THE
PUMA PRESS
Volume XXXII Issue 5 • March 6, 2015 • University Prep • 8000 25th Ave NE Seattle • Is Channing Tatum a value?
got shots?
We do: U Prep’s vaccination rate is sky-high
Breaking Backs p3 It’s a Busy Life p7 Raw Problem? p12
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news
University Prep • March 6, 2015 • Volume XXXI1 Issue 5
Juggling Jobs
Top 5 High School Jobs
1
Students manage school on top of having a job with time management and responsibility
Babysitting
2
Lifeguard
Senior Cali Ahmun enjoys babysitting energetic, two-year-old Abel
3
Photos courtesy of Cali Ashmun
BY HANNAH ZUNDEL-DAVIS
M
y parents have always told me about their jobs throughout high school to make money. They delivered papers, worked at Burger King, and lifeguarded during the summer,. It was normal for my parents and almost all their friends to have jobs throughout high school to gain the responsibility and the freedom that came with having their own money. At U Prep not as many people have jobs, or at least not as many as my parents have said normal during their teenage years. It’s understable, since U Prep is a private school and most students don’t necessarily need a job. However, a job in high school doesn’t just provide financial stability. Jobs teach students valuable life lessons, like how to be timely and responsible, how to communicate with people, and what it takes to make commitments to people. This year I have
started to nanny and tutor, and I have learned a lot. In the beginning I wasn’t very good at letting my boss know in advance if I had a school commitment where I wouldn’t be able to make it to work. Since then, I have learned how to communicate better so there are no conflicts or misunderstandings. Junior Ben Shmidt currently has several jobs during the school year to keep him busy. Though his main job is a cello tutor, he also babysits whenever he can, busses tables at a sushi restaurant and plays cello gigs for ballet orchestras when they need him. Shmidt originally started working just to earn extra cash, but discovered it important to find work that he loves to do. “I was looking from job to job for things I didn’t care about just so I could make easy money. But once I started doing work that had to do with music, I felt it was something I’m actually good at and interested in. Now I look
forward to teaching little kids because they look up to me and it’s nice being a role model,” Shmidt said. It is common for students to have work that means something to them. Junior Gabe Pehrson’s job didn’t start out as a means to make money. During sophomore year he played around with software on his computer to create an animation project and decided to post it online. He didn’t get recognition from it at first, but after a friend helped him out, he began selling his projects to clients over the internet. “It started off being fun and it still is. Now it’s more on the money side of things but I would still do it even if I wasn’t being paid. I’ve made a lot of really awesome friends through my job,” Pehrson said. In addition to jobs outside of school, students are able to work on campus to make a little cash when they can. Sophomores Charlie Cobb and Mike Baldwin worked over the summer at U
Prep doing tech work and other jobs around the school. They continue to pitch in when needed during breaks and the school year. Cobb and Baldwin said working gave them a better understanding of how money works. “I realized [from working] that you really have to manage your money. A minimum wage job is not going to last you very long,” Baldwin said. In addition to money management, working teaches students many life lessons. Shmidt said, “It’s really surprising how different interacting with your friends at school is, versus interacting with people in a work environment. It’s not just about the money, you definitely gain more life experience.” Senior Carlin Cherry works as a lifeguard around 12 hours a week. Cherry said, “For my real career I want to work in a place where everyone is happy, in good moods and glad to see me, which is similar to my job environment now.”
Restaurant server
4 Tutor
5 Retail
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Volume XXX1I Issue 5 • March 6, 2015 • University Prep
Backpacks and Bad Backs Students’ heavy backpacks can lead to pain and bad posture
Tips on carrying a heavy backpack
1
Leave uneeded textbooks at home
2 3
Use both straps
Pack heaviest items closest to back
4
Rest backpack in center of back
5
Use the waist strap
BY LEAH BELL
S
ophomore Jack Katzman weighs 120 pounds. Every day he carries a backpack filled with textbooks, notebooks, a binder and an eight pound laptop. Along with Katzman, most students carry heavy backpacks filled with school supplies, and overtime this weight can add up, straining muscles and joints and negatively affecting peoples’ backs. Although backpacks seem like the perfect solution to carry what would be impossible to do by hand, they have many significant flaws that lots of people experience. Local chiropractor Jeremiah Tibitts talks about the negative effects of daily backpack use, along with ways to mitigate them. When a heavy backpack filled with school supplies sits on someone’s shoulders, their “body tends to slouch forward to compensate for the balance indifference,” Tibbits said. If that happens repeatedly it can break down the spine, which can also lead to the development of poor posture. This often leads to back pain that students commonly experience, without being sure of the cause. Sophomore Bea Buckley is most likely affected by this. “My back hurts every day and I think it’s due to my backpack,” Buckley said. Heavy backpacks can even cause non-back related injuries. Junior Yasmin Solis-Calderon goes to physical therapy, where she was told that the repeated motion of lifting up her backpack gave her tennis elbow. After that, “I couldn't pick up
Students in the Puma Den rest after a long day of carrying heavy backpacks. Photo: Jacob Kauff
my backpack with my dominant hand because it hurt,” Solis-Calderon said. Even while carrying a backpack daily, there are ways to decrease the risk of possible injuries. Although appearing cool may be an important factor to some, carrying backpacks over one shoulder is not worth the increased risk of injury. Students who only use one strap are at a greater risk by having all the weight on one shoulder as opposed to balancing it across both. Even with the weight evenly
distributed across both shoulders and back, Tibbitts advised the recommended weight for backpacks to be no more than 10-15 percent of the persons body weight. Whether knowing of the risks, or simply not wanting to lug around a heavy backpack the whole day, some student choose to take their own precautions. “I try to keep my backpack as light as possible,” junior Justin Ting said. In doing so, Tibbits suggested to filter through by leaving
“I try to keep my backpack as light as possible.” —Junior Justin Ting
unnecessary things at home or in their locker, or to buy heavy textbooks online. He advised that after narrowing it down to the bare essentials, to pack the heaviest items closest to the back, which puts less weight on the shoulders. Tibbits also explained how the backpack should rest in the center of the back and not sag because that also puts more weight on the shoulders. It’s good to have a backpack that transfers weight from the shoulders to hips, and its ideal to have a backpack with a waistband or a hard structured frame. Although carrying a backpack is unavoidable, hopefully by following these steps it is possible to avoid potential back, shoulder and neck pain and keep a straight and healthy posture.
Items Carried on an Average School Day Illustrations: Micho Matuszewski
Percentage of U Prep Students with and without Jobs
63% No 56% have a job
44% don’t have a job
Illustrations: Leah Bell
100% No
Illustrations: Leah Bell and Micho Matuszewski
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University Prep • March 6, 2015 • Volume XXXI1 Issue 5
editorial
Sick of the Sickness While there have always been disputes over the necessity of vaccination, this issue has recently exploded in the news. And for good reason. When a family’s December trip to Disneyland resulted in a nationwide measles outbreak, little disputes about vaccinations, previously diminished to the simply hypothetical worst case scenario, suddenly became reality. People got more aggressive about advocating for vaccination laws and requirements. Those opposed to vaccination asserted their views with even more fervor. Because of this dispute nationwide, we thought that University Prep would have a similar divide in views, in proportion to the rest of the country. Yet U Prep has a very high vaccination rate, in comparison to essentially everywhere else in the nation, especially the rest of Washington. While we recognize why a parent would be hesitant to make any major health decisions for their child so early, especially with so many false rumors about vaccines, it is important for everyone to be vaccinated. U Prep’s vaccination rate, nearly 100%, is likely to keep us safe in school, but in order to be safe everywhere, more steps need to be taken. Laws need to be passed. In the vast majority of cases, we view health decisions as something to be decided by an individual or family. But regarding vaccinations, especially after an outbreak of something that was thought to be eradicated, it is unfair to put others at risk. Lawmakers need to take steps toward requiring certain vaccinations, rather than leaving it up to people who have been plagued by false rumors. Any decision that can potentially affect others’ health should not be up to personal discretion.
staff
Editors. . . . . . . . . . . . . . . . . . . . Kai Milici & Lacey Pike Data Manager. . . . . . . . . . . . . . . . . . . . . . . Jacob Greene Photographer. . . . . . . . . . . . . . . . . . . . . . . . . Jacob Kauff Entertainment Editor. . . . . . . . . . . . . . . .Annie Cohen Illustrator . . . . . . . . . . . . . . . . . . . . Micho Matuszewski Web Editors. . . . . . . . . . . . . . . . . . . . . . .Cole Kaufmann Shawn Owens Reporters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Leah Bell Annie Cohen Melissa Funes Isaac Glasser Jacob Greene Lila Luthy Lindsay McConville Mahir Piyarali Shawn Owens Jared Taylor Emma Van Deursen Jennifer Wen Hannah Zundel-Davis
got an opinion?
Puma Press welcomes letters to the editor and guest columns. Contact any of the students above or e-mail us at pumapress@universityprep.org.
join us online
You can view articles at uprepmedia.com or follow us on Twitter or Instagram at UPrepMedia.
English Curriculum: Positive Choices F or anyone going through the Shoreline Public School system, seventh grade is a year of many firsts. It’s the first year of middle school, the first year you have around 500 kids in your grade and the first year you have individualized classes. Finally I would have a designated block of time to focus on reading and writing. However, the English system that was in place discouraged Illustration: Micho Matuszewski me from devoting any more of my time to the subject than what was necessary to get a good grade. We were supposed to read one choice book every other month for a “book club” assignment. And instead of this encouraging me to read more books, I felt like it was pointless to pick up a book I wasn’t going to be reading for the project. There are lots of systems in place to try and instill a deep love for reading in kids, but a lot of them just aren’t working. According to a recent study, one of the reasons teens don’t read is because the books they are required to read are not in a genre they enjoy. Another reason is because some teachers focus on things that are not directly related to the book, like expecting someone to be able to remember mundane
details that have nothing to do with the plot. When teachers choose a complicated book and don’t provide guidance, students often become frustrated and confused. All of these things can make a teen loath reading. Instead of looking at the activity as something to do in one’s free time, it’s viewed as a chore, something one has to get done in order to be able to do the things they want to do. The U Prep English Department has hopefully found a solution to all of these problems. Juniors by Lila and seniors will be given Luthy the opportunity to select classes that are more accustomed to their interests and are being given more freedom to decide what they want to be studying. Instead of having students spend hour after hour discussing a book they are not in the least bit intrigued by, they are able to choose a course with topics they feel will be entertaining and beneficial to their learning. This new program will hopefully instill a love for reading and writing in all of us. I wish that I could start it next year and hope that at some point, the English department will consider this program for freshman and sophomores.
What Did You Say? Students across all grades increase their use of technology in communicating with friends near and far 883 Instagram Followers
Schoology Groups
W
The administration says it’s because the state of Washington requires students to have a certain amount of “learning hours” in a school year. Flex period’s count towards these hours and therefore take the place of early dismissals. Besides there being a learning hour requirement, many teachers dislike the early dismissals because it can mean teaching non-stop and then a full afternoon of meetings. I understand that early dismissals are hard on teachers and difficult to fit in because of these required learning hours. Yet I think there are ways to meet in the middle and fulfill student appeals while satisfying these requirements. Perhaps a few late starts could be cut or there could By Lindsay be events after school on McConville early dismissal days (or on other days). If it’s possible for some events like this to meet the requirements, students could be required to participate in/go to them once or twice a year. Though flex periods may be the easiest way to satisfy “learning hour” requirements, there are undoubtedly other ways as well. Flex periods do not need to be cut entirely either. Although it would be nice to have early dismissals every Wednesday, it isn’t too logical. Early dismissals prove to be helpful for practically all students. Having them once a month is nice, but it would be more favorable and useful to have them twice or even three times a month.
Random Trivia 2.0 -19 members. -For taking a relaxing break in a work-filled day. Known for trivia from around the world it can also be a quick brain workout.
Sophomore Zack Beitel’s Social Media Stats
Writer’s Space -14 members. -A group for sharing writing peices and getting inspireation for future works.
214 Soundcloud Followers
An example of the top social media sites that sophomores use.
St. Patrick’s Clique -21 members. -For sharing ideas and good luck charms on St. Patrick’s Day. Barrett Answers Questions -12 members. -Questions from when the homework is due to who played Anakin in Star Wars, Barrett or another representative will be there to help.
466 Facebook Friends
Let Us Out Earlier
ednesdays after school are the busiest time of the school week. Personally, I have sports that end past 8 p.m. which can make it hard to do homework. On these crammed evenings I try to do all my homework directly after I get home, but I still end up going to sleep really late. Not only this, but almost all of my core classes are on Thursdays. Early dismissals allow me to do most of my homework before I get home and not stress as much trying to get it done that Illustration: Micho Matuszewski night. Many students face similar challenges and those few times a year when there is an early dismissal prove to be extremely beneficial. Although it makes the schedule those days slightly more chaotic because every class is back to back, it’s all worth it. These are the days when students actually have a chance to de-stress and do stuff after school before extracurricular activities start. For many students those extra few hours are crucial for catching up on homework without having to cram it all in that night. Not only are early dismissals useful to students, we aren’t missing any classes! Only advisory and lunch get cut. So why don’t we have early dismissals more often?
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Volume XXX1I Issue 5 • March 6, 2015 • University Prep
67 Twitter Followers
73 Schoology Classmates
One Schoology Group to Rule them All -32 members -A giant Schoology group run by administrators of many of the other groups. Its initial purpose was to eventually be the one-and-only Schoology group. However, after some negotiations, it was decided that the group just be a sort of highway for Schoology groups.
Infographic: Micho Matuszewski
BY: MICHO MATUSZEWSKI
B
ack in the day, the only ways to talk to people were through the phone, passing notes, and face-to-face confrontation. It seems today, however, that “talking” to people just means that you send them a message online. Devices and social media can be useful tools, but they may be negatively changing the way students communicate. From time to time students will be on their phones or computers talking to their friends, even though they may be sitting next to each other. This trend has been noticed by teachers and students alike. Physics teacher Matt Palubinskas, being one of them, has seen this occur. “[I see] many students facing each other, but not looking at each other… they will each be independently on a device.” Palubinskas says that if he wanted to talk to someone when he was a freshman in 1981, he had to wait until he saw someone to talk to them if he didn’t have their phone number. Students say that there are a lot
of ways to connect with others besides face-to-face contact, and utilizing these allows them to connect with their friends more. When sophomores need to get in touch with each other, they “have a Facebook group and a Schoology group,” sophomore Charlie Cobb said. Cobb says that rather than telephone or faceto-face, he communicates with his classmates using social media whether it’s school related or not. Senior Lajhaya Lewis-Harrell said that the way she communicates with her friends has changed. LewisHarrell used to use social media to keep in touch with her friends. “Now, I text a lot more and see them in person,” Lewis-Harrell said. Along with most of the other students, Lewis-Harrell says that social media is used for
connecting with all of her friends while face-to-face is reserved for close friends. Language Training teacher Devin Wooten was a freshman in high school in 1998, where he says that the closest thing to text or social media that he had were chat rooms. “You had to log into chat rooms so it wasn’t one-person to one-person,” Wooten said. According to Wooten, the chat rooms or a landline phone were the only ways to talk to your friends when you weren’t at school. While most of the older students use Facebook and text, Schoology is popular in the freshman community. Not only is the site used for checking grades and due dates, but it has become a way for stu-
“I [see] many students facing each other, but not looking at each other.” — Science Department Head Matt Palubinskas
dents to stay in touch and share ideas. Freshman Zubin AbrahamAhmed is the creator and admin for the Schoology group “Writer’s Space.” “Basically people come to [Writer’s Space] to share their pieces of writing and to bounce ideas off of each other,” AbrahamAhmed said. Not all of these Schoology groups, however, are as academic. Some are there to take a little stress out of your day. For example, there is Random Trivia 2.0. The basic premise of the group is that there is at least one trivia question per day on anything from history to “Star Wars.” “We have six to ten [posts per day],” freshman Alexander Lewis said. Lewis is the founder of the group and is in charge of general upkeep. Along with fellow administrators, Lewis strives to make a small break in everyone’s day. Whether it’s face-to-face, Facebook or Schoology, the students at U Prep all have unique and efficient ways to interact and communicate with each other.
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University Prep • March 6, 2015 • Volume XXXI1 Issue 5
Senior Kaeley Pilichowski spends her free period getting ahead in her studies. Students with learning differences often have a harder time than others in school getting work done. Developing study tricks can make scholwork easier.
Photo: Jacob Kauff
Differences Don’t Detract
Students with learning differences adapt to succeed academically BY JEN WEN AND EMMA VAN DEURSEN
T
aking a test can already be hard, but adding a learning difference can make any easy task seem virtually impossible to complete. A big portion of students at University Prep is affected by a learning difference. These students with a learning disability can often have a harder time focusing and learning in class. Learning Resource Coordinator Jane Cutter believes that there are around 80 to 100 people at University Prep this year with learning accommodations. Cutter doesn’t believe that there are normal learners and different learners. “Everybody is unique as a learner. There are just some students who are diagnosed with a learning disability,” Cutter said. Cutter doesn’t think that a learning difference has to impact a student’s academic career at all. “A lot of our students with
learning differences are our top students. It really depends on the student and what difficulty [they] have,” Cutter said. While each learning difference is unique, they all target similar areas. Dyslexia by definition affects reading and language, but it can also affect writing, spelling and organization. Sophomore Hana Neutz has both dyslexia and dysgraphia, affecting both her writing and motor skills. Both of these learning disorders make certain tasks harder to complete in a short amount of time. “Having dyslexia and dysgraphia impacts my learning a lot because I have to take extra time [on tests] which usually cuts into my lunch or other periods where I could be studying,” Neutz said. Neutz feels that U Prep does a great job at accommodating students with learning differences. “I took language training for two years, and that definitely helped
Get to Know These Differences ADHD (Attention-deficit/hyperactive disorder) - includes difficulty staying focused and paying attention, difficulty controlling behavior and hyperactivity. APD (Auditory Processing Disorder) - causes people to not recognize subtle differences between sounds in words, also find it difficult to tell where sounds are coming from. Dyscalculia - affects a person’s ability to understand numbers and learning math facts. Dysgraphia - affects a person’s handwriting ability and and fine motor skills. Dyslexia - affects a person’s reading and language based processing skills.
said. Going to teachers for help can create better relationships between them and the students. This allows teachers to have a better understanding of how to work with each student, whether or not they have a learning difference. Students with learning differences often find tricks that help them overcome any obstacles they may encounter. “I’ve always been better at memorizing song lyrics as opposed to anything else, so I learned my times tables with a CD that had different songs on it about the tables,” Pilichowski said. After learning to deal with the challenges that come with having a learning disability, students can then find the best way to learn, making them more successful and efficient in their academic career. Every student has trouble learning certain things. The key is to get help from others and find ways to overcome the obstacle.
me a lot,” Neutz said. Neutz doesn’t believe that U Prep needs to change their accommodation’s system at all. Senior Kaeley Pilichowski agrees that U Prep has done a great job helping students with learning differences have an easier time at school. “If I went to any other school I don’t think they would understand a lot of the things I have trouble with, as well as U Prep does,” Pilichowski said. Sometimes doing it on your own isn’t sufficient. Students may find that going to teachers or peers for help can benefit them a lot more than trying to work on it by themselves. Pilichowski has specifically felt that History Teacher Abigail Hundley has supported her significantly throughout her career at U Prep. “Ms. Hundley really helped me work on formatting and writing my essays during sophomore year as well as always giving me great feedback to improve,” Pilichowski
“If I went to any other school, I don’t think they would understand the things I have trouble with.” —Senior Kaeley Pilichowski
Learning Differences: Not Evenly Split According to the Learning Disabilities Association of America, there are more men with learning differences than women. Women with learning differences Illustration: Matuszewski
34%
Men with learning differences
66%
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Volume XXX1I Issue 5 • March 6, 2015 • University Prep
Scheduling Stress Students take free periods to help manage their workload BY SHAWN OWENS
I
have a friend who is taking three academic classes, and one independent study,” Senior Carlin Cherry said. The intensity of a student’s schedule plays a large role in their high school experience. Some students take many free periods, while others take as many academic classes as possible. Among those students who take relatively harder course loads is Cherry, who came to University Prep in her junior year and has enjoyed the school’s wide variety of course offerings. “U Prep offers a lot of really cool classes,” Cherry said. “I’ve never taken a free period.” However, taking only academic electives without any free periods can be overwhelming. Advisor and math teacher Sarah Peterson encourages students, especially juniors and seniors, to take at least one free period each semester. “I’m really kind of a free period stickler. If a student doesn’t choose a free period each semester they really need to convince me that it’s the right thing for them,” Peterson said. Sometimes if she believes students are overburdening themselves, she will not sign off on their schedule request. Cherry thinks that a schedule without a free period is manage-
able, as long as the student stays on task and isn’t overburdened outside of school. “I guess it depends on whether you are a motivated student. I think you can do okay without a free period, but it might be different for people who do a lot of extracurricular stuff,” Cherry said. Senior and PumaTalks founder Esa Tilija, agrees that free periods can help students find time for both school and extracurricular activities. “I use my free if I’m doing club stuff. I can get my work done for PumaTalks and facilitators at school, instead of after school,” Tilija said. In Tilija’s opinion it is important to take some free periods. “I think it’s important to leave some time for free periods or creative classes, because in my experience, having only academic classes can be really stressful,” Tilija said. “Also you sometimes just end up in a situation where you might not be able to put as much time as you want into all of them.” Cherry has decided to take no free periods her senior year in part because the challenge will help prepare her for college. “Because I’m still in high school everything is a bit lower pressure than when I’ll be in college,” Cherry said. “I think that getting that
Students use free periods for a variety of tasks ranging from studying to just Netflix watching. Photo: Jacob Kauff
introduction to the harder stuff while I’m still here is going to help me in college. And also getting slightly lower grades second semester senior year won’t affect me too much.” For senior Sohrab Seera, free periods are important for being able to do well in school while still participating in extracurricular activities. “Sometimes we will have late practices for basketball, or some-
thing will just come up, so it’s really nice to have a free period,” Seera, who is taking two free periods this semester, said. For most students, taking at least one or two free periods is useful, but others prefer to take advantage of all of U Prep’s academic opportunities. Ultimately the flexibility of U Prep’s schedule system allows students to adjust their workload to a suitable amount.
How much free time do you have?
The Puma Press polled seniors to see how many free periods they took during their time at U Prep, and how many of those they took during their senior year.
How many free periods have you taken while at U Prep?
How many free periods have you taken this year?
1-2 Free Periods
16%
0 Free Periods
9%
3 Free Periods
25%
1 Free Periods
25%
4 Free Periods
50%
2 Free Periods
66%
5 Free Periods
9%
“U Prep offers a lot of really cool classes.” —Senior Carlin Cherry
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University Prep • March 6, 2015 • Volume XXXI1 Issue 5
It’s Not Just About You Why getting poked with a needle is good for the community
BY JACOB GREENE AND MAHIR PIYARALI
F
rom January 1 to February 13 there have been 141 reported cases of measles within the United States, of which four were in Washington State. Ironically stemming from the “Happiest Place on Earth,” the outbreak originating in Disneyland in California has spread to an estimated 17 states. If the outbreak were to continue to spread at a similar monthly rate, there would be roughly 1225 cases for the year 2015. This amount is almost double that of 2014 and would be an outbreak, the likes of which has not been seen since measles was declared “eliminated” by the CDC in 2000. Though these numbers may appear frightening, there is a simple solution to this problem. Having first been widely distributed in 1968, the measles vaccine leads to immunity in 85 percent of children nine months of age and 95 percent of children over 12 months of age. Despite the the overwhelming evidence in favor of vaccines, many children do not receive their vaccinations. In order to become exempt by the state from vaccinations, a child must receive a letter of exemption from their doctor proving that they understand the risks they are assuming by not getting vaccinated. In Washington State, these letters can be issued for one of three reasons: religious objection; if one has a theological belief that contradicts imm unization, they do not need to be vaccinated, a medical exemption such as to an allergy, or a moral objection; a belief that vaccines are unethical and morally wrong. All schools in Washington state either require that enrolled students receive the proper vaccina-
tions or present this letter of exemp- in the school, because there is no tion. Proof that such measures have one to carry it,” Smith said. Essenbeen taken must then be presented tially, when the vast majority of to the state. Though roughly 300 the community is immunized, it is independent schools in Washington the same as the entire community have not submitted this information being immunized. to the state, University Prep defies Against all odds, what if an the pattern. outbreak were to occur at U Prep? “When a student is first admitted, Thankfully, the school is preparing [U Prep] either needs a certificate a plan in case of such an emerof immunization, or a certificate of gency. exemption,” Main Office Coordinator “[The Safety Committee] has Linda Smith said. talked about this, and has been Smith, who also serves on the emailing,” Smith said. “For now, school’s Safety Committee is the one [the school] could make do for a responsible at U Prep for making couple days if we needed to.” Due sure every enrolled student has reto the recent increase in concern, ceived the proper immunizations (or Director of Academic Technology has provided a letter of exemption). Jeff Tillinghast has been working If the situation calls for it, she is the to ensure that U Prep has the opone who follows tion of teaching up with parents remote classes “It is not just an inwhen student in the unlikely vaccination event of an outdividual question of information isn’t break. up to par. U Prep Director of rights, it is a question Upper School adheres to state law regarding Ken Jaffe, of civic obligation” immunizations, believes that no more, no less classes —Representative moving – meaning that if online for the state reof time Reuven Carlyle period quires it, so does would not lead the school. to a decrease U Prep is a highly vaccinated in student learning. “I personally school, boasting an immunization believe that we are able to stay on rate of 97.6 percent. This high perthe academic trajectory if we need centage means that, though there to learn from home for a couple are still a few unvaccinated students, weeks,” Jaffe said. the likelihood of an outbreak within Though there are measures in the student population is extremely place to protect students in case of low due to the herd effect. an outbreak, the most important The herd effect describes a phelines of defense are the students nomenon that occurs in a population themselves. Senior Kaeley Piliwhere the vast majority are imchowski places her trust in the mune. This portion of the population professionals, recognizing that protects the few still susceptible to they have her best interests in disease by providing an environment mind. in which infection cannot easily “The doctors are more educated spread. than me when it comes to vaccines, “The odds are low that that one so if they think it is important, student will get sick from someone then I think it is too,” Pilichowski
said. Pilichowski concluded that though she may not enjoy getting a needle stabbed into her arm, it is for her own good, as well as that of the community. As a politician, Washington State Representative Reuven Carlyle is surrounded by talk regarding the recent outbreak in Disneyland. On a personal level, he is a staunch supporter of vaccinations, an opinion which he shares with many. “There is a strong, compelling, even overwhelming sentiment that [getting vaccinated] is responsible, that is evidence-based. The overall individual and societal value of vaccinations is compelling and clear,” Carlyle said. The dispute surrounding vaccinations is fairly clear cut. Immunizations are viewed as either a civil liberty or a step that must be taken for the sake of society. Political actions seek to answer this question. “We have legislation that would withdraw the ability of parents to decide not to vaccinate their children for either religious or personal, moral objection in the context of parents and children in public settings,” Carlyle said. This legislation was brought about by the concern stemming from the Disneyland outbreak. Carlyle said the reaction in Olympia was “deeply distressed” and “frustrated.” “When parents put up a resistance to acknowledging their public responsibility to other children and to society at large, it is not just an individual question of rights, it is a question of civic obligation to others,” Carlyle said. In short, Carlyle views getting vaccinated as essential to being part of a community. By not doing so, you are putting at risk those around you.
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Volume XXX1I Issue 5 • March 6, 2015 • University Prep
THE BIOLOGY BEHIND VACCINES Step 1
Step 2
Step 3
Step 4
Crippled pathogens are injected into the bloodstream.
The body mounts an immune response to crippled pathogens.
Immune system remembers how to combat the pathogen for future reference.
When reinfected, the body mounts rapid immune defense without symptoms, known as immunity.
MYTH vs. FACT
1
The facts
2
The facts
3
THe facts
4
THE FACTS
5
THE FACTS
MYTH number
Vaccinations lead to Autism
MYTH number
Vaccinations have unknown, long-term side effects
MYTH number
Due to the herd effect, you never need to get vaccinated
HOW MANY PEOPLE ARE VACCINATED? MYTH number
Compared to the rest of the state and the country, U Prep has an amazingly high percentage of students that are vaccinated.
84.3 UNITED STATES
%
85.2 WA STATE
%
97.6 U PREP
%
Vaccines contain mercury, which is dangerous
MYTH number
If you are vaccinated, you will never contract that disease Illustrations: Leah Bell & Micho Matuszewski Source: www.CDC.gov
The 1998 study that stated this has been rebutted and been proven false. The paper has been retracted by the publisher. There is no proven link between autism and any vaccination.
The worst side-effects of a vaccination are either a sore arm or mild fever. A person is much more likely to get hurt/sick from a vaccine-preventable disease, than the vaccine itself.
The herd effect is a real thing and can keep you safe. However, because there is still a percentage of people that can carry the disease, it is safer to be vaccinated.
There is a preservative in some vaccines called Thimerosal. This preservative contains 50% mercury. However, children under the age of 6 are not allowed to get a vaccine that has been preserved in Thimerosal, and as an adult, you can get Thimerosal-free versions of the vaccines.
Getting vaccinated does help prevent diseases, however there is a (very) small chance that the disease can mutate anf you can still get the disease you are vaccinated from. Illustrations: Leah Bell & Jacob Greene
10
dining out
University Prep • March 6, 2015 • Volume XXXI1 Issue 5
Quality at a Price The açaí bowls at Jujubeet exploded with colorful fruits and delicious flavors. It was the perfect meal for a sweet but healthy tooth, but at a price.
Photo: Lindsay McConville
Fresh food for a healthy kick BY JEN WEN AND LINDSAY MCCONVILLE
F
resh, clean and fruity, that’s the scent that wafted out of Jujubeet, a little smoothie cafe tucked away across the street from University Village. When we stepped in we were pleasantly surprised with the small, but open atmosphere and the simple and bright decorations. Each wooden table was well-paired with vibrant red chairs and nice potted succulents, giving the
space a happy, natural vibe. The big windows brought in an ample amount of natural light, really opening up the space and making the inside feel lively. We were greeted with a genuine smile and wonderful hospitality by the cashier. She explained to us all about their healthy, allnatural sweets. Most customers were young businessmen or women, grabbing a quick healthy snack or healthy meal on their break before head-
ing back to work. Smoothies, healthy sweets, salads, wraps and açaí bowls make up most of their menu, all options perfect for any health kick. We both opted for the açaí bowls and sampled a raw cinnamon ball along with a piece of raw chocolate infused with cashew bits. The cinnamon ball was a blend of raw organic dates and nuts covered in a dust of cinnamon. This little snack provided a great boost of energy as well as satisfying our sweet tooth. The raw chocolate brittle was the best treat for anyone who craves healthy chocolate. It was the healthiest and purest form of dark chocolate, tasting rich with a hint of sweetness. Wraps and salads were made with a plentiful amount of fresh, organic vegetables. After waiting for quite a bit of time, our açaí bowls were finally made and brought out to us. We were instantly surprised at the heaping amount of food bursting with color and made with a great
refreshing blend of açaí, fresh fruit, nuts and homemade granola. It proved to be the perfect lunchtime meal. Their smoothies and juices were the kings of healthy eating. Filled with all natural ingredients, these smoothies can work as a meal, a snack or just as a hydrating beverage. Unfortunately this nutritional super food does come with a price. The açaí bowls are $9.50 and most of the smoothies are just as pricey, ranging from $7 to $12. Despite the expense, Jujubeet is the perfect healthy cafe to go to when you’re in the mood for a healthy juice or meal. The combination of their natural foods and friendly customer service will easily brighten your mood on a bad day.
We were instantly sur prised at the heaping amount of food bursting with color.
Final Grade: B+ Though the food was delicious, the high costs and the long wait make this not a regular stop.
Hours
Monday– 1-9 Tuesday—1-9 Wednesday—1-9
Will Smith stars in this must-see movie filled with extravagant cons and unlikely romance
BY MELISSA FUNES & EMMA VAN DEURSEN
T
he movie “Focus,” starring Will Smith and Margot Robbie, was as unpredictable as it was entertaining. In this film, Nicky (Will Smith), a veteran con artist, takes a novice con artist named Jess (Margot Robbie) under his wing. As he teaches her his best tricks of the trade, the two slowly become romantically involved. At the end of their0 job Nicky decided Jess had gotten too close, and Nicky ends their relationship on a poor note and disappears.
The movie picks up three years later and Nicky is back at it, working a dangerous scheme when Jess shows up as a high class female fatale. She also happens to be Nicky’s employer’s long term girlfriend. From there, the two ex-lovers experience the twists and turns of seeing each other again, and attempt to stay away from eachother. Jess appears to be throwing Nicky off his game, at a time where he can not be distracted. He is also attempting to pull off the biggest con yet, in the
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movie review1111
Volume XXX1I Issue 5 • March 6, 2015 • University Prep
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world of racing. This movie contained a little bit of everything. It had action, romance, mystery and we never knew what was coming next. Although the beginning was a little bit slow, the second half of movie made up for the slower start. There were so many abrupt plot twists throughout the movie, specifically in the last fifteen minutes. As soon as we thought we had figured something out, another curveball was thrown in the plot, making it hard to tell what was ever going to hap-
pen next. This led the plot to somewhere we never would have guessed but somehow fit perfectly with what all the madness happening. Will Smith was a perfect fit for the character of Nicky: Humorous, serious, interesting and complicated. At the end of the day, the movie was entertaining, fun, enjoyable, and surprising. With all of the romance, and action from the cons, there was rarely a time when we were bored. It is highly recommended, as we would give it 4 out of 5 stars.
The movie was entertaining, fun, enjoyable, and surprising.
12
student life
University Prep • March 6, 2015 • Volume XXXI1 Issue 5
Annie’s Diet Disaster
A sugar addict attempts to takes on the raw food craze
1
BY ANNIE COHEN
T
he last straw was when I caught myself eating five candy bars two days in a row. That’s when I flashed back to getting a smoothie at a health food restaurant a few weeks ago. While I waited for my smoothie, I had picked up a book from their display. The book promised more energy through a diet of only raw foods. Reading this inspired me, but at the time I thought I wouldn’t have the motivation to stick with it. But after the shame spiral brought on by the sugar high, I had the drive necessary to begin the diet. The official guidelines of a raw food diet are that food cannot be cooked at a temperature higher than 115° F. This allows you to warm up your food to a degree that does not kill important enzymes. According to Cathy Wong, an alternative health expert, a deficiency of enzymes from food can cause digestive problems and weight gain, over time. This rule eliminated a lot my favorite foods, including cooked meat, rice, milk and yogurt. Some raw foodists choose to eat raw meat as a source of protein, however consuming uncooked meat comes with a high risk of disease. The main sources of energy are fruits, vegetables, nuts, seeds and grains. At first, the diet went really well. I found recipes to make salads, smoothies and wraps online. I noted that my sugar cravings had lessened, after just two days. One downside that I noticed was how much extra time and money I was spending on buying and preparing my meals. As a high school student with a heavy workload, this quickly became problematic.
Health Food Restaurants
faculty life1313
Volume XXX1I Issue 5 • March 6, 2015 • University Prep
Moses’ Moment
Physics teacher Moses Rifkin deals with hateful criticism from Fox News better because I don’t think that this curriculum is perfect. What has the best of the media? I have just been blown away with the support. I expected the school administration to say okay we support you but take it down. They almost did the opposite by saying we support you now what can we do to help you. Teachers alumni, students, parents that I have never even met, everybody is just extremely supportive.
Thrive, Ravenna
2
Healeo, Capitol Hill
3
Would you say that you have benefited from Fox News displaying your opinion? This has been the other best part is that I really believe in this curriculum and the work that I am doing, and now there is a lot more attention to it. People who can do this work and are frustrated like I was frustrated. I think weirdly it spread what I was trying to say much more widely than I could have ever done on my own so it that sense, thanks Fox, for really getting my education plan out there.
Chaco Canyon Cafe, University District
Junior Annie Cohen tries to find food at the grocery store for her raw diet As I reached Day 3 of my diet, I began to slip. It was the weekend -- by that I mean Friday at 5 p.m. -- when I first caved. I was eating with my friends and I didn’t want to impose on them and their families, so I became more lenient with the diet. This turned into a decision to take the whole rest of the day off. If I was going to break the diet once, I might as well just take the day off, right? Two bags of candy and one bowl of ice cream later, I was
pretty disappointed with myself. I had only lasted two days. I tried to restart the diet the next day, but I no longer had the motivation that I had started with. I went to Red Robin with my friends and while normally I’d order a double cheeseburger and milkshake, the only raw option on the menu was a sad Caesar salad. Then I relapsed a few more times on candy over the next few days, until
Two bags of candy and one bowl of ice cream later, I was pretty disappointed with myself.
Photo: Jacob Kauff
eventually giving up. One of the hardest parts of the diet was trying to find enough protein and hearty foods to eat. With a diet of mainly fruits and vegetables, I had to get creative with my meals. I added protein powder to my smoothies and mixed almond butter into some foods, however I never felt completely satisfied and full. With a lot of motivation, time and money, this diet might be possible. But personally, I couldn’t stick with it enough to receive the full benefits. Although I couldn’t keep up the diet, I believe I have a greater consciousness of what I’m eating. Lately I have found myself picking up an apple instead of reverting back to old habits of consuming large amounts of candy.
4
Blend Organic Juicery, Ballard
5
Evolution Fresh, University Village
6
The Juicy Cafe, Capitol Hill
Get Creative: Yummy Raw Food Recipes Smoothies
Raw Pad Thai
Lettuce wrap
I experimented with different kinds of smoothies. A few ingredients that I used were strawberries, raspberries, blueberries, kale and banana. In order to make it more filling, I added protein powder to the mixture.
Although this pad thai calls for a fair amount of time and preparation, it’s well worth it. Instead of cooked noodles, I used shredded carrots and sliced up bell peppers, cabbage, cilantro, lime and a few other vegetables. The sauce is what gave the dish the flavor of pad thai. I used ginger, sesame seeds, almond butter and other ingredients to make the flavorful sauce that was mixed in with the vegetables.
I wrapped chopped up carrots, peppers and cucumber in a large leaf of lettuce. Although it’s not raw, these wraps would also taste good with hummus inside.
Physics Teacher Moses Rifkin hands out rubber bands while teaching his senior physics class. Photo: Anna Letson
“It was a
crazy experience, but the support made a huge difference.” — Physics Teacher Moses Rifkin
BY MELISSA FUNES
P
hysics teacher Moses Rifkin was caught in a bitter debate last week. Started by Fox News and the National Review, it was centered around a unit in one his senior quantum physics class. Can you describe your six-day learning curriculum? I do it with my seniors each year in March, and it revolves around the question: Why are there relatively few black physicists? So I looked up the numbers, and only 3 or 4 percent of the physicist population is black. So there is clearly a gap. If you’re white in America you are three times more likely to become a physicist. What do you strive to teach in
your class? I think there are two answers and the first is that the physics I teach my students is more than how to figure out what the answers and the equations are. I think we should be talking about the people who do physics and the ways in which who they are influences what they define as physics., because in my opinion you will teach physics differently if you are white. I think I am teaching physics but at the same time I am teaching about diversity What was the process and how did the media catch wind of this and then blew it up? It was crazy, I basically hit send and posted this blog post which laid out my ideas and plan of
the six day curriculum. I sent it out on twitter, the person who controlled the blog sent it out on their twitter and it just got retweeted and retweeted. Next thing I knew a Missouri conservative education blog was talking about it. Basically forty eight hours it had gone from something a few people would see to a having 1,300 comments. Then on Wednesday was when Fox News ran their segment. What has been the worst of the media? The worst part is really small. The sad part to me is that I did not get a chance to get the thoughtful criticism that I would have hoped for. Nobody wants to talk to me about this,and I do actually want to talk. I want to be
What is the purpose of education in your mind? I need to be able to answer that if I can’t answer that then it’s like okay well what am I doing. I want to help students become part of this world, you gotta be smart, you got to know what’s out there, you got to know who you are and I am trying to teach students to do that. The other thing is I am trying to help students find out what world they think should be out there for themselves. Would you still like to incorporate more diversity in your teaching of physics, I think there is more to the story then we are sharing with you. It does not have to be a full unit to be able to talk about it. If we are not talking about it then we are almost teaching you the opposite, then I feel we are almost saying that if you are not a white dude you won’t be a physicist.
Student Reactions to Fox News and the National Review “So proud of Moses and our school for standing up in what for what we believe in! We all stand behind you.“ —Junior Merone Hadush
“Very proud of Moses and the rest of University Prep, standing by our beliefs.” —Sophomore Blythe Eickerman
“I just want to congratulate Moses on how well he’s handled all this.” —Freshman Levi Homman
“So proud of Moses for standing up for what U Prep believes in! Moses is an amazing teacher. We all stand behind you.” — Sophomore Hana Neutz
14
sports
University Prep • March 6, 2015 • Volume XXXI1 Issue 5
sports1515
Volume XXX1I Issue 5 • March 6, 2015 • University Prep
Injured in Action The inside story of how U Prep student-athletes get injuries and handle the recovery BY JARED TAYLOR
W FROM LEFT: Senior Jeff Garcia takes a layup in pre-game warm-ups; Junior Cleo Selander dribbles the ball up the court. Photos:Yearbook
Another Kind of Shot Another thrilling basketball season draws to a close, and all five Upper School teams emerge with irrefutable success By ISAAC GLASSER
Y
et another exciting season of Puma basketball draws to a close, as quickly as it began. For the five U Prep Upper School teams, it was an eventful, exciting season full of many thrilling victories and just a few agonizing defeats. To say it was not a successful basketball season simply isn’t true. The Varsity Boys and Girls teams, along with the JV Boys and Girls teams and the JVC Boys team finished with a combined record of 63 wins and a mere 16 defeats, as each of the five teams amassed a winning percentage of at least .700 (or 70%). As you would expect, for each team the season yielded many exciting stories. Senior Julia Bobrovskiy, who played on Girls Junior Varsity this past season, talked about her favorite team moment from the last game of the year. “It was my last basketball game as a U Prep student, and we were going down to the last minute of the game,” Bobrovskiy said. “Some of my teammates
Combined Team Records: 2013 vs 2015
yelled ‘pass the ball to Julia,’ as they knew it was my last game. It came down to the last couple of seconds and Emily [Weintraub] passed the ball to me, even though she had a clear lane to the hoop. I shot [from the elbow], making my last shot.” The JV girls team finished an unblemished 14-0, the only one of the five Upper School basketball teams to finish the season without a single loss. “At first I wasn’t quite sure that everyone would get along on the team,” Bobrovskiy said. “But as the season progressed we got much closer as a team, and that helped us win games.” The JV boys, meanwhile, finished the second best of all U Prep teams, with a final record of 15-2. After dropping the first game of the season, the JV boys won 15 of their next 16 games, losing only to Lakeside, a school with 558 students in its upper school. By comparison, U Prep has a mere 314. “Our first game we really only had six players, so, I wouldn’t really count that as our whole team,” Junior Cole Thompson
said. Thompson has played basketball all three of his years as an upper school student. “Overall you know, we executed most every game, all the close games we seem to have won.” Additionally, the boys won two games on buzzer beating shots, one of which came against rival SAAS. Despite the immense success of both of the JV teams, drawing the crowds were the Varsity teams. Despite each ending their season on disappointing notes, the two U Prep Varsity teams finished with a combined record of 30-11. The Varsity Girls team managed a ten game winning streak at one point during their season, tearing up opponents over that streak and outscoring them by a combined score of 466-205. On February 6, the Varsity Boys team was 14-3 and heading into a big home game against rival SAAS. Within the next 11 days, the team’s record had fallen to 14-6, their season ending on a crushing 56-55 home loss to Mount Baker. Losses to league opponents SAAS and Overlake left a salty taste in
52-27-0 2013
their mouths. Even the JVC boys, a team that won only a single game during the 2012-2013 season, finished with a 7-3 record. During their 1-9 season, the JVC boys lost twice to Northwest. This past season, the JVC boys beat Northwest by double digits on three different occasions. In fact, of all five teams, the JVC boys team underwent the most drastic improvement in win percentage from two seasons ago. There were many ups and downs during a season which saw each of the five Upper School basketball team’s finish well above .500. Here’s to hoping each team’s success will continue to rise in the coming years.
While immense overall team talent has remained a sure thing, recent trends reveal that the success of U Prep basketball is on the rise.
“As the season progressed we got much closer as a team, and that helped us win games.” —Senior Julia Bobrovskiy
63-16-0 2015
hen watching a sports game, have you ever stopped and realized ust how many injuries there are? You’d be surprised how many people get hurt while trying to enjoy their pastime; concussions, fractures, broken bones, the whole lot of them are just waiting to happen in one innocent game. Director of Athletics Rebecca Moe takes special precautions when a student-athletes get injured. “Anytime someone gets injured, my first response is caution because the health and safety of our kid is our one priority.” Moe said. “I hate to see kids get injured and we always try to reevaluate how the injury happened and we do anything we can to prevent it.” Northwest Schools all attempt to prevent these sports injuries by taking players who seem to be injured out of games, however, there are still some exceptions even if they are injured the player is sent back out into the fray where they are susceptible to more injuries. Sophomore Brittany Carter
almost faced a similar issue, when a basketball had hit her head hard. “I don’t think [my basketball coach] was going to take me out at first,” Carter said, “until [then] it looked like I was still trying to catch my balance and he realized that I needed to go out on the bench.” These injuries aren’t just
“The health and safety of our kids is our number one priority.” — Athletic Director Rebecca Moe limited to high schools sports programs either; many if not all sports programs – ranging from those here at U Prep to professional sports – may encounter a damaging injury they weren’t expecting to take place.
At U Prep, there have been many sports related injuries that have hampered players’ everyday life outside of the sports world. Junior Idalia Kaplan – who had her leg broken in a basketball game – encountered many day-today struggles with her injury. “Things like getting upstairs – it takes twice as long and three times as much energy. Not being able to walk around, even for something like going across the room and throwing something away is hard.” Moe said “We are always making surethat are kids stay healthy, because that is the most important thing – that they are healthy and they’re safe, and that matters a lot.” As for the students who have been injured, they are hoping to soon recover so they can return to doing what they love again. “With physical training and physical therapy, I feel like I feel more confident about my recovery everyday,” Kaplan said, “I’m going to prepare from the moment I’m allowed to play basketball in June, until the day the season starts to have the best season I can have. For myself and for my team.”
What Do You Think is the Most Common Sports Injury?
Photo: Jacob Kauff
Senior Treon Triggs gets a hand brace after injuring himself in his final basketball game. Many other U Prep students have encountered injuries from their respective sports.
What Are the Most Common Sports Injuries?
BROKEN BONES
CONCUSSION
CRAMPS
SPRAINS
OTHER
SPRAINS
OTHER
26%
17%
17%
7%
CONTUSIONS
FRACTURES
33%
CONCUSSIONS
39%
27%
13%
12%
9%
Source: University of Colorado-Denver
16
back page
University Prep • March 6, 2015 • Volume XXXI1 Issue 5
Heard in the Hallways (Yeah, we were listening.) “He looks like a turtle... or a thumb.”
“Your fork burned me in a strange place.”
“Yes! Let’s all conform to being non-conformist!”
“I want to hug this lamp.”
“You sound like a four-year-old smoker.”
“Why are you so old and crabby?”
“Could you imagine if rhinos were polkadotted?”
“Another fabulous donut graph goes here, amiright?
Fox News Article Ideas Drawing By: Micho Matuszewski
Rants • Juniors are taking the SAT soon • Ski bus is over • Mid-winter break is too short • Fox News makes you stupid • Its so cold in here!
&
Raves • Spring Break is almost here! • Mock Trial is going to State • First quarter is almost over • Spring sports have started • Founders Day cupcakes were really good! • The Tolo theme is neon!