Zhang Sports Pooja Belur Alvin Wang Entertainment Sam Acker Misheel Enkhbat Noa Livneh Photo Audey Shen Graphics Jasmine Garnett

Staff Copy Anuva Ganapathi Kavya Padmanabhan Tim Wang

Friday, April 18, 2014

Gunn prepares for accreditation Pooja Belur

vided students with a greater number of opportunities to find their ideal learning Gunn is preparing for an upcoming ac- environments. However, the school still creditation by the Western Association for has several areas of growth. “No matter Schools and Colleges (WASC). According how well we do what we do, there is always to WASC Director Frank Van Leuven, the room for growth and improvement. If we overarching goal of the WASC process is to stop striving to grow, then we’ve stopped take a snapshot of the strengths and weak- learning,” Stackhouse wrote. Although the nesses of each school. The process aims to WASC goals have not been outlined yet, ensure that the school maintains a strong Principal Katya Villalobos hopes that the quality of education for all of its students. “I academic achievement gap can continue have seen the WASC process keep high per- to improve. “It goes without saying that forming schools from becoming mediocre, Gunn’s students are academically accomand provide struggling or low performing plished,” she said. “However, we are still schools a guiding light,” he said. “It cre- working towards closing the opportunity ates a f luid action plan that keeps schools gap for underrepresented minorities. We improving.” want all of our kids who are underrepreThe majority of the evaluation is deter- sented to be at the same level of success.” mined through Va n L e u v e n an initial selfalso believes that study of the schools will have “No matter how well we do what we stakeholders at to consider a n do, there is always room for growth the school. The add it iona l goa l and improvement. If we stop striving administration, of implementing teachers , pa rnew Common to grow, then we’ve stopped learnent s , st udent s C ore St a nd a rd s ing. a nd commuinto their current —WASC coordinater Faith Stackhouse n it y memb er s curriculums. Unare stratif ied like the Califora mong f ive focus g roups. Each g roup nia State Standards, which are evaluated examines the schools progress in one of through the use of fact-based testing, the f ive areas: administration, assessment, Common Core Standards emphasize anaculture and student support, curriculum lytical and problem-solving skills. These and instruction. “So far, the teachers and changes will compel teachers to pursue staff have been organized into five focus a more thematic approach toward teachgroups,” WASC coordinator Faith Stack- ing their students. Because most schools house wrote in an email. “In the coming are currently transitioning between both months, we will be adding students and sets of standards, several aspects of the parents to these focus groups. Teachers, WASC process are being modified to acstudents and parents will all receive train- commodate their respective needs. “The ing about the process and desired end Smarter Balance assessment results will product.” not be available for the school community Since the previous accreditation in 2009, for two years,” Van Leuven said. “In terms Gunn has made siginificant changes to its of schools conducting their self studies in personal and social support systems. Ad- this interim period of time, schools will ditions such as zero periods, coteaching have to use other data to determine how and blended learning classes have pro- their students are learning.”

Sports Editor

INBOX

Tech Lisa Hao Roy Shadmon Business/Circulation Erica Lee Shireen Ahsan (Asst.)

Matt Niksa (Asst.)

Regina Tran (Asst.)

Photographers Stephanie Kim Anthony Tran

The Oracle strongly encourages and prints signed Letters to the Editor and Comments. Comments are generally shorter responses, while letters are longer pieces of writing.

Please include your name, grade and contact information should you choose to write one.

Reporters Elinor Aspegren, Lena Campbell, Shawna Chen, Ian Cramer, Aayush Dubey, Kush Dubey, Nia Gardner, Matthew Hamilton, Prachi Kale, Yuki Klotz-Burwell, Esther Kozakevich, Hayley Krolik, Emily Kvitko, Joanne Lee, Ryeri Lim, Christine Lin, Alex Man, Naina Murthy, Arjun Sahdev, Henry Siu, Isaac Wang, Erica Watkins, Justin Wenig, Kathleen Xue, Elizabeth Zu Adviser Kristy Blackburn

I especially like to read the students’ views of controversial issues, so perhaps it would be nice to include a few more opinionated articles.

—Alice Mazin, 10 In general, I really like the surveys because they seem to unify us in a way in which we’re able to connect with our peers in ways that we never even knew.

—Ridhaa Sachidanandan, 10

SPANGENBERG—p.1

for choir and one for band and orchestra, will be attached to Spangenberg with practice rooms, storage rooms and offices.

Though the music classrooms will be attached to Spangenberg, the new building will not. The first floor of the building will include a student lounge and activities area which would face out onto the quad, a common area, two offices, a copy center, storage space and two flexible classrooms that can accommodate a large number of students. Current plans include a potential courtyard, partially covered, which will be positioned between Spangenberg and the new building. “People would enter from what is essentially the front of the school and would come around to the lobby,” Assistant Principal of Facilities Kim Cowell said. “It will be like a little amphitheater.”

The plans for the second floor include three Social Studies classrooms, two media classrooms, the College and Career Center, a wellness center, ten offices, large and small conference rooms, presentation space and a reception/lobby area.

The designs for the Central Building Project have not yet been finalized and are still undergoing changes, but the general designs for the building are set. According to graphic design teacher Mark Gleason, the buildings will alter the structural status quo. “It’ll add a new look,” he said. “The building has a different sort of shape. It curves towards the parking lot and will have a much more sculptural shape. I think it will be really impressive.”

The current designs have been developed by the Gunn staff, the school facilities task force and architects from DLM Architecture and are in the middle stage of development.

“We are trying to get to the board meeting in early June, in order to get to the next step of approval,” Cowell said. If everything goes according to plan, the construction is estimated to begin in the fall of 2015.

Letters to the Editor and Comments and ideas for coverage may be sent to oraclegunn@gmail.com or posted on our Facebook page.

These letters need not be from current students.

It used a lot of nice photos, especially with the food page.

—Sara Ma, 12

March 21, 2014

Spangenberg to undergo changes

Letters and Comments may be edited to meet space requirements and the writer is solely responsible for the accuracy of the content.

I really liked the cheating section; I thought it was super interesting. Fashion was very interesting as well. I love the Artist of the Months and I like hearing stories about people that I know because you find out things you never would have known.

—Lindsay Maggioncalda, 10

Graphics Artists Paige Anderson Ally Gong Anton Oyung Allison Paley Carolyn Zhou Dave Zhu

3

I guess I would say that what I liked was the variety. It was nice hearing what students in different grades thought about certain topics and I got to understand the different views on things.

—Bonita Hom, 11

I liked the article about the clothing.

—Maya Rappoport, 9 Stop paying so much attention to sports that are extensively covered.

—Sharod Miller, 11 It was well-balanced and thought-provoking.

—Quincy Delp, 12 I liked that they acknowledged the students who made it to state in debate.

—Andy Kidder, 12 I found it to be informative and extremely interesting most of the time.

—Nico Poux, 10

It’s well-made and well-written, but it seems to be mostly made up of opinions and reviews, rather than news stories.

—Aaron Davis, 12 I like the surveys. It’s interesting to know what the school thinks about an issue.

—Angelle Cheung, 11

The Oracle is a 2013 NSPA Pacemaker Award winner.

4

News

Juniors take new state test YCS reconstructs Costa Rican school Kush Dubey Reporter

On April 16, juniors took the Smarter Balanced Assessment Consortium tests, which are part of the new Common Core Instructional Standards issued by the federal government. Smarter Balanced will replace California’s Standardized Testing and Reporting (STAR) test for all subject areas including English and mathematics after state legislation.

According to Dean of Students James Lubbe, the general response from both students and staff was positive.

After California mandated trial versions of the test for schools across the state, the Palo Alto Unified School District (PAUSD) implemented the test for both Gunn and Palo Alto High School.

According to Assistant Principal Tom Jacoubowsky, Smarter Balanced is meant to be reflective of the nation, and will be used for more specialized state assessment and development. The objective regarding students is to accurately measure student progress toward college and career readiness, according to the Advisory Committees facilitating the test.

Multiple changes, including a solely technology-based user interface and critical thinking facets, were included in the test. According to the California Department of Education, new technological aspects such as dragging and matching answers and fill-in-the-blank will improve the testing experience for students in upcoming years. In addition, the difficulty of the test is adjusted based on prior correct and incorrect answers to

decrease repetitiveness.

According to Lubbe, administrators prefer Smarter Balanced. “From my perspective I didn’t get a lot of complaints from anyone who participated in the test taking or proctoring,” he said. “Staff really liked the online aspect and some said they saw students were more engaged.”

In addition, junior Grant Fong believes changes to the difficulty level and critical thinking were a net improvement from the STAR test. “For each section, questions were harder and goes beyond the scope of STAR,” he said. “I want to say it’s better and more engaging overall than other standardized tests.”

The content is meant to be aligned with a more advanced curriculum than STAR. “It’s more in depth and rigorous than the STAR test,” Jacoubowsky said.

However, he believes students will be comfortable with the difficulty level. “I don’t think our students will have much of a problem with it,” he said. “Gunn is good at meeting and also exceeding state standards.”

Twenty-one other states have approved and taken the test, and results will not go back to the school or the student due to this year being a trial-run.

According to Jacoubowsky, the federal government will receive feedback from state education administrators regarding problems with Smarter Balanced, and can use that information to enhance the test’s quality and Common Core’s curriculum for future years. “It’s a better benchmark in terms of what the federal government has information on,” he said.

Pooja Belur

made for them,” junior Laurie Perng said. “It was a really rewarding experience. All of our hard work was worth it.”

Over spring break, 18 students and two The service trip also served as a cultural teachers travelled to Costa Rica to participate experience for participants. Trip members lived in the annual Youth Community Service (YCS) ten minutes away from the local markets and service trip. This year the main task was to help were allowed to shop in and walk around the reconstruct the playground of a school located city when they were free. Additionally, there in the mountains near the city of Orosi. were activities planned out each night includThe service group stayed in a local hos- ing salsa dancing, coffee plantation tours, white tel and began water rafting and work ing t wo zip lining. Accorddays after aring to co-leader seriving. Service nior Michael Chen, trip members one of the highlights performed a vaof the activities was riety of tasks to staying at commuhelp rebuild the nity homes for the school’s yard, night. “We had to including excaspeak and have dinvating the socner with the local cer fields, pourfamilies,” Chen said. ing concrete for “We were forced new basketball to speak Spanish Courtesy of Michael Chen courts, buildwith them, and it Above: YCS members socialize with Costa Rican eling a path from was really interestementary school students and staff during a break. the school to ing communicating the playground and constructing a fence since a handful of us didn’t know the language.” to protect the students. “There were a lot of Chen and his co-leader senior Ben Sorensen menial tasks that we did,” math teacher Dave began organizing the service trip during the Deggeller said. “A lot of the [trip members] summer of 2013. With Deggeller’s help, they had never done labor before, and they all really registered for the trip through a travel comappreciated how much went into it.” The recon- pany. During the fall, students were given the struction was finished after three days. On the opportunity to apply for the trip. Out of the 33 final day, the local students were brought to applicants, Chen and Sorensen chose 16 other the playground and soccer fields, where they students. “Every single person we chose was a played with the service trip members. “The really good choice,” Chen said. “[Sorensen] and best feeling was when we finished everything, I worked really hard picking everyone, and if and we saw the kids come outside with their we had chosen someone else, it would have soccer balls and actually play on the field we definitely changed the dynamic.”

Sports Editor

Forum

Friday, April 18, 2014

Mob mentality can contribute to bullying Elinor Aspegren

Last week, Gunn held its annual Not In Our Schools week during which students and teachers came together to raise awareness about diversity and move towards ending discrimination. Some of the types of discrimination named were microaggressions, hate crimes and cyberbullying.

Students did not, however, talk about what fuels bullying: peer pressure caused by mob mentality. Mob mentality is the influence from peers to adopt certain behaviors.

Ultimately, mob mentality fuels bullying culture because it appeals to our inclination towards conformity and discourages personal reflection.

Research has shown that humans are naturally wired to possess an urge to conform to society. A recent study done at the Basel University in Switzerland used an MRI machine to scan patient brains as they were asked to rate the attractiveness of faces. Afterwards, the patients were informed of the average rating. Researchers noticed that when patients were told their opinions did not conform to the average, an “error” signal in their brain activated. Most of the subjects then changed their opinion to reflect the average, an act which activated a reward center in their brains. This study explains how brain chemistry can encourage individuals to act against their basic beliefs

out of a desire to conform. “That shared opinion is a reward like food or money,” Daniel Campbell-Meiklejohn of Aarhus University in Denmark said in an article by “Time” magazine. “It has the power to influence behavior.” When it comes to bullying, this human reaction often prevents bystanders from intervening on the victim’s behalf and can even encourage bullying. In the event where a single individual is being bullied by several others, the bystanders are receiving the message that such behavior is now the norm. As a result, those who aren’t usually bullies may follow suit.

This human inclination to conform limits individual thought and encourages people to fall into a mob mentality. In large groups, people begin to value unity over reason and logic. Instead of considering a situation for themselves, individuals are more willing to simply accept what the

larger group has decided for its course of action, for fear that those actions will be turned against them. This lack of personal input eliminates one’s sense of personal responsibility and helps justify the actions of the group.

These qualities of mob mentality create a vicious environment that allows bullying to occur without opposition. You probably have heard of such cases where individuals were bullied by large groups of students at their schools. For example, Amanda Todd, a Canadian teenager, committed suicide after constant harassment at school and online. In one instance, a group of girls from her first school confronted her physically after a boy began flirting with her. Instead of standing up for her, Todd’s peers chose to film the encounter. Listening to this story, it seems shocking that not a single person stopped to help Todd, but Todd’s case displays that mob mentality is a real threat. Individuals unprepared to deal with a similar situation can become bystanders or even bullies themselves.

Although it might seem that mob mentality cannot be prevented, there are ways to address this problem. The best way is to raise awareness of peer pressure in anti-bullying programs. In its anti-bullying effort, Gunn needs to include talking about the deindividuation and desire for conformity.

Mob mentality, however minimal, only continues if people are silent. Both bullying and mob mentality do not stop if ignored. If there is no action, there can only be more victims.

—Aspegren, a sophomore, is a reporter.

Dave Zhu

‘Online activism’ merely a promotion tactic Lawrence Chen

As people scroll down their Facebook feeds, they will see more and more different companies and groups promoting causes or awareness programs. These posts tell people to “change their profile pictures,” or “share this picture,” when that really isn’t the way to go about their promotions. Online posts are not the way to make a difference because of the mentality that people have today while using social media.

The idea that organizations are promoting awareness is flawed. For example, the most common awareness promotions are for cancer or mental disabilities. However, many people already know about these issues and further efforts to advocate for the program are harmful. These promotions come off to viewers as repetitive and eventually people will deem them useless. When people see these promotions, they brush them off and disregard future posts from the organization

even if they’re more meaningful. Instead, what organizations should do is, for instance, promote certain events that they are holding to provide for fundraising to increase research for their cause.

Another issue is the mentality most people have on social media sites. Oftentimes, promoters give social media users easy ways to participate in the awareness campaign; for example, users can simply share a picture or change the color of their profile pictures to supposedly support a cause. The ease of the process creates a sense of false success in the promoters and a false sense of charity for the people who participate in these campaigns. By doing this, the organizers for the promotions actually set

people back socially. Many think that the awareness programs make changes in the world when they actually don’t. This situation especially enforces the social media mindset of attention-whoring and “like”whoring. By posting more opportunities for people to use to rake in “likes” or “follows,” those awareness organizations are actually promoting shallow-mindedness in those who use social media rather than awareness for their cause.

—Chen, a junior, is a News Editor.

Dave Zhu

5

R-rated shows have their merits

Nabeel Chollampat The worst part about watching a movie or TV show with your parents is the inevitable sex scene. Everything is fine up until that moment.

You and your parents are getting along and you’re both laughing at a joke that seems to have appealed to both sides of the generational divide.

But now two characters are entering a bedroom and your heart begins to race nervously. Eventually, one of them takes off his or her respective shirt, and it’s all over from there. Your parents decide to fast-forward this scene that, obviously, neither of you would have skipped under alternate circumstances, and the rest of your night is officially ruined by a tidal wave of awkwardness (if it weren’t already by the fact that you’re watching a movie at home with your parents).

But if your night has been utterly decimated, has the movie been as well? I don’t think so.

Avoiding entertainment simply because of its adult content doesn’t make sense. A movie or TV show has the right to convey explicit content and, when digested with the appropriate mindset, most graphic material can even be thematically resonant. Take the classic TV example: “Game of Thrones.” While this assessment may be particularly biased—“Thrones” is, in fact, my favorite show currently on TV—the show’s extremely graphic content is purposeful. The brutal violence, for one, is thematically appropriate: the morally ambiguous characters all populate a cold, unforgiving world, and the violence should be depicted realistically and without excessive censorship. Having it any other way would simply dilute the messages the showrunners attempt to convey. And, in my opinion, seeing an actual bloody head get chopped off is axiomatically more satisfying than having the camera cut away after somebody swings a sword. The show is also consistently criticized for its gratuitous nudity.

More specifically, it is criticized for its use of the critic-coined portmanteau, “sexposition”: having characters provide background or necessary plot information against the backdrop of a sex scene. At times, these scenes seem to exist for the purposes of sexual titillation and drawing a high viewership. To be fair, if a major complaint about the quality of a show is “there’s too much sex,” I think you’ve made a pretty decent show.

These scenes are also, however, often vehicles to drive home other, more thematically-invested, points. They can serve to underscore a particular character introduction or metaphorically represent another character’s motivations as he explains them. Let’s be honest here: is hearing a long speech more fun than hearing a long speech while something (a lot) more interesting is going on at the same time?

Explicit content does not undermine a show or movie’s literary merit. They are conpieces of art—well, some are (there’s a clear difference in quality between something like “The Dark Knight” and the cinematic genius behind “Beverly Hills Chihuahua”). In fact, from 2005 to 2010, all six Academy Award Best Picture winners were R-rated movies. “Goodfellas,” considered one of the greatest movies of all time, is Number 11 on a list of movies that most frequently use the “F-word.” Adult content, then, should be taken with the appropriate mindset.

Mature viewers, who can assess and apply context, shouldn’t be denied the artistic merit that most adult-oriented entertainment can offer.

—Chollampat, a senior, is a News Editor.

6

Forum

THEORACLE

Allison Paley

Teens should practice sexual discretion to avoid repercussions

Leon Cheong and Klaire Tan

Sexting. Late night hookups. Senior streaking. When it comes to sex, high school is full of it. At this point in their lives, adolescents are eager to explore their sexuality, and as the school year comes to a close, sexual activity is on the rise. Prom nears, parties occur more frequently and people lose their inhibitions. However, this sexual liberation carries the risk of conflicting with the law, a fact that students are often oblivious to. Under current legislation, many common practices of adolescent sex culture—such as sexting, streaking and underage sex—can lead to severe, permanent punishments.

As a result, teenagers need to be aware of the legal repercussions they could receive for engaging in such behavior. This article serves as a PSA for Gunn students, encouraging them to exhibit safety, discretion and common sense in regards to their sexual behavior.

There are several types of sexual felonies that high school students can potentially commit. One of the most common is the distribution of nude pictures of minors, also known as “sexting.” Currently, many states treat it as child pornography. Oftentimes, teenagers perceive sexting as a harmless thing to do, but doing so can result in conviction and registration as a sex offender. In 2008, Florida resident Phillip Alpert, then 18 years old, sent out nude pictures of his 16-year-old girlfriend to those on her contact list, according to CNN. Because of that single mass text, Alpert was arrested on child pornography charges and was required to register as a sex offender.

Under Megan’s Law, or the Sex Offender Act of 1994, the government is required to publicly release information about registered sex offenders, often through online databases.

However, because states are free to choose whether or not to reveal the nature of the offender’s crime, those who visit the website can group teenagers who simply make the mistake of

sexting with other sex offenders listed on the registry. Such lowest degree of statutory rape (when the age gap is within was the case with Alpert. “You will find me on the registered three years) can send a perpetrator to county jail for up to sex offender list next to people who have raped children,” 12 months. Not only would the 18-year-old be put on the Alpert said in a CNN interview. sex offender registry, but he or she would also Furthermore, even if sex offender registries were face the possibility of being forced to to divulge descriptions of the offender’s crimes, live among murderers, rapists, gang convicted teenagers will still have to deal with members and other criminals for the intense, negative connotation associated a year.

In 2011, 47 percent with child pornography. “[When] you think The mistake some students of all high child pornography, you think 6-year-old, make is allowing their sex lives school students 3-year-old little kids who can’t think for to be publicized. Teenagers have themselves, who are taken advantage of,” a natural tendency to spread rureported having Alpert said. “That really wasn’t the case.” mors when they hear about who had sexual Alpert’s situation is not rare. Any teenager their peers have sex with. Party intercourse who chooses to “sext” pictures of underage culture is especially susceptible to students risk incriminating themthis predicament, as party atmoselves as sex offenders. However, spheres can often reduce teenagers’ Alpert’s situation was easily avoidinhibitions. Trouble happens when ruable. Students with access to nude mors of two teenagers having sex spreads, but pictures simply need to consider the the problems magnify immensely when only one of them is severe punishments that he or she a minor. While the legal framework regarding consensual could potentially suffer. Teenagers relations between teenagers should be revised, students need also have to realize that high school to do their part to prevent these conflicts. relationships are often temporary, This same line of reasoning can be applied to many other but the photos always will be per- sex-related acts that high school students commit. Countless manent. By practicing self-control teenagers have been registered as sex offenders and common sense, teenagers for less-than-harmful misdemeanors like can avoid making the same streaking or receiving nude pictures. mistake as Alpert, whose It is apparent that teenagers who single decision has left commit these acts do not deserve Statistics him with an irreparable to be corralled together with from National label for the rest of his life. people who commit actual seCampaign to Another offense that teenagvere acts of sexual violence. ers commonly commit is statutory rape.

However, as the system for Prevent Teen This happens when a legal adult has interpunishing people who comPregnancy and course with a minor, who cannot give legal mit sexual offenses has yet to Center for consent under the eyes of the law. The age of be amended, teenagers need legal consent is 18 in the United States. While to stay informed about the poDisease control statutory rape laws are meant to punish sexual tential punishments which they predators and protect children, they can prove to could receive for their behavior. Not be difficult for teenage couples. In high school, roonly can teenagers be registered as sex mantic relationships between minors and legal adults can offenders, but they can also be suspended or be common, especially in the upperclassman years. But when get rescinded from colleges. Undoubtedly, teenage sex culan 18-year-old is put on the sex offender registry for having ture will continue as is, but simply practicing common sense intercourse with his consenting 17-year-old girlfriend, he is and discretion can prevent unnecessary litigation that could indiscriminately placed in the same category as rapists and lead to lifelong consequences. child molesters. What would otherwise be considered an act of love between two teenage sweethearts can be considered a ­—Cheong, a senior, and Tan, a junior, sexual felony in the United States. In fact, in California, the are Forum editors.

20 percent of teens have sent or posted nude or semi-nude photos or videos of themselves

Friday, April 18, 2014

7

Russian annexation of Crimea detrimental to all parties Esther Kozakevich As someone whose entire family was born in the USSR, the recent news about Putin’s invasion of Crimea horrified me. In the beginning of March, Putin sent Russian troops into Crimea, a strip of land that once belonged to Ukraine, possibly to form some sort of a military alliance and to stop Ukraine from joining the European Union. I can’t say I was shocked, since Russia’s political system and presidency have been corrupt for many years now, but the negative effects of the decision to invade this strategic strip of land may have dire consequences for Ukraine, Russia and the international community as a whole.

Russia has been experiencing all sorts of economic, social and political problems ever since the collapse of the USSR, including a homicide rate of 11.5 percent and 6 percent of the population addicted to some sort of hard drug, according to NPR. Unfair immigration and emigration laws are so strict that the total migration in and out of Russia is at an artificially low 0.29 percent. The corruption in the government, the open rigging and unfairness of the 2012 presidency, the unfair treatment of LGBT individuals and the scandals regarding the recent Sochi Olympics are only a few of the issues Russia is dealing with. With such instability within the nation, annexing Crimea is not the best political move for Russia.

On March 1, Russian officials and troops in Crimea pressured the Crimean parliament to declare its independence from Ukraine. Although 58 percent of the Crimean population is Russian, many citizens are strongly opposed to being a part of Russia.

Crimea has a large percentage of Tatars exiled from Russia after the Second World War who are afraid of

February 20, 2014: Kiev’s worst day of violence in 70 years; 88 people killed within 48 hours due to protests.

March 16, 2014: Referendum shows that 96.8% of voting Crimean residents support joining Russia.

March 18, 2014: President Putin signs bill officially annexing Crimean peninsula as part of Russia.

Nov. 21, 2013: Ukraine President Viktor Yanukovych abandons agreement with European Union in favor of strengthening relations with Moscow.

Protests begin.

February 27, 2014: Pro-Russian gunmen seize key Crimean buildings.

March 17, 2014: EU and US impose first sanctions on Russia for Crimean referendum.

Statistics from BBC News and USA Today.

more oppression if Crimea were under Russia’s control.

Moreover, this declaration was in stark opposition to the wishes of the current Ukranian president Oleksandr Turchynov, who was recently brought into power after the previous president, allegedly a puppet leader put in place by Putin, left office. After President Turchynov held a press conference saying he did not find Crimea’s referendum to be legitimate, Putin marched troops into Ukraine, despite the UN’s public statement that the Crimean referendum was invalid. The EU as well as many other nations, including the United States, deem the referendum, as well as Russia’s later invasion, to be a violation of international law as well as an infringement on Ukraine’s sovereignty.

There seem to be no direct benefits for Russia to make such a rash move. According to a recent survey done by the Kremlin, 73 percent of Russian citizens reject the annexation of Crimea. Since the majority of the west and other nations also reject the idea, Russia will, by annexing Crimea, be isolating itself even more from the west.

Not only is this opinion unpopular, it already has had awful effects on Russia’s economy. Russian stock indexes tanked by 10 percent after the invasion, which amounts to about $60 billion in stock value. Russian currency has dropped to its lowest ever point in history, and about $10 billion was already spent on the foreign exchange market trying to bring up the price of the dollar.

Currently, some action has been taken. The G8 meeting in Sochi was cancelled due to the Crimean situation and several countries including the United States have voiced their disapproval. This is a good step on the part of the international community. If Russia chooses to make any more advancements on Ukraine or Crimea, the United States and the EU should consider stronger measures, such as applying economic pressures on vital parts of Russia’s economy. It is crucial that sanctions be put on Putin’s acts of aggression in order to maintain international stability in the future.

—Kozakevich, a junior, is a reporter.

Compiled by Kathleen Xue.

Digital currencies need more regulation before widespread use Elizabeth Zu New, alternative ways of exchanging money have been making waves as of late.

Cryptocurrencies such as Bitcoin, which are essentially forms of currency traded and stored digitally, open up many possibilities for cheaper and more efficient transactions. However, they have major shortcomings, mainly their low regulation, that make them unstable and unsuitable for common usage. As a result, cryptocurrencies still need much improvement before they can rival popular forms of money like the dollar.

Many aspects of digital currency show promise. A major advantage that they enjoy over normal currencies is that they are decentralized and unregulated, meaning a lot of the hassle that comes with normal currencies is removed. Making international exchanges is much easier because cryptocurrencies are not associated with any particular country and there are no banks involved in transactions so there are no fees either. Consequently, digital currencies are oftentimes more efficient and cheaper than their counterparts.

Online shoppers and small businesses will like cryptocurrencies for their minimal fees and quick digital and international transactions.

In addition to their economic pluses, cryptocurrencies show potential for doing good. The Internet has the ability to connect those in need with those who can help. Digital currencies encourage generosity by making these transactions easier and faster. With online donations

and crowdfunding websites gaining in popularity, cryptocurrencies will play a larger role in enabling the generous to help the needy.

In spite of all the potential cryptocurrencies show, they have a major weakness that makes them popular amongst drug traffickers and all kinds of questionable people. One of the selling points of digital currency is its lack of regulation and the anonymity it gives to users. Cryptocurrencies often don’t even require users to give their real name. In theory, this is for safety reasons but in practice these qualities promote their use in illegal online markets. Bitcoin, as one of t h e more p opu l a r and w idely-

circulated digita l cu r rencies, has come under fire for its usage in an online market called Silk Road. Before its recent government takedown, Silk Road was notorious for high volumes of drug trafficking.

All of that was possible because of Bitcoin and its lack of regulation. Online users were able to freely engage in crimi-

nal behavior without having to worry about the consequences. Silk Road in particular generated millions of Bitcoins’ worth in sales of drugs before it was shut down.

Another one of the supposed benefits of cryptocurrencies may also result in its downfall. Though cryptocurrencies can be stored on devices, users mainly store them online, which makes them a prime target for hackers. Unless users have unassailable a nt i-hack ing sof tware, their money is in constant danger.

In a recent case, MtGox, a top Bitcoin

cryptocurrencies, far from being safe from hacks, are just as prone to attack as popular forms of currency.

While the freedom of digital currencies is what makes them attractive to users, the lack of regulation is ultimately a double-edged sword. As of yet, there is no real way to regulate these digital currencies, and even tracking their users is diff icult.

Unless cryptocurrencies can f ind a way to filter illegal

t r a ns actions out, they will remain uncomnde ge A i a mon a nd det r i menta l to P society as a whole. The first priority of developers should thus be to tackle t r ad- criminal exploitation and safety through ing e x c h a n g e regulation that preserves the efficiency storing millions in Bitcoins, was hacked. and convenience of digital currency.

The losses amounted to about 850,000 Bitcoins, or nearly half a billion dollars.

—Zu, a freshman, The magnitude of the loss shows that is a reporter. n rso

8

forum

THEORACLE

SAT

The New and Improved(?)

PRO

Stephanie Zhang According to the Merriam Webster dictionary, the definition of the word ‘unfrock’ is: to deprive a person in holy orders of ecclesiastical status. The average person might use this word once—if even at all—in his or her lifetime. However, this word has appeared twice on the College Board SAT, a test meant to assess and predict a student’s academic readiness and aptitude for college and beyond.

Everyone knows that there is a clear disconnect between what the College Board expects of students and what the rest of the world is looking for. Fortunately for current high school students, the College Board is aware of the faults in their standards as well and has already introduced revisions to the SAT that make it more focused on testing a student’s aptitude and better tailored for the predictive purpose of the standardized exam.

The main objective of the College Board regarding the new changes to the SAT is to redesign the test to align it with the current skills needed for success. According to the College Board, the SAT will “ask students to apply a deep understanding of the few things shown by current research to matter most for college readiness and success.” This test format brings the SAT back to the roots that the test was formed on—to predict a student’s success in college and in the real world. To achieve this, the CollegeBoard plans to alter the new SAT questions to fit topics that will facilitate critical thinking and analysis.

Whether it is explicitly established or not, the SAT plays an important role in a student’s college admission. However, the current SAT offers advantages to students who have access to expensive test preparation books and SAT crash courses. As a result, more aff luent students have better chances of scoring higher

on the SAT and therefore attending a better college. The consequences of this inequality plays detrimental roles in the development of the future generations as well as the promise that this country was built on to provide equality for all.

As a means to combat this, the College Board has explicitly stated that they are taking measures to curb the advantages enjoyed by students with more wealth and resources. The new SAT will have more questions that determine a student’s merit, not economic status.

One way that the College Board plans to achieve more equality among income levels is to tailor the test to current student curriculum within the classroom.

They have stated that the new SAT is set to match the Common Core, a state standard followed by all schools to establish the guidelines for what students should know in order to succeed after high school. In other words, the new SAT is more focused on the skills that students learn in the classroom and less about the memorization of meaningless codes and tricks that will help them “crack the SAT.” In addition, t he College Board is teaming up with other non-profit organizations to help students who are struggling in certain areas of the test for free.

They have already created a partnership with Khan Academy, an educational website dedicated to achieving free access to education across the world. According to the Khan Academy website, the partnership with the College Board was created in order “to make comprehensive, best-in-class SAT prep materials open and free.”

The other edits made to the test are also designed to decrease student stress levels and overall anxiety. Although it is always inconvenient to alter a standardized test, the changes made to the SAT not only benefit the individuals taking it but also society as a whole. Some of these changes include making the essay optional—not to mention the eradication of the guessing penalty.

—Zhang, a senior, is a Centerfold Editor.

CON

Changes to the SAT, effective starting 2016, are intended to improve the way the test gauges college readiness and even the playing field for students of all backgrounds.

Anuva Ganapathi The SAT is the most hated exam in America. Subject to accusations of favoring students from certain racial backgrounds or those from certain socioeconomic classes, the iconic aptitude test is being put through a series of drastic changes, after almost ten years of using the same questions and material. As the number of students reporting their ACT scores surpasses the number of students reporting SAT scores and criticisms of the SAT ring out harsher than ever, College Board seemed to have no other option but to make the test easier in order to stay competitive. The recently announced, so-called improvements include new vocabulary words to replace the previously “obscure” words, an optional essay and the removal of the guessing penalty. All of these directly contradict the purpose that the SAT was intended for.

Perhaps the biggest criticism of the SAT is of its bias toward students from higherincome families, who then tend to perform better than those who are not as privileged.

In order to appease the complaints that a good SAT score is simply an indicator of wealth, the College Board officials say that the recent changes to the test are designed to better gauge what students actually study and learn in high school. Coupled with the partnership with online tutoring site Khan Academy, the College Board believes it can eliminate the test-prep industry altogether and give all students a fair opportunity to do well on the test, regardless of family standing. The College Board, however, has no control whatsoever over families who will still choose to send their children to expensive test preparation centers and private tutoring agencies.

The free Khan Academy preparation that the SAT provides will not, of course, be nearly as good as private, expensive test-prep classes. In fact, the new changes empower the test preparation industry by making the test more predictable. Every reading

section will feature a passage from a historical American document and a passage described by the SAT as “scientific”—this means that preparation courses will have a better idea of what passages to practice with.

The same goes for vocabulary; by making the type of vocabulary words more predictable, it makes the questions easier to prepare for. Ultimately, these all far outweigh a free Khan Academy course that can never compete with expensive private corporations.

Thus, the test preparation industry will grow, and with it the gap between performance of rich and poor students. The Vice President of Kaplan, one of the largest test prep industries in the country, has expressed his pleasure with the changes and is confident that his company will thrive.

The changes to the test’s content also diminish its ability to measure a student’s aptitude. The elimination of the guessing penalty—a small loss for guessing a wrong answer rather than omitting the question entirely—rewards blind guessing. A student is more likely to guess without actually knowing the answer, adding an element of luck to the exam that did not previously exist.

The elimination of the writing section and essay similarly detract from the new SAT. The grammar section no longer exists at all, a section that used to measure a student’s ability to work with grammatically correct and incorrect sentences. This measured a student’s grasp of the English language and ease of communication, two skills vital for success in college and in the real world. The essay portion of the test will now be optional rather than required, which also deemphasizes communication skills.

Ability to write an essay tests basic logical thought and presentation—there is no reason why every collegiate student should not be required to have these skills.

Yes, it is crucial that we level the playing field so that every student has an equal opportunity to succeed on this test. But considering that the changes actually make the test easier to study for, increase the demand for test services, and hurt the test’s ability to measure intellectual aptitude, it’s clear that the old SAT is better.

—Ganapathi, a senior, is a Copy Editor.

Features

Friday, April 18, 2014

9

Student photographer shoots for various alternative bands Lisa Hao

Tech Editor

Junior Jeffrey Lei has found his passion in concert photography.

Since discovering his talent, Lei has shot multiple musical bands that have performed in the Bay Area. His older brother, Michael Lei, who is both a videographer and a director, played a large role in Lei’s growing interest. “I thought [the idea of photography] was cool because [Michael] was always trying to get my input for videos and photos and stuff,” Lei said.

Lei’s older brother also aided him in getting his first gig. “The XX is one of our favorite bands, all my brothers collectively,” Lei said. “What happened was that they were in town and sent [my older brother] an email.” The XX asked his older brother if he knew of any great photographers who would like to come in and take pictures of its concert.

Immediately, Michael thought of Lei and recommended him to go.

As a concert photographer, Lei was allowed to go backstage and meet the band. “When I first went backstage, everyone treated me like I was this grown-up guy who was shooting photos professionally,” Lei said. “Then when the lights went down and everything started—it was sick.” Lei gets special access to photograph from the side of the stage while listening to some of his favorite performers live.

Lei is unlike many other photographers because he shoots for free.

“Not many people actually enjoy shooting photos for free anymore; they want to get paid,” Lei said. “I do it for free because I get to go watch artists perform.”

However, for Lei, concert photography can sometimes become tedious and intensive. “I shoot concert photos, so you can shoot literally 100 photos and if you can get around five photos that are good, you can consider that shooting a success,” Lei said. Depending on Courtesy of Jeffrey Lei the publicist, Lei will either give his photographs straight from his Upper left and right: The XX, a popular indie British band, performs at one of its concerts. camera following the performance or send them to the performers’ Lower left: British producer and DJ Bonobo looks out into the crowd during his performance. dropbox after personally editing each photo. According to Lei, the Lower right: Local talent Bona Fide and his crew prepare for his next stage at one of his shows. bands choose to post his photos on their websites or deliver them to different publications.

Since Lei’s name is normally not credited in the photos, he has to individually email as local artists such as Bona Fide.

Photography has not only created more opportunities for Lei, but it has also changed bands to get his name out. “[I have to] make a list of artists, get their album drop dates his perspective and outlook. “When you start doing photography, you start seeing things because that’s usually when they announce a tour, email their general manager and pray differently—literally,” Lei said. “I started seeing beauty in most things that at least I didn’t to God that they respond to say yes,” Lei said. Since shooting for The XX, Lei has also see beforehand which is pretty cool.” photographed big bands such as Fall Out Boy, The Shoes, Woodkid and Bonobo, as well

Junior invents regenerative braking mechanism for bikes Emily Kvitko Reporter

According to junior Aitan Grossman, no biker likes to completely halt at a stop sign when the intersection is clear. To combat this problem, he has employed a mechanism that will allow people to avoid doing so.

The invention involves a constant force spring that will store energy to help make braking smoother. This new braking process employs regenerative braking, an energy recovery mechanism that captures the kinetic energy produced from braking, which can then be used to reaccelerate the bike.

According to Grossman, the constant force spring in the system rolls in and out, like a roll of tape, with no varying tension, an important aspect for cycling. “Once the brake lever is engaged, it starts wrapping around

and tugging on the wheel, and how it works Modeling his design from the regular is that they have a natural resistance, like electromagnetic induction brakes used in springs should,” Grossman said. He hopes Tesla cars, Grossman’s invention uses the that, as a result, the despring as a way of storing vice will make cycling potential energy. “I was easier and more enjoyinspired by the concept able. “Rather than tirof regenerative bra kes ing from stopping and that have been used in having to reaccelerate, hybrid and electric cars a spring will store enrecently,” Grossman said. ergy that you can use These modern, high-tech whenever you want,” cars, however, require a he said. motor and battery, two Gro s sm a n’s ide a things that cannot exactly Aitan Grossman came to him while he fit on a bicycle. “You don’t was biking home from school. “That day I want all of that clunky, expensive stuff on went home and drew a sketch of one way it your bike,” he said. could work,” he said. He then presented his Grossman is reinventing existing materithoughts to the Gunn Robotics Team, which als as he applies brake parts from an averhelped him develop his plan. age bike and a spring to the model. “The

Diagram of Energy Regenerating Bike 1) Equilibrium

2) Braking

Hub Bearing

Constant Force Spring

Biker is proceeding to stop and constant force spring is not engaged.

Constant force spring wraps around the hub to store potential energy.

3) Releasing

Stored energy is used after the brakes are released, creating a forward momentum.

Dave Zhu

innovation aspect of it will be important because most of the components I intend to use are already parts of the bike,” he said.

With an internship at Tesla planned for this summer, he intends to prove that the basic mechanism will work, build a prototype and mount it onto his old bike.

Earlier in the year, Grossman applied for a grant from the United Nations Educational, Scientific and Cultural Organization multi-media competition in order to receive money that would be used to rent out a tech shop for the summer to put together his creation. He was granted $1000 and an invitation to a New York event in May to speak about the bike and his involvement. “I was there [at the convention] with 10 other young people, who were trying to make the world a better place like me,” Grossman said.

From conversing with adult environmental activists to members of the UN, his 24-hour experience was interesting and unique.

The need for a more eco-friendly transportation mechanism serves as a stimulant for Grossman’s regenerative braking idea.

“I think it would be cool to have something of mine be used by everyone, but really what I want to see is people getting around without polluting the atmosphere,” he said.

This idea would not only appeal to people in third world countries by lowering cost and saving physical effort in bicycling, but would also promote zero emission transportation worldwide. Grossman believes the spring brake has the ability and power to be incorporated into people’s everyday lives. “It will revolutionize the way we bike and drive. It will get more people biking, reduce traffic, and promote healthier lifestyles and, in the end, we will be commuting in a cleaner world,” Grossman said in his Titan Broadcast Network profile.

10

THEORACLE

Behind blurred boundaries:

The Oracle uncovers the unique experiences of Gunn families with parents as teachers and children as students.

Emily and Bill Liberatore

The Dunbars

Karen, Joshua and Allison Paley

Tia and Bill Dunbar

F

or six Gunn teachers, every day is bring-your-child-to-work day. These families with parents and kids at school have daily interactions between colleagues and peers that can be completely different than those of the average teacher or student. The Oracle investigated the benefits and downsides to having a parent or child at school.

The Dunbars

Junior Tia Dunbar sets off for school from Mountain View around the time most students have breakfast; that’s because her dad is science teacher Bill Dunbar. Like most teachers, Mr Dunbar arrives early to school in order to prepare for the day. “He has to set up labs before eight,” Tia said. “That extra 20 minutes would help get me more sleep.”

In 2011, Tia entered Gunn as a freshman and began coping with the stress and nervousness that accompany the start of one’s high school career. While Tia began to explore high school life, Mr. Dunbar began reflecting on his teaching methods. “I have learned a lot about Gunn, having a daughter at this school,” Mr. Dunbar said. “I used to think I knew everything about what it’s like to be a student at Gunn High School, but when my daughters came, I realized I didn’t know anything.” Upon Mr. Dunbar’s first daughter’s arrival at Gunn, he realized the tremendous amount of work given and the difficulty students face while keeping track of grades and seeking opportunities to get ready for college. Although he agrees some of this has changed, his daughters’ attendance at Gunn has given Mr. Dunbar a new perspective on teaching. “I used to be a much harder teacher,” Mr. Dunbar said. “I realized that anyone can take a bunch of A students and give half of them B’s. That’s super easy...

I make it my goal to take in a bunch of B students and I work with them and give them an opportunity to earn A’s.”

Many of Tia’s friends are taking physics with Mr. Dunbar, a situation which, for Tia, is awkward at times. “My friends don’t rant about him; they know it is weird for me to hear about it,” Tia said. “They have a lot of inside jokes with my dad that I don’t get. It’s weird.”

However, Tia believes that her friends’ student-teacher relationship with Mr. Dunbar does not affect her social life because she does not bump into her dad on campus.

While there are certainly rough patches with having a parent at school, there are a few hidden benefits. Tia enjoys being able to leave big projects in her father’s classroom and always having food and money readily available. She also believes that having her father teaching at Gunn has made her a better student.

“I try very hard to ignore Tia “If anything, his being here helps me,” Tia said.

“He is a really science-y person. Since he’s so at campus because I want used to explaining things to his students, he her to feel she can be herself.” helped me study for my tough classes in the —Science teacher Bill Dunbar past, especially chemistry.”

Having a father and daughter as part of the same school community can be a controversial set up, but Tia and Mr. Dunbar try their best to acknowledge each other as student and teacher. “I try very hard to ignore Tia at campus because I want her to feel she can be herself,” Mr. Dunbar said. Tia also agrees that her father is very professional at school. She also takes care not to intrude on her dad’s classes and gives him space as well, and strongly believes that his presence on campus does not give her preferential treatment or extra privileges. “We try our best to give each other respect,” Tia said.

The Liberatores

Most kids would dread having their parents be their teachers. Sophomore Emily Liberatore lives this reality every day. Her father is William Liberatore, more commonly known as Mr. Liberatore, the choir teacher. But according to Emily, having a parent for a teacher isn’t actually the nightmare many students think it would be.

According to Emily, although her father can be embarrassing, she enjoys having him as her teacher. “Sometimes he likes to embarrass me in class, like by telling embarrassing

stories about me,” she said. “But he isn’t a teacher where it’s mandatory to be in his class, he’s an elective teacher, so everyone who’s there wants to be there and it’s just fun to spend time with him. We have a lot of fun doing choir together.”

One of the things Emily likes most about her father is his consistency as a person. “He’s exactly the same at home and at school, which I don’t think a lot of teachers are like,” she said. “He’s just like goofy and crazy no matter what.”

Mr. Liberatore loves sharing choir and music with his daughter, as well. “It’s a lot of fun having her in the class,” he said. “She is very musically talented.”

According to Emily, having a parent who is also a teacher can be advantageous. She feels that she is better prepared for choir and that she is a more successful singer because her father is a choir teacher. “I grew up in a very musical “He’s exactly the same at environment and it has come in handy,” she home and at school, which said. “I spent my childhood listening to my dad’s remarkable soprano voice, hearing what I would I don’t think a lot of teachers someday learn to do.”

Coming into high school, Emily was afraid are like. He’s just like goofy that having her father be a teacher and at school and crazy no matter what.” everyday would make her different from everyone —Sophomore Emily Liberatore else—that she wouldn’t be able to have the normal high school experience. “I was nervous that I would have to go through things that other kids don’t, like having your dad be around all the time even when you are with your friends (or a boyfriend) at school,” she said. “But really it’s been very comfortable. As a teacher he treats me just like he treats everyone else, and as a parent we are such good friends that I don’t feel weird sharing friends and experiences with him.”

Overall, Emily is happy with her father as her teacher. “I’m very close with my dad,” Emily said. “Before I was at Gunn, we didn’t get to spend as much time together because he was usually practicing, touring or directing the choir. Now that I’m involved in the choir, we get to spend a lot of time together doing what we love, and it’s made us much closer.”

The Paleys

Computer science teacher Joshua Paley has not one, but two children who are currently attending Gunn. Senior Allison Paley and freshman Karen Paley are both Mr. Paley’s daughters.

According to Allison and Karen, the greatest benefit to having their dad teach at their school is that his position allows them to attend Gunn. The Paleys live in Redwood City, but because Mr. Paley teaches at Gunn, the family was able to choose to attend Gunn. “[Gunn] is not just known in the Bay Area, but nationally, and there are good reasons for that,” Mr. Paley said. “There are some spectacular teachers; that is actually one of the reasons I still work at Gunn; I wanted my daughters to have the opportunity to go here.”

As one could imagine, there are some perks to having your parents on campus. “It’s convenient to have a place to go to if I need to be indoors,” Karen said. Allison has found establishing relationships with her teachers comes more easily. “He’s been a teacher for most of my life, so I’m used to thinking about teachers as other people with teaching as their profession; they do not intimidate me,” Allison added.

According to Allison and Karen, the only significant downside to having their father teach at Gunn is that Allison and Karen have to rely on their dad for rides, which is sometimes inconvenient. “I have a G prep, but I can’t go home early because my dad teaches G period,” Allison said.

While neither Allison nor Karen have taken a class from Mr. Paley at Gunn, Allison has taken a class from Mr. Paley at Google. “It was an interesting experience for me, and I hope it was for her too, because it was at that moment I realized if I had one of my children in my class it would not be that big of a deal from my point of view,” Mr. Paley said. Karen, a freshman, does plan to take a class offered by her dad sometime while she is attending Gunn.

Friday, April 18, 2014

11

school and home coincide

Both share their stories about how their lives at home and at school intertwine during the day.

The Weinmanns aries,” she said. “For example, I have to be careful not to ask my colleagues about how he’s Most parent-child pairs function in separate worlds throughout the day, work and school, until they can share their experiences at the dinner table. However, for junior Rose Weinmann and her mother, physics teacher Lettie Weinmann, their days are spent coexisting in the same world, school—although they still have a lot to talk about at the dinner table.

“I feel like we have two different spheres… when I see her on campus, it’s usually because she wants to drop off textbooks or a bag or something,” Ms. Weinmann said. “But it’s fun actually, because we will experience similar events, and then come home and talk about them.” She specifically enjoyed comparing Night Rally experiences, as Rose participated in Junior Airbands and Ms. Weinmann in the Staff Airbands.

Rose and her older brother grew up around Gunn teachers their entire lives, as teachers frequent the Weinmann household for dinners and Rose’s brother liked to help out in the science department. “I don’t have the normal student-teacher relationship with almost every teacher, partially because I have always been able to look past the being-a-teacher thing,” Rose said. “Knowing every teacher and a bit more about them and their backstory makes it a different relationship than your average student-teacher relationship.” As she has witnessed her mother grading papers for hours on end, she understands the workload that teachers have to juggle.

Sometimes, though, this deeper understanding leads to a conflict of interest between loyalty to Rose’s “I feel like we have two different friends and her mother. “I think in general [my friends] will stop spheres… when I see her on campus, mid-sentence halfway through it’s usually because she wants to drop complaining about grading policies or something and say ‘oh, it’s off textbooks or a bag or something. your mom,’” Rose said. She finds But it’s fun actually, because we will that when talking to Ms. Weinexperience similar events, and then mann, she will end up defending the students, but when talking to come home and talk about them.” her peers, she becomes an advocate —Science teacher Lettie Weinmann for the teachers. Also, Rose and her brother weren’t always sure how to approach teachers they know on a personal level in a school environment. “I remember when my son started here as a ninth grader, he didn’t know some of the teachers’ last names, Ms. Weinmann said. “My son came up to me saying, ‘I keep seeing Josh on campus but I don’t want to say, ‘Hi, Josh’; What’s his last name?’”

Despite minor drawbacks, growing up in the Gunn community has been a positive experience for the Weinmanns. Ms. Weinmann cites a specific experience when her son was diagnosed with cancer. The science department banded together to make dinners for the family, especially an extravagant Thanksgiving dinner that they set up when her son was allowed to return home for the day. “This is our community. This is where we gain our support,” Ms. Weinmann said. “When my son was sick, the Gunn staff were here for us.”

Both couldn’t imagine Gunn any different. “I couldn’t imagine Gunn High School without her and I couldn’t imagine not being at Gunn, so they are kind of one and the same,” Rose said. She does have one complaint, though. “You’re not allowed to eat in her class, which I think is barbaric,” Rose said.

The Navarros

Though Lynne Navarro, social studies and living skills teacher, and senior Alejandro Navarro both spend their weekdays on the Gunn campus, their mother-son relationship is as normal as any other. Thanks to the Gunn administration, Alejandro has never had to take a class from Ms. Navarro. “I do not really know what her teacher self is like,” Alejandro said. “At school, we usually keep it to a student-teacher relationship, and do not hang out.”

For Ms. Navarro, that distance is purposeful. “I try very hard not to cross certain bound-

Lettie and Rose Weinmann

doing in their classes—at least not more than a normal parent would.” Alejandro agrees that despite his mother’s presence at his school, he has always felt normal and secure in their relationship. “As a teacher, she has to respect the privacy of her students, but I can tell her pretty much anything about school,” Alejandro said. “I can talk to her like a normal student would to his mom.”

If anything, having a teacher as a parent improves communication between the two.

“I have instant access to his attendance record and grades,” Ms. Navarro said. “He’s very honest because he knows I’m going to find out anyway.” Yet Alejandro values his mother’s unique perspective of Gunn. “She has a better understanding than most parents of what Gunn’s academic pressure is like,” Alejandro said. Both mother and son agree that effort and happiness matter most.

Part of the honesty between them stems from Ms. Navarro’s work as a Living Skills teacher. “I’ve been teaching it since before he was born, so he’s always had to deal with me being upfront about important issues,” she said. Her son appreciates the candor, however.

“Because I’m more honest, she’s more understanding,” Alejandro said.

Despite their close relationship, Ms. Navarro is still Alejandro’s mother before anything else. “Of course I do worry, because I’m a mom and he’s in high school,” Ms. Navarro said.

According to her, no amount of teaching experience can fully reconcile the “different species” that are adults and teenagers. But above all, she trusts her son. “I don’t really need to put pressure on him,” Ms. Navarro said. “Alejandro’s a really hardworking, kind, awesome kid.”

Yet some lines simply can’t be crossed. “I absolutely do not chaperone dances,” Ms. Navarro said. “I’m assuming that would be quite awkward for him.”

The Matchetts

Just dealing with your parents when you get home from school is enough. Now imagine having them with you all day. Senior Evy Vaughan and freshman Aurora Vaughan have had their parents at school with them since elementary school. Both of their parents are teachers and their mom, Elizabeth Matchett, is a Spanish teacher at Gunn.

Having your mom on campus may seem like a nuisance, but both Aurora and Evy do not mind having her around. In fact, having a parent at your school 24/7 can have its benefits.

“I can always go get a snack or a signature for a permission slip,” Evy said. “I also personally know some of the teachers a lot better than others because of my mom.” The girls enjoy having her there when they need her, but besides an occasional wave and “hello” in the hallway, they don’t have to interact too often. Although, according to Evy, many students have approached her to ask how to get on her mom to like them in order to get a good grade in their Spanish class.

For Aurora, her introduction to campus earlier this year became significantly more embarrassing when her mother asked her to heat some food up for her in the language building.

“I was in the teacher’s lounge, and there were a bunch of other teachers eating and staring at me like I was crazy,” Aurora said. “It was probably the most awkward moment since I’ve come to Gunn.”

Ms. Matchett, however, loves having her girls on campus with her. “Selfishly, I get to vicariously experience what they are going through as adolescents,” she said.

Having their mother at Gunn has changed the girls’ relationship with her, but both daughters agree that it has been for the better. “She treats me like other students, except that she knows what it is happening in my other classes,” Evy said. Ms. Matchett interacts with other teachers and knows about the other classes, so she has a deeper understanding of Gunn than most parents. “I think it has definitely changed my relationship with her,” Aurora said. “She knows more about my daily life than I do sometimes.” The three of them have also had chances to bond by being at Gunn together. This year, they were all a part of the choir show that is put on by the choir and staff. Being together on campus has made them all closer and they have developed a strong, unique relationship because of it.

—Written by Shireen Ahsan, Lena Campbell, Ian Cramer, Matthew Hamilton, Hayley Krolik and Ryeri Lim.

Alejandro and Lynne Navarro

The Navarros Evy and Aurora Vaughan and Elizabeth Matchett

12

Cente

RACISM 2.0 The Oracle examines modern racism at Gunn and its impacts on the societal and individual levels.

{

Microaggression (n): Aggression or aversion that is not obvious, but implied; e.g. in phrasing, tone or other small changes in behavior.

Covert racism (n): Microaggression relating to race differences.

Race equality done the right way Kathleen Xue Reporter

Race was not coined as a term implying ethnic stereotypes until the end of the eighteenth century, when American legislators searched for an excuse to continue unfair treatment to slaves. However, this creation has since become so ingrained in society that today we use it to dismiss hurtful, unjustified categorizations. Though modern American society has come far from its roots and made measures to decrease racial discrimination, these prejudices have in fact steadily transformed into something now known as covert, or subtle, racism. Much like classic racism, however, covert racism can be minimized and even ended if the right actions are taken.

Covert racism is a much more delicate form of stereotyping that has been mastered over the years during and after the Civil Rights Movement in the 1960s. Since then, it has not fully disappeared. Covert racism is often overlooked, but its repercussions on the individual’s mental well-being are lasting.

Covert racism does not take the form of outright slurs, instead comprising daily assumptions and stereotypes assigned to a certain group.

The reason covert racism is much more difficult to fully annihilate as opposed to previous forms of discrimination is that it is often more mentally than physically corrosive, a trait which makes it “[E]ndeavors like Affiralmost impossible for an observer to detect or quantify. Visible movements for racial equality would not work in this modern mative Action have...only situation because there would be no visible cause for the protests—covert racism is implicit; it comprises what is left unsaid. highlighted the discrepanInitial efforts to dissolve racial discrimination from 1955 to1964 included the Marches on Washington and Selma, as cies among race groups, well as peaceful protests such as Rosa Parks’ bus incident and several college student restaurant sit-ins. These actions were causing people to form ultimately effective in conveying the message of the call for freedom as they were combating equally obvious legislation even more prejudices.” written against them. More recent attempts at ending racism such as Affirmative Action, which tried to create equal representation of all ethnicities in institutes of higher education, have proven unsuccessful. In trying to emphasize equality, endeavors like Affirmative Action have instead only highlighted the discrepancies among race groups, causing people to form even more prejudices and insecurities about their ethnicities.

When considering ways to combat covert racism, there should be no future law or movement propagandizing the equalizing of various peoples; the said protest movement would be more of an individual action. One must take a different approach to attacking covert racism than simply observing the history of covert racism, because what has worked in the past will not necessarily work again. A solution including the encouragement of judgment based solely on value, completely transcending the ethnicity barrier, would assist in building a future less rampant with prejudice. Only the constant standard of quality can surpass the excuse of stereotyping. Once society finds ultimate objectivity, covert racism will cease to exist.

erfold

Friday, April 18, 2014

13

microaggressions at play on campus Shawna Chen and Klaire Tan Reporter and Forum Editor

When it comes to promoting awareness and diversity, Gunn appears to be doing a good, if not great, job. Every year, for one whole week, the walls are plastered with Not in Our Schools (NIOS) posters. Classes hold activities intended to inspire acceptance and self-reflection. And at the end of the week, students wear their free “We’re All in This Together” shirts in an effort to show that they’re, well, all in this together.

However, when senior Maricela Morales first walked onto Gunn’s campus, it wasn’t an accepting, open-minded community that she was met with. “When I first got here back in junior year, I had a lot more piercings and red hair, and I guess the red hair made me look a lot more Mexican,” she said. “There were a few times where I would ask a student a question, and they would just kind of look at me and ignore me. ” No student may have directly stood up and said anything, but Morales got the message loud and clear: she was different.

Now, a year later, Morales appears more conventionally dressed and much less “intimidating.” Her hair has returned to its natural dark brown, and she no longer sports multiple piercings. Yet at times, Morales still finds herself garnering the same reaction from her fellow Gunn students, one she now recognizes as a response to her Latino heritage. “I see people stare. I see people walk in a different direction,” she said. “[Latinos] just kind of stand out here at Gunn.”

Sophomore Suzie Navarro believes that such reactions to Latino students are based on stereotypes that encourage students to associate Latinos with gangs and crimes. “You get the vibe that they’re scared of you sometimes,” Navarro said. “They assume that we’re going to rob them or pick on them or just infect them.”

This feeling of alienation not only applies to the Latino community but also to foreign students. Sophomore Percy Jiang grew up in China and transferred to Gunn at the beginning of freshman year but never felt accepted at Gunn.

“When I speak Chinese in public, most people don’t talk to me because they think I don’t speak English, so they refuse to communicate with me,” he said. “Whenever we’re doing a group project, the others just ignore me.” Although no one ever blatantly discriminated against Jiang, these covert insensitivities resulted in him feeling estranged. “I don’t feel like I belong,” he said. “I don’t think I ever will.”

Jiang and Morales are not alone in experiencing this type of covert discrimination. There is a name for the verbal and non-verbal slights they described: microaggressions, or small acts of unintentional prejudice driven by misinformed stereotypes.

Last Monday, the Gunn student body was first introduced to the term as part of NIOS Week. On April 7, students walking across campus were met with a series of poster-sized photographs plastered along the walls of the SEC building.

The photos depicted students’ personal encounters with microaggressions on campus, revealing that while Gunn isn’t a place of outright discrimination, students still consistently battle labels, stereotypes and misperceptions.

Microaggressions: Unintentional Discrimination

the “Asian” standard has created self-doubt on multiple occasions. “The whole stigma about Asians being really smart does force me into a box,” she said. These preconceived expectations have often made Sasajima wonder if she should be taking the so-called harder classes at Gunn, even though her current schedule matches her abilities.

Unlike blatant discrimination, one may not detect offensive undertones when first facing a microaggression.

“The idea behind the microaggression is that it’s subtle, so there might be an initial, ‘That felt weird,’ versus an immediate outcry of anger or emotion,” math teacher Daisy Renazco said.

The Palo Alto Bubble This gray area applies to not just the reciever but the While academic microaggressions are ongoing problems, initiator as well. It is even more common for aggressors Tention-Palmer points out that there are other aspects of themselves to not realize that their words or expectations discrimination that have not received the same level of attencan be hurtful. Most of the time, they speak with no mali- tion. “There is a big emphasis on sexual orientation, racism cious intent. At times, they may even simply wish to learn and sexism against women, but I don’t think we talk about more about the other person. the microaggressions regarding socioeconomic status,” he Such was the case with English teacher Kathryn Pomilia. said. “People assume that just because it’s Palo Alto, everyone At her first encounter with her future fiancé, Pomilia un- is rich. That’s not the case.” knowingly became the perpetrator of a microaggression.

To sophomore Eileen Hornbostel, automatic assump“When I first met my partner, I didn’t understand his dis- tions about Caucasian privilege alienates discrete cultures. comfort when others ask him, ‘What are you?’ or ‘Where “In Palo Alto, it’s a big stereotype that all white people are are you from?’” she said. rich,” Hornbostel said.

Like many individuals responsible for microaggressions, Pomilia’s question came Path for the Future from an honest desire to learn more Though the ideal society would about the other person. However, not harbor microaggressions after learning about microagat all, centuries of stereotypgressions, she realized that her “The idea behind the ing have resulted in firm intention could have conveyed assumptions about certain a completely different meanmicroaggression is that it’s groups. The tendency to ing. “When [a person] hears stereotype arises when this message communicated subtle, so there might be an these predisposed beliefs over and over, that person are paired with an innate might be hearing, over and initial, ‘That felt weird,’ verhuman response to catover, ‘You don’t belong’ or egorize. “We understand ‘You’re foreign,’” she said. sus an immediate outcry of each other better when we apply labels because our Microaggressions in anger or emotion.” mind can only handle so the Classroom much,” Sasajima said. “When In an academic setting, the mesthere’s a foreign concept introsages that microaggressions send can duced, we need to put it in a cathelp establish an invalidating campus egory we’re familiar with so that we climate. For ethnicities that perform lower on can deal with it.” However, better relations the national academic scale, this may ultimately create can be nurtured if one remembers to forget the a self-fulfilling prophecy. “It starts to affect self-esteem at stereotypes which attempt to define an entire group and varying levels,” senior Justice Tention-Palmer said. “People focus on interacting with the individual instead. start to think that the stereotype is true intrinsically.”

Ultimately, the acknowledgement of misunderstandings In classrooms at Gunn, Navarro and senior Lela White- can open up discussion for change. Renazco believes that head have noticed teachers treating them differently from informing the other party of one’s own incomprehension can other students. “[Teachers] try to come and help us more,” clear up any misperceptions and prevent any from occurring Whitehead said. “They’re always asking us, ‘Do you under- in the future. The fundamental goal of awareness is not to stand?’” While both Navarro and Whitehead believe that this judge how others interpret microaggressions but rather to excess attention can be helpful at times, they agree that it also realize that intention does not necessarily equal impact. No sends a discouraging message to Latino students. “It creates matter what one perceives to understand about his or her this thing where people expect you to do less,” Navarro said. peers, remaining cognizant of words and actions can create “And if they don’t expect much from us, why would we try?” clearer communication and stronger links between dissimiAs the only black male senior and honors student, lar bodies. “We all want to celebrate different communities Tention-Palmer has encountered similar experiences with and foster inclusive communication, so it’s important for all academic expectations at Gunn. At times, his peers have of us to start having this conversation [about microaggresbeen surprised when they learn he is taking advanced classes. sions] because we’ve all said one, we’ve all received them,” However, in Tention-Palmer’s case, these incidents have only Pomilia said. “It’s not something that’s specific to one gender, inspired him to work harder. or one ethnicity, or one sexuality; it’s all of us.”

On the other side of the scale, high measures and criteria can also detract from the individual. For sophomore Yui Sasajima in particular, the constant pressure to live up to

Photos by Audey Shen

14

Features Junior Leah Hirsh elected to regional position in youth organization THEORACLE

Ryeri Lim

reporter

Junior Leah Hirsh’s journey to becoming S’ganit, or vice president, of BBYO’s (formerly known as B’nei Birth Youth Organization) Central Region West #45 (CRW) Board began four years ago, when she first joined the local girls-only B’nai B’rith Girls (BBG) chapter. Hirsh’s older sister, Hayley Hirsh, had adored BBYO, the international, teen-run Jewish movement known for its inclusivity of all denominations and sexual orientations. Naturally, as a younger sibling, Hirsh was determined to hate it. “When I first joined BBYO, I was purposely so disconnected from the whole thing,” Hirsh said.

Yet Hirsh’s negative attitude was an obstacle she quickly overcame. “Whenever new people attend, everyone is so pumped, so excited,” Hirsh said. “The group accepts anyone just trying to discover themself.”

This welcoming, accepting environment easily facilitates discussions and relationships that enthusiastically expanded to include Hirsh, so her investment in BBYO grew quickly.

Her attendance at the chapter’s weekly events was unquestionable. “My BBG sisters really became my family and support system,” Hirsh said. “Also, parents love BBYO. Teens could be doing much worse things on a Saturday night.”

Hirsh’s love for the organization inspired her to climb the ranks in leadership. “I wanted every BBG girl to have my experience,” she said. For three years, she took on jobs of event planning, recruitment and, finally, of chapter presidency last fall. However, the role of president did not suit Hirsh. “I felt detached from the whole experience,” she said. “I remember so much joy from feeling my impact in every event. I wanted to get my hands dirty again.” Hirsh aimed higher, and set her sights on becoming the main program developer of the regional board. In this position, Hirsh would work on planning a year’s calendar of special events and major conventions for BBYO members throughout Northern California.

Regional board candidates cannot campaign for positions. Instead, they are formally announced to be in the running to a gathering of all the region’s members. Until then, Hirsh was obliged to keep any nervousness about running to herself. Shortly after the announcement, Hirsh

Courtesy of Leah Hirsh

Left: Hirsh gives a speech at her election. Top right: the six past N’siahs (presidents) of El Al BBG come together around the gavel. Bottom right: the new Central Region West board crouches in front of the old one. presented a speech that would determine the votes of BBG members throughout CRW #45. “When I stood up to make the speech, it was a kind of defining moment,” she said. Hirsh sat anxiously as the votes were collected and counted. “I was super nervous­—that’s not even the right word for it,” Hirsh said. “I was shaking.”

According to Hirsh, everything was worth it when the regional president returned with the results. Hirsh was named Regional S’ganit for the upcoming year.

“What is so meaningful is that people have so much faith in me to make such big decisions,” Hirsh said. The most satisfying moment hit during a break while Hirsh was simply sitting with her chapter. “The girl next to me grabbed my

hand really, really tightly—smiling the biggest smile I’d ever seen,” Hirsh said. “And she congratulated me.”

To her excitement, Hirsh’s responsibilities within BBYO have now expanded with her position. “I get to drive around the Bay Area every weekend going to other chapters’ events,” she said. She is now “second-in-command” of the entire region. “If this was a country, I’d be the vice president,” Hirsh said. “That’s me!”

At the end of the day, Hirsh most values the effect she has on the community she loves. “I started out not knowing if I even wanted to participate in BBYO, so I hope I’m inspiring a lot of girls to know they can get this much out of it,” she said. “They can make an impact. They can be leaders.”

Sports

Friday, April 18, 2014

15

Athletes’ physical strength matters more than mental strength

PRO

Matt Niksa

CON

Naina Murthy

Athletes are severely undervalued in terms of the challenges they must overcome to become standouts in their respective sports. No one is saying that people take for granted the amount of time athletes spend perfecting their ball-handling or shot; it’s just that people don’t realize how difficult it is to combine the physical and mental strength that goes into sports. Both aspects are extremely important in helping an athlete improve their all-around game, but for different reasons. Mental strength is important because athletes need to keep calm when facing obstacles. Mental strength keeps an athlete focused and can help them power through most strenuous tasks. Physical strength is directly related to an athlete’s performance; the stronger an athlete is physically, the more efficient and better suited the athlete is to his or her sport. Although physical and mental strength are both vital to an athlete’s success, physical strength is the more important of the two. Even if athletes have immense mental strength, they are limited to the intrinsic physical body types of their sport. Sports test the body more than they test the mind; the natural power of one’s muscles and the toughness in one’s joints can be the difference between finishing first and finishing second.

The intrinsic body types of athletes make all the difference for athletes competing. Athletes who are naturally lanky or tall can overcome even the most creative athletes in their field. Michael Phelps, an 18-time Olympic gold medalist, is a great example of the idea that athletes with a specific physique can dominate their respective sports. Phelps is gifted with an exceptional wingspan. His arms measure 80 inches tip to tip, while his body measures 76 inches in height.

Phelps is also double-jointed, with his feet reportedly bending an extra 15 degrees farther at the ankle. This makes his feet almost virtual flippers, allowing him to glide through the water much faster than other swimmers. Athletes who are physically built for their sports are almost destined to succeed in their sports if they have a solid work ethic to go with their physical gift. Athletes who are mentally tough but lack certain physical traits are at a disadvantage with athletes who are physically gifted; in sports like swimming, a strong physique is the key to gaining an “upper-hand” over one’s opponent.

Athletes need at least an average IQ to compete in their respective sports. An athlete needs to be smart and focused in his or her respective events, and also not wilt under pressure.

However, mental strength is restricted by the physical limitations of the human body. Long-distance

Ever heard of the little engine that could? The train just recited four small words, “I think I can,” when approaching a big hill. The engine didn’t need brute force to overcome his fears, but rather a positive mentality. Oftentimes, the significance of mental preparedness is overlooked. However, when it comes down to it, mental strength is more important than physical strength. By enabling athletes to overcome adversity and providing necessary motivation, an athlete’s mentality ultimately has more of an influence on an athlete’s success than his or her physical aspects.

When athletes are better prepared mentally, they are more capable of positively contributing to the game. After all, a game is much more than a battle of physical skill. It is often a psychological battle. On the field, players have to deal with severe mental pressures and performance anxieties which can lead to tension in the muscles and prevent athletes from performing at their best. Overcoming these obstacles isn’t a matter of physical skill. Instead, it requires the athlete to maintain the right attitude.

A positive mentality can help athletes de-stress and enter the state of mind they need to win.

While physical skill is undoubtedly crucial to success in games, it can only be achieved through the continuous practice and hard work that mental strength engenders. Without the necessary motivation and persistence, one cannot possibly develop the physical ability needed to be successful in games. No athlete naturally starts off at the top of the pyramid. For example, Michael Jordan demonstrated that his strong work ethic and sufficient motivation was a necessity for his eventual success. When he tried out for the varsity basketball team his sophomore year of high school, he was cut because his height of 5-feet-11-inches was not comparable to the other competitors. But through determination, Jordan became the star of the junior varsity team and earned an average of 40 points per game. He ascended from his humble beginnings to his legendary throne as he took flight into the most renowned era of basketball.

Furthermore, the road to success

running is a sport where mental strength is key to outwitting one’s opponent. Long-distance runners need to be able to pace themselves so they can save their energy and overtake the competition. Even though running is considered a “mental game,” long-distance running is considered a grueling sport because of its harsh physical nature. An individual can only get so far with his or her mental strength, before succumbing to the physical pain and losing out to the other competitors. In the end, mental strength is bounded by one’s physical capabilities.

Athletes are able to succeed in their sports because of their intrinsic physical body types.

Athletes like Michael Phelps, who has a freak-of-nature wingspan and flipper-like feet, are part of a rare breed of athletes who were literally born to become swimmers or athletes. Athletes like Usain Bolt, a runner who uses his six-foot-five-inch frame to create eight-foot long strides, are athletes who use their physical strength to outrun even the best sprinters. Although this may be cynical, athletes are built with the natural, physical ability to be great swimmers, soccer players and competitors. Mental strength helps an athlete compete in his or her respective event, but mental strength is restricted by an athlete’s natural limits. It is the athlete’s physical abilities that help them transcend their expected boundaries and make them champions of their sports.

consists of both victories and defeats. Athou Zh n letes hoping to become future champions y rol need to learn how to handle losses. This Ca ability comes from mental strength not physical strength. Instead of focusing on their failure after a defeat, top athletes like Tiger Woods react to losses by striving to improve their playing for next time. By stepping off the playing field after a loss with determination, athletes are more likely to tell themselves that even though they lost, they did the best that they could. They are taught think about what they can work on rather than what they did wrong. It often takes failure and the ability to bounce back to finally succeed.

Many athletes develop mental strength from failing.

Being mentally prepared is far more important than being physically strong. Although professional athletes have similar physical abilities, their mental preparedness and desire to win are what differentiate them. Far too often, people believe that physical preparedness is the only thing they need, but they usually fail to understand that professional athletes have to rely on mental strength to get them to the end. When it comes down to it, it’s not the strength of your legs; it’s the strength of your mind.

—Murthy, a sophomore, is a reporter.

—Niksa, a junior, is an Assistant Business Manager.

Sports Team Superstitions Baseball

When a pitcher is throwing a perfect game or a no-hitter, never speak of it, because the baseball gods will find a way for it to end.

Graphics by Carolyn Zhou

Basketball

Always end warmups with a made shot, because it is believed that the last repetition you do will be the one you use in the game.

Soccer

If you have a bald teammate, kiss his or her head for good luck before the game, because it is considered the “golden head.”

—Compiled by Roy Shadmon

16

Sports

THEORACLE

Spring sports teams progress through season with

Diving

Swimming

Audey Shen

Sophomore Vivien Zhou executes a perfect dive.

Overall Record: 2-1 Next Game: April 24 at Homestead High

Audey Shen

Sophomore Nandeeka Nayek glides through the water using butterfly stroke as she races towards the finish.

Overall Record: 2-1 Next Game: April 22 at Homestead High School

Boys’ Lacrosse

Badminton

Anthony Tran

Senior Luis Schubert dodges through the enemy team, looking for a pass.

Overall Record: 3-6 Next Game: April 22 at Gunn High School

Softball

Anthony Tran

Sophomore Anna Tevanian prepares to swing during a softball game.

Overall Record: 10-2 Next Game: Today at Los Gatos High School

Audey Shen

Senior Jesse Yang tosses his birdie as he prepares to serve to his opponent.

Overall Record: 1-3 Next Game: April 22 at Cupertino High School

Sports

17

Friday, April 18, 2014

impressive records, look to qualify for leagues

Baseball

Girls’ Lacrosse

Anthony Tran

Junior Matt Sandor prepares to hit the ball.

Overall Record: 7-2 Next Game: Today at Wilcox High School

Anthony Tran

Junior Rachel Tsai gets ready to pass the ball as her opponent tries to check her lacrosse stick.

Overall Record: 8-1 Next Game: Today at Gunn High School

Boys’ Golf

Boys’ Tennis

Stephanie Kim

Senior Zack Tevanian takes a swing at the ball during an afternoon practice.

Overall Record: 7-2 Next Game: April 22 at Gunn High School

Audey Shen

Senior Alex Du races to return a forehand across the the court.

Overall Record: 1-10 Next Game: April 22 at Gunn High School

Track and Field

Stephanie Kim

Seniors Nicholas Diken and Jacob Lin train during practice for their upcoming meet against Mountain View by racing around the track and over hurdles.

Overall Record: 3-0 Next Game: Today at San Jose Community College

—Compiled by Alex Man and Erica Watkins

18

Sports

THEORACLE

P.E. should be restructured to better promote health

Anton Oyung

Christine Lin

Exercise is for the weak. This is my life mantra, and one that I am strongly hypocritical about, seeing as I spend more than 16 hours a week dancing. I love prancing on my feet; I crave the exhaustion that consumes me after a workout. Why the aversion to exercise then, you may ask? The answer is simple: years upon years of forced physical activity. I’ve never been one to hate P.E., but I consider it a waste of time. We spend an hour a day, four days a week, 40 weeks a year supposedly learning to be healthy—all I’ve learned, however, is that I’m never going to succeed as an NFL athlete and that deodorant is a necessity. As unfortunate as it is, I will never be able to

demonstrate my superb Over the Line skills when I go out with my coworkers, nor will I be able to fit in weekly softball games with my work schedule. In short, P.E. accomplishes nothing for long-term health.

Physical activity is instrumental to leading a healthy life.

According to the Center for Disease Control and Prevention, more than one-third of adults are obese. High school P.E. has the opportunity to instill in students long-term health habits, both physically and nutritionally. If structured correctly, P.E. can fight obesity and encourage students to lead healthy lives.

Instead of forcing students to participate in sports that they may never play again, schools should introduce common gym equipment, teach workout routines to target muscle groups or cardio and provide instruction on proper dietary habits. The aforementioned points will benefit students in the long run— after college, we’re not necessarily going to have access to badminton courts everyday. Our exercise routines are completely self-dependent and, without proper instruction, can fall apart.

As high schoolers we often go to the gym outside of school— so why waste time in P.E. and then have to spend additional

time at the gym? P.E. should allow students to pursue physical activities that they enjoy: weight room sessions, pilates, yoga and occasional childhood games such as Chaos Tag and kickball. With the value physical activity holds in ensuring our health, P.E. should teach students to enjoy physical activity, not hate it.

According to LIVESTRONG.com, fitness is 20 percent determined by genetics and physical activity, and 80 percent determined by diet. As obesity in the United States climbs higher and higher, healthy dietary habits become more and more important. Classes such as Living Skills demonstrate the importance of dietary instruction in leading a healthy life, and similar tactics should be employed more consistently in the structuring of P.E. By slightly altering the structure of P.E., high schools can promote healthy living, enabling students to live long and healthy lives. By focusing on more practical physical activities, P.E. can serve to benefit our generation, allowing us to reach greater heights.

—Lin, a senior, is a reporter.

Sports

Friday, April 18, 2014

19

Sophomore Daichi Matsuda shares his passion for swimming Arjun Sahdev

Matsuda believes there is more to swimming than just laps and speedos. Matsuda has formed many friendships Reporter through PASA as well as with the Gunn swim team. “I’ve Nationally-ranked sophomore Daichi Matsuda has made great friendships that will last a lifetime,” he said. “It always been entranced by the water. When Matusda was creates a bond when you work together so many hours of six years old, he would stealthily dive into the depths of the day.” Coping with exhausting practices and being able his bathtub or the waves of the beach while his parents to relate to teammates allow him to put things into perwere not watching. His parents’ concern about his ten- spective. Swimming has given Matsuda many valuable, dency to swim without supervision led to his enrollment cherished memories. “I spend a lot of time swimming, in swimming lessons. He was the fastest one there, and but also [spend time] with my team,” he said. soon enough he became addicted to Sophomore Joao Ama, Matthe feeling of finishing in first place. suda’s teammate for the past eight “I want to be the fastest in the nayears, can guarantee Matsuda is tion,” Matsuda said. “That goal is “Time. You don’t have time the most dedicated worker he never-ending.” has ever met. “ He goes to nine Matsuda has been swimming for anything. It takes a lot of practices a week,” Ama said. “Evon the Palo Alto Stanford Aquatics discipline staring at the bot- eryday he tries as hard as the top (PASA) team for eight years. He is tom of the pool for three hours recruit in the country.” Matsuda committed to the burdening schedleads his teammates with confiule of a year-round season, which straight.” dence, enriching the collaboraleaves him no time for breaks. He tive environment necessary for a —Sophomore Daichi Matsuda close-knit swim team. “Daichi’s endures the lengthy practices and tiring meets that have disciplined his a good leader. He pushes me to character. “Time. You don’t have any time for anything,” swim faster. He won’t let me slack off ever,” Ama said.

Matsuda said. “It takes a lot of discipline staring at the Matsuda has already broken two all-time records for bottom of the pool for three hours straight.” He works on the varsity team, and is challenging himself to set more managing his time between school work, swimming and records along with Ama. Matsuda is ambitious, and evensocial life. According to Matsuda, the hardest portion of tually wants to compete in the Olympics. Despite his big practice is called dryland; it consists of exercising every dreams he still treats every practice like his last and every muscle outside of the pool. Despite the common belief meet as if it were his biggest competition. “Daichi comes that dryland primarily trains the body, Matsuda says it to a high school meet and he has his protein shakes and enhances his mental strength and empowers him to push he has his vegetables and he has fruits and he has his therthrough pain. He gives 100 percent effort during practice mos,” Ama said. “He does everything even for something and meets, always ready to collapse when he finishes. that most people don’t take seriously.” When Matsuda Although Matsuda makes social and academic sacrifices gets nervous before competitions, he reminds himself of because of day-long meets and three-to-five-hour prac- all the hours of work he has dedicated to training. The tices, he is devoted to pursuing his goal of outperforming future looks fruitful for Matsuda as he takes it one lap at his opponents as well as outperforming himself. a time. “I just want to swim my heart out,” he said.

ISAAC '’S

Top 6 ways to intimidate opponents

1. Casually walk by your opponent and laugh to a friend about how last year’s intergalactic swimming championship trophy from the president simply won’t fit through your front door.

2. Shout at an inanimate object. Nothing is more Alpha than screaming your lungs out at a soccer ball for “being too circle-y.” In the past, I’ve noticed that every member of the opposing team makes a conscious effort to avoid me (as well as some from my own).

3. Pay a professional player to lose to you in a public and humiliating way. Your opponents will not be eager to play against someone who just posterized Kobe Bryant.

4. Why settle for beating a pro when you can become one? Arrange for your friends to come up to you during the warm-up and pose as eager fans, repeatedly begging you to sign their racquets or take a picture with them.

5. After winning your match, ask the other player if he’s “done warming up” so they realize just how little effort it took you.

6. Never underestimate the power of a solid glare. Here are three easy steps to perfecting your glare: a) First, lock eyes with your opponent. b) Second, stare into the depths of their soul. c) Third, destroy whatever you find there.

Be careful because failing to maintain the correct “I will rip you to shreds” expression while making eye contact can lead to misleading results—especially if you don’t want your opponent to believe that you have a romantic interest in them.

—Compiled by Isaac Wang

Courtesy of Daichi Matsuda

A b o ve ( l e f t t o r i g h t): S o p h o m o r e s Ke v i n Xu, Daichi Matsuda, Joao Ama and junior Luke Chui pose at the Texas Sectionals competition in Shenandoah, Texas. Below: Matsuda sprints in butterfly stroke towards the flags in practice.

20

THEORACLE

Entertainment

Paige Anderson

Quiz: what prom dress are you?

1. While you walk with your date to the dance floor, the DJ plays “Our Song” by Taylor Swift. Suddenly your date begins to spastically fist pump and yell things. Everyone is slow dancing and looking at you and your date, who you just realized has no ability to dance. What do you do?

A) Freeze like a deer in headlights.

B) Laugh from embarrassment and then slowly and sneakily retreat from the dance floor back to your seat.

C) Bring him or her back to your table and say that you didn’t feel like dancing anymore. Maybe even teach him or her how to dance properly.

D) Join in and do strange dances, such as spasmic movements of your body while holding one leg in the air, to the point that your partner is now the one who is the deer frozen in the headlights.

Mostly A’s

2. A prom photographer comes up to you and asks if he can take a picture of you and your date. Your date enthusiastically says yes for you and then asks, “Should we take a serious photo or a silly one?”

How do you respond?

3. After school on a Friday, you are walking with your friends in the parking lot and you see your mother strolling around and looking at people’s cars. You make eye contact with her. What do you do?

A) Sprint in the opposite direction, running through people, food and drinks alike. Get your Google Glass out to track the photographer on GPS. Look out for him the whole night.

B) Tell your date how you have been waiting eagerly for Prom ever since you watched “Cinderella” and you don’t want to look back and see a picture of yourself acting like a goofball.

C) Say either serious or silly.

D) Tell your date you want to take a serious photo. Right before the photographer snaps the photo, swiftly contort your face into a double chin and stick your tongue out.

A) 0. You literally are a bull in a china shop who has been teleported to the dance floor.

B) 1. You may only know how to do one dance, but you do it well, and often. For example, you may have an excellent moonwalk, but as soon as you attempt to disco dance, people begin to laugh at you, not with you.

C) Tell your friends to excuse you for a second and go and ask her C) 2. You’ve got a couple of moves “what’s up”? Proceed to have a con- and you know how to work them. versation with her similar to those Your friends call you a dancer, you you have with teachers. call yourself a stud.

D) Walk over with your friends and D) 3+. You’re a star and you know hang out with your mom like she is it. Jay Z is rumored to be coming one of your friends. Introduce her to Prom just to watch your flawless to some cool slang terms such as rendition of the flopping fish. Some “hella” and “yolo.” people mistake you for a live fish.

Mostly B’s

A) Freak out. A million thoughts run through your head. You told her you were going to the library after school. Look down. Parking lot. Oh my God. You’re not in the library.

B) Turn around, call her and ask her why she is “always up in your business”. Then ask her politely if she is now a member of the NSA.

Mostly C’s

4. Your dance arsenal includes how many of the following: The reel-inthe-fish dance (either the ability to be the fish or the person who casts the rod), the Michael Jackson moonwalk, break dancing, disco, flopping fish.

Mostly D’s

You’re not the type of person to pick

You’re not looking to be edgy with

You want a dress that is nice enough

Most people call you crazy but you

an even slightly controversial dress.

what you wear, but at the same time

to make you stand out, but not crazy

call yourself bold. Your date has

Your goal is not to dazzle your date;

you’re not going to have the bland-

enough to have people talking about it

texted you a million times to remind

you just want to mesh in with the

est dress at prom. You want to be

for weeks. You really care about your

you to wear something within the

crowd. At the same time, you still

mostly conservative but don’t want

prom date’s reaction to the dress. You

Gunn dress code rules. You haven’t

dream of a perfect dress, one so

to look like a Disney princess. Your

bought this dress in the hopes that

responded to a single one of them.

provocative that it might expose your

dress is like a bag of Sour Patch Kids,

it will be in your next profile picture.

There are rumors that you bought a

calves.

mostly sweet but a little bit sour.

More money, more Facebook likes.

meat suit with meat of questionable

(You might wear: Cinderella-type blue.)

(You might wear: One-strap white

(You might wear: Morgan strapless

origin.

dress.)

silk chiffon dress.)

—Written by Justin Wenig

Entertainment

Friday, April 18, 2014

21

A cold betrayal: dessert is not always sweet for the little one,” but of course he cannot hear me.

Dinner finally comes and passes. It is dessert time and again the little one opens me up to find that his beloved fruit tart is gone. At first he looks confused and asks the female human where it is. She says she doesn’t know and asks the big human where it went.

He nonchalantly says that he ate it earlier, resulting in an outburst of wailing from the little human. Big human looks surprised at this reaction and asks why he is crying. The little one can only respond with, “The fruit tart... I wanted to eat it,” before a stream of tears starts cascading down his cheeks. By this time big human isn’t very happy with the crying and orders him to stop, but it seems the little human is having difficulties complying with that order.

If I had legs, I would run to the fruit tart maker and get one for him, but I can’t because I am a refrigerator.

But refrigerators have powers of their own, and our belief in justice is unrivaled by any other kitchen appliance. While I am unable to return to the young one the treat that is rightfully his, I can still use the power available to me to take revenge on the one who wronged him. Upon witnessing this cruel act of betrayal, I vow to haunt the big human for the rest of my existence. For years to come I will slam my doors on the big human’s fingers until he learns to fear my steel, let all his food rot while preserving the young one’s, and make annoying whirring noises throughout the night to keep him from resting peacefully.

See, it’s true that refrigerators never move. But we’re always watching. And you don’t ever, EVER make us angry.

At least, not if you value your sanity.

Erica Lee I am a refrigerator. I sit all day in the home of my humans. I preserve their food to the best of my ability, but sometimes my humans are irresponsible and I smell like spoiled milk. Trust me, it is not a good smell to have.

Throughout the day I like to stare out of the window in front of me and imagine what it’s like to have wings or legs. Sure, I am a little bulky and heavy, but I’m sure I could manage a walk around the block. When the sun is out I could just stroll around the block waving my doors as I say hello to my neighbors. Now that is living the good life.

But this is not the time to be imagining things.

Earlier today, I was given an important task from my little human. This little human placed a beautiful fruit tart on one my shelves. After he put the fruit tart in the fridge, he looked so eager and proud to have the fruit tart safe. I overheard the mother say that he could eat it after dinner. I could see him running around the house stopping to see the clock on top of the microwave. Then he started yelling throughout the house, “When is dinner?” Then the yelling and the running stopped because, being the little human that he was, he got distracted by other things.

One of the big humans returns home, looking exhausted as always. He opens my doors and looks around for something to drink, but then he sees the fruit tart.

Oh no, he is reaching for it. I’m screaming, “No, that is Paige Anderson, Anton Oyung

One Acts: behind the curtains

—Lee, a senior, is the Business Manager.

E x p l o r e f u n , n e w e v e nt s ha ppen i ng a rou nd Gu n n

1. Quiz Bowl: Grab a team of your friends and go over to the library at lunch to compete in Gunn’s Quiz Bowl.

2. Baseball game: go to the field Anthony Tran

Left: Seniors Tatiana Boyle and Julia Perl Nelson direct the play. Top right: (left to right) Juniors Cadence Calixto and sophomores Sam Woodbury and Yasmine Hamady listen to instructions. Bottom right: Junior Dakota Baker discusses plans with her actors.

Joanne Lee Reporter

One Acts is a student-directed short program that features a collection of five different short plays that are each performed by auditioned students in each act.

“For other productions we have Mr. [Jim] Shelby, head of the theatre department, make all the decisions,” senior director Holly Wright said. “However, in One Acts, Mr. Shelby is here as an adviser but not really in the process of the show. It’s a chance for students to find their creative niche and to learn what it’s like to make their own production happen.”

One Acts is going to be a two-and-ahalf hour long show with five shows that range from 15 to 30 minutes. While plays and musicals are usually multiple acts, One Acts is under half of a full-length play but only have one act, giving students more creative freedom. “There’s little instructions from the theatre director and so the students have more free range,” junior director Dakota Baker said.

Though the performances are much shorter than full-length plays, the acts still have complete stories. “I’m personally directing a comedy which is an absurd, bizarre show,” Baker said. “The other shows range from a full-on comedy story, a sci-fi/thriller story which is also kind of sad, an all-around sad story which has heart-warming moments, and a fairytale princess story which is very happy.” One Acts contains a variety of genres and shortened storylines which introduces a fresh perspective of acting to the audience. “Unlike other performances, One Acts is more action-packed and fastpaced, so the audience will be less likely to lose attention during the performances,” Baker said.

One Acts is opening on May 8, 9 and 10 with performances at 7:30 p.m.

There will also be a matinee on May 14 with performances from 4-6 p.m. in the Little Theatre.

and support an underappreciated sports team.

3. Flag football: every Sunday there are pick-up flag football games on the football field.

4. Afternoon snack: go to the library to buy two slices of pizza for $5 from Spot.

5. Join a club: Bridge Club meets on Wednesdays in room N112.

—Compiled by Sam Acker

22

Entertainment

THEORACLE

Bring Your Own Lunch The Oracle staffer junior Nia Gardner shares delicious and easy lunch recipes for students to enjoy.

Tomato Lentil Soup

Sandwiches

Ingredients:

Ingredients:

- 1 tbsp olive oil - 1 onion, chopped - 1 garlic clove, crushed - 4 oz red lentils - 14 oz can of tomatoes - 4 cups of water or vegetable stock - 1 oz grated parmesan cheese - 2 to 3 sprigs of basil - salt and freshly ground black pepper

- White, wheat, focaccia or sourdough bread - Choice of mayonnaise, mustard, margarine, olive oil, vinaigrette - Choice of cheese, ham, turkey, tuna, bacon, nut or sunflower butter, jam or jelly - Choice of lettuce, onion, jalapeno, bell peppers, tomato

Steps:

1. Heat oil in saucepan, add onion and cook, covered, for 5 minutes. Add the garlic and cook further for 1 to 2 minutes.

2. Stir in the lentils and pour in tomatoes, breaking them up with a spoon.

3. Add water or stock, bring to boil, then simmer for 20 to 25 minutes, until lentils soften.

4. Liquidize the soup in a food processor or blender. Return it to the pan to heat through.

5. Stir half the cheese and basil, tearing it. Add salt and pepper.

Some tasty combinations:

1. Classic BLT: Bacon, lettuce and tomato 2. Tuna Melt: Cheese and tomato on one slice of the bread. Toast both sides in a grill. Add mayonnaise, lettuce, and any other vegetables.

3. PB&J: nut or sunflower butter and jelly or jam 4. The Food Lover: Every piece of cheese, every piece of vegetable and mayonnaise

Photos by Nia Gardner

Ally Gong

Faces in the Crowd What do you bring for lunch?

“A sandwich. It changes everyday.”

Ruby Robinson (9)

“My mom usually packs me something like PB&J or rice and curry.

Sometimes I get school lunch when she hasn’t gotten up.”

Aaditya Divekar (10)

“Two homemade sandwiches, a banana, an extra PB&J, and an assortment of cookies.”

Anthony Zunino (11)

“I don’t bring anything. I have F/G Prep so I always go home” Stacy Chang (12) —Compiled by Erica Watkins

Entertainment

Friday, April 18, 2014

Top ten ways to make Friends

1) Make a paper airplane, write “hey there”

and send it to a random person in the room.

2) Find common celebrity crushes.

3) Blast the song “Why Can’t We Be Friends.”

4) Ask a stranger to lunch.

5) Compliment them on their choice of outfit.

6) Buy the person behind you in the snack line whatever he or she wants.

7) Smile! It’s contagious.

8) Bring free baked goods to school.

9) Google some good knock-knock jokes.

10) Walk up to Sam Acker and discuss this list.

—Compiled by Sam Acker, Noa Livneh and Naina Murthy

“Divergent”

“Captain America: The Winter Soldier”

“Divergent” is a dystopian dud that reaches for “Hunger Games”-level hype but ends up an illogical and nonsensical mess. The film, based off Veronica Roth’s bestselling novel, takes place in a futuristic post-Civil War Chicago that divides its people into factions based off of its inhabitants’ personalities.

When Beatrice Prior (Shailene Woodley) discovers that she does not fit into any of the categories and is “divergent,” society begins to unravel. The screenwriters mistake convolutedness with cerebrality and the actors aren’t asked to do anything much other than look good. The only thing “Divergent” did effectively for me is waste eight dollars and fifty cents of my own money.

While “Captain America: The Winter Soldier” marks an improvement from the most prominent post-“Avengers” dud “Iron Man 3,” the film does not come close to modern superhero film masterpieces like “The Dark Knight” and the first “Iron Man” in terms of intellect and visceral power. Chris Evans and Scarlett Johansson return as Captain America and Black Widow respectively, out to save the world from a compromised S.H.I.E.L.D. organization and its enigmatic weapon of mass destruction, the Winter Soldier. Evans is terrific as usual and Johansson benefits from an expanded role. But the film as a whole suffers from the fact that its purpose is to make as much money as possible.

“Noah” Darren Aronofsky’s biblical epic “Noah” rises above the negative hype that plagued it over the course of its development and production. Russell Crowe stars as Noah, who, well, you probably know at this point in your academic career who the biblical Noah was and what he did. It’s worth noting, though, that Aronofsky’s take on the creation of Noah’s ark probably isn’t exactly like the version you originally heard; it’s unflinching and doesn’t gloss over any unsavory details. Aronofsky, four years after his intense Oscar-nominated psychological thriller “Black Swan” hit theaters, imbues this semi-horror film not only with suspense, but also with a refreshing level of complexity.

—Written by Cooper Aspegren

23

A best friend can mean many things

Noa Livneh Best friends are the most important asset a person could obtain. Parents are too nosy and care way too much to have fun, while regular friends just don’t care enough. The moment you cross the line of friendship to basically living like an old married couple is the moment that you are truly best friends.

Obviously everyone’s version of a best friend is different and I completely agree that the dynamic of the friendship changes in different situations. I want to take this moment to address my situation and what a best friend means to me.

I am currently fortunate enough to have three incredibly close best friends. Each friend has her own characteristics but at the end of the day, we’re all there for each other (not cheesy at all, I know).

My oldest best friend and I began our friendship in second grade. The moment I got off the plane from Israel, we were inseparable. After the years of playing “Polly Pockets” were over and our awkward years of incredibly uncoordinated high-heel walking were (thank god) completed, our friendship finally blossomed to its full potential. I could never imagine my life without her and just the thought of keeping a secret from her taunts me. Until eighth grade, we were a duo until a second dear friend came into the picture.

Every single deep discussion Friend #2 and I have ever had has boiled down to Democrats vs. Republicans. Of course, both us end up calling a truce because neither of us know enough about anything to actually back up our arguments. She has listened to every single rant that has crossed my mind. I feel deprived if I don’t see her for more than 24 hours. Calling her up in the middle of the night to come over and talking for hours about the universe always ends up with us watching “That 70’s Show” and freaking out everytime Michael Kelso takes off his shirt.

I feel more like myself when I’m around her and there is no one else who will understand why I get so hyper right before I fall asleep.

The three of us were the perfect combination, that is, until the beginning of junior year.

My third best friend and I are always on the same wavelength. We always need to pee at the same time, always crave the same foods and always have similar shopping interests.

This friend is like the partner you choose to settle down with because there exactly the same as you. Some of my best laughs have come from our conversations and some of my favorite memories have come from our experiences. We flew to Seattle together solely on the basis of wanting to be in bad weather and spent a couple days complaining about the lack of rain in the rainiest city. There is not one moment of boredom and even if we decide to just be home and do some homework, we always have a good time.

I have a special connection to each one of my best friends and when we are all together, the world suddenly doesn’t look so bad (I know it’s cheesy).

Each friendship is unique and one might have lots of good friends, but you know what I mean when I say that there is always that one person (in my case three) that stands out to you, and that person is your best friend.

—Livneh, a junior, is an Entertainment Editor.

24

Male Asian freshmen are the largest student population at Gunn.

Backpage

Graphics by Paige Anderson and Ally Gong