November 2015

Students and staff share their unique hobbies.

Students learn mindfulness through art.

PG. 8-9 FEATURES

PG. 21 LIFESTYLE

NON-PROFIT ORG

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

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Permit #44 Palo Alto, Calif.

THEORACLE Henry M. Gunn High School

“Are kids here getting to be kids?” The New York Times asked on Apr. 11, 2015 about Palo Alto in its article “Best, Brightest—and Saddest?” With high-achieving parents and a competitive student body, Gunn is known to retain an unhealthy amount of pressure. Many believe that the pressure comes from Palo Alto’s narrow definition of “success.”

Because of pressure from academics, extracurriculars, peers, parents and Palo Alto norms, Gunn students have faced many struggles, but have also found sources of strength in friends, counselors and family.

Living in a city surrounded by Stanford professors and pioneers in many industries, some students feel like the idea of success in Palo Alto is warped. According to senior Yasmine Hamady, success seems to be defined by a high-paying job in science, technology, engineering and math-related fields. “I feel like there’s this [goal] in Palo Alto to be a doctor, an engineer or a lawyer,” Hamady said.

Hamady’s plan to major in theatre and deviate from the “standard” definition of success has provoked many discouraging responses. “My parents’ friends sometimes [tell me], ‘You should do it as a hobby. It’s not going to make you money,’”

Hamady said. “It’s those small comments that affect me a lot.”

Senior Sarah Bullwinkle has also faced judgement when she decided to delay her college application to college due to mental health purposes. According to Bullwinkle, even people who know about her situation often cannot fully understand the difficulty of attending school. “I think when you’re not in the midst of a mental struggle, it’s hard to understand that things can be so bad that you can’t get out of bed in the morning,” Bullwinkle said. “You can’t even fathom doing an assignment.”

Bullwinkle says many students do not seem to understand her decision to prioritize her mental health over her academic standings. “When I stopped caring about grades and the classes I’m taking, I got more pressure from people not understanding that going through the motions of attending school can be hard for someone,” Bullwinkle said.

Students sometimes even question if her need for extensions are legitimate. After Bullwinkle received two extensions last year in Advanced Placement (AP) Biology, rumors spread that she was taking advantage of her situation in order to cheat.

Although others may not realize the harmful implications of their words, the sly comments can affect one’s self-confidence.

“People think it doesn’t affect you because it’s a small, nonchalant comment to them but when you’re struggling, it really can get to you,” Bullwinkle said.

Volume 53, Issue 3

Courtesy of Victoria Stevens

Alexandra Ting

Courtesy of Sarah Bullwinkle

Courtesy of Angela Chin

Courtesy of Yasmine Hamady

Oracle-Tbn Liaison, Features Editor, Reporter and Oracle-SEC Liaison

EMOTIONALVULNERABILITY

Anyi Cheng, Lisa Hao, Mikaela Wayne, and Shannon Yang

Pressure of Palo Alto standards

Friday, November 6, 2015

780 Arastradero Road, Palo Alto, CA 94306

How Peers, Academics, Activities and Stigma Affect Students

Courtesy of William Copeland

http://gunnoracle.com/

Follow us on Twitter @GunnOracle and on Instagram @GunnOracle

Both Bullwinkle and Hamady agree that most of the academic peer pressure stems from the competitive environment and the perceived accomplishments of their peers. “Since we live in a place where everyone is naturally extremely intelligent, the competition feels so much worse because the people you [will be] competing with in the real world are probably standing right next to you,” Bullwinkle said.

Academic stress

According to the U.S. News and World Report, Gunn is one of the top schools in the nation. Because of reputation, students often take on more than they can handle simply because there is an expectation to do so. For junior Victoria Stevens, it is something that affects her every day.

To many students, both the pressure to succeed and the pressure from seeing others succeed can lead to anxiety and a burdensome stress load. Stevens has struggled with academic stress and anxiety. “Throughout my entire life I have always been really, really passionate about everything and especially school,” Stevens said. “But once I went to Gunn, I don’t know what it was but everything dropped: my enthusiasm, my grades obviously. For me, the first year of high school was a mess because I was confused and stressed.”

Stevens’s stress was not only induced by the classes she was taking but also by other students who succeeded in more challenging classes while she struggled with classes that were considered less advanced. “You know that every single day VULNERABILITY—p.3

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News

THEORACLE

HOMECOMING HIGHLIGHTS Board looks at new gender identity policy

According to Outlet, a youth counsleing program focused onLGBTQ+ teens, coordinator Dafne Luna, a current problem many gender-nonconforming teens Palo Alto Unified School District’s (PAUSD) face is figuring out how to express their needs to School Board will hear a presentation by the Lesbian, campus staff. “I think that this policy is going to help Gay, Bisexual, Transgender, Queer and Questioning establish a culture of normalcy,” Luna said. “A lot of (LGBTQQ) Committee on Tues., Nov. 10. The policy, youth have trouble navigating the administration and monikered the Gender Identity and Access policy, some staff [who] sometimes don’t really know what was proposed by the committee, which is composed to do with the information the kids are giving them, of school staff, parents and other community mem- and it’s a lot of having to navigate every single person bers concerned about the wellbeing of LGBTQ+ differently.” Luna says a policy will help establish a students. “Our interest is to convey attention, care culture of what is appropriate for administration and and support to matters that impact our LGBTQ+ stu- staff and create a more nurturing campus climate. dents,” Student Services Coordinator Brenda Carillo Baker hopes that policies making campuses more said. “We also want to be clear about expectations for acceptable of transgender youth will soon become our school community when it comes to the rights of commonplace. “I think that throughout the country LGBTQ+ youth. We believe that this policy outlines we have students that are gender-nonconforming these issues.” who are restricted from using bathrooms or being The policy, which was first reviewed by the School on sports teams because of their gender identity, or Board policy review committee on Sept. 28 and will sometimes they’re bullied, and there isn’t necessarbe reviewed by the full ily a policy in committee later t his place to protect month, introduces difthem,” she said.

“The District shall maintain an official, permanent pupil ferent facets centered Another imrecord with the legal name and gender appearing on the around LGBTQ+ acportant impact student’s birth certificate. On all other school-related receptance. “One of the of the policy is cords or documents, however, at the request of or with biggest aspects is that that it will inthe consent of the student’s parent/legal guardian (unthe school should accept crease v isibilless the student is over 18), schools should use a transthe gender identity that ity of LGBTQ+ gender student’s requested name and gender pronoun. the student identifies students in the This would include physical records and documents, with,” guidance counstudent body. “I diplomas and other certificates of advancement, elecselor Molly Baker said. think that gentronic records and documents, and school IDs.” The school and adminerally, our camistration can no longer — Gender Identity and Access Policy pus is more acquestion students’ gencepting towards der identities and must refer to students by their trans people than a lot of places across the country, preferred pronouns. In addition, the policy urges but I still hear homophobic and transphobic rethe school to approach a more gender-neutral atmo- marks,” Gender and Sexuality Alliance president sphere. “Our school should avoid separating students senior Rachel Gates said. “I think that if everyone as by gender in different activities when possible,” Baker an individual is aware of those issues, they can do said. “The next one would be that a student has the their part to say, ‘Look, that’s not okay.’” right to privacy and shouldn’t have to necessarily Besides creating a more open environment for out themselves if they’re uncomfortable with that.” gender-nonconforming students, the policy also aims Students will also have access to gender-neutral re- to erase some of the stigma and silence surrounding strooms and the locker room of their choice. the LGBTQ+ community. “Awareness is one of the The policy is designed to make school campuses most important resources right now,” Gates said. more friendly and accessible for LGBTQ+ youth. “Progress isn’t going to be made if no one knows “Students who identify as gender-non-conforming what they are working towards.” often face greater levels of risk across many areas,” The policy is just one part of PAUSD’s effort to Carillo said. “We believe that policies and regulations reach out to and support LGBTQ+ students. “We are can help to raise awareness and provide guidance on very fortunate to have an active LGBTQQ Committee best practice that promote protective factors. A policy that advocates for students, including several parents provides a common framework and language that who are strong partners with the district in moving enhances communication and sets clear expectations this work forward,” Carillo said. “As a district we for the entire school community.” offer training on LGBTQQ matters, we have an LGThe counselors hope that this policy will clear up BTQQ Committee and a newly developed LibGuide any confusion about how LGBTQ+ students are to be on LGBTQQ, and we are working with Theatre treated. “Before this policy is in place, I think we tried Works on a new play for elementary-level students our best to understand where students were coming on gender diversity.” Counseling services provided by from and meet them where they were and see what Outlet that focus on reaching out to LGBTQ+ youth their needs were but now there’s sort of a clear-cut are also available at PAUSD’s two high schools and process for that,” Baker said. “We’re noticing that three middle schools. The district is further working we have a population of gender-nonconforming to gather more informative data on LGBTQ+ youth students, and we want to make sure that they are through the annual California Healthy Kids Survey. treated consistently across the district.”

Deiana Hristov Copy Editor

“The best part of [sumo] was that we had not only one, but two, members of Gunn staff participate in it.”

—Daichi Matsuda (12)

“The pool game was cool watching people trying to get stuff out of the water. It was hard to see for some people though.”

—Jimmy Farley (9) “My favorite memory is the costume contests because it was awesome to see how people dressed up and how spirited everyone was.”

—Shadee Behbin (11) “For most schools, people probably don’t dress up, don’t go to any events at all and don’t participate. At Gunn, though, everyone gets really into it and promotes the people around them to get into it—that’s pretty awesome.”

—Natalia Katerina (10) Photos by Alexandra Ting

—Compiled by Helen Nguyen

Governor passes sexual assault bill Helen Nguyen

Asst. Business Manager

With increasing concern about sexual assault on college campuses, Gov. Jerry Brown signed a bill on Oct. 1, requiring high schools that mandate health courses to provide lessons in the prevention of sexual violence, according to the Los Angeles Times. “I firmly believe that by instilling in young minds the importance of affirmative consent and relationships built on love and respect, that we can reduce the sexual violence inflicted on young women,” state Senate leader Kevin de León said.

The measure will require lessons advocating affirmative consent before engaging in sexual relations.

Physical education teacher Kimberley Sabbag hopes the law will have a positive effect on the Gunn community. “I believe education is key in prevention of sexual assault,” she said. “Gunn students will become empowered by the knowledge of the laws and lessons surrounding this topic.”

According to legislators, the law is the first of its kind in the nation. “[Without] action, more than 100,000 students will be sexually assaulted on college campuses nationwide,” Sofie Karasek said, co-founder of the group End Rape on Campus, in an interview with the Los Angeles Times.

See p. 7 for opinions on sexual assault and gender identity policies

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

Editorial Board Editor-in-Chief Shawna Chen Managing Editors Arjun Sahdev Kathleen Xue News Elinor Aspegren Matthew Hamilton Ariel Pan Forum Kush Dubey Ryeri Lim Katie Russell Features Lisa Hao Prachi Kale Yuki Klotz-Burwell Centerfold Stina Chang Michael Chen Sports Shagun Khare Hayley Krolik Lena Ye Lifestyle Jenna Marvet Naina Murthy Barret Zhang Photo Editor Alexandra Ting Graphics Editor Elizabeth Zu

Staff Business/Circulation Tim Sun Assistant Business/Circulation Helen Nguyen Copy Emma Chiao Deiana Hristov Janet Wang

Friday November 6, 2015

Students reflect on mental health stigma VULNERABILITY

here people are taking incredibly advanced classes and are getting As in AP classes and have 4.0 GPAs,” Stevens said. “It makes you feel awful and everyone just expects that you live up to that standard.”

Mindfulness with extracurriculars

Besides schoolwork, students often participate in extracurricular activities to fulfill peer, familial or academic expectations. But to many, extracurriculars are a means of escaping the prevaent pressures of school life. They can help alleviate student stress by allowing students to find their passions.

Taking on too much, however, can lead to sleep deprivation and anxiety over packed schedules and overwhelming obligations.

Junior Angela Chin has danced since she was three years old. She has also attended Chinese class every week, taken art lessons, played piano and acted as the Class of 2017’s vice president sophomore year. Recently, however, she has realized that attempting to juggle everything took its toll. “When I don’t get enough sleep, my emotions just spiral and spiral downwards,” Chin said.

For Chin, sacrifices are necessary in order to achieve a harmony of being happy and being busy. This year, she chose to focus on one activity—dance—in order to maintain a healthier equilibrium. “I was more invested in dance,” Chin said. “[Quitting some things] actually helped me out a lot because now I can focus on just enjoying dance and doing well in school.”

Lack of emotional vulnerability

While academics and extracurriculars most directly frontloadstudent stress, emotional vulnerability is neglected as a result. Hamady says she often doesn’t talk to her friends about her problems because she fears adding additional stress to their lives. “I used to say ‘sorry’ to my friends that I’d tell my feelings to,” Hamady said.

This fear often prevents students from seeking help. Bullwinkle says she cannot talk to her friends if they’re in large groups because she does not want to ruin the mood. “There’s been times where I’ve been very alone because all of my friends have been out or in a big group,” Bullwinkle said. “I know I can’t talk to them about things; I don’t want to bother them.”

According to the 2013-2014 California Healthy Kids Survey, 27 percent of freshmen and 30 percent of juniors reported they had felt so sad every day for at least two weeks that they stopped their normal activities.

S/*ophomore Vidhu Navjeevan, who was diagnosed with an eating disorder last summer, says awareness of symptoms of mental distress are often overshadowed at Gunn is. “For depression, you normally think about someone who wears black a lot, who really doesn’t talk to people, but someone having depression could be that one person that always smiles,” she said.

Junior Tiffany Yang also has an eating disorder, but because of the lack of awareness about the disorder, she was afraid to open up about her situation. “I didn’t hear a lot about binging and I thought I was the only one binging,” Yang said. “I don’t want to feel like an outcast, so I just decided not to expose myself.”

A major obstacle that prevents students from sharing their struggles is the stigma around mental illness itself, said sophomore Leah Sheynkman, who struggles with depression. “What I get a lot of is, ‘Everyone goes through these feelings. Everybody has hard times in their lives,’”

INBOX

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

These letters need not be from current students.

I enjoyed reading the article about scary legends in the world, as I hadn’t heard about any of them before and also thought the graphics were really cool.

—Laura Kuffner, 10

Graphics Artists Cheryl Kao Joanne Lee Jackie Lou

October 8, 2015 There was a good balance between big picture issues (racism, gender roles) and local issues.

—Hunter Klotz-Burwell, 12 [I’d like to see] more fun things (like “Take your mind off school” or “New weekly recipe”); many times it’s serious.

—Megan Hsia, 11

Sheynkman said. “And no, not everybody feels suicidal on a daily basis.”

For senior William Copeland, high school brought about a combination of depressive disorder, anxiety, sleeping disorder and panic disorder. Though Copeland acknowledges that stigmas exist for a reason, he notes the particular negativity surrounding mental illness. “It just makes you seem like you’re unable to do things; you’re weak,” he said. “People treat it like it’s your fault that you have this stuff happening to you.”

Students further feel that others do not truly understand the impact of mental illnesses on normal parts of life. Sheynkman misses class on “mental health days,” when she stays home and does homework, sleeps, lays in bed or does whatever she needs for her health. “Usually my mental health days are the days I cannot deal with the world around me or I have absolutely no energy or no ability to talk to people or be around people,” she said. “Nobody here believes in mental health days. Everybody here’s just like ‘no, you can’t do that.’” Because of this, she says, she will tell teachers and her dad that she is simply sick on these mental health days instead of specifying her illness. Sheynkman believes, however, that teachers could be more proactive in understanding individuals’ different circumstances.

In Navjeevan’s case, it was hard to get help.

However, Navjeevan’s friend had the same eating disorder and was able to share advice. “I think that in order to find the strength, you really just have to listen to your friends,” Navjeevan said.

For Stevens, the most important part of her journey was recognizing that she needed help.

“I went to Adolescent Counseling Services and I talk to my friends all the time about everything,” Stevens said. “It was a really pleasant surprise to know that everyone was willing to help me.”

Besides spending time with trustworthy sources of strength, Copeland, who is pursuing music, encourages people to find a passion. “A lot of people say creative outlets are good and it lets you spend energy, but it’s more than that,” he said.

“It gives you meaning and purpose.”

Yang encourages students to reach out to others. “Just don’t be afraid of talking to other people,” she said. “It doesn’t hurt to try, and all in all we’re all human beings; we all struggle with the same things. If we are kinder with each other, then we can spread more love.”

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

I would like to see more Explore hashtags because I like to see what others enjoy doing.

—Yessica Avila, 12

Photographers Josh Spain

Adviser Kristy Blackburn

Mental health on campus

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

Oracle-SEC Liaison Shannon Yang

Tech Sabrina Chen Grace Ding

Hamady believes people are scared to be emotionally vulnerable because they are afraid of being judged. Instead of encouraging openness, people condemn it, she says. “Everyone’s like, ‘Oh my gosh, vulnerability is so dumb,’” Hamady said.

“I believe vulnerability is beautiful.”

Bullwinkle says a supportive environment has been key to her rehabilitation. Her parents have encouraged her to focus on her recovery and find sustainable skills. “My parents have stopped pressuring so much to do what all these articles say to do,” Bullwinkle said. “[Now], most of the pressure comes from finding positive coping skills. I’ve gotten happier since I’ve realized that if I stay committed, it’ll be better for me in the long run.”

Bullwinkle and Hamady believe the best advice is to be the beacon of positivity within a group and that people should first look within themselves. “I think I realized that the best thing for everyone is to work on yourself because when you’re a happier self, you can spread that to other people,” Bullwinkle said.

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

Oracle-TBN Liaison Anyi Cheng

Reporter Alex Dersh, Paulo Frank, Evalyn Li, Kaya van der Horst, Mikaela Wayne

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I’ve always liked how The Oracle touches upon a variety of topics, from individual students’ accomplishments to worldwide events. I’m always able to find articles that interest me.

—Jane Ahn, 11

It would be really nice to have a section in The Oracle that was dedicated to important events that occurred that month, whether global/international events to small local happenings, and be written in an engaging and interesting way.

—Michelle Cheong, 11 I enjoyed reading more about student “experiences,” or stories similar to the article about stereotypes in sports. I like reading about students at Gunn.

—Allison Cheng, 10

I like The Oracle’s online presence.

—Mara Greene, 12 I love being able to keep up-to-date about events at school and look more into lives of teachers.

—Melissa Pao, 12

The Oracle is a 2014 NSPA Pacemaker Award finalist.

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News

THEORACLE

Wellness initiatives on campus

Student Wellness Committee to host alumni panel Katie Russell Forum Editor

The Student Wellness Committee, a group of students dedicated to creating positive change in the status and stigma of mental health on campus, plans to pursue its mission during the upcoming school year through connections to alumni groups and the continuation of previous successful projects.

The committee was created in November 2014 by junior Chloe Sørensen, seniors Sarah Reich and Cole McFaul and alumna Rose Weinmann with the primary goal of initiating short-term solutions and programs to improve student wellness in terms of mental health.

McFaul felt that change was necessary in the Gunn community’s attitude towards wellness. “There’s a lot of stigma and problems surrounding mental health, awareness and student well-being, so we decided to form this little group of people,” McFaul said.

Sørensen cited McFaul and Principal Dr. Denise Herrmann as instrumental in creating the committee. “[McFaul and I] came up with three solid plans of small projects that we thought could improve student wellness at Gunn,” she said. “We went to Dr. Herrmann and presented our ideas, and she then introduced us to more opportunities for the future.”

According to committee member sophomore Vidhu Navjeevan, the current focus of the committee is a Nov. 24 panel of alumni planned to help current students better understand their possibilities for future after Gunn. “[The alumni] are going to come and talk to current students about the different paths they took, whether that’s college or something else,” Navjeevan said. “We want students to know that Ivy League schools are not the only option.”

The importance of the panel, according to Sørensen, lies in the exposure of students to alumni viewpoints. “[The alumni] want to invite current students, especially people who don’t have older siblings or friends, so people who wouldn’t normally have that perspective,” Sørensen said. “The committee’s role in that is really bridging the gap between alumni and current students.”

Past projects of the Student Wellness Committee include the YES! program, which was recently implemented in all physical education classes, as well as the referral box, which is

located in the guidance office and allows students to fill out a form anonymously requesting that a counselor check in with someone. The referral box is intended for students to have the opportunity to notify counselors if there is a friend or someone on campus that they want to help.

McFaul sees the referral box as an accessible way for students to remain in contact with administration and counseling services while maintaining anonymity. “I definitely recommend going in [and talking to a counselor] personally, but if you don’t feel comfortable with that, it’s important that there is still a way for you or a friend to get help,” he said.

Sørensen says that comfort of students and ease of access to help are the committee’s top priorities. “A lot of kids have friends that they think need help, but they’re too scared to talk to a counselor about it, either because they’re too shy or they’re worried about confidentiality,” Sorensen said. “We wanted to streamline that process and make it a lot easier for people to refer their friends, instead of having to approach a counselor about it.”

McFaul believes that though the referral box may seem like a small change, initiatives do not have to be drastic in order to help foster a more positive community. “All this time and work and effort amounts to something if we help just one person and if just one person is affected by it,” he said.

Sørensen has a similar sentiment towards her experience with the committee. “The committee n ø ns has helped me realize the power of one person or ore S e hlo a small group of people to make a huge difference,” she fC o sy said.

“Even just a small difference can really make people’s e t ur Co daily lives better.”

Navjeevan encouraged all members of the community to show their support for the committee’s efforts. “An easy way to get involved is to try to go to our events and support the activities that we do like the referral box, because it’s really important that everyone is cared for,” she said.

Sørensen emphasized her desire for the committee to continue beyond the years she is on campus. “One possibility might be creating a position on the Student Executive Council of a student wellness commissioner, so someone whose job is to coordinate with administration and student government and continue this committee,” she said.

ACS hires new supervisor YES! comes to P.E. classes Yuki Klotz-Burwell Features Editor

Adolescent Counseling Services (ACS), the free on-site counseling program, is broadening its services this year and implementing changes, starting with the introduction of new supervisor Kin Leung. After last year’s tragedies, ACS is hoping to offer a program that allows students to feel connected and supported. “Coming in as a new person I can really sense that the administration is trying very hard to develop this relationship w it h t he stud e n t s ,” L e u n g s a id . “ T here is a lot of development with trying harder to get to know the needs of t he students Courtesy of the ACS Website better.”

According to Leung, ACS is working on strengthening relations with the administration to accomplish their goals. They want to focus on providing support through an array of department­—starting with guidance. “It’s important for students to feel comfortable going to their guidance counselors first because they’re not just here to look over your résumé and your transcript,” he said. “They also care a lot about you and have a lot of great things to offer.”

Although ACS has been providing students with assistance for over a decade, Leung says that coordinating and balancing the system can be challenging. Many students are unaware of the privacy options ACS holds and feel less motivated to seek help. Because of this, Leung feels that the need for organization within the group is crucial. “This is a big school—there is a huge need for communication,” he said. “The trickiest part about the work that we do is trying to be respectful about the privacy of our students.”

With the rigor of high school life, Leung feels that many students neglect their mental health and don’t give it the attention it requires. “Sometimes, having that little break where you can let steam out can be really helpful and put things in perspective,” he said. “ I think that’s something that a lot of students here forget to do.”

However, Leung reiterated that ACS is an important service that students should take advantage of. In the 2013-2014 school year, the organization served 9,558 individuals throughout the Santa Clara County. “My vision is that students can see ACS as part of their daily lives,” he said. “If they are going through something in life, they can stop by and have a place where they can feel safe and talk about what’s going on.”

Grace Ding

Tech Editor

Freshman physical education (P.E.) classes implemented the Youth Empowerment Seminar (YES!) program on Oct. 26. The four-week unit focusing on stress management and mental health will also take place in sophomore P.E. classes in January after winter break. YES! instructors and P.E. teachers will guide students through a series of activities designed to help channel negative emotions and stress.

According to YES! City Director of San Francisco Bay Area Priya Mayureshwar, the program is split into three modules—healthy body, mind and lifestyle. “A third of our time will be spent on physical exercises such as yoga stretching and tag games,” Mayureshwar said. “Another third will be spent on teaching targeted breathing techniques, and the other third will be spent on social-emotional learning.”

In the spring of last school year, a Gunn parent affiliated with YES! approached the school administration about introducing the program. Soon after, Student Executive Council (SEC) members and some teachers attended Alexandra Ting a short training session, after which Freshmen take part in a presentation on SEC voted unanimously to bring YES! energy during a YES! program session in P.E. into Gunn.

YES! began as a community initiative and has expanded over the last decade into national organization that works with and teaches students around the country. It aims to bring a positive impact to youth by focusing on self-empowerment. “The program has an emphasis on stress management, on basic human value and just helping students finds ways to have calm in their lives through the different breathing techniques that are taught,” P.E. teacher Amy Anderson said.

So far, students have mostly received the program with eagerness to learn. “The initial response has been overwhelmingly positive,” Anderson said. “My students all came in with an open mind, smiling and laughing.”

Freshman Caroline Ro is in favor of the program and its goals. “I know that some of the athletes [on prep] don’t like that they have to go back to P.E.,” she said. “But [the class] is pretty relaxing, and you get to learn how to destress, which is relevant to a lot of us.”

YES! instructors are excited to work with classes because of the students’ interest in mindfulness. “Many students seem to understand the value of [the program] before we even came and we can see that from their end,” YES! bilingual instructor Martin Blank said.

Forum

Friday, November 6, 2015

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Anonymous online communities can be healing Shannon Yang It’s difficult to open up about my problems in real life. Doing so takes off a mask of perfection and exposes flaws and emotional issues. Peers, teachers and parents are often very judgmental, a tendency that stands in the way of connecting to help. However, an anonymous online community is like therapy without the therapist: its goal is to give strength, connecting users to listeners but not necessarily forcing them to take off their masks.

7 Cups of Tea is one such community, where users can connect one on one with listeners and groups of people to talk about problems ranging from bullying to sleeping well to anxiety.

The website gave off a friendly vibe upon my visit. I was expecting intense interrogation about what my life was like, what I was doing wrong or every thought I felt. I was scared that whoever I’d talk to wouldn’t understand or wouldn’t be able to relate.

I was afraid that perhaps someone, behind the shield of anonymity, would tell me I was weak.

But my listener was warm; though they don’t tell people everything about me or my did not offer me solutions or tell me what feelings. I fear that in every interaction we to do, my listener let me know that he was make, they will see me strictly in light of listening and didn’t ever invalidate my prob- my confessions. But with an obscure screen lems. I was able to let go of things I couldn’t name and a random profile picture, no one talk about without feeling judged. It was as if can connect my life situations to my name, someone wanted to get to know me for who I face or hometown. Since they didn’t know am rather than who I pretend to be. me, I knew that people’s reactions Another feature of the webwould not be a reflection of the site, Group Support, filled type of person I was, but of that gap. No one person the situation itself. was in charge and evAnonymous social Online emotional eryone could share media networks ofsupport network their thoughts. For ten get bad raps. For once, I divulged example, ask.fm has 7 Cups of Tea some of the secrets experienced controoffers 17,000 about my emoversy because bulactive listeners tions. Though I exlies can easily send pected to be alone harmf ul messages available at all or the odd one out to profiles of people times. (like I often am in real they know (or even don’t life), I actually found know), a risk that has been people who shared the same linked to suicide. problem. I was humbled by the Trolls like that would not approblems others were going through, and pear on 7 Cups of Tea. First, because all I was glad that I found people who knew parties are anonymous, nobody can the feelings of sadness and struggling. be targeted for who they are. Threats Anonymity is a big reason many are pointless and it’s impossible to users (including me) feel safe in bring in outside drama from school. the 7 Cups community. In life, I Additionally, everyone at 7 Cups of Tea is there for one common goal: to

gain strength in their lives. Listeners are all trained and can identify bullying.

All in all, the most rewarding part of the community in 7 Cups of Tea wasn’t the help I got but the way it made me describe and think deeply about my own issues. In real life, many of us have friends that are fun to be around, hang out with and laugh with, but often one doesn’t have anyone to rant to or talk to about one’s problems. However, an anonymous online community such as 7 Cups of Tea allows users to finally confide in a supportive friend.

—Yang, a junior, is the Oracle-SEC Liaison.

More Wellness Resources CrisisChat: online suicide hotline, text-only The Quiet Place Project: different spaces to express emotions or find calm Weavesilk: online art therapy The Nicest Place on the Internet: if you just need a hug Life in Neon - Player 2: work through personal past conflicts through interactive roleplay

Jack ie Lou

Setting realistic expectations has beneficial effects Naina Murthy Ever since I was little, my parents have ingrained in me the phrase “expect the unexpected.” They believed that I needed to be prepared for anything because they knew life was never black and white. But as time passed, the problem I often encountered was that I had too many big expectations, which often left me disappointed when I did not reach what I thought I could. Through the many tumultuous days and nights filled with high expectations, I started to develop a method of making realistic expectations and changing my perception. Accepting the fact that not everything goes my way has helped me develop a better sense of happiness in many aspects of my life.

I only recently reached this realization—that it is better to try and have realistic expectations. For as long as I can remember I have had this growing expectation of what I wanted my life to look like, especially when it came to my future career. Before the beginning of junior year, I wanted to pursue biology. In order to realize that dream, I signed

up for Advanced Placement (AP) Biology. I was so excited the possibility of a bad outcome and prepares us to be okay when I started the class because I had high expectations with whatever happens. When we reduce our number of that this one class would reinforce my dream to study unrealistic expectations we are able to maximize happibiology in college. But as AP Biology progressed I ness. When we have unrealistic expectations we started to see that this was not what I wanted put ourselves in a place where we risk imto do, which really scared me. Biology was mense disappointment. It is important something I thought I wanted to do my that we remain aware of reality and whole life. I had high hopes that this find what we can actually expect in “It is important that would be it. I soon realized that was others and in ourselves. Achievable we remain aware the problem. I expected so much expectations are more likely to refrom the class that when it wasn’t sult in positive outcomes because of reality and find what I expected, I no longer enjoyed they are easier to attain. Being what we can actually it as much as I thought I would. able to alter what you expect can expect in others and From that experience, I decided I have a huge impact on your daily in ourselves.” would try my hardest to maintain moods. realistic expectations.

Maintaining realistic expectaAccording to Professor Wolfram tions is easier said than done. But Schultz at Cambridge University, a link being aware that things won’t always exists between dopamine levels in our brain turn out the way you hope is part of life. and the expectations we make. When someone has Preparing yourself to accept that fact is already a low expectations and something good happens, a lot of huge step in the right direction. It is important to remain dopamine is released, which results in feeling happy. But ready to fulfill your goals, but remember to keep them when someone has high expectations and she doesn’t within reach. It is better to have realistic expectations and reach those expectations, dopamine levels fall drastically, exceed those than to be left utterly disappointed. leading to a feeling of unhappiness.

Having realistic expectations allows people to accept —Murthy, a senior, is a Lifestyle Editor.

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Forum

Subtle forms of discrimination result in real consequences

Sexism still manifests in Halloween costumes

Elinor Aspegren

Prejudice of music shaming is a real concern

Stina Chang

It’s that time of year again. People are adorning their houses with witches and ghouls and going to Costco or Safeway to buy bite-sized candy bars and spider rings. Toddlers and teens alike are searching for the perfect outfit for roaming the night streets. Often, however, teen girls have very few choices when it comes to picking a Halloween costume. In fact, it’s hard to go to a store or look online and not find a costume with the label “sexy.”

This fact is a well-known and age-old problem. It has been discussed extensively by parents, media and schools. Hopefully, everyone knows by now that Halloween costumes are sexist.

Most people, however, do not know the extent to which this disparity between genders exists and the severe repercussions these costumes have on girls of all ages.

I experienced this phenomenon firsthand when I was looking for my senior first-dayof-school costume. This year, the theme was “shipwrecked.” As I surfed Amazon, the first costume I saw was named “Sexy Swashbuckler.” Others held the creative names of “Shipmate Sweetie,” “Charming Pirate Captain” and “Pirate Wench.” As a 17-year-old girl, I found this pattern typical—it did annoy me, however, that I could not find any costume that was not remotely sexy. Out of curiosity, I decided to check the “Girls’ Costumes” page—which was hard to find as it was not listed with the others. Sure enough, I saw titles like “Sassy Pirate” and “Pirate Cutie.” It’s surprising and disheartening to me that companies are pushing gender roles on girls as young as three. In the end, I settled on a costume intended for boys.

This certainly isn’t the only example of hypersexualized costumes in the women’s aisle. A high school in Utah found that out of the 93 women’s costumes listed under “new costumes” at a local store, 67 were “sexy,” either by name or nature. Of the 87 men’s costumes also listed as new, only two fit the criteria for being “sexy.”

The sexism in women and girls’ Halloween costumes is twofold. The first and most discussed example is the former: sexualization of girls in costumes. But more, and perhaps even worse, is the permeation of everyday, occupational sexism. This isn’t the kind of sexism that girls face when looking for something to wear; this is the kind that affects their job, academic and general life decisions.

While a boys’ firefighter costume might consist of a bright red jacket and a traditional helmet, the girls’ version, on the other hand, is a skin-tight, short, shiny dress. While a boy’s costume actually looks like that of a firefighter, girls have to dress up in sexualized spoofs. Girls’ costumes are not repre“[This is] the sentative of real jobs that firefighters or police officers occupy: jobs that require an enormous amount of permeation intelligence, strength and courage, not a certain body of everyday, type. The unprofessionalism of girls’ costumes is occupational not only true for firefighters but also for every single potential costume option. sexism.”

Luckily, this is an easy fix on the behalf of the business: costume companies simply need to carry at least some non-sexual attire for girls; moreover, when depicting careers, they need to make costumes realistic. This isn’t so easy to solve on our side of the bargain. For many girls, Halloween is the only permitted time where they can dress in a “slutty” fashion. In fact, many expect that girls wear something skimpy—if they don’t, it isn’t Halloween. If Halloween is the only day of the year where girls do not have to worry about slut-shaming, then there is something truly wrong.

When we view hypersexualized clothing as the norm for Halloween, we send a message about how we perceive the ideal woman. Only, she isn’t a woman at all: she’s merely eye candy.

As soon as Carly Rae Jepsen’s “Call Me Maybe” comes on the radio, I feel the urge to sing along, dance to the rhythm and yell to the whole world that they should call me (maybe).

But I remain still because I’m too afraid of being judged by the kind of music I like. This phenomenon is known as music shaming, when a person judges someone based on the music that they listen to. It’s true that there are countless social problems in the world, and that many of them deserve attention. Music shaming, however, remains a prejudice and needs attention in order to be stopped.

Whenever the question, “What kind of “Music is music do you like?” comes up, I panic a little inside. To avoid ridicule, my answer supposed to usually consists of well-known artists bring joy and such as One Direction and Taylor Swift. Among the array of answers, I happiness into have never mentioned my appreciation people’s lives, for Korean pop (K-pop). At the mennot shame and tion of its name, people automatically conclude that K-pop is only popular embarrassment.” among Asian people, thus associating me as “that typical Asian.” Although many people are familiar with the K-pop genre, they often overlook the fact that K-pop can be just as popular in America as it is in Korea. When I do give the true answer about my taste in music, it often results in questionable looks and visible judgments.

Why do people feel that there is a hierarchy based on the type of music we listen to?

What even classifies a song or genre as “good”? Music is supposed to bring joy and happiness into people’s lives, not shame and embarrassment. When I listen to my favorite K-pop song, I find myself singing along with the lyrics at the top of my lungs and nodding my head so hard that it gives me a headache. Listening to these songs gives me confidence and satisfaction, and this is what music is supposed to bring to our lives. There are reasons why these genres of music are produced: to fulfill their duty of making people happy and to shape who we are.

Everything about K-pop defines me. From the colorful music videos to hardcore rapping, all of it reflects my personality. I can be awkwardly cute and bubbly; I can also be loud and obnoxious. When someone makes a rude comment about the type of K-pop music that I listen to, I feel as if they are insulting who I am. The kind of music one listens to doesn’t make one any less or more intelligent. We shouldn’t have to try and pretend to like a certain song in order to fit in.

Everyone is different in his or her own unique way. Expecting everyone to share the same taste in music is impossible. Instead of being close-minded and following one type of music, it is beneficial to explore other genres too. If that’s too difficult, simply respecting other people’s tastes in music is already a nice gesture. This goes for all type of discrimination. No matter how big or small they may be, all forms of discrimination are the same and all are disrespectful; thus, all discrimination should be treated with an equal amount of seriousness.

Even though I am excited when Justin Bieber releases his new single, I would much rather fangirl when Big Bang announces its comeback. Music makes me happy and that’s all that should matter. It’s not a humiliation to like a different kind of music. If someone does taunt me for admitting I am a Carly Rae Jepsen fan, forget what Jepsen sings; please don’t give me your number and don’t call me maybe.

—Aspegren, a senior, is a News Editor.

—Chang, a junior, is a Centerfold Editor.

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Friday, November 6, 2015

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Gender identity policy makes progress, but needs work Shagun Khare Acceptance and compassion are attributes that our community strives to achieve here at Gunn. Yet, strive as we might, ensuring that these attributes are extended to all members of our community is a task much more complex than it seems on the surface.

It involves a multitude of challenges—breaking down stigmas, dispelling stereotypes and instituting policy changes. It can take months, if not years, before any concrete change begins to take place. Recently, however, a small, but significant step toward fulfilling this task was made when the Palo Alto Unified School District (PAUSD) reviewed a new gender identity policy aiming to spread acceptance of transgender and gender-nonconforming students on campus.

If instituted, the new policy would require teachers, faculty and classmates to refer to students with their preferred pronoun and would take comprehensive measures to support and protect students throughout their transitions. For example, the policy asserts that if a student discloses their “transgender or gender-nonconforming status” to a teacher, that teacher should only share the information with other staff if the student gives them consent to do so. It also assigns transgender and nonconforming students a special coordinator who would help students smoothly navigate through their transition and make those students aware of a school site employee who would be available to help if they are having problems during or after their transition.

At Gunn, and in most of society, we encounter cisgender people—those who identify as the sex which they were assigned at birth—almost exclusively, and therefore lack an understanding of those who do not fall under conventional gender labels.

Due to this lack of understanding, students might be hesitant

to talk to, or even be hostile toward their LGBTQ+ peers. Being inhibited by cisnormative boundaries and fallacious expectations, transgender and gender-nonconforming students are inevitably placed into positions of adversity, which can have severe repercussions. According to the National Transgender Discrimination Survey, over 40 percent of transgender people attempt suicide, compared

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to about four percent of all people nationwide. If a transgender person is harassed at school, that number increases to 54 percent, and if they suffer from physical violence at school, that number rises further to 78 percent. Therefore, if they

are effectively put into practice, these measures are bound to have a significant, positive effect on transgender and gendernonconforming students.

By ensuring that students are referred to by their preferred pronouns, the district will aid in making students more comfortable with their transitions by allowing them to feel that their identity and presence is worthy of acknowledgement and acceptance. Additionally, given that young transgender students can be especially susceptible to mental health issues, providing students with a special coordinator can help students seek help in situations where they might feel vulnerable or threatened, a security that is vital to maintaining mental stability and wellness.

However, while the new gender-identity policy could certainly be beneficial, there are still more changes that need to be considered to further increase acceptance of transgender and gender-nonconforming students in PAUSD. Teachers, for instance, should be conscious of how to communicate with their classes about a student’s transition and preferred pronoun, while also understanding how to handle situations in which a student is transitioning during school. This could occur through workshops or sessions between LGBTQ+ organizations and staff. Students themselves should also have a broader understanding of transgender and gender-nonconforming students, which can occur by increasing visibility of those students and raising awareness of LGBTQ+ issues through school organizations such as the Gender & Sexuality Alliance club.

It is clear that the new gender-identity policy is a step toward instituting the ideals of equality and support by which Gunn defines itself. Prioritizing student safety and mental wellness will allow Gunn to foster an environment in which all students, regardless of their label, will be able to thrive and succeed. And by offering hope and help to students when they need it most, Gunn will emerge as a happier and healthier community that can one day truly earn the badges of acceptance and compassion we so diligently strive for.

—Khare, a junior, is a Sports Editor.

Mandated sexual assault education is a step forward Jenna Marvet In early October, California Governor Jerry Brown passed legislation to require sexual assault prevention classes based on the “Yes Means Yes” bill. This bill mandates the steps schools must take when an instance of sexual assault is reported and tries to clearly define what a “yes” to sex is. The mandatory curriculum is an innovative, positive step in preventing campus sexual assault before the student even steps on a college campus.

Although more movements and changes from university groups have began to appear, most proposed solutions educate stu-

dents after they are in college and therefore do not effectively prevent sexual assault.

Educating students before they reach college, statistically the time at which they are most vulnerable to sexual assault, is the best solution. According to the Bureau of Justice Statistics National Crime Victimization Survey, college-age females are most likely to experience sexual assault among all other age groups. Rather than haphazardly holding education programs after sexual assault is already present, the mandated program will hopefully create a stronger base to build upon before students are most vulnerable.

Over the years, similar curricula have been tested on pre-college-age students and have succeeded. The National Institute of Justice’s “Shifting Boundaries,” a sexual violence and harassment prevention program implemented in middle schools in New York City, included classroom curricula similar

to what the “Yes Means Yes” education will include. After the program, there was a 32 percent reduction of sexual victimization frequency by a peer and a 35 percent reduction after a six-month follow-up. If the new California laws can mandate comparable sexual assault education in schools, it is likely that there will be similar results in victimization reduction.

Despite the encouraging nature of the bill, sexual education still remains optional to students. Although comprehensive sexual education will become mandatory for all schools in California on Jan. 1, parents will still be able to opt their children out of these classes. The “Yes Means Yes” program must be mandatory for all students in order to promote an equal education on sexual assault and harassment. Sexual assault prevention is not about the individual, but instead centers on building a

community in which bystanders know how to stand up for victims, victims are not shamed and predators are not congratulated. To build that community, there cannot be people opting out of the process.

Too often, programs are labeled as prevention tactics when the damage has already been done. “Prevention” on college campuses currently begins when a victim speaks out or a survey shows a large number of sexual assault victims.

“Yes Means Yes” education will take a step ahead and actually have the chance to prevent sexual assault. When a child is taught consent from a young age, the lesson will stick and become automatic.

The new mandated education will be a positive step in preventing sexual assault on campuses in the future.

Timeline of federal legislation on sexual assault September 1994 The Violence Against Women Act establishes federal legal definitions of domestic violence, dating violence, sexual assault and stalking and makes funding grants for reducing these crimes available to higher education institutions.

November 1990 The Clery Act requires all colleges and universities that receive federal financial aid to disclose their crime statistics in a yearly publication.

March 2013 The Campus Save Act amends the Clery Act to mandate extensive “primary prevention and awareness programs” regarding sexual misconduct and related offenses.

April 2011 Noting that sexual assault had become an epidemic on college campuses, the Office of Civil Rights reiterates that Title IX guarantees all students an education free from sexual harassment and violence.

Graphics by Jackie Lou

—Compiled by Kush Dubey and Mikaela Wayne

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Features

Students, staff share their To those who know him, it’s not particularly surprising that social studies teacher Chris Johnson enjoys reenacting scenes from history. Historical reenactments are parteducation and part-entertainment, combining elements of the classroom with elements of amateur acting.

Historical reenactments take place at field events that last a few days. Volunteers with extensive knowledge of the event and their own gear will show up to act. Clothes are most important, but depending on the era in which the reenactment is set, volunteers can bring anything from muskets to parasols.

Historical reenactments are often time-consuming and very expensive. “If you are going to do living history, the goal is to be as authentic as possible in clothing, equipment and demeanor,” Johnson said. “High quality and high level of authenticity is pricey. Basic [Civil War] uniform and equipment easily cost between $1500 and $2000.” Spectators give historical reenactments a feeling of a living classroom, which means volunteers must be historically accurate in their actions. Volunteers are expected to thoroughly research the era before participating in an event; this can often be grueling and tedious.

Johnson became interested in historical reenactments at a young age. “My parents took me to a Civil War reenactment at Roaring Camp Railroad in the Santa Cruz Mountains back in 1985,” he said. “I went to another one there on my own in 1991, [and I] was 19 then and could join up on my own. I was a history major in school and saw this as another means of study.”

He was mainly interested in the activity for its educational aspect.

CHEMISTRY TEACHER

Heather Mellows CANDYMAKING AND BAKING Every year, chemistry teacher Dr. Heather Mellows makes mole cookies for her students to celebrate Mole Day. These adorable cookies are part of Mellows’ continued love for taking chemistry outside the classroom and into the kitchen, where she enjoys baking and candymaking. “Really, all baking is chemistry that you can eat, which is the best kind of chemistry,” she explained. “I just like to be able to try different things and then eat what I try.”

Her love for baking started out with cookies and cakes in high school and eventually expanded to candymaking as an adult.

Mellows expresses her passion of baking and chemistry by coming up with recipes of her own. “There’s a candy I invented called lava chips,” she said.

“They’re chocolate-covered candy lava rocks and have been described with the made-up word as ‘crunchooey.’”

Acquired skills from chemistry such as following a recipe, measuring and understand-

HISTORY TEACHER

Chris Johnson CIVIL WAR REEANACTMENT “The national interest in the war was surging,” he said. “As a lifelong student of history, [to me] it was another outlet to really closely study a certain time period and experience life at those times as closely as possible. “ Johnson has been inactive in the historical reenactment scene for over a decade. The physical requirements of the activity proved strenuous, and he quit when it stopped being fun. “Getting involved in leadership roles, the club politics really made it seem like another job,” Johnson said. “I also turned to other interests which took up more of my time.”

Nonetheless, Johnson’s favorite event was the Antietam event in fall of 1997, in which 18,000 people participated. “Pre-dawn on the third day of the event, the scenario was the Fight for the Cornfield,” Johnson said. “[We were] marching in line of battle through a 10-foot-tall cornfield with cannons booming and low mist shrouding the ground. Then [we emerged] from the corn and [discovered] the entire Confederate line was only 20 yards in front of us…[It was a] major time-travel moment.”

—Written by Lena Ye

Photo courtesy of Chris Johnson

ing what is going on definitely help with baking, Mellows says. All candy is essentially a unique proportion of sugar, fat and milk. “Hard candies are almost all sugar while caramels have more sugar, milk and fat in an equal ratio,” she explained. “With the lava chips you make a hot sugar mixture, and before it polymerizes you add baking soda and vinegar. As it cools, bubbles form and get trapped by the sugar to give you a nice light candy.”

The ability to experiment with different ratios of sugar, fat and milk serves as a stress outlet for Mellows. “It’s a different way to exercise my brain,” Mellows said. “I like figuring stuff out and trying new things.”

Unfortunately, time does not permit her to practice her hobby very often, so Mellows mostly bakes for family and friends on special occasions. “If it’s someone’s birthday I’ll make time to bake cake,” she explained. “The hardest part about baking is probably finding the time to do it.”

From time to time, new inventions w ill not go as planned. “It’s disappointing when you try something new and it doesn’t come out ver y well,” Mellows said. “But that doesn’t happen all that often and usually even ‘not that good’ is still good enough.” After all, with only common household items such as reactants, Mellows uses chemistry to make candy products like no other.

Photo by Josh Spain

PHYSICS TEACHER

Alec MacLean WOOD SCULPTING Physics teacher Alec MacLean is handy with wood and enjoys creating many pieces in his spare time. From furniture to carvings to gargoyles, MacLean embraces challenge, and is willing to try time and time again to create projects the way he likes. “I made a lot of bad stuff that ended up in the fireplace,” MacLean said. “But every time you carve you learn something.”

MacLean has been fascinated by the woodworking field from a young age, picking up interest without any family influence. “I’ve always been interested,” MacLean said. “When I started doing theatre I did a lot more set construction.”

As he discovered the many types of woodwork, MacLean noticed an advertisement in the back of a woodworking magazine that caught his eye. “[It read]: British Master Carver. Week-Long Workshops,” MacLean said. “I took three classes from him. I learned a lot from him.”

MacLean still has a piece that he carved when he was with his teacher. “That first piece you do when you go, ‘Hey, that’s not bad,’ and your teacher goes, ‘Hey, that’s not bad,’—that’s a huge moment,” MacLean said.

MacLean loves carving and spends countless hours in a makeshift shop in his garage. “I’ve got a whole carving bench set up,” MacLean said. “During the school year I get three to four hours in the shop per week. During summer I could spend 20 to 40 hours in there in a week.”

The carving doesn’t only happen in the shop; on annual weeklong church campouts, he brings his tools and enjoys creating signs for people. “Last summer there was a family of two moms and three adopted kids that wanted a sign,” MacLean said.

“They wanted their new family name on a sign, so I carved it for them. I liked that because it’s not just a carving. That sign is one of the things I’m proudest of because of how much it meant to them.”

MacLean takes a lot of pride in his work, sometimes trying multiple times on a project until he is satisfied. “It’s like practicing a sport,” MacLean said. “You really have to just keep at it.”

To remind himself of this mindset, across his workbench he has “don’t stop” written in big black letters.

MacLean is always looking to improve his woodworking and find aspects to improve upon, even in successful projects.

“You can always look at something and say, ‘That could be better,’” MacLean said. “Your self-evaluation grows as your skill grows. If today’s is better than yesterday’s, I’m happy.”

MacLean enjoys being able to look back at a piece of work he did and know that he can do even better the next time. “I’m satisfied with where I am now,” MacLean said. “But I want to develop more for tomorrow.”

—Written by Paulo Frank Photo by Josh Spain

Features

Friday, November 6, 2015

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interesting hobbies, activities tern and how tight a f lock they are f lying.”

Birdwatching has taught Brooks a lot in these past eight years. Not only has he learned enough information to ident i f y a rou nd a BIRDWATCHING 10 0 0 species of birds, but he has Over the last eight years, senior William Brooks a lso learned has used his free time for birdwatching. After his dad valuable lessons that apply to other picked up the hobby during his sabbatical, Brooks aspects of his life. became interested and soon developed a love for the Recently, Brooks started the activity. “I like the adventure of it,” Brooks said. “Ev- Bird Club at Gunn to share his ery time I go out, I don’t know what I’m going to see.” passion with other students and Brooks’ process consists of going to various loca- show them what birdwatching is tions, such as parks, the Baylands and hiking trails, and about. The club allows students working on identifying to learn birds by listening to their d i f ferent calls. Over the years he approachhas mastered the calls of es to bird“If you really want to build up over a few hundred birds, watching that knowledge, just go out so when he hears one that and ty pes he does not recognize, he of birds, and there and see birds.” looks for it and hopes to hosts field trips photograph it. to areas such as the According to Brooks, birdwatching comes with Baylands Preserve on the edge of Palo Alto. His challenges, including building up a knowledge of how hobby has also given him the chance to expand his different species behave and interact. One complex interest to other areas. “I’m a leader on a birdwatching form of birding, called seawatching, especially stands boat trip company,” Brooks said. “So I have learned out to Brooks because of its unique process. “Seawatch- things like leadership skills and what it’s like to lead ing is really difficult because you’re on the shore and a group of people.” you’re looking out at birds that are miles out,” Brooks Brooks’ passion for birdwatching has also allowed said. “So that’s identifying them off their f light pat- him to expand into the field of nature photography.

SENIOR

Will Brooks

SENIOR

Joanne Lee TATTOO ART I have always wanted a tattoo. Ever since elementary school, I would write and draw things all over my skin. These pen marks, however, were short-lived. What I sought was permanence.

I started off by Googling everything I could about tattoos. Would it hurt?

Would I get an infection?

If I wanted to, could I get it removed? How much does it cost? Though I did end up finding a lot of helpful information, I decided to consult a friend who had already gotten several tattoos. She immediately suggested that I start off with a stick-n-poke tattoo. She explained that it was less painful and definitely less expensive than getting one done at a parlor. Being 16 at the time, I decided to give it a try.

The materials for self-tattoos include objects that are mostly found at home: a needle, a regular pencil with an eraser at the end, thread and non-toxic ink. First, I took the needle and sterilized it. I poked the end of the needle between the eraser and ferrule of the pencil so it would be stable. I wrapped the thread around the needle, leaving less than a millimeter for the needle to hold the ink as I started poking. Finally, I poured the ink out and stuck the needle into my skin after dipping it in ink.

To some degree, I prefer stick-n-poke tattoos to professional ones. These tattoos are much dearer to me because it is my own work. My handwriting, my design—mine. As it is a self-done tattoo, it was easier to adjust the pain of poking accordingly because I know my own pain tolerance.

I also came to realize the importance of placement. If I had placed a self-encouragement tattoo behind my ear, it would never work to my benefit. All I have to do when I need a little help is glance at my finger, wrist or feet.

My first tattoo is a simple word abbreviated in Korean that means “precious person.” It’s a phrase my grandpa would tell me unfailingly while I was growing up. I thought about this tattoo for a long time and so far, I do not regret it at all. Some of the other tattoos I have are affiliated with religion and mental illness.

I do plan to get some tattoos done professionally in the future, but I’m glad I started off with stick-n-poke tattoos.

Stick-n-pokes, in a way, prepare you for professional tattoos and are undoubtedly more personal.

—Lee, a senior, is a graphics artist.

Photo by Shawna Chen

Over the past few years, he has been using a telescope and his iPhone to capture images of different species.

He uploads his images to online photo-sharing sites such as Flickr. Brooks says his simple techniques have allowed focus on the subjects themselves rather than obsession over complicated technology required by some photographers.

“Many wildlife photographers spend incredible amounts of money on their cameras but that does not necessarily make their photos incredible,” he said. “I have learned the importance of composition and lighting to create an inspiring image without the huge investment.”

The objects he captures also present some photography cha l lenges, Brook s says. “I’ve learned how to take photos in difficult conditions, like rocking boats, storms and when the subject is trying to escape from me,” he said.

For students interested in taking up birdwatching, Brooks notes that it is easy to get into the hobby and suggests going out to different places to observe different species.

“There are birdwatching books and field guides,” he said. “But I think that if you really want to build up that knowledge, just go out there and see birds.”

—Written by Naina Murthy Photo by Lisa Cheong

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Gunn students examine misconceptions about Introvert: a person who draws energy from spending time by him or herself.

Extrovert: a person who draws energy by spending time with other people.

How to relate to extroverts: 1. Encourage their enthusiasm and energy.

2. Explore with them and offer to try new things.

3. Hang out in groups; extroverts get energy from being with others.

4. Keep in mind that extroverts also enjoy down time.

5. Understand when they have other plans, it doesn't mean that they don't want to hang out with you 6. Don't be afraid to talk with them; they can be compassionate listeners.

7. Although they always seem cheerful, extroverts also have moments of doubt and sadness.

8. When extroverts don't seem energetic, it doesn't mean that they're mad.

9. Not all extroverts are loud and outgoing, some take time to warm up.

10. Let them be themselves; extroverts love it when they can shine.

—­Compiled by Janet Wang

83.5% of students believe society perceives extroverts as more energetic than they actually are

42.9% of students believe that society perceives introverts as smarter than extroverts

introver t was implementing new forms of stress relief. Typically, I share how I’m feeling to destress. I had difficulty dealing with my feelings without talking them out, and I tried to turn to other methods, such as journaling.

I enjoyed writing down my thoughts and tuning out I didn’t realize how much the world. It helped me to more there is to hear when I eliminate the feeling of exstop talking until I tried being treme tension, slow down and more introverted. At first, I process my thoughts without thought that being introverted feeling rushed. In class, I was meant closing myself off to the surprised that I learned more world and spending more time in my English class by listenalone. This is somewhat true, but ing to my peers and spending I found that I was able to better more time processing my listen to the world—and myself— analysis instead of blurting it through introverted behavior. out right away; as a result, my There is an introverted part arguments became stronger. of me that struggles with being The hardest part of being myself in front of strangers. an introvert was turning down When I’m around my closest plans. I was shocked at how friends, I don’t feel weird about much my isolation affected acting silly, but this is suppressed me. When I went to buy a Halwhen I’m in large groups. This loween costume, I texted three weekend, I turned down plans people to ask if they could with friends and stayed home; come with me before turning I appreciated the opportunity them down after I realized to spend more time with family. I was supposed to go alone.

During the activities that I I actually felt nervous and usually participate in with overwhelmed friends, I found it was easiby ma k ing er to focus. Usually, I go to this importhe gym a few times a week tant decision with one of my best friends alone. because she motivates me.

This week I realized, however, that I was a great got a lot more done on my opportunity own. While we think we to underare productive together, Hayley Krolik stand myself my friend and I spend a a little better. lot of our time choosing I st reng t ha routine or chatting. My extro- ened my beliefs about what verted nature has conditioned motivates me, but also learned me to have an abnormally fast strategies that include spendresponse time via Facebook or ing more time by myself to text, and I found this urge to destress. Through this experespond harder to ignore as an rience, I learned that my best introvert. The biggest struggle friend was in front of me all I had as an along—myself.

Staffer embraces introversion

—Krolik, a senior, is a Sports Editor

Faces in the Crowd What are some misconceptions about being extroverted?

“You’re always talking to everybody and you don’t know when to shut up.”

“People expect you to be bubbly all the time, and when you’re not, people think you’re moody or you don’t like them.”

“You are always feeling confident and you always know what you’re doing.”

“You constantly have to be around people. I can spend time by myself, but I prefer to spend time around people.”

Jamie Hamilton (9)

Tiffany Chen (10)

Sophie Van Seventer (11)

Ethan Christenson (12)

Friday, November 6, 2015

11

introver ted, ex trover ted persona lit y t y pes 91.2% of students believe society percieves introverts as more timid than they actually are

Staffer embraces extroversion

needed a squad with which to regularly hang out. Contacting This is a busy season for individual friends took everyone: on one day in par- time and imagination. ticular, I had a For the most part, lot on my mind. they were surprised As I hurried but pleased to hear past the quad, from me—a gratifying the din of the response. brunch games The thought of talki m m e d i at e l y ing more initially made reminded me me uncomfortable. I of my weeklong prefer to work through Ryeri Lim commitment to and understand my emoextroversion. tional reactions myself The quickness before confessing them of my emotional reaction sur- to others. But when the opprised me: I dreaded joining in portunity came up this week, I the spirited fun. In that instant, accepted the chance to think out I learned that loudly socializing loud and react candidly. with my friends was not, for While the unfamiliar process me, a stress-relieving activity. of self-discernment was nerveInstead, I subconsciously viewed wracking, I was also surprised it as another obligation. by the capable response from This mindset doesn’t mean my friend.

I can’t have fun when with my Trying extroversion has a friends or when at a party—in- lingering effect; I’m still troverts aren’t even necessar- texting more people, still ily shy or fearful of crowds. It’s speaking more openjust that, sitting in my room ly than I did before listening to music and scrolling this experiment. through Instagram, I’m already St retch i ng t he having a pretty good time. boundaries of Thus, I found that one of the my interpercore differences between intro- sonal identity verts and extroverts is how one has revealed views the opportunity cost of the benefits getting ready and going out. On of b ei n g the Saturday before Homecom- a l i t t l e ing week, I decided to attend m o r e three separate “events.” Nor- tired at mally, I’d have either taken the the end day to wind down from a busy o f t h e week, or had dinner to catch up d a y — with a friend. Even scheduling a t i r e d full seven days of “extroverted” b u t activities put me at a loss— m o r e though my introversion doesn’t e m o determine my friends’ place on tionally the spectrum, I’ve never really satisfied.

—Lim, a senior, is a Forum Editor

“One misconception is that you are either an introvert or an extrovert, or that there’s no in between. In reality, some people can be both: an ambivert.”

Source: Gunn Statistics Club

A total of 91 students responded to the survey out of a randomly selected group of 250 Gunn students.

56% of students identify as extroverts 44% of students identify as introverts

How to relate to introverts: 1. Introverts have opinions; include them in conversations and ask questions like, “What do you think?”

2. Don’t force introverts to speak or guilt them into speaking; let them speak when they feel comfortable doing so.

5. Not all introverts are shy; most are willing to make new friends, so feel free to approach them.

6. Introverts don’t automatically hate people; they are just fine alone as well. Don’t automatically assume they are angry or sad all the time.

7. Try to engage introverts in one-on-one conversations rather than in a group.

8. Introverts are great listeners if you need someone to talk to.

9. Introverts often open up more once you get to know them.

10. Introverts don’t always prefer to read or do personal activities by themselves all the time; feel free to invite them to hang out.

—Compiled by Ariel Pan

Cheryl Kao

Faces in the Crowd What are some misconceptions about being introverted?

“[People] probably think that I don’t have any humor or that I can’t approach people.”

“People think we’re awkward all the time.”

“Many people think that introverts are completely antisocial, which is not true.”

“People think that introverted means shy, but [it] just means that sometimes you need time away from people to recharge.”

Christiane Helmer (9)

Saar Singhal (10)

Samantha Lin (11)

Anthony Hu (12) ­—Compiled by Sabrina Chen

12

Center

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with e l g g u r st s t n a r g i Imm new sur-

The

nguage. the new laften face in s e lv e s o them o students Fur ther, in convey ing whge eir th h it ts w h k a t g c u c u g e lo o n n b n d th la a o e to c “My fi rst n t a ro nt ause of th u nd ings. ing a re t hat I wa rn they are bec ou are not proficie se o g r n a h Z t a y lo v le o If u ” o d m y r. n , a n e ie Barret d ag a rr w he or the new frien lish langu le Edit pea k b Lifesty to ma ke as o t h a t I c a n s s a id . in the Engour persona lity in you — y h iu fe f s L li o li t g w ,” r lan- E n of your ne ous e one els e om- pa ing a new self, w it h som it y to properly c a n beginning longer be hu morlonn r a le h g o o n n t l h il Althou cult in and of it ge Her inabil owever, proved w mig , or you you iffi ua ,h nd funnyar ticulate person e to guage is dto using that langmore mu nicate a s r te u n e . g u D n n o le . th e c c ti e v id n p ta b e a e a s s l b er g ad y ba sis is com- o Students’ init ia ls o d is c ou r- g sed to be,” Helbin ften struggle o on a d a ilThe cha llenge of ting, a u ts e r n e a o d n a g to a tu ic s k difficult. ng is often frustrah the in A mer e sh ma n A m i O w it h this, ELL iculum while tr y in r r . ti s it F r s a n e . u w ing ith c actio entiti munic ing to terms bar- a g t in g w into her inter ir new id a nd com barrier can be emr Fay recounts s a f te r im m ig r apea k shape the g h a ssim ilati ng h a lu c r s e io o e g a n h ’t e a e is A lt to s er p u ld n langu o n m e nt s a ny ging h und ccording a n . “I c o rassing, a been ver y cha llen en I from Jap nd I d id n’t have only ne w e nv ire students have fon in g h a m s r ’s w o a a h s It s w e , “ le on “It of ng li nge Liu. it h some a lly w it h E pro c e s s she said. g lish le ta lk ing w some problems ” she friends,” ega n to lea rn En tand t h a t t h e enjoy able. “I renior s e is e f, r s b v a e a h e I ,” d s h d s l n m sti ll u nti Eng li language begin to u nI ecause I a at I could se w it h others.” e x- like to k nowarifar said. “W he rs, English b th r e n z e r r a e e a th r v e N o o n L n o h m a c . e said r and dents b e c ome in differ- Shay communicate w it wa nt to L a ng u a g d E ng li s h er and coordinatoed to Stu n’t h s hen invole u s he s me r.” dent ca ac es (ELL) te elbing has w itn ts ex- pressive wes. “If you are a stu cul- it rea lly plish and tr y hardetand t H r s g n r n u n Kerstin s that her stude learn ent cult up in a differe ver y learn E ople truly unde nerFew pe es that first-ge e. the issue “Although many tries, who grewlanguage, you are press ng fac perience. their native coune that ture and to be able to ex rld ,” the cha lle igrant students ing lb m o in x e te w a h is H im s r n t ” li p n n ? r g tu g r u tio e re En mes as a s it as a foou rself in a d iff become par t a Is Gunn welcomine on ly need it often co ever have to use y u “ W o .

Y s “ e a .

Y “ g id hen . a one woulduage,” she said. into Helbing s u lt u r e s — b u il d incul- questions a r e t h a t e v e n w d to c n te g ts w s u n a w o p e w dju ro first la w to b ents seem to be a ight still t that one ping you g e of t m The effor h e n e w la n g u a g bridge—kee ing to know the ne d y tu e s th , s e t y.” and ett lbin ang le a r n i n g the difference, He any ture and g your responsibilitu r a l a ll the ch friend ly attention m makes all biggest difficulty for t- culture is h t h e mu lt ic u lt c a n need our uppor t.”

T hou g is v a lu a ble , it ly ongoing s says. The face is being comd the n ts a not on n r ienc e e e g d a p stu e langu tion barri- e x e frustrate studentslt to have th h it w ica able a lso eis d if f ic u commun c au s e it ractions, but also bess e fact that given. b is r e te s p x u in a e a r e c r r la e ers a i- regu n no long rriers can These ba t-generation immok cause one ca s lo fir sues for pecially those who s e , ts n a r g

IMMIG EXPE

A look into the lives of F

Above: Fay and her friends going to trick-ortreat.

Top Rig EL Ker L teac ht: s wit tin He her h fa lbi Lef mliy. ng t : Rab Top C he e p frie koech cca n Lef d. Bo wtih tt t po : ELL c om ses lass cam for th era e .

Senior Shayan Nazarifar with his dad and brother.

rfold

Friday, November 6, 2015

13

First­-generation immigrants find acceptance Ariel Pan News Editor

GRANT ERIENCE

At Gunn, students are able to experience one period of another culture before walking back out into a culture they are familiar with. Even for those who travel to different countries, the temporary stay doesn’t affect them. However, first-generation immigrants are not able to walk back out of a classroom into their own culture. Instead, they are immersed in a different culture and must work to be accepted into the community.

Sophomore Zuxin Li, who moved from China just a year ago, found that whether or not she felt accepted at school depended heavily on her knowledge of English. “Sometimes if the teacher put us into separate groups I couldn’t even communicate with my classmates,” she said. “I felt sad about it but now I am able to communicate with them so I don’t feel as separated now.”

Freshman Aika Tanaka who moved from Japan last year had a similar experience outside of school. “Learning English was my biggest challenge when I first came because I didn’t know any English,” she said.

“Sometimes in supermarkets, people didn’t know what I was talking about.”

English Language Learner (ELL) students only take their English and history classes with other ELL students; they take all their other classes with regular students. Learning the material is difficult because they have to relearn terms in English. Asking other students about terms they don’t know is sometimes embarrassing since non-ELL students will have already learned the terms.

“When I just moved here, I was really shy

First Generation Immigrants On Campus

about asking people something about words I didn’t know,” Li said. After interacting more with her peers, Li says she now feels more comfortable asking questions.

ELL teacher and coordinator Kerstin Helbing says that while Gunn is generally welcoming towards immigrants, specific individuals will tell different stories. She believes Gunn can become even more accepting by putting more effort into inviting and understanding foreign students. “Every English learner has to do double work,” she said. “If we can respect that and see that as something fantastic, then I think we help them again.”

This doesn’t mean students should make grand gestures to incorporate foreign students; subtle acts usually works best. “If someone does something special for you and you’re different than everyone else, then it would feel weird,” Li said. “Just be normal and give us time to get used to it.”

Becoming part of a culture is not a practiced formula. It depends on the person and their circumstances, and it is not clear-cut when one finds out they have accepted another culture and it has accepted them.

“I thought it was very interesting because I did not know when that was, when I started feeling, ‘Yes, I’m home,’” Helbing said. “I cannot put a mark on it, but it happened. I do feel home.”

Left: Senior Rabecca Chepkoech with her family.

Right: Two ELL students work on their assignments on Chromebooks.

Students reflect on culture differences Kush Dubey Forum Editor

Senior Fay Liu with her classmates at her school in Macau.

Students who find themselves transitioning between cultures—whether it’s from Kenya to America or from Hong Kong to Australia—often find themselves in positions of uncertainty when adapting to new atmospheres and lifestyles. For some students, differences in school climate entail reforming one’s identity in order to fit the norm of a new culture. Both menial and major differences pose challenges that are difficult to face but ultimately overcome.

Senior Rabecca Chepkoech recalls her first thoughts after learning that she would move from Kenya to America when she was six years old. “They told me I’d be going to see my mother and I was excited about that,” she said. “I think I was too young to really compare the difference between [American

and Kenyan culture] since I’d only spent six years on this earth and I felt like it was just another part of my life.”

Senior Fay Liu, a student born in Taiwan who moved to Shanghai, then to Maryland, Macau, Hong Kong and finally to Palo Alto in the middle of freshman year, found that the process of moving quickly became routine.

“After a while it didn’t really feel like anything since I’ve had to move so much,” she said. “It just felt like a new beginning.”

One of the challenges Liu remembers was the noticeable change in the behavior of her peers. “Here people are nice and respect you and are friendly if you ask for help, but that wasn’t how it was everywhere I went,” she said According to Chepkoech, some cultural problems arose with peers’ reactions to her race. “It was easy making friends but I struggled sometimes with the fascination my peers seemed to have with me,” she said. “They

would inspect me like a specimen and ask to touch my skin or lick me to see if I tasted like chocolate.”

Assimilating into “American” culture, however, was a somewhat straightforward process for Chepkoech. She was able to quickly understand norms through exposure to American movies and television. Moreover, immigrating at a young age allowed Chepkoech to grow alongside her friends. “The kids around me were growing up too and I think coming at this age, we were, in a way, starting at the same place,” she said. “We were all learning about life and we were too young to differentiate between things too much.”

For Liu, her perspective on life in Palo Alto has improved since arriving. “When I first came to the U.S. I didn’t really like it and wanted to move back to Hong Kong, but now I feel that time has gone by really quickly and I like living here now,” she said.

Photo by Alexandra Ting

Sports

14

ESPORTS STRUGGLES TO PRO

CON

eSports should be considered a real sport Barrett Zhang

Katie Russell

eSports, or professional gaming, is an often frownedESPN recently broadcasted an eSports competition to mixed reactions. Some enupon industry—staring at screens all day cannot be thusiasts have used the sports channel’s coverage as reinforcement of their belief that The first ofcalled an industry, or so Entertainment and Sports eSports is a sport just like football or baseball. However, ESPN also broadcasts the annual ficial gaming tournaProgramming Network (ESPN) says. eSports spelling bee and poker tournaments. Are these activities considered sports? The answer ment took place at Stanwas recognized as a sport by the United States is generally no. Why should eSports be any different? ford University in the early government in 2013. “League of Legends,” now As ESPN President John Singer articulated in a statement: eSports is not a sport—it’s a 1970s. People also comat the forefront of the eSports industry, has more competition. It takes a great amount of mental effort, focus and strategy; this is not up for peted in arcade games than 67 million players each month. Despite this debate. However, just concentration and planning are not enough to make something a such as “Donkey phenomenon, “League of Legends” is often denied sport. Since comparison to some pre-existing activity seems Kong.” all credibility as a sport. Although many disagree, inevitable, eSports should be likened to chess, checkeSports is a sport because it mirrors commercial aspects ers or competitive board games. The effort put into of athletics and requires skill in its participants. eSports should be respected, but its description as In 2014, the The argument stands that gaming is not a sport due to its the a sport is ill-fitting and ultimately detrimental Season 4 World lack of physical activity and discipline. However, physical activity is not the only qualificato eSports itself.

Championship of tion for a sport. Sports also require determination and diligence. An athlete is defined as one Any discussion of eSports boils down to “League of Legends” had who is skilled in exercises, sports or games requiring strength, agility or stamina. The key the question of defining what a sport is. To more viewers than the aspect of gaming is that it requires large amounts of concentration, dexterity and stamina many, physical activity is intrinsically linked World Cup, the World for extended periods of time. Hence eSports is indeed a sport in its very definition. to sports; to others, a sport need only involve Series or the NBA However, this is not about the average person’s perception of eSports. Our culture views strategy, competition and determination. As gaming as merely a pleasurable pastime or a distraction for children, with many concepts, there is no formal definifinals. so it is difficult to accept anything different from this perception for what should or should not be considered tion. What most people do not understand is that games a sport. With so many differing opinions and ideas of have long since evolved from the arcade games and what it means for an activity to be a sport, it is impossible For profeslow-cost Internet amusements seen in our childhoods. to achieve any sort of all-encompassing, agreed-upon definition. sionals, a prize pot Modern games include high level graphics, complex For this, it is necessary to defer to an organization with a position of power in the of millions of dollars storylines and unique game styles. While games are sports world: the International Olympic Committee (IOC), which is certainly the is standard. In 2015, the still a source of pleasure, they are no longer just that. sports authority with the most widespread global influence and recognition as a valid prize pool of “Dota 2” for Current games now require strategies, quick reacdeterminant for sports-related issues. Along those lines, inclusion in the Olympics has tions and fierce dedication. This is merely the tip of long been considered an affirmation of a sport’s designation as just that—a sport. AcThe International tourthe iceberg when talking about similarities between cording to the IOC, the sole requirement for a competition to be officially considered a nament totaled $18 gaming and sports. sport is that an international sports federation exists for that million. eSports is a sport not only because of the size of its discipline. eSports does not satisfy this one requirement. industry but also because it involves almost every aspect of Without an international federation and without sports. Professional gaming involves teams as well as sponsors. significant recognition from third party organizaThe eSports Professional eSports clubs are formed with the intention of winning in sponsored competitions, it is unlikely that eSports will be officially industry made $134 tions. The first place prize for League of legends competitions can reach one million dollars considered on the same level as are physical sports million in 2014. Market while according to Business Insider, the average salary for NFL players is 1.9 million dollars. any time soon. research estimates that These clubs are numerous throughout the nation and the world, and each team features a Other barriers to eSports being considered the industry will hit $1 unique aspect of gameplay or players. Spectators and followers are able to choose favorite a sport exist. For example, there is an infinite billion in a few years if teams and players due to the media personality each player number of ways for a football or basketball game its rate of growth adapts. One example of this is often seen in the “League to proceed; on the contrary, eSports are preset by continues. of Legends” competition scene where Faker, the best game developers, with finite possibilities of gameplay. eSports player in the world, is exalted. “Faker is God” signs Though the competition may be completely authentic requires the most are abundant in the crowd when he competes. and skill-based, there still remains an inherent control actions per minute (apm) Similar to the professional sport season, teams from an outside authority—the developer—that is not found in are pitted against each other in the “gaming any physical sport. The presence of a developer is certainly unconventional, The somewhat than any other sport in the season” competition. Spectators are able to parartificial nature of eSports is not intrinsically negative: the presence of game developers world. The fastest player ticipate in fantasy drafts for these teams, place is necessary for a game to exist, and can certainly enhance gameplay and game features. in “StarCraft 2” reached bets and choose favorite teams. In this regard, However, their presence does invalidate eSports’ claim to being a sport.

900 apm in one of his there is no difference from physical sports.

Some may argue that the size of the gaming industry validates its status as a sport. games.

While some say that it would benefit eSports The eSports industry enjoys an enormous number of spectators as well as large sums to separate itself from sports, the true result would of money as rewards for wins. However, there are plenty of physical activities that are actually be the opposite. Professional gaming teams are unquestionably considered sports, such as floorball, jai alai or bocce ball. And yet these always on the lookout for talent, which is usually hard to find. sports do not typically have huge consumer markets or Players are often scouted from overseas, and teams are sponsorship deals. The size of an industry or market made up of people of many different nationalities. It is is not a useful metric for determining whether or important for eSports to be recognized as a sport not an activity is a sport. If anything, the size of and to be treated as one to ensure players can the eSports industry only proves its status as a easily obtain visas. burgeoning and completely new and different In a team, each player’s skill and the team’s type of competition, set apart from the rigid cooperation are deciding factors of the game. scheme of sports.

It would be detrimental to substitute a key The continuous comparison to physiplayer due to visa or immigration issues. For cal sports only highlights the elements instance, “League of Legends” teams compete eSports lacks, like physical activity. Inin the Championship Series during the spring stead, eSports would benefit from being and summer seasons and end the year with considered separate and different. Thus, an international competition consisting of in order for eSports to continue to grow the best teams. It is taxing for the world at a rapid pace and gain followers around Elizabeth Zu competition when many teams perform the world, it must break out of its comat sub-par levels due to missing players. parison to physical sports. eSports is not Because eSports are­—in all aspects besides a sport, and that's okay. Its lack of a label physical—real sports, they should be seen does not devalue it but rather allows for as no different. After all, it has already been more room to grow as a novel form of Statistics from USAToday.com recognized by the U.S. government. competition. and GamersDecide.com —Zhang, a senior, is a Lifestyle Editor.

­—Russell, a senior, is a Forum Editor.

15

Sports

Friday, November 6, 2015

JUSTIFY ITS LEGITIMACY Q&A WITH “SMASH MELEE” PLAYER JONATHAN DAVIS The Oracle: How do you play “Melee?”

Jonathan Davis: “Melee” is a game where each player has four lives. The point is to take off your opponent’s four lives before they take off yours. There’s a percentage system that starts at zero. The more times you hit your opponent, the higher their percentage goes. It’s a lot of technical skill with your hands and moving fast. It’s a really difficult game; there’s a lot of mental skill involved.

TO: When did you start playing competitively?

JD: I played and I played. I started figuring out different characters, starting out with one named Marth, but I don’t like him anymore.

Then I started going to tournaments and competing there pretty regularly. I haven’t won one, but I do pretty well.

TO: How and when did you start playing “Melee?”

JD: I played when I was six or seven Jackie Lou because my brother had a GameCube. I was actually a “Call of Duty” player competitively from ninth grade to eleventh grade. There are a lot of Then my PlayStation 3 actually broke because I played too good players. There are much. I found my Wii in my garage, plugged it in and saw a lot of tournaments; that it had “Melee.” What then got me most interested was you can usually find one that I watched the “Melee” documentary. It’s a four-hour, every week. You just go, bring 18-minute long video that describes basically everything your controller, sign up or prethat “Melee” has become from its beginning to now. In the register and just play. beginning, I played with my friends, but we were all really bad.

TO: What has playing “Melee” taught you?

TO: How do you practice “Melee?”

JD: Mental toughness and resilJD: There’s actually a debate on what the best way to prac- ience. It’s taught me to make connectice “Melee” is. When I’m alone I set a computer to play tions with people. Just because some kid against me and I just practice combos. I set it to play at Lev- looks like you’d never talk to him otherwise el 3. The reason I choose level three is that it mixes up their doesn’t mean that [he isn’t] nice or directional influence [which] [doesn’t] have good things to mixes up the angle that you say. I’ve talked to some people get hit and where the charac- who know so much about the ter goes, just like a real per- game. For example, “Melee” runs son should. When you’re in 60 frames per second; these people would doing combos, you don’t know what happens in each frame. They’ll know where they’re going talk to you about it and even if I don’t care to go after you hit them or about frames, it’s still so cool to know that other how they’d react. people know this stuff. It’s really interesting.

TO: Why do you compete in “Melee” tournaments?

JD: I compete right now to get better. I do try to better myself until I eventually reach that top spot.

I compete to win in the long run and to have fun. I think when you do something, you should do it to win.

In basketball, if you’re never actually putting your skills to the test, it’s not fun. You’re not getting any better. When you play at tournaments you get better. When you get pressured, you act differently and [play] differently.

Elizabeth Zu

TO: Do you think eSports should be considered “real” sports?

JD: I don’t think eSports should be casted on SportsCenter. However, I do think the amount of skill it takes to play an eSport can level or match the amount it takes to play some real sports. I do think it should be considered a real sport. Ping-pong is considered a real sport. It does take a lot of mental toughness when you’re playing ping pong, but still I think it’s much more difficult to play “Melee.” I picked up ping-pong in about three months, and I was already at a top level. I’ve played “Melee” for a year now, and I still suck. It’s just harder Josh Spain to get there with “Melee.”

—Compiled by Anyi Cheng

Jackie Lou

gaming club provides outlet for stress Lena Ye Sports Editor

The Interscholastic Gaming League is a gaming club formed in 2003. The club meets after school on Fridays in the Student Activities Center. Science teacher Eric Ledgerwood has been the club’s advisor since 2004. “The Interscholastic Gaming League is a group of students that are dedicated to not only having a weekly time where they can get together and play games socially, but also to have competitions with people from Gunn and other schools as well,” Ledgerwood said.

The club welcomes students of all experiences to come play or watch games. “The club is open to everybody,” Ledgerwood said. “[It] is a great outlet for people to not only take their love of games, but to be in the same room with each other. Social gaming is so

much more fun, where you can interact with people in person.” Students can also watch others play the games if they choose not to participate.

Ledgerwood is an avid gamer, which contributed to him becoming advisor of the club.

“I was asked by students who knew I was into gaming,” he said. “At the time, I was playing ‘Halo’ a lot, and my students knew that, so they said, ‘Hey, we need a new advisor for the club.’ I thought, ‘That’s awesome. Let’s do it.’”

Junior Sydney Wong is secretary of the club and has been a member of the club since her freshman year. She enjoys the laid-back environment. “I decided to become part of the club because I’ve been going through a bunch of hard times and I found this club as a way to relax,” Wong said. “[We could come] if we just wanted to enjoy ourselves or have a couple of games.”

According to Wong, the club is important to those who might not have the opportunity to play games at home. “A lot of people often don’t find the time to have video/virtual lives because parents tell them to get off the computer and do their homework,” Wong said. “And Friday is when the week’s over, and we can just chill.”

Wong says the club atmosphere is generally warm and supportive. “There’s some match rivalry, where people say they’re better than each other,” Wong said. “But overall, we’re all just good friends.”

Club co-president junior Alex Holsinger’s duties consist of supplying video games for play and hosting gaming tournaments. Last year, he hosted two “League of Legends” tournaments and plans to host more this year. “Tournaments are pretty chaotic,” Holsinger said. “It’s a bunch of people with

laptops all sitting in various corners of the rooms with their team and yelling at each other. It’s fun, and it gets pretty loud.”

The tournaments usually last all day on a Friday, with food sold by the club. The competitors in a tournament are skilled players with knowledge of the game, but anybody is invited to watch. Players are usually Gunn or Paly students, but sometimes middle school students choose to participate as well.

In November, the Interscholastic Gaming League club is hosting a “League of Legends” tournament. Teams of five high school students will play against each other for the championship. Those who wish to play must have a preorganized ranked team at level 30.

Holsinger hopes that in the future, the Interscholastic Gaming League will become bigger and more well-known. He aspires to connect the club with its Paly equivalent.

Photos by Alexandra Ting

Left: Junior Alex Holsinger relaxes while playing GameCube. Center: Club members compete on the computers in the SAC. Right: Members crowd to watch the “Smash” game.

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Sports

INSIDE THE BOOTH WITH JUNIOR COBY SIMLER 1

BECOMING AN ANNOUNCER While many students engage in sports on the field or in the gym, junior Coby Simler takes a different approach to athletics. Over the last few years, Simler has taken his knowledge of football to the announcer’s booth at Daner Track, and this year he is the announcer for varsity football. He started last year when his good friend Josh Kaplan, then a senior varsity announcer, took Simler under his wing and taught him the ropes of the job. After spending last year commentating the junior varsity games, Simler now announces for the varsity team.

BEFORE THE GAME Simler typically arrives 30 minutes before the game to familiarize himself with the teams and prepare. “Before the game, generally I take a good look over the rosters and I try to find all the notable players and the pronunciations of their names,” Simler said. “I also like to have an intro in front of me for what I’m going to say and sometimes I play around with that a little bit. ”

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Photo by Alexandra Ting

3

Graphics by Joanne Lee and Elizabeth Zu

DURING THE GAME

Simler likes to mix up his play-by-play commentary to the viewing audience in the stands. “There’s not a huge variety in the game, especially at the high school level,” Simler said. “Instead of changing the call, I like to put spins on every call. I’ll spice up the calls themselves or put little twists and puns on what I’m saying.”

HAVING FUN

Simler is in the booth for approximately five hours, so he likes to have fun to keep the game lively for himself and his fellow announcers. “We like to joke around, messing around with people’s names on rosters,” he said. “There are some crazy, exotic, out-there names. We rhyme them with random words, [and] we’ll just play around in the booth.”

4

PREPARING THE BOOTH In the booth, Simler sits facing the field with both wireless and wired mics at his disposal.

He is armed with a music system and all the information he needs placed around him. “I have rosters for both teams and a list of all the judges in front of me,” Simler said.

“I have a sheet of all the music we can play, and on the left side I have controllers for all of the music. We have one of those big industrial boxes for volumes of the different mics and music.”

5

THE CROWD REACTS

Simler continually reminds himself that he is in it for the fans and finds it extremely rewarding when he sees his work pay off. “After big touchdowns or big plays, that’s when I get excited and I put my enthusiasm through that microphone, through those speakers,” Simler said. “The crowd gets riled up.

So when the crowd claps and the crowd cheers after I speak, then I know I’ve done a good job.”

—Compiled by Tim Sun

Sports

Friday, November 6, 2015

BEHIND THE ATHLETE:

STUDENTS DRAW MOTIVATION TO STAY ACTIVE FROM NUMEROUS SOURCES

RECOVERY

SELF-IMPROVEMENT

Varsity runner junior Claire Hu was injured her freshmen year during the cross country season. She had been running since sixth grade after her parents encouraged her to try something new. Despite the setback of the injury, Hu didn’t let it stop her. Instead, she learned from her injury and used it as motivation to do better.

During her recovery process, Hu changed to a vegan lifestyle, listened to her body more when training and learned that even a small improvement was important. “I motivated myself by remembering the ‘right’ feeling of running and learning about healthier ways to eat and train as I recovered,” she said.

Hu noted that after her injury, she began to really focus on what she could do. “I think it was the fear of losing my identity that kept me going, because I centered a lot of my self-worth on how well I performed in running,” she said. From her injury, Hu discovered the importance of respecting her body in addition to her psychological recovery.

Currently, Hu is back on track and reaching harder for achievements. “Now, however, it’s more the act of running than what running can bring me that motivates me,” Hu said.

“I imagine the exhilarating sensation of flying across the road and it reminds me to keep striving toward my goals. A good run now isn’t necessarily a fast one; it’s one where I feel like I’m floating with every step.”

Hu has some advice for any athletes recovering from injuries: “Be patient, and, most importantly, [remember that] you are more than your sport,” she said.

Freshman Patrick Gersh has been skiing since he was six. His parents first introduced him to skiing when they took a family vacation to Kirkwood Ski Resort. What started as a hobby ended up becoming much more.

He joined the ski team at Squaw Valley one year later and started going up to Tahoe every weekend to ski.

For Gersh, skiing is more about having fun than about winnning every competition.

“I really like this sport because it’s very fun and I have lots of friends on the team,” Gersh said. “It’s nice being able to go out there to see my friends and ski with them.”

Despite not always doing his best or achieving his technical goals, Gersh looks forward to future trials. “Each time I practice, I try to focus on drills so I can improve,” he said.

Over the past years, Gersh has drawn motivation from himself to keep skiing mainly to challenge himself, to try new things and to see improvement. “It’s really just selfmotivation, telling myself to push myself,” he said. “If something looks difficult, like a jump, I question myself. But I always end up doing it.”

The Grind

Rewards Setting Goals Set reasonable milestones for yourself to reach each week or month so that you can keep track of progress.

Give yourself incentives to work out by rewarding yourself with a treat or fun activity after reaching your goals.

Training Partner Find a friend to work out with to make exercising more exciting.

Having someone to encourage you can push you to exercise more regularly.

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HOW TO STAY ACTIVE ON A DAY-TO-DAY basis

When you start to feel your muscles burn, take it as a sign of your hard work paying off.

Motivational Cues

Curiosity Look to your teammates for inspiration in learning a new move. This way, you can improve your athletic skills and pick up something new.

Find motivational pictures or quotes and put them in places you see every day, like your locker or door.

COMPETITION AND FAILURE

PERSONAL SUPPORT

For elite tennis player junior Conrad Russell, motivation comes from a blend of the desire to succeed, competitive spirit and failure.

“I am a very competitive person, so seeing other people succeed constantly drives me to work harder,” Russell said. “When other players achieve big results, I’m proud of them, but I know that I could be the one to win the tournament. So I put in the extra effort, so next time I can be the one at the top of the pedestal.”

Despite its negative connotation, failure is also a driving source of motivation for Russell. “I use failure as fuel to come back stronger,” Russell said. “After a defeat, I can’t push it away and go on with my life regularly—I have to redeem myself through success, so I put in the extra work to ensure I won’t have to deal with failure.”

Even successful athletes like Russell often deal with stumbling blocks. Russel says that this past summer, he did not perform as well as he wanted to in certain tournaments. “It was tough for me to sleep because I was constantly thinking about the losses,” Russell said.

However, Russell got back on his feet and set out to work harder and focus with a greater intensity so that he could return to his winning ways. “After two months of hard work, I won nine matches in a row and the streak is still alive today,” Russell said. “I’m very proud that I was able to bounce back from my failures.”

In every sport, motivation is a critical part of an athlete’s success. For varsity cross country and track and field athlete junior Jonas Enders, a significant source of motivation is his teammates. “We push each other and help each other forward,” Enders said. “I think that’s what makes our team so great. We all motivate each other and we’re there for each other for the races.”

According to Enders, a teammate’s support is powerful because it is personal. “My parents have been pushing me to do well, but I don’t feel it as personally because they’re forcing it on me,” Enders said. “With my teammates it’s more of a give-and-take.”

In addition, motivation from teammates is more readily present than other external pressures. Enders refers to numerous examples of when teammates encouraged him during races. In a recent race at Baylands, Enders found that receiving support from friends made a big difference in his performance. “We were talking and giving each other tips, like how to get around that person, maybe push it a bit, drop back a bit [and] just to run the race intelligently,” Enders said. “That really helped me do well especially since it was my first successful race since my foot injury, so it was really nice to have someone in the race encouraging me.”

Graphics by Joanne Lee

—Compiled by Michael Chen and Emma Chiao

18

Sports Positive coaching alliance strengthens student-coach relationships Elinor Aspegren News Editor

One of the biggest challenges for a sports team is forming good relations with the coach. Positive Coaching Alliance (PCA) helps to make it less of a challenge and more of a reality.

PCA is a national nonprofit, private organization that works to provide all youth and high school athletes with a positive, character-building youth sports experience. According to Athletic Director Curt Johansen, this involves teaching coaches how to work with student athletes in a constructive way. “It’s done as a way to improve all three aspects: how a coach relates to their players, how players seek to see themselves in a more positive light and how parents teach their sons and daughters

to communicate positively,” he said. Cross country coach PattiSue Plumer added that PCA reminds coaches to teach students as individuals.

PCA founder Jim Thompson added in the PCA’s weekly newsletter “Momentum” that he created the program after “observing the harmful effects of coaches and parents’ unrestrained negativity by coaches and parents on youth athletes,” he wrote.

The program was brought to Gunn predominantly because of its success at other schools. “It has been done at pretty much all the schools around Gunn and Paly,” Johansen said. However, it was not fully established at Palo Alto Unified School District (PAUSD) until recently. Before the 2014-2015 school year, PCA was implemented in the form of workshops. Now, Sports Boosters is paying for the courses to be taught and run at Gunn. “Last year, we had seminars for our coaches, seminars for our athletes and currently are doing seminars for our parents,” Johansen said. “Our booster club stepped up and paid for the training that needs to take place.”

The effects of PCA have been far-reaching—by now, most

coaches have undergone Positive Coaching Mindset training.

“The coaches [that have done this] have really tried to change how they approach their student athletes, how they try to get across to them and be positive with them,” Johansen said.

Plumer believes that coaching from a positive and less critical perspective is one of the most important things that a coach can do. “We have a natural tendency to focus on the negative,” she said. “It’s important to step back and remind yourself that the kids need to hear the good things, because that’s where a sense of success comes from.” In 2011, ways to do this expanded from simple mandates to topic points before each practice and each game.

According to Plumer, PCA doesn’t condemn negative feedback but rather promotes a balance between positive and negative feedback. In this way, students are able to further internalize what the coach says. “It makes them better athletes because they concentrate on the things they’re doing right,” she said. The PCA recommends a 5-to-1 ratio of praise to criticism, since players are often unable to absorb criticism during the heat of a game or when a coach is angry.

Moreover, athletes who have gone through the program have learned how to better manage their stress.

“You’re going to have moments in the game where you don’t do well and you need to know how to get through that so that you can be a better teammate,” Johansen said. Additionally, parents are learning not only how to work with their kids but also how to cheer at games.

Softball player senior Emma Wager has learned to stay confident and to not doubt what she can do through constructive coaching. “Once you start to doubt yourself, you might not come back from it,” she said. “If you stay positive and put your mind to it, you can do anything.”

Through PCA, middle school volleyball coach senior Clara Lin learned how to manage her stress and coach effectively with a more structured strategy. “I became less anxious about the score and more focused on my team’s growth and opportunities to improve,” she said.

Lin also gained skills that help her off of the court. “It taught me not just coaching skills, but teamwork and discipline, which are traits that also apply to life outside of volleyball,” she said.

In addition to seminars and newsletters, PCA also has a website at positivecoach.org. The website contains a PCA development zone with tips for new coaches and tools for parents, athletes and officials. It zeroes in on topics in sports—namely, situations coaches might run into like sexual abuse, concussions and hazing. PCA also publishes weekly podcasts with features on coaches and athletes who follow the positive coaching philosophy.

Graphics by Elizabeth Zu

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Friday, November 6, 2015

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20

THEORACLE

Lifestyle

Teachers organize activities during FLEX time Lynne Navarro

Social studies teacher

Many teachers and students consider the addition of FLEX time as another tutorial or a time to meet and discuss academic-related subjects. A number of teachers, however, are providing non-academic-related activities for students to enjoy during these 50-minute periods.

Social studies teacher Lynne Navarro offers an environment where students can choose to work on academics or learn how to crochet. Navarro’s grandmother taught her to crochet at the age eight; she ended up loving it so much that she now shares this art form with her students.

Navarro believes that crocheting is a good way for students to destress and that

Liz Matchett

Spanish teacher

World Languages Instructional Supervisor and Spanish teacher Liz Matchett has fully taken up the freedom of the new FLEX period and uses it to open up her classroom for students who wish to partake in culturally significant tapestries called Arpilleras.

These tapestries, or quilts, are from Peru.

Matchett originally came across Arpilleras while in neighboring Ecuador, where they were sold on the streets and in markets.

These tapestries are created by women depicting scenes from everyday life. They can be about anything, such as scenes from the Bible, or of people harvesting in the fields with livestock or weddings, the latter of which hangs above Matchett’s dinner table at home. One could even make an Arpillera of a scene from Gunn.

As a fifth grade teacher, Matchett had her students practice sewing and placement skills by making Arpilleras, all the while enjoying the activity. Matchett explained that the most important reason for teaching her students how to make Arpilleras was to show them the value in arts and crafts. “When you buy a handicraft from somebody in another country, you realize

that it’s not something that’s just mass-produced in two seconds,” she said. “There’s a lot of time and effort and thought that went into how it looks, and it takes time to do these things. It’s not something out of a machine; [they are] things that come out of our hands and our minds take time. They’re actual art.”

While the spirit of the Arpillera is to create a three-dimensional representation of a scene from life, Matchett emphasized what she felt was the greater lesson gleaned from doing the project.

“More importantly, for me, is that the kids know that you don’t always have to be working on school work,” she explained. There’s nothing you get out of this besides some time with yourself to let your creativity glow. I think that’s a super important life skill to have.”

In this way, Matchett hopes to inspire her students by providing them a quiet workplace that serves as an escape from the usual slog of academic work on campus. “In some ways, your adolescence gets robbed from you because you’re working so hard all the time and it’s not okay to just be,” she said. “We wanted to give you an opportunity here to not be working, and to be okay with that.”

—Written by Alex Dersh

Amy Anderson and Kim Sabbag

Physical education teachers With the new addition of FLEX time this year, P.E. teachers Amy Anderson and Kim Sabbag host a mandala coloring and group meditation session every week. During each Tuesday meeting, students can use the P.E. classroom near the boys’ locker room to relieve their stress rather than adding to it by cramming for tests.

Anderson and Sabbag chose to hold this activity during FLEX time to give students a safe haven for relaxing and getting away from the stresses of schoolwork. “Our inspiration for offering this kind of space was just to create a space of peace and calm and a place where students could Amy Anderson come and connect with each other and do an activity that promoted stress relief,” Anderson said.

During FLEX time, the room is set up to promote serenity. Calm peaceful music is played in the background at a low volume and LED candles provide most of the lighting. Talking is kept to a whisper to allow students to feel connected.

Graphics by Elizabeth Zu

FLEX time is a very valuable opportunity for helping students relax and unwind. “It is great for reducing stress—once you get past the initial learning phase—and you actually have a product when you are done,” she said.

Navarro’s favorite FLEX time so far was watching how far her beginning crochet students have come; everyone in her class made at least one crochet chain, and some even created crochet rows.

Though Navarro does not teach crochet at all of her FLEX times, she encourages students to come in and ask for supplies to get started. “Some students are making up work for my classes.

Some are from other classes just working on their own work,” Navarro said.

“Some are using the Chromebooks I have in my class. A few times I have been teaching crocheting to a group in the front of the room.”

—Written by Prachi Kale

Each student receives a mandala to color, and there are supplies for each student to use. At the end of the period, Anderson and Sabbag lead a 10 to 15-minute meditation.

Anderson believes that both activities complement each other well. “Tibetan monks actually use the whole idea of coloring mandalas before they meditate,” she said.

“It helps promote calm and just gets you ready for that meditative state.”

Although using FLEX time for meditation could seem unproductive and not as worthwhile as studying for a test, Anderson believes that this period is the perfect time for students to calm their minds prior to an exam. “If they have a test that day, it’s a great time to come because the meditation really does enhance awareness throughout the rest of their day,” she said.

This opportunity is open to all students, and Anderson encourages evKim Sabbag eryone to come, regardless of artistic talent. “For me, I’m not super artistic and I know that a lot of students aren’t confident in their artwork, [but] just the idea of coloring the mandala can tap into your inner creativity,” Anderson said. “You don’t have to necessarily be an artist to benefit from this.”

—Written by Tim Sun

21 Students learn mindfulness from art

Lifestyle

Friday, November 6, 2015

Sophomore Richard Yu

Junior Larry Chen

Painting

Photography

Courtesy of Larry Chen

Alexandra Ting

“There isn’t one correct way to do something. You can do whatever you want and still have it look good. I like doing this because it’s kind of relaxing to just sit around and mix paints.”

“You have to realize that not everything is going to turn out how you want the first time around. There’s always going to be some technical things you need to figure out that you’re not going to get right away that you have to work through.”

Benefits: It lets you see things you may have never noticed otherwise, teaches you to be patient and resilient, is a great stress reliever and lets you unwind.

Who it benefits: People who have patience and perserverance.

Benefits: Painting relieves stress, gives students a break from a long day of academics, and allows for accomplishment of long-term goals.

Senior Jacqueline woo

Dance

Courtesy of Jacqueline Woo

Who it benefits: People who can make time to paint and have patience for projects that may take an extended period of time.

“You can’t really describe the feeling when you dance. You can connect with the song but sometimes it’s just presenting yourself and being vulnerable.. In school it’s hard to just let it out but in dance it’s very calming that it’s a safe place to let everything go.”

Benefits: It is stress-relieving and a good outlet; it composes and centralizes you.

Senior Marina Mikhailova

Ceramics

Alexandra Ting

“It is an outlet for me, creatively and personally. It acts as a sort of meditation. Because you have to be so focused on [your work] and your technique, it’s therapeutic in a way.”

Benefits: The focus required can be meditative or therapeutic; it frees from limitations of paper or frame and can create functional items with everyday uses.

Who it benefits: People who enjoy working with their hands, who need a space to clear their mind and who don’t mind being surprised by their final products.

Who it benefits: People who can persevere and have strong morale, who need an outlet to channel energy and can concentrate well and focus on small details.

Junior Justin Tsin

Origami

Courtesy of Justin Tsin

“I think origami is still considered a hobby, but the medium of paper itself can be turned into a much more sublime art form. When you really study the colors of the paper and how the light hits certain parts of the piece, it turns into a much deeper work of art.”

Benefits: It is therapeutic and cathartic, improves visualization skills and understanding of three-dimensional structures.

Who it Benefits: People who enjoy challenges and solving puzzles, who want to improve hand-eye coordination, who have patience and are willing to work on projects for long periods of time.

Graphics by Cheryl Kao and Joanne Lee

—Compiled by Sabrina Chen, Lisa Hao, Evalyn Li, Ryeri Lim and Kaya van der Horst

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Lifestyle

THEORACLE

Teachers, students recount cherished Thanksgiving memories Thanksgiving dinner gone wrong

Sabrina Chen

Seven Chens, one Li, one Ma and one white guy are sitting at a table. In the middle is a take-out box filled with cold turkey. The family of nine stares at it while the white guy is mortified. This situation is the Thanksgiving of 2013.

It all started when we decided that having my uncle’s family come over from Indiana for Thanksgiving would be a nice little family reunion. They had three kids, twin brothers Jack and Jeff who were in college, and their sister Alice, who was in medical school. Alice also brought her boyfriend Nick, or whom the entire family knew as the white guy. The parents arrived a few days before Thanksgiving, the twins arrived shortly after and Alice and Nick arrived at 6 p.m. on Thanksgiving.

The moment they burst in, my theneight-year-old sister developed a serious crush on Nick. She couldn’t look or talk to him for the next two hours. Of course, my Asian parents needed to immediately show off my sister’s and my musical abilities so I played the piano and my sister played the violin. I tried to play my best to please my parents; in reality, I played almost as many right notes as wrong ones. My sister did not like violin and played what sounded like random notes. Alice and Nick were not impressed and hungry.

First, my parents do not cook. My mom overcooks everything and my dad, although a good cook, is too lazy. Therefore, we had to order dinner from elsewhere. My dad thought it would be a good idea to show Nick our Asian culture, so he ordered a “Thanksgiving dinner” from a Chinese supermarket called Marina Foods. When my dad finally got the dinner ready, it was an unpleasant surprise. It consisted of seven takeout boxes—one with pieces of turkey, one with cranberry sauce and five with UFOs (Unidentified Food Objects). My mom, who wanted to order a dinner from Whole Foods, was slightly (extremely) embarrassed. In fact, she was so embarrassed that she didn’t even take a picture of the dinner. Since my mom has a track record of taking pictures of a bowl of rice, not taking a picture of our Thanksgiving dinner meant a lot.

The awkward situation needed to be mollified, so my dad took out some expensive Chinese maotai liquor. First of all, the bottle looked really sketchy—it wasn’t transparent so no one knew what was in there. Second of all, it was all in Chinese except for a 55 percent alcohol content sign. The all-American Nick had to pretend he liked it. In an effort to appear fancy, my mom took out our best Italian sparkling water for the children. Jack and Jeff outright said, “We don’t drink this.”

Basically, that Thanksgiving was interesting. After barely surviving the dinner, my sister and I needed to play more violin and piano. 30 minutes of “torture” for the Indiana family ensued. However, maybe that bonding time at my house strengthened Nick and Alice’s relationship. Maybe Nick and Alice got engaged that Christmas, and then married in May of this year, all because of that Thanksgiving.

—Chen, a junior, is a Tech Editor.

Teacher finds joy in family

Every year for Thanksgiving, biology teacher Maria Powell gets together with her family. No matter where the location happens to be, each of her three children makes a different pie. “Each of my kids got assigned a pie that they now always make, and it’s based on their abilities when they were four, six and eight,” she said. “The youngest one always makes the pecan pie because that’s the only thing she could make, my son makes the apple pie because he was the oldest and could cut things up, and the middle one makes pumpkin pie.”

Following the sudden death of her father in November 2013, Powell’s perspective on Thanksgiving changed. “I was very close to [my father] so that was a really awful Thanksgiving,” she

said. “But it’s not sad anymore because I’m just thankful for the time that we had together, and I also give thanks for my children and family because I tend to not take people for granted anymore.”

Powell and her children usually meet up wherever is most convenient for everyone. For example, they spent Thanksgiving in Albuquerque two years ago because Powell’s daughter lives there. The year before that, they celebrated the holiday at the Disneyland in Los Angeles. This year, Powell will be going to Los Angeles again because her son is in law school there. “I don’t care if we just sit and have cheeseburgers because it’s our time to be together and that’s what’s most important,” she said.

Student reconnects to roots

Chuseok is the annual Korean Thanksgiving that starts on the fifteenth day of the eighth month on the lunar calendar. It is a three-day festival that celebrates the good harvest. Many Korean families celebrate this in addition to the American Thanksgiving in November. It is a time for Korean families to remember and celebrate their Korean-American heritage.

Sophomore Gio Kim explains some celebratory events of Chuseok. “During Chuseok, families honor and pay respect to the spirit of their ancestors,” she said. “Koreans will often celebrate with a trip to the cemetery—sometimes for a quick remembrance and prayer, other times for a ceremonial meal.” Kim’s family also plays yut nori, a game of tossing sticks every

Chuseok. These traditions differ greatly from the typical American-style Thanksgiving.

In addition to different customs, the foods eaten during Chuseok are unique to the Korean culture. Kim’s family enjoys some of the traditional Chuseok food including songpyeon, a half-moon shaped rice cake stuffed with sweetened sesame seeds, pine nuts or chestnuts, kimchi, gyeran mari (sliced rolled omelette), saewoo twigim (fried shrimp), Bulgogi (grilled marinated beef) and hangwa (fried cookie with honey).

While Kim prefers the American Thanksgiving over the Korean one, she still enjoys Chuseok. “What I like most about Korean Thanksgiving is that my family and I get to connect back to our roots even though we live in America,” she said.

Teacher focuses on less fortunate For English teacher Paul Dunlap, childhood Thanksgivings were more than a family feast.

“The day started at a soup kitchen,” he said. “My mother organized it because her way of expressing gratitude was to make sure that we helped other people first, so we’d first serve other people meals before we went to our crazy family meal.” After helping out at the soup kitchen, Dunlap and his family would gather for dinner at his uncle’s house with his extended family. “One of my aunts is from Mexico, so some Thanksgivings were with her entire extended family so we’d have a traditional American along with traditionally Mexican

food and celebrations, so that was kind of interesting, to have turkey alongside tamales.”

As an adult, Dunlap’s views on Thanksgiving are influenced by his childhood experiences. “To recognize poverty and to feed people who had less than we did, that was pretty memorable,” Dunlap said. “I think it’s a good reminder to not just make it a day of gluttony, but to make it one of appreciation of how fortunate we are, and that even when we think we need more, we have enough to share with people. My whole family and I try to share that mindset of being grateful and sharing with others.”

—Compiled by Emma Chiao, Grace Ding and Deiana

Graphics by Jackie Lou and Elizabeth Zu

Lifestyle

Friday, November 6, 2015

23

Week of random acts of kindness promotes community and addressed each one to different friends. On the other side, I wrote an appreciation message and described the positive influence they have on my life. On the front, I attached candy as a treat to add to the message. When I handed them out to my friends on Tuesday, their faces lit up. In that moment, I felt so thankful that I had these people to support me. I realized that my little message was only a small fraction of my appreciation for them.

On Wednesday, I decided to step out of my comfort zone and talk to someone I usually don’t talk to. During a club at lunch, I sat next to a guy who I had never before seen around campus. We were paired to do a reading

in their own way.

For Thursday, I wrote more positive Post-It notes. This time, I placed them in locations most frequented by students—the library and Academic Center (AC). In the library, I placed Post-Its on the book covers and near the computers. In the AC, I slipped the notes into math and science textbooks. I hoped that someone who was having Janet Wang a stressful study night or just wanted a good read would be encouraged by my notes.

With Halloween approaching, I thought it would be a Everyone has the ability to impact people’s lives through nice idea to make goodie bags filled with candy for Friacts of kindness, no matter how big or small. Doing randay. On Thursday night, I stuffed jack-o-lantern-printed dom acts of kindness repouches with candies such sults in a win-win situation as Sour Patch and Kit-Kats. I that increases happiness in wanted to spread some sweetboth the giver and receiver. ness around campus just beThe approaching Thanksfore the holiday. The following giving season inspired me morning, I handed out goodie to dedicate my time to bags to friends and strangers becoming more generous who walked by. Some were and compassionate. I made confused about why I handed a pledge to do one ranthem a Halloween-themed dom act of kindness every pouch, but I hoped that they day for a week to brighten would be cheerful once they someone’s day. discovered what was inside.

Courtesy of Janet Wang On Monday, I wrote Throughout this week, I expositive messages like Left: Wang placed positive Post-It notes around the girls’ locker room. Middle: Wang passed out Halloween perienced nothing but posi“You are worthy,” “You can goodie bags to students around campus. Right: Wang wrote more positive messages to place around school. tive emotions and thoughts do it” and “You are loved” from giving to others. I felt activity together, and I was pretty nervous since he was on sticky notes. I put these up in the locker room, walkbetter than ever when I did a random act of kindness beolder than me. However, we finished early, so I mustered ways and anywhere I thought people would notice them. cause I knew that I could leave an impact. At the end of up the courage to talk to him about general things like our As I put each of these notes up, I felt warm and fuzzy on my experience, I realized that being generous and loving classes and the club. I also got to know about his hobbies the inside knowing that someone would read them and towards someone makes you a happier person. The feeling and interests such as soccer and writing. Even though our feel uplifted. It was especially encouraging when I saw that is truly indescribable when you brighten someone’s day. conversation was pretty short, I noticed that he had a great one of my friends, not knowing I wrote the notes, had I encourage everyone to do an act of kindness today besense of humor and was kind. When I left the classroom posted a picture of my Post-It on her Snapchat story with cause making someone else’s day makes you happier. at the end of lunch, I was inspired to talk to more people a heart emoji. and get to know them better because everyone is unique —Wang, a sophomore, is a Copy Editor.

That night, I cut up colored cards into little notecards

24

Tips for real

: How to...

...sleep better —Exercise at least 30 minutes during the day so you are tired enough to fall asleep easily.

—Avoid looking at blue lights (electronic devices) before bed.

—Set a bedtime so you get tired at the same time every night.

—Read a book to relax your mind.

—Dim your lights an hour before you sleep.

—Use a flashlight when going to the bathroom in the middle of the night to avoid exposure to bright lights.

...have a successful interview —Research the company/college beforehand.

—Be ready to tackle the common question: why do you want to work here?

—Act like yourself. Be authentic. Don’t try to create a fake image.

—Answer every question truthfully.

—Prepare personal anecdotes to help emphasize your points.

—Remember to smile.

—Ask your interviewer questions, too!

...write a résumé

...schedule a doctor’s appointment

—Keep it one page in length.

—Remember to include a cover letter that is two-thirds of a page long.

—Keep the résumé honest.

—List as many experience as you can.

—Do not use “I” statements.

—Call the doctor’s office and make an appointment.

—Bring your insurance card in case you need a prescription.

—Parents are not required for appointments regarding sexual health, substance abuse or mental health.

Graphics by Cheryl Kao

...change a tire —Find a safe and flat spot to pull over to and turn off your engine.

—Turn on your hazard lights.

—Get the tools from the trunk of the car.

—Loosen the bolts (lug nuts) in the middle of your tire.

—Use the jack to lift the car six inches off the ground.

—Remove the tire and push the spare all the way onto the base.

—Loosely put on the lug nuts.

—Lower the car back to ground level.

—Tighten the lug nuts.

...fill gas —Align your car so the tank faces the gas pump and turn off the engine.

—Slide your credit or debit card to begin. To prepay inside, tell an attendant how much gas you paid for and which pump you’re using.

—Pop open the gas tank door and unscrew the gas cap.

—Select the correct type of gasoline. Most cars take regular.

—Insert the nozzle securely into the gas tank opening.

—Once it is securely fit in the gas tank, press the trigger to begin pumping gas.

—You’ll hear a click when it’s done. Remove the nozzle and replace it into the pump.

—Recap your gas tank and close tank door.

...do your laundry —Separate the clothes into lights, darks, whites and delicates (place delicates in mesh bags).

—Treat any stains with stain removers such as Oxiclean or Clorox.

—Turn the dials to the correct washing cycle and temperature—most clothing need “normal” and “warm;” delicates need “delicate” and “cool.”

—Pour in detergent based on wash size.

—Put clothes in the washer ( ¾ full is a large load).

—Press “start.”

...make an easy lunch —Heat oven to 450o F. —Grab two sandwich rolls, one 1/3 cups mozzarella, six fresh basil leaves, tomato sauce and other desired toppings.

—Slice rolls in half horizontally and hollow them out by removing the soft bread.

—Evenly distribute the mozzarella cheese inside Jenna Marvet of each half.

—Top two halves with basil leaves and/or extra toppings.

—Put the rolls back together and wrap them in tin foil.

—Bake for about 25 minutes or at least until the outsides are crispy and cheese is melty.

—Let the pieces cool for five minutes and serve.

—Compiled by Alex Dersh, Stina Chang, Jenna Marvet and Mikaela Wayne