The Oracle April 2022

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

Humor: The Oracle investigates Gunn’s mysteries

PG. 22 Lifestyle

NON-PROFIT ORG U.S. Postage

PA I D

Permit #44 Palo Alto, Calif.

Check out our website! gunnoracle.com

Student groups, community display solidarity with Ukraine amid invasion Mia Knezevic Forum and Photo Editor

“Slava! Ukraine!” These shouts, along with “Free Ukraine” and “Honk for Ukraine” echoed across Arastradero on Friday, March 25, accompanied by the sounds of passing cars honking in agreement. The protest, organized and attended by roughly 15 students of the Social Justice Pathway (SJP) and SJP teacher Jason Miller, is just one part of the larger community response to the ongoing war in Ukraine.

On Feb. 24, 2022, Russia invaded Ukraine. The two nations have a history of conflict, which can most recently be dated back to the Russian annexation of Crimea—an ethnically Russian peninsula bordering both Russia and Ukraine— in 2014. Now, eight years later, the conflict has escalated to a full-scale war, and its effects have rippled worldwide. At Gunn, it has fostered discussions about both its short-and long-term impacts, inspiring students to create change.

Classroom Discourse The war’s effect is most dominant in social studies classrooms, where discussion of current events is consumed by the ongoing war and lessons have shifted focus to draw parallels with the present. Rather than proceeding with her curriculum, U.S. Foreign Policy teacher Tara Firenzi has put the current war at the forefront of her class discussions. “We talk about it every day,” she said. “Some days, we’ve actually devoted the entire class period to it. But most days, we have 10 minutes to check in about any new developments.”

Similarly, Social Studies teacher Dr. Benjamin Beresford— who has a Ph.D in history with a focus on Soviet and Russian history— has been informing students about the ongoing war and its developments. “I have colleagues and friends who have family in Ukraine and Russia who are directly impacted by this,” he said. “It’s something that I felt really strongly about—to make sure that people knew what was going on.”

“[The protest] wasn’t just about supporting Ukraine; it was also about supporting Russian middle-class workers that are out of jobs, children harmed by the invasion and the refugees of color who are having a difficult time getting out of [Ukraine].”

—Social Justice Pathway teacher Jason Miller Placing the war in a broader historical context and discussing its long-term effects is crucial to Dr. Beresford’s class discussions. In his Contemporary World History classes, Dr. Beresford began the year by covering the Cold War and the emergence of North Atlantic Treaty Organization (NATO). Students were then able to contextualize one cause of the conflict: Ukraine wants to become a part of NATO—a military and political alliance founded in 1949 in response to aggressive actions of the Soviet Union during the Cold War—and Russia is opposed to it. In his classes, Dr. Beresford also discusses the “war of information,” which refers to the Russian government’s heavy control of the Russian media and ban of the term “war” when referring to what the Russian government calls a “special military operation.” He uses the opportunity to talk about detecting reliable sources and censorship.

In the Contemporary World History SJP class, the discussion revolves around race relations and inequalities. The class recently watched a video clip of a group of students of color who were trying to cross the Polish border but were denied entry. Sophomore Annabel Honigstein found the clip

particularly compelling. “It hits harder to see things happening in front of you rather than just reading about it,” she said.

In almost every class discussion, Honigstein has observed a strong emotional reaction. “I think discussions are difficult, to be honest,” she said. “For most people, it’s very emotional. They know people in Ukraine, and I know people in Ukraine, so it’s been rough.”

Teachers such as Firenzi feel that the emotional reaction is an essential component to discussions.

Chinyoung Shao

“The moral and the human implications are always a part of the conversation [in addition] to just the technicalities of what’s happening.”

—U.S. Foreign Policy teacher Tara Firenzi “Everybody is pretty appalled,” Firenzi said.

“The moral and the human implications are always a part of the conversation [in addition] to just the technicalities of what’s happening.”

Student input has also been at the forefront of both the discussion about the conflict. In U.S. Foreign Policy Honors, students like senior Andrew Schoenen have been able to reflect on the war.

“After we cover some news article or hear some interview, Ms. Firenzi has been super helpful in giving us question time about logistics of the war we don’t understand, as well as providing a floor for people to give their takes about what they think will happen or how well the U.S. and other countries are handling the war,” he said.

Mia Knezevic

Community Response In the SJP, many students have been spurred to action, primarily through the protest. According to Miller, students took initiative in organizing the Mar. 25 event. “Students came up with different ways that they wanted to show their support and bring attention to some of the social justice issues that are happening during the invasion of Ukraine,” he said. “[The protest] wasn’t just about supporting Ukraine; it was also about supporting Russian middle-class workers that are out of jobs, children harmed by the invasion and the refugees of color who are having a difficult time getting out of [Ukraine].”

Along with bringing signs and shouting chants during the protest, SJP students compiled a brochure with information about the war and how others can support it.

They encourage donating clothes, food and money to organizations such as Voice of Children, International Rescue Committee and Razom for Ukraine, which then deliver directly to Ukraine. Another way to help the cause is to email California senators Diane Feinstein and Alex Pedillia about how they can help support Ukraine.

Clubs are also taking Ukraine—p.3

Raphael Semeria

Raphael Semeria

Mia Knezevic

Gracie Easton

Raphael Semeria

2

News Students, staff react cautiously to removal of mask mandate Michelle Koo Reporter As of March 12, masks have become optional in schools following an order from Governor Gavin Newsom announced on Feb. 28. Though masks are still strongly recommended by the state government, students and staff are now free to decide whether they would like to continue wearing masks indoors.

Social studies teacher Dr. Benjamin Beresford recalled that he did not expect the relaxation of the mask mandate.

“I’m not sure I agree with the decision, but when I first heard about the mandate, I felt fortunate to work in a district with a high vaccination rate,” he said. “It’s also hard to say that it is too early to be unmasking because we don’t know what a post-pandemic world will look like.”

Junior Evan Huynh had concerns that the mask mandate was lifted too early. “I was surprised when I first heard about it because I thought it was a bit too early with all of the variants,” he said. “However, I think it’ll be nice to see some familiar faces and go back to how it was before COVID-19.”

On the other hand, some students like freshman Evangeline Albrecht anticipated the mandate relaxation and believe it is a step in the right direction. “We have reached a point where we can ease out of wearing masks, especially since we live in Palo Alto, which is pretty conservative and

safe,” she said. “I think it’s been a long-time coming, and I am honestly excited for the steps.”

However, the mandate raised several concerns. Beresford, for one, remains worried about the new COVID-19 variants. “There is the new BA.2 variant, and there is a lot of speculation that it will show up in the U.S.,” he said.

“With this new mask mandate, we might see ourselves back in masks by the end of the school year. The pandemic isn’t over yet.”

“I was surprised when I first heard about it because I thought it was a bit too early with all of the variants. However, I think it’ll be nice to see some familiar faces and go back to how it was before COVID-19.”

—Junior Evan Huynh Not all concerns are safety-related, though. Albrecht noted that unmasking may lead to insecurities about appearance. “I think that the mandate will cause some newfound insecurities that will make it hard to start unmasking,” she said. “Masks can be annoying, but they can provide anonymity and cover up your face. You don’t really need to care about your looks with a mask, and

without it, you become more self-conscious.”

Huynh believes the new mandate will benefit student education. “I’ll be able to connect with peers and teachers on a more personal level [with maskless instruction],” he said.

Dr. Beresford seconds Huynh’s views that maskless lessons will improve the teaching experience. “Especially for world languages, the ability to see the phonics will be a big advantage, particularly for the younger and beginner students,” he said.

Still, Dr. Beresford plans to keep his mask on. “It’s an easy precaution that I can take that has almost no effect on my life and ability to do my job,” he said. “It protects other people. There may be students who are hesitant to remove their masks, but if they want to take them off, I’m okay with them keeping them off or on.”

Albrecht believes that it will take some time for people to begin taking off their masks. “[On the first day,] everyone was wearing their masks,” she said. “For the first week, I don’t think the new mandate will make much of a difference. But I think that after a couple people begin taking off their masks, it will become more comfortable and people will gradually begin to follow and start unmasking.”

Huynh plans to unmask after observing and waiting for some time. “Personally, I might wait just a little bit to see if everything is all right and whether everyone else is wearing or not wearing a mask,” he said.

Sophie Fan

Florida’s “Don’t Say Gay” bill stifles LGBTQ expression Becca Wu Reporter On March 7, 2022, Florida’s state senate passed the Parental Rights in Education bill, dubbed the “Don’t Say Gay” bill by lesbian, gay, bisexual, transgender and queer (LGBTQ) advocacy groups. On March 28, Governor Ron DeSantis signed the bill into law. The law’s most controversial clause is its prohibition of discussing sexual orientation or gender identity in kindergarten through third grade classrooms. It also gives parents the right to sue for any breaches in the ban.

The “Don’t Say Gay” law isn’t the only piece of antiLGBTQ legislation in the U.S. Recently, other states such as Texas, Utah and Georgia have been passing antitransgender legislation infringing on the rights of trans students and athletes.

Katelyn Burns, the first ever openly transgender Capitol Hill journalist, identified major issues with the “Don’t Say Gay” bill and discussed how the law could potentially harm both students and families. Burns found parallels between the “Don’t Say Gay” law and the 1988 legislative designation in Britain titled Section 28. “[Section 28] was a law that completely banned mentions of queer identities,” she said. “There was supposed to be no instruction at all about queer or trans people. But what ended up happening was that teachers would be nervous about the subject area, and when LGBTQ students would get bullied, administrators and teachers couldn’t respond to the bullying.”

Section 28 went out of effect in 2003, so the “Don’t Say Gay” bill’s appearance almost two decades later is seen as an attempt to undo recent years of progress in LGBTQ equality and justice. “It’s part of a larger agenda,” Burns said. “[It’s as if] they’re trying to go back to a time before LGBTQ people were widely accepted.”

Proponents of the law state that topics surrounding sexuality should not be discussed in kindergarten through third grade because it’s an inappropriate topic for children; however, this raises the question of what elementary schoolers with queer family members can say about their families. Students with same-sex parents, for example, would no longer be allowed to mention them in

classroom settings. Burns, who has a daughter in kindergarten, explained this in deeper detail. “If you think back to kindergarten, how many of your assignments had to do with your family?” Burns said. “If my daughter lives in Florida, would she be allowed to even mention me in school when all the other students are doing assignments about their families?”

Sophomore Nina Rajwar also noted that this law prevent LGBTQ teachers from mentioning their personal lives. “Say you’re in a straight relationship and you say, ‘This is my husband,’’’ Rajwar said. “If you’re gay, you can’t say that or you’re going to lose your job.”

Senior Dante Morse, the president of Gunn’s GenderSexuality Alliance (GSA), found that legislation such as the “Don’t Say Gay” law reinforces a negative stereotype of the LGBTQ community to justify homophobia. “It’s a microcosm of this greater problem that queer identities are somehow more inappropriate,” Morse said. “[It’s as if] being gay is somehow inherently sexual or not appropriate for children.”

“It's a microcosm of this greater problem that queer identities are somehow more inappropriate.

[It’s as if] being gay is somehow inherently sexual or not appropriate for children.”

— Gender Sexuality Alliance President Senior Dante Morse

Not only does this law perpetuate the notion that LGBTQ topics are not family-friendly, but Burns expressed that it also reinforces the idea that LGBTQ people should be ashamed and silenced. “It’s starting to affect the mental health of students even outside of Florida,” Burns said.

“They [start to think,] ‘Geez the world hates me.’”

Morse reinforced this statement, describing how other queer people’s struggles affect them. “Its really hard to hear about other queer youth in those places that are dealing with [laws like that,]” Morse said.

Morse also observed that this law could open a gateway for future anti-LGBTQ laws. “Everything is all about precedent,” they said. “With this precedent set, it theoretically

paves the way for more similar homophobic legislation.

That makes a mark on America and the face of the queer community.”

Senior Aarush Banerjee believes that the censorship of LGBTQ topics in classrooms leaves the responsibility of teaching them to unmoderated sources. “The intentional omission of education about LGBTQ topics leaves all exposure to these topics to the hands of cultural media,” Banerjee said. “[It] can often portray LGBTQ topics from a place of confusion and emotional reaction as opposed to one of understanding and a genuine desire to provide support and information.”

Along with the prohibition of discussing sexual orientation and gender, the law also makes room for schools to potentially out students to their family members. According to the Parental Rights in Education bill, “The law requires that school districts adopt procedures for notifying parents if there is a change in their student’s services or monitoring related to a student’s mental, emotional, or physical health or well-being.”

Burns argued that the law’s unclear wording serves another purpose. ​​“It’s intentionally left undefined [and therefore] open to wide interpretations,” Burns said.

Banerjee noticed another potential harm to LGBTQ students. “The law does have it written in its text that support services must be revised and restricted to fit the regulation of content around sexuality and gender, meaning that LGBTQ students must be stripped of a support system,” he said.

With the already mounting social pressure felt by LGBTQ students, Rajwar believes that this bill will only add to the lack of discussion and clarity surrounding sexual identity. “When I was figuring out who I was, I had a lot of friends who were LGBTQ, but I didn’t know what that meant,” she said. “I kept thinking, ‘Is there something wrong with me?’ [I was] occupied with these thoughts of, ‘What is happening?’ and ‘Why am I different?’”

California’s state legislature is far from passing any such law, as Governor Gavin Newsom has released statements expressing opposition to the “Don’t Say Gay” law.

Local politicians and LGBTQ advocates are still voicing their concerns and their support for the LGBTQ community in Florida.

News

Friday, April 1, 2022

THEORACLE

3

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

Editorial Board Editor-in-Chief Jessica Wang Managing Editors Julianna Chang Catherine Chu News Haley Pflasterer Raphael Semeria Forum Lise Desveaux Mia Knezevic Features Carly Liao Jessica Zang Centerfold Katie Shih Becca Wu Sports Hila Livneh Safina Syed Lifestyle Annika Bereny Arjun Shah Online Paul Garofalo Sophia Stern Photo Editor Mia Knezevic Graphics Editor Sophie Fan

Staff Business/Circulation Sophia Stern Jessica Zang Copy Editors Cole Ford James Huang Kenneth Soh Sophia Stern Oracle/SEC Liaison Mia Knezevic Graphics Artists Jaz Decrem Irene Hong Clair Koo Michelle Koo Natalie Lam Mihika Sane Chinyoung Shao Ruhani Suresh Photographers Yoochan An Gracie Easton Nishi Goyal Chinyoung Shao Naomi Wang Brandon Woo Reporters Kaitlyn Chen Cole Ford James Huang Michelle Koo Katie LaWer Chris Lee John Li Amann Mahajan Charlotte Qian Kenneth Soh Vivian Studdert Irene Tsen Anriya Wang Kelvin Xu Ellie Yuan Madison Yue Michael Zhang

Photos courtesy of fs3|Hodges, rendered by HED Architects

Left: A&B project rendition of the new Titan Grub food services building. Right: A&B project rendition of the outward-facing administration building.

Food services, admin building construction set for fall Kaitlyn Chen Reporter Renovations to the administration building, food service building and K Building are slated to begin this fall in order to better support Gunn’s campus and program needs. According to Palo Alto Unified School District (PAUSD) Facilities and Construction Director Eric Holm, the construction involves rearranging the current locations of the administration and food service buildings. The administration building, for one, will be angled towards the oak trees near Spangenberg Theater to provide a grander and more welcoming entrance to the school. In addition to traditional food service, the renovated food complex will include new classrooms for culinary arts as well as both indoor and outdoor eating spaces.

Construction of administration and food service is projected to last around 18 months, directly affecting students, teachers and administration. The completion of the program will also renovate two science classrooms and move them from the portables to the K Building.

During the construction, food services will

be relocated to a temporary facility near the quad, and pre-packaged lunch will be provided by an outside vendor. A portion of the parking lot will also be closed to allow more space for construction workers.

Nonetheless, Holm says that the district aims to minimize the construction’s impacts on student learning. “One of the things we had experienced last fall with the construction of the parking lot was hitting a water line twice,” Holm said. “With construction, there are always risks, so we try to do riskier things on weekends when we have more time to fix something if it goes wrong.”

For social studies teachers Arthur Kinyanjui and Dawna Linsdell, however, the construction will significantly affect their daily routines. According to Holm, administration offices will temporarily operate in the C and E Buildings, meaning that Kinyanjui and Linsdell must relocate their classrooms across the school to the portables.

Since he has taught in E-02 for more than six years, Kinyanjui foresees difficulties from the change in environment.“We are moving from a room that’s well-lit to a room that has very few windows,” Kinyanjui said. “For me,

that’s big. I grew up outdoors, so I prefer having more natural light.”

Ultimately, his concerns are centered around his students. “I’m leaving a group of colleagues with whom I have developed professional and personal relationships,” he said.

“This works to the advantage of the students because any time I have a question, I know who to run to. When I leave them, it’s my students who suffer the most.”

Additionally, Kinyanjui will lose his current ability to manage his students’ seating arrangements in the larger E Building classrooms and monitor them while they work outside. “I don’t see any space [in the village] that I’ll be able to use that way, so I can say I am quite worried about this project,” he said.

“Those are two years of students having to deal with conditions that are not optimal for learning.”

Within that period, Kinyanjui plans to make the best use of the temporary space to help support his students. “I’m going to call it an opportunity to put up some new decorations that make the classroom feel like a learning space,” he said. “I can be moved, but nothing is going to kill my enthusiasm for teaching.”

Local community responds to support Ukraine amid war Ukraine—p.3

action. Most recently, the Red Cross and Amnesty Clubs partnered to hold a feminine hygiene product drive for Ukraine. The clubs are accepting pad and tampon donations in bins outside rooms E-02 and H-01, which they will send to Meest America, a U.S.-based distribution center accepting humanitarian aid packages for Ukraine. The products—which the clubs say are often overlooked when donating—will be delivered to the Ukrainian city Lviv and dispersed to relief organizations located in the country.

Support for Ukraine is not exclusive to Gunn; it reflects the response throughout the greater Palo Alto and Bay Area communi-

ties. In Palo Alto, lawn signs sporting the slogans “We stand with Ukraine” and “Support Ukraine” have populated residential home lawns. The city hall is also lit in blue and yellow every night. Community members have put Ukrainian flags in front of their homes as well as posters with QR codes to donate to Nova Ukraine, a nonprofit created in 2013 by a group of Ukrainian Bay Area residents to provide humanitarian aid and raise awareness for Ukraine. The organization regularly hosts events—fundraisers, meetings with Ukrainian celebrities and roundtable discussions about Ukraine—which have helped them raise $8 million since 2014.

Since the outbreak of the war, however, the Nova Ukraine group has focused on their Emergency Response project. They post regular updates to their website about how to help Ukrainians; most recently, they have partnered with United Nations Children’s Fund USA, delivered aid to Ukrainian refugees and organized rallies.

To contribute, consider visiting the donation resources page compiled by the SJP (https://linktr.ee/helpukrainegunn) or donating feminine hygiene products to the Red Cross and Amnesty Clubs.

INBOX The Oracle strongly encourages and publishes 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.

“I liked the article on the front page. My friends were also featured, which was exciting, and I enjoyed the crossword.”

—Simran Singh, 11 “I thoroughly enjoyed how each of the stories presented relatable topics, which were both school and extracurricular areas. It also broadly addressed things that were happening in the community.”

Adviser Kristy Blackburn

—Sanjana Rao, 11

—March 4, 2022—

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. These letters do not need to be from current students.

“The editorial on extracurriculars was well done and gave a good point of view. It could have also talked a bit about just enjoying the high school experience.”

—Piyush Shah, parent

“My favorite read was the staff fashion spread. I see the teachers’ outfits everyday and often express appreciation for them, so it was cool to see their fits get recognition and see the thought process behind their fashion.”

—Shauntel Lim, 12

Fill out this issue’s feedback form at tinyurl.com/OracleApril2022.

4

News Title IX committee, student volunteers plan consent lessons Arjun Shah lifestyle editor On April 26 and 27, Gunn will host a new consent education lesson taught by student volunteers. The lesson plan—which was created jointly by the administration, Title IX club members and student volunteers—defines consent specifically and provides students with practice and reflection activities so that they can better understand consent.

“We want to make sure that people know that at any point in any relationship, you’re allowed to and you should set boundaries.”

—Wellness Outreach Worker Rosie Castillo After a Palo Alto High School (Paly) student was convicted of two counts of sexual assault in 2017, Palo Alto Unified School District (PAUSD) began to evaluate and implement new consent education at both district high schools.

Though Gunn has completed mandated lessons, many in the school community felt that consent education shouldn’t just happen once, according to Assistant Principal Leonel Argumedo. “There were some community members both at Paly and Gunn who really wanted to continue with having yearly lessons on consent,” he said.

When Gunn began hosting yearly consent lessons during the Social Emotional Learning and Functionality (SELF) period, however, the administration received criticism from students. “The lessons didn’t always go over very well with the students,” Argumedo said.

To address these criticisms, the administration decided to give students greater input into the consent curriculum and how it was taught. “We thought of bringing the community and student voices into the lessons,” Argumedo said. “We started a committee of students to look at some of the lessons and how we present them.”

This year the Gunn administration formed a consent committee with Title IX Club members and student volunteers to come up with an educational plan that is both informative and engaging. The committee first started planning the lesson in early February and has met weekly since then. Title IX club vice president senior Bianca Pistaferri explained how the committee first started coming up with ideas for the plan. “We had One Love—an organization that does workshops on consent and healthy relationships—come in,” Pistaferri said. “We had them present to us and give us some ideas on what we should include.”

After gaining inspiration from the presentation, the committee members narrowed down the topics that they wanted to cover in the lesson. “Right now, the plan is to do a lesson on defining consent and healthy relationships and then a separate lesson on the Title IX processes,” Pistaferri said.

One of the key principles that the committee wants to highlight during the presentation is that consent isn’t exclusive to romantic relationships. Wellness Outreach Worker Rosie Castillo, who is part of the committee, highlighted the importance of asking for consent in all relationships. “I think a mistake that folks make sometimes is focusing solely on sexual relationships when thinking about consent or thinking it’s just about sex,” Castillo said.

“But really, we want to make sure that people know that at any point in any relationship, you’re allowed to and you should set boundaries.”

In order to make sure that students are actively engaged during the lesson, the committee implemented a variety of activities that will help students practice the new concepts. Activities that students will engage in during the lesson include Jamboard activities, group discussions and journal reflections. Pistaferri emphasized the importance of giving students the opportunity to actively participate in the lesson.“We have this journal activity where students can just reflect on what they learn and what they still don’t know,” Pistaferri said.

“[Students] should know that consent is informed [and] consent is ongoing.”

—Title IX Club vice president senior Bianca Pistaferri Although the lesson plan is mostly finalized for the week of April 24, Pistaferri identified a few areas of growth that could be implemented in future years. “Some of the things I still would like to add are more activities that would get students more involved in more open discussions,” she said.

Despite the possibility for improvement, Pistaferri is proud of all of the hard work that the Title IX Club has put into consent education. She hopes that Gunn students will walk away from the lesson with a more nuanced and informed view on consent. “Consent education for high schoolers is one of the most important things they can learn because it’s just something that everyone should know,” Pistaferri said. “[Students] should know that consent is informed [and] consent is ongoing.”

PAUSD proposes new mental health programs to support students Becca Wu centerfold editor The Palo Alto Unified School District (PAUSD) is proposing new plans to further address mental wellness on campus post-pandemic. As students regain familiarity with being fully on-campus, the district’s wellness staff is working on strengthening its services to best serve students.

In the most recent school board meeting on March 22, board members proposed the School-Based Mental

“[Mental illness] has to do with environment or what somebody might be struggling with at home.

It’s such a deep issue that cannot be resolved with one presentation.”

—Sophomore Juan Acosta-Perez Health Program (SBMH) “to offer a comprehensive and coordinated approach by coupling mental health services with other supports already provided in the school setting and establishing a mechanism for supporting student well-being across all dimensions of health.” In summary, this plan would increase wellness staff on PAUSD campuses with support from local mental health agencies,

implement early intervention services for mental illness and create school-wide awareness of early signs of mental health struggles.

Sophomore Juan Acosta-Perez, who is working with senior Anika Saraf and junior Abby Kuang on a Youth Community Service project to increase mental health resources to PAUSD students, believes that the current wellness program at Gunn can be improved significantly.

“Mental health counselors are a good idea, but [the Wellness Center] is very, very understaffed.” He also pointed out that the information students are taught during Social Emotional Learning and Functionality (SELF) classes don’t adequately explore mental health issues. “I think many students can agree that [SELF lessons on mental health] are just done to check off a box,” he said. “It’s not very sensitive. [Mental illness] has to do with environment or what somebody might be struggling with at home. It’s such a deep issue that cannot be resolved with one presentation.”

Currently, the wellness staff at Gunn is supported by Counseling and Support Services for Youth (CASSY), which provides resources like on-site counselors to Bay Area schools. Despite this partnership, the Wellness Center is still understaffed to the demand in students requesting wellness services. SBMH intends to bolster wellness staff, especially in elementary and middle schools, and promote personal wellness for students in all grades.

School Board Vice President Jennifer DiBrienza described the specific goals of SBMH. “[We want to] make

Source: Survey sent out to Gunn students with 89 responses.

Jessica Wang

sure that we provide wellness earlier in the process, before it’s a crisis,” DiBrienza said. “The way that I heard staff talk about it on Tuesday night was [about] creating a culture of wellness. We’re in a school district that is highly academic [and] somewhat competitive. There’s a lot to do; the expectations are high.”

PAUSD Director of Mental Health and Wellness Dawn Yoshinaga explained the proposed timeline. “Our high schools will continue their partnership with external agencies with an additional day of support through Asian Americans for Community Involvement,” she wrote in an email. “As we roll out this first phase of the SBMH program

“[We want to] make sure that we provide wellness earlier in the process, before it’s a crisis.”

—Board of Education Vice President Jennifer DiBrienza at elementary and middle schools, we will seek input from our high school students, staff and families to design an in-house program that will best meet the mental health needs of our students.”

The program includes a tier list which offers information about how to help low-, moderate- and high-risk students struggling with mental health issues. DiBrienza compared it to the elementary reading levels and resources. “[There are three tiers],” she said. “Tier one, in terms of reading, is like regular reading instruction in elementary school. If you’re talking about mental health, it’s part of the SELF curriculum. Tier two is [if] there are elevated needs. If I’m learning how to read and I’m struggling a bit, maybe I need more than what the classroom teacher is giving everyone. [In terms of] mental health, it’s taking advantage of our counselors. Tier three is an even greater need. [This program would] make sure that we have robust systems so that we’re not just catching kids when they’re at two or three or when they’re in crisis.”

Assistant Principal Michalis Gordon explained that SBMH, as it is now, will not have huge effects on Gunn campus. “It won’t affect us much because we’re still contracting with CASSY,” he said. “It may help with getting us more therapists.”

If you are worried about yourself or a friend, contact the National Suicide Prevention lifeline at 1-800-273-8255, the Wellness Center, suicidepreventionlifeline. org, a therapist, a doctor or a school counselor. If the threat is immediate, call 911.

Forum

Friday, April 1, 2022

5

H i g h t i c k e t p r i c e s f o r e n d - o f -t h e-y e a r senior e vent s e xclude disadvantaged s tudent s events. Depending on how much money students spend seen everywhere. From access to tutors and internships on tuxedos, formal gowns, shoes and accessories, the to summer programs, high ticket prices are just another costs of prom can extend way past the ticket price. For reminder of systemic inequities. the senior picnic, the only meal provided for the day trip Although students who cannot afford tickets to the to the Boardwalk is lunch. If students want any more food events can qualify for either a partial or full-paid scholaror drinks during the day, they will have to pay out ship, the scholarship process is tedious. Students Haley Pflasterer of their own pocket.

With prices this high, must go to their guidance counselor to disNews editor these senior events become exclusive cuss their financial situation and deterSenior events have always been a staple of Gunn culture to only those who can afford to pay. mine how much they can afford. While to mark the end of a high school career. While most senior Since these events are some of the these scholarships are intended to Ultimately, events for the past two years have been cancelled due to the last activities that seniors will have be inclusive, students have to be global pandemic, there is another obstacle that may pre- together before graduation, they exceptionally proactive. Going to a senior events should vent this year’s class from attending: cost. Senior events should be accessible for everycounselor and asking for financial are expensive, making them exclusive and dependent on one regardless of their financial help can be an uncomfortable be a time for students to individual students’ financial backgrounds. status. conversation that can make stucelebrate each other and Prom, the senior picnic and the after-graduation This year, SEC raised upward dents feel like a burden, especially party are the most significant events for seniors during of $35,000 to help cover the costs if it’s expected that everyone else their achievements. the second semester. According to the Student Executive of prom. The fundraised money can afford it. Students should not Council (SEC), this year’s prom tickets cost $120 is used to benefit the largest have to go through these unpleasant per student. Furthermore, tickets for the number of students by conversations. If these events aren’t as senior picnic, which will take place at the subsidizing the initial expensive in future years, fewer students Santa Cruz Beach Boardwalk, cost $85 ticket price. According to will have to undergo the scholarship process. if bought before March 25 and $100 Student Activities Director Lisa Going to the Santa Cruz Beach Boardwalk, havThe issue of if bought after. The graduation night Hall, the unsubsidized ticket price ing prom in San Francisco and renting out a venue for party is double that price—$190 would be over $200 per student. the graduation party are expensive, but they also create affordability extends before March 25 and $200 after. In When it comes to individual schol- memorable experiences. As years have gone by, students total, if a senior were to buy all of arship money for prom, SEC has at Gunn have built up expectations that these events are beyond senior events; their tickets before March 25, they $5,000 saved, which would fully going be elaborate and luxiorious. These expectations are would be paying a total of $395. sponsor around 42 kids. The rest of part of what prompts these events to be so expensive. It it is seen After March 25, they would have to the money needed for scholarships is important to acknowledge that there are more affordable pay a total of $420. made of donations, but with prices as events and venues that can be just as fun and would make everywhere.

Although the tickets are expensive, high as they already are for the events, tickets cheaper for all students. In order to keep these they only somewhat represent the cost parents and students can be more reluc- events as elaborate as they are now, the community must of the events. According to SEC’s dance tant to donate. This leaves fewer funds for proactively fundraise year-round and acknowledge the budget, the venue, catering and activities alone scholarships and makes it harder for students to financial gaps in our community. cost $84,500, and transportation costs $14,250. For the get the full amount of money they need.

Ultimately, senior events should be a time for students senior picnic, a normal unlimited rides ticket to the Santa Even though these events’ high costs and lack of af- to celebrate each other and their achievements. By makCruz Beach Boardwalk costs $39.95, which means the fordability may be striking, they’re not unexpected. They ing these events less expensive, students can focus less on extra $45.05 that students are paying goes towards food, only further highlight the inequity and financial gap in cost and more on toasting to accomplishing one of life’s transportation and activities. the Bay Area, reinforcing the idea that those who have significant milestones: graduating high school.

These prices, however, are most likely an underesti- more money have greater access to opportunities. The mation of the actual costs students pay to attend these issue of affordability extends beyond senior events; it is

PRICES SENIOR PICNIC ..... $100 GRAD NIGHT.......... $200

Natalie Lam and Chinyoung Shao

Forum 6 Disney’s representation of minorities children that a lighter skin color is more accepted in so- in the Frog.” Many viewers, however, were frustrated that ciety. Disney’s animated “Mulan” came at a time when Tiana spent most of her time in the movie as a frog. Simimany Asians were not represented in film, but critics be- larly, Pixar’s “Soul” was also groundbreaking for featurlieved that it was overly westernized through its depic- ing a Black male lead. Critics, however, charged that the tion of Mushu—a Chinese dragon that breathes fire—and main character in “Soul” was only Black for 20 minutes historically inaccurate, as tea drinking didn’t take place in the film before turning into a blue-green character. As until a later dynasty. Similar to Disney’s “Alada result, critics felt that Disney missed two opportuMadison Yue din,” “Mulan” repeatedly depicted the ennities to portray Black identity appropriately.

Reporter emy, the Huns, with darker skin tones.

Some critics also believe that recent Disney attempted to fix their films like “Moana” and “Coco” have Many childhood memories are filled with Disney imWhile Disney not progressed in representing more ages: hugging a Winnie the Pooh stuffed animal, listen- wrongdoings in their recent live accultures. For example, some being to a parent reading a Mickey Mouse story, watching tion films of “Aladdin” and “Muhas been far from lieve that Maui, the demigod in a Toy Story movie and riding the “It’s a Small World” lan” by providing a more diversi“Moana,” negatively depicted ride in Disneyland. Disney’s magic and pixie dust, while fied outlook on these stories. In perfect, these critics have Polynesian men as overweight. charming, has transformed childhood thoughts without “Aladdin,” they improved some missed the importance of While Disney has been far from us realizing. Through Disney’s media, children have sub- of the stereotypes by hiring perfect, these critics have also tly been indoctrinated into the “popular” portrayal of ra- the majority of the actors with incrementalism, or the missed the importance of increcial identities, which has sometimes clashed with today’s Middle Eastern descent, and in mentalism, or the gradual belief in era of heightened racial awareness. Since children are “Mulan,” Disney made the story gradual belief in or plot more historically acor advocacy of change. Disney has so impressionable, Disney has to be held to a advocacy curate. In “Aladdin,” adapted in response to changes in higher standard in portraying characters the documents society’s approach to race, slowly adand storylines with racial sensitivity. of change. capture an accudressing issues like racial identity and Through Disney’s history of racially inaccurate Arabic transcultural promotion to better fit the times. rate portrayals highlights a need Disney’s media, lation. In “Mulan,” For “Moana,” Disney took a step in the right for continued efforts toward the Huns are changed direction by hiring a group of Polynesian cultural exfair cultural representation. children have subtly to Rourans, the Great Wall is perts to ensure that their story was accurately representDisney made a name for been indoctrinated into changed to the Silk Road and ed. Others reject the argument for Maui’s negative depicitself creating classic movMulan’s family name, Fa, is tion and believe that he is portrayed to look masculine and ies such as “Dumbo,” “Pethe “popular” portrayal of changed to Hua, making these powerful as they believe a demigod should look. Following ter Pan,” “Aristocats,” “Lady racial identities, which has minor differences accurate to the success of “Moana” was “Coco,” a film that focused on and the Tramp,” “Song of the original “Ballad of Mulan.” Día de los Muertos. According to the Los Angeles Times, the South” and “Jungle sometimes clashed with While Disney has made prog- many Latinx leaders felt that Disney accurately demonBook.” Each of these movress with racial identity, many strated Latinx traditions. Additionally, Spanish songs ies captured Disney’s magic today’s era of heightened opponents argue that progress and phrases were used to make the film more authentic. of storytelling, connecting racial awareness. has not been quick enough. With In 2020, Disney also made a monumental decision to kids to a world of childhood fan“Aladdin,” reviews were mixed. Nao- address racial controversy in their classic movies. Now, tasy. Many critics, however, have mi Scott, who played the main character a disclaimer appears before some old movies, readargued that these movies were raJasmine, received backlash for being an In- ing “[T]his [movie] includes negative depictions and/or cially insensitive and exploited the culdian British actress instead of a Middle Eastern or mistreatment of people or cultures. These stereotypes tures of Native Americans, Asians and Blacks.

In the 1990s, Disney produced more culturally diverse Arab actress, who some believed would have delivered a were wrong then and are wrong now.” Disney used their movies, launching releases like the animated “Aladdin” more accurate protrayal. The live action of “Mulan” also past films to spark conversation so that children can and “Mulan.” Although Disney took a leap with “Aladdin” received mixed reviews for shooting in Xinjiang Prov- understand their mistakes. “Song of the South,” for inas one of the first well-known positive representations ince, where the Chinese government has been alleged to stance, was deemed so blatantly racist that Disney has of Middle Eastern/Arab characters, it generalized their be religiously persecuting the Uyghurs, a minority group. made the movie completely inaccessible for viewing.

Disney has also made progress with its portrayals of Recently, Disney took a step in the right direccultures. Many characters had exaggerated facial expressions, and while the main characters were lighter skinned, Black community. Disney garnered rave reviews when tion in attempting to teach younger generations on the villain, Jafar, was darker skinned. This implied to creating a Black princess named Tiana in “The Princess Disney Junior about the concepts of race, culture and

Irene Hong and Ruhani Suresh

Forum

should be more proactive community through their animated series, “Rise Up, Sing Out.” This series highlights real-world situations to teach kids how important representation is and how to deal with hurtful comments about race.

This is an important step for Disney in ensuring that younger kids think about these concepts at an early age. “Rise Up, Sing Out” uses engaging music to promote acceptance and love for other races and also discusses experiences relevant to young Black people. The series is a crucial tool for both parents and young kids to discuss how to respect everyone.

Disney is continuing to progress with new films like “Turning Red” and a live-action adaptation of “The Little Mermaid,” in which Ariel will be played by Halle Bailey, a Black woman. Although Disney is making gradual changes, they should continue to set high standards in ensuring that everyone feels represented so that future generations can learn positive ideas about different races. Disney needs to continue to listen to the critics and improve their portrayal of races so that children can feel Disney’s magic of true representation.

7

Friday, April 1, 2022

Inaccurate portrayal of South Asians in media perpetuates stereotypes

How accurately do you feel that Disney represents various cultures in its films?

Safina Syed Sports Editor

Very accurately (3%) Not at all accurately (7.5%) Fairly accurately (26.9%)

Somewhat accurately (28.4%)

Neither accurately nor inaccurately (34.4%)

Which cultures do accurately represents

you in

think their

40

Disney movies?

39

Number of Students

30 23 20

19

10

0

Indian

3

3

2 Chinese

Middle Eastern

Latin American

European

African

Source: Survey sent out to Gunn students with 89 responses.

Faces in the Crowd: What are your opinions on Disney’s representation of non-white races?

“There’s a wide range of examples as to when the character design has been culturally insensitive or historically inaccurate.

Recently, Disney has done an all right job.”

“I think a lot of the Disney characters are created simply in order to represent minorities without actually contributing much to the plot.”

“I would say that [Disney is] slowly but surely making progress in terms of swaying away from focusing on just one race.”

“It’s great that they are deciding to redefine ‘Disney Princess’ so that it’s not just white princesses. However, I don’t think it’s as easy as taking a fairytale created by white writers and casting a non-white actress.”

—Chloe Wang, 9

—Jerry Wang, 10

—Alan Lee, 11

—Sophia Zhang, 12

—Compiled by John Li

As kids, everyone dreams of becoming royalty. The luxurious castle, the never-ending closet filled with beautiful clothing, the constant service, the incredible food—what’s not to like?

Historically, Disney has represented this lifestyle through its many princess movies such as “Cinderella,” “The Princess and the Frog,” “Tangled” and “Aladdin.” Everyone had their favorite princess or the one that they felt represented them.

Since there were no South Asian princesses, however, I never felt that connection or saw myself on screen. I would often get compared to Jasmine; although she was Middle Eastern, she was what others saw as the closest comparison to me and many other South Asian kids.

Even though Jasmine was marketed as more diverse and representative of Middle Eastern culture, that was not what I saw on the screen. To me, Jasmine is an inaccurate depiction resulting from Disney’s efforts to combine many cultures in the name of being more diverse. The movie was based on the U.S.’s perception of the Middle East, not reality.

Even in TV shows, I saw little to no representation of South Asians. The little representation I did see all fell into stereotypes such as the nerdy best friend. One of my favorite television shows as a kid was “Phineas and Ferb,” but the character Baljeet represents how South Asian characters are there to fill a diversity quota in a stereotypical way. Baljeet is a side character who assists Phineas and Ferb in whatever adventure they embark on. He is depicted as the nerdy kid who’s overly obsessed with his grades, and he retains a thick Indian accent. Phineas and Ferb are just as smart as Baljeet, but because they are white, they are portrayed as less geeky. With the enforcement of these stereotypes, South Asian kids appeared labeled in a certain way, and I felt as if I never got to see characters who I could relate to and feel represented by. As a kid, I wished I could look at the characters on my TV screen and feel more of a connection to them. I wanted to see more than just one token South Asian character with the same personality as every other. These stereotypical characters made me feel like that was how others saw me, and there was nothing I could do to change that.

More recently, Disney movies and shows have become more diverse. Disney has added more representation through shows and movies such as “Encanto,” “Soul,” “Moana” and “Turning Red.” While watching Disney Channel last summer at my sister’s insistence, I was impressed by an ad promoting a new movie called “Spin.” The ad showed the main character discovering her identity as a South Asian American while also following her dreams and handling the life of a teenager. (Still, it wasn’t perfect—although this movie featured a South Asian girl as the main character, it contained some inaccurate aspects regarding the depiction of holidays.) Also, while the character Priya in the Pixar movie “Turning Red” wasn’t the princess I had always hoped to see, she represented another depiction of South Asians that steered away from stereotypical tropes. While I grew up seeing one side of Disney, I am glad that I’ve also been able to watch my younger sister and cousins see themselves represented more accurately on screen.

Irene Hong

8

Forum

Anriya Wang Reporter While it is often stigmatized, studying late into the night is a regular and necessary part of life for most students.

Many students have schedules that are jammed full with school, jobs and extracurricular activities. Because of that, late nights and early mornings are the most viable times for students to do schoolwork. Sleeping often comes secondary to upcoming homework and tests. According to “Medical News Today,” staying up on nights during the week is common practice among students. Onefifth of students pull all-nighters at least once a month, and over a third of students stay up past 3 a.m. at least once a week.

For students, trying to sleep the night before a major exam is never easy, especially when they know that they are ill-prepared. Anxiety is common before upcoming exams, as is guilt for trying to rest instead of studying, which can result in restless sleep or even insomnia. In such situations, it’s better to study than to sleep.

For nervous students, studying is much more productive than just lying awake in bed stressing. Studying may not only prepare students for exams but also ease their anxiety about it. Furthermore, the reassurance that a student is actively striving to learn can quell their guilt and fears.

It is important to note, however, that tests are not the only contributor to grades. In some classes, homework carries weight as well. Unlike tests, homework needs to be done outside of school hours.

Homework has to be arduously completed before school starts, which can take hours.

According to February’s PAUSD survey, Gunn students spend an average of 115 minutes—nearly two whole hours—on homework every night. This data shows that only nighttime has enough free hours for students to finish homework, especially with a quickly-approaching due date.

While some argue that students are too drowsy at night to study or learn properly, the brain actually remembers the most information right before sleep.

In a study conducted by the University of Notre Dame, researchers concluded that sleeping directly after learning benefits both episodic (facts about events) and semantic (facts about the world) memory.

Therefore, contrary to popular belief, learning at night benefits student studies. Since most of the community is likely asleep or studying late at night, students can concentrate better. There are fewer pedestrians and vehicles making noise outside and fewer overall distractions.

Late-night studying is unlikely to affect healthy students in the long-term, but it could be what turns their failing grade into a passing one. Students are fine if they sleep late, as long as they don’t pull complete all-nighters every single day. According to the University of California, students only take a couple of days to recover from a sleepless night.

When done in moderation, all-nighters provide more benefits than drawbacks.

Most students rarely have a choice between studying or sleeping at night— their schedules and grades decide for them. Students inev itably study at night because studying, as opposed to sleeping, is much more practical for both their grades and mental health.

67% of PAUSD 11th graders report sleep deprivation (fewer than 8 hours).

CON

PRO

SHOULD STUDENTS SACRIFICE SLEEP to study for upcoming tests?

Carly Liao Features Editor According to the Centers for Disease Control and Prevention (CDC), over 70% of high school students get fewer than the recommended eight to 10 hours of sleep a night. The main contributing factor is academics: many teenagers report receiving over 15 hours of homework a week. School, extracurriculars and social media also claim hours of teens’ precious time. Although it may be tempting to stay up later in order to complete schoolwork, sleep deprivation can have devastating effects on students’ physical and mental health and hurt academic performance in the long run.

Losing sleep can disrupt the levels of hormones in a student’s body, increasing the risk of mental illness, obesity, cancer and even death. According to research by Johns Hopkins Medicine, adults who get fewer than five hours a night showed a 33% increase in risk for dementia, a 48% increase in risk for heart disease and a 36% increase in risk for colorectal cancer.

The results are even more catastrophic for teenagers, who need sleep to restore and repair their rapidly-developing brains. In addition to hurting physical health, sleep deprivation can also negatively impact students’ mental health. Sleep problems can result from and exacerbate existing mental health issues, and research shows that inconsistent sleep patterns can also lead to feelings of depression and anxiety. No matter how pressing an essay due the next day might be, no assignment is worth risking an individual’s long-term health and well-being.

Not only is staying up late for school detrimental to one’s health, but it also

negatively affects a student’s critical thinking and judgment. Academic performance significantly decreases after a restless night. In fact, when students already know most of the material in their assignments or exams, sleep helps them retain information better the following day. While last-minute studying can seem appealing in the short run, sleep is the key to long-term academic success.

There are numerous meaningful alternatives to staying awake past midnight to finish assignments. First, students can take classes that have a manageable workload and fit reasonably within their schedule. A high school student’s time is finite, so restricting participation to classes and extracurricular activities can result in more consistent sleep schedules.

Additionally, getting home from school and immediately taking a nap or going on social media is a common phenomenon. However, being unproductive in the afternoon means students have to make up their work late at night. Capitalizing on the momentum from school or extracurricular activities and completing homework immediately upon returning home can lead to much healthier sleep habits. Overall, staying up late for school is completely unnecessary as long as students are only participating in classes and extracurriculars that they truly find interesting, practicing good time management and prioritizing their health.

Staying up late is not only an inconvenience, but a true health risk. Although going to bed past 2 a.m. has become disturbingly normalized and sometimes even worn as a badge of honor, for high school students, completing a few assignments is not worth the long-term consequences of sleep deprivation. If students ever find themselves deciding between studying for that chemistry exam the next day or going to bed, they should choose the latter option. Their grades and their bodies will thank them for it later.

21% of all PAUSD secondary school students strongly disagree that sleep difficulties affect their schoolwork.

Source: 2019-2020 California Healthy Kids Survey

Sophie Fan

Advertisement

Friday, April 1, 2022

9

Earthwise Productions Spring Jazz Series Earthwise Productions is hosting a series of jazz concerts in Palo Alto this spring.

1. Or Bareket Quartet is performing a free concert at Lytton Plaza on Monday, April 18, 2022 at 6 p.m.

2. Ben Goldberg, Scott Amendola and Todd Sickafoose are performing as a trio on Thursday, April 28, 2022 at Mitchell Park Community Center at 8 p.m. Tickets are available for purchase for $20 on eventbrite.com.* 3. Wayne Horvitz and Sara Schoenbeck are playing as a duo on Friday, May 13, 2022 at Mitchell Park Community Center at 8 p.m. Tickets are available for purchase at eventbrite.com.*

Or Bareket: April 18

Savannah Harris: April 18

Todd Sickafoose: April 28

Scott Amendola: April 28

*Present this ad at the door for free entry.

Wayne Horvitz: May 13

10

Features

Students cherish family bonding, cultural traditions during Ramadan Beginning on April 1 this year, Ramadan is the ninth month of the Muslim calendar and the holy month of fasting. For the entire month, followers fast from sun-up to sun-down to pray and reflect.

Junior Noor Parak For junior Noor Parak, Ramadan is not only a time to pray, but also to enjoy the company of loved ones.

Parak’s earliest memories of celebrating Ramadan stem from her visits to her grandparents’ house.

“When Ramadan was in the summer, we used to always go to Canada, where my grandparents live,” she said. “We would celebrate with our whole family and fast together. At the end of Ramadan, there’s this big party called Eid al-Fitr. We’d do morning prayers and then celebrate with all of our family members.”

One of the most significant parts of Ramadan is the act of fasting, which one does from sunrise to sunset for 30 days, breaking the fast in the evening. Parak was eager to begin the practice of fasting for Ramadan at an early age. “Normally, you’re supposed to start around puberty,” she said. “I started at around 13, but some people start later or earlier. I remember as a kid, I always really wanted to fast, so my parents would let

me [fast for] half of the day.”

Parak had a harder time fasting during the shelterin-place period. Now that many COVID-19 restrictions have been lifted, however, Parak noticed that fasting has become easier. “It was definitely hard during the pandemic when there’s nothing really to do,” she said.

“Now, I’d say [fasting is] easier [because I’m] surrounding myself more with people who are fasting.”

Despite the hardships that come with fasting, Parak finds the process to be a valuable experience for her entire family. “We’ve accomplished so much, especially after the 30 days are over,” she said.

For those who want to try out fasting, Parak offers advice on how to make it through the day. “Eat a big meal,” she said. “Try to keep yourself occupied to get your mind off of thinking about food.”

—Written by Arjun Shah

Photo courtesy of Hamza Siddeek

Freshman Hamza Siddeek, his siblings and his parents pose for a photo in their traditional clothes for Ramadan.

Freshman Hamza Siddeek Freshman Hamza Siddeek has been observing Ramadan every year with his family since he was a kid.

Siddeek began fasting when he was in elementary school, and he always helps his family prepare and decorate for Ramadan. Every year, Siddeek and his family hang lanterns in their home. “We don’t have any unique traditions,” he said. “We’re pretty standard. But we put up lanterns, which not every family does.”

Before COVID-19, Siddeek and his family would often visit friends to have iftar, a meal held to break the day’s fast after sundown. “We had special dishes for iftar, like samosas and salads,” he said. At the end of Ramadan, Siddeek celebrates Eid al-Fitr, a holiday marking the end of the month-long fast, with his family.

Ramadan is very special to Siddeek because of its religious importance. “[Ramadan] is when God sent down his Holy Book, which is a significant event,” he said. “It’s also a time to do good deeds.

It’s good to take advantage of that time and use it as an opportunity to improve.”

After Ramadan, Siddeek tries his best to grow as a person. “I have more self-control in staying away from food and other things,” he said. “My mentality also improves, and I am able to become more patient.”

—Written by Michelle Koo

Photo courtesy of Noor Parak

Junior Noor Parak’s family prepares a hearty meal for Eid al-Fitr, marking the end of the month-long fast.

Junior Jana Ashour Ramadan is a month of prayer, devotion and community for Muslims all around the world. Junior Jana Ashour has celebrated Ramadan and Eid al-Fitr—the holiday that marks the end of Ramadan—in many different countries, but the one constant that makes Ramadan special each year is the presence of her loved ones.

As a community holiday, Ramadan can often bring families together whose schedules may not always align. “Normally, my family and I don’t eat dinner together every day,” Ashour said. “For Ramadan, though, we eat it together. Every day, we just talk about the day and watch TV shows together because every Ramadan, new ones come out.”

Ashour, who has observed Ramadan in Saudi Arabia and Egypt, immediately noticed the contrast between celebrations of Ramadan there and in the U.S. “In Muslim countries or Middle Eastern countries, Ramadan is very celebratory,” she said. “You’d

see decorations all over the streets and houses everywhere. When we moved here, of course, there weren’t any decorations.”

Ashour admits that the stark difference was offputting at the beginning. Though her celebration may be smaller than it used to be, the heart and enjoyment is still ever-present. “Ramadan is all about the gathering,” Ashour said. “Before moving to the U.S., every first day [of Ramadan] all my extended family would have iftar together, and we’d just eat and have fun. Now, I just do it with my family and no extended family.”

To Ashour, being able to spend Ramadan with her loved ones made up for the difference in celebration.

“It was a bit depressing at first,” she said. “But then, since I had my family and we still celebrated together, it still felt nice. The soul wasn’t lost.”

—Written by Annika Bereny Michelle Koo

11

Features

Friday, April 1, 2022

Gunn families pass down experience to younger members

Nicole Jacobsen Class of 2013

Brandon Jacobsen Class of 2016

Camille Jacobsen Class of 2019

Maren Jacobsen Class of 2021

Robin Jacobsen Class of 2024

Photos courtesy of the Jacobsen family and “The Olympian”

The Jacobsen Family As the youngest sibling of four Gunn graduates, sophomore Robin Jacobsen’s high school experience has been shaped by her predecessors. Robin Jacobsen’s eldest sister, Nicole Jacobsen, graduated from Gunn in 2013, and Robin Jacobsen is currently in the middle of her sophomore year, marking a 13-year history between Gunn and the Jacobsen family. From this longstanding relationship comes a wealth of information about the school, its teachers, its technology and its approach to mental health aspects of Gunn that have changed considerably over the years.

According to Robin Jacobsen’s elder brother Brandon Jacobsen, who graduated from Gunn in 2016, having other siblings who went to Gunn helped when it came to course and activity selection. “I think one of the coolest things about having all of us go to Gunn was that we were able to relate and help each other out when we had the same teachers,” he said.

On the other hand, Robin Jacobsen’s elder sister Maren Jacobsen, who graduated in 2021, carved her own path in high school. “I definitely got a variety of things I could get involved in, but I also found my own interests,” she said.

Beyond advice on classes and extracurriculars, having siblings at Gunn also allows the Jacobsens to share experiences with one another. For example, Robin Jacobsen’s elder sister Camille Jacobsen, who graduated in 2019, participated in track her freshman year with Brandon Jacobsen. “It was something completely out of her comfort zone, but I encouraged her a little to do it,” Brandon Jacobsen said.

“We ran in meets together and got to share those experiences.”

On the other hand, Maren Jacobsen and Robin Jacobsen both enjoyed choir.

According to their mother Julia Jacobsen, a long-term sub for English teacher Ethan Halter, the sisters had fun singing together and brought joy to others during the pandemic. “It was like a bright light in that time,” she said. “It was just so inspiring that they could still be making music. It was definitely not like singing in person at

Janet Owen Class of 1996

Katie Pfenninger Class of 1997

all, but at least they were able to do something they loved.”

However, Camille Jacobsen found that going to the same school as her siblings could foster unwanted pressure. “Sometimes, I’d have some of the same teachers and they’d compare me to my older siblings,” she said. “That was annoying sometimes.”

From a broader perspective, the Jacobsens’ long-term relationship with Gunn also provides valuable insight into cultural changes over the past decade. One major paradigm shift the Jacobsens have observed has been in the school’s approach to mental health. According to Brandon Jacobsen, this transition began to occur when he was an upperclassman and experienced one of the suicide contagions at Gunn, which included someone he knew. “That year, they spent a lot of resources and time trying to help students,” he said. “I think that period of time was when they realized that they needed to shift in focus to actually helping kids with mental health.”

This shift is evident from Robin Jacobsen’s experience at Gunn thus far. “I think that Gunn’s definitely gotten better about putting people’s mental health into the equation,” Robin Jacobsen said. “When my sister [Nicole Jacobsen] was going here, I don’t think there was any of that [mental health support].”

Another change in the past decade is the technology at Gunn. Maren Jacobsen, the second youngest of the five, cited an increase in dependence on technology in the past decade. “I remember when my oldest sister was there [at Gunn], iPhones were just starting to become a thing,” she said. “They weren’t using a ton of technology for school. Now, we did Zoom school for a whole year, and we were using our computers for everything.”

Although there may have been many changes over the years, including the unexpected twist of the pandemic, one thing has stayed constant: the siblings’ connection to each other. According to Camille Jacobsen, it’s always comforting to have someone familiar on campus. “It was fun to have somebody that I could relate to with all the stuff that was going on,” she said.

—Written by Amann Mahajan

Lindsay Dillon Class of 2004

Cameron Owen Class of 2025 Photos courtesy of the Owen family and “The Olympian”

The Dillon/Owen Family For the Dillon/Owen family, attending Gunn is not an experience that ends after just four years: it is a family tradition. Freshman Cameron Owen’s mom and aunts have all represented Gunn during their high school years.

Cameron Owen has found many similarities between his family’s high school experiences and his own. “All four of us have done sports,” he said. “I know they had a very great experience at Gunn. I’ve been playing football and baseball, and I’ve also had a very good experience so far.”

His mom Janet Owen, the current attendance secretary, is proud of Cameron Owen’s involvement on campus. “I’m really glad that he’s getting involved with clubs and with sports,” she said. “He seems to be making connections with a lot of teachers and upperclassmen. He seems to just be really enjoying high school, especially after all the years of being home with the pandemic.”

Cameron Owen’s family members may have graduated from Gunn years ago, but much of the staff remains unchanged. “Some of the teachers that [my family] had are still here, and [my family] told me about their experiences and how nice all the teachers were,” he said.

Cameron Owen’s aunt Katie Pfenninger remembers many teachers from her time at Gunn. This fall, she went to the junior varsity homecoming game to watch Cameron Owen play and enjoyed seeing familiar faces. “It was fun to be back on campus,” Pfenninger said. “A few of the teachers that I had are still there.” One such

staff member is track coach Hal Daner, who coached Pfenninger when she was on the track team.

In addition to the people, Janet Owen appreciates the familiar campus. “When I deliver call slips, it’s really funny because I walk into some of the rooms and think, ‘Oh my gosh, I had math in this classroom,’” Janet Owen said.

Although much has stayed constant, Janet Owen has noted a change in Gunn’s outlook on mental well-being over the years. “I think the focus on wellness and mental health at Gunn is just fantastic,” she said. “That’s been a change over the years: just making sure that we’re focusing on the whole student, the whole child.”

Pfenninger looks forward to the rest of Cameron Owen’s journey at Gunn. “I hope he gets to experience the same things I did, which is a close group of friends and a good camaraderie with the community and school,” she said. “I’m happy that it’s a good school, that he’s doing well academically and that the community is really there to support him.”

In the future, Cameron Owen plans to continue to enjoy his high school experience.

“I’ve enjoyed it a lot more than I have enjoyed middle school, and I see a very positive future after going to Gunn,” he said.

For Janet Owen, Gunn is more than just a place she once went to school. “Gunn means a lot to me,” she said. “It means a supportive environment. It means friends, and it means fun. It means a place that’s a home away from home. To me, it just means a second home.”

—Written by Carly Liao Irene Hong and Michelle Koo

12

Cente

Hone your Green Thumb: local plant stores to help you spruce up your space Chinelo Design: 237 State St, Los Altos Chinelo Design offers an assortment of greenery, including houseplants, outdoor plants, succulents and cacti, making it the perfect destination for plant enthusiasts. Flowers and other various colorful plants line the floor and ceiling plants hang from above as customers make their way through the store.

For less experienced shoppers, Chinelo Design sells flowers such as tulips and lavenders. For more experienced plant enthusiasts, Chinelo Design offers over fifty species of Class A plants, which are the highest quality plants that benefit the environment. Prices range from $20 to $1000 for rarer species. Their best sellers include the mother-in-law’s tongue, also known as the snake plant. Snake plants have tall, sword-shaped leaves and an abundance of yellow and fern green colorations. Another popular tree is the fiddle-leaf fig, a native species of Cameroon and Sierra Leone that can grow up to 12 to 15 meters tall.

A unique service that Chinelo Design offers is orchid arrangements. Customers can call and request a specific arrangement and pick up the finished product in store. Customizable aspects include color and the number of stems and plants.

Most plants are nationally sourced and grown in California, although some rarer plants come from overseas and most tropical plants come from Florida. The pots are from around the world, with a few pricier but higher quality ones from local stores in Mexico. All products that Chinelo Design carries are directly bought from the sellers.

Chinelo Design also features a skincare brand called Eighth Day. Products include hand lotion, room spray and bath salts. They sell diffusers, essential oils and cards for different occasions as well.

Next time you visit Los Altos, make sure to stop by the newly renovated Chinelo Design and pick up a few plants and flowers of your choosing.

Courtesy of Chinelo Design

Houseplants 101: 4 houseplan cast-iron plant The large, glossy leaves of Aspidistra elatior give it the aesthetic of a Spanishtiled courtyard on a Pinterest board. Yet, its subtle beauty and simplicity conceals its indestructibility.

Aspidistra elatior, also known as the cast-iron plant, was first introduced to Europe from Japan and Taiwan in the 1820s—the age of gas lighting. Though gas lighting was efficient, its detriments were vast. Gas-powered lighting left soot over houses and blackened ceilings, creating a toxic environment for residents. And yet, while ordinary plants shriveled and died in these conditions, the cast-iron plant survived and became a new house favorite.

Today, cast-iron plants continue to thrive on their owners’ neglect, only requiring water once every two weeks. One downside, however, is their rubber-like leaves, which can sometimes collect dust and invite little critters. A good way to prevent such a situation is to water your plant shower-style with a watering can or even gently clean off build-up with a sponge, like cleaning a green, leafy baby. The plant also flourishes in warmer climates, ranging from 60 to 80 degrees Fahrenheit, making it the perfect Palo Alto plant. As the Victorians did then, Californians can now enjoy the simple beauty of owning a cast-iron plant.

Aloe Aloe vera, a species of aloe, is classified as a succulent. The use of this tough, prehistoric plant dates back to 3000 B.C. It was used as a healing herb in ancient China and Sumer to reduce inflammation, relieve pain and treat burns. To say the least, the plant has been critical to the development of modern medicine.

Since then, the uses of aloe vera have only expanded. In the 21st century, they are used not just to treat painful sunburns, but also to ingest in a sweet drink found in supermarkets. Although its fleshy green foliage is still known for its pharmaceutical purposes, it makes a great plant to keep, whether it’s used for home remedies or not.

Similar to the cast-iron plant, aloe vera thrives in warm climates and originates from the Arabian Peninsula. Because of its development in an arid environment, as a houseplant, the evergreen perennial only needs to be watered once every three weeks, and even less so in the winter months.

Aloe vera loves forgetful people, and with its artful spikes and spiral configuration, the plant has a pleasant mesozoic-yet-modern feel, which can add atmosphere to any space.

13

erfold

Friday, April 1, 2022

Leaf & Vine: 1532 Pacific Ave, Santa Cruz When visiting Santa Cruz and its Boardwalk, visitors must not forget to stop by the tropical store Leaf & Vine Urban Plant Shop. Located in downtown Santa Cruz, this shop is hard to miss with its impressive interior that boasts hanging plants of different types. When visitors enter the shop, they are transported into a citified jungle of greenery. Sunshine radiates into the store through glass panes, and plants complement the light to create a comforting atmosphere.

Leaf & Vine Urban Plant Shop was founded in 2019 by a young engaged couple. Maria Isabel Alvarez and Clay Powell strive to spread the love of plants locally and help visitors find a plant that resonates with them. Currently, they are exclusively based in Santa Cruz.

Alvarez moved from Florida to California and worked in the agricultural industry. She dreamt of opening a plant shop when she retired, and her fiancé Clay supported her. Since then, the shop has transformed into a relaxing place for visitors to stop by and ask plant care questions.

The shop carries over 50 diverse plant species, including succulents and tropical foliage. The store is unique in its way of promoting environmental sustainability by using reusable packaging. They also restock and add plants each week. One species they sell is the Hoya Carnosa, also known as the Krimson Princess. It is a houseplant known for its waxy foliage and blossoming flowers. Other species include the Satin Pothos, philodendron and the Alocasia Silver Dragon. Many species are from California, though rarer species range from out of state to internationally sourced. Ultimately, Alvarez and Powell look to sell diverse, affordable species.

If you visit Santa Cruz, stop by Leaf & Vine Urban Plant Shop to look around and find your ideal houseplant.

Courtesy of Leaf and Vine

Leafy: 482 Hamilton Ave, Palo Alto Located in downtown Palo Alto, Leafy is an urban plant shop started by a husband and wife duo looking to share their love for plants. Since its opening in 2018, Leafy has expanded around the Bay Area to San Jose, Roseville and Pasadena. Despite its multiple locations, visiting the Palo Alto store is an authentic experience that features soft music and an urban forest atmosphere. Different plant species adorn the store on shelves and the floor. There are also carts filled with numerous succulents. Majestic plants hang from the ceiling, giving the store a welcoming environment.

Leafy primarily sells pet-friendly, indoor plants. Thought they carry more than 30 types of plants, their most popular plant is the Pilea plant, also known as the Chinese Money plant, at $18.95 per pot. With green coin-shaped leaves, the Pilea plant is believed to bring luck and fortune to its owner. Rarer plants range in price from $70 to $650, depending on the rarity of the plant. One plant is the Monstera deliciosa, also known as the Swiss Cheese plant, which sometimes has an albino coloration. Most of the plants are locally grown in California, ranging from the Half Moon Bay area near San Mateo to Santa Barbara.

In addition to urban houseplants, buyers can also choose from a variety of succulent and cactus plants, as well as refined gardening tools and an assortment of pots in different colors, shapes and sizes. Leafy sells essential gardening equipment and resources, including water cans, potting soil, nursery pots, plant nutrients, shears and decorative sand. Prices range from $5 to over $25.

Whether you are just starting out on your plant journey or already a plant enthusiast, Leafy is a perfect and convenient local store to create your dream plant garden.

—Written by Ellie Yuan

Ellie Yuan

nts that are easy to maintain Devil’s Ivy Devil’s ivy, or golden pothos, is a tropical vine native to the Solomon Islands, which are located in Northeast Australia. This climbing plant has delicate heartshaped leaves with bright streaks of yellow and is the perfect houseplant for beginners.

Devil’s ivy is accessible and affordable with prices around $5 to $25 at the local supermarket. It typically thrives in smaller planters, but the standard pot, which holds around three quarts of soil, should be able to sustain a very large devil’s ivy plant.

Maintaining the devil’s ivy is extremely simple. It only needs a small amount of water when the soil is dry to the touch. The devil’s ivy also flourishes with minimal pruning, creating a bushier plant. It’s best to place the plant in indirect sunlight.

With those long, leafy vines, the ivy is great to plant in hanging pots or to grow around a moss pole. However, to pet owners interested in purchasing the plant, it is important to keep in mind that it is toxic to dogs and cats. The leaves and stem contain calcium oxalates, which are deadly to animals when ingested in large amounts. Other than that, happy planting!

Air Plants Dirt is messy. It is often associated with energetic dogs that leave dirt or mud all around the house. Owning potted plants runs the risk of ruining your carpet if the door slams a little too hard and knocks over a planter. The danger that dirt brings to personal items and clean houses is simply too great for some.

Some dread bringing plants into their homes for fear of staining their favorite furniture; for those people, there is a solution: air plants.

Air plants, scientifically known as tillandsia, are mess-free, require minimal water and are the ultimate choice for those who wish for a quiet, low-maintenance friend. Who doesn’t need one of those? Air plants only need to be watered once a week and take nutrients from the air around them. There are over 450 different types of tillandsia in different shapes and sizes, half of which look like they come out of a desert sci-fi movie.

With its pleasant blue-purple-green hues, air plants love to be hung in bathrooms and kitchens, where they can best absorb moisture and steam. Air plants: everyone’s favorite mess-free house plant and unproblematic friend.

—Compiled by Vivian Studdert Chinyoung Shao

14

Sports

Underclassmen on varsity teams make connections, improve skill High school varsity sports inspire tight-knit connections between teammates through intense training sessions and a shared sense of responsibility to the team. The select few underclassmen on varsity team learn the tricks of the trade from upperclassmen and often form close friendships with them.

Sophomore Avery Adelman, who runs on the track and field varsity team, spoke about a warm dynamic between underclassmen and upperclassmen on the

“We’re all pretty tight from running together and being in the same relays. Even [as] an underclassmen with upperclassmen, I feel like I fit in.”

—Sophomore Avery Adelman team. “We’re all pretty tight from running together and being in the same relays,” she said. “Even [as] an underclassmen with upperclassmen, I feel like I fit in.”

Sophomore Ethan Kitch, member of the boys’ varsity basketball team who has played competitively since kindergarten, added that underclassmen players can be integrated with the team once they show commitment and determination. “I had to prove myself so [older players] respected me,” he said. “I became a part of the group once I proved myself.”

The relationship between underclassmen and upperclassmen extends beyond friendship to teaching, collaboration and friendly competition. Adelman recalled learning how to prepare for meets by eating well and hydrating from upperclassmen. “I’ve learned so much more just from watching the upperclassmen and seeing how they practice,” she said. “I’ve improved a lot more just from being able to get tips from them.”

According to Kitch, training with varsity athletes helps him rapidly improve. “You’re playing with more skilled players,” he said. “The overall plays are more advanced as well, which helps you improve because you have to keep up with everybody else around you.”

Not only do underclassmen on varsity get valuable tips from upperclassmen, but underclassmen on varsity also get more attention from their coaches than they would if they were on junior varsity (JV), according to freshman Luke Hines, who has played on both boys’ varsity lacrosse and JV water polo. “[In] JV water polo, we only had one coach for both varsity and JV, so [JV players] didn’t get as much coaching from him,” Hines said.

Being on varsity requires lots of commitment and effort, according to sophomore Nina Albers, a member of the girls varsity water polo team. “On varsity, you’re expected to be at every single practice and show up, do the work and make the games,” she said. “You want to show the coach that you’re working hard to earn a spot, [because] you can always get moved back down to JV.”

Skill level is the most obvious prerequisite to making any varsity team, according to sophomore Sophie Hahn. “You have to be able to compete with people who have had more experience than you and played longer than you,” she said. “You have to have improved at a faster rate than others.”

Adelman noted that playing varsity also requires self-motivation; players have to be passionate about the sport in order to become a starter at games, get more playing time or become an attractive candidate for college recruiting. “If you don’t like what you’re doing, you just don’t push yourself as much,” she said. “You can’t get where you want to get.”

In some cases, underclassmen on varsity serve as leaders for JV team members. Albers has been on the girls’ varsity water polo team for the past two years. She said she enjoyed helping out other sophomores or freshmen on the JV team this year, since varsity and JV practiced together. “I could even take more of a leadership role on the team, which was weird as a sophomore,” she said. “I could help teach them how we run practice and what we do in games.”

Practicing with better athletes isn’t always smooth sailing, however. In Kitch’s experience, being surrounded by more experienced players can cause imposter syndrome. “It was harder to gain the confidence I needed [for varsity] than if I was on JV because [on JV] I would already be one of the better players on the team,” he said.

Ultimately, Kitch realized that it is important to have trust in your abilities and your knowledge of the sport. “Once I realized I’ve been playing [basketball] for a long time [and] I know what I’m doing, [playing on varsity] became easier.”

In games, audience members may also expect more from underclassmen because they have to have reached a certain skill level to be on varsity. According to Hahn, this can result in a lot of pressure. “[The audience] pays attention to you,” she said. “If you do well or if you do badly, they remember it.”

Varsity practices are also more rigorous than JV team practices. Kitch recalls his team training for an average of 18 hours per week during the season. “The conditioning is rigorous,” he said. “On the first day of tryouts, we ran somewhere between 6 and 10 miles. That was definitely a surprise—I didn’t sign up for cross country.”

Although playing on varsity takes hard work, it’s ultimately worth it. Playing on varsity was a challenge that allowed Kitch to grow immensely as a player. “I was very glad I was on varsity because it pushed me to become better as opposed to just staying in my comfort zone,” he said.

As competitive and intense as playing for varsity is, Albers said that it’s important for underclassmen to enjoy the process and be confident in their skills. “You’re there because you’re supposed to be there,” she said.

—Written by Irene Tsen

Photos courtesy of Luke Hines, Nina Albers and Sophie Hahn

Top: Freshman Luke Hines plays lacrosse at a home game against Woodside High School on March 9.

Middle: Sophomore Nina Albers plays water polo against Righetti High School during the California Interscholastic Federation (CIF) State championship.

Bottom: Sophomore Sophie Hahn plays volleyball at a home game.

Faces in the crowd: How do you keep nerves away before games?

Boys Volleyball

Girls Swimming

“I often listen to music pregame to help calm my nerves. I recently did a research presentation on music’s [positive] effect on an athlete’s body and mind.”

“I put my headphones in and listen to upbeat music because it helps me [relieve] stress. Then, I joke around with my friends because it’s easier when you have others to [help] cope with you.”

—Floyd Neesen, 9

—Madeline Cheung, 10

Boys Track and Field

“I envision myself hitting my goal, and I envision myself throwing my PR. ”

—Jack Oralevich, 11

Boys Track and Field

“I talk to my community of throwers, either my senior peers or underclassmen. It helps me calm my nerves and really helps me get in the zone to hit a personal best.”

—Darshan Dullabh, 12 —Compiled by Kelvin Xu

15

Sports

Friday, April 1, 2022

Con

PRO

Should esports, strategy games be considered sports?

Paul Garofolo

Michael Zhang

Online editor

Reporter

In the last decade, participation and interest in esports and strategy games has grown exponentially, with video games tripling in revenue from $50 billion to $150 billion. Analysts at Statista remain optimistic about esports and strategy games continuing to boom in the future. Esports and strategy games should be considered sports because they contain the vital elements of conventional sports.

Esports align with traditional dictionary definitions. According to Dictionary. com, a sport is “an individual or group activity pursued for exercise or pleasure, often involving the testing of physical capabilities and taking the form of a competitive game.” Esports and strategy games can be both an individual or a group activity, often requiring lengthy amounts of training. For example, first person shooter esports teams train their players intensively both physically and mentally to maintain competitiveness in the league. Since esports and conventional sports are both extremely competitive, they fit the dictionary definition of a sport.

The debate shouldn’t be about whether competitions such as the Olympics should consider esports or strategy games in their competition, but rather about the different levels of classification for a sport. For example, there should be a subclass of “physical sports” for the sports that require a certain level of physical exertion, along with other subclasses like “esports” and “strategy games.” Even though many of the individual sports have their differences, the core of their characteristics and values are the same.

Despite the rapid rise in viewership, popularity and acceptance for esports and strategy games, the debate on whether these are considered “sports” is ongoing. While these alternative sports also require great skill and training, esports and strategy games are fundamentally separate from conventional sports, as evidenced by the lack of physical activity that makes sports unique among competitions.

The primary distinction between sports and esports or strategy games is the physical aspect, which, according to many, is a main qualifier of a sport. Physicality is a characteristic of a sport, separating it from strategy games. In the majority of esports and strategy game competitions, knowledge and tactics outweigh physical requirements. Comparing athletes running for hours in marathons and an e-athlete playing ten-minute games from the shelter of their homes would require a nitpicking of the definition of “physical exertion.”

Sports should be sports, esports should be esports and strategy games should be strategy games. Each can and should be individually defined, regulated and consumed.

Not all forms of competition need to be defined as sports—if that were the case, then MasterChef and the International Mathematical Olympiad would need to be put into consideration for the Olympics.

Rather than trying to devalue the uniqueness of these exciting forms of competition, esports and strategy games can develop independently from conventional sports and thrive all the same.

Hila Livneh Graphics by Jaz Decrem, Chinyoung Shao and Ruhani Suresh

16

Sports

Design differences for female athletes

Small protective eye-goggles Thin, tight-fitting tank top

Super short skirt

On April 6, 1896, the first modern Olympic Games commenced in Athens, Greece, reviving the long-lost Ancient Greek tradition and marking the origins of the largest and most prestigious global sporting competition to date. Not only were female athletes not allowed to compete in the games until the second Olympic games four years later, but their uniforms, often involving long skirts and puffy blouses, also defined sportswear for years to come.

When women first started competing in women’s sports, many were concerned that women would undermine the conventional “masculinity” of sports. According a “Washington Post” article titled, “The troubling paradox facing women Olympians: Sex sells. but with serious costs,” “[sport] leaders and the press highlighted female Olympians’ appearances and heterosexuality to reassure the U.S. public that women would neither overrun sport nor upend conventional gender relations.”

Oftentimes, they designed uniforms for women that were feminine and aesthetically pleasing without offering any particular technical advantage.

“Creating a uniform solely to highlight a feminine aesthetic makes it so that women’s sports are taken less seriously in general.”

—Freshman Sophia Howell

Lacrosse stick

Cleats

Girls Lacrosse Uniform

Today, in lacrosse, male athletes are typically seen wearing a helmet, a loosefitting jersey with padding underneath and shorts, while female athletes are seen wearing a tight shirt or a penny—a long athletic tank—on the top with either a skirt or shorts on the bottom. According to varsity lacrosse player freshman Sophia Howell, the Gunn girl’s lacrosse uniform features a penny and an uncomfortable skirt. “It’s not my favorite,” she said. “My skirt slips down quite a bit. While it’s not restrictive, it feels weird running in it.”

Since the skirts are mandatory for the team, Howell finds herself sacrificing her comfort to adhere to the dress code. “I

think shorts are easier to run in, so I’d prefer wearing shorts over a skirt,” Howell said. “But because the skirt is part of our uniform, we have to wear them.”

In contrast, junior Julian Santos, who plays for the boys lacrosse team, enjoys the uniforms he wears and notes how the uniform’s padding is essential to how boys

“The hypersexualization of women has led to them [wearing] clothing with less fabric and more skin revealed.”

—Junior Julian Santos play the sport. “I think we look pretty fresh in [our uniforms],” he said. “My teammates and I are comfortable in them. The reason we have padding is due to differences in how we play the sport. Girls cannot hit each other with the stick or the ball, but in boys lacrosse, that is legal.”

While Santos notes that the differences in padding arise from technical disparities, he acknowledges that the uniforms are unnecessarily gendered. “The reason they are different is fully because of the masculine and feminine view of clothing on people in this century,” he said. “The hypersexualization of women has led to them [wearing] clothing with less fabric and more skin revealed.”

Design disparities in sports uniforms are present in other sports, including track and field, gymnastics, indoor volleyball and beach volleyball. In track and beach volleyball, professional female athletes are expected to wear athletic bikini bottoms and tops, while men wear longer and occasionally looser shorts. In gymnastics, women wear a skintight leotard that cuts off high up an athlete’s leg while mens unitards feature full-length pants or looser shorts.

While some women may opt to wear shorts instead, the societal norm has evolved so that women are expected to wear less fabric without any functional benefit.

Indoor volleyball player sophomore Sophia Yen believes that the uniforms for girls volleyball are unnecessarily revealing.

“We’re required to wear jerseys and span-

“It feels really demeaning to wear skirts and a tank top while the boys get to wear shorts and t-shirts. It’s not as if we do less running; if anything, we’re doing more.”

—Student poll answer Source: Survey sent out to Gunn students with 89 responses

# of female participants

How comfortable do you feel in your sports uniform?

(Only asked to female participants)

Least comfortable

Most comfortable

17

Sports

of sports uniforms affect practicality dex, which are basically very small, very tight shorts,” Yen said. “It’s one thing for [our uniforms] to be short, but it’s another thing for them to be short and tight.”

Due to their revealing nature, Yen often finds herself adjusting the length of her shorts to cover up. “I’m constantly pulling [my shorts] up or down,” she said. “It’s another thing for me to be thinking about on the court playing. I already have a lot of other things to be thinking about. I think it’s distracting.”

During the 2020 Tokyo Olympics, the Norwegian beach handball team wore shorts instead of the expected bikini bottom in an attempt to protest the oversexualization of women’s bodies in their sport, in doing so, they defied the International Handball Federation’s rules that require women to wear tight bikini bottoms with a maximum length of 10 centimeters. The team was fined 150 Euros each.

Even today, viewers often follow womens’ sports for the sexual appeal of the competitors rather than their athletic prowess.

Junior Hailey Yuan, who plays both indoor and beach volleyball, often observes these trivializing sentiments in the comment sections of her favorite athletes’ highlight videos. “If you watch [professional beach volleyball players] and read the comments under the videos, they can be kind of upsetting,” she said. “Kerri Walsh Jennings has attended five Olympic games and won gold in three, but these viewers focus on her body rather than her excellence at the sport.”

“It’s one thing for [our uniforms] to be short, but it’s another thing for them to be short and tight.”

—Sophomore Sophia Yen Due to personal preference, Yuan does not wear a bikini when she plays beach volleyball, but she finds herself in the minority. “In Northern California, the issue isn’t as bad,” she said. “But in Southern California, you go to tournaments and pretty much everyone’s wearing a bikini.”

In fact, wearing bikinis to beach tour-

naments, even for younger athletes, is encouraged. “My younger sister has started wearing them,” Yuan said. “You can see how it trickles down to the younger players. They’re even starting to have tournaments here for girls beach volleyball where you can win bikinis as prizes.”

Friday, April 1, 2022

Big protective helmet

Large, loose-fitting jersey Thick protective gloves

“You can see how it trickles down to the younger players. They’re even starting to have tournaments here for girls beach volleyball where you can win bikinis as prizes.”

—Junior Hailey Yuan Yuan believes that being around fellow athletes who are dressed in the same way makes the uniforms less daunting. “Honestly, I don’t think about outfits when I play because I’m in an environment where everyone else looks the same,” she said. “You feel a bit safer. I wouldn’t walk around in my uniform. But in the context of a tournament, it’s not as bad.”

Yen agrees that in an athletic setting, the uniforms are normal. However, around unknown audience, the uniforms feel overly revealing. “I have two women as coaches, so they’re used to seeing girls wearing [revealing uniforms],” she said. “But I think sometimes either at school or in tournaments where there are other spectators watching who don’t play volleyball, they’re not used to our uniforms. It can make me conscious of it.”

Howell explains that the uniforms have consequences beyond sexualizing their wearers. “They create a discrepancy in how we view male and female athletes and the emphasis that we place on them,” she said.

“If you see comments on social media, they’ll say, ‘male athletes are so strong and so hard working,’ whereas they’ll say that female athletes are very pretty. Creating a uniform solely to highlight a feminine aesthetic makes it so that women’s sports are taken less seriously in general.” ­—Written by Jessica Zang

Lacrosse stick Long, baggy shorts

Cleats

Boys Lacrosse Uniform

Sophie Fan and Chinyoung Shao

Do you feel your uniform is significantly more revealing than boys uniforms?

(Only asked to female participants)

“For track and field, the girls shorts are notoriously short.

There’s a slit up the side that pretty much exposes any kind of underwear that we’re wearing.” ­—Student poll answer

18

A dvertisement

19

Lifestyle

Friday, April 1, 2022

Different gardening options provide tasty food recipes With National Gardening Day just around the corner on April 14, there’s no better time to learn the art—and science—of gardening.

Gardening has been a part of human history for 23,000 years and has changed the lifestyle of humans. Nowadays, gardening provides many benefits: it boosts the aesthetic of an environment, reduces carbon dioxide and promotes physical and

emotional well-being. Growing your own food also gives you access to fresh fruits and vegetables, perfect for a variety of tasty recipes ranging from breakfast to dessert. Although gardening may seem complicated and time-consuming, anyone can reap the benefits of gardening with just a pot, some seeds, soil and sunlight.

Green Beans

Strawberries

Figs

For novice gardeners, green beans are a great starting vegetable. Green beans can be grown indoors or outdoors, though indoor gardening may be more convenient for most people. For indoor growing, the bean seeds should be planted about an inch deep in some compostenriched soil. With regular watering, a room temperature of at least 60 degrees Fahrenheit and six to eight hours of sunlight each day, the beans can be harvested whenever the pods have reached the desired size.

In most cases, the beans should take 50 to 65 days to harvest. Green beans can be used in a plethora of dishes, including casseroles, green beans with tomatoes or sautéed green beans.

For a fruit option, gardeners can use strawberries. Like green beans, strawberries can flourish in both an indoor and outdoor setting. To grow strawberries indoors, plant them in a pot with good drainage or with soil that allows the water to leak through at a moderate rate. Strawberries require around eight hours of sunlight each day, frequent watering and organic fertilizer meant for fruit-bearing plants. For outdoor growing, strawberries should be planted in dry soil that can get a copious amount of sunlight. Strawberries are usually ready for harvesting four to six weeks after they blossom. Strawberries are a versatile food item and can be used in recipes ranging from cakes to smoothies.

Figs are another great option for those with little gardening experience. Just like green beans and strawberries, figs can be grown both indoors and outdoors. For indoor gardening, place the fig tree in a pot and put the pot in an area with access to six or more hours of bright, direct sunlight. Depending on the humidity of the environment, figs should be watered a couple of times a week. For outdoor gardening, the fig tree should be planted in early spring. Fig trees thrive in well-drained soil that contains organic material and has access to lots of sunlight. For impatient gardeners, fig trees are not recommended since they can take eight to 10 years after planting to bear fruit. However, the wait is well worth it because figs can be used in a variety of items such as jams, pies and cakes.

—Compiled by Kenneth Soh

Mihika Sane

Relaxing during spring break allows for healthier school-life balance

Reporter Today’s society favors efficiency, hard work and commitment, which often leads to people overworking themselves—even during breaks. Despite the stigma associated with “laziness” and being unproductive, relaxing can boost creativity, result in overall happiness and even enhance efficiency. While many students pre-learn the upcoming units during short breaks, relaxing can improve one’s health and efficiency.

Although setting aside responsibilities may be difficult, there are many ways to relax over spring break. For those who do not exercise often, walking dogs, going on a jog or heading to the gym can be great ways to pass time and get an extra boost of dopamine. Some other

Ru

han

i Su

res

h

Irene Hong

Favorite Ways to Relax During Spring Break 50

Percent of Students Surveyed

Charlotte Qian

activities might include going to the eral knowledge. beach, hugging a tree or hiking the Lastly, spring break is time to Stanford Dish. experiment. Is there something Another easy and more common way you’ve always wanted to do, like to relax is to binge watch a TV series. horseback riding or trying aerial A lthough TV should be silks? Spring break is a great watched in moderatime to start passion projtion, there are plenty ects such as starting Despite the of fun and enteryour own business or taining shows writing a novel. You stigma associated to indulge in. never know what with “laziness” and being For a nostalgic new passions you coming-of-age will discover and unproductive, relaxing can story, “Gilmwhat skills you boost creativity, result in ore Girls” tells will learn along the story of a the way. overall happiness and single mother Whatever aceven enhance and her teenage tivities you choose daughter. For a to do during spring efficiency. splash of adrenaline break, make sure to and drama, the 18 seatake a break from acasons of “Grey’s Anatomy” demics. Spend some time docan make the hours fly by. “The Big ing what you love and make some Bang Theory” also has a multitude of memories with your family and hilarious moments and numerous refer- friends. After all, the whole point ences to trivia knowledge. If 21st-century is to take some personal time and technology hits too close to reality, the relax so that you can come back second season of “Bridgerton” aired on refreshed and ready to learn.

March 25, meaning it’s just in time for students to watch during spring break.

Besides TV, books are a great way to destress and escape reality. Reading books improves vocabulary, reduces stress and increases gen-

40 30 20 10 0

Key: Spending time with friends and family Spending time on non-academic hobbies Listening to music or watching TV Other

Sophie Fan, Michelle Koo and Chris Lee

Source: Survey sent out to Gunn students with 89 responses.

20

Lifestyle

Featured APril Holidays offer ways April 2 International Pillow fight Day Although pillow fights are commonplace at children’s sleepovers and parties, they happen less frequently as you get older. Luckily, you can still embrace your pillow fighting spirit on April 2: International Pillow Fight Day. International Pillow Fight Day is held on the first Saturday of April each year.

In cities like New York, Amsterdam and London, local governments and organizations partner up to use big open spaces to arrange large-scale pillow fights.

Unfortunately, most celebrations have been canceled for the past two years due to COVID-19. This year, celebrations will occur with social distancing rules and limits on the number of participants. For most events, masks are required and the pillow fights must occur outdoors.

Since its founding in March 2008, International Pillow Fight Day has come to symbolize more than just a day to have fun with friends. Some organizers have taken a stance against animal cruelty by advocating for a ban on animal feather stuffed-pillows and urging people to opt for more animal-friendly options like Poly-Fill or memory foam.

While pillow fights have evolved from their first run, the overall point is the same. With a simple pillow fight, you too can revert back to your childish self and enjoy a few worry-free hours of fun.

—Written by Lise Desveaux

April 3 national Find a rainbow Day Now that spring has officially begun, gloomy mornings and sunny afternoons have started up again. The combination of sun after rain can create a rainbow.

This colorful phenomenon has a whole day dedicated to it. Mark your calendars, because April 3 is National Find a Rainbow Day. Rainbows occur when sunlight hits a rain droplet. As the sun enters the droplets, light refracts. Then, light is reflected off of the inside of the droplet, creating an electromagnetic spectrum with different wavelengths that each produce different colors.

Finding a rainbow can be difficult. When you see a rainbow, you’re just seeing the light at a certain angle, so if you try to get closer, the rainbow will still appear to be far away.

Instead, you can celebrate this national holiday by making a homemade rainbow. One method is to fill a glass cup with water and set it down in front of a window. Then, angle the glass against a solid backdrop to find a rainbow. This only works if it’s sunny, but if it isn’t, no worries—there are other ways to celebrate. If it’s raining or cloudy outside, bake some cupcakes and decorate them with rainbows. Draw a rainbow with frosting or decorate it with rainbow sprinkles before sharing the cupcakes with your friends and family to enjoy the holiday.

—Written by Hila Livneh

April 6 national Walking Day Walking is an overlooked aspect of daily life. After all, other transportation methods like biking or driving seem to get you places faster and with less effort.

However, according to the Centers for Disease Control and Prevention in 2018, nearly 80% of Americans don’t get enough exercise, leading to severe health consequences. With this in mind, celebrating National Walking Day is an easy and effective remedy to this problem.

National Walking Day was founded in 2007 by the National Heart Association to promote healthier lifestyles. It is celebrated on the first Wednesday of April— April 6 this year—and highlights the importance of regular physical activity.

Participating is simple: all you need to do is commit to taking a 30-minute walk during the day. According to the American Heart Association, walking can help maintain a healthy body weight, lower the risk of heart disease and allow for better sleep.

Since its founding, institutions like Emory University have incorporated National Walking Day as an important part of their year by holding organized walks. Although the Bay Area doesn’t hold any annual events, National Walking Day is a day that everyone can celebrate. Along with its health benefits, walking provides an opportunity for you to take a break and enjoy some fresh air.

—Written by Chris Lee

Lifestyle

Friday, April 1, 2022

21

to stay healthy, spend time with others April 13 national Make Lunch Count Day Lunch is often the neglected middle child of our daily meals. During school, many people just skip it entirely, and others just refuse to put the bland school lunch into their mouths. That’s why National Make Lunch Count Day, celebrated on April 13, is a perfect excuse to bring attention to this overlooked meal.

Of course, for such a big holiday, you have to prepare. Stop by your nearby Target and take a stroll down the party aisle. If the stores don’t have decorations for the holiday, use this as an opportunity to get creative. It’s time to bust out the marker set you stole from your second grade classroom and get decorating.

How does one go about celebrating a day dedicated to lunch? For starters, the lunch line had better give gourmet meals—filet mignon, french onion soup and crème brûlée—at the very least. If you usually pack lunch, tell your parents to cook up your favorite dishes and have them delivered piping hot at 12:20 p.m.

National Make Lunch Count Day is also a day to take advantage of the lunchtime you have. Maybe you could catch up with some old friends or make up with your middle school nemesis. Whatever way you choose to celebrate, make sure you do it with family and friends. A day like this is meant to be shared with your loved ones. What are you waiting for? Start prepping and mark your calendar for April 13.

—Written by Katie Shih

April 15 national Anime Day As Asian culture spreads worldwide, anime—a style of animation that reflects Japanese art and culture—has been increasing in popularity in many western countries. Occurring on April 15, National Anime Day is a day to dress up and discuss your favorite animes with your friends.

Anime first appeared in 1917 as an art form. It began to gain traction in the 1960s with the establishment of “Mushi Productions,” which was founded by Osamu Tezuka, a prominent figure in Japanese comics. Eventually, anime became popular among the Japanese people as a form of entertainment, usually delivered through television.

A great way to celebrate National Anime Day is to watch one. For those that prefer to watch shows based on daily life, “Nichijou” and “Lucky Star” are good options. Both feature a cast of characters who are relatable to most audiences.

For action lovers, animes like “Full Metal Alchemist” and “Demon Slayer” make excellent starting shows. There are also movies like “Weathering with You” and “Your Name,” both of which deliver a great story arc in under two hours.

Regardless of the show, watching anime is a fun way to spend your time. If one isn’t right for you, there is a whole sea of anime just waiting to be discovered.

Be sure pick up a series in time for National Anime Day. —Written by John Li

April 25 WOrld Penguin Day Penguins are undeniably popular with their appearances in popular culture, from blockbuster movies like “Penguins of Madagascar” to video games like “Club Penguin” and even supervillians like “The Penguin” in comic books. On April 25, World Penguin Day celebrates penguins and their unique traits and history.

Established in 1972 by Gerry Wallace, World Penguin Day was founded when a group of researchers first noticed that the Adélie penguins’ annual northward migration always started on April 25. Since then, April 25 has become a day to celebrate not just the Adélie, but all penguins alike.

Despite their popularity, many people are unaware that the penguin population is steadily declining. Of the 17 different penguin species, 11 are threatened with extinction. Since penguins naturally thrive in colder climates in areas like Antarctica, penguins are at risk with disturbances caused by global warming. Oil pollution, habitat degradation and human disturbance have also contributed to the species’ decreasing numbers.

To show support on World Penguin Day, donate to foundations focused on penguin conservation, such as the World Wildlife Fund and Global Penguin Society. You can also say hello to penguins at various zoos and aquariums while wearing tuxedos on the day of celebration.

Photos by Mia Knezvic Graphics by Jaz Decrem

—Written by Raphael Semeria

22

Lifestyle

Humor: THE ORACLE investigates Gunn’s mysteries Katie LaWer Reporter

Within every school there are mysteries that are hidden and lurking in the shadows, waiting to be revealed. Gunn is no different: The campus and surrounding landscape are filled with intrigue. Rumors whispered from person to person spread stories, some true and others false. My investigation has taken me to three places around Gunn: Spangenberg Theatre, the

J Building and Bol Park. I’ve searched for the pool hidden on top of the Spangenberg Theater, unveiled the truth about the mysterious sounds around the J Building and explored the hidden tunnel systems under Bol Park in search of an unknown something—or someone. The journey has not been easy in the least; it has taken time, effort, planning and research. I have had

to keep my wits about me, my eyes sharp and my ears open. Yet after looking up at towering rooftops, crawling through dangerous tunnels and searching for a frog that is better at being elusive than it is at jumping, I have made crucial discoveries about Gunn. Come with me now as I reveal the truth behind the mysteries lurking in the shadows of our very own school.

1. The pool on top of spangenbErg

Mihika Sane

There have been whispers about Spangenberg’s hidden pool from even before its reconstruction. Its dark shingles and flat architecture seem perfect to obscure a private oasis for teachers and staff. Determined to find the truth and uncover the secret pool, I set off to investigate the comings and goings of Spangenberg. Was it merely another rumor, or a more intricate truth yet to be uncovered, kept hidden for a reason?

I stayed hidden in the shadows watching the entrances. To sleuth this out, I had to remain unnoticeable, just a shadow. I circled the building over the course of several days. Every time I looked up, searching, I saw nothing but

the dark roof and the glare of the sun off the building. The truth still remained just outside my grasp. Still looking up, I walked around the building one more time and caught a glimpse of a blue glinting above the dark shingles.

Was it the sky? Or was it a reflection of the water moving slowly in a forbidden pool?

Ever y great detective knows that some things will forever remain a myster y.

Perhaps you can embark on your own adventure and unveil the mystery for yourself.

Gr

ac ie

Ea

sto n

2. The gunn tunnels

ie Gr a c

Ea s

ton

Prior to my investigation, I had only heard of the “Gunn Tunnels” as a system of pipes built under Bol Park along Barron and Matadero Creeks.

To investigate, my journey began on the path down to Barron Creek.

I walked past the bridge near the donkey pasture in Bol Park and headed down into the creek under the bridge. I heard the sound of cyclists traveling above. I was determined to get past the reeds, mud and brown water to find the mysteries the tunnels were hiding.

I made my way precariously over a slightly rotten log and did my best to stay out of the water. I jumped with all my strength onto the concrete opening of the tunnel and slid under the sharp metal

gate. At last, I was inside. It was cold, dark and perilous. I took a deep breath and held up my phone with the flashlight. Large walls covered with graffiti rose up on either side of me. I made my way down the tunnel into the dark. There was nothing but the sound of my own uneven breath, loud in my ears. My phone flashlight was barely strong enough to light up more than a few feet of the walls around me, but I persisted. I made my way down the central tunnel; light and civilization slowly faded behind me. I knew why I had come: I was in search of the truth behind the rumors.

Someone or something was said to be alive, living beneath us. I was not sure if I truly wanted to find anything at all. Was I alone in this dark tunnel?

Or was there someone watching me? I didn’t dare stick around long enough to find out.

3. croaking noises For days I’ve staked out the J Building, waiting and listening for the infamous and mysterious croaking sounds I’ve heard rumors of throughout campus. As I sat and waited, all I could hear were the sounds of students talking, teachers lecturing and people walking from class to class. I knew that uncovering this mystery would require further research.

At night in the peaceful silence, I returned to make more progress and uncover the source of the mysterious sounds. I walked quietly on a deserted campus under the cover of darkness and flickering street lights. The J Building was at last deserted, and the ground was barren except for an abandoned can of La Croix. I heard it then: a subtle but louder croaking noise coming out of the dark. I shone my flashlight toward the culprit but I could see nothing.

On the way home, I walked back past the reservoir at the far edge of Bol Park, where the croaking sound was almost overpowering. At home, I researched the options, familiarizing myself with the many frog species that live in the Bay Area.

After I listened to multiple frog sounds, I found the culprit. The mysterious croaking sounds appear to be nothing more than the innocent greetings of the Sierran treefrog.

Je

ss

ica

Wa ng

Lifestyle

23

Friday, April 1, 2022

April Fool’s day Crossword Across

4. You might use your phone to ______ videos of your pranks 5. Glasses with nose and mustache named after early 1900s comedian Marx; rhymes with crouch-o 7. Not at the expense of others; opposite of harmful 9. You might find some itsy bitsy ______ atop your desk on April 1 12. Commonality between Oct. 31 and April 1; not a treat 14. Type of joke typical of April 1; physical and hands-on 15. Squirts water, usually from a lapel; has petals 16. Flatulent cushion

Down 1. “You won this time, but I’ll have my ______!”

2. What you might say to a person you successfully trick 3. Crafty and secretive plot against another 6. Easiest type of victim on April 1; will be caught off guard 8. Happened to Caesar when he was backstabbed; might happen to you too on April 1 10. Something unexpected; a real shocker 11. Persuasion-prone; naive Clair Koo

What is something you get on April Fool’s?

13. Titular loser of the day —Compiled by Michael Zhang

Finished? Stop by room P-115 during 5th period or lunch the week of April 11 with the completed crossword puzzle for a treat!

24

Features

childhood friends navigate gunn together Sophomores Sophia Hwangbo + Christine Lee Sophomores Sophia Hwangbo and Christine Lee have been best friends since they first met in the fourth grade. While they originally bonded over their shared ethnicity, they found common passions later on. “We initially became friends because we are both Korean,” Lee said. “Sophia was the new kid in our elementary school. We met in fourth grade and became closer in fifth.”

The pair believes that their friendship has thrived for so long due to the strong bond they formed in elementary school as well as the continuous support they have provided to each other over the years. “I think it’s because we have continued to confide in each other and have the same classes,” Hwangbo said.

Some of Hwangbo’s favorite memories of Sophia sy te ur co come from spending quality time with Lee. o Phot Hwangbo “Last spring break we were able to go on a trip

together,” she said. “We were able to get closer to each other during [our] time in Tahoe.”

Lee recalls one of her fondest memories with Hwangbo. “Sophia came over to my house and [my mom] taught us [photography] together,” Lee said. “We learned a lot about taking pictures.”

Hwangbo expressed her gratitude for her friendship with Lee and reflected on how it has helped her growing up. “I think the two of us have helped each other mature into who we are today,” she said. “I probably wouldn’t be who I am today if I wasn’t friends with her in elementary school.

In every way we have helped each other grow and develop.”

—Written by Sophia Stern

Nishi Goya

l

Sophomores Marcello Chang + Nolan Tok Through a shared love of sports and humor, sophomores Marcello Chang and Nolan Tok have developed an enduringly strong friendship that’s lasted them from the start of kindergarten to high school, a period of ten years. “We first met in Miss Jodi’s kindergarten class,” Tok said. “We became friends through similar interests in athletics like soccer.”

Chang liked being around Tok since they shared a sense of humor. “When I first met Nolan, I thought he was a really funny guy, which motivated me to be friends with him,” Chang said. “He just knows how to make me laugh.”

On Tok’s end, the appreciation is mutual. “I hang out with Marcello because he’s understanding and respectful about everything,” he said.

Chang and Tok have built a strong friendship spending lots of time together each day throughout the years. “Every Friday, we hang

Photo courtesy

out, play football or eat somewhere,” Chang said. Chang recalls hanging out with Tok to make a Slip n’ Slide during the quarantine slump. “It was a rainy day, and we were like, ‘Let’s do something,’” Chang said. “It was pouring, so we biked to Mollie Stone’s, got a bunch of Saran wrap, set it up in a grassy area, got some conditioner and made a Slip n’ Slide. I got grounded for a while.”

In maintaining the routine of frequently hanging out, Chang feels that he’s developed a stronger friendship with Tok. “With time, we’ve told each other more things about school and social relationships,” Chang said.

Overall, Tok is glad to be in a constantly growing friendship. “We’ve gotten more open,” he said. “Marcello’s always changing, and he always has stuff to talk about, like soccer, school and his social life,” Tok said.

arcello

rtesy of M

Photo cou Chang

—Written by James Huang

ang

of Marcello Ch

Juniors Zara Wang + Koharu Masuda

ang

of Zara W Photo courtesy

Juniors Zara Wang and Koharu Masuda know what true friendship looks like. Having been friends for 11 years, Wang and Masuda describe their friendship as being “orange,” a word they have coined to describe their fiery and unique relationship. Wang and Masuda began their journey together on the first day of kindergarten when their parents decided they should walk to school together.

Throughout their 11 years of being best friends, Wang and Masuda have developed a unique dynamic.

“I enjoy the fact that I can insult her any way possible and receive an insult back,” Masuda said.

Wang also appreciated this aspect of their friendship. “I like insulting you,” Wang said. “It’s very fun.”

Despite their banter, Masuda is comfortable around Wang. “I feel like I [can] say anything to her,” said Masuda.

Wang adds that their playful insults make their relationship one of a kind. “We’re so good at trashtalking each other. It’s a special form of love and friendship.”

Wang recalls the unique gifts they’ve given each other throughout the years. “She once gave me a

gin bottle filled with apple juice for my birthday,” she said. “Another time, she gave me this candle that says ‘Our friendship is like this candle.

Forget me, and I’ll burn your house down.’”

While they may look more like enemies than friends at first glance, Wang and Masuda are quick to defend their friendship. “In third grade, I broke my leg and had to use a wheelchair,” Masuda said. “During that time, we had a field trip to Angel Island. We went to the beach, and I was super sad because I couldn’t go into the water. Zara sat with me the whole time.”

Ultimately, Wang and Masuda agree that despite every insult and incident that has been thrown their way, they are happy to have maintained their friendship. “She’s a very nice person, and she’s very generous,” Wang said.

Masuda is optimistic about her friendship with Wang even beyond high school. “I’m glad that we stayed friends even after middle school and high school, and [I hope that we stay friends going] into college,” she said.

Katie Shih

—Written by Katie Shih

Michelle Koo