Oracle May 2015

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Friday, May 22, 2015

Volume 52, Issue 8

780 Arastradero Road, Palo Alto, CA 94306

t t h a h e t i r t r v e o s i s c a em s t n att e d er tu Janet Wang Copy Editor

Following recent tragedies, Superintendent Dr. Max McGee heeded the advice of local health professionals and limited zero period to only non-academic classes, spurring student outrage. In a letter to the board, professionals suggested that students have a start time no earlier than 8:30 a.m. in order to prevent sleep deprivation. However, many students spoke out in protest, stating that zero period creates a balance between school and extracurricular life.

Even after the brown-bag lunch and school board meetings, where students shared their opinions with Superintendent Dr. Max McGee and the school board, students felt that their voices were not being taken into account. In response, students founded groups and movements to increase the volume of student voice in Palo Alto.

When the zero period decision was made, students were disappointed that their opinions were ignored. “Many people are frustrated because [the zero period] de-

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cision was made suddenly,” freshman Class President Alvin Hom said. “It affects many staff and students and we weren’t given the opportunity to voice our opinions.”

This lack of representation motivated seniors Michelle Zhang, Josh Wilson and sophomore Class President Chloe Sørensen to utilize the power of social media as an outlet to bring attention to the lack of student voice through the creation of a Tumblr blog, “My Voice Matters.” Tumblr is a microblogging website that allows users to create, favorite and share multimedia posts through their own pages or dashboards; as one of 235 million blogs, “My Voice Matters” is filled with mugshots of students with the slogan written on a hand covering their mouth.

Sørensen was first inspired by the idea of using social media to spread awareness when junior Sarah Reich and senior Dylan Huang launched the blog “A Titan Is” to show positive aspects of the community. “I was having lunch with my friend Michelle and she was talking about how she wanted to do something,” Sørensen said. “Instead of having a protest or some kind of demonstration, we decided to start something through social media and have the powerful images of people covering their mouths and saying my voice matters to show that the students are standing together and that our voices matter.” So far, Sørensen believes that “My Voice Matters” has positively influenced the school. “It shows how united we are, and not just the students, but the students and the teachers [as well],” she said.

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“We’re t he largest group of stakeholders in the entire district, and I think that’s something very powerful.”

Sophomore “My voice Matters” photographer Juan Santos agrees that the blog can be used to influence the school board to incorporate more student opinions. “Our main goal was to spread awareness on zero period and to show the school board that we really do care,” he said.

“We want the adults who have control over the school and our lives to listen to us so we have an opinion on what happens to us.” Santos hopes that the “My Voice Matters” blog will inspire other students to reach out and create their own movements for expressing their voices. “I feel like it could develop a culture of these sort of movements on social media,” he said. “It shows that our voices do matter and when we speak up, our voices do deserve to be heard.”

Another group, the Palo Alto Student Union (PASU), was created by juniors Ben Lee and Nina Shirole, with the mission of advocating for the right to voice and VOICE—p.3

6 ent Voi . p ce Editorial— Graphic: Elizabeth Zhu Photos courtesy of: “My voice Matters” Collage: Alexandra Ting

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Disney on the Quad

SNAPSHOTS

“It’s really cute. I love Disney and I’ve never seen something like this at Gunn before. I think it brings out the inner child in all of us.”

—Deeksha Kumar, 12

“I really liked the bubble makers. Disney on the Quad is a way to have fun and relax during all of our AP testing.”

—Laurie Perng, 12 “It was a lot of fun to see a bunch of my friends go up there and sing Disney karaoke-style.

I just wish they had publicized more so more underclassmen would’ve come and participated.

Plus it would’ve been cool if more people had dressed up. “ —Rebecca Lamis, 11

“I think it’s a really unique event, since we’ve never had anything like it before.

The per formers went above and beyond my expectations. It was more than anything I could’ve asked for.”

—Tone Lee, 10

Fashion Show

“Overall, I thought it was really fun and a cool experience, but there were some organizational issues when it came to putting everything together. It was a wonderful show, but I felt that is was more of a performance than something c e n t e r e d a r o u n d t h e d e s i g n s .”

—Helen Foley, 11 Photos by Alexandra Ting

—Compiled by Lena Ye and Helen Nguyen

Measure A parcel tax passes, raising more funding for schools Grace Ding

Tech Editor

On May 5, voters in the Palo Alto Unified School District (PAUSD) renewed the parcel tax, raising it by $120, from $638 per parcel to $758 per parcel. Approved by the PAUSD Board of Education on Jan. 28, Measure A was passed in an all-mail election. Ballots were sent out to the 42,084 registered PAUSD voters starting on April 6. The measure required a two-thirds supermajority vote to pass, and according to certified final results from the Santa Clara County Registrar of Voters, 77.34 percent of ballots cast were in favor of the measure. The increased parcel tax will take effect on July 1 and will last six years with a 2 percent annual increase. It replaces a previous tax, which was set to expire in June 2016.

According to Ballotpedia, parcel taxes are primarily used in California as funding for public education and require property owners to pay a certain amount of money regardless of the value of the property. Palo Alto’s parcel tax was first approved in 2001 and was subsequently renewed by voters in 2005 and 2010. It was originally created to fund smaller class sizes and has also funded counseling services, certificated librarians, enrichment classes and more. “The funding from the tax goes towards our additional teaching staff to try to keep our class sizes smaller,” Principal Dr. Denise Herrmann said. Since the tax was first passed, it has provided about $13 million of funding each year, or about 7 percent of the school district’s annual budget. The increased tax is estimated to provide schools with $14.7 million of

funding in the next school year.

In addition to ensuring that existing programs are continued and school personnel are adequately paid, the district is planning on increasing academic and social-emotional support for students with Measure A funding. “We’d like to invest in some more engaging, project-based, research-oriented science, technology, engineering, art, math programs and activities that we haven’t been able to afford in the past,” School Board President Melissa Baten Caswell said. “There’d also be more programs rolled out for students, whether it be counselors to support socially and emotionally struggling students or more opportunities to take electives students haven’t seen before.”

Measure A supporters are grateful and relieved that such a high percentage of the community agreed with the goals of the tax and voted in favor of it. “I think we were a little bit surprised [with the result],” “Yes on A” Campaign Co-Chair Nana Chancellor said. “77 percent is such an overwhelming majority and it’s reassuring to know that there’s still such solid support in the community for keeping strong funding in schools and helping our students.”

Assistant Principal Heather Wheeler is also glad that the measure passed so that the school could avoid potential cuts of staff size. “If we [did not] get the funding from Measure A, we [may have had to] cut back on a lot of personnel and we [may not have been] able to keep class sizes as low, both of which [would have] impacted the students,” she said. “As the budget manager here, I would like to have as many opportunities to support

student learning as possible and the more funding we have the more ability we have to be innovative.”

Although the measure passed with a majority, there were still many opponents in the community who expressed their disapproval of the measure. While some opponents of the measure simply believed that the extra funding is unnecessary, not all of them were opposed to the measure content itself. Another group of opponents had a different motive; they claimed voting against Measure A would send a message to the district that they are unsatisfied with the handling of student wellness concerns and the perceived high level of stress students experience.

In response to this viewpoint, Herrmann urges that funding not be linked with decision-making on big issues, but invites input concerning how the money should be spent. “I would advocate that rather than saying, ‘I don’t think you’ve done your job well enough so I’m going to hold back funding;’ these people should continue to attend board meetings and offer ideas on clear and substantial ways that they want Measure A funds to be used,” she said.

Baten Caswell agrees, explaining that without the funding, neither party would benefit. “[If the tax didn’t pass], we’d be spending all our time figuring out how to cut cost and we won’t have the bandwidth to address student stress and other student issues,” she said. “The best message to send if you really want us to invest in those areas is to vote ‘yes’ and come to school board meetings, talk to school board members and become part of the process.”

How water cuts will affect PAUSD

•At Gunn: Regular aerators in sinks were swapped out for low-flow aerators.

•District: Reduced amount of time spent watering the grass; implemented some grass-to-turf conversions in elementary schools.

•What students can do: Report any water waste, such as leaks, drips, running toilets and malfunctioning sprinklers to site administrators as soon as possible.

—Compiled by Prachi Kale

Andrew Shen

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

Editorial Board Editor-in-Chief Shawna Chen Managing Editors Arjun Sahdev Kathleen Xue News Elinor Aspegren Matt Hamilton Ariel Pan Forum Kush Dubey Ryeri Lim Katie Russell

Friday, May 22, 2015

Students advocate for larger voice in decisions

VOICE—p.1

and to have a choice in the student body. One of the main ways PASU has been gaining recognition is by posting signs around campus with “Support Student Voice Choice” on them.

Shirole formed PASU with Lee to educate students on the decisions being made around them and how they can give input. “It was founded with a goal of letting students know about opportunities for them to speak out about things that affect them both on campus and in venues such as school board meetings,” she said. “If we’re being offered an opportunity to stand up and share what we believe, it’s really important that students are taking that.” By hanging posters in classrooms, Shirole believes that teachers are able to show their support for student voice. “They symbolize that the teacher is standing with the group and is also going to support students to have a voice,” she said. “The really important part is working with our trusted adults.” Shirole and Lee established goals for the PASU which pertain to many aspects of the representation of student voice.

Some of Lee’s goals include starting campaigns to ensure that student voice is never set aside. “That would mean that they never forget to keep us in the discussion, not only the discussion but the decision,” he said. “We’re getting a letter writing campaign getting started up shortly from constituents like parents of the school board whose voices impact the re-election to speak for these issues.” Lee’s primary concern is that even though the students are being heard, they are not being taken into

Features Lisa Hao Prachi Kale Yuki Klotz-Burwell Centerfold Stina Chang Michael Chen Sports Shagun Khare Hayley Krolik Lena Ye Lifestyle Jenna Marvet Naina Murthy Barret Zhang Photo Editor Alexandra Ting

Above: Senior Rose Weinmann speak s to Superintendent McGee about the events happening around Gunn.

Below: Sophomore Ido Enav and junior Hayley K ro lik speak to the school board about the new bell schedule.

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.

Copy Emma Chiao Deiana Hristov Janet Wang

Oracle/SEC Liaison Shannon Yang

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Photographers Lisa Cheong Josh Spain

Tech Editors Sabrina Chen Grace Ding Adviser Kristy Blackburn

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

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.

I thought that The Oracle did a really good job of keeping students updated on the conversations that the teachers and administrators are having about changes coming to Gunn.

—Maya Roy, 11

Oracle/TBN Liaison Anyi Cheng

Reporter Lucy Fan

Superintendent Dr. Max McGee would like to hear more about what Gunn students have to say about issues in the district. If you would like to send something to him, email him at mmcgee@pausd.org.

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account. “We can talk all we want but it’s the task of making our voice matter,” he said. “We’re not involved in the discussion or the decision making process in merely any decisions made at the administrative level and it’s necessary for us to have an active voice, not a passive one.”

Meanwhile, the board is working to accustom themselves to receiving student opinions. Senior School Board Rep. Rose Weinmann explains that the school board is trying to manage the f lood of student opinions. “I’ve gone to all of the board meetings this year and some previous ones and it’s rare to [see] a student, let alone 45 cheering students wearing matching t-shirts,” she said. “They’re adjusting since it’s a bit of a shock, and I hope that we can think of a policy that is a clear, transparent way for student voices to be heard at a Gunn level and a district level.” On the school board, Weinmann tries to represent the students as best as possible by asking questions and pointing out f laws in proposals. “I ask questions to make sure that the decisions that are made, especially the ones I’m present for, are ones that benefit students,” she said. “More recently, I’ve been meeting with Dr. McGee, Ms. Caswell, and the Paly rep [Carolyn Walworth], and we’ve been going through more specific issues and how we can address them and get them on the agenda.”

School board President Melissa Baten Caswell wants to improve how student voices are united with the board’s opinions. “Student voice will continue to be important to my decision making, but I would like to figure out how to have more frequent meaningful conversations, so we can get in front of concerns and work together on tough issues when they come up,” she said. “I would like to organize regular time to have dialog with students. Part of what will help students feel heard and school board members to better understand student wants and needs, is to make the time to have regular conversations; not just when there is a problem to address.”

Ultimately, students like senior Amy Chen expect the school board to integrate student views into decisions affecting them. “After I graduate, I hope the other students in later years will have more of a say in how the school board makes decisions about the schedule and other things like Titan 101 or tutorial,” she said. “For example, when I came to Gunn, Titan 101 was just implemented and we were all shocked, but now I know it really helps the freshmen because of our input.”

Sørenson is optimistic that through the “My Voice Matters” blog, the student union and other campaigns, the school board will take student voice into deeper consideration. “I hope that in the future we have a better chance of being listened to and our voices will be more included in the decision making processes,” she said. “It’s not just about zero period, it’s a much larger issue that if you’re ignoring thousands of people because these decisions affect our day to day lifestyle.”

Photos by Alexandra Ting

Graphics Editor Elizabeth Zu Business/Circulation Tim Sun

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I would like to see a review of “Daredev—Ryan Niksa, 12

I’d like to see more articles about the student body as a whole.

—Miranda Lin, 10

April 17, 2015 I enjoyed reading the articles, because they all talked about issues that relate to us.

—Mirah Shi, 9 I want to see more of the Gunn students’ opinions—not just The Oracle’s opinions or thoughts.

—Leila Tuma, 10

I want to see more infographics on Centerfold.

—Tyler Wong, 12 I liked the stories featuring the teachers and their talents.

—Rashmi Sharma, 10 I think a story comparing Gunn and Palo Alto High could be really cool and interesting. It’d also be pretty relevant to PAUSD students.

—Karunya Sethuraman, 11

I liked the diversity of the articles.

—Madeline Farhani, 9 I liked that the issue was able to touch on many topics that resonate with the students at Gunn. It made me feel as if we were heard and represented and while there hasn’t been too much of a change, having our opinions out there is the first step.

—Bonita Hom, 12

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Committees recommend bell schedule, raised expectations Sabrina Chen Tech Editor

In the past few months, the Gunn Creative Scheduling Committee and the Palo Alto Unified School District (PAUSD) Minority Achievement and Talent Development Advisory Committee have worked to develop a new schedule and create recommendations to close the achievement gap.

Creative Scheduling Committee After several meetings each ranging from four to over six hours, the Gunn Creative Scheduling Committee released a recommendation on May 8 containing a new bell schedule for the upcoming school year. In the 75-minute block schedule, each period meets three times a week. Periods A, B, C and D meet for 75 minutes three times a week and periods E, F and G meet for 70, 75 and 80 minutes each week. There will be two tutorials, a mandatory session on Tuesday mornings and an optional session on Thursday after school. A 50-minute session for teacher collaboration will be held Monday afternoons.

At the May 12 PAUSD schools board meeting, committee members and Principal Dr. Denise Herrmann presented the new schedule. “I could not be more proud of the work we’ve accomplished,” Herrmann said.

Sophomore Ido Enav explained the goals of the schedule at the board meeting. “We want the well-being of students to be improved,” Enav said. “We want to reduce stress and anxiety by making time management easier and having a better balance of academics and extracurriculars, and that physical needs such as our sleep and nutrition are met.”

Although math teacher Chris Redfield knows that the transition to the new schedule will take work, he is excited for the extended periods. “The 75-minute extended time opens up a lot of possibilities in terms of what class might look like; there [are] more options in terms of what a lesson might be.” Redfield said. “You can get creative in the ways we teach a class. You might break up the class into smaller chunks and say, ‘Hey, we’re going to have some instruction

time here, we are going to have some time where students interact and practice or discuss the new material, and we might have some one-on-one time for questions.’”

Redfield has grown to support the immediate implementation starting next fall. “At first I was very nervous about starting in August because I was worried I wouldn’t be ready in time,” Redfield said. “But during a discussion, a parent on the committee really pushed that if this new schedule is really good for Gunn, why wouldn’t we do it

meetings so far trying to close the achievement gap for historically underrepresented students. “By various measures of achievement, [minority groups] were below their white and Asian peers in their grades or standardized test scores. They were disproportionately missing from AP classes, honors classes, beginning from middle school to high school,” McGee said.

The committee spent its first eight meetings trying to identify and understand the root causes of the gap through interviews with focus groups, surveys and quantitative data. The recent meetings have been spent drafting a set of recommendations, which will focus in the areas of reading and math from Pre-K to Grade 2, transitions between schools and opportunities for tutoring in the summer or after school.

According to McGee, during a meeting with Parent Advocates for Student Success, parents and students said that one issue in particular was a source of apprehension. “When I talked with focus groups, students and also faculty, they said that the expectations for historically underrepresented students weren’t as high as for their peers; not just expectations of a particular teacher but expectations of the community as a whole,” McGee said. “This is not pointing fingers at teachers, parents, or anybody; the message that we heard especially from students is, ‘We have a different set of expectations, and too many people don’t understand that we have extraorCourtesy of Gunn Website dinary potential.’” sooner than later? I really came around to that viewpoint; Concerning the achievement gap, McGee has one I think teachers are going to have to do a lot of work but particular hope for the community. “[Closing the gap] is the school is going to benefit immediately from the new a collective responsibility. It’s not just the responsibility schedule.” of the committee,” McGee said. “That is my most fervent hope and belief, that this effort becomes a collective reMinority Committee sponsibility that we all have a part to play in closing these The Minority Committee is writing a set of recommen- opportunity gaps and ensuring that each and every one of dations that will be presented to the Board of Education our students—in the words of our mission statement—is on May 26. According to Superintendent Dr. Max McGee, empowered to achieve [his or her] highest intellectual, the committee of 12 people—which includes students, social and creative potential, because that’s everybody’s teachers, alumni and community members—has had 12 responsibility.”

Students help fight cancer took turns doing laps around the track.

Other attractions included large inflatable balls, water balloons, a photo booth Last weekend, Gunn YCS-Interact and various performers. Freshman Gary participated in the annual Relay for Life Wu enjoyed the cheerful atmosphere. to fund-raise for the American Cancer “The music is always playing, so it feels Society (ACS). More than 50 Gunn stu- positive and upbeat,” Wu said. dents attended the 24-hour event to celThe main event of the day was the ebrate, remember and fight back against Luminaria, a ceremony of remembrance cancer. The proceeds go to four main and hope. After sunset, the stadium’s areas: education, advocacy, research lights were turned off and paper bags and services. with artifiAt this year’s cial candles “I think it ’s a really powerful were placed relay, Gunn students comstatement that our generation a long t he bined to raise Three is committed to fighting cancer.” track. $9,200.

Stanford Stanford —Relay Co-Chair John Newcomb s t u d e n t s Relay for Life pre s ented Co-Chair John Newcomb was impressed personal speeches about their cancer by the number of youth that came out for stories. Next, a slide show of pictures the event. “I think it’s a really powerful honored those who suffered from cancer statement that our generation is commit- with photos compiled by participants. ted to fighting against cancer,” Newcomb Junior Blake Axtell was moved by the said. “It shows our support and solidarity testimonies and photos. “Their speeches against cancer.” were emotional, and seeing the faces on Students arrived at Cobb Track and the slide show made the experience real,” Angell Field on Saturday, and the relay Axtell said. started promptly with the opening cerThe Luminaria concluded with a emonies and the Survivors Lap. Cancer lapse of silence. Everyone held a glow survivors celebrated their victories by stick in honor of a relative or friend who circling the track together. suffered from cancer.

Many Gunn students participated Many Gunn students stayed awake because of personal connections to for a dance party and movie. cancer. Sophomore Sofia Murray lost a As the event came to a close the next loved one to cancer recently. “My aunt morning, Newcomb encouraged particdied of breast cancer last summer and ipants to sustain their support for ACS it made cancer feel more real,” Murray and finish the fight against cancer. Last said. “It never felt like cancer was going Sunday also marked the exact 30-year to affect her that much because we al- anniversary from the day Dr. Gordon ways thought she was going to make it.” Klatt launched the event. Relay for Life During the day, participants engaged has become a global phenomenon since in a variety of activities. Many students its conception in 1985.

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Friday, May 22, 2015

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EDITORIAL: The Opinion of The Oracle District needs to expand current pathways for student input Eliz

The recent zero period decision has sparked outrage in the Gunn community; students have emphasized repeatedly that the decision was made without student input, that there was a lack of data supporting claims against zero period and that reducing students’ choices will not decrease their stress.

In short, it was all about student voice. This decision also raised concerns over whether currently available pathways for student input are truly effective.

There are a few opportunities for students to voice their opinions, both officially and unofficially, in administrative and district affairs. The first of these pathways is comprised of the two school board representatives—t he idea is that the representatives receive input from students at their respective schools and then present it to the administration, thereby expressing the student population’s opinions and ideas. Several administrators and district employees comprise another pathway as they visit classes around Gunn to speak to students and conduct districtwide surveys. Yet despite these various systems, current pathways are not effective enough to include all students in decisions made by the school board and administration.

While these student options have given voice to some, the vast student body remains relatively silenced. The school board representatives do not receive their information from sources that encompass the entire community, but rather from their respective student governments. More often than not, these representatives gather only a handful of opinions as opposed to those of the whole student population. There is no situation in which two people on the board can truly represent the diverse ideas and opinions of over 4000.

On the other hand, some students do feel adequately represented. For example, the students on the Creative Bell Schedule Committee felt that they were easily able to voice their concerns during meetings about the schedule. However, these students still believe that they did not accurately represent the entire student body, partly because only one day for focus groups was held. In addition, student groups less involved in the politics of the school were unable to advocate for their specific needs. In the future, groups like the Creative

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Bell Schedule Committee should allot more time for focus recently presented a survey to the school board detailing groups and mass surveys of students. Although representa- student opinion on zero period. However, anonymous tion in these administrative committees has been effective, a comments have often derided her as being too young to more encompassing pathway is critical to take into account know what she is talking about. Following the Apr. 22 the opinions of more students. This pathway could manifest school board meeting, the “Palo Alto Weekly”’s headline itself into regular schoolwide surveys, more diverse focus “Students slam the school board on zero period” implied groups and open forums around campus. that the students are the antagonists in the zero period Moreover, though students are free to situation; this is only one example of the negative reaction attend district and town hall meetings, to student objection. they remain largely uninvolved in the Other students, such as Palo Alto Student Union (PASU) key decisions that affect them. There leader Nina Shirole, have found other ways to advocate for are plenty of explanations regarding themselves. PASU was founded in order to elevate student efficiency and full understanding voice in the community. Despite a poster campaign supportof district bureaucracy or town ing student voice, Shirole and co-founder Ben Lee have yet to politics, but students are under- have a conversation with any of the school board or district standably interested in the deci- officials to help ensure that student voice is heard. Likewise, sions that affect their lives most the Tumblr blog “My Voice Matters” has emerged as a result heavily and cannot be neglected. of the perceived lack of voice. “My Voice Matters” is filled with Furthermore, although the school shots of students across campus with its slogan written on a board did attempt to connect with hand covering their mouth. Although this blog does help to students on certain recent decisions, publicize student voice, it has not yet impacted district officials an effort must be made to include relevant on the issue of student expression. members of the community earlier in the There is a multitude of ways to solve this issue of lack of decision-making process. If this had happened and distrust in student input. Gunn needs more student reprein the zero period decision, perhaps students would not sentatives on boards and committees throughout the district, feel as if they were powerless and overwhelmed. and students need to be able to advocate for themselves in a An additional facet to the complex zero period debacle stronger way. However, even with self-created pathways such was the lack of information released to the general commu- as student surveys, petitions and others, there is still a chance nity until after the fact. Students were not informed that we will be dismissed and regarded as unimportant that the axing of zero period was on the table or immature. Therefore, better systems should until an announcement was made during be put in place by the administration to allow spring break. Although Superintendent Dr. students to be taken more seriously, such Proposed Max McGee’s efforts—brown bag lunches as regularly scheduled opportunities for solution: and visits to classrooms—to hear student students to present their own opinions voice were admirable, they arrived too and ideas.

Online late and could not affect the decision An unofficial motto of our school over surveys already made on zero period. In order the last few years has been “We’re all in for more to remedy this, in making future decithis together.” It is true that the students sions the administration and school board seem more united than ever. However as of inclusion. should consider student opinion before now, we are not all in this together; in order jumping ahead with new measures. to create a cohesive, functional school environAlthough students have advocated for themselves ment, that “we” must include the administration and to some extent, they have yet to be heard by the community. the school board as well as the staff and students.

Sophomore Class President Chloe Sørensen, for example, has frequently advocated expression of student voice; she has —Unsigned editorials represent the majority opinion of published numerous letters in the “Palo Alto Weekly” and the staff (assenting: 27; dissenting: 2; abstaining: 4)

Proposed solution: more Gunnonly forums to organize student opinion.

Elizabeth Zu

abet

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Friday, May 22, 2015

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Minimum wage in Palo Alto should be raised

PRO

The Palo Alto City Counci l approved a measure on Feb. 9 to establish a city-wide minimum wage in order to account for the city’s high cost of living. The idea was first set forward by councilmen Marc Berman, Pat Burt, Tom DuBois and Cory Wolbach in a memo released Jan. 29 that had been inspired by mea su res pa ssed

by Mountain View, Sunnyvale and San Jose to set a local minimum wage.

The counc i l members said, “Despite our general affluence, along w it h high costs of living and working in Palo Alto, we currently have the same minimum wage ($9 an hour) as lowcost regions of California and lower minimum wages than some neighboring cities.”

The council voted to g Tin refer the idea to the Policy a r d xan and Services Committee on A le Feb. 9. The committee approved the decision and suggested that the city make the minimum wage $11 an hour by Jan. 1, 2016. The next step of the plan would be to raise the wage in increments over the next four years to $15 an hour.

Palo Alto is located in the middle of Silicon Valley, a major hub of technology and wealth. According to areavibes.com, the average cost of living in Palo Alto is 233.1 percent greater than the national average, although about 17 percent of Palo Altans earn below the average national income of $44,888. Due to this discrepancy in wages, workers are often not able to afford basic commodities. Palo Alto’s affluence and reputation as a technological center also means that owning the newest gadgets and participating in expensive events is commonplace. The unfortunate consequence is that people who can’t afford such expenses feel left out of society and are not as integrated in the Palo Alto community.

Raising the minimum wage has benefits not only for Palo Alto but also for

the entire nation. According to Oxfam America President Raymond C. Offenheiser, raising the hourly minimum wage by fewer than three dollars would help raise the income of 14 million families and lift five million Americans out of poverty. Raising the minimum wage puts extra money in the hands of the consumer, which can help them buy more otherwise unaffordable products.

This increases the need for more products, leading companies to create more jobs to meet the growing demand. The current minimum wage also does not account for inf lation. Even though the cost of living goes up every year, workers are still receiving the same amount of money, making day-to-day life even more difficult.

A common argument against raising the minimum wage is that doing so will cost businesses more money, and will force them to let people go. However, according to the U.S. Department of Labor, an overview of 64 studies found that there would be no impact on employment. Furthermore, more than six hundred economists have signed a petition supporting the raise of the nat iona l m i n i mu m wage to $10.10 by 2016, demonstrating the validity of this step forward.

The raise of the minimum wage should be a no-brainer. Raising the minimum wage would stimulate the economy and boost the quality of life not only in Palo Alto, but on a national scale as well. Ultimately, it is unjust for minimum-wage workers to work long hours just to make ends meet. These workers also have lives of their own: children they need to take care of, housework they need to do. To be forced to balance that with long working hours is inhumane. True, raising the minimum wage would stimulate the economy, but that should not be the sole reason for doing so; we need to realize that minimum-wage workers are just as valuable as anyone else, and that they deserve to live their lives as well.

—Hristov, a freshman, is a Copy Editor.

By July, Palo Alto employers will be required by law to pay all workers at least $10.30 per hour—and the Palo Alto City Council is planning to raise it to $15 by 2018. Advocates for laborers cite an increase in minimum wage as a pathway to afford a comfortable life.

However the raises’ small benefits to our community do not outweigh the large costs to companies. There are better ways to address the issue of poverty, such as living costs, tax reforms and discounts.

Because of its central position as a college town and technological hub, Palo Alto and surrounding cities can offer many job opportunities. But a higher minimum wage here means that it will be harder for companies to afford workers and could potentially cause the unemployment rate to raise. For small businesses, this means a cut in the number of employees, a movement to other cities where rent and labor are cheaper or complete shut-down of the business itself. In Seattle, where the minimum wage is already $15, a large number of restaurants have closed their doors as a result, according to WesternJou r n a lism.com.

For la rge corporations, a raise in minimum wage (either locally or nationally) causes huge layoffs and outsourcing of jobs—especially Elizabe t h Zu i n t he tech a nd garment industries.

Many steps of the process to create products are increasingly dependent on countries such as China and Bangladesh, where the labor is much cheaper. Not only does this cause unemployment in America, but it also raises the issue of the unethical exploitation of workers. Although mistreatment inevitably happens regardless of minimum wage in the U.S., this outsourcing exacerbates the problem by pulling in even more people into factory work in those countries.

Many factory conditions are already very severe, but this influx of outsourcing only worsens the issue. According to “The New Yorker,” fast fashion retailer Forever 21’s factories have conditions comparable to sweatshops. And Forever 21 isn’t alone— according to groundswell.org, UNIQLO

CON

has come under fire for its slavelike treatment and Gap Inc. was accused of paying workers 25 cents per hour, which is less than two percent of what has been proposed as minimum wage in Palo Alto. When inexpensive labor is used, no one benefits. If this is the cost of increasing the minimum wage, then it certainly is not worth it. In Palo Alto, the issue of minimum wage is often overlooked, as the minimum wage doesn’t directly a f fec t ma ny.

According to the “San Francisco Chronic l e ,” t h e median family income, at $163,661 (2012), is the third highest in the nation, and according to unionwatch. org, the average annual salary here in Palo Alto is well over $80,000, or almost $40 per hour. Because A lex and of high property valra T i ng ues, many workers in Palo Alto already live elsewhere, in “sleeper towns” close by such as Menlo Park. Contrary to popular belief, an increase to almost twice the national minimum wage will not actually increase the living conditions by much. Chances are that minimum wage workers are already taking advantage of the lower living costs nearby, but there can be further improvements made to these conditions.

To help alleviate the inevitable pains of poverty, colleges can extend offers of significant amounts of need-based financial aid. In fact, Stanford recently made tuition free for all students whose families earn less than $125,000 per year. Stores can give coupons if proof of poverty is provided. And the government can look into changes in the tax system to ensure that impoverished families don’t end up on the short end of the stick.

Conditions for workers can improve if we focus on other changes, but increasing the minimum wage is not the solution.

—Yang, a sophomore, is a reporter.

Faces in the Crowd

Should Palo Alto raise the minimum wage? Why or why not?

“I think minimum wage should be raised because in Palo Alto, everything costs more and the standard of living is higher.”

“I think the minimum wage should be raised because Palo Alto is very expensive and we need more money to pay for necessities.”

Mary Sapigao (9)

Tone Lee (10)

“I think minimum wage should be raised. I think that they don’t realize that not everyone in Palo Alto is making a lot of money, and that there are a lot of people in poverty.”

Crystal Trevillion (11)

“They shouldn’t because raising minimum wage forces [employers] to pay for a job that isn’t worth the minimum wage.”

Daniel Frozenfar (12) —Compiled by Tim Sun

8

Forum

THE BIGGER PICTURE

Senior reflects on misconceptions of Asian-Americans involved in 10 clubs and president of three, someone who scored a 2400, someone constantly complaining about a B+ when they have no passion for the subject of the class.

I remember one year, as Student Executive Council reviewed applicants for various poMichelle Zhang sitions, council members rejected qualified Asian candidates because they vaguely seemed In early February, I was sitting at a school to fulfill this stereotype. Yet non-Asian candiboard meeting when a representative of an dates boasted resumes of similar size.

Asian-American community offered her I’ve been to meetings with the Western Ascondolences for Gunn’s losses. She offered sociation of Schools and Colleges (WASC) on resources to Asian-American families who broadening Gunn’s definition of success past needed help in the linear trathis time of crijectory of good sis. I remember Everyone accusing Gunn implied that grades, top-tier thinking, “This and the Asian stereotype and the academic universities is rea l ly nice hugely salaried of her. Asian- arms race were the true murderers careers. But as the Americans do of these students, when there hasn’t issue of stress beneed help when rapidly rising, been any solid proof of academic gan it comes to deI started hearing pre s sion a nd competition being at fault. I felt so demands to limit stress.” But then disrespected and targeted, I had to do the number of AP I began thinking courses students something. about why she could take each had to offer in the first place. Is there really a year, to eliminate the weighted grade point avproblem in Asian-American families that is erage, to get rid of the outrageous zero period causing this call to action to “save our kids”— that only elite college-thirsty students took to often from their own parents? Are Asians climb to the top. being indirectly accused of manslaughter beI couldn’t help but think that the proposed cause the last three students to commit suicide “stress-reducing” policies were targeted at the were students of Asian descent? community’s skewed perception of the Gunn We all know—and secretly despise—the student—one that fits the horrible Asian steimage of the stereotyped Asian student. That reotype and gnaws at the “average” students’ image is of someone taking all honors, or happiness. I felt that all the propositions to Advanced Placement (AP) courses, someone “broaden the definition of success” weren’t

really broadening anything. Instead, they suggested that caring about school and academics is harmful and that ambitious students only stress out other students. These propositions seemed to prevent all students striving to be academically successful from reaching their goal.

There is a certain threshold at which a student begins to care more about the quantitative value of education than the qualitative inspiration to learn. But these policies that focus solely on reducing academic options hurt those who do care about learning; these restrictions don’t reform those who really do need to reform their attitudes.

By the time the zero period controversy hit, I was sitting through board meetings where people talked about Gunn as though it were the worst school anyone could possibly attend. Everyone accusing Gunn implied that the Asian stereotype and the academic arms race were the true murderers of these students, when there hasn’t been any solid proof of academic competition being at fault. I felt so disrespected and targeted, I had to do something.

So I wrote. And now that my work has been published, the very people with subconscious prejudice against Asians read, comment and slander it on Palo Alto Online—the place

where these people congregate to complain.

As much negativity as there is in the comments below my article, I could not be prouder of my achievement. I’ve brought actual student perspective to the table. I finally started a conversation. And I’m writing this column to tell you that as our school continues to be attacked, don’t be afraid to start more conversation.

—Zhang, a senior, is a Guest Columnist.

Elizabeth Zu

To read further, please visit https://medium. com/@michellejzhang/the-myth-behindasians-and-gunn-s-competitive-arms-race243731154c6/.

Trade Promotion Authority is vital to U.S. economy, relations Matthew Hamilton The Trade Protection Authority (TPA) bill has nothing to do with health care, the budget or military spending.

Instead, it allows the United States to execute trade agreements by putting them on a fast track through Congress. Despite being seemingly straightforward, Senate Democrats have continually refuted the implications of the bill, going against the view of President Obama who is in full support. Under the TPA, Congress gives the trade agreement a simple “yes” or “no” vote instead of allowing amendments. The ability to send trade deals through Congress without amendment is vital to negotiating with other nations. Without the ability to promise that trade deals will get past Congress without amendment, the U.S. is incapable of negotiating any large trade agreements. With the TPA in place, the U.S. can carry out trade agreements such as the Trans-Pacific Partnership (TPP).

The TPP is a trade agreement consisting of 11 different nations including Japan, Vietnam, Singapore and others that will allow for more trade between the U.S. and these nations. The U.S. will also be able to execute the Asia-Pacific Economic Cooperation (APEC) with nations in Asia and Europe. Passing the TPA is necessary because it will boost the economy by increasing trade profits and manufacturing jobs while helping U.S. foreign relations.

The TPA will come with tremendous profits from trade.

It must be passed for the U.S. to be able to participate in trade agreements like the TPP. Once the U.S. joins the TPP,

trade will open up with 11 nations which according to the Brookings Institute, will earn the U.S. $77 billion in annual trade revenue. Furthermore, the U.S. will be able to can pass APEC, which will also bring billions of dollars of trade revenue to U.S. corporations. According to the Brookings Institute, the U.S. would earn $266 billion for every year APEC is in place. This trade is vital to the U.S. economy because the U.S. currently has a $51.4 billion international trade deficit, meaning that imports far exceed exports. The TPA increases trade, which increases the amount of money U.S. exporters earn. Thus TPA is key to these deals and must be passed so the U.S. can experience these economic

benefits and alleviate its trade deficit.

In addition, greater trade through TPP and APEC will boost the U.S. manufacturing sector and maximize employment. The U.S. Commerce Department states that the manufacturing sector alone has a $550 billion trade deficit with nations without trade agreements and a $50 billion trade surplus with nations that have trade agreements. The TPA allows trade agreements to be reached and eliminates the $550 billion lost by manufacturers. It is imperative that the U.S. maintains a strong manufacturing sector because

according to the National Association of Manufacturers, manufacturing accounts for 12.3 million American jobs, and small businesses account for 97 percent of goods that the U.S. exports. Previous trade deals have shown that greater amounts of trade leads to a growth in labor availability. Under the North American Free Trade Agreement (NAFTA), 709,988 jobs were added. With a trade expansion similar to that of NAFTA, the U.S. can expect to see a surge in employment as a result of the TPP and APEC. It is the 12.3 million Americans working in manufacturing, small business owners and the hundreds of thousands of workers that will reap the benefits of trade deals reached under the TPA. Moreover, TPA helps improve U.S. foreign policy. With increased trade comes increased collaboration and diplomacy with nations in Asia.

Free trade inherently leads to better relations because all nations increase revenue. In the status quo, there are protectionist policies that include high tariffs. These policies provoke conflict Andrew Shen and favor one nation over another. Instead of being locked out of Asian and European nations because of tariffs, the U.S. will be able to interact more with these countries if the TPA is passed. Increased interaction and trade will lead to stronger relations with these nations, and political and military benefits come with stronger relations; so instead of being isolated, the U.S. is able to expand its network of allies.

Given the dire situation that a multi-billion dollar trade deficit presents, Democrats in Congress should heed the advice of their own President as well as that of Congressional Republicans. It is necessary that corporations, small business owners and manufacturing workers receive the fiscal help that the TPA presents.

—Hamilton, a sophomore, is a News Editor.

Features

Friday, May 22, 2015

9

Departing faculty, staff share post-Gunn plans ory hist cher Tea

Lauren Cory

The 2014-2015 school year will be the last for history teacher Lauren Cory. After teaching at Gunn for 11 years, Cory decided to retire. Even though she does not call it retiring, but rather pivoting to a new focus, she cannot help but feel bittersweet about leaving Gunn. “I think I’ll miss a lot of the conversations I have had with my students,” Cory said. “Trying to get a lot of the students really invested in and thinking about the world they live in, that’s the best thing.”

After growing up in Palo Alto, Cory decided to become a teacher for the Palo Alto Unified School District (PAUSD). She has taught a multitude of classes during her time at Gunn, including Advanced Placement (AP) Psychology, World History, US History, Government and Contemporary World. In addition, she is in charge of the Ju-

Math teacher Peter Herreshoff will retire this June, ending his 17 years of employment in the PAUSD district. He has taught a variety of math classes at Gunn, including Trigonometry Honors, Analysis Honors, Advanced Placement (AP) Calculus BC and all levels of Geometry. Although Herreshoff initially began teaching as a temporary job, he enjoyed it and subsequently continued. After spending about 30 years of his life as a teacher in Mexico, Los Angeles and Palo Alto, Herreshoff believes that it is time for him to step down. “I am 65 years old; I figured I should retire while I have some of my brain left and am still capable of enjoying life,” he said.

Freshman Joshua Chen has been in Herreshoff’s class for two years and sees him as a teacher who is very passionate and enthusiastic about the subject. “It’s a shame that incoming classes won’t be able to experience his love for math,” he said.

After 41 years in education and 25 years as a school counselor, counselor William Christensen has decided to wrap up his eighth year and retire.

“I started out teaching math and English in middle school, then transitioned to Special Education in elementary, middle and high school,” Christensen said. “In the transition, I was a Special Ed administrator for a few years and the last 25 [I] have been a school counselor at all three levels.”

The past eight years at Gunn have been an adventure, marking the tail end of Christensen’s 41 years in education. He started off his career in Michigan, then moved to Alaska and spent 25 years there before finally moving to California. “Working with students has been a joyful career,” Christensen says. “In the last 25 years working as a school counselor, I get up every day

elor

William Christensen

ish engl

English teacher Kathryn r e Pomilia is taking a leave of abh c tea sence next year. Pomilia is finishing her third year teaching at Gunn and will be getting married this summer.

As newlyweds, she and her fiancé decided to begin their marriage near their families. “It was a hard decision, because while my family is so important to me, I consider Gunn my family as well,” Pomilia said. “Gunn has made me a better teacher and has shown me the power and strength of a connected and loving community. I am in awe of my students every day, and [I] consider it a privilege to teach them.”

The open environment of Pomilia’s cheery classroom will be missed greatly at Gunn. She has left a legacy of not only being a teacher

Kathryn Pomilia

—Written by Emma Chiao

Upon retiring, Herreshoff hopes to establish a steady routine of exercise, sleep, reading and playing the cello. He is eager to try many new activities such as completing a bicycle tour, learning to weld, improving his skills as a Scrabble player, doing volunteer work with the KPFA radio station and writing math curriculum.

“Students shouldn’t be surprised if they continue to see me around school,” he said.

To celebrate and conclude his teaching at Gunn, Herreshoff is planning on performing a two-part graduation cello recital in the courtyard of the N building at lunch on May 22 and 26, where he will be performing Bach Suites No. 3 and 4.

—Written by Grace Ding

looking forward to going to my job.” He always made it a point to support students in making the best choices for themselves in their future.

In addition, Christensen has started a private college consulting business under the domain name “Collegewindow.com.”

He plans to offer both paid services and pro bono services to underprivileged students. “I will have a website running early in the summer after I’m officially not an employee of PAUSD to avoid any conflict of interest,” he said.

As Christensen is preparing to move out and onward, he does not feel as if his retirement is the end. His plans entail continuing to work with students while spending more personal time with family or playing golf. “I don’t think of leaving Gunn as retirement,” he said. “I’m just moving to a new phase of my life.”

—Written by Helen Nguyen

s coun

nior State of America Community Service Projects Club and “The Office” Club.

Cory finds it difficult to pick a specific memorable event from her years of teaching. “You’ll never get them all down,” she said. “There are too many memories.” But she cannot emphasize enough how much she will miss teaching students to be U.S. and global citizens.

Freshman Brian Chan, a current Cory student, is sad knowing that future students will not be able to experience her class. “I enjoy her class because it allows us to go in depth to what we’re learning,” he said. “[Cory] is also approachable and [is] always willing to help when you need it.”

Cory’s next step will include looking for ways to better the community.

“I’m working on developing a couple of programs in East Palo Alto,” she said.

“I also want to build a girls’ school, possibly in Haiti, where the girls focus on problems in their community and how to solve them using technology and community-connections building. I’m very excited for next year.”

ga

rde Since beginning ner to work at the district in 1980, gardener Chandara Vinoukkun has made Gunn a more comfortable place for learning. “[I] keep the campus nice and neat so the kids have a better mind for education and feel better studying when they come to [the] campus,” he said.

Vinoukkun finds his work especially meaningful because of the value he places on education. “I have respect for the students,” he said. “They try to get better education and try to do better for themselves. I’m so happy to see them doing well. I advise them to not degrade themselves and encourage themselves to do better.”

As an ex-revolutionary and Cambodian immigrant from the Vietnam War, Vinoukkun believes that education is a pathway for peace and love. “It doesn’t matter who they are; we are human beings,” he said. “Don’t look at different nationalities. We share our

Math

Teach

er

Peter Herreshoff

love together and learn to respect. I just want kids to go to school and get a better education.”

After retirement, Vinoukkun, once a Cambodian pop musician, wants to pursue his hobby of music, but above all, he wants to spend time with family. “I want to spend quality time, with my granddaughter, my wife and my son.

That’s my plan and my goal,” he said. “To enjoy what I have left.”

Vinoukkun has always felt a strong connection to Gunn and always will, even after he leaves. “I love Gunn, I’m a Titan guy,” he said. “I love the kids. The students are very nice.”

He has become acquainted with many different students in his numerous years at Gunn. “I’m old enough to be their father but they’re like my friends,” Vinoukkun said.

—Written by Shannon Yang

Chandara Vinoukkun

but also being a mentor and friend. “In the three short years I have been here, I hope that I have left my students with a sense of pride and confidence in who they are as young people,” Pomilia said. “I hope that they leave my classroom knowing that their worth is not defined by their grades, but by their kindness, their weirdness, their creativity, their passions and by the love they give to others.” She stresses that while schoolwork is important, it is even more important to find ways of infusing one’s work with fun, laughter and happiness. “I want to thank my students for the happiness, love and fun they have brought me each day,” Pomilia said. “ I can certainly say that I wish I could bring you all with me.”

However, Pomilia’s leave gives her the option to return. “It will depend on a lot of different factors related to our family,” Pomilia said. “If I do return, I will be doing so happily.” As a parting message, she urges students to—as always—be safe, have fun and make good decisions.

—Written by Helen Nguyen

frenc h teach er

anne jensen World language instructional supervisor and French teacher Anne Jensen will be retiring at the end of the school year after 16 years at Gunn. To read more about her achievements at Gunn, check out our March 2015 issue at: http://issuu.com/gunnoracle/docs/ marchoracle2015.

Graphics by Elizabeth Zu

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Cente

Gunn Explores Teachers’ Escape A le

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“I’ m o the f y a b ig o g sp ram after ga, a pro en . O -s p ch nd one Th din n I e cia the m pe g timtop o ool y teac nt de lly t ost ople e w f yo oga h fin ho , m w g it p Ev itel se w y c ho u h go a, I e roen y h l o o n n wh tho elp ho a ses der d fr joy at ug m re h t frie sta iend be als h i e g e s n nd ing o k t’s et re a ds— me . a a e t w e l the ith ep so wa Gu sp s p sta y m my me art y fro nn— ea m o s t ntl s y, ke m tude ane f my thin hey ev , n pa wo gs ts e e Ich ry d laug bec rtly rk, . ika ay h c au , is wa .” — on- se Ms .

“K ee m yo ind p an u op tr mig ne , b it b ied ht c ver eca en it w ut I yog om kno use wh as t gav a on e yo w w ile he e i ce ur hat ex , so mos t a s and way e tr . p t yo ecti y the fun cond I hat I I e u m ng h t d t thi igh to li hing ad h ry an s ng t ju ke. yo ad d in lov you st fin And u’re in a en d s th e no t Ich with. tirely om en ika ” — fa ewa Ms ll .

Left, English teacher Diane Ichikawa in tree pose. Right, P.E. teacher Amy Anderson takes a water break.

l fee o I I n d he s to ily. at w th e m g d se thin y fa sure tak try s e str with ith mking and s to ane w a er, nd m my ul m ed co elm l and by m wat frie e or s in ratef this e f o b c e “I erwh hoo ress ty o ut t edu tim ng g that ives t o c t r ov at s at s plen ch lp ren bei find lly g helm th k rea he iffe nd . I th ea rw nd bo with , drin nd o to at d de a life nd r ove e a gs t a n d rs itu my s a ge tud hin al se de erci flec I ca ccu grat e in hing ana rati rful t elp g e x o t re at v h I e to h that s on o ha on to m g on ond ods red w e k u g s ti h n d o w i t tim see tres foc s I tlo tryin cus ll of me am ard u s g d d I h an the y an l thin sh o hen w, fo is fu hese n if od lp e r o e w e t r e o T u he f f f ag also der h a tive meh at li ass. e, ev r a g nd out t a th ill p tim fte sb ab on wi ec So .I life he w me ersp cur. s me ss w the tter a y hu ing tress t s p s f lk c d e for vide lthy at o min y stre nt o h b or m ly ta my tion s r c l e e h a g pro he gs t gs r tual erc mu iend simp din po g n a p n n n r o i i i f d u s ” e b 9 me ng th ve th t ev se 9 feel with I fin urro e a ate. s s i siti ha l s e p a rs au t, I ng t po nd bec nto i alki etim igge rele my n a e T i o o m tr m m ing out! e so the lps t s fro ders o n g ork aus nd he es w ec s a ow t str rs. A b tres eh tha ­—M s om of s

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Math teacher David Deggeller relaxes with a crossword puzzle.

ou “Wh at o t? res f dif Bein stre as pon feren g p sses u a the ba a fa sibil t dir lled me i t e t s h in r i eb e e c e ti tea mes ’s lim all r, as s as tions lots co a I a it li c be her feel ed t ach hus teac ke i b I lik m . h a thi go coul e I’ e in And and er, , ng od d b m n the be as s f wi to a athe e be ot b da caus [ha th m pla r. B ca eing y, s e us a c v y t om yo e to life e w lanc e I’m he b eu p ] m [is he in e rio ak stre re I g al tryin st ’ g l riti e s m ssf th t z De e th acrifi ul]. Y hap ose o gg ing ce ou py ell s.” s a er —M nd r.

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erfold

Friday, May 22, 2015

s Mindfulness

11

Search Inside Yourself Michael Chen “Enlighten minds, open hearts, create world peace.” This is the motto and job description of Chade-Meng Tan, Google’s Jolly Good Fellow (yes, that is really his job title). Since 2007, Meng and several others have developed and implemented a program at Google, called Search Inside Yourself.

The program’s goal is to help people find meaning and fulfillment in their work by teaching mindfulness and training emotional intelligence. It does this by training attention, self-awareness and selfmastery, and the ability to create useful mental habits. The program has been extremely successful at Google, as participants coming out of it consistently demonstrate better work performance and report being much happier both at work and outside of work. It has been so successful that Meng has written a book about it, also called “Search Inside Yourself.”

So what does this book and its jolly creator have to do with high school? Gunn students can certainly benefit from a program that teaches them how to be happier in life and school while at the same time making them more effective students and reducing stress.

Teenagers already have a reputation for being moody and grumpy a lot of the time.

While there are many reasons why high school may be a stressful, confusing and often frustrating time, one of the primary causes of students’ supposed “unhappiness” is that they often allow emotions to run their lives, which can prevent them from making good choices.

In his book “Search Inside Yourself,” Meng describes a way to go from “compulsion to choice.” He uses the metaphor of a rider on a horse to describe people’s emotional lives, where the horse represents emotions. People often feel as if they have no control over their emotions—the horse—so they let it take them wherever it wants to go.

Fortunately, it is possible to learn to tame the horse and gain control over their emotions.

Meng describes this process as using self-awareness to observe and understand emotion. By understanding the horse, its preferences, tendencies and behaviors, it is possible to learn to work with it. However,

controlling emotions does not mean trying to suppress them.

According to Meng, feelings carry valuable information about who a person is, and self-regulation and mastering emotion is not about suppressing unwanted feelings. Rather, it is about becoming skillful with managing those feelings.

In addition, self-regulation is not about never having certain emotions.

Meng says that it is impossible to prevent an unwanted thought or feeling from arising. However, what is possible is letting go of such thoughts. People cannot prevent certain thoughts, but the trained mind can let such thoughts go the moment they arise.

According to Meng, the key to gaining control over emotions is learning to let go of two things, which he calls grasping and aversion. Grasping is when the mind becomes attached to something and refuses to let go of it. Aversion is when the mind tries to keep something away and refuses to let it happen. Most of the time, these two things occur simultaneously and influence thoughts unbeknownst to us. For example, when someone experiences physical pain, two things happen. There is the sensation of pain itself, and then immediately the mind says, “I hate this pain, I want it to go away!” Pain itself is just a sensation that leads to aversion. It is the thought that we want the pain to go away that creates suffering.

The same goes for pleasure. The mind latches onto pleasant experiences. When the experience ends, this grasping causes discontent and suffering. Learning to let go of grasping and aversion lets people experience both the good and bad in life without suffering.

In his book, Meng provides several principles for dealing with distressing emotions. One principle is to start every thought with kindness and humor. Kindness has a healing effect on everyone. Seeing humor in one’s failures is also beneficial because failure is inevitable.

Another important principle is to not feed the unwanted emotions and thoughts that create chaos in people’s minds. Meng uses the example of anger. If people examine their anger, they will often find that their mind is constantly feeding the anger by retelling some story again and again.

If they stop telling the stories, the anger may vanish for lack of fuel and it becomes easier

regulate negative emotions.

Meng’s simple practice for dealing with negative or distressing emotions includes the following five steps, which he calls the Siberian North Railroad: First, stop. Do not react for a moment. Then, take a breathe. Focusing on the breath calms the body and mind.

Begin to notice your thoughts. Bring attention to your body, noticing changes in your body as a result of that negative emotion. Begin to search your thoughts. Determine where the emotion is coming from. Finally, respond in a way that will lead to a positive outcome.

This practice and the multitude of other practices used by “Search Inside Yourself ” have changed the lives of countless Google employees and readers for the better. However, its principles are applicable and available to high school students as well. In fact, they are applicable to everyone.

As Meng says in his book, “In the spirit of ‘If Meng can cook, so can you,’ if this training works for a highly introverted and cerebral engineer like me, it will probably work for you.”

—Chen, a sophomore, is a Centerfold Editor.

Graphic by Elizabeth Zu

12

Features

THEORACLE

Thinking differently about mental health: Students discuss dealing with depression, importance of accessing help

According to Rastegar, a primary objective of therapy is to become more mindful of one’s illness and to develop personalized coping skills. ACS, a free student service, frequently involves “Depression hits most in the morning as I struggle [to] fight multiple therapists in each student case. “We meet weekly to discuss the exhaustion to physically get myself out of bed,” senior Katie the cases in depth, to make sure we’re all doing the right things,” Garfield Hurisukura (name has been changed) said. “Anxiety is most said. Though Hurisukura has found ACS invaluable in her mental self-care, prevalent at night.” Since she was nine years old, Hurisukura Garfield consistently pushes students to also seek outside counseling. “The has battled clinical depression and anxiety­—mental illnesses truth is, [ACS] is meant for the interim,” she said. “We end up getting into a she likens to a daily “fight against [her] own body.” Junior lot of deep stuff but the design of this is to help you get through a moment, get Amanda Park (name has been changed) has had similar experiences with her own clinical depression and associated through a day or provide you with insight so it can go better in the future.”

Park believes that empathy is key. “You need to get to know the therapist self-harm addiction. “I’ve become so fearful that I feel over time,” she said. “Then the advice starts, after they know your story.” For like I’ve become imprisoned in my fears,” Park said.

According to school psychologist Samira Rastegar, this reason, Park personally finds fault in the recently instated “Refer A Friend” common symptoms of depression include changes box. “Referring me continuously is emotionally draining,” she said. “I don’t always know why I’m upset and sometimes, I in sleep patterns and appetite, difdon’t feel ready to talk about it.” ficulty focusing, crying spells and Garfield sees her point. The recent feelings of heaviness, hopeless“Those without [depression] upsurge in mindfulness has led to “overness or emptiness. Hurisukura students, disrupting their has additionally suffered d o n’ t quite u n d e r sta n d checking” classes and days at school. Having to apfrom chronic fatigue and nausea, while Park has the internal war that one proach so many students with minimal information has placed a heavy responexperienced anxious undergoes and the strength sibility on busy counselors and adminfeelings of alienation.

“My suggestion is to provide “I feel out of place, like it takes to fight each day.” istrators. some training on when it’s appropriate I want to go home but I to use the box,” Garfield said, “and when don’t know where home —senior Katie Hurisukura is,” Park said. For both to skip and go straight to a human being.” students, the anguish can be overwhelming.

The ACS office does frequently speak with students who are concerned “The mental pain gradually fills the person not for themselves but for their friends. Both Rastegar and Garfield generally until they feel completely consumed,” Hu- commend students for seeking professional advice, rather than attempting to risukura said. “Things feel so far out of your cure their friends themselves. “In general, Gunn [students] are very smart, hands that you are frozen in fear and pain.” mature and caring, so you guys naturally take on those responsibilities,” Both Hurisukura and Park attribute the origins of their depression to genetics but believe Garfield said. “But let the adults handle it, as much as you can.” In the life experiences have worsened its impacts. case that an adult responds incorrectly, students are advised to find “My family has a history of mental illness and another trusted staff member.

Rastegar also advises students to remember to care for their own needs.

I believe that I was genetically predisposed,” “It’s a lot to handle, thinking that you need to save your friend,” she said.

Hurisukura said. “However, I believe that the desire to be a well-rounded individual “It’s okay to say, ‘Have you ever thought about talking to someone?’ It creates a high-stress environment doesn’t mean you’re abandoning them.”

Often, the most helpful friends are simply the most mindful. “Somethat contributes to the setimes, people don’t really need you to go do something,” Garfield said. verity of my illness.”

“They aren’t looking for a solution but just a little support.” Park agrees, In like manner, advising friends to converse about their normal, daily lives as opposed many of Park’s fears to constantly checking in. Becoming more knowledgeable about the are trauma-based. nature of depression also helps—for example, by understanding that “Sometime around self-harm is more complex than deciding not to cut. “People think it’s elementary school, a so easy to quit self-harm,” Park said. “It’s not. The feeling huge wave of death of pain is addictive.” surrounded me in Hurisukura 43.9% of students think my church, school also feels that the and community,” she physical toll of a there is a negative said. Park found her mental illness stigma around mental 11-year-old self creat- i s of t e n u ning a paranoia-fueled derestimated. health at Gunn list of ways she did and “Those without did not want to die. A [d e p r e s s i o n] natural sensitivity to don’t quite unfailure also contrib- derstand the inuted to the beginnings ternal war that 23.6% of students say of her self-harm. “Every one undergoes time I messed up, I felt and the strength they are often worried like I needed to punish myself it takes to fight about how depressed because no one else was going each day,” she s a id .

R a s t e g a r to,” she said. “I thought, ‘I need or sad one of their to feel pain right now.’ I [wanted agrees that much of the confusion and friends seems to] feel forgiven.” st ig ma rega rd ing According to Adolescent Counsel- mental illness is due ing Services (ACS) Coordinator Pamela to its invisibility. “We Garfield, students in Palo Alto often suf- don’t overtly see it, like a fer from several common themes. Both the broken leg,” she said. “It’s pursuit of perfectionism and the sacrifices important to demystify the of immigrant parents place unique pressure shame.” on students to succeed. “Parents in other areas Finally, Hurisukura and Park [don’t] spend millions of dollars on housing or encourage students struggling make huge sacrifices so their kids could go spe- with depression to actively seek recifically to this school, Garfield said. “We’re often covery and to stay honest about their telling students, ‘Even those people you think are boundaries. “In terms of treatment, doing well are often struggling underneath. Nobody is be constant­; in terms of daily life, try perfect.’” Yet stress regarding academics, like most rea- new things,” Park said. Hurisukura sons for depression, are rarely the sole cause for chronic finds that physical activity is a way to mental illness. “It’s not cause-and-effect,” Garfield said. release tension. “During periods of high Another prominent issue is inadequate communication stress, anxiety or depression, I try to engage between students and their parents, sometimes worsened in lower-intensity activities purely for fun,” by a language barrier. Lately, the most urgent cause has she said. On the other hand, Park suggests all tools for self-harm into a box and understandably been the shock of recent suicides. “The placing entrusting the box to someone. Her religion amount of loss [students] have experienced doesn’t happen has also helped her turn away from suicidal everywhere,” Garfield said. thoughts. “It’s a place I feel at home, a feeling that Usually, the worst effects of depression are cyclic. has been lost for so long,” she said.

“When it’s good, I feel normal, like I’m not struggling with Above all, both encourage students to take this [illness],” Park said. “I feel like I’m the happy person heart. “It can get better,” Park said. “It might take people expect me to be.” Bad periods, however, can be a while, and it is hard work, but you can get better.” triggered at random. Both Hurisukura and Garfield cite Hurisukura reassures strugglers in the meantime. “You triggers as mentions of death and suicide, or reminders are not alone and you are loved. You’re a part of the bigger of responsibilities or the individual’s existing depression. picture and you matter. You are a champion.”

Ryeri Lim

Forum Editor

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24.4% of students say they feel unreasonably anxious once a day

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Features

Friday, May 22, 2015

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students share experiences to open minds Hospitalization disproves common misconceptions

What do you believe is the attitude toward mental health at Gunn?

“I think that generally the community is pretty open about mental health and encourages people to find help if they are having any issues. “ “It seems normal to have anxiety because everyone around them has it. It should be taken seriously because this amount of stress is unhealthy.”

“Even though we acknowledge mental health issues and most people are actively challenging stigmas, we fall short in terms of actual support and action.”

“I think that we’re shifting towards a community mentality where it is okay to get other people’s help.”

—Quotes from survey

Q&A with Adolescent Counseling Services (ACS) Coordinator Pamela Garfield

ACS is a non-profit counseling system that has a partnership with the district. The program has three private, sound-proof rooms in the attendance office. Parent consent for students is encouraged, but not required.

The Oracle: What are ways that people can ask how others are doing?

Pamela Garfield: Just tell them that you’re thinking about them.

Sometimes people do need space. Unfortunately, there’s no one quick thing to say, but just to let them know you care about them and that you are there when they’re ready to talk. If you feel strongly that your friend is in danger, please don’t feel like you have to hold that burden and keep the secret. You may feel like you are betraying a friend, but if they are really depressed, they can’t handle it by themselves. You can tell an adult. If there isn’t an adult around and you feel there is imminent danger, call 911. You can also call EMQ’s 24 hour crisis mobile team at: (408) 379-9085. EMQ is trained to come and do a suicide assessment on anyone 18 and under and determine what help they need.

TO: What about those who are nervous about therapy?

PG: I would recommend that they give it a try. The therapists here aren’t as involved in the school, they don’t get wrapped up in your transcript or your record; we’re fairly separate so it’s less embarrassing. We have younger therapists if people don’t want to talk to an “old” person. In general, we all know how to connect with kids and don’t judge. Just give it a try and have an open mind. I know one misconception here at Gunn on campus, and I think not even all the administration know this, is that you don’t always need parent consent to come here. We encourage getting parent consent, but you don’t actually need that.

People don’t need to let that be a barrier; we will work with you even if you don’t want to tell your parents.

TO: What are some signs that show that people are struggling?

PG: I would say the most obvious sign is if someone’s talking about it, or if their behavior changes;. If you’re looking for signs of depression, more common signs are changing in eating habits: if they’re eating a lot, to cover their feelings, or [if they] lose their appetite. If someone is sleeping a whole lot or they’re not sleeping well, that can be a sign of depression or anxiety. If they’re not able to focus and get their work done, that can be something you can ask about. But there are the obvious concrete things and then there’s the feeling in your gut. You guys know your friends. You know when something is off so listen to your gut. That’s something they don’t write in the books; if you don’t feel like someone’s okay, listen to your gut and get them help.

PAMELA GARFIELD TO: How does the confidentiality agreement work? When are you required to report certain situations?

PG: We tell the person and their parents that we will not tell the parents anything without their permission about what they said in the session.

The only case that it will break is if we are worried about the person’s safety. If they start talking about suicidal thoughts, sometimes even then we won’t break the confidentiality but if we’re worried about what’s going to happen that day but not enough to call the police or the hospital, we’d really like the parents to know. We have to tell the administration and we actually have to warn the person if someone makes a threat towards an individual, an adult or child. Really any safety issue, for yourself or others, is when we have to break confidentiality.

—Compiled by Ariel Pan

When most people hear “mental hospital,” they think padded walls, white rooms and people held down by restraints. They never really think that they will land themselves in a place like this. When I first found out I would have to be hospitalized, I was terrified. A million questions ran through my head: “What does 51-50 mean? What do I tell my friends?

What will my family think? Why is there a police officer standing outside my room? How much will this ambulance ride cost?” Let me tell you right now, I soon realized none of these questions mattered.

In the past school year, over 50 Gunn students have been hospitalized for suicidal attempts or ideation. It is not uncommon. All of the nurses tell parents that being diagnosed for mental illness is the same thing as being diagnosed and treated for any other disease.

At a mental hospital, you meet so many other kids who have gone through similar struggles as you. There are kids who have faced far worse than you have as well as those who seem to have no reason to end their lives. There are no padded walls or restraints. Although there are rules to follow, there are also people who understand you and want you to get better.

The desire to end your own life is not okay, reasonable or acceptable; however, all feelings are valid. It is so difficult to understand depression and anxiety when you have not gone through it yourself. I remember a few years ago in Living Skills, I heard about not being able to get out of bed and not wanting to go out with friends and thinking that was ridiculous. But I also remember just a few short months ago when I started skipping at least one class per day. I got extensions on every single assignment. Soon I only went to one or two classes a day, and my grades began to reflect that. I stopped going out with my friends because I was not having fun. Scary thoughts filled my head every single day. I knew I needed help.

Asking for help with a mental illness is not a sign of weakness. The demons in your head cannot be faced alone. Since my hospitalization, there have been ups and downs. There is no immediate cure or recovery for depression and anxiety, but there is help. There are so many people out there who are willing to help you. I have since met therapists, psychiatrists and dietitians who all have a common goal: to help kids just like me. Reach out to your friends, ACS, medical doctors, parents or a trusted adult and be amazed by how quickly and effectively you will receive the care you need.

If you are a friend of someone who is dealing with heavy thoughts, please support them with kind words and encourage them to get the help they need. Have an open conversation. It will show that person that they can trust you and even push your friendship to new horizons.

Walking on eggshells around someone who is depressed can make that person feel awkward and uncared for. Trust me, they will make it clear if it is not a topic they want to talk about it. Try to let them know you will be there for them. Don’t be that friend that says, “I’ll always be there for you,” but cannot pick up at 4 p.m.

Do not make promises you can’t keep. It is helpful to be positive and loving. They are still your friend and they still love and care for you.

They want to know that you feel the same way.

To those who are feeling down, this is not to say that you need to reach rock bottom in order to find help. If you are feeling sad whatsoever, please ask for help. I encourage you to seek assistance before the demons become unmanageable. I, and so many others, are living proof that there is support and help, and that you can and will survive this.

—anonymous Gunn student

14

THEORACLE

Sports

Athlete of the Month Junior catherine crichton: RECREATIONAL surfer The Oracle: Why did you start surfing?

Catherine Crichton: I thought that since I live in California, I should learn to surf. My sister was really into it at the time; she was interested in pro surfing and all that. One day we suddenly decided to start learning to surf.

We just got in the water, started paddling and that was that!

CC: In my opinion, surfing is different from other sports because it is more of an art form.

Also, conditions are always changing, which keeps you on your toes and makes everything more interesting. You also have to have knowledge about tides and how to read waves correctly; that makes the sport complex.

TO: What was your first time surfing like?

CC: My first time surfing was with one of my best friends in fifth grade. We went down to my beach house in Monterey and brought one of her huge hardtops and one windsurfing board to Asilomar Beach. The main goal for the day was to teach me, my twin sister and my dad how to surf, which I think worked out fairly well. By the end of the day, we were all on the surfboards getting pushed into the white water and tiny waves as we tried to stand up together.

TO: Where do you surf?

CC: In Santa Cruz, I usually go to Cowells, Steamers Lane, The Hokok, 38th and Pleasure Point. I’ve also gotten the chance to go surfing at Rincon in Southern California before, which was a very exciting opportunity because that’s a spot fairly famous for the pros. I’ve also surfed at a few places in Hawaii and throughout the rest of California. The most exciting place that I went to recently was Pipeline on the North Shore of Oahu. It was very interesting to get to see the pro houses.

TO: How would you describe surfing to someone who has had no experience surfing?

CC: Surfing isn’t something someone can really describe; the rush is unlike anything I had ever experienced. The feeling you get is a lot like how you feel when you’re skiing on an empty slope under perfect conditions, and you’re hitting all your turns perfectly and you feel like your life is falling into place. In the beginning, learning how to paddle correctly was difficult but once I got that down, I realized that all the hard work had been worth it.

TO: When do you surf?

CC: I used to surf at least once a week. I would wake up at 5 or 6 a.m., depending on the conditions, and go over to Santa Cruz. I would be paddling out to the lineup while watching the sunrise and would be driving to school before I would even think about being awake on a normal day. Nowadays, I hardly ever go because it’s junior year and I’m recovering from injuries, but I do wish I could go more often.

TO: You mentioned that you started to learn

TO: What has been one of your greatest personal challenges when it comes to surfing?

CC: One of my greatest personal challenges when it comes to surfing is doubting myself. It can be hard to feel good about yourself when there are grumpy old dudes in the lineup who have decided that you are the person they will lecture about what is or isn’t considered to be a party wave. I’ve also had a lot of injuries that have held me back, which has been tough.

TO: What is unique about surfing?

TO: What is your most memorable experience surfing?

CC: I once went night surfing with my twin sister and my best friend. We rigged ourselves with glow sticks and got these huge stand-up paddleboards. We couldn’t really see anything, so we just kept paddling until we felt a wave, and then we’d stand up. It was really exciting.

—Compiled by Anyi Cheng

Lisa Cheong

to surf with your sister. How is your relationship with her in regards to surfing?

CC: One of my biggest challenges is the competition with her. I’m more into longboarding and stuff like that, but she’s a shortboarder, so she’s really intense and competitive. Shortboarders are like that.

15

Sports

Friday, May 22, 2015

Sophomore Amit Rao

Sophomore Sylvia Illouz

Josh Spain

BOYS’ TENNIS

Alexandra Ting

GIRLS’ SWIMMING

The boys went into CCS with a second-place finish in their division. In their first game, the team won all matchups for the victory. However, their next game proved to be more difficult, and the team lost 5-2. “We had hoped to go further into the tournament, but we faced a good team in St. Ignatius,” sophomore Conrad Russell said. “We battled, but they were the better team that day.”

The girls finished in eighth place at CCS. One of the girls’ most significant challenges was recovering from the loss of graduated swimmers. “The seniors this year did a nice job stepping up and becoming leaders,” coach Mark Hernandez said. “All the girls are committed and since they’ve been through a lot together, they responded well to challenges together.”

Senior Amy Chen

Freshman Antoine Nguyen

Josh Spain

GIRLS’ LACROSSE

Alexandra Ting

BOYS’ SWIMMING

Girls’ lacrosse charged into CCS with a 14-5 record overall, but were eliminated in a close game with a score of 11-12. “When we went into overtime, my heart felt like it would explode but we continued to work together,” senior captain Caroline Chou said. “I was proud to play on the same field as these amazing girls.”

Boys’ swimming placed second at CCS Championships. Five girls and six boys also qualified for the inaugural California State Championship.

According to coach Mark Hernandez, the boys are an incredibly supportive group. “They love chanting USA, waving the American flag around, being around each other, pushing each other and making each other better,” he said.

Senior Jack Jaffe

Junior Monica Boerger

Courtesy of Shai Mohan

BOYS’ GOLF The boys’ golf team finished the season with 10 wins and two losses to compete at CCS. Coach Bill Christensen was pleased with the team’s success. “It was very heartening to see six players enjoy each other’s company and just enjoy the experience,” he said. Gunn placed 10th out of 11 teams at CCS. UPCOMING FINAL TOURNAMENTS May 23rd: Swim State Finals May 29: Track CCS Finals May 23rd: Track CCS Trials May 29-30: Badminton CCS Finals

IN Central coast section (CCS)

SPRING Sports SUCCEED

Josh Spain

DIVING Five divers qualified and competed at CCS. Junior Vivian Zhou placed fifth out of 52 girls, sophomore Marisa Agarwal 10th, sophomore Shaunmei Lim 11th and junior Monica Boerger 24th. Junior Jason Steinberg placed 10th out of 24 boys.

According to coach Doug Schwandt, the divers support one another during the season. “They share similar challenges many of the times when learning and practicing dives, so they help each other,” he said.

—Compiled by Emma Chiao, Grace Ding, Yuki Klotz-Burwell and Tim Sun

16

Sports

THEORACLE

Combatting gender roles through athletics Powderpuff challenges gender stereotypes Anyi Cheng

Women’s World Cup deserves attention Deiana Hristov Copy Editor

Oracle/TBN Liaison

The bleachers are crammed with screaming fans and painted faces, the players are congreEvery four years, the Fédération Internationale de Football Association (FIFA) World gating in their respective huddles and Student Executive Council members are scrambling Cup is the most prominent event worldwide, with millions of people tuned in to watch the around the field. It looks, sounds and feels like the beginning of any other football game, except top male soccer players compete for global victory. the players are sporting ponytails instead of wearing helmets and the cheerleaders are rocking So the men’s World Cup is a big deal. The women’s? That’s a different story. buzzcuts instead of tying ribbons.

Hosted this year in Canada from June 6 to July 5, the Women’s World Cup, once disSo begins one of Gunn’s age-old missed and ignored, is coming out of the shadows. For die-hard USA soccer For every female traditions: the annual powderpuff fans who have had to suffer the disappointment of seeing the men’s team sportscaster, there game, which took place on May 21 fall short, it provides a ray of hope. The American women’s team is one this year. It is during the powderpuff are of the best teams in the soccer world. The team has taken home male sportsgame that Gunn demonstrates its two World Cup victories in 1991 and 1999 in addition to four casters blatant denial of the stereotypes Olympic titles in 1996, 2004, 2008 and 2012. surrounding girls and promotes the idea that girls The first Women’s World Cup was hosted in 1991 in can play just as hard as the boys.

China and featured 12 teams. The last Women’s World Cup Originally named after the “powder puff,” a light, fluffy was held in Germany in 2011 and featured Japan as the victor. cosmetic tool, powderpuff football is a tribute to the power This year, the U.S. and Germany are of women. The name in itself is a lighthearted jibe at the way the strongest teams competing. Both the 2011 women’s women were once portrayed as delicate and soft. Today, have won the Women’s World Cup world cup was the term itself is most commonly associated with the twice—the U.S. in 1991 and 1999 traditionally all-female football game. This year, however, and Germany in 2003 and 2007. viewed by just powderpuff sign-ups opened to cheerleaders and players One player to pay attention to million people this summer is Abby Wambach. As of all genders.

While Gunn’s seasonal football teams don uniforms one of TIME magazine’s 100 most of black and red, powderpuff teams dash across the field in influential people of the year, Wambach is in the bright pastel shirts. The shirt colors shatter most students’ spotlight. She has won six U.S. Soccer Athlete of the subconscious expectations about the deep-rooted societal Year Awards and in 2012, was the first American in 10 years correlation between soft colors and fragile femininity. to win the FIFA World Player of the Year Award.

It’s difficult to imagine the girls in baby blue and lemon She has also scored the highest number of yellow T-shirts snatching international goals. flags and clutching the ball Brazil is the soccer powerhouse of men earn more prize with intense fervor as weak the world, so it is not surprising that money than or shallow. By making the it produces some of the best players. powderpuff game an event women in Marta Vieira da Silva is Brazil’s star. of pro that the entire student body She has won the FIFA World Player SPORTS looks forward to and loves to attend, of the Year for five consecutive years Gunn slowly breaks down the asand is the number one scorer for sumption that girls can’t play football. The Brazil. motivation behind powderpuff football is All of these aspects are definitely not to make a mockery of the players. Rather, the event noteworthy. But most important is makes a mockery of the stereotypes that surround how the Women’s World Cup affects girls, displayed through the signature colors of the the way girls view themselves. Many powderpuff uniforms. girls enjoy watching soccer and are just as Many critics of powderpuff have denounced it as enthusiastic about it as demeaning to girls, saying that dressing girls up in only of the men. With little repshorts and T-shirts and putting them on the football resentation, however, head coaches of NCAA these women can feel field once a year is a parody of “real” football, an object of ridicule. While it is true that the only way to achieve true soccer coaches were like their passion for gender equality would be to have both boys and girls is not valued women becausesoccer Women make up on the seasonal football team, hosting a powderpuff soccer is portrayed as football game every year is a step in the right direction a “man’s sport,” and women Eli just of the z ab toward encouraging more participation. may gradually lose interest. As more et h Zu head coaches of Powderpuff football opens up the chance for women lose interest, female represenGunn girls to let loose and flaunt their skills. While tation starts to dwindle, leading to more men’s teams powderpuff players are not by any means as stocky women tuning out. FIFA, however, is trying to or as tall as the ideal football player, there is no denying that Gunn’s put an end to this vicious cycle. powderpuff team can be just as competitive as the varsity football This is why it is important to watch the Women’s World Cup. team at the height of CCS championships. When the bell rings at It shows support for women empowerment and demonstrates that the end of the game every year, it remains in every spectator’s mind they can be recognized as a legitimate part of the athletic community that Gunn girls are not “soft” or “fragile.” with the capability to succeed in any field.

Statistics from www.womenssportsfoundation.org

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48

13.5

30%

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2%

Fans in the Crowd

What are your thoughts on gender roles in sports?

“I always wondered why sports are separated by gender but P.E. is not. There are good and bad things about this. It depends on what players prefer.”

Nicole Nemychenkov (9)

“They play somewhat of a role in sports. It is implied that men are supposed to play specific sports like football and wrestling, while girls are not.”

Ian Mungai (10)

“Men and women should play in separate leagues. They should be allowed to play together if they want, but genetically it makes sense to be separate.”

Kadar He (11)

“It’s inevitable in the fact that baseball is male exclusive but softball is female exclusive. It’s not ideal, but gender roles are clearly present in most sports.”

Kimberly Wu (12) —Compiled by Hayley Krolik

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Friday, May 22 2015

18 Lifestyle Planning ahead for summer: fun tips and French crush gone wrong Sabrina Chen The summer before freshman year, my mom decided it would be a good idea to send me to a six-week music camp in North Carolina. This would be my first overnight camp experience. Of course, this would be the place where I get my dreams crushed by an 18-year-old French boy.

Pierre was tall, brunette and handsome. The only downside was that he could barely speak English. However, I was completely fine with that. After all, I had learned two years of French in middle school. On the first day that I attempted to impress him, I started off by testing out my French. After ten minutes I realized that the French seduction was not working, so I decided to speak to him in English. But what I discovered after an hour of

extremely slow conversation was that he liked Spanish girls.

Nevertheless, I kept on trying. I would find a spot next to him in the cafeteria at least every other day and attempt to start romantic conversations, (at one point I was talking about Wall Street and he had no idea what I was saying).

The breaking point came when Elle, a beautiful 16-yearold Spanish girl, arrived three weeks into the camp session.

She was the girl Pierre had been looking for. Immediately upon arrival they swapped phone numbers and were cuddling in the practice room.

Because she spoke Spanish and was learning French, their communication was much better than ours. It was an unfortunate sight.

Even though I am still traumatized from the experience, I have learned two important lessons: Do not go for people with a language barrier and do not go for older men.

Camp prank wars great for boredom Matthew Hamilton

If you find yourself bored at camp this summer, consider starting a prank war. Summer camps provide the perfect arena for a prank war because of the large amounts of free time, close living spaces and the fact that you will probably never see those people ever again.

When my friends and I started a prank war we had no idea that it would end with people’s mattresses on the bathroom floor. Nevertheless, had I known it would escalate to that degree I still would have participated.

It all started when we put baby powder on the

portable fans in the dorms. We snuck into our victims’ rooms, placed the powder and waited to hear the reaction. Needless to say, they were not pleased and swore revenge, which came in the form of clear tape across our doorway. When we walked out of the door, we walked right into the tape.

The bar had been raised, and we met it by taking the 12 chairs in the common room and putting them in our opponents’ dorm. My roommate and I thought we had won, but when we returned from dinner to find my roommate’s mattress on the floor of the bathroom, we realized we had been bested.

I would advise you to start a prank war, but be prepared for the worst. The damages may be costly, but the experience is most definetly worth it.

—Hamilton, a sophomore, is a News Editor.

—Chen, a sophomore, is a reporter.

Top 10 things to do this summer: 1. California is known internationally for its beaches. Head down there with all your buddies and bring refreshing drinks and snacks.

2. If you are not a big fan of the beach, try hiking instead. Try

to climb to the top of Mission Peak, whether by yourself or with friends, and yell away your frustrations at the summit.

3. Clear skies call for beautiful sunsets. Set some time away

in the evening to spread out a blanket on the grass and watch the sun go down. Alternate idea: Wake up in time for a sunrise.

4. Outdoorsy folks, go camping somewhere far away but ditch the tent and sleep under the stars.

5. There are plentiful opportunities to pass the time with

creative outlets. Submit your creative endeavor to a contest, and maybe you will win something. Either way, you will recieve a sense of accomplishment within those hazy summer days.

6. Who says you cannot learn things in the summer? Press

the random button a couple of times on Wikipedia and read the articles. Better yet, set the random feature as your home page, so whenever you open a new browser, there’s always something new to read.

7.

Hey, it’s summer: Sleep in ‘til noon. Or until three in the afternoon. Or until late in the evening. Anything works as long as you wake up before summer ends.

8.

Go on a road trip with friends to someplace cool and exciting. Stock up on lots of snacks and books to enjoy time off the Internet.

9. Jump into a pool with all your clothes. It’s a fast way to have a quick swim, wash your clothes and get a bath at the same time. “Save Our Water” will thank you.

10. If everything else fails, go people watching—find people

who are talking about their summer plans, then copy them.

—Compiled by Lucy Fan

Friday, May 22 2015

tricks to have a great break Cheap activities to do in the city May 23-24: The 37th Annual Carnaval San Francisco will be held this Memorial Day weekend. Enjoy more than 50 colorful music and dance groups from your own reserved seats at the VIP Grand Party, and have a chance to bid on some of San Francisco’s prized possessions, including the Official 2014 World Series baseball autographed by Madison Bumgarner and a 24K gold-plated limited edition “Supernatural” album autographed by Stephen Curry and Klay Thompson.

June 6-7: The Union Street Fair is one of San Francisco’s largest, free art festivals.

It offers an organic farmers’ market, arts and crafts, food booths and live entertainment.

June 4-12: San Francisco Design Week is an opportunity to experience the Bay Area’s unique design talents, impacts and innovations. More than 60 studio tours and 75 events will be hosted, featuring tech inventions, culture changing products, human-centered design, emerging fashion and international architecture.

June 14: Haight and Ashbury is a street fair held in the Haight-Ashbury district.

Celebrate the cultural history and diversity of one of San Francisco’s internationally celebrated neighborhoods.

June 27: Bring your family and friends to the 45th Annual Lesbian Gay Bisexual Transgender Queer (LGBTQ) Pride Day. The two-day celebration takes place at the Civic Center Plaza in downtown San Francisco and brings the best of local musical talent, cultural performances and world-renowned performers to the Main Stage.

This year’s theme is “Equality Without Exception.”

July 4: Celebrate America’s birthday on Independence Day by attending the acclaimed Pier 39 fireworks show. Besides the elaborate fireworks display, the day is filled with fun for the whole family, featuring musical entertainment and activities in Pier 39’s Entrance Plaza.

—Compiled by Kush Dubey

Graphics by Elizabeth Zu

19

Advice on getting a job this summer

Hayley Krolik One would think it would be easy to find a unique job in Silicon Valley, where innovative start-ups need help getting their social media platforms off the ground. When I started my job search at the beginning of the year, I was looking for the ideal job: an office position at a cool start-up with a philosophy I believed in and a place to which I could contribute. Last year I was able to secure a job through one of my family connections. However, after my family told me I had to figure it out on my own this year, I realized that finding a job without connections required lowering my standards. While the journey was a bit stressful, I ended up with an awesome job and a few tips and tricks under my belt for next summer.

First of all, get rid of the stigma that colleges want to see high school students working at a start-up and create an app at the top of the stock market. They want to see a student work, anywhere, and demonstrate that he or she can commit to his or her work and be accountable.

A creative job might be more fun and engaging, but if a student joins the ranks of most of the working class, he or she will end up learning more life skills than he or she would at a cushioned connections job. The student will have to work in an environment that is not catered to his or her every need and even have to perform some manual labor. Getting a job in retail or food services helps one develop a real work ethic, teaching the student what it is like to be behind the counter.

Next is the search itself. Start early. Early is not a month before summer; it is at least four months before one plans to start working. Getting a job during the year is often better because high school students do not have to compete with college kids returning home or every other high school kid in the area who is not participating in a prestigious summer program. However, it is still important to maintain good time management.

Students need to make time to complete their search, fill out applications, go in for interviews, get their work permit into the system (for students under 18) and recieve training. Sometimes students are not waiting on themselves but rather their employer. Make sure to get a head start and do research with enough time to find a job that is really worth it.

It is important to be on the lookout for jobs at every turn if one is serious about it. One place to start looking is the annual Job Fair on the Quad.

Whether one wants to bag groceries or be a camp counselor, a variety of companies have their flyers out for the taking. One can take a resume, peek in any interesting shops and ask if they are hiring.

There is also a jobs file next to the Work Experience office that is neatly organized by job type.

Finally, it is extremely important for a student to make it known that he or she is searching for a job. Students should use connections by asking friends or local businesses they frequently visit.

Friends will not secure the job as a connected parent might but can still give students a lot more options.

The most important piece of advice to remember when searching for a job is not to get discouraged. When that employer does not call a student back, the student must not give up.

The student should email the employer about how excited he or she is to hear back. If one is passionate about finding a job, he or she will recieve one. Employers love to see proactive and passionate potential employees. Regardless of where a student ends up, it will be an amazing learning experience and will provide the extra cash that every student needs.

—Krolik, a junior, is a Sports Editor.

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Backpage

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