The Bolt (November 2014) by Sage Hill School

November 2014 www.lightningboltonline.com

20402 Newport Coast Drive, Newport Coast, CA 92657 www.issuu.com/shsbolt @theboltonline

Volume 15, Issue 3 www.facebook.com/sagehillschool

Kandis McGee

Caught in a windstorm. Costume contest winners including (from left to right) senior Bailey Super, college counselor Greg McCandless, junior Bailey Super and senior Miles Wilson display their costume creativity.

By Christina Acevado managing editor

With Halloween having just passed, Thanksgiving right around the corner and Christmas not too far off, there is no doubt that many of us have certain anticipations in mind and different things we’re excited for. For some of us, this past Halloween consisted of staying home and passing out candy to others as we cringed over our favorite horror movies. Still, for others, Halloween was spent wandering the streets late at night in our favorite costumes as we traveled from door to door with friends. Sophomore Andrea Flores begs to differ and offers a unique perspective into her family traditions. Rather than celebrating Halloween, Flores celebrates Día de los Muertos on Nov. 1-2, a Mexican holiday meant to honor loved ones who have passed. For Flores, it’s a very special holiday that was passed down to her by her parents. “[My parents] thought it would be a good idea to maintain the culture not just within themselves but also within their kids,” Flores said. For Flores, the holiday consists of skull face paintings, sugar skulls and sweet bread. Each year, as a family tradition, she and her family attend Noche de Altares in Santa Ana, an event that consists of several altars constructed by family members to honor loved ones who have died. “I really like going because there’s

Get Your Holiday On lots of entertainment to watch, lots of little kids dancing, lots of food and little stores set up selling merchandise for Day of the Dead. I think it’s really nice to go because it’s not all the time people let you into their personal affairs...” Flores said. As Flores has continued to celebrate the holiday, she has also come to learn about and appreciate it more each year. “With each passing year that we celebrate [Día de los Muertos], I come to realize the deeper significance of [it]” Flores explained. For junior Namita Prakash, each October brings the celebration of Diwali, the Festival of Lights. “[It’s] a really nostalgic holiday for me because it reminds me of the time I used to live in India,” Prakash said. According to Prakash, Diwali is a Hindu holiday meant to celebrate the returning of King Rama to his kingdom after saving the people of Lanka through his defeat of the demon, Ravana. As part of Hindu mythology, it is believed that lamps were lit by citizens to guide him home. “Today, we light lamps in our houses and in India, burst firecrackers to symbolize and celebrate Rama’s return home,” Prakash said. Having lived in India, Prakash shared her memories of the holiday, centered largely around the gathering of her family and the lighting of firecrackers. “In India, my extended family and I

would all meet up at one house and burst a large amount of fireworks. It was amazing to see not just a few people involved in the celebration, but the entire country. Even when I went to bed at night, I could still hear some families bursting firecrackers late into the night,” Prakash said. When it comes to late November or December, Sally Sefami, World Languages Dept. chair, celebrates Hanukkah, an eight day Jewish celebration. Though not deeply celebratory of the holiday, it is a tradition Sefami is familiar with. “It’s a childhood holiday. I grew up celebrating it...It brings back a lot of childhood memories for me,” Sefami said. Rather than the materialistic approach some have taken to the holiday or associated it with, Sefami explained that she likes to celebrate Hanukkah more modestly. “We try not to make it so commercial,” Sefami said. For Sefami, Hanukkah brings the joy of creatively themed days focused around charity work, latkes (potato pancakes), Sufganiyot, the lighting of candles and a homemade lotería game. “It’s kind of a fun holiday,” Sefami said. But above all, Sefami emphasized the importance of bringing everyone together as a family, something she closely associates with Hanukkah. “...For us I think the most important

thing is to be together as a family and deemphasize the gift giving,” Sefami said. In terms of the beginning of January, sophomore Sabrina Alterman celebrates the Russian New Year. [It’s] a very big deal for my family,” said Alterman. According to Alterman, the celebration of the Russian New Year isn’t too different from the American one. A few traditions differ, however, and are meant to symbolize different hopes for the new year. “At midnight we all have to drink champagne, even the kids. It brings the hope that the new year will be filled with health and happiness. We eat a lot of fruit as well, so the new year is sweet,” said Alterman. Among other things, Alterman explained that the celebration of the Russian New Year within her family includes lots of dancing, with the celebration sometimes running as late as 5 a.m. “There is a lot of partying, but it focuses on the importance of family and friends,” Alterman explained. Most importantly, Alterman explained that the holiday is meant to be celebrated with loved ones. “Everyone who you care about should be at the party, so you can welcome the new year with all of [them],” Alterman said.

OPINION/EDITORIAL staff editorial

The Introvert’s Dilemma Rosa Parks, Albert Einstein, William Butler Yeats, Christina Aguilera, Frederic Chopin, Eleanor Roosevelt, Steven Spielberg, Larry Page, J.K. Rowling, Condoleezza Rice, Abraham Lincoln, Mark Zuckerberg, Bill Gates, Marie Curie, Charles Darwin, Al Gore, Charles Schwab, Tim Cook, Warren Buffett, Mahatma Gandhi, Emma Watson, David Letterman… The list goes on and on—across history and culture, across ideology and religion. What do these people have in common? THE SILENT MAJORITY They identify as introverts, like an estimated 57 percent of the population according to the MBTI Step II Manual 2001. You’ve probably heard the term “introvert” before. Someone who is mousy, quiet, debilitatingly shy and socially awkward. Someone who never talks in class and stays home every Saturday night. But does that idea of an introvert fit with Christina Aguilera’s sold-out concerts or David Letterman’s comedic fame? No, because an introvert is defined as somebody who is energized by their inner world, rather than external environment, according to psychiatrist Carl Jung who invented the term. Introversion, then, does not imply shyness or social discomfort. Introverts are not averse to social interactions but are overwhelmed by too much of it. According to the Myers and Briggs Foundation, introverts prefer to be alone or with a few people, take time to reflect before they act and are reflective and reserved. Extroverts, on the other hand, are excited around groups of people, like action and “making things happen” and jump quickly into activities. THE GRASS IS ALWAYS GREENER ON THE EXTROVERT’S LAWN Just reading the last paragraph, did you notice your reaction to each personality type? Most people immediately are drawn to the description of an extrovert. Extroverts are seen as fun-loving, while introverts are often seen as boring, cautious and stiff. In

one study by psychologist Dr. Laurie Helgoe, self-identified introverts described themselves as “exotic” and “tanned.” Those introverted participants then described a typical introvert as “unattractive,” “nerdy” and “overweight.” The devaluing of introversion is entrenched in our society. From childhood, we are taught to socialize and interact with others. We are never told to reflect in silence or to spend time alone except during a “time-out.” We learn from the adventurous Dora and the outgoing popstarordinary-girl Miley. We go to school where we sit and study and socialize in large groups. We believe that the ideal leader—in fact, the ideal person—is charismatic, outgoing and a risk taker. We believe that spontaneity is cooler than concern and, despite what we say, that the most confidently presented ideas are the best. WHEN THE BELL RINGS That bias finds its way into the classroom. Most extroverts don’t mind shouting out the wrong answer; most introverts want to be confident in their response. But louder students usually dominate discussions and secure more attention from teachers and other students. Often, this more vocal few establish themselves as the ones who answer questions. The other students settle into a routine of complacency— even if they know the answer, they won’t speak out because someone else is always about to. Introversion is just one of several reasons a student might not dominate a class discussion. People also process information in different ways (such as auditory, visual and tactile learners). Our cultures, backgrounds and personalities also play into our comfort levels with participation. Whatever the cause, students uncomfortable in the discussion spotlight often feel inadequate. With participation worth up to 20 percent of a student’s final grade, there is a definite expectation to perform. When students are uncomfortable or fail to measure up, it hurts not only their

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transcript but their self-perception. “At this point, I kind of expect it, but it can be hard when...words just won’t come out no matter how hard you try,” said one senior who asked to remain anonymous. But sometimes that changes with new technology, particularly Canvas by Instructure, a learning management system that connects digital tools and resources for schools. “There are a lot of ways teachers can create opportunities for people to interact with their peers, and it doesn’t need to be an impromptu thing like an in-class discussion,” Chris Irwin, science/arts teacher and dean of academic technology, said. For his AP Physics C class, Irwin posts video lessons for homework. “If you look away [from a lecture] for a second and look back, you could have missed one key detail that [could] derail you for the rest of class,” Irwin explained. With videos, students can work at their own pace and stop to rewind. According to Irwin, students are better equipped to ask meaningful questions instead of asking teachers to repeat parts of the lecture. Other teachers also utilize technology. English II teachers Elizabeth Carter, Arlie Parker and Greg McCandless require students to blog. Psychology teacher Dr. Nisha Kunte links articles so students can post their responses on discussion threads. “Technology isn’t great just because instead of reading a photocopied page, we can all look at it projected on the screen,” Irwin said. “It’s really allowing for new ways of student-teacher and student-student interaction. Technology is going to allow us to tailor learning for all types of learners.” THE INTROVERT DILEMMA We live in an extrovert-leaning world, a society in which self-promotion and small talk are necessities. Introverts must learn to adapt to this world, but high school and angstdriven adolescence is not the place to teach them how to be someone else. Introverts must first be aware of who they are, and why they are the

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way they are. They must not believe that there is something wrong with their preference for solitude or need to think before they act. At the same time, introverted students should understand that keeping a thought to yourself means that no one else will benefit from it. For the growth of the class as a whole, they should share some of their insight. It’s perfectly fine to be uncomfortable, but all students have an obligation to help their classmates grow. Introversion-extraversion is not an unbreachable dichotomy, but a personality spectrum. “There is no such thing as a pure extrovert or pure introvert. Such a man would be in the lunatic asylum,” Jung said. None of us are trapped on either side of the spectrum. Anyone can adapt to a situation, put on a temporary persona or acquire introverted or extroverted traits. Take pride in your strengths, but also work on your weaknesses. Teachers like Irwin are pleased when a quieter student demonstrates a grasp of class material and depth of understanding. “Oftentimes, it is the ‘quiet’ student who writes a much more thorough post than his/her peers,” commented history teacher Stephen Schumacher. Teachers should be more aware of introversion and other reasons that students might participate less in the classroom. Some students do their best thinking in their head, take time to construct answers or have a naturally quieter voice. It is not fair that people who speak louder or faster are revered. Teachers, especially those in English, should focus more on individual or small group work. Introverted students would be more comfortable discussing their thoughts and ideas with one person and then presenting them to the whole group. More teachers should utilize class discussion posts on Canvas and assign projects that require students to prepare beforehand. Sage, make way for the introverts.

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publications staff Academics Editor: Claire Goul Alumni Editor: Hannah Hong Executive Editors: Namita Prakash, Kristin Saroyan, Amanda Ong, Arts Editor: Tess Hezlep Lifestyle Editor: Bailey Super Stephanie Min Opinion Editor: Ingrid Dickinson Senior Editors: Liz Farkas, Selin Karaoguz Associate Editors: Claire Dwyer, Celine Wang, Jackie Nam Sports Editors: Maddy Abbot, Brittany Murphy Underclass Editor: Lauren Fishman Social Media Coordinator: Tommy Lee Reporters: Elizabeth Alvarez, Liam Murphy, Claire Lin,Vale Lewis, Eliana RodriguezTheologides, Julia Dupuis, Marina Anderson, Christina Acevedo, Steven Du, Donna Afrasiabi, Farooq Ansari, Jo Farkas, Catharine Malzahn Graphic Artists: Lynn Fong, Chance Kuehnel Photographers: Kandis McGee, Genesis Gonzalez, Kate Kim, Sahale Greenwood, Chloe Henson, Maddy Nadelman Photo Editor: Kellen Ochi

EICs: Nellie Hamadani, Hawken Miller, Michelle Min

Video Editor: Amelia Tanner

Adviser: Konnie Krislock

NEWS

Invested in the future. Juniors and seniors attend a Stanford University information session with a regional college admission representative.

By Elizabeth Farkas senior editor

“Well because a class is weighted, its O.K. for me to get a B in it, it’s still a 4.0.” “My mom went there so I’m in for sure” or, “Uncle Todd knows a guy that’ll get me in.” Or my personal favorite: “I’m going to sleep through second semester senior year, I’m already in college.” Before you attempt to make these excuses in your head defending every possible scenario you can think of, let’s take a step back and think about the College Process as a whole. While it may be daunting to think of it all at once, Admissions Directors like to separate the application into a nifty little pie chart. The “Big Five” include: grade point average (GPA), Standardized Testing (SAT, ACT, SAT IIs, AP Scores, etc…), extra curriculars, Letters of Recommendation (2-3) and the essays. As students, we hear day and night about fulfilling the requirements of completion, even before we start the application. And while this all may sound like a whirlwind of tasks that need to be completed before one can hit the nifty send button on the Common App, this list is really only the beginning. So are all of our experiences with the application process going to be the same? That means the other 2,312 four year colleges have their own applications, which may not seem like a big deal to underclassmen, juniors and parents, but students have to become even more aware when the extra work comes into play with specific requirements from each university. One must have all of their bases covered with testing and classes completed before application season comes around. But then again, there’s always going to be a wake up call reminding you that nothing in the College Process is guaranteed, and just because you have the grades, scores, E.C.’s and essay, you won’t necessarily be admitted. Beyond what we have control over in the application process, the nine things College Admissions won’t tell you could be the key to interpreting the seemingly random College Process. College counselor Frank Smith he gave a little insight on a recent Sunday Wall Street Journal article that addressed College Admission secrets, and Smith explained how some of these nine topics might relate to the Sage experience.

1. ‘Not All Grades are Created Equally’

We all know that the Sage grading system is considered much more difficult than your average school’s,

especially when you’re dealing with ‘regular’ and ‘accelerated’ classes. AP is generally on par with the system. So how do colleges take that into account? The college counseling team at Sage assures students that most colleges are pretty familiar with the rigor considering the fact that we are a college preparatory school.

2. ‘We Don’t Trust Your Essay’

Now this may sound especially shocking considering this is more recently seen as the most important part of the application, yet colleges don’t trust it? What they mean by this is that they know, unlike the writing section of the ACT and SAT, one not only has much more time to edit and write the essays, but they are often corrected and viewed by many other eyes than just our own. Not that this is a bad thing by any means, but some students may have had a certain advantage over others in this sense. Not all students know this, but colleges use the essay you write on the ACT and SAT in order compare your writing and style to others, the Journal article said. The last thing they want to see is you sounding like a doctorate in your Application Essay and a seventh grader in your ACT or SAT writing section. The goal for the essay is to tell your story at the best of your ability, no one else’s, so write like you’re a senior in high school.

3. ‘We’re Having Second Thoughts About the SAT’

As we all know, the SAT is changing in 2016, and colleges seem confident in their decision. Why? Because colleges know the advantages which can be associated with socioeconomic status such as test prep and personal tutors, the Journal article said. They know that not everyone has access to the same utilities so they tend to take that in account when reviewing one’s application. So what does that mean for current test takers? No, they will NOT disregard your scores. They are still used by schools that require the scores and are still very important, but it depends. Many four-year schools have made testing optional for specific majors; this is much more common in smaller liberal arts schools. At the same time, other schools sometimes make extra testing mandatory, requiring up to three SAT Subject Tests for specific majors. Bottom line? It depends.

4. ‘Obsessing Over Class Rank is Cute’ Sage is lucky enough to not have this issue circulating our campus.

Nine College Admission Misconceptions While other schools across the country give a class rank and promise a certain percentage attendance to university (Texas, for instance) some schools do not heavily weigh class rank in the application process. At Sage, Smith said, the class size is so small, we decline to give class rankings.

5. ‘Relationships With Your Teachers are More Important Than You Think’

Remember that your teachers (typically junior year teachers) are the ones writing your recommendations. Sage students are usually respectful in class, but it’s always good to go beyond the classroom relationship and ask for extra help when you need it, or even just have a casual conversation about their weekend every once in a while. Teachers are people too, and they see more of you than you think. You shouldn’t feel uncomfortable talking to them outside of class. Forming these relationships could help you in the long run when it comes to application time. Colleges want to know what you look like from a teaching perspective as well because they will be, you know, teaching you.

6. ‘We Only Sound Exclusive’

Smith emphasizes that this point, made by the Wall Street Journal, is only true for some colleges and universities. Again with the ‘it depends’ factor, smaller colleges will be reviewing a much smaller pool of applicants, so in this case they might need you more than you need them. Even so, some of the most prestigious liberal arts colleges have low acceptance rates because exclusivity promotes future admissions. Also, colleges realize that you have other schools on your list and one college may not be your only option. On the other hand, ‘sounding exclusive’ can be proved wrong in the Ivy world and larger universities because they have ten times the applicants as they do spots. Depending on what school you’re interested in, their need for you can vary widely.

7. ‘Politics May Determine Whether You Get In’

Colleges tend to look at what they see about you in-between the lines. “One third of colleges consider race a factor,” the National Association for College Admission Counseling (NACAC) admits. The goal of this isn’t to discriminate, but to create as diverse of a campus as possible. Race, ethnicity, and religion are important in a holistic review, as well as geographic location, special talents and anything that creates an overall diverse class. On the other end of

politics is the pull with legacy and donations. Obviously colleges more than appreciate their alumni and donors, but the actual impact on your admissions could be minute (depending on the situation and the school). Does this mean you should rely solely on who you are and what you know? Of course not. At the same time, a call to the friend who knows the Admissions Director couldn’t hurt, but it shouldn’t be the subject of the essay you intend to write about why that particular school is the best fit for you. Remember whom this is supposed to be about. (You!)

8. ‘We’d Rather Admit Someone Who’ll Pay Full Tuition’

This sounds absolutely awful but in some cases, this can be very true for colleges. To combat this notion for schools that can afford it, what has become more popular through the years is the ‘need blind’ aspect of the application that doesn’t tell colleges if your attendance relies on scholarship. This could help or hurt applicants, but it makes the process as fair as possible. Still, not all schools have ‘need blind’ so you must stay aware while applying.

9. ‘Just Because You’re Admitted, Doesn’t Mean You’ll Stay Admitted’

A second semester senior’s least favorite thing to hear. Yes, your grades do still matter, and no, you may not skip nine days of school because 1) the max is eight and 2) you have a invalid excuse and you will not graduate. Do you know what colleges see the day you graduate? Your second semester grades. Many can’t even keep count of the times that they have revoked an acceptance after June hits. And if you could picture yourself after an amazing second semester filled with memories from all three weekends of Coachella and Stagecoach checked off your bucket list, you could also see that you have nowhere to attend in the fall. Just think about the next time you decide to spontaneously drive up to LA while screaming #Senioritis out the window the night before your AP Gov. test or ‘forget’ to film that French project. College is watching you. On a more positive note, what Smith laughs about when he hears Sage kids joking about senioritis is that we all say we’re going to participate, but he finds it so rare that anyone actually slips due to pride and respect for themselves and their teachers. Also, the AP Exams are still in May and college credit is still up for grabs. Study on, seniors.

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Steven Do Steven Do is known for many things. just want to get good grades and graduate, and Steven Do is known for many things. Wearing Wearing his NCIS hat on top of his camouflage I wouldn’t change anything about my experihis NCIS hat on top of his camouflage beanie, beanie, dancing around the school listening ence here at Sage,” he said. dancing around the school listening to music to music with his pink headphones or simply His focused nature is a part of his aspirawith his pink headphones or simply walking walking around during lunch with his rolling tion to go to a good college and one day attend around during lunch with his rolling backpack. backpack. Give these descriptors to any Sage medical school. Do’s work ethic is not lost in Give these descriptors to any Sage student and student and you will be met with immediate this dream. A driven student, he spends most you will be met with immediate recognition. recognition. of his time doing work and prefers solitude to He is difficult not to notice, yet Do says the He is difficult not to notice, yet Do says the doing activities outside of school and home. only thing that makes him different from anyonly thing that makes him different from anyDo, however, realizes that this is not the chosen one else is that he does not care what anyone one else is that he does not care what anyone lifestyle of many teenagers, and firmly believes else thinks. else thinks. that every person is unique and has to learn “I ignore other people’s criticisms,” Do says, “I “I ignore other people’s criticisms,” Do what they want to do. think people might think I’m weird because I says, “I think people might think I’m weird “It all depends on the individual and what dance around school, but I just think hey, I am because I dance around school, but I just think they think,” Do says, “You can’t ask other peopretty much fabulous and no one else can tell hey, I am pretty much fabulous and no one else ple how to do what is right, because ultimately me what to do.” can tell me what to do.” only you can decide that.” Do has always given little thought to what Do has always given little thought to what Do cherishes his individuality and sense other people think of him, setting him apart other people think of him, setting him apart of self, something he believes is lost on many from the crowd from a young age. He has from the crowd from a young age. He has teenagers. always been focused on his future and doing always been focused on his future and doing “I think it can be very difficult for other what he thinks is right. For him, the opinions what he thinks is right. For him, the opinions people to forget about what other people think of others have never mattered as much as his of others have never mattered as much as his and do what they believe in,” he said. “I don’t opinion of himself. opinion of himself. really get that. If you really think about what “People seem to think I’m weird and differ“People seem to think I’m weird and difyou believe in, then all you have to do is follow ent, but I don’t think I really I am. I really just ferent, but I don’t think I really I am. I really through.” want to get good grades and graduate, and I

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Elijah Soto and Carlos Orozco Vale Lewis Sophomore standouts Elijah Soto and Carlos Orozco spend hours each day working with playing cards to learn magic and card manipulation, an art form called cardistry. “Magic is like, ‘pick a card and we’ll find your card’, but the stuff we do with the cards like springing them or doing cool stuff, that’s called cardistry,” said Soto. Soto has a passion for performing magic, first learning tricks from YouTube videos. He and Orozco still get inspiration for their cardistry from YouTube. “I did the magic trick [in the YouTube video] and I was like ‘wow this is awesome’,” said Soto. “It just spiraled into kind of an obsession from there and I started learning magic. And then due to magic, I started learning how to do

stuff with cards.” Intrigued by Soto’s skill, his friend Orozco began to learn magic and cardistry on his own, mentored by Soto. Orozco aspires to be as good as Soto soon, also watching videos for inspiration. “[Soto] got me into it. He’s kind of helped me along. I actually gave up magic over the summer and he started me back up with it,” Orozco said. Orozco brought a new idea to their shared hobby: creating their own deck of cards. The duo take Digital Arts where they have created a design for cards. “He showed me some designs [of cards] and I figured, ‘what’s so special about these cards? Why can’t we do it?’ and I just started

making little designs and just themes for ca and after that we came up with the card des we have right now,” Orozco said. Soto and Orozco are hoping to start a Kickstarter in the near future in order to rai funds to produce their deck of cards. The ca are unintentionally Sage-themed, adorned w green lightning bolts. Other than producing their cards, Soto and Orozco look forward t getting better at cardistry and card magic in future. “[We want to] just continue to get bette and just continue to build on the skills we’v already built and design more cards,” Orozc said. “That’s a thing I really want to keep do because I worked hard with these and I just can’t wait to see what we can do in the futur

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Dillon Kanne Christina Acevedo

When sophomore Dillon Kanne received ews in May of 2014 that he’d been selected age’s “Best Chemistry Student” due to his perormance on the American Chemical Society xam as a freshman, he was genuinely shocked. “I thought [the results] would be very lose,” Kanne said. “I was pretty surprised.” But for Kanne, the ACS exam was nothing f an unfamiliarity. He has participated in sevral competitions and exams outside of school or quite a while now, with a large majority elating to math. “Right now I mainly do out of school math o practice] for math competitions,” Kanne aid. For Kanne, math and science have long een passions, as well as rather significant parts f his life. He admitted that as a child he often ngaged in puzzles and logic games. Additionlly, he took a first grade math class when only n pre-school. “I showed an interest in math...when I was really young, so that put me more towards math stuff and where I am now,” Kanne said. Although he was raised in a household with parents who are chemists and has a atural talent for the subject himself, Kanne xpressed hope for a somewhat different path n his own life. “Even though both of my parents are hemists, I’m hoping I can go into the realm of math, physics, and computer science when I row up,” Kanne revealed. Aside from his love for math, Kanne has lso taken a liking to several other activities,

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among these being the school’s garden. “I really like the garden…[and] work in [it] every other week,” he said. Kanne is also involved in the Jazz Club, Math Club and Physics Club. Outside of school, he takes music lessons for the tenor saxophone, which he has played for six years. When asked how he generally views himself, Kanne confessed to being both frank and a bit sarcastic.

We all know Grant Dewey. He’s the senior with the long hair, bucket hats and tie-dye everything. He stands out quite a lot on his own, but what most of us really know him for is his leg. However, very few of us know his whole story. Dewey was born with a tumor in his back. In most cases this would cause full paralysis from the waist down, but Grant, in a sense, was lucky. He would spend his childhood fully mobile, but with no sensation in his right leg. Dewey was a very active child, and without the ability to feel pain in his leg, he managed to break his femur six times before even starting middle school. Not realizing he was hurt, young Dewey would often continue to irritate the injury until an adult would notice it. He reinjured his leg when he was 4, again when he was 7 and delaying his Sage attendance a year for a Florida surgery when he was 16 that inserted a metal rod rendering his leg rigid. “It was pretty bad,” Dewey. “There was a time when I didn’t know what was going on in life and I didn’t know the purpose. But with so many areas that I couldn’t control, I realized the only thing I could control was my own emotions and my outlook on life. So I decided to make a change and start finding the positives, and it ended up saving my life.” Freshman year the metal rod in Dewey’s leg snapped, and no doctor could explain it. He had to miss two months of school to get it fixed. Sophomore year a staph infection came back. It had started eating away the bone from the inside out. After multiple surgeries to clean it out, Grant reached a fork in his road: he could continue to face the unknown with his leg and expect many more hospital visits, or amputate. “I wanted to move on with my life,” Dewey said. “I didn’t want to let things around me

Michelle Chen Amanda Ong

Even when Michelle Chen was young, she had a particular interest in math, because “numbers made a lot of sense to me.” She was able to procure textbooks about various levels in math including algebra, geometry, precalculus and calculus and during her free time she would work through these textbooks finishing Ron Larson’s Calculus textbook in seventh grade. By eighth grade “I decided to concentrate more on learning the intricacies of physics, especially Physics B, as well as competition math such as MATHCOUNTS,” she said. At this point, she began her venture into the world of competitive math and science! As a freshman, Chen was a United States of America Mathematical Olympiad

Qualifiers. She was one out of 17 freshmen to qualify that year, winning fourth place at the Orange County First-Year Chemistry Competition. As a sophomore Chen won many awards and honorable mentions including a Math Prize for Girls Honorable Mention, fourth place with her team at a Caltech-Harvey Mudd Competition and twelfth place in the individual category at a Harvard-MIT Math tournament.. As a junior, Chen is President of Orange County Math Circle and currently working as the Website Development Manager for its website while conducting “research in mathematics to investigate the behavior of cancer cell lineages in comparison to Ordinary Differential Equations.”

Grant Dewey Ingrid Dickinson

affect my future anymore. I was done being a professional patient and just wanted to move on and enjoy all the things I hadn’t experienced yet. It’s been the best decision of my life.” With the uncertainty and fear gone, all Dewey has to worry about is overcoming the challenge of a prosthetic leg. He has done this better than anyone would have imagined. In fact, about a month after he received his new leg, we went camping, rock climbing and tubing together. It’s really the little things that have made a big difference in Grant’s life, like being able to sit on a plane without sticking his leg out in the isle, or just kicking a soccer ball. He’s now able to excel and find physical passions he wasn’t able to in the past. In a few months he’ll have a blade put in which will allow him to run, something he hasn’t been able to do in years. As his friend, I can easily say that Grant Dewey is the strongest person I know. Although he may question his strength at times, I have never seen the slightest hint of fear in him. He doesn’t complain, he doesn’t brag and he doesn’t let his leg hold him back. His positivity is contagious. “Awful things are gonna happen in life, but it’s up to you to deal with them,” Dewey said. “There’s no point being all mopey when you can be happy.”

ARTS

Redefining Dance Ensemble

Increased Student Contribution and Fresh Faces

Synergy. Twelve synergists including two sophormores and four freshmen prepare for Intermix, their largely student-choreographed performance. Intermix takes place in the Black Box Theater on Friday, Nov. 21, and Saturday, Nov. 22, at 7 p.m. Students, parents and supporters can see the show for free.

By Kristin Saroyan executive editor

The Sage Hill dance ensemble, recently dubbed Synergy, has undergone major creative changes for the 2014-15 school year. The 12 Synergists implement student choreography and grade level diversity in Intermix, the dance ensemble performance on Friday and Saturday. “What’s really cool about this show is that it features student choreography,” junior Eliana TheologidesRodriguez said. “Each dance has a very specific theme and a very specific message that the choreographer is try-

ing to convey.” The themes of the dances in Intermix range from the manifestation of obsession in a dance choreographed by senior Helena Youhana, to manipulation and puppetry in a dance choreographed by senior Elizabeth Farkas. Student dancers choreographed each dance in the performance, with the exception of the opening dance, which new dance instructor Noelle Robinson choreographed. “Noelle is bringing a lot of new ideas. She’s the one that decided we should name dance ensemble. She’s just so nice and so supportive in everything we do,” Theologides-Rodriguez said. “One thing that I really like about her is that she knows how to help us choreograph without controlling our choreography. She helps us convey our own message.” In addition to heavy student

involvement in the creative process of the performance, a broader grade level diversity brings a new and fresh perspective to Synergy as well. “Our freshman year, freshmen weren’t allowed to join dance ensemble, and our sophomore year, dance ensemble was too big to accept underclassmen,” Theologides-Rodriguez said. “Now, all the seniors have graduated, so we have room to let on not only sophomores but freshmen too. What’s cool about dance ensemble this year is that we have four freshmen and two sophomores.” “Dance ensemble is a little different because this is the first year that underclassmen are allowed to join,” freshman Juliet Farkas said. “It’s a nice opportunity, but at the same time, it’s a little intimidating living up to all the seniors.”

In spite of the pressure to perform flawlessly, the Synergists can feel confident in their training, practice, and creative preparation for Intermix. “I like how short the show is because we were able to put together all the pieces and say what all the choreographers want to say,” Farkas said. “I’ve been trained in classical ballet, and this is my sixth year dancing.” “We probably started practicing a month into the school year. We have literally been practicing everyday for hours and on weekends for hours. On Saturday, I was here for eight hours straight just busting it out,” Theologides-Rodriguez said. “Dance ensemble, or Synergy, has just become so close this year, and being on stage is such a bonding experience for all of us. I just love to be on stage with the people I love, performing in front of a school that I love.”

SPORTS

two femmes lead department

KANDIS MCGEE

A Well-Oiled Machine Leads Athletic Dept. By Maddy Abbott sports editor

The vision of the Sage Hill Athletic Dept. is continuously evolving, always adapting to focus on different aspects of the program. Yet every year, the same overarching goal remains. Ultimately, the school strives to offer students myriad opportunities to engage in an athletic realm, at whatever level that may be. “At what ever level we compete at, we want to be the best,” Director Megan Cid said. The department is structured in a new way this year led by one athletic director with an assistant. In years past, there have always been two heads of the program, but this year, the duo is composed of all females. Cid says working with assistant Catie Chase makes her job just a little less overwhelming because she has someone working alongside of her for increased support. The two work together like a welloiled machine – their close relationship both in and out of the office helps make communication and organization straightforward. Both Cid and Chase agree the best part of their job is watching the growth of teams and athletes. Having the chance to watch players from the beginning of the season to the end is

unique, for they are able to see hours of practice result in chemistry and success, they said. Chase loves to see others passionate about sports, for she remembers fondly her love for athletics in high school. A shared happiness stems from this connection and makes her list of tasks easier to accomplish. Both women also agreed upon the challenging aspects of their positions, including the management of details from every sport offered at Sage. Though a relatively small school, Sage offers a variety of levels for every student looking to participate. Specifically, Chase reflects that keeping up with CIF rules and regulations can be a tedious process. “I call CIF pretty much every day,” Chase said, “and we also can talk to previous athletic directors on campus, like Nate Miller and Jon Poffenberger.” The progress of sports at Sage has remained quite steady throughout the years; usually, around 70 to 75 percent of students participate in athletics. Though these numbers cannot be directly compared to Sage’s first years, Cid believes Sage’s delicate balance between academics and athletics allows for such strong involve-

ment. “The number of multi-sport athletes is decreasing, though,” Cid said. As more and more students are dedicating themselves to one sport at an early age, and focusing on this particular sport all year round, the department is working to support these students with honed commitment while continuing to support those students who are willing and able to be a part of multiple teams and programs. Cid understands that on a highschool campus, there will always be teams that find more success, yet the goal of the department is to create a widespread, level playing field. For the most part, she wants all teams to compete at a similar level, which could be gradually ensured by the addition of new facilities. Expanding on facilities like tennis courts, a pool or even a potential second gym would help create opportunities for other sports to have ideal practice times. A bigger fan base would help with “home court advantage” for certain teams. Right now, Cid and Chase are not looking to add more sports, but with enhanced resources and increased interest, they never know what could lie ahead for the future of Sage Hill athletics.

varsity sports

71%

student participation in sports

CIF championships

43%

students participating in two or more sports

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8 THE SHRUB

The Annals of the Ngo Dynasty

Holidaze: A More Personal Description By Baily Super lifestyle editor

Diwali

What: “festival of lights:” ancient Hindu festival signifying the victory of light over darkness, knowledge over ignorance, good over evil, and hope over despair. When: main festival night of Diwali coincides with the darkest new moon night of the Hindu Lunisolar month, Kartika. In the Western Calendar, Diwali night falls between mid-October and mid-November How: before Diwali night, people clean and decorate homes. On Diwali night, Hindus dress up, light up diyas (lamps and candles), participate in family puja (prayer) typically to Lakshmi (goddess of wealth and prosperity), set off fireworks, eat a family feast including mithai (sweets), and exchange gifts between family members and close friends “Diwali is basically screaming, lighting firecrackers, and dancing around. It’s a blast.” –senior Aash Appannagari Steven Du

Mr. Teacher! Mr. Ngo sits behind his computer during his last week at Sage, reminiscing all his cherished memories he had with his students and colleagues In the land of Sage Hill, there were two great nations known as the Upper and Lower Kingdoms. Under the strict rule of Nikki Imai, the Upper Kingdom prospered as a center of knowledge and learning. On the other hand, the Lower Kingdom, under the rule of Dean Ngo, became a so called “hub of gaming and vice.” However, Ngo, fearing a loss of control over his domain, began to crack down on the freedoms that made his kingdom so special. The Ngo Dynasty began following the departure of Khara Covington, who despised the consumption of food. Those who were caught eating in her domain were severely punished. They were often exiled or even arrested. The worst offenders awaited a sentence from the High Court of Poff. Initially, Ngo’s arrival and reception was, at best, lukewarm. Many were skeptical of the new ruler. They feared he would become another Convington. However, these skeptics were quickly proven wrong. Ngo brought order and prosperity to the once chaotic Lower Kingdom. Inalienable freedoms were preserved while construction on internal improvements such as new couches and floors began. He soon proved himself to be a benevolent ruler. Even the consumption of food became accepted. Junior historian Isaac Collin described the Lower Kingdom as, “being a fantastic environment which differs from [foreign lands] because

it also provides a comfortable place to socialize as well as a perfect place to study.” Ngo soon became the most beloved ruler in the land. However, many despots of lesser kingdoms became more and more jealous of Ngo’s prosperous reign as his approval ratings soared higher and higher. More audacious accusations have even called The Lower Kingdom a host of an illicit bitcoin trading ring. “I heard there was a underground cryptocurrency network headed by the notrious Ackerman,” said junior Jonathon Haley. Although there is overwhelming evidence against these claims, ultimately the allegations unnerved the beloved ruler. He began to fear that he was losing control of his loyal subjects. In an attempt to maintain his influence, Ngo began to crack down on some of his neglected laws including food. “Food is great for nutrition,” said Ngo. “But I think that it should be eaten outside. It stains the floor. Ngo says ngo to food.” Despite this one small setback, he still remained the most popular sovereign of the land. His fans even immortalized him as “Mr. Teacher.” Unfortunately, Ngo was persuaded by an anteater to rule a different kingdom, thus bringing an end to the short-lived Ngo Dynasty. Generations to follow shall ngo his name and revere it as the appellation of one of the most legendary rulers in the land.

Nowruz

What: Persian New Year: secular holiday where families and neighbors visit one another; functions as a “spring cleaning” to let go of old year and welcome new year When: March 21; spring equinox How: Haft Sin celebration, put 13 different objects that start with ‘S’ to symbolize different values “We also get newly printed money to symbolize novelty and prosperity. Every family puts an assortment of 13 things that start with an ‘s’ around the house.” –senior Milad Rohani

Hanukkah and Christmas

What: Hanukkah (Festival of Lights or Feast of Dedication) is a Jewish holiday that lasts for 8 days, one day for each day that the small amount of oil used to burn a candle for one day miraculously lasted for eight days in 165 BC. Christmas is the celebration of the birth of Jesus Christ, the Messiah or savior and son of God in the Christian religion. When: Hanukkah: anywhere from late November to late December, depending on whenever the 25th day of Kislev falls according to the Hebrew calendar; Christmas: December 25

How: Hanukkah: lighting of Menorah, giving gifts, playing games like dreidel, eating foods like doughnuts and latkes; Christmas: decorate Christmas tree, buy presents for family and friends, usually attend a Christmas Eve mass on December 24, decorate homes

Dia de los Muertos

What: “Day of the Dead:” Mexican holiday that honors the spirits of families’ deceased loved ones When: November 1, the day after Halloween How: families create shrines to honor the deceased in their families or neighbors, usually with photographs, flowers or candles, sugar skulls, and/or paraphernalia in remembrance of that person that that person would like. People can visit one another and exchange stories, and sometimes offer prayer. “There’s a cool parade in downtown Santa Ana each year.” –junior Alfonso Corona

Holi

What: Hindu festival of colors/festival of love; signifies the victory of good over evil, the arrival of spring, end of winter, and for many a festive day to meet others, play and laugh, forgive and forget, and repair ruptured relationships. When: approach of vernal equinox, on the Phalguna Purnima (Full Moon); festival date varies each year, per the Hindu calendar, and typically comes in February or March What: Holika bonfire on the night before Holi where people gather, sing, and dance. The next morning is a free-for-all carnival of colors, where participants play, chase, and color each other with dry color powder and colored water. Anyone is fair game: friend or stranger, rich or poor, man or woman, child or elder. Happens in the open streets; drums, instruments, singing, dancing, food, dressing up, visiting friends and family “Sometimes people fill water guns with colored water, and it’s cool, it’s fun. But some people fill water balloons with paint. Those are the mean people, because it hurts. My dad was telling me how, when he grew up in India, he lived in the city where they play and celebrate on the roofs of apartments and houses during Holi. He and his friends would have water balloons, and they’d go to the edge of the roof and drop the water balloons on people from 10 stories.” –senior Parthiv Worah