Harvard-Westlake • Studio City • Volume 31 • Issue 5 • January 19, 2022 • hwchronicle.com
Students reflect on Capitol riot
Students and faculty discuss the impacts of the Jan. 6 Capitol insurrection.
By Alec Rosenthal
is appropriate, but [the masks] are very uncomfortable,” Kim said. “They irritate my ears and neck, and sometimes, they affect my concentration during assessments. Having to wear them outside during lunchtime seems impractical as well, given the space [between] lunch tables.” Kim said he feels ambivalent about the consequences students could potentially face for failing to adhere to the school’s new COVID-19 policies. “I think being sent home is reasonable because it helps ensure continued in-person learning, but I feel being Honor Boarded is reserved for more serious offenses like plagiarism,” Kim said. “At the same time, I have a hard time coming up with another punishment that would force students to follow guidelines.”
Struggling to pay attention in her physics class on Zoom on Jan. 6, 2021, Olivia Feldman ’22 said she had been zoning out before her phone began buzzing repeatedly. Overwhelmed by a creeping sense of anxiety and growing curiosity, Feldman said she flipped her phone over and watched as Twitter notifications about a riot at the Capitol flooded her screen. After Feldman’s teacher assigned her and the rest of the class to breakout rooms, Feldman said she began speaking to her classmates about how many people were involved with the riot and if it was a coordinated attack. As the assault on the Capitol continued, Feldman said she was confused, scared and uncertain about what was unfolding. “At first, I wasn’t really sure at all what was going on, and I was shocked that something of that caliber could happen in our lives in America,” Feldman said. “As the day went on and I saw more of the footage from the Capitol, the scale of it and the lack of protection of Congress and the election that was being certified got more and more insane. Even then, I don’t think I had any idea what the implications or the scale of this were.” Feldman said the Jan. 6 attack was representative of how politically polarized the U.S. population has become. She said the tendency of misinformation and social media algorithms to feature extremist content were two additional factors leading up to the riots. “[The Capitol riots resulted from] massive polarization in America that affects all of us,” Feldman said. “Politicians have resorted to farming outrage and creating anger and hatred toward the other party to get votes and support for their legislation.”
• Continued on A2
• Continued on B6
C4
D3
A Didion Dedication: Students look back on the lasting impact of journalist, essayist and novelist Joan Didion after her passing.
Inflicting Injuries: Students discuss their experiences following injuries that have caused playing hiatuses and their effects.
MIA FEIZBAKHSH/CHRONICLE
BOOSTED UP: Head Prefect and Executive Editor Quincey Dern ’22 takes a deep breath before receiving the COVID-19 booster shot at Elements Pharmacy on Ventura Boulevard. The administration recently made booster shots a part of the vaccination requirement to attend classes on cam-
Administration issues new COVID-19 protocols amid surge in omicron variant cases in LA County
By Natalie Cosgrove and Alex Hahn
The administration updated COVID-19 testing and protocols in an effort to both maintain in-person learning and accommodate those self-quarantining in response to the increased positive COVID-19 infection rate in the school community. Head of Upper School Beth Slattery informed all upper school families of the returnto-school plans in an email sent Dec. 31. Those who tested positive on the designated testing day were required to self-isolate for a minimum of five days and show proof of a negative test upon their return to campus. Moreover, instead of pooled rapid testing, as the school has done for the majority of the year, students now take individual
rapid PCR tests once per week. of COVID-19 since a lot of stuAdditionally, students attend- dents had it over [winter] break ing school in person were asked and a lot have it now.” to take notes for their peers at In another email sent Jan. 6, home, and teachers offered live Slattery outlined new mask-wearZoom meetings and ing protocols as well as recordings of lectures consequences students as resources for those will face if they do not learning remotely. abide by them. StuZoe Shapiro ’23 dents are required to said she agrees with wear N95, KF94 or the school’s decision to KN95 masks both outswitch its system of testside, if social distancing ing given the current is not possible, and inhigh rate of infection side. If students fail to L. WOOD among the members of comply, they could be Owen the community. sent home and face an Kim ’23 “Even though my Honor Board case. family and I discussed Owen Kim ’23 said how this strain [of COVID-19] although he understands the spreads much faster, I still found reasoning behind the updated it shocking that so many peo- mask-wearing guidelines, they ple caught it,” Shapiro said. “I prove inconvenient at times. think the individual PCR tests “I feel like wearing the KN95 are crucial to slowing the spread [masks] both inside and outside
IN THIS ISSUE
A3 Financial Progress: Assistant News Section Editor Will Sherwood ’23 examines the school’s recent tax and finance records.
A10 Valiant Vax: Growing demand for COVID-19 vaccines highlights the necessity for its equitable distribution.
B2 Journey Toward Justice: Students and faculty reflect on Martin Luther King Jr.’s legacy and tangible impact decades after his advocacy.
The Chronicle
A2 News
Masking protocol changes
Jan. 19, 2022
• Continued from A1
Slattery said she plans to reserve any COVID-19 protocol related punishments strictly for exceptional cases. “I hope I don’t have to send anyone home, but if I do, they would be allowed to return the next day,” Slattery said. “I recognize that most failure to mask is unintentional and I only intend to invoke the Honor Board or other penalties for repeat offenders or those who appear to intentionally flaunt the rules.” History Teacher Sandra Brasda said she prefers the direct teaching experience compared to the remote one. “Nothing replaces the student-to-teacher in-person connection that a physical classroom provides,” Brasda said. “In-person teaching creates stronger relationships and a deeper learning environment, while teaching online is like teaching a whole new
ALEX HAHN/CHRONICLE
TESTING TIME: Senior Prefect Jason Thompson ’22 prepares to take his weekly PCR test while Dean Coordinator Lynn Miller helps manage and oversee the student testing station. The school shifted from weekly pool testing to weekly individual PCR tests to ensure the safety of its student body. course. You simply cannot teach the material the same way online as you would in class.” Brasda said a combination of online and in-person learning sparks some difficulties. “Hybrid learning is also very difficult because it requires that the teacher’s time, attention and energy be divided between the students physically in the class and those online,” Brasda said. “[With a hybrid model,] stu-
dents need to make a concerted effort to engage in an online platform and teachers need to adapt to different learning styles.” President Rick Commons said the school values the in-person learning experience and that the administration and faculty will do their utmost to mitigate the spread of COVID-19 so that students can be able to come to campus together. “There has been a very strong
majority voice in our community that being in person really matters,” Commons said. “[Although] you can convey a lot of information on Zoom, [although] you cannot create the community and the culture that matters so much to us, but our main concern in coming back to school in person was how to do so as safely as possible.” Slattery said the school will prioritize the community’s health
when determining its COVID-19 policies and guidelines for the rest of the school year. “The school is committed to staying in person, but I cannot promise that circumstances will always allow for that,” Slattery said. “The only promise I can make is that [the school] will make the best decisions we can, taking into account the mental and physical health of all the people in our care.”
Gas leak causes school evacuation By Lucas Cohen-d’Arbeloff and Davis Marks
A gas leak near the Middle School caused a campus-wide evacuation to Sprague Field on Jan. 12. Alarms across campus triggered the evacuation. Students spent four hours on the field before entirely evacuating the campus. The gas leak occurred across the street from the Middle School at an ongoing home construction site. After evacuating school buildings, students remained on the field without food or their belongings until campus safety was fully assessed. Director of Operations Dave Mintz ’87 said the administration and campus operations team took several steps to respond to the gas leak. “Our role is, first and foremost, to do everything we can to ensure the safety of all parties: students, faculty and staff,”
Mintz said. “We secured the campus and assisted with clearing the buildings, helped provide water to thirsty students and faculty, liaised with the Gas Company supervisors who responded to the incident [and] helped security manage and navigate the afternoon student transportation issues.” Community Health Officer Milo Sini said the administration used existing fire drill plans to ensure students’ safety as news of the gas leak broke. “[Students and faculty] were kept safe and everything went how it should have [gone] because our established emergency procedures were all followed,” Sini said. “Despite being different in detail, [the gas leak] was handled with our known fire drill plans, where [students and faculty] evacuate out of buildings to the field.” Head of Middle School Jon Wimbish told students in an
email that the school would be flexible about missed work due to canceled classes. “There may have been students who left campus without their belongings, and of course, that will have ramifications for homework [Wednesday] and preparation for [Thursday],” Wimbish said. “We will [definitely] be flexible and understanding about extensions, but students should be in touch with teachers as necessary.” Arya Fattahi ’25 said although he spent a large portion of the day waiting on the field with the middle school community, he said he felt safe because of the safety protocols that guided the response to the leak. “I think the school handled the events of the nearby gas leak very well,” Fattahi said. “Although we had to be outside for hours, I felt safe and appreciated the measures that were taken by [the] administration.”
PRINTED WITH PERMISSION OF GRAHAM ROSS
SUDDEN ASSEMBLY: Middle School students gather on Sprague Field after evacuating from a gas leak that ocurred at a nearby construction site.
Entrepreneur presents to Venture By Iona Lee and Tate Sheehy
SANDRA KORETZ/CHRONICLE
CURIOUS CARDINALS CAPTIVATES: Alumnus Alec Katz ’19 presents to students about his education company, Curious Cardinals.
HW Venture invited alumnus Alec Katz ’19 to discuss entrepreneurship and his startup Curious Cardinals in Rugby Auditorium on Jan 11. Curious Cardinals employs college students to help thempursue their interests withmentorship and guidance. Before founding Curious Cardinals in 2020, Katz founded Soles4Good, a nonprofit that helps women in developing nations begin their own businesses. In his presentation, Katz explained that optimism is an important leadership quality because it can inspire others. He said to smile more and inspire others, and he encouraged the audience to be enthusiastic in their pursuits. “A life hack that I’ve learned
over the last year is just to smile more,” Katz said. “It is the best and easiest change you can practice. If there is anything you take away from today, it is when you feel sad, [be sure to] smile more. If you are in an awkward situation, smile more.” Katz said problem-solving and following through with goals requires passion, self-motivation and drive. “If you’re not the most passionate person for the problems you’re trying to solve, go back to another problem because there will be someone who lives it and breathes it,” Katz said. “When things go poorly, you need to be passionate about [your issue] because it is a roller coaster, and you need to be able to weather the storm.” Attendee Sarah Brown ’24 said Katz motivated her to pursue issues she is passionate in.
“[Katz] inspired me to continue working on our school projects and do things not necessarily because they will look good on a college application but because I find [them] interesting,” Brown said. “What I took away from this presentation is to do what interests me and work on passion projects because they will always be beneficial in the long run.” HW Venture member Gabe Levin ’23 said he hopes to preserve his relationships with speakers he has met through Venture after their presentations. “I communicate with alumni and community members who want to begin or continue their involvement with HW Venture’s various programs and opportunities,” Levin said. “I’ve met some amazing people through HW Venture that I hope to maintain my relationship with for years beyond my graduation.”
Jan. 19, 2022
hwchronicle.com/news
News A3
Profitable Nonprofit: Inside Harvard-Westlake’s Tax Records An analysis of the school’s tax filings reveals it is the wealthiest school in California with $398.7 million in net worth, up 93% over 10 years. By Will Sherwood Featured on its website and published in various brochures, the school’s numerous accomplishments are well known. Today, the school boasts 1,620 students, 206 full-time teaching faculty, more than 300 different classes and $13.8 million in need-based financial aid. Over the past five years, 232 graduates have gone on to attend Ivy League colleges, and last year, the school won the Cal-Hi Sports State School of the Year Award for most athletic championships. Less well known, however, is the school’s impressive financial performance over the last 10 years, making it the wealthiest independent middle and high school in California. Form 990s, which are collected by the Internal Revenue Service (IRS), are submitted annually by organizations
with not-for-profit or federal tax-exempt status. The 990 forms are public and accessed on the internet. An analysis of these filings from 2010 to 2020 reveals the school’s net assets—a measure of the net worth of a nonprofit—grew 93% over the past decade to $398.7 million. During that time period, the school generated $150.2 million of net income, which is the surplus between revenues and expenses.
The school’s endowment also in- last 18 months, as the S&P 500 creased 280.5% to $148 million. Index, a broad measure of the Over the 10-year period, gifts, stock market, has delivered a total contributions and grants totaled return of 23% during this period. $241.7 million. Under Commons’s leadership, Chief Financial Officer David the school’s financial position and Weil said the school spends each resources have grown significantsummer auditing its ly. The school’s net assets finances and prepar(total assets minus liaing these tax returns, bilities) have increased which provide a deby 37.2% from $269.8 tailed accounting of million in 2013 when every dollar that is rehe arrived to $398.7 ceived and spent each million in 2020. During year, the value of assets that time, annual reveand investments and nues have increased to compensation of its an average of more than l. wood top employees. $100 million a year. The Rick According to Weil, school’s revenues consist Commons the Form 990s for the mainly of the tuition, 2020-2021 fiscal year have been contributions from donors and completed but have not yet been investment income. Expenses finalized with the IRS and are not have also grown from $68.9 milavailable to the public. lion when Commons arrived to Still, the 2019-2020 Form $88.6 million in 2020. 990 depicts the school’s financial In 2013, the school had 686 success and position compared employees, according to the filto other independent schools in ings. That number peaked at 780 the region. The school’s $398.7 employees in 2017 and decreased million in net assets to 708 employees in 2020. Costs and $148 million of salaries and wages at the school endowment are more have gone up from $26 million in than double those of 2013 to $34.1 million in 2020, Polytechnic School an increase of 30.8%. When ($142 million; $71.7 Commons arrived, 45 personnel million), Marlborough were compensated more than School ($140.4 million; $100,000 annually. By 2020, $60.8 million), Cross- that number had risen to 104, an roads School ($127.3 mil- increase of 131%. lion; $25.8 million) and When asked how he would Brentwood School ($95.5 grade the school’s financial permillion; $18.8 million). formance during his tenure, Compared to signifi- Commons said the business ofcantly older independent fice and the rest of the commuschools on the east coast, the nity deserve high marks and exschool’s financial position is pressed gratitude to all the people more modest. Phillips An- who made such success possible. dover Academy in Massachu“I would grade [the school’s setts, founded in 1778 after the overall financial performance] American Revolution, had net an A,” Commons said. “That’s a assets of $1.4 billion and an en- hard-earned A. It’s been earned dowment of $1.1 billion in 2020. through the generosity of our Groton School in Massachusetts, parents and alumni and the manwhere President Rick Commons agement of our business office, served as headmaster from 2003 led by David Weil and advised by to 2013, had net assets of $414.6 our board of trustees.” million and an endowment of During Commons’s tenure, $358.7 million in 2020. gifts and donations to the school The school’s $179 million of have totaled $171 million, acinvestments in public and other cording to the school’s tax filings. securities have likely risen in the He said this philanthropy is a
core strategy in the operation of the school. “[One of the aspects of the school’s financial strategy] has been to rely on the generosity of our parents and alumni to help us achieve important strategic goals without relying on increases in tuition that are either unmanageable for families or disconnected from the rate of inflation,” Commons said. During the 2012-2013 academic year, annual tuition was $31,350, according to Chronicle archives. In 2021, tuition rose to $42,600, an increase of 35.9% during Commons’s tenure. The cumulative increase in the Consumer Price Index, a standard measure of inflation, was 19.68% during the same period, according to inflation calculators available on the internet. At the same time, the school’s program spending—what the school spends each year on academic and other programs—kept pace with the rise in tuition. Total program spending has grown from $50.4 million dollars in 2013 to $67.9 million in 2020, an increase of 34.6%. At $42,500 dollars, the amount of money the school spent per pupil is more than double the national median for independent day schools. Median total expenses per student in independent day schools were $21,193 in 2020, according to the National Association of Independent Schools (NAIS). NAIS Vice President of Media Myra McGovern said the financial differences between independent schools across the country are substantial. “I think the most important thing to remember is that independent schools vary a great deal,” McGovern said in an email. “There are start-up schools that hold classes in church base-
ments, and there are 300-yearold boarding schools with campuses that are larger than many colleges. Even schools that may seem like peers in terms of academic reputation could be structured quite differently.” Commons said the financial accomplishment during his tenure that makes him the most thankful is the growth of the endowment by 131% to $148 million.
“ I ’m grateful to our parents and to our alumni for making it possible for us to significantly increase our endowment during the time that I’ve been at school,” Commons said. “That endowment supports chiefly our faculty and staff and our recipients of financial aid. I won’t say I’m proud of it. I’m enormously grateful for it. And rather than taking credit, I express gratitude. It’s not that I have done this. It’s actually our parents and alumni who have done it. And I’m proud to stand beside them and express my thanks.” Along with its endowment, the school’s investments in public securities have grown significantly over the past 10 years. In 2010, the school had nearly $43 million invested in public securities. By 2020, its investments in public and other securities had grown to just over $179 million, an increase of 326%. • Continued on hwchronicle.com
ILLUSTRATIONS BY WILL SHERWOOD
A4 News
Robotics qualifies for championship
By Grace Coleman
Team 62 (62 Null), the school’s robotics team, qualified for the VEX California State Championship on Nov. 20 and is currently preparing for the competition, which is set to take place March 12. Team 62 is split into multiple groups that all compete for the school, including teams 62A, 62B, 62G, 62K, 62X and 62Z. Teams 62X and 62A qualified for this year’s State Championship. Last year, team 62B won the 2021 Live Remote VEX Robotics World Championship. The 2022 Word Championship will take place in Dallas, TX this year. 62A team member Oren Hartstein ’24 said although members of the team understand the importance of COVID-19 restrictions, they compete with the hope of returning to fully in-person competition. Hartstein said the transition to online competitions was a unique experience. “It’s interesting to see how the pandemic has morphed robotics into a mixture of online and in-person competitions,” Hartstein said. “Ideally, I would prefer to compete in person. I understand that is not always possible [with rising COVID-19 cases].” 62A team member Kaito De Anda ’24 said his team is now preparing their robot to use in upcoming tournaments.
“We have a signature event, known as a large-scale tournament, coming up,” De Anda said. According to 62X team member Karen Wu ’23, signature events are one of several paths a team can take to qualify for a world championship. Teams can also qualify at state championships and online challenges. Wu said the team hopes to return to the World Championship this year. “We are all having fun and enjoy doing robotics,” Wu said. “Some [of the school’s] teams are very hardcore and really doing everything they can to qualify for the world championship.” Robotics team member Dru Reed ’24 said with longer and more populated tournaments like the upcoming VEX State Championships teams are working hard to improve their robots. Reed said the team’s wins are a result of the effort they put into preparing for their competitions. “It takes a lot of work to win a tournament, but it all becomes worth it with that final score,” Reed said. Reed, who has been involved in robotics for four years, said he views the VEX robotics program as a great way to acquire engineering and math skills. “[VEX robotics] is so much more than a competition,” Reed said. “It teaches methods of engineering that real-world engineers use.”
Jan. 19, 2022
The Chronicle
GRACE COLEMAN/CHRONICLE
MAKING MACHINERY: In preparation for upcoming tournaments, robotics team 62A works on their robot. The robot has lifts that are used to pick up mobile goals, an important element of robotics competitions.
Debate team competes in virtual tournament
By Davis Marks
NATHALIE LEUNG/CHRONICLE
DEBATING THEIR STRATEGIES: In Mudd Library, Maxwell Lee ’24 and Kai Do ’24 discuss strategies for their debate tournament. Debaters are often given the topics in advance so they can compose their arguments.
privilege. The [debate] team believes that we must use such privThe school hosted the Har- ilege to make debate more accesvard-Westlake Debates tourna- sible to students who deserve to have their voices heard.” ment virtually Jan. 13-17. Debater Kai Do ’24 said alThe event required a registration fee, and all proceeds though she was initially nervous were donated to the Los An- to participate, participating in geles Metropolitan Debate the tournament was helpful. “I’ve watched rounds from League (LAMDL), a nonprofit that works to develop debate previous years and have always programs throughout public [thought they were terrifying], schools and provide opportuni- but I am 100% sure it was worth ties to underprivileged students it because I got to debate people I have always looked up to in the in Los Angeles (LA). Head Debate Coach Mike Be- debate community,” Do said. itz said it is imperative that more “I [also] got to try out a bunch of new strategies, [so] students from across overall, this was a realLA gain greater access ly great experience, and to debate resources. I’m so thankful to have “If we believe access had the opportunity of to debate is important attending.” for [school] students, Alex Lee ’24 said we feel we should help he initially felt nervous make it accessible to all but ultimately enjoyed students,” Beitz said. competing in the tour“The debate team has L. Wood nament. Lee said he ima long-standing relaKai proved as a debater as a tionship with LAMDL, Do ’24 result of participating and over the years our debaters have helped coach new in the tournament. “Going into the tournament, LAMDL teams, volunteered to judge at their tournaments and I was feeling a combination of even helped in administration at intense anxiety and ecstatic anticipation,” Lee said. “The tournatheir free summer camp.” Debate Coach Jasmine ment consisted of the best debatStidham said the team support- ers from each school and the most ed LAMDL because the mission qualified judges. My primary of the organization aligned with goals were to gain as much experience and insight as possible into that of the school’s debate team. “It is important for us to use how these intricate, high-level deour tournament as a fundraiser bates function. At the same time, for LAMDL because we believe [the tournament] fostered a fun, in LAMDL’s mission of provid- interactive, productively competing competitive debate opportu- itive environment where debaters nities to public schools in [LA],” could come together and get the Stidham said. “We have immense most out of the activity.”
Jan. 19, 2022
hwchronicle.com/news
News A5
The omicron variant has spread across campus with 8% of school community members testing positive for COVID-19 as of Monday, Jan. 4.
Do you think school will remain in-person?
Have you received the COVID-19 booster shot?
YES NO DON’T KNOW
Have you been exposed to COVID-19 since returning back to school?
YES
NO
YES Cases per 10,000 residents over last 14 days
NO DON’T KNOW *256 Students Polled
CASES
New Reported Cases of COVID-19 in the U.S
ILLUSTRATION BY SOPHIA EVANS
A6 News
The Chronicle
Jan. 19, 2022
Admission Office allows campus tours
By Davis Marks
LUCAS COHEN-D’ARBELOFF/CHRONICLE
CAMPUS EXPLORERS: Student Ambassadors examine the middle school campus map that the school’s Admissions Office offers to prospective families. The map features all academic centers and common areas.
The Admission Office has hosted a total of 2,000 visitors on campus for self-guided tour events since the beginning of the school year, as of Jan. 8. The events, which took place on various weekdays after school and Saturdays throughout the admission season, serve as opportunities for prospective families to experience the school in person. Head of Admission and Enrollment Aaron Mieszczanski said when planning for the admission season last summer, the Admission Office sought to ensure that incoming applicants were able to connect with the campus while staying safe. “We knew we couldn’t go another year with the only way for people getting a sense of campus and the school being online,” Mieszczanski said. “We wanted to do something that provided people an opportunity to experience the school in a personal way while still keeping everybody safe.” After arriving at the Middle School, prospective families received a map of the campus and a sheet of QR codes, which showed them a series of videos featuring students who spoke about each building at the Middle School. The barcodes were also posted on each building, where Student Ambassadors were stationed to answer questions. Assistant Director of Admission Meagan Salmon said pro-
spective families have enjoyed the self-guided tour experience, even though it is different from traditional one-on-one Student Ambassador tours. “In my experience, prospective families have been pleasantly surprised by the self-guided tour events,” Salmon said. “I think when some realized it was self-guided, [they] were slightly disappointed about the lack of one-on-one interaction with the students, but so many families have come up to me and my colleagues throughout their time on campus to say how much they enjoyed the self-guided experience.” Student Ambassador Nathalie Paniagua ’23 volunteered at a self-guided tour event and said she believes the events successfully display the school. “I think the self-guided tours were a perfect way to showcase the different aspects of life on the middle school campus while still complying with [COVID-19] regulations,” Paniagua said. “Having student ambassadors stationed at different posts around the school also provided an extra opportunity for parents to inquire more specific questions.” Mieszczanski said he believes the self-guided tour events will be more heavily utilized. “I think the new maps and videos created can be enjoyed in other uses for years to come, such as at Homecoming, Grandparent’s Day and alumni gatherings,” Mieszczanski said.
France joins Works program By Christopher Mo and Chloe Park
Kwaisi France joined the Upper School as the new Director of the HW Works program, which provides summer programs and internship opportunities for students and alumni Jan. 3. France has served as a teacher, department chair, program developer and mentor at various independent schools such as Saint Francis Academy in Baltimore. France said he looks forward to assisting students through HW Works and encourages students to sign up for these opportunities. “I come from a family of educators where we strongly believe in learning something and teaching others,” France said.
“Being a role model and resource for students from historically disadvantaged and marginalized backgrounds, many of whom did not have access to Black men that knew what it took to graduate from a competitive independent school nor a highly selective college, was something I felt I had to do. My academic background coupled with my professional experience allowed me to provide guidance and insight into the work we had to do building out the school.” France said he hopes to help guide students in their future endeavors by ensuring that all students will be able to find programs. “The goal is to have everybody signed up so everyone can hopefully secure the internship, externship, job or summer pro-
gram,” France said. “They want to provide a rewarding experience which will hopefully establish a career interest that will both boost [their] college profile and provide guidance to students following in [their] trajectory in the long term.” France said he is passionate about helping students find a summer program that will improve their college applications. “My job is to make sure you are doing something you want to be doing that is meaningful and worthwhile in the summer that will hopefully lead to meaningful professional connections in a career which will boost your college profile in the short term,” France said. “If not, you will at least know what you don’t want to do and there is value in that as well.”
HW Venture challenges students By Jina Jeon
HW Venture will hold a twoweek-long Community Challenge to address homelessness in Los Angeles (LA) County starting Jan. 18 as part of the HW Venture Events series. Participants in the challenge will brainstorm initiatives to support homeless people across LA. They will then create a pitch presentation for their idea, and the winner of the Community Challenge will receive a grant of $500 to fund their project. In the email announcing the challenge, HW Venture said they encourage students to take on
more feasible, small-scale projects. In addition, HW Venture alumni will be available to aid the challenge participants and provide guidance and resources. HW Venture member Logan Azizzadeh ’24 said he felt compelled to organize the event after observing increased homelessness throughout the LA community. “I’ve always been interested in affordable housing,” Azizzadeh said. “There are such [few] resources that [homeless people] have. Over time, I saw the situation get worse and felt more inclined to help. I know other people at school feel the same way, so
I thought I would get the community to work together.” HW Venture member Wilson Federman ’24 said the challenge is an effective way to bring awareness to homelessness. He said he hopes to see strong student participation and enthusiasm in the coming weeks. “I’m excited to see the incredible ideas the members of the challenge come up with,” Federman said. “Last year, we received amazing ideas for our COVID-19 adaptation of the Community Challenge, so I can only hope that we can reciprocate the results from last year.”
CHLOE PARK/CHRONICLE
NEW FACE: Kwaisi France sits at his desk in his new position of Director of the HW Works program. France has worked at several independent schools.
“
The idea of seeking out a problem and devising a solution is an extremely beneficial tool to have. Benefiting the community in a creative, unique way of your own is empowering and enticing.” — Wilson Federman ’24 HW Venture Member
Federman said participants will have the independence to develop their own unique ideas, as they will gain problem-solving skills to apply later in life. “The idea of seeking out a problem and devising a solution is an extremely beneficial tool to have,” Federman said. “Benefiting the community in a cre-
l. wood
ative, unique way of your own is empowering and enticing.” HW Venture Advisor Rob Levin said he hopes the challenge will inspire students to discover issues they are passionate about. “Any time students are encouraged to turn [their] concern into action and become the drivers of their lives, it’s a win,” Levin said.
Jan. 19, 2022
hwchronicle.com/news
News A7
Inside the CHO The school’s Community Health Office (CHO) adapts to the COVID-19 pandemic, revising its health protocols for students.
NATASHA SPEISS/CHRONICLE
DILIGENT DELIBERATIONS: Community Health Officer Milo Sini and Head of Communication and Strategic Initiatives Ari Engelberg ’89 discuss the day’s student COVID-19 testing. The Community Health Office (CHO) recently began testing students individually in place of its previous use of weekly pooled testing; they now send results to families within 48 hours.
By Natasha Speiss
most of his time now, but much of the work that he does is the Head of Communications and same as before the pandemic. “A lot of [my] time is abStrategic Initiatives Ari Engelberg ’89 and Community Health sorbed by COVID-19,” Sini said. “But my role in everyOfficer Milo Sini work thing else, as far as the with the school’s Comsafety of the school munity Health Office goes, hasn’t changed. (CHO) to lead the We still have plenty school through the of those [individuCOVID-19 pandemic. al-specific situations], Founded in 2017, and take care of each the CHO accomodates and every single one students’ health comof those. Each person plications, plans school white’s gets the attention that drills and oversees the Ari they need.” general health of the Engelberg ’89 Sini said he enjoys student body. Sini is the first Community Health Of- observing the positive outficer at the school. He served as comes of his planning. “This is a school, and having the Director of Sports Medicine people in it is what’s important,” from 2005 to 2017. Sini said he applied for the Sini said. “I really have enjoyed Community Health Officer po- helping create policies and a syssition to make a larger positive tem that works. All of that, all the hours, all the days, all the impact on the student body. “I’ve always been a person who time that’s been spent is ultimately what believes that drives all [the middle of that and upper [success]. schools] are It’s nice to one school know that and one the atticommutude is ‘I nity,” Sini feel safe,’ said. “We [which is] take care shown by of everyhow many body, and people are when [my coming to current school.” position] When the pandemic hit, Engelwas created, it was an opportunity to use my expertise and berg began to work with Sini to knowledge to help the greater co-manage the CHO. Engelberg said though he and Sini are the [school] community.” Sini said COVID-19 occupies main leaders, faculty members
like Chief Financial Officer David Weil, the sports medicine team, the former nurses, Discipline & Attendance Coordinator Gabriel Preciado and Attendance & Health Coordinator Brenda Simon assist the CHO, as well. “Technically there’s two of us directly in community health, but there’s a whole group of people who provide various supports who act on behalf of or in partnership with the [CHO],” Engelberg said. “[Sini and I] are quarterbacking these activities, but to continue with the sports analogy, a team needs players in order to work.” The school’s local public health agency is the Los Angeles Department of Public Health (LADPH), which follows safety guidelines from the California Department of Public Health (CADPH). The CADPH creates its policies based on the recommendations given by the Center for Disease Control (CDC), according to Engelberg. County guidelines override state guidelines if the counties’ recommendations are stricter. Engelberg said the school has developed partnerships with testing facilities and pharmacies like MEND Urgent Care, Elements Pharmacy, Innovative Health Diagnostics and Spectrum Medical Supply to ensure the community’s safety. “We have taken the guidelines that are required by the
state and county, and supple- grateful that the CHO is led by mented them with resources and Sini and Engelberg. policies of our own that are con“Engelberg is also on the sistent with those standards,” board at [Cedars-Sinai Medical Engelberg said. Center], and it “Weekly testseemed he was ing and these My goal is just willing to take guidelines will on a partnerto make this the best help us stay as with the school year we possibly ship safe as possible [CHO after the can with everything and get stupandemic hit],” dents back on Ross said. “We that’s coming at us.” campus as fast were so lucky —Laura Ross that we already as possible.” Engelberg said Associate Head of School created this ofhe would fice and had describe [Engelberg] with the expertise community satisfaction and bandwidth to help lead it.” with the CHO as a bell Ross said she is inspired by curve, since most peo- the strength of the school comple seem satisfied with munity amid new protocols. the school’s response “We have the resources, the to COVID-19. people and the goodwill,” Ross “In a community as said. “Being at a school where big as ours, between the middle and upper kids want to be at school, teachschools, you’re going ers want to be teaching, people to have a wide range of want to do what’s best, I feel opinions,” Engelberg like my goal is just to make this said. “But the people the best school year we possibly who are really dissatisfied can with everything that’s comwith our response you ing at us.” can probably count on one hand. We have chosen not to ignore [the county and state’s health guidelines], which is definitely inconvenient for some people. We appreciate the [school community’s] patience with [the CHO].” When the leaders of the school go to their weekly meeting, proposals from the CHO about new school safety measures are often voiced, according to Associate Head of School Laura Ross. Ross said she feels ILLUSTRATIONS BY ALEXA DRUYANOFF
“
A8 News
Double-Crossed
ACROSS:
1. Quite bloody 5. Implanted birth control 8. Animated penguins shred 14. You can sing do or re 15. Wooden basket from sussex 17. Red plumber’s homeland 18. “Get out me swamp” species 19. Day sleep 21. Italy, sans ay 22. King of Israel, lawyer of stars 23. Saitama can literally defeat anyone with ___ ___
Jan. 19, 2022
The Chronicle
26. Blox prefix 27. On, Spanish 28. Might hibernate here 30. Tonight? 31. Famous Greek wanderer, to a blinded Cyclops 32. Half of the alcohol in a certain card game 33. Sent on a biblical mission 36. Romeo’s more peaceful half 37. How Titus Andromedon describes Pinot 41. Shui’s organization
Assistant Features Editor Harry Tarses ’23 and Adison Gamradt ’23 work together on the third edition of the Chrons-Word. Keep an eye out for double word answers!
42. Original SoundTrack 43. Preposition the next thing 44. Foreign lyric of a popular Fergie song 45. New meat 47. The pixie’s favorite greeting 48. Goat devil from a to z 49. Following Mac software 50. A wise fool, to Yiannis 54. How a king dresses himself in the nutcracker 57. A communist referral 58. Subject pronoun, en español
59. Chum, alternatively 61. Gatsby girl located south of Syria 65. Do this to titans 69. Apparently healthy, acronym 70. Two letters of CMYK 73. State with Chicago 74. To mess up, according to Alexander Pope 75. Half of a heavily repeated chiding noise 76. Grande’s breakout role 77. Chris surname or Christmas
DOWN 1. Ducked, ducked, 2. Basically vital 3. Asking Kim Namjoon if he is, abbr. 4. Action at a softcore stop sign 5. Casual acceptance of a challenge 6. Short possessive 7. Not enough Zendaya 9. Where Brown resides 10. A picturesque call 11. Raphael’s weapon 12. Very 13. Power line tower 16. An occasionally fashionable dental dysfunction 20. Dad jokes feature 24. Cumulative Net Loss 25. Refusing to a garden tool 29. Prefix to elope 32. Italian port city AKA Genova 33. Vera, more soothing than Wang 34. Angers, ludely 35. A rush to trader joes, abbr. 36. Glee singer car suffix 38. Where to watch Euphoria 39. Suffix both denoting natives of a country and following scientific names 40. A particularly rollin’ car 45. A stray astray 46. Sulk 51. “That hurt” 52. Before -logy, study of the ear 53. The first module space station by Russia 54. Swiftly 55. Percy Jackson’s friend is a 56. Table to drink religiously 60. Attempt 61. Sensation from electrocution 62. Do not, abbr. 63. A relatable character 64. One direction’s favorite river 66. Indefinite article 67. Uttered upon shock 68. National Limousine Association, acronym 71. Elementary precursor 72. Water Polo, abbr. • Solutions on hwchronicle.com
Opinion The Chronicle • Jan. 19, 2022
Studio City • Vol. 31 • Issue 5 • Jan. 19, 2022 • hwchronicle.com
Editors-in-Chief: Tessa Augsberger, Milla Ben-Ezra Print Managing Editors: Julian Andreone, Caitlin Muñoz, Will Sheehy
editorial
Presentation Managing Editors: Kate Burry, Ava Fattahi, Mimi Landes, Melody Tang Digital Managing Editors: Amelia Scharff, Katharine Steers Executive Editors: Quincey Dern, Sydney Fener, Sophia Musante News Editors: Sandra Koretz, Josh Silbermann Assistant News Editors: Lucas Cohen-d'Arbeloff, Natalie Cosgrove, Alex Hahn, Will Sherwood, Natasha Speiss Opinion Editors: Caroline Jacoby, Sarah Mittleman Assistant Opinion Editors: Claire Conner, Daphne Davies, James Hess Features Editors: Mia Feizbakhsh, Alec Rosenthal Assistant Features Editors: Fallon Dern, Allegra Drago, Lily Lee, Harry Tarses, Emmy Zhang A&E Editor: Keira Jameson Assistant A&E Editors: Becca Berlin, Georgia Goldberg, Jina Jeon, Vasilia Yordanova Sports Editors: Justin Goldstein, Maxine Zuriff Assistant Sports Editors: Danny Johnson, Paul Kurgan, Andrew Park, Leo Saperstein, Charlie Seymour Multimedia Editors: Julian Andreone, Ava Fattahi Photography Editor: Sandra Koretz Broadcast Producers: Chad Bacon, Zach Berg, Jack Coleman, William Moon, Mikey Schwartz Business Managers: Kate Burry, Justin Goldstein Assistant Broadcast Editors: Andre Birotte, Hunter Bridgett, Bill Coleman, Aaron Milburn, Jack Limor, Rayaan Rao, Audrey Yang Engagement Editors: Liam Razmjoo, Ryan Razmjoo Art Director: Alexa Druyanoff Freelance Writer: Davis Marks Freelance Artist: Sophia Evans Layout Assistants and Staff Writers: Kriste An, Jaden Bobb, Grace Coleman, Dylan Graff, Abigail Hailu, Iona Lee, Nathalie Leung, Jackson Mayer, Christopher Mo, Chloe Park, Grant Park, Averie Perrin, Tate Sheehy, Jackson Tanner, Ella Yadegar Advisors: Jim Burns, Max Tash Layout Assistant: Alexis Arinsburg Publication Information: Founded in 1990, The Chronicle is the Harvard-Westlake Upper School’s student-led newspaper. Now in its 31st year, The Chronicle strives to report stories accurately and fairly and to uphold its legacy of journalistic integrity. The newspaper is published eight times per year and distributed to students, parents, faculty and staff. The paper is affiliated with two upper school magazines, Big Red and Panorama. We are members of the California Newspaper Publishers Association and the Private School Journalism Association.
ILLUSTRATION BY SYDNEY FENER
Law and Omicron: Trial by Worry
As winter break came to a close, students eagerly awaited a return to on-campus education, only to be met with two disappointing days of asynchronous assignments. What could have been a triumphant beginning to the new year was instead a grim reminder of the omicron variant’s soaring infection rates. Although the administration allowed students to attend school in person again by the end of the week, 8% of our community remained at home sick with COVID-19, and we all felt their absence on campus. Classrooms felt empty, the Quad was less lively and we anxiously wondered who might soon get sick. Yet we remain grateful for the opportunity to experience in-person school. It is easy to see the benefits of being on campus: Learning is more focused and personalized, social interactions feel more genuine and extracurricular opportunities are more enriching. It is crucial to recognize that we will only remain on campus if we develop further transparency, keeping students and faculty fully informed so they may take the necessary precautions to stay safe. When a student receives a positive COVID-19 test result, their first instinct may be to conceal the results of their test. After all, it can be embarrassing and nerve-wracking to alert friends, peers and colleagues that you have exposed them to COVID-19. The student may fear judgment or condemnation from others for unintentionally risking their safety. As a result, contracting COVID-19 comes with an immense amount of guilt. Although members of the community have a right to be anxious or upset when they discover a close contact may have infected them, we must be careful not to make assumptions in regards to a positive COVID-19 test. There is a misconception that those who contract COVID-19 must have made some irresponsible mistake or demonstrated a lack of consideration for others, but that is not necessarily the case. With the omicron variant, it is impossible to say whether somebody contracted the sickness from irresponsible risk-taking or simply got unlucky. It is still possible to be infected at a grocery store, family dinner or pharmacy, even though most associate contracting the illness with a crowded music concert or sports game. When a member of our community gets sick, jumping to
conclusions or making rash accusations is disrespectful. Unsafe behavior warrants criticism, but not everybody with COVID-19 has necessarily acted thoughtlessly. Most would like to pretend there is some justice in who gets sick and who does not: Those who do not take safety precautions will face consequences, and those who protect themselves will reap the benefits. But many of us, unfortunately, are infected by chance. The omicron variant is highly infectious: In the last 14 days alone, the case count surged by 270%, according to the New York Times. Chief Medical Advisor to the President of the United States Dr. Anthony Fauci said the omicron variant is so easily transmissible that it will likely infect almost all U.S. citizens, according to CNN. In-person learning requires students to gather in classrooms for hours at a time, so contracting COVID-19 is a distinct possibility for many members of our community. Regardless of why somebody contracted COVID-19, shaming them only discourages transparency. They'll be inclined to conceal symptoms or positive test results when criticized for contracting the virus, making contact tracing and quarantining less effective. Similarly, if we contract COVID-19, we must inform the community of our health status regardless of the discomfort we may feel. It is immature and irresponsible to lie to avoid consequences. Just as those who are sick have a right to not be branded as selfish, community members have a right to be informed of the truth. The administration must send a message to our community that we prioritize safety, and safety can only be achieved through honesty. This should include publishing a regularly updated COVID-19 case count and reminding students and faculty to be both diligent in providing information and to be respectful in receiving it. We need daily updates in order to make the best decisions regarding our own health, and we need members of the community to be more open with each other so this information is accurate. Ideally, the omicron variant wave has already peaked and soon, we will not need to take as many precautions. For now, though, we should have the courage and sincerity to protect those around us. Our health and quality of education depend on it.
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A10 Opinion
Jan. 19, 2022
The Chronicle
Lavish language By James Hess
I
n his famous 1946 essay “Politics and the English Language,” Eric Arthur Blair—better known by his pen name George Orwell— condemned the imprecision of modern English. He argued that vagueness in political writing and speaking obscures the true thoughts of an author to the audience, erasing useful and interesting arguments while disguising bad ones. These habits of ambiguity and pretension in language lead to a less informed society—one in which a writer “turns as it were instinctively to long words and exhausted idioms, like a cuttlefish spurting out ink,” Orwell said. Although we currently live some seven decades later than the author, Orwell’s analysis of language seems to still hold truth. In our media, certain newspapers, television shows and movies are famous for their overly complicated writing: They force readers to labor through a series of unnecessary polysyllabic words, French sayings and Latin phrases before uncovering any real meaning. Political commentators use cunning rhetoric instead of substantive facts to argue for their positions; the candidates they support participate in televised debates on platitudes and patriotism alone, failing to speak a single word about real policies. Cliches delivered in charismatic tones become substitutes for meaningful interaction, and the conversations between voters and politicians become worse in the process. We also see Orwell’s ideas in our academic pursuits. While writing papers and participating in class discussions, we hide behind vague language after running out of arguments to make and insights to explain. To conceal our simple analysis or increase our page count, words like “because” become “due to the intrinsic and unavoidable fact that,” and where phrases like “I believe” would suffice, we use “I have now come to the conclusion that,” or, in Orwell’s mocking words, “In my opinion it is not an unjustifiable assumption that.” As we consider the realworld implications of different subjects in school, phrases like these become deceptive—a trick to make our audience think we are more insightful and intelligent than we really are. Importantly, we do not communicate like this in most cases because we need to—un-
like the way, for example, we lean on scientific jargon in scientific lab reports—but because we choose to. Instead of turning our thoughts into carefully constructed sentences, we pollute our language by pretending that our meaningless extra words represent true facts or serious opinions. Thinking about how language functions in everyday life, though, is much more important than just memorizing a few grammatical and stylistic rules. The classic conventions we learn about in middle school textbooks—using the active voice over the passive whenever possible, starting sentences with the subject and not the verb, ending independent clauses with a semicolon—should only be guides to us. If we view words as an important expression of our thoughts, after all, their simplicity becomes essential to our interactions with others: We must transfer our valuable ideas in the clearest way possible—not covered in any fancy double meanings, dramatic metaphors or obscure and pretentious grammar. On the other hand, if we need to make an argument on an issue we know little about, it is more honest to communicate with our audience in simple terms rather than confusing them with series of complex sentences. In both cases, concise wording carries weight by maintaining integrity rather than obscurity and deceit. If we can still see the problems Orwell warned us about 70 years ago, it is our responsibility to reflect on the ways in which we express ourselves. From the papers we write to the seconds-long conversations we have in the hallways to the speeches we craft for debate and public speaking, we must make sure that the words we use are as direct and accessible as possible. When we know the language of others is insincere, moreover, we should feel compelled to remind them that honesty––not pomp or rhetoric––is the most important part of communication. Taking these actions will create a culture that values substance and curiosity above all else, one in which we determine quality of thought not by the author's perceived intelligence but only by the argument itself.
ILLUSTRATION BY SYDNEY FENER
ILLUSTRATION BY SYDNEY FENER
Vaccine globalism, Claire-ified By Claire Conner
A
s the omicron wave surges to its crest, America and its high-income allies stand ready at the helm, confidently steering through the pandemic's stormy waters. Protected by an abundance of vaccines, these countries have the wealth and infrastructure to withstand the tempestuous pandemic era. The rest of the world is meeting a different fate. Engulfed in the wave’s icy turbine, countries without sufficient access to vaccines suffer higher mortality rates and economic fallout. Less than 5% of low-income countries’ populations have been vaccinated, compared to over 70% in high-income countries, according to Oxford University. This vaccination rate disparity spells disaster for the fight to suppress variants and reduce the spread of COVID-19. The delta variant emerged before vaccines were approved, the lambda and mu variants surfaced in South America when the continent lacked access to doses and the omicron variant took root in South Africa, a country that only had a 25% vaccine rate when the variant was detected. Without a successful effort to make vaccines more widely available, we will likely face equally damaging and unpredictable variants in 2022. At a time when expeditious vaccination on a global scale is both an immediate need and a prudent strategy, the world could not be falling further behind. The World Health Organization’s blueprint for combatting the pandemic centers on COVAX, a consortium that donates COVID-19 vaccines to countries that cannot purchase or manufacture them. This program has been a massive failure, distributing fewer than one billion doses—less than half of their goal—and relying on sporadic, ad hoc donations. The narrow scope and disorganized nature of its efforts have yielded tremendous waste: COVAX recently sent Nigeria one million nearly-expired vaccine doses, and only a small percentage of vaccines in the shipment reached the arms of citizens. This deplorable underperformance should not be surprising—vaccine donation relies on COVAX as an unnecessary intermediary and puts low-income countries’ pandemic efforts in the hands of distant and uncooperative vaccine producers. To reduce the current COVID-19 case rate, preempt future variants and develop a global system that keeps us all safe, we need to enable and encour-
age vaccine production across the that do not have manufacturing globe. This requires reducing intel- capacity. A limitation of IP rights, lectual property (IP) protections however, does not come without for COVID-19 vaccines. IP rights potential drawbacks: Compulsory give vaccine producers the ability licensing prevents companies like to prevent other companies from Pfizer or Moderna from controlmanufacturing their products. ling the market, and critics of IP When countries issue patents for reductions argue that this reparticularly innovative ideas, they duces the incentive to develop new give the patent holder a temporary technology in the first place. But monopoly—typiunlike a complete cally 20 years—in waiving of IP which the given rights, compulsory company is the licensing preserves only one selling a majority of patent the product. This protections, only way, companies limiting them in can charge high the event of a global prices to recoup health emergency ILLUSTRATION BY SYDNEY FENER their investment in the and maintaining comresearch and development required panies' right to be compensated to create and market the product. with royalty payments. Domestic Sometimes, an emergency compulsory licensing and potential necessitates government interprofit loss during an emergency vention during this temporary are risks that are already assumed monopoly period so that a product by vaccine producers, who are still can become widely available within able to make money from governa short time frame. Governments ment contracts. have various tools for handling Moreover, the potential conthese situations, but for COsequence of failing to provide this VID-19, the most important access is far greater than that of an one is the compulsory license, IP reduction; with over five milwhich allows them to use issued lion recorded COVID-19 deaths patents and enable production by worldwide and new variants raising their own companies. Currently, the hospitalization and mortality compulsory licensing cannot rate each year, swift and direct acbecome part of a viable strategy to tion should be our first priority. quell the global pandemic because The situation becomes even licenses are primarily limited to do- more urgent in the context of mestic use; countries cannot issue China and Russia’s vaccine diplocompulsory licenses to companies macy programs, which distriboutside their territory, and they uted vaccines throughout Asia, cannot issue compulsory licenses Latin America and Africa. Many to companies within their territory low-income countries are reliant if the product they are manufactur- on these free doses, but they are ing is primarily for export. no longer effective. Neither the These limitations on compulso- Chinese Sinopharm vaccine nor ry licensing are currently regulated the Russian Sputnik vaccine uses by Article 31 of the Agreement of mRNA technology, the crucial Trade-Related Aspects of Intelcomponent that makes vaccines eflectual Property Rights (TRIPS). fective against the omicron variant. It was drafted and signed by the Consequently, American mRNA member nations of the World vaccines are the world's only hope Trade Organization (WTO), at breaking free from the panwhich regulates global trade. demic; without mRNA vaccines, Reducing Article 31’s limitabillions of people will have little to tions on compulsory licensing is no protection against omicron and the best way to expand global vacfuture vaccine-resistant variants, cine production and distribution. blocking any possible pathway toMost low-income countries do not wards public health and economic have the manufacturing capability recovery. As America prepares to to produce vaccines even if they administer yet another round of could issue a compulsory license, booster vaccines, we must reconbut this is not necessary. Counsider the sustainability and ethics tries with strong pharmaceutical of the nation's pandemic strategy. industries that can serve as regional If we truly intend on reducing manufacturing hubs—like India, COVID-19’s impact on our lives South Africa or the Philippines— and industries, expanding access to should be able to issue blanket vaccines is the only way forward. licenses allowing their companies The fight ahead will not be to manufacture vaccines patented smooth sailing, but if we weather by companies in the U.S. and Euthe storm together, the clouds will rope and export them to countries begin to part.
Jan. 19, 2022
hwchronicle.com/opinion
"Auld Lang Syne" state of mind
By Daphne Davies
I
n Ancient Rome, Jan.1 served as an occasion to honor the god Janus with offerings and promises to act more virtuously than in years past, according to The Atlantic. Throughout its history, New Year’s Day has carried the expectation that we will commit to doing good and being better. But what should be a lovely notion–– the idea of starting fresh with new positive habits and goals––is instead tainted by undue pressure. In the days leading up to Jan. 1, 2022, I felt crushed by the weight of trying to reinvent myself completely this year. I wondered how, especially with COVID-19 cases rising, I could be sure I would follow through with any resolutions I made. My conclusion? I couldn’t. Many other Americans also seem to feel a similar sense of hopelessness with respect to this COVID-19stricken new year. According to a CBS poll that surveyed a random sample of 1,009 adults across the nation, only 29% of Americans said they will make New Year’s resolutions this year, down from 43% last year. The poll also found that most Americans making resolutions hope to lose weight or improve their health, while others seek to improve their finances, spend more time with loved ones or further enjoy their life. These are good resolutions to make, and I do not mean to suggest we should keep from making resolutions altogether. The new year gives us the uniquely meta-
phorical opportunity to start over––after all, we are living exactly the same life whether it is 11:59 p.m. in 2021 or 12 a.m. in 2022––and we should use that opportunity to improve our lives. The problem with our New Year’s resolutions, from eating healthier to practicing more empathy to spending less time on electronics, emerges when they become extreme. We often make resolutions that are unrealistic when the promise of an entire new year stretches itself out before us, but these goals are often too difficult to follow through on and achieve. Challenges can be exceptionally motivating, but setting unreachable goals only works against everything New Year’s resolutions should stand for. Daunted by the goal itself and our inability to fulfill the promises we make and goals we set, we feel inadequate and ultimately give up. Moreover, the gravity of making overly ambitious resolutions can become especially harmful amid the COVID-19 pandemic. In our situation, one in which the state of our community and our broader world is changing so rapidly, it is nearly impossible to establish, and much less execute, a concrete plan for any of our New Year’s resolutions. One could start their year aiming to go to a new gym every day; a week later, that gym might be closed due to a sudden spike in cases. Additionally, the mental toll of the pandemic is not to be overlooked; it is hard to make good on any promise to yourself when you are barely getting by. As high school students, we feel immense pressure to perform well now in order to set ourselves up for a suc-
cessful future. It is very easy for us to doubt ourselves or think we must change the path we are on to get there. We have to trust, though, that things will work themselves out. We have to accept that although there is much to be enjoyed during this time of our lives, it is a hard place to be in, and we should refrain from increasing the weight of the pressure already on our shoulders by adding our own large, impractical expectations. A new year is a natural time for this to happen, and we must remain vigilant to set goals that are both healthy and reachable. The cycle we create is useless, and it must end. For far too long, we have tried to persuade ourselves that we should create huge changes within our lives as one year becomes the next. Instead, we should reward one another for steady progress towards smaller-scale changes and prioritize the self-acceptance that makes us better people. We should absolutely avoid becoming complacent or pessimistic about our ability to improve the parts of our lives that we can. We must realize, however, that not everything in our lives can be modified to anything near perfection or even changed at all, except for the outlook wwe have on changes in our lives themselves.
Opinion A11
HW VOICES Do you think resolutions belong in New Year's culture? Yes: 59.9% No: 15.6% Maybe: 24.5% Danny Liu ’24 My New Year's resolution is to get more sleep. I usually don't make them, but this year it seemed like a good idea to set a resolution and keep it throughout the year.
PRINTED WITH PERMISSION OF DANNY LIU
Mateo Ahmad ’23
I feel like [resolutions] cause unnecessary stress in your life, and there are other times to think about how you can change your habits.
PRINTED WITH PERMISSION OF MATEO AHMAD
Hannah Yanover ’22 Resolutions are a bit pointless to make, since most people don't keep them. I may have made them in the past, but [I] quickly forget about them and I doubt I accomplished the goals.
PRINTED WITH PERMISSION OF HANNAH YANOVER
ILLUSTRATIONS BY ALEXA DRUYANOFF
By Leo Saperstein ILLUSTRATION BY SYDNEY FENER
W
hen broken down to their core components, in-person and online instruction are not so different. Both challenge student engagement, retention and curiosity. After the shock of returning to in-person school, students are re-accustomed to and sick of the toils we were so used to before the COVID-19 pandemic. In the past two years, we endured online instruction when in-person school was not an option, but now, we can begin occasionally using asynchronous learning as an alternative to in-person learning. After an email from President Rick Commons detailed a return to online instruction for Jan. 4 and Jan. 5, Head of Upper School Beth Slattery said families felt concerned for their children. In a school-wide email, Slattery said the school's
plans for future online instruction are subject to change. “The school is committed to staying in person, but I cannot promise that circumstances will always allow for that,” Slattery said. Families are justifiably worried about returning to virtual learning. After the quarantine of 2020 and 2021, Commons' email may have evoked memories of the initial COVID-19 shut-down. Zooming from home left students isolated from their peers for nearly a year. However, writing off online instruction neglects the benefits of virtual days such as Jan. 4 and Jan. 5. When implemented properly, online instruction promotes productivity in a relaxed environment. As an occasional alternative to in-person school, asynchronous work helps students learn the critical skill of
creating their own schedule. A school day from home challenges a student's ability to organize their time with efficacy, as we learn to work for our own enrichment. As we learn to work for our own enrichment without a teacher setting standards in the classroom. Pre-published asynchronous assignments provide students with a preview of their upcoming workload, allowing them to take a personalized approach to their assignments. While some members of the school community view virtual learning as less rigorous than in-person instruction, the asynchronous days would need to have the same standard as days on campus. Teachers should use distanced learning as an opportunity to implement new types of assignments. For asynchronous days to
be most effective, the administration should release the dates of these days at the release of the yearly calendar, as it already does with Flex Days. Due to the block schedule, teachers who instruct the same course on both even and odd days face the challenge of assessing both sections with the same test, as testing from home makes cheating on assessments more feasible. Teachers would schedule assignments around these virtual days. Though life on campus can foster meaningful social interactions, such activity can be overwhelming and even create additional anxieties. The administration should find a balance, where students can benefit from both social stimulation at school and a less regimented list of assignments from home. For two years, the
connection between online instruction and the isolation of quarantine led us to resent virtual learning. Each day, as the media flooded with COVID-19 updates, we logged into school from our computers and hoped to return to campus. Zoom was the barrier between us and a meaningful, complete education. Despite online learning struggles, we may have inadvertently hit the jackpot of schooling. Online instruction can be used as a tool, if we can separate the idea of working at home from our experience with COVID-19. Learning remotely—with the knowledge that the next day will be spent in person—will break up the stresses of life on campus, promote the growth of untapped skills and allow students the time to recuperate on their own.
Community The Chronicle • Jan.19, 2022
ILLUSTRATION BY ALEXA DRUYANOFF
Staff shortages, new regulations and recent surge in COVID-19 infections affect Studio City businesses By Grant Park and Jackson Meyer
noticed that several restaurants are struggling to stay open. “Many businesses have shortThe ongoing surge of the ened their open hours and reomicron COVID-19 variant has duced their staff, and several led to increased infection rates others closed either temporarily across Studio City with a 14-day or for good,” Jones said. “Harder still are the places case average of 817, where people gather, as of Jan. 14. Studio like restaurants, for City’s daily case count example, that foster a is lower than that of sense of community. other areas of Los An[Such locations] have geles County, accordyet to rebound, and ing to the Los Angeles that loss of community County Department of is pretty tangible and Public Health (DPH). easy to feel.” However, Studio City white’s Andrew Kurgan ’24 businesses have still Donya said he has experienced had to adapt, and many Ghassemieh ’23 the effects of the rise in restaurants have indeed already fallen victim to the rise in cases firsthand. “When I’ve been out in StuCOVID-19 cases. According to the DPH, the dio City, I have definitely felt daily positivity testing rate of LA the impact of COVID-19 on the County has increased area and local businesses,” Kurto a seven-day average gan said. “Places that I usually of 20.81%, and the go to with my friends have been total number of cases closed more often and some have reported is 2,172,008 been more short-staffed.” The DPH mandate reducas of Jan. 14. Upper School ing indoor dining, in effect as Dean and Studio of Nov. 29, also impacted StuCity resident dio City’s restaurants, according the department. Chris Jones said Employee he has
Akashdeep Khinda of Flavor of India, which is located in Studio City, said while business has not slowed, fewer people have been dining in at the restaurant. “Because of the omicron [variant] surge, not as many people have been dining in recently,” Khinda said. “Although we’ve been getting more pick-up orders, because of the commission rate of Doordash and Uber Eats, we haven’t been getting the guests we got before the omicron surge.” Studio City resident Sam Volokh ’23 said the recent COVID-19 spike has resulted in a heightened sense of fear in Studio City, and Volokh said local businesses are suffering. “The biggest effect of rising case counts in Studio City seems
to be a sense of danger that Hannah Carbunaru ’24 said everyone feels,” Volokh said. “I she has observed restaurants take have seen many businesses on different approaches toward mitihiatus, which is unfortunate for gating the spread of COVID-19. customers and store owners.” “From my experience, some Donya Ghassemieh ’23 said Studio City restaurants offer inshe noticed that the vaccine card door dining for vaccinated cusrequirements tomers and some have been endon’t, dependforced because The biggest effect ing on whether of an increase they are sit-down of rising case counts in in COVID-19 [restaurants] to Studio City seems to be infection rates. begin with,” Car“ S o m e bunaru said. “Eia sense of danger that businesses rether way, I am everyone feels.” quire vaccinaglad most restaution cards even —Sam Volokh ’23 rants are taking for those who necessary precaueat outside,” tions to keep the Ghassemieh said. “I feel like this [Studio City] community safe.” [policy] has allowed [the busiOver the past 14 days, LA nesses] to remain open despite County is averaging 40,640 cases the rise in cases.” per day, an increase of 181% over that same period.
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SANDRA KORETZ/CHRONICLE
Features The Chronicle • Jan. 19, 2022
Rememberance Teens and adults discuss the proliferation of fentanyl-laced drugs across the country.
By Harry Tarses and Will Sherwood On Sept. 25, tucked away in Mandeville Canyon, a party raged: In the backyard of a large white house, kids packed tightly together, laughing and screaming joyously. Despite their jovial attitudes, most of them were total strangers to each other, with one of their only similarities being the Instagram account they followed to be added to the event’s guest list. Lights flashed too bright and music played too loud, echoing across the surrounding hills and drowning out the sound of an oncoming ambulance’s siren, Nora*, a student who attended the party said. It all came to a stop, though, when the ambulance appeared in front of the home. Nora said kids scattered, scrambling over fences, running down the street—anything possible to distance themselves from the party and the paramedics and officials putting an end to it. However, two remaining attendees would require the help of those paramedics to leave; one of them suffered alcohol poisoning, while the other had ingested and overdosed on fentanyl-laced cocaine. Nora said the event felt more uncomfortable than others she attended in the past, even before the overdose occurred she left early in the night. “It definitely didn’t feel like most parties, it felt like something was off,” Nora said. “My friends and I felt safe, but we’d felt safer [at other gatherings]” Nora said the party’s location was extremely inconvenient, and ultimately exacerbated the panic that arose after the overdose. “When we were leaving, it was impossible to get an Uber,” Nora said. “There was no service, and [the Uber] took 20 minutes to get up to us, and all of this was an hour before everything even happened. So I can’t even imagine what it was like when [that girl] overdosed.” Toby*, a Crossroads School student at the party who witnessed the event firsthand, said when he saw one of the victims, he immediately knew something had gone wrong.
By Lily Lee Flipping through the pages of her 10th grade Advanced Placement (AP) European History textbook, Ava Weinrot ‘23 said she searched for something more extensive than the half-page of reading assigned on the Holocaust. Walking into class the next day, Weinrot hoped her teacher would hold an in-depth lecture to supplement the unsatisfactory reading but said she was shocked by the brief class discussion that only lasted 10 minutes Weinrot said she feels the Holocaust is often overlooked in discussions, and she said she views recognizing International Holocaust Remembrance Day as a necessary step toward improving awareness on the topic. “Holocaust Remembrance Day is incredibly important to learn about and reflect upon,” Weinrot said. “We spend time talking about other significant days like Martin Luther King Jr. Day, which is equally import-
ant, but the Holocaust is always something glazed over. That needs to stop.” The United Nations established International Holocaust Remembrance Day in 2005. Observed annually Jan. 27, the memorial highlights the genocide of the Jewish people by the Nazi regime during World War II. History Teacher Dror Yaron said the United Nations chose Jan. 27 as the date of the holiday because the Soviet Union liberated the Auschwitz concentration camp on Jan. 27, 1945. “They picked this date [because it] was the day that the Red Army the Soviet Union liberated Auschwitz, which was the epitome of Nazi death concentration camps,” Yaron said. Weinrot, who attended a Jewish elementary school, said her elementary school provided her with a thorough education of the Holocaust. But she has not recently had an in-depth discussion of the topic beyond the broader themes and consequences of
Members of the school community honor Holocaust survivors and evaluate Holocaust education in classrooms.
World War II. “Something I expected we would dive into [in AP European History] was the Holocaust, but we never did,” Weinrot said. “I remember spending more time reading and discussing the political aspects of the war rather than [studying the subject] in great depth.” Sixty-three percent of 11,000 Millennials
in the Holocaust, and over half of respondents believed the total number of deaths to be under two million, according to NBC News. The same survey showed that 90% of the young adults surveyed believe the Holocaust occurred while 11% of respondants think Jewish people caused the Holocaust. • Continued on B7
and Generation Z survey respondents did not know the number of Jewish people murdered ILLUSTRATION BY SYDNEY FENER
Students reflect on the legacy of Martin Luther King Jr. and his influence on contemporary social justice movements. By Lucas Cohen-D’Arbeloff and Jaden Bobb Voicing their demands as they strode across the National Mall, roughly 250,000 people raised signs to protest racial discrimination and lobby for civil rights legislation on August 28, 1963. Attendees were packed tightly between the Washington Monument and Lincoln Memorial as speakers and musicians lent their voices to the cause. The crowd at the March on Washington then hushed as Dr. Martin Luther King Jr. took the stage. King’s remarks, now known as his “I Have a Dream” speech, implored listeners to hold America accountable to its founding promises: life, liberty and the
pursuit of happiness. A symbol of the civil rights movement, King is honored each January on a national holiday established in 1983 and has become a staple of American school curricula. As a Black student, Chris Spencer ’23 said he feels King’s holiday is important for schools to teach and commemorate. Spencer said he is grateful for King’s accomplishments and the impact they have had on Black Americans’ rights. “To me, Martin Luther King Jr. Day is a moment to celebrate the life of [King] and everything he has achieved for the civil rights movement,” Spencer said. “He helped create change that allowed people like me to integrate into society, which is why the
holiday is so important to me.” In recent years, King’s words have been reexamined in the context of the Black Lives Matter (BLM) movement and after the killings of individuals such as George Floyd and Breonna Taylor. Some conservative commentators and politicians have suggested that King would not have approved of BLM’s calls for reimagining the policing and justice systems. For example, former Vice President Mike Pence refused to speak the words “Black lives matter” in a 2020 CBS News interview, citing his respect for King as a justification. Black Leadership Awareness and Culture Club (BLACC) leader Ash Wright ’22 said statements like Pence’s do not accu-
rately portray King’s belief in confrontational advocacy. “I feel that [this viewpoint] disacknowledges [King’s] shifting ideology later on in his life, where he and Malcolm X were very much [aligned] on their ideals,” Wright said. “I’m not sure he would be for every iteration of the BLM movement, but he would definitely be for Black liberation movements [as a whole].” Spencer said since he began learning about the civil rights movement in elementary school, teachers have focused more on King than other Black leaders. “I feel as though we don’t really learn about all the other huge Black figures who were part of the civil rights movement,” Spencer said. • Continued on B2
• Continued on B3
ILLUSTRATIONS BY ALEXA DRUYANOFF
ILLUSTRATIONS BY ARI OGDEN ’22
ILLUSTRATION BY ARI OGDEN
B2 Features
The Chronicle
Jan. 19, 2022
Community members reflect on the modern day implications of Martin Luther King Jr.’s message and activism.
• Continued from B1
“You mainly just learn about [King] because [educators] feel like he’s all you need to learn about.” Asian Students in Action (ASiA) leader Julia Im ’23 agreed with Spencer and said while learning about King in elementary school, she was presented with a diluted and depoliticized version of King’s ideas. She said some adults intentionally downplay King’s strong views and gloss over like-minded civil rights leaders. “I think he was really radical,” Im said. “People cherry-pick his [words] and take them out of context, but he was a big part of [inspiring] groups like the Black Panthers. Everyone talks about his [‘I Have a Dream’] speech and how he was seen as a perfect, peaceful advocate for Black rights. But obviously, that’s super whitewashed and kind of misses the point.” Many modern-day supporters of King’s ideals pursue their advocacy through social media; according to a Pew Research Center poll, 54% of young social media users employ these platforms to learn about local organizing. Im said as activism becomes increasingly digitized, it deviates from the long-term social change King produced during the civil rights movement. “The very nature of social media makes performativity so accessible,” Im said. “After people post on social media, they think their part in helping social issues is over, when in reality, it just kind of does nothing and trivializes the issue. [I think King] would have wanted material change and
concrete change. Petitions are one [way] that can happen, which social media has helped, but in general, the vast majority of posts I’ve seen online are just simple infographics that never contribute anything.” In addition to opposing racial discrimination, King supported several economic justice initiatives. The 1963 March on Washington centered on policies such as a nationwide $2-an-hour minimum wage and job training for the unemployed, according to NPR. King also opposed the Vietnam War and pressured President Lyndon B. Johnson to take greater action to help alleviate financial crises t ou We forget ab through his how [King] fought Great Society d an e ic legislation. st ju al ci for so Junior Prefect s.” ht rig ’ workers Simon Lee 3 ’2 e Le ’23 said these on m Si — economic and social aspects of King’s platforms are often overlooked. “We forget about how [King] fought for social justice and workers’ rights,” Lee said. “He advocated a lot of revolutionary social concepts. To remember King as a great civil rights warrior without including his deep commitment to economic justice and workers’ rights, as evidenced by his revolutionary rhetoric and alliances with many powerful labor groups, does a disservice to his legacy and the legacy of the ongoing fight for justice.” Lee said there are direct parallels between King’s protest tactics and those used by protesters of modern-day police brutality. “I think a lot of the tactics that were employed in the [1965 Selma Marches] and Montgomery Bus Boycott can definitely be studied in regards to how people choose to approach issues of
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police brutality and the murder of full support of school-wide celebrations Black people by the state,” Lee said. of [the holiday.] I know the DEI InstaKing’s advocacy promoted the pas- gram posted something, but I also realsage of the Civil Rights Act of 1964 and ize that is a very small acknowledgment.” Voting Rights Act (VRA) of 1965. As With regard to education about voting rights have persisted as an issue King and civil rights, Jones said the in contemporary politics, the Supreme school has recently changed histoCourt struck down key provisions of the ry courses to dedicate more class VRA in 2013, and more than 440 bills time for discussing the movement. restricting voting access were introduced “I think [History Teacher Christopher in 49 states’ 2021 legislative sessions, ac- Clement] has done an amazing job with cording to the Brennan Center for Justice. the U.S. History curriculum since he took Wright said she believes contemporary over,” Jones said. “I was actually speaking voter suppression efforts are antithetical to with him [recently], and he said 11th gradKing’s message and represent the barriers ers are starting the civil rights movehe spent his life combating. ment [in January] and that it will “I think there is still a fight probably last until spring break. that needs to be continued reWe were discussing bringing a garding voting rights,” Wright filmmaker to campus who recently said. “King would highlight produced a provocative documenthe fact that there is a Black tary on the civil rights movement.” vote now, but there are also Darcey O’Brien ’23, who moved many efforts to prevent that. to the United States from Australia Just because [Black people] are at age eight, said King’s movement allowed to vote doesn’t nechas had an international impact l. wood essarily mean we are able to on her by inspiring conversations Chris vote, which is equally as bad.” about race overseas. O’Brien said Spencer ’23 Noah Nakayama ’23 that Australia’s massacre of Absaid despite the recent rise in anti-rac- original Australians, an issue dating back ist activism, he has yet to learn about to the 18th century, has now been brought King’s holiday at the school. Nakaya- to light due to movements King inspired. ma said there is a missed opportunity “I’d say [Australia] is still far behind to include the significance of this year- in its ideals,” O’Brien said. “[Black Lives ly celebration in the school’s curricula. Matter] protests in Australia last year, “Personally, I haven’t been in contact [brought up] bigger issues started comwith many activities surrounding [Mar- ing up about Aboriginal history and the tin Luther King Jr.] Day over the years,” genocide that happened in Australia with Nakayama said. “I think [the school] Aboriginal people and indigenous peocan easily work in some content about ple. But I feel, before 2020, people didn’t the holiday, maybe in a history class pe- know about these issues. I think [King] led riod. It doesn’t have to be that much.” the way [creating] a space to help fight.” Head of Diversity, Equity and IncluO’Brien said the increase in sosion (DEI) Janine Jones said although cial justice movements highlights she is not aware of any school events the legacy of King’s ideas today. celebrating the holiday this year, she “I think [today], these ideas of would support future efforts to do so. peaceful protests and power to peo“I don’t know of any [King] celebra- ple are more prominent than [King’s] tions that the school has sponsored other time period,” O’Brien said. than an annual debate tournament [on the holiday],” Jones said. “I would be in
Illustrations by Alexa Druyanoff
Jan. 19, 2022
hwchronicle.com/features
Features B3
Students and experts reflect on the growing relevance and threat of the fentanyl epidemic in America. • Continued from B1
to the Centers for Disease Control and “I see this girl lying on the grass lawn, Prevention (CDC). Fentanyl has caused motionless, with five or six people around the overdose of numerous celebrities, [her], clearly stressed and worried for leading to the deaths of Mac Miller, someone who seemed to be their friend,” Lil Peep and Prince, among others. Toby* said. “I’ve known people in the According to the United States past who have [overdosed] on fentanyl, so Drug Enforcement Administramy first thought was maybe it was that.” tion (DEA), over 25% of counterToby said there was immediate un- feit pills are laced with fentanyl. rest as rumors of the unconscious Becky Mandel, a board-certigirl spread throughout the party. fied pediatrician and moth“People were saying, ‘Oh, she’s dead. er of a Marlborough student They’re giving her CPR. The ambulance’s said the drug originated as coming and the cops are arresting us, so a rare medical supplement. everyone leave,’” Toby said. “I knew she “It’s 80% stronger than was alive, but it seemed like everyone morphine,” Mandel said. was going around and saying she wasn’t.” “It’s a really powerful drug Toby said although he did not used for chronic pain associpersonally know the girl who over- ated with cancer. It’s not, for instance, dosed, and the experience did not medicine I would prescribe as part of directly affect him, the incident my pediatric practice, and it would changed his perspective on fentanyl. be so unusual for parents to have it.” “It became more real,” Toby said. Despite its medical rarity, Mandel “You see stuff like this in movies said the counterfeit production of fenand [other media] but it doesn’t ac- tanyl is alarmingly fast and widespread. tually happen. But it happened.” “It’s easy to make, and it’s cheap to Toby and Nora* said they have seen the make,” Mandel said. “[Fentanyl is cut into atmosphere surrounding parties and drugs drugs] the same way, for instance, cocaine change since that night in September. is laced with different substances to reduce “I’ve been to a party since and the potency and make more product,” the security has definitely been difMandel said this method of manufacferent, and there have been parents turing makes pills or other drugs highat every one of them,” Toby said. ly dangerous, regardless of the context. “I told my mom about it,” Nora said. “Everything can be counterfeited,” “Now every time I go [to Mandel said. “So at this a party], she says, ‘never point, kids need to know that take anything from anynothing is considered safe. one, don’t even take a graNothing is considered okay.” nola bar, because you reIn a recent parent meetally don’t know anymore.’ ing, the school recruited And I totally understand.” Juli Shamash, co-founder Toby said the party of Moms Against Drugs, to made him realize fentanyl share her unique perspective should be something on evon the fentanyl epidemic eryone’s radar, even if it can and alert parents to the danseem like a distant threat. gers of the drug. Shamash “It would be delusionfounded the organization l. wood al to say it’s not something after losing her son to a Stella to be worried about,” Toby fentanyl overdose in 2018 Glazer ’23 said. “You only ever realand now spends much of ly hear stories about it, but her time educating groups it’s really messed up stuff.” about the drug’s dangers. This overdose, which was sub“We do awareness events in both [Los sequently featured in a Hollywood Angeles and Las Vegas], plus we help othReporter article, is merely one iso- er grieving moms organize events in other lated event in a mass surge of fentan- states,” Shamash said. “I just got a sponsor yl-related incidents across the country. for a law that will be called Tyler’s Law, In recent years fentanyl has rapid- [which] makes it mandatory for emergenly become a leading cause of death in cy rooms to do a fenboth adults and teens, according tanyl test
whenever anyone is brought in for a suspected overdose.” Shamash said events like these are necessary because actively stopping the spread of fentanyl is impossible and great amounts of
damage have already been done. “There is already enough fentanyl in our country to kill everyone here,” Shamash said. “It is too profitable for the cartels to stop making and importing fentanyl. Our only chance at beating this epidemic is through education.” Shamash said she feels the fight against the drug is insufficient, which she said makes her activism all the more important. “I do not think a good enough job is being done to spread awareness,” said Shamash. “I think the health department should be doing radio ads, billboards and blast it all over social media just like they do about getting vaccinated.” Naalah Cohen ’23 said she knows little about the drug and said she rarely has conversations about it. “I’ve mostly only heard about it from [HBO television series] ‘Euphoria,’” Cohen said. “I’ve never really talked about it with parents [or] teachers, [which is] really interesting.” Nick Guagliano ’23 said he, too, rarely engages in education about the drug. “I only talked to my parents about it one time when [the mom of ] a family friend unknowingly took fentanyl in a lethal dose,” Guagliano said. Shamash said she has seen the effects of this inadequate fentanyl education firsthand, both in her personal life and in the greater Los Angeles community. “Three years ago, when my son died, he was the first young person that most people in West LA, including myself, knew, who died from fentanyl,” Shamash said. “Now, I think it would be difficult to find someone who doesn’t at least know one person who has died of an overdose.” Shamash’s campaign against the drug hinges largely on mental health, which she said is the primary reason for victims attempting to acquire counterfeit drugs. “If you are feeling anxious, depressed or
even just have a headache, and a friend says, ‘Try this pill, it will make you feel better,’ you have to have that voice in the back of your head saying, it might be fentanyl,” Shamash said. “I know kids like to experiment, but you no longer have that luxury.” Stella Glazer ’23 said she has seen friends ignore Shamash’s advice and turn to narcotics while under mental pressure. “A couple of my friends have had hard times with their family and school and stuff, and so they were introduced to [drugs],” said Glazer. “It made them numb to the pain but it didn’t make them happier.” Glazer said she has discouraged her friends from engaging with drugs. “I was really worried for them, and I talked to them and told them that’s really not the way to fix your problems,” said Glazer. “I told them they should find support systems to talk to—friends, counselors or whatever they have, instead of [endangering] themselves like that.” In her talk with school parents, Shamash said she was concerned for the greater school community. “Fentanyl has been found in cocaine, pills, meth, heroin and even marijuana, [so] as far as how soon it will affect someone in your community, it is probably going to be sooner than you think,” Shamash said. “On average, I get one text or phone call a month from someone asking if I can talk to another parent who recently lost their child [to] fentanyl.” Still, Shamash said she sees the school’s willingness to educate its community on the drug as a source of optimism. “The school seems to be doing a really good job of educating the parents and the students about the dangers of fentanyl-laced drugs,” Shamash said. “Hopefully, this knowledge will keep the students safe.” Both Mandel and Shamash said the role of parents is paramount in preventing fentanyl-related incidents. “Parents need to start talking to their kids about fentanyl-laced drugs, from when they are in middle school,” Shamash said. “There should be no stigma in speaking about drugs or addiction.” Mandel said she agreed with Shamash and said communication is beneficial communication in preventing drug exposure. “It’s always just about talking to kids, having open lines of communication,” Mandel said. “Then you’re able to start the conversation with kids and say, this seems really scary. I want you to know about this.” *Names have been changed
illustrations by alexa druyanoff and fallon dern
The Chronicle
B4 Features
Sick Day Upper school students and faculty who have tested positive for COVID-19 reflect on returning to school remotely and virtual learning.
By Allegra Drago Annabelle Mass ’24 glanced at the carpool lane on the first day back from winter break, searching for friends to walk to class with. As she watched the line pass outside her window, she noticed her friend Polly* step out of her mother’s car. Mass said she intended to approach her to catch up and talk about their winter breaks but decided not to after remembering Polly’s mother recently tested positive for COVID-19. President Rick Commons said there has been a recent surge in positive COVID-19 cases in an email sent Jan. 3. He wrote 8% of the community tested positive for the virus and can only return to campus once they have two negative PCR test results, but must remain online until they do so. Head of Communications and Strategic Initiatives Ari Engelberg ’89 said the school is testing regularly to protect the safety of students and faculty against COVID-19. “[The school] will continue with pooled testing in our athletic programs and some other extracurricular activities as well,” Engelberg wrote in an email. “If a student or employee has recently had COVID-19, we are providing antigen testing on campus as an extra precaution to make sure that they are virus-free when they return.” Engelberg said the school is following Los Angeles Health Department protocols for defining close contact. He said the school requires two antigen tests to confirm that the close contact is nega-
tive and have not received the virus. under these conditions.” Engelberg said testing for those in Beatrice* said a friend of hers close contact will occur on “day who was informed, at school, zero” and “day five” of exposure. that he was in close contact with “Close contact means that an individual who tested positive. you’ve spent 15 minutes or more But she said she chose to physicalover any 24-hour period within ly distance herself by sitting in a 6 feet of another individual,” En- new chair when she learned about gelberg wrote. “It doesn’t matter their exposure to COVID-19. if you’re masked or unmasked, “I was super nervous knowor whether you’re indoors or out- ing that I had been in close condoors, though if the contact was tact with someone who had masked and, C OV I D -19,” or outdoors it Beatrice said. means a lower “I didn’t know I want my students likelihood of what to do in transmission. If my situation. to feel like they are still a close contact The prioritizapart of the classroom and is not ‘boosted’ tion of school is learning process even they are required very important to quarantine [to] me, so I try when they are home.” for five days.” to stay as safe as —Amandine Nelaton possible while Though Engelberg said World Languages Teacher I’m at school.” close contact Since Adriguidelines are enne Ushdesigned to help er ’22 teststudents and faculty feel safer ed positive Jan. 3, she said she during the return to school, Mass has been working from home, said it is unsettling knowing that engaging with class material there are students attending school through Zoom or asynchronous in person who have had contact work provided by her teachers. with others positive to COVID-19. “My French teacher [World “I try to avoid being close to Languages Teacher Amandine people at school,” Mass said. “I Nelaton] has done a great job of keep my mask up a lot around keeping me engaged as I learn school because I know of so many remotely,” Usher said. “I noticed people who have been or are liv- she has made changes to class to ing with people who adapt to the students who are are positive. It’s very online. She has provided me unsettling to know with all material needed students are comfor the time being, which ing onto campus has been very helpful.” Nelaton said she would rather adjust class materi-
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al for students who are on Zoom than have students miss class and fall behind on their work. She said she has opened in-class Zoom links and meeting times for students with COVID-19. “I want my students to feel like they are still part of the classroom and learning process, even when they are home,” Nelaton said. “I have found that students were grateful they could still attend class, and they also know I am always available outside of class to meet with me and clarify what they did not grasp while Zooming.” Nelaton said she plans to revisit activities she has previously used for online classes. “One activity I did in my French IV classes was a verb review,” Nelaton said. “I had students in class working on individual white boards and those at home using the [Zoom] chat feature.” Usher said Nelaton’s hybrid lessons have helped her participate in class, but she said some of her teachers have not been able to successfully include both online and in-person students in their lessons. “[I have] really tried to actively participate in class, but it’s been difficult being the only [student] or one of two students on the Zoom call,” Usher said. “I ask questions through the chat to show I am engaged in the lesson, but there have been times [when my teachers] don’t respond because the majority of the focus is in the classroom.” Usher said she has relied on FaceTiming her peers to stay on track in her classes. She said although FaceTime has been helpful, she still feels out of touch at home. “Some of my teachers had review days the first few days back from school and didn’t create Zoom links, so I had to FaceTime my friends to keep up with the course material,” Usher said. “I feel
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like I’m the only person [quarantined] while 8% of the community has to go through this. I feel like I am a part of a minority.” Usher said her symptoms included losing her sense of taste and smell, which she said affected her productivity levels because she was not eating sufficient amounts of food. “Not being able to taste anything has affected my eating habits and appetite, which has affected my concentration levels,” Usher said. “I’m worried because I have a math final coming up, and [not eating enough] has caused me to not have the energy to study the amount I should be.” Will Chandrasekhar ’23, who said he tested positive for COVID-19, said the transition back to remote learning was easy for him because of his comfortability with his online
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Features B5
learning routine from the last school year. Chandrasekhar said he was asymptomatic and that his health has not gotten in the way of his learning. “Since coming back from break and testing positive [for COVID-19], I’ve had similar experiences to those from remote learning last school year,” Chandrasekhar said. Chandrasekhar said his teachers were supportive of his absence by providing additional guidance to make sure was not falling behind with work. “My teachers have Zoom meetings open for me to join, [they] email me assignments to work on asynchronously or send me guided notes to keep up with lesson plans,” Chandrasekhar said. While Chandrasekhar said he is not concerned about missing out on the social aspects of
Last year when everyone was online it was a lot different because [we] were all in the same place.” — Ella Goldberg ’23
school, Ella Goldberg ’23, said she tried to compensate for in-person interactions virtually. “It’s really hard to know that [I was] stuck at home while [my] friends [were] all together during free and lunch periods,” Goldberg said. “Last year when everyone was online, it was a lot different because [we] were all in the same place. Being gone from school while my peers are still there is a weird feeling. I’ve felt a pressure to catch up with my friends through FaceTimes.” Goldberg said returning to remote learning after attending classes on campus for the majority of the school year was challenging. She said her teachers provided her with the resources she needs, but she said she has struggled to find the energy to maintain focus on schoolwork since testing positive for COVID-19. “I struggled with keeping up with the workload,” Goldberg said. “Being ill, whether physically or mentally, truly plays a large part in school stress. I think it makes it harder to be ill now that we have remote learning in place, because even if you’re not
feeling well, you’re still expected to keep up with the workload.” Math Teacher Kathleen O’Connor said she tested positive for COVID-19 one week before classes resumed after winter break Jan. 6. While teaching classes through Zoom when school resumed, O’Connor said she faced technical challenges. “Going back online for a few days felt weird but was alright,” O’Connor said. “There were times I couldn’t hear everything that was going on while students were working. I had to rely on them [asking] me questions through Zoom when they were stuck.” O’Connor said her students are more comfortable learning remotely this year than they were last year. She said teaching in person has helped her establish stronger communication with her students. “Going online when you already know your students is much different than meeting them online,” O’Connor said. “Students are more willing to participate [in classes] via Zoom when [as a teacher] you have already established relationships in the classroom.”
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Photo Illustration by Allegra Drago
The Chronicle
B6 Features
Jan. 19, 2022
Students and faculty discuss the Capitol insurrection in Washington D.C. and its impact on American history one year following the event. like how [9/11] was used as a pretext to crack down on more civil liberties.” “That’s made it impossible to do Sullivan said although the governanything via compromise or collabo- ment’s response to the invasion of the ration. It’s made everything very ad- Capitol is reminiscent of government versarial, and that has made people restrictions such as the Patriot Act, he drift even further away from each oth- finds comparisons of Jan. 6 to Sept. er and towards extremes. Also, once 11 or Pearl Harbor as disrespectful a social media platform catches on to to those impaceted by the Pearl Haryour political views, it just shows you bor and Sept. 11 attacks. Harrison more of that view and more extreme Altschul ’22 also said the Capitol riversions of it. You get streamlined ots on Jan. 6 are not comparable to into conspiracy theories and extremist the Sept. 11 terrorist attacks, citing views that can lead people to violence.” the events’ difference in death counts Feldman said the Capitol riots will and where the threat originated from. be remembered as an example of how “A lot of people think it’s similar to fragile America’s democracy and de- [Sept. 11] and in some cases, worse, to structive political polarization are. which I’ve personally disagreed with “The legacy of Jan. 6 will be a conthat,” Altschul said. crete example of the “The events are differeffects of polarizaent for a variety of reaWe are still tion and populism sons other than just in America and the learning more about the [casualties], with ways that those [valthousands [of deaths] [January 6] every day–but ue systems] can turn on [Sept. 11] and just into violence and an it’s clear that it is an event five [deaths] on Jan. 6. uprising against our of major significance.” Obviously, this was a political institutions domestic threat —Peter Sheehy on Jan. 6 and the dangers of rhetoric and systems History Teacher from a spethat turn people cific group against each othof Trump er to the point where they resort to supporters, and [Sept. storming the Capitol,” Feldman said. 11] was [carried out by] Alumnus Liam Sullivan ’21 said Al-Qaeda, a terrorist atformer President Donald Trump’s false tack from a foreign threat.” claims of election fraud were the main Altschul takes Adreason for the attack on the Capitol, in vanced Placement (AP) addition to wealth inequality and gov- U.S. Government and ernment distrust. Regarding the impact Politics, a course that of the attack, Sullivan said the Cap- covers modern poitol riot furthered political divisions litical issues and in the U.S., and the event is current- the operation of ly being exploited by the government the American as an excuse to restrict civil liberties. g o v e r n m e n t . “It’s definitely continuing to exac- Altschul said erbate political polarization,” Sulli- this discusvan said. “The implications can only sion-based be bad, at least for American political course prodiscourse considering that the govern- vides an ment is using it as justification to crack down further on civil liberties, just • Continued from A1
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environment for students to learn and said. “I wouldn’t be surprised if this talk about current events such as Jan. 6. was written into the next generation “I’m quite happy with the way of textbooks and boo, if it hasn’t been it’s been covered,” Altschul said. already. I feel like this has been a key “I think that we’ve gotten to ob- event in modern history and defiserve viewpoints from all sorts of nitely would need to be included.” parts of the political spectrum.” According to a Chronicle poll of Altschul’s AP U.S. Government 259 students, about 77% of responand Politics teacher, History Teach- dents believe that political discussions er Peter Sheehy, said the Jan. 6 in- in the classroom are appropriate whensurrection has already been and will ever they are relevant to the course. continue to be implemented into the Regarding the school’s history curschool’s AP history classes’ curricula, riculum, Head of School Rick Comespecially because he said the event mons said American history cannot encapsulates many current political be taught without discussing politics issues such as political polarization. and said the Jan. 6 insurrection is an “It certainly will remain an import- important part of U.S. history that ant part of the curriculum in [AP U.S. must be studied in a classroom setting. Government and Politics] and it will “It represents a moment in our be discussed in AP [U.S.] country’s political history History,” Sheehy wrote in when many things that our an email. “It’s too soon to country has stood for and has fully grasp the significance believed in were fundamenof the insurrection–we are tally threatened,” Commons still learning more about it said. “Classes, especially hisevery day–but it’s clear that tory classes, should take on it is an event of major sigthe questions of why [Amernificance. We can also study ican values] were threatened, and learn from the present how they were threatened, L. Wood debates over what [Jan. 6] whether they should have Olivia represents. The resistance been threatened or whethFeldman ’22 to recognizing it as a serier they should be preserved ous assault on democracy at all costs. I think those provides important lessons about are really important questions to be American exceptionalism, ex- raised and conversations to be had in treme partisanship and the impact the right moment in the right class of social media echo chambers.” led carefully by a thoughtful teacher.” Margaret Piatos ’23 said the When recalling the insurrection, insurrection was covered in Judah Marley ’23 said she felt reher AP U.S. History class pulsed by images of Confederate and should probably be flags and racist propaganda. Marley added to future editions said she wishes for the Jan. 6 insurof history textbooks rection to be remembered as a warndue to its significance ing to future generations of America. and lasting impacts. “I truly hope that the only thing “We talked about people, especially those of younger genhow Jan. 6 could erations, learn from this horrific event possibly be the is that something of this sort should end of the ‘[Sept. never happen again, and we should 11] era,’” Piatos be doing everything in our power to prevent something of this sort from occurring in the future,” Marley said.
ILLUSTRATIONS BY FALLON DERN
Jan. 19, 2022
hwchronicle.com/features
Features B7
More Than A Memorial Members of the school community discuss Holocaust Remembrance Day and the Holocaust education curriculum at the school. pened and just how systemic it was. I can say I do feel like I understand Joey Schoenberg ’22 said these mis- the Holocaust in a way I hadn’t beconceptions exist largely because of a fore because of this class, but I did general lack of Holocaust education. He feel like I had to do my own research.” said he believes the school fails to fully Asemota said acknowledging Hoteach the specifics of the Holocaust. locaust Remembrance Day serves “[The school] has major work to do to prevent future genocides and when it comes to Holocaust that the Holocaust affects everycurriculum,” Schoenone, regardless of their reliberg said. “I only gious beliefs or background. learned about the “The significance Holocaust at [the of Holocaust Reschool] again membrance Day for a couple days is to remember throughout my the humanity experience, which and the lives is unacceptable. of people lost Most of the time we and to make learned about the hissure this never tory around the Holocaust, but happens again,” very rarely what happened during [it].” Asemota said. “It’s genoCatherine Cho ’23 said her World cide prevention, and it’s to educate and Europe II history class watched a people on how easily genocides can video describing the details of the Ho- occur and how easy it is for people to locaust. Cho said she does not think hide and ignore them. The Holocaust the school has has an effect enough Holoon people who caust educaWe are ready for more Holocaust are still alive, tion and said [and] it’s imeducation. I don’t think that [the portant that her class spent school] has done anything wrong. it should be a short period of time on I just think that we could stand to brought up at the subject. least in hisimprove in that area. Teachers are tory classes.” “[The Hoready to add more.” locaust] was World Lanone of our guage Teach—Janine Jones er last units,” Simona Head of Diversity, Equity and Inclusion G h i r l a n d a Cho said. “Besides a video said in addiempha sizing tion to lightthe severiing a candle ty of the war, we went through that on Holocaust Remembrance Day, unit fairly quickly and it was not re- she shows her Beginning Italian Lanally a big part of our final either. We guage and Culture class the Italian only spent one day on it and I don’t Holocaust movie “La Vita é Bella.” think that was enough considering “I show [‘La Vita é Bella’] because how intense that entire situation was.” I care about the remembrance of the Senior Prefect Jack Coleman ’22 Holocaust,” Ghirlanda said. “It is said he believes the school has a re- shown in all elementary schools in Itasponsibility to teach the Holocaust ly because it is a way of presenting the as a means of prevention and to Holocaust to children without scaring learn about the impact of the event. them. It is so self-censored and delicate “Holocaust Remembrance Day that the kids cannot get scared, but should be as much a day of mourning they can become intrigued and go to [and] remembering as it should be a day their parents or teachers and ask ‘Is this of learning,” Coleman said. “I a true story? What happened?’” believe that remembering Ghirlanda said she is and mourning the Hoafraid that Holocaust locaust is the best preRemembrance Day vention against anothdoes not translate into er act like it. It’s also consistent knowledge just a good thing to and acknowledgment know about as a world of the Holocaust. citizen because it real“My fear is that ly has had tremendous when it comes to [the impacts throughout the Holocaust], people tend world, probably foremost beto think, ‘It was half a cening the creation of the state of Israel. tury ago. Let’s get over it,’” GhirlanAbsolutely, 100% it should be taught da said. “That is the most common in history and English class as well as attitude when people are not sencommemorated by the entire school.” sitive to it because they think it is Egosasere Asemota ’22 said his gone [and it will continue] if it is not senior year elective class serves as a supported by ongoing education on starting point to broaden his under- the Holocaust and on all genocides standing of the Holocaust and fur- which are happening as we speak.” ther develop his awareness surroundHead of Diversity Equity and Ining genocides throughout history. clusion Janine Jones said the school “I would say the first in-depth Ho- is considering a partnership with the locaust class I ever had at [the school] Shoah Foundation, a University of was this year in my class called [Hu- Southern California nonprofit organiman Conflict: From Intolerance to zation that creates videos of interviews Genocide],” Asemota said. “It was with survivors and Holocaust witnessthe first class I had that taught the es and other genocides. She said they true violence and atrocities that hap- hope such a partnership will offer stu• Continued from B1
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dents a greater education about the Holocaust and modern antisemitism. “We are ready for more [Holocaust education],” Jones said. “I don’t think [the school] has done anything wrong. I just think we could stand to improve in that area. I think folks are ready. Teachers are ready to add more [to the curricula].” Associate Head of School Laura Ross said the school introduces the topic to all seventh graders requiring that they read the book “The Girl in the Blue Coat” by Monica Hesse and said the ninth grade curriculum has been recently modified to include more Jewish voices and experiences. She said the Holocaust curriculum in the 10th grade The Rise of the Modern World class is currently being expanded. “I am glad it is part of the required curriculum on both campuses and that we are growing our courses in this area,” Ross said. “A new elective [was] just approved in the Kutler Center on arts and the Holocaust to complement other existing elective courses such as ‘From Intolerance to Genocide.’ [But] I am sure we could always do more.” While she emphasized the responsibility of the classroom in Holocaust education, Ross said it is also important for students to educate their peers about the Holocaust. “It is critical that student groups continue to work in partnership with the school to educate their peers to complement what is in the required and elective curriculum,” Ross said. Jones said she is pleased that student groups are working to educate the community, but she said peer-to-peer education should only supplement teachers’ lessons. “I have been very happy with our Jewish Club at the Upper School specifically, and how they have decided to gather and educate the community,” Jones said. “I firmly believe that it is not up to the students to teach, [but] I think it is up to the students to be able to celebrate and share their identity with other members of the [school] community. I think that we’re developing in this space.” Yaron also co-founded The Righteous Conversations Project—an organization that connects students with Holocaust survivors—with students, parents and faculty in 2011. He said it is important for students to learn about the Holocaust itself, he said they must also learn about its context in order to understand genocide. “You can’t study the Holocaust in its own vacuum,” Yaron said. “You need to intersperse Jewish history, the Jewish narrative [and] the Jewish story, since time immemorial. The Holocaust should be front and center as the model of the extrapolating what genocide is.”
PRINTED WITH PERMISSION FROM JOEY SHOENBERG AND EVE LEVY ILLUSTRATIONS BY ALEXA DRUYANOFF
B8 Features
The Chronicle
Jan. 19, 2022
Community members discuss the rising popularity of personality tests and the accuracy of their test results. By Claire Conner and Emmy Zhang
to fit in, have friends and be invited to things are all parts of a teen’s daily life. Trying on different identities on the Fernanda Hererra ’23 stared at the path to finding one’s identity is what spinning wizard hat on her computer, teenagers do on a daily basis. It is part waiting for the bright emerald crest to of the process for teenagers to want to appear. She said she felt confident she have answers to why they do things and was a Slytherin and that she assumed how they can fit in or figure out who the official Hogwarts house sorting quiz they are.” According to a Chronicle survey, she had taken on the Harry Potter web224 of the 257 students polled—about site would simply confirm it. Three years later, Hererra took a 87%—said they have taken a personmore scientifically based personality ality test. Those students have divergtest in her 10th grade LifeLab class. ing opinions about the tests’ accuracy: The Murphy-Meisgeier Type Indicator 35.27% said their results correctly defor Children (MMTIC) sorts partici- scribed who they are, while 37.98% pants into psychological type categories disagreed and 26.74% were undecided. based on responses to questions. It is A majority of students thought, however, that personality tests a child-friendly version should have minimal inof the Myers-Briggs Type fluence on their personal Indicator (MBTI), which lives, with 89.49% of reprovides a four-letter code spondents stating they do that represents characternot let their results guide istics like extroversion, inpersonal relationships and troversion, feeling, thinksocial decisions. ing and judging. Hererra said personaliHererra said while she ties often change based on found her test results insocial conditions and tests teresting, she fell into the cannot capture the way same pattern of results-oriL. Wood people make relationship ented test-taking that she Lavinia Tyagi ’23 and behavioral choices. said affected her Hogwarts “If you have different sorting hat results in midfriend groups, they are dle school. ably going to perceive “I took my sorting h a t probtest during this period on the internet you differently,” Hererra said. “People where people really wanted to be Sly- tend to act differently and code switch therin, so all of my friends came and around different groups. The way I act said their tests said they would be in the around teachers is not the way I act Slytherin house,” Hererra said. “These around my peers, so if my teachers took external pressures really influenced the a personality test for me, that personalway we answered questions. I think that ity is going to be different than the one even with other personality tests, when my friends take or the one my parents people are asked if they have certain would take.” Within the past several decades, the positive traits, they are probably more inclined to say they possess them be- popularity of personality tests has alcause that makes them look good. They lowed the industry to grow to become will answer based on the way they want a $2 billion dollar industry that influences individuals, workplaces and social to be perceived.” Upper School Counselor Michelle scenes. Since the 1960s, about 50 milBracken said the MMTIC is an incom- lion people have taken the MBTI, and plete assessment of a person’s entire 88 of last year’s Fortune 100 companies personality but encourages students to used it in the workplace , according to be more self-aware and understand how The Guardian. At the school, personality tests’ influence extends beyond they interact with others. “The MMTIC is not a label, nor LifeLab activities; they are also used by clubs and in classrooms. does it tell anyone the whole story As part of a leaderabout their personality or who they ship and teamwork are,” Bracken said. “Teens are in the exercise, HW Venstage of development where they are ture’s student leadtrying to find their identity. Trying
ers each took the Insights Test, which changes in their lives and how their valdivides participants into colors repre- ues shifted because of those events. senting attitudes and skills that they “After we take the quiz, instead of contribute to a team. just [being assigned] a character type, Lavinia Tyagi ’23 said she uses tests we would receive a list of our answers,” to improve connections with peers. Ty- Levy said. “That way, when we retake agi, who said she took the MBTI with the test in the future, we can compare a friend, said the test presented helpful our responses to see how they and we insights into the ways they both process have changed [over time]. It would also difficult events. be interesting to retake the test after a “It helped us get to know not only big event like the [COVID-19] panourselves better but also each other demic and see how you have changed and our relationship,” Tyagi said. “I and what different decisions you would feel like I know how to better comfort now make.” [my friend] when he is down because Bracken said personality tests are I know and understand his personality limited in their ability to assess peotype better.” ple. She said to understand themselves In addition to strengthening re- more comprehensively, students should lationships with friends, Tyagi said engage in self-reflection and give themthe personality test selves time to evolve helped her underbefore associating stand herself better. themselves with a Teens are still “I feel like the rerigid identity label. sults reinforce some “I do not think developing a sense of of the decisions I there is one test that identity. Personaity tests have made in the tells us who we are,” past and explain why helps us connect the pieces Bracken said. “I I did what I did,” think there are many that seem disjointed and Tyagi said. “I apdifferent ways to figout of place.” preciate how it can ure out one’s identialso call attention It is a process that —Lavinia Tyagi ’23 ty. to some of my faults requires intentional that I did not notice thought and reflecbefore, which is really helpful because I tion, [and] teens and adults do not alcan now improve my relationships with ways spend the time required to move other people or how I act in situations. through this process to come up with [Teens] are still developing a sense of a strong sense of identity. Most people identity. Sometimes, it feels like there develop this sense of self as they mature are parts of ourselves that contradict and have more experiences.” each other, so being able to look at a summary and reflection of our personality helps us connect the pieces that seem disjointed and out of place.” Ofek Levy ’23 said he doubts the validity and effectiveness of personality tests because they overlook the subtleties of the human character. “I think that personality tests have no real scientific basis,” Levy said. “They do make sense to some degree since many of them are made by grouping certain emotions or qualities together, but a lot of the time that creates oversimplification because humans are so complex. Levy said personality tests might be more useful if people chose to take them at different points in time, allowing them to reflect on
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ILLUSTRATIONS BY EMMY ZHANG
Arts &Entertainment The Chronicle • Jan. 19, 2022
Students reflect on the accuracy of high school experiences as portrayed in newly released seasons of TV shows. By Georgia Goldberg
said. “At [this school] it’s the opposite: Everyone just has As rumors swirled around their own style and no one the auditorium, Emily Mal- judges anyone for what they kan ’23 said she noticed the wear. You wear crazy things culture of the school’s theater and people think it’s cool. department resembled that of Wearing stuff that’s not trendy McKinley High from the TV is cool and no one really cares show “Glee,” which centers about brands.” Malkan said dating and around high school students relationships in high school in a show choir club. “During the auditions for is depicted as more common the musical, everyone was so and more dramatic in teenage intense and competitive and shows than it is in real life, you could see people’s moods and she said this leads to ingoing crazy,” Malkan said. creased insecurity among the “There were rumors that peo- shows’ teenage viewers. “Most relationships in high ple were sabotaging people and there was even a lot of school are like three months drama after the casting and long and very casual,” Malkan said. “They’re well into renot these very hearsals. So I serious things definitely see The kids that that these [the school’s] aren’t in high school yet shows prescompetitive ent. It’s not environment who watch ‘Euphoria’ that normal to in ‘Glee.’” see this and then they have such a seMalkan get this vision. That’s just rious relationsaid the comship in high petitive culnot a good mindset.” school to the ture depicted —Emily Malkan ’23 point where in “Glee” does you eventually not apply to most high schools. Howev- marry them or they meet your er, she said that most of the parents or you have family school’s student body would dinners. It definitely makes people feel bad about thembe able to relate. “The crazy part is that selves that they’ve never had ‘Glee’ isn’t supposed to be that like a boyfriend or seriously realistic in the sense that in dated anyone.” Katie Hadsock-Longarzo most high schools you don’t really see that passion and ’23 said “Gossip Girl” norambition to the point where malizes the insecurities felt by it gets vicious,” Malkan said. the show’s teenage audience “But I think that’s the irony. by depicting the faults of each At [our school], you can see of the characters. “I like that they include these parallels and that’s just how crazy our student body storylines that involve eating disorders to show the dyscan get.” Malkan said the general en- functionality behind these vironment of the school tends so-called perfect people that if to be more accepting in com- you went to school with you parison to the culture of high would probably look up to,” schools presented in shows Hadsock-Longarzo said. Malkan said a lot of high like “Gossip Girl,” a show that follows New York City’s privi- school shows also tend to magnify teenage drug use leged teenagers. “‘Gossip Girl’ is a lot and drinking. She said the about fashion and a lot about way that “Euphoria,” a show wearing the newest brands about teenagers’ experiences and the coolest, most expen- surrounding relationships and trauma that resive things,” Malkan
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leased its second season on HBO Max on Jan. 9 and is airing on HBO, presents party culture is unrealistic and ultimately detrimental to young people’s expectations about teenage life. “The parties in ‘Euphoria’ are supposed to be artistic with the cinematography, but high school parties aren’t like that,” Malkan said. “Kids who aren’t in high school yet who watch ‘Euphoria’ see this and then they get this vision that’s just not a good mindset.” Hadsock-Longarzo said though “Gossip Girl” glamorizes underage drinking, it does not glorify drug use to the same degree as other shows, such as “Euphoria.” “In ‘Gossip Girl’ there are a lot of storylines about the problems of drug use,” Hadsock-Longarzo said. “[The show] doesn’t glamorize drugs. In fact, it villainizes them.” Although Caleb* ’22 said “Euphoria” heightened his curiosity about drugs, he said the show also succeeded at highlighting the prevalent dangers of addiction. “There are moments in the show that have spiked my interest surrounding drugs,” Caleb said. “Though [the show] glorifies the use of drugs, the amount of scenes that portray the disturbing reality outweigh the good that I see in using them.” Caleb said “Euphoria” and other high school dramas like “Glee” and “Gossip Girl” are able to simultaneously romanticize aspects of the teenage experience like drug abuse and mental health issues while depicting their negative effects. “The show exemplifies a very interesting oxymoron,” Caleb said. “It uses glitter and makes the show aesthetically pleasing, [but] they also
show the blatant realities of emotional support for stuhigh school, such as facing dents who see their own stomental health problems, sexu- ries reflected in the show. al assault, drug abuse and fam“I know a lot of people reily issues.” late to certain stories about Gemma Lippman ’22 said each of the characters, so I “Euphoria” provides a dual think the show helps bring perspective on problems faced comfort to those that feel like by teenagers. they’re alone in their strug“In some ways [‘Euphoria’] gles,” Caleb said. glamorized mental illness and Elise Fried ’24 said she weldrugs by portraying them with comes the differences between a really appealing aesthetic, “Gossip Girl” and her own life but the show also didn’t shy because they make the show away from the horrible neg- more interesting. ative [aspects] of these situa“[The characters in ‘Gossip tions,” Lippman said. Girl’] go to these functions Grace Hudson ’23 said de- and get drunk and are in relapictions of characters strug- tionships and there’s this crazy gling with mental blog, and none of health contribute that is super similar to the public’s gento my high school eral perception of experience,” Fried mental illness. said. “But I like it “Shows like because it’s not my ‘Euphoria’ and experience, it’s like ‘13 Reasons Why’ a view into someturn depression one else’s.” and other menKieran Chung tal illnesses into ’23 said high mere plot points school-centered L. Wood for entertainment shows like “Glee” purposes,” Huddisplay an accurate Gemma son said. “But at teenage perspective Lippman ’22 the same time, how rather than an exact else would mental health and account of high school life. drug use get talked about if “‘I think ‘Glee’ is really inmore people weren’t exposed teresting because it doesn’t exto it?” actly reflect things that would Hudson said “Euphoria” actually happen to most high presents unrealistic situations schoolers, but it reflects the and relationships in a high dramatic perspective that a school setting. lot of us have,” Chung said. “While some parts of the “Normal parts of the high show reflect the high school school experience, like breakexperience, the intensity at ups or tests, are blown way which ‘Euphoria’ depicts out of proportion in teenagers’ drugs, sex and abusive rela- minds. The show being overtionships is far more extreme dramatic validates that than what the average teenag- in some way.” er experiences,” said Hudson. Caleb said “Euphoria” helps to provide
ILLUSTRATION BY ALEXA DRUYANOFF
The Chronicle
C2 Arts & Entertainment
Jan. 1
Arts & Entertainment staff members list their favorites and least favorites of the past year’s media rating each pick on a scale of 1-10.
Leonardo finally-dates-a-woman-his-own-age-DiCaprio and Jennifer-woman-in-STEM-Lawrence star as astronomers who spot a comet set to hit Earth in six months. Their efforts to alert the world are thwarted by the government and media’s indifference to this crisis. Despite the blatant contradiction of a film starring solely A-List celebrities while preaching the corruption of the elite, I genuinely enjoyed this film. The cast had great chemistry, the plot was exciting and it was simply a fun watch. —Georgia Goldberg
Having watched Bo Burnham’s stand-up for many years, I feel I can truly appreciate “Inside” for the masterpiece of self-reflection that it is. Burnham’s crippling narcissism and irreverent humor are balanced with his self-loathing and loneliness. The special follows Burnham’s year in quarantined isolation writing, reflecting and evolving before the viewers’ eyes. I strongly encourage anyone interested in watching this to watch his previous work first, so you can recognize the depth of this piece. —Georgia Goldberg
Movie posters with both Timothée Chalamet and Zendaya grabbed just about everyone’s attention. However, after watching the movie adaptation of Frank Herbert’s well-regarded science fiction novel “Dune” it became clear that the movie was a glamorized perfume commercial-esque prologue for the movie’s upcoming sequel that favored style over substance. The movie also lacked the amount of action audiences were expecting. Worst of all, Zendaya barely spoke and only appeared in the last 15 minutes of the 2-hour and 35-minute movie (outside of a dreamscape setting). —Becca Berlin
Combining elements that make up the perfect thriller, this book is filled with suspense and anticipation, keeping readers hooked. The story revolves around Devion and Chiamaka, characters that are well developed through distinct points of view, internal dialogue and personal struggles. The appropriately slow pacing allows the layers of deception to unfold. Overall, the book integrates exciting plot points with introspective social commentary related to race and sexuality. —Jina Jeon
Netflix Sweden’s “Young Royals” is a gripping teenage love story offering a glance into the lives of the Scandinavian elite. The show also provides insight into issues significant to teenagers around the world, such as class divisions, sexuality and drug abuse. The quality of the show is also much higher than that of any other Netflix Orginal. And although the cast is incredibly attractive, they actually look realistic to their age. —Vasilia Yordanova
This book is the final installment of Leigh Bardugo’s esteemed Grishaverse fantasy series, revolving around the dream of improving society, uniting a broken country and healing personal wounds. The plot is a blend of fastpaced action and high stakes, with interesting plot twists that leave readers questioning everything they thought they knew about the characters. While the storyline is somewhat complicated with excessive details and subplots, the book is a satisfying conclusion to the series. —Jina Jeon
9, 2022 hwchronicle.com
Arts & Entertainment C3
Gracie Abram’s album “This Is What It Feels Like” is the perfect soundtrack to cry to in the car while driving down Sunset Boulevard. The album is for anyone who has ever felt the complicated and conflicting emotions of wanting to enter adulthood as fast as possible but still feeling like childhood is passing them by too quickly. —Becca Berlin
As the final book of the popular “A Court of Thorns and Roses” series, this book was highly anticipated by young adult fantasy readers. While this series has had its good moments, the lack of a solid plot throughout the novel leads to a dissatisfying finale. Possibly the most disappointing aspect of this book was the lack of character development; the characters’ personalities rely on explicit statements by the author, and it is unclear how the obstacles shape them at all. Overall, the plot reads like a list of young adult fantasy cliches, from the quirky but conventionally attractive main character to the brooding but bland love interest. —Jina Jeon
‘It’s after 10 p.m. so we can say whatever the hell we what.’ Anyone who truly appreciates comedy will instantly fall in love with this show. Just like his first season, the second season of Tim Robinson’s maniacally hilarious sketch show offers the most irreverent and eccentric comedy, completely unlike the consistent topical sketches and parodies of “Saturday Night Live.” No one commits to a comedy bit the way Robinson does. He frequently plays outlandish characters who escalate awkward situations to an incredibly unhinged conclusion. Every sketch is executed to creative perfection with flawless performances, absurd premises and valuable lessons like ‘never push lunch without asking’, ‘triples make it safe’ and ‘people can change.’ —Georgia Goldberg
Giving TikTokers acting roles is always a bad idea. Recreating a classic teen movie is always a bad idea. Addison Rae—always a bad idea. Also, it’s sad to admit, but getting a haircut will not suddenly make you attractive as this movie might have you believe. This movie is the worst thing Netflix has produced and watching it felt like a fever dream, with its overly fast pace and vague plot. This movie proves that just because someone is famous and attractive does not mean they can act. —Becca Berlin
Before releasing “Blue Banisters,” Lana del Rey went on social media to say the album tells her story in a uniquely personal way for listeners who are interested in hearing it. Like most of her music, the songs in “Blue Banisters” are melancholy and romantic, making the album one of the best of this year for those who appreciate del Rey’s genre. I prefer del Rey’s earlier music, and I will always be excited about anything she releases. However, the “Blue Banisters” album cover hardly matches the beauty of del Rey’s lyrics, as it Mischief, mayhem and Tom Hiddleston should, in theory, add up to an was homemade and looks unprofessional. This topic was subject to quite a incredible show, so it was quite shocking that “Loki” was a convoluted mess. bit of public ridicule. Most episodes just felt like filler plot, leading up to the introduction of the —Vasilia Yordanova multiverse and Loki’s character development fell flat. With a year’s worth of successful Marvel projects, it is upsetting that “Loki” was such a train wreck. —Georgia Goldberg Larry David is a West LA Jewish icon. His top-secret shortcut to the valley and love of gefilte fish is sufficient evidence to prove this claim. Even after 11 seasons, every episode is absolutely hilarious and highly relatable— though possibly niche outside of the West LA Jewish community. Almost every cast member can be recognized from a sitcom. There are also frequent guest star appearances where beloved actors play exaggerated versions of themselves, ensuring the whole family will enjoy the show. —Becca Berlin
This book hardly contains unique elements and fails to distinguish itself from your typical everyday fantasy novel. It includes the standard elements of a young adult novel, like a love triangle, without adding anything new to the table. While the pacing and prose are well-executed and appropriate, the simplicity of the story makes this book somewhat forgettable. —Jina Jeon
Tiger King season one was just weird and addictive enough to capture America’s attention during the peak of the COVID-19 pandemic. However, now that the country isn’t locked up at home, season two flopped. Nothing in the second installment could recreate the original iconic Tiger King experience. The second season seemed to drag on and it takes away from the success of the previous season. —Becca Berlin
European singer-songwriter Camille Jansen’s songs have been a staple in my playlists for months, especially when it comes to the music I play during misty morning bus rides down Coldwater Canyon Avenue. Her music’s soulful nostalgia reminds me of Lana del Rey, but with a fresh twist. “Je Ne Fais Que Rêver” is the best song on the album, and the music video for “Louise” is truly beautiful. —Vasilia Yordanova
ILLUSTRATIONS BY ALEXA DRUYANOFF
C4 A&E
The Chronicle
Jan. 19, 2021
Community members reflect on the multifaceted impact of California journalist and writer Joan Didion after her recent passing. By Daphne Davies
York Times. Self-proclaimed feminist “Grief turns out to be a author and journalist Katie place none of us know until we Roiphe said Didion had an apreach it,” Joan Didion wrote titude for writing insightfully in her 2005 memoir “The Year and accurately about a variety of Magical Thinking”. On the of current events. “[Didion’s] talent was for morning of Dec. 23, The New York Times broke the news of writing about the mood of the Didion’s passing at age 87 due culture,” Roiphe told the New to complications with Parkin- York Times after Didion’s passson’s disease. An hour after see- ing. “She managed to channel ing the bolded headline appear the spirit of the 1960s and [1970s] through her across the top of the own highly idiosynTimes website, Fiona cratic and personal— Gillearn ‘23 leafed that is, seemingly through the pages of personal—writing.” her own copy of the Gillearn said she 2005 book, reading admires the way Diher own notes and dion’s essays combine reflections scribbled personal narration throughout the marwith journalistic nongins. Gillearn said Difiction. She also said dion’s reflections on L. WOOD Fiona she appreciates Didigrief comforted her as Gillearn ’23 on’s candid portrayal she mourned Didion. of the countercultur“[Didion is] my favorite author and has made al movement, a reaction to the me see life in a different way,” conservatism of the 1950s that Gillearn said. “I will miss her brought together groups of antiwar “hippies” who sought to literary voice.” Didion, an acclaimed jour- promote free speech, equality nalist, essayist, novelist and and opposition to the mainscreenwriter, launched her ca- stream media. “I’ve never read journalism reer after her essay “On Self-Respect” won a Vogue Magazine that reads like hers because it contest in 1961. In her oth- almost reads like fiction, and I er nonfiction works, Didion appreciate the way she effortwrote extensively on the coun- lessly inserts her own opinion terculture of the 1960s and and personal views,” Gillearn 1970s, lending her distinctive said. “I think hippie culture, voice to incisive commentary counterculture and the free on societal and psychological generation can be so idealized, unrest, according to the New but her lens on it is such a
unique and honest take.” Didion added fiction writing to her literary repertoire with several short novels. “Play It As It Lays” (1970), a depiction of abuse, abortion and the loneliness of the Hollywood film industry in the 1960s, was named one of TIME Magazine’s 100 Best English Language Novels from 1923 to 2005. Didion also wrote screenplays with her husband, John Gregory Dunne, including the Golden Globe-winning film “A Star is Born” and movie adaptations of several of her own novels. Dunne’s death in 2003 laid the groundwork for Didion’s “The Year of Magical Thinking,” which won the National Book Award for Nonfiction in 2005 and was a finalist for the National Book Critics Circle Award and the Pulitzer Prize. Two years after her husband’s passing, Didion’s daughter Quintana Roo Dunne, a member of Westlake School for Girl’s class of 1984, died of septic shock at age 39. Didion mourned her loss in her 2011 novel “Blue Nights.” Sophia Lindus ’22 said she feels Didion’s experiences with loss and mourning help to bring her writing to life in an honest and sincere way. “[Didion’s] battles with grief allowed her to fully connect [with] her female characters, and therefore [her] books have a really authentic tone to them,” Lindus said. “She is introspective and ma-
ture in her conclusions.” the sense of the West. The old Throughout her career, Di- West where Manifest Destiny dion received recognition from was an almost palpable notion other writers, literary critics that was somehow tied to the and national figures. Former land and the climate and one’s President Obama honored her own family.” with the National Humanities Lindus said the less romantiMedal in 2012. cized reality of Californian life Brandon Aghnatios ’23 said and culture characterizes the Didion achieved both broader majority of Didion’s writing. cultural influence and person“I finished [Didion’s first al impact through her writing, novel] “Run River” a few weeks and he said her distinctive writ- ago, and the way [Didion] ing informs writes about his own. life in Califor“I’m a big nia draws on [Didion’s] battles the more cynfan of [Didion], and my with grief allowed her to ical side of the favorite quote ‘golden state,’” fully connect [with] her of hers is ‘inLindus said. female characters, and nocence ends Gillearn when one is said she is imtherefore [her] books stripped of the pressed with have an authentic tone.” the timelessdelusion that one likes one—Sophia Lindus ’22 ness of Didself,’” Aghnaion’s writing tios said. “I and its truthful think about that all the time, depiction of her home state. especially when I’m writing. “As a Californian, I love all of [Didion] has a style that I con- [Didion’s] work, but ‘Slouching stantly seek to emulate.” Towards Bethlehem’ is my faDidion’s home state of Cali- vorite of her books because you fornia was central to her literary can see how it is still relevant identity and influenced much today,” Gillearn said. of her work. Born in SacramenEnglish Teacher Jocelyn to, Didion graduated from the Medawar said she appreciates University of California, Berke- the regionality of Didion’s esley in 1956 and was a longtime says, especially with their focus resident of Malibu and Brent- on parts of California, and she wood in Southern California. continues to feel her enduring “California belongs to [Di- literary presence. dion],” New York Times critic “As someone who grew up Michiko Kakutani wrote. “Not in Southern California, Didion the California where everyone helped me see my hometown wears aviator sunglasses, owns a in a whole new way,” Medawar Jacuzzi and buys his clothes on said. “Whenever the Santa Ana Rodeo Drive. But California in winds come, I think of her.”
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ILLUSTRATIONS BY ALEXA DRUYANOFF
Sports The Chronicle • Jan. 19, 2022
Soccer defeats Loyola By Fallon Dern and Leo Saperstein
The boys soccer team defeated Loyola High School for the first time in six years by a score of 1-0 Jan. 5. After a scoreless first half, the squad gained a one goal lead, and shut out the Loyola High School offense for the remainder of the second half. Forward Josh Barnavon ’24 scored the team’s only goal on the rebound after a shot by Assistant Sports Section Editor Charlie Seymour ’23 was blocked by the Loyola goal-keeper. Though Barnavon alone scored, he said the win followed a cohesive team effort. “Loyola has always been our rival in soccer and going into the game, we knew it was going to be really tough,” Barnavon said. “During the game, everyone worked really hard and was there for each other, which made the final result more rewarding.”
During the 2020-2021 winter season, the squad lost to Loyola High School with scores of 1-0 and 2-0 April 5, 2021 and April 19, 2021, respectively. Barnavon said he feels proud to have helped the team achieve their first win against Loyola High School in six years, especially after last year’s scoreless losses. “Scoring the game-winner was super exciting because each season it’s always a goal of ours to be at Loyola,” Barnavon said. “Being able to make that goal a reality was a great feeling. It was also the first time we’ve beat Loyola High School since 2015, and being able to end that streak also meant a lot to me. Going forward, I really hope that our team keeps up the mentality of hard work that we have started the season with, and [I hope we do] not get complacent because we still have many more games to play.” • Continued on D2
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ROAD RUNNER: Left-back Ollin DeAntonio ’22 dribbles past a defender in boys soccer’s match against Crespi Carmelite School on Jan. 14. The team won the game 6-0, with goals from Josh Barnavon ’24, Alejandro Lombard ’23, Wilson Federman ’24, Patrick Yeh ’23 and Theo Ottoson ’25. The team currently has a 9-3-3 overall record and a 4-1-1 league record.
School updates athletic protocols as COVID-19 cases surge By Paul Kurgan Head of Athletics Terry Barnum announced new COVID-19 protocols in an email sent to all winter athletes Jan. 9. In his email, Barnum addressed the implementation of new testing policies, game cancellations and the crowd management of indoor sports games. “From an athletic perspective, this winter break has been eventful—mostly due to the latest surge in COVID cases that is sweeping across the country,” Barnum said. “We have had a number of positive cases in our community and some of those cases have caused us to suspend activity in several athletic programs.” Barnum said the players and coaches of athletic teams must
wear masks both indoors and outdoors. Barnum said any team with an outbreak of four or more linked cases will be required to suspend all team activities for a minimum of seven days. All players and coaches are now required to wear KN95 masks indoors, and indoor sports will now have a limited capacity of under 500 people. With 8% of the school community testing positive for COVID-19 after the school conducted testing for all students and faculty Jan. 4, Barnum said athletes need to be more cautious during COVID-19 case surges in order to keep athletics operating in person. “Hopefully, those delays are behind us and we will be able to resume our athletic calendar with a few notable adjustments,”
Barnum said in an email. “Thank you for your patience and understanding during this ever-changing season. ” Over the winter break, three members of the boys soccer team tested positive for COVID-19. Midfielder Brandon Aghnatios ’23 said while it was challenging to play without the full team, experiencing absences ultimately helped the team understand the value of each teammate. “We were more diligent about wearing our masks in the team huddle and on the bench,” Aghnatios said. “I would say that the hardships allow us to grow stronger as individuals. At times, you look around, and you would expect that there is less interpersonal warmth because our mouths are covered by white beaks. We know each other well enough
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From an athletic perspective, this winter break has been eventful—mostly due to the latest surge in COVID cases that is sweeping across the country.” — Terry Barnum Head of Athletics L. WOOD
at this point that you don’t even need to see each other’s faces to connect with them.” Aghnatios said players have been largely responsible keeping themselves and others safe by adhering to safety protocols, even without instruction from coaches. “It has not been a strict environment,” Aghnatios said. “It’s up to the individual players, but as a team, we are vigilant about
it, and we don’t need much direction in that regard.” The girls water polo team lost several plays over the break due to COVID-19 absences, according to wing Amber Nowaczek ’24. Looking ahead, Nowaczek said being safe in practice and being hopeful about game outcomes will help the team lead a successful end to the season. • Continued on D2
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On A Mission: Girls water polo defends its CIF Division II Southern Section title from its previous 2019-2020 season.
Net Positive: The girls basketball team begins its season with a 10-7 overall record and a 1-1 Mission League record.
Defending Champs: Girls soccer looks to defend its CIF Division I State Championship from the 2020-2021 season.
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Jan. 19, 2022
Boys soccer beats Loyola High School • Continued from D1
Boys Soccer Program Head Michael Erush said the team’s preseason conditioning, including sports performance and sports psychology training, prepared them thoroughly for their strongest opponents. In the win against Loyola High School, Erush said the defenders’ chemistry prevented the opposition from scoring. “We want to make sure we’re organized defensively by over-communicating and making sure our tactical awareness of what they have going forward is important,” Erush said. “I think one of our game goals was to shut out [Loyola High School], and every opponent going into every game. We were going to try to defend with a purpose and defend very well.” While Erush said the defenders played at a high level, he said the team’s forwards applied constant pressure to the opposing team’s defenders and set the standard of intensity in the game when the team did not have possession. “The [offense] is working equally as hard because our defense starts with our forwards in pressing moments,” Erush said. “They work as hard as our defenders, and so part of the shutout was because of our forwards’ hard work as well.” After three years playing for the varsity team, defender Ollin DeAntonio ’22 said his teammates’ camaraderie this year was essential in securing their victory against Loyola High School. “Approaching the Loyola game, the whole team had a desire to win,” DeAntonio said. “From the start to the season we had beating [Loyola High School] as one of our goals. As a senior, beating [Loyola High School] does give me a sense of accomplishment. Our goal has always been to win the league [championship] and [Loyola High School] historically has
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SPREADING THE FIELD: Midfielder Tyler Ullrich ’24 evades defenders and looks to make a pass during a game against Crossroads School on Dec. 6. The team won the game by a score of 3-1 and remained undefeated in its next six games, moving the squad’s overall record to 8-3-2. been in our way. Now it feels like just another game but a positive step forward to winning the league [championship].” The team found success early in the season, winning five straight games after losing the season opener against Palos Verdes High School on Dec.12. After the win against Loyola High School, the squad lost 2-0 to Saint Francis High School on Jan. 10. The team continued on to beat Alemany High School 2-0 Jan. 12. Forward Milo Kiddugavu ’22 said players recovered well from their loss against Saint Francis High School, proving the team’s ability to overcome challenges and its readiness for the playoffs. “It was a huge win to set us back on the track we want to be on as we enter the second half of the season,” Kiddugavu said.
“In my mind, I can see us having a chance at possibly winning [the league championship], if we keep building our confidence and start staying consistent with our mentality.” The squad maintained the momentum from their win over Alemany High School in a 6-0 victory against Crespi Carmelite High School on Jan. 14. Defender Asher Rossen ’23 said the squad was able to grow closer through frequent off-season training, which he said helped establish the team’s dynamic on the field. “This year, there is much better chemistry throughout the team,” Rossen said. “From weight [training], preseason and the season, this team just feels a lot more connected and unified as a group.” Rossen said strong interper-
sonal relationships in the locker room have contributed to the team’s cohesion on the field, especially during the squad’s most recent games. “When we defend, we defend as a team,” Rossen said. “The same goes for the attack. The main element that makes our team so strong is our work ethic and our desire to win, not only for ourselves, but also on for the sake of our teammates, [who are] like family.” Forward Patrick Yeh ’23, who scored one goal in the game against Crespi Carmelite High School on Jan. 14, said the relationships he found on the team this year have translated to his life beyond soccer. “It’s definitely been one of the greatest seasons of my high school soccer career and that really is based on our team dynam-
ic,” Yeh said. “I have never felt this attached to any team. There is something so fun about being in the locker room during our pregame, and that translates to the game because we have very good team chemistry.” Yeh said working with Erush improved both his personal experience on the team and strengthened the squad’s overall skillset this season. “I give credit to Erush, [who helped us find] a good playing style [that] fits our roster,” Yeh said. “Loyola High School has always been our league rival, and we are always so excited to play them. They always play hard. For the first time in a few years, I am really optimistic that we could continue through the playoffs and maybe even win a championship. I’m loving [playing with the team] so far.”
Athletes adjust to updated COVID-19 protocols • Continued from D1
ILLUSTRATION BY SOPHIA EVANS
“[We need to view] losses as growth opportunities rather than purely the end result,” Nowaczek said. “In my opinion, it is essential to maintain a positive and hardworking mindset to achieve our team’s goals.” Goalkeeper Lena Bagley said the girls water polo coaching staff has been forced to rework the team’s schedule to accommodate for issues. “COVID-19 has presented challenges to our team because of recent tournament cancellations,” Bagley said. “COVID-19 has brought down morale, and our coaching staff has tried to keep up our energy by scheduling games to make up for our canceled tournaments.” Midfielder Ariana Azarbal ’22 said the girls soccer team has also been required to adapt to COVID-19 restrictions. “We missed a great bonding
opportunity with the Texas trip healthy amid the surge in cases. being canceled,” Azarbal said. “The most important part of “Coaches enforce that we wear keeping our players and coaches masks indoors, and now on the safe is testing weekly,” Huerta bench during games.” said. “We are very fortunate that Azarbal said she and the school has the resources to other seniors have organized test our team on a weekly basis. opportunities for the team to We are also being very careful bond safely. when we “We [have [are at planned] some weig ht lif t ing If we have a safer bonding practices] this setback, we are going activities, and I offseason. We to stay positive and be think the team are wearing ready for when we get has been able to masks at all back to practice and connect well,” times and Azarbal said. keeping our [weight lifting].” “The team is distance from —Aaron Huerta one another as compliant [to Football Head Coach best as possible.” C OV I D -19 m a s k i n g A lthough, protocols] because we know the Huerta said he believes the team consequences of not wearing may face obstacles due to the [protective masks].” new COVID-19 protocols, he Head Coach Aaron Huerta said it is important that players said the team is taking further and coaches stay optimistic in safety measures during practices preparation for the 2022-2023 to keep players and coaches fall season.
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“As a team, we are going to focus on what we can control,” Huerta said. “If we get the opportunity to practice and or lift, we are going to take that opportunity and do our best. If we have a setback, we are going to stay positive and be ready for when we get back to practice and [weight lifting].” The boys tennis team, which won the CIF and regional championships last season, overcame COVID-19-related barriers before finding successes. Although the team lost four of its top players, some of whom opted out of the season due to COVID-19 concerns, the squad still achieved success. Tennis Program Head Bo Hardt said he does not anticipate the recent surge will prevent the team from winning another league championship. “We are going to work hard and improve no matter what,” Hardt said.
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Student athletes fear impacts of injuries By Allegra Drago Blocking a shot coming her way, Sofia Llevat ’22 gasped for air as the field hockey ball hit her in the chest. “We were doing a drill, and I was playing defense,” Llevat said. “I was standing in front of the goal, which is something that has always scared me, [and] one of our most talented players made a strong hit towards the goal and hit me in the chest, knocking the wind out of me.” Llevat said although her injury has since healed and she did not suffer any major physical damage, she has continued to feel the mental impacts of her injury. “I didn’t realize how much of a mental impact [my injury] had until I was back at practice,” Llevat said. “I had never been afraid of the ball, but [during] our first game back I noticed [I was] not running towards the offender as I normally would. I wasn’t pressuring [the offense] as much, and I was just kind of hanging back.” Llevat said her coaches and teammates noticed the change in her performance and recommended she meet with Sports Psychologist Kat Scardino. “I met with [Scardino], and we talked about how I had begun to freak out during games and about how my mental block wasn’t allowing me to physically block the ball while I played,” Llevat said. “[Scardino] and I also talked about the pressure of being on a varsity team at [the school].” Llevat said the team pushed themselves during games to maintain their winning streak. She said losing their three-year
winning streak, it affected the team’s mentality on the field. “I think [losing the game] drove us more than anything,” Llevat said. “As a team, we pushed ourselves to play harder and prove that we were still a strong team. Our coaches were never too hard on us in terms of pressure. They supported us through our loss and never pushed us beyond what they new [our bodies] were capable of.” Equestrian Savannah Strome ’24 said she feels as though conditions at the Interscholastic Equestrian League (IEL) prompt injuries; he said independent equestrian trainers push their students to an extent that can result in dangerous situations, like falling off of a horse. She said she does not feel comfortable enough at IEL to compete in the higher level classes because of the risks they pose to her physical health, she competes in the junior varsity classes even though she has qualified for the varsity classes. “When I compete independently, I enter in 1.20m classes, but at IEL I don’t feel comfortable to do so because of the dangerous atmosphere,” Strome said. “Trainers enter their students in classes where they are forced to make dangerous turns [on their horses] and ride too fast to win.” Strome said she has noticed IEL attempting to make shows safer by adding an optimum time card. Optimum time is a class with a set time, in which each rider has to complete the course in that exact time. She said this helps control how fast the horse and rider compete, as the rider does not want to finish faster
ILLUSTRATION BY ALEXA DRUYANOFF
than the prescribed time. “I feel like the reason they have [optimum time] is to keep the show safe because a lot of trainers just encourage their students just go as fast as they can,” Strome said. “The show is just very dangerous and crammed. Overall it’s in bad condition. I’d rather compete [in] something safe at a lower height, though I wish I could compete at the varsity level and get points for the school. [Right now] I don’t feel like I am at a competition where I am competing for my school.” Strome said she hopes IEL makes changes that will allow her to seriously compete and hopefully win varsity awards for the school’s team. “I would rather do higher jumps at a place I know is more organized and safe,” Strome said. “[At IEL] it is harder to compete in a higher class safely, due to the conditions of the show.” Sydney Carmel ’23 said she is afraid to return to playing junior varsity soccer after obtaining
her second concussion as a result of playing. She said her performance in the sport has suffered. “After having multiple concussions, I began to avoid the ball and contact with other players,” Carmel said. “After this most recent injury, [my parents and I] have been hesitant for me to go back [and play] for the team. For a concussion specifically, [playing at a] high school level doesn’t make the injury worth it.” Football offensive tackler and former basketball center Kai Faucher ’23 said he injured the cartilage in his patella during strength training practice in June 2019. “The cartilage in my kneecap was weakened to a point [where] I could not walk around without sharp knee pain,” Faucher said. “I got surgery and was recovering for about a year and a half. I have made a full return to football but not [to] basketball.” Faucher said his experience with physical injury taught him athletes should be wary of the potential risks and dangers when
choosing to play a sport. He said he has learned that his mentality affects his game performance in a positive way. “If fate has it for me to get injured doing what I love, then so be it, but I think a large part of my recovery was mental, being able to overcome self-doubt and pushing through fear of the unknown,” Faucher said. Faucher said he has noticed a change in coaching behavior over his time playing for the school. He said since he began the school’s strength training program, coaches have become more aware of the extent they are pushing athletes. “I was definitely worked too hard [leading up to] my injury,” Faucher said. “It’s hard to say that every injury is the result of one thing or the other completely, but I will say that [the school] is a competitive athletics school where kids are forced to make decisions and sacrifices regarding the team over their own bodies. I know I’ve had to.”
Girls water polo reflects season after its three consecutive losses By Charlie Seymour
SANDRA KORETZ/ CHRONICLE
GET A GRIP: At the girls water polo game against Louisville High School, Jasmine Tang ’24 prepares to pass the ball to her teammate.
The girls water polo team looks to rebound from a three game losing streak with an overall record of 7-7 as it crosses the halfway point of its season. The team won its first two Mission League games against Marymount High School and Louisville High School on Jan. 12. The team is the defending CIF Division II Southern Section champion from the 20192020 season, as CIF playoffs were cancelled last season during the COVID-19 pandemic. Goalkeeper Thea Pine ’23 said although she and her teammates honed their individual skills and team chemistry early on in the season in comparison to its last season, the team still has room to improve. “As a team, we have learned to play a bit more cohesively compared to the beginning of the season, but we still have our moments where that is not always the case,” Pine said. “We have also definitely gotten stronger and faster as a team from
conditioning in the weight room and in the pool.” Pine said the team needs to focus on maintaining their intensity as well as energy throughout games. “We need to work on consistency,” Pine said. “Occasionally, we will play a team and won’t really bring [our energy] until the third or fourth quarter, so playing well consistently throughout the game is something we could work on.” Attacker Fiona Gillearn ’23 said the team needs to refine its ability to adapt its play style to fit the skills of each individual member instead of conforming to their opponents’ play style. “We can improve on playing our own game, playing to our own strengths and not [letting] the team we are opposing dictate our tactics or energy throughout the game,” Gillearn said. Of the team’s 13-player roster, Gillearn said each player should take on an active role in the program. “[Every player] has learned how to step up as a leader,” Gil-
learn said. “Especially since we have a small, close-knit team, it’s important that each player holds one another accountable and picks each other up.” As the COVID-19 omicron variant cases continue to rise in the Los Angeles area, the school’s Athletics Department canceled several of the girls water polo team’s games to ensure the safety of the team’s players. The team dropped out of the Santa Barbara Tournament of Champions, during which it would have played Orange Lutheran High School, and canceled its Dec. 22 match against Laguna Beach High School. Gillearn said the match cancelations taught the team to be resilient and enjoy the games they are still able to play. “We have learned to be more flexible and maintain focus [on the games we are playing], even with all the frequent changes,” Gillearn said. The team will play its upcoming match against Oaks Christian on Wednesday, January 19 at 4:00 p.m.
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In the past [the boys basketball team] have seemed to hit a mental wall when [the team] seemed tired,” Dunlap said. “We need to learn how to break that wall when we get fatigued and still carry out everything we need to in order to win.” —Brady Dunlap ’23 Boys basketball
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My New Year’s resolution is to give 100% effort at practice and translate all the skills I work on into each game,” Gillearn said. “I also want to keep a competitve mindset the rest of the season and improve in every game I play.” —Fiona Gillearn ’23 Girls water polo
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Personally, I want to be an approachable leader for my teammates, on and off the field,” Quintero said. “ I hope to carry on a determined mindset to work as a team to get better every day.” —Daniela Quintero ’22 Girls soccer
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I really hope [the boys soccer team] wins CIF playoffs this year, “ Barnavon said. “We look to go undefeated in the rest of the season to give us a chance and a high seeding in the CIF tournament.” —Josh Barnavon ’24 Boys soccer
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Girls basketball team looks to improve in remaining games By Paul Kurgan
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PUTTING IN WORK: To prepare for upcoming games, Jordyn Call ’23 pushes off of Jamie Yue ’24 to receive an entry pass from a teammate.
Following a three week COVID-19 related hiatus, the girls basketball team returned to competitive play in a game against Junipero Serra High School on Jan. 8, which they lost 51-59. After defeating Canyon High School on Jan. 11, the team lost to Chaminade High School 4956 on Thursday. Four of the team’s nine players tested positive for COVID-19 in late December and were thus unable to participate in the West Coast Jamboree Tournament, which took place Dec. 28-30. Guard Casey Landecker ’23 said though taking a break from organized team practices served as a disruption, she used the break as an opportunity to improve her fitness. “I have been keeping myself in shape for games by going on runs and practicing my shooting technique,” Landecker said. “Having [this break] has also given me time to relax before we really get into the season. Landecker said the squad gained momentum before the pandemic interrupted their prac-
tices. After winning four of its last five games before the break, the team reached a 9-5 record overall. Landecker said dealing with the challenges COVID-19 posed this season made their team stronger. “Since we never know what could happen to the team with COVID-19, we appreciate every game,” Landecker said. “We all know our roles on the team and are comfortable with ourselves and playing with our teammates.” Jamie Yue ’24 said her teammates are ready to move forward in the season and improve their skills. She said the team should not be deterred. “I think perfecting plays during practice and improving our technique will help us [in games], especially when we get fatigued,” Yue said. “If we really put our heads down in practice, we will have a really good chance of going far this season.” The Wolverines faced Canyon High School on Jan. 11. After winning the game 53-41, Yue said the team’s success stems from their energized starts, ability
to effectively execute plays and strong teamwork. “Our team started the game with a lot of energy, which helped us become more aggressive on both ends of the court,” Yue said. “The biggest factor in our win would be our ability to get down the court at a faster pace and score in transition.” After a recent loss to Chaminade High School on Jan. 14, the team moved to an overall record of 10-7. Guard Vita Saffari ’22 said the team has struggled to regain the momentum they had before the COVID-19 hiatus, but she said she is still proud of the team’s growth. “I’m very proud of how much we’ve grown,” Saffari said. “It’s hard starting off as a team with a lot of younger girls but we’ve put a lot of effort into getting to know each other on and off the court, and I think in a lot of ways [it has] helped us get better as a team. We’ve been playing since the summer and I think [we’ve] really come a long way, but we still have a [long way] to go.”
Senior atheltes reflect back on their time as teammates By Leo Saperstein As an eighth grader at Noble Charter Middle School, Dahnte Russell ’22 sat on the bleachers in Taper Gym, watching the boys basketball team compete against St. Francis High School. After seeing Spencer Hubbard ’20 play basketball, Russell, who said his stature and playing style are similar to Hubbard’s, said he knew there was a place for him in the boys basketball program. In his first year at the school, Russell played for junior varsity and later joined varsity, where he experienced the team’s dynamic from the sidelines. Now a senior and team captain, Russell said he focuses on guiding his younger teammates through their first years on the team. “When you play with highlevel guys, they are going to be hard on themselves,” Russell said. “[If they make a mistake], I just reassure them that it’s all good. The play is over, [and they] cannot get anything back. If I have knowledge that they don’t have because I’m older than them, I give them that knowledge, so they do not make the same mistakes I did as a young kid.” Russell said he appreciates the players’ talent and team’s culture more than ever as his time at the school is ending. He said the camaraderie among his teammates in the program founded his admiration for the sport. “I spend more time with these guys than I do with some of my family members,” Russell said. “These are just my guys. They’re really like brothers. I still talk to guys that I played with [in] my sophomore year. The culture of being a family and being able to separate on the court from off the court is such a big thing here.” Russell said the coaching staff is an integral part of the boys bas-
ketball community. He said boys basketball Program Head David Reibibo fosters a supportive and educational environment, teaching players how to improve both their performance and character. “[Rebibo is] teaching us life goals and how to be a man,” Russell said. “He’s at a different stage in life than we are. He’s been through things I have not been through. [Rebibo is] hard on me but in a good way, like [with] constructive criticism. You need that in life.” The team’s record is 76-2 overall, and Russell said he hopes to lead the team to its fourth straight Mission League Championship by preparing his younger teammates for leadership positions. Rebibo said Russell’s growth as a teammate has been apparent over the past few years. “He is a true leader who our guys look to and depend on,” Rebibo said. “He understands what we expect as a staff and program. He does a tremendous job demanding and relaying that message to his teammates and [younger players] when he is around them.” While Russell has an entire winter season remaining, singles and doubles tennis player Caroline Rediger ’22 finished her last season with the girls tennis team in the fall. Rediger said her experiences on the tennis team have been a significant part of her time at the school. As she leaves the program, Rediger said she feels excited for her younger teammates. “I’m happy for them,” Rediger said. “I know how fun it has been for me, so I’m excited that they still get some more time to play. I know that they’re going to have a great time [during] the rest of their [high school] careers.” Although Rediger was unable to play during the 2020 to 2021
season due to an ACL tear, she served as team manager. Rediger said her experiences on and off the court deepened her connection to the team. “When you are on a high school team, it does not matter if you are playing football or tennis, which is more individual,” Rediger said. “You have this team mindset. I’ve played matches, but I’ve also sat on the bench like everyone has. Sometimes that’s not as fun, but sometimes it’s really fun because you get to see your other teammates grow.” During her time as manager, Rediger said Girls Tennis Program Head Jelena Durisic, who has also torn her ACL, helped her stay connected to the team. Durisic said Rediger demonstrated perseverance while handling her injury. “She made tremendous progress, and with her hard work earned a spot on varsity squad senior year,” Durisic said. “She has shown maturity, dedication and enthusiasm all [four] years, and it has been a joy to have her.” As Rediger plans to play club tennis at Southern Methodist University, Durisic said she hopes Rediger will carry her dedication and passion with her into college. “She is very vocal on the sidelines, cheering, always smiles and brings [a] fun energy to the court,” Duricic said. “I hope the strategies and work we put in these four years help her in her next adventure, and as always, to represent and dominate.” Sprinter and jumper Zane Danton ’22 said athletics have been an important part of his experience at the upper school. As a freshman, Danton joined the upper school boys and girls Track and Field program, where he competes in the long jump and triple jump. • Continued on hwchronicle.com
JUSTIN GOLDSTEIN/CHRONICLE
QUICK ON HIS FEET: As he surveys the court during basketball practice, Dahnte Russell ’22 jumps forward to get in shooting position.
PRINTED WITH PERMISSION OF ZANE DANTON
ONE GIANT LEAP: Sprinter and jumper Zane Danton ’22 cheers as he completes a triple jump in a meet against Crespi Carmelite High School.
Jan. 19, 2022
hwchronicle.com/sports
Sports D7
Upcoming Games to Watch Home Girls Varsity Basketball Jan. 20 at 6:00 p.m.
Girls Varsity Soccer Jan. 21 at 5:15 p.m.
Boys Varsity Soccer Jan. 24 at 5:00 p.m.
Girls Varsity Water Polo Jan. 25 at 4:00 p.m.
Girls Varsity Basketball Jan. 29 at 12:00 p.m.
Boys Varsity Soccer Jan. 31 at 5:00 p.m.
Girls Varsity Basketball Feb. 1 at 6:00 p.m. JINA JEON/CHRONICLE
SHOOT FOR THE STARS: Defender Dani Lynch ’23 runs across Ted Slavin Field during a home game against Bishop Alemany High School on Jan. 12, which the girls soccer team won 9-0. The team beat Chaminade High School at a game on Jan. 14 with a score of 4-1 and currently has a 5-1-4 overall record.
Girls soccer team reflects on current season
By Charlie Seymour
The girls soccer team currently has a 5-1-4 overall record, winning games against Santa Ynez High School on Dec. 1, Downey High School on Dec. 15, Santiago Corona High School on Dec. 18, Alemany High School on Jan. 12 and Chaminade High School on Jan. 14. The team won the Division I California Interscholastic Federation (CIF) State Regional Championship with an 18-0 overall record in its 20202021 season. Defender Madi Kim ’22 said the team needs to be more disciplined during its matches to overcome difficult opponents. “The team definitely needs to work on its effort within games, because there will be teams that we encounter that are technically better than us, but if we out-hustle them, we will have a good
chance of succeeding,” Kim said. “Especially if we work hard in front of our goal on defense and work hard to make attacks happen, we will find more success.” The team is playing without Alyssa ’23 and Gisele ’24 Thompson this year as the sisters’ U.S. Soccer Women’s National Team schedule conflicts with the school season. Alyssa received the 2020-2021 National Gatorade Girls Soccer Player of the Year award after leading the team to its undefeated season with 48 goals and 14 assists. Similarly, this year, the team was left to fill the 12 open positions caused by the graduating senior class of 2021. Kim said new players smoothly transitioned into their positions throughout the season. “Losing our seniors last year created a lot of space for new players to step in,” Kim said. “We’re doing a good job learning
to play together as a team and learning [which] players have what strengths and altering our game to fit them.” Forward Sophia Haynes ’22 said the players struggle with communicating during matches. “Though we’re getting closer and more comfortable with each other off the field, it’s still really quiet on the field a lot of the time, which needs to be improved if we want to succeed,” Haynes said. “We also lost a huge voice when Captain Natalie Philips ’21 graduated, and we are still trying to fill that gap.” Kim said though the team has room for improvement, they are excited for the opportunity to reclaim its title this year as the defending CIF champions. “While we’ve gotten off to a good start, we’re still a long way from making it to the championship,” Kim said. “Of course, the
team ultimately wants to go all the way in the playoffs again.” Girls Soccer Program Head Richard Simms said the team will prioritize the development of its players and its Mission League performance during the season. “Our goal right now is to focus on the league season and try to win a Mission League championship,” Simms said. “We want to be playing our best soccer at the end of the season.” Because of the recent surge in COVID-19 cases in Los Angeles, the girls soccer program is facing scheduling changes. The school canceled the team’s winter break tournament in Texas and its Jan. 7 match against Immaculate Heart High School. The team looks to improve its 2-0 league record with its match against Flintridge Sacred Heart Academy Jan. 19 and Chaminade High School Jan. 21.
Away Boys Varsity Basketball @ Crespi Jan. 21 at 7:00 p.m.
Boys Varsity Soccer @ Chaminade Jan. 22 at 10:30 a.m
Girls Varsity Basketball @ Marlborough Jan. 25 at 5:00 p.m.
Boys Varsity Soccer @ St Francis Jan. 28 at 5:00 p.m.
Girls Varsity Basketball @ Rolling Hills Prep Jan. 28 at 5:30 p.m.
Varsity Wrestling @ Alemany Jan. 29 at 8:00 a.m.
Girls Varsity Soccer @ Alemany Jan. 31 at 5:00 p.m.
Boys basketball team continues Mission League play after COVID-19 cancellations By Andrew Park After losing to Notre Dame High School 61-71 on Jan. 7, the boys basketball team beat Alemany High School 74-26 on Wednesday and Loyola High School 79-49 on Friday. Forward Santiago Hernandez ’23 said the team, which has a 16-2 record, strove to learn from its mistakes after losing to Notre Dame High School. “We know what we did wrong against Notre Dame [High School], so we understand the little details we have to focus on to improve,” Hernandez said. “[Our] team’s fast break offense has been the most consistent all season, but fast break offense relies on getting stops and making defensive plays, which is something we need to improve [upon] after the loss.” Forward Brady Dunlap ’23 said the team is using the recent loss as inspiration to improve as
they head into the upcoming Mission League Tournament. “We have taken that loss pretty hard, [but] it serves as just more motivation for the rest of the year,” Dunlap said. “We want to be the best and in order to do that we must beat the best.” Dunlap said the team’s mindset has given them an advantage during the season. “The team has been playing really unselfishly all year,” Dunlap said. “We keep each other motivated to work our hardest, which has allowed us to persevere during close games.” Forward Jacob Huggins ’23 said he is pleased with the team’s chemistry, which he said led them to a winning record. “I think something that we have been doing well this season is moving the ball, which has been key in wins,” Huggins said. “Everyone gets involved, and we don’t have one player going out every
game and scoring 40 [points].” With the recent surge of COVID-19 cases, the school is restricting attendance at indoor athletic contests to Spirit Squad, Drumline, media and the families of the players on both teams. Huggins said he looks forward to when fans will be back in the stands and cheering for the team. “It has been tough with restricted attendance because it is always fun to go out and play in front of your friends and peers. Without them there, the energy inside the gym isn’t the same,” Huggins said. “The team has been adapting to it though, and we’re grateful to have the ability to play during these times even if there is limited attendance, but we hope to see everyone back supporting us in the gym sometime in the near future.” The team will play its next game against St. Francis High School on Jan. 19 at home.
JUSTIN GOLDSTEIN/CHRONICLE
PRACTICE AND PERSEVERE: Guard Brando Fuqua ’23 glances up before shooting the ball at a practice Dec. 7. The team’s next game is Jan. 21.
D8 Sports
Jan. 19, 2022
The Chronicle
WOLVERINES ONLY
BY
SKYLAR WHITLEY
PRINTED WITH PERMISSION OF KYRA GOLDSTEIN
T
here’s 30 seconds left in the third period and I’m down a point. My lungs and legs are burning. It's so loud around me that I can’t hear anything at all but my wheezing and the timer ticking down. My family is far off in the stands and my coach is on the other side of the mat. He’s yelling for me to take her down, but there’s nothing he can do to help me now. It’s just me and her. We are both gassed, fighting ourselves and our exhaustion to battle it out for 30 more seconds. At this point, it’s barely a battle of strength, speed, strategy or even technique. Right now, the fight is over who is going to break first. Who is going to stop fighting and give up? I knew for sure it wouldn’t be me. I’d been more tired, I’d been more sore and I’d seen tougher situations and more hopeless fights. I felt no fear or panic, even though I was losing, exhausted and running out of time. I knew I couldn’t give up and that I wouldn’t. I’d trained to be able to fight when I wanted to give up. I told myself to rest later. What’s 30 more seconds of hard work, Skylar? Nothing. At the same time, I knew this match was everything because I needed to win to get to semifinals, and that was how I pushed through. It was the worst takedown I ever did. Nothing about that highcrotch was right and I knew it, but I was losing anyway, so what was there to lose? I was completely out of position, I didn’t have the angle I needed, I was on my knees, my head was down and I had no strength left to drive up with. In short, it never would have worked in a million years. It shouldn’t have worked, but somehow it did. It felt like it took forever, but I brought her down and kept her there. I scored two points, and struggled to keep control as the timer ran
out. I had no energy left, but I could feel that she didn’t either and the realization that if I kept going for just a little longer I could succeed gave me all the energy I needed. I didn’t win that match because I was any better than her, but because I pushed myself to keep going even though I didn’t think I could do it. Wrestling is very much a mental sport; it’s not just a physical fight but a battle of mental toughness as well. That match was tough, but it was not the toughest battle I faced that day or at any tournament. My greatest struggle is that I feel like I’m fighting these battles on my own, as though everything depends on me because there’s no one else there to wrestle for my team. I have to represent the school, my team and the future of a girls wrestling team at our school. It’s really hard for me to keep my spirits high because I am the only one at these tournaments. My coach is there and so are my parents, so I do have some support, but I don’t have any female teammates. I don’t really have anyone to talk to or pass time with between matches. I don’t have anyone to warm up with except my coach. It’s lonely and exhausting, and when my energy drops, there’s no one to pick it back up but me. Sitting around and waiting to be called to staging by myself is draining and makes it hard to keep my energy up for the next fight. I always feel so intimidated by the other teams because they have a dozen or more wrestlers—an army compared to me. I feel small, weak and alone. It’s a real challenge to battle through those feelings and keep my confidence and my energy up so I can fight well, and I just wish there were other girls on the team with me. That’s not at all to say that I feel alone or isolated on my team. I may be the only girl on the
team, but I’m a part of the team just like anyone else. Sometimes people ask me if I have to train with guys like it’s a bad thing or I should feel uncomfortable. I wish there were other girls on the team I could train with, but I don’t really care who I’m training with as long as I’m getting better. I’m friends with everyone on my team, and I truly feel like I’m a part of it. My teammates are always there to support me and push me to get better, and I’m there to do the same for them. I’ve never played a team sport before, but now I don’t know what I’d do without my team, and that’s why it’s so hard to be alone at tournaments. It’s not hard or weird at all to be the girl on the guys wrestling team—the hard part is being the only girl on the girl’s wrestling team, and I really want to get more girls to join. I don’t want to be the one and only female wrestler—I want to inspire others to join me. It took a long time for me to develop the mental toughness needed to keep fighting when you have no hope and no energy. It took a lot of failing to learn and a lot of people supporting me. My parents, coaches, training partners and friends all helped me to figure out how to keep fighting no matter the situation. I used to give up constantly, because I didn’t think I was capable. I’d trap myself in a vicious cycle where I’d do poorly because I stopped fighting, felt that I would never win or get better and then give up more because I felt so hopeless. The people in my life helped show me that I was stronger than I thought I was, and wrestling helped me build up my confidence in myself. Wrestling is not necessarily a violent sport, but it is one that makes you fight and work hard. I’ve really learned a lot about being pushed to my limits, never giving up and believing in myself.