The Oracle (March 2010) by The Oracle

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Henry M. Gunn High School 780 Arastradero Road Palo Alto, CA 94306 Palo Alto Unified School District

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PA I D

Art exhibits on display pg. 11

Spring sports preview pg. 24-25

The art of parenting pg. 14-15

Volume 46, Issue 6

Monday, March 22, 2010

http://gunn.pausd.org/oracle

Permit #44 Palo Alto, Calif.

780 Arastradero Road, Palo Alto, CA 94306

Likins to retire at end of school year Joyce Liu & Niki Mata Managing & News Editor

After 12 years at Gunn, Principal Noreen Likins plans to retire at the end of this school year, leaving behind a lasting legacy that is reflected throughout the school community. “She is a tremendous role model,” Assistant Principal Phil Winston said. “She has an untouchable work ethic and she genuinely cares about the people she works with and the students.” Likins announced her retirement to the staff at a lunch meeting on Feb. 23. “You could just tell that she was very emotional,” math Instructional Supervisor Jeanne Beck said. “And all she said was, ‘I was told that I had to tell you this in person, so I just wanted to let you know that I’m not going to be back next year.’” According to Beck, Likins was fighting back tears, and everyone stood up to give her a standing ovation. “She was a little bit at a loss for words, and she goes, ‘Well, why don’t you just go have some lunch or something?’” Beck said. “She wanted the time to be over, and I think that everybody wanted her to say something more.” Superintendent Kevin Skelly agreed. “I think she has mixed emotions about retiring because she does love the job,” he said. Later that day, Likins sent out an e-mail through Gunn Connection regarding her decision. She said the main motivation behind her retirement was her husband, Tod Likins. “I really feel like I need to spend some time with him,” she said. In addition, Likins recently lost her sister and brother-in-law, which she stated in her letter announcing her retirement to the community. According to Likins, these events gave her a new perspective on life. “I was hit in the face with the fact that life is really unpredictable,” she said. Likins also noted that her decision to retire was in no way influenced by the events that occurred this year. “What happened was tough, but we got through it,” she said.

Likins’ Legacy

LIKINS—p.12-13

Henry Liu

The Oracle explains the full process to select the new principal on pg. 3.

Throughout her 12 years at Gunn, Principal Noreen Likins has instituted a variety of new programs.

By the years: Noreen Likins’ history, accomplishments at Gunn

1998

Becomes Assistant Principal

2000

Introduces tutorial to schedule

1999

Starts Camp Everytown, Gay-Straight Alliance Develops Focus on Success

2001

2004

Becomes Principal

2008

Starts Project Lead the Way, College Pathways

Establishes textbook tracking system

2007

Launches College for Every Student

2009

News

The Oracle

On March 5, librarian Meg Omainsky and students volunteered to renovate the Acorn Lounge, the outdoor courtyard adjacent to the library. Around 15 students helped sweep leaves, scrub tables and plant trees. The gardener also donated some plants to help the cause. Librarians and student aids will maintain the cleanliness of the Acorn Lounge weekly for future use. The Acorn Lounge was originally for teachers to use as an outdoor classroom, but the idea was never fully carried out. “We have a gorgeous space and it is unutilized,” junior Celine Nguyen said. Omainsky wanted to revive the courtyard for the Gunn community. “My plan is to make that space inviting so that anybody would want to hang out there,” she said. “It’s a nice sitting place that’s peaceful for our campus.” Eventually, she plans on bringing back the outdoor classroom for teachers to reserve for warmer days. She also hopes that students will be able to use laptops with Internet access outside. Professional and student artists will continue to help out with the lounge. “We are investigating to have a professional muralist to paint murals on the fence,” Omainsky said. In May, student bands and a freshmen ensemble are scheduled to play in the Acorn Lounge. Omainsky hopes these musical events will help promote the courtyard. “As for people hanging out there, I think it will happen naturally when it is a clean and friendly place,” Nguyen said. —Jazreel Cheung

Nicola Park

News Editor

The Student Executive Council (SEC) is bringing back Spring Fling, a week of festivities and games from April 5 to 9 when the seniors and freshmen will face off against the juniors and sophomores. Competitive games are scheduled for lunch every day from Monday through Thursday of Spring Fling week, and there will be one or two brunch games that are “just for fun,” according to senior Student Body Vice President Scott Baer. Among the week’s games are jousting, Quidditch, limbo and lick-it-clean, the last being a game in which participants lick whipped cream off on either side of a plexi glass. The games will end with a traditional powder puff football game at lunch on Thursday, which consists of female players and possibly male cheerleaders. Friday’s events are still to be determined. The week does not have an overall theme but each day will have a dress-up theme including pajama, red and black, superheroes and vil-

lains, “Lady Gaga, would you be my friend?,” and twin day, according to Baer. According to Student Activities Director Lisa Hall, there are a number of game committees planning various events as well as staff and parent volunteers. Hall expects Spring Fling to be on a smaller scale than Homecoming. “It’s a much more mellow event, but maybe in a few years it will be just as spirited as Homecoming,” she said. “I think it might be small, but the first time anything is done turnout can be small.” Spring Fling also differs from Homecoming because it focuses on enjoying the week’s events instead of the competition. Because of this, the classes are divided into two teams. “We felt that after Homecoming, there’s still the competitiveness, and I think Spring Fling is a way to bring the school together before the end of the year,” Baer said. Hall agrees that the week’s focus is away from the competition and more for the fun of it. “It’s not really competition-based—it’s more

to have a fun community-building event in the spring,” Hall said. According to Hall, the week has been a school tradition in the past but was discontinued due to either lack of time or motivation in SEC. “We have so many things going on in the spring that it is difficult to find time to do a new thing,” Hall said. This year, a SEC focus group consisting of Baer, senior Dance Commissioner Claire Reyes and junior Special Events commissioner Ting-Ting Liu initiated the revival of Spring Fling by surveying the student body on their interest in Spring Fling; the results showed that most students were interested in having a Spring Fling week. The focus group thought that Spring Fling would boost student morale, relieve tensions after Homecoming, and be an opportunity for SEC to hold a large event after Homecoming. Senior Student Body President Daljeet Virdi hopes that students will participate in and be enthusiastic about the week. “I hope it’s a week of high spirits and friendly competition,” Virdi said.

Monday Tuesday Wednesday Thursday Friday Not In Our Schools

Spring Fling

Kick-off Activity:

Brunch/Lunch - SEC will pass out buttons on the quad. English/World Languages

Brunch

The increase in tuition fees in fall 2009 for the Universities of California (UCs) has created concern from incoming students and school counselors alike. The UC regents increased undergraduate fees by 32 percent on Nov. 19, with a $10,302 tuition set for this fall. Assistant Principal of Guidance Kimberly Cowell saw a decrease in applications to UCs this year. “More students are applying to private schools,” she said. “It has to do with the overall financial picture because sometimes those students can be financially supported in part by private institutions.” Cowell noted that the increase in tuition fees is not the only reason for a smaller number of UC applicants. Other changes, such as decreasing the overall admittance and accepting local students only, a policy some California State Universities (CSUs) are using, affected the number of UC and CSU applicants. Guidance counselor Bill Christensen still considers the UCs a more feasible option for most students than a private school. “I have not changed my recommendation to UCs on tuition because in relationship to overall costs, the UCs are still relatively inexpensive,” he said. “Compared to private [and] out-of-state publics, they are definitely still very affordable.” Senior Crystal Zhang shares similar views with Christensen. Zhang, who applied to UC Los Angeles, UC Santa Barbara and UC San Diego, believes that UCs are a better option overall when compared to private schools. “It’s still a lot better than most of the private schools that are so much more expensive,” Zhang said. —Sweta Bhattacharya

Spring Fling week returns

TBD

Lunch

Model United Nations classes attend conference

Four Model United Nations (MUN) History classes consisting of 103 students attended the 58th annual Berkeley MUN (BMUN) Conference from March 5 to 7. The conference aimed to raise awareness of international issues and spread diplomacy while improving students’ speaking skills. “It was important because our delegates learned what it feels like when you want to speak and be heard in a committee with 100 to 140 delegates when there are also some really experienced ones there,” MUN teacher Lauren Cory said. Preparation consisted of research and practice. “As a delegate, it is imperative that your research is plentiful because at any moment, you could have to pull some data out to support your position,” sophomore MUN student Delia Gratta said. Cory held a simulation of a conference at Gunn last semester to further prepare her students. “We had 120 delegates with the Mills High School students in classrooms for five hours,” Cory said. “They were chaired by Gunn students who had been trained before and who did a really good job.” Groups of students, each representing a country, presented their position to a committee and formed groups to create solutions. According to Gratta, BMUN was one of the biggest events she has attended as an MUN student. “You tend to psych yourself out a little because you want to do well and you want to interact in a diplomatic fashion with people you have never met,” Gratta said. Though the problems presented in the conference are fictional, they simulate real issues. Students discussed various issues, such as nuclear creations in North Korea and child labor in India. —Lisa Wong

Students impacted by increase in UC tuition

NEWS BITES

Library’s Acorn Lounge undergoes changes

Jousting

You Are Not Alone:

Assembly: Carl Take Action: Wilkens, Witness to Lunch: “Six Degrees of Genocide Separation” Lunch: Lyric Love Reprise + NIOS T-shirt Day Science Math/P.E.

Lick it clean

TBD

Embracing Our Differences: Lunch: Dissolving stereotypes

Day of Silence

Social Studies

TBD

TBD Limbo

Quidditch

Powder Puff Football Game Kimberly Han

Not In Our Schools Week arrives at end of March Emily Zheng

Features Editor

This year’s Not in Our Schools (NIOS) week is from March 29 to April 2, with activities occurring each day during brunch, lunch and specified classes. NIOS week has been a recurring event over the past five years at Gunn and focuses on promoting acceptance and embracing differences. “The objective of NIOS week is a campaign to promote acceptance, awareness and identity safety within the PAUSD community,” Gay Straight Alliance (GSA) advisor Daisy Renazco said. “It’s to help the Gunn community increase understanding and encourage discussion about diversity and race relations at Gunn.” This is the first year in which almost all the departments at Gunn will be participating in NIOS week. “This is a big deal,” Renazco said. “Not many schools have a NIOS week where students and staff members come together to promote acceptance. Gunn is really blazing a trail for other schools to follow.” The tag line of this year’s NIOS week is “striving to embrace our differences.” “It’s recognizing that everyone is working to embrace the things that make each person

unique,” English teacher Kristy Blackburn said. “As a community, we’re helping people feel included. A large part of the week is helping people recognize that they are not by themselves and to think about what we can each do as a person to change how we interact with the world.” The week’s activities are being planned by a NIOS committee consisting of Renazco, Blackburn, English teacher Jordan Huizing, band teacher Todd Summers, physical education teacher Kim Sabbag, guidance counselor Bill Christensen and world languages student teacher John Richter. “During the professional development time, teachers got to choose what we’re interested in,” Blackburn said. “This year we decided to make a committee. We want to make it not only about NIOS week, but also about NIOS culture and institutionalizing it.” NIOS week was created five years ago by former GSA advisor Karen Oppenheim and former PAUSD Director of Elementary Education Becki Cohn-Vargas. The idea for the event came from the district Lesbian Gay Bisexual Transgender Queer Questioning (LGBTQQ) committee after a screening of the film Not In Our Town: Northern California was

shown at a community event. The event motivated the LGBTQQ committee to create NIOS weeks at schools within the PAUSD district. “Originally, I organized NIOS to carry on the work that Karen Oppenheim had begun when I became the GSA advisor,” Renazco said. “Each year, there has been an attempt to get more of the school involved in the week of events.” Palo Alto High School, Jordan Middle School and Jane Lanthrop Stanford Middle School also are conducting their own NIOS activities. “The district as a whole has been getting more involved,” Blackburn said. “More people are supporting it and actively engaging in it, and it feels like teachers are getting more comfortable talking about these ideas in their classes. It’s becoming more of a culture. Kids are expecting to see something in their classes everyday, whereas a few years ago, it was just one or two events spread throughout the whole week.” ROCK, YCS, GSA and SEC will also be helping to organize activities through the week. Students will be encouraged to wear shirts that show their support for NIOS like “Gay, fine by me,” Camp Everytown, Talk to Me, or a Gunn T-shirt.

3 District, committee to select new principal

News

Monday, March 22, 2010

The Palo Alto Unified School District (PAUSD) began the process to select Gunn’s new principal following Principal Noreen Likins’ announcement of her retirement on Feb. 23. Over the next month, the Principal Selection Input Committee (PSIC), the Superintendent’s Council and Superintendent Kevin Skelly will work together in a multistep process to choose the new principal. Assistant Superintendent of Human Resources Scott Bowers first met with students, staff members and parents on March 5, 8 and 11, respectively, to explain the selection process and gather input. At each meeting, Bowers asked those present about what they valued in a principal, encouraging them to express thoughts and opinions about specific qualities the ideal principal should have. “Over the years, we’ve seen that people want a leader,” Bowers said. “People want someone who works well with parents and staff and communicates well. It’s no different this year.” Those who attended the meetings all had different ideas about the characteristics and qualities most important for the new principal. “The new principal should have compassion,” school secretary Martha Elderon said. “They should listen well to other people. They should also be resourceful and try hard to solve problems.” The Oracle Editor-in-Chief senior Jon Proctor, one of two Student Executive Council represen-

g Toun

Managing & Forum Editor

tatives on the PSIC, agrees. “Personally, I think it’s really important for the new principal to be a good leader who inspires students to change the community and to take risks,” he said. “He or she should have passion and good values, which are contagious. If the new principal cares, so will the students.” English teacher Tim Farrell believes that the new principal should consider more faculty input. “I would like to see a return to more teacher involvement in the decisionmaking process,” Farrell, who served on the committee that selected Likins as Assistant Principal of Guidance 12 years ago, said. Applicants submitted their resumes through education job search Web site Ed Join, education newspapers EdCal and Ed Week and local media. After applications closed last Friday, Skelly and the Superintendent’s Council—which includes Bowers, Assistant Superintendents Linda Common and Virginia Davis and Co-Chief Business Officers Cathy Mak and Bob Golton—began screening the applications and will select eight to 10 candidates for Bowers and the PSIC to interview on April 9. an Nath

Sophie Cheng & Sarah-Jean Zubair

The PSIC consists of English teacher Diane Ichikawa, social studies teacher Lynne Navarro, math teacher Rajeev Virmani, Visual and Performing Arts Instructional Supervisor Todd Summers, Elderon, guidance counselor Linda Kirsch, Gunn Parent-Teacher-Student Association president Diane Downend, Gunn Site Council parent representative Linda Lingg, junior class vice president Sophia Jiang and Proctor. “The members of the committee act as conduits between the staff and the interview process itself, representing the staff while working with those at the district office,” Ichikawa said. Bowers will lead the PSIC in interviewing candidates using committee members’ original questions as well as those from a question bank compiled from past years. Gunn and Palo Alto High School’s PSICs will conduct their interviews concurrently and draw from the same pool of candidates. After the interviews, Bowers and the PSIC will debrief the applicants’ strengths and weaknesses and narrow them down to two or three candidates. Skelly and the Superintendent’s Council will interview the remaining finalists before

Skelly selects the new principal. The new principal will begin work on Aug. 1. Bowers feels that the current principal selection process is effective and fair. “I think it’s a great process that honors the insights of the stakeholders at the school,” he said. “It’s not just an arbitrary decision made by the superintendent. The committee presents an assessment of the candidates, providing a valuable body of information that the superintendent uses to make his final decision.” Most agree that the new principal should take the initiative to learn more about Gunn. “Our schools are not broken,” Bowers said. “They’re in very good shape. We expect the person coming in to take the time to learn about where the school is, to learn about the school’s culture and to learn about the different strengths of the staff and the student body.” Community members who would like to give input about their opinions for selecting the new principal should contact those involved in the process. “If you have a strong opinion about the process, let Sophia or I know, and we’ll try to make your voice heard,” Proctor said. Assistant Superintendent of Human Resources Scott Bowers will be available in the Gunn staff lounge this Tuesday to talk with parents and students from 11:30 a.m. to 1 p.m.

New engineering program introduced into curriculum Annie Shuey Sports Editor

Starting next fall, engineering courses will be added into the course catalog in an effort led by science teachers Bill Dunbar and Bakari Holmes and computer science teacher Josh Paley to introduce students to engineering. “Mr. Paley has been pushing to have an engineering program and engineering department at Gunn,” Holmes said. “Mr. Dunbar has been running a very successful Engineering Tech program, or robotics, for about 14 years. I came in a couple years ago, and starting last year, [we] brought in a couple classes through an organization called Project Lead the Way.” Project Lead the Way is comprised of educators and professionals from companies in the engineering industry who work toward creating middle and high school engineering curricula to address the shortage of student interest in engineering as well as the shortage of engineers graduating at the college level. “The idea is to get students interested in engineering at a younger age,” Holmes said. According to Paley, the three teachers have all worked on implementing engineering courses, but in different ways. “In my first year here, I noticed that I had a lot of students in my courses overlapping with Dunbar’s [courses],” he said. Paley attributes this to the fact that the Gunn Robotics Team (GRT) needs students involved in both mechanical engineering and programming. Earlier this year, the three

teachers outlined potential course pathways for students interested in a specific aspect of engineering. They created four-year plans in four different engineering emphases: Mechanical Engineering, Electrical Engineering and Computer Science, Computer Software and Computer Graphics. “What’s really powerful is that these [course pathways] cross three or four departments,” Holmes said. “We’ve just organized existing courses into logical pathways.” Starting next year, Holmes will be teaching Introduction to Engineering Design. “I’m hoping people look at this stuff and try it out, even if it’s just for a year,” Paley said. According to Dunbar, no new staff has been hired to teach engineering courses, but if the program grows, teachers may be converted from other subjects, such as science, to teach engineering classes. Consequently, if there is insufficient enrollment, the courses offered will be scaled back. Holmes believes that what students will learn from the courses—several of which will earn students college credit as well as high school graduation credit— applies to areas outside of engineering. “If you combine the courses, it gives a good foundation for engineering, or even anything else related to the combination you choose,” Holmes said. “If you take the Mechanical Engineering courses, by the time you’re done, you have a solid foundation to continue in either mechanical engineering or something else physical, like architecture. With the Computer Graphics empha-

sis, there’s a whole world of pos- enroll. “I think it’s really upsetting passions and explore engineering. sibilities, like video game design, how a lot of girls don’t even con- “Students can fit four years of art, animation, anything like that.” sider taking engineering courses,” or four years of theater into their Paley agreed that the courses he said. “We’d like to broaden schedule if that’s what they’re inare practical. “One thing I hear the way people see engineering.” terested in,” Holmes said. “Now from parents is that they want their Paley noted that only three out students interested in engineering kids to have a ‘well-rounded edu- of 34 students enrolled in Digital can fit it into their schedules, too.” cation,’” he said. “How is engi- Electronics, neering not part of a well-rounded and 14 out of education? [At Gunn,] we teach 98 students coma lot of math, English, science, in puter scihistory, current events, economence classes ics—the list goes on. Some kids girls. learn a lot of this stuff, and these are Holmes beare all important, but they may lieves the not use it again. You can apply best part of engineering later in life to make the program peoples’ lives easier in meaningful, interesting, practical ways.” is that it alHowever, Dunbar does not see lows more a full-fledged engineering pro- students to gram coming to Gunn. “Even en- follow their Courtesy of Bakari Holmes gineering schools do not teach engineering courses to most students until they are sophomores in college,” he wrote in an e-mail. “What we have is more of a taste of engineering so that students can see what they’re getting into.” Some former engineering students have gone on to pursue engineering beyond high school, while others have majored in another science or technical subject. According to Melissa Chan Paley, one goal of the program is to Top: 3D screenshot of software used in Introduction to Engineering attract more girls to Design. Bottom: Senior Brendan Quirk’s circuit from Digital Electronics.

News

The Oracle

The Oracle 780 Arastradero Rd Palo Alto, CA 94306 (650) 354-8238 http://gunn.pausd.org/oracle

Alta Vista provides an alternative Students return from Alta Vista positively influenced, inspired to succeed

Editorial Board

Linda Yu

Editor-in-Chief Jon Proctor

News Editor

Managing Editors Sophie Cheng Joyce Liu News Niki Mata Nicola Park Linda Yu Forum Joseph Lin Sarah-Jean Zubair Features Henry Gens Emily Zheng Centerfold Sophia Jiang Alvin Man Entertainment Melissa Chan Tiffany Hu Sports Wen Yi Chin Kevin Gao Annie Shuey Copy Editors Regina Ahn Hannah Plank-Schwartz Alice Yu Photo Henry Liu Graphics Nathan Toung Web/Tech Kimberly Han Webmaster Charles Chen

Staff Reporters Krishan Allen, Maya Ambady, Arjun Bharadwaj, Sweta Bhattacharya, Monica Cai, Colin Chen, Eugenah Chou, Samantha Donat, Tara Golshan, Sam Hayward, Mia Howard, Jesse Klein, Eden Lauffer, Elise Lee, Yilin Liang, Nicolas Loyola, Ashley Ngu, Mati Pluska-Renaud, Jennie Robinson, Divya Shiv, Leon Sung, Annie Tran, Lisa Wong, Lisa Wu, May Wu, Kevin Zhang, Lydia Zhang Business/Circulation Managers Jazreel Cheung Anne Hsiao Elaine Liu Photographers Victor Kwok Alan Phan Melissa Sun Jonathan Yong Graphics Artists Kimberly Han Andrew Lee Adviser Kristy Blackburn The Oracle is published by and for the students of Henry M. Gunn Senior High School. The unsigned editorials that appear in this publication represent the majority opinion of the editorial staff and The Oracle's commitment to promoting students' rights. The Oracle strongly encourages and prints signed Letters to the Editor. Please include your name, grade and contact information should you choose to write one. Letters may be edited to meet space requirements and the writer is solely responsible for the accuracy of the content. Letters to the editor and ideas for coverage may be sent to gunnoracle@yahoo.com. These letters and ideas need not be from current students. The Oracle publishes 10 issues annually. Subscriptions are $40/year.

Junior Christian Toribio was given a wake-up call after finishing his sophomore year. He hadn’t fulfilled the quota for the number of credits he should have completed by junior year and his counselor told him he wouldn’t be able to catch up. “I sat down with my mom, my counselor, the assistant principal and the school psychologist and they told me to go to Alta Vista Continuation High School to make up the credits I needed,” he said. “The door was always open for me to come back to Gunn though, as long as I completed my credits.” Fast forward one semester: Toribio is now back at Gunn, and his experience at Alta Vista has given him much more than just the credits he needed. “Before, I was like ‘screw homework, school sucks,’ but going to go to Alta Vista really opened my eyes to what had to be done,” he said. Alta Vista Continuation High School, located in Mountain View, is a program for students ages 16 through 18 who, according to the school’s Web site, are “credit deficient, in work. “It’s much easier to earn credits violation of their school’s attendance there,” Toribio said. “Homework is policy or whose educational needs also optional and you can do extra may be better served in an alternative work to earn more points.” setting.” Each year, Palo Alto UniIn addition to the flexible points fied School District buys 30 slots at system, Cowell, Toribio and Cai all Alta Vista, and students who attend commended the teaching staff at must stay for at least one semester. Alta Vista. “The teachers want you to Usually, the switch to Alta Vista is graduate and they really try to make prompted by the sure that you do,” student’s counToribio said. Cowselor, though for ell agreed. “They some, the change understand the “At Alta, it’s more is self-referred. importance of the about being a Students with connection with the self-directed learnrecords of trustudent,” she said. ancy can also “They want to work er than having a be forced to atwith students who teacher lecture tend the closed have struggled.” campus school, For Alta Vista soyou about this as truancy is a cial studies teacher and that. ” violation of the Marciano Gutierrez, law. — senior Wilson Cai that has been exactly According to the case. “Teaching Assistant Prinat the Alta Vista has cipal of Guidance Kimberly Cowell, strengthened my belief that all kids the switch to the school is not always can be successful students, if given well-received, but students usually the right tools, time and attitude,” he appreciate the change after transfer- wrote in an e-mail. “This school is ring. “Some students go to the school designed to help all students succeed, kicking and screaming, but it’s rare especially those who have not found to get a report from the school saying success at the traditional school sites. a student is still upset after attend- Rather than lower the expectations ing it,” she said. Senior Wilson Cai, for our students, we build them up to who attended the school for a year meet the same standards that other and a half but is now also back at schools require of their students. Gunn, wrote in an e-mail that he Holding high expectations and giving was in “disbelief” when Cowell first the students the tools and flexibility recommended Alta Vista to him. “I to meet those expectations has proven was strongly against it at the time,” to be extremely fruitful.” he wrote. However, he is now “glad For Cai, the learning environment that [he was] sent there” and would was different at Alta compared to have stayed at the school, had it not at Gunn. “At Alta, it’s more about been for “pressure about which high being a self-directed learner than school [he] graduated from.” having a teacher lecture you about Compared to Gunn, Alta Vista this and that,” he wrote in an e-mail. has smaller classes, a maximum of In addition, he also feels that “the 150 students on campus, more indi- teaching staff at Alta was a lot more vidualized instruction, shorter class fun and social,” and that “Gunn’s days and a higher guidance counselor staff seems to be more serious and to student ratio. The learning atmo- is more concerned with good grades sphere is a combination of self-study and colleges.” and class discussion, and students According to Gutierrez, Alta earn credits through points, which are Vista also provides a strong supaccrued based on completed work. port system for students. “We have Seventy-five points are equivalent to multiple counselors on site every five credits, or a semester’s worth of day, provide health services through

Victor Kwok

Alta Vista Continuation High School provides an alternative learning environment for local high school students.

the Lucile Packard health van and students who attend Alta Vista and even help students and their families stay there graduate on time and about with financial and legal assistance if 80 percent of the students who go to needed,” he wrote in an e-mail. “Our Alta Vista and come back to Gunn belief is that if we help the students graduate on time,” she said. However, take care of the noise that may be go- Cowell still urges students who have ing on in their life outside of school, transferred to Alta Vista to carefully t hey w i l l b e think through their more successful decision of whether while at school.” to return to Gunn. Students are “About half the stu“I choose to stay given the option dents return and do at Alta Vista beto either stay at well [but] the other cause I know that Alta Vista or half struggles, even return to Gunn with the support I am part of an after they earn provided here,” she institution that enough credwrote in an e-mail. its. “Some have “The environment truly helps kids chosen to stay and course work feel competent at Alta Vista are different at Alta both academically because t hey Vista. The student recognize the may have done well and emotionally.” smaller learning at Alta Vista and environment is — Alta Vista teacher met the terms of the more appropriate Marciano Gutierrez contract to return, for them,” Cowbut the conditions ell said. Others of success are difhowever, like Toribio, have come ferent there than at Gunn.” back to Gunn. “At Alta Vista, my For Gutierrez, the environment motivation was to return to Gunn, so I at Alta Vista is what draws him worked my butt off,” he said. Though toward the school. “I am an awardthe experience was beneficial, Toribio winning teacher who attended wanted to “graduate with a clean Stanford University; I could teach slate and move back to feeling more anywhere I want,” he wrote in an eindependent,” as the help he received mail. “I choose to stay at Alta Vista at Alta Vista was more personalized. because I know that I am part of an According to Cowell, the success institution that truly helps kids feel rate of students who graduate is competent both academically and very high. “About 90 percent of the emotionally.”

News

Monday, March 22, 2010

Measure A parcel tax is up for renewal this May

Students, teachers spread awareness of parcel tax to preserve quality of education in the district Tiffany Hu Entertainment Editor

Renewed by over 70 percent of local voters in 2005, the parcel tax (Measure A) is a $493 tax assessed per parcel, or dwelling, that has lasted for the past six years. Come May, this measure will be up for replacement, augmentation and renewal. If passed, the new tax will increase by $96, and increase by two percent per year to keep up with inflation. The tax will raise $11.2 million for schools every year. The proposed tax will be effective starting June 2010 and would last for another six years. “The parcel tax is one of the only ways that a school district can generate funds that remain in the district and cannot be taken by the state or city,” co-chair of the Support Our Schools Committee 2010 Palo Alto Unified School District (PAUSD) Tracy Stevens said. “In a time like now, when state and city budgets are in crises and need to reduce their deficits, [the tax] is a way for our community to contribute and try to keep severe cuts from happening to our schools.” In a campaign to pass this parcel tax on Measure A, hundreds of volunteers are working to ensure its success and the financial stability of the district, given the recent cuts. “PAUSD just made $3.8 million in cuts, with reductions at Gunn announced and anticipates another $7 million in reduced funding from the State,” Campaign Parent Teacher Student Association

Volunteer Coordinator Joan Jacobus said. “Neighboring districts are making cuts too. Cupertino has approved 30 students to one teacher in their elementary classrooms. Menlo Park just approved teacher layoffs.” Stevens regards the parcel tax as the best alternative to cover the cuts. “I believe that all students should have the opportunity to receive the best possible education available,” Stevens said. “It is shortsighted to reduce those opportunities when there is an option available.” Without this tax, PAUSD would have to cut $9.4 million for the 2011-2012 school year, resulting in significant consequences to district schools. “This tax is essential to the basic operations of the district,” Assistant Principal Phil Winston said. “If it does not pass, it would be a monumental budget problem.” Stevens agreed. “Given the scale of PAUSD reductions already made, it would not be possible to balance the budget without severe cuts at the classroom levels that would directly impact student instruction and the quality of our schools,” Stevens said. “This would include teacher layoffs, further increases in class size and possible elimination of electives. In stark terms, $9.4 million is about 105 teachers.” According to Principal Noreen Likins, however, the parcel tax will likely pass. “The district holds trial runs, conversations with locals and hires consultants to see the support extent,” Likins said. “So far, the feedback has been strong.” Jacobus agrees that the measure has a good chance of passing. “This measure

is the only one on the ballot and there is no organized opposition,” Jacobus said. “When voters receive their voter information pamphlet, it will include the PAUSD ballot measure and an argument in favor of the measure. No one submitted an argument against the measure, so we hope it’s a quick ‘yes’ vote.” This year, voters will use a mail-in ballot, meaning there is no traditional polling place for voters to cast their votes. “Because it is a mail-in ballot, it is important for everyone to be aware of the tax and vote ‘yes’ if they support it,” Likins said. “In 2004, a PAUSD parcel tax measure lost by less than one percent, so votes cannot be taken for granted.” Jacobus agrees. “The San Mateo-Foster City school district election in late February won by just one percent of the almost 22,000 ballots cast,” she said. According to Stevens, ballots arrive on April 5 and must be postmarked by the end of the month to count for the May 4 election. In order to pass, the measure needs twothirds of all those who cast a ballot to vote “yes” on Measure A. The volunteers who organize, plan and oversee the execution of the campaign are Stevens, Al Yuen and Anna Thayer. “Our goal is to have people vote Yes on A,” Stevens said. “This is accomplished by making thousands of phone calls, placing lawn signs all over the city and educating the voters both about the parcel tax and in this case, about the process of a mail-in ballot.” Stevens, Thayer and Yuen all have children within the district and consider education a high pri-

Henry Liu

Measure A signs display community support for the district.

ority. “The success of the parcel tax is important to me because, over many years, parents, teachers, students, administrators and concerned community members have invested an enormous amount of time and resources to make this one of the leading public school districts in the county,” Stevens said. “Yet, without the funds to support the programs and teachers at the level we have come to depend on, we could see changes occur quickly that would begin to erase all those efforts.” Yuen holds PAUSD in high regard as well. “The cornerstone of our community is the quality of our schools and why so many families with diverse backgrounds have moved to Palo Alto,” he said. High school students can get involved. According to business official Bob Golton, many Gunn students will be old enough to vote in the election. “There will be about 250 Gunn current students that will

be over 18 by the time of the May 4 election and I hope they will take the initiative to vote,” he said. According to Stevens, students can play an important role by delivering lawn signs or working in phone banks. “We would love to have students participate and offer their support,” she said. “It is an exciting time bringing people together for a common cause—in this case, protecting and preserving our schools and a first rate education.” On April 1, 6 to 9 p.m., there is a Gunn Student Night for phone banks. On April 3, there is a community rally downtown. For more information, please visit the following Web site: http://www.supportpaloaltoschools2010. org.

District finds ways to deal with upcoming budget reductions Eugenah Chou & Nicola Park Reporter & News Editor

The Palo Alto Unified School District (PAUSD) school board voted 4-1 to approve a $3.8 million budget cut last month after a year of deliberation. The reductions will be implemented during the 2010-2011 school year. Due to statewide reduced funding for K-12 education, the budget cuts are unavoidable. However, according to board member Barb Mitchell, an exact figure will not be finalized until the state budget is determined in June. The projected sum is more or less what the final cuts will be, Mitchell said, assuming that the parcel tax passes with a two-thirds majority vote. Gunn plans to reduce the impact of the cuts as much as possible. “The cuts are watered down and spread across the entire school,” Principal Noreen Likins said. One of the school’s strategies is increasing class sizes from 22 to up to 27 students in several courses next fall. According to Palo Alto Educator Association (PAEA) president Triona Gogarty, there has also been a decrease of $35 per student in each school site’s discretionary funds, an increase in elementary class sizes and a decrease in middle and high school

teaching periods by 2.7 full-time equivalent. In addition, the district will save $5 million by reducing the amount of district administrative and classified personnel. The district is conserving jobs by forgoing raises and increasing the amount of money that teachers pay for their health care through co-pays or deductibles. “We are considering cutting back on health benefits in order to save jobs,” Gogarty said. “We’re trying to keep cuts as far away from the classroom, and we’re doing the best we can.” According to Likins, the district has not been as hard-hit as other districts due to its status as one of about 60 basic aid districts across the state. Because the majority of its funds come from local property taxes PAUSD is cushioned from the impact of heavy state cuts. The district’s dependence on local funding makes the renewal of the parcel tax especially critical. According to Mitchell, PAUSD is also supported by previous savings. “We won’t ever be in a deficit or borrowing money— the district has reserves that have helped minimize cuts,” she said. “To reduce expenses during this economy, PAUSD has been building reserves over the past year, increasing some class

sizes don’t change and implementing a soft hiring freeze,” Mitchell wrote in an e-mail. If the parcel tax fails to pass in both May and September, the district will lose an additional $9.4 million from its budget and lay off an estimated 105 staff members under the seniority policy, according to Mitchell. Likins describes this as the “last-in, first-out” policy, meaning that newer teachers will be the first to be laid off. Other school districts throughout the Bay Area have resorted to the seniority based layoffs in response to the economic climate. Cupertino Union School District will hand out pink slips to more than 100 teachers this year, according to the San Jose Mercury News. The state cuts have not resulted in the loss of teaching positions yet, but it has prevented the district from hiring new teachers despite growing student enrollment, according to Gogarty. “There are several hundred new students moving into Palo Alto each year, because it is a fab-

ulous school system,” Gogarty wrote in an e-mail. “Usually, Palo Alto would hire more teachers to cover the extra students. However with cuts from the state, in the millions of dollars, the district cannot hire new teachers.” In addition to the parcel tax, parents and community members help meet the district’s financial needs. “More than 80 percent of [Partners in Education (PiE)] funds are donated by parents who really want to contribute to the health of our schools,” Executive Director of PiE Muneerah Merchant wrote in an e-mail. “Palo Alto places a high value on education... this common value m e a n s

people here also like to help in troubled times and I think that is what we are seeing.” According to Merchant, there has been an increased amount of support from residents and businesses in the community. “For example, this year we exceeded our dollar goal by $330,000 which allowed PiE to increase its gift to every campus,” Merchant said. “Working with the principals and district administration, we hope these additional dollars help protect some of the programs PiE funds at each school.” Mitchell is also pleased with the amount of support the community has shown. “It’s pretty heartwarming to be in this community that places such a high value on education,” she said.

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Forum

Monday, March 22, 2010

New principal should actively support Gunn District should select principal who leads staff effectively and listens to students

ith Principal Noreen Likins retiring, community members are anxiously waiting to see who will take her place in the coming school year. Though many are sad to see her leave, her retirement presents an opportunity for Gunn to continue in the right direction as well as concentrate on areas that need improvement. An incoming principal must be an effective leader who is involved in the school community, has a good relationship with the staff and helps project a positive image of Gunn. According to a survey of 314 students and 51 staff members conducted by The Oracle, 32.2 percent believe it is most important for the incoming principal to be actively engaged in the school community and projects. He or she should support student groups by attending music concerts, going to sports events, promoting club activities and encouraging other such projects on campus. Actively participating in the school community will enable the new principal to form a closer bond with the student body as a whole and with as many individual students as possible. Students should be able to say that they know and respect their principal. The student body expects an approachable principal who reaches out to students on a personal level. Most importantly, the incoming principal should truly value the student voice. Students are directly affected by and opinionated about school processes, and the principal should make it a top priority to gather student input about

major school issues. Gunn is supposed to address its students’ needs. Therefore, the principal should listen to the student voice instead of relying solely on the administration. The principal should also be able to build and maintain a good relationship with the staff. In the same The Oracle survey, 31.7 percent of survey participants rate “working well with staff” as the second most important issue for the new principal to focus on, and 83.7 percent agree that it is very important for the new principal to support and interact well with staff. The incoming principal needs to trust teachers and respect their abilities. Gunn’s teachers are perfectly capable of guiding and planning their courses without the close attention of a principal. A

good principal understands this and gives teachers the space that they deserve. But a good principal should also be available to help staff members when the need arises. This means supporting each department equally and not favoring one subject area over another. The incoming principal should try to understand what actually happens in the classroom and all the tasks that a teacher has to balance. He or she doesn’t necessarily have to hold a teaching credential, but knowledge of classroom priorities is essential for a principal to be effective. A principal cannot help and support teachers if he or she doesn’t even know what goes on in the classroom. In addition to being more involved in the student and staff community, the incoming principal should also strive to project a more positive image for the school. The media have built up a reputation of overachievement and pressure at Gunn that

has developed into an accepted Gunn tradition. For many people outside of the school community, the name “Gunn High School” is synonymous with stress and pressure. The new principal needs to show Gunn more for what it truly is—a loving, tight-knit community of students with a variety of passions and interests that are just as important as their academic excellence. That’s not to say that Gunn students are not smart— they are. Gunn has many brilliant and hard-working students to be proud of, and the pressures that they face, whether from peers or from the outside community, are not necessarily bad. But the new principal should still seek to portray those pressures in a more realistic and complete way. The Oracle also believes that the new principal needs to have values similar to those of the staff and students. This will help the Gunn community strive for higher morals and reduce

Nathan Toung

disagreements between students and the administration. For example, Likins’s acceptance of the Lesbian Gay Bisexual Transgender Queer Questioning community allowed her to handle the Westboro Baptist Church protest in an effective way. Her wisdom and understanding of Gunn culture was crucial in providing a loving environment in that time of need. Gunn needs a strong leader who can lead the school in the right direction and inspire students to be good citizens. The new principal needs to recognize and parallel Gunn culture, which is very accepting of everyone regardless of age, ethnicity, sexual orientation, religion and general background. He or she should work to promote things such as Not In Our Schools Week, Service Day and other events that shape Gunn’s identity. —Unsigned editorials represent the majority opinion of the staff (assenting: 37; dissenting: 6)

Cruel and barbaric captivity shortens animal lifespans Sophia Jiang It’s difficult to imagine what life would be like trapped in a confined space without any freedom. We encounter animal captivity all the time, from monkeys in zoos to orcas in aquariums. Yet what we fail to understand is that within the confines of these contraptions the lives of innocent animals are being harmed in unimaginable ways. Imagine hundreds of dolphins gasping for air in a thick, red sea of their own blood. After watching The Cove, a Sundance and Oscar winning documentary, that very image has continuously played in my head. The documentary tells the story of a group of animal right activists who are determined to uncover the secret business of Japanese fishermen: dolphin killing. Today, the dolphin industry has grown

out of control. There are currently 200 captive dolphins in over 60 countries. Yet, a dark truth is veiled behind the mistaken “dolphin’s smile,” a false pretense that dolphins are always happy. In order to obtain these beautiful creatures, they must be captured through incredibly inhumane ways. Taiji, Japan is the largest supplier of dolphins to marine parks and dolphin programs around the world. The first thing tourists are likely to notice when first entering Taiji are the hundreds of statues dedicated towards dolphins. But what the city does not realize is that Japanese fishermen go out multiple times a year in mass to hunt these animals. By creating a sound barrier with ships that contain large bells located at the bottom of the ship, fishermen are able to scare the dolphins so they swim away from the ships straight into a national park’s cove. The fishermen trap hundreds of dolphins in the cove, locking these animals into a small pool of water. The next morning, trainers from all over the world are invited to purchase these dolphins for their marine parks. But the trainers only want one kind of dolphin. They are looking for Flipper, a female Bottom nose dolphin

which can sell for up to $150,000. So what about the rest? One simple word—death. According the largest media company in northwest Indiana, nwi.com, fishermen in Taiji alone kill about 2,000 dolphins a year for their meat. However, the Japanese government allows 19,000 dolphins to be killed each year. According to Discovery News, dolphins are believed to be the world’s second most intelligent animals. Thus, killing such an intellectual animal could almost be equivalent to killing a human. Shamu, the killer whale originally was the second orca ever captured in the late 1960s and the third to be displayed to the public. Ever since then, the name Shamu has spread like a rampant tsunami and now practically every marine park has a show dedicated to killer whales. Yet the captivity of whales has a major impact on the whale’s lifespan. According to Stefan Jacobs, Center for Whale Research, the life expectancy for wild orcas is 30 years for males and 50 years for females. Yet marine park officials declare publicly that orcas in captivity do not live longer than 20 years, around half the whale’s natural lifespan.

Tilikum, a famous orca residing in Orlando, Florida’s Sea World has been the cause of three human deaths. The most recent deaths occurred last month, when trainer Dawn Brancheau was pulled into the tank by her ponytail and drowned. Whether intentional or not, the captivity of Tilikum is murderous in its own sense, cutting his life short by keeping him within the arena of a public marine park. In fact, Tilikum does not even belong inside a marine park to begin with. What society fails to understand is this violent act would be considered normal if these “killer” whales were in their natural habitat. If the real culprit in this game of marine captivity was found, humans would be caught redhanded. Now practicality states that it would be simply impossible to suddenly ban all forms of captivity and slaughter. However, a simple solution to this complex issue is raise awareness. The marine business has built a lovely profit and grandeur publicity feat, but what truly lies underneath it all is a dark secret awaiting to surface. —Jiang, a junior, is a Centerfold Editor.

Forum 8 Benefits of increased gasoline tax debated Joseph Lin Despite critics’ claims that a gas tax would burden an already slow economy, a tax on gasoline is a win-win proposition. The proposed gasoline tax would raise desperately needed government revenue, spur the race for alternative energy, provide competition for more gasoline efficient vehicles and increase the public transportation ridership. If an increase in the gas tax was implemented throughout the United States, it would reduce our carbon emissions and our nationwide dependence on foreign oil. As the silver lining to a seemingly smoggy cloud, an increase of gas prices, whether by tax or other factors, helps reduce carbon emissions by increasing hybrid vehicle company competition and also the number of people who utilize public transportation. This pushes for economic growth as transportation companies benefit from a gas price increase. Within the last decade, the nation’s gas prices have steadily increased. These higher gas prices have given the public an incentive to come up with more efficient ways to travel including hybrid cars and public transportation. A higher demand for fuel-efficient hybrid cars, will drive companies to create more efficient vehicles. Increasing gas prices also pushes people to make use of public transpor tation. For example, gas prices reached their peak of nearly $4.50 per gallon at the pump in 2008. In that same year, the Bay Area Rapid Transport (BART) also broke its overall ridership records. Raising the gas tax would increase ridership, enhance government and BART revenue and lower annual carbon dioxide emissions. California has the highest gas tax in the nation. However, at the same time, California is at a point in which it requires more government revenue than the rest of America. With a $20.7

billion debt, California needs to find methods to begin reducing this debt. While this tax will probably not be the only legislature addressing the statewide debt, it will still act as a small step forward in decreasing it. If the current gas tax were reduced, the government would be forced to replace the lost revenue by using other methods. California would be forced to either tax its citizens more heavily or be forced to cut spending from the current public programs. Most people require the services of policemen, firemen and teachers, so reducing current public programs is not something that California can afford to do. Choosing various taxes over a tax on gasoline does not hold the same environmental benefits as a gas tax does, but still takes the same amount of money from our pockets. Opponents state a decrease in the gas tax will help improve individual financial states. While at first this seems logical, lower gas costs may persuade citizens to deter from purchasing fuel efficient vehicles. A decrease in the gas tax will potentially cause vehicle owners to continue to drive their clunkers and guzzle more oil. Citizens should support an increase in the gas tax because it not only supports the environmental cause by increasing the usage of public t ranspor tation and encourages the development of more efficient hybrid cars, but also provides California with necessary revenue. Once California pulls itself out of this debt, we should not want to see Califor nia regress back into a state of gasoline gluttony and clunker-driving selfishness, but rather progress into an efficient, ecologically and economically friendly state. —Lin, a junior, is a Forum Editor.

CON

PRO

The Oracle

Henry Gens For most Americans, pulling up to the pump nowadays is already a taxing experience. There’s the inevitable groan that escapes upon seeing the sky-high price of gasoline, the worry that maybe filling up the old Chevy will be unaffordable and the brief, horrid impulse to consider purchasing a “green” car with notable accelerator and brake failures. All of this is painful enough—why, then, should the government seek to further raise the price of gas by increasing the tax that comes along with it? There are better means of securing revenue that are fairer to the average American. Sure, gas is a highly inelastic commodity that people will buy at nearly any price due to its necessity in everyday transportation. However, tea was also a fairly inelastic good back in the good old days (that is to say, the 18th century), and everyone knows what happened in Boston when the British slapped a tax on that in 1773. Suffice to say, the Republicans have already started on their silly Tea Party shenanigans—to further goad them with another tax would be politically unpalatable. This is especially pertinent when one considers that political solidarity is needed now, more than ever, to pass far more important pieces of legislation—such as a health care bill— than a minor gas tax. The very act of entertaining this notion of hiking the payout at the pump upward is tantamount t o kicking the Nathan Toung

average American while he (and the rest of the economy) is already down. It places the consumer between a rock and a hard place: continue paying exorbitant prices for gas, or drop a huge sum of money on purchasing a more fuel-efficient car—a heavy investment people most affected by this tax can’t afford. Despite the political and automotive taste implications of a tax on gasoline, there is a far simpler argument to be made against this deceitful practice. A gas tax is a regressive one for Americans—the more one makes, the less the government takes, relatively speaking. People with a greater income do not necessarily drive significantly more than those of lesser income, according to a study conducted by the Oxford University Centre for the Environment. Thus, as a proportion of income, the rich end up paying less than the poor , and the poor are unfairly burdened by the tax. Coupling the cumulative effect of this tax on the less affluent Americans with the suffering already caused by the recession makes it nothing more than a way to rub salt on their already blistering wounds. This policy is irrefutably draconian, and should not even be considered. If revenue is what the government needs, it should consider reforming the Federal Marginal Income Tax brackets—at least those are progressive. Though it acts as a deterrent against buying gas-guzzling cars, the gas tax is still an excessively harsh method of nudging consumers toward greener vehicles. Gasoline is a highly inelastic commodity, which means that raising the price would still raise the revenue of suppliers because consumers will continue to buy it regardless. Thus, the burden of the tax falls almost entirely on consumers, which is hardly an incentive for suppliers to change their ways. A much cleaner solution would be to have the government propose miles per gallon and emissions requirements on all new cars. This entirely feasible act would leave the consumer unscathed and encourage car companies to make better cars that would be more competitive on both the global and domestic market. Whether or not the consumer considers his or her tank to be half full or half empty, keeping further taxes off of gas should aid in alleviating some of the dread inherent in having to fill it back up to full. —Gens, a senior, is a Features Editor.

Public addiction to technology damages mind and body

Regina Ahn

Modern day society’s coexistence with technology has led to more comfortable and informed lives. But sometimes, too much of a good thing can be harmful. There are many beneficial effects of technology; however, its commercial overuse has begun to cause significant physical health problems. Some common technologically born diseases are tendinitis and Carpal tunnel syndrome. Others, such as “gamer’s thumb” and scoliosis can be caused by excessive video game playing.

These diseases are all examples of Repetitive Strain Injury (RSI), a cumulative trauma disorder on the neuromuscular or nervous system. Repetitive actions, vibrations or awkward positions can sustain and create the stress that causes RSI. These repetitive actions can cause people who work on the computer 24/7 to develop chronic pain from bad posture, typing and dragging and clicking the mouse. Chronic pain cannot be cured immediately, but using contoured mice, keyboards designed for comfort and exercise helps to alleviate and prevent it. In many cases, it is the repetitive and increasingly speedy nature of technology that fosters anxiety. For example, the “instant” in “instant messaging” can overstep the boundary of convenience and become an unintentional

distraction. With information traveling faster, people’s days are condensed with more things to do and accomplish to ultimately help society progress. A study done by the Kaiser Family Foundation says that the average teenager manages to cram 10 hours and 45 minutes worth of media content into seven hours and 38 minutes per day. This statistic hints at the price that comes with a powerful database like the Internet. Recent studies have shown the emergence of Internet Addiction Disorder (IAD) and a strong link between depression and the overuse of the Internet. There has also been controversy over whether electromagnetic waves that computers and phones radiate cause cancer. On March 2, Maine considered passing a bill that would require cell phone companies to include a packaging

label warning consumers that cell phones increase the risk of cancer. A Swedish research facility and the Institute for Health and Environment at the University of Albany both warn that brain tumors caused by the radiation are increasing in Europe, where cell phones have been used longer than in the United States. The National Cancer Institute, Federal Communications Commission and American Cancer Society countered by saying that such labels could mislead consumers because substantial evidence linking radio frequency radiation and cancer doesn’t exist. Either way, people should be aware that using technology for long periods of time causes risks to their health is some way. A possible solution to limit the use of technology would be to decrease the need for it. For

example, teachers should post less urgent announcements and homework assignments online and write important due dates on the whiteboard or verbally tell the class instead. People in general should also limit their time spent on technology. They should use cell phones primarily for what they were intended for—to make phone calls, instead of developing finger injuries from texting. Planning out what tasks are necessary to use the computer for and exercising a little more self-discipline once in a while wouldn’t hurt either. Then “net junkies” can prevent themselves from wondering how they ended up browsing Facebook, YouTube, World of Warcraft or chat and finishing a one-hour assignment in three hours again. —Ahn, a junior, is a reporter.

Forum

Monday, March 22, 2010

Gun-friendly law may prevent crime Eugenah Chou

For years the topic of gun control has been both a politically and morally charged debate. Advocates of gun control argue that not enough is being done to keep guns from the wrong hands and prevent violent crime. But in actuality, imposing stricter gun control laws would leave citizens defenseless against crime. Heavy media coverage has given guns an evil reputation, especially following tragedies like the shootings at Columbine and Virginia Tech. According to the political rights group the Brady Campaign, 32 people die each day from gun violence. Numbers like this fuel the anti-gun argument and push many to equate flat-out gun bans with reduction in crime rates. But imposing gun bans and denying citizens the full capacity of self-defense solves nothing. Guns should be allowed inside the home as a precaution. Past gun bans outside the US have failed. BBC News reported that handgun crime rose a whopping 40 percent in a mere two years when a strict gun ban was passed in England in 1997. According to USA Today, Australia suffered the same results with a 51 percent increase in armed robberies and a 16 percent increase in manslaughter. American states with gun-friendly leg-

islation have lower crime rates than those that don’t. According to the Cato Institute, states that enforce “shall issue” laws which allow registered citizens that meet certain conditions to carry guns, actually have a 24 percent lower violent crime rate than states that don’t. Contrary to arguments that increasing availability of guns will simultaneously increase crime rate, national surveys indicate that guns are used for self-defense over two million times a year. Of these cases, 400,000 have resulted in a saved life. With these statistics in mind, gun control laws only endanger the innocent, instead of hindering criminals.  Having guns in the home as a safety measure is one thing, but carrying guns openly in public is a different story. An unexpected player in the gun control debate is Starbucks. Yes, the coffee shop. When the franchise first began embracing its opencarry policy it prompted serious criticism from gun control advocates. What the policy means is that customers openly carrying guns can, hypothetically, get their coffee without a second glance from the baristas. In California it is completely legal to carry unloaded guns. However, private businesses have the right to prohibit guns on their property. Given the nature of Starbucks, and that fact that it’s a hotspot for students, families and people just looking to relax, the company should revoke this policy. No one’s going to order the last chocolate chip cookie if the customer behind them is packing heat. In Starbucks’ official statement, it claimed that abandoning its policy and refusing to serve armed customers would

Joyce Liu

Nathan Toung

put their workers in an “unsafe position”. This in itself is absurd. It admits that these people are a potential danger. Since gun control is still so controversial, Starbucks and other businesses should consider the negative effect open-carry policies have on many customers.  Americans have the unchallenged right to defend their families and homes. But Americans also have the responsibility to the very same people they wish to protect to monitor guns within reasonable limitations. —Chou, a junior, is a reporter.

Marijuana legalization bill holds promise

Henry Gens The most dangerous aspect of marijuana isn’t that it causes muddled thinking or even that—with egregiously excessive usage—it may lead to lung cancer. No, the single most harmful aspect of marijuana is its classification as an illegal substance. The very fact that this drug is placed on Schedule One of the Controlled Substances Act (CSA), which is reserved for the most dangerous and tightly restricted substances, creates far more troubles than the actual drug itself. Californians should seriously consider and pass the newly proposed Marijuana Control, Regulation and Education Act. Introduced in the Assembly in February, this bill would make the selling marijuana to anyone over the age of 21 legal in California. Understandably, this bill has elicited fervor from both sides of the argument, but there are some elements in this debate that make this bill very promising. First off, marijuana is in no way comparable to the other drugs, like cocaine or heroin, on the CSA Schedule One list. According to The Institute of Medicine of the National Academy of Sciences, many of the negative effects of marijuana usage are exaggerated by opponents of its usage. For instance, marijuana has not been found to cause any long-term effects on the brain or nervous system. The intoxicating ingredient, THC, is broken down by the body within two to three hours and excreted in 21 to 30 days, but it is not psychoactive, meaning the user won’t experience subsequent, spontaneous highs after the initial one. While smoking marijuana corrodes the lungs and thus may lead to lung cancer, individuals rarely smoke the drug

in large enough quantities and frequencies to render this an appreciable concern. The temporary impairment of judgment, which is comparable to that from consuming alcohol, that results from lighting up is far more dangerous. Nevertheless, the negative effects of using marijuana are underwhelming for a drug that is so tightly regulated. The problems caused and opportunities missed as a result of marijuana’s illegality outweigh the relative harmlessness of the drug. A major problem with outlawing marijuana is that it fosters illegal activity, as well as violent crime. It is no coincidence that the per capita homicide rate in America doubled from approximately five to 10 people following the passage of the CSA in 1970. Furthermore, gangs in Mexico cultivate most of their marijuana crops in California state parks. In addition to supporting violent gangs financially, growing marijuana in state parks harms the environment. If marijuana were legalized in California, the monopoly and financial support of these violent criminals and cartels would be ended. Legalizing cannabis would make California safer by allowing law enforcement to focus on more serious crimes. It’s a situation in which everyone—except the gangs—wins. Additionally, keeping marijuana illegal means a lost source of revenue for a state that is perennially strapped for cash. According to the Drug Policy Alliance Network, a leading organization on policy alternatives, the total crop of cannabis produced in California alone is estimated to be worth some $14 billion, which makes it the state’s number one cash crop, more than the next two, vegetables and grapes, combined. Taxing this crop in a fashion similar to cigarettes could yield about $1.4 billion a year. According to NORML, a lobbyist group for the corroboration of marijuana, the economic benefits of legalizing the substance could be worth $12 to 18 billion a year in saved law enforcement costs, tourism and spin-off industries around the drug.

Less is more

Finally, legalizing marijuana in California could alleviate the burden of yet another pressing problem for the state: overcrowded prisons. All of California’s 32 state prisons are operating far beyond their capacities (over 200 percent in many cases), according to the Department for Corrections. The legal penalties for possessing marijuana are relatively small—a misdemeanor and a fine or possible prison sentence of a few months, although this sentence is rarely given. However, the story becomes an entirely different one for anyone in possession of marijuana with intent to sell or growing any quantity of cannabis, both of which are felonies and punishable by prison sentences of several years and hefty fines. These heavy-handed laws in combination with California’s Three-Strikes law, which guarantees a 25 year prison sentence to anyone convicted of three felonies, are a direct contribution to the ridiculous strain on the state’s prisons. Beyond the mere fact that this is too severe a penalty for marijuana peddlers, it forces the state government to siphon funds away from other projects in order to compensate for this extra influx of inmates. If these arguments fail to persuade, then one only need remember the old adage, “Those that cannot remember the past are condemned to repeat it.” This is to say that a look back in US history can easily draw a parallel situation—the passage of the 18th amendment in 1919 that outlawed alcohol in the nation. The waves of crime, dissent and lost revenue that resulted from this act led to its repeal in 1933. There’s a reason why people look back on Prohibition as a ridiculous idea: it’s not possible to ban a relatively mild substance without creating problems that are far more threatening. If history or, indeed, common sense holds any sway, it is imperative that this marijuana regulation bill be passed in both the Assembly and the Senate. Jointly, if you know what I mean. —Gens, a senior, is a Features Editor.

“Less is more.” Wise, wise words from the English department. Perhaps my proudest achievement in my four years of English at Gunn is finally mastering how to narrow down a topic and cook up a focused thesis. If only I could do that with my life. I hold the deadly combination of a gamut of passions and an unwillingness of doing things half-heartedly. Take ROCK, whisk it with Oracle, simmer it with French Club and garnish it with lacrosse to make a concoction of March Madness. Serves one. Oh, people warned me all right, but I thought it would be “no biggie.” I didn’t want to give up being a part of groups that I loved and spent so much time with, and I thought I could fully commit to all of them. For the most part, I could, but my activities almost had a few mid-air collisions and my free time began to dwindle. There is so much fun stuff that I want to do over the weekends, but weekends are just basically more time to do work. If you asked me how many complete work-free weekends (no homework, no studying, no college apps) I had in the past two years, I can easily use only one hand. What’s even scarier is that I don’t think I’m the only one. The more I reflected on my day-to-day happenings, the more I thought that life is just like writing an English essay. The simple tips that dictate a great essay also dictate a fulfilling life. Think before you write but not too much, or you might turn into Hamlet. Peradventure my weakness is that I just soak up whatever comes at me without thinking if SpongeJoyce KhakiPants can take it on. If I think more about new activities and events before I commit to them, I would have an easier time and wouldn’t dread disappointing others when I realize that I can’t make it. Limit and develop your activities gradually. I was the kid that liked everything. I guess I’m still that way, but I’ve learned that sometimes I need to forgo certain interests so that I can spend more time pursuing those I am most passionate about. I wrote “gradually” because I believe my exposure to different activities helped me figure out what truly matters to me. After Limit comes Develop. If I just wrote and edited for The Oracle, would I be a better writer and editor? If I just played lacrosse, would I be a better player and get the ground ball every time? Most likely, yes. In order to “develop” one’s skills, spending time practicing is crucial—just like finding the “best evidence” from literature. Say more about less. As we grow older, it seems like people value depth more than breadth. You don’t see Pulitzer Prize winners who are also Nobel physicists on the side. Eventually, people will find their niche and figure out what exactly they like to do and are good at, so why the rush? Although I do believe in what I wrote before, maybe it is okay to have such wildly spread interests at this time in my life. I’m only 17 going on 18, baby, I’ve still got time to think. In a year or two, I’ll probably be further down the funnel of focus. When I started writing this column, I was a bit overwhelmed with everything that was going on in my life. Though I realized that I am amidst a flurry of activities, I thoroughly enjoy each and every one of them, and as long as I just focus on an activity one at a time, I can conquer them all. Maybe that’s the lesson there: to find what you like and stick with it (and don’t be afraid to turn down opportunities). Hmm. So maybe I haven’t quite mastered coming up with a stellar focused thesis. Help, PD and TF! —Liu, a senior, is a Managing Editor.

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Features

Monday, March 22, 2010

11 2

Victor Kwok

Aubrie Lee (12): 1: “If Walls Could Speak,” pen and ink 3: “Self-Portrait with Scapular Winging,” black and white charcoal 6: “Pick Your Poison,” vectored portrait 7: “Skeleton Keys,” pen and ink

Constance Wu (12): 2. “Common App,” gouache and watercolor 4: “The Soup Universe,” acrylic on canvas 5: “Cave, Crater, Volcano,” oil on canvas

Students display artwork in library, district office Exhibit gives scouts, students, staff a chance to view and interpret the artwork Leon Sung Reporter

If a picture is worth a thousand words, then the artists of Gunn outspeak debaters, poets and singers with their silent expressions of hidden emotion. Students in Advanced Placement Studio Art and Advanced Drawing and Painting are offered the opportunity to display their work in the library and district office during their last year of high school. “It’s the finale of their high school drawing and painting education,” art teacher Deanna Messinger said. For the artists, however, displaying their work means much more. “Seeing everything together made me realize how much time and effort I’ve actually spent on art in my years at Gunn, and it made me really happy that I had the chance to do it all,” senior Constance Wu said. A solo exhibit is something that takes a fair amount of courage and confidence. “The work is really personal,” Messinger said. “It’s similar to exposing your guts or standing in a room naked. Things are being shown that have real meaning to the creator.” Artists doing a solo exhibit often fear that their work will be misinterpreted. “Out of privacy, I intentionally hadn’t shown my work to many people for the past three years,” senior artist Grace Choi said. “Having a solo exhibition at Gunn was a huge leap toward sharing more of myself with other people, which was unsettling but openly relieving.”

Painting, drawing and sculpting differ greatly from other forms of art. While other art forms, such as music and dancing require the viewer to see the entire duration of the piece, a painter or sculptor only has a still image to convey his or her message. “When people look at drawings or paintings, they generally won’t spend as much time as they do listening to a song or watching a dance,” Wu said. “Instead, they get this one instant or a few seconds to look at an image and gather meaning from it.” Art is also not bound to the worldly confines of reality. “We can simplify things or complicate things, draw things that don’t exist, create our own strange styles, make things more ugly or beautiful, and draw things that don’t make sense whatsoever,” Wu said. For aspiring artists, a similar system to the sports “scouting” system is present in the art world as well. “I invite college reps to come into my drawing and painting class to get a taste of what we do here, and also so that students can see the many possible art careers available to them,” Messinger said. “A university or art school sees the quality of work coming out of Gunn, and as a result we become a ‘feeder’ school. Having this relationship with the reps is one way for schools to keep considering Gunn art students for admission. For example, UCLA considers us a ‘feeder school’.” Without the success of students and the support of teachers at Gunn, this would not be possible. “The art exhibits show the com-

munity the kind of high quality work its student artists are capable of and the kind of creative thinking and work that goes on here,” senior artist Angeline Qi said. “We aren’t just a bunch of high school students; everyone in Palo Alto is more than that.” However, appreciation for student artwork is not as present in some students. “Although the art definitely improves the overall ‘feel’ of the library, I have to admit that I haven’t actually taken the time to look into them analytically,” junior BoShiaw Hsu said. The fact that some students don’t attempt to interpret the words of expression written through the works of other students is difficult to comprehend for some art enthusiasts. “When you read a story there are usually hidden metaphors within the plot,” Messinger said. “I find it ironic that people don’t see how they can do this with other expressive media, but it’s something they can learn to do if they choose.” The truth is, a piece may look pretty to someone but drab to someone else, but it will inevitably contain some kind of message. “People choose what they want to miss out on,” Choi said. “It’s an ugly situation; not only has an artist been spurned, but potential viewers also have lost an eye-opening opportunity. People have clashing interests, and it’s the artist’s job to understand that. However, if someone wants to be well-rounded and worldly, he’d be a fool to walk art by.”

Features

The Oracle

Likins reminisces about experiences, n LIKINS from pg. 1

Biography Likins was born and raised in Birmingham, England. She is the second of four children, with two sisters and one brother. “I believe that number two is always the most rebellious,” Likins said. “I was always the one doing different stuff. I was the only one who enjoyed athletics.” She played netball, similar to basketball, and rounders, similar to softball. “I guess I was more adventurous,” she said. After taking the 11-plus examination, which directs admission to secondary schools, Likins attended King Edward VI Camp Hill School for Girls, a selective girls’ school from the age of 11 to 18. She is grateful for her teachers, who helped her understand and navigate the college system. “I was a kid who didn’t have parents who were used to the demands of school,” Likins said. “A lot of teachers guided me.” When it came time to apply for colleges, much of the process was new for Likins. “I came from not a very wealthy family,” Likins said. “My parents only had a middle school education. They had to leave school because of financial reasons, so they didn’t know much more than I did. I selected my college by a picture because it looked nice.” She attended the University of Wales, where she obtained a jointhonors degree in International Politics and Geography. She had originally thought about studying English, French and Geography. Upon graduation, Likins followed in her older sister’s footsteps and went into teaching. She took a post-graduate course in education at the University of London. “In the late 60s and 70s, there were not very many options for women,” Likins said. “Nobody told you you could do whatever you wanted. Teaching was a fairly safe option, and it offered security, which was important for me.” Likins first taught in London at the Bromley College of Further and High Education, formerly known as Bromley College of Technology, in London, where she taught Economic Geography and European Studies. Besides teaching, Likins was also involved with Student Services and Student Welfare. After a few years at Bromley, she applied to the Fulbright Exchange Program. “I guess I was at the point where I wanted to try something different, and I saw the notice about the exchange program on a notice board at Bromley,” Likins said.”[The Fulbright Program finds] someone who has the same sort of job as you, and you essentially live the other person’s life for a year.” After one year, the exchange program found an opening for Likins in California. She became a World History and Economics teacher at Saratoga High School (SHS), where she met her husband Tod Likins, who was principal at the time. “She’s an absolutely superb teacher,” Tod

Likins said. “She’s one of those teachers who does everything possible to ensure that every kid learns what she is trying to teach. She uses all kinds of different ways that can capture a kid’s attention and interest.” After the exchange period ended in 1981, Likins decided to move to the United States. “At the end of the year, I asked her to stay, and she did,” Tod Likins said. “She came back Dec. 19 of 1981, and we were married on the 24th.” Once in the United States, Likins had to go back to school to redo her credentials in order for her to teach in California. “I chose to go to UCSC, which is literally five minutes from my house,” she said. At the University of California Santa Cruz, Likins received a Master’s degree in Comparative History. After Likins finished her studies in 1985, she taught World History and Economics at Los Gatos High School. She then switched back to working at SHS where she taught for four years, at the same time that her husband became superintendent of the district. With her previous experience in student services at Bromley, Likins later became an academic advisor, while Skelly was principal at SHS. “She knew the kids,” Skelly said. “She spent a ton of time researching colleges and universities. She writes beautifully.” Likins comes to Gunn In 1998, former Palo Alto Unified School District (PAUSD) Superintendent Don Phillips asked Skelly for potential assistant principal candidates. “He said, ‘You got anybody good?’ and I told him, ‘You’ve got to look at Ms. Likins,’” Skelly said. Likins applied for the position, and her interview was on the day before she departed for a trip to Africa. “Maybe that’s what it was,” she said. “I wasn’t bothered whether I got the job or not, so I was very relaxed.” English teacher Tim Farrell was on the interviewing committee that hired Likins as assistant principal. “She was very bright, very articulate, very caring, and all of that came out in the interview,” he said. “As far as I remember, she was the best candidate, and it was a no brainer—for me, at least.” Likins received her job offer while she was traveling in Africa. “Two weeks into my trip in Botswana, they sent me a note delivered by plane via a bush pilot saying, ‘You’ve been offered a job at Gunn High School in Palo Alto,’ and I thought, ‘Oh! This is interesting!’” she said. Likins eventually accepted the offer via phone from Victoria Falls in Zimbabwe. That fall, Likins became the Assistant Principal of Guidance. “She came with a reputation of somebody who had been extremely effective in managing Saratoga’s guidance department,” then-Principal Chris Rich said. “That’s what we needed, and she was perfect.”

What teachers have to say about Principal Noreen Likins: “I feel like she’s created a community where both students and teachers care about each other.” —Math teacher Rachel Grunsky

Courtesy of Don Anderson

Courtesy of Steve Ames

Initially, the job wasn’t easy. According to Likins, there was a significant issue with how different groups of students felt on campus. “That’s where I got plugged into the need to make a sense of community,” she said. Likins decided to bring Camp Everytown to Gunn in 2000. “I remember trying to get the first group organized,” she said. “For me, it was a very powerful experience, and I think for the students, too.” Likins worked with a student who attended Camp Everytown to start the Gay-Straight Alliance. “[Likins] had an interest in relating to and helping students who were not empowered,” Rich said. “She was very good at giving those kids a place to talk and a way to get them to

“She’s honest, fair, and her door is always open to listen. Because of her, we’ve been able to maintain five languages at Gunn, something almost unheard of at a public school. Her support for the languages is invaluable.” —World Languages Instructional Supervisor Anne Jensen

Courtesy of Don Anderson

become more active, recognized and respected on campus.” Gunn Robotics Team advisor Bill Dunbar agreed. “She’s much more socially liberal than any other principal than I have worked for,” he said. “She’s the only principal I know who would wear a t-shirt that says ‘gay? fine by me.’” During the 1999-2000 school year, Likins proposed the idea of tutorial. “To begin, there was a lot of opposition,” she said. “We had conference times, but it wasn’t getting to most students. It seemed like we needed to provide something.” According to Likins, tutorial served as an opportunity for students to connect with teachers and improve their high school experience. Likins also helped organize the master schedule.

“I’ll miss her leadership. She has been a buffer for teachers amongst controversy. Despite her load of work, she’ll still give birthday and thank-you cards. Her thoughtfulness has been greatly appreciated. We’re going to miss her accent as well!” —Art teacher Deanna Messinger

“She was really influential in making a master schedule that flows well,” choir teacher Bill Liberatore said. Likins fine-tuned the STAR testing schedule as well. “She’s a great organizer,” Rich said. “When a system needed improvement, whether it was first day of school registration or the spring testing programs, I had confidence her refinements would make it work. When given a project that was important to the school, you knew she was going to do it well.” For students who needed further academic assistance, Likins worked with English teacher Tarn Wilson to develop the current Focus on Success (FOS) program in 2001. “We didn’t have a mechanism for students who needed support, and FOS was a

“She’s so supportive of our school. After concerts, she’ll stay and talk to students, and the morning after, you’ll find a card from her saying how great the event was. It’s little things like that.” —Visual and Performing Arts Instructional Supervisor Todd Summers

Features

Monday, March 22, 2010

challenges during her time on campus

Henry Liu

Courtesy of Don Anderson

Courtesy of Darlene Feldstein

Top Left: Principal Noreen Likins poses for the 2006 choir/staff musical, Mother Earth. Bottom Left: Likins works at desk. Middle Left: Likins rocks out in this year’s staff choir/staff musical, Heavenly Bandstand. Top Right: Likins leans against the Henry M. Gunn school sign near the front of the school. Middle Right: Likins at practice for Heavenly Bandstand. Bottom Right: Likins sits with students at 2005 graduation. lifesaver,” Likins said. According to Wilson, Likins fought to make sure the program continued to exist. “She conducted extensive surveys to make sure all students were connected and had the support to be academically successful,” Wilson said. In addition, Likins personally matches FOS students with teachers that best fit their personalities. In 2004, Likins decided to apply to become principal at Homestead High School and asked then Associate Superintendent Marilyn Cook for a letter of recommendation. Then-Gunn Principal Scott Laurence was also thinking of working in a different school district. PAUSD decided to make Laurence the Palo Alto High School principal, and

Likins the Gunn principal. “The district, in its wisdom, decided that they weren’t going to lose her,” Skelly said. “That was a very smart move.” Tod Likins supported Likins during her time as principal. “When the opportunity came up to take that job, I strongly encouraged her to do it,” he said. “There’s something quite special about being the captain of your own ship. It was important to me that she had that experience.” Likins as principal Beck remembers clearly Likins’s first staff meeting as the new principal. “I think Mr. Shelby and other people had this big throne, and they carried her into the room,” Beck said. “She was so embarrassed sit-

“As a friend, she’s pushed me, has always been positive, listened to me and been such a good person. As a professional, she’s always there to listen to your problems and offer solutions. I’m going to miss her.” –English/ Social Studies Department Secretary Claudia Medina

ting on this big throne and to be carried, but it was the start of something new.” As principal, Likins has always listened to the feelings of everyone on the instructional council, Beck said. “She always respected every one’s opinions,” she added. “She’s never tried to be someone that says ‘this is the way things have to be done,’ but she doesn’t hesitate to let you know how she feels.” Senior Student body vice president Scott Baer agreed. “She is really involved in what we do and shows interest in what we have to say and what the student body thinks,” he said. “She has that very abstract thing called leadership,” Tod Likins said. “People listen to her.” Beck also

“Noreen has brought a great sense of community to our school . She has a strong sense of compassion and integrity she brought to our school. She’s touched, I can’t even imagine how many lives she’s touched. She’s kind of like a beacon of hope.” —English teacher Theresa Diola

commented on how Likins makes an effort to learn about the staff. “I’ve always been so impressed with how she knows something about every staff member at our school,” Beck said. Economics teacher Dawna Linsdell has worked with Likins on accreditation and professional development. “She has really allowed me to run that, to come up with ideas, to envision things and talk with the staff and allow the staff to create the professional development,” Linsdell said. “So I’m grateful that she’s really given us the freedom to be creative and let the staff be the experts at their own professional development.” Besides working with staff, Likins is also an enthusiastic supporter of student activities and takes part in staff airbands and the staffchoir musical. “Here’s Ms. Likins out there boppin’ in front of the whole deal and leading the thing, and you have to love that—that kind of commitment to everything about Gunn,” Farrell said. Liberatore agreed. “She’s a very involved principal,” he said. “She and her husband went on tour to Prague and Vienna with the choir.” Likins has also supported the engineering program. “I’ve been here for four different principals, and all of them have been intimidated by the robotics team except for Ms. Likins,” Dunbar said. “Ms. Likins has given us a legitimacy and realizes that we are not just some underground team. It makes the students feel proud that their principal would show up to the robotics competitions.”

Her legacy Likins believes that her parents’ influence have shaped her tenacity. “I had parents who had to work very very hard and were very supportive,” she said. “I think that kind of work ethic is very important to success.” Rich agreed. “She’s a really hard and conscientious worker,” Rich said. “She really sticks up for students and wants them to be heard.” Liberatore praised her dedication to the school and its students. “Her office door is always open,” he said. “She’s there from the break of dawn until the evening.” According to Tod Likins, Likins has an 11 to 12 hour workday and works every weekend. “The job that she has, if you really are going to do it right, simply requires that kind of time,” he said. “Her talents and skills allow her to be successful. Fortunately she loves that job, otherwise she wouldn’t be able to put in so much time.” In addition, Assistant Principal Tom Jacoubowsky praised Likins for always putting students first. “She is very, very student-centered,” he said. Skelly specifically commented on Likin’s leadership throughout the period of tragedies. “Seeing Gunn through these dark chapters, with the student deaths by

“She has a calming influence on people. I’ve seen her in several controversial situations and she manages to bring the parties together to talk.” —Math teacher Chris Redfield

suicide, I can’t imagine anyone [being principal] better than she has,” he said. Students also reflected on the caring attitude that Likins extended toward them. “She’s the type of person who respect can go both ways,” Baer said. Likins has also worked actively with the SEC in welcoming transfer students. “She really wanted the New Students Program to thrive on campus,” senior class vice president Sarah Simonetti said. “Ms. Likins wanted us to integrate [the new students] into the school life at Gunn.” Jacobowsky believes Likins’ biggest contribution has been her effect on students. “[I hope that the] goodwill that students have with one another due to the legacy she helped create [will continue].” Tod Likins also believes that her determination has allowed her to achieve so much in her time at Gunn. “She’s very very bright, and she has the ability to focus her energy on what she is doing, so she can accomplish a great deal,” he said. “And of course I’m very proud of her.” As for her advice for the next principal, Likins said that it is best to take things slowly. “This is a really, really good school,” she said. “It functions well, and as a community, Gunn is a great place to be. [There are] caring teachers; students look out for each other. Watch and wait, and take it easy.” Skelly believes the next principal will have big shoes to fill. “Her leaving is just a huge hole and we’re going to have to find a new principal worthy of her accomplishments and worthy of the students’ talents,” he said. Retirement plans Though Likins is retiring, she still has a full plate ahead of her. In her time off, Likins will travel the world with her husband. They plan to visit Kenya, Russia, Estonia, Finland, Antarctica, New Zealand, West Africa and possibly Timbuktu and Katmandu in the coming year. “I love traveling because I love being in different locations and learning about different cultures,” Likins said. “I love wildlife. My idea of heaven is sitting and watching a herd of elephants.” Tod Likins anticipates to spend more time with her. “I’m looking forward to just being together and doing things together, which will be fun,” he said. “It’s been a while.” Additionally, Likins hopes to spend time doing activities that she did not have time for previously. “I want to take some classes and brush up on my French,” she said. “I want to learn iPhoto and iMovie.” Whatever is in store for her, Likins said that her retirement is only the beginning of a new chapter in her life. “There are lots of things I can still do,” she said. “This isn’t the end of the road but the beginning of a new chapter.”

“There are so many great things about her. Of all the principals I’ve worked under, I’ve never had one that’s so approachable and so comfortable to work under as a teacher. I appreciate her openness, fairness, and accessibility.” —Social Studies teacher Chris Johnson

Cente

The Oracle

Parenting styles determine child development We all have that one “lucky” friend who never gets punished. Although this child may have it easy now because he does not get reprimanded, he misses out on the chance to learn from his mistakes. Where is the middle ground in which parent and child can enjoy healthy relationship? According to Foster Cline, M.D. and Jim Fay’s parenting book, Parenting Teens With Love and Logic, there are four basic styles of parenting: authoritarian parenting, authoritative parenting, permissive parenting and uninvolved parenting. Each of these styles varies in its approach but all share the truth that good parenting requires mutual agreements and communication between both parties. “The job of kids is to push the limits and the job of parents is to keep those limits in check,” Miriam Permut, former teacher and faculty member at the Foothill College Children’s Center, said. Parental authority is also necessary when it comes to the difficult task of raising children. Without some discipline and restriction, a child will never learn from his faults and will feel as if he can get away with anything. Authoritarian Parenting Authoritarian parents constantly expect more from their children and set many unrealistic restrictions on their children’s lives. The benefit of this style of parenting is that children who grow up under it are usually obedient and hard working. If the authoritarian parenting style is used incorrectly, however, this obedience can cost the children their happiness, self-esteem and ability to handle social situations. Sometimes children who live under authoritarian parents live in fear of being unfairly punished. This is why the authoritarian parent is commonly known as the “helicopter parent,” as they tend to “hover” over their child’s every action. “‘Helicopter parents’ are not good for kids because they constantly run around picking up after them,” Kaiser Permanente pediatrician Dr. Adrienne Tuch said. “Raising resilient children means letting them make their own mistakes and letting them fail now so that they can learn from it.” To maintain order, parents must lay down reasonable guidelines and rules for their children to live by. “Setting limits is important, but the rules have to be consis-

tent and the parents have to follow through with the stated punishment when rules are broken,” Tuch said. If kids are aware of what they are not permitted to do and what the punishment is then they will most likely obey. However, the difference between the authoritarian parent and the authoritative parent is that the latter communicates with their child to understand what is going on. In the authoritarian take on parenting, the children are not allowed to voice their opinions or explain their wrongdoing while authoritative parents can negotiate with their children because they have a healthy relationship.

Authoritative Parenting Authoritative parenting raises responsible children who are able to solve problems as well as know their limits. With this style, parents set reasonable rules for their children to obey, and are lenient when appropriate. “Parenting became a verb, it used to not be such a huge deal,” Permut said. According to Permut, authoritative parenting teaches parents balance so they can teach their children morals and responsibility. The idea behind this style is to form a strong parent-child relationship and then use that relationship to work together. Perhaps at times a child will say he hates his parents for grounding him or not letting him stay out late, but the truth is later in life he will thank his parents for acting the way they did. Children who grow up with parents who take the authoritative approach end up more successful and are generally of a happier disposition than children who were raised under authoritarian, permissive or uninvolved parents. Permissive Parenting Many teenagers complain that their parents are too strict and wish they were more relaxed with rules. From this wish comes the permissive parent, also known as the “chill parent.” A permissive parent plays the role of a friend with their children rather than a figure of authority. “Kids have lots of friends, but they only have one set of parents,” Permut said. “Although it is important that parents are approachable, simply being their friend is too much because every child needs a parent figure.” Permissive parents do not tend to raise highly mature children, and

tend to be extremely lenient with punishments and rules. Permissive parenting has proven itself to be unsuccessful for children who live under it. Children subject to permissive parenting are more likely to have negative experiences with authorities, such as in school or with law enforcement. In addition to trouble with authority, these teenagers have issues earning proficient grades in school. Both of these main problems are the result of lack of restraint, an issue with permissive parenting. One upside of permissive parenting is the fact that these children grow up with very approachable parents who they can get along with on a friend-to-friend basis. Uninvolved Parenting Even worse than the permissive parent, is the uninvolved parent. Sometimes a parent and child have a perfectly normal relationship, but then as time goes by the two lose touch with one another. Parents are an extremely crucial part of growing up because they provide the foundation for learning how to be a responsible adult. “For most teens, their parents are like a rock in their life, but they just don’t realize it,” Tuch said. If the parent is not there to see to the child’s needs, the child can be harmed socially and emotionally. “Kids [subjected to uninvolved parenting] may seek other relationships since they do not have a solid one with their parents,” Permut said. “They may make poor choices romantically or get involved in drugs and alcohol because they are lacking in parental guidance. They have no positive influence to do well in school, giving them no drive to want to succeed.” In the worst case scenarios parents neglect their child’s needs completely, letting him fend for himself the majority of the time. Children who grow up with parents who are not involved in their lives have problems relating to and working with their peers. According to Kaiser Permanente pediatrician Dr. Julie Kohl, “although uninvolved parenting may produce more self-sufficient kids, the lack of support and supervision creates opportunities for poor decision making, with subsequent unfortunate consequences.” —Eden Lauffer

Teachers influenced by parenting experiences gain differen

Raising a child is a difficult task, with screaming babies, bawling toddlers, headstrong children and moody teenagers. Yet through the lessons, mistakes and discipline, parents ultimately realize that their children have taught them more about being caring, kind and patient than they could have imagined. For teachers with kids ranging in age from newborn to adult, most have found a link between becoming a good parent and a better teacher. Social studies teacher Mark Weisman’s 8-month-old daughter and 2-year-old son have helped increase his tolerance level in the classroom. “I’ve found that I have more patience with students than before,” he said. “I don’t yell as much.” Weisman also said that when his former students come back to visit, they often comment on how he doesn’t seem to be as tough in the classroom as he

used to be. “Having kids has softened me,” he said. Although he admits that parenting can be tough as a full-time teacher, Weisman has never felt overwhelmed. He believes that a teacher-parent simply has to find the balance between their two jobs of helping students and raising children. For Weisman, teaching and parenting are directly related in that he needs to have different approaches for different students, as well as different approaches for his two children. Math teacher Dave Deggeller also applies what he has learned as a parent to his teaching style. As the father of a 4-year-old boy and a 6-year-old girl, organization is critical for him. “Planning has become more important to me,” Deggeller said. “My kids go to bed at eight each night, so I can’t stay at school too late. I have to consciously make time to see my kids by bedtime, and do my

grade work from eight to eleven.” Beck, raising her own children has helped Deggeller also aims to use his children as her to better understand her students. Beck a model for understanding the other side of recalls that her daughter, now 27, was a his students’ lives. “As a good student in math teacher it’s easy to school, while her assume that math is the son, now 31, often most important thing to fought to earn de“My children helped me them,” Deggeller said. cent grades. Beck understand both ends of “But now [after having took the knowlthe spectrum—the good children] I think I have a edge she gained better idea of the balance from raising both students and the not so that they will need to find a child who exgood students.” in their lives.” Deggeller celled and another also uses similar stratewho struggled and gies to raise his children —Math Instructional Supervisor applied it to her and teach his students. Jeanne Beck teaching. “My chil“There are lots of paraldren helped me unlels,” he said. “Positive derstand both ends reinforcement works for both.” of the spectrum—the good students and the For math Instructional Supervisor Jeanne not-so-good students,” she said.

B she I ha wha she Bec give on m he i A chil scho life’ on t lear she get be t don SAT

erfold

Monday, March 22, 2010

Teen contemplates parent’s responsibilities

Alice Yu

who are now a freshman and a junior in college, also helped Moser notice mistakes her students often make. “My kids explored and tried a lot of new things, which I think is something that students don’t do enough of,” she said. “You should spend time doing the things you love rather than what will look good to colleges.” Teaching has in turn given Moser a new view of parenting. “It’s really valuable to watch how kids process information,” she said. “[Teaching] gives a really good perspective for a parent. It changes how you interact with your children.” It is a cycle: our parents teach us and we teach our parents. When teachers become parents, they learn to balance work and family and they generally become more understanding and patient individuals.

On a particularly gloomy day, I was sitting in front of my television and cozying up next to my ancient heater. While browsing through the channels, I spotted the show 16 and Pregnant. My first reaction was, “Wow, why would they make a show about pregnant people? Man, it must suck to be old and go through pregnancy.” But as this was running through my head, my eyes stopped at the number 16. Then it hit me. These teenagers are parents. I started thinking about how these kids in general perceived the role of a parent. I aspire to be a good mother, like those “cool” moms all the kids like. At the same time, I do not want to be the type that kids take advantage of and give zero respect to. Okay, so maybe I don’t want to be just the “cool” mom. Instead, I want to be the “perfect” mother, which the “cool” mom category falls under. To be the perfect mother, traits from each category need to be mixed. I believe raising a well-behaved and gregarious child requires a mix of independence, time-management and responsibility. Over-protective mothers loom over their children because they want their children to have successful futures. I would borrow this trait and care about my child’s future and try to give her the best opportunities. The do-notcare-at-all mother lets her child be independent and free. I would want my child to be slightly independent because then he can learn how to take care of himself, without becoming too distant from the family. It’s easy to say I want to be the perfect mom, but I know it’s not that easy. I have failed to account for the tiny flaws of teenage-hood. The fights. The drama. The frustration between parent and child. Personally, when I entered high school, I saw myself as an adult who could control my own life without the advice of my parents. Because my parents emigrated from foreign countries and were raised with values from a contrasting generation, I assumed that they were not able to relate. Every time they tried to advise me about school or just life in general, I would retaliate. As an underclassman, I saw my parents as cold-hearted, narrow-minded people, who did not care about my feelings or views whatsoever. As a future parent, I want to make sure my child views me as an open parent, who acknowledges his or her interests or ideas. When we fight, I would try to find the best compromise, so both sides would be happy. I also believed my parents purposefully tried to sabotage my childhood by taking away the fun and excitement and replacing it with grades, SATs, APs and loads of extracurriculars. However, after placing myself in their shoes, I realize that my parents have gone through more than I had to give up. To better my life, my parents went the extra mile to achieve success in a foreign country. My parents do not want me to go through what they went through; rather, they want me to be the best I can be. Parents in general give up so much for their children. They abandon lots of their happiness for their children, such as using their money to buy their children food, clothes and toys. They also give up time to chauffeur their children everywhere, and they put their children first when making decisions. These sacrifices are often overlooked by children because they believe it is the norm. Thinking about the sacrifices my parents made, I want to do the same for my child. I want them to experience all the benefits that I had.

—Samantha Donat and Jennie Robinson

—Yu, a junior, is a Copy Editor.

Photo by Melissa Sun Graphic by Nathan Toung

nt understanding of students’ needs, styles

Beck aimed to be the kind of teacher hoped her son was getting. “Whenever ad a challenging student I would think of at I would do if that child was my son,” said. One of the most important things ck has learned from parenting is to never e up on her students. “If I had given up my son, he wouldn’t be in the same place is today,” she said. Although Beck occasionally gave her ldren a helping hand throughout their ool years, she usually let them navigate ’s obstacles, such as preparing for college their own. An important philosophy she rned from raising her children is one that passes on to her students: “If you can’t yourself into college, you don’t deserve to there.” Beck also taught her that students n’t need to worry about getting a perfect T score to do well in life after high school.

Her daughter took the SAT without any sort of prep classes beforehand, received a score she didn’t like, but still managed to get into medical school and is now a successful adult. Parenting has also helped Beck to understand her students’ parents better, especially when it comes to parent-teacher conferences. “I really understand what it’s like to be on the other side of the desk now,” she said. Beck can now identify with the parents of her students and what they may be feeling if their child is struggling. Since having kids, science teacher Katherine Moser has found that her experiences with parenting have been very useful the classroom. In particular, she has become more aware of what keeps students interested in class. “I try to have my students learn in a way that piques their interest,” she said. “It’s much more effective.” Moser’s children,

Features

The Oracle

Teachers give back to the community Team of five participates in 60-mile walk to raise money for and awareness about breast cancer Lisa Wu & Lydia Zhang Reporters

Courtesy of Diane Ichikawa

For a group of five teachers— four of whom work at Gunn—a 60-mile long walk is a challenge worth undertaking in order to raise money to cure breast cancer. Social studies teacher Lynne Navarro, social studies/English secretary Claudia Medina, English teachers Diane Ichikawa and Kristy Blackburn and her husband Grant Blackburn form the team preparing for the Susan

Courtesy of Lynne Navarro

Top: Teachers sell their homemade merchandise to fundraise for breast cancer awareness. Bottom: Social studies teacher Lynne Navarro and English teachers Tarn Wilson and Diane Ichikawa participated in the Susan G. Komen 3-Day for the Cure walk.

G. Komen 3-Day for the Cure walk. Each walker has a varying degree of experience. Navarro, the veteran of the group, has already walked in the event four times, with the coming walk in October to be her fifth. Kristy Blackburn, on the other hand, is participating for the first time. Navarro was inspired by her own mother, who had had cancer 29 years ago, and wanted to help raise money for a breast cancer cure. “I had been trying to do something to raise awareness and promote a cause that is important to my family because my mom is a breast cancer survivor,” she said. “I’m slightly obsessed with the cause.” Ichikawa was also encouraged by her experiences with breast cancer in her family. “I started walking as a promise I made to Ms. Navarro and myself,” Ichikawa said. “I promised that I would do one walk for every woman in my family who has had breast cancer.” This year’s walk, Ichikawa’s fourth, will be her last. Though the training rarely affects Navarro’s teaching schedule, she said that fundraising for the event is becoming more difficult. She and the rest of the group members aim to raise $2,300 each. Now at her fifth round, she said that she and fellow group members have had to ask people outside of their family and friends. “We’ve had to get really creative with our fundraising,” Navarro said. “We’ll do anything.” As of now, the team and some

former walkers get together outside of school to make bags, jewelry and scarves to sell. They sell their merchandise right before Mother’s Day, encouraging family and friends to buy them. “Doing the sale takes quite a bit of preparation, since we have to make a lot of bags and jewelry,” Ichikawa said. The group of teachers has also fundraised for the event in the past by setting up a Super Bowl betting pool, with a portion of the money going to the charity and the rest going to prizes for the winners. They are doing a similar fundraiser with March Madness. “The Super Bowl and March Madness pools are things that people do anyways,” Blackburn said. “We just get them to do it for the cause.” Because of the training walks, the team spends a large amount of time outside of school together. “All of the training walks are after school,” Navarro said. “We try to walk at least once a week.” The team of five also sews and sells all of the merchandise they make together after school. Navarro’s devotion to the cause is still growing stronger, as her aunt was recently diagnosed with breast cancer five months ago. “Not a month goes by without me hearing about a friend or a friend of a friend who has been diagnosed with breast cancer,” Navarro said. “That really motivates me to keep raising funds and continuing to walk.”

To donate, find team members at www.the3day.org

English teacher helps develop San Francisco-based charity Lisa Wu & Lydia Zhang Reporters

English teacher Theresa Diola is passionate about spreading smiles and making a difference through her line of charity, San Francisco Smiles (SFSMILES). SFSMILES is an organization that caters specifically to local businesses and charities located in the San Francisco area. It aims to raise funds and create awareness for charities in need, such as those that serve the homeless or children with disabilities, by using small businesses as “collection outlets” for donations. The businesses, in exchange, will receive promotion and advertisement by joining the SFSMILES community. Diola first got involved with the charity through her friend and founder of SFSMILES, Chad Christensen. “When Chad first brought up the idea of SFSMILES, I realized there was a wealth of great potential in his words,” Diola wrote in an e-mail. “His enthusiasm is simply contagious and I cannot help but be excited and enthusiastic about such a conceptually bold idea.” Christensen first developed the idea during last year’s holiday season, where he saw many programs featuring a variety of charities and events. He was further inspired when he saw a shoe donation bin in a consignment

shop for the organization, Soles for Souls. “What struck me was that each of the charitable acts really focused on the special needs of a community,” Christensen said. “Then I began to wonder about all of the other months and whether or not the charitable acts continued without the stimulus of holiday giving. I began to brainstorm ideas about how to make this happen in my own city.” Christensen began to conceive ideas, focusing on having a central network for donation bins in the city of San Francisco, including places such as coffee shops, schools, hair salons and art galleries. “The whole idea is that not just one store but the whole city is going to know about the donations for the month, as well as what is up and coming on our schedule,” Christiansen said. SFSMILES will also organize the selling of merchandise and its products among these stores. “Some of the smaller businesses might sell our stickers, then collect the money and give to SFSMILES,” Diola said. “They’ll get more foot traffic, because the customers will want to go there.” As with any organization starting from the ground up, Diola and other members of SFSMILES have encountered numerous obstacles. Diola expressed the hardships of working in a large group, but enjoys the fact that there are people from a multitude of

backgrounds. “We also have highly motivated and creative people involved,” she said. “It is not just what their job title is or their job in life but what enthusiasm, creativity and vigor they can bring to this project.” Diola is involved with the team by writing the mission statement. The team has made a lot of progress and already has projects underway. Along with beginning to develop a mission statement, the organization has designed a logo to patent and print on SFSMILES merchandise. “We’ll be selling some funny little things that are very ‘San Francisco,’ with smiles on them,” Diola said. The group has also begun to set up a Web site to more efficiently share information among themselves, as well as inform people about the organization and how to donate. Working with SFSMILES is time-consuming for Diola, and takes up time she needs for class preparation and grading. However, Diola has been able to find a way to balance her charity work with teaching. “I thought of ways to fit it into my life,” she said. “I knew it was going to be something big and important, I have the unique opportunity to work with experienced professionals and friends on an amazing adventure that will benefit my favorite seven by seven miles in California, the city of San Francisco.”

Courtesy of Theresa Diola

English teacher Theresa Diola and SFSMILES founder Chad Christensen pose together outside of a cafe in San Francisco. The two have been friends for several years and decided to organize a charity together.

Features

Monday, March 22, 2010

Students pursue dreams, goals despite their disabilities Regina Ahn & Maya Ambady Copy Editor & reporter

Although freshman Derek Lee and junior Crystine Kim are partially deaf, their disability doesn’t deter them from playing music or communicating with others. Lee became partially deaf at the age of two, but with the help of hearing aids, his hearing is almost normal. Kim was deaf from the time she was born. When she was six months old and still not talking, her parents took her to the doctor where they lived in the Philippines. Although the doctor found no problem, her parents, frustrated and convinced that there was something wrong, moved to Korea and China, where the doctors said the same thing. Finally, when she was four years old and in the United States, the doctor told Kim and her family that she was hard of hearing. Kim and Lee both use a microphone in addition to hearing aids to help with their hearing. “The microphone is an FM system,” Lee said. “It is a transmitter and I wear the receivers so the sound that the microphone picks up is amplified for my hearing aids.” The microphone has enabled Lee to write better notes in class because he can concentrate on writing instead of hearing what is said. In addition to using a radio, Kim has learned to read lips. “I can read lips from what people say, so I’ve learned to listen well,” Kim said. However, it is difficult for her to communicate with others because she can’t hear all of the words people use in context. When she talks, Kim leans in toward people because it is easier for her to hear them when she is closer. Even when she does this, she sometimes still can’t hear. “In a general conversation, when I don’t understand something someone said, I ask them to repeat,” Kim said. “Sometimes they say, ‘never mind’ or ‘it’s okay.’ It hurts my

Mati Pluska-Renaud Reporter

Freshman Song Park has always had a strong passion for sports. But Park also has celebral palsy, which affects his ability to play sports because his muscles tighten, limiting his movements. “I consider myself lucky to be able to talk and have a walker,” Park said. To get by without actually playing sports, Park recently decided to become a sports announcer. He currently announces the play-by-play for junior varsity (JV) softball. He talked with his P.E. teacher, Steve Ames, and asked if there was an opening to become an announcer for a sport. “[Park] told me his passion is to become an sports

feelings. I never get the chance to hear what they had to say, and I feel left out.” Lee’s hearing also affects how he plays his instruments. “I have trouble hearing high notes, so I have to concentrate harder to hit them,” Lee said. In music, the tool that helps him the most is his perfect pitch, the ability to recognize notes by ear. When someone plays or sings a note he can tell exactly what note it is. This helps Lee stay in tune. “I have perfect pitch, so I can hear when I am wrong,” he said. “Eighty percent of the time, I am able to hear high notes because of my perfect pitch.” The rest of the time, he follows the philosophy Courtesy of Derek Lee and Crystine Kim that practice makes perfect. To start, he gets used to the positions Left: Freshman Derek Lee poses for a photo after a proud moment and uses his knowledge of finger in his piano playing career. Right: Junior Crystine Kim smiles for a patterns to learn the pieces. “Any- photograph at her house. Both Lee and Kim are hearing-impaired. thing is possible if you are willing to do it,” Lee said. leadership and doing speeches or writing a book to inspire Both Lee and Kim know that many times, people who people,” he said. “I have the ability to help those who are hard of hearing want to be part of the hearing world. won’t really have the opportunity to voice their opinion.” They want to take classes with people who can hear and Both Kim and Lee emphasize that despite their dishave positive interactions with them. “Some of the hear- ability, they want to be treated just like everyone else. ing people don’t understand what it’s like to be deaf, that “All the people in the world are the same,” Kim said. “We we want to interact with them,” Kim said. “We want to be all have hearts and minds. We all want freedom and inexposed to the hearing world, to be exposed to similar op- dependence. People who can’t see, walk, or hear, that’s portunities. For example, I want to take advanced classes, just one difference. I believe people should be equal, not too.” Lee wants to use his own experience to help others. discriminated against. We can make accommodations for “I hope to advocate for people with disabilities, through everyone.”

announcer and wanted to broadcast games for the JV team this year,” Ames said. “I said ‘of course’ and helped him get going in terms of a roster and player’s names.” There are many benefits to being a play-by-play announcer. “I get to watch games for free and it’s to announce,” Park said. “I like announcing football the best but I haven’t announced football at Gunn.” Park knows people in the sports field and looks forward to asking them for their advice on his dream of announcing at a professional athletics game. “I love aspects of these games,” he said. “I want to pursue announcing as a career.” Park had also overcome moving to several schools, including Hyde

Middle School, Miller Middle School and Buena Vista Middle School. “My friends have helped me adjust,” Park said. Park has also successfully recovered from multiple surgeries, such as muscle lengthening, to lessen the severity of his disability. After one surgery, he wound up getting very ill and, as a result, lost weight. “Song is very dependable and is aware of his limitations, but doesn’t let that stop him,” Ames said. Park is also part of the Titan’s Sports Authority Club, which promotes unity and excitement within the Gunn sports community. They try to spread awareness throughout Gunn about professional Bay Area sports. The club is led founders juniors Kevin Zhang and Adam Landers.

Regina Ahn Copy Editor

Courtesy of Aubrie Lee

Senior Aubrie Lee does not allow the effects of her disability to keep her from pursuing her dreams of developing her art and writing skills.

Senior Aubrie Lee is an aspiring artist and writer. She was one of the two artists recently featured in the library and a contributing member of Pandora’s Box, Gunn’s literary and art magazine club. Her dreams are a source of inspiration for her artwork. “My art draws from surrealism, and I like to portray things that are not often portrayed,” Lee said. Her artist statement at the exhibit elaborates on her disability’s profound effect on her. “Many of [my art pieces] are inspired by the unique perspective that my muscular dystrophy has afforded me,” she wrote in a Facebook message. Lee has Infantile-Onset Facioscapulohumeral Muscular Dystrophy (IFSHD), a muscular degenerative disease that affects the body’s voluntary actions. It impairs her gross motor skills, like walking or moving her arms around, and her facial muscles, making them too weak to properly convey her feelings. Art has given Lee an outlet to express her emotions. “I like to draw and paint to convey my dreams, my emotions and my perspectives,” she said. Eventually, her muscles will deteriorate with time and use. This has just started to affect her fine motor skills. “So far, it hasn’t taken much of a toll in that area, so I can still hold a pencil,” she said. Until then, she plans

Elaine Liu

Freshman Song Park uses his knowledge of sport conventions to announce play-by-play for the girls’ junior varsity softball games.

to continue drawing and painting. Her muscles have played an important role in her worldly perspective as well. Since she typically moves around in a wheelchair, Lee appreciates any help that she can get with opening doors and moving around. “I am just one of many voices,” she said. “Everyone is different, and so different people have a whole range of opinions about receiving help. Some people say, ‘Oh, but that’s so offensive!’ But for me, someone can never be too helpful. I am never offended. I think it’s a wonderful gesture.” Despite the physical limits her disability has put on her, Lee doesn’t let it rule over her lifestyle. “For me, the influence my disability has made on my outlook on life has changed a lot over the years,” Lee said. “The way I see it, my disability is a large facet of my personality and identity. But I feel that it doesn’t define me; ‘disabled’ is just one of the adjectives that define me.” According to Lee, overcoming her disability hasn’t been as challenging as being understood and accepted in social situations. “I’d say the most difficult part of ‘overcoming’ my disability is getting others to overcome my disability,” Lee said. “It is hard for me to relate to other people.” She recommends that people try to broaden their perspectives. “A good policy is to keep an open mind, to be ready to discard preconceptions of people,” she said.

The Oracle

T h e O r a c l e: What got you i n t er es t ed i n art? Chen Chen: I practically grew up wit h a r t. When I was one, Chen Chen I drew a motorcycle. It was a (12) really bad one, but it was still a motorcycle. After that, I just wouldn’t stop drawing. TO: When did you start art and what was your art history? CC: I would say I started when I was one, but around nine years old was when I really started drawing seriously. I basically went from two dimensional to three dimensional. Instead of flat squares, I drew cubes. TO: What kind of medium do you use and why did you choose it? CC: I use mostly pencil, charcoal, colored markers and oil. I used them a lot, more than other stuff I use. They’re easier to use than, say, acrylic. TO: Are you involved in any out of school art activities? Like classes or competitions? CC: I’ve attended few art courses in foothill, I entered one of my artwork for the “ dreamer’s challenge” competition, and I’ve received first place

Features

Q&A with

Project Cornerstone shows connections

Senior artist Chen Chen in the previous NIOS (Not in Our Schools Week) art competition. I’ve also attended the Doodle for Google art competition. I visit Shoreline Park from time to time to practice drawing the landscape there.

Mia Howard Reporter

TO: Tell us more about the inspiration behind your art. CC: Mechanical stuff, mainly robots. Anything that is metal or mechanical. The only reason is because I like mechanical stuff. I look at them and say “Oh, cool!” When I’m drawing stuff, I come up with mechanical stuff on my own instead of using resources— unless I’m really out of ideas. TO: What was your most recent piece? CC: It’s a color marker piece. It’s called “The Flight of Valkryies.” It’s a drawing [of] a robot [I] design[ed flying in the air]. I call them valkryies because they resemble those angels from Norse mythology. TO: Are you planning on following a career in art? CC: I’ve always wanted to be a conceptual artist since the day my cousin introduced me to some of the most graphic-intensive, mindbending computer games. —Compiled by May Wu

Melissa Sun

Untitled paintings by Chen Chen.

Over 1,900 sticky notes of students’ names lined the walls of the Gunn gym on March 16, ready to be “dotted” by staff members. Project Cornerstone, a group that identified 41 developmental assets that help influence young adults and prevent them from exhibiting risky behavior, brought the “dots” activity to the staff. A caring school climate and the connection between students and teachers, are among the top six assets needed to help students become more resilient. The “dots” activity is intended to check how well the teachers have been connecting with students. Every teacher met in the gym and was given dot stickers. As teachers walked throughout the gym, they placed a dot on every student’s sticky note that they felt a connection with. “The purpose of this [activity] is that it’s supposed to be an eye opener,” senior ROCK leader Yoni Alon said. “Teachers are supposed to realize that there are obviously some people that have tons of dots, but on the other hand, there are those who don’t.” According to English teacher Paul Dunlap, it was good to visually see what the staff talks about abstractly, such as community building and the large number of connections that teachers have with students. Several teachers wanted to get the students’ perspectives on their connections with teachers. “That was the crux of the issue, because it’s not whether we feel connected to them, it’s whether [students] feel connected to us,” math teacher Rachel Congress said. Now that the names have been dotted, teachers plan to use the information in a variety of ways to better support students. “We walked around and found a name with no dots, one dot or a max of two dots and wrote our name by that student’s name,” Congress said. “So you’re thinking in your mind that you’re taking ownership of that student anonymously.” Dunlap hopes that ROCK students will also be able to follow up with students. “[ROCK], since they’re trained to reach out, will have another way of identifying people they’d like to reach out to,” Dunlap said.

Entertainment

Monday, March 22, 2010

>> Planet Granite

Melissa Sun

Sophomore Sam Hayward experiences rock climbing for the first time at Sunnyvale’s Planet Granite, one of the Bay Area’s biggest rock climbing facilities.

Students try out new extreme activities Two members of The Oracle have their first experience with rock climbing and indoor skydiving Sam Hayward Reporter

Step by step, rock by rock, fall by fall, I was slowly improving my rock climbing abilities. An hour into the adventure, I began to have more confidence in myself and started trying new techniques and more difficult walls. On one ascent I had almost reached the top of one of Planet’s Granite’s back walls when my left foot slipped beneath me, causing me to plummet to the blue, velvet floor. As I lay there in exhaustion, a thought came across my mind, “Why hadn’t I discovered rock climbing before?” If you are determined and adventurous, then rock climbing is the perfect activity for you. This sport calls out

to people who love to live life dangerously. If you seek the challenge of pushing yourself beyond your natural limits, rock climbing can be your own personal heaven. One moment you feel the thrill of a successful climb, and in the next, your body aches from a fall on the pad. Although the norm for rock climbing involves belaying and ropes, I took a different path at Planet Granite and tried climbing using only my hands and legs for support. While the tallest walls max out at 12 feet, each climb felt like I was nearing the peak of Mount Everest. Rock climbing may look easy, but it is actually vigorous exercise. After finishing my last climb, my arms felt ready to fall off and my shirt was wet with sweat. If you want to build up

muscle, then rock climbing will fit your needs. Although one might think that rock climbing is a fairly new activity, the sport has actually been around for hundreds of years. To go all the way back in the history of rock climbing, we have to go to China, where in 400 B.C. Chinese artists painted watercolors of men ascending rocks. However, this was not actually put into practice until 1492 when Antoine de Ville scaled the 300 foot Mount Aiguille in the south of France. Fast-forward 300 years to 1786 when Jacques Balmat and Michel Paccard climbed Mount Blanc, the tallest mountain in the Alps. All of these incredible steps have helped make rock climbing the sport it is today.

Rock Climbing Where: Planet Granite 815 Stewart Drive, Sunnyvale Hours: Monday-Friday 6 a.m.-11 p.m. Saturday and Sunday 8 a.m. - 8 p.m. Phone number: (408) 991-9090 Price: $19 for harness, shoes and weekday pass Web site: http://www.planetgranite.com Indoor Skydiving Where: iFly 31310 Alvarado Niles Road, Union City When: Tuesday-Thursday 2-11 p.m. Saturday-Sunday 9 a.m.-11 p.m. Phone number: (510) 489-4359 Price: $54.95 for first time flyers Web site: http://www.iflysfbay.com

Hannah Schwartz Copy Editor

>> iFly

Courtesy of Hannah Schwartz

Junior Hannah Schwartz takes off in a vertical wind tunnel at Union City’s iFly.

Slightly nervous, I walked into the wind tunnel, wondering if I would do a face plant or flail embarrassingly like the man before me. The wind whipped at me as I struggled to form the V-shape my instructor had demonstrated only minutes before. Succeeding with this I suddenly shot upward before falling toward the ground, spinning, and catching my breath before the tunnel spit me back out. Stepping back into reality brought the anticipation of another turn to fly. After my second turn, I was ready to go again and again to learn the flips and tricks the leaders demonstrated at the finale to an awed audience. iFly is a simulated skydiving experience where divers float on a cushion of air, learn tricks and practice for the real deal. For those who have a phobia of heights and would prefer not to jump from a plane, this is a

perfect way to get an adrenaline rush. If you are preparing for a skydiving escapade, iFly is the ideal way to practice. The program is safe, but still provides the true excitement of free falling through the air. iFly is known for being the world’s most advanced vertical wind tunnel, and has a spotless safety record—zero injuries. First-timers spend 30 minutes learning before suiting up and hitting the tunnel. An instructor accompanies each flyer into the wind tunnel to assure maximum comfort during the first experience and support for those who have slight problems with positioning. Children and adults can participate in beginner flying, and some choose to become experts by signing up for further lessons. More experienced flyers learn 360s and back flips in the tunnel. The advanced training program also provides instruction for those preparing to jump from planes. If you are an iFly alum, simply choose one of the advanced levels when signing up.

Entertainment

The Oracle

Acclaimed jazz artist visits campus

Award-winning jazz musician will direct, perform in guest artist concert Kevin Gao Sports Editor

On March 26, the Gunn jazz band will feature noted saxophonist Loren Schoenberg at the 33rd Annual Jazz Guest Artist Concert. Schoenberg is not only a tenor saxophonist, but also a conductor, author, jazz educator and a co-founder of the National Jazz Museum in Harlem. He has established himself in the jazz world by winning two Grammy awards, playing a televised concert at the White House and being featured in jazz documentaries and publications such as The New York Times. Schoenberg started his collaboration with the jazz band after working with the Stanford Lively Arts program. “Originally, he came for some clinics and eventually we asked him to do the guest artist concert,” jazz director Mark Dungan said. Schoenberg resides in New York and has flown out to Palo Alto three times to practice with the band so far. After practices, he flies back to New York. When Schoenberg is away, Dungan rehearses and directs practice runs of the selected pieces. Even with the scheduling issues, Schoenberg is glad to be directing and performing at the upcoming concert. “I’m a teacher and I very much love music,” he said. “I don’t have much time because I’m building the [National Jazz Museum], so I jump at an opportunity like this.” For the concert, Schoenberg selected a

few older tunes that he had performed with other bands throughout his career. “He’s really passionate about the preservation of music from the past,” Dungan said. The band will be playing “Everything I Love” by Cole Porter, “C Jam Blues” by Duke Ellington and “Everywhere” by Woody Herman. Junior trombonist Hina Sakazaki enjoys the way the selected pieces sound. “Everywhere’ is a trombone feature song that’s really modern and new-sounding,” she said. “I love how strange it sounds. It’s not like usual jazz pieces—it’s kind of like classical intertwined with Henry Liu jazz and pop.” According to Saxophonist Loren Schoenberg directs students during a practice session to prepare for Sakazaki, the other pieces the upcoming concert. The jazz guest artist concert will be held in Spangenberg Theatre. are equally demanding to play. In addition to directing the band, Schoen- I’d just like to see the band accomplish a Spangenberg Theater and tickets will be berg will also take part by playing his tenor real challenge.” sold at $5 for students and $10 for adults at saxophone in “Everything I Love” and “C Sakazaki agrees that the band had to per- the door. It will feature the Palo Alto High Jam Blues.” severe to work with Schoenberg. “Working School jazz band as well as junior singer Schoenberg carefully selected the spe- with Loren Schoenberg is quite a challenge, Shivani Rustagi. “People that are looking cific pieces in order to push the band to but a good one,” she said. “He doesn’t hold for a romantic evening should come for the practice and help the become better. “It’s back on his criticisms, which can be bitter classy music and intimate mood,” Sakazaki some unusual music and I wasn’t sure if for some of us, but I think he really knows said. “Just enjoy the music and how the band [the band] would play it,” he said. “With what he’s saying.” really comes together as one. It’ll be a great this band I gave them a difficult challenge. The concert will start at 7:30 p.m. in concert.”

Premier Shoes First Palo Altan sneaker boutique opens downtown Krishan Allen & Alvin Man Reporter & Centerfold Editor

A smell that any sneakerhead cherishes is sure to be the smell of new shoes. The leather, glue and plastic create an aroma that is unforgettable. If this is what you seek, you can get your fix at the recently opened store, Premier. Located on 534 Ramona St. in Palo Alto, Premier has all the streetwear brands one can hope for. Originally located in San Jose, Premier had very slow business. “Our previous store was located in a strip mall, tucked away behind a lot of trees,” store owner Aaron Biner said. “We had a lot of competition in San Jose as there were other boutiques in the city that opened up after Premier. We wanted to move to a busier foot traffic area.” As a result, he decided to find a location with a smaller population and less competition: Palo Alto. Some students believe that Palo Alto is a good place for this type of store. “Palo Alto is conveniently located [because] they offer products that I would normally have to go to San Francisco to get,” junior Brandon Quismorio said. However, business at Premier has been off to a slow start, with around 50 to 60 people coming in daily. “It’s not the amount I would like,” Biner said. “But it usually takes a year to get around.” Junior Sam Rusoff thinks otherwise. “I imagine it is probably a little tough on business since the majority of Palo Altans are department store-oriented, but it supplies some variety for the many [people] that are looking for it,” he said. For those who are new to the world of boutiques: sneaker boutiques are specialized stores that offer smaller independent brands you won’t see in department stores and malls. “The type of clothing we sell is limited in a

sense as compared to brands such as, Ecco, LRG, ect.,” store employee Mel Toomer wrote in an email. “So, because of that, people find a certain type of allure wearing premium goods that not only look nice but aren’t going to be seen worn by many other people on your school.” Shoe boutiques try to target a new type of shopper. “A lot of people, probably in 2005, started to go away from saying that they wanted to wear something different,” Biner said. “There were a lot of emerging brands, such as 10 Deep, The Hundreds, Crooks and Castles that were coming into the industry.” With such an array of brands, boutiques can also choose what they want to sell and display in their store. “Boutiques can do this editing process where we select what to sell in the store,” Biner said. “We tend to select different stuff from what you would find at a Victor Kwok major department store. This differentiates Customers browse Premier’s wide selection of shoes, hats and other apparel. us. Also, we stock many brands the major stores don’t sell.” There are other benefits and options that Freshjive, Mishka, Upper Playground, Krew, something from their store in the future,” boutiques receive. “Not only do boutiques get Staple Design and more to come.” For Ru- he said. to choose what they want to sell and display, soff, having such a selection of unique brands The store offers shoes costing as little as but they will also receive special released offers a new fashion statement. “By the look $20 to $200 for the high end limited releases items,” Biner said. “An example of this of the majority of stuff on sale, I expected and T-shirts ranging from $20 to $40. Prewould be special releases from Nike, Stussy, them to be catering to a hip-hop music scene mier is not jumbled or messy, but instead very Undefeated, etc. These are usually offered to sort of thing, but they really had clothes for organized and simple. Shoes are arranged on us a couple of weeks before. We never know anyone that is willing to deviate from the the left and right hand side of the store with when they are coming. It’s exciting to be able American Eagle, Abercrombie or even, dare I shelves of neatly folded T-shirts right after to offer our customers stuff they can’t find say, Hot Topic mainstream,” he said. “As far the shoes on the left. Jackets, hats and more elsewhere.” as shoes, they had lots of common brands like shoes are arranged in the back. “I definitely As the first sneaker boutique in Palo Nike, Adidas and Converse, but [they] did a plan on returning to Premier,” Rusoff said. “I Alto, Premier brings both well-established good job of having obscure, unique shoes didn’t get a chance to get a full look around and fairly new brands to the table. “We of- instead of the ubiquitous shoes that can be and with all the apparel in that store, I’m fer Nike, Adidas, Puma, Supra, Converse, found anywhere.” sure there is more to be seen.” With such a Toms, Asics, Creative Recreation, Reebok Quismorio also liked the wide variety special collection and extremely hospitable and Onitsuka Tiger for footwear,” Biner said. of products offered at the store. “With the salespeople, Premier has what you need, “For clothes, we have Stussy, Undefeated, selection they have, I would definitely buy whether it be on your head or your feet.

Entertainment

Monday, March 22, 2010

The Oracle explores yoga as a relaxation technique In a time of economic recession and high stress levels, people are searching for a way to release their worries and get some quiet time. From as early as 5000 B.C., yoga has provided inner peace for monks, peasants and now, the everyday person. “It’s a workout, but it’s also a time to relax your mind and not consider other things in life,” English teacher Diane Ichikawa, who is also a yoga instructor, said. “It leads to physical and mental calm.” Ichikawa teaches basic Hatha Flow, one of the many types of yoga. “A lot of people are scared because they think they have to be flexible [but] you build flexibility,” Ichikawa said. Yoga, which originated in India, was meant as a physical and mental discipline. Today, everyone from Hollywood celebrities to Hall of Fame athletes raves about its effects. Yoga’s benefits extend to people of all ages. Sophomore Cami Freeman started doing yoga when she was in the third grade. “You feel really refreshed,” she said. “After you work out, you’re tired and not that happy, but after yoga, you feel more centered. I would definitely recommend it. It’s a great way to relieve your stress, and I know a lot of people need that

sometimes, so they should go do it.” Freeman recommends Yoga Source, a yoga studio in downtown Palo Alto. Several other locations in Palo Alto provide yoga classes. Yomas, which offers both yoga classes and therapeutic massage, has group lessons, private yoga instruction and even yoga parties. Located on 2635 Middlefield Rd., Yomas has a $10 per hour per person, $75/ hour minimum rate policy. Another studio is the California Yoga Center. With a large variety of classes, the California Yoga Center is a prime place to relax and work out at the same time. Located on 541 Cowper St., it offers the option of either a drop-in fee or a multiple class discounted one. So as the yoga masters say, “namaste” and good luck with your own yoga journey. —Compiled by Monica Cai

top ten

ways to relax

Courtesy of Diane Ichikawa

Top: Ichikawa performs the Bound Eka Pada Rajakapota, or the bound one-legged pigeon pose. Bottom: Ichikawa shows off her flexibility in the Paschimottanasana or Western pose.

10) Bake unhealthy goods 9) Talk to some animals 8) Climb up a hill, and roll down it 7) Watch embarrassing YouTube videos and laugh a lot 6) Cloudwatch or stargaze 5) Scream into a pillow as loud as you can 4) Take a walk with Nathan Toung 3) Eat (food, preferably) 2) Run, workout, sweat 1) Hug a tree —Compiled by Melissa Sun

The Oracle staffer gives twist to classic muffin recipe

Ingredients: 2 cups of flour 2 teaspoons of baking soda 2 teaspoons of cinnamon ¼ teaspoon of salt 1 ¼ cups of sugar 2 cups of shredded carrots ½ cup of chopped pecans 3 eggs ½ cup of raisins 1 cup of corn oil 2 teaspoons of vanilla

1 shredded Granny Smith apple

Procedure: 1) Preheat oven to 350 degrees Fahrenheit. 2) Whisk flour, baking soda, cinnamon, salt and sugar in large bowl. 3) Whisk together eggs, oil and vanilla in a separate bowl until the mixture is smooth. 4) Add carrots, pecans, raisins and shredded apple to the dry mixture. 5) Add both mixtures together in a large

bowl. 6) Spray a 12-cup muffin tin with nonstick spray. 7) Fill each tin with about ¾ full with mixture. 8) Bake for 20 to 25 minutes. 9) Remove from oven. Let cool. Makes 12 large muffins. Can be served with cream cheese. Store muffins in the refrigerator.

—Compiled by Samantha Donat

Relaxing tunes

1. Sparks — Coldplay 2. Masters in China — Priscilla Ahn 3. Such Great Heights — The Postal Service 4. Sway — The Perishers 5. Saviour — Lights 6. Dare You to Move — Switchfoot —Compiled by Melissa Chan

Volunteering abroad worth the effort

Hannah Schwartz My first thought when I arrived in the steamy, bug-infested cabin was something along the lines of: “What did I just get myself into?” With significant effort, I reminded myself that I had signed up to volunteer in a clinic in the small Dominican town of Monte Cristi in order to grow as a person and learn how the rest of the world lived. After a freezing shower with some mosquito friends, I was not convinced that this would change me at all, aside from a multitude of swollen bug bites. I had yet to be proven completely wrong. It is easy to turn a blind eye to the problems of the world, and much easier to do so without firsthand experience. In fact, I have been shielded from them for most my life. But upon seeing the lives of the patients at the clinic, I felt truly appreciative of my own life and the opportunities that I’ve been given. The broken cardboard villages on the border of the Dominican Republic and Haiti made the first impact on me, but the broken people there hit me the hardest. There were people there who had no means of living, no way to support their children and no living family members. They needed help. One clinical patient, Maliya Santiago, had a daughter with severe pneumonia, no money, no husband and six children to support. When we didn’t have the IV supplies to help her sick child, she had no way of getting to a hospital to get the supplies to save her daughter. The clinic provided her with a taxi, but after that none of us knew what happened, or if the tiny, innocent child would survive. Through this experience, I learned that we could not help everyone. How do you tell a mother that you cannot cure her dying child? Although the problems were many, and I took them away from the experience, in the end what affected me most was the patients’ souls—the hope and appreciation they maintained during struggles most of the world cannot imagine. Patients were so thankful and many drew pictures for the volunteers. I was surprised that even grown men would make this type of gesture. Even if we couldn’t give the medicine they needed, they knew that we cared. I found that these people were no different than us. The only difference was that they were given much less fortunate lives. I vowed to never forget and always try to help them. Most importantly, though, it is not only the Dominicans and Haitians we treated that need help. Even at home in Palo Alto, there are people are struggling, and I cannot advocate enough that doing anything and everything possible to help the underprivileged in any way you can, will go a long way. It is true— there is nothing that helps you more as a person, that expands your soul, like reaching out to others. They need it, but you do too. —Schwartz a junior, is a Copy Editor.

Entertainment

The Oracle

Musical drama Glee returns for second season in April

After a popular first season, Gleeks prepare for the highly anticipated, upcoming April 13 premiere Divya Shiv Reporter

When the final episode of Glee came to an end, Gleeks (Glee fans) everywhere were swept with the realization that there would not be a new episode for months. Fortunately, that desperate, lonely feeling of not being able to watch your favorite characters sing and perform will soon come to an end, because on April 13 after American Idol on Fox, Glee will be back. For those who don’t know, Glee is a show about a diverse group of William McKinley high school students who create a glee club called “New Directions” and train to compete for the national show choir competition. Each show normally contains at least one song, ranging from rap to Broadway numbers. In fact, Glee has had 25 singles on the Billboard Hot 100, which is the highest number of hits since The Beatles. However, the show isn’t just about music; there’s drama involved as well. For starters, the club advisor of “New Directions,” Will Schuester (Matthew Morrison) and the cheerleading coach, Sue Sylvester (Jane Lynch), have an ongoing fight, which results in Will not being able to accompany the rest of the club to Sectionals. Will and his wife, Terri Schuester (Jessalyn Gilsig) are also having marital problems, although this is probably because Terri is pretending to be pregnant. Emma Pillsbury (Jayma Mays), a pretty but OCD guidance counselor, may also factor in to the Schuesters’ marital problems. In addition, one of the members of “New Directions,” a cheerleader named Quinn Fabray (Dianna Agron) is pregnant, and the father of the child is not her boyfriend. This may seem normal in any show, but Quinn manages to convince her boyfriend, the slightly dim-witted but caring Finn (Cory Monteith), that he is the father, even though the closest they got to a sexual relationship was sitting together in a hot tub. In the final episode before the hiatus, Finn discovers Quinn’s secret, the “New Directions” win the Sectionals and Will and his wife split up. One can only hope that the second season will be just as spectacular as the first.

Courtesy of fanpop.com

Courtesy of screenrant.com

Courtesy of fox.com

Top: Glee cast poses after a musical number. Bottom Left: The signature Glee logo includes a “L” for the loser hand sign. Bottom Right: Glee episode pictures the cast in a glee club fundraising bakesale.

Sports

Monday, March 22, 2010

Male cheerleaders break the status quo Four high school boys provide charisma, muscle on the female-dominated Titan cheer Melissa Chan & Tiffany Hu Entertainment Editors

In a society where gender-roles are defined at birth, being both a cheerleader and a high school male does not exactly fit the status quo. However, at every rally and game, fans can be sure to spot at least one cheerleader sans a cheerleading skirt. Senior Garret Freehling, junior Christian Toribio, sophomore Tasuku Hirakawa and freshman Jason Ang are the four male cheerleaders in the otherwise female-dominated Titans cheer team. According to cheer coach Doris Le, college teams are evenly split between the genders, but in high school, it is rare to have males at all. The Titan cheer team therefore “is very lucky and proud to have the boys,” Le said. With the exception of Toribio Henry Liu and Ang, the male cheerleaders had no experience with cheer be- Starting from left to right: Sophomore Tasuku Hirakawa, freshman Jason Ang and senior Garrett Freehling help rally the fore joining the Gunn team. “I had crowd to support the Gunn boys’ varsity basketball team against their biggest rivals, Palo Alto High School, at a home game. no history with cheerleading but I wanted to join for the gymnastics I get judged, but I don’t pay atten- stigma associated with male cheer- are sensitive when they’re around dancing, lifting or tumbling away aspect,” Freehling said. Toribio, tion because I don’t really care,” leaders, because cheerleading has guys, but when they’re around with the rest of the team. “People on the other hand, was an ex-gym- Freehling said. “No one says any- been worth it. “When you per- other girls, they tend to feel a sort just shouldn’t be afraid to try anything—cheerleading included,” nast who got into cheerleading thing to my face so I don’t think form in front of a crowd, you get of competition.” Although gender lines have Freehling said. through a friend. “One of my old about it that much.” Hirakawa a thrill,” Freehling said. The comAng’s advice to people dealing competitors in gymnastics told me acknowledged the stereotypes as munity that the cheer team forms been crossed and stereotypes still that I should come and try out for well, but stays true to himself. “I is also valuable to the male cheer- linger, the male cheerleaders are with stereotypes is “to remember an all-star team called the Norcal just ignore it and let it go by be- leaders. “It feels like a second fam- undeniably solid physically and the quote by Dr. Seuss, the people Elite All Stars,” he said. “I made cause that is just what other people ily, it’s so nice,” Hirakawa said. mentally. At every game and ral- that care don’t matter and the peo“Like any family, there is drama ly, the crowd is sure to spot them ple that matter don’t care.” it and I’m now in my third year of think, and I know who I am.” The male cheerleaders, how- but we always cheer.” Contrary to popular belief, ever, do not face the stereotypes solve it and cheerleading is not just pom-poms alone, they have a loyal fan base keep it within and “ra-ra-ra’s,” as extensive ef- consisting of their friends and the team,” he Freehfort goes into every performance. family. “My friends and family said. “Cheerleading conditioning kills,” are extremely supportive,” Freeh- ling agreed. “I Toribio said. “Most people think ling said. “They always try to go see the girls as to games to my sisters,” he football consee me stunt.” said. Toribio ditioning is Ang’s sister, has also gained hard? Cheer junior Alison a lot from the conditioning “Other guys lift Ang, believes team. “Through is harder. We weights, I get to lift that male cheer, I learned work out in girls.” cheerleaders a better una stunt doing actually face derstanding of squats while —junior Christian Toribio fewer negative teamwork,” he holding a flyer s t e r e o t y p e s said. Through in the air, we do a lot of running to build up en- than female cheerleaders. “I’m far spending over durance and it’s just a bunch of more supportive of him being a eight hours a mixed conditioning to help with cheerleader because he is a male,” week with the team, the male the precision of what we do. It Alison said. The cheer team and coaches c h e e r l e a d e r s takes muscles.” Hirakawa agreed. “Practice is intense,” he said. “We are especially appreciative of the claim to have have practice three times a week, boys and the charisma and muscle a greater unfour before rallies, for two and a they bring to the team. “Having derstanding of opposite half hours each. We run through boys on the spirit squad is really the an amazing thing, not only for the sex. “I do unthe routine until it’s drilled in.” And defying gravity through team, but for the school as well,” derstand them tumbling? According to Freehling, coach Doris Le said. “We have more,” Toribio that is another commitment in it- been able to try more advanced said. “It’s difself. “I had to learn how to do a stunts and even added tumbling ferent than bestanding back tuck but I probably into our routines. The boys on our ing on a team fell a thousand times,” he said. “It team have really taken the spirit with a bunch was hard work.” Toribo agreed, squad to the next level and we are of guys, and though “Being a male cheerleader is tough all excited to see how hard we can even work and I hate how people don’t push it in the next future years.” it’s easy- going, Junior cheerleader Brianna Bieber you still have to consider cheer a sport,” he said. On top of the blood, sweat and agreed. “The guy cheerleaders re- watch what you bruises, the four also have to deal ally make a difference because say.” Hirakawa with the stereotypes that accompa- they help us stunt and they can ny male cheerleaders. “I get called tumble,” she said. “Their strength has made obgay,” Toribio said. “But to be hon- helps a lot.” The male cheerleaders s e r v a t i o n s est, I don’t really care because also build up the team chemistry. of his own. are I know I’m not. Other guys lift “Cheer wouldn’t be as fun without “[Girls] weights; I get to lift girls.” Free- them,” Bieber said. “They don’t confusing but I do understand hling also acknowledged that the cause drama.” Freehling, Toribio, Hirakawa them better,” pre-conceived notions are there, but does not believe that it is an and Ang say that they have, can he said. “I issue, especially at Gunn. “I know and will continue to put up with the know that girls

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Sports 24 Spring sports start off with a bang entering The Oracle

Victor Kwok

Henry Liu

Baseball:

After finishing last season with a 13-6 overall record (9-6 in league) and one place shy of qualifying for the Central Coast Section (CCS) playoffs, the baseball team has high hopes for this season. “Our goal is to win league,” junior infielder and pitcher Miles Sturken said. The team has eight returning seniors and two juniors with varsity experience, and the core leadership remains intact. “All three of our captains, me [and] seniors Travis Bowers and Blake Johnson are back for our senior seasons,” senior infielder Jon Rea said. According to Rea, the biggest challenge will be meeting expectations. “I think we can win league with what we have,” Rea said. “We just need to play consistent baseball.” After starting the season 1-4-2, the team is looking to improve. “Our philosophy is this: we go out and we hit people in the mouth,” Sturken said.

Badminton:

Two years ago, the badminton team placed first in CCS, and this year, the team is confident about climbing to the top again. “Our team has many strong returning players and our goal, which has always been our goal, is facilitating a solid practice and a legitimate environment for our players to be at their best,” badminton head coach Marc Tsukakoshi said. “We’re not going for the Olympics here, we’re just trying to bring out our players to their full potential.” According to Tsukakoshi, one of the differences of this season compared to past seasons is that there are more group activities and less cliques. “I’ve been trying to separate people so that they become experienced to different players of different levels,” he said. As always, the team is preparing to face long-standing rival, Monta Vista High School, in April. “We’re shedding our sweat on the gym floor, day in and day out,” junior Nick

Talbott said. Other strong opponents include Wilcox High School and Lynbrook High School. After opening the season powerfully with two scrimmages against Fremont High School and Menlo-Atherton High School, winning both with scores of 28-2 and 30-0 respectively, the team is confident about future matches.

Diving:

Armed with a new coach and several divers with potential, this team of ten is set to dominate. “At least three-fourths of our team had some type of training at Stanford, while at the other end of the spectrum, there are divers who are doing this for the first time,” coach Shana Karp said. “Based on the improvements of the team as a whole, there’s a lot of potential for us to be the best.” Senior Talia Mahoney and freshman Miko Mallari are currently the team captains. Diving meets are usually on Thursdays, and many of the divers have received good scores and feedback from the judges so far. “At our last two meets, we all did pretty good I think,” Mallari said. “We all have these different goals that we want to achieve since most of [our] weaknesses are different.” Karp agrees and considers diving a very individual sport because most everyone on the team is on a different level.

Golf:

This season, golf coach Chris Redfield has a team of 10 players, with four new members and three returning seniors. “I’m really optimistic about the team, and I’m looking forward to see the seniors show a good example of dedication, work ethic and leadership,” Redfield said. Redfield holds no real concerns for the team, except for the weather. “Rain cuts into practice,” Redfield said. Despite this restraint, Redfield aims to place second in league this year. “[The] top two go to CCS, and we [have]

Victor Kwok

not gone as a team in the past eight years,” Redfield said. The first match against Los Altos High School on March 8 was postponed due to hail.

Boys’ Lacrosse:

Although it will be the boys’ lacrosse team’s first season at Gunn, the squad does not expect to hold back against more experienced teams. “[We will] go out there and try our best to win every game,” junior defender Edward Meyer said. The players hope to jumpstart the program by developing the team’s abilities. “The new [players] will get a better feeling for lacrosse and become more comfortable, and then I think we will start winning more games,” junior Ethan Katznelson said. “Hopefully by the end of this year and next year we will have a good, winning program.”

Gymnastics:

Gymnastics is heading into the season with a few changes to staff and practices, but not many changes to the roster. The biggest change of this season is the addition of new assistant coach and class of 2003 alumna Susie Hackstedde who was also on the gymnastics team during her time at Gunn. According to senior Claire Reyes, the head coach is usually busy so the team trains more with Hackstedde. This year the team will be practicing at Twisters Gym, with the newly formed Palo Alto High School (Paly) gymnastics team. The Paly team will be under the instruction of Hackstedde as well, but will compete against Gunn at meets. Reyes believes this relationship doesn’t spark animosity. “It doesn’t really faze anyone too much,” she said. “But it’s difficult because it just adds more to the people to coaches ratio.” The team is looking to place in the top three in CCS this year.

25 league competition after strong preseason

Sports

Monday, March 22, 2010

Victor Kwok

Jonathan Yong

Girls’ Lacrosse:

The girls’ lacrosse team is approaching the new season with optimism. “I think we have a lot to work on, but [we] also have a lot of potential because the [players] joining the team are a lot better than I thought they would be,” senior co-captain and attacker Shelly Kousnetz said. However, Kousnetz is not entirely sure how the season will play out. “After a couple more games we can develop some goals, but we first need to see what our ability is,” she said. According to senior co-captain and defense Nicole Hemenway, the new playing fields are an improvement from what they have previously played on, which will hopefully boost their performance. “Our old fields used to be really bumpy and uneven, now it’s basically the exact opposite,” Hemenway said.

Tennis:

The varsity boys’ tennis team appears to be ready for another run at CCS after losing in the quarterfinals last year. Senior number two singles player Bharat Reddy said the team should be successful this year. “Last year, we had good players but ended up losing in the CCS quarters,” he said. “It was a disappointment, but now we have a lot of seniors and sophomores so definitely some experience but also some inexperience. The incoming people are pretty strong though.” The tennis team placed eighth out of 110 teams in the Fresno preseason tournament on March 5-6. The only teams that beat them were nationally ranked including top-ranked Saratoga High School. Gunn lost their first regular season match to Saratoga, but it was well-fought, according to coach Jim Gorman. “They were number one

Jonathan Yong

1. Senior Blake Johnson throws a pitch against Milpitas High School. 2. Senior Lorenz Breu sweeps low to hit a defensive backhand against his Fremont High School opponent. 3. Freshman Jessica Sun enters the water cleanly during diving practice. 4. Senior Richard Yuan finishes strong in a breaststroke race. 5. Junior shortstop Nicole Grimwood steps up to the plate to bat. 6. Junior midfielder Ryan Griffiths weaves through the opposing defense. 7. Senior attacker Shelly Kousnetz looks for a pass downfield. 8. Junior Mason Naar aims for the perfect landing during the meet against Mountain View. 9. Senior number one singles tennis player Rajeev Herekar rips a backhand against his Carlmont High School opponent.

in the preseason tournament and beat us 6-1, but overall, I thought the team put up a great effort,” he said. “I’m very proud.” In the past eight years, Gunn has finished at least in the top eight. Gunn looks to continue the tradition this year with the help of key players including seniors Bharat Reddy and Rajeev Herekar, sophomore Clifton Wolak and freshman Jinyan Jiang.

Swimming:

With the addition of a new pool and several returning athletes, the swimming team is excited for the season. “We didn’t have a single senior last year, so we were inexperienced, but now everyone got better in the off-season,” sophomore Gavin Kerr said. “It also helps to have the new pool because it’s faster to swim in. It’s a much bigger pool and all of our meets are home games except for one, which gives us an advantage.” According to Kerr, the team has a chance of winning the league championship this year, but there are a couple areas for improvement. “We need to work on our stroke count and our relays, but we don’t have solid places yet, so we will definitely get better at these things as the season goes on,” he said. The Lady Titans defeated Monta Vista at home in their first meet on March 12, while the boys’ team lost.

Softball:

With new coach Stephanie Swinford at the helm, the softball team is looking to build off of last season’s 1210 overall record (5-6 league) and a spot in CCS playoffs. Although the squad has only two upperclassmen, senior Brooke Binkley and junior Nicole Grimwood, are

optimistic. “I’m confident in our chances to qualify for CCS and go deep into CCS,” Binkley said. The team has reloaded with the addition of four new freshmen. “Our freshmen will tremendously help the team even though they are so young,” Binkley said. Freshman pitcher Claire Klausner has led the team (5-11) with six shutouts.

Track:

Along with five other coaches, track and field head coach Ernie Lee is in charge of 200 runners this season. “We’re still trying to find the strengths of a lot of the new kids,” Lee said. Despite having a relatively new team, track also has a solid group of returning athletes, including several CCS hopefuls. “We are in a very competitive league,” Lee said. “At the CCS level, we have several athletes who have the potential to qualify for CCS finals and hopefully some can also qualify for the state meet. In fact, three of the four athletes who qualified for the state meet last year are back.” These three athletes are senior sprinter Sunny Margerum and junior distance runner Erin Robinson and junior polevaulter Alison Ang. This season, Lee’s goal is to see each athlete work hard and improve. “I expect every member of the team to give their best effort,” Lee said. “As a coach, that’s all I can ask for.” The squad won their first meet on March 4 against Aragon High School and lost their next one against Mountain View High School on March 11.

—Compiled by Krishan Allen, Kevin Gao, Tara Golshan, Sam Hayward, Annie Tran and Kevin Zhang

Sports

The Oracle

Dunkball Journal Kevin Zhang

Sunday, Feb. 28 2:30 p.m.: As we trotted onto the court to face West Kazakhstan Agricultural and Technical University, we felt the crisp air balanced by the warmth of the afternoon sun. We faced an intimidating team of varsity basketball players (seniors Jon Rea and Hemanth Kondapalli) and an experienced YMCA basketball referee (senior Dean Davis). Our team, the University of Oregon, led by varsity basketball player junior Jack Hannan and former basketball players juniors Krishan Allen and Alvin Man, was in for a battle. By conceding the opening jump, our first game of the tournament was under way. During the first half, bodies flew and tensions flared after a thunderous dunk by Kondapalli. Our team immediately began to trail and went into halftime down by 13-11. During the second half, Allen began to drain two-pointer after two-pointer and our team fought back to tie the game at 18-18. However, the trio of seniors was too much for us to handle. Davis began to drain shot after shot and Kondapalli unleashed his defensive presence. The game ended soon after a Davis two-pointer. We were 0-1 after our first group match. —Zhang, a junior, is a reporter.

Students play basketball with a twist Jesse Klein Reporter

Ballers and non-ballers alike have come together to form an underground basketball league called dunkball. “Dunkball is three-on-three basketball with an emphasis on dunking,” dunkball co-coordinator junior Yotam Kasznik said. “We play on 8-foot hoops because then everyone can dunk.” Kasznik and his friends play dunkball at Palo Verde Elementary School because its hoops meet the qualifications. “There are about 20 dunks per game,” junior Jack Hannan said. Shots made outside the threepoint line are worth two points and everything else, including dunks, is worth one point. According to Kasznik, the group started playing dunkball after becoming bored with regular driveway basketball. “Every Thursday, we would play basketball at [junior dunkball co-coordinator] Keaton [Smith’s] and then lower the hoop to play dunkball,” Kasznik said. Most of the players on the school basketball team have joined the tournament. “It gives you the opportunity to show off some street skills,” senior varsity basketball co-captain Jon Rea said. However, according to Smith, being good at basketball doesn’t necessarily mean a person will be good at dunkball. The tournament was originally planned to only have four or five teams, but according to Kasznik, it grew to 16 teams in only two days. “I joined the Facebook group and asked my friends to get a team together,” senior Travis Bowers said. Each three-person team is named after a college. For ex-

Henry Liu

Junior Keaton Smith leaps over senior Nevin Hakim to dunk the ball into the hoop. ample Georgetown [consisting of Smith, senior Mike Starr and senior Blake Johnson] is heavily favored,” Kasznik said. Dunkball has also encouraged interschool and class bonding. “There are about 50 people and many of them are outside of your normal social network and

are people you don’t normally talk to,” Bowers said. After the games, the players go to 7-Eleven for slurpees. “You meet people, then you dunk on them,” Smith said. T he tou r na ment ca n be compared to organized pick-up games. There are no set times,

only set opponents. Games are still being played to determine seeds and the elimination rounds have yet to start. The tournament to come is single elimination and will be played on weekends throughout March to coincide with the March Madness NCAA basketball tournament.

Q&A with Ysbrand Nusse

New Assistant Swimming Coach

Troy De Vincentis New Baseball Coach

The Oracle: What made you want to come to Gunn to coach? Ysbrand Nusse: I graduated from Gunn in 2005 and I had a great time on the swimming team so I wanted to come back and get involved. TO: How has coaching at Gunn been different than coaching at other schools? YN: I’m very impressed with how hard they work in practice. This is a new age group for me. Before I coached at a recreational program at Stanford, so I really enjoy how advanced they are.

Ysbrand Nusse Assistant Swimming Coach

TO: What do you want the team to take away from your leadership? YN: I want them to get some knowledge about swimming technique and for them to improve their speed in the water.

Troy De Vincentis Baseball Coach

TO: What made you want to come to Gunn to coach? Troy De Vincentis: After coaching at the junior varsity level for six years I needed to move on and try to do more. It has been a long-time goal of mine to run a high school program. I have a vision of what a high school baseball program should look like and thanks to Gunn High School I have been given the opportunity to put it in motion.

TO: How do you feel the team is doing so far this season? TV: The season is still young, but it is starting to look like a baseball program not just two separated teams. If we keep getting quality pitching from Jon Rea, Miles Sturken, Blake Johnson, Danny Luskin and Eric Conteras we should make the Central Coast Section playoffs.

Kate Platanova

New Track & Field Assistant Coach TO: What made you want to come to Gunn to coach? Kate Platanova: I came back because of Ernie, the head coach, but also because of my love for long and triple jump. It’s an honor to coach here after graduating from Gunn in 2001.

Kate Platanova Track & Field Assistant Coach

TO: How do you feel the team is doing so far this season? KP: It’s been great. The new people are working hard on getting their form perfected and older jumpers are achieving new personal bests.

TO: What do you want your team to take away from your leadership? KP: I want them to take away that hard work pays off and that teamwork is very important even in a individual sport. It’s good to always to be there for your teammates giving them high fives and cheering them on during their jump. —Compiled by Nicolas Loyola

Sports

Monday, March 22, 2010

Sophomore takes first in Winter Sports Awards Philippines championship Divya Shiv Reporter

On Feb. 22, sophomore Maria Recinto placed first in the Philippines National Rhythmic Gymnastics Championships for each of her four events—rope, hoop, ball and ribbon. Recinto’s competition included the best rhythmic gymnasts from the 2008 Philippines national team and her best friend, who beat her two years ago for the same title Recinto holds today. In the Philippines National Championships, all judges are brevet judges, meaning that they have the proper training to judge world-class rhythmic gymnasts. To judge the gymnasts, they Maria use a 30-point system, Recinto (10) based on the difficulty of the routine, execution, and artistry. In addition to the tough competition, Recinto also had to deal with the humidity and the heat. “The weather drastically affected my equipment,” Recinto said. “It made my ribbon more heavy than it usually would be. Also, the heat triggered my asthma and made it difficult to do my routines.” However, Recinto got through the challenges with her dedication and hard work. “There are very few girls who work like Maria,” Recinto’s mother, Karen

Recinto, said. “Maria does not stop working unless her coach tells her to stop.” Recinto practiced for 30 hours every week before the championship at the Olympic Training center in Manila, Philippines. “I practically lived in the training center,” Recinto said. Because Recinto lives in Palo Alto, her path to the national championships has been different compared to that of other gymnasts. “In the Philippines, the gymnasts go to regional competitions first and the winner of these gets to go to the national championship.” she said. However, Recinto was able to skip the regional meet and instead competed in a large competition called Pacific Rim before the 2008 nationals, catching the eye of the Gymnastics Association of the Philippine (GAP). The GAP then gave her information about the ranking meet, allowing her to compete in the national championships. Even though the Philippines National Championships is over, there are many more competitions in store for Recinto. “In April, the Pacific Rim Championship is held, and if I qualify for this I can go to the 2010 ASEAN (Association of Southeast Asian Nations) Games in November,” she said. “There is also the World Championship, but the Philippines Gymnastics Committee is sending me to some international meets first before deciding about the World Championship.” The 2012 Olympics is also a possibility for Recinto. “If she decides that she wants to continue towards that path, I’m sure that she will have the opportunity,” her gym owner, Allan Fusilero,

Boys’ Basketball

Most Valuable Player (MVP): Jon Rea (12), Simon Hauser (12) Most Improved Player (MIP): Cody Carefoot (11) Overall record of 12-13, De Anza Division

Girls’ Basketball

MVP: Rachael Clark (12) MIP: Catherine Perez (10) Coaches’ Award (CA): Claire Klausner (9) Overall record of 9-14, De Anza Division record of 6-6 (4th place)

Girls’ Soccer

MIP: Emily Hardison (12) CA: Brooke Binkley (12), Bonnie Cardillo (11) Overall record of 3-9-5, De Anza Division record of 3-7-2 (5th place)

Boys’ Soccer

Wrestling

MVP: Sterling Hancock (12) MIP: Sam Hayward (10) CA: Michael Starr (12) Overall record of 7-10-1, De Anza Division record of 6-5-1 (4th place) MVP: Stefan Weidemann (11) MIP: Jake Cherry (12) CA: Yoni Alon (12) Overall record of 6-3, De Anza Division record of 3-3 (4th place)

Sports

The Oracle

Sterling Hancock (12)

The next four years no longer look uncertain for senior Sterling Hancock after being recruited and committing to play soccer for Brigham Young University (BYU) in Utah this upcoming fall. “I was happy to finally decide my future,” Hancock said. This recruitment has been important to Hancock since he was injured for 11 months because of two fractured vertebrae and a disk compression. This put him on the sidelines during his junior year so he couldn’t play during the Division I soccer scouting season. The BYU soccer team is in a semi-pro league

Volleyball, a sport senior Teresa Skelly decided to pick up in her sophomore year, has become a skill that she is carrying with her to Harvard University. “Teresa is an extremely intense and competitive player, but she is also able to accurately reflect on herself,” former coach Kristen Owen said. “I know she’ll be successful.” According to Skelly, one of her first coaches, Fred Kieu, gave Skelly the confidence she needed to see that she had a chance at playing volleyball in college. During Skelly’s club season in junior year, all of the players on Skelly’s team were asked to make a list of 30 schools they wanted to apply to. These lists included Yale, Notre Dame, Georgetown, University of Pennsylvania, Princeton,

Travis Bowers (12)

and all players have to be full-time students. “BYU’s team isn’t restricted by any NCAA rules, which allow them to do a lot of things other college teams aren’t able to do, such as traveling internationally to play against other teams, including the reserves teams of FC Barcelona and Cruz Azul,” Hancock said. BYU is also closely associated with Real Salt Lake, which is a professional team that won the 2009 Major League Soccer Championship. Players from BYU often join the team after college. “I’m looking forward to training and playing with great players and a top class coaching staff every day,” Hancock said.

Columbia and of course, Harvard. Through her club, Vision Volleyball, Skelly communicated with Harvard, Yale and Notre Dame through e-mails. However, an unofficial visit to Harvard in March sealed the deal with Harvard. Skelly committed to Harvard on April 8. “I really loved the sense of community on the team, and the school, the location and all the academic opportunities they had to offer,” Skelly said. “When [the coach] told me she had confidence in my ability and in my role on the team, I knew I wanted to go there.” Skelly has already received a letter equivalent to an early acceptance. Her formal acceptance won’t be delivered until the spring.

As students anxiously wait for college letters, senior Travis Bowers can relax, having committed to playing baseball for Cal Poly Pomona in mid-December. “I like everything about it,” Bowers said. “Good location, in the L.A. area, nice campus, pretty small school and nice field.” Bowers has been playing baseball for about 15 years. “It’s just something that I’ve grown to love over the years,” Bowers said. “Once you start playing, you really enjoy being out there.” Bowers focuses on playing catcher. Although Bowers also considered Claremont McKenna, Whitman and Occidental Colleges, he knew early on that Cal Poly Pomona was his top choice. “I did a couple of showcases

Track and field has been a part of senior Sunny Margerum’s life for as long as she can remember. “I’ve been doing it since I could walk,” Margerum said. “It’s my whole life.” The hurdler and long jumper comes from a long line of track athletes, including her aunt and mother, who competed in the same two events Margerum excels in now. The long jump and hurdles are also the two events Margerum plans to focus on next year at the University of California Berkeley, where the track star has already committed. “They approached me in September,” Margerum said. “They basically told me about the school, what was good about it and why they thought it would be a good fit for me.” Margerum’s grandfather and aunt both attended Berkeley

Jenny Anderson (12)

Teresa Skelly (12)

where I went and played in front of coaches,” Bowers said. Bowers communicated with the Pomona coach through phone and e-mail and also made a recruiting visit in the beginning of the school year. “From what I can tell, [the coach] seems like a great guy,” Bowers said. “He obviously knows his baseball since he’s a college coach, and I think it’ll be a lot of fun playing for him.” Bowers’ longtime private coach, Donny Kadokowa, sees a great future ahead of Bowers. “I’ve known him since he was 10 and he’s come a long way,” Kadokowa said. “As an incoming freshman, he has the ability to make a huge impact at that program.”

and her mother is a former Cal track coach as well, forming quite a legacy. “I think she’ll do very well at Cal because she knows the coaching staff well,” Margerum’s mother and coach, Joy Margerum, said. “They know she can develop well there and they know the history of our family. It’s going to be a great place for her.” Margerum also paid visits to University of Hawaii and University of California Davis before making her final decision. On Feb. 3, Margerum signed a letter of intent, which is an official form of commitment that binds her to the school. “I just trained hard like I always do,” Margerum said. “I like to push myself to be the best that I can be and reach my goals I set… which led to a scholarship, so my hard work did pay off.”

Since the summer before freshman year, senior Jenny Anderson has worked diligently at school while playing water polo. It paid off, as she was recently recruited by and has committed to Santa Clara University. Anderson did not know about the university until her club coach introduced her to it. “Once I took my visit, I knew it was the school I wanted to go to,” Anderson wrote in an e-mail. Anderson started to play water polo after her sister did. Anderson originally disliked water polo in middle school, but tried playing again the summer before freshman year. Since then, she has trained

Sunny Margerum (12)

at the Stanford Water Polo Club. “They helped me through the recruiting process and taught me all of my fundamental skills,” Anderson wrote. Anderson has had her ups and downs but was able to pull through with support from her family and friends. “I love the physical and mental challenge water polo presents,” Anderson wrote. Anderson hopes to improve her water polo skills in college. “I committed to Santa Clara in January, and it has been really hard to do my school work,” Anderson wrote. With swimming, diving and school, Anderson hopes to succeed in everything throughout life. —Compiled by Monica Cai and Elise Lee

Graphic by Nathan Toung