The Oracle- December 2016

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Friday, December 2, 2016

Volume 54, Issue 4

780 Arastradero Road, Palo Alto, CA 94306

Next year’s bell schedule to change

Sabrina Chen and Stina Chang Features Editor and Lifestyle editor The administration plans to implement a new bell schedule for the 2017-2018 school year to accommodate a new Social-Emotional Learning (SEL) curriculum. The bell schedule change is still in progress, and the administration will gauge students’ feedback and opinions before finalizing it.

The current bell schedule, with only one Flex Time, does not provide enough time for both academic use and the SEL curriculum. To create space for the SEL curriculum while still allowing students to meet with teachers for academic help, a new bell schedule will be adopted.

“We started using Flex [Times] for academic needs. We want to continue that, and we now have the social emotional learning curriculum that is ready to be rolled out,” Principal Dr. Denise Herrmann said. “[We’re trying to] maintain all the things we have on our schedule but still honor that both of those are SCHEDULE—

Construction to begin on campus Amanda Lee Tech Editor

In January, the area surrounding Spangenberg Theater, the Student Activities Center (SAC) and the music building will be fenced off as construction on the Central Building Project begins. The Central Building Project involves the renovation of Spangenberg’s lobby, new music classrooms connected directly to Spangenberg and a two-story building that will replace the SAC. The new SAC will house classrooms for journalism and bring together the currently scattered guidance and health resources into one Wellness Center. The project will also create a new courtyard between the two-story building and Spangenberg, as well as an entrance plaza next to Spangenberg.

Timeline of construction Preparation for the upcoming construction began in the summer. According to Assistant Principal Miriam Stevenson, who is in charge of all construction projects, portables in the Village were refitted for the music department in October. Music teacher Sandra Lewis says that the transition was difficult due to the amount of equipment CONSTRUCTION—p.4

Election results incite campus harassment

book group to post and spread awareness about the incidents. “We’re all pretty united and I thought it was important to inform my class to get together and directly talk At Woodside High School, sophomore about harassment,” Ruiz said.

Jade Armenio was physically assaulted for Since then, Ruiz’s post has been shared expressing her support for President-elect to the Gunn Class of 2017 Facebook group.

Donald Trump on Instagram the night of Special Events Commissioner senior Bella the election, though her attackers alleged Devereaux saw the post and was surprised that she had made racist comments as well. that the incidents were happening in the Similarly at Gunn, harassment and bullyGunn community. “In Palo Alto, we really ing incidents on campus have increased. pride ourselves in being inclusive,” she said.

Multiple cases of students shouting racial “I was really shocked at first because stuff slurs at other students have been reported like that happens so soon but I didn’t exto the administration, according to Principect that to happen so soon after the elecpal Dr. Denise Herrmann. tion.”

A few days after the election, Wellness Incidents of bullying at Gunn Outreach Worker Myrna Zendejas created The election results have impacted a post on Schoology acknowledging the schools and peer relationships, and there mix of emotions on campus and emphahas been an uptick in school harassment sized the importance for students to chancases, according to the Southern Poverty nel their feelings in positive, Law Center, an organization mindful ways. Some of the specializing in advocacy and civil rights. Nationwide, “[The student] said, ‘As I was walking here on my suggestions included exermore than 867 incidents of own, somebody saw me and yelled at me and said, cising and reaching out to wellness staff or teachers for harassment have occurred in schools and public spac- ‘You better be careful; now we can deport you.”’ support. On Nov. 18, Herrmann also spoke on the Ties. According to Herrmann, —World Languages Instructional Supervisor Liz Matchett tan Broadcast Network enonly verbal harassment couraging students to report cases have been reported at harassment incidents.

Gunn.

Palo Alto High School (Paly) senior Zendejas believes that the harassment Herrmann says that a political influence Santiago Ruiz heard about harassment inciplayed a role in perpetrators targeting stu- dents at Gunn on a private social network- cases spurred from students not knowing dents. “Some of the types of bullying that ing app called NextDoor. The app allows how to express their feelings about the elechappened recently were based on students’ users to post community updates and ur- tion. “Sometimes when you’re in a particuracial-ethnic categories,” Herrmann said. gent alerts. Ruiz, who was on the app, saw lar situation that you haven’t been in be“Students who may appear to look Middle a screenshot of a Facebook post uploaded fore, you won’t understand why someone Eastern or Muslim were called terrorists. by an anonymous user stat- might be offended by your words,” she said.

Other students who may present as ing that Latino students “I think sometimes we haven’t necessarily Hispanic were talked about bewere being targeted practiced ways of communicating in maning deported and other things in separate incidents ners that are respectful to others.” based on some of the politiat Gunn. Accordcal climate around iming to the Face- Past incidents Harassment and bullying aimed at marmigrants.” book user, whose name was blurred ginalized groups have been of concern to out, these stu- the district in the past. According to disdents were trict Board Policy 5145.3, “discrimination taunted includes harassment, intimidation or bullywith racial ing, consisting of physical, verbal, nonverslurs and bal or written conduct” and such instances threats. are to be reported to the compliance officer, After view- who is currently Associate Superintendent ing this, Ruiz of Educational Services Markus Autrey.

In the past year, 26 Universal Complaint took to the Paly Class of Procedure (UCP) cases have been reported 2017 Face- and made public in the district. A UCP is a formal complaint form made to the district that prompts an investigation based on bullying and harassment claims. According to UCP policy, a compliance officer will provide a written report and decision within 60 days of the complaint.

Administrators are required to investigate any situation that involves students who may be in violation of behavioral expectations outlined in the school’s handbooks and Board policy, according to Autrey.

Janet Wang Forum Editor

In one case, peers shouted deportation threats at one of World Languages Instructional Supervisor Liz Matchett’s students.

The day after the election, Matchett prepared a discussion activity for students in her Spanish for Native Speakers class to convey their feelings about the election.

Before class, however, a student walked into Matchett’s classroom crying. “[The student] said, ‘As I was walking here on my own, somebody saw me and yelled at me and said, ‘You better be careful; now we can deport you,”’ Matchett said.

During class, Matchett asked students to write down their feelings and what they were afraid of. “Some [students] said that they were afraid that they’d be left here and [were] afraid of what could happen to their families and friends,” she said. Other students were concerned for peers of varying sexual orientations.

Jackie Lou

BULLYING—p.4

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News

New bell schedule slated for upcoming school year SCHEDULE

important for the growth of our students.”

The Wellness team presented three new schedule ideas to the Student Executive Council (SEC) on Nov. 18. One of the three ideas moves tutorial from after school on Thursday to the middle of the day. Two of the three ideas include a 90- minute A/B block schedule. The three schedules include either two, three, or five SEL/Flex Time a week.

Social-emotional learning Data from Guidance Advisory Committee in 2013, the school wellness goal created through the Western Association of Schools and Colleges plan, student surveys such as Challenge Success, and the Center of Disease Control’s (CDC) preliminary findings in Jul. 2016 all state the need for SEL on campus. In addition, the executive summary for the March 8, 2016 School Board meeting confirmed there is a need for a coherent SEL curriculum throughout the district. As a result, the Social-Emotional Learning Curriculum Committee (SCC) was formed and began meeting June 2016.

According to Wellness Commissioner Junior Vidhu Navjeevan, SEL is a program that will eventually be mandated in all the schools in California within the next two years. The ultimate goal of implementing SEL in schools is to teach children and adults to effectively apply skills necessary to understand emotions and maintain positive relationship with each other, according to the Collaborative for Academic, Social and Emotional Learning (CASEL) website.

The 2015 CASEL Guide said that SEL skills are critical in reducing student’s risky behaviors such as drug use, violence, bullying and dropping out of school. Currently, SEL is not consistently taught in any of the schools in Palo Alto.

According Herrmann, the SEL curriculum will be approved by February of next year.

“We want it to be something that students value,” Herrmann said. “[We want] you to think that it is actually something that will help you be a better person, and that you have fun when you go to whatever chunk of time that is going to be.”

According Navjeevan, who has been part of the schedule change process, Gunn wants to get a head start on implementing the soon-mandatory SEL curriculum. “If we change our schedu le now and if we implement SEL n o w, w e have more control in what it looks like then rather than having to rush ever ything,” she said.

The Interim Board Report, presented by the SCC to the school board on Nov. 1, stated that SEL is expected to improve students’ attitude towards school, academic achievement and reduces stress among students. To meet these needs on campus, the SEL curriculum will be implemented at Gunn in the form of a new bell schedule that includes a set time for TitanConnect. The Wellness Team hopes that the new TitanConnect program will be rolled out to all four grades by fall of 2018.

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TitanConnect According to Wellness Teacher on Special Assignment Daisy Renazco, shifts were made to what was previously known as Titan 101, a program to help freshman transition from

middle school to high school. Not only was the name changed to TitanConnect, but the goals were also changed.

“We shifted it this year to not have it be about that transition, but more about creating a space of family,” Renazco said. “The idea of ‘this is your space to connect with an adult that really cares about you, and wants you to feel t hat you have a safe place on ou r ca mpus’.”

The goal of Tit a nConnect is to provide students with more one-onone t i me with an adu lt on campus Cheryl Kao other than their guidance counselor. “It’s really about learning about yourself and learning about your emotions and learning how to deal with those emotions in different ways that don’t affect other people negatively,” Navjeevan said.

“Picture it as Positive Psychology without the tests, the homeworks and the grade.”

Renazco emphasized the aspect of student wellness in the new TitanConnect program.“It’s not going to be perfect first time, but hopefully we can create something that has some intentions around building some strong connections like ‘I want to be in your corner’ as you’re trying to figure out how to navigate Gunn and this life,” Renazco said.

“I think we all can say it’s pretty challenging at times.”

45 min

50 min

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What’s next For the implementation of the SEL curriculum to proceed, the school board has to approve it. The SCC gave updates to the School Board in November 2016, but a formal presentation will be given in February 2017.

According to the SCC process timeline, the district committee is currently in phase 4, or development recommendation. Here, the committee is currently engaged in collaborative discussion and finalizing SCC’s recommendations. The next phase of this process is to present the development to the school board; SCC will write an interim and final report outlining its findings and recommendation, presenting it to the Board and school community during the February meeting. “If it is approved we will start that next phase of implementation, training teachers, purchasing any materials, whatever it might be that happens after the board approves,” Herrmann said.

As far as the bell schedule changes are concerned, the Wellness Team is currently in the process of investigating and selecting the new schedule, Herrmann wrote in an email interview. She added that once the new schedule has been finalized, implementation process will begin; this process will be guided by the Instructional Council. At the same time, SEC is also working to get inputs from students and parents. A survey asking for more thought on this topic will be developed to a wider audience in January. or February of next year.

As of right now, Navjeevan encourages students who want to express their opinion on the implementation of the new bell schedule to talk with either Herrmann or the SCC Committee. “Go knock on Dr. Herrmann’s door and say something,” she said. “Or if you just want to rant because you are tired of schedule changes, go talk about it. Because they listen. And they will

Palo Alto Students assemble to School board elects to report promote peace in community weighted GPA on transcripts Shannon Yang Oracle/SEC Liaison

“I believe that love will win, I believe that love will win, I believe that love will win!”

Hundreds of Palo Alto Unified School District students and community members chanted messages like these, of love and acceptance, during the Palo Alto Peace March on Nov. 15 in downtown Palo Alto’s Lytton Plaza.

According to the Southern Poverty Law Center, the United States encountered a spike in hate crimes since Donald Trump’s victory in the presidential election on Nov. 9. Seeking to counteract the divisiveness that has been prompted

by the presidential election, a group of about 10 Palo Alto High School (Paly) students organized the peace march, which focused on community unification and the rights of marginalized groups such as women, the LGBTQ+ community and racial minorities.

Many Gunn students joined peers from across the district to express their solidarity, including junior Tyne Sheynkman. “There’s been a lot of stuff happening recently, not necessarily because of Trump, that has brought a lot of hate down on so many different people, and that’s not a good thing,” Sheynkman said. However, Trump’s advocacy of mass deportation and stricter immigration policy, Sheynkman said, “is scary.”

Max Wang

Left: Senior Isha Gupta speaks in front of the crowd with a bullhorn at the Peace March.

Right: Students show support for the Peace March with flags and handmade signs.

Read the full story at http://gunnoracle.com

Clara Kieschnick-Llamas Copy Editor

On Tuesday, Nov. 1, the Palo Alto Unified School District Board decided to report weighted grade point averages (GPAs) on mid-year transcripts for current seniors.

Over the past few weeks, there have been heated debates over the positives and negative effects of reporting weighted GPAs on student transcripts. Gunn used weighted grades, whereas Palo Alto High School (Paly) didn’t. The school board and the Superintendent wanted to have a uniform system across the district.

Although universities tend to look at students’ transcripts, not just their GPAs, when it comes to college admissions, Gunn’s School Board Representative senior Ankit Ranjan argued that weighted GPAs are important when it comes to applying for some scholarships. “Having a higher number gives you better opportunities,” he said. “And because colleges are trending toward ignoring the GPA, [Gunn] might as well give students the advantage to have the opportunities.”

An argument against weighted grades is that students will only take a course because it will boost their GPA, not because they are genuinely interested in the subject.

Although Superintendent Max McGee is not opposed to weighted grades, he doesn’t want a system that encourages students to take a class just for the grade. “What I am opposed to is a system that has unintended consequences of becoming a de facto ranking system for students, that contributes to an already competitive environment, and has the potential of discouraging students

taking electives for intellectual curiosity and taking classes instead that would boost their weighted grade point average,” he said.

A source of worry is that weighted grades would affect low-income students unfavorably, due to the fact that, according to McGee, there are fewer low-income students taking Advanced Placement (AP) and honors courses. Reporting weighted grades across the district would widen the gap in GPAs. To combat this, School Board Member Melissa Baten Caswell hopes to set up study groups for these students, as well as create support systems for students who have more difficulty taking harder courses.

“If you come into ninth grade and you believe you don’t have the support to take these classes, then you’re not going to sign up for them,” she said.

Paly senior Joëlle Dong started an online petition against weighted GPAs. She argued that humanities are more disadvantaged when it comes to weighted grades. “Every non-weighted elective, including journalism, theatre and art, will bring our weighted GPAs down,” she wrote in the petition statement. “ Our schools offer more weighted classes in the [Science Technology Engineering Mathematics] STEM fields, so weighted GPAs inadvertently disadvantage humanities students.”

According to Caswell, there are actually a similar number of humanities AP courses as there are STEM AP courses, but they are mostly clustered around the world languages.

“I would like to see some more [high-level humanities] classes,” Caswell said. “So there may be some recommendation that [McGee] will make to add more honors and AP classes.”

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

Editorial Board Editor-in-Chief Shagun Khare Managing Editors Matthew Hamilton Lena Ye News Jenna Marvet Helen Nguyen Samuel Tse Forum Anyi Cheng Deiana Hristov Janet Wang Features Stina Chang Prachi Kale Ariel Pan Centerfold Emma Chiao Mikaela Wayne Sports Grace Ding Paulo Frank Tim Sun Lifestyle Sabrina Chen Tone Lee Kaya van der Horst Changing the Narrative Cassie Bond Photo Editor Richard Yu Graphics Editor Elizabeth Zu

Staff Business/Circulation Matthew Oh

Friday, December 2, 2016

Admin reforms Thursday School to be community-based Grace Ding Sports Editor

passionate about,” Wellness Outreach Worker Myrna Zendejas said.

This year, administration is working with Another approach that has been mentioned the Wellness Center and Youth Community this year is an individualized response of working Service (YCS) to reform the current Thursday with students to identify barriers and help them School system. To shift the truancy and tardiness get back to class. PAUSD social work intern Richresponse from punitive to restorative as well as ard Alvarado regularly meets with students at align with the California Education Code, Gunn the Wellness Center to understand why they are has adopted various changes to improve students’ disconnecting; the goal is to then seek and impleengagement and attendance in class. ment appropriate prevention methods. “[My work According to Assistant Principal Miriam Steis] meeting with the student, seeing where their venson, the district has been adjusting board poliareas of need are, seeing what kinds of things cies to have more consiswe can try to re-engage tent practices in line with them with [and] incorthe California Education porating those areas and Code. “For students, what any kinds of avenues of that translates to is what support to increase their will feel like a tightening attendance,” Alvarado threshold of what makes said. “We’re encouraging truancy trigger responsthem to make the most es,” Stevenson said. out of what the school has The main changes to offer them.” this year are the splitting Administration will of Thursday school into also continue its work on Tuesday and Thursday creating individualized sessions, the addition of plans that allow students working with YCS as an to demonstrate improveoption to fulfill the time ment. “If students are requirement and more having difficulty attendoutreach from the Welling school, we’ve come Max Wang up with attendance plans ness Center to provide individualized help for Wellness committee members prioritized Thursday school reform during a meeting. for them so they can meet students. with their teacher, counIn the past, Thursday School was a once- inspired reform this year was its ineffectiveness selor or therapist at specific times,” Stevenson per-month, four-hour block of detention that as a singular four-hour block of time. “We were said. “We give them credit for that time because students were referred to based on cuts and tar- finding that [four hours] is a long period of time they’re giving back their free time, showing up dies. According to the Gunn Student Handbook on Thursday, and it disadvantages several groups when they’re expected to for an appointment and 2015-2016, four unexcused absences resulted in of people, including students who work, students reconnecting with someone who knows them and Thursday School, while five or more absences who help support their families and athletes,” can check in with them and support them.” warranted more extreme disciplinary action.

Stevenson said. “It wasn’t serving it’s purposes Through these changes, Stevenson hopes stuWhile the referral policy for tardies will and often was counterproductive to re-engaging dents will feel that someone knows them, is aware remain the same, three cuts total in any class students, connecting them and helping them be- of their absence and wants them present. “Attenperiod will now result in a letter to parents. “At ing successful to school” dance and tardies are just two indicators, or two three cuts you don’t actually get the referral," In addition to reforming the structure of the data points we have, of how well our students are Stevenson said. "Normally the referral would sessions, administration is piloting alternative doing and whether they’re engaged, connected and come at the sixth cut overall when there has not intervention methods. In early October, the Well- feeling successful,” Stevenson said. “As a school, been a change in the pattern after that the letter ness Center held the first session of a partnership Gunn recognizes that one punitive response is sent home at the third cut." program with YCS in which students can make doesn’t really help address the underlying need Starting in December, there will be two-hour up the hours they missed of class through service. unique to each student; instead, we want to identify sessions on Tuesday, as well as the incorporation “Students get to engage in local projects, find their what unique to you is going on, and how we can of Thursday tutorial as the first hour of Thursday purpose and use their time in things that they’re help to address that and interrupt this pattern.”

School. These Tuesday and Thursday sessions will be held every other week. Stevenson is working on putting together a diverse staff of teachers across various subjects who can support individual needs of students during the Tuesday session.

“For Thursday, students will be able to sign in with a class they’re struggling with or missing for the first hour," Stevenson said. "The second hour would have the same work-study structure as before, where we provide a general workplace with computers available."

Another drawback of Thursday school that

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

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Letters to the Editor, 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 really liked the wide varieties of articles in this issue and that it reports on relevant matters. I liked the the story about the possibility of the 88 bus lines being cut because I ride the bus to and from school everyday and so it staying is important to me.

—Megan Li, 10

Graphics Artists Sherry Chen Tiffany Chen Cheryl Kao Jackie Lou Jeffrey Yao

Reporters Sohini Ashoke, Bridgette Gong, Joanna Huang, Evalyn Li, Yael Livneh, Maya Rapoport, Seungik Shin, Grace Tramack, Katie Zhang

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November 4, 2016 I thought [The Oracle] gave important news/opinions on a lot of complicated topics like rape culture. I think The Oracle could use a few more fun articles while still keeping the serious, important ones. I love seeing student opinions from students I know or just a little backstory behind all the faces in the community.

—Zoe Holtz, 11

I really liked how this issue of The Oracle was able to cater to different interests. It was a very well written and detailed issue. I liked the peanut butter page because it was more playful in a more serious issue.

[The Oracle] covered a broad range of topics while still being relevant to us. I think more community outreach would be nice to see, although it already is pretty strong and broad.

—Aaron Farley, 12 I thought that this month's issue was really interesting and well put together. I really liked how much cultural and racial variety was added, to show how diverse Gunn is.

—Samantha Lee, 10

—Maegan Chew, 12 I like the articles but hate how prominent the ads are. I liked the sports pages and the centerfold article. I would like to see an article about Standing Rock in The Oracle.

—Marisa Agarwal, 12

The Oracle is the second place Best of Show winner for the 2016 Fall JEA/NSPA Convention.

4

News

District continues to address anti-bullying procedures BULLYING

"The School Board is very clear that any bullying or harassment toward any student in a protected class [including] race, color, ancestry, national origin, ethnic group identification, age, religion, marital or parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, or gender expres27.5% of students have sion; or on the basis of a experienced bullying or person’s association with harassment before. a person or group with one or more of these actual or perceived characteristics, triggers a formal UCP investigation at the district level and a log is maintained detailing the time, date, and person initiating each UCP for public availability as outlined in Board Policy,” Autrey said.

In April, PAUSD conducted an investigation at Jordan Middle School based on harassment reports made by the family of a special needs student. The student, then a sixth-grader, was both discriminated against and harassed multiple times for his learning disability and ethnic background, according to a Palo Alto Weekly article published on Nov. 4. In a statement made to the district and Jordan administrators, the family reported that peers stole his lunch money, said negative things about his parents and taunted him with a knife.

Eventually, in the Jordan Middle School case, a was unable to comment on how the district UCP was filed—even though the family filed handled the case. multiple reports of harassment throughout Ultimately, Autrey says that comthe school year. The family stated that the munication and open discussion are 26.5% of students have had mean rumors district failed to communicate efficientimportant factors in limiting bullyor lies spread about ly with them to resolve the case, and the ing incidents. “Communication and them. student was transferred to Jane Lathrop presence are the key elements to supStanford Middle School at the beginning of porting students and also preventing the 2016-2017 school year, according to the any acts of bullying, harassment or violence,” he said. “No one is on their own and there are adults on every campus and in every classroom who want to support, listen and assist in creating a safe space for 4.5% of students students.” have been afraid Herrmann adds that of being beaten up the recent incidents have before. helped grow awareness in how the community treats each other. “Our school is a unique and special place, but it doesn’t protect us from all the harms that might be in society,” she said. “We talk about the Palo Alto bubble and somePalo times we are insulated in here because we care about each A l t o other so much, but the bubble doesn’t protect us from evWeekly. erything and it reminds us how diligent we have to be to A u - make sure we are always investing in nurturing that part Jackie Lou t r e y of our school community because it is so valuable.”

Statistics from CHKS report 2015-2016

Construction to close various locations around campus CONSTRUCTION the loss of Spangenberg and the music classrooms, as well as and other items stored in the music room. “It wasn’t complicat- student organizations such as TedX Gunn, since they will have ed, but it’s time-consuming and we have a lot,” she said. “We’ve to find new venues to hold their events. Lewis says that most basically had to move stuff that’s been here since the beginning music concerts will be held at Palo Alto High School’s (Paly) of time, since the beginning when the school opened. We still Performing Arts Center (PAC). Since musical instruments are aren’t completely moved out–we have stuff on the walls in the sometimes difficult to transport between the two schools, Lewis music room which we’ll be getting over Thanksgiving break says that extra consideration is required to make sure students and over winter break. Moving is always challenging, but our have the instruments they need. “People that play large instrustudents were really flexible about the change in location and ments like tubas and baritone saxophones and double basses helpful during the move.” have to think through their day; they can’t just walk over to The SAC also relocated to the K-building at the beginning the music room and then walk over to Spangenberg with their of the school year. Now, however, only the store is open to stu- instrument,” she said. “They have to plan ahead, make sure they dents. Additionally, other parts of the school that are affected have a car that will take them over, etcetera. It requires a little by the start of construction include the custodians’ shed and bit more planning on the student’s part and on the teacher’s the book storage for English to make sure everyone has a way to get and Social Studies, which are their instrument over to Paly.” going to be moved as well.

The theater department, which will Stevenson says the next stage its spring musical, “The Music step will be evident to students Man,” at Paly, the entire production in the beginning of the secis planned around the knowledge that ond semester, when the area the musical will happen in the PAC. around the SAC will be fenced Theater teacher Jim Shelby says that off. Also, one of the main pasmost of the rehearsals will occur in sageways that goes from the Spangenberg, since only the lobby is Freshman Quad to the Senior being renovated, and the set pieces will Quad, between Spangenberg be built at Gunn, but the final dress and the music building, will rehearsals and set construction will be fenced off in March. “Inall happen at Paly. “It’s going to be like evitably, at some point they’re building a puzzle, and piece by piece going to need to fence off this we’ll take [the sets] over there and we’ll passageway, which is one of assemble it there,” he said. “We’ll be all the main arteries through ready in March and load all our sets, campus,” Stevenson said. costumes, actors and orchestra into Elizabeth Zu trucks and go over and load in—it’s With construction crews on campus, it is very likely Spangenberg Theatre and music classrooms called loading in—so we’ll have four that loud noises will affect are areas that will be under contruction. days to get ready for the show. It’s students. Stevenson says it is interesting; we’ll get everything ready undesirable, but unavoidable. “It’s hard to minimize all of here and then go there.” The annual fall show and spring One that, and I know they’re going to be mindful of trying to do Acts will not be affected by the loss of Spangenberg; they will the most noisy work when students aren’t here and commu- continue to be held in the Studio Theater, along with Shelby’s nicate with the school when there will be noisy work taking theater classes. place so we can try to minimize the impact," Stevenson said.

TedX Gunn, a student club which hosts an annual event "Unfortunately, in construction, most work needs to happen where they invite students and other community members during the weekday for lighting and costs. Evenings or weekend to give presentations, is another group forced to move to work is more difficult to arrange and involves additional costs another location to hold their conference. Club co-president that need to be managed responsibly, because public funds are senior Callia Tong says that they will hold the conference in [financing] the building.”

Paly’s Haymarket Theater this year. The change in location The project will last two-and-a-half years, says Stevenson, also affects the time of the conference; it is usually held on a with the renovations on Spangenberg finishing first. “The first normal school day, but moving to Paly requires the conference thing that they expect will be complete and serviceable and we to be moved to the weekend. Tong says that she believes that can access again is going to be Spangenberg Theater,” Stevenson the change in time and location will affect attendance. “Since said. “They expect that it’ll probably be offline for about a year, it is on a weekend, people may have other plans, and since it is maybe a year and a half, from the start date of the work that also at Paly, people would have to commute farther,” she wrote they do on the theater itself.” in a Facebook message. “Some people would think it is too far and would not come.” To encourage participation, Tong says Effects on student life that the club aims to include not only Gunn students, but also Both the theater and music departments are affected by Paly students and other community members. “Well, we have

broadened our target audience to not only include Gunn and Paly students, but more community members and possibly some Stanford students,” she wrote. “We have a Stanford student speaker, as well as Gunn students so far. Those speakers would hopefully attract peers and family members.”

Tong is looking forward to the conference. “We are excited because [Haymarket Theater] has everything we need to put on a great conference,” she wrote. “Although it does not seat nearly as many people as Spangenberg, we are hoping to fill as much of the theater as possible!”

Looking to the future Both Lewis and Shelby are eager for Spangenberg’s revamp and the new classrooms. Lewis especially likes the design of the new music classrooms, since the classrooms will be connected to Spangenberg itself. “The biggest thing is that we will literally just be able to wheel our equipment and just walk right onto the stage when we need to, and we’re going to be super close,” she said. “It’s going to save wear and tear on the equipment; it’s going to be easier for us as musicians just to literally get up and walk a couple hundred feet to get into Spangenberg. So it’s going to be very convenient and so we’re really looking forward to that, even though it’s going to take a couple years.”

Shelby says that he is excited for air-conditioning to be installed in Spangenberg. “Air-conditioning will be a good thing to do,” he said.

Junior Maddy Kaplan, who will be part of the tech crew for “The Music Man,” says that she is disappointed she won’t be able to stage a show in Spangenberg, but she is excited for the renovation. “I didn't join theater until sophomore year when we did ‘A Midsummer Night's Dream’ in the round on the stage, so other than working on the Choir-Staff Musical, I've never gotten to do a show fully in Spangenberg,” she wrote in a Facebook message. “I am really looking forward to seeing all of the changes made to our school in a few years, but it's sad I'll never be able to work on a real show with the house and lobby of Spangenberg.”

Stevenson believes the new Wellness Center will be beneficial for students. “When you go to college campuses, there’s often a student center where a lot of those resources are consolidated, and [having a consolidated Wellness Center] will be really helpful, for ease of use, access and privacy for students,” she said.

She says this project will be a stepping stone for future construction projects to build off of. “When we have that additional space, we’ll have some areas that will free up and we’ll have to think about how to relocate things and what other improvement projects and beautification things can happen in the future,” Stevenson said.

Knowing that construction will be frustrating for students, Stevenson says it is important to think about the improvements that will come from the project. “I look at construction as a motto for life: that things are constantly evolving and changing and sometimes change is really difficult, painful and irritating—and construction can kind of be that way—but after you go through it, you end up with a more functional and evolved perspective of our campus which will be exciting,” she said.

News

Friday, December 2, 2016

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Campus follows public health measures to protect students Carolyn Kuimelis Copy Editor

Since mid-September, there have been multiple cases of pertussis in the student body, resulting in increased health precautions from administration. Pertussis, more commonly known as whooping cough, is a highly contagious respiratory disease that can be life-threatening for infants. Cases of whooping cough have been common in Palo Alto, with the last outbreak taking place at Palo Alto High School in 2006.

Whooping cough is categorized under California Health and Safety Code 120335 as an infectious disease that requires an immunization requirement. The Palo Alto Unified School District (PAUSD) Board policy states that students infected with any disease under this category can be excluded from school unless written permission of a health officer is provided.

According to Principal Dr. Denise Herrmann, because Gunn has had more than three cases of whooping cough within a 30day period, the Santa Clara County Public Health Department has given the school additional measures to follow to maintain the safety of students and minimize the spread of whooping cough. Teachers have been instructed to send students to the nurse if they are coughing excessively. After the nurse assesses the situation, the student may be required to get tested for whooping cough by a physician. “We did have students over the last two weeks who came to the nurse and [were] then sent home, and their parents needed to take them to the doctor to have a test before they could return to school,” Herrmann said. “Just in case they were infected, we didn’t want them infecting any more students.” Additionally, the district is required to send out an exposure notice to families of

students in classrooms where there has been an exposure to whooping cough.

Senior Kiana Fong, who was in a class exposed to whooping cough, decided to get tested for the disease as a precaution.

Whooping Cough Cases per 100,000 People in 2015

Jackie Lou

According to Fong, when she visited her doctor, he was certain that she did not have whooping cough and told her to take Tylenol. One week after being tested, Fong was escorted out of class on Oct. 21 without warning, and she was told she could not attend school or any school events. Despite having a doctor’s note, Fong was not allowed to attend any homecoming festivities. “I think the administration could have talked

to me about it more instead of just saying I wasn’t allowed to [be at school],” Fong said.

“I think they could have been more understanding of what really happened. Listen to my situation, listen to my doctor.”

However, whooping cough is classified as a communicable disease, which means that physicians are required to report positive test results to The Santa Clara County Public Health Department.

According to PAUSD Communications and Community Engagement Officer Jorge Quintana, Public Health then reports these cases

working with Gunn to make sure infected students are receiving proper treatment.

“The department has also conducted a contact investigation, which means interviewing each case to identify their close contacts, who are most often family members,” Alexiou wrote in an email. “These close contacts may be recommended to take the same antibiotic treatment before their test results come back,” Alexiou says.

Herrmann, who has had close contact with students diagnosed with whooping cough, felt herself getting sick and got checked for the disease on the Monday before Thanksgiving break. “It’s important to me to be modeling what we want our students to be doing, so Santa Clara as soon as I felt that I had County symptoms, I went to urgent 8.0 Cases care,” she said. She returned to school after completing the required five days of antibiotics.

Senior Tessa Vetter, who was California sent home after a teacher heard 12.3 Cases her coughing, missed two days of school. Although she brought in a doctor’s Statistics from California Department of Public Health note clearing her, she was told that she was not alto schools along with directions that they lowed on campus until her official must follow. Some of these directions in- results were in. “I was totally healthy, and I clude how long a certain student must ended up missing a test and an in-class essay stay home from school. This means because of it, and it’s just a really frustrating that a doctor’s note saying a student can thing, especially because I was cleared by the come back to school will not suffice, and doctor,” she said. “It didn’t seem necessary for schools must follow the Public Health re- me to still be out of school.” ports. “That’s the whole reason why we have Because whooping cough is so contapublic health, because individuals may keep gious, the Public Health Department wants those things secret, and even though they’re to ensure that schools are taking the neccontagious, they might continue to go about essary precautions to protect students and their daily lives,” Herrmann said. teachers. “While we want all of our students According to Santa Clara Valley Medi- on campus actively engaged in learning, cal Center’s Public Information Officer Joy their safety and that of their classmates is Alexiou, the Public Health Department is a top priority,” Quintana wrote in an email.

Snapshots: School gathers for annual Turkey Feast It’s nice to have a certain day of the year where everyone’s rushing to do something. It’s fun to have Thanksgiving together. Your friends are your family in a way, and this is a way of celebrating it together.

—Juan Santos, 12

It’s nice that the school comes together to enjoy a meal together. I really enjoy being able to have a feast with my friends.

—Sophia Lu, 9

This year, it stood out to me that we had a huge shortage of turkey, but we managed to get it together.

—Nicole Nemychenkov, 11

I like how Thanksgiving is a family holiday, and it’s not all about buying presents for people or material things.

It’s a chance for people to come together.

—Annie Leonard, 10

—Compiled by Janet Shea

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Forum

MENTAL DISABILITIES: IMPLICATIONS Avoiding mental disability jokes lifts stereotypes, promotes acceptance Cassandra Bond “I am so OCD, I just organized my pens by color!” “Do you have ADHD? You can never pay attention!” Comments like these are heard around campus all the time, with little respect for others’ feelings and conditions.

While it is easy to joke about, comments about mental disabilities fail to promote the wellbeing and acceptance of those with disabilities. It creates a negative environment where people with disabilities may feel hurt and misunderstood. It is

important to encourage the correct view of disabilities such as Obsessive Compulsive Disorder (OCD), Attention Deficit/Hyperactivity Disorder (ADHD), and autism so that students can feel comfortable and confident in their difference. Trivializing disabilities creates a negative stigma

“Students who have ADHD, OCD or any other mental disability want to feel as safe and accepted as anyone else. ”

that does not follow the Not In Our Schools mentality.

A common mental disability is ADHD, which results in difficulties with paying attention.

Children with ADHD can have trouble staying on task, and can sometimes display fidgety and overly talkative behaviors. The Center for Disease Control reports that 11 percent of children ages 4 to 17 have been diagnosed with ADHD as of 2011. Considering 11 percent of children have ADHD, it is important to keep in mind the high chance of someone being affected by any derogatory conversa-

en Sherry Ch

tions.

Although it can be difficult to understand someone else's conditions, joking about them does nothing more than cause more insecurity. This is made increasingly clear given that, according to the Center for Disease Control, parents of children with ADHD reported almost three times as many peer difficulties than parents with children who do not have a history of ADHD. These peer difficulties stem from seemingly harmless jokes that can have serious repercussions on students’ social and mental well-being. Parents also reported that along with being more likely to have peer difficulties, children with a history of ADHD are 10 times more likely to have problems that affect relationships. For students with ADHD already struggling to keep healthy relationships, joking about another person's struggles

“people

who have actually been diagnosed with OCD may be washing their hands until they bleed. ”

only adds to the difficulty of social situations for students with ADHD. Along with the social challenges of having a mental disability comes insecurity. With

“What

one says does make a difference, so choose to help others rather then agitate the already negative stigma behind mental disabilities.” fear of judgment already prevalent in teenagers, feeling peers’ negativity does not help one’s self-esteem. According to a study from the Archives of General Psychiatry, kids with ADHD are four times more likely than their peers to become depressed. Adding negative peer influence does not promote a healthy well-being for students who already have a higher risk of mental illness.

Another disability that is often joked about is OCD. Understanding Obsessive Compulsive Disorder claims that approximately 3.3 million people in the U.S are diagnosed with OCD. Many assume that doing things like organizing your pens in rainbow order counts as being OCD, without knowing that people who have actually been diagnosed with OCD may be washing their hands until they bleed.

With all of the common misconceptions behind OCD, it is easy to joke and judge and get caught up in the media's influence with shows and movies portraying the horror behind overly exaggerated mental disabilities. Fixing this stigma starts with being

aware of all the people that suffer from mental disabilities and respecting everyone's differences no matter the issue. To combat these stigmas, it is essential to stand up to those who casually make derogatory remarks, as well as work to understand fellow classmates’ challenges. Next time someone jokes about another student having a mental disability, or attributes it to their own behavior, people should let them know their speech can be offensive to others. Students who have ADHD, OCD or any other mental disability want to feel as safe and accepted as anyone else.

Another key aspect to reducing mental disability stigmas is to stay informed. Understanding a disability beyond what one hears on campus gives insight into the full picture of someone's struggles. Instead of assuming that others’ jokes do not make a difference and are not offensive, be the informed friend who knows what someone with disabilities are going through. What one says does make a difference, so choose to help others rather then agitate the already negative stigma behind mental disabilities.

—Bond, a senior, is the Changing the Narrative Editor.

Forum

Friday, December 4, 2016

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IN SOCIETY, MEDIA REPRESENTATION 1 in 100 children and adolescents have OCD

eL Jacki

ADHD affects 9% of teenagers

Staffer learns to accept disability, herself

ou

Katie Zhang

MENTAL DISABILITIES IN ADOLESCENTS Genetics can play a role in determining mental disabilities

Statistics from Dual Diagnosis

Mental disabilities poorly portrayed in media feel insecure because of their disability.

Although some may say that the Highlighting these insecurities in TV shows or movies confirm these feelings use of characters with intellectual or of embarrassment. It can also contrib- developmental disabilities in enterute to mental health issues. According tainment is harmless, people with disabilities are inaccurately to the Anxiety and Depression AssociaGrace Tramack represented in the tion of America, 50 percent of adults media. Accordwith ADHD also have some kind In its first trailer, “Suicide Squad” of anxiety or mental health dising to a Ruder“People used a mental health asylum to frighten order. People with disabilities man Family with disabiliviewers and portrayed its main char- deserve to feel safe and confiFoundation ties deserve to acters as “freaks” because of their dis- dent; calling attention to what report, only abilities for entertainment. Many other they may perceive as faults feel comfortable five percent media outlets have also contributed to can increase their risk of deof disabled in their own the stigma of disabilities such as Ob- veloping mental health issues.

H ollywood skin.” sessive Compulsive Disorder (OCD), characters are Furthermore, using disabiliAttention Deficit Disorder (ADD), At- ties in entertainment perpetuates a played by distention Deficit Hyperactivity Disorder detrimental stigma. Some examples of abled actors. The oth(ADHD) and more. The stigma that movies and TV shows that negatively er 95 percent are nondisabled people, these entertainment outlets creportray disabilities include “Amer- and therefore cannot accurately porate is one of awkwardness ican Horror Story: Asylum,” tray their characters. Until someone and fear. Using diswhich uses a mental asy- has experienced what it is like to live abilities as a point “Society lum and its patients with a disability, they have no right to of entertainment to provoke fear in speak for those who have. should stop or horror in film Ultimately, producers in the enterviewers, “Suicide using real, perpetuates a Squad” and “The tainment industry should stop using harmful and personal issues Big Bang Theory,” disabilities as a means of horror and misleading stigwhich makes fun of amusement, as it perpetuates the stigas a means of ma surrounding main character Shel- ma around people with these disabilientertainthe disabled; the don Cooper for his ties and is disrespectful. Until producment.” exploitation of this lack of social skills and ers find an appropriate and equitable topic should therefore OCD. Mocking disabilities way to depict disabilities in movies be eliminated from the creates stereotypes of people and TV shows, society should stop usentertainment industry. with disabilities, portraying them as ing real, personal issues as a means of Using people with disabilities in or- socially awkward, unaware, unintelli- entertainment. People with disabilities der to convey horror or entertainment gent or powerless. Hollywood typically deserve to feel comfortable in their is discourteous and rude. For example, presents a more sugar-coated version own skin, and removing obstacles that in “Suicide Squad,” Harley Quinn is a of disabilities, instead of showing the make them inhibited or self-conscious point of entertainment because of her hardships that come with them, leaving should be the starting point for removactions such as stealing and acting ag- viewers with a misconstrued percep- ing the stigma around disabilities. gressively toward her friends. People tion of how people actually cope and with disabilities, like anyone else, can live with mental disabilities.

—Tramack, a sophomore, is a reporter.

When I told people about my diagnosis with Attention Deficit Hyperactivity Disorder (ADHD), my interactions with them changed drastically. Having ADHD means that I struggle with aggression and occasionally, I cannot control myself when making decisions. I do not think about all the effects that my decisions have on other situations. When people found out I had this disability, they perceived me as a disadvantaged person, making me feel more insecure and self-conscious than I already was. I have been laughed at for the way I talk and for the way I move around. Seeing students or any person with a mental disability reminds me of how important it is for people to raise awareness about mental disabilities.

It is not easy for someone to live with a disability, and being judged makes it harder to overcome.

In fourth grade, I learned about the disability I had, and that struck me hard. Ever since then, I was afraid of being judged or teased by other students at school for my disability.

But I learned from friends that I should accept who I am and keep moving on with other activities. I cannot just snap my fingers and have my mental disability disappear. When I went through therapy, my peers laughed at me because it was really easy for me to get angry or sad. Now, as I look back, I feel like I should’ve stood up for myself and accepted myself, along with my condition.

When I entered seventh grade, my parents enrolled me in an class called Academic Communications, which was a class that included students who had all sorts of different disabilities. I was glad that I found people who shared similar feelings with me. However, I was also a bit ashamed to tell my peers in other classes that I was enrolled in that class because they knew that Academic Communications was a class for special education students. When they found out, they looked down on me. They all refused to work with me on projects and talk to me. All I wanted in middle school was to fit in.

Now, although I am still looked at strangely for having my disability, it affects me less than before. I used to see myself as an awkward person with nothing good inside of me, but I soon realized from volunteering at homeless shelters that I have the ability to put a smile one’s face. Still, helping people did not make me fully accept who I am and what I have; I learned to accept myself from the friends who were with me every step of the way. I figured out how to acknowledge my identity by helping other people and seeing the great things that I had within me.

I still have ADHD and I will always admit having it. Having a disability taught me to care for others because I know what suffering feels like. I want people with disabilities to know that they are not alone in anything. Now, telling people that I have mental disabilities is not such an issue for me. I am more comfortable about telling others now than before because I finally learned to appreciate myself.

—Zhang, a sophomore, is a reporter.

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weighing benefits of vegan lifestyle HEALTH Seungik Shin Fifty-three percent of vegans choose to be vegan to improve their health in the United States, according to a study published by Vegetarian Times.

A vegan diet helps lower cholesterol levels

and blood pressure, but in doing so takes and eggs have ample Vitamin B12, plants away vitamin intakes and has many negative contain none. According to the American effects on physical health. Veganism should Journal of Clinical Nutrition, German rebe avoided for a person to maintain his or searchers found that 92 percent of the stricther health. est vegans had B12 deficiency. According Having a vegan diet deprives one of to an article in Medlineplus, Vitamin B12 necessary nutrients. According to SFGate, deficiency can have drastic consequences on protein is one key nutrient missing from one’s health such as dementia, depression, the vegan diet. The role of protein in nerve dysfunction and memory loss. our body is paramount: proteins Vegan diets are naturally low build and maintain all the in saturated and trans fats, “Having cells and tissues in the body. reducing one’s risk of developMost muscles and organs are ing heart disease and related a vegan diet made up predominantly of complications. However, deprives one protein and are responsible vegan diets and plant-based of necessary for almost all of the body’s vitamins and minerals are nutrients.” processes. Plant foods, such not as easy for a body to abas tofu and nuts, are unable to sorb as nutrients from animal replace meat and other animal foods. The body absorbs as much products that contain the necessary as 35 percent of iron originating from complete proteins for the body. A vegan diet animal sources, which is called heme iron. is void of these protein-packed foods.

Plant-based iron, which is called nonAnother necessity that vegan heme iron, is more difficult to abfoods lack is Vitamin B12. sorb. A person only absorbs While meat, milk two to

20 percent of the non-heme iron one gets from spinach, soybeans and other vegan foods. This can lead to iron-deficiency anemia, which can cause a person to feel tired, have shortness of breath or demonstrate poor ability to exercise.

A vegan diet lacks the necessary nutrients to support the human body. It lacks protein, vitamin B12 and easily-absorbable iron which can lead to various undesirable side effects. Therefore, a vegan diet is a poor choice when considering the overall impact on one’s health.

—Shin, a sophomore, is a reporter.

ha R ic

ENVIRONMENTAL

Ninety-five percent of people eat meat, dairy and eggs. What p e r w e e k , t h e many of them are likely unaware carbon dioxide savings of are the detrimental effects that would be equivalent to if 50,000 meat production and factory farm- cars were not driven on roads.

Additionally, 75 percent of factory farms ing can have on our environment.

One of the most significant contribute to unregulated pollution. For issues facing California today is example, there is far too much excretion the drought. We are always told from the animals living on these farms to be to take shorter showers or turn off sustainable. Most of the manure is toxic bythe sink when we are brushing our product. In addition, agricultural chemicals teeth; however, one form of water are used to grow the food that factory animals conservation is being ignored. It consume, which hurts the ecosystem. requires 2,500 gallons of water Aside from factory farming, overfishing has to produce roughly one pound of proven harmful to many ecosystems and meat compared to a protein alter- contributed to dead zones in the ocean. For native, like tofu, that only requires example, the term “fishing down the food 302 gallons per pound to produce. web” has been coined to describe fisheries Switching to vegan options instead that have depleted certain species of fish and of meat saves thousands of gallons now have no other option but to hunt for per meal. If there was less demand smaller fish and marine organisms. While for meat and animal products, the this situation affects individual fish, the real problems associated with Califor- issues arise in the ecosystems as a whole. nia’s drought could be drastically Without certain species of fish, ecosystems fall apart. Overfishing also contributes reduced. In fact, farmed to dead zones, where entire areas animals consume half of the ocean are totally void of of the water in the “If there marine life.

United States. was less deFor the environment, it Global warming is also is undeniable that going mand for meat, greatly affected by factory vegan can make the most California’s farming. According to a significant positive impact. report by the Food and drought could Without the demand of Agriculture Organization be dr astically meat from people, factory of the United Nations, 18 reduced.” farming and overfishing will percent of all human-induced be a thing of the past. While greenhouse gas emissions are recycling, not driving everywhere due to animal agriculture. This and taking shorter showers all have includes 37 percent of methane emissions and 65 percent of nitrous oxide emission. positive environmental impacts, going vegan Factory farming and meat production also is the best way to make a significant and release incredible amounts of carbon dioxide widespread difference. into the atmosphere. If every American were —Wayne, a senior, is a Centerfold Editor. to eat one less meal that included meat

ing that often results in blindness, extreme pain or death. These procedures include the horrible practice of applying chemicals to the skin and eyes of live animals. Instead of condoning the cruel practices of animal testing, people often adopt a vegan lifestyle by choosing products from companies that opt for more ethical alternatives, like cruelty-free safety tests.

Another unethical practice of the animal industry that going vegan helps fight is Sohini Ashoke over-breeding. According to the American Society for the Prevention of Cruelty to Animals, cows only produce milk when The mistreatment and abuse of animals preparing for birth. Therefore, dairy farms in the food industry is one issue that does artificially inseminate cows once a year not receive enough light. In most of the to ensure constant milk production. The United States, abusing, maiming, mumajority of dairy cows’ lives are tilating or wounding pets is ilspent pregnant. The calves are legal; however, most animals often slaughtered in order in the food industry receive “Going to make the mother’s milk this kind of abuse daily. vegan is a available for collection.

By consuming meat or Going vegan and foregoway to fight dairy products, people ing cow milk helps avoid animal abuse in are giving money to orsupporting the cruelty of ganizations and people the food over-breeding. who kill and abuse innoindustry.”

By practicing veganism, cent creatures that deserve people help keep animals the right to live. Some cruel safe from the perpetual abuse practices these animals undergo of companies. The meat from aniinclude overcrowding, caging, teethmals that suffer throughout their life before clipping and tail-docking, most of which are being killed is not just bad for the animals, performed without anesthetic to cut high but also bad for the consumers. According costs. These animals are also often subject to the Food and Agriculture Organization to unsanitary environments and physical of the United Nations, the amount of cruelty abuse from workers. Going vegan and and stress that animals raised for slaughter refusing to support such practices is a way have endured directly correlates to the qualto fight animal abuse in the food industry. ity, tenderness and perishability of the meat Another unethical aspect that veganism that is given to consumers. Fighting animal alleviates is animal testing. According to cruelty is thus in consumers’ bests interests.

People for the Ethical Treatment of Animals By switching to a vegan diet, people can help (PETA), 100 million animals every year promote a more peaceful life for animals. are subject to physical experimentation.

In order to ensure the safety of chemicals, —Ashoke, a sophomore, is a reporter. companies put animals under painful test-

ETHICAL

Mikaela Wayne

u rd Y

Friday, December 2, 2016

9

Low-wage jobs offer students real-world experiences Minimum-wage jobs provide students with Restaurant host job skills, experience essential for future careers worth time, effort Matthew Oh

­—Pan, a senior, is a Features Editor.

It’s no surprise to many of us that we will have to get a job when we grow up. After all, that is what high school and college is supposed to prepare us for. Some people choose to get an internship that corresponds with their career path in order to develop career-oriented skills.

However, taking a minimum-wage job is also a valid path to prepare for the future as it provides essential work experience and skills.

The majority of minimum-wage jobs are in the retail and food industry, where workers can be paid anywhere from $7.25 an hour, which is the federal minimum wage, to statemandated minimum wages; California has a minimum wage of $10 an hour. By means of minimum-wage jobs, students can learn important soft skills that are essential for any career path they choose to follow in the future.

One benefit of a low-paying job is that they are relatively easy to apply for. Many minimum-wage jobs have little to no technical skill requirements.This levels the playing field so that people of any academic achievement or previous work experience can compete for the same job. This trait is especially advantageous for high schoolers who have never had a job before, pro-

as possible. There is also minimum hand-holding, so workers must have the confidence and independence to make some judgment calls themselves.

Improved interpersonal communication is another benefit of taking a minimum wage job. Most minimumwage jobs involve customer service and require skills in small talk and dealing with difficult clients in a professional manner. Because of these experiences, employees learn patience as well as stamina. In addition to improving communication with clients, a minimumwage job can also teach students about workplace dynamics, like how to make friends with colleagues or deal with a demanding boss.

These abilities can come in handy later down the road when networking and forming connections in a career where it counts.

If a year-round job seems too big of a commitment, a summer job is another way to experience a minimumwage job. The only caveat is that businesses perhaps might not be as willing to hire short-term workers.

However, there are jobs, like camp counselors, that only open in the summer as well.

Taking a minimum-wage job can help students adapt to a workplace environment and better prepare them for the future. Although these jobs may not teach specialized workforce skills, they teach social skills that are essential for the jobs they choose to take on in the future.

Ariel Pan

viding the work experience needed in higher-level jobs.

It also teaches skills needed in applying for jobs, like sending in a cover letter and résumé or sitting through an interview.

Wages earned through a minimum-wage job can also be saved to defray costs for college. According to studentloanhero.com, the average class of 2016 college graduate has $37,172 in student debt. Although the earnings from a minimumwage job may not be much, if the money is placed in a bank account, it will accrue interest (the national average interest rate is 0.06 percent, according to CNN), which can add up to hundreds of dollars in the long run.

Already having savings in one’s pocket can help relieve money pressures, especially if a student is also planning to attend graduate school.

College is often much busier than high school; therefore, there is not as much time to work or find a job. That said, previous work experience from a minimum-wage job in high school could make one a better candidate for some other minimum-wage job in college. Students who work minimum-wage jobs in college can reap long-term benefits from added earnings in their bank account and improved work ethic.

A minimum-wage job also teaches time management and accountability.

Unlike extracurriculars or tests, work shifts cannot be changed at will, and students must be on time for every shift. Workers are expected to learn the trade very quickly and get it right as soon

This past summer, I started working as a host for the Fish Market Restaurant. At the 80-table restaurant, I greet and interact with guests and answer telephones. The job sounds easy, but it wasn’t for me initially. On my first day, when I was asked to demonstrate my phone-answering technique, I froze. Could I do this? Should I do this? I could be doing anything else—hanging out with friends, sleeping or even starting my college application essays. Was sacrificing all of that enough to make earning just above minimum wage worth it? However, five months into the job, I’m glad I stuck with it. A seemingly pedestrian job has become one of the most meaningful things I’ve done.

I have come to the realization that strangers aren’t as scary as they seem to be. Going into the job, I had the impression that most of the customers would treat me as an inferior.

While I have dealt with my fair share of impolite guests, the vast majority are very kind— nearly everyone says “thank you” after I seat them.

I was also not expecting to be impacted so greatly by the other workers. Most of the workers at the restaurant are not full-time employees. I suspect it’s because financial benefits are only given to full-time employees, so nearly everyone there has to work multiple jobs. Despite their hardships, most of the people there are genuinely nice and friendly.

Living in one of the most affluent areas in America, the struggles of service workers are too often forgotten. Learning about their lives has made me more cognizant of the broader human condition in our area.

While I have been fortunate enough to do this work for my own financial benefit, my parents were not as lucky growing up. Both were from immigrant families living in urban areas, forced to work at an early age to supplement their family income. I take pride in being responsible the way they were at my age.

A great moment for me was when I was able to pay for my father’s family birthday dinner at a fancy steakhouse. Although I picked up the check without hesitation, I’ll admit I swallowed hard when I saw the bill. I stared at the number, hoping there was a mistake. Overwhelming my initial sticker shock, however, was the sense of pride which swelled within me. For the first time, I was able to provide for my family.

Finally, working has taught me lessons about what it means to be an effective leader. I learned these lessons from a fellow host, Francisco. He spoke to guests without hesitation, would immediately grab the phone when it started ringing and knew exactly where to sit every customer—he cared so much about excelling in a relatively simple job. Even though Francisco technically held the same position as me, his work ethic made me respect him as a leader. I realized the power of leading by example: setting a high standard makes followers want to live up to that standard and motivates people to exceed.

As I look forward to college and eventually having a career, I will always have the lessons of my first job to draw from. ­—Oh, a senior, is a Business Manager.

Graphic by Jeffrey Yao

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Features

Friday, December 2, 2016

Fun holiday volunteer opportunities in the Bay Area YCS booth at VA Craft Workshop

Palo Alto Art Center Teen Takeover

Amanda Lee Tech Editor

Evalyn Li Reporter

Every year at the Veteran Affairs (VA) Holiday Craft Workshop, veterans can make various arts and crafts items for their homes or for gifts. This year, the Gunn Youth Community Service (YCS)-Interact club will have a booth where veterans can make clothespin snowflake ornaments. According to YCS Palo Alto Youth Program Director Ashley Yee-Mazawa, club members will prepare the snowflake kits ahead of time in their weekly meetings and help out at the booth. Students not in the club are also welcome to volunteer at the booth during the event, which will be held Dec. 7 from 4:30 p.m. to 9 p.m. at the Menlo Park division of the VA Palo Alto Health Care System.

According to YCS Club co-president senior Anushka Joshi, it is a wonderful volunteer experience. “It’s a really heartwarming holiday opportunity and a great way to give back to our community and honor veterans at the same time,” she wrote in a message.

Sign up to volunteer for the event at tinyurl.com/ycsiholiday16 under Veteran’s Craft Fair.

The Art Center plans to host its second Takeover: Teen Creativity Party, a night for students interested in art and looking for creative outlets. This event is made by and for local teenagers. Students may provide their thoughts, gain leadership skills and earn community service hours when they join the advising board. The work involves creating programming that links teenagers to art and artists. The event will also feature food, music and other activities. The upcoming event will be on Feb. 10 at the Art Center from 4:30 p.m. to 5:30 p.m.

The first volunteer meeting to help organize the event will be on Dec. 8, followed by two more meetings before the actual date. More information can be found on the Art Center website, Facebook or through contacting the Palo Alto Art Center’s Director of Volunteer Engagement Grace Abusharkh at grace.abusharkh@cityofpaloalto.org.

Ways to give back to the community 1. Attend a Fun Run so you can exercise and have fun while donating money to a worthy cause at the same time. Some runs include The Color Run, Relay for Life and Juana Run. 2. Walk around school or your neighborhood with a plastic bag and some gloves. Pick up any trash you see to help keep your environment clean for others.

3. Volunteer to become a tutor in the Academic Center or offer to tutor a friend. Tutoring is great way to contribute to your community with your knowledge.

4. Get involved in an environmental project such as planting trees or cleaning up waterways.

6. Look for volunteering opportunities you are passionate about and can give 100 percent to.

8. Consider the skills you have to offer and choose something that you know you can do the best job on.

9. Be an active listener to your community and take the feedback you hear into consideration when you start a new project.

—Compiled by Emma Chiao

Tiffany Chen

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Features

Friday, December 2, 2016

Palo Alto youth groups foster sense of community Project Enybody teaches environmental awareness

PAYC encourages teen input in community

Joanna Huang Reporter

Tim Sun Sports Editor

Courtesy of Elizabeth Hood

Members from the Grace Lutheran Church Youth Group smile for the camera after a successful meeting.

Church group enriches peer, faith relationships Jenna Marvet News Editor

The Grace Lutheran Church Youth Group has made their meeting room their own: one wall is covered with chalk paint and photos from their service trips, and another is covered with Sharpied prayers for anything from good grades on tests, to healing the U.S. Comfy couches fill the room next to piles of costumes from a haunted house put on for the community in October. On tables around the room, candles have been lit to pray for someone in need.

The group meets every Wednesday for students in ninth through 12th grade at Grace Lutheran Church in Palo Alto. When planning weekly youth group meetings, Director of Children, Youth and Family Minister Elizabeth Hood tries to figure out exactly what the members need on that particular day. “High schoolers really need a place to let off steam and destress from the day, so sometimes we end up just talking and laughing with each other,” Hood said. “Last week, though, I felt that they needed a time to reflect on the state of the country with interactive prayer.”

In addition to their weekly meetings, the group travels across the U.S. to participate in events with the greater Lutheran church.

Two summers ago, they went to Detroit, MI for a Lutheran youth gathering, and last summer, they attended a camp in Montana.

On all of their trips, community service and faith-building are important factors.

Senior Inger Smuts is an active member of the youth group and a youth leader in the local Lutheran community. “Our church is unique in that we give youth a lot of opportunities,” Smuts said. “Being involved in my church at a young age has allowed me to be more interested and connected to my faith.”

The Grace Lutheran Church Youth Group welcomes all high school students to its meetings and requires no membership. “If you are longing for a relationship with your peers and to dig deeper into your faith, this is a great place for you, and you will be welcomed,” Hood said.

The Palo Alto Youth Council (PAYC) is a teen organization that works with Palo Alto City Council to find solutions to teen issues. The group is sponsored by the City and is comprised of 20 teens from Palo Alto schools.

Students in the group are divided into various sub-committees through which they work on community projects. One of PAYC’s major events is an annual mental health forum, during which students and adults come together to discuss topics such as stigma, academic stress and familial pressure.

PAYC also partners with Think Fund, formerly known as the Bryant Street Garage Fund, a community organization that finances student projects. Senior Kevin Ji is a member of PAYC and organized last year’s intramural basketball tournament, which was created to counter stress among students. “I really enjoy planning activities for the community at large,” he said. “I can really feel creative in order to create solutions for student issues.”

PAYC is also planning other events like a job fair in downtown Palo Alto to connect students and local businesses. The council is currently working on PA Roots, a literary magazine that gives high schoolers a platform to voice their opinions, and Titan Triumph, an initiative to reward students for more than just their academic achievements.

Ji encourages students, particularly underclassmen, to join PAYC to get involved in the community and have their opinions heard. “We live in the city of Palo Alto, so every action that City Council does really affects each and every one of us, and I think that everyone should have the opportunity to express their voice,” Ji said.

Courtesy of Palo Alto Youth Council

Courtesy of Palo Alto Youth Council

Students from the Palo Alto Youth Co u n c i l f a c i l i ta t e g r o u p d i s c u ssion during a mental health forum.

Courtesy of Chloe Shrager

BBYO chapter El Al enjoys an overnight camping trip at Balaban Ranch.

BBYO promotes, provides leadership opportunities Bridgette Gong Reporter

“More Jewish teens, more meaningful Jewish experiences” is the mission statement of B’nai B’rith Youth Organization (BBYO), an international youth leadership group for Jewish teens from grades eight through 12. On Saturday nights, members participate in programs planned by other members that encompass new topics and lessons that double as both a fun and insightful experiences. Disability Awareness Night and Ben and Jerry’s Night covered ways to understand and respect those with disabilities, as well as ways to take social action and raise awareness for current issues. Occasional Friday night services are held to commemorate the holiday Shabbat, and large weekend-long conventions are held three times a year.

Sophomore Chloe Shrager participates in El Al, a BBYO chapter in Palo Alto, and loves BBYO’s welcoming atmosphere of community. “I was first brought to BBYO as a prospective member in ninth grade,” she said. “From my first event, I felt not only welcomed, but also wanted and valued in a community where nearly every person I met had a different personal definition of Judaism, but still listened and learned from others instead of judging them.”

Shrager is grateful for not only everything BBYO has taught her, but also how it has impacted her. “I have learned a lot about myself in BBYO, including a lot of my personal Jewish values and my confidence as a younger leader,” she said. “I owe that strength and knowledge almost entirely to this organization and the people I’ve met.”

Senior Coby Simler has had several experiences that serve as milestones for his growth, appreciation and leadership for BBYO. “I took advantage of a constructive culture that quickly ushers teens into a rewarding spectrum of opportunities to step up,” Simler said.

Becoming a member of his local chapter, SiWi, has played a significant role in Simler’s leadership development, thanks to all the support and encouragement of the organization. “More inf luential than teen-led initiatives is the support that is fostered in BBYO,” Simler said. “My local chapter accepted me—a trembling eighth grader—when running for a board position. Now, as a senior, I dedicate myself to organizing 200+ person conventions for teens from around Northern California so that they too can support each other in growing as leaders.”

On a family trip, Palo Alto High School alum William Zhou found himself distraught by Alaska’s glacial meltage. He loved nature, and it was going away.

For this reason, in 2013, Zhou founded Project Enybody. Project Enybody is a teen group that plans projects and events to combat and raise awareness for environmental issues. The “Eny” of Enybody stands for Earth Needs You. The group has presented at conferences hosted by Zero Waste Youth Convergence and Youth for the Environment and Sustainability. They have spoken about environmental impacts at City of Palo Alto and school board meetings. Around 200 to 300 people attended Project Enybody’s GreenFest, a one-day exposition on practical ways families can become more environmentally conscious.

Sophomore Joy Huang joined Project Enybody two years ago after attending GreenFest. “The experience was spectacular, and I couldn’t believe that it was organized by high schoolers because I genuinely thought that it was designed by adults,” she said.

Palo Alto High School junior Leo Trejo, who has been videographer of Project Enybody for three years, also appreciates the teen-driven aspect of the group. “I feel more comfortable around other people that are my age, and doing stuff with people that are similar to me and go to the schools around me,” he said.

Huang recommends high school students who are looking to gain leadership skills, network with the community and help the environment to join Project Enybody. Trejo adds that AP Environmental Science students needing community services hours should consider this opportunity.

Courtesy of Project Enybody

To p : S t u d e n t s a t t e n d a P r o j ect Enybody information session.

Bot tom: Runners par ticipate in the Great Race for Saving Water.

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Cente

Staffer survives week without social media

Ever Addic

Yael Livneh

SOCIAL MEDIA

Social media is something that I used to aid me every day. In the modern world, technology is so deeply connected to everything we do, that it’s almost impossible disconnect. So, I took it upon myself to make the impossible possible. I challenged myself to not use social media for one week.

I took every precaution I could to prevent myself from even accidentally checking my networks. I shut off all access to all my social media: Instagram, Snapchat, Facebook and set some ground rules: 1.) No answering texts or messages unless it was from other students about school/club-related issues.

2.) Only reading emails from school/clubs. 3.) No answering phone calls.

4.) No use of social networks that involve liking, sharing or posting. 5.) No Netflix, Hulu, YouTube or other video-streaming apps.

I molded these rules around how phone technology was used around the 90s. You’d call a friend, maybe ask them to get ice cream or lunch. Then you’d meet face to face. No Snapchat, no Instagram, no middle man. Armed with an iPhone 6 (that now had the same technological capabilities as a 2007 Nokia) and the terrifying thought that I was 100 percent going to lose my Snapchat streaks, I dove right into the week. I warned some of my friends, those who text me or Snapchat me the most. “Call me later” was a common phrase.

The first day was the easiest—I was used to having the option of using technology, but it was pretty simple to resist the urges. Once I got through the first two days of the week, it became harder. Although I had gotten used to answering phone calls instead of texting, and just sitting and enjoying where I was instead of pulling out Instagram, something was missing. My brain was telling me I needed to be on my phone. Why? Why did I constantly feel like something was out of place if I wasn’t on social media? I had so much spare time this week that I played cards with my family, went to lunch with my older sister and cleaned out my closet. Social media had took so much time out of my life without me noticing, to the point that I thought I didn’t have time in my life; in reality, I had been spending hours on it.

Around the fourth or fifth day, I realized I had an addiction to social media. I was getting over it, slowly. Looking back, Instagram was probably the most difficult app to let go of. It wasn’t because the app was so amazing or interesting or funny. Instagram was something I had used so much for so long that it just became a huge part of my daily life. I wasn’t getting any joy or anything out of it. It was just another part of my routine: post, like, screenshot, DM, follow, repeat. Once the week was over, I realized how useless it was that I used Instagram to measure followers and pass time. Instagram is meant to capture adventures, connect with friends and see what snazzy things your friends are doing. Looking at screenshotted memes and using separate apps to see who unfollowed me was so meaningless. Now that I’m back using technology, I can appreciate it more and use it less. Yes, the week seemed to go on forever, but it was an unparalleled experience.

Exploring the prevA

Students battle vid

Katie Z Repo

A video game addiction may seem it is real. Sophomores Samantha Lee and with mild video game addictions which a “Having a video game and electronic ful sometimes,” Lee said. “I cannot really to play and watch Youtube during class w Salameda struggles less than Lee, alt makes it hard to get things done,” Salam video games with my other friends when Not only does Lee’s addiction affect h health. “Having the addiction makes me affects my sleep arrangements, making m said. On the other hand, Salameda doesn health. “I do think it makes it harder to ge think it really impacts my emotional hea Salameda is not afraid to admit that he about my struggle allows me to feel more Lee feels that she will eventually comb the past my issue was even greater, the a be overcome if I keep trying to reduce m she said.

2

—Livneh, a sophomore, is a reporter.

Tips on Overcoming Addiction

1 Remove things that might trigger the usage of what you are addicted to. If this is something in your house, an object or anything else, take it out of your life.

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erfold

Friday, Dec. 2, 2016

Student justifies shopping addiction

ALENCE of addiction

deo game addiction

Zhang orter

deo games

3

Tell your friends and family that you are trying to vercome an addiction. people you trust can be ost important thing in your road to recovery.

Workaholism proves to be helpful, harmful Akansha Gupta Tech Editor Workaholism is generally considered to be a socially acceptable addiction. Unlike substance abuse and shopping, which take a toll on the body and the wallet, it’s hard to imagine working too hard and too long is an issue. The ordinary person looks at workaholics almost enviously; better a workaholic, they think, than a slacker or procrastinator.

Senior Sophie Krylova, a self-confessed workaholic, is always busy—and she embraces it. “I feel like I always have something to do,” she said. Though she can’t pinpoint exactly when she became a workaholic, she believes it must have been some time during middle school. “I didn’t have homework before that,” she said, “When I didn’t have anything to do, I used to think I should probably study more for the next test.”

Krylova’s workaholism propelled her into high school. She can’t stand being idle, so she keeps herself occupied. “Homework mainly keeps me busy but I also try to read stuff like magazines and books,” she said. “When I’m not doing that, I write creatively.” Yet, despite being hard at work constantly, she doesn’t feel stressed. “Creative writing helps me relax from other types of work and so does reading, but it’s still productive,” she said. “It helps me combine relaxation with work.”

Krylova recognizes that she has missed out on some things due to her workaholism.

“My mom would ask me if I wanted to take a walk or go to the park,” she said. “In reality, I didn’t have much work to do, but I wanted to spend more time on my work.” Ultimately, Krylova thinks workaholism has more inherent advantages than disadvantages because it prevents her from procrastinating.

However, is she really a workaholic, or does she merely have a strong work ethic? The term workaholism is used lightly, sometimes even self-deprecatingly. Psychologists still lack a clear definition for workaholism, as it remains under-researched compared to other addictions. It’s difficult to determine when it ceases to be socially acceptable and when it turns into a harmful addiction.

—Compiled by Jack Mallery

workaholism

m like a joke to some people, but to others, d Kyler Salameda both struggle differently affect their daily routines. addiction makes my life a bit more stressget it out of my head because I really want when I’m not allowed to.” though it still affects him. “It sometimes meda said. “Sometimes I like to talk about n I’m not supposed to.” her daily routine, but also her emotional e think I do it anytime I want, so usually it me feel more emotional the next day,” she n’t think his addiction affects his emotional et things done,” Salameda said. “But I don’t alth.” e is addicted. “I think letting people know e confident in myself,” Salameda said. bat her addiction. “Now I feel like, since in addiction I still have currently will slowly my time on video games and electronics,”

For junior Matthew Skowronski, clothes shopping has been an important part of his life for many years. “In sixth grade I bought this really nice sweatshirt,” Skowronski said. “I wanted to buy more things like it and ever since, I’ve been addicted.”

Shopaholism, the more commonly used term for the disorder called oniomania, is characterized as an obsessive urge to make purchases. To Skowronski, shopping is a daily occurrence. “I’m really always shopping, around two hours a day,” Skowronski said. “I just have a constant urge; it’s usually when I get bored of the stuff I have.”

Skowronski’s need to shop is driven by his love for switching up his style. There is also gratification in shopping that Skowronski acknowledges. “It’s relaxing, and I’m addicted to opening packages,” Skowronski said. “You just buy stuff, and it’s kind of like you earned it if you can get it.”

Skowronski generally shops online, as he finds in-store shopping to be less effective. “I usually take a long time to decide if I want to buy something, and in a store there’s too much of a rush, so I end up with more regrets when shopping from stores,” Skowronski said.

Skowronski knows excessive shopping is not wise, but justifies it with how shopping makes him feel. “I spend too much because I can, but it’s too much,” Skowronski said. “I don’t see it as something that’s a problem because it makes me happy.”

With his love for fashion and clothing, Skowronski doesn’t see an end to his excessive purchasing anytime soon. “I’ve never even thought about stopping,” Skowronski said. “I won’t have money for other nice things [when I’m older] but it’ll be worth it.”

shopaholism

ryday ctions

Paulo Frank Sports Editor

Photo by Vibha Arun

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Features

National Special Education Day celebrates Special Education program aims to provide equal access to education Elizabeth Chung and Grace Ding Oracle/tbn Liaison and Sports Editor In 1975, P.L. 94-142, the law that guaranteed a free appropriate public education to each child with a disability, was passed to ensure equal educational opportunities for students with special needs. This called for the official formation of special education departments at schools across the country.

Gunn’s special education department was founded with the goal of “[making] sure that all students, regardless of mild, moderate or severe disability have equal and equitable access to their education,” special education teacher Courtney Carlomagno said. According to Principal Dr. Denise Herrmann, the department currently serves around 120 students.

Each student has an Individualized Educational Plan (IEP) that details his or her specific needs. “That’s a plan we update every year,” Herrmann said. “It says what the goals of each student are, what kinds of support we are going to put in place and how we are going to know that we are actually helping the student to learn and improve.”

Each student also has one assigned case manager out of the 12 teachers in the special education department. “The case manager communicates with the teachers, the family, the school counselor and actually manages all of the support services,” Herrmann said.

According to Carlomagno, state law says that each teacher can manage up to 28 cases, while at Gunn, each manager currently has around 10 to 14 students.

The district supports the program by

providing the staff allocation based on vices you can only access if you have an IEP, specific needs and disabilities of students. [that’s when] they’d be eligible for special ed.”

“Most special education teachers have a Once a student fits this criteria, the case pretty broad range of students that they can manager is assigned to the student. “The role support,” Herrmann said. “Some [teachers] of a case manager is to work closely with also have specialties and we try to make sure students, families and their teachers to help that we have a staff implement stratthat can meet all of egies, make sure “I think there’s a very fixed the needs of our stuthey are getting dents.” In addition, all the services mindset in the country of what Herrmann and the and accommodaspecial education is. I want administration make tions outlined in people to know that special sure to equip the detheir program, partment teachers monitor the stueducation encompasses all with necessary tools dent’s progress types of people and all types to be successful case on meeting their managers. goals, and to reof learners and students.”

According to Speevaluate, revisit —special education teacher cial Education Ina nd redo t hat Courtney Carlomagno structional Superviprogram with the sor Teri Lee, to receive special education rest of the IEP team,” Lee said. services, a student must go through evaluAll teachers in the department are in ations that are agreed to by parents. “The co-teaching, a program implemented about IEP team determines what assessments five years ago. “There used to be more pullare necessary to determine if the student is out classes, but researchers found out that eligible for special education services and students perform better when in mixedcompletes initial evaluation,” Lee said. “We ability groups because the expectations can look at if the student has a disability and if be higher,” Carlomagno said. “I think a lot of the disability impacts the student’s learning our students are enjoying it because they get and in need for special education services.” to take classes with all their peers regardless Herrmann also stresses that developing of ability level.” an IEP does not have to be the first step for In a co-teaching model, a special educaa struggling student. “Students can self-refer tion teacher works together with the general or parents can say, ‘I’m really concerned for education teacher inside the classroom for my child.’ A team will come together and the whole class. “Those two teachers work we’ll try to use more intrusive interventions together on planning, delivery, assessments, to support the child,” Herrmann said. “If all parts of that specific class to help make we’ve exhausted those and need more ser- sure all students are successful,” Lee said.

“It provides opportunities for both implementation of intervention and intervention, but also enhancement for students as well.”

According to Carlomagno, general education students usually connect special education students to severe disabilities. When Carlomagno was in high school, she also used to think this way because of the limited understanding she had. “I think there’s a very fixed mindset in the country of what special education is,” Carlomagno said. “I want people to know that special education encompasses all types of people and all types of learners and students.”

Although there has been great improvement classroom-wise, inclusion in school activities is still a challenge. “They go to a school event and no one wants to talk to them, so why would they go?” Carlomagno said. In order to encourage students to participate, some teachers offer to go with the student or give students extra points for their inclusion.

For Lee, the most rewarding part of working in special education is no different from that of any other teacher. “It’s those favorite moments watching a student progress, grow, come to some realization, meet a goal and accomplish something,” she said. “Those moments are why me and all teachers love what we do.”

Ultimately, Lee hopes that in the future, the department will continue to evolve and change to meet the needs of students. “We always have students in mind, and I can say that about all teachers in my department,” she said. “It’s always about the students and I’m really proud of that.”

National Special Education day is on Friday, Dec. 2, 2016

i h c u b a T n n y L A S O T n o si u l c n I h t i w Q& A The Oracle: Why did you decide to take this job?

Lynn Tabuchi: I heard great things about this district and about this school. After I had read about the district’s philosophy and vision, I wanted to check things out. This is my second year as the Inclusion TOSA. This year, I also co-teach two classes: Escape Lit with Mr. Igler and Film Lit with Mr. Brown.

TO: What are you doing now to include special ed students?

LT: As Inclusion TOSA, I work with teachers to help provide strategies that allow students to access the general education curriculum. In my role, I work more with teachers and not directly with the students. I do work with the students in my co taught classes, but that doesn’t fall under the job description of Inclusion TOSA.

TO: What are some of the changes in the TOSA’s role from last year?

LT: Last year I was getting to know the students, the staff and the culture at this school. I held informational sessions about different topics that teachers may have wanted to learn more about. I worked with individual teachers that asked for additional support. For this year, I am continuing to work with individual teachers and co-teaching teams, but I am also part of the Teaching and Learning team. I am also co-teaching two different classes.

Features

Friday, December 2, 2016

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anniversary of education equality act Best Buddies Club promotes inclusion of special education students so many more things that people don’t think they can,” Chung said.

Special education teacher Sandra Conklin, who adBest Buddies is the world’s largest organization com- vises the Best Buddies club, sees the positive impact the mitted to ending the isolation of the 200 million people club has already had on her students. “I feel like several of with intellectual and developmental disabilities. The the students have more confidence around their peers on organization strives to help people in the special needs campus just because of the friendships that they’ve made community form meaningful relationships with their in our classroom,” she said. “I see them walking around peers and feel valued by society. They encourage youth campus and being more comfortable joining in groups at to take action in advocating for the Best Buddies mis- lunchtime because they have recognizable faces.” sion statement of fostering an inclusive and accepting In the club, students with varying abilities come environment, and co-founders of Gunn’s Best Buddies together to make friends and learn from each other. A club juniors Kaitlin Chung, Angelica Kolar and Ember typical meeting consists of eating, playing games and lots Lin-Sperry decided to do just that. of laughter. Club members also help the students prepare The three were inspired to start a club by their experi- for the Special Olympics. “We had the most laughter ence with an internship with during the charades games,” Conk lin Magical Bridge Foundation said. “The airplane they had over the summer. “I hope that this club spreads the message flying contest was Magical Bridge Playground that special needs kids and people aren’t awesome, and we is heralded as the nation’s limited, and they can do so many more had a lot of stumost innovative and in- things that people don’t think they can.” dents from around clusive playground, and ca mpus come to —junior Kaitlin Chung watch, even though Magical Bridge Foundation advocates for a community they weren’t part of that is accepting and loving of everyone, despite differing the buddies club.” abilities. “We got a lot of first-hand experience with kids Kolar, whose sister Marilyn and young adults with cognitive differences [during the is part of the Best Buddies club, internship], so we were inspired to start a Best Buddies enjoys that the club allows her to at Gunn, especially when we heard about how successful spend time with her sister and see the Paly Best Buddies was,” Lin-Sperry said. her make connections with other The co-presidents hope to promote Magical Bridge’s students outside of her class. “It ideas of kindness and inclusivity in their own club. “I makes me feel really happy to see hope that this club spreads the message that special that she’s around people that can needs kids and people aren’t limited and they can do make her feel more included in

Carolyn Kuimelis Copy Editor

the Gunn community,” she said.

Conklin appreciates the club’s message of acceptance, and hopes that all students will realize the importance of kindness and inclusivity. “It’s been wonderful for us and wonderful for our students to feel a part of the Gunn community, and I think the Best Buddies club really helps facilitate that inclusiveness and models to all students on campus how important it is to value everyone,” Conklin said.

As for the future of the club, the presidents hope to have events with other Best Buddies clubs in the Bay Area. The club meets in room F-2 on Wednesdays during lunch. “You don’t have to come every week, even if you just want to drop in and say hi, you don’t have to stay for the whole lunch,” Chung said. “It really means a lot to everyone.”

Vibha Arun

Best Buddies Club members play the “Heads Up” game during club meeting.

Graphics by El

TO: What do you do as an inclusion TOSA? LT: My job is to provide support and assistance to teachers to ensure that students have the appropriate support and accommodations to succeed in the general education setting. I also work with teachers and provide strategies that allow student to access the general education curriculum. We work on anything from picking essential standards, designing lessons, providing accommodations, classroom management, etc. The Inclusion TOSA role is evolving as the needs vary at our school site. We try to be sure that we are addressing the needs of our students and teachers at this school.

TO: Is there any area the special ed system can be improved on?

LT: It would be fantastic if we had more education specialists to co-teach in additional subject areas or if we could hire more teachers to be in Robotics or even German. It would be fantastic to have more co-taught classes.

TO: What do you like about Gunn’s special ed program?

LT: All students in special education are included in the general education program. With support, students are able to access the curriculum and participate with their peers. It removes roadblocks for them and gives them the opportunity to be successful.

TO: What strategies do you use to help students gain access to the curriculum?

LT: Something as simple as breaking down material into smaller chunks and allowing students to process the new material. In our Escape Literature class, we provide an audio version of the short stories that we are reading in class. This allows the students to gather meaning from the text rather than getting stuck trying to decode some of the difficult words. The students can follow along with the audio version which also helps to increase vocabulary.

The objective is for the students to use evidence from the story to support their opinion about Sherlock Holmes. The objective isn’t necessarily for the students to be able to decode the story of Sherlock Holmes.

izabet h Zu

TO: How do you work with teachers outside of the classroom?

LT: Part of my role is also working with all of our co-teaching teams. We have planning retreat days once per quarter. Each quarter, I meet one day with our veteran teachers and one day with our new teams. There is facilitated learning in the morning for about an hour to two hours, and the rest of the time is allocated for them to plan. When creating learning opportunities, I always try to include a tactile/kinesthetic component in every lesson. Many teachers know a lot of these strategies and techniques but sometimes need reminders for what might be helpful for particular students. I am currently working with individual teachers and providing them with different strategies that can be used in the classroom to help with engagement, attention and access.

—Compiled by Janet Shea

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Features

Jazz Band holds third annual swing dance at Terman Deiana Hristov Forum Editor

A one, a two, a rock step, a one, a two, a rock step…

The sound of the two instructors carries throughout the Terman auditorium as students sway and spin to the music.

Although it is only in its third year, Gunn’s annual swing dance, held this year on Nov. 18, has already become a staff and student favorite.

The Swing Dance began in 2014 as a fundraiser for the Jazz Band and immediately received good reviews. “My favorite thing about the swing dance was the Jazz Band and all the singers and that everyone was really excited to be dancing,” junior Tjasa Kmetec said.

Even though there have been some changes, certain parts of the swing dance remain constant over the years, such as the snacks, dance instructors, dance competition and raffle.

According to senior Yael Cohen, the music is similar as well.

“A lot of the songs come back every year: ‘Sing Sing Sing’ is

Cheryl Kao

the competition one and ‘In the Mood’ is the closer,” she said.

Although the consistency of the annual Swing Dance can be a good thing, changes in the program could be a nice change for returning dancers, according to Cohen. “I think it’s good to start at the basics since people who go for the first time might be deterred from dancing if they’ve never done anything and it’s new instructors and they go straight into very advanced moves, but I do think there could be some variation for next year,” Cohen said. “Also, as a performer, it’s more fun if you’re changing up the songs or you put a new vocalist.”

Recently, there have been some deviations in price and venue. “It is a lot of money, especially for it being twice as much as the year before,” Cohen said.

Next year, however, the dance might change venue again and find its way from the Terman cafeteria back to the Gunn gym. “Next year since it’s going back to Gunn because Palo Alto High School won’t need to keep using our gyms, prices are going to be lower and capacity is going to be higher, so lots of people can come for cheaper,” Cohen said.

Despite changes, the live music atmosphere is one aspect that attendees of the dance cherish. “I really liked having live music at the dance because we knew everyone who was in the band which made it really fun because our friends were up there and the singers were incredible and they were all Gunn students,” Kmetec said.

To prepare, the Jazz Band practices with a large ensemble of about 40 pieces. “We took a lot of jazz standards and kind of made sure those were a big part of it because most of the Gunn community doesn’t really know much about jazz, and the whole point of the Swing Dance is to interact with the Gunn community and get people into it,” Cohen said. “For most of the music department, it’s parents in the audience, so we were like, ‘How do we get our friends to hear us?’”

According to Big Band Jazz Ensemble director Keith Hunter, students practiced 10 to 14 hours a month to prepare the music. For the Jazz Band, the addition of singers was also a unique experience. “[Having vocalists] was a really cool thing to be able to do, and people would audition and come in, and the first year they would be able to choose songs, but every year [the pieces we play] become more finite,”

Richard Yu

Top: The Jazz Band plays one of their 40 prepared pieces for the dance couples on the floor.

Bottom: Attendees partner up to learn swing dancing.

Cohen said.

The results were worth it: many Gunn students found the jazz music a nice change from the usual soundtracks. “It was a thousand times better,” Kmetec said. “It was much better than the music at other dances because it was live and it was jazz music and I just really like the type of music better, and it wasn’t a loud bass making my entire body shake. ” Overall, the swing dance is a unique and beloved tradition.

“My favorite part of the swing dance is listening to awesome music and dancing along to it—I love swing dancing in general,” junior Advait Arun said. “It’s probably the best dance so far because they have a lot of good food you don’t have to pay for, and they have dance instructors.”

Chamber Choir fundraises for Ireland trip through caroling Maya Rapoport Reporter

This summer, the Gunn Choir is traveling to Ireland to perform. In order to raise money for the scholarship fund, the Chamber Choir, an audition-only choir that practices after school, is performing at different venues. The choir department has an Indiegogo campaign, through which people can donate money. Ticket sales from the staff-student musical will also contribute to the scholarship fund.

Choir teacher Bill Liberatore has been teaching choir at Gunn since 1989 and enjoys that everyone contributes to the sound produced in a choir. “As big and diverse a group as we are, we share this artistic product, so it creates community in a way,” Liberatore said.

“We all have something that we are all a part of and that we know we all contributed to.”

To raise money for the trip to Ireland, the Chamber singers have an outreach program in December in which they sing at senior centers, retirement homes, churches and other establishments to raise money for the scholarship fund. The choir sings a variety of songs at each event. “We have Richard Yu sp e c ia lt y Ha nu k k a h Choir teacher Bill Liberatore conducts the Chamber Choir in an songs, songs celebrating after school rehearsal for the caroling outreach program. Con- Christmas and we try to cert proceeds will go to a scholarship fund for the Ireland trip. throw in stuff that is just

winter-themed, or peace-themed, or love-themed,” Liberatore said.

Senior Claire Baker thinks that caroling is a great way to raise money for the trip. “It’s really important that anybody can go no matter how much money they have,” she said. Junior Noah Gordon hopes many people will help the choir fund the scholarships. “We still need support from lots of people to help fund scholarships so that everyone in the choir can go,” he said.

Liberatore believes that students can learn a lot from the trip, and the trip can help motivate them. “If your concert is in some amazing cathedral in Dublin, you’re going to work a lot harder,” Liberatore said. He also thinks it teaches students to be independent and gives them a sense of accomplishment.

According to Liberatore, the international choir trips also teach students to be more open and learn about different cultures. “I like busting open the way they think of the world,” Liberatore said. “Some kids don’t realize what is out there and what is possible for them.”

Baker also believes singing abroad can broaden students’ perspectives of the world. “It’s awesome to be around a different culture and see their perspectives on singing and also be able to sing in these beautiful locations,” Baker said.

Gordon believes international trips are a great experience that students will remember. “These trips [give students the opportunity] to interact with other choirs from around the globe, see exciting new places and make music with these people,” he said.

Baker also enjoys the community aspect of choir. “You have to have everybody with you in order to make a beautiful sound,” she said.

Gordon enjoys being part of the Gunn choir as well. “It’s a great feeling to be able to perform with a big group,” he said.

Graphic by Cheryl Kao

Sports

Sports

Friday, December 2, 2016

17

Body, mind intersect through athletics Athletes’ mentality proves beneficial during competition Grace Tramack Reporter

Baseball Hall of Famer Yogi Berra once famously said that “90 percent of the game is half mental.” Athletes spend hours and hours each week looking to improve their physical condition, but as recent studies have shown, what really can separate the good from the great is a refined mental attitude.

Varsity tennis player sophomore Olivia Aspegren says that the mental aspect of tennis is extremely important. “When you’re losing a match, you have to remember that it’s never over,” she said. “If you give up, then it’s just so much harder to play when you’re not being positive and you’re not still in it.”

Ted Huang, a second-year master’s student in sports psychology at John F. Kennedy University, says that the mentality of athletes can have a significant impact on their performance.

“I don’t want to put it into one category, but if you look at the very top level of sports, the difference in physical ability could be less than one percent,” he said. “Part of what got me interested in the mental side of sports is that, having run two professional cycling teams in my past, [I’ve seen] many talented, physiologically gifted athletes who could not put it together in the races. And I realized that there’s something to be said about having the mental fortitude to push through challenges or obstacles.”

Aspegren attests to this sentiment; one of her biggest challenges is staying in the moment during matches. “Often, I will make a silly mistake like hitting an easy shot in the net, or I’ll double fault and continue to think about that after the point,” she said. “This can hurt my play and make it hard for me to regroup.”

Varsity swimmer senior Kyle Fendorf says that although he does not have a pre-meet routine, he focuses mentally before practice by keeping everything familiar. “Just focus on keeping everything as similar as you can to when you’re not in competition, because I feel like if I take myself out of my normal mindset it just gets to be too much pressure,” Fendorf said.

Fendorf has also found ways to cope with pressure at bigger meets. “If you feel yourself [under] pressure, just

Elizabeth Zu

kind of focus on the smaller details,” he said.

“For me, that’s an easy way to take off pressure; just focus on the small stuff so that the big picture doesn’t matter as much.”

Huang also suggests incorporating breathing techniques into pre-competition routines to stay level-headed. “I think what’s foundational to improving the mental game is breath-

Teacher-led yoga sessions help promote mindfulness Ariel Pan Features Editor

Only the sound of deep breathing can be heard as the participants of the student-staff yoga session lie on their backs in the Shavasana pose. The room is dark, and the fairy lights on the ceiling twinkle as English teacher Diane Ichikawa walks around, adjusting hands and shoulders. A few minutes later, Ichikawa leads the class out of Shavasana and concludes the session with a namaste.

Originally only open to staff, the yoga sessions were created

by Ichikawa around 10 years ago as a way to share the benefits of yoga. “I know that yoga changed my life so much physically, because I have scoliosis, and I really haven’t had any issues with it since I started practicing yoga,” she said. “But then also, it does so much more than just a physical readjusting of the body. It also readjusts your mind as you go. I really liked that feeling, and I felt that the staff also needed a way to have the same opportunity.”

Ichikawa tailors each class to the participants. “I tend to have an idea of where I want to go with the class, but I don’t decide to do that class unless I see who’s in it first and know who’s coming, and know what energy they’re bringing and what they need for the day,” she said.

World Language Instructional Supervisor Elizabeth Matchett has been attending Ichikawa’s yoga sessions ever since they began. “I really look forward to going,” Matchett said. “Because it’s here, it’s convenient, it’s free and it really helps me after a stressful day to just go decompress and relax, and it’s with people I enjoy being with.”

Another yoga opportunity on campus is the Gunn Yoga Club, which was created by senior Adele Colwell with the goal to help students have an outlet to meet new people, destress and stay active. It also serves as an additional session if one can’t make it to Ichikawa’s. “The great work Photos courtesy of Diane Ichikawa that Ms. Ichikawa’s been doing got me thinking about more ways to open yoga up at Gunn and they definitely complement each other,” Colwell said. “They don’t overlap and it’s awesome to have two different teachers on campus.”

Ichikawa teaches yoga Mondays after school from 4 to 5 p.m. and every other Tuesday during Flextime. Dates are posted on the Gunn website. Gunn Yoga Club meets every other Wednesday after school at 3:05 p.m. and both classes are held in room V-24.

ing,” Huang said. “The foundational component of that is [something that] I call Circle Breathing, which is diaphragmatic breathing where you breathe in through your nose and then push your diaphragm down [while you] breathe out.”

According to cross country coach PattiSue Plumer, trusting oneself and one’s training is beneficial to an athlete’s mentality. “One thing we talk about is not letting your preconceived ideas get in the way,” she said. “We talk about how you can’t decide ahead of time that you can’t do something.

Your training is going to allow you to do things that your mind maybe hasn’t caught up to, and you have to make sure that you don’t get in your own way.”

Plumer also gives her athletes mental exercises to work on outside of practices if they feel they need it. “We do some visualization,” Plumer said. “I think athletes have to be ready for that, and they have to be open to it. If they’re not open to it, visualization doesn’t really help, but there have been a ton of studies that prove that visualization helps to some extent.”

Aspegren’s advice is to stay present during competitions. “Don’t give up,” she said. “I know it sounds kind of cheesy but it’s really true. Just try to stay focused and in the moment. Don’t think about what happened before, don’t think about the future, just think about what’s happening right now.”

According to Fendorf, the mental aspect of swimming has taught him valuable lessons that help him in other aspects of his life. “It’s taught me hard work, and the ability to not sweat the big picture and just focus on the small stuff,” he said. “Also perseverance [and] being able to pull yourself back and say, ‘There’s going to be another chance.’”

18

NO

YES

Is the college athletic recruitment process fair?

Anyi Cheng

Shannon Yang

The first semester of senior year is synonymous with senioritis: steadily sinking grades, cold weather and, most of all, college applications. Among the few seniors who aren’t participating in the college application frenzy are recruited athletes. Every year, competitive athletes are recruited by colleges and commit to competing for the school’s team for all of their collegiate career. Despite criticism, the recruitment system is fair. College athletes should not be considered “easy” shoo-ins due to the immense commitment they give to their schools. Furthermore, every athlete is required to put tremendous effort and skill into their sport in order to even be considered for college recruitment.

Competing for recruitment is neither an easy process nor an easy accomplishment.

Athletes invest thousands of hours into practice and competitions to be good enough for recruitment. Any athlete who commits that much time to a sport displays characteristics such as dedication, strong work ethic and passion—all traits that top colleges want in their students.

Athletic ability alone is not the sole factor in the college recruitment process. For example, Ivy League schools use a formula called the Academic Index (AI) to determine recruiting eligibility. Any student who does not meet the minimum AI is not eligible for admission, regardless of athletic talent. According to the New York Times, the cutoff AI is roughly 176 out of 240, which just about translates to a B-average student with a 1140 out of a 1600 SAT. This is the bare minimum, which means that most recruits need to have much higher statistics. Many other schools use similar indexes to determine academic competence.

This means that students need to be more than just athletic to be successful recruits; they also need to be intelligent and value education— just like every other strong college applicant.

Furthermore, t he commitment of a student as an athlete to a school means more than just waived admissions and slightly lower academic standards; it means real commitment for the entire duration of an athlete’s time as a student. Graduation rates for athletes are far lower than university-wide graduation rates because of the time commitment being a collegiate athlete requires. Sometimes, competing eats up so much of an athlete’s time that they aren’t able to keep up with their many academic responsibilities. With a commitment like that, college athlete recruits deserve the opportunity to attend a prestigious school or receive scholarships as compensation for the time and energy they dedicate to the school.

The recruitment system has been lambasted as unfair, rigged and capitalistic. While it’s true that for athletes, physical ability is the primary factor in admission, how is the admissions process less biased when it comes to mental ability and academic capability? Every student has certain strong suits; where some excel in leadership or in academia, others dominate in athletic ability. In the end, universities admitting certain students because of athleticism is a win-win situation, with certain cessions and agreements on both sides.

Besides, an average of only four percent of the student body at a Division I school is composed of athlete recruits according to NCAA.org, so students who are applying under a normal admissions process should not feel that they are being squeezed out by college athletes. When all is said and done, athletic recruitment is a benefit to evElizabeth Zu eryone involved and not a detriment to anyone who doesn’t have the opportunity to be recruited for sports.

As seniors stress over the uncertainty of their futures, many student athletes have already committed to top-tier universities—because they were recruited.

It’s unfair for athletes to reap admissions benefits other students don’t receive. Athletic recruitment is often used as a way to get a foot in the door of colleges. Though athletes spend hours upon hours playing sports, we must remember other students are multifaceted as well, but colleges only recruit athletes.

According to the New York Times, the Ivy League’s Academic Index (AI) determines minimum admissions eligibility: a B-average student with a 1140 out of a 1600 SAT score.

This is a surprisingly low bar for highly selective institutions. However, straight-A nonathletes with perfect SAT scores still have heartbreakingly low prospects comparable to winning the lottery. According to Naviance, the average Gunn student accepted to Princeton, for example, has a 3.98 unweighted GPA and a 1551 out of a 1600 SAT score—far higher than the AI-established minimum. Thus, the AI does little to ensure athletic recruits are academically on-par with other applicants.

Many student athletes do deserve to go to selective colleges, since sports are an extracurricular, and they usually have good grades and other activities to complement that. But it’s the process that’s unfair, since it allows them an exclusive second method of acceptance. If many athletes can get in without recruitment, then they should undergo the same process as everyone else.

Colleges, as businesses, want athletes to help improve the school’s public presence.

When people see a strong football team on television, they have a positive impression of the institution’s reputation. In reality, athletes are getting in on capitalist technicalities. This is no different from Jared Kushner’s acceptance to Harvard.

Furthermore, according to the NCAA, Division I and II—including Ivy League—schools provide over $2.7 billion annually to over 150,000 student athletes. However, merit-based scholarships for other applicants are few and far between. Thus, many students must either rack up tens of thousands in debt or give up top choices for cheaper state schools or community college—a dilemma athletes are less likely to experience.

The recruiting pro c e s s offers a sense of security only to athletes.

Currently, athletes’ likelihood of rejection is lowered significantly with recruitment. Their recruitment mail also holds more weight than general propaganda. When college coaches send athletes letters, students know their chance is actually realistic. Without the insecurity of not knowing their chances, athletes can create more targeted college lists with fewer reach and safety schools.

In fact, much of the stress isn’t trying to get into the highest-ranking colleges per se, but waiting.

Recruited athletes are often notified earlier, many actually committing before October ends. However, other students, including visual/performing art students who submit portfolios, aren’t afforded those privileges of recruiting and early notification.

In addition, the privilege of submitting portfolios is usually reserved for those who actually major in that art, unlike recruited athletes, who can study something unrelated to sports. Thus, there’s no way non-athlete applications can be considered before the designated deadline. In fact, students must wait until December at the earliest.

The extra admissions benefits awarded to athletes are symptoms of the unequal value colleges place on different talents. While an athlete is given a special college process, non-athletes’ Common Apps must sum up their activities and honors in under 150 words. That dichotomy speaks volumes.

Colleges should realize that students’ worth is more than their bodies’ physical strength and endowment. By prioritizing athletes over others who have a variety of hobbies, personalities and identities, colleges are not truly evaluating the whole self and practicing “holistic review.” Colleges should provide all applicants, athlete, or not, an equal playing field. Only then can the college recruitment process truly be fair.

—Cheng, a senior, is a Forum Editor.

—Yang, a senior, is the Oracle/SEC Liaison.

Friday, December 2, 2016

19

Senior athletes commit to colleges Archer Olson: University of California, Berkeley

“I love my team because the team and coaching staff are all really fun, energetic people, and yet very organized.”

After eight years of hard work and training, senior Archer Olson will continue her basketball career on the California Golden Bears women’s’ basketball team at University of California, Berkeley.

Olson will be one of the three incoming freshmen for the upcoming season.

Upon her high school graduation, Olson will have 20 days of summer before she and the rest of the team move to the Berkeley campus to begin their training.

Unlike her other classmates who will room in dorms, Olsen will be housed in an apartment complex with her team.

Shaunmei Lim: Northwestern University

“You feel rea l ly good when you’ve made it to Nationals and you know that your hard work brought you there.”

After more than 10 years of diving, senior Shaunmei Lim believes that diving has shaped her more than anything else. “Not only did I learn to be more responsible and considerate about my actions, but I also learned to take criticism better,” she said. “When my coach tells me what I’m doing wrong, I don’t take it personally any more. It’s not my fault per se, more like things I need to fix and find ways to improve myself.”

Lim decided to commit to Northwestern University because she felt at home. “Chicago was like a nicer, cooler San Francisco,” she said. “I thought it was just like home except it’s in the Midwest.”

For the full student features on the athletes, vi s it gu n n o racle .co m Graphics by Cheryl Kao Photos by Vibha Arun

Jeffrey Lee-Heidenreich: Princeton University

Max Pokutta and Michael Lincoln: Brown University

“The rush of adrenaline before a jump is unparalleled.”

“People think swimming is an individual sport, but you need your team.” — ­ Max Pokutta

For most college recruits, training begins at a young age. This is not the case for senior Jeffrey Lee-Heidenreich.

Growing up playing basketball mainly, Lee-Heidenreich started high jump in seventh grade as a hobby.

“It looked really fun jumping and landing on a soft foam [pad],” Lee-Heidenreich said. From there, he jumped for Gunn’s team. Lee-Heidenreich is currently tied for 28th in the nation for high jump in the class of 2017. He will be jumping for Princeton University this upcoming school year.

Senior Michael Lincoln, swimming the second-to-last lap, sped up and secured Gunn’s win in the 2016 Central Coast Section Championship, breaking the 31-year streak title held by Bellarmine Preparatory Academy.

Lincoln was scouted by Brown University and has committed to the college with his teammate, senior Max Pokutta. Both of them have been swimming for four years at Gunn and over five at Palo Alto Stanford Aquatics.

What stood out to them about Brown was the campus life and the curriculum.

Michael Li: University of Pennsylvania

“The fencing team is like a family.”

After nine years of intense training and commitment, senior Michael Li will carry on his fencing career at the University of Pennsylvania. Li first started fencing at the age of 8, graduating from sticks to foils when he began to train formally.

The decision to continue fencing at Penn was an easy one, due to Li’s love for the sport.

—Compiled by Stina Chang, Elizabeth Chung, Prachi Kale, Tone Lee and Kaya van der Horst

20

Sports

choose your winter adventure Local ski resorts to visit this winter break Kirkwood

Sugar Bowl

Northstar

Sugar Bowl Ski Resort is a fun resort that offers entertainment for everyone, from veterans to beginners. It has an average snowfall of 500 inches and a nice balance of groomed and ungroomed runs. Only a three-and-a-half hour drive from Palo Alto, it is conveniently located for people living in the Bay Area. The resort has 13 working chair lifts and 103 runs available, ranging from green runs for amateurs to double black diamonds for experts.

The resort is easily accessible, yet also spread out, so the runs are not too crowded. Sugar Bowl offers reasonably-priced ski lessons for both children and adults, making it a perfect resort for families with young children or first-time skiers. Both ski and snowboard rentals are available at the lodge, so people can rent equipment and enjoy a day in the snow.

The beautiful landscape makes skiing even more relaxing and entertaining. Next to the runs, there is a cafe for people to take a break from skiing and enjoy a nice meal with friends and family.

Hidden among mountains and a 40-minute drive south of South Lake Tahoe lies Kirkwood Mountain Resort. Although much smaller and lesser known than resorts such as Squaw Valley or Heavenly, it has its own charm.

With over 15 lifts and 86 trails, Kirkwood has a diverse range of terrain. 12 percent of its trails are beginner, 30 percent intermediate, 38 percent advanced and 20 percent expert. Kirkwood offers a wide variety of activities for all ages. For beginners, there are basic ski and snowboard school programs. Experienced adults can join Expedition Kirkwood, and experienced children can join the Jets Program.

While Kirkwood may not appeal to many due to its small size, it has a unique, small-town ski resort vibe. At the base of the lifts is a cluster of shops and restaurants that provide anything from burgers and fries to an emergency hygiene kit. Skiers and snowboarders are also able to enjoy late-night bonfires with other vacation-goers.

Kirkwood is recommended for those who wish to get away from longer lines and crowds while still maintaining a highquality snow experience.

Fewer than four hours away from Palo Alto, the Northstar Resort is a great place for families to enjoy their winter vacation.

For skiers, the resort offers a variety of slopes with 13 beginner trails, 60 intermediate trails and 27 advanced trails. Eight terrain parks and moguls provide tons of exhilaration to excitement-driven skiers. 20 ski lifts and two gondolas provide easy access to the mountains, and ski lessons are available to both children and adults.

For non-skiers, the Village at Northstar is home to a 9,000 square-foot ice skating rink, dozens of restaurants and shops, a bungee trampoline and a yoga center.

There is always something to do at Northstar, whether it is riding on the five magic carpets, roasting marshmallows in the fire pits or skiing down a double-black diamond trail.

—Written by Maya Rapoport

—Written by Emma Chiao

—Written by Sabrina Chen

Tips for organizing a ski trip 1. Choose a date

5. Prepare hearty meals

3. Assemble ski gear

Plan your trip during a time with lots of snowfall in order to ensure the best winter wonderland experience. Aside from the upcoming winter break, escape to your snowy getaway during the long Martin Luther King Jr. weekend, Jan. 14 to 16, or during the local holiday from Feb. 16 to 20.

Before you leave, wax your snowboard or skis and have the bindings checked. REI and The Ski Renter, both located in Mountain View, are convenient places to go for either renting ski equipment or waxing skis and snowboards. Don’t forget to have your car winter-ready with snow chains before heading to the mountains.

2. Pick a locat ion

While Lake Tahoe is a popular choice for many people in the Bay Area, other great locations nearby include Bear Valley or Mammoth Lakes.

Make sure to compare the prices and decide whether you want to go with a season pass or day pass. Decide if you want to rent a cabin, stay in a hotel or room with friends or family who own a second home.

Before you leave for your trip, prepare a few recipes for hearty meals that you can cook with your friends and family. A favorite such as the Austrian Germknoedel, a fluffy dumpling filled with spicy plum jam, served with hot vanilla sauce and sprinkled with poppy seeds will guarantee a culinary highlight off the slopes. Of course, don’t forget to bring hot chocolate essentials, too.

4. Be stylish

We all know bulky ski pants and snow boots aren’t always the most fashionable. Some places where you can check out snazzy ski gear are North Face, REI and online retailer Neta-Porter. Remember all the essentials such as ski goggles, helmets, warm pants, as well as some cozy pieces for all your postslope activities.

Graphics by Tiffany Chen

Faces in the Crowd

—Compiled by Kaya van der Horst

What are your thoughts on skiing vs. snowboarding?

“Snowboarding is better than skiing. It’s a lot more fun and it’s like a cool version of skateboarding.”

“You can do a lot more fun tricks while snowboarding, and you only have to deal with one board.”

Andrew Ching (9)

Timothy Waymouth (10)

“Skiing is better because it’s a lot easier to learn when you’re a child.”

Amit Blum (11)

“I like skiing because I can go a lot faster than in snowboarding, and it’s just a lot of fun in general.”

Bella Devereaux (12) —Compiled by Bridgette Gong

Lifestyle

Embracing flaws promotes body positivity Focus on the aspects that you enjoy rather than the ones you don’t like.

Take some time to reflect on what is working for you and what isn’t.

Every day when you wake up, tell yourself one thing that you love about yourself.

Find positive aspects about things you don’t like about yourself.

Rather than hide your flaws, show them off to the world.

Wear clothes that suit you rather than clothes that are “mainstream.”

Don’t feel pressured to wear makeup or beautyenhancing objects.

Accept your flaws, because if you accept them, everyone else will follow.

—Compiled by Mikaela Wayne

Faces in the Crowd What makes you feel confident?

“[I feel most confident] when I’m wearing a really nice outfit.”

“Once I realized that people don’t care about how you act as much as you do, it was easier to be confident.”

Jonathan Moran (9)

Gaya Gupta (10)

“Having positive friends around me makes me confident in anything I can do.”

“Practicing gives me confidence, because I know how to do this; I’ve done it before.”

Amaya Bader-Rios (11)

Garrett Lew (12) —Compiled by Joanna Huang Graphics by Elizabeth Zu

Friday, December 2, 2016

21

Senior reduces makeup use, nurtures selfempowerment

Helen Nguyen I woke up with a jolt. Senior year has taught me that when I sleep late, I wake up even later. “Shoot,” I thought, “I need to get going.” It was 7:45 a.m. and I needed to be out the door in 10 minutes. As I hurried, I couldn’t help but contemplate whether or not it was worth it to take the time to slap on some makeup. “Do I need it?” I wondered. Like most mornings, I didn’t have time for anything extravagant, so I swiped on a bit of mascara and swept my hair into a ponytail. It was 7:53 a.m. and I needed to go—I vacated the bathroom, grabbed my bag and dashed out the door.

This routine of hopping out of bed, disregarding my makeup routine and dashing out has become a typical morning for me. While it’s second nature for me now, this wasn’t always the case. It took a lot of time and self-reflection for me to become comfortable enough with myself to leave the house without makeup.

I first started experimenting with makeup when I reached high school. In the beginning, I had absolutely no idea what I was doing. As I continued to sharpen my skills, it was as if a whole new world had opened up in front of my eyes—my face became a canvas and I was testing the waters of the more complicated looks that I would constantly scroll past on Instagram or YouTube. I was almost surprised with myself; before makeup, I had never truly challenged myself creatively. I was in awe by the power of makeup—makeup had given me an outlet to visually express myself as a person.

As time went on, makeup became a staple of my daily routine. Before school every day, I allotted myself 10 extra minutes to apply makeup. I felt like the payoff of feeling more confident throughout the day was worth waking up those 10 minutes earlier. However, on days that I went without makeup, I started feeling too bare, self-conscious and uncomfortable.

For most of my life, I walked around with nothing on my face but the sunscreen that my mom mandated I apply before I left for school. So why was makeup such an integral part of my life now, when I was perfectly fine before I even discovered it?

Eventually, it dawned on me that I had based my confidence on how I looked each day and whether or not I was wearing makeup. While it wasn’t noticeable to others, on days when I didn’t wear makeup, I felt more insecure about myself compared to the days when I did. I felt a little embarrassed to go to school without makeup on and made an effort to keep up my “makeup game.” I no longer put on makeup out of enjoyment, and instead found myself relying on it for confidence. I quickly learned that this was destructive to my well-being.

Realizing how volatile this mindset was, I decided that I needed to make a change in the way I approached makeup. I started by cutting back on the time I spent on makeup, and encouraged myself to wear minimal to no makeup out of the house. Although it took some time to get used to, I began to feel comfortable in my bare skin again. Eventually, my confidence stemmed from within myself, instead of how I felt I looked.

I see makeup as more of an art than a mask. Today, I wear it to empower and express myself, not to hide behind. Now most days, I rock the bold look of “no makeup.” Sure, it’s partly due to my first-semestersenior nature of waking up late and racing against time in the morning, but I also feel empowered in a new and thrilling way. Walking around campus with minimal makeup makes me proud. Knowing that I don’t need makeup to feel and be beautiful is refreshing.

—Nguyen, a senior, is a News Editor.

22

Lifestyle

Students sport classic California Winter outfits Richard Yu

Check out these ideas on how to stay warm and stylish this winter!

Stina chang

Cozy jacket FOR A CUTE LAYER Hoodie TO KEEP THE WARMTH IN

Black jeans, always a classic

INFINITY SCARF, LOOPED TWICE

BLACK NORTHFACE FOR THAT FLEECY WARMTH UGG boots TO KEEP YOUR TOES WARM Black leggings NEVER GO OUT OF STYLE ­­—Compiled by Stina Chang Photos by Vibha Arun

Elizabeth Zu

Bay Area winter events to check out Enjoy the gift fair at the California College of the Arts featuring food, music, artisan gifts and art exhibits.

Zoolights in San Francisco bring the holiday season to the San Francisco Zoo. Lit-up trees, Santa, reindeer, holiday games and shows are just a taste of the festivities.

There is also a holiday-themed marketplace to enjoy.

Watch The Nutcracker at San Mateo Performing Arts Center. With a variety of balconies and levels for seating, The Nutcracker is a perfect way to get into the holiday spirit.

Go to the LEGO Holiday Show at the Museum of American Heritage in Palo Alto for a showcase of Lego constructions. See cities, castles, sculptures and even Bay Area buildings and landmarks all constructed with your favorite childhood building block.

Watch the fireworks from Justin Herman Plaza. With easily accessible public transport and an outdoor ice skating rink, it’s a great way to usher in the new year.

Graphics by Jeffrey Yao

­­—Compiled by Paulo Frank

Friday, December 2, 2016

Tips to enjoy a California winter Drink hot chocolate and spiced apple cider to emulate a cold, snowy day.

23

Senior embraces absence of a snowy winter

Explore Christmas in the Park in San Jose.

Anyi Cheng

Enjoy Great America’s WinterFest, where you can ride rollercoasters and listen to Christmas carols.

Take a chilly but manageable hike at the Stanford Dish.

Start a bonfire, eat s’mores and roast chestnuts.

Go ice skating at Winter Lodge.

Embark on an adventure to San Francisco’s Union Square.

Jeffrey Yao ­­—Compiled by Shannon Yang

Unique gifts for the holidays For the health nut:

Whether they’re in it for the smoothie or health, a gym membership can only make them stronger (literally). Perhaps this is the gift that truly keeps giving by also dragging the gift giver onto the path to fitness.

For the adventure seeker:

Feeling like your relationship is in shambles? Take the opportunity to spend quality time together by presenting your gift recipient with a train, museum or concert ticket. Now they have to go to the city with you and see that new exhibition in MoMA. Or maybe you just want an excuse to go see Chance the Rapper?

For the gift-receiving lover:

The notion of unwrapping a surprise can be appealing part of the holiday season.

The variety of subscription boxes now being sold online run the gamut from healthy snacks to grooming kits. From the chocolate snob to the moisturizer connoisseur, there are affordable gifts for everyone.

For the activist:

the most

Cheryl Kao

For friends who exhaust Messenger with hour-long texts about activism or world crises, donating on their behalf might be the greatest gift of all. It also would not hurt to throw in a bag of their favorite snacks.

For hipster music lover:

Burn a CD of your friends’ most hated music playlist. This way, after taking two and half days to learn how to play the CD, they are greeted with annoying sounds. But make sure you have their favorite meal on hand to comfort them after they realize how awful it actually sounds.

For the fashion lover:

Ruin or make their holiday season with an ugly sweater. The best sweaters are a little oversized and covered in the gaudiest shades of green, red, white and, while we’re at it, dirt brown.

­­—Compiled by Evalyn Li

Thinking of the holidays likely conjures images of crackling fireplaces, hot chocolate and wrapped presents, but most of all, snow. Almost everywhere in the world, “winter” means furious blizzards and snowball fights—everywhere except for California, that is. The last time it snowed in Palo Alto was on Jan. 21 in 1962, according to statistics from paloaltohistory. org. Since then, snowflakes have been a largely absent part of many Palo Altans’ holiday seasons. However, although the lack of snow makes celebrating winter festivities a little less special, mild and clear weather all year long is a unique blessing with many benefits.

Not having snow days means no school days are ever cancelled for snow. While this might first sound like a major downside, this is actually far better than what snow-plagued schools get. Not having to take days off for snow means holiday breaks like Thanksgiving are longer, not to mention extended winter, spring and summer breaks. Because schools are required to spend a certain amount of days in school, the more snow days a school has, the shorter it needs to cut its other breaks. That means more room to schedule vacations and more time to spend on the beach instead of in the classroom.

Sure, everyone cherishes the iconic idea of layers of scarves and piping warm drinks nestled in gloved hands. However, I’d rather be spending my school breaks and vacations in a pool under the sun while sipping pink lemonade instead of sludging miserably through thick snow. Though I can’t speak for everyone, my days off of school are a lot more valuable when I can spend them having fun outdoors instead of trapped indoors with nothing to do but be chilly and catch colds.

It’s not just school breaks that snow hurts, either. Think of the traffic—every morning, under ordinary conditions in perfect weather, a mass of cars and bikes flood Maybell and Arastradero, clogging up the road and causing a ton of traffic. In the occasional shower, the line of cars is twice as long. Now envision that line in the snow. If the streets were blocked by ice and snow, students would have no means of getting to school except by vehicle, and when it comes to vehicles, we’re really limited in our choices—it would be either bus or car. On an icy road congested with traffic, it could take an hour to travel a mile from home to campus.

I’d prefer not waking up an hour earlier than necessary just to get to school on time.

Lack of harsh cold weather also means that wardrobe choices are easier, both on people and on their wallets. Buying earmuffs, winter coats and boots can take thousands of dollars out of anyone’s bank balance. While it may be annoying that the mild weather in the Bay Area doesn’t justify wearing trendy trench coats or thick scarves all day, having mild weather banishes the need for a closet selection that rotates with the seasons.

Living in Palo Alto, we can’t go bobsledding down hills or learn the art of crafting perfect snowballs. Nevertheless, we’re blessed to not be plagued by the multitude of problems people in snowy regions face. Sure, it might be a little sad to not wake up in winter mornings greeted with a blanket of snow and icicles hanging from the rooftops, but Palo Alto’s year-round mild weather is something to appreciate. ­

—Cheng, a senior, is a Forum Editor.

24

Backpage

Popular food delivery apps put to the test

Elizabeth Zu

UberEats Originally a mobile transportation network, Uber has broadened its horizons, creating UberEats, a new app that specifically deals with food-delivery. UberEats is easy to use and user-friendly with detailed instructions on how to use the app.

My experiences with UberEats have been extremely positive. In my most recent order, I ordered a berry bowl from Bare Bowls. In roughly 30 minutes, the food was delivered to my doorstep, and it wasn’t liquidy or melted. The driver was punctual and kind, and I was notified in a timely manner after each step in the process.

Compared to other food delivery apps such as DoorDash or Postmates, UberEats has a different and smaller selection of restaurants to order from. UberEats only allows delivery with a few restaurants from each cuisine and does not offer many fast food options. However, UberEats delivers the food faster compared to the other apps. UberEats is connected with Uber, so users can call for transportation if they need it.

Originally, UberEats had free delivery to gain users, but now it charges a $4.99 fee for all deliveries across the Bay Area. Users have the option to tip the driver if they are satisfied with the experience. Users can also order from UberEats 24 hours a day and seven days a week.

Overall, I was extremely satisfied with my experience with UberEats. I’ve stopped using other food delivery apps, and now I only use UberEats. For the speedy, communicative delivery and low rates, I give them five out of five stars.

—Written by Tone Lee

Postmates

DoorDash

Postmates is an easy-to-use app with fast service.

Its high delivery fees, however, put Postmates’ financial worth into question. While the layout of the app is rather elementary, there were tons of restaurants and stores to choose to get delivery from, including Starbucks, Sushiritto and even the Apple store.

I chose to get a burger and fries from Five Guys, but once I put in my order, it took nearly 10 minutes to get accepted by a courier. Once I finally confirmed my order, I was able to track their progress as they drove to the restaurant, picked up the order and delivered it.

In addition to the cost of the food item, there is a delivery fee which varies based on the distance of the restaurant. For the distance of Five Guys to Gunn, the delivery charge was a whopping $9.50. That put the total cost of my bill at over $20.

Luckily, I was able to find a promo code online that took $10 off of my order, but the promo code only works for the first order. If I were to make another order, I would have to pay the full delivery price. There is also a nine percent service fee on top of that. For my order, the service fee came out to be $1.02. I also had the option of tipping the driver through the app; the app suggests 10 to 20 percent as a tip amount.

I give Postmates two stars out of five because although the delivery came promptly, the process of ordering the food was too much of an inconvenience and the delivery fees are too high to make using Postmates worth it.

Are you someone who always craves food? Especially someone who can’t drive yet? If so, DoorDash might just be the perfect app for you. With DoorDash, all you have to do is enter your card information and order food from a huge variety of restaurants. Better yet, the food will actually appear around an hour later. Yes, it is as magical as it sounds.

The app is free, easy to maneuver and has several restaurant options. After ordering, it does take a while for the food to arrive (usually around 30 to 80 minutes, depending on the location), but in my experience the food always gets to me earlier than expected.

DoorDash also has decent refund policies and customer service. You can always check the app for updates on your food, and you will receive notifications of how your order is coming along. It is really easy to contact your food deliverer as well.

My only negative experience occurred when my order got slightly mixed up, and I hear that mix-ups happen occasionally from friends who also use the app. The only issue besides that is that the delivery can get pricey, and sometimes is even more than the food itself. Therefore, I would recommend ordering for you and for your friends if you get something cheaper like a drink.

All in all, I have had plenty of pleasant experiences using DoorDash, as have my friends who use it as well.

For that reason, I give this app four stars out of five. Next time you finding yourself wishing for food, give DoorDash a try.

—Written by Matthew Oh

—Written by Bridgette Gong

Graphics by Cheryl Kao