The Oracle- October 2017

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

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Henry M. Gunn High School

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Friday, October 13, 2017 Volume 55, Issue 2

780 Arastradero Road, Palo Alto, CA 94306

McGee resigns, Hendricks to be interim superintendent Jennifer Gao and Caroline Ro

Copy Editor and Forum Editor

On Tuesday, Sept. 23, Palo Alto Unified School District (PAUSD) Superintendent Dr. Glenn “Max” McGee announced his resignation effective the following Friday, Sept.

29. Board President Terry Godfrey announced the news following the closed board meeting, where the Board unanimously accepted the resignation. Previously, McGee had announced that he would retire once the 2017-18 academic school year had finished in June.

Until a new permanent superintendent is chosen, Assistant Superintendent of Human Resources Karen Hendricks will step in as interim superintendent and head of the recruitment process for the new superintendent. The district’s final cost for the transition in leadership was $43 thousand.

McGee joined PAUSD in 2014; during this time as superintendent, he led the district in improving educational experiences for students, better supporting teachers and cultivating a more diverse learning environment.

This past June, McGee announced that he would be retiring from his position in June 2018. His unexpected early resignation followed calls for his departure by Board Members Todd Collins and Ken Dauber on the grounds of two consecutive years of major district budget mismanagement as well as the mishandling of a sexual assault investigation.

In 2016, the district had drastically overestimated property tax revenue to fund their budget plans and found themselves short of $3.8 million, forcing budget cuts. The district had also failed to open negotiations with two employee unions on a promised three percent staff pay raise, an oversight leading to an additional $4.4 million budget shortage in March 2017. To account for the shortfall, technology managers, clerical staff, and parent volunteer coordinators were dismissed, and school field trip funding was reduced.

After a student at Palo Alto High School was sexually assaulted on campus in 2016, an investigative report released by lawyers Gina Smith and Leslie Gomez from Cozen O’Connor, a law firm in San Francisco, revealed that McGee and then-Chief Student Services Officer Holly Wade had failed to carry out their responsibilities under Title IX of the Education Amendments Act of 1972.

These neglected responsibilities included communicating

with the victim, perpetrator or both students’ parents, and investigating the perpetrator’s behavior patterns. This inaction was particularly significant as the student was found to have been convicted several months later in a different case of off-campus sexual assault involving a Menlo-Atherton High School student.

In her new position, Hendricks intends to focus on implementing the 2017-18 district goals, which prioritize promoting equity, supporting the student experience and building a diverse, highly qualified staff. In addition, Hendricks expressed that she would place particular emphasis on creating bonds with the students and staff members around the district to establish a foundation of trust and stability. “I think any time you have transition in leadership, it can create a feeling of instability or uncertainty, so I really want to focus right now on what they call ‘steadying the waters’ so that we can continue to push forward,” Hendricks said.

To tackle the inherited budget deficit, Hendricks stated that she would be focusing on plans to restabilize the budget over the course of the next three years or so. Staff costs are rising due to the negotiated salary schedule and growing employee retirement costs; Hendricks plans to cut these costs by maximizing the purposefulness of staff rather than adding staff.

To search for a new superintendent, the district’s recruitment team will initiate a request for proposal (RFP), delineating what qualities the district will be looking for in superintendent candidates. RFPs are given to search firms specializing in executive leadership searches to help them construct timelines, find qualified candidates and set up forums and community input sessions on behalf of the district.

MCGEE—p.2

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Law firm investigates mishandled sexual assault cases Kaya van der Horst Forum Editor

After four months of investigation, Cozen O’Connor, a law firm, released a report on Sept. 20 concluding that the Palo Alto Unified School District (PAUSD) did not comply with key aspects of Title IX and failed to follow state law in responding to a sexual assault case at Palo Alto High School (Paly) in 2016.

In May, the Palo Alto Board of Education hired the nationally acclaimed law firm to conduct an external review of the district’s response to a Title IX report that occurred during the 2016-17 academic school year. The two Cozen O’Connor lawyers, Gina Smith and Leslie Gomez, found that administrators, both at Paly and at the district level, repeatedly failed to properly respond to a report of sexual assault in Oct. 2016. As part of the investigation, Smith and Gomez interviewed involved administrators and PAUSD board members, including current Gunn Principal Kathleen Laurence, who was an assistant principal at Paly at the time. Other administrators involved in the mishandling were identified in the report as Paly Principal Kim Diorio and Paly Assistant Principals Vicki Kim and Jerry Berkson. The complainant, a female freshman, reported she had been sexually assaulted by the respondent, a male junior, in a campus bathroom last fall. In previous interviews with the Palo Alto Weekly, the mother said her daughter withdrew from

Paly for the second semester due to distress stemming from the alleged sexual assault and subsequent rumors. Several months after the incident, a juvenile court found the same male student guilty of having sexually assaulted a Menlo-Atherton High School student off-campus. Uproar over the district’s mismanagement of student sexual violence ensued after the community found out about these incidents through media coverage this spring.

While the district responded in a timely manner and conducted a limited investigation at the beginning, it failed to conduct a uniform complaint procedure (UCP) and properly communicate with the complainant and the respondent about their respective rights. According to the report, the PAUSD board policy specifies that the UCP would have “[been] used to investigate and resolve complaints for enumerated forms of misconduct,” including any complaints alleging the occurrence of harassment, bullying or retaliation.

The report identifies former Superintendent Dr. Max McGee and former Title IX coordinator Holly Wade, who has since left the district, as instrumental figures in the mishandling of the case. “[McGee and Wade] failed to exercise sufficient oversight of the district’s compliance responsibilities under Title IX, state law and board policy,” the lawyers wrote.

Lack of Communication As Title IX coordinator, Wade neither created a file nor conducted a Title IX TITLE IX—p.3

2

News

Monthly highlights: Movie Medley obstacle course "This is the first time I've been to an event, and I think I'll definitely go to more in the future."

—Chase Johnson (9)

"The obstacle course was so much fun! I think the audience really enjoyed looking at the new obstacles, and it was interesting because the classes were neck-and-neck, so there was a lot of cheering."

—Pauline Her (11)

"I normally don't go to a lot of school events, but this time I decided to go because it's my last year at Gunn, and I'm really happy I went—it was a great event."

—Annika Malmstrom-Smith (12) —Compiled by Ayala Tzadikario Photos by Sofia Sierra-Garcia

Superintendent Max McGee announces early resignation MCGEE

The firms will then use this information to search for candidates to fill the position. Hendricks anticipates that interviews for the different search firms will begin by early November, with the actual candidate search possibly lasting into early January.

The recruitment process will be publicized: the interviews will be public and posted on the district website, and district trustees will have the chance to ask interviewees their own questions as well. Hendricks is working to make sure that the process will be as thorough as possible in order to find the most qualified candidate. “For a district like Palo Alto, we [would] want them to do an intergalactic search,” Hendricks said.

Hendricks will work off of McGee's efforts to support students. In his first year, McGee worked with Director of Academic Support Programs Judy Argumedo to launch the Minority Achievement and Talent Development (MATD) Advisory Committee. This committee is comprised of parents, students and staff who work to analyze data, conduct focus groups and interview parents to learn how to better support historically underrepresented students (HURs) and their families. The results of this program have included the hiring of family engagement specialists, the implementation of required unconscious bias training for staff members and the expansion

of free summer school to help HUR students get ahead.

The program also provides middle school math support resources and is partnering with Palo Alto software company Palantir to teach coding, provide mentors and have weekly dinners with HUR students to promote their participation in classes like Advanced Placement Computer Science or the Advanced Authentic Research (AAR) program. School Board Representative senior Advait Arun believes that improving the status of HUR students at Gunn is one of McGee’s major accomplishments. “He's actually been working way more than previous superintendents seem to have been with helping historically underrepresented students in East Palo Alto, or helping minorities here,” Arun said.

McGee created the AAR program to give students the opportunity to investigate a research topic of their choice. The program has grown exponentially since its initiation to nearly two hundred students and more than one hundred mentors.

Out of the many changes he has integrated, McGee cited his AAR program and the influence it has had on his students as his proudest achievement. “Where else can high school students have the opportunity to pursue a real world project that will generate new knowledge while making an important contribution to society?” he said. McGee was particularly invested in

this program, even personally mentoring 11 students. “It was a major passion project for him, and I think it showed his dedication to interdisciplinary learning and actually letting students be able to research topics, as opposed to just learning about stuff in the classroom,” Arun said. As a result, Stanford’s Peace Innovation Lab conceived a fellowship named after McGee, the Superintendent McGee Advanced Authentic Research Award.

As superintendent, McGee stated that he made sure that he was accessible and present at Gunn, and that he was dedicated to getting to know students as individuals by attending Student Executive Council work periods and even college recruitment commendation events for athletes.

Special Events Commissioner senior Mary Sapigao believed these actions had an impact on students. “He really likes to reach out to people and make them feel welcomed,” Sapigao said.

For McGee, his fondest memories of being superintendent were of spending time with students. “Reading with a group of kindergarten students, clowning around with a group of middle school students, talking about some issues that really mattered to high school students, engaging the students and hearing student voice was really my favorite part of the job,” McGee said.

PAUSD faces budget crisis, must limit future expenses Eric Epstein Business Manager

The Palo Alto Unified School District (PAUSD) continues to face a significant budget shortfall, partly due to the three percent raise that the district is contractually obligated to pay all of its employees throughout the 2017-18 school year. According to the school board, the total will add up to approximately 4.5 million dollars in salary raises.

The raises were built into a three-year contract between the district and the two major employee unions in Palo Alto: the Palo Alto Educators Association (PAEA) and the California School Employees Association (CSEA). However, once the district saw revenue due to property tax diminish dramatically—and cause a 3.7 million dollar shortfall— the district budget became less accommodating to additional expenses. The district intended to open up contractual negotiations with the teachers’ unions, but the negotiator did not formally notify the union in writing, according to school board member Melissa Baten Caswell. Thus, the district is contractually obligated to pay the raises to all staff members in the unions. As they are not a part of the unions, PAUSD district officials will not

receive these raises.

The union would have been obligated to partake in negotiations with the district had it been asked. “If the district formally asked us to open negotiations, we definitely would have sat down and talked—in fact, we would have had to because it was in the contract that if they had notified us by March 15, the issue would have been re-opened, but they never did that,” PAEA Vice President Marc Igler said.

PAUSD school board members Todd Collins and Melissa Baten Caswell spoke with The Oracle about the district's budget crisis; however, they were not speaking on behalf of the whole board.

According to Collins, the pay raises were determined well before the start of this school year. “We actually committed to multi-year contracts with our two major unions,” he said.

“We committed to raises, and then things didn’t work out like we expected.”

The raises exacerbate the budget shortfall that the district has had since last school year despite the recent increase in property tax. “We have some [employee] raises that we’re contractually obligated to, so that offsets the increase in property taxes,” Caswell said. The district does not want the effects of the shortfall to make its way into the classrooms, he said. “We’re doing all we can do to keep the budget shortfall from impacting the students,” Caswell said.

Collins explained which departments in the district take precedent in terms of receiving cuts. “[When making cuts, the district] looks first to the district office, then looks second to the schoolspecific administrative staff, then last looks at the teachers and aides that are actually in classrooms,” he said. For example, according to Caswell, for now, the district has decided to hold off on filling the Communications and Community Engage-

ment Coordinator role previously held by Jorge Quintana.

In efforts to limit the in-classroom effects, the district has also looked towards places outside of the classroom to save money. “We’re doing less maintenance,” Caswell said. “We’re not cutting the lawn every day, for example.”

The district has already made the cuts that they need to for this school year. “Because we had a bigger property tax revenue stream than projected and we have the option to use some specified reserve funds, we don’t have plans to make further cuts to this school year's budget right now,” Caswell said.

School Board Representative senior Advait Arun thinks that the district did a good job of prioritizing the cuts. “From what I understand, there won't be that much of an impact on students,” Arun said.

The shortfall first started last school year, when the property tax projections overestimated the revenue that the district expected to receive. According to Collins, it is quite common for the district’s property tax projections to miss the mark. “In fact, it’s very hard to estimate property tax, and you often get it wrong,” he said.

In order to prevent future budget shortfalls, the district is utilizing conservative projection models. Chief Budget Officer Cathy Mak explained the property tax projection model at the Sept. 26 board meeting. “We don’t have any data for property tax growth beyond a year,” Mak said in the meeting. “Our fiveyear projection is based off of the transactions of the 2017-18 calendar year; our projections are very conservative.”

Arun agrees that conservative projections are the best option to limit budget blunders. “I think for the next few years, it would be really beneficial if we did not try to overestimate our budget; I know we have a difference between a conservative projection, a moderate projection, and a liberal projection,” Arun said. “I think we should stick to a conservative projection just because we’d rather be pleasantly surprised with more money than be unpleasantly surprised with less money than we need.”

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

Editorial Board Editor-in-Chief Deiana Hristov Managing Editors Grace Ding Janet Wang News Sohini Ashoke Carolyn Kuimelis Amanda Lee Forum Caroline Ro Kaya van der Horst Kristen Yee Features Emma Chiao Chelsie Park Grace Tramack Centerfold Stephy Jackson Aleks Tycz Sports Paulo Frank Bridgette Gong Jack Mallery Lifestyle Megan Li Yael Livneh Katie Zhang Changing the Narrative Joanna Huang Photo Editor Richard Yu Graphics Editor Sherry Chen

Staff

Friday, October 13, 2017

stitute harassment, retaliation or the continIn terms of district-level personnel changTITLE IX after the incident. Wade also failed to direct- uation of a hostile environment under Title es, the District created the new position of a full-time Title IX and civil rights compliance ly communicate with either the complainant IX. Furthermore, upon learning about the officer John DiPaolo, as the temporary offior the respondent to provide procedural options or resources, including the availability complainant’s intentions to withdraw from cer while the District continues their search of the UCP. Instead, the report found that PAUSD, the report found that the District for a full-time staff member. The duties of Wade “deferred to the administrators on took “insufficient action to investigate the the Title IX compliance officer formerly fell site to investigate and evaluate the appropri- concerns raised by the complainant, to initi- under the responsibilities of the assistant suate institutional response.” Additionally, the ate or offer the UCP, or to consider the po- perintendent.

One significant change that students may incident “reflected systemic concerns about tential impacts on the reported conduct on the application of Title IX and board policy” the complainant’s educational environment.” notice in upcoming years are potential moddue to the “failure to follow written policies Although Wade did seek legal advice from ifications to the Living Skills Curriculum: an outside law firm—Dora Dome—as to the possible modifications may include manin practice,” according to the report. dating the course between ninth and Under the UCP, the Distenth grade. “We think students need trict is required to maintain to know about sexual harassment, appropriate documentation "This incident reflected systemic concerns about the sexual misconduct and reporting well to demonstrate compliance application of Title IX and Board policy given our before senior year,” McGee said. “We with the federal law and observations about the role of the Title IX Coordishould also extend the time devoted Board policy. In the case at to learning about sexual misconduct Paly, no formal documennator, the level of supervisory authority excercised, by educating students about reporting, tation was kept of various the coordination of information and personnel and why you do report and what happens interviews and complaints. the failure to follow written policies" in practice" when you do report. Ideally, I would Based on previous training, a common practice was to —Cozen O'Connor Report like to make it a more active part of Living Skills.” communicate by telephone Board Member and Gunn School or text message to avoid creBoard Liaison Melissa Caswell, beating documentation that appropriateness of offering the complainant could potentially be released to the public, the UCP, the advice appeared to contradict lieves systematic checks and balances need according to the report. Instead of maintain- Title IX, Education Code and UCP require- to be put in place. “I think what’s missing is a system that catches a mistake before it goes ing centralized documentation, administra- ments, according to the report. through the system,” she said. “There needs tors recorded information as timelines or in to be a regular review of complaints, and we the personal notes section on their phones, Improvements to the System need to have a regular review of how comwhich in some cases were not maintained as official school records. The notes were also In efforts to improve communication and plaints are handled so that we can identify not shared with Wade. transparency within the reporting system, problems and resolve them along the proThis lack of communication and insuffi- the district has implemented over a dozen cess.”

Despite the magnitude of recent events, cient centralized record keeping ultimately changes as of last spring. The changes includimpacted Wade’s ability to effectively track ed improved staff training and the creation Palo Alto’s lack of Title IX compliance is not and monitor patterns, climate and culture of an online training system for administra- unique in comparison to school districts regarding the case tors to log all Title IX complaints and UCPs nationwide. “I think in most K-12 districts immediately. The system goes directly to the throughout the country, there’s not a lot of Failure to Recognize Patterns compliance officer in order to assure “timely expertise on how to meet the Title IX reresponse and follow-through,” according to quirements,” DiPaolo said. “Things are often done very informally and don’t meet all the The complainant reported being subject McGee’s weekly superintendent message. to harassment by other students and inIn comparison to previous years, in which technical requirements that OCR has manformed Laurence three weeks after the sexu- teachers reviewed district policies through dated for Title IX.” On a positive note, DiPaolo believes the al assault case occurred. Although Laurence a Powerpoint format, McGee explained took timely action to address the concern that in the new Title IX training sessions, challenging process of transforming into a and spoke with the students whose behavior administrators had to practice logging into fully compliant school system will distinwas at issue, she “did not make a connection the system, develop interview questions and guish PAUSD from schools nationwide. “In between the current concerns and the prior identify applicable policy language. “It was a way, Palo Alto will be very different from a incident,” according to the report. In order much more of an active, engaged simulative lot of school districts at the end of this proto ensure a safe school environment under learning where we had various simulations cess because it will have developed all this Title IX, the District should have evaluated and a case study,” he said. “It was really an capacity that many other school districts are lacking.” whether the conduct could potentially con- immersive experience.”

INBOX

Business/Circulation Eric Epstein Assistant Business/Circulation Ryan Manesh Copy Editors Laurel Comiter Jennifer Gao Liza Kolbasov

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

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

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

Letters to the Editor, 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.

Oracle/TBN Liaison Ayala Tzadikario

I like the graphics more than last year, they better ilustrate some of the articles.

Oracle/SEC Liaison Kaya van der Horst

—Madison Wiseman, 11 I want to see more of the students' faces, because it's nice to see different students that are being interviewed. Like last issue.

Graphics Artists Catherine Chen Tiffany Chen Mina Kim Grace Liu Gary Wu Jeffrey Yao Isabella Yu Photographers Justin Hong Sofia Sierra-Garcia Max Wang Reporters Joy Huang Tech Editors Julia Cheunkarndee Andrew Zhao Adviser Kristy Blackburn

3

—Arushi Agarwal, 12

I like the range of types of articles. They range from political to social commentary, and from national to local. Even if you're not interested in a lot, there is at least one article you are bound to find interesting.

I really enjoyed the article regarding Affirmative action and how it negatively impacts Asian-Americans. While this unethical and if I may say, racist, system has been a hot-button issue among the Asian-American community, I know many people of other cultures have not been exposed to such an issue. It is gratifying to see an article that states the clear facts to a wide audience—affirmative action pulls Asian-Americans down, and at the end of the day, is promoting discrimination in the name of diversity.

—Hailey Qu, 12

­—Joshua Yang, 9

September 15, 2017

I really like the variety of topics covered in this issue and in general. I like being able to open up a copy without knowing exactly what I will read about.

—Christopher Liang, 11 Maybe put something that will grab the reader's attention on the front page... most people don't find SELF fun (or) interesting.

—Calisa Sana, 11

The Oracle is the second place Best of the West winner at the 2017 NorCal Media Day

4 Forum Cultural appropriation of costumes calls for more awareness, sensitivity Liza Kolbasov

Halloween is coming up. All over, party stores are popping up, stocked with the usual costumes: black cats, witches, ghosts, skeletons and… terrorists? Native Americans?

Although Halloween was initially a religious holiday meant for remembering the dead, it has since evolved into a holiday of fun and jokes.

Modern day Halloween is a holiday where everyone can become someone else for a day. It is also, unfortunately, a holiday often used as an excuse for cultural appropriation.

Cultural appropriation is defined as using or taking elements of a culture that is not one’s own for fun or for profit without showing any understanding or respect for the culture. Most people who choose these costumes do so without a deliberate desire to offend, but they can seriously demean and misinterpret the values of these cultures by using them as elements of a costume. It is crucial for people to stay mindful of the effect their costumes are having on others and steer clear of cultural appropriation in their dress in order to make Halloween a fun holiday for everyone.

Using traditional cultural attire as something to wear for fun shows a disregard for the origins of these costumes. The Native American feather headdress is a common example of a culturally appropriating costume. For Native Americans, the headdress holds great ceremonial value and is given only to those who are greatly respected in the community, according to the American Indian Heritage Foundation. Each feather in the headdress is earned through the completion of an exceptionally brave deed.

Wearing it as an element of a costume treats the culture flippantly. The message behind t hese costumes seems to be t hat the culture doesn’t matter and that the wearer is allowed to use it for their own amusement. In reality, it is an important element of other people’s identities.

Students at Ohio University illustrated this idea in their “We’re a Culture Not a Costume” ca mpaign, which has since spread to universities all over the country. They put up posters all over their campus featuring students with culturally appropriating costumes, including students dressed as stereotypical interpretations of Native Americans, Geishas, Gypsies and other cultures.

The posters sported quotes such as, “You wear the costume for one day, I wear the stigma for my life.” Wearing culturally appropriating costumes on Halloween furthers misinterpretations and stereotypes of cultures and traditions.

Additionally, when individu-

The posters sported quotes such as, "You wear the costume for one day, I wear the stigma for my life."

als from majority groups dress up as minorities, they show a disregard for the struggles these minority groups go through. They dismiss these struggles as insignificant—something to try on and then leave b e h i n d . H o w e v e r, ma ny people f rom the cultures that are commonly used for costumes live their entire lives dealing with stigma and oppression.

This stigma comes from the stereotypes perpetrated by such costumes and other actions of majority groups.

For example, people of Islamic heritage are often stopped at airports and forced to go through additional screening when there is no reason to suspect that they have done anything wrong. This prejudice is caused by negative stereotypes associated with the culture and is often spread by actions such as dressing up as a “terrorist” for Halloween. A person in a culturally appropriating costume is offending those around them in the short term and spreading these stereotypes in the long run.

Some people may say that Halloween is a day to pretend to be someone you are not, and that cultural costumes are worn “all in good fun.” After Yale University sent a letter to students in 2015 that asked them to refrain from wearing culturally appropriative costumes, faculty member Erika Christakis wrote an email condemning Yale’s faculty for their advice on Halloween costumes. She saw this as a limitation on students’ freedom of expression and obstructing them from enjoying an innocent, fun tradition. Her letter resulted in backlash from students who felt they were unwelcome on Yale’s campus, especially after Christakis and her husband refused to apologize for their stance. This story shows, yet again, that culturally appropriating costumes can take away from the fun of Halloween. Although the wearer may not seek to offend, they are ruining the night (and, perhaps, subsequent days) for other students. It is very simple to go with a less offensive choice, and there is no reason to choose a costume that will make the holiday less fun for someone else.

All in all, in order to make sure that Halloween is an enjoyable holiday for everyone, it is best to refrain from wearing costumes that appropriate other cultures. Although it may be difficult to draw the line between what is acceptable and what is offensive, it is generally best to err on the side of caution. If the costume originates from a standpoint of genuine understanding and appreciation, it may be fine, but if there is any gray area, it is best to refrain from wearing the costume. Even the most appreciative costumes can sometimes come off as offensive when worn on the joking holiday that Halloween has become. So, when in doubt, don’t wear it. Instead, try to find something from an extinct culture, something fictional or something traditionally spooky. Maybe it would be best to go with a different idea this year.

Many people from the cultures that are commonly used for costumes live their entire lives dealing with stigma and oppression.

Jeffrey Yao

—Kolbasov, a sophomore, is a Copy Editor.

Forum

Friday, October 13, 2017

5

Should Homecoming themes switch every year?

YES

Homecoming: one week, five days, 80 waking hours of pure, unadulterated school spirit. It’s the culmination of a year’s worth of excitement and anticipation and a way to flaunt enthusiasm and creativity through dressing up. Much of the interest in the week, however, is kept through the rotation and addition of themes: without variety, the entire concept of dressing up would quickly become stale.

Although the happy anticipation of homecoming is omnipresent, its approach becomes truly tangible with the theme reveal assembly.

The video not only acts as a showcase of the Student Executive Council’s imagination, but

it also brings a buzz of excitement for the arrival of homecoming week and for all the potential outfits that can bloom under the umbrella of each theme. Even though some themes, such as class colors and a handful of senior themes, have already been solidified in their positions, much of the rest are shrouded in mystery. It’s never clear what themes may be added into the rotation; there’s no way to predict whether or not ones from ages back might resurface or if completely fresh ideas will make their debut appearance.

The themes known to make annual appearances, such as cosmopolitan and western, also help to buoy excitement since they aren’t ever a sure-fire bet for a specific grade.

Seniors in the past slipped into patent leather dress shoes and chic dresses, while juniors fitted into ornamental cowboy boots and denim jeans, but recent years have seen change. They may not be quite as interesting as neverbefore-seen themes, but the possibility of reshuffling is still strong enough to stoke the flames of homecoming-related enthusiasm, adding yet another layer to the excitement.

Not knowing what themes are going to pop up is arguably one of the best parts of the assembly. Being blindfolded and kept in the dark feeds into the anticipation.

If everything were to remain stagnant year after year, it would eventually come to a point where wholehearted interest would flatline. After all, predictability is the killer of giddy apprehension.

Once themes have been unveiled and the music has

faded, creativity is unleashed and imagination can run wild. By switching things up and adding new themes every year, more space can be created for coming up with original outfits that could easily bolster spirit. Despite the fact that there are currently still many options that can fit underneath one theme, that variety would eventually become tired-out with constant overuse. “Peter Pan,” for example, fields a whole assortment of Wendys, Peter Pans, Captain Hooks, Tinkerbells and more, but if it were to become a recurring theme, those options would become tired-out and repetitive.

Keeping dress-up days the same might be better in terms of saving money and time, since clothing items could be borrowed from older students, but half the fun of participating is found in digging through closets or specialty party stores to find the perfect themed look. Besides, if the same outfits walked the halls each October, the novelty would undoubtedly become watered down and bland.

Even though the spirit of homecoming week is not derived solely from dressing up and can live on without constant revamping, shaking it up from time to time and keeping the student body on its toes does no harm at all.

Moving a few themes around or throwing new ones into the mix only has a widespread positive effect on the creation, longevity and universalness of homecoming-grown enthusiasm. ­—Li, a junior, is a Lifestyle Editor.

At the homecoming assembly, the entire student body waited with bated breath for the announcement of this year’s homecoming themes, particularly each grade’s dressup themes. But 4.2 miles away, at Palo Alto High School (Paly), no student needed to anticipate any video reveal.

Paly’s Homecoming is structured very differently, as each grade adheres to a set dress-up schedule that remains the same from year to year. There is no overall theme for the week, but there are differently-themed days such as “salad dressing day” or “generations day.” If Gunn establishes a set dress-up theme schedule, students won’t have to frantically worry about which themes they will get; they will know in freshman year what their themes will be for the rest of their time at Gunn.

If students know themes in advance, older students or alumni can pass down special accessories to help their younger peers out when they have a tricky dress-up theme, like camouflage. It’s a win-win for both sides: students won’t need to spend money to buy outfits (and can save that money for homecoming dresses or tuxes) and alumni can get rid of old outfits without wasting them.

Homecoming is arguably the most anticipated event on campus, and is a quintessential event for American high schools in the rest of the country. Rituals like creating celebratory class floats, asking that special someone to the homecoming dance and cheering on the football team at the annual homecoming game contribute to this storied high school experience. Adding a set theme list to Gunn’s

customs will strengthen our own homecoming lore, as each class can inherit symbolic themes that previous classes have been using for years.

Setting the dress-up themes in stone will not take away from the uniqueness of Gunn’s homecoming—it will only build on the motivation for dressing up. The Gunn community brings out its craziest outfits to show class spirit throughout homecoming week, and, by extension, school pride. Knowing what each theme is will be another part of that year’s homecoming to look forward to. Sophomores can not only anticipate showing the school what they are truly capable of but also their fantastic superhero outfits.

And waiting years for a certain theme is not necessarily a negative thing—it gives students ample time to prepare their costume and get them excited for that year’s Homecoming, so sophomores have a full year to find a wowinducing superhero costume.

It might seem unfair that certain grades get highly desireable themes. Having a set dress-up theme schedule will eliminate theme jealousy between classes. Homecoming is already competitive enough—if we let dress-up themes divide us too, it may cause the festivities to lose their intended meaning. For example, when juniors got the coveted formal theme last year, some seniors were bitter, as they had been looking forward to showing off their business style for four years. But with a concrete schedule, if the freshmen want their chance at vampires, they will know that they will get their chance in junior year.

In a week full of intense competitions, airbands, float-stuffing and more, Homecoming can be pretty overwhelming. Creating a concrete dress-up theme schedule will ensure that no one will be disappointed by their themes and hold unnecessary grudges against other classes. If Gunn establishes a traditional dressup schedule, the spirit of Homecoming will bind past a nd pre sent classes, as well as ensure equality for the classes to come.

NO

­—Lee, a senior, is a News Editor.

Photos by Sofia Sierra-Garcia

Faces in the Crowd

Should homecoming themes switch every year?

“They should change every year because variety is exciting and allow students to have creative responses.”

“If the clothing was the same for every year, that wouldn’t really provide any uniqueness to Homecoming.”

Rachel Sun (9)

Elliott Kau (10)

“Maybe one day [should] change for each grade, but for the most part, I think they should stay the same.”

Elizabeth Salwitz (11)

“I’m all for changing themes every year because it fosters lots of ways to challenge our creativity.”

Ryan Lee (12) ­—Compiled by Joy Huang

6

Forum

stop turning a blind eye to

Industrial nations should take responsibility for carbon emissions Andrew Zhao The world faces an impending crisis. With greenhouse gas (GHG) emissions at a maximum for the last four hundred thousand years, according to NASA's Jet Propulsion Laboratory, humanity's industrialization has led to dark consequences for Earth. According to the NASA Goddard Institute for Space Studies, 16 of the 17 warmest years of recorded history have been during the second millennium. Four, possibly five, consecutive hurricanes in Southeast America this fall are indicative of an unhealthy climate. Quickly melting ice sheets are also threatening the livelihoods of coastal cities and island nations. But this is only the beginning: an increase in global temperatures by 4 degrees will lead to the Untied Sates, China and India all becoming uninhabitable deserts, according to Parag Khanna, a research fellow at the Centre on Asia and Globalization. Developed nations such as the U.S., France and Australia must actively combat climate change due to their history of polluting both directly and indirectly.

Climate change is unfair. While all nations are affected by it, the damage done to developing countries is far greater than to developed countries. With a greater economy, infrastructure and technology, developed countries have enough resources to make up for their own damage.

Developing countries suffer the most, even though their contribution to global emissions is minimal. For example, an article by the Scientific American magazine detailed the current environmental crisis, in which millions of refugees in Bangladesh are being displaced due to super-cyclones that are similar to the recent hurricanes in the U.S. If developed countries are unable to care for these refugees, the least they could do is to reduce the emissions that contribute to Bangladesh’s miseries.

Historically, developed countries have often emitted massive amounts of pollution. Today, Europe and the U.S. are more economically developed than Asia and Africa. However, estimates by economist Angus Maddison show that India and China owned around 25 percent of the world’s gross domestic product (GDP) before the 19th century, while Europe only owned around 10 percent. This changed in the 19th century when new manufacturing techniques industrialized Europe to the point where it owned 30 percent of the world’s GDP. However, European countries were often heavily polluted during this era. For example, a publication in the Environmental Health Perspectives scientific journal estimated that t he Great

Smog of London, caused by burning coal, killed at least 4,000 people and affected up to 100,000 people.

Even though this pollution has disappeared, developed countries have still left an ugly mark on Earth during their industrialization period. The Emissions Database for Global Atmospheric Research states that China currently has the highest rate of carbon pollution, but the U.S. has historically emitted the most amounts of carbon pollution at around 400,000 metric tons, according to a study by Oak Ridge National Laboratory. Developed countries must be held responsible for this accumulated pollution; otherwise they will continue to pollute without any accountability. An entire century of pollution cannot be shoved under the bed. For penance, developed countries should amplify their campaign against climate change.

Developed countries, seemingly clean on the outside, continue to pollute the earth indirectly. Although it seems like developed countries have low pollution rates according to their pollution index, in reality this is because the pollution has been moved to other countries. Consider an Apple iPhone: while Apple is an American company, most of their factories are in China. In other words, iPhone production is still polluting the earth, but the pollution comes from China, rather than the U.S. This conveniently allows developed countries to blame manufacturing centers like China and India for all of their pollution. Such statements are not only hypocritical but self-destructive. Instead of squabbling over who is the worst, developed countries should focus on fixing the crisis.

Finally, developed countries have the resources to stop climate change.

Developed countries, as hubs of the world’s economy and technology, should naturally be the main leaders in combating climate change. However, developed countries are doing little to combat climate change. The Institute for Policy Studies think tank calculated that the U.S. spends $30 on the military for every $1 spent combatting global warming.

The U.S. has the highest nominal GDP in the world, yet it prefers constructing fighter jets over combating climate change. Developed countries are in better shape to combat climate change, yet they are too busy protecting their regional interests.

But perhaps it is not too late. Our world, while getting warmer, is not yet the apocalyptic future envisioned by computer simulations. Developed countries still have the potential to correct their historical pollution by developing and leasing green technology. Electric cars are being developed; perhaps if their technology is shared with developing countries, car emissions will fall. Additionally, developed countries should funnel resources to combat the effects of climate change in places like Bangladesh. If all goes well, humanity can dodge a bullet.

—Zhao, a junior, is a Tech Editor

C any Tiff

Grace Liu

hen

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Forum

Friday, October 13, 2017

today's natural disasters Californians need to properly prepare for "The Big One" Jennifer Gao

Many of us have driven up Page Mill at some point: the steep, winding mountain road that goes all the way to the Los Trancos Open Space Preserve. While geology isn’t the first thing on our minds as we hike down a narrow trail that disappears into the woodland, we’re actually walking between two great tectonic plates—the Pacific and North American Plates. In fact, on parts of the trail, one can stand directly on the boundary between the two plates.

Apart from being a novelty to enthusiastic hikers, the intersection of these two plates, called the San Andreas fault line, is a ticking time bomb. This year, scientists predict that California is well overdue for a massive earthquake that will rattle the state any day now.

Experts have predicted this quake for decades, and data has now provided a prediction for when it will occur. Yet, despite the dire warnings, the state remains unprepared for this natural disaster.

As convection currents in Earth’s mantle cause these two great plates to rub against each other, an earthquake results from the built up tension that eventually overcomes the friction between the two plates. One such notable earthquake was the 6.9 magnitude Loma Prieta earthquake in 1989, caused by the San Andreas fault, that left 63 people dead and cost six billion dollars in damage. In some other areas of California, major earthquakes have not occurred since the 19th century. Since then, parts of the San Andreas fault line have had well over a century to build up tension to the next colossal quake. Experts hypothesize that an earthquake of over magnitude eight, nicknamed the “Big One,” will strike California in the near future. In fact, the United States Geological Survey (USGS) predicts an 80 percent chance of an earthquake striking the Bay Area within the next three decades.

A majority of Californians are not adequately prepared to take on the major upcoming earthquake. A mere 10 percent of homeowners in California have earthquake insurance.

Furthermore, out of the seven million single family houses in California, only 908,000 houses have satisfied California Earthquake Authority (CEA) earthquake policies. That’s a measly 13 percent of Californians who are prepared for the Big One. In addition, a survey conducted by the University of California at Los Angeles’ School of Public Health found that barely 40 percent of Californians have made any type of family disaster plan, and less than half of those people completed training to prepare for any disaster.

Cities and counties are also poorly prepared for the Big One; many types of infrastructure are not constructed to withstand the rigors of an earthquake. For example, the San Andreas fault line crosses the Cajon Pass, where essential utilities such as gas, electric and petroleum lines are located along railways and motorways. Any such earthquake would cut off many necessary utilities to cities affected by the disaster, while triggering explosions from ruptured pipelines that may lead to uncontrolled fire damage. While Los Angeles and other Californian cities have made some infrastructure changes to bridges and roads, they simply aren't enough. One simulation by USGS discovered that an earthquake near a major city such as Los Angeles could cause up to $200 billion in damage. The quake that hit San Francisco in 1989 caused up to $5.6 billion in damage. Mexico City’s recent earthquake disaster is a reminder of the serious risk of California’s Big One striking at any time, potentially causing widespread damage, up to $300 billion. An early warning system has been developed for the state, but it is doubtful that it will be implemented because the amount of federal funding California will receive for such earthquake prevention programs is now unclear with the new White House administration.

As citizens, we can prepare for the earthquake by purchasing or making home earthquake kits, identifying the safest places to be in during an earthquake and reassessing the structural readiness of our homes for this natural disaster. Due to the delay in receiving relief efforts and the time it takes stable living conditions to be restored, most survivalists recommend being prepared with enough food, water, tools, shelter and other accessories to live “on your own” for at least three to five days. A little knowledge and some simple precautions can help you survive when the Big One strikes; more information can be found online, especially on the Federal Emergency Management Agency website. While an earthquake of magnitude eight or higher seems to be an impossible event, we need to be prepared for such contingencies.

Currently, California is woefully unprepared for the Big One. If citizens can all be aware of the very real possibility of an earthquake, we can help change that. It’s up to us to decide whether we will be caught off guard or if we will stand ready when the next natural —Gao, a sophomore, is a Copy Editor

8

Features Band Teacher Todd Summers

When it comes to his homecoming spirit, band teacher Todd Summers is just as passionate as, if not more than, any student. Every year, Summers hosts a special contest for his freshman concert band class. He challenges them to outdress him in yellow for the first day of homecoming, knowing that freshmen often don’t know how spirited homecoming can get. “I say to them, ‘Who can wear more yellow? If you can wear more yellow than me, you win a pint of your choice flavor of ice cream,’” he said. “And that really gets them motivated.”

Summers has held this contest for fifteen years, and he says many students are surprised by his enthusiasm. “I have a pair of yellow pants and a yellow long-sleeved shirt and the yellow gloves that I just wear every year,” he said. He also creates special costumes related to that year’s color theme. “One year it was ‘[The] Wizard of Oz,’ and it was the yellow brick road, so I painted bricks on a yellow t-shirt,” Summers said. “One year, it was candy, and the yellow was Lemonheads, so I wore a Lemonhead t-shirt that was yellow.”

Despite Summers’ crazy outfit, he says a freshman always wins the challenge. “There’s always been at least one or two winners, and, at most, I think, there’s been four,” he said.

During the remaining four days, Summers supports the other grades by representing one of their themes every day, since he prefers their themes over the teachers’ and likes carrying on an old homecoming tradition. “The teachers [used to] get assigned or adopted by a class; like if I got adopted by the sophomores, I’ll be a sophomore the whole week,” he said. “That was way back in the day.”

As a proud Walking Dead fan, he was especially happy when he had the opportunity to dress up as the character Rick Grimes one year when juniors had ‘The Walking Dead’ as a theme; Summers says it was one of his favorite homecoming outfits.

Summers dresses up not only for his own pleasure, but also because he knows students appreciate his spirit. “Especially when I do the sophomore, junior, senior days, I know those kids— because they’ve been through homecoming already­­—they appreciate my support,” he said.

Summers says other teachers also share his enthusiasm and partake in dressing up. “I think there’s a pretty big chunk of the faculty that participates,” he said. “There are lots of teachers that I think really like the dress-up days and like supporting the classes.” He believes many teachers have a tub of homecoming outfits, like the one he has in his garage. “I think a lot of teachers ... start to hoard stuff for homecoming and just reuse it every year,” he said.

Summers enjoyed his own high school homecomings, so he is happy to be able to be a part of the homecoming tradition now by dressing up. “I’ve always had a blast, my homecoming when I was in high school wasn’t quite like homecoming here, but I was always involved in Student Executive Council in high school and helped with the homecoming dances,” he said. “And [I’ve] always loved it.

And at every school I’ve ever taught at, I’ve always tried to get involved somehow with homecoming.”

—Written by Amanda Lee

e d u St

f f a t s d n a s nt urtesy of Photos co

Todd Sum

mers

Junior Sandra Chiu

During homecoming week, everyone goes all out with their school spirit. However, junior Sandra Chiu takes it to a whole new level. From swaggering around in a pirate costume to wearing a 3-D cardboard fish mask, Chiu has embraced much of Gunn’s homecoming festivities each year.

Although many events are planned throughout homecoming week, Chiu especially enjoys creating different costumes for each day’s theme. “I have a lot of spirit,” she said. “But for me, dressing up is the most fun part. I get to show off my hard work and costumes.”

The excitement surrounding homecoming costumes is almost tangible, from the anticipation leading up to the unveiling of homecoming themes to parading around in the actual outfits during homecoming week. Chiu enjoys planning out her costumes and working out their design in the days before.

Often, however, Chiu ends up scrapping the idea and starting over. “Most of the time, I plan the costumes out, but then I find out that it won’t work, and I end up winging it the night before,” she said.

To give a realistic depiction of her process, Chiu compares the amount of time that she spends on her costumes to the time commitment of Advanced Placement Biology homework. “I think making my costume takes a couple of hours, for each costume,” Chiu said. “The longest one to make was the bush costume. I uprooted a bush from the garden, and then I trimmed it to fit a wire.”

Chiu’s school spirit has also led to some interesting encounters. She recalls one entertaining moment that occurred during the homecoming of her sophomore year, when she had to dress up to fit a “Yosemite” theme. Chiu came to school wearing a bush she had pulled up from her yard. “During lunch, my friend and I would go around campus,” she said. “My friend would lure people into conversations, and I would sit there pretending to be a bush. Then I would jump out and scare them.”

Although not all of her costumes lean toward that extreme, Chiu’s peers welcomed her enthusiasm toward school spirit and expressed interest in her creations. “My mom thought I was crazy,” Chiu said. “Some of my friends thought it was cool, and a couple of people thought I was too extra, but it was worth it.”

The creativity of Chiu’s costumes, however, has sometimes landed her in a pickle. During Chiu’s freshman year, she designed an elaborate costume for a ‘Cars’ theme. The plan for the costume entailed using cardboard to build a car around a shopping cart, which Chiu could then ride in. However, Chiu wasn’t aware that this wasn’t allowed on campus. School supervisors ensured that she would not be riding the cart throughout the school grounds. “That kind of backfired on me, but it was still fun,” said Chiu.

As homecoming week approaches, she is ready to embrace her school spirit and creatives costumes once more. “You get to be someone or something else for a day,” Chiu said. “It’s cool to not be yourself.”

—Written by Julia Cheunkarndee

Photos courtesy of Sandra Chiu

Features

Friday, October 13, 2017

9

Sophomore Josh Mei

For Sophomore Class President Josh Mei, homecoming week is the happiest and most spirited week in the entire school year because of all the activities and dress-up days.

Mei has more than a strong sense of leadership—he also holds a deep passion for spirit.

To Mei, the best part of homecoming week is all of the excitement. “Seeing everyone coming out in their costumes and visually seeing how proud students are [to be] Titans makes me feel proud to be a part of the community during this week,” Mei said. “I’m really excited for all the activities and getting hyped up with my class.”

During homecoming week, Mei always dresses up with lots of enthusiasm to show off his Gunn spirit. He finds most of his outfits from thrift shopping. “I just roll by whatever I think would be the funniest and look the coolest,” he said. “Goodwill is definitely the key. I don’t really make costumes as much as I assemble an outfit from clothes I already have.”

One thing that inspires Mei to be excited and pumped up is competition. “I’m a very competitive person, so I want my class to succeed,” he said. “I love to win and be competitive, and dressing spirited is just my way to display my pride of being part of the class of 2020.”

In Mei’s opinion, being devoted to making Gunn an enthusiastic community has a very deep meaning. “Someone [who is] able to put themselves out there and cheering on their class or school is something that makes the student spirited,” Mei said.

During the homecoming theme deciding process, Mei makes sure that the themes are fun for the entire school. “I just like think about cool, funny ideas first and then begin to worry about feasibility second,” he said.

t i r i p s f o e v lo —Written by Katie Zhang

urtesy of Photos co

e r a Sh

Josh Mei

Senior Kim Fenwick

A swarm of students—all dressed from head to toe in red and black— crowd the senior quad, shout cheers and watch in anticipation as their classmates go head-to-head in competition. It’s the most anticipated time of year— the week where differences are put aside and classes rally together in hopes of becoming champions: homecoming week.

From planning intricate outfits to losing her voice cheering for her class, senior Kim Fenwick embraces her deep love for homecoming week and all things spirit. Having only been at Gunn since the middle of sophomore year, Fenwick hasn’t experienced three full homecomings. Nevertheless, she’s far from a rookie when it comes to showing school spirit.

Last year, she planned out her outfits a month in advance after hearing from a friend about how intensely spirited the Gunn community is. After scouring Halloween stores, Goodwill and her friends’ closets, her outfits were finally ready to be showcased.

When homecoming week began, Fenwick was shocked by how many people she saw dressed up. “I was very impressed, especially when we took the picture on the field,” she said. “Just to see so many people dressed up was crazy.

My old school does not compare.” Being new to the school, Fenwick appreciated the camaraderie of school spirit. “During homecoming week, I felt like everyone just came together,” she said.

Although most of her outfits take weeks to put together, one of Fenwick’s favorite looks from last year was one she threw together rather last minute: a cape, a flannel and black jeans for Vampire Day. She finished the outfit with fake blood and a dramatic makeup look. It wasn’t just fellow classmates who were impressed by her outfit. “As I was walking, a bunch of crows were flocking and following me,” she said. “I would run, and they would start flying in that direction, and I would stop, and they would settle in the trees.”

There is no doubt that dressing in crazy outfits can be intimidating; it takes a certain level of confidence to embrace your inner quirkiness. For Fenwick, showing school spirit and going all out with the wacky themes has helped her express herself. “[My spirit] has progressed with my confidence,” she said.

“They work together.”

It’s clear to everyone around her the positivity that showing school spirit brings to Fenwick. “My mom loves it because she sees how much happier I get, and she likes that I’m being active in school activities,” she said. “She fully supports it, even if I look really crazy dressed in all red.”

On Student Executive Council this year, Fenwick hopes to use her position as a platform to encourage other students to get involved in homecoming and other rallies throughout the year. “I want to help bring out school spirit in other students, because I’m so much happier expressing myself and my school spirit,” she said. “I want to make a positive impact.”

She also plans on outdoing herself this year costume-wise. “If I thought I went all out last year, I’m taking it three notches up [this year],” she said.

Photos courtesy of Kim Fenwick

—Written by Carolyn Kuimelis

10

Center

Students find strength

Sources of Strength emphasizes the im Joy Huang Reporter

The Sources of Strength wheel is often talked about as a tool to seek suppo of strength is spirituality, but how exactly can it be implemented into eve Care, Know (ROCK) club advisor and Sources of Strength leader Paul Dun faiths. “I think Sources of Strength is trying to invite people to think about “It’s the mindfulness that it’s not just me, but rather how I am connected to he starts each class with a one-minute gratitude exercise for students to refl that moment and thinking about not what I can get but how I am connecte To Sources of Strength member junior Gaya Gupta, any activity that pro spiritual. Personally, she finds it in dancing. “It makes me feel really comfo “The activity of being completely present in the moment and forgeting ab really great, and it is a pillar of strength for me.”

For Wellness Outreach Worker Lauren Rocha, spirituality can be a easy activities such as being compassionate, meditating, being genero Spirituality is unique from the rest of the areas on the Sources something bigger than yourself, and something we maybe don’t t bring purpose and meaning to life,” Rocha said. “I think that feel that we have something very grounding and support Kyle Vasquez I grew up going to church and I’ve always believed in God. For me, as long as I believed, I was content with my life. I believed in God when I used to curse out my teachers for waking me up from a good nap. I believed in God when I used to tell my mother how much I hated her. I even believed in God when I felt so depressed that I no longer wanted to live. My Christianity seemed like something was missing, and it got me thinking: what if believing in God wasn’t enough? I started to look into the Bible to actually see how a Christian is supposed to live. Eventually, I got baptized and I can honestly say I’ve never been a happier person. Even the rough days aren’t as rough because I’ve got God. I’ve changed as a human to want to better myself and others and to no longer hurt anyone regardless of who they are. I’ve learned what it means to really live as a Christian and I did this by seeing what the Bible has to say.

—Vasquez, a senior, is a Guest Columnist

Arjun Prabhakar Ultimately, Hinduism preaches a quest for truth and dharma—a tenant that governs ethics. Even though I am not a devout Hindu, I was raised in a household that practiced the religion’s principles. The mindset of my Hindu family, which I fully agree with, is that the best way to practice a religion is to live by its central morals. People often misperceive religious devotion as limited to praying, but Hinduism goes far beyond that and has established a way of life for my family. Hinduism and its prevalence in the Bay Area has given me an opportunity to help my community. Hinduism preaches a community-based approach to living and lives by the philosophy that it “takes a village to raise a child.” The community-oriented ideals of Hinduism have taught me the importance of advocacy and community improvement, including assisting temples with food donations. However, Hinduism also has affected my life in some of the ways that are conventionally associated with religion. The Hindu belief that preaches the reverence of cows—a sacred animal in our culture—affects my diet. During important moments in life, I often bring along a Hindu emblem. When I was younger, I constantly questioned the validity of God. However, as I grew up, I realized that the question of whether God exists is an unimportant one. Religion, regardless of any proof about the existence of God, is a fundamental part of a moral-abiding society. Hinduism made me a better person and forced me to question the morality of decisions that I would otherwise take for granted.

—Prabhakar, a junior, is a Guest Columnist

During my f another practic sibly be the onl the majority of with someone o Asian, Pakistan the Gunn popu feel alone in th I mention my r the number of p Eid could possi Gunn has been and alienation have been a bet people of this s there with me. ate family is Mu relatives are as up most of the not being able t outside of my fa ation. Being M me and my life the way I live m culture and my wear with prid

—Mughal

rfold

11

Friday, October 13, 2017

in religion and spirti uality

mportance of spirituality

ort during difficult times. One of the eight sources eryday life as a source of strength? To Reach Out, nlap, spirituality does not just pertain to religious how they are related to a bigger purpose,” he said. other people and things.” In Dunlap’s classroom, flect on what they are thankful for. “It’s just taking ed and what I should give,” he said. ovides meaning and relaxation can be considered orted and gives me a great community,” she said. bout everything else around me makes me feel

applied to daily lives through little and ous or serving the community. of Strength wheel. “Spirituality is think about as often but can really t’s why it’s on the wheel: for us to tive every day.”

Chloe Shrager

Minna Mughal

four years at Gunn, I have never personally known cing Muslim on campus. I know that I couldn’t posly Muslim since that’s extremely unlikely. But, unlike f people here, I have never had the chance to connect over shared religious beliefs. First of all, being South ni specifically, I already feel like a small minority in ulation. Being Muslim on top of that makes me hat aspect. Through the years here, whenever religious holidays such as Eid, I can count people on my hands who know what ibly be. I wouldn’t say my time at n worsened by the disconnect of my religion, but it could tter experience knowing similar minority were All of my immediuslim, and all of my well, but they make Muslims I know and to know any other Muslim amily at school is not my ideal situMuslim is incredibly important to e because not only does it frame my life, but it also connects to my y entire sense of identity, which I de.

My mother is Christian, but my parents decided to raise me and my two older siblings Jewish.

I’ve always known that I am Jewish, and I’ve always been proud of it. However, I never truly took the mental energy to learn what being Jewish meant to myself until my Bat Mitzvah in seventh grade, when I went to Israel for the first time for an intimate opportunity. After that experience, I began searching for ways to expand my religious identity. In eighth grade, I started gaining more exposure to Judaism through BBYO, but I still lacked a true understanding of why my religion should be of importance to me. Starting freshman year, the effects of partaking in a strong Jewish community of teens just like me began to rub off. I found a revitalized pride in my identity; I began meditating to explore the Kabbalistic denomination of Judaism, and let me just say, all the cheesy, Palo-Alto-vegan-chia-seed-soul-cycle-mantra stuff they tell you about leading a mindful lifestyle—it’s all true.

As I continued through high school, I became more motivated to explore and deepen my relationships with others, listen and learn from those I disagree with and reflect on how to infuse the Jewish values of genuine trust, resilience and constant support into my life. I cannot count the number of perspective-shifting conversations I’ve had about Judaic beliefs, or the amount of people I immediately connect with upon hearing “Are you Jewish? Yo, me too, that’s awesome.” In my 17 years of living, Judaism is one of the few life concepts I’ve stumbled upon that is based entirely on love: the central prayer, a mantra of appreciation towards God and the world around you, is immediately followed by the V’ahavta, an indescribably beautiful melody that directly translates to “and you shall love.” You shall love your neighbor, you shall love your enemies, you shall love yourself and you shall extend a loving hand to them all. This foundation for love that Judaism is based upon has given me an immediate and undeniable connection with hundreds of people who otherwise would be strangers to me.

Being Jewish assigns you a duty to project compassion to everyone around you, as far as you can possibly reach. Judaism has opened my perspective on so many things and brought out the parts of myself that I am most proud of. The person I am today is deeply rooted in my Judaic identity. My Judaic identity has connected me to a beautiful community that built me a home in the chaos of being a teenager.

—Shrager, a junior, is a Guest Columnist

l, a senior, is a Guest Columnist

For more narratives, go to https://gunnoracle.com/category/centerfold/

Sherry Chen

12

Features

Conservative club provides space for different perspectives the door before they walk in,” Avital Rutenburg said. “At the club, even though I know that we’re talking about something that they have opinions In a primarily liberal community, students about, they’ll be very hesitant to raise their hand, whose political views are in the minority may feel but once they do get into it, I notice that they’re alienated or uncomfortable expressing themselves finally able to share their opinions.” for fear of being discriminated against. To mainDespite the name of the club, people of all potain a safe environment for students on all ends of litical backgrounds are welcome to join. In fact, the political spectrum, seniors Avital and Valerie a majority of the club is comprised of Democrats Rutenburg run the Conservative Club as co-pres- or center-leaning individuals. “There are just idents. so many different flavors of political opinions, The club was started by the Rutenburgs’ older which is what I love because there’s just a bunch brother, Daniel Rutenburg. the sisters decided to of open-minded people who love discussion and continue the club once he gradwant to be exposed to the uated to preserve the safe politother side,” Avital Rutenburg ical space. “We thought it would said. “[They] can see the ac“Only reinforcing your own tual be important to have a place at image of a conservative Gunn where conservatives and opinions and beliefs isn’t a rather than just this abstract liberals alike, and just anybody idea of what a conservative on any area of the political spec- good way to convince oth- is.” trum, can come and share views er people that you’re right.

Conservative Club was not and have an honest and real discreated with a goal of convertYou need to hear the other ing people to a different politcussion,” Avital Rutenburg said.

Both sisters have experienced arguments so that you can ical view, but rather to shed uncomfortable situations in the light on the beliefs of people classroom where teachers ex- form your opinion better. ” on different areas of the politpressed their political bias, and ical spectrum and gain an ap—Senior Roark Sweidy-Swata preciation for alternative perthey saw the need for a place for both themselves and others to feel safe and ac- spectives. Senior club member Roark Sweidy-Stata cepted. “The sad reality is that teachers do judge puts emphasis on the value of gaining exposure to you based on [your political views], so I needed other political views. “I just think only reinforcing an outlet and [the club] was definitely a place I your own opinions and beliefs isn’t a good way to [could] go to,” Valerie Rutenburg said. “For me in convince other people that you’re right,” she said. class, I’d feel really frustrated and feel like I want “You need to hear the other arguments so that you to blow up, but I didn’t want my grade hurt.” can form your opinion better.”

For Fall Clubs Day this year, both were pleasDuring club meetings, a current event is brought antly surprised by the substantial number of sign- up and a small debate is held regarding the topic. ups they received, although some members re- For the first meeting, club members simply went main reluctant to actually show up to meetings. around the room discussing conservative values “I do see them kind of hesitate and hover around and topics like freedom, equity and equality. “EvKristen Yee Forum Editor

Max Wang

Seniors Avital Rutenburg (right) and Valerie Rutenburg (left) lead a discussion about U.S. gun laws.

erybody had different opinions, but we all had a good discussion and everybody was able to contribute without [being attacked on their political views],” Sweidy-Stata said.

One of the fundamental values of the club is to have a safe, unbiased environment for people to discuss their political beliefs. “I think that it’s important to have some healthy debate and definitely have certain disagreements or contentions,” Valerie Rutenburg said. “I think it’s important to have some disagreements, and [that] we walk out without any personal hostilities towards anybody because of their beliefs.”

Sports

Friday, October 13, 2017

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Homecoming provides outlet for spirit Stephanie Jackson

Centerfold Editor In all 36 weeks of the school year, there is only one week where all students gather together to rally as proud Titans— homecoming week. Homecoming lasts five school days; days that create memories that can last forever. It’s no ordinary week, and even normal classes are filled with fun. The week is filled with students dressed up in themed outfits each day and screaming at the top of their lungs during brunch and lunch competitions. Classes are brought together in the spirit of competition and friendly rivalry. All of these events lead up to the end of the week when the Titans football team strives to conquer whatever team walks on the field. However, no matter the outcome of the game, students continue to show their endless passion and spirit at the homecoming football game year after year. Homecoming isn’t a tradition that is unique to Gunn. It’s an event that goes back years and has many purposes besides the destruction of another school’s football hopes.

The tradition of homecoming football games date back to the 19th century. The original purpose of Homecoming was to welcome back alumni or former residents of towns typically during September or October. For alumni who moved out of their hometowns after graduating high school, Homecoming is a time to return home and reunite with former and current students. These celebrations of homecoming are centered around a parade, banquet, or, most typically, football. The homecoming football game is typically played against a considerably weaker team so that the game is more fun for the alumni and fans; everyone loves a good win.

The tradition of the homecoming game is unique to the United States and originated from the famous football game between the Missouri Tigers and the Kansas Jayhawks in 1911. In that game, the president of the University of Missouri called for all alumni of the school to attend the game, thus beginning the tradition of the homecoming celebration. Since the iconic game 106 years ago, the homecoming game has been an integral part of American high school and college

life and helps define the identity of schools across the country.

At Gunn, Homecoming isn’t a small occasion, and everyone on campus participates. Freshmen can truly see the value of our school community and observe the unity within the student body.

Homecoming week starts and ends as a fierce contest between the four classes. Everyone gets the chance to cheer for their friends as they represent grades in friendly competitions. However, by the end of the week, after all the challenges, obstacle courses, and airbands contest, we are all cheering for the same team: Gunn. Although Gunn has strayed from the original tradition of the homecoming game, it has created its own traditions and its own unique meaning of homecoming. Students can forget about academics and classwork, and instead put on some funky clothing and enjoy a week of ridiculously intense tug-of-war while slowly losing their voices. For students, Homecoming provides a breath of fresh air from the grind of school. The actual score of the football game might not matter, but the unity that Homecoming represents is something that appeals to all of us. We may be divided into four separate classes, but we always come together during the week of homecoming with everyone having a good time.

Jeffrey Yao

Timeline of recent Gunn football homecoming games Oct. 19, 2012

Oct. 31, 2014

Oct. 21, 2016

Gunn leaves Lynbrook scoreless in a blowout (42-0)

Gunn wins a homecoming rematch against Lynbrook (28-19)

Gunn suffers a crushing defeat against Homestead (14-42)

Sept. 27, 2013

Oct. 23. 2015

Gunn wins a close match against Prospect (21-14)

Gunn takes a hard loss against Monta Vista (42-21) —Compiled by Caroline Ro

Sports

14 Water Polo Girls: Overall: 3-3 League: 8-1 “So far, it’s been a great season. This year we have a young team so we’ve had to reconsider our strengths and weaknesses. I’m really proud of what we’ve accomplished.”

—Elizabeth Mikstal (12) Boys: Overall: 3-3 League: 8-2 “We are a lockdown defensive team fueled by our communication. We are also fast, and our defensive transitions work well in our counterattack offense.”

Ath le te s fall

Cross Country

“The season is going pretty well. It’s been challenging to build team unity because of how many seniors left and how many freshmen came in, but I’ve seen good progress being made.”

—Colin Huang (12)

­—Adrian Lee (12)

Girls Golf Overall: 5-5 League: 3-2 “We have added two new sophomores and we have had a lot of players step up and work really hard this year. I’m proud of the team for the effort put into improving our golf, especially around the green.”

—Lydia Tsai (12)

Football Overall: 3-3 League: 1-1 “The season is going good and everybody’s working hard.”

—Demetrius Barnes (12)

Young Lee (12)

Nick Burton (11)

Cynthia Dharmawan (10)

Craig Ching (12)

Friday, October 13th, 2017

exc el in

sports

Cheer

Volleyball Overall: 7-14 League: 3-4

Girls Tennis Overall: 5-5 League: 3-2

Dance “The season is going good! Our next event is night rally, so we’re preparing for that.”

—Yvonne Ma (10)

“We are winning a lot of league matches, and I’m proud of our team for keeping the competitive spirit up while being very supportive of each other during practices and matches.”

15

“I think the season has been decent so far; we haven’t really been performing as well as we hoped, but we’ve been building good relationships and we’re working towards success.”

“Cheer is a lot of fun; we have a family type of team and it’s fun going to games and performing. We’ve also recently lost a few seniors to college so we are working on building the team back up.

Also, as a team, we’re very excited to perform in the night rally!” ­‑—Melody Torabi (11)

­‑—Cherie Liu (11)

—Mirah Shi (12)

Athena Wang (11)

Avery LythcottHaims (11)

—Compiled by Paulo Frank, Jenny Gao, Bridgette Gong, Jack Mallery, Ryan Manesh, Aleks Tycz, Kaya van der Horst and Katie Zhang

Anna Yu (11)

Bella Chang (10)

Photos by Justin Hong, Sofia Sierra Garcia and Max Wang

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Sports

ATHLETE OF THE MONTH: The Oracle: What inspired you to start running?

Joyce Shea: I started in sixth grade because I had bad allergies and my dad made me go running. But I grew to eventually like it, and I began running with him in the mornings before school. In seventh and eighth grade, I attended the cross country and track teams, and it's taken off from there. It’s a lot of fun.

TO: What’s your favorite part about running?

JS: My favorite part about running is the long runs. Running with friends makes it enjoyable. Everyone on the team is also super, super supportive. I don’t really do short distance, though. In track I do mainly the mile and two mile.

Senior Joyce Shea, Runner

will make it more fun.

TO: What are you goals for the future?

JS: I’m actually not sure. I think I just want to PR and do my best in the races. PR means personal record, so it means beating your earlier time. It’s kind of like competing with yourself for the best time you can get. As for college, I’d like to only be in a Division Three (D3) team, because I’d like to be a student first and an athlete second. D3 is more like you’re competing, but it is much more of a team and you focus more on being a student and studying rather than being a professional athlete. I’d say that I like running in itself and the team atmosphere rather than competing.

TO: What are the best and worst parts about running?

JS: The hardest part about running is the races. Besides being physically taxing, races are mentally tough. It takes a lot of motivation for me to keep on running. The best part about running is the teamwork and the natural scenery in Los Altos Hills, which makes exercise enjoyable.

TO: Who inspires you?

JS: My coach PattiSue is very experienced and knowledgeable about what she does. I have talked to her about other things besides running, and I think that if you have a good relationship with your coach, they can provide you with a lot more than just running tips. My dad also, because he got me started running.

TO: How do you prepare for races or events?

JS: Before races, I typically start breathing methodically so that I get adrenaline through my body, and I tell myself that it's going to hurt, but only for a short time. I actually think that I do not like racing, but I love to run. My coach also usually tells me what times to aim for.

It depends on how I'm feeling that day, and how I've been running.

TO: What has been your favorite memory from running?

JS: My favorite memory from running was jogging a path called Moody for the first time. It has beautiful trails, and running with a friend made it an even better experience. However, I want to add that I love doing easy runs in general. I love running with other people and seeing the scenery.

TO: How do you feel after running?

JS: After a race, I’m very tired. During long runs, I usually feel very good after and before. I love all of it. Especially if you’re running with people, it’s a lot easier.

TO: What has been a challenge you faced?

JS: I don’t think I’ve faced major challenges in running because it’s so enjoyable. However, I get nervous for races because I want to do well.

TO: Any advice for people thinking about starting running?

JS: I would recommend that people run with others or find something that make running enjoyable if they are thinking about starting running. Sometimes, it is hard to motivate yourself to run, so a partner

TO: What is something important you have learned?

JS: I’ve learned that hard work will pay off over time. Because cross country is a fairly straightforward sport, I’ve found that working hard, such as running longer and pushing myself in workouts, is the best way to get better. There’s no secret formula to success.

Richard Yu

—Compiled by Chelsie Park

October sports calendar

Football @ Mountain View

Water Polo Senior Night

Girls Volleyball @ Milpitas

Boys Water Polo SCVAL

Girls Tennis @ Los Altos

Girls Golf @ Saratoga

Cross Country SCVAL Finals Graphics by Grace Liu

—Compiled

by Jack Mallery

Lifestyle

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Friday, October 13, 2017

Haunted places in bay area spook visitors Arroyo Del Valle Sanitarium: Pleasanton

Children’s laughter fills the air in an open clearing in the woods. It seems like an ordinary evening at the YMCA’s Camp Arroyo until a ghost is sighted gliding through the trees.

What is now a mirthful youth camp used to be a holding facility for tuberculosis patients from 1918-60: the Arroyo Del Valle Sanitarium. Most of the old buildings have been removed to make room for the camp, but sinister legends from the days of the sanitarium remain. There have been multiple

sightings of ghosts wandering the surrounding woods, one of which is rumored to be the deranged groundskeeper.

Legend has it that long ago, the groundskeeper of the sanitarium became crazy and went on a murderous rampage in the children’s ward before taking his own life. If you’re a superstitious person, you might want to think twice before sending your child into the clutches of this maniacal ghost.

—Written by Paulo Frank

Mina Kim

USS Hornet Museum: Alameda

Sitting off the coast of Alameda, Calif., the battle-scarred USS Hornet has always had something special about it. After 18 months of active combat in World War II, the Hornet has seen enough bloodshed to last for years. Destroying over 1,500 Japanese planes and losing 300 crewmembers, there are plenty of restless souls that could haunt the dark underbelly of the carrier. On inky and quiet nights, strange things have been known to happen on the ship.

In 2013, the ship’s education officer claimed to have seen a man in a blue uniform walk straight through a bulkhead. In 2009, two visitors reported hearing men talking in the room next to them; when they went to investigate, the room was empty.

In 2008, a woman and her husband went off course from the guided tour, stumbling into a side passage.

They saw a fully-uniformed officer walk towards them, then walk past without so much as a glance or change in gait. When the couple passed the room he

entered, no one was there.

It’s possible that after long nights filled with the horrors of war, the Hornet gave birth to some horrors of its own. There have been decades worth of instances where cameras have broken suddenly and phones have lost all power as passengers felt a cold presence swoop over them. Dozens of people have reported seeing impossible, baffling things. Pictures have appeared in cameras that were never taken, officers have been known to roam the narrow corridors at night, and there’s even a rumour of a ghost of a captured Japanese kamikaze pilot from the war.

While it’s plausible that these may be false stories or hoaxes made to enhance the legend of the Hornet, there’s only one thing that’s for certain: something is spooky about the worn carrier, something that we may never know.

—Written by Jack Mallery Gary Wu

Neptune Society Columbarium: San Francisco

The Neptune Society Columbarium, founded in 1898 and situated north of Golden Gate Park, is the resting place of over 30,000 individuals. The baroque architecture, combined with the rows and rows of funeral urns, creates an effect of absolute terror. Even the most unwavering of people would be uncomfortable with venturing into the building at night, as ghosts have been seen wandering around the premises multiple times.

One woman reports having felt a spectral hand press against her back; when she turned around, nobody was to be seen. Upon later inspection, she found a white handprint on her back. Unless somebody is dousing themselves in baby powder in order to scare people away from buried treasure, restless ghosts undoubtedly reside within the Columbarium.

—Written by Paulo Frank

Mina Kim

Black Diamond Mines: Antioch

From 1850 to 1906, the area known as Mount Diablo Coalfield in present day Contra Costa Country produced more than 300 million tons of coal. The coalfield was so lucrative that it earned the name Black Diamond Mines. Shipments of the coal were made all across California, to communities and markets in Sacramento, Stockton, San Francisco and more. Once the coal mine and town closed, the area was abandoned and left to ruins. It was later discovered that more than 200 of the town’s residents had been buried at the Rose Hill Cemetery. Many of the deceased were children who had died in plagues of smallpox, scarlet fever and typhoid fever.

Though the facts may seem strange, there lie even more unsettling stories behind the deaths of the children: many people believe that the mines are actually haunted by two white witches.

In the 1870s, there was a woman named Mary who was the nanny of several children. All of the children she cared for died of illnesses or other unknown causes. Enraged, the town charged her with witchcraft after discovering evidence of sorcery

rituals at her home. She was hanged immediately and her property destroyed. Mary now haunts the mines, seeking revenge for her unjust end.

The second white witch was a midwife named Sarah Norton. On a stormy night, she had been on her way to deliver a baby when her carriage tipped over, and her body and skull were crushed. Sarah was not religious and didn’t want a funeral, but the townspeople insisted on giving her one. On the day of the funeral, there was a terrible storm that caused the funeral to be postponed. The funeral continued to be delayed due to sudden and mysterious storms. Finally, the town decided to just bury her in the cemetery. If you visit the abandoned cemetery now, you may be able to see her ghost guarding the tombstones.

Today, many of the mines remain closed due to the danger of carbon dioxide and methane, as well as unstable rock quality.

However, if you want to risk it, you may even be able to see the ghosts of the "two white witches."

—Written by Emma Chiao Gary Wu

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Lifestyle

Take a chance: ask others to Homecoming without fear Bridgette Gong The homecoming dance will be perfectly fine without a date—at least that’s what you’ve been telling yourself as the window of time for askings gradually shrinks. Maybe you don’t mind at all: you can’t wait to fly solo or roll up with the squad. Or maybe you’re still holding onto that idea of going with someone, but you feel doubtful about making a move.

If you think it’s too late to pull together a last-minute homecoming asking, I’m here to tell you it’s not.

Are you afraid that things are going to take a bad turn and nothing is going to go down as you hoped? Just remember that the worst thing that can stem from a well-intentioned asking is rejection and maybe some teasing from your friends.

You’ll get over it: in a month, you’ll shake your head and laugh about it. After all, we’ve all had our fair share of embarrassing moments at one point or another. Rest assured, no one will remember in a few weeks anyway. Keep in mind that there are multiple askings per day as the dance draws near, so the spotlight will not be on you for very long.

There are limitless ways to ask someone to Homecoming, so there’s no pressure to do something you don’t feel comfortable with. For example, if big crowds make you nervous, you can ask them privately.

Now that you’re on board and have realized your fears were unwarranted, you’re ready to prepare for the asking of the century. But who to ask? Personally, I would recommend you ask someone that you are friends with—or preferably someone who’s not a total stranger.

Homecoming can be an opportunity for a new relationship to bloom. If you’re on the more reserved side, it may be a good idea to indirectly ask before making big arrangements: ask their friend to subtly inquire whether or not you would be turned down. Who you go with can play a big role in your night, so choose someone you’ll have a good time with.

The truth is that this topic should be relevant to anyone, regardless of their interest in taking a special someone to the dance. This is about not taking some things too seriously: not thinking, “Why?” but instead, “Why not?”

Most of us only have four homecoming dances, which is why it is important to make the most of each one—time’s ticking!

When it comes to these things, you will never know unless you try.

Simply put, don’t be afraid to ask someone to the homecoming dance. There’s no pressure to go with someone and absolutely nothing wrong with going alone. But if you do have someone in mind, don’t allow any fears or self-doubt to get the better of you. So, with that said, take a risk this October. Don’t hold back! Have fun, and make this Homecoming one to remember.

—Gong, a junior, is a Sports Editor

Graphics by Catherine Chen and Tiffany Chen

How to get that cutie to say yes

Step One: Talk to their friends

Going in blind is always an option, but if you can, ask their friends about their homecoming plans. Find out if they have someone in mind already, or if they just want to go with a group of friends.

Step Two: Sleuth a little

If you have never talked to this person before, maybe asking them isn’t the best idea. But if this is someone you know, getting a sense of whether they’re interested shouldn’t be too hard. Maybe try asking them who they’re interested in, or if they have a date in mind.

Step Three: Find the confidence

The most vital step in getting that special someone to say yes is to convince yourself to ask them. After all this meticulous planning, asking them should be easy. But in case you are still nervous, here are a few ways to be bold: Dress to impress: nothing says confidence more than someone who looks good and feels good.

Think positively: it’s hard to be timid when you only believe the best will happen.

Be prepared: when you know the plan inside and out, you won’t have to worry about any mishaps.

Step Four: Ask them with something they would like

Once you are confident enough to go through with the asking, move on to actually figuring out how you’re going to do so. Think about their interests and hobbies, and settle on those that you two have in common.

Step Five: Find a time and place

Now that you have a person to ask, have figured out if they are going to say yes, and have a plan for how to ask them, it’s time to go through with the daunting deed. If you are too scared to ask in front of a large crowd, find a nice, quiet place to ask the big question. But if you muster up the confidence, march to the middle of the busy quad and shout it out.

—Compiled by Laurel Comiter Graphics by Grace Liu

Lifestyle

Friday, October 13, 2017

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ReaD THE STARS, SEE YOUR FUTURE Horoscopes for the week of October 16

Capricorn

Aquarius

Pisces

(Dec. 22 - Jan. 19)

(Jan. 20. - Feb. 18)

(Feb. 19 - March 20)

FlexTime is looking good for you this week, Capricorn, so make the most of it. Follow your instinct and check out a new room for a change of scenery.

You have exciting things up ahead this week, Aquarius, so take a risk and go for it. Get out and do something you’ve been thinking about doing for a while.

Whether it’s yoga during FlexTime or heading to the Wellness Center for a break, Pisces, don’t forget to save make some extra time for yourself.

Aries

Taurus

Gemini

(March 21 - April 19)

(April 20 - May 20)

(May 21 - June 20)

Your teachers are offering help this week, Aries. Accept and watch as favorable results fall into place.

Stay close to the N Building, Taurus, and a certain someone may have an important question to ask you.

You may have the chance to be in an extra short line at Teaspoon, Gemini. Make the most of this opportunity.

Cancer

Leo

Virgo

(June 21 - July 22)

(July 23 - Aug. 22)

(Aug. 23 - Sept. 22)

Take your days head on, Cancer. Try things you never had the confidence to do, and you may learn something you did not know about yourself.

Volunteer for as many homecoming activities as you can, Leo. Boost your confidence and watch your school spirit soar.

Being kind will finally start paying off this week. Expect some great advice from a close friend or even a classmate soon, Virgo.

Libra

Scorpio

Sagittarius

(Sept. 23 - Oct. 22)

(Oct. 23 - Nov. 21)

(Nov. 22 - Dec. 21)

Be sure to dress extravagantly this homecoming week, Libra.

Your school spirit may lead to some good luck.

Be careful and make good decisions this week, Scorpio.

The campus golf cart is always on the lookout…

Keep an eye out, Sagittarius— your new neighbor in class might just end up being someone special.

Disclaimer: All horoscopes are for entertainment purposes only.

—Compiled by Ryan Manesh and Grace Tramack

Graphics by Catherine Chen and Tiffany Chen

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DIY Ha llo ween Pi n teres t cra f ts bri n g fes tivi ty

Red Velvet Vampire Bloody Cupcakes

During Halloween, Pinterest treats are the perfect way to kickstart the festivities. They are always creative and fun to make, but the Halloween treats are some of the most creative out there. I decided to make bloody red velvet cupcakes with my friend. Not only are the cupcakes smooth and moist, they are the perfect thing to get you in the Halloween spirit because the aftermath will make your kitchen look like it came straight out a traditional horror movie.

For the red velvet cupcakes, preheat the oven to 350 degrees Fahrenheit. Mix flour, cocoa powder, baking soda and salt in medium bowl and set aside. Beat the butter and sugar with electric mixer until it’s light and fluffy. Beat in the eggs one at a time. Then, mix in the sour cream, milk, food coloring and vanilla. Gradually beat in the flour mixture. Spoon batter into 30 paper-lined muffin cups, filling each cup two-thirds full.

Bake them for 20 minutes. Frost with vanilla cream cheese frosting.

To make the edible fake blood, put corn syrup in a small bowl and add food coloring until the mixture is a desired shade. Add cornstarch a little at a time until desired thickness is reached. Drizzle the blood on the food for a creepy effect.

For the candy glass, boil two cups water, one cup corn syrup, white sugar and cream of tartar in a large saucepan. Then, using a candy thermometer to gauge the temperature, boil the sugar syrup until the temperature reaches 300 degrees, stirring constantly. When the sugar reaches 300 degrees, quickly pour it onto a metal baking pan. Let cool until it is completely hardened. Finally, break it into shards using a meat mallet.

—Written by Ayala Tzadikario

Photos courtesy of Ayala Tzadikario

We all know the feeling: scrolling through your Pinterest feed, looking at the beautiful photos of flawless do-it-yourself (DIY) projects that could make your room look like an aesthetic masterpiece.

When I got the chance to make one of these fabled crafts, I jumped at it. Finally, motivation to dig up my “Fall DIY” board and, gasp, actually make something from it. One Michael’s trip later, I had three jars, some glue and a bag of fake leaves. However, my leaves were flat-out refusing to stick to the jar. I tried everything from tape, glue on the bottom and even glue on the top—nothing seemed to help. I had done something wrong (or the Pinterest people had made around 10,000 jars before choosing these specific ones).

To my surprise, when I woke up the next morning, I was met with a fairly tolerable sight. True, the leaves weren’t exactly arranged in the most artistic way, but the thick coat of glue had dried nicely and turned clear: the leaves were stuck permanently to their places. A piece of ribbon around the edge and a candle inside finished it off; my candle holders actually resembled the models.

Although I will probably never be able to make a perfect craft like the ones on Pinterest, I learned that it’s important to take those examples with a grain of salt, have fun and not be too obsessed with perfection. Perhaps the whole point wasn’t the ideal aesthetic, anyway. Perhaps the point was to have fun making (and messing up) a craft with friends.

Richard Yu

Fall-Inspired Mason Jar Candle Holders

—Written by Liza Kolbasov Photos courtesy of Liza Kolbasov

Gingerbread Cookie Haunted House

Gingerbread houses are traditionally associated with Christmas, but why stick to the status quo when you could explore new doit-yourself (DIY) possibilities? Wielding two bags of sugar cookie mix and a jar of dark chocolate frosting, I attempted to create a “haunted” gingerbread house worthy of at least a couple ghouls to roam its rooms.

The cookie recipe was a simple one—just a stick of softened butter and two eggs (plus the mix itself ). I cut out rectangles for the walls and triangles for the roof. The dough was sticky and difficult to wrestle onto the spatula, warping the lovely edges I had so painstakingly outlined. Once the baked cookies cooled, they were brittle and difficult to cut without snapping, so shaping them while still hot was critical.

But, as I soon found out, baking and cutting the cookies was the easy part. In my impatience, I didn’t let the cookies cool and immediately went to work gluing them together with orange frosting.

One of the walls began cracking before I had even finished attaching all of them together, and my endeavors to mend the bend with frosting were futile. Pro tip: shaving off parts of your cookies to fit each other is a lifesaver.

Not even four minutes after I lifted the chocolate-covered roof onto the base, the building collapsed into a sugary mess. Final verdict? Don’t attempt this DIY if you don’t want to witness three hours of your life fall apart right in front of you.

—Written by Yael Livneh

Photos courtesy of Yael Livneh