The Talon | Issue 2 | October 27, 2015

Los Altos High School, Los Altos, CA ■ October 27, 2015 ■ Volume XXXI, Issue 2

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ENGLISH DEPARTMENT

FACILITIES

School installs surveillance cameras

lahstalon.org

INSIDE THIS ISSUE

BEN ZAESKE Staff Writer

HACKER CULTURE AT LAHS The new Los Altos Hacker Union club aims to eliminate the negative perception of hacking and expose students to the hacking community.

Features, 9

MVLA Foundation funds innovation grants This year, the MVLA foundation provided grants as large as $5,000 each to be used for innovative projects in the classroom.

News, 3

How the migrant crisis affects students Read Emily Aoki’s opinion on how understanding the migrant crisis makes students better global citizens.

Opinions, 6

Athletic trainer welcomes student assistant This school year, junior Matt Ansari became an assistant to trainer Lucas Okuma.

Learn about the skills and experience Matt has gained on the job. Features, 9

“The Martian” shines in theaters The highly anticipated release of the movie, “The Martian,” marks the return of director Ridley Scott to mainstream critical success.

Entertainment, 15

The Blue Crew conundrum

Is Blue Crew an enthusiastic, supportive fan club, or simply spirit run amok?

Read two perspectives on the school regulation of Blue Crew’s actions.

Sports, 19

UPCOMING EVENTS October 9-31

LAHS Pumpkin Patch October 27-30

LUCHA College Application Week November 3 @ 7 p.m.

MVLA Parent Ed Speaker Julie Lythcott-Haimes @ MVHS November 4 @ 7 p.m.

Grad Night Meeting November 11

Veteran’s Day, no school

RACHEL LU

English teacher Carrie Abel (left) assists English 10 students sophomores Jake Jiang, Siyu Jiang and Bryan Guerrero (left to right). English 10 is a new course designed to aid sophomore students with reading and writing skills.

School replaces World Literature Skills class with English 10 RACHEL LU TINO TUGWETE Staff Writers

Starting this year, the school is offering a new English 10 class in place of the previous sophomore English support class, World Literature Skills. Taught by English teachers Carrie Abel and Elizabeth Tompkins, English 10 is a double-period course, meaning enrolled students will spend two periods in a row in the same class.

Previously, students in World Literature Skills would spend more time covering the content from the World Literature class. Currently, students in English 10 are learning

from a different curriculum than the World Literature classes and participating in different activities.

“The difference is... that [skills classes] would often be supporting the mainstream curriculum in terms of helping write the essay for that class or reading,” Tompkins said.

“This year in English 10, we also extend some of that reading and writing time into the double period, but we often also reserve part of that other period for independent reading, for goal setting, for focused grammar lessons and things like that.”

Skills teachers usually base their lesson plans off what the World Literature classes are learning, but Abel and Tompkins believed this

model was ineffective for World Literature Skills.

“We wanted… a course that would help students continue developing their reading and writing skills once they got to their sophomore year, and we were not convinced that the current model [of World Literature Skills] was working,” Tompkins said.

One of the main objectives of English 10 is to have students practice their writing through a recursive process. Because the class is a double period, the teachers have built in revision time within the allotted double period in which students are able to obtain feedback and rewrite their pieces.

“English 10” continues on page 4

In recent weeks, the school installed new surveillance cameras around campus. The cameras currently monitor both parking lots, all the bike racks, the fields, the quad and the pool. The school hopes the cameras will help improve campus safety as part of a larger school safety plan.

“The main impetus for the cameras came from [student complaints] last year and the year before about the parking lot,” Assistant Principal Galen Rosenberg said. “There was a feeling that the fender benders that happen there are the one area where students felt like we could improve safety overall.”

The cameras are not meant to address any particular issue at the school, but aim to improve the general safety of students and will hopefully help limit incidents such as bike theft and minor car accidents in the parking lot. According to Rosenberg, general student safety issues are not a huge concern for the school.

“Certainly the bulk of students if you ask them will say they feel very safe [at school],” Rosenberg said.

“So when pressed [about why we have cameras], I would say there are assumptions now that there are going to be surveillance cameras in public places, and people were surprised that we didn’t have them. So it’s as much to satisfy that concern as it is any real issue.”

“Cameras” continues on page 3

STEM WEEK FEATURE

Burning Man artist’s creativity catches on fire MIRANDA LI Staff Writer

STEM week keynote speaker Andrew Johnstone possesses something unique, something precious.

Bushy mustache and Scottish accent aside, Johnstone exudes one particular characteristic above all others: passion for the eccentric.

Since 2005, Johnstone has been the designer of “The Man,” an art piece displayed and burned annually at the famous Burning Man music and arts festival in Black Rock, Nevada. Though his past careers include diving for Greenpeace and teaching at Berkeley, Johnstone has long held an affinity for art.

“I’ve always been an artist; my wife says I’ve never had a real job,” Johnstone said. “If you’d asked when I was 8 years old what I was going

to be, [I would have said] I was going to be an artist. I didn’t want to be a lumberjack or anything, that was it. It was just a question of ‘when,’ not ‘if.’”

Johnstone is an adamant advocate of art’s innate position in human society, but he acknowledges the shift toward a more technocentric appreciation and presentation.

“There’s always going to be a place for oil paint on canvas or a sculptor’s hand,” Johnstone said.

“That hand-done, touched-by-anartist experience is always going to be a part of humankind; it’s been with us for 30,000 years, since we started painting on cave walls in the south of France. And it will continue. It’s part of our DNA. But we’re in a revolution right now. It’s not like we [just] paint and stick it in a gallery; we can paint a paint-

BOBAK AFSHARI

Andrew Johnstone poses for a phoyo after his keynote presentation at the school on Monday, October 19. Johnstone designs “The Man” for the Burning Man festival. ing and put it online, and millions of people can see it.”

Even aside from Internet promotion, Johnstone is no stranger to the more left-brained topics of STEM week. Technology, particularly 3-D modeling, largely shapes Johnstone’s work today for Burning Man and

beyond. He specializes in trompe l’oeil, a style of realistic muralism that utilizes perspective geometry and the optical properties of light to deceive the eye into perceiving the artwork as three-dimensional.

“Burning Man”

continues on page 13

November 19–21

Broken Box: Spy School November 25-27

Thanksgiving Break News Editorial Opinions

2 5 6

Features 9, 12 In-Depth 10 Entertainment 14 Sports 18

EXPLORING PEARL MILK TEA Entertainment p.16

Self-Identity at LAHS In-Depth p.11

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The Talon October 27, 2015

Get daily LAHS updates and read the news archives at lahstalon.org/news

ASB coordinates homecoming week ANISHA DESAI Staff Writer

On Saturday, October 10, ASB hosted the annual homecoming dance in the large gym. This year, ASB chose the homecoming theme to be “California,” featuring several activities related to the state’s history and culture. Prior to the dance, ASB organized and ran homecoming week, which involved brunch activities, dress-up days, a parade and an assembly to arouse school spirit.

Dress-up days are a key element of homecoming week. This year students sported beach attire, tech clothing, professional sports wear, university colors and homecoming shirts.

“The dress-up days were really easy because we thought of a bunch of different things that encompassed California that you could wear,” ASB decorations committee leader senior Audrey Small said. “It was particularly easy for California because there are so many sports teams.”

Different clubs, sports teams and class councils could also apply to spend a weekend decorating a hallway. The decorations were left up throughout homecoming week in order to encourage class spirit.

The homecoming parade took place the day before the dance on Friday, October 9. Over 20 clubs, sports

FRANCESCA FALLOW

Seniors Jenny Chin and Keith Bohrer wave to the crowd at the school’s annual homecoming parade in downtown Los Altos. ASB has modified parts of homecoming to encourage class participation and spirit. teams and other student organizations walked this year. Students, parents and residents of Los Altos gathered on Main Street in Downtown Los Altos to watch the festivities.

“We bring the entire community together and we really have a great time,” ASB parade committee leader junior Douglas Curtis said. “We need to make sure that everyone has a fun time downtown on their half day and [has] homecoming spirit.”

Other features of the parade included class floats that all of the class councils built and the homecoming court couples riding in vintage cars.

“The major thing [was] the couples,” Douglas said. “The homecoming couples are obviously a huge part. [We were] going to kind of help celebrate them and all of their accomplishments. But moreover, we really wanted to celebrate the clubs and the diversity we have

among the school.”

ASB puts significant time and consideration into choosing the theme because it shapes the rest of the event.

“We start the process really early, and we make a master list of all the possible [theme ideas],” Audrey said. “We just brainstorm all of them and then talk about whether we think [they are] reasonable or not. We really try to make it as big

and dynamic as possible.”

During class time, ASB worked on decorations such as signs, posters and cutouts for the dance relating to the theme they chose.

Publicizing and setting up for the dance is left to the junior class.

This is in preparation for prom so that juniors have some experience putting on a large event and also because homecoming helps the juniors raise funds in order to put down a payment for prom.

While homecoming is meant to embrace all students, multiple ASB members believe that there are some issues regarding the heteronormativity of homecoming court, caused by referring to members of the court as “couples,” rather than “pairs” or “teams.”

“We’re definitely working on it,” ASB member senior Julia Khan said. “I do think that the heteronormativity of homecoming court is a major problem. But I think if you look at the court as a whole, it is a group of dedicated individuals who have brought something to their community that has made it a better place.”

There have been many discussions within ASB about changes that could be made to make homecoming more inclusive of all types of students.

“There [are] lots of strong traditions that exist,” ASB advisor Suzanne Woolfolk said. “That being said, there can be thoughtful changes made.”

STEM committee organizes talks for students SAVITA GOVIND Staff Writer

From Monday, October 19 to Wednesday, October 21, the school hosted STEM week, an annual tradition in which speakers from science, technology, engineering and math fields educate the school about various

topics involving their work.

This year, STEM week had a variety of speakers, including Andrew Fraknoi, an award winning astronomy professor; Stanley Yang, chief executive officer of NeuroSky, a company which makes biosensors that retrieve personal information about the body; and Deborah Magid, IBM’s

director of software strategy involved in the invention of Watson, the first computer to defeat top Jeopardy players.

“It [was] diverse this year, so students can see how science impacts their lives in various ways, and you can see topics you wouldn’t [normally] think about,” publicity chair of the

CARL FAUST

UCSC chemistry professor Rebecca Braslau lectures to sixth period classes on Wednesday, October 21.

Braslau is one of numerous speakers that the STEM Committee engaged to give presentations to students as part of STEM week.

STEM Committee Uma Panda teachers to decide what presensaid. tations they wanted to attend The STEM Week Committee is with their students. a group of people who organizes Committee members actively STEM related events inside and look for ideal STEM speakers to outside of school hours. Prior to feature, interesting people who the event, the committee worked appeal to the students.

40 hours a week for several weeks “I’d like to say that we have this to find informative and engaging equation [for recruiting speakyet entertaining speakers. ers] but it’s not like that at all.

The volunteer coordinator It’s very organic,” Panda said. “I found escorts and ushers and know a couple of people on the ensured speakers’ audio and committee who actively go to... video requirements different presentafor the theater, while tions just to look for speaker coordinators speakers.” worked directly with I’d like to say The arrival of new speakers and recruitmembers also prothat we have ed people who had vides fresh insight a sufficient STEM this equation and opportunities [for recruiting background. for improvement to Another commit- speakers] but the STEM Committee member man- it’s not like that tee. aged the speaker “The first year that lunch gathering in at all. It’s very I came on, I was the which all the speak- organic. only one that stayed ers had the oppor[after that],” Panda —STEM Committee publicity chair tunity to meet with said. “But then it Uma Panda each other, and changed again the the publicity team next year, so each worked with The Talon and ASB year has been kind of different. to promote STEM Week on the We find different skill sets.” daily morning announcements.

The committee plans toextend “We work… with everybody its reach beyond pure science so people will know about the and math to incorporate more art [speaker] events and understand and psychology into the curricuwhat [they are] about and come lum. The goal of the committee to participate in various things,” is to create a broader spectrum of committee member Irina Zaks appeal for a larger audience. said.

“What better way [is there] The teacher liaison, Danielle to help others… become more Paige, was in charge of coordi- familiar and comfortable with nating with teachers and send- STEM than to keep promoting ing out faculty sign up sheets for it?” Panda said.

The Talon October 27, 2015

3

MVLA Foundation funds innovation grants ALEX WONG

had previous experience with similar applications for the MVLA district, as she reviewed applications for the This year, the MVLA Foundation Google Fund of Tides grant program is issuing new Innovative Learning in 2011 to 2013, a similar grants proGrants to teachers who wish to im- gram that only funded STEM classes. plement projects and curriculum “[MVLA Foundation] wanted extensions in their classrooms. to do something that would have The MVLA Foundation’s Board of a potential impact on teachDirectors selected 21 out of the 65 ing and learning,” Sarraf said. requests for the Innovative Learn- “When I was talking to them ing Grants Program on October 15, about it, listening to what they based on project applications sent had in mind, I offered them to… to the foundation by teachers in use the same process that I had the MVLA district. used for Google.”

Out of a cumulative budget of The Google grants were less $75,000, the grants are geared toward inlimited to $5,000 each novative projects, and were awarded with $20,000 of the based on their impact [MVLA Founda$50,000 going toward on student learning, tion] wanted to STEM summer classenhancement of stu- do something es and larger chunks dent knowledge and that would going to the purchase scalability. The Innoof netbooks and have a potenvative Learning Grants other technological are intended to give tial impact on equipment. teachers an opportuni- teaching and I Google grants ty to implement proj- learning. were only designated ects that extend stufor STEM classes, — Associate dent learning beyond and the Innovative Superintendent textbook material.

Brigitte Sarraf Learning Grants Teachers will engage hope to extend that students in a hands-on to all classes. project or learning experience that “[The grants] stemmed from would not be possible without the the fact that Google sponsored grant money. something that was similar but “[Teachers] had to demonstrate was only for the STEM classes,” how their request would help stu- MVLA Foundation Co-Executive dents experience something that Director Margaret Gong said. is not typically experienced in a “That kind of went away, and last high school classroom,” Associate year we were discussing that it Superintendent Brigitte Sarraf would be cool to bring it back but said. “Innovative teaching, inno- extend it not just to the STEM, vative learning, hands-on collab- but any subject area.” oration colleges and universities, The MVLA Foundation also participating in research, those started the Innovative Learnkinds of things.” ing Grants to extend and recreSarraf initially reviewed the ap- ate previous grants’ impacts, and plications, recommending 20 of the the new grants hope to fund less 65 applications to the Board of Di- equipment based grants and forectors for their final decision. She cus on new projects and ideas.

Staff Writer

SKYLER MAESO

“[The innovative aspect] of Google’s grants were much smaller, actually, and it was the first time we had done something like that, so it took a while for [teachers] to understand the opportunities that it presented,” Sarraf said. “I got maybe a maximum of 15 [applications] then, and 65 this time.”

One of the 20 applications recommended by Sarraf was a science teacher’s request for a polarizing microscope, a piece of

equipment that is otherwise unavailable to teachers, but enables new learning options for students in forensics, chemistry and environmental science classes. Others include a project to collect DNA, a project to analyze air sample qualities and a grant for Mountain View High School’s TEDx program in 2016. “[I was] definitely impressed by some of the proposals,” Sarraf said. “One of them at Mountain View... is a satellite project.

The recommendation is to approve the purchase of equipment that allows the students and the teachers to launch a satellite. A few [applications] created opportunities for students to be collaborating… with professors at colleges and universities.”

The Innovative Learning Grants funds pilot programs, providing seed money to ideas for implementation. Teachers who receive the grants evaluate the success of the programs, by submitting reports to the foundation at the end of the year using collected data to analyze their project’s effect on student learning. The Board of Directors will use this information to decide whether to renew funding.

“It will be incumbent on the teachers to show why this has helped improve learning, and they have to demonstrate that via a report and collected data that will be submitted at the end of the year to the Foundation for review,” Sarraf said. “Based on that feedback, [the Board is] going to decide whether they’re going to continue funding these projects in the future.”

As a project in its infancy, a large portion of the grant applications requested for equipment unrelated to innovation, such as furniture. Sarraf hopes that the interest and understanding for innovative courses will grow in the future as teachers begin to recognize and share different ideas.

“I think teachers are having a little bit of a difficult time figuring out what is really innovative, so I got a lot of request for furniture, and for things that... wouldn’t be funded,” Sarraf said. “If we do this more often... I would imagine that in the future there would be more diversified projects.”

Cameras

LSU hosts student events

CONTINUED FROM THE FRONT PAGE

difference,” LSU president Montserrat Sanchez said.

One way the club aims to achieve On Friday, October 30th, from this goal is to encourage its club 6:00 to 8:00 p.m., the Latino Stu- members to challenge themselves dent Union (LSU) is hosting its an- academically and immerse themnual Día de Los Muertos celebra- selves in educational environments tion in the school’s cafeteria. Día de they might not have decided to join Los Muertos is a traditional celebra- on their own.

“One of the goals we set is to try tion of the dead, common among and get more Latinos Latin countries and involved in AP and typically celebrated in honors classes to get late October or early November. The main One of the goals more diversity going, so I expect there to be purpose of the Día de we set is to try a change in what peoLos Muertos celebra- to get more Laple strive for and to set tion is to integrate higher goals for themthese Latin traditions tinos involved in selves,” Montserrat said. into the Los Altos AP and honors In addition to memcommunity. classes. ber outreach, the club Since its founding, — LSU president also takes part in LaLSU has become a Montserrat Sanchez tinos Unidos Camiplace to come togethnando Hacia Adelante er and raise awareness for the Latino culture in the (LUCHA) meetings that benefit the hopes of creating a more diverse parents of first generation students community on campus. The club at the school from all backgrounds. celebrates the traditional Latin hol- These meetings educate parents on idays and festivities, hosting events the graduation requirements their on campus that are open for all students are expected to meet during student body members and their their high school careers, focusing on how parents can help their stufamilies to join them.

Apart from the celebration of its dents leading up to their graduation unique culture, LSU is committed from the school. “[LSU is] not only for Latinos, to making individual change withit’s for people [who] want to make in their club members. “[There are] a lot of stereotypes a change in their community or that people have about Latinos and school… [and] it’s a great way to just my goal is to get those out of the feel like you’re part of something and way to show people that... Latinos to just feel in a comfortable environare here and we’re here to make a ment,” Montserrat said.

The district allocates annual funds for the school to spend on safety equipment, and an amount of money each year is devoted to maintaining the safety and infrastructure of the school. The cameras cost around $20,000 to install and will cost $8,000 per year to maintain.

The school is also paying for a service which stores all the data the cameras record on the cloud, eliminating the need to manage all the hardware normally associated with a database.

“Mountain View has had cameras a lot longer than us,” Rosenberg said. “They had an older style where the user has a server that stores all the data and records it. The more modern version of that is a cloud based system. It’s cheaper for the district to have all the schools on the same system, so Adult Ed, Mountain View and Alta Vista are now all looking into the same thing.”

Rosenberg says that while the cameras should be beneficial, their ultimate impact cannot yet be determined.

“In theory people behave better when they are being watched,” Rosenberg said. “It’s possible that we will see fewer incidents, but the incidents we have are

PAOLA CAMPOS Staff Writer

COURTESY LOS ALTOS HIGH SCHOOL

A control panel shows shows the video feed from multiple surveillance cameras on the afternoon of Monday, October 19. Over the past several weeks, the district has installed a number of cameras in various locations across the campus in order to deter theft and crime. pretty rare anyway.”

Rosenberg acknowledges that with the installation of surveillance cameras there could be privacy concerns, and believes in having a policy to deal with such issues. He also recognizes that the use of surveillance cameras could be potentially harmful in certain scenarios.

“When you have data and it’s stored, it could be used for wrong purposes,” Rosenberg said. “It could be used to make someone look bad or embarrass some-

body, [which is] why I think we need policies on [how we use the cameras].”

On a larger scale, Rosenberg says the school has a safety plan which aims to continue making the school a productive and safe place. The cameras are one part of the plan, but other aspects include upgrading the east drive to make it more safe for cars, bikes and pedestrians, as well as maintaining the infrastructure of the school as a whole.

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The Talon October 27, 2015

Substitutes fill long-term vacancies KEITH BOHRER Staff Writer

In recent weeks, the school has hired several new long -term substitute teachers. Common causes for hiring a long-term substitute include teacher illness, maternity leave and injury. With multiple teachers at the school taking a leave of absence of more than 30 days, the administration had to find suitable long-term substitutes as soon as possible. “[Long-term substitute] is a challenging position to fill,” Assistant Principal Galen Rosenberg said. “It’s temporary and the teacher is expected to do the same things a regular teacher would but they are only here for a relatively short period of time and there is no long term commitment.”

The process of finding a longterm substitute teacher begins online with the administration posting a job opening on “EdJoin,” a public search engine for educational jobs. To ensure that the long-term substitute has enough credentials in that subject area to teach the class for that extended period of time, the administration conducts a series of interviews to pick the best candidate.

For each department, there is an administrator that is in charge of the interview process.

“Usually we are able to find

English 10

people that can do a good job taking care of those positions,” Rosenberg said.

Due to an injury, Spanish teacher Dayana Swank was absent for five weeks earlier this semester, and she returned to teaching her classes in September. The school found a long-term substitute, named Gilbert Mercado, but the absence made Swank feel a sense of urgency to return to the classroom.

“I know that my students are my responsibility,” Swank said.

“Every day that things don’t get accomplished is another thing that I need to get done, not only in terms of the teaching, but also grading and updating SIS.” When a long-term substitute is hired, the other teachers within the same department work together in order to make the lives of both the teachers and the students easier. For example, while Swank was absent, Spanish teacher Robyn Hughes helped by grading all the tests for Swank’s classes.

“There was definitely a group effort,” Swank said. “It was great that there was that much support.”

While she recovered, Swank put in extra work in order to ensure that her students were being taught the right way.

“The first two weeks I was in the hospital, I was doing lesson plans at midnight by updating my online agenda,” Swank said. “[I was]

elective and English credit the student selection for this class and other skills classes is different CONTINUED FROM from that of a regular class to avoid THE FRONT PAGE issues surrounding limited space.

For English classes, the books read are selected by the teachers “In a lot of ways it is similar to of the course, and since English other classes,” Tompkins said, 10 has only two teachers, its book “It is building reading skills selection is more flexible. So far, [and] writing skills, but one the students have read “Ender’s of the main ways... this course Game” and “Always Running” [is] really different is that we and also have their own indepenrequire more revision than I dent reading selection.

“There are no books you have personally have [ever] required in other courses I have taught,” to read in 10th grade, so we have the freedom to create a curriculum Tompkins said.

Other objectives of the class in- that allows students to either enter clude building literacy, close anal- World Literature or American Literature next year,” Abel said. ysis and vocabulary.

The class usually begins with in“Research is showing that when you read a book that is at dependent free choice reading for your lexile level... and it is a book 20 minutes, followed by a directed you have personal investment response to specific elements of in, your reading and vocabulary the reading. The students transiwill… go up naturally because tion into the book they are reading as a class and engage you are constantly in discussion quespracticing engagetions. Along with ment… of approprireading analysis and ate text for yourself,” Everyone would questions, students Tompkins said. benefit from a have joint class activiThe English 10 double period ties such as class comclass has 25 students English class... petitions or projects this year in each of such as the communiits two sections. Stu- We cannot ty awareness project. dents in the class are have unlimBefore being forselected based on ited amounts mally proposed, the their performance of students in proposed class was in freshman English, discussed with Engand English teachers the class, so we lish teachers and meet with each of hand-select the school administrathe students before students. tion. It was then enrolling.

— English teacher passed on to the “Everyone would Carrie Abel leadership team, benefit from a double made of all departperiod English class… whether you are an A student or ment coordinators, elected staff you are failing,” Abel said. “But members and administration to [the class] is not designed for all discuss the logistics at large. After students. With [limited] resourc- the team approved the proposal, es… we cannot have unlimited they passed it on to the district, amounts of students in the class, which was the final step to set up so we hand-select the students the class.

“We prefer [that] the ideas [for that will be enrolled into English new classes] for the following 10.”

Because English 10 offers both year start in October,” Assistant

doing things that I was not supposed to be doing but because [the students] were my responsibility, I had to get them done.”

In August, Long-term math substitute teacher Marc Leone was hired to teach math teacher Megan Nijor’s classes after Nijor took maternity leave. As he previously already had a part time job teaching Geometry, Algebra

1 and Algebra 2 at the school, Leone extended his work at the school to a full-time position during Nijor’s absence.

“I consider myself the teacher of record for now so until that changes I need to be held to the same standard as any other teacher on campus,” Leone said. “[In that aspect], I do not consider myself a substitute at all.”

Long-term substitutes sometimes have to adjust to the level of their new students. Although Leone has had to make these adaptations, he says he has experienced solely positive interactions with his new class.

“The upperclassmen seem to have a lot of maturity that I haven’t seen in many other classrooms,” Leone said.

MICHAEL SIEFFERT

Substitute teacher Mark Leone teaches a seventh period Algebra I class. Leone is substituting for a number of math classes previously taught by math teacher Megan Nijor after she went on maternity leave in August, one of several teachers the school has had to replace due to maternity leave or injury.

Principal Perla Pasallo said. “We and the district’s approval and like to have it done at least by implementation is from six to the February of the year before, ten weeks. but we have had people find out “Ms. Abel and I spent most of about things later the summer designand bring it up out ing it, getting it A-G of sequence… and if approved,” Tompkins it is in the benefit of We have a said. “But that would diverse student kids, [we] go for it.” only be the first peThe process for body... That is riod of my class... and creating a new class something we the second class [is] can span over a short an elective on your period of time once should value intranscript.” approved by the lo- stead of hiding The English 10 cal school members it away. teachers stress the involved, but when strong sense of com— English teacher the class is implemunity they hope to Carrie Abel mented is dependent foster through this on how long the disprogram and the briltrict takes to approve the idea. liance of the students involved in The average time that passes be- the course to shine through. tween the formation of an idea “What I do not want is for

Skills students to be this extra entity that no one really knows about,” Abel said. “I think it is always good for kids to know that we have a diverse student body, many that are students who were born and raised in the U.S. but grew up speaking a different language at home… Knowing that is something we should value instead of hiding it away.”

Both teachers have previous experience teaching skills classes, but they look forward to teaching English 10 for the rest of the year.

“This course has just been so fun to teach… I love it,” Tompkins said. “[The] students are incredibly engaged and they are creating great work… The energy in this room is really good.”

RACHEL LU

Sophomore Felipe Lopez reads during an English 10 class taught by English teacher Elizabeth Tompkins.

This year, the district introduced the double period English 10 class as a substitute for sophomores who would have previously taken World Literature Skills their sophomore year.

The Talon October 27, 2015

5

Please send letters to the editor to talon.lahs@gmail.com Los Altos High School

School should strive for more school spirit

I

Campus has a strong academic community, needs to value spirit

n many important ways, our school has a strong community. For instance, students are supportive of each other and proud of the school’s academic accomplishments. However, in other ways our school spirit is sorely lacking compared to other schools in the area.

Take this year’s homecoming week. Few students outside of ASB and homecoming court members dressed up. Although ASB worked to make the assembly more inclusive, not all classes were engaged or enthusiastic in the class competitions.

This is because too many of our students spend more hours fretting about their next math test or upcoming essay than thinking about how to enjoy their high school experience.

But our students should realize that school spirit is valuable. More school spirit will enhance our school’s community to become a more memorable, connected place that students are proud to be a part of.

School is more than a place to learn. School should function as a community where students can come together regardless of academic standing — a community where students display pride for their school connects students in ways that academics can’t. It gives everyone a place to belong and ways to develop unique bonds with each other.

Strong school spirit actually relieves a large amount of student academic stress. Even at Palo Alto (Paly) and Gunn High Schools, some of the most stressful campuses in the area, spirit is an outlet for students to relieve academic anxiety.

“It’s a way for us Gunn students to get away from the classroom,” Gunn class council member Josh Spain said. “That’s why it’s so big in the Palo Alto school district, [where it addresses] all the problems that PAUSD is notorious for.

It’s a way for us… to not talk to

201 Almond Ave., Los Altos, CA October 27, 2015 Volume XXXI, Issue 2 Editor-In-Chief Sofia Guo Managing Editors Alice Dai (Print) Katherine Yen (Print) James Sun (Web) News Editor Spencer Dembner Opinions Editor Hanna Khosravi Features Editor Emily Aoki In-Depth Editor Olivia Jerram Entertainment Editor Jessica King Sports Editor Josh Kirshenbaum Media Editor Carl Faust Copy/Content Editors Claire Bai, Teddy Chmyz, Cole Hanson, William Jow Business Manager Eric Thiem Senior Writers Chris Dadok, David Lisbonne, Emily Terada, Kevin Yen Staff Writers Keith Bohrer, Paola Campos, Eli Colbert, Anisha Desai, Savita Govind, Jim Hollingworth, Akhil Jakatdar, Miranda Li, Rachel Lu, Alexis Malgesini, Booker Martin, Julia Santos, Tinomuda Tugwete, Avi Varghese, Alex Wong, Ben Zaeske

MIRANDA LI, VANESSA MARK

each other about the test we just example and encourage others to had and not talk to each other show enthusiasm. about the homework.”

One excellent example is Paly’s Many of our students believe highly successful annual spirit week, that having spirit during which apis not worth the proximately 80 to time, effort or em90 percent of the barrassment to Our school needs to student body pardress up and par- find our own way of ticipates. Formerly ticipate. But it’s increasing spirit in a homecoming week, only embarrassing unique, memorable Paly’s spirit week to be an active parincludes dress-up way while inspiring ticipant in school days, class floatactivities if no one younger students to building competielse dresses up or participate in school tions and a dance. cheers as loudly.

Each class dresstraditions.

Instead of scoffes up in a creative ing at fun-oriented subcategory. For rallies and events, our students example, one day’s theme was should follow the example of Paly salad, so the freshmen dressed and Gunn in creating a tradition of up in athletic clothes to repreenthusiasm around non-academic sent “Healthy Choice” dressing, events. School spirit is only pos- while the seniors sported togas sible when upperclassmen set an in spirit of Caesar salad dressing.

Last year, Paly also hosted Hogwarts Week, a spirit week where students show school enthusiasm in Harry Potter-themed trivia, activities and quidditch.

Our school needs to find its own way of increasing spirit in a unique, memorable way while inspiring younger students to participate in school traditions.

ASB is already trying to improve student participation and enthusiasm. But they can’t take all the burden, just like they don’t at other schools; it’s up to our students to shift their mindsets toward school spirit. If other schools can create a better school experience for themselves, then we can too.

For an opposing opinion on this issue, go to Opinions, page 6.

THUMBS UP to ASB for positive changes to the homecoming assembly Thumbs up to ASB for hosting a homecoming assembly with progressive structural changes. This year, ASB strove to promote more school spirit with the introduction of two class-based competitions, which shortened couple skits and announcements. While homecoming court is an outdated tradition that tends to exclude most of the student body and foster a heteronormative attitude, ASB is taking a step in the right direction with these changes toward celebrating the entire student body instead of a small group of seniors.

TALON FILE PHOTO

THUMBS SIDEWAYS to the school for attempting to address Wi-Fi issues The IT department has adequately addressed issues that shut down the school’s Wi-Fi two weeks ago. They significantly updated old software in the routers, in addition to shifting from a physical to a virtual Wi-Fi controller to eliminate some of the problems that stem from a physical system. However, these issues should not have existed in the first place — the school has not properly maintained the Wi-Fi network. The school runs on internet now, and it must ensure that proper maintenance will prevent further outdated firmware and unnecessary outages.

ELI COLBERT

Photographers Francesca Fallow, Katie Klein, Rachel Lu, Allegra Maeso, Kunal Pandit, Michael Sieffert, Kimia Shahidi, Meilin Tsao Graphic Artists Jim Hollingworth, Miranda Li, Skylar Maeso, Vanessa Mark, Anne Schill Videographers Bobak Afshari, Matt Carpenter, Britt de Visser, Danny Nguyen, Eitan Weiner, Andrew Young Adviser Michael Moul

POLICIES Los Altos High School’s Compositional Journalism class is solely responsible for The Talon, which is published eight times a year. The Talon also updates its website, www.lahstalon.org, with full-time coverage.

The Editorial Board sets the policies of The Talon and crafts its editorials and thumbs. Its members are Alice Dai, Eli Colbert, Spencer Dembner, Jim Hollingworth, Olivia Jerram, Josh Kirshenbaum and Katherine Yen.

ADVERTISE & SUBSCRIBE Send advertisement and subscription inquiries to Eric Thiem at talon.lahs@ gmail.com.

Talon Supporters Honorary Pulitzers Sanjay Desai, Corrie Dunn and Rick Jow, Fallow Family, Elizabeth Faust, Haiyan Gao, Lisa Giannini and Simon Patience, Emily Goto, Tabitha Hanson, Gary Herbert, Su-Jane Hsieh, Susan Slater, Lillian Terada, Tracy Weatherby, Wendy Yang and Yusheng Bai, Danny and Tracy Young

Silver Supporters Martin Family, Zeyu Li, Puneet Pandit, Pradeep Parmar, Taya Perry, Ruth Slater, Tony Sun

6

The Talon October 27, 2015

Read more opinions articles at lahstalon.org/opinions

School spirit matters, but we can live without it JESSICA KING KEITH BOHRER

Entertainment Editor Staff Writer

In a school gym, a school marching band plays a lively song while cheerleaders in brightly-colored garbs jump and leap in time. A mascot runs up and down the court in front of the bleachers filled with stomping and hollering students dressed in matching colors and face-paint. However, zoom out of this “High School Musical”-esque scene, and one can see that it is only an image on a TV screen. While this is actually what some high schools look like, in reality, the majority of school spirit takes the form of colorful themed posters taped to the sides of classrooms while a few scattered students sport spirited attire apart from their classmates.

Some may say that this is a rather sad scene, but it begs one to wonder whether school spirit is really necessary in an educational setting. While it may be fun and undoubtedly has a multitude of positive aspects, in the end, school spirit is simply another activity that does not serve to facilitate the learning of students in a focused environment.

The affirmative qualities of school spirit include not only teaching students teamwork, but also providing a release from stress and a source of enthusiasm and motivation. When students participate in spirit activities, they have a unique opportunity to experience teamwork not only in the classroom, but outside as well. With

a similar positive effect in the classroom, school spirit also gives students motivation to work hard and improve their school as well as feel enthusiasm for the school environment. By participating in school spirit, students are also able to take their mind off tests or other stress-inducing activities and relax while they’re at school.

This escape from the weight of school can potentially provide a necessary outlet for any struggling students. Gunn High School in Palo Alto has found that to be one of the key factors in why school spirit means so much to them.

“It’s a way for us to get away from the classroom,” Gunn class council member Josh Spain said. “That’s why it’s so big in the Palo Alto school district. At lunch when there’s a rally or at brunch when there is some activity on the quad, it’s a way for us to not talk to each other about the test we just had and not talk to each other about the homework. [Instead, we] just focus on being with each other and hanging out and have fun.”

It is important to note that simply because a school might not have spirit spilling from students’ ears does not mean the students are limited in learning teamwork skills. Group projects provide those experiences in the classroom, and teamwork outside can be found in extracurriculars, from sports teams to clubs. Also, limited school spirit does not mean a lack of enthusiasm or motivation. Dedicated students can still summon enthusiasm for their studies without spirit activities and in the competitive environment of schools today, students can find plenty

of motivation in the prospect of college and furthering their own education.

“I wouldn’t say [school spirit] is necessary, but there is nothing to lose,” Josh said. “Obviously a lot of people make it out of high school fine without a ton of school spirit. [But] if [school spirit is there], embrace it.”

Palo Alto High School (PALY) is particularly known for its spirit among other local high schools.

“Spirit Week is one of the most competitive and fun weeks in the entire year,” PALY ASB sports commissioner senior Aryia Momeny said. “Students are very involved in all aspects of it and it is by far the best week of any school year. Students love representing Paly in sporting events, academic challenges, and love representing the school.”

Since students are the ones exuding spirit, they must be the key difference between schools with copious spirit and schools with minimal spirit.

“It is really a cultural aspect,” Aryia said. “Unfortunately, it comes and goes with the classes going in and out of the school.”

The question of how the school can increase its spirit still remains up for debate. While it is difficult to predict what will affect school spirit positively, ASB has made a huge step in the right direction by implementing a point system. By putting this new system into effect, there is now a tangible competition between the freshman, sophomore, junior, and senior classes.

Due to having an actual score they can see, students will become more competitive which will lead to an increased level of spirit and participation. This

58 STUDENTS POLLED GRAPHIC BY SKYLER MAESO

point system is similar to the one that Gunn High School has found very successful in recent years.

“Personally I think people like it so much because it gives the students something to be spirited for, like an end goal,” ASB president senior Meg Enthoven said. “We have so many class competitions throughout the year like the float building and powderpuff and all the games at the rallies, and with the new point system, there is a way to connect all of them and keep everyone motivated to have spirit for the entire year.

With new aspects to spirit events, such as more crowd involvement at assemblies or the already mentioned point system, the school has made the necessary change in order to start the expansion of school spirit. At this point, it is up to the

students to take the next step.

“Boosting school spirit is a communal effort,” Ariya said. “Whether it’s through word of mouth or student government attempts, even those that say they don’t care about it would love to have people cheering them on in their endeavors.”

Maybe Paly and Gunn have school spirit all figured out, but even though many LAHS students don’t necessarily show it all the time, they do appreciate their school. Paly and Gunn can keep their face-paint and ribbons to themselves; all we need is ASB and our uniquely LAHS traditions.

To read an opposing view on this issue, go to Editorial, page 5.

Students should follow European migrant crisis EMILY AOKI

Features Editor

While the world is witnessing human displacement on a vast scale due to various political and secterian conflicts around the world, there are important questions that are being raised about how to address this growing problem. On campus, exposure to current worldwide issues helps students facilitate discussion of the topics and paves the way for development of creative ideas that could contribute solutions to the crisis within reach of students’ abilities. This is crucial to students’ development of a broader understanding of the world and the current political and social landscape.

One of the most important steps in solving a large problem is spreading the word to a wider audience of people.

In order to accomplish this, students should take take action through social media, clubs and organizations to help spread the word among their peers.

Through social media and school clubs such as Amnesty International, students are exposed to urgent contemporary issues. The European migrant crisis. is one such issue. This immigration crisis first began around 2005, but has recently escalated with thousands of refugees fleeing civil war or political unrest in their countries of origin. Most of the refugees are from

Syria, a country which has been experiencing a disastrous four-year civil war that has killed hundreds of thousands and displaced millions of others. Refugees are also coming from Iraq, Libya, Mali and other countries with internal conflict, and they are making the dangerous escape across the Mediterranean Sea in droves with no guarantee of survival. Often times the refugees are running from terrorist organizations like ISIS, as is the most prominent case in Syria and Iraq. Refugees flee their homews with only the clothes on their back, recognizing that there is no hope for a bright future for their children.

Students are being exposed to the crisis in a multitude of ways, but one of the most effective methods so far has been through social media. Brandon Stanton, the founder of the selfproclaimed “exhaustive catalogue of New York’s inhabitants,” “Humans of New York,” has helped raise awareness about the crisis in Europe through his photography. Stanton recently traveled to Europe to photograph refugees and share their stories of struggle and perseverance, and in doing so has helped get the youth community more involved and aware of this crisis. This is one of the most effective ways that students are being exposed to the crisis.

While many students may not avidly follow professional news organizations or make it a priority to stay up to date on current world affairs, one thing that this generation most definitely

acknowledges is social media. Using social media as a platform to extend awareness regarding crucial political topics has evolved to be increasingly important to keep the youth informed regarding what is happening in the world around them.

“Together, these migrants are part of one of the largest population movements in modern history,” Stanton wrote. “But their stories are composed of unique and singular tragedies.”

Stanton has a website for his organization, but the arguably more effective platforms of his work are Facebook and Instagram. Most students have social media accounts and are exposed to Stanton’s photography on a daily basis, and therefore are gaining a broader understanding of this tragic topic. Students should follow people or organizations similar to Stanton and

“Humans of New York” via social media platforms to learn about political crises and to learn the personal stories of the refugees.

Another important and effective method of ensuring youth awareness regarding this crisis is through school organizations and involvement. One organization at the school that is currently contributing to the issue at hand is Amnesty International, a club in support of the non-governmental organization by the same name that focuses on human rights. Twice a year, the club puts on an event called Jamnesty, an open mic night at Red Rock Cafe where attendants can donate toward the immigration crisis. Amnesty International will also be working to do a teach-in for the whole school on December 10, International Human Rights Day, and they are trying to invite

COURTESY WIKIPEDIA COMMONS USER BWAG

Refugees cram into an Austrian railway station to for a chance to secure seats on a train bound for Germany. While remote, the crisis is important for students to understand and follow.

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speakers on the current refugee crisis to speak in the Eagle Theater. Amnesty International president senior Andreas Godderis emphasizes the importance of awareness among the youth.

“The goal of our club is to raise awareness, and we can do that through publicity where we put up posters around the school,” Andreas said.

“There are also a lot of organizations that are really trustworthy when you donate money to them, like the Red Cross. Doctors Without Borders is doing a lot of good work in Europe right now, and just a simple donation to those organizations can make a huge difference.”

Regardless of whether students are able to donate to organizations supporting the refugees in Europe, the most important thing is that they are aware of the issue at hand, have the option to take action and gain a sufficient understanding of the political and social landscape in the world around them.

“I think the perspective of Amnesty International and other social justice or human rights oriented clubs... is that to be human is to care about your fellow human beings, close and far,” Amnesty International club advisor Seth Donnelly said. “I think that our larger society and its mainstream media do us a disservice when it assumes that we only care about buying things and the latest corporate trends, when in fact in our cores we care about each other. To be human is to care about each other, and there are things we can do practically to help each other.”

If you would like to write about your stance on an issue that’s affecting students at our school, email Opinions Editor Hanna Khosravi at talon.lahs@gmail.com with a summary of your idea.

The Talon October 27, 2015

Jim Goes to College

7

Planned Parenthood is crucial to womens’ health KEVIN YEN AVI VARGHESE Senior Writer Staff Writer

By Jim Hollingworth

Piano!

“Jim, you’re too cluttered,” said my exasperated friend. “You’ve just got to get it together.”

Man, I don’t even have anything to get together in the first place.

It’s not that I need to organize my essays — I still need to write them. Early applications are due on November 1st, or right now, depending on who you ask and how nerdy they are. I’m applying early to one university, and it requires me to write a series of essays on topics like “intellectual vitality.”

As the final prompt, the college wants me to write a letter to a potential roommate. If I had to do that in real life, it would be scribbled on a sticky note, and start and end with the word “bro.”

But now I’m supposed to come up with some tacky, pseudo-intellectual wordsmithed essay that I would never consider sending to a fellow teenager.

Essay writing is all the scrutiny of thoughtful poetry and none of the beauty. I have to carefully consider every word on my application, and think about its meaning, and how it looks, and whether or not Thesaurus.com has any better ideas. It tires me out.

I hold a common belief that most of my best work comes in random bursts. Sometimes the moment is just right, and I’ll sit down on my couch and quickly write something that I’m really proud of. It’s like finding a diamond in the rough, and once the idea is there, all I need to do is shape it up a bit.

But when the magic isn’t there, it’s like finding mud: I can work at it, and edit it, and revisit it, and change some words around. But at the end of the day, no matter how much I polish and pretend, it’s still a piece of dirt.

Unfortunately, that mindset makes it really easy to procrastinate. I’ll sit down at my laptop, and think, “nah, I’m not in the mood.” Then I’ll go watch TV, content in the vague idea that eventually the moment will come, the inspiration will strike, and my college essays will emerge from my enlightened brain in a blinding flash of light.

But I’m still waiting. And that deadline is approaching like a piano dropping from ten miles up — it’s not here yet, and that’s fine, but it’s going to hurt a lot when it lands on my head.

Ernest Hemingway used to write 500 words before breakfast, every day. He didn’t let his emotional mood stop him; he was mathematical and deliberate. The intimidating reality is that writer magic isn’t real, and inspiration probably isn’t going to strike me in the middle of a TV show. We all have a strong essay buried somewhere within our heads. The key is just to sit down, start writing, and dig out the pieces of dirt to find that diamond in the rough.

Jeb Bush made a major political gaffe on August 4 by telling 13,000 people at the Southern Baptist Convention, “I’m not sure we need half a billion dollars for women’s health issues.”

Hours later, he sent out a statement: “I was referring to the hard-to-fathom $500 million in federal funding that goes to Planned Parenthood.” Without realizing, Bush made an ironic connection, considering his political stance on the issue: Planned Parenthood is about women’s health, not just abortions.

Since a video surfaced in July depicting Planned Parenthood executives discussing the sale of fetal tissues, Republicans in Congress have led an effort to stem federal money to the organization. Planned Parenthood is the nation’s largest provider of abortions. However, what has become clear is that the conservative “crusade” against Planned Parenthood’s malpractices is less an attack on the sale of tissues than on Planned Parenthood itself and what it supports: abortion.

Politics and social issues rarely mix well together, particularly in personal cases such as abortion.

Since the Supreme Court ruling in Roe v. Wade in 1973, it has been every woman’s constitutional right to have an abortion. Without Planned Parenthood in place, many women will be deprived of the opportunity to have one.

As such, the federal government must continue to fund Planned Parenthood in order to safeguard the well-being of hundreds of thousands of low-income American women who depend on its services.

In the past few weeks, no blunder on Capitol Hill has been more blatant than the Republican-led farce against Planned Parenthood. Start-

JIM HOLLINGWORTH

ing with clearly flawed testimonies crippled just to stop abortions, from abortion survivors and end- does more harm than good.

In 2013-2014, Planned Parenting with a five-hour-long hearing hood relied on the 40 between Planned Parpercent of its annual enthood President Cefunding from the govcile Richards and Reernment. If that monpublican members of Rather than ey is taken away, the Congress, the investi- allowing pro-life Congressional Budget gative panel discussed supporters to Office estimates that the issue of Richard’s politicize the up to 650,000 clients salary, Planned Parwould have reduced enthood’s finances, issue, congress access to facilities. the ethical nature of must conThis would mean abortions and most sider the larger the loss of hundreds surprisingly, President picture — that of thousands of STI Obama’s handling of women’s health tests, HIV tests, Pap the 2012 Benghazi Atsmear tests, breast tacks. Besides having is a serious naexams and pregnancy little connection to the tional priority. tests ― all of which purpose of the invesare put at stake simply tigation, these issues because Republicans represent the true intentions of Republicans: attacking detest abortion.

Halting the flow of federal monabortion and Democrats.

Statistics show that 97 percent ey does not stop Planned Parentof Planned Parenthood’s work hood from supporting abortions. does not even involve abortions. Thanks to the Hyde Amendment, This narrow-minded logic that which bans federal funds for Planned Parenthood and its most abortions, Planned Parenthundreds of services must be hood has been forced to use non-

government funds for the service since 1976 and will continue to do so even after government funds dry up. In the end, cutting Planned Parenthood funds will have done nothing other than force underprivileged women to search elsewhere for help that should have been there in the first place.

Although abortion services are a notable part of Planned Parenthood’s work, pro-life supporters fail to grasp that Planned Parenthood’s broad focus is about all aspects of women’s health in general. In fact, Planned Parenthood is also the largest provider of services to women in regard to contraception and family planning, which in turn prevent the need for abortions. Consequently, the funding for Planned Parenthood must continue. Rather than allowing pro-life supporters to politicize the issue, congress must consider the larger picture — that women’s health is a serious national priority, and not just an object for political volleyball.

Transportation safety improvements are beneficial the campus increases the likelihood of cars, bikes and pedestrians crossStaff Writer ing paths in potentially dangerous ways. Students who bike to school will now feel safer doing so, and Each day, hundreds of students hopefully more students will be enwalk, bike or drive themselves to couraged to start.

“By having the parents dropping school, so vehicle safety directly affects much of our student body. students off on the side streets rather than coming onto camThere are already pus, it makes it safer for rules in place to mainbikers and pedestrians,” tain safety on and Assistant Principal Gaaround campus such The steps taken len Rosenberg said. as walking bikes to the by the school to Another issue the racks, locking bikes, improve safety school faces is bike theft. and wearing helmets, but even more chang- are a step in the There have only been a couple reports of stolen es have been made right direction... bikes so far this year, but this year in order to [they] should that does not mean othprevent collisions, continue iners have not happened. theft and vandalism. creasing safety If a student’s bike or any The steps taken by other private property the school to improve measures. is stolen, the student is safety this year are a supposed to file a report step in the right direction, and the school should continue with the school office.

“Just like any other private propincreasing safety measures.

Students and parents were sur- erty, it is a student’s responsibility,” prised to see the U-shaped drop-off Rosenberg said. “Nine times out of zone next to the student parking lot 10, students say they locked their now closed off this year. The deci- bike, and they didn’t. We do have sion to close it came after a review surveillance cameras in place now so of transportation patterns around that if a bike were stolen, it’s likely we the school by an organization from could identify the people who did it, Berkeley. They told the school’s ad- so that is another reason to report it.”

Students used to have little motiministration that cars turning onto

ANISHA DESAI

vation to report theft because there was nothing the administration could do to prove who stole it. Security cameras will greatly increase students’ sense of security when leaving their bikes locked and will encourage them to file reports.

“I definitely don’t worry as much about leaving my bike at the racks [since the cameras were installed],” sophomore Gillian Antiporda said.

“It is nice to know that if anything happens to it, it would be really easy to find out who did it and get it back.”

Vehicle vandalization is less common, but it definitely does still take place. Recently, a student’s car parked behind the tennis courts was

keyed with gang symbols. He filed a report with the office, but no leads have turned up so far. To combat this issue, the administration should place surveillance cameras at the back of the school where most of this vandalism is taking place.

“If we have evidence to believe a student is involved in vandalism, especially another student’s car on or near campus, we would definitely treat it as a disciplinary matter,” Rosenberg said. “It’s just like accusing anybody of a crime, so we would definitely follow-up if we had basis for believing someone was involved in anything like that.”

FRANCESCA FALLOW

The school’s bike racks are stocked with bikes on school days.

Surveillance cameras have been put in place to reduce theft.

8

The Talon October 27, 2015

Halloween costumes perpetuate cultural and gender stereotypes SOFIA GUO HANNA KHOSRAVI Editor-in-Chief Opinions Editor

Freshmen Marcos CardenasSalazar, Edgar Barajas, Simon Burdick, Nicholas Chippa, and Tenzing Sherpa contributed to this article.

When Halloween falls on a school day, many students dress up in whimsical and comical costumes in playful spirit, participating in school activities and engaging in group costumes with their fellow students. However, students will occasionally and often unintentionally wear costumes that can subtly perpetuate harmful gender and racial stereotypes, typically due to excessive and negative media influence.

While such costumes are sometimes challenging to detect as being outright offensive, all students should begin discussing the damaging gender and cultural stereotypes that certain costumes perpetuate. By increasing student awareness of the media’s influence

on costumes, students will have a better understanding of what is appropriate to wear throughout Halloween and other dress-up days.

At our school, adults occasionally spot one or two questionable costumes on Halloween, but most teachers and staff do not see blatant insensitivity toward culture and race.

“I’ve never heard another student complain about a costume,” history teacher Sarah Carlson said. “There are a few that kind of give me pause, where I am an adult who is aware of the general larger cultural history that some of these stereotypes have, but I haven’t seen tons of stuff that concerns me.”

Some students, however, have felt a prevalence of the stereotypes in the society around them, particularly against certain cultural groups and ethnicities.

Junior Douglas Curtis feels that the lack of attention paid to the discrimination caused by Halloween costumes further fuels already existing prejudices.

“I most often see this in the costumes of ‘pimps,’ which are most commonly worn by African-Ameri-

MIRANDA LI

can males [as well as] depictions of Mexican rancheros as being drunk with gun holsters,” Douglas said. “[This] only does more to perpetuate society’s views on these races.”

However, from an adult perspective, students at our school are less aware of the gender stereotypes associated with costumes. What many see as a broader issue is the over-sexualization currently associated with most Halloween costumes on the market, especially those targeted at children and adolescents. The school minimally addresses this issue through enforcing dress codes, but the implied sexuality of certain costumes is harder for students to realize and pinpoint.

“I notice that students increasingly dress borderline inappropriate at school in general, in terms of sexualization,” English teacher Robert Barker said. “Even for really young girls, [the media] sells costumes that are sexualized versions of vampires and princesses. [The media] is not using that language, but it is very clear. It’s disturbing.”

Douglas, who cites films such as “Mean Girls” and more recent shows such as “Scream Queens” as major influencers on young girls especially, thinks that the media has caused gender stereotypes to skyrocket and creates a sort of peer pressure surrounding the dressing-up season.

“With a sexualized version [of every costume] presented to them in most every store, it is bound to happen that an impressionable youth will choose a revealing option,” Douglas said. “There is a strong edification that one must sexualize themselves on Halloween in order to fit in.”

While our school is generally aware of stereotypes, both regarding gender and culture, the media will continue perpetuating both

kinds of stereotypes. Even after am also very critical of our abnegaOhio State university students tion of responsibility around beconducted a nationwide awareness ing critical of media as individuals campaign in 2011 against Hallow- and not just taking a stance of, ‘You een costume stereotypes, a quick can’t do anything about it,’ as if you online search of “culhave no choice [but tural costume ideas” to accept the media’s today pulls up images influence],” Barker of smiling non-ethnic Many [adolessaid. “If somebody models wearing culstill chooses to dress a cents] seek tural and gender stecertain way after edureotypes, such as the outlets such as cating themselves on “sexy geisha” and the Halloween to media influence, to “Hey Amigo” costume. express their me, there’s something Many of Party City’s sexuality bemore respectable “funny costumes” inabout somebody… clude the same types cause media making [their] own of products, in addi- and peers have choices.” tion to a large selec- already validatThe problem can tion of “sexy” women’s ed it as approalso arise from an and teen costumes. overall societal difpriate.

“It’s not like Halficulty in discussing — junior Douglas Curtis loween is the only touchy subjects retime girls are dressed garding sexual awareup with the intention ness and cultural prejof looking sexy, I think it’s just ev- udice with the youth, thus creating eryone sees those costumes being an overall lack of education and sold in stores and it’s more shock- sending teenagers toward the meing,” junior Sana Khader said. “But dia for confirmation.

I don’t think that’s a problem in “[There] is a taboo that surrounds Halloween culture; it’s a problem the topics,” Douglas said. “In terms in American culture.” of sexualization, many are unable Much of this issue can be at- to talk freely with parents and autributed to parents and families, thoritative figures about their feelwho take the largest respon- ings and desires toward sex… [Besibility in informing students cause of this], many [adolescents] on what is appropriate to wear. seek outlets such as Halloween When students are growing to express their sexuality because up in elementary and middle media and peers have already valischool, what their families deem dated it as appropriate.” appropriate helps shape their The most effective way to apmindset for their high school proach this problem is for stuyears, especially in regard to dents to initiate the dialogue early sexualization and educat- about stereotypes and media ing minors on the topic. But awareness. Only then will our aside from familial inf luence, school community begin to the media dominates most of move past the continual, toxic the other of student perceptions stream of media perpetuation. about dressing up, and so our “[The school] will become a more community must stop its nega- authentic place,” Barker said. “It will tive inf luence through increas- become a place that is more indeing media awareness. pendent in its thinking, which is the “I am a big critic of media, but I [most laudable] goal of education.”

Applicants should be aware of legacy’s influence in college admissions CLAIRE BAI

Copy/Content Editor

Every college application season, legacy admissions, or advantage in admissions based on family alumni bring about conversation among prospective students hoping to get into the elite college of their choice.

Long integrated into the system, legacy admits are the epitome of elite American universities’ populations: in the top 2.5 percent of the U.S. economy and usually white.

Although legacy admissions are financially advantageous to private universities and colleges, they continue a social and economic split between students with and without legacy. College-bound students should be more aware that legacy still plays a weighty role in admissions and therefore understand a possible factor of their rejection or acceptance.

While recent years have brought upon a wave of multicultural diversity, there is still no denying that those who have legacy already have the advantage of a higher socioeconomic status and will continue to stay in that position with the boost their possible legacy admission. Children of long-lasting legacy families enjoy their privileges over those of equal or more merit, but likely lower status in the American hierarchy.

“[Discrimination] based on parentage and ancestry is an aristocratic and deeply un-American practice,” Richard D. Kahlenberg wrote in his “Should Colleges Consider Legacies in the Admissions Process?” Wall Street Journal article. “Would anyone seriously argue that it acceptable for Yale to discriminate against applicants who are black or Muslim because, after all, they can attend another good university?”

On the other hand, the pro-legacy admissions side argues that such practices have declined greatly in elite colleges since the 20th century, from 70 percent admission in 1958 to approximately 30 percent today, according to Business Insider.

Therefore, the logic is that legacy preferences are now a minute factor in deciding between students’ applications. However, another problem has surfaced. When colleges narrow down to two almost identical candidates, the applicant who has legacy is more likely to be chosen. “[It’s] not about ‘tradition’ ― it’s actually about money,” Forbes contributor Josh Freedman wrote in “The Farce of Meritocracy.” “Applicants are not just given preference because they are children of alumni, but because they are children of alumni who donate money.”

Continuing legacy families brings back graduates to not only involve themselves again in their

VANESSA MARK

alma maters, but also maybe dedicate more money to the universities. If this, along with school spirit, is the only remaining rationale for legacy admissions, schools should consider further reducing the current 30 percent advantage to extend their hand and incorporate greater diversity within the campus. Students who want to learn

and eventually incur great success with their alma mater education will likely want to give back to their schools; these students should not all come from the top of the American socioeconomic ladder.

Of course, there is still the bias of being on one side or the other; those with legacy advantage are not so keen to give it up. Those who do

not have it frustratedly beg for its elimination.

The legacy advantage is an archaic and anachronistic tradition among elite universities, and despite all the financial glory the technique sustains, it needs to be terminated to pave way for the students of the greater meritbased generation.

The Talon October 27, 2015

9

Read more features articles at lahstalon.org/features

Exploring hacker culture at LAHS DAVID LISBONNE ALEX WONG

the hackathon hosts, and each hour also features workshops designed by Senior Writer sponsors to teach coders about how Staff Writer to use their products. Often consistWith photo scandals and data leak- ing of four people each, teams begin ages almost commonplace in an in- with an idea, and if all goes well, finish creasingly online society, media has with a product.

“You have to think of an idea, that’s been largely responsible for the popular connotation of the word hack — the first three hours,” co-president of as an illegal or unauthorized invasion Los Altos Hacker Union sophomore of digital privacy. Talk to any modern Dan Appel said. “As soon as you get started, you just kind of programmer, however, get into crunch mode and the story is very diffor the next 36 hours, ferent. The new Los Alwhere you just keep tos Hacker Union club Hacking is esworking and working has raised hacking as its sentially creatand working.” own emblem in an at- ing things out These gatherings tempt to shed light and of code. Hackare often sponsored by help students underlarge corporations such stand and participate ing does have a as Google, Microsoft, in the hacking process. negative conPayPal and Dropbox, Members of the club notation with it, wish to replace the com- but hacking and which offer thousands of dollars in prizes to mon negative definition programming teams with the best of hacking with a new products, determined one, comparing it more are basically the same. by a set of judge panels to programming. to whom teams pitch to.

“Hacking is essen— senior Selynna Sun In 2014, PayPal tially building, making hosted Silicon Valand creating things out of code,” Los Altos Hacker ley’s largest high school hackUnion club vice president senior athon called HSHacks in its headSelynna Sun said. “Hacking does quarters in San Jose. For Selynna, have a negative connotation with it, HSHacks was her first glimpse at but [hacking and programming] are the hacking community.

“Just going [to HSHacks] exposed basically the same.”

For hackers, hackathons are week- me to this whole world of hacking,” end getaways of productivity and Selynna said. “It was really cool to be fun, where teams gather together for around so many programmers who 24 to 36-hour hacking marathons. are really passionate about coding.”

The community is unexpectedly Sleep is an annoyance brushed away with brief naps, often on floors in comforting and supportive, where sleeping bags. Food is provided by beginning hackers have mentors

PHOTO COURTESY JANET FANG

Participants of the HS Hacks II hackathon work diligently on their creations. The hackathon was held from February 7-8, 2015 at the PayPal headquarters in San Jose. and hackers from more advanced teams for help. While hackathons are competitions for huge monetary and hardware prizes, they are also, at their core, communities that thrive on collaboration.

“Everyone is really supportive of each other, and they’re willing to sacrifice their competition to help people out,” Selynna said. “Even though hackathons are typically competitions, a lot of more advanced programmers are willing to say ‘I won’t finish my hack, but I’ll help you.’”

Selynna worked with Dan and sophomore Justin Yu to create the Los Altos Hacker Union club in conjunction with HackEDU, a nonprofit organization that helps students host hacking-based clubs by providing workshops and teaching guides. The club has around 30 members and teaches them the basics of web development, encouraging them to attend hackathons to learn about the hacker community.

Los Altos Hacker Union hopes to

foster a positive hacker community that lives outside of its more negative definitions in pop culture, and provide students the tools they need to build innovative products.

“A lot of students, when they came up to the Los Altos Hacker Union booth at Club Day, they said, ‘Oh well I can hack into this and break into this,’ and that’s not good,” Selynna said. “The goal of the club was to basically expose people at Los Altos to the hackathon community and to promote coding.”

Athletic trainer welcomes new assistant AKHIL JAKATDAR Staff Writer

The small, secluded office on the track near the 900 wing is not just any ordinary building. This is the athletic trainer’s office. For all the cramps, bruises, cuts and scrapes school athletes get from shooting hoops to passing the old pigskin around, the athletic trainer’s building is their remedy.

But it is not so much the equipment or its important athletic function that is making students interested, it is the talented staff.

The newest addition to the team is athletic trainer Lucas Okuma’s student assistant, junior Matt Ansari, who joined Okuma this year in his quest to help prevent and assist in the healing of

all athletics injuries. Matt has helped through a shadowing process similar to that of an intern.

Matt’s keen interest in the sports and medicine aspect of the job gives him the motivation to work with Okuma day in and day out to learn and to help the student athletes.

“I really like medicine, but I also really like sports, so this was the best of both worlds,” Matt said.

“My uncle’s uncle was a sports medicine doctor and he said where he started was high school at his trainer’s office, so I thought it was a good start for me too.”

Shadowing also helps create a more defined career path that will give shadowees, like Matt, a greater opportunity to experience the field of sports medicine, which is a much larger category that encompasses athletic training and many other fields.

“Early on, [I] didn’t decide [on what I was going to do] until my late 20s,” Okuma said. “Lots of kids will go into college kind of undecided, so early exposure to what this job is or what other options you have out there in the health profession [is beneficial].”

He believes that the skills and experiences acquired through the shadowing process that kids like Matt undertake can motivate them to decide on a college career choice.

The application from the classroom to the real world is one of Okuma’s favorite parts of his job.

However, the shadowing experi-

ence is not just a walk in the park.

The rigorous schedule and afterschool work that Matt does tests his commitment to the job and how motivated he is to really break into the world of sports medicine. “[I] come after school, I have a free seventh [period], get the water fixed up, fill up the water with ice, tape the football players that need taping, show people how to foam roll, [but] it really depends on who comes in at what time,” Matt said.

Matt is learning much about training and how to rehabilitate athletes as well as about what he wants to do in the future regarding sports medicine.

“This is athletic training, but I want to go into sports medicine, because I’d rather [the person] that players get referred to when they are [seriously] hurt,” Matt said.

Although athletic training does not encompass all the aspects of the sports medicine profession, it is a good stepping stone to learn the skills that are the foundation for sports medicine. Okuma, who was in a similar shadowing position last year as Matt is today, believes that the shadowing process made him appreciate his job at the school more.

“Being able to do what I was trained to do... and the fact that it is recognized and has become a full-time position, and it’s valued as much as it is at this school is probably my favorite part of the job because it really is a positive stride

PHOTOS BY KUNAL PANDIT

Above: Matt treats an injured peer, junior Tamon Okura, after school.

Matt, who aims to become a sports medicine doctor, is currently working as school athletic trainer Lucas Okuma’s student assistant.

Bottom Left: Junior Matt Ansari poses for a portrait. toward recognition and the importance of the profession itself and I really like that,” Okuma said.

The support Okuma received throughout his college and high school years and through his professional career gives him the ability to help kids like Matt with the shadowing process and teach them the necessary skills that can help make them more proficient at their desired profession. Okuma also believes that the unique opportunity that Matt is taking this year can be more than just a one-off event.

“In an ideal world, if I could have my way, I would like to teach an

injuries class or a taping and bracing class,” Okuma said. “This position is kind of new so we’ll see how things develop. Also, for me to keep my skills sharp is to teach others how to do stuff like this.”

Matt’s new shadowing opportunity serves as an inspiration for other students in the community to follow him whether it be in the athletic training department or any other profession that they are passionate about.

“A lot of other students have seen me do it and said that they want to do it as well [and I encourage them to do so],” Matt said.

The Talon October 27, 2015

Spencer Dembner, News Editor | Kevin Yen, Senior Writer | Alex Wong, Staff Writer | Ben Zaeske, Staff Writer | Eli Colbert, Staff Writer | Jim Hollingworth, Staff Writer | Miranda Li, Staff Writer | Rachel Lu, Staff Writer

Self-Identity at LAHS SOPHOMORE

Ananya Subramanian

T

he concept of “finding yourself,” though nebulous in definition and awfully vague, is familiar to people from all walks of life, whether they are psychologists who study it day and night or high school students just opening their eyes to the world. The study of psychology has found that self-identity is largely shaped by metaperception: what we think people think of us. We define and categorize ourselves based on how we believe others define and categorize us, and we tend to act accordingly.

External stereotypes exist, such as gender, cultural and racial stereotypes, but so do self-stereotypes — humans tend to place themselves into a group and accentuate the similarities between themselves and the other members of the group. This tendency to act more like how people see us is conceived from the innately social aspect of human nature and our inherent desire to fit in.

Especially in the social hierarchy of high school, we are constantly concerned with the image that we are presenting to others. During our impressionable adolescent years, we attempt to refine our images and “find ourselves,” oscillating between various social groups and switching definitions. Like switching jeans, we try on all different styles, colors and sizes until we find a primary factor that is our most comfortable identity.

But while the psychology pertaining to identity can be objectively stated, “Who are you?” remains a question with many facets. In this spread, The Talon looks at what students have found to be the largest defining inf luence on their self-identities at this point in their lives.

JUNIOR

Jonathan Shi

S

ometimes people find he describes his unique psyche activities that don’t just in a simple phrase; “Sometimes match with their exist- you just stop calculating and do ing personality; instead, these what you think is right.” activities develop their personWhile Jonathan wins most of alities. Junior Jonathan Shi has his games, he cannot win them been playing chess since middle all. However, despite the initial school and is one of the leaders disappointment of a lost match, of the the school’s Chess Club. he acknowledges that his expoJonathan attributes much of sure to failure in chess has posihis personal growth through- tively shaped his character. out high school to his experi“I started playing chess in sevences playing the game. In fact, enth grade and I was way more he uses the idea that chess has stuck-up back then,” Jonathan value beyond the said. “Chess, by nechessboard to excessity, makes you plain his identity. a humbler person, Sometimes you “There are some makes you less full just stop calcuskills that chess of yourself.” lating and do teaches that people Created by the what you think is might not [instantpressure of playing right. ly] see,” Jonathan a competitive game said. “A lot of people at a high level, Jona— junior Jonathan Shi say chess is applicathan’s ref lection on ble to life.” his chess identity is Jonathan describes himself as another seemingly contradiccalculating, intuitive and over- tory statement — one that has thinking. He recognizes the dis- merit both inside and outside crepancies between those three the world of chess. adjectives: while it may seem “There’s a constant desire to contradictory to act on both in- win and that’s shaped who I tuition and analysis, Jonathan am,” Jonathan said. “But at the believes both mindsets are im- same time, you’re inevitably portant in different situations. going to lose games… you can’t Whether dealing with game-re- win them all. So that’s sort of a lated problems or personal ones, lesson too.”

T

here is a certain mixture of excitement, pride and magic woven into sophomore Ananya Subramanian’s voice as she relays the profound impact Bharatanatyam, a style of Indian classical dance, has had in her life. Since the age of 4, Ananya has been expressing herself through this unique outlet.

However, Ananya didn’t always value her heritage as much as she does now. Although Ananya’s Indian culture shapes the majority of who she is today, she points out the struggle she went through as a child to embrace her background.

“I think we all go through that phase where we are almost a little bit ashamed of being anything but American, anything but a white kid,” Ananya said.

She echoes the plight of many non-Caucasian citizens growing up in the United States: the pressure to mold into the American culture while turning away from their own heritage. Though Ananya has been doing Indian classical dance for 11 years, she did not begin to embrace it until much more recently.

This summer, Ananya poured in hours of tireless work during practice sessions for her solo dance debut, where she became a professional performing artist at her dance academy. She realized that she was not only just dancing, but portraying a narrative through intricate gestures and accompanying footwork, and expressing a character.

“This past year I have definitely grown a lot because… I had to do my solo dance debut and I learned about communication, grace [and] empathy,” Ananya said. “I had to portray other characters. I learned... how to get into someone’s body and act as though you were them, and feel their feelings, and be them because a large part of this style of dance is also telling a story.”

Ananya’s dance was the culmination of her acceptance with and pride in her identity as an IndianAmerican. Ananya came to realize the importance, value and beauty of learning and accepting her own culture.

“I think through [my solo] dance, I have really understood how beautiful my culture is,” Ananya said.

The Talon October 27, 2015

To read another story about sophomore Sam Joffe and his musical identity, visit lahstalon.org

T

SENIOR

Kalie Oku

S

enior Kalie Oku runs track. ence or engineering, but these fields Kalie is the founder and presi- are not for everybody.” dent of the poetry club DivulKalie’s own trials with dyslexgence. Kalie describes herself as a ia, as well as her growing experifriend to anyone. To her, her role at ence as a leader and as a cultithe school seems, even more so than vator of student talent, are what her work as an athlete or artist, to be attracted her to teaching. that of a leader for inclusion.

“I’ve wanted to be a teacher for Since she was a freshman, Kalie no- some time now, and with such a positiced a certain division between peers, tive experience as the leader of Divulsocially, culturally and creatively. This gence, I’m certain that teaching is my observation prompted her to start Di- passion,” Kalie said. vulgence in her junior year.

By leading the creatively-inclined, “Feeling talentless or out of place is Kalie is helping to make external, the an unfortunate but also internal, one student at somewhat typical feela time. One could say ing for students in genthat Kalie’s identity at eral,” Kalie said. “This I hope that I can the school has been decan be fixed with clubs make an impact fined by her recognition who have leaders that on students’ of a void and her efforts can break through peo- lives... and be to fill it. Her high school ple’s shells and expose a positive role identity bears the image model. them to new activities.” of what she hopes to beKalie aims for her come: a teacher.

— senior Kalie Oku club to be a place for “My freshman year students interested in English teacher, Mrs. humanities and creativity to express Herrera, has helped me overcome themselves. It is the confluence of a my dyslexia and see the beauty gradient of student culture and a zeal of learning and teaching,” Kafor creative expression, which Kalie lie said. “She sparked the idea of believes is vital to self-growth. becoming a teacher in my mind, “I feel very fortunate to live in an and since then, I feel sure that it’s area wealthy enough to add special- the profession I want to pursue. I ized math and science courses to hope that I can make an impact the curriculum, but I also feel that it on students’ lives the way Mrs. is important to remember the other Herrera did on mine, and be a side,” Kalie said. “Many students feel positive role model for any stupressured to go into computer sci- dent that may be struggling.”

SOPHOMORE

Montserrat Sanchez

E

ver since she left Mexico City at the age of 4 and moved to Mountain View, sophomore Montserrat Sanchez has been determined to succeed in school, college and beyond. By involving herself in the school through leading the Latino Student Union (LSU), Montserrat identifies herself as a first-generation Latina, working to help community members achieve their own goals.

From the beginning, Montserrat has worked hard in order to succeed. Neither of her parents graduated from high school, and the family moved to California in the hopes that their children would achieve that opportunity.

Montserrat’s brother, who is three years older than her and attending San Jose State University, is the first in his family to go to college.

Montserrat looks up to him as an example for her goals.

“Coming from a family that didn’t really know much about college and high school, I’m glad that he got [to college] before I did so that he could tell me about it,” Montserrat said.

Montserrat joined LSU after hearing about it from her counselor, Ariel Rojas, during her freshman year.

Wanting to become more involved, she decided to run for an officer position, and became the club’s president in only her second year as a member.

She views it as a way to both achieve her own goals and help other Latino students achieve theirs.

“I originally ran to be treasurer, but

then I took the challenge of running for president, and here I am,” Montserrat said. “It was a big deal for me because… I’m only a sophomore, and I am president of a very known club.”

As LSU president, Montserrat helps organize Latinos Unidos Caminando Hacia Adelante (LUCHA), a series of events to help parents who are inexperienced with the college process.

“We have meetings so that parents know what classes their children should take,” Montserrat said.

“My parents didn’t know about that, so I like… the opportunity to tell other parents and get my officers out there to socialize.”

Part of Montserrat’s motivation to succeed comes from her heritage; her relatives who still live in Mexico face tougher living conditions and have high expectations for her success.

“I still have family members over there, and they call me sometimes,” Montserrat said. “It inspires me to do even better because I know that my family has set a high bar for me, and I’m just trying to reach those [expectations] and make my family proud.”

Ultimately, though the challenge of being a first generation college student is exceptional, Montserrat views the hard work as worth the reward.

“You’ve got to want to be successful, and I think that affects who I am,” Montserrat said. “Because I’m the first generation, I know I have to work twice as hard, but I’m up for that challenge… I want to have that experience of someday buying my own house, buying my own car.”

An Ongoing Process

W

hile some of us can identify ourselves with ease, some also struggle with defining themselves, and some do not even know where to begin.

The stages in life when people find and solidify their identity vary from person to person. An epiphany may come in your sophomore year of high school, or it may take a lifetime to discover the strengths and weaknesses of you character, the things you enjoy doing and ultimately, your identity.

Although high school is traditionally a time of self-searching, life is just as much about improving yourself as it is about finding out who you are.

No matter where you are and when you begin, the progress toward self-discovery ebbs and f lows. Everyone begins to find themselves at different times, and even so, only you have the power to shape your identity and future.

GRAPHICS BY MIRANDA LI

12

The Talon October 27, 2015

Middle College offers alternative opportunities at night, or someone might be taking Marine Biology,” Donnelly For nearly two decades, the Middle said. “There are a lot more choices.

College program at Foothill Com- Someone may be taking cerammunity College in Los Altos Hills has ics… Some kids may never have created an environment for students a morning class. They may only who may not fit the mold of the tra- start at noon and go later in the ditional high school student. Middle evening. It’s a much more flexible, College aims to provide students exciting schedule in that regard.”

Students can also reap many acawith a new dimension: a taste of the college life that so many crave, but demic benefits from the program.

Not only is the program free, but two years earlier than expected.

The program, open to upperclass- one quarter of a Middle College class men from Los Altos High School equates to an entire year of regular (LAHS), Mountain View High high-school coursework. In a way, School, Palo Alto High School and each course allows for a doubleGunn High School, has an extremely advantage. While the classes taken diverse schedule in comparison to through Middle College are acknowlthe rather uniform courses offered edged on a student’s transcript as fulat most high schools. From noon to filling necessary graduation requirements, the courses are 3 p.m. each weekday, UC-approved as college students take classes classes, meaning that to fulfill requirements students could also refor both English and Middle College ceive college credit for Social Studies, as well has given me their chosen syllabuses. as a community-based wings, and if Because the program elective, at the Footis so versatile and openhill College campus. anyone forced ended in its structure, At that point, however, me to go back Donnelly believes that they are free to pack to high school, its main pull lies in their schedule with any it would be like the overall thrill of exFoothill College class periencing a college they want in order to taking away my environment earlier on complete high school ability to fly… than usual. graduation and UC re- Middle College “Middle College quirements. has helped me appeals to students LAHS history teachlearn how to fly. that are independenter Seth Donnelly began — senior Amanda Bauer minded, who are feelhis teaching career at ing restless and not Middle College. At the fully connected [at time, only three teachers taught in the program, but since then, Middle regular high school], and who want College enrollment has grown, and to be in a more college-level setting by the time Donnelly made the move right away,” Donnelly said. “You to LAHS in 2006, he was an avid may be in a class with somebody champion of Middle College, calling who is twice your age.”

Senior Amanda Bauer, who joined it one of the hidden wonders within Middle College her junior year, credthe local school system.

“Somebody might be getting sci- its Middle College with much of her ence credit by taking Astronomy academic success and confidence.

HANNA KHOSRAVI Opinions Editor

In her sophomore year, Amanda began to feel less satisfied with her high school experiences, and so she openly accepted the opportunity to apply to Middle College when she learned of it in her classes. Amanda’s schedule currently consists of, along with her noon to 3 p.m. Middle College Classes, Foothill College courses that sometimes start as late as 10 a.m.

Most apprehension regarding applying to Middle College revolves around fear in a lack of proper social life. Middle College students do agree that the adaptability of the schedule is a true shift from their old high schools, both in the sense of academics and social life, but that with the variance comes true benefit. Junior Helen Lauterbach, who transferred from Kehillah High School into the Middle College program and now participates in LAHS athletics, remarks that while the change was sudden, teachers at Middle College ensure that each student finds comfort in their decision to make the switch.

“The Middle College teachers make a huge effort to create a community among the Middle College students,” Helen said. “I think it’s one of their main priorities. We have a two-week orientation and a Yosemite trip before the year starts to get to know each other. For most people I think the Middle College community is a lot stronger than what they had at regular high school.”

Both students and teachers insist that those who are considering applying to Middle College should not feel deterred by the lack of communal warmth within the program.

Amanda also acknowledges the tremendous sentiment of community within Middle College as one of the main aspects of her continual enjoyment of the program.

“There are a lot of bonding oppor-

ANNE SCHILL

tunities, and we are all like a huge family,” Amanda said. “I feel like our two teachers are like second parents for us and the rest of us are the kids in a big family... they are so open about talking about anything. If you have an issue with any college class you run to them, and they are really great teachers, they are really great people... they [feel] like advisors.”

Donnelly believes that the most vital characteristic of Middle College is that students are automatically treated as mature and capable adults. This sort of relationship between the students and Middle College teachers harvests a sense of comfort. He believes that his own teaching style is a product of his initial work at Middle College, and that he emanates the influence of Middle College interactions.

“You’re treated a lot more like

an adult [at Middle College],” Donnelly said. “In Middle College, teachers are on a first-name basis with the students. It’s much more [of ] a dialogue.”

The Middle College program has been and will continue to be an outlet for students who are searching for a fast-paced environment from the get-go. Its abundance of educational value and its intricate balance of self-governance and family-oriented community has made it immensely popular among its students, who believe in its merits wholeheartedly.

“You grow as an individual a lot more than [if you were] sheltered in high school,” Amanda said. “Middle College has given me wings, and if anyone forced me to go back to high school, it would be like [taking away my ability] to fly… [Middle College has helped me] learn how to fly.”

Adult Education: career training close to home LAHS alumni benefit from Adult Education PAOLA CAMPOS Staff Writer

O

Jessica Luna ‘09 In her senior year of high school, Luna became pregnant with her first daughter and was determined to fulfill her new responsibilities as a parent, which included finding a job for the first time. Immediately after she graduated, Luna enrolled in a few child development courses at Foothill and then De Anza, however, between raising her daughter and being a working student, she was soon forced to leave the

n the corner of Moffett Boulevard and Cypress Point, hidden below the shade of a towering tree, lies the quaint, two-story building that is the main campus for the Adult Education program in Mountain View. Most recognized for its General Education Development (GED) completion program available to those looking to receive a High School diploma, Adult Ed is composed of many other resources that reach beyond the completion of curriculum for a certificate.

Among the population of students benefiting from the Adult Education resource is a group of individuals who graduated from Los Altos High School and are looking to further their academic careers through a path less known by former and present Los Altos students.

Two such students are Jessica Luna and Valeria Lopez, who graduated from Los Altos in 2009 and 2010 respectively. They are currently enrolled in the Medical Assistant (MA) course available at the Adult Education campus.

school and focus on her family.

“I wanted to get into the medical field and I tried with Foothill and De Anza but their programs were… for longer terms and I have two daughters so [it was] harder for me,” Luna said.

Six years later, and after the birth of her second daughter, Luna decided to enroll in the Medical Assistant course through the Adult Education program in the hopes that she would get one step closer to her dream of becoming a pediatrician.

Since enrolling in the Adult

Education program, Luna has had extremely positive experiences. For her, the most encouraging aspect of the program is the respect found among her peers, whom she describes as constantly driving her toward success.

“The students are really nice… and [even though] it takes a little while… I think that’s [the best thing about the program], that you get along and that everybody is on the same page and that we’re all trying to help each other,” Luna said.

PHOTOS BY MICHAEL SIEFFERT

Left: LAHS alumna Jessica Luna ‘09 completes work for her Medical Assistant program. Above: LAHS alumna Valeria Lopez ‘10 practices prepping a syringe. Luna and Valeria are both currently enrolled in the Medical Assistant course available through the Adult Education program.

Valeria Lopez ‘10 After graduating from Los Altos in 2010, Lopez enrolled into the same MA course she is currently taking.

However she was soon forced to walk away from the program due family matters and the personal recognition that she was not ready for a medical training course immediately after high school. Her decision to come back five years later was a result of her passion for the medical field.

“I was 17 when I got certified [as a Medical Assistant] and I [did not have

a] car… but I liked the medical stuff so I decided to come back and train to become a medical assistant,” Lopez said.

For Lopez, the most impressive part of the program has been the unwavering support from the staff, who dedicate so much of their time to ensure the students succeed at the school.

“Last week, we were all having trouble with the math and [our teacher] got someone to come in and help us with the math to make sure we understood it,” Lopez said. “It was nice that they went and found a math teacher to come help us because we weren’t really expecting that.”

The Talon October 27, 2015

Choose Your Own Poetry Adventure!

Sophomore studies film with Franco ERIC THIEM

Business Manager

By Eli Colbert

Vol. 1: Animals We all like to see wild things. We hold cat’s tails to feel them warm, alive, wriggling. We go to the zoo, to the movies. We lose our own wildness.

Not About Screaming Emily Goto

When we were young We knew how to scream, Unafraid of how it rips through Catching with crooked edges Plucking the tired seams of us Until only the sound remains, We’ve forgotten since then, I remember seeing screaming The power and the fire of it Constructed without care All the same managing to ring, The subtle build Tightening of supple throats The heave, breathe, to retrieve that part of us, Until it was all we were, Hyacinths on the sides of squares, small bodies as they fall down stairs, helplessness in the face of pain, and the things we write that keep us sane, And silence, Now we do not speak too loudly Skim milk people Not much more than cloudy water, constructed With a careful needlework, To say not much With our not much voices Pushed by not much air

Mammal

Eli Colbert

Spat radio noise, coffee steam on the table, animal chaos: drowsy mating, palm oil, and woven furred potatoes. I love some roadkill, stripped and stretched like a stepped-on pinata. All creatures cup warmth inside of them. There is the sound of opened steam, rising out of highways across the country, being given back to the air.

We kept time by our purchase of weak tea and hamburgers.

We ground silence with slurred promises. I wished you would die so that I could get a good look at your body, roll back your head.

I wanted to make a daisy chain around your sex, like a soft bull’seye, your sex like a hatchet wound, like lines inside of each other. My mouth slurred on folds of milk and now tired. You were full of sorrys and I took them out. To set smoke free on you and see where it goes, foresting your neck. She shows cousins her hickeys so they will know that she’s been loved in small ways and areas. We made a lattice with our blood vessels, we made waves like peeling skin. Lay in sunspots of gathered wheat.

She showed me how smokers and men are made. To love and be loved, to be forgotten and to forget to remember. ‘That’s why I don’t like smart boys,’ she said.

You smell like a virgin. Don’t you know that I am just a moment with teeth and a heart?

Don’t you know that you are lost in my time?

13

This September, James Franco returned to his old stomping ground, Palo Alto High School, to teach a film class to 40 lucky students, one of which is Los Altos High School sophomore Teagan Cimring. Although she prefers photography over filmography, Teagan hopes that over the course of the nine months she’ll improve her photo skills with the expertise of the famous Hollywood actor.

Many of us know James Franco as the eccentric, goofy socialite from movies such as “The Interview,” “Spider-Man” and “127 Hours.” He’s hosted Saturday Night Live numerous times and is a writer, director and producer. Now, Franco has added the job of high school film teacher to his resume.

Franco grew up in the Bay Area and graduated from Palo Alto High School in 1996. Franco often comes back to visit for a variety of reasons; in 2010, he wrote a series of short stories depicting his experiences throughout his high school career.

The new film class taught by Franco meets once a month on a

Sunday to discuss films and create their own movies. The class consists of around forty students who, over the course of nine months, will create a film based on the book “Metamorphosis,” a novel written

by Franco’s mother, Betsy, about a young artist obsessed with myths.

“I heard about [the class] from a friend, and I also follow James Franco on Instagram so he posted it there,” Teagan said. “I’ve never been super into film but I really like photography so I thought that going into film would be an interesting way to think about angles and help me with my photography and get a broader view of the art. Then I just applied last-minute and didn’t think I would get in, but it worked out.”

As well as helping her learn more about media, Teagan said she was also interested in the class simply because it was being taught by James Franco, one of her favorite actors.

The class first met on Sunday, September 20, which consisted mostly of introductions during which the students met their classmates and their new teacher. Toward the end of the class, Franco split his students up in groups to have them rewrite

PHOTO COURTESY WIKIMEDIA COMMONS USER BRIDGET LAUDIEN

Actor James Franco at the New York Film Critics Series premiere of “Child of God” in July 2014. Franco currently teaches a film course at Palo Alto High School.

Burning Man CONTINUED FROM THE FRONT PAGE Once an apprentice receiving a classical education in decorative arts, Johnstone was initially hesitant to make the switch from chalk on wall to mouse on computer screen.

But as soon as he did, he was captivated.

“I was hooked immediately.

My head always worked in 3-D so, immediately, I was just taken in,” Johnstone said. “And now if I’m working on a computer and I’m not in 3-D I feel like there’s something missing. I think working smart is better than working hard, so I like to use technology as much as I can to work smart.”

Johnstone acknowledges the various factors that constitute a fulfilling and enthralling lifestyle, but above all, he values the pursuit of happiness.

“I think it’s important to follow your passion,” Johnstone said. “I can’t imagine doing something that I didn’t completely, completely adore for eight hours a day. I just couldn’t do it; my spirit would

be crushed. So I say follow your bliss. Rely on the fact that if you are passionate about what you’re doing, then the rewards will come.”

Johnstone will continue to pursue artistic expression with undiluted fervor, promoting art awareness and appreciation. He will spread his love of the craft to the next generation of artists through a dynamic combination of STEM and art.

“When we dream at night, we don’t dream in ones and zeroes,” Johnstone said. “And it’s instinct, it’s part of our DNA. It’s not that I can’t imagine a world without art, but I don’t think that the human world is possible without art. It’s part of who we are. It kind of defines us as a species. If we were anthropologists and looked at mankind… as an outsider, we’d go ‘This is the creature that can use tools to create art.’ That’s what defines us.”

Johnstone has been the apprentice of Bill Holgate, decorative artist extraordinaire.

Though the experience largely fueled his passion for art, Johnstone says that Burning Man was the catalyst that unleashed his true creative self and modeled him into a truly artistic being.

“My education... taught me how to be a great technical painter, but Burning man taught me how to be an artist,” Johnstone said.

MEILIN TSAO

Sophomore Teagan Cimring smiles for the camera. Teagan is currently studying film at Palo Alto High School under actor James Franco. scenes from the script of the movie ality is similar to how it was in ‘The version of his mother’s book.

Interview.’ He’s really funny and While the class has only met once out there. It’s interesting to see so far, the new teacher how his characters go has already loaded his back to who he actustudents with their ally is.” fair share of home- When I was Whoever James work. Teagan and her younger I would Franco is in real life, classmates have had his knowledge and to modify the existing make silly films experience of the big script for their movie and put them screen will give him scenes, read Betsy’s on YouTube, but an edge in teaching book along with a then I drifted his students. In the few others and watch coming months, his more toward multiple movies, all students will see how within the few weeks photography. his time in the indusHopefully doing try has taught him and between meetings.

Like all classes, the this class will how well he can transbond between teacher help me adlate that to teaching. and student is vital to Teagan hopes that student success. How- vance my skills.

James Franco’s class ever, unlike with norwill be the one to help — sophomore Teagan Cimring mal teachers, students her improve her own have already grasped film and photography Franco’s personality from his mov- abilities. ies, but over the course of the next “When I was younger I would nine months students will get a make silly films and put them on personal look at what the star actor YouTube, but then I drifted more is like in real life. toward photography,” Teagan said.

“It’s funny to see [James Franco] “I’m into documentary photogralaugh because he looks exactly like phy, so then I figure documentary how he does in his movies, which film goes along with that, so hopeis interesting,” Teagan said. “But fully doing [this class] will help me other than that, I feel his person- advance my skills.”

Above: Artist Andrew Johnstone poses with a trompe l’oeil style mural he painted at a Palo Alto pediatric dentistry in 2013. Below: Another of Johnstone’s trompe l’oeil murals in Oakland, also painted in 2013.

Johnstone’s passion for art is one of his most prominent characteristics.

PHOTOS COURTESY ANDREW JOHNSTONE

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The Talon October 27, 2015

Catch reviews of new movies, music and more, plus read the entertainment archives at lahstalon.org/entertainment

HanaHaus: where you pay to work OLIVIA JERRAM In-Depth Editor

Downtown Palo Alto is bustling with traffic and noise, but veer off the crowded sidewalk and into 456 University Avenue and you’ll find yourself standing in an upscale haven of innovation and productivity: HanaHaus.

HanaHaus was created in 2015 by co-founder of the German software company SAP, Dr. Hasso Plattner. It was designed as a place where, “creative individuals and entrepreneurs [could] come together to meet, socialize, share ideas and connect with experts,” and the core business model mirrors that idyllic simplicity: pay $3 an hour per person for a quiet individualized or collaborative work space.

While HanaHaus does cater some unique features, it is arguably not worth the 25 minute drive from Los Altos to witness nor the price you pay upon reaching your destination.

Libraries and coffee shops alike offer a very similar quiet environment and

work-oriented atmosphere provided

by HanaHaus.

Entering through the upscale Blue Bottle Cafe courtyard (which is open for use to the public, regardless of the purchase of any Blue Bottle beverages or food), customers turn right after the main counter and sign in at the front desk. Their reservations have been previously made and paid for online at the HanaHaus website, stating their name, the start time, number of hours, and number of people who will be joining them, so the usual hassle of ordering or logging in is minimized.

And yet a local library would require no special facility login at all.

The sign-in desk guarding the HanaHaus workspace succeeds only in creating an air of elitism: customers have paid for the special privilege of the HanaHaus facilities and everybody sitting at the gratuitous tables at Blue Bottle, ten feet away, will know that and see them entering.

The floor plan is open, with communal tables for up to eight, cushy

lounge areas to seat four, and an elevated platform featuring tables for two. There are also glass-encased “quiet rooms” seating two at, $7.50 an hour per person, and much pricier conference rooms, accommodating a maximum of eight and capping at $75 an hour, which are separated from the main floor by wall dividers and architectural columns. These options, while varying are largely overpriced and not worth the cost.

Upon choosing your seat, you can log onto the guest wifi without a password. The network connection is relatively fast and numerous outlets line the walls for convenience.

The color scheme of the furniture in the room and the architecture, while melding nicely with the original building and floor plan, is modernized and designed to increase creativity and productivity.

The overall design aesthetic is minimalist: lime green couches and swiveling chairs pair with stainless steel and glass tables; the walls are whitewashed and mostly blank, the floor a polished concrete. And while nothing could be declared distracting or eye-catching, the subtle design rides dangerously near the look of a warehouse retrofitted with basic, barely comfortable, cold Ikeastyle furnishings.

There is minimal conversation, and while people do talk outside of the conference rooms, the atmosphere is closer to that of a library

COURTESY HANAHAUS

Above: People work in the HanaHaus workspace, which costs $3 an hour. Below left: People drink coffee in the open courtyard leading into HanaHaus. than of a coffee shop. The front desk “bouncers” patrol the area to monitor the noise level, however the quiet does not really need the enforcement, pointing even less subtly to the fact that this is meant to be a work zone and the people here have paid for the quiet.

But again, this level of productivity and supreme quiet can be achieved in the “no-talking” section of any public library. However, what a library cannot offer is the food.

Coffee is easily accessible through a “backdoor entrance” to the ordering counter at Blue Bottle, where coffees, teas, and other drinks are

served at their original prices. Some food and snacks are available although caffeine is the primary feature of the cafe.

The counter has no line and only a couple of desks sport the signature tall glass mugs of coffee sold there, demonstrating that only a very small fraction of HanaHaus-goers take advantage of this aspect of their experience.

So if you are considering visiting HanaHaus, don’t waste your time it’s not worth it. You’d be better off with a Peet’s, an extra three dollars in your pocket, and the equivalent of 6.2 more miles of fuel in your tank.

FRANCESCA FALLOW

Icebox: modern aesthetics meet superb taste ALEXIS MALGESINI Senior Writer

Icebox

Ice Cream Sandwiches

19929 Stevens Creek Boulevard Cupertino, CA Price Range: $

★★★★★ Imagine the cool and creamy sensation of biting into a CREAM ice cream sandwich, but replace the cookies on the outside with chewy macarons. With one step inside Icebox, customers see the assorted colors of macaron options and ice cream toppings, and become instantly captivated by the allure of macaron ice cream sandwiches and shaved snow. Icebox’s neat aesthetics and delicious options will make you want to do exactly what its slogan says: “Eat dessert first.”

With classy wooden flooring and

sleek white walls, the environment of Icebox feels clean and modern.

Black tables and high stools line the windows, providing enough open space to order a dessert and maneuver to a table with leisure. In the back of the store, a door leads to a pleasant outdoor patio which conveniently provides additional seating for customers.

As customers enter the store, their eyes are pulled straight toward three bright computerized screens listing the menu items. While approaching the cashier, one can observe the variety of ice cream flavors and the many macaron flavors labeled on display. Employees are friendly and can be seen wearing gloves when crafting the desserts, as well as cleaning the counters.

Overall, the service is well-organized. After providing customers with information about their options and asking whether or not the customer wants his or her cookies

warmed up, the employee at the register hands the customer a number corresponding to the order so no desserts are mixed up.

Icebox is well known for its macaron ice cream sandwiches, but it also sells cookie ice cream sandwiches, snow ice (also called “shaved snow”) and coffee and tea drinks. On Fridays through Sundays, Icebox sells a special called the “creamy bun,” and it is just that: special. The creamy bun is a plain glazed doughnut cut in half with an ice cream flavor of the customer’s choice in the middle. If the rest of the menu is not quite rich enough to satisfy one’s sweet tooth, the special should do the trick.

Icebox’s classic macarons have a perfect consistency: they are smooth and crispy on the outside but have a contrasting chewy interior. While the texture is prime, the tastes of the macarons are not very distinct. The earl grey and the pistachio, both of which are very popular, are almost indistinguishable with their sweet, marshmallow-like flavor. However, the ice cream is high quality with unique and distinct flavors. Because the macarons have only subtle differences in flavor, their sweet but plain taste goes great with any ice cream flavor.

Among the most popular ice creams are the marble black raspberry, green tea, pistachio and ube.

The vanilla, earl-grey and pistachio macarons perfectly compliment any ice cream flavor, since they all have a sweet and simple taste. More prominent macarons, such as the churro and the Kona coffee, are strong complements for neutral flavors like

PHOTOS BY ALEXIS MALGESINI

Above: Raspberry marble ice cream (left) is sandwiched between a salted caramel and a pistachio macaron and tin roof sundae ice cream (right) is sandwiched between churro macarons. Bottom left: a bird’seye view of the desserts. vanilla, green tea and ube.

All of the sandwiches are packaged in little cardboard boxes with wax tissue paper around the bottom half of the dessert. The presentation allows for a much cleaner eating process than the paper bags that CREAM, another extremely popular ice cream sandwich shop, provides to customers. As for the creamy bun, the edges of the doughnut close around the ice cream, which restricts the ice cream center from spewing out the sides.

In comparison to CREAM, Icebox has a wider range of options and a more practical presentation, despite the higher price. CREAM sandwiches are $2, while Icebox sells the equivalent cookie sandwich for $3.50. The macaron sandwich is a dollar more, so customers can decide if the macarons are worth it or not. Even though an Icebox sandwich is higher in price,

it is still fairly inexpensive for the quality of the ingredients and therefore worth the extra $1.50. Icebox spends more time on each sandwich than CREAM, but the slightly longer wait is worth it because of the higher quality presentation.

Icebox puts a unique spin on ice cream sandwiches with its sweet macarons and its clean and modern style. The fact that many of the macaron flavors have indistinct tastes helps the ice cream sandwiches taste better as a whole, no matter which combinations customers choose.

Between its modern style, cleanliness, presentation and quality, Icebox is very well-rounded with no notable downside. Next time you and your friends have a sweet tooth, make sure to stop by Icebox to satisfy your craving.

The Talon October 27, 2015

Avi(ew) On Music

“The Martian” gives classic theme a unique spin ERIC THIEM

Business Manager/Senior Writer

“The Martian”

Oct. 2, 2015 (PG-13) Directed by Ridley Scott Starring Matt Damon

★★★★☆

By Avi Varghese

FKA Twigs’ “LP1” It took me 15 years to figure out that my brain doesn’t work quite like most people’s. This summer, I asked my cousin why no one ever talked about the colors of music.

“Colors of music?” she asked. No one else seemed to know what I was talking about either. With the help of Google, I discovered that I have a condition called synesthesia; while its most well-known variants cause connections between letters, numbers, and colors, it can extend to touch, smell, and taste, and manifests itself as a connection between sound and color in my mind.

One of the most unique and evocative albums I can describe in visual terms is FKA Twigs’s “LP1.” It is the work of an artist who knows how to craft soundscapes that are awash in textures and atmospheres which are both alien and familiar, a mix of leftfield pop and R&B with the organic frontier of electronic.

The results are unusually beautiful.

Twigs tackles various topics in a way that few influential musicians do today; she never shies away from making a point, her voice veering as much on the seductive side as on the aggressive and insecure. The instrumentation follows suit; drum hits spring from all directions while synthesizers bend like shallow, inviting waves. She uses the music to punctuate her statements and turn them into questions; in the chorus of “Hours,” she falls silent as digitized sparks fly up against a smoky blue twilight.

The strangest thing about Twigs’s music is how real it appears, how close it looks to tangible objects. Her drumline contorts into the strangest of shapes; it looks like scrap metal, the detritus of a dead carnival, roulette wheels spinning in the darkness and walls of bass that look like smooth clouds turned black. Her synthesizers back off to create space, their smooth, misty surfaces allowing the drums and vocal samples to create texture and grit. Deep cut “Pendulum” perfects this aesthetic; after a beautiful track of roulette-wheel percussion that spins in the dark and is joined by soft, deep brown synths, Twigs transitions to a bridge in which golden brown organs of indistinct voice beat inside the body of a massive robot as its lead mechanisms spin and click.

The star of the show is Twigs’s voice. Her mic presence is stronger than almost any other musician today; even when she goes silent, it is impossible not to feel like she is speaking to the listener with her silence. Her voice has a natural vibrato that bends and twists in my mind’s eye, and she frequently harnesses digital effects to exact a rawness that only enhances the emotional resonance of her lyrics.

And that is the brilliance of it. For all her digital experimentation, Twigs succeeds where so many electronic artists falter because of one thing: she keeps her focus on taking her audience closer to her own humanity.

15

Ridley Scott, the director of award-winning space epic “Alien,” has done it again with his latest hit “The Martian,” this time blending a light-hearted tone with a plausible premise to create his next motion picture masterpiece. Along with writer Drew Goddard’s impeccable adaptation of the original novel by Andy Weir, “The Martian” is an instant science fiction classic as well as a shoe-in for numerous cinematic awards.

The movie has done exceedingly well at the box office; since its release on Friday, October 2, the movie has topped the box office for two weekends running and pulled in $54.3 million on the initial weekend of release. The success of “The Martian” can be attributed to the recent popularity of epic space exploration films such as “Gravity” and “Interstellar,” as well as the success of the original novel which reached number 12 on the 2014 New York Times Bestseller list.

Set in the near future, “The Martian” tells the story of astronaut Mark Watney (Matt Damon), who is presumed dead and left behind on Mars by his crew after a Martian storm. The movie details his struggle to survive,

combatting problems that range from a depleting food supply to depressurization of his mission’s artificial habitat.

The story is one that has been around for ages: survival against all odds. However, what really defines “The Martian” is the personality Damon imparts into Watney. Although in the novel, Watney’s neverending upbeat and humorous attitude could be off-putting and seemingly inhuman at times, both Goddard and Damon worked hard making the lonely astronaut display a range of real, complex human emotions while still maintaining his witty and likable exterior.

Damon’s portrayal of Watney brings the character to life on screen, but that same fictional man literally owes his life to a great ensemble of supporting characters. The actors and actresses for these side roles, do a phenomenal job supplementing Damon’s excellent performance. Jessica Chastain, who played a similar character in Christopher Nolan’s “Interstellar,” returns to the sci-fi genre as the clever and analytical Captain Lewis. Donald Glover also briefly shows his face to save the day as astrodynamicist and “steely-eyed missile man” Rich Purnell, giving a flawless performance of a sleep-starved yet genius physics always searching out his next caffeine fix. Similarly, Kristen Wiig, Michael Peña and Chiwetel Ejiofor all do an amazing job helping the stranded astronaut get home.

Although the combination of

characters and attitudes is what made “The Martian” a bestselling novel, it is also the very thing that makes the film hard to follow at times. As a book, Weir had time to f lesh out all his characters, giving each crew member, researcher or public relations woman his or her own personality. The novel as a medium allowed the time and space to detail a very large and diverse group of characters. However, as with most book-to-film adaptations, a two-hour movie cannot emulate this level of character development; this one still appeared to attempt just that. It seemed as if every few minutes a new name of a NASA director

or researcher f lashed by on the screen, each one adding to an ever-growing list. By the end, these new characters were all but ignored and forgotten because of their seeming insignificance.

Although the graphics and cinematography can’t quite match up with 2013’s visually stunning “Gravity,” the sweeping shots of Mars, Earth and open space in “The Martian” are beautiful and vibrant, helping to add a sense of serenity to an often complex and fast-moving plot.

Overall, “The Martian” is a spectacle to watch, and Watney’s humor in even the most dire situations is a refreshing take on a often too bland or too dark genre.

WIKIMEDIA USER NASA/BILL INGALLS

Matt Damon discusses his most recent film, “The Martian,” in an interview. “The Martian” brings a unique, modern twist to the classic theme of survival against the odds.

Angel Haze: emerging from the underground TINO TUGWETE Staff Writer

Angel Haze is a name that evokes admiration, respect and awe from those who have delved into the underground hip-hop scene. Angel Haze is a gender-f luid artist who plays in and out the pocket of hard and soft tracks and manages to create a name for theirself in the industry despite growing up through unusual circumstances.

Born into the Greater Apostolic Faith, which they refer to as a cult, the artist experienced a childhood extremely different

from the average person.

“I wasn’t actually allowed to listen to music until about four years ago when I was 16,” Haze said in an interview with BBC Radio. “I grew up in a cult. So there I wasn’t allowed to listen to music or have friends that were outside of it or like generally associate with other people and do things, so I like went maybe sixteen years without hearing anything. I don’t know anything from back in the day.”

Their experience growing up in the Greater Apostolic Faith was the root that lead them to

ANNE SCHILL

create their breakout hit cover afraid of anything. I feel artistic of Eminem’s “Cleaning Out My expression, it’s a medium for Closet.” In this cover they are everything.” unfiltered and honest about “Dirty Gold” was critically their experiences praised and prowith abuse and rape duced many hits in their childhood. including “Dirty With the cover in- For the first Gold,” the title track, creasing their repu- time in my life, “Echelon” (It’s My tation, Haze went I realize that I Way), “Crown,” and on to create their “New York.” “Battle mixtape “Classick,” do have a conCry,” a single, featurwhich has made nection here ing songwriter Sia waves in the mu- on Earth. I’m earned Angel Haze sic community. always looking a personal record From there the artof over five million for an anchor, ist began working views on Youtube on their first full- somthing that and touched many made me feel length album. with its uplifting With the Decem- real... Someand hard-hitting lyrber 2013 release times you have ics combined with of their first fulla vulnerable music length album, “Dirty to be hurt for video. In the song, Gold,” the 23-year- the cause to be Angel Haze hints old rapper set the reached. at the struggles they world of hip-hop on faced and how they — artist Angel Haze fire. “Dirty Gold” inhandle the realities troduces Haze and of their life. their journey up until this stage “Sometimes you have to hurt of their life. It has a rebel vibe for the cause to be reached,” with firecracker rhymes and Haze said. “But one day you’ll be palpable energy that shows the stronger than all that you beat.” drive, ambition, and determinaThroughout Angel Haze’s cation that Angel Haze embodies reer they have proven to be a reas an artist. The album truly il- freshing character both in their lustrates Haze’s thoughts on essence as a person and an artlife, religion, mental struggles ist. Angel Haze’s music, includand their battle with darkness. ing her new project “Back to the “For the first time in my life, I Woods,” showcases their ability realize that I do have a connec- to engrave lyrics that reveal the tion here on Earth,” Haze said realities of life over tracks that to Billboard.com. “I’m always beautifully embody the colors of looking for an anchor, some- those words. Haze looks to finthing that made me feel real. ish their sophomore album in But the only thing I’ve ever con- the next year and isn’t afraid to nected with is nature, is being break down the boundaries of in the woods and being so un- music as their career continues.

PEARL TAPIOCA T BUBBLE T BOBA TEA 16

The Talon October 27, 2015

The Talon explores the rising popularity of this recent trend Copy/Content Editor

CLAIRE BAI

Copy/Content Editor

TEDDY CHMYZ

EMILY TERADA

POPULARIZATION OF PEARL MILK TEA

perimenting with new ways to distinguish themselves from a basic PMT shop. With different f lavors, toppings and even types of tea, the uniqueness offerings of each store lends itself to a special experience at each shop.

With the sweet taste and great variety of PMT, what started as a mere trend could grow to join ice cream at the top of the sweet treat industry. The Talon looks into everything you need to know about this growing phenomenon in the Bay Area.

known as pearl milk tea or bubble “boba” tea.

As it became trendy in Taiwan, the sweet, tapioca-filled tea quickly spread to neighboring countries such as China, South Korea and Japan before spilling all over the world.

Until recently, pearl milk tea has stayed under the radar in America with its mysterious tapioca balls, before it suddenly exploded in popularity around the early 2000’s. With its distinctly rich and smooth taste, the tea’s fame began when drinkers were presented with a large range of toppings.

Much like the international staple of various Starbucks frappuccinos and other sugary beverages, pearl milk tea has recently claimed a special place for people of all ages. The drink truly became popular when people of all ages started raving about numerous tea shops on review sites such as Yelp. Since then, bubble tea has taken the world by storm and continues to increase in popularity with its myriad of toppings and flavors. From its hometown of Taiwan, to Europe, to our own Bay Area, numerous tea shops strive to take the once accidental drink to the next level of dedicated tea enthusiasts.

P

earl milk tea (PMT) is a rapidly expanding trend in the Bay Area and around the world, and it doesn’t look like it will be ending anytime soon. More and more PMT shops are appearing in the form of both chains stores and individually owned shops. While only fifteen years ago these shops were almost exclusively found in neighborhoods densely populated

by Asian-Americans, they can now be found anywhere, especially within the Bay Area, as more people discover this fresh new beverage.

The appeal of PMT is widespread because there is something to draw in all levels of tea enthusiasts. Beginners who are just looking to try something new can have one of the sweeter tea options, with added sugar and f lavorings, while more hardcore tea drinkers can order a more traditional black milk tea. This ability to attract a variety of customers allows the pearl tea trend to continue expanding.

With the growth of the PMT industry, various shops are ex-

ORIGINS OF PEARL MILK TEA

T

aiwan, 1988. Schoolchildren buy plain, milky tea after school before walking home.

Across the city, stuck in a boring meeting, an adventurous tea shop worker named Lin Hsiu Hui poured fen yuan (sweetened tapioca pudding) into Assam iced tea. From then on, the after-school snack would be forever changed, destined to spread like wildfire across the globe. Because of the round shape of the tapioca pearls, Hui’s inadvertent invention became what is now

Senior Writer

MILK TEA

SAVITA GOVIND Staff Writer

VANESSA MARK Graphic Artist

CARTOON | VANESSA MARK | GRAPHIC ARTIST

ORIGINS

The Talon October 27, 2015

17

PEARL MILK TEA AT HOME

P

MT, bubble tea or milk tea has become a worldwide phenomenon, rapidly growing in the last few years.

This drink originated in the 1980s as a Taiwanese black tea mixed with chewy tapioca pearls, condensed milk and sugar syrup. Since then, PMT has made its way to the United States and expanded to countless different recipes and variations through cheaper, economical versions, as well as American twists on a Taiwanese classic.

The most notable part of the drink is not so much the tea as the tapioca pearls, also known as boba. They are made from

cassava, a kind of starchy root, made into f lour. Using a technique of South American descent, boba makers strain the root’s starch under pressure to create the pearls.

The basis for the milk tea itself is typically either black, green or oolong tea, but some variations use coffee as well.

The process of making PMT has grown into a diverse industry in which different shops have their own specialty recipes for making pearl milk tea, usually involving powders, fruit juices and syrups blended together. The tea is meant to be enjoyed a few hours after its making.

TEA TEA A

WHAT DO STUDENTS THINK?

LOCAL PEARL MILK TEA SHOPS TEASPOON

Teaspoon

4546 El Camino Real Los Altos, CA Price Range: $$

T

easpoon opened in spring 2015 to the delight of bobalovers and non-converts alike.

Teaspoon, while pricier in comparison to chains like Tapioca Express or Quickly, features several specialty drinks for a more f lavorful taste and the

classic milk tea f lavors such as assam, jasmine and Thai tea.

Other factors customers can adjust to their liking include sweetness, milk and temperature. Toppings include two types of boba (pearls), fruit jellies, popping boba and crema, a unique ingredient that transforms any drink into a smooth, milkier texture. A downside to Teaspoon is that it only offers one cup size, which may be too much for some customers.

THE TALON POLLED 84 STUDENTS FROM ALL GRADES FOR THESE RESULTS. STUDENTS WERE RANDOMLY SELECTED FROM ENGLISH CLASSES.

COURTESY TEASPOON

VERDE TEA CAFE

Verde Tea Cafe 852 Villa Street Mountain View, CA Price Range: $

W

hile most milk tea shops only have a couple seats for waiting customers, Verde Tea Cafe is an alternative sitdown style cafe. You can order boba drinks in glasses and bento meals for either lunch or dinner. Verde provides a wide list of

milk teas, iced teas and smoothie freezes that come in numerous fruity and creamy flavors. Its pearls, however, are subpar to those of competitors like Tea Era often because Verde quality varies day to day; usually, the boba is limp and somewhat soggy. The powder-based “frothy iced milk teas” are still worth a try, but unless you plan on staying for a snack, too, the other boba shops around the area are a better value for your palate and your wallet.

FLICKR USER RUSTY GILLESPIE

TEA ERA Tea Era

271 Castro Street Mountain View, CA Price Range: $

T

ea Era is a tiny boba shop packed onto Castro Street, across from Therapy and West Valley Music. This was originally one of the closest milk tea spots to Los Altos, and thus it has a variety of regulars around the area. Its di-

verse menu and cheaper prices make it a great choice for boba tea newbies or those who are on a budget but still want a decent drink. Tea Era fairly represents the typical Taiwanese-style milk tea shop; its menu even has Chinese translations. The black boba is Tea Era’s best point because it is subtly sweet, perfectly soft through the core, and a harmonious pair with any tea on the menu.

BOBAK AFSHARI

GONG CHA Gong Cha

439 Waverley Street Palo Alto, CA Price Range: $$

T

he Palo Alto Gong Cha opened in early January 2015, providing easier access for Fremont location regulars in the South Bay. Gong Cha offers a small, but authentically Taiwanese menu of teas and coffees. Currently, its

specialty is the milk foam topping teas, otherwise known as the “Mustache series.” The foam tastes great either sitting on the tea or mixed in for an overall saltier, creamier concoction. Other distinctive choices include wintermelon tea and ice cream black tea. Because of the two cup sizes, Gong Cha’s price point compares well to its numerous boba shop competitors in Palo Alto and other cities.

CLAIRE BAI

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The Talon October 27, 2015

Get daily updates on Eagle athletics and read the sports archives at lahstalon.org/sports

Academics or athletics: Why it shouldn’t be a choice BOOKER MARTIN Staff Writer

Many students look forward to participating in a sport during high school, as they can be an important break from the pressures and responsibilities surrounding academics. Sports are gateways to making friends, staying in shape and representing how one’s interests expand outside of school.

High schools advocate for student-athletes, desiring their sports teams to be the best possible, full of athletes who will represent the school well. In addition, students also encourage each other to join.

Sports give them the chance to show their school spirit and athletic ability.

Unfortunately, the task of balancing school and sports often takes a severe toll on students.

Those wanting to participate in sports should not face the severe consequences that currently hinder our scholar-athletes.

One problem students commonly face is determining what they must prioritize. It is natural for teachers and coaches to feel that their activities should take priority in a student’s life.

“On several occasions I’ve heard coaches explicitly state that practice was priority over homework,” cross country runner junior Katia Gibson said. “[This] directly contradicts the athletic contract, which says that school comes first.”

The reality is that many students

Soaring Eagle: Grade: Senior

MIRANDA LI

end up with several classes as well grade. The grades students receive as a sport all vying to be treated as for sports affect their cumulative their first concern. Clearly, fulfill- GPA, which may discourage poing all of these expectations is im- tential athletes.

The current expecpossible. tation is that students “Although we as stumust take the initiadents have to willingly tive to compromise make sacrifices to par- The reality with their teachers. ticipate in sports, that is that many With sports games doesn’t mean sports students end occasionally taking can rule our lives,” Ka- up with several tia said. “Both teachplace during class, classes as well ers and coaches need working out when and to recognize we’re as a sport, all how a student student equal parts student vying to be will make up work is and athlete.” treated as their necessary. However, Many students who first concern.g this method actually are serious about their adds to both student coursework may find and teacher stress indifficulty placing academics in stead of providing relief. front of sports. Sports are treated Students may not want to interas classes, and missing practice or rupt their teacher’s day in order arriving late may result in a lower to ask for extensions or help. The

Kelly Little

Sport: Cheerleading

EMILY TERADA Senior Writer

Senior cheerleading cocaptain Kelly Little has been cheerleading for five years and loves the sport more with every season. Throughout her time at Los Altos, cheerleading has allowed her to express her spirit for the school.

After seeing other friends compete in cheer, Kelly became interested in trying it out for herself. At the end of seventh grade and all throughout eighth grade, she competed with the Gold Star All-Star Cheering team.

“I liked the idea of cheerleading but I was definitely more interested in the school aspect [with] going to the football games and the basketball games and really getting involved in school spirit,” Kelly said. “I think cheer was a really good way for me to express that desire.”

Wanting to focus on the school aspect of the sport, Kelly remains an active participant of the school’s cheer program.

With her experience, leadership within the team felt natural.

“I’ve always kind of tried to

Experience: Five years cuses on bonding events that help create a sense of family and community within the team. The team attends Cheer Moxie camp which is a fourday camp at UC Berkeley that focuses on basic skills, learning stunts, dances and cheers. The team stays in the dormitories at UC Berkeley and are able to gain a lot from the experience.

“We do a lot of bonding at camp,” Kelly said. “It’s always a great bonding experience just because we are stuck with each for three days, nonstop. Sleeping in the rooms together, you are cheering the entire time, so camp is a big one. We are all really grateful to be on the team and with each other.

We are such a family and we’re all crazy.

We are all brothers and sisters, we are really grateful MICHAEL SIEFFERT for that.”

be a leader when necessary and kind of step back when I’m not needed as much,” Kelly said. “But I am a co-captain this year so that’s really a more official title.”

Along with leading her team throughout the season, Kelly has also been able to hone in on her teamwork skills.

“It’s hard to go to a practice and have even one person missing because then a stunt doesn’t go up and the formation looks off,” Kelly said.

“So [I would say] understanding the value of each person in a routine. Working with each person and that sense of family and that sense of love. I definitely say teamwork is one of the biggest, [necessities] along with commitment and determination.”

The te a m also fo-

student may feel intimidated or unsure that their suggestion will be accepted. When a student does successfully work out a deal with their teacher, they must keep careful track of how their responsibilities differ from the rest of the class.

Since there is no systematic way for students and teachers to compromise, the organization required by both parties is increased. Conflicts may occur if the teacher does not remember working out the agreement, which students rely on to attend their sports. In the end, extensions meant to reduce stress may add to it. To help both students and themselves, teachers might consider setting up a document online where they keep track of compromises they have made.

Sports, a serious time commitment, usually take around two

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hours after school. While this obviously results in less time to complete homework, many fail to take into account the exhaustion sports cause. Students spend energy focusing throughout the school day and then push themselves physically during sports.

When they come home later in the evening, they are more tired while having less time to complete their work. Teachers should take this into consideration when they are approached by an overwhelmed student seeking help or extra time.

“The expectation that we should go to school for seven to eight hours every day with an additional two hours for sports then go home with three to four hours of homework is too much,” field hockey player junior Bella Baynard said. “There’s not enough time in the day to balance everything going on and that’s where stress comes from.”

There is no definite solution to this problem. Teachers and coaches should be aware of the challenges students participating in sports face. Students should not be penalized for occasionally missing practices; this provides students with a chance to catch up on work and sleep, which is ultimately better for both their academic and athletic performance. As long as students explain their situation, they should be allowed to miss practice once every few without being pressured by their coach to attend.

There are many students struggling to balance both school and sports; we should let them catch their breath.

TALON FILE PHOTO

Carmen Annevelink School: UC Berkley Sport: Womens Volleyball Position: Outside Hitter Class of: 2015

JULIA SANTOS Staff Writer

Carmen Annevelink ‘15graduated last year, leaving the school with many notable achievements as a four-year starting varsity volleyball player. She helped bring varsity girls volleyball to three consecutive CCS Division II finals, and earned the team SCVAL award of most valuable player as a junior and senior.

The 6-foot-2-inch outside hitter is now a freshman at the University of California, Berkeley playing Division I volleyball. She intends to major in integrative biology by taking math, chemistry and biology core classes.

“The transition to college is both hard and easy volleyball-wise,” Annevelink said. “The level of play is a huge step up in the Pac-12,

so I have to step up my game.

The schedule is much more rigorous and you really have to be on and ready every day and give everything you have at every practice. As a freshman, I have learned that you have to prove your self not only to the coaches but to your team and to the conference.”

Halfway into her freshman season, Annevelink has made major contributions to the team, recording a total of 124 kills, 27 digs and 18 blocks in 53 sets.

“Cal has been great,” Annevelink said. “I love the city, the classes are hard and the volleyball is taxing — but it is all I could have asked for and I’m enjoying every second.”

The Talon October 27, 2015

19

THE BLUE CREW CONUNDRUM

Student-spectators are expected to walk a fine line between being spirited and respectful. When the two sides clash, the question is raised:

To what extent should spectators’ conduct be regulated?

Let ‘Em Yell

Control the Chaos KUNAL PANDIT

DAVID LISBONNE Senior Writer

In most sports stadiums, fans are able to yell anything they please, regardless of their comments’ severity, and often do. “Go home” and “You guys suck” are common phrases tossed around by rowdy crowds, hoping to get in the minds of the opponents. So why is Blue Crew ― just a group of enthusiastic, passionate and excited fans ― not allowed to yell like that?

The answer is the Santa Clara Valley Athletic League’s spectator rules.

These rules dictate what students can say, do or wear to school-associated sports games. For example, artificial noisemakers like airhorns are prohibited. Students are also required to keep all parts of their clothing on during the entirety of the game, meaning no bare and blue-chested boys can attend school games.

In addition, each school’s coaches and staff, including the administration present, are responsible for enforcing the league’s rules and removing spectators who violate them.

“There are no restrictions upon Blue Crew or upon students that are not also restrictions that the adults or any other person at any given league game would have to abide by,” Assistant Principal Suzanne Woolfolk said. “Those rules come directly from our section and league; they have nothing to do with the school.”

While these rules may make sense when considering the setting of the games, they are completely illogical when considering the events themselves. Basketball, volleyball and football games are lively and exciting places to be, and

the restrictions placed on Blue Crew only take away from the experience.

Without league rules, Blue Crew and all of its student participants can go all out with school spirit, create more exciting chants and signs to increase general school spirit and encourage more students to attend games. This will make the games more enjoyable for the student body.

However, there are some borders that should not be crossed, including extreme profanity and explicit body exposure. The league’s reasoning behind this is out of respect for the other viewers of the games ― parents, faculty and students from other schools. While the students in Blue Crew may only come to the games to have a good time, the other viewers come out to see their kids or friends play, and that experience should not be ruined by lack of etiquette.

Despite these points, Blue Crew is the single greatest source of school spirit. By allowing its members to create a more enjoyable viewing experience for the other students, school spirit will increase. The league’s respect for other viewers does not outweigh what makes sports games so widely attended. There must be a compromise between the concerns of other spectators and the efforts of our school’s most spirited students.

In the end, students who attend sporting events are kids who come to support their peers, make a lot of noise and just have fun.

Good-natured ribbing is a part of sports, and it always has been. The league should remove its long list of restrictive spectator rules and instead rely on students’ ability to govern themselves appropriately. This way, our students can enjoy an enhanced experience at all games.

ELI COLBERT Staff Writer

There is a certain familiarity to the high school sports gymnasium scene — the groundswell of stamped aluminum bleachers and the rising din of adoloescent howling.

This chaos in the gymnasium is led by Blue Crew — the paint-swaddled harbinger of prideful chants. Blue Crew’s presence can be felt through faculty-endorsed videos and announcements. The general operations of Blue Crew involve establishing relationships with athletes, conferences to discuss new spirit-raising ideas, awareness and attendance of all major events or games and the general communication of athletic info to the student body through word-of-mouth or adverts.

The current contention is to what degree Blue Crew should be overseen. Currently, faculty present at sports games oversee the activities of Blue Crew. This ensures, for the most part, that they behave respectfully.

As the rules stand, spectators, including Blue Crew, cannot attend games shirtless or indecently exposed, bring artificial noisemakers such as air horns, write or chant anything obscene or which ref lects poorly on the school or encourage others to do so. There are some students who would like to see all forms of athletic support unyoked.

However, these restrictions are wellplaced. When a student or group of students feels the need to attend a sports event indecently exposed or equipped with something with the capacity to rupture eardrums, they are not doing so for the benefit of the players or the audience, but for themselves. Athletic support should be about supporting athletes, not about indulging some primal urge to expose yourself or make a large noise. “[My belief is] that the energy Blue Crew puts into the game through cheers and being loud increases the energy among players on the teams we cheer for, making them work even harder and strive to be the best they can be,” Blue Crew co-president, senior Stephanie Kouvelas said. “Without Blue Crew, I think we would all struggle to break free from the academic stress we are put in at this school.”

So, is this chaos important? Yes, cheering and athletic support is almost inarguably a good thing. This thing which we call “spirit” or “fun” can be a tool to relieve stress, to motivate athletes and to create a positive environment in the stands.

It’s silly to suggest that a laissez-faire policy toward athletic support civility is a means to grow ‘spirit’. If school spirit consists of a number of people who happen to go to the same school, yelling irresponsibly in a confined space, then school spirit needs to be changed.

In fact, irresponsible athletic support is corrosive to true school spirit. Athletic support should be about the players, not about the decibel of your scream.

COURTESY BLUE CREW

The Talon October 27, 2015

Water polo pushes toward playoffs Girls WILLIAM JOW

Copy/Content Editor

A

s of the press deadline, varsity girls water polo was 7-1 in leagues. The Eagles have their sights set high after closing off last season with a third-place league finish. Even with last year’s impressive standing, the team is hopeful to do even better this year. “[Our coach, Katie Buzzetta,] was telling us, ‘We can’t live in the past, we can’t just go off the glory of the past,’” co-captain senior Christina Pao said. “But really, we’ve pushed it so much further this year.”

The team’s success is due in part to its familiarity with its overall dynamics.

The team hosts a strong showing from all classes sophomore and up, and has a developed sense of synergy as a result of playing together for multiple years. Even in the face of losing two strong starters, team continues to score well as its players have handily filled any gaps.

“The girls have done a good job adjusting,” Buzzetta said. “We’re trying not to just concentrate all our attention and power on one or two players and have been trying to spread it across to all six. So even if we do end up los-

ing girls, there will still be those who have the experience and have worked with those spots and know exactly how they play and what they need to do to fill those spots.”

Throughout the past couple of years, the team’s defense has remained strong, due to both the team’s emphasis on defense and Buzzetta’s experience as a defensive player. However, this year the team has taken its play a step further by also tuning in its offense.

“What we’ve really figured out is that we have to have a motion offense, because a lot of our girls are smaller and faster on this team,” Christina said. “So we kind of have to utilize that. We don’t have the same big, hole-set players who can just hold, and we don’t have any lefties on our varsity team, which makes it a little different from other teams. So we’ve really had to work on using drives, using picks and taking advantage of our counterattack offense just because we’re a fast team.”

After winning all of its games in the first half of the season, the team dropped its first game to Los Gatos on Tuesday, October 13. Still, the Eagles kept it close with a final score of 3-5. The team is still

FRANCESCA FALLOW

Junior Margo Lusinchi winds up to shoot in a game against Willow Glen. Having only lost one league match, the girls water polo team is in a good position to do well in CCS. seeded first in the league, and aims to use this loss as a lesson to remain focused for the rest of the season.

“I think it’s good for the girls to see that we’re human, and that mistakes can be made,” Buzzetta said. “It kind of forces them to bounce back and keep their heads in the game and stay focused with the task at hand.”

With all the progress the team has made, it is eager to make it to CCS finals ― an impressive

goal that the Eagles have not achieved since 2011.

“We want CCS top one or two,” Christina said. “That’s pretty much the big goal.

I mean there are State Champs after that, but honestly at this point we have to take each game seriously. It’s still a ball game because every team is about equal in level this year which makes it scary, but also makes the games more exciting. It’s really just about going into each game with the goal of winning that one game.”

Boys ALEXIS MALGESINI Staff Writer

F

Top: Junior Nick Rodriguez winds up in a game against Monta Vista. Bottom: Junior Ryan Fisse tries to pass a defender. The boys water polo team is looking to end the season strong and make a deep run in playoffs.

PHOTOS BY KIMI SHAHIDI AND FRANCESCA FALLOW

ollowing a strong start to the season, the varsity boys water polo team had a league record of 5-5 as of the press deadline. Captain senior Jim Hollingworth leads the team in its fight to be among the top four teams within its tough league. “[Jim] is our leading scorer right now and has been doing a great job leading this team,” head coach Seth Tasman said.

While Jim leads the team in scoring with 42 total goals, the team has seen players of all grades step up and work together.

“A lot of the teams in our league have one or two guys who just shoot the ball the entire time, but we try to play with everyone on the same level,” Tasman said.

The team’s cohesion and depth provides them with an offensive advantage.

“It is harder for other teams to try to shut down all of our players when we just have to shut down one or two of their players,” junior Nick Rodriguez said.

While the team has excellent chemistry, its biggest areas for improvement are its defense and communication. The team makes sure to prioritize defense during practice so that it is ready to take on any type of opponent.

“We do all different types of defense in practice, whether it’s a zone or man-to-man,” Tasman said.

“We work on all types of scenarios so when we play each team in our league, we’re prepared.”

Besides defensive, the boys are working to improve their communication by taking time to scrimmage during practice.

“[Through scrimmaging,] we learn to communicate more in the pool and not be so dependent on the coach to tell us to run a play, drop off a player or defend a player,” Nick said. “We [learn to] do it ourselves.”

According to sophomore Eric Warmoth, the team has seen improvement in how it plays the game mentally. Because it is a younger team with a lot of depth, Tasman emphasizes that working together is crucial.

“Our coach encourages us by saying that if we work together as a team we will be much more successful than if we play individually,” Eric said.

This group-based mindset seems to have benefited the boys the most.

“Our biggest accomplishment this season has been finding a way to compensate for the fact that we’re a younger, smaller team,” Jim said. “We do that through smart, fast offense and cohesive team defense.”

According to Tasman, preparation is key for the team.

“We do a little scouting report [of our opponent] before every game so the kids always know who their shooters are and who their defenders are,” Tasman said. “A scouting report allows us to have every advantage we can get going into the game.”

Because their league is so strong in water polo, the top four teams automatically qualify for CCS. “We’re just trying to get better every day and place in the top four so we get into CCS and then see what we can do from there,” Tasman said.

Upcoming Home and Postseason Games

GRAPHIC BY SKYLER MAESO; FIELD HOCKEY PHOTO BY MEILIN TSAO; GIRLS TENNIS PHOTO BY DANNY NGUYEN; FOOTBALL PHOTO BY FRANCESCA FALLOW; GIRLS VOLLEYBALL PHOTO BY KUNAL PANDIT; CROSS COUNTRY PHOTO COURTESY BRIAN WANG