Raven Report 2022-2023 Issue Cycle 1

RAVEN REPORT

SEQUOIA HIGH SCHOOL NEWS MAGAZINE

VOLUME XVII, NO.1 // NOVEMBER 2022

EDITORIAL: SHARING FIGHTS FOR ENTERTAINMENT REFLECTS THE DIVIDE (pg. 19)

Spotlighting diverse casts in theater

BY NICHOLAS LAWRENCE & ALEX COTTRELL Staff Reporters

The bell rings. Thousands of students stream out from all the classrooms at Sequoia. While some go to practices for sports to Sequoia’s fields, some go to parking lots, and some go to after-school club meetings, a small contingent of students go to Sequoia’s Carrington Hall. Drama supervisor Talia Cain shouts stage directions from the center, as students from all parts of Sequoia run about the dark foreground. Students recite their lines, and some manage the lights from the catwalks that spread across the Carrington ceiling. This energetic scene, visible at Carrington Hall from 4 to 5:30 p.m. everyday, was not always the case.

Drama has morphed into something new over the past few recent years, with more people participating in Drama than ever before. While Drama is undergoing change, there’s still a lot of work to be done, especially with diversity and inclusion.

Talia Cain first arrived at Sequoia Drama on Zoom during the 2020-2021 school year. Prior to the 2020 school year, Daniel Broome, a former teacher at Sequoia, ran all Sequoia Drama programs. When Cain first came to Sequoia, the only class available for Drama was Stagecraft. Stagecraft primarily dealt with the workings of theater and was less focused on acting. A lot of Drama activity was limited to the Drama Club and extracurricular activities that could not offer the same structured experiences that classes have. This led Drama to be less accessible, since the lack of formalized training or schedules often scared away novice actors.

The stigmatization of Drama is an important part of the growth conversation, as the perspective that Drama is only a

small clique of hyper-dedicated kids is very common amongst Sequoia students. This hurts Drama, as people have traditionally only entered Drama from close friends and family, and people rarely joined after freshman year. At least, that is the perception.

“I think students should not put the program down. Because I’ve heard a lot of people say, ‘you’re just theater kids. What are you good for?’ Students shouldn’t do that, they should uplift one another. And here in Drama, there is a sense of a small community,”Valerie Olayo, junior and Drama Club president, said.

This sentiment has been reinforced through the actions of Drama as of recent as well, hosting inclusive coffeehouse nights and expanding the accessibility of the program through individual classes and clubs. Drama has expanded, offering many different ways to be part of the community. There’s the Drama classes, a club, and the performances put on, which don’t require people to be part of the class or club.

One issue that clouds Drama is the stigma that’s put on students who do theater.

“I think that if people were to come and see that and not just base us on that stereotype that’s been put on us, then they’ll think ‘This actually seems likew a fun thing that I’d be willing to do.’ Again, Drama isn’t just about acting or producing or directing or writing. It’s also about lights, sound, mics, [...], they don’t need to act or write a play or direct play,” Olayo said.

However, there’s still progress to be made. Drama always needs more members, especially to harder-to-reach populations. “Drama needs a little more diversity because there aren’t many people of color in Drama. I am one of few people of color in there,” junior Janmarco Flores said. This is one issue that Drama has historically failed to address in the past, and there is still a long way to go.

While Drama is a unique activity, different from other sports, lessons can be learned from the marketing of other activities.

A critical aspect of getting people to join Drama is awareness about the program. “I think we just need more advertisement, because a lot of I think is the same for all high schools, where a lot of the sports, especially football, are more in the spotlight than any other extracurricular. So, I think that spotlight needs to include more people and more clubs, because high school isn’t just about sports or football. It is a big chunk of our high school experience,” Olayo said.

“When Mr. Broome retired, his class became Drama II. Right now, there are over 60 students enrolled in Drama classes between those Drama I and Drama II, and the Drama Club has grown. Furthermore, our production right now is involving around 100 students in both the cast and the crew,” Talia Cain, Drama supervisor, said.

However, this growth has not come without effort. More specifically, the Drama

Talia Cain directs drama students

I’ve heard a lot of people say, ‘you’re just theater kids. What are you good for?’ Students shouldn’t do that.

Valerie Olayo, Junior and Drama Club president

“

Club has created new initiatives to bring students, one being Fall Coffeehouse Night.

“We had students sign up to be baristas, where they would make coffee, coffee drinks, hot chocolates, or tea for our patrons and sell it, and then we had students sign up to perform. Anyone could have signed up to perform; they could have been a student in drama or not a member of Drama Club, it was open to anyone,” Cain said.

The Fall Coffeehouse Night was very successful for drama at bringing new students in. The inviting nature of a coffeehouse night provided a safe medium for Sequoia students. “It was a lot more successful than I thought it would be,” Cain said.

This is the first time that Sequoia Drama has undertaken an initiative like this. Prior to the arrival of new Drama supervisor Talia Cain, Sequoia Drama often limited the amount of outreach it did in favor of focusing on plays and other shows. However, this signifies an effort to make Drama more casual.

Another idea that’s gaining momentum is the prospect of adding IB Theatre as an IB class. “It would definitely legitimize the program and attract a lot more students, say, those doing the IB Diploma,” Cain said. While seemingly farfetched, adding IB Theatre would bring a lot more resources to the program, as well as giving an alternative to the essentially mandatory Business, Psychology, or Art

electives for IB students.

“I think that if Sequoia drama was more put out there, if teachers were to talk about it more or if they gave the opportunity to people like ourselves. We’re very inclusive and we want to kind of give her a little synopsis of the program. I think a lot of people would see that we’re not, you know, just theater kids. It’s a lot more, it’s a small community,” Olayo said.

It is well known that IB students often come from more privileged backgrounds. While IB Theatre may invite more people to Sequoia, it may not truely alleviate diversity and equity concerns within Drama.

Drama aims to be diverse and representative by creating an inclusive environment. Students are able to express themselves because Drama has a very positive culture where students are uplifted. “Nobody is judgemental of anything,” Flores said.

For now, it seems like Sequoia Drama has come a long way from its humble beginnings. From Stagecraft to holding Coffeehouse Nights, Drama is always progressing. The Sequoia Drama program will continue to offer students a great experience and allow them to express themselves. “I feel that because I got this little bit of experience in high school, I won’t be so timid going out there in the real world and saying ‘I want to audition for this’,” Olayo said.

[Making Drama an IB class] would definitely legitimize the program and attract a lot more students, say, those doing the IB Diploma.

Talia Cain, Drama advisor

Students operate lights, Alex Cottrell

How do you hear about plays? Survey results from 71 students

THE FALL ART SHOW

BY ZORAYA KING | Opinion Editor

Sequoia’s very own art gallery was open this fall from Oct. 24 to Nov. 9 in room 127. The gallery featured student art pieces from Ceramics, Photography, Art 1, and IB Art. New showcases and works from the Digital Arts Academy will be occupying the room soon.

Made by Stella Moak

Made by Ruby Marlow

Made by Ciara Carroll

Going clubbing: Stop by Sequoia’s newest clubs

BY ADAM TRINKLEIN Staff Reporter

It’s easy to start a club. The presidents and members of newest clubs on campus told the Raven Report a little bit about what their club is all about.

Spikeball Club

Every Thursday, at lunch, Bagel Club meets in Gym two for bagels and a movie. Attendees vote on a movie to watch and bring hundreds of bagels with various spreads, including Nutella, cream cheese, strawberry cream cheese, and more.

“Bagel Club helps fight food insecurity. We take bagels that didn’t sell from various stores in the area and we redistribute them,” Aurelia Viner, President of the Bagel Club, said.

Pacific Automative Club

Another fun club to visit at lunch is one where you hang out with friends and play games. Juegos en Español club is an inclusive place to play games, speak Spanish, and hang out. Anyone is welcome to join but keep in mind that the idea is to speak Spanish.

“Si vienes te puedes reunir con nosotros y podemos jugar” (If you come reunite with us we could play [games]), club executive and junior,Valeria Aguilar Ramirez.

“La meta de este club es para convivir con otras personas que hablan la misma idioma o personas que no hablan nuestra idioma” (The goal of this club is to congregate with people who speak our language or people who don’t), Ramirez said.

It is intended for Spanish speakers but all are welcome. They meet in room B9,Tuesdays at lunch so show up!

Rock Climbing Club

Spikeball Club plays Spikeball every Friday at lunch on the football field. Students play just for fun or as part of a bracketed tournament that is sometimes set up for extra competition where members can practice teamwork and get some exercise.

“The more people that show up, the greater chances we have of getting a grant to get more Spikeballs,” said junior Moritz Schenk, president and founder of the Spikeball Club.

Bagel Club

Seniors Liam Russell and Charlie Azadi started this club for students interested in learning about how cars work, which cars are the fastest, or just wanting to drive. Members can learn how to repair cars too.

“We’re going to be planning some big group dives. We’ll go in big caravans and zoom-zoom up around Skyline,” Russell said.

Juegos in Español Club

Rock climbing club is run by president, senior Evelyn Harrington and is welcome to everyone of all skill levels, even those who have never rock climbed before are encouraged to join and try out a new sport.

Rock climbing Club plans meet-ups outside of school where many of the members go climbing at a gym. Currently they are trying to raise money to go outdoor climbing.

“We try to teach people how to rock climb no matter what your ability is and how experienced you are,” Jonah Lipson, vice president and co-founder of the club, said.

Vivian Krevor and Aurelia Viner enjoying bagels.

Luke Shumacher climbing an overhang, Photo by Evelyn Harrington

Zach Tyson and Brodie McKenna playing Spikeball.

Managing a club

BY CAROLINE SIELING Staff Reporter

Club management is something that many Sequoia students take on when they are interested in cultivating a community of people with similar interests.

Even though clubs are a major part of Sequoia, most students might not know much about them or the process behind having their own. Some may not be interested in clubs at all, but clubs not only teach new skills but also give an opportunity to socialize and relate to others on common interests.

“You get to hang out with people who have something in common with you, [and] get to have fun every week or whatever, and it’s a very rewarding experience,” senior Eva Smith, Satanist Club vice-president said.

Before deciding to take on a major role in a club, it is very helpful to consider the huge responsibility that these kind of positions entail. Managing a club can be a lot of work in and out of school, this becomes apparent when club leaders have to balance school work and extracurriculars with the commitments that come with managing a club. Since so many clubs are led by upperclassmen this balance becomes even more challenging as schedules get busier.

“It is a much bigger time commitment than people would necessarily assume,” Smith said.

In-club work can be challenging but a new level of responsibility is undertaken with club management for work outside of school. Many clubs organize things that are larger than just the clubs themselves such as fundraisers or participating in protests or marches. This adds an extra challenge to club presidents or management and can create large workloads for those in these roles.

“It’s been a challenge to balance with schoolwork because I want to create detailed and thoughtful emails and presentations. So that people in the club feel like I care and so that we have a great experience,” junior Emily Christman, baking club president said.

With a total of 92 student-led clubs available for Sequoia students. The financial element of club management is one that can be easily overlooked. Clubs looking for financial support have the option to request a “mini grant”, this support offers many more opportunities to clubs.

“Mostly, you’re just filling out a form and then waiting for a while. So it’s a lengthy process but not a hard process,” freshman Luca Steiner, president of the Dungeons and Dragons club, said.

Sequoia’s club day creates an opportunity for immense growth for every club and can

especially show off many things about new clubs. A lot of work goes on behind the scenes for club management before club day in preparation for their club to reach new audiences.

“You have to finish [all of the application forms] by club day, because that is when you are going to get the biggest influx of people,” Steiner said.

So many organizational tasks are constantly having to be managed by those who choose to commit to clubs, those tasks on top of making a comfortable club environment can be tough. Club leaders take on a large role and have to be comfortable with leading and giving direction. They must also be supportive of others and create an environment that is comfortable and enjoyable for club members.

“Keeping people engaged and making sure it’s not just us talking the whole time, it’s a little bit hard,” Smith said.

Beyond the principles and simple creation of a club, leaders and advisors must also be sure that there are proper audiences and true interest or want for their club. Though many students may join a club to engage with a new or past hobby, community and self expression play a great role in influencing Sequoia students club choices.

“We wanted to base off of… the general freedom and creativity to just do whatever you want,” Smith said.

Even though the goals and ambitions of clubs are crucial, clubs are not even possible at Sequoia without at least fifteen members. Since club attendance is so important for keeping a club successful, maintaining a consistent group of club members can be challenging leaving clubs to find different ways to attain new people.

“We invited the Polynesian club and we’ve invited the Latin X club so we have a larger turnout but we have a very consistent turnout,” Adili Skillin BSU staff adviser said.

Different things influence people to join their clubs of choice, community and existing hobbies can play a major role in this influence.

“I think that the idea of baking is really fun to people and not only that it’s just the idea of creating something and being able to do it with your friends [makes people inclined to join],”Christman said.

Flex isn’t enough time. And we go into lunch and then people can get upset because they have to stay before they can leave.

Emily Christman, Junior and baking club president

Club Day photos taken by Matthew Caesar

Raven circles, circling back

Raven circles are back for freshmen during the 2022-23 school year

BY SARINA SANGHVI & LUCIA KITCHING Staff Reporters

With the purpose of building community and new friendships, Sequoia created Raven Circles, small cohorts of freshmen that meet every other week.

Established last year, these small groups continued into the 2022-23 school year for incoming freshmen, along with sophomore leaders- students from last year’s groups who were nominated by teachers for their exceptional work in the discussions.

At the very start of the year, meetings were held weekly, to ease the beginning of the transition to high school and start community building early on. After about 8 weeks as people settled in more, Raven Circles started meeting less frequently, about every 2 weeks.

This Year’s Raven Circles

One reason why Raven Circles were created was because Sequoia noticed how difficult the transition to high school was for many students, especially after Covid

coming from feeder schools such as Central Middle School and Kennedy Middle School, cliques between students are naturally carried out from middle school, as well as new ones formed at the beginning of the school year.

In order to help make the transition to high school easier for students, Sequoia decided to incorporate Raven Circles into student lives. Raven Circles expose students to different types of people, including those not from the same middle school or background. This is to encourage students to break out of their

Getting to know people that they’ve never previously talked to may feel daunting to students, but it can be a learning experience, and a fun one too. Making new friends with people who they may not have come across in classes or activities can be a positive experience for many.

“I think [Raven Circles] are pretty nice. I think they’re a good way to get to know other freshmen and sort of get adjusted to school,” freshman Lilliana King

said.

As incoming freshmen, some might feel overwhelmed or nervous for the new school year. Raven Circles aim to lessen those feelings by attempting to build community with their peers. Some freshmen feel like Raven Circles are doing just that, and share some of their positive experiences.

“I met a friend in my Raven Circle, and that was really nice,” freshman Caitlin Christman said.

Promoting student well-being and community were important to make Sequoia a better place for students.

“All schools across the country are looking at how to better integrate social emotional learning opportunities,” Jack West, physics teacher and coordinator of Raven Circles, said. “And we saw with the change to the flex schedule a chance to do just that [with Raven Circles.”

Affinity Groups

At the beginning of the school year,

students filled out a Google form indicating their preferences for the people in their group. Options were between female or male presenting groups, as well as one specifically for an LGBTQ+ affinity group.This was an attempt to make raven circles more comfortable andw supportive for members.

However, some group dynamics were created based on the ethnicity of the members to create groups of predominantly one ethnicity. These affinity groups were not an option for freshmen to decide on the google form, but were instead created by faculty.

“Many teaching groups are doing this around the country for addressing issues of systemic racism and anti racist practices,” West said. “We understand and have experienced that it can be more helpful for those discussions to happen in ethnic affinities.”

Creating these groups with primarily one ethnicity, including African American, Polynesian, Latinx, etc., were created with the idea that sharing a portion of their identities could make students feel more comfortable and connected with one another.

This is important when it comes to having meaningful, and sometimes more difficult conversations, as well as building strong and lasting communities.

“There is a comfort level that I don’t think would have been there if it was just a random grouping,” said Alidi Skillin, geometry teacher, and the advisor for a predominantly Black and Polynesian affinity Raven Circle. “

Being in groups with the same ethnic background can elicit discussions and empathy that might not otherwise happen in groups with people who do not face the same struggles or experiences.

“Not only are they talking about this stuff, but they’re also seeing people like them, especially since there are not a lot of African American or Polynesian teachers and advisors.” Skillin said

It’s important for students to see representation, and be around people similar to them to give students a sense of belonging and trust. Affinity raven circles bring together a community to give students opportunities to feel this connection.

Also, seeing authority figures who look like them can make students feel more confident and comfortable with who they are.

Last Year’s Raven Circles

Last year’s raven circles consisted of meetings with a group of randomly selected freshmen, and a teacher leader/organizer. The 50 minute sessions, while other grades had flex study halls, took place once a month. The meetings included icebreakers, community building activities and games, and time

as well as provide input at their own weekly meetings.

“It’s a nice leadership role, we get to provide ideas of what we want to happen in Raven Circles because last year they weren’t very popular,” said sophomore raven circle captain, Lydia-Rose Cannon.

Teacher facilitators recognized the overwhelmingly negative opinions on Raven Circles last year, and so in order to improve the groups, student opinions were necessary.

Raven Circle captains have been a positive addition to raven circles for both the leaders and in improving the student experience.

Improvements

While over the course of the past year, Raven Circles have immensely improved, there is always room for more.

“Some of the activities should be things revolving interests and help people get to know each other a bit better,” Christman said. Having similar interests and passions can create more meaningful and lasting connections.

“One on one or smaller groups would be good because then you get to know the person. I guess in a more intimate sense, you

year, it may difficult to get to know the people in groups.

As students had already been more than halfway through the school year when raven circles were introduced, many felt like the new addition felt forced and sudden.

“Before Raven Circles we already had a community,” Natalie Ewing, sophomore, said. “The point of Raven Circles was to help us meet new people, but we couldn’t even make real connections.”

As months of school had been completed, students had made community and connections in classes, clubs, and sports. Many felt that for that period in time, Raven Circles were unnecessary.

Sophomore Raven Circle Captains

A new aspect of Raven Circles this year is having sophomore captains assisting the groups. At the end of last school year, raven circle facilitator teachers recommended students in their classes to be a captain. Captains co-lead and attend Raven Circles,

Students face limited language options

BY MARKUS MUKHERJEE AND ETHAN BUTT Staff Reporters

A survey was sent out to all of Sequoia asking what new languages they would like to be offered at Sequoia. Students were also asked about whether or not they would consider taking an IB course on their chosen language, totalling 81 responses. A lot more people chose languages like Russian, Japanese, German, and ASL (American Sign Language) and some more interesting choices like Arabic, Greek and Tagalog. However, 20 out of the original 81 responses said that they wanted to learn Mandarin Chinese as their second language.

“If I took a language outside of school, I feel like Mandarin would be really good,” junior Brandon Kwan said.

A common reason for learning a second language is for communication with others, including family who speak a different language.

“My grandparents speak it and it’d be nice to be able to communicate in their normal language,” Kwan said.

For those who show interest in cuisines all over the world, languages would vbe a useful life skill.

“Also going to restaurants, I’m a big fan of Asian food so even going to Asian restaurants, being able to order in Chinese just would be so much more helpful,” Kwan said.

For students who already know another language other than Spanish or French, they have found it to be a practical life skill. Languages gave students a better way to frequently communicate with people from another country.

“Yes, it is a useful life skill and it’s also cool because you’d speak another language. I go to Taiwan all the time every year. I speak Chinese there all the time and I never speak English when I’m there. So it’s a great life skill. Otherwise, I wouldn’t be able to talk to my

Preferred Languages:

family,” freshman Oona Martin said. Martin also expressed her feelings on no longer taking the second language she is comfortable with.

“I’m a little disappointed because I feel like it would be a great opportunity for others to learn more about my culture and my language. It’s also a great opportunity for me to expand my knowledge. I think Chinese being offered as an IB course would not only provide more options for students but also be a gateway to a whole other culture,” Martin said.

Currently, Sequoia allows students to take either Spanish or French as an elective; however, there are plenty more languages that students are considering taking.

of things we have to take into account when we’re offering languages. It really all comes down to how many students are committed to learning a language for four years” Stout said.

If students decide to drop out midway through or the language just has a small amount of people that are interested, it will result in more and more classes with less people. However, she thinks that there are many other approaches to learning languages.

We might have 25 or 30 students who are interested in Mandarin. The question is, do we have 25 or 30 who are interested in taking it the whole four years.

Kristin Stout, Instructional Vice Principal

“Spanish is definitely the most popular language to learn, which makes sense because of where we live and the prevalence of Spanish, and then French is the next one that students are interested in,” Kristin Stout, instructional vice principal, said.

According to publicschoolreview.com, 56% of students at Sequoia are Hispanic, so it’s important for other students to also learn about a language and culture that some people are more familiar with.

She also mentioned how challenging it would be to offer more languages at Sequoia. If students decide to drop out midway through or the language just has a small amount of people that are interested, it will result in more and more classes with less people.

“I think it would be very complicated to actually put it into practice. There’s a couple

“One is there can be four or five levels to a language. So we might have 25 or 30 students who are interested in Mandarin. The question is, do we have twenty five or thirty who are interested in taking it the whole four years? Is it going to go up or is it going to drop to 15, 10, 5, and it’s hard for me to run a class of five students,” Stout said.

Students are able to take matters into their own hands and use outside resources as a benefit to learning not only common languages, but also more unique languages. Not a lot of people need to know sign language. Outside resources can allow students to take a more personalized and student-driven approach to learning, since the school won’t require an entire IB course dedicated to teaching that one specific language.

“We also have some students who take sign language through the community college, because of spoken language, maybe they have a learning difference or disability,” Stout said. “I think what’s so great now is the prevalence of different ways to learn languages.”

Keep the campus clean together

BY MATTHEW CAESAR Staff Reporter

The first to arrive is Fine Lauese, Sequoia’s plant manager, at 5:00 a.m., followed by the first crew of custodians at 6:00 a.m.. This crew will work tirelessly to sweep, pick up garbage, and fix any issues that come up during the school day for eight hours, leaving at 3:00 p.m.. Next, the night crew will work from 3:30 to 11:00 p.m. cleaning the halls, classrooms, and restrooms to prepare for the next day. Every day, Sequoia’s custodians arrive at the school before us and leave after, working day in and day out to keep our school clean.

Of all areas in the school, the bathrooms are consistently some of the most time consuming parts of the buildings to clean for the custodial staff.

In boy’s bathrooms specifically, there have been many issues with accommodations being broken or stolen.

“It’s a lot because we’re constantly replacing toilet seats, paper dispensers, right? In the guys bathroom, there’s no more mirrors,” Lauese said. “The bad part about not taking care of the facilities is that now, you know, you’ve got to go somewhere else.”

Littering has been a substantial issue for the custodial staff, especially in harder to clean areas of Sequoia’s campus. For example, cleaning the stairs is a bit more difficult than normal floors.

“I have stairs, and I don’t like them to eat on my stairs, because they leave all their food paper and stuff like that, you know, drop food on the stairs,” custodian Alyee Spurell said.

Also, spills being left on the ground unattended can cause harm to people walking around.

“If you spill something, let somebody know you don’t have to clean it up. Just let somebody know because it becomes a safety issue,” Lauese said.

Trash being carelessly disposed of can also cause problems for the school’s custodians.

“Also, if a student can put the garbage

where it belongs, instead of [throwing it] and trying to aim at the basket, it’s very helpful,” custodian Pastor Guzman said.

It is also important to keep in mind the difference between trash and recycling when disposing of garbage.

“And also if they can distinguish between the garbage and the recycling bin, it will be very helpful. Not only to us, but the environment.” Guzman said, “Because when we pick up garbage, we don’t sort it. If it’s in the trash it’s [disposed of as] trash, if it’s in the recycling bin, it’s

recycled.”

When in the classrooms, supplies being left where they don’t belong is a common issue.

“It seems to be like the more that the teacher gives the student the more we find on the floor, and we don’t have the time to be picking them up and putting them where they belong,” Guzman said. “I think the students and the teacher should be conscious of putting everything in its place before class ends.”

Despite difficulties, generally, most students are considerate of the school’s custodial staff.

“I feel like they are. They are. It goes back to our trash situation: it’s just a handful of kids that, again, are uneducated,” Lauese said, “[it’s just] the awareness, the decency to understand that there’s people that come in after you.”

It’s just the awareness, the decency to understand that there’s people that come in after you.

Fine Lauese, Plant Manager

“

Left : my parents, Aneesh and Kathleen, and my sister Fiona, half Indian half white

Top Right : Jada Crockett and her siblings Jordan and Maya, half Mexican half Black

Bottom Right : Joyana Saha and her parents Kathryn and Bijoy, half Benglai half white

Not quite one...

BY AMARA BAKSHI Staff Reporter

Sometimes I forget there is another side to me. In the mirror, I constantly see a white face. I don’t see a South Asian complexion. I see frizzy, curly hair, different than everyone else’s. Different from my friends, family, and people I see around me.

I’ve always had difficulty taking surveys, especially when I’m asked to identify my race. I see all of the options. I keep scrolling. Hopefully, I will see one that fits me. I click “two or more races,” even though I only look like one. White. If I check one box, I feel like it doesn’t fully represent who I am. But if I click a second, I’m constantly questioning if I have enough of that heritage, enough to check that box. Then I’m in the middle of an identity crisis, not knowing which box to click.

When I tell people I’m half Indian, they look at me like I have two heads. The DNA test I took when I questioned the differences between my parents to myself confused me too.

I feel like a fake.

Everybody talks about White, Black, Hispanic, Native, and Asian people when thinking about one race. What about the people in between?

I guess it’s just me not knowing why I only look like one parent and am constantly questioned about my race, even called a liar when I try to tell people who I am.

Our environment and experiences mold our identity from the day we are born. For some, ethnicity plays a large part in who they

are. Although it seems the line is apparent, some people with multiple races– in a world that is so strictly divided can feel stuck being forced to choose a side. Family members and social interactions can cause pressure to fit into one category, not having room to explore other parts of their identity. As someone who identifies as biracial, it’s hard to understand how people see “mixed” or “multiracial” as unusual.

“Really holding on to that one percent,” strangers and even people I know tell me.

I think back to everything I wish I could do. Speak the language, wear the clothes, and even eat the food without complaining about how spicy it is.

Ethnocentric ideas, or the belief in the superiority of one culture over another, causes pressure in biracial individuals’ minds. Being forced to choose which stereotype to be a part of that day creates a “hazy” way for multiracial people to define themselves.

“I’m not white enough for my mom’s family, and my dad doesn’t even visit his own; he feels isolated. Meanwhile, I don’t even speak the same language as the South Asian side,” junior and biracial student Joyana Saha said.

We’re not allowed to be one race because our skin doesn’t look stereotypical to others. We can’t be the other because we get made fun of, too “exotic,” or we’re lying. The “black sheep” of critical consciousness trying to educate others on how there isn’t one way to look from a lineage, and constantly having to prove ourselves worthy enough to be a part of both cultures.

“I am biracial. So I’m not fully one [race].

And I think for a while, [about] my African American side. I felt like my skin should be lighter. Hair should be blonde. And it’s taken me a while to realize that I don’t need to be that way,” sophomore and biracial student Jada Crockett said.

I quickly learned that there are specific experiences I can and can’t discuss with different groups of people. Growing up and living in here in the Bay Area, I looked like the other white kids but was biologically diverse. I lived on the same streets, but I knew inside was a completely different situation.

“Growing up, I wished I had more exposure to some of my [Grandpa’s] traditions and experiences… When he came to the United States in the ‘30s and ‘40s, he [assimilated] to American society and culture, so he lost much of his identity. That definitely carried over to my dad and eventually to me too,” Hannah Singh, a multiracial teacher said.

The lack of introduction and acceptance toward biracial children causes them to lose their sense of identity and to belong by not being exposed to traditions and experiences that others of the same culture have.

Biracial people don’t see themselves as messengers of racial harmony. We don’t want people telling us everyone will look like us in the future. Interracial couples and the mixedrace children that come from them will not solve racism. Biracial and multiracial people are the in-between of “black and white,” and each of our own experiences is incredibly unique, depending on whom we are raised by, where we were raised, and how we look.

Mixed Colors

by Amara Bakshi

Everyone walks around with their special color, each one different from the other, but what happens when you don’t have one of your own?

You feel alienated, the only one with a different tone. Too white for some, too “ethnic” for others, the family is divided, between sisters and brothers. They ask, “which side do you like better?”

like your race makes you some type of trend setter?

When being pulled over by the cops I know I’m safe, knowing others in my country are being bombed and strafed. The box they put us in gives me so much self doubt, I hide it, using my own “white out.”

I am my ancestors, both white and asian, And I’m finished hiding it, for the comfort of a nation.

...or the other

Art by Amara Bakshi

After a long day of school you check your phone and decide to open social media. Immediately, you’re told that trafficking predators are waiting under your car to slash your achilles tendon or to call the police if you see a piece of paper on your windshield. Most of the information about sex trafficking spread on social media is false, but more and more people are being exposed to it and

media. These posts, many of them TikTok videos, discuss so-called tactics traffickers use to abduct specifically women, as well as ways women can protect themselves from sex trafficking dangers. While most of the information within them is false, these videos prove that a discussion about sex trafficking is necessary, especially one within our own Sequoia community. “I would encourage any student interested in learning more about trauma and sexual assault to stop by the TRC and talk to one of our therapists anytime. We would also be interested in continuing to partner with students and staff on how to improve sexual assault and human trafficking education and support here at Sequoia,” Cusick said.

Another point Cusick addresses in relation to trafficking education is the myth that trafficking victims are abducted by strangers. According to the National Human Trafficking Hotline website, victims of trafficking are most likely to have some sort of relationship with the trafficker. They include employers or intimate partners as potential types of people that take advantage of their relationship to a victim to exploit them. (see relationships infographic)

to blame an unknown, outside threat like the misleading videos would have us do.

“I hope fears around sex trafficking can open the door to very real conversations, real healing, and real change around sexual assault and trauma in our communities and not distract us into ‘othering’ this problem by blaming it on forces outside of our communities,” Cusick said.

suffering mentally as a result.

Built-up fears and anxieties from living in a historically violent world has lead to misinformation around sex trafficking being circulated online, especially on social

“I see the need to build upon the work already being done by students and staff at Sequoia to increase education and awareness around exploitative and controlling relationships,” Cusick said.

He also emphasizes the necessity of recognizing sex trafficking as something that happens within victims’ own social circles. In doing so, Cusick urges us to reject the desire

BYALLISONWANG CopyEditor

“For being in the Bay Area and being in such a progressive place, it seems kind of silly that at all of Sequoia, out of all of the girls at Sequoia, there’s only four girls taking [Java] programming courses, that’s pretty sad to to think about,” Martha Leveque, Java Programming teacher, said.

{Programming away the gender gap};ExaminingSequoiastudentexperiencesinmale-dominatedprogrammingclasses

Known for housing some of the biggest technology companies in the world, Silicon Valley lies in the very backyard of Sequoia High School. Given this, it may be alarming to find out that for the past several years, Sequoia has only offered two introductorylevel programming courses: Java Programming and Intro to Programming Mobile Applications. As someone who plans on pursuing a degree related to computer science in college, I hadn’t been aware of the programming classes until my sophomore year. The lack of a prevalent ‘tech culture’ (a focus on computer science, especially in the context of future careers) on campus could fuel the assumption that Sequoia doesn’t offer programming

classes.

“Programming wasn’t really presented as an option for something that female-identifying people could do…I wasn’t really aware because it was never told that it could be a potential career choice. I knew it was there, but it just felt like it wasn’t meant for somebody like me…who identify or were born as female,” Idania Hernandez, a junior in Programming Mobile Applications, said.

There are biases that exist at the society level where I think in general, girls or women, people identify as female, are less inclined to pursue tech classes.

Even more alarming is the approximately fiveto-one male-tofemale ratio in both of the predominantly white classes, the most skewed gender distributions present in any Sequoia class. While it often goes unnoticed by the teacher and male students because of the minimal effects in a class mostly comprised of individual work time, female students are still aware of the effects.

“It’s definitely intimidating. If you’re in a room [and] you’re the odd one out and you have to ask a question and everyone looks at you… I think it definitely makes it a more intimidating environment…I truly don’t think [the guys notice]. Because I’ve never heard any of them mention it, but I know that the first day when I went into that class, because I was like, ‘Oh my god, another girl.’ I think if you’re the minority, you definitely notice more than if you’re in the majority,” Asha Smith, a senior in Java Programming, said.

I personally became keenly aware of the uneven gender distribution in programming when I sat for my AP Computer Science A exam last spring following an individual online AP course. Because of the asynchronous nature of the class and the limited interactions I had with the other students, up until that point, I had not noticed that the class was overwhelmingly male. Walking into the testing room, I was able to count more than 20 males, and including me, just four female high school students. In that moment, I felt like I did not belong and also became concretely aware of

Gregory Stein, Programming Mobile Applications teacher

Graphics and photos edited by Allison Wang

the pervasiveness of the gender imbalance in tech.

The male-dominated classes are reflective of a larger issue in the technology industry: the absence of females in the job sector. According to the National Center for Women and Information Technology (NCWIT), women only made up 26% of total employment in computing occupations in 2021. Compared to 1990 when the total percentage of women employed was 37%, the percentage of women employed has decreased by 11%. Even though the number of women in technology positions has slightly increased over the past few years, tech industries and computer science graduates are still maledominated.

In the context of Sequoia’s programming classes, there are many factors that could influence gender distribution, such as implicit biases that many hold regarding females in tech. Growing up, I was fortunate to have both of my parents working in technology-related industries. In particular, seeing my mom and the various connections she had with other women in tech is a leading factor towards why I feel empowered to pursue tech in my own future. However, for many others who did not grow up in that same environment, programming is far too often seen as too challenging or unfit for girls and women to learn.

“There are biases that exist at the societal level where I think in general, girls or women, people identify as female, are less inclined to pursue tech classes, which I’m not happy about…When you look at, on a societal level, I

and we need to find a way to improve it,” said Gregory Stein, the Programming Mobile Apps teacher.

An additional explanation for the gender distribution may stem from as far back as middle or elementary school experiences with computer programming and the ideas of who is seen as a programmer.

“When I look at my classroom and it’s mostly freshman boys, that’s the majority, very few sophomores, juniors and seniors are in the class in general. It feels like that’s a lot of outside forces, be that in their middle school, they got interested in it and things were targeted towards boys there, or just in general when you think about who codes, we think of Steve Jobs, we think of Mark Zuckerberg and they’re all men,” Leveque said.

Though both programming classes don’t require any prerequisite experience, the four students interviewed for this article that were enrolled in the classes all cited that they had prior programming experience. Particularly, two of the women had been a part of girlsonly coding programs or initiatives, a growing national movement to attempt to balance the gender distribution in tech.

“I went to the Girls Middle School…in Palo Alto…one class that we had to take sixth to eighth grade was computer science. And in sixth grade, we learned programming like Scratch Jr., and then also programming websites. And then we started doing more Python and going more into HTML and CSS… So that was a really good introduction to the computer science world for me,” Sophia Webb, a sophomore in the Java Programming class, said. The early experiences with programming reveals how a lack of access as early as elementary school can

unfairly put an aspiring student who didn’t have those courses at a huge disadvantage for high school and even college.

“We live in Silicon Valley, but I feel like in our specific community here in Redwood City, it’s not talked about in our middle schools, I went to Clifford and Orion Elementary School… and it just was not talked about, there’s little access to it,” Smith said.

Given that communities of color are less likely to have access to those resources and prior education, it leads to an underrepresentation of people of color that are introduced to tech in the first place. If the lack of opportunity is extended to only a few offerings of computer science in high school, that inequality persists.

“Especially since our school is 55% Latino, I feel like it’s a disservice to the community not to [offer higher level courses], it’s just so important, we need more diversity in the computer science field. And there’s obviously problems when we just have one or two racial groups, you’re missing perspectives. And I think it would bring a lot of value to have more Latino people in the computer science field,” Smith said.

Achieving gender and racial equity in STEM and technology isn’t an overnight fix; rather, it will take dozens of years to achieve and a collective societal effort to dismantle the biases far too many hold about women pursuing tech. Nevertheless, we all must keep in mind the fundamental goals and the numerous benefits to society equity holds.

“I think the push is really important because we know that STEM fields pay more and so if we think about women having opportunities in these interesting things, it’s really important that societal push happens just for the sake of equality, especially pay, and I think that Sequoia needs to embrace more of that,” Leveque said.

Unfulflled dreams

BY HAYLEE HUYNH Co-Feature Editor

A letter comes in the mail. Enclosed in a thick, white envelope with a collegiate logo printed at the top, the words reveal that you were accepted into your top choice university. You run from the mailbox to your house and tell your parents about how you got in, and how excited you are, and how you weren’t expecting to make it this far.

Then, your parents are forced to tell you that you’re undocumented, and that you don’t have a Social Security number to apply for financial aid or get a job, and that there is no way for you to pay for tuition.

This is the story of many undocumented students in America, and the original reason Dream Club Advisor Jane Slater established the club in 2008.

“Before the California Dream Act and DACA they weren’t able to work, really, and they weren’t able to get any scholarships at all, or any financial aid from the government,” Slater said. “And that just seemed so unfair that these kids had worked so hard and learned a second language and then [had] been accepted into four year schools, and still had to work their way, slowly, through community college and a four year school.”

To supplement the additional resources that have been implemented after it’s creation, Dream Club continues to provide financial assistance and grants for undocumented students at Sequoia, but they focus on emotional safety for students as well.

“We as a club [try] to create a safe space for students,” Slater said. “Many students are told

never to reveal their documentation status or legal status, or they feel scared to say anything. So we try to create a safe space, try to create support, [and] make everyone realize they’re not alone.”

To combine the goals of financial support and forming an inclusive community, Dream Club has two major events in the fall and spring semester. Through planning these events and seeing their impact, club members feel a sense of fulfillment in their work.

“I really like seeing how we plan out the events and [...] how many people actually show up and take the time out of their day to really learn about undocumented people and learn about the way that they themselves can support our community,” Abel Chavez, junior and Dream Club student leader, said.

The club is open for everyone to collaborate and learn from each other, leading to a more welcoming and understanding Sequoia community for those who make the effort.

“My hope is to better understand the idea of what a dreamer is. And though I don’t experience the same hardship, I want to understand to the most that I can what the experience of an undocumented person is in America,” junior and Dream Club member Xander Love said.

Although there is a tight-knit, supportive space within Dream Club members, there is still progress to be made in regards to Sequoia as a student body and institution.

“I don’t necessarily feel supported, but I don’t feel any type of hatred as well. I just feel like it’s kind of ignored and people are oblivious to it,” Denise Carillo, senior and Dream Club student leader, said. “I’ve had conversations with people that don’t really know about ISIS stomping at your door or any of the basic knowledge of being undocumented and what they face. It’s been really nice to go

to Dream Club and to have people that understand those struggles.”

In order to improve Sequoia’s current predicament, Chavez and Kimberly Gopar, junior and Dream Club student leader, suggest that immigration, documentation and citizenship should be discussed more around campus.

“Right now it’s not really talked about unless you’re in this club. I don’t hear multiple people talking about it unless [they] have firsthand experience of coming here or being an exchange student or being an [English Language Development] student,” she said.

“A way that we can get people to talk about this is just having more teachers discuss the idea of immigration,” Chavez explained. “There’s lots of students here who actually don’t know they’re immigrants, and think that they’re actual US citizens because their parents don’t want to tell them. [...] So I think it’s good for students to know about [immigration] and to know more about themselves.”

Dream Club acknowledges the improvements to be made, and above all wants to instill pride and empower students on campus.

“Yes, it is a struggle to be undocumented or mixed status, but it’s also taught a lot of values to me personally,” Carillo said. “And I know lots of other people have been able to learn a lot and feel more in touch with their culture. So it’s not necessarily just a bad thing.”

I’ve had conversations with people that don’t really know about [...] any of the basic knowledge of being undocumented and what they face. It’s been really nice to go to Dream Club and to have people that understand those struggles.

Denise Carrillo, senior

Una carta viene en el correo. Adjunto en un sobre grueso y blanco con un logotipo universitario impreso en la parte superior, las palabras revelan que fue aceptado en su universidad preferida.

Usted corre desde el buzón de correo a su casa y le dice a sus padres cómo entró, lo entusiasmado que está y cómo no esperaba llegar hasta aquí.

Luego, sus padres se ven obligados a decirle que usted es indocumentado, y que no tiene un número de Seguro Social para solicitar ayuda financiera o conseguir un trabajo, y que no hay manera de pagar la matrícula.

Esta es la historia de muchos estudiantes indocumentados en los Estados Unidos, y fue la razón original por la que la asesora de Dream Club, Jane Slater, estableció el club en 2008.

“Antes de la California Dream Act y la DACA no podían trabajar, en realidad, y no podían obtener ninguna beca ni ninguna ayuda financiera del gobierno”, dijo Slater. “Y eso parecía tan injusto que estos estudiantes habían trabajado tan duro y aprendido una segunda lengua y luego [habían] sido aceptados en universidades de cuatro años, y aún tenían que trabajar a su manera, lentamente, a través del colegio comunitario y después una universidad de cuatro años”.

Para complementar los recursos adicionales que se han implementado después de su creación, Dream Club continúa proporcionando asistencia financiera y subvenciones para estudiantes indocumentados en Sequoia, pero también se enfocan en la seguridad emocional para los estudiantes.

“Nosotros como club [tratamos] de crear un espacio seguro para los estudiantes”, dijo Slater. “A muchos estudiantes se les dice que nunca revelen su estado de documentación o estado legal, o tengan temor de decir algo. Así que intentamos crear un espacio seguro, tratamos de crear apoyo, [y] hacemos que todos se den cuenta de que no

están solos”.

Sueño s incumplid o s

Para combinar las metas de apoyo financiero y formar una comunidad inclusiva, Dream Club tiene dos eventos importantes en el semestre de otoño y primavera. Al planificar estos eventos y ver su impacto, los miembros del club sienten satisfacción en su trabajo.

“Realmente me gusta ver cómo planeamos los eventos y [...] cuántas personas realmente vienen y se toman el tiempo de su día para aprender acerca de la gente indocumentada y aprender sobre la manera en que ellos mismos pueden apoyar a nuestra comunidad”, Abel Chávez, estudiante del 11mo grado y líder estudiantil del Dream Club, dijo.

El club está abierto para que todos colaboren y aprendan unos de otros, nos lleva a una comunidad Sequoia más acogedora y comprensiva para aquellos que hacen el esfuerzo.

gente que entienda esas luchas”.

Para mejorar la situación actual de Sequoia, Chávez y Kimberly Gopar, líder estudiantil junior y Dream Club, sugieren que los tópicos de la inmigración, la documentación y la ciudadanía deben ser discutidas más alrededor del campus.

He tenido conversaciones con personas que no saben los conocimientos básicos de ser indocumentados y a qué se enfrentan. Ha sido muy agradable ir al Dream Club y tener gente que entienda esas luchas

Denise Carrillo, senior

“Mi esperanza es entender mejor la idea de lo que es un soñador. Y aunque no experimente las mismas dificultades, quiero entender lo más que puedo cuál es la experiencia de una persona indocumentada en los Estados Unidos”, Xander Love, estudiante del 11mo grado y miembro del Dream Club, dijo.

Aunque hay un espacio muy unido y de apoyo dentro de los miembros del Dream Club, todavía hay progreso por hacer con respecto a Sequoia como cuerpo estudiantil e institución.

“No me siento necesariamente apoyado, pero tampoco siento ningún tipo de odio. Siento que es ignorado y la gente no tiene conocimiento de ello”, Denise Carrillo, estudiante del 12mo grado y líder estudiantil del Dream Club, dijo. “He tenido conversaciones con personas que no saben realmente qué ISIS puede tocar tu puerta o cualquiera de los conocimientos básicos de ser indocumentados y a qué se enfrentan. Ha sido muy agradable ir al Dream Club y tener

“En este momento, no se habla mucho a menos que estés en este club. No escucho a varias personas hablar de ello a menos que [tengan] experiencia de primera mano de venir aquí o de ser un estudiante de intercambio o de [Desarrollo del Idioma Inglés]”, ella dijo.

“Una manera de que podamos hacer que la gente hable sobre esto es simplemente tener más maestros que hablen sobre la idea de la inmigración”, explicó Chávez. “Hay muchos estudiantes aquí que en realidad no saben que son inmigrantes, y piensan que son ciudadanos estadounidenses reales porque sus padres no quieren decírselo. [...] Por lo tanto, creo que es bueno que los estudiantes conozcan [la inmigración] y que sepan más sobre sí mismos”.

El Dream Club reconoce las mejoras que se deben hacer y, sobre todo, quiere inculcar orgullo y empoderar a los estudiantes indocumentados en Sequoia.

“Sí, es una lucha para ser un estado indocumentado o mixto, pero también me enseñan muchos valores personalmente”, dijo Carrillo. “Y sé que muchas otras personas han podido aprender mucho y sentirse más en contacto con su cultura. Así que no es necesariamente algo malo”.

Three fights occurred in a single week in October, sending nearby students in a frenzy as they rushed to watch the action. Within minutes, students swarmed the fighters, all holding their phones high trying to get a good video of the chaos ensuing. Rarely did students try to intervene or get adult help, leaving the two students to brawl it out before administration caught wind of the situation.

The Raven Report reached out to students who were involved in fights this year, asking for their stories on what had led to a physical altercation. For the safety of the students, their identities will be kept anonymous.

Fighting at Sequoia has been a growing issue over the past few months. Just this year alone, 25 plus students have engaged in some sort of physical conflict, leaving many students wondering why are there so many more fights this year.

Part of this suddenness is because of distance learning. Zoom classes during the pandemic was not a completely peaceful time, conflict between students was still prevelant,

Fights on the rise

Getting help from an adult is the conventional way to avoid these situations, but students often don’t feel comfortable reaching out.

In response to recent events, the Sequoia administration is working to reduce these conflicts and improve campus security.

“You get used to this, you know, very kind of peaceful experience with school because you’re not here. And there are not those conflicts that typically arise,” Administrative Vice Principal Gary Gooch said.

The root causes for most fights can be traced back to a simple misunderstanding or disagreement that spirals out of control.

“It felt like it was really quick [...]since I’ve been in fights everything goes so fast,” an anonymous student said.

Feeling disrespected or threatened by another student has been a common theme in all the fights so far. This could stem from situations like feeling as if there is something to defend, insecurities and long-term beef.

“[They were] shaking my hands in the hallway but [they were] still doing stuff behind my back,” another anonymous student said.

Small arguments in the hallways and longterm conflict both can spiral into a fist fight if a student feels that is the best way to settle it.

“I felt like I tried to talk it out with them several times, but they weren’t talking it out,” anonymous female student said.

“You may have seen me around campus too, and Ms. Oliver, Mr. Priest, Ms. Stout out and all of our campus aids. We are out there proactively,” Gooch said, “I’ve been doing this for so long. I can see it right. I can tell that something’s going to happen.”

The administration and security team is still relatively small compared to the 2000 plus students at Sequoia. It would be impossible for administrators to cover all corners of the large campus at once.When taking bathrooms or high traffic areas into consideration, it becomes very difficult to stop a fight before it starts.

“School doesn’t really notice until it’s really obvious, but if the school actually noticed

Anonymous female student

“I got suspended, because obviously I hit first. But I felt like if I didn’t do anything, [the fight] was gonna eventually happen.”

Photo by Rylan Butt

there was a little conflict [they could] talk to the person and find out what’s wrong to avoid the situation,” anonymous male student said.

The recent uptake in fights makes it difficult for administration to catch everything. While some cases slip by their attention and turn into fights, the admin and security team do manage to mediate many conflicts before they escalate to a blows and gain popularity.

“I’ve been doing this for many years and thousands of fights have been averted. Obviously you don’t know about those, right? Because they don’t stand out,” Gooch said.

To prevent fights from happening in the future, teachers are suggesting students to help reduce conflict instead of waiting for an adult to arrive.

“We can’t just let administration and campus security deal with it. It has to be like a school wide cultural shift because this is not who we are,” English and Theory of Knowledge teacher Justine Rutigliano said.

Is filming fueling the fire?

With videos circulating around, students may feel encouraged to settle their disagreements with fists because they see other people doing it. Starting a fight is not something that is at the forefront of someone’s mind as they go to school, but seeing videos of other students fighting gives them the idea that that is the best and most popular way to do it.

iMessages’ “Shared with You” feature makes spreading videos even easier. When a video is sent, it is automatically saved to the recipient’s phone, so even if the original recorder deleted the video, it still exists somewhere in someone’s camera roll.

“The filming and the encouragement of violence does amplify the violence and so, yes, it is a problem,” Gooch said.

Students, however, believe that video recordings aren’t as significant as the administration makes them out to be. Even those involved in fights that have been recorded don’t think that videos on social media are a major issue.

“I don’t really mind [the videos] because it just doesn’t affect me,” anonymous male student said.

Tackling this issue becomes increasingly difficult as more people send and receive videos of different fights. The obvious solution would be to talk to an adult or administration to either solve or prevent a conflict, but doing so isn’t as simple as it seems.

“When they say go talk to an adult, usually people in the school see that as snitching,” anonymous female student said.

While the simple fix would be just to not

think it is snitching, it can be very difficult to erase a whole culture of not wanting to talk to authority just by telling them its the right thing to do. This culture will likely remain dominant despite adults telling students otherwise.

Video recordings are not the only thing encouraging violence on campus. Recently, Sequoia administration replaced the police officer on campus with other security aid.

“The fact that you’ve been dealt with by a police officer in full uniform, [...] people were starting to feel that that was too intense,” Rutigliano said.

often, both people involved in a fight will be suspended unless the administration thinks one of them had no involvement in using physical force.

“We interview witnesses, we review security footage, we look way back and to find the root of the of the issue,” Gooch said.

“Either we both are suspended, or not. Not one suspended and one not”

This change in security might be another factor leading to the surge in recent fights. Students will take a security guard dressed in regular clothes a lot less seriously than a police officer fully dressed. Without this perceived threat of real punishment, it is easier for students to make the decision to trade blows.

Anonymous male student

This method is controversial to students and teachers alike as it can be difficult to pin point the root cause of a fight, especially if there are crowds of people and shaky footage. Administration and security also don’t arrive until after the fight has already started so their testimonies may not be valid either.

“It’s different case by case. But I do think that both the aggressor and the victim should there should be some sort of mediation with them,” Rutigliano said

What is the punishment?

Punishment for those involved in fights can be very difficult. Sequoia follows the California Education Code to enforce rules and punishments, which are supposed to somewhat resemble the penal code in terms of what is flagged as misdemeanor. California Ed Code 49800(a) states that causing or threatening physical harm to anyone makes the individual subject to suspension or expulsion. Willfully using force or violence unless in self defense also has the same punishment. Most

In some cases both parties are punished even if one side clearly instigated the conflict. When non-physical issues like verbal harassment are involved, it becomes increasingly difficult to find the root causes of fights.

“I got suspended, because obviously I hit first. But I felt like if I didn’t do anything, [the fight] was gonna eventually happen,” anonymous female student said.

Photo by Rylan Butt

Editorial: Sharing fights for entertainment reflects the divides at our school

The recent uptick in violence on our campus has been no secret: throughout the month of October, it seemed as if one could not escape the shadow that it cast. Like clockwork, every two days, there was a new spat, a new flood of students running to witness the spectacle, a new, bloody clash, and a new cycle of gossip and intrigue circulating throughout the student body. This increase in the number of fights monthly, even daily, is unprecedented in the recent history of our school. But the root of the issue, this culture of violence, lies not with those who threw the first punches. Those who perpetrate fights are merely a symptom of something greater, something that has been lurking within the fringes of the public consciousness, and only now seeks to rear its head: the deep divisions running within our school.

The prevalence of videos, and how they tacitly encourage the spectacle of fights throughout the Sequoia community, is a topic that has been spoken about at length by students and faculty alike. Frequently, our administrators and authority figures tell us that the crux of the issue is our circulation of recordings of altercations, and while they do contribute, it would be rather shortsighted to see this as even a primary factor in the uptick in fights. For a culture of video sharing and spectacle to flourish, there must first be an ‘othering’ of those being filmed, a

subconscious dehumanization of those who are not in our social circles. It’s not difficult to do this, to completely overlook the humanity of an out-group. Although Sequoia takes in students from schools like Central, Clifford, Hoover and Roosevelt, that is not to say that this school is a melting pot. It is not uncommon, or unnatural, for students to stick to the connections they’ve maintained since as far back as elementary school, seeing no need to reach across the aisle for something new. Because of this, when a fight occurs, the emotional pain from that incident will only truly affect a small portion of the school’s community: the rest is too disconnected from the issue to see the issue as anything more than entertainment and gossip.

The administration, too, plays an indispensable role in stopping violence on our campus, a role that they seem to have failed to fully realize. It is not enough to play whacka-mole with each fight, merely reacting as these incidents occur. Rather, a more direct, reformative, and constructive approach is necessary. Our systems focus on punishment as the ultimate remedy to societal hills, and it is unfortunate to say that Sequoia High School is no exception. Rather than extending a hand towards the victims and perpetrators of fights to understand and reform them, our administrators believe it to be sufficient to simply remove them from school grounds

until they eventually return to the same kind of behavior. Though it is necessary to remove those involved with fights from school grounds for safety reasons, it is not enough. Fights are often the result of some form of social/emotional issue, and creating a healthier campus culture would mean tackling those issues head on instead of pushing them out of sight and out of mind. It is also the students’ responsibility to trust in our school’s support systems, to see them not as a sign of weakness but as a way to self-improve.

As a school, it is crucial that two things are done. We first need to break out of the sociocultural bubbles we have encased ourselves in. To reach across divisions of geography, ability and identity, and to recognize each other’s humanity, would be the ultimate blow to the culture we are steeped in currently. When we see each other as peers, we no longer take joy in each other’s suffering. Similarly, our administration must recognize our humanity and capacity to change. It is not simply enough to punish a person, they must be made to understand and change their ways if the issues that they cause are to be truly extinguished. When these two things are completed, we can, as a community, begin to unravel the culture of violence that has gripped us.

Thoughts on Tate

BY ANJALI GOVONI Staff Reporter

In August 2022, Andrew Tate, a new internet sensation, came to fruition. The 35-year-old former kickboxer began circulating TikTok with clips saying absurd things. “I always park in disabled bays, I’m not a bad person, but I’m a quick person, most people are slow and stupid, I’m fast,” Tate said in one video. “Give me a big fat cigar. I’m risking cancer to look like a mafia boss.” A popular quote people often associate with him is, “What color is your Bugatti?” Tate runs a website called “Hustlers University,” offering lessons on how to build a business and make money for about $50 a month. While people are pulled in by his motivational mindset, financial advice, and these entertaining clips, which some could even easily confuse as satire, Tate is also known for more controversial takes. Many opinions go in a different direction, one that demeans women and promotes toxic masculinity, or “alpha” mindsets. “Every woman that is going out with a man, she belongs to that man, that’s his woman, so if she wants to do OnlyFans then she owes him some of that money because she’s his,” Tate said. In another clip, he said, “How are women allowed to drive? How? Females can’t drive.” He made this generalization after recalling one instance where he saw a woman get into a car crash. Ideas such as these can be easily perpetuated with teenagers on social media, so I sat down with some

“I can understand why people like him. I think he appeals to like a lot of the same qualities that a lot of like, alt-right pipeline channels do which is that his audience is generally going to be teenage boys, or boys somewhere on the young adult. scale. So they’re generally feeling less educated, more alone, and probably more susceptible to his kind of rhetoric.”

“I think it’s really disrespectful and that he over-generalizes a lot of things and that his entire channel is useless like an alt-right pipeline tool.”

“I feel like if someone agrees with Andrew Tate on a majority of his takes, then I feel like they’re somewhat misogynistic, and somewhat overly masculine. But I feel like you know, just because they agree with somebody, I don’t feel like that should define them as a person.”

“I feel like [people like him], because he’s himself and he’s willing to express himself on the internet. I feel like everybody likes that. And also his takes, I feel like some people agree with them deep inside, and when he says them, that part of them surfaces.”

“I’ve seen clips[of Tate] and I see a lot of Tik Toks of people providing commentary on things. For example, I follow Drew Afualo, she’s really well known on Tik Tok for calling out misogynists and kind of bullying misogynists. And so I’ve seen a lot of her Tik Toks and tweets about Andrew Tate. So I’m definitely getting the critique side of his videos as opposed to just strictly consuming things straight from him.”

“I think he tries to promote that very traditional mindset that a man shouldn’t be emotional. A man needs to be an alpha man, a man needs to kind of be dominant to a woman and a woman should be submissive and shouldn’t be promiscuous. And a woman shouldn’t showcase any sexuality and if they do that makes them look slutty essentially. Whereas men can kind of do whatever they want and say whatever they want. Without consequence, they can be with plenty of women and that makes them more of a man. Whereas women are not given the same grace.”

Megan Chatham, english teacher

Iris Dobrer, sophomore

Estevan Nunez, junior

Illustrations by Anjali Govoni

Diploma? More like IB stressing

BY THOMAS JETT AND DONOVAN KERVICK Staff Reporter

The International Baccalaureate program is a unique opportunity for Sequoia students.

Sequoia students gain a lot from having IB classes. One of the reasons people come to Sequoia is because of the IB program.

“Well I actually transferred to Sequoia for the IB Diploma,” junior Aurelia Viner said, who transferred from Carlmont.

College is a concern for most high school students and the IB Diploma is definitely useful on a student’s application.

“I was self motivated to take higher level math and science, but then I’m gonna be honest, to get into college, the [IB] Diploma is by far the best option,” senior Ethan Bae said.

The IB Diploma can be stressful, but it also fits some students’ learning pace.

“The IB classes are more suited to the speed at which I like to work and the speed at which I like to learn and how I like to learn,” Viner said.

The potential benefits of IB can also make students worry about their choice of classes. Many students worry for fear of missing out on IB classes that could help them.

“Pressure rather than an interest so many people are driven to take IB courses, whether it’s because of friends or family they feel like they have to take it because they feel like they won’t be able to get as far because they weren’t able to challenge themselves,” senior Kimberly Sanchez Domingo said.

Entering IB classes can be stressful for students, the big jump in workload from standard level classes is a common cause for stress.

“It was definitely harder than in the middle school. It was a big step, it was a lot more rigorous and then I had to write like an IA my freshman year,” Bae said, who took IB math analysis as a freshman.

For some students this workload leads to giving up sleep in order to get work done.

“I have had multiple days where I’ve had to stay up till five in the morning doing work,” Viner said.

While students might stay up late to finish work for IB classes, regular classes can be just as time consuming.

“I’m taking the hardest classes I can but I wouldn’t say that I’ve never regretted taking it,” Viner said.“Having to stay up late to do schoolwork isn’t exclusive to the IB classes, people in regular classes have to do that.”

All of this can be extremely hard to balance, which can lead to even more stress.

“I would say that it makes life a lot more stressful. It’s hard to balance everything with school and sports, as well as getting enough sleep and having a social life,” freshman IB Analysis prep student Parker Waddell said. A lack of conversation about IB’s effects on students can make talking about it harder.

“There’s not a lot of people that have come forward with their struggles in mental health because of IB, so it’s harder for students to come forward with these struggles,” Sanchez Domingo said. The result of IB on mental health is widely visible too.

“We see a lot of students that are dealing with stress and primarily the stress is coming from academics, I would say the number one factor is their academics,” Teen Resource Center mental health specialist Judy Romero said.

The workload can make it hard for students to alleviate stress, so being open with your teachers about any issues finishing work

or conflicts with school and extracurriculars.

“I think talking to your teachers and being communicative is very important for them to be flexible about workloads. I think the key thing is communication and being upfront about how busy you are,” Bae said. “It’s okay to tell the teacher ‘I’m really busy, I probably won’t have time to do my homework.’”

While extracurriculars can take up lots of students’ time, it can also be big for helping with student mental health.

“For some students, sports is an outlet to deal with stress and feelings, it’s a good way to socialize as well,” Romero said.

Another strategy for helping is trying to balance school and life.

“I think that it’s very doable for anyone to balance their life and have good mental health if they use their time wisely. If they just box themselves in like only focusing on school, I think that’s harmful,” Romero said.

Sequoia also has the Teen Resource Center, which has many resources for students struggling with stress.

“The therapists are able to talk to students about coping skills related to stress,” Romero said. “Anyone in the Teen Resource Center can have a conversation with a student and identify where the stress is coming from and how it plays out in your life.”

If the source of that stress is IB classes, it’s worth considering their importance.

“I’ve reflected on my mental health and how it has been impacted by IB classes and I decided to take a step back and drop some of them because of the mental struggle,” Sanchez Domingo said. “It’s a struggle, taking a step back has helped me gain more focus on myself rather than my education.”

We see a lot of students that are dealing with stress and primarily the stress is coming from academics

Judy Romero, Teen Resource Center mental health specialist

STAGES THROUGH THE AGES: A HISTORY OF SEQUOIA

BY SASHA EFIMCHIK Staff Reporter

In the past thirty years Sequoia High School has gone through a lot of changes. The generations of Sequoia students over that time have seen drastic schedule changes and experimentation by the administration with assorted programs and classes.

Schedules:

this student would likely forget most of what she learned, which is why that schedule was eradicated.

Then, the administration introduced another type of block schedule. Under this scheme, days were designated as schedule A or B, without collaboration days. As a result, some weeks there would be three days of A schedule and other weeks there would be three days of B schedule.

In the 2000s, collaboration days were introduced, but they were originally on Mondays, rather than Wednesdays as they are now.

Perhaps we can expect more schedule changes in the future, given that some students are still not happy with the current schedule.

“Sometimes [...] sitting through the long block periods gets really tiring for an hour and forty minutes. It just gets boring after a while,” sophomore Cameron Reynolds said.

Historically, many Sequoia students chose instead to go off campus for lunch. For a time Sequoia had an open campus and it was allowed.

“At lunchtime, we could just walk across to Sequoia Station,” said Dilley. For reference, Sequoia Station was only built in 1992.

personalization,” Yezerski said. “The teachers would all teach the same kids [and] they would talk about them. There would be more adults in contact and communication about the students, the freshmen and sophomores.”

This program didn’t last for very long because Special Ed students at Sequoia didn’t achieve the state’s minimum goals for standard testing. When that happened, Program Improvement (PI) stepped in. PI required Sequoia to add remedial classes for students that were performing below grade level. This made it too difficult to continue the houses program because of the changes to student schedules that would be required. The Houses Program was discontinued.

There are several classes that are no longer taught at Sequoia. Sieling talked about a class called auto shop, which used to be where the B wing was, until the B wing was remodeled.

“[It was] vehicles, cars, learning how to work on the light stuff on the engine, changing your old oil filters, things like that,” said Dilley,

There were also more foreign language options, including German for quite a few years and Japanese for one or two.

There has been a surprising number of different approaches to class schedules at Sequoia over the years.

“The schedule was the same classes every day five days of the week, so no block schedule. I think generally most people had six periods,” Luke Sieling, class of 1993, said.

Then, just a few years later, the class schedule paradigm was entirely revamped.

“[We would have] three or four different classes for only half the year, and then we would switch to another three or four classes for the second half of the year,” Adrian Dilley, a Sequoia alumni, class of 1998, said.

“When I started, it was … what we call ‘four by four’ blocks. You only met with three classes [each] semester,” Joshua Yezerski, a teacher who has worked for Sequoia for 25 years, said.

However, this, too, came with a set of challenges. If, for instance, a student took math in the first semester of junior year and then in the second semester of senior year,

“[Lunch] was not free for everybody at the time like it’s free for everybody today,” Camille Erskine, class of 2012 and current Sequoia biology teacher, said. “I remember being really stressed at the end of each of my classes before lunch to have to run to get it.”

In the Fall of 2004, Sequoia introduced a program, organizing freshman and sophomore grades into four groups. These groups would have most classes together so that everyone got to know each other, which is similar to how the Sequoia academies work today (i.e., the Digital Arts Academy and the Health Careers Academy).

“Everybody [had] their own houses. It just meant that our freshman and sophomore year we had the same core group of teachers. That meant anybody else that was in the Quartz House had the same English teacher and the same history teacher,” Erskine said.

The houses were named after gems: they were called Amethyst, Jade, Emerald, Turquoise, and Quartz, Erskine’s own house.

“The idea was that you would get more

Finally, as most people know, there were no Ethnic Studies classes, Raven Circles, or flex times until as recently as 2021.

“Flex is good,” said Amaya Bijlani, a current freshman at Sequoia. “It’s a good time to study for tests that you have. Also some classes let you do whatever you want. [It’s] nice to relax and chill for a little.”

One thing that didn’t change is the community at Sequoia and how people feel supported.

“We had guidance counselors, so if we ever had issues or a problem, we could always go see [them], make an appointment or see an administrator. [There] have always been resources,” Dilley said.

“There’s a lot of resources at Sequoia, the TRC and other places that can help you. And the teachers are really supportive,” freshman Amaya Bijlani said.

Overall most of the changes at Sequoia related to schedules and class offerings. The feeling of support and community underlying the Sequoia student experience has stayed the same.

The recapitulation of music

BY COLLIN LIOU Staff Reporter

The return to in-person learning strikes a positive note for the performing arts, signaling how the effects of the COVID-19 pandemic are only temporary. After over a year back to in-person learning, Sequoia’s Band, Advanced Band, Orchestra, Piano and Chorus classes, as well as its musical groups such as the Treble Clefs, have had a chance to regain their footing and develop new plans for this school year.

During and immediately following distance learning for the 20202021 school year, participation in Sequoia’s

musical groups dropped by as much as 50 percent due to the impossibility of having live, communal rehearsals and performances. This loss in numbers can be explained through students’ experiences with the fundamental barriers of creating music in groups during distance learning.

“People just don’t care [about singing] in that time when you’re not allowed to go out and even talk to people. You obviously aren’t singing to people and you kind of lose that desire or love for singing,” Adam Bobich, senior and member of Chorus, said.

While Bobich found his own interest in music dwindling during distance learning, the return to in-person learning has revitalized it.

“I wasn’t planning on taking

[Chorus] another year, I just wasn’t really into the class,” Bobich said. “And then I came for junior year, which was no longer [distance learning], and I actually found that I really liked it. And from there my love for music kept growing.”

This revival of interest in singing can also be seen through increased participation in Sequoia’s Treble Clefs, a selective acapella group headed by junior Sofia Rava.

Interest in the group had dwindled during distance learning and the year immediately following; however,Treble Clefs has rebounded this year.

“After [distance learning], the first year we didn’t get that many auditions,” Rava said. “And then this year [...] we got 10 to 15 rather than two to five [...] and even more people coming to me and asking about auditions. So it definitely settled down a lot last year, and then this year there’s been this big boom of people who want to join.”

Still, the effects of the COVID-19 pandemic on Sequoia’s music program continue to persist since rosters for Orchestra, Band, Advanced Band, and Chorus have not fully recovered. Interestingly, the drop in roster

In a class where we’re learning how to perform, having the objective ears and eyes of a teacher—having even the objective ears and eyes of people around you—when you’re talking and learning and connecting is crucial.

Othello Jefferson, Orchestra director and Piano and Chorus teacher

Photo by Caroline Sieling

After a year back to in-person learning, performing arts programs have plans for the new year

size for music classes only occurred in the years after distance learning. Jane Woodman, Guitar teacher and director of Sequoia’s Band and Advanced Band, prescribed a multitude of factors that led to the downturn last year and this year.

“Last year was a little bit of a funky year just because we were back but there were tons of protocols,” Woodman said. “All these transitional things were going on and we lost some people. Also, I think I had 30 Seniors graduate, which is just gigantic. So with so many people not coming back for multiple reasons, and also the incoming freshman class was a little bit smaller than pre-pandemic because some of the middle schools lost enrollment in band, the numbers just in this particular year just went astronomically down.”

If Woodman kept the two bands separate this year, she would have had two small groups with strange distributions of instruments. So, she decided to combine the bands.

Still, she remains optimistic for the future of Sequoia’s music program.

“It was a little weird to see all the numbers drop, but I think that’s happening in a lot of programs and we’ll build them back up,” Woodman said.

Her optimism stems from how Sequoia’s music groups now have access to a crucial aspect of performing arts which was absent during distance learning: community.

Sequoia’s Orchestra director and Piano and Chorus teacher, Othello Jefferson, feels refreshed to be back in person where students can form connections and grow as a community.

“It’s wonderful just to get a chance to connect,” Jefferson said.“In a class where we’re learning how to perform, having the objective ears and eyes of a teacher—having even the objective ears and eyes of people around you—when you’re talking and learning and connecting is crucial.”

Rava echoed similar sentiments about the Treble Clefs, citing how having a community has a positive influence on the group’s ability to make music.

“It does bring me a lot of joy to go there every week and meet with all of [the Treble Clef members] and see them and try to bring a community together,” Rava said. “We’ve actually created connections, which does make us sound a lot better as a group because we are able to hear each other, because we’re able to talk with each other and talk through what’s going on.”

In addition, the instructional value from music classes and groups has improved tremendously since distance learning.

“[My piano students] sent me little videos of them actually playing, but it’s not the same as actually standing next to the students and saying, ‘This, I think you could fix. That

was great that you did that, I think it was wonderful,’” Jefferson said. “I was able to give the comments after the fact, but not in real time.”

One of Jefferson’s Chorus students, Paolo Marasco, felt the same way.

“[Chorus] is more of a community than it is anything else,” Marasco, a senior, said.

After regaining their footing last year, Sequoia’s music classes and groups have many new plans for this school year.

For one, Jefferson and Woodman are resuming the annual Sequoia Music Festival in March, where they expect around 10 ensembles from surrounding schools to perform at Sequoia.

In addition, Woodman plans to reconnect with the music programs at middle schools such as Kennedy Middle School and Central Middle School. This will help drive up participation in middle school ensembles as well as increase the incoming freshman classes for Sequoia’s music program.

Rava also opened up auditions for the Treble Clefs to anyone this year. Previously, the group had solely consisted of femininepresenting girls with feminine voices

“As someone who is pretty lenient in my own gender identity, I felt weird about restricting someone’s pronouns for the group, or restricting the way that someone’s voice sounds because you can’t control how your voice sounds,” Rava said. “If someone wanted to be in the group but couldn’t just because of the tone of their voice, I just didn’t feel like I was diversifying or being accepting towards everyone and creating the community that I wanted to create for Treble Clefs.”

While the COVID-19 pandemic took a toll on Sequoia’s music program, it only served to demonstrate the perseverance of students, teachers, and communities to continue to create music through adversity.

“We sometimes take for granted just how wonderful it is to just be in the same room, to be able to interact and connect and talk and share on a daily basis,” Jefferson said. “The chance to just perform with each other, perform for each other and actually share your abilities or share your growth in those abilities is amazing.”

Source: Class rosters and concert programs

If someone wanted to be in [Treble Clefs] but couldn’t just because of the tone of their voice, I just didn’t feel like I was diversifying or being accepting towards everyone and creating the community that I wanted to create for Treble Clefs.

Sofia Rava,

leader

of Sequoia’s Treble Clefs

Artif cial Artistry

BY CELESTE CARPINELLI Staff Reporter

“The art industry itself is very difficult to get into, even before the presence of technology. Having something that creates an output faster and cheaper than a human could is probably not the most beneficial thing for those who live off of selling art [or] taking commissions,” Lindsey Bastis, junior IB art student, said

Artificial Intelligence (AI) is a technology that allows people to make various tasks through the simulation of human cognitive features. In recent years,AI has been growing in the art industry and gaining popularity online and on social media . There is also skepticism of AI art as it threatens the creativity and the concept of art itself.Young students at Sequoia who may be looking for a career in art, may be inclined to look elsewhere because of the new tech-competitive atmosphere.

Computer programmers have been experimenting with AI art generation since the 1960s. Recent programs include the web accessible Craiyon that can generate a set of nine images based on simple text inputs from the visitor. In response to the trending topic, TikTok app developers created an ‘AI green screen’ filter where users can create AI images right inside the app. Sequoia students’ are being introduced to AI art through social media,

Bastis, recently completed a study on AI art. She found the AI programs to be much faster than conventional artwork and potentially a threat to the already low income of artists. The rise of AI generated art could potentially take over the already limited digital artist jobs.

AI technology use in art raises questions around the authenticity of artworks created. The process works by taking images from the internet relating to the text input, compiling and analyzing their structure, and constructing images from the information.

“[Art is] something that speaks to or evokes emotions in people, and is something consciously created to be art. I think it’s just a tool that people can use to expand upon their skills and explore more ways of creating,” Bastis said.

Greg Stein, Digital Arts Academy (DAA) coordinator and digital artist himself

AI Artwork of “Raven in digital art comic style” created by Craiyon in 45 seconds.

Art by Celeste Carpinelli following the prompt “Raven in digital art comic style” attempted in 45 seconds.

Sequoia’s artists wary at the promise of AI art.

agrees that art is to its fullest with human input. Stein shares a similar comment to Bastis and what many artists and creators are expressing about AI art.

“I think that the best thing about art is that [...] it was created by people to express something about the world that they wanted to express. When machines express it, it seems a little like it loses something,” Stein said.

Sequoia students considering a career in art might find themselves competing with AI art in future, or possibly benefiting from AI art tools in their own creative process.

Many high schoolers are already consuming AI art in video games and social media such as Tik Tok and Youtube. Although the effect of AI powered tools in art creation is limited to mainstream features like grammar autocorrect and auto-coloring, the expansion is rapid.

increased greatly because of AI programming, thus increasing the popularity of auto generated art. Consider the social impact of AI driven social media algorithms that are engineered to keep people addicted to apps like Tik Tok so the company can sell to advertisers.

“I think that it’s really shifted the way that we communicate to be a lot more visual. So the amount of visual stimuli that we get is so much. I mean, it’s ubiquitous, right?” Multimedia and Digital Filmmaking teacher Vanessa Mitchell said.

“Some of these AI works can be created in seconds, while it may take an artist at least a week to come up with a finished drawingnot to mention how much it costs to pay a person for that much labor.

creative process and behind the scenes story.

“When you’re evaluating whether something is art, you’re thinking about the decisions made by the artist and the impacts or perceptions of both the artist in the audience,” Mitchell said.

Discourse on the legitimacy of digital art has mostly died down due to the modernization of tablets and applications, but there seems to be a general consensus on the difference between digital art and computer generated images.

“Digital art still counts as art, so long as we are talking about using iPads to draw and not robots creating things, I think it’s just a tool that people can use to expand upon their skills and explore more ways of creating,” Bastis said.

“Technology is on the rise, and I think the threat of robots taking our jobs is not just present among artists, [...] it gives people an unrealistic expectation of what artists are capable of doing as human beings,” Bastis said.

The visual media that we consume has

Artificial Intelligence and the creative arts have grown to intertwine; AI generated music, art pieces, writing and other pursuits that have been historically inspired and empowered by real human emotion. Although the feeling of human emotion in AI art may seem real, the pieces are simply a constructed collage of pieces relating to the input data given. Naturally, artists have concerns for the implications of AI art.

The definition of art has been anevolving concept throughout history, but many artists agree that a significant part of the piece is the

Overall, the topic of AI art has not been in the spotlight for long, but has the potential of taking the human creative spirit away from many aspiring artists. As for now, the general consensus varies but the threat of AI taking over is still prominent.

“I don’t think that AI art is big enough of a factor right now, to dissuade people from entering the arts. However, that may change with time, we may find that machines generate more art than we can ever use or sell. It may have put people either out of work in art, or maybe they will be less inclined to pursue it. It’s possible,” Stein said.

Lindsey Bastis, Junior IB art student

Colorado State Fair annual art competition winner, “Théâtre D’opéra Spatial,” AI generated piece.

Cafes: getting closer to the heart of Redwood City

BY VIVIAN KREVOR AND ABIGAIL AGUAYO A&E Editor and Graphics Editor

With summer beginning to feel like a distant memory, the middle of the school year is a time dense with homework. Everyone at Sequoia has personal strategies that help them focus on work or relax, cafes being a convenient location for either. Luckily for us, Sequoia is near one of the most popular parts of Redwood City, with Philz Coffee, Coupa Cafe, and Coffeebar within a 15 minute walk.

Cafes have a notoriously romanticized aura in shows and on social media; we are set out to find the most enjoyable-and possibly cinematic-cafe studying environment. Cafes often offer a cross section of people doing

different things: grabbing lunch with friends, on a work grind, having a relaxing moment, fueling with caffeine before a hectic day, or people-watching to a potentially creepy extent. The appeal to doing homework in a cafe may be the environment making its customers feel a sense of connection to the world. While study methods are personal, Sequoia students luckily have the choice to study at many cafes, all of which we reviewed effectively making an environment of connection.

Junior Gabrielle Vella, a regular cafe studier, explained why her home isn’t always the ideal location to study.

Meet the staff

I get really easily distracted [at home] because I have all my stuff there. I will be 10 times more likely to be on my phone, watching TV, or laying in bed. It’s more comfortable.”

Junior Gabrielle Vella

Philz Coupa Cafe Coffeebar

Philz Coffee, located at 2116 Broadway, Redwood City, is about a 10-15 minute walk from Sequoia. The coffee sizes offered are 12 ounces (a small), 16 ounces ( a medium) and a 20 ounce ( a large). Their coffee prices range from four to seven dollars per cup of coffee, a bit on the pricey side but very much worth it.

The Philz staff is made up of many ages. Some very young and some with a lifetime of working experience. This plays into the factor of their exceptional customer service and their very tasty coffee. They have several seating options from sitting inside to outside, sitting at a table big or small or on comfy couches. They also have many outlets for charging in case you need a charge. To me, Philz is a place where I am always going to get work done no matter what mood I’m in.

“We always want to make people comfortable whether they are working here or they’re just visiting. A lot of people like to make this their work space and we want to make sure they are comfortable. We want to make it a place where people can come in, meet with friends, get work done and not feel any type of way…”

Jesus “Zeus” Mendoza, a Barista at Philz Coffee

The staff always makes an effort to make you feel comfortable as well as making sure you get your work done the second you walk through their door. It’s not everyday you find a coffee shop that actually cares about their customers.

“...You can come in here and get something that you need, something that you want and just chill out and relax especially if that’s not something you can do at home…” Isa Pina, employee at Philz Coffee, said.

Another reason why Philz Coffee is a great place to attend for school work is because of the unity shown in the employees and how much they love to attend work everyday. It’s common for people to not enjoy their job and really fight the urge to attend work everyday, but at Philz, there is no such thing.

“I don’t feel like I’m coming to work everyday, it’s more like my family,” Sam Shaar, barista at Philz Coffee said.

Coffeebar at 2020 Broadway, located where Young’s Ice Cream was before closing down, continues the legacy of a space that serves the people. Featuring pride rainbows and fairly loud groovy music with bass, it has a fluid, free, and lively atmosphere. The employees are thoughtful, putting emphasis on respecting the history of the physical space, and being informed about the coffee they are serving. Different coffee blends come from Columbia, Guatemala, Ethiopia, and Costa Rica, among other places. Currently they are serving “Home for the Holidays,’’ a delicious seasonal signature drink similar to a pumpkin spice latte. Coffeebar is a small chain that is mainly in Tahoe, although its expansion hasn’t compromised its quality.

“The experience is from when you enter the cafe, to then enjoying your drink, your interactions with the staff in the cafe, all the way up until you go on with the rest of your day,” said coffee lead Claire Karoly. “[I want for it to be] a really bright point in your day.”

Coffeebar is the ideal study location for someone wanting a happy and lively place, perhaps in need of a pick me up, especially if they don’t mind some possible business.

Also not to mention their coffee and pastries are pretty fantastic. I would recommend the Iced Mint Mojito.

The first observation many customers make about Coupa Cafe, at 695 Main Street, is the friendliness of the staff. Employees Jesus Ay Ciau and Ethel Rodriguez are often behind the counter, and always connect to customers with a smile. Coupa Cafe is a small chain owned by a Venezuelan family, including Venezuelan food on their menu, and offers more variety compared to other cafes in the area. Their distinctiveness can be tasted in the spices of their specialty drinks, especially the mocha. The pabellon plate and avocado toast are very enjoyable, the latter highlighting the intersection of a stereotypically Californian palate.

This cafe isn’t as busy as Philz or Coffeebar, and has a particularly intimate and quiet atmosphere. It is physically slightly removed from other restaurants in Redwood City, which is what not being crowded is likely attributed to, although is still easily accessible for a Sequoia student.

“We try to make it friendly for everybody. Everybody’s welcome one big smile all the time,” Ay Ciau said.

I am now on a first name basis with Ay Ciau, fulfilling a childhood dream of being known as ‘a regular’ at a cafe, and attesting to the thoughtfulness of the employees. He also described that the employees have many origins, such as Mexico, Guatemala, and Venezuela. Coupa Cafe is ideal for those looking for a calming and welcoming environment, or wanting some delicious variety in cuisine options.

Art and photos by Vivian Krevor and Abigail Aguayo

BUYING BOBA IN REDWOOD CITY A SEQUOIA STUDENT’S GUIDE

BY CHRISTINE CHANG Staff Reporter

Boba is a Taiwanese treat that many Sequoia students enjoy, and luckily, our school is conveniently close to a slew of local boba shops. But which one is the best? I sampled the signature drinks of 5 downtown Redwood City boba shops and reviewed them on five standards: price, service, tea quality, ratio of boba to tea, and boba quality. Hopefully this can help Sequoia boba-lovers find a favorite shop.

To get to Spill the Tea, take a right turn at the corner of James and El Camino, which is also the corner of Sequoia closest to Sequoia

Station. Walk past an auto shop and Discount Cigarettes, and into a cute shop decorated with a wall of fake plants. I ordered the Aloha drink, described as a Caribbean pina colada smoothie with real fruit. It only comes in one size and is $5.50. The cup is 20% boba and the rest is a creamy pink milkshake.The boba itself is relatively hard and small, and the milkshake is very milky. It could do with less cream for a more tangy tropical flavor. While there isn’t much selection in drinks, there are no plain drinks such as ordinary milk tea- all choices are flavorful and eclectic. The service was fairly slow, the wait being close to five minutes despite the store being mostly empty. Spill the Tea also serves crepes, waffles, and sushi, as well as chips and bottled drinks. Overall, being the closest boba shop to Sequoia, it’s a convenient place to stop by for an afternoon snack.

Bobalicious is the small, independentlyowned boba shop on the square. This shop is often busy when Sequoia students get out of school early and head downtown. Most days, the shop is a one-man show. Go up to the window and tell Bobalicious employee James your order. It’s more than likely he’ll say, “Hello, sweetie! What can I get for you today?” Around the side, he calls out your drink, you grab a colorful plastic boba straw, and head out with a refreshing drink. I ordered a small

We surveyed 72 students about their boba preferences:

Honeydew milk tea from Bobalicious

honeydew milk tea for $4.85. The tea tasted a lot like real honeydew and had a strong green tea flavor. The boba was large, satisfying, and plentiful. 40% of the cup was boba and the service was an acceptable speed. The menu at Bobalicious is expansive, and has a drink for everyone. While there are no extraordinarily unique mixtures, there are over 60 simple drinks to choose from, primarily fruit-based. If you like to support independently-owned businesses and want the cheapest boba around, go to Bobalicious.

From Happy Lemon, a relatively new boba shop near the movie theater, I tried a mango lemon slushie. The tea/slushie was tangy and refreshing, with real chunks of mango. Despite my not being very thirsty, I couldn’t get enough. The actual boba was delicious and made up 40% of the cup, and the service was

exceptionally quick. The smallest size was a medium, but the cup was the same size as a small from Bobalicious, but a dollar and a half more expensive at $6.25. Happy Lemon also serves bubble waffles, waffles made of egg that originate from Hong Kong. They’re best warm with the sweet cream that comes with them. This is a convenient place to stop for boba after a lunch at Chipotle or Pizza My Heart.

The only boba shop in Sequoia Station is Tea Time, kitty-corner to Sequoia, next to Jamba. There is no seating inside- just walk in, order a drink from the window, and enjoy outside. I ordered a Thai tea for $4.95.There is only one size- a tall, skinny cup approximately the same size as a cup from Teaspoon. The service was acceptable and it’s fun to watch people make the drink through the window. The boba was pretty small and made up 20% of the drink. The tea tastes fresh and was delicious, with a bit of coconut flavor. Tea Time also sells crepes.

Finally, I reviewed Teaspoon, which is on the way from Sequoia to the square. I ordered a strawberry matcha royale for $6.50, on the pricey side for boba. While the drink is listed as one of Teaspoon’s signatures, the idea comes from another shop called Boba Guys. The boba was ok, making up 15% of the drink. While some might appreciate less tapioca in tea, I was expecting more of it; after all, I bought my drink from a boba shop. The tea was creamy with a pretty good matcha flavor, and the real strawberry was a nice touch. The service was fast. One drawback is that Teaspoon issues paper straws, which often get soggy in your drink. However, it’s a nice place to grab boba on your way to and from downtown.

One important thing to note is that none of the boba places I reviewed issue bamboo straws, arguably the most sustainable and practical type of straw. First of all, bamboo grows extremely fast and is therefore very sustainable, it is compostable, and of course much better for the environment than plastic. In addition, it won’t get soggy like a paper or cardboard straw. It stays just like new for your entire drink, making it seem just like plastic. Some boba shops, such as Tea Hut, have adopted bamboo straws. One way to decrease boba’s impact on the environment is to choose a cleaner, greener straw.

Changing the type of straw could significantly decrease the amount of plastic in nearby trash cans, especially after clubs bring TPumps to the breezeway. The rush of students clamoring for drinks indicates that despite our differences, we can all appreciate a refreshment to cap off a day of hard work.

Interior of Spill the Tea

Photos & art by Christine Chang

Hike-Hype:

Three Excellent Hikes in the mid-peninsula

By MATEO MANGOLINI Feature Editor

There’s nothing quite like the embrace of nature. Freeing yourself occasionally from the spider’s web of social media algorithms, despondent news stories and constant reminders of your responsibilities can lead to a more productive, grounded and content version of you.

“I feel like for me, being in nature is an opportunity to just let things go,” science teacher Leah Thomas said in agreement. “It’s like disconnecting from technology or whatever fears and stressors you may have.”

Due to the San Francisco Peninsula’s shape, such nature is abundant. Because a majority of the Bay’s inhabitants live closer to the water, a variety of parks, hiking trails and open space preserves exists along the neck of the peninsula, stretching from Santa Cruz in the south to the city of San Francisco in the north. With so many options, it can be difficult to know what trails and locations you may want to try. How close is the park to where you live? How difficult is it to traverse the area? How large is it? These questions are best answered with experiential knowledge. As such, I have undertaken a tour of a few of the local trails around the midPeninsula.

Edgewood Open Space Preserve

Distance from Sequoia: 2.8 miles

Size: 467 acres

Trail Difficulty: Medium

Trail Variability: 2/10

Views: 8/10

Flora: 7/10

Fauna: 4/10

Vibes: 9/10

Development: minimal Atmosphere: 10/10

My first stop was the Edgewood Open Space Preserve. Nestled in the foothills of Redwood City and San Carlos, Edgewood acts as the perfect middle-of-the-road park. The preserve hosts a variety of trails, all ranging in difficulty and length. However, any path you take from the main entrance will have you walk somewhat steep paths, among the low hanging deciduous trees (trees whose leaves fall off in winter) common to the Bay Area’s low foothills. If you brave the initial forests, passing by quaint rodent burrows made from a collage of red and brown leaves, you will find yourself among true Chaparral. Coming from the old Spanish word chaparro (meaning “place of the scrub oak”), Chaparral is the vast, dry, grassy scrubland that can be seen dominating the ridge of hills separating the communities of the peninsula from Highway 280. It is here where the greatest views can be found. Looking east, you’ll have spectacular views of the Bay Area, being able to see as far east as Hayward and the East foothills. Looking west, there is the vast wilderness of the Santa Cruz Mountains as far as the eye can see, as well as an unfortunate overlook of highway 280. I found the Edgewood/Sunset trail, which took me to all of these locations, to be more than accessible to hikers of my somewhat experienced skill level. My experience on the trails was far from my experience climbing Mt. Machu Picchu,

but it could still make for a great workout for those not used to steep inclines. Though uphill in some portions of the trail, there are plenty of flat portions to give your legs a break while walking. I would recommend bringing a full bottle of water and some form of sun protective gear, especially during the summer montwhs, as the Chaparral portion of the trail offers little protection from the sun.

Edgewood is also home to a variety of flora and fauna, both common and rare to the area. Mountain lions, rattlesnakes, poison ivy, and other dangerous organisms have all made a home in the area, and as such it is crucial to take the necessary precautions when traversing the park. The need for safety measures, like any of the parks in this review, should be taken into consideration when visiting. However, there is also a wealth of friendly flora and fauna to be found in the park. Every spring, wildflowers bloom among the chaparral, creating a dazzling array of colors that is a true sight to behold. Additionally, the rare Bay checkerspot butterfly can be found here, one of the only parks in the bay area able to claim such a thing. Overall, Edgewood is a great first foray into nature: its flora, fauna and terrain are varied, its trails are relatively easy to navigate, and it’s located right in Redwood City’s backyard.

Pulgas Ridge Open Space Preserve

Distance from Sequoia: 3.7 miles

Size: 366 acres

Trail Difficulty: Easy-Hard

Trail Variability: 8/10

Views: 8/10

Flora: 5/10

Fauna: 4/10

Vibes: 6/10

Development: Substantial Atmosphere: 8/10

My next stop was Pulgas Ridge Open Space Preserve, less than a mile away from Edgewood Park, Pulgas Ridge offers many of the similar spectacular views while also offering greater variety in the makeup of its trails. The preserve is a popular location for dog owners, and during my time on the Hassler Loop Trail, there seemed to be a never ending carousel of breeds of all shapes and

Edgewood Park

I think it’s important to give students a little break to go outside and go on a little walk.

Karol-Anne Coleman, former outdoor ed director

sizes.The large dog population at the preserve is more than likely because of the availability of flat paths to walk on. Pulgas Ridge is certainly a preserve of extremes- while some paths were flat for all intents and purposes, others were almost entirely uphill. This comes in direct contrast to Edgewood, where nearly all paths follow the same pattern of initial inclines making way for flat grassy fields and then descending back into the forest. As such, this preserve is excellent for any range of interests, with casual walks and intensive treks offered. The Hassler loop trail in particular gave me a decent workout, as the first half is an uphill climb to spectacular views of the Santa Cruz Mountains. A mosaic of Redwood trees was painted before my eyes as I climbed the ridge leading to the turning point on the trail, an ocean of leaves that made the mind freeze in awe. I intend to explore the preserve extensively on a later visit, as my initial tour impressed me thoroughly.

Pulgas Ridge

Crystal Springs: Sawyer Camp Trail

Distance from Sequoia: 9.8 miles

Trail length: 18 miles

Trail difficulty: very easy

Trail variability: 1/10

Views: 10/10

Flora: 10/10

Fauna: 6/10

Vibes: 3/10

Development: fully developed Atmosphere: 7/10

My final stop was the Crystal Springs Sawyer Camp trail. Located just off of the west side of Highway 280 near San Mateo, the trail follows the rim of the Crystal Springs reservoir. Originally a resort town by the same name during the 19th century, the reservoir was created after the valley was submerged due to a damming effort by the State of California, creating one of the largest bodies of freshwater in the Peninsula. This trail, admittedly, left me with mixed feelings. I’ve always had a soft spot for oceans, lakes, creeks, etc. - and the scenery of the Crystal Springs Trail is no exception. Home to mintcolored Spanish Moss dangling from stark white trees, the lake’s calm, rippling waters are akin to something out of a postcard or screensaver. There is only one problem- the lake is closed off from the public due to its role as a reservoir for the Peninsula’s towns and cities. As such, I had to observe the beauty from behind a barbed wire fence, just out of reach of the pristine lakeside.

It would be somewhat misleading to describe this trail as a hike. The terrain is incredibly flat, similar to the flats of San Carlos or Redwood City, and so this walk was no challenge to me. While this does take the challenge out of the trail, the flat terrain is perfect for cycling, roller skating or other activities.The trail is also much more developed than Pulgas Ridge or Edgewood, with a paved pathway hosting bathrooms and benches every 500 feet or so.

While I did enjoy the natural beauty, it was frequently interrupted by the sheer amount of man-made buildings around me. The low roar of Highway 280 can be heard constantly, and while the lake is one of the most beautiful places in the area, visitors are barred from getting a closer look at it.

That being said, if you wish to ride your bike in nature, I would recommend this trail, as the paved roads are much more navigable than those at Pulgas Ridge or other parks.

Though I chose to highlight these three areas in my review, that is not to say that these are the only parks and preserves worth visiting in the Peninsula. From the Filfield-Cahill ridge trail deep in the Santa Cruz Mountains, to the Juan Bautista de Anza Trail snaking along the length of the Peninsula, rest and relaxation is just a hike away.

Spanish Moss at the Crystal Springs Reservoir

A deep dive into public pool access

BY MINOU ONO Staff Reporter

There are very limited options for swimming in Redwood City after Herkner Pool, the only public pool, was shut down last year. Consequently, the quality of the Sequoia water polo team is negatively affected by the lack of pools near Sequoia. Herkner Pool, located in Red Morton Park, was only a mile from Sequoia. It was demolished during the summer of 2021 to build a new senior center and a YMCA. The Sequoia YMCA currently on Hudson will move to the new location once it is completed. The new YMCA will include pool facilities, but they will not be public, and the construction is estimated to be finished by the summer of 2023.

Due to the fewer number of pools in Redwood City, there are also fewer water polo clubs. Since Sequoia students do not have the same access to water polo clubs, there are very few students on the water polo team that play outside of school.

“We had 15 [players] last year and only four of them played club,” boys water polo coach Eric Bittner said.

“You can see the level difference is massive between those who do and do not play [club water polo],” Bittner said.

One JV player, Aiden Braddock, mentioned that some people in JV had never played water polo. The girl’s team faces similar challenges.

“One or two [girls play club water polo], if we are lucky,” Coach Hailey Amato said. “We have two girls on varsity who have never played water polo before.”

“We’re a really new team,” Amato said.

Because the team is less established and smaller than many other sports, coaches are trying to grow the size of the team. However, the process has been difficult, given the steep learning curve that water polo poses and the reluctance of people to join the team.

“[Water polo] is definitely a sport that I feel like people are really uncomfortable trying,” Amato said.

Unlike most other sports, to play water polo, there are some basic skills you have to be able to do. If you cannot swim, you cannot play.

“Since water polo relies so much on swimming, trying to start when you do not know how to swim makes it a lot more difficult. So kids are just inherently less likely to try it out. Because they cannot do the basic thing,” Bittner said.

closing affects other Sequoia water sports, such as swimming. Redwood City used to have resources for people to learn to swim. At Herkner Pool, they had swim lessons and other resources for the community to learn to swim.

“I learned to swim at the pool at Red Morton,” Callie Hogrefe, sophomore and varsity water polo player, said.

Herkner Pool also used to run a swim team program called the Redwood City Sharks. The Sharks team was started in 1963 and had been parent and volunteer run for the past decade. With COVID-19 and Herkner Pool shutting down, the Sharks are not currently running, according to their website. The Sharks were one of the few opportunities for kids to swim in Redwood City, but with them gone, there are even less.

“I used to swim for the [Redwood City]

Both coaches also mentioned how hard it is to coach students who have no background in water polo or swimming.

“If they had grown up playing [...] we would have a better starting place than we normally do,” Amato said.

On the other hand, the situation in Menlo Park differs from Redwood City. Both coaches believe that kids starting to play and learning to swim early on can lead to much bigger and more skilled teams.

“[The kids in Menlo Park] have all had swimming lessons and started knowing how to swim from a much younger age,” Bittner said.

Along with water polo, Herkner Pool

Sharks during the summer,” Hogrefe said.

The lack of pools, especially public pools, makes it difficult for swimming and water polo clubs to survive.

“There have been a couple [water polo] clubs locally that have not hung on,” Coach Hailey said.

“Most people on varsity [swimming] swim for PCCA [a club team],” sophomore and former club swimmer Victor Delvat said. “Having more people in swim clubs could [...] improve the level of the team.”

PCCA is a team based out of the Peninsula Community Center in Redwood City. At only two miles away from Sequoia, it is the closest swim club.

“You can tell the difference [between those who swim club and those who do not],” Delvat said. “I swam for two years for PASA [a club team] in Palo Alto,”

Two Sequoia students, Delvat and Braddock swam at pools more than nine miles from Sequoia, one in Palo Alto, one in Portola Valley. With most swim clubs being far away, a lot of students don’t have access to these facilities. Many students do not have someone that can drive them to and from practices more than 20 minutes away, so they don’t swim at all. These are the results of closing public pools near Sequoia.

We have two girls on varsity who have never played waterpolo before.

Hailey Amato, girls’ water polo coach

Map of popular pools used by Sequia students. Art by Alex Parker-Rogers.

YMCA construction at site of Herkner Pool in Redwood City. Photo by Minou Ono.

Why do athletes persevere?

BY DAVID RAYMOND Sports Editor

5:00 am practices. Injuries.Pressure to perform. All of these add up to what can be described as a toxic and stressful environment. This is what athletes have to contend with, so what keeps them going when the benefits can be hard to see.

For athletes these sacrifices can be tough to stomach when even playing becomes a chore.

“I’m a starter, I play the entire offense, it sucks,” sophomore offensive lineman Chapel Thorbourne said.

For high level athletes in high school schedules can be filled to the brim. With commitments from sports, school, jobs and extracurriculars not every requirement can be fulfilled.

This leads to dilemmas for student athletes.

“When I was failing a class freshman year I decided to go to practice instead of doing homework,” Thorbourne said.

What is their motivation to continue? What makes these people so incredibly driven and motivated? Many student athletes are trying to play in college, … For junior rower Charlotte Jett, greatness in her sport

is one reason.

“I want to make the American junior national team,” Jett said.

For other athletes the monetary reward for getting to the top level of their sport is another driving factor.

“To put my parents in retirement,” Thorbourne listed as his biggest motivator to continue playing.

While long term success is definitely in the front of mind for high school athletes there are other reasons that they play. The relationships athletes make in highschool have the possibility of extending long past their sports career.

“I’ve made friends with everybody on the team, everyone knows I’m electric, my personality’s crazy,” Thorbourne said.

Short term successes also shouldn’t be overlooked, they bring euphoria and are many athletes favorite moments in their career.

“My highest moment was when we won league and went 14 and one last year,” sophomore Benjamin Solon said.

For many student athletes, sports gives them motivation for school. To participate in highschool athletics student athletes must keep a minimum of a 2.0 gpa according to California Interscholastic Foundation (CIF).

“The only reason I’m not failing all of my

classes is because I wouldn’t be able to play basketball,” Solon said.

Even with the many benefits of their sports, not everything is positive. Attempting to be elite in not only athletics but also academics comes with its challenges.

“Not only am I doing the IB diploma but I have a 14 hour a week sport commitment,” senior rower Iris Hamelin said.

For all of these athletes though a thorough enjoyment of their sport is shared. Outside motivators are a factor for competing in sports but some motivation is just as simple as a love for their sport.

“I hope to row for a long time,” Hamelin said, “I don’t care if it’s competitive or not.”

Solon echoed the same point.

“I really found my passion in basketball,” Solon said.

Another place where these athletes draw motivation from is their supporting network. “I’m really really lucky to be on a team of really fast and strong girls that inspire me every day,” Hamelin said.

At the end of the day internal motivation can be hard to decipher but is clearly present in everyone who competes at a high level of competition, “That’s not who I am, I’m not a quitter,” Solon said.

That’s not who I am, I’m not a quitter.

Benjamin Solon, Sophomore

Photo credits: Billy Brendy, David Raymond Information: CDC, Ohio.edu, NCAA

World Cup Rivalry

BY PEDRO VAIL Staff Reporter

After four years of waiting for the biggest and best sports tournament, the World Cup in Qatar starts Nov. 24.

Many people from Sequoia are excited for the World Cup, the best sport in the world, football, the real football (not the American one).The tournament is between 32 countries, 64 games, calling the best football players to play against each other on the biggest stage representing their country. Viewers will expect many last minute game winners and upsets for example the infamous “7-1” where Brazil lost seven-to-one against Germany at the Brazil World Cup 2014 Semi-Finals.

Some players miss the tournament though.

“Imagine missing the world cup it was just around the corner, It’s gotta be one of the saddest things for a player,” Duran said.

This World Cup will likely be the end of an era for this generation.

“Many players that we grew up looking up to are retiring after this one,” senior Isaac Lopez Rivas said.

It will be the last for Lionel Messi, who plays for Paris Saint German (PSG), and Cristiano Ronaldo, who plays for Manchester United (Man U). They are the best football players in

the world– top one and two. Messi is playing for his respective country Argentina which is a South American powerhouse. Ronaldo is playing for Portugal.

One of the biggest questions in history ever could be settled at this World Cup: Messi or Ronaldo? (I think it’s Messi; but I will not get into it.) If either of these players manage to win the World Cup it will “confirm” the real GOAT.

“I think Ronaldo is just as good as Messi. If I had to choose though, it would be Messi,” government teacher Juan Duran said. “It’s just those things where people are split, you know, Chivas v America, Pele v Maradona, Barcelona v real Madrid. [I’m lucky] to be living at the same time as two phenomenal incredible players.”

Students would argue otherwise.

“Ronaldo because he does more for the team,” Rivas said.

The debate has fans pointing fingers at each other.

“[Ronaldo fans] are delusional, I think they have a bias. They think that scoring goals is better than actually helping out the team,” senior David Rubio said. “Messi, stands out better to me, I like what he does. He takes on the whole team, passes the ball and gets an easy assist. Ronaldo just stands there, cherry picker.”

People are excited for other players

too. Neymar Jr. of PSG, thinks this will also be his last (though there’s a small chance it won’t). Other top players playing, Kevin De Bruyne, from Belgium and playing for Belgium, Benzema and Mbappe from France and Phil Foden from England, are coming to Qatar from the world’s top football leagues.

“[The best young players are] Phil Foden, Mbappe, Gavi, Pedri, and Vinicius, especially Zlatan Ibrahimovic. He’s one to watch,” Rivas said.

While fans will witness the retirement of amazing players we grew up watching, fans will also witness the evolution and growth of new players, judging whether these fresh faces will do good in the future of their career or bend under pressure.There will be some underdogs from teams that people don’t expect to do well, who will shine and pop off.

“I’m just excited for that, and just like the goals that are gonna come out and the memorable moments,” Duran said.

The World Cup can be watched on Tubi and other streaming services after they end.To stream live the World Cup can be watched on Fox Sports on monthly subscription services. The Spanish television channel Telemundo streams for free. Fans can download the ESPN app to find the schedule for the games that play at all hours as Qatar is in a different time zone.

“I just kinda wish it wasn’t during school so I could watch every game. I’m gonna have to sacrifice a couple hours of school, wake up at 12 a.m. to watch games,” Rivas said.

Soccer fans do not want to miss any games.

“I’m gonna try and set my alarm on,” Duran said. “I’m definitely hyped up man, definitely been waiting for four years.”

“I think Ronaldo is just as good as Messi. If I had to choose though, it would be Messi.

Juan Duran, Government and economics teacher

Photo by Katherine Schembri.

Settling the age-old debate: is Messi or Ronaldo the real GOAT?

A Coach’s Life

What coaches do when they’re not coaching

BY WILLIAM LAMPE Staff Reporter

We know what a coach does when they’re coaching, they tell us how to get better, they teach us how to play the sport correctly, push us to do our best, but what do coaches do when they aren’t coaching? This article will talk about what they like to do, and what they do to prepare for their sports.

Coach Walker Cross Country Coach

Coach Kelly Walker is dedicated to her fall sport: cross country.

“I spend between 18 and 28 hours each week [on cross country] during the season. I’ve been known to buy a bunch of Epsom salts, so everyone can take baths and heal with it. And so I’m like breaking up bags and bringing them out to the team. There’s a ton of administrative work and setting up transportation to the needs of communication with the parents. So I spent two hours Monday through Friday with the athletes and a minimum of an hour. Prepping for the practice and the meet ahead, etc. Also doing the driving takes a lot of time, I took the Varsity guys to Fresno last weekend,” Coach Walker said.

Coach Walker doesn’t coach in the offseason, but does have a job and three kids to take care of.

“I’m a holistic nutritionist. I work in oncology coaching adults and how they can mitigate the effects of cancer treatment and try to reverse the cancer in their system and heal their bodies. So that’s my profession. I have three kids who are 13, 11 and 9, so I’m also busy with them. I’m the lesser of the out of the house worker, believe it or not, between my husband and I, so I carry the majority of that load. And then I also, you know, work to exercise and keep myself healthy too.”

Coach Bitner Boys Water Polo Coach

Coach Bittner does not only stand by the pool and coaching. “I spend [time] actually on the pool deck, there’s also a bunch of administrative work that I have to do behind the scenes, making sure that all the games are good, making sure that everything gets uploaded properly, scores get reported that all the paperwork is okay for every kid and dealing with the school and, and the league and everything like that. I watch film back on my own time and, and kind of go over things in my head a lot of times like when I’m going to bed,” Bittner said.

Coach Bittner spends so much time on water polo he doesn’t take many breaks.

“I coached summer all the way until this current season fall so I have been going nonstop with I think like small two week breaks since last August,” Bittner said.

Coaching water polo year round may seem like a very time consuming task, but not for coach Bittner.

“Honestly, it’s a side job for me. I actually have a full time job as well. As an engineering manager, for an education technology company. And so I’m pretty busy. I mean, I’m effectively working two full time jobs,’’ Bittner said.

When the busy coach does have some time for himself, he does have some things he likes to do.

“I travel a lot. I’m actually leaving tomorrow to go on a trip with some friends to go to Texas. So most of my time is pretty busy. I’m just like a pretty busy guy in general. I like to keep my schedule pretty full because I find it keeps me focused and motivated. But in my actual off time if I’m purely relaxing. I would play a lot of video games and watch shows. I try and do like fun activities with my girlfriend and family,” Bittner said.

Photo provided by Coach Walker

Coach Zirbes Baseball Assistant Coach

Coach Zirbes is dedicated to coaching baseball.

“In season I probably spend somewhere around 36 hours [per week],” Zirbes said.

Coach Zirbes shows the same dedication in the offseason, sometimes helping with rehab for players, doing four on one coaching sessions and traveling for coaching meetings.

“I’m traveling to Nashville in January for a week for a convention, part of the American Baseball Coaching Association. And so there’s about 3000 coaches from all around the United States and we meet every year in a different location,” Zirbes said.

The convention holds many clinics/seminars focused on different things.

“We sit in these seminars and we talk about pitching and hitting, generating offense, how to run a practice etc. So I pick up a lot, and then I bring that back and Doyle (Baseball Varsity and JV coach) and I implement some of those things that we learn every year,” Zirbes said.

Like Coach Bittner, Coach Zirbes also has another full time job.

“I own my own company called automatic controls engineering. It’s HVAC mechanical engineering. Commercial mechanical automation for big high rise buildings, like skyscrapers, large commercial office buildings and we, we make buildings smarter so they save energy and have a smaller carbon footprint.”

Coach Zirbes was also excited about the look of his sport this season.

“I think we look pretty solid. We have a really good pitching staff. We just didn’t score much last season. This year we should improve from last year as far as hitting.”

Coach Schmidt Girls Soccer Coach

Soccer is a popular sport at Sequoia. Coach Schmidt is the girls soccer coach, and dedicates lots of her time to it, which isn’t easy because she is also the athletic director.

“I’m out there for about two and a half to three and a half hours a day depending on if it’s game day or practice day,” Schmidt said.

Like the other coaches, Schmidt spends quite some time on her sport in the offseason too.

“Creating the schedule for the next season, figuring out who we’re gonna play that kind of thing. And then I do a lot of coaching education. So I take coaching courses during the offseason. I do a lot of reading and watch some games,” Schmidt said.

Soccer isn’t the only sport she is busy with her kids, 8 year old girl and boy twins.

“A lot of what I do revolves around sports and youth sports. My kids also play baseball and softball, so I’m there a lot.

When she does have free time from coaching, Coach Schmidt stays very active.

“We do a lot of outdoor stuff, hiking and skiing and boating,” Schmidt said.

Coach Schmidt was excited about the upcoming soccer season.

“We had a really good season last year, we finished second in the league and we’re returning a lot of young, really strong players, so I think it’s gonna be a really good season,” Schmidt said.

Photo provided by Coach Doyle