journalism convention
By
Taipei American School (TAS) students and sta members from the Honors Journalism: Yearbook and the Honors Journalism: e Blue & Gold classes embarked on an unforgettable journey to Philadelphia, Pennsylvania this November, joining more than 4,000 other students across eight countries for the Fall 2024 JEA/NSPA High School Journalism Convention. Delegates learned about the media, reporting and writing over the span of four days.
e convention, which was held from Nov. 7-10, began with a morning of convention-led media tours. Students and advisors visited local landmarks such as the National Constitution Center, the Philadelphia Museum of Art, and had the opportunity to listen in on an editorial board meeting of the Philadelphia Inquirer. e opening ceremony in the evening focused on keynote speaker Matthew O. Henderson, a lm director specializing in documentaries and storytelling.
e convention o ered a number of hour-long workshops led by advisors from di erent schools and professionals from various journalistic elds. “Visual Storytelling,” “Turning Strong Writing into Strong Journalism,” and “Mastering Social Media for Yearbooks” were just some of the 200-plus courses o ered at the convention. “I learned a lot about how to construct a compelling story, hook the audience, and write a satisfying conclusion,” Anden C. (‘27) said, a yearbook sta member and attendee of the convention.
e trip also gave students the opportunity to explore the city and its rich history. During their downtime, students visited the Liberty Bell, the Franklin Institute of Science and tasted local delicacies such as cheesesteaks and soft pretzels, making the experience just as educational and memorable even outside of the convention halls. “It wasn’t just the convention itself,” Visual Arts teacher and Yearbook advisor, Ms. Michelle Kao said. “It was being in a city like Philadelphia, knowing that there’s great museums to experience that Taiwan doesn’t have.”
e group’s return to Taipei on Nov. 12 marked the end of a weeklong experience packed with learning and exploring. “ e Philadelphia Journalism Convention taught me a lot,” said Aslan K. (‘26), co-editor in chief of the yearbook publication. “It gave me new perspectives on this industry and showed me what it takes to adapt and stay relevant in today’s media world.”
Typhoon Krathon: second biggest typhoon in Taiwan’s history
Zackary M. (‘28) was walking near school on a Friday afternoon. From the school gates, he saw a row of massive plant pots fallen to the ground like dominoes, and just a few hundred meters away from him, a fallen tree. is is Typhoon Krathon.
Typhoon Krathon was the second biggest typhoon to ever impact Taiwan, packing maximum sustained winds of 126 miles per hour (MPH) or 162 kilometers per hour (KPH) and gusts of 209 MPH or 336 KPH winds.
Typhoons typically impact the
mountainous east coasts of Taiwan, but Typhoon Krathon hit the west coast of Taiwan this year, which led to social media referring to it as a “weird” Typhoon. Despite having been weakened after coming on land, this typhoon was certainly one to be reckoned with, causing at least two deaths and 667 injuries in total.
Schools and government o ces throughout Taiwan were declared closed on Oct. 2 and Oct. 3. “Winds were constantly banging against my window and rain was pouring for nearly the entire day,” said Zackary. e damages were severe, with 11,362 people evacuated and 40,000 soldiers
mobilized for rescue e orts in Taiwan. At least 250 international ights and all domestic ights were canceled during the typhoon.
e damages led to 436,634 houses losing electricity and 404,673 houses losing access to water. Taiwan lost 498.6 million New Taiwan Dollars (NTD) in agricultural damages and caused record breaking rainfalls in areas such as Lijialin and Dananshan. Areas that su ered the highest amounts of agricultural damage include Kaohsiung City at 238.6 million NTD and Pingtung country at 88.9 million NTD.
Taiwan has made a recovery from Typhoon
Krathon, with daily operations returning to normal on Oct. 4. Flight operations have resumed at major ports and local authorities are assessing damage to infrastructure and providing assistance to areas with major ooding. e president of Taiwan, Lai Chingte, stated in a Facebook post on Oct. 3: “I express my gratitude to the military personnel for their hard work and dedication. Together, we will quickly restore our homes.”
Taiwan has made a full recovery from the Typhoon Krathon since then. And like Zackary, may we all hope that we don’t see another disaster like this strike Taiwan again.
Eric Fang (‘28) “Chromakopia” Review
By Austin Wang (‘28)
IASAS CULTURAL CONVENTION
By Colin Kuo (‘28)
IASAS CULTURAL CONVENTION Film
Film delegates took part in a 48-hour lm challenge during the Interscholastic Association of Southeast Asian Schools (IASAS) Film and Art Cultural Convention, which took place at International School of Kuala Lumpur (ISKL) from Nov. 6 to 10. Every team was given an identical prompt, which they were free to interpret anyway they saw t.
Students were to create a short lm with the prompt “a chance encounter” and two random iconic phrases from well known movies. To promote teamwork, everyone was divided into nine teams, each of which had at least one student from each school.
“Overall, my experience was so fun, because I made so many di erent friends, and it’s so cool meeting people with the same interests as you from di erent schools, and I can’t wait to do it next year,” Kaiya C. (‘26) said. While each team was able to interpret the concept however they saw t, they all had to shoot at REX KL, a cultural center in Kuala Lumpur. In order to be ready to shoot on the second day, all pre-production work was nished on the rst day. Students
Model United Nations
From Nov. 6 to 10, IASAS held its Model United Nations (MUN) conference at the International School Manila (ISM). Over the course of three days, delegates developed their debating abilities, discussed important global topics, and made friends with peers from a variety of backgrounds.
Resolutions drafted by the participants themselves served as the central framework for the conference’s discussions. Each participant arrived with research addressing issues such as decolonization and the regulation of private military companies.
Once debates began, delegates formed blocks with others who shared similar stances. ese blocks collaborated to merge ideas into comprehensive resolutions. “A resolution from Russia would be totally di erent from a resolution from the USA,” Edmund T. (‘25 he/him), a TAS MUN delegate explained.
Even though the conference promoted critical thinking and diplomacy, it also
IASAS Art 2024 was held at the International School of Kuala Lumpur (ISKL) from Nov. 6 to 10. e convention this year served as a lively gathering place for artists to exchange their creations and have insightful discussions about art.
Young artists who create with a variety of mediums, such as paint markers, acrylics, and digital art, showcased their works during the event. Students who participated also had the opportunity to take part in art workshops, where they were exposed to new methods/concepts and were able to connect with friends who share their love of the arts.
“It was really exciting to see all the art made by students from di erent schools,” Vera C. (‘26 she/her), a TAS art delegate said. “At rst, it was kinda scary to share my art because everyone was so talented, but at the end of the day, I had a lot of fun showcasing my work and also looking at the other works put together in the same exhibition.”
IASAS Art is more than just an exhibition; it is a platform for students to
collaborated to edit their lm, working together to create their nal product.
Additionally, throughout the lm convention, students also participated in workshops to learn more about lmmaking, and to improve their skills. ey also attended lm showings from professional lmmakers each day.
Attending the IASAS Cultural Convention was a fun experience for all the delegates, and also a good time for students to let go of all stress and have fun with all kinds of di erent people: “IASAS lm is not a competition, but a showcase of everyone’s skills,” said Max G. (‘27), a rst-year delegate.“It’s more of a celebration.” e culmination of the convention was a nal screening of all the completed lms at REX KL, where students celebrated their work in a spirit of admiration. Beyond the lms, the event emphasized the joy of storytelling, collaboration, and learning. With memories of laughter, learning, and late-night edits, delegates left ISKL inspired, eagerly looking forward to creating more cinematic magic in the future.
encouraged fun times. Delegates recognized peers with titles such as “most likely to start WW3” or “most likely to become president” during superlative voting and social media account exchanges in the evenings. Delegates also signed each other’s plaque cards this year, a new tradition that many found particularly meaningful.
“My favorite part about this MUN trip was meeting delegates from 15 di erent schools all across Southeast Asia, and to learn about their perspectives that I probably won’t be able to nd if I was in a conference in Taiwan,” noted Edmund. “ is is what makes foreign conferences so inviting, that you will get to meet di erent kinds of people that challenge your views.” Delegates departed the conference with a fresh respect for the art of diplomacy and a broader understanding of international relations. Beyond the argumentsIASAS MUN provided a chance to form enduring bonds and make lifelong memories.
connect, collaborate, and draw inspiration from one another. e event’s workshops encouraged participants to step out of their comfort zones and experiment with unfamiliar mediums and styles.
In addition to its instructional value,
IASAS Art helps student artists develop a sense of community, which enables them to use art to explore their identities and gain con dence while presenting their work
“IASAS Art has helped me be more comfortable speaking about my own artwork and my experiences,” said Aliana T. (‘25).
“It’s a very good platform to speak about our artworks in a more genuine way than just a label that explains what your artwork is in a couple of words.”
IASAS Art 2024’s success serves as more evidence of the event’s signi cance in fostering the next wave of innovative minds. numerous attendees view it as a celebration of the numerous artistic voices that unite to produce something genuinely remarkable, in addition to a display of talent.
TAS delegates striking a pose outside of ISKL. [PHOTO COURTESY OF KAIYA C. (‘26)]
Edmund T. (‘25) making a point for the UK. [PHOTO COURTESY OF EDMUND T. (‘25)]
Felisha L. (‘26) making a statement on behalf of her team. [PHOTO COURTESY OF IASAS CULTURAL CONVENTION]]
A dance of dreams and sacri ce: The Little Mermaid production
By Charlotte Warmelink (‘28)
The annual Taipei American School (TAS) Upper School dance production took a deep dive under the sea with an enchanting performance of Hans Christian Andersen’s “The Little Mermaid,” offering an artistic twist on the classic fairy tale.
In four shows from Nov. 20 to 23, the Guy Lott Jr. Auditorium’s audience was captivated by the heartfelt and bittersweet story brought to life through movement. The production directors’ creativity in designing the choreography, and the dedication of the Upper School dance students who rehearsed for three months, combined to create an unforgettable show.
Inspired by Anderson’s original tale, written in 1837, it tells a much darker, tragic story than Disney’s well-known romantic interpretation. Instead, the mermaid, Pearl, did not have a happy ending with Prince Eric and was doomed to a heartbreaking fate. “Disney made it such that Ariel gave up something to be somebody else for someone. [Our] version is that you don’t have to change yourself for anyone,” said the co-director, Mrs. Lagerquist.
The story was conveyed through a blend of dance styles, including
jazz, contemporary and ballet in the choreography to vividly illustrate the character development, different character personalities and motifs of longing, sacrifice, hope and loss that reflect the emotional depth of the tale. From the wellportrayed surprise of Pearl waking up with her new legs on the beach and meeting Eric, to the final scene where she dissolves into seafoam, her fluid movements and integration with the waves symbolized her transformation. The dancers brilliantly captured the dramatic emotional shifts throughout the story.
Innovative costumes, projection designs and eclectic music added enchanting elements to the production. The technical crew worked tirelessly offstage to support the dancers, manage lighting, control scenic projections and apply makeup to enhance the underwater world.
One unique aspect of the production is that Upper School students got the opportunity to audition for the dance production with no cuts, ensuring that students from all grades could participate regardless of their dance level.
Janet C. (‘28), a freshman, performed as a jellyfish and a dead soul.“I really love how the production allows us to creatively
express ourselves,” she said. “I’ve always done dance as a very technical thing that you’re either good or bad at, but with this production …it’s like a combination of theater and dance.”
“Disney made it such that Ariel gave up something to be somebody else for someone. [Our] version is that you don’t have to change yourself for anyone,”
Jackie Y. (‘25), who began dancing when she was two, performed as Pearl in this year’s production, which was also her last production at TAS. “Apart from the dancing, it’s always fun to see what role [and costumes] you get. [It’s about] feeling bonita and embodying your role,” she commented.
Laetitia C. (‘25), who performed as
the Mother of Pearl in her last production as well, added, “I think just getting to know everyone in the dance community, especially during production season [creates] bonding between everyone since it’s not specific teams, we’re all working together to create something really good.”
The production provides a warm and inclusive community for all dancers, regardless of experience, fostering a sense of family and belonging. Students also get to know people in the dance community from different grades.
“I really love how the production allows us to creatively express ourselves,”
With striking choreography and powerful storytelling, the Upper School production brought to life a classic tale of beauty and sorrow from the mysterious depths of the sea, leaving the TAS community awestruck and excited for future productions.
Pearl and the mermaids dancing under the sea. [CHARLOTTE WARMELINK/THE BLUE & GOLD] The sea witch makes her feared introduction. [CHARLOTTE WARMELINK/THE BLUE & GOLD]
Pearl, her mother and sister dancing together. [CHARLOTTE WARMELINK/THE BLUE & GOLD]
Teachers who had careers outside of teaching
By Sian Park (‘27)
Many teachers at Taipei American School (TAS) have had different career paths before pursuing education. Interestingly, even though they could be great sources for finding out about what it’s like working different jobs, it doesn’t seem like many students are aware about this resource. Asking these teachers about their experiences in these fields and whether they would recommend the path could be a great way to learn more about a variety of fields and what would be the best fit for you. For this issue, we intereviewed Mr. Peter Hua and Dr. Owen Lipsett. Mr. Hua is an upper school math teacher, and Dr. Lipsett is an upper school english teacher. Before becoming teachers, they were respectively an engineer in the oil and gas industry and a lawyer in bank regulatory law. They both give valuable information about their previous fields, including aspects that may not be as commonly known or talked about.
Mr. Peter Hua: engineering in the gas and oil industry
ere’s no career path that screams “Asian” as much as engineering does. I can say that because I’m Asian. Engineering is a very popular field, with many different areas within it.
It is very popular among the Asian community specifically because of the belief that some of the smartest students study engineering, since the education required to become an engineer is known to be rigorous. And, of course, because it pays well.
Mr. Peter Hua, who is currently an Upper School mathematics teacher at Taipei American School (TAS), used to be an engineer in the oil and gas industry. He says that he decided to pursue this career because he’s always been mathematically inclined and because he was influenced by the many engineers in his inner circle, including his dad and elder brother.
When asked about his experiences as an engineer, Mr. Hua says that his experience was “somewhat within expectations,” but also emphasizes that working in the oil and gas industry made his experiences unique. He ended up working in a cross between engineering and technical sales. “I actually didn’t use that much math at all in my entire experience working as an engineer. A lot of it [was] actually very simplistic
math” says Mr. Hua. However, as expected, his stress levels were still quite high; this wasn’t exactly due to the engineering aspect, but because he had to interact with many people.
“I was just too burnt out from traveling. More in terms of personal life...”
Furthermore, although most engineers end up doing standard desk work, traveling was a large part of Mr. Hua’s career.He says this was very enjoyable and provided him with experiences he wouldn’t have had otherwise, but he also mentions that it took away from his personal life. “I was just too burnt out from traveling. More in terms of personal life, the loss of quality there in terms of friendships and everything,” says Mr. Hua. is was the reason he ultimately quit.
Although Mr. Hua says that engineering can differ greatly from field to field, he also says that if you’re mathematically inclined, then engineering could be a great career path.
Dr. Owen Lipsett: practicing bank regulatory law in New York City
What’s one of the top careers that parents here at Taipei American School (TAS) always want their kids to pursue? Law, obviously. Law is a well-respected and well-known field, and lawyers are esteemed individuals who work with clients to give advice on and help sort out legal issues. is field and career path is popular because it’s seen as honorable, and due to its high pay.
Dr. Owen Lipsett is an Upper School English teacher at TAS who used to practice bank regulatory law at a major global firm in New York City. Bank regulatory law is a type of law that deals with rules and contracts between banks, customers, and other possible parties. He says that he was interested in regulatory law because it “gets to the heart of how societies organize themselves and relates to public policy.”
Although Dr. Lipsett says that he’s glad he studied law, law was not his end goal. He was planning to save money and then start teaching. Dr. Lipsett adds that, although he is glad he studied law and enjoyed the work itself, he did not approve of the dynamics within the lawyer community. “I enjoyed the work itself, but not the workflow or the way many people in the firm behaved, especially toward young lawyers,” said Dr. Lipsett. “As anyone who’s been in my class
knows, I value respect and the kindness that go with it highly, and they were not very present.” He also mentioned that law is “the best training in writing,” especially for the persuasive kind.
“I enjoyed the work itself, but not the workflow or the way people in the firm behaved.”
Dr. Lipsett says that whether law is a good career path or not varies depending on personal interests. But some interesting information he provides is that “you really can study anything in undergrad[uate school] and then go to law school. In fact, STEM knowledge will open doors for you in terms of patent law, and language proficiency will open up new opportunities.” erefore, it seems that law has its positives and negatives, but is a quite flexible career path that may suit a variety of different people due to its many fields.
[PHOTO COUTESY OF MR. JIM KLAR]
Student Stars Student Stars
By Hannah Wang
Lien
Samantha L. : Ice Skater
Augustine
Samantha L. (‘27, she/her) has been ice skating since her doctor told her she needed to build more muscle when she was 6. Discovering her passions early on, she has not stopped since.
Samantha’s skating journey has not always been easy. She has spent countless hours practicing on the ice, improving her techniques, and learning new routines. One challenging year tested her resilience when the fear of jumping almost held her back.
However, she learned an important lesson: “Skating is all about falling and falling.” By embracing her mistakes and learning from them, Samantha overcame her fears and came back stronger. “If you don’t try, there’s no point.”
Her dedication is evident in her daily schedule. Sometimes Samantha wakes up at 5:30 a.m. to t in practice before school. After a quick warm-up, she steps onto the ice and trains until 7:00 a.m. en, she’s o to school for a full day of classes.
But her day doesn’t end there—after school, she’s back at the rink for another session, skating from 7:40 to 8:20 p.m. Finally, she heads home to nish homework, eat, and rest before starting a new day.
Despite her rigorous schedule, Samantha nds ways to balance her passion for skating with her academic life. “ ey
: Swimmer
Will Taipei American School (TAS) be able to perform and take home the gold medal this year in our home pool?
Four prominent seniors who helped TAS achieve silver and gold medals in the past two years are graduating, so concerns arise about whether or not TAS can continue its winning culture under water.
But this year, Augustine H. (‘28) has made it onto the varsity team as a freshman and looks to shoulder the pressure of winning in Taipei.
Despite putting swimming on hold for a year, Augustine impressed coaches with record times and earned a spot on the boy’s varsity swim team.
Augustine took a liking to basketball in eighth grade and dedicated most of his time in and out of school to the sport. In part due to the disbandment of his old team, he felt that “swimming was just not fun anymore.”But, after seeing the joy and spirit of the Upper School swim team, he decided he wanted to be part of the team this year.
But after a year of limited practice, his skills had become rusty and he worried he may not meet the demands of the team. However, after receiving the opportunity to be on the team, he feels he has been given a chance to prove his abilities.
“It felt like a redemption,” Augustine
are both equally important,” she said, emphasizing the importance of discipline and time management in excelling in both areas. Sacri cing free time is a part of the deal, but for Samantha, the rewards are worth it.
One of Samantha’s most memorable moments was achieving her best score during nationals, “It showed me that hard work does pay o ,” she recalled.
When she’s feeling nervous and anxious before a competition, support from her friends and teammates also plays a crucial role in her skating career.
“ ey always make me laugh and motivate me to keep going,” she shared. Her teammates’ support reminds her that she is never alone, even when the pressures of performing feels overwhelming and stressful.
As Samantha advances in her skating career, she hopes to inspire others to believe in themselves.
“You have to believe in yourself and not be scared, because fear will only stop you from trying new things,” she advised. She encourages everyone; her message is clear: “You’ve got this. Try your best and don’t be afraid.”
As Samantha continues her ice skating journey, she hopes to excel on the rink and inspire the next generation of skaters to dream big and follow their passions, just
said. “It felt like a redemption of my past mistakes.”
According to his teammates, Augustine is very reliable and social.
“Augustine was to me, a great teammate to his openness and friendliness,” Jackson C. (‘28), one of his fellow freshmen teammates, said. “He was more approachable and fun to interact with.”
On Nov. 16, Augustine and the swim team headed to Singapore American School (SAS) to compete in the Pre-Interscholastic Association of Southeast Asian Schools (Pre-IASAS) games.
On the rst day of the tournament, Augustine participated in the 100-meter freestyle and a 4-by-50-meter freestyle relay. For the 100-meter freestyle, he got third out of ninth, and for the relay, he got seventh place out of eight competitors.
“[I] could have done better, but for the rst time competing with so many schools, I felt that I tried my best and gave it my all,” he said.
After settling back into the sport, Augustine is now preparing for IASAS. “I know we didn’t perform as well as we wanted to this time, but trust me, when it is time for IASAS, we will show up and show out for the home crowd,” he said. For the next four years, be on the lookout for Augustine’s uprise to swimming stardom.
This month, The Blue & Gold are highlighting two students who are making their mark in sports. Samantha impresses with her talent and commitment to ice skating, while Augustine excels as a dedicated member of the varsity swimming team. Their hard work and achievements re ect the spirit of determination and perseverance.
H.
(‘27) & Angelo
(‘28)
Samantha executes a turn during a competition. [PHOTO COURSEY OF SAMANTHA L.]
Augustine smiles for his rst varsity portrait. [PHOTO COURSEY OF TAS ATHLETICS. ]
TikTok now: those who know...
By Ray Lee (‘28)
Edit Tok
A side of TikTok in which content creators create di erent edits , videos compiled of multiple clips and highlights, based on their favorite sports, movies, tv shows, music artists, etc.
Fashion Tok
A side of TikTok in which people create content where they give advice on how to dress better, show o their own out ts, or advertise fashion products.
Hygiene Tok
A side of TikTok in which content is created to inform others on how to improve their hygiene through the use of di erent products such as fragrances, body scrubbers, and lotions.
Music Tok
A side of TikTok in which people post content about songs and albums, such as album reviews, new releases, and album reactions.
Corecore
A side of TikTok in which creators aim to create content that brings the viewers back to reality and to come to an acceptance that some things just cannot change in the way that they want it to.
Example: TikTok edits of Ryan Gosling’s role in the movie “ e Notebook,” where the movie teachers viewers that true love is worth ghting for, but the sacri ces are signi cant.
Hopecore
A side of TikTok in which people post content with the intention of exerting a positive feeling to the viewer.
Example: TikToks of Ke Huy Quan winning an Oscar for his role in the movie “Everything Everywhere All At Once.”
A
little more power, a little too late.
By Bryce Yao (‘28)
ree things are certain in life: death, taxes and Taipei American School (TAS) being fully immersed in the United States (U.S.) presidential election. As students watched the live election results in the library with excitement, wonder and distress, others realized for the rst time in their lives that they had an opportunity to be more than bystanders in a decision that would in uence the entire world for the next four years. According to RocktheVote.org, early estimates indicate that approximately 42% of young voters aged 18 to 29 participated in the election. is year, many TAS seniors submitted ballots for whom they thought should be the next U.S. president, while others ultimately decided not to.
“Having the right to choose our leaders is a privilege we should all value,” said Keon L. (‘25). However, he ended up deciding not to submit a ballot. Being a California native, he recognized that the Democratic Party has consistently won in the state by wide margins for many decades, making his vote feel insigni cant. e focus on swing states this year was tight, making
residents of other states feel content not voting as they felt it wasn’t worth the hassle to reinforce a sure- re decision.“My vote doesn’t really matter,” said Mia L. (‘25), another Californian. “[California’s] always gonna be blue.”
For many seniors who were eligible, it
“Having the right to chose our leaders is a privilege we should all value”
seemed as if the seniors who had slightly more power than the rest didn’t have enough. ough many seniors chose not to enter a ballot for the election, that doesn’t mean they didn’t face their fair share of external pressures to submit one. “I did face some pressure from a couple of my teachers to register and vote,” noted Keon. “I would [face pressures to vote] from my peers and parents, since they would give their own political opinion,” said Kyra S. (‘25).
In the end, the 2024 U.S. presidential election highlighted a mix of excitement, re ection, and frustration among TAS seniors. While some embraced their newfound ability to participate in shaping the future, others wrestled with feelings of insigni cance due to the electoral system’s disproportionate in uence on non-swing states. Nevertheless, these challenges underscore the importance of civic engagement and the collective hope for a more equitable and inclusive democratic process in the years to come.
TikTok memes and references
Blackbeard Writing
e Blackbeard
GIF Tok
“I
Understand It Now”
Created by basketball writing meme is an content creator image that is used LethalShooter, the phrase when one believes is used when one nally that they have done succeeds after multiple well in an exam. attempts of trial and error.
TikTok videos where
My New Character
My new character is a the GIF and the song meme that encourages are incongruous and people to focus on self are sometimes paired improvement and growth with humurous text and to ignore things that to create nonsensical causes them stress. e or random content. character is known as “Chill Guy” on TikTok and encourages people to chill out and relax.
TAS strives to reduce its stress: colleges and GPA
By Chester Dennis (‘28)
Does the race to be the best drive students to succeed, or push them toward burnout?
In many high-achieving schools, students overload their schedules with advanced classes and extracurriculars to try to get an edge on one another. While this competitive culture can motivate students, it often leads many students to harmful consequences like stress, burnout and even health issues. For instance, students who take on too many Advanced Placement (AP) or International Baccalaureate (IB) classes may sacri ce sleep and personal time to complete their workload, leading to devastating consequences. Over time, their academic focus and motivation can also decline, the opposite of what they initially hope to achieve.
At Taipei American School (TAS), the competitive culture is particularly evident in the college application process. Unlike many schools, TAS does not put a limit on the number of colleges a student can apply to. While this does give the students freedom, it creates an atmosphere of competitive pressure to apply to an excessive number of schools, sometimes up to two times the
recommended amount. To address this, TAS has implemented a number of strategies and workshops to help minimize the stress of college applications. For example, TAS provides detailed calendars with application deadlines and essay feedback dates to improve organization. In addition to those resources, the school emphasizes the importance of support systems. Students have the opportunity to schedule meetings with their personal and college counselors. ey are free to use that time to work on college applications or simply discuss personal and academic concerns.
To reduce stress, TAS actively encourages students to avoid comparing college lists, SAT scores, or GPAs with one another. e school also o ers tools such as the “Balance of Life” worksheet and holds discussions with students and parents about course selections, aiming to balance school schedules. In order to set realistic goals for themselves, Mr. Haynes, the Director of Upper School Personal and Academic Counselling encourages students to reach out to their Personal and Academic Counselors, College
Counselors, teachers, advisors, for advice/ suggestions. “Students don’t need to do everything to be successful, it’s better to do less and do those things really well.”
From a student point of view, the level of competition is pretty high, with much of the pressures stemming from traditional Taiwanese views. For instance in Taiwan people believe that education is highly valued, a lot of high expectations are set from parents whose expectations were also set by their parents, creating a domino e ect. And success in Taiwan is often measured by important exams and tests which will decide one’s future. Students should strive to balance competitiveness with personal wellbeing during the college application process, “it’s best to plan ahead and not talk to their peers about wherethey are applying, thinking about what they want about themselves, not your parents, grandparents, or friends,” Ms. Hamre, the Counseling Director of Upper School, said. “It’s up to you to determine your worth and happiness, and take time to really re ect. Because this is the moment in your life where you’re starting to become
more in control of your education, and your voice is really important.”
Many students cope with stress by nding healthy solutions, “I manage my stress by playing music, hitting the gym, and playing tennis. I try to move away from school related things,” Alex K. (‘25 ), a senior involved in numerous activities, said: “ ese strategies not only help students recharge but also foster a sense of balance in their lives, reducing the toxic e ects of competition. At this time, in the race to achieve success, students have to keep in mind that health and well-being should also be prioritized alongside academic achievement. Schools like TAS have introduced some measures in order to help nurture children through these things, but much more can be done to mitigate competition.
As eodore Roosevelt wisely said,”Comparison is the thief of joy.” rough personal growth and healthy competition, students will enjoy their school lives much more without compromising mental and physical health.
The battle between TAS athletes and local schools
By Matthew Wang (27)
Although Taipei American School (TAS) o ers its students an array of sports and activities to participate in, the match results against other schools in Taiwan aren’t always as desired. When TAS sports teams play against local schools, they most o en lose.
“I think that this is a bit frustrating,” says varsity baseball athlete Ryan W. (‘27) “Why are we so weak against our [local school] counterparts?” is seemed to be the popular opinion among the student body. But, although some athletes are frustrated with the scores, they also recognize that it can’t always be fair. “I understand it,” said varsity soccer athlete Jackson K. (‘27). “I’d get why we would lose to local schools who train 24/7, but we just can’t nd a way to beat them.”
When we interviewed Ms. Kim Kawamoto, the TAS athletics director, she had a lot to say about this. One of her chief
responses was time. “We really aren’t comparable to them [local schools] in terms of training,” she says. is is because TAS imposes a 90-minute restriction on the length of an average practice in both Middle and Upper School. is is coupled with a maximum of ve practices per week for varsity and four practices a week (including matches) for Upper School. In Middle School, the restrictions are three practices per week for Blue teams and two for Gold teams. Meanwhile, local schools o en have a dedicated team that almost exclusively trains for their respective sports daily, o en up to 3-4 hours a day throughout the school year. In addition, most local school athletes begin their training at a young age, giving them a competitive edge. While the training restrictions are set by the TAS administration, other factors also contribute to our athletic schedules.
For instance, TAS being a member of the Interscholastic Association of Southeast Asian Schools (IASAS) also plays a major part in setting regulations. “We are also limited in training time by IASAS,” says Ms. Kawamoto. As the IASAS rulebook dictates, sports must be divided into three seasons of playing. During a sport’s o -season, school coaches must not o er additional training to students. As a result, this reduces practice times even more, as an individual sport only runs for an interval of two to three months during the on-season.
So, how exactly should we evaluate TAS athletics? “I think that it would be more important to look at IASAS,” said Ms. Kawamoto. “Last IASAS, all of our athletes performed exceptionally well and won medals in all divisions.” is is because of the caliber they play at. “IASAS is more
of an equal conference or division for us. Because we did so well at IASAS, I’d say that our sports teams are pretty good and competitive.”
So, a er our interview with Ms. Kawamoto, the message conveyed here is that comparing TAS athletics to local school athletics is like comparing apples to oranges. It would be quite unfair and odd to compare local teams who train for hours each day to a team that has a maximum training time of 90 minutes per day. So, it would be more fair to evaluate TAS athletics with comparable schools, such as IASAS schools competing of a similar caliber. However, while we recognize that we are bound by di erent rules and regulations, we wonder if there is something we can do to bring our sports teams to the same level as local schools. is might involve an increase in maximum training time or a dedicated sports team that trains all year.
Jude J. (‘27) working hard to nish a history research project during his free period. [MATTHEW WANG/THE BLUE & GOLD]
The TAS varsity rugby team plays a game against a local team. [PHOTO COURTESY OF TAS ATHLETICS]
Between Taiwan & China: understanding the multifaceted identities of TAS students
Before I moved to Taiwan two years ago, I knew only three things about the island: it invented bubble tea, its weather was relentlessly rainy and it wanted freedom from the su ocating grip of China. Ah yes, that last part. Since the end of the Chinese Civil War in 1949, when the Kuomintang (KMT) ed to Taiwan after being defeated by the Chinese Communist Party (CCP), Taiwan’s ght for independence has undoubtedly become its most recognizable trait within the international community; everyone has heard of the infamous Sovereignty Stando of the South China Sea.
But Taiwan wasn’t the rst society I’d lived in that was lled to the brim with anti-China, prodemocracy sentiment. After almost a decade of living in Hong Kong–a special administrative region of China that has long fought for political autonomy–I’ve seen it all: anti-Beijing slogans spray-painted on governmental buildings, violent protests at city centers, unexpected arrests in front of restaurants and more.
But I’d noticed that, while many of my local classmates felt a sense of distant disdain for mainland China, they openly embraced the label “Chinese.” I saw a similar attitude re ected in other Asian countries with large ethnically Chinese populations, such as Singapore, Malaysia and Laos. ere seemed to be a very clear distinction between association with modern-day China and its government, and association with Chinese history and culture in general.
In other words, there was a clear distinction between national identity–which is often based on shared citizenship, political structures and legal frameworks–and ethnic identity–which is often rooted in shared ancestry, language and traditions. I expected to encounter a resemblant outlook here at Taipei American School (TAS). But I was completely wrong.
Upon arriving at TAS, I immediately noticed the “hush-
hush culture” that surrounded the label “Chinese.” I soon learned that it was deemed insensitive, politically incorrect and ultimately an inaccurate description of the Taiwanese identity. So, I made sure to always refer to my peers as “Taiwanese” and nothing else. But I then noticed that some of my classmates causually alternated between the terms “Chinese” and “Taiwanese” when describing their cultural backgrounds, which perplexed me even more. So… is calling a Taiwanese person who has ancestral roots in China “Chinese” o ensive or acceptable? After administering a survey to the student body in an attempt to answer that question and further explore why TAS students label their identities di erently, I uncovered some patterns.
Of the students surveyed, 20.8% identify as both Taiwanese and Chinese, 4.2% identify as primarily Chinese and 75% identify as primarily Taiwanese.
ose who identify as primarily Taiwanese are more likely to view China’s power and in uence as a threat, feel a sense of hostility towards mainland China and view Taiwanese culture as distinctly di erent from Chinese culture.
e vast majority of these students also happen to share two key familial characteristics: their families migrated from China to Taiwan between the 14th and 17th centuries for purposes related to economic development–a group known as b%n sh%ng rén–and, now, their families generally a liate with the Democratic Progressive Party (DPP).
On the other hand, those who identify either as primarily Chinese or both Taiwanese and Chinese are more likely to view China’s power and in uence as non-threatening, have generally neutral (or even positive) opinions of mainland China and view Taiwanese culture as relatively similar to Chinese culture. e vast majority of these students also share two key familial characteristics: their families
migrated from China to Taiwan after the Chinese Civil War–a group known as wài sh%ng rén–and, now, their families generally a liate with the Kuomintang (KMT). ese patterns are not merely coincidental. Although most b%n sh%ng rén are ethnically Chinese, century-long interactions with indigenous Taiwanese communities and Japanese colonists formulated a culture distinct from that of the mainland, on the basis of language, food, social values and more. By the 20th century, many b%n xing rén felt unfamiliar with and detached from China. Yet, upon their arrival in 1949, the KMT imposed a series of measures that would come to be the source of great resentment within Taiwan for decades to come: Mandarin was imposed as the island’s o cial language, replacing local dialects like Taiwanese and Hakka; b%n sh%ng rén were relegated to subordinate positions in the military and government, establishing institutional power imbalances; b%n xing rén were harassed, tortured and sometimes killed by KMT o cials, as they were often suspected of being spies for the CCP; martial law was enacted for 38 years to suppress political dissent. As such, the founding of the DPP in 1986–which advocated for the democratization of Taiwan, the undermining of the KMT’s authoritarian rule and Taiwanese self-determination–symbolized hope and change for b%n sh%ng rén.
While the label “Chinese” may still resonate with students whose grandparents grew up on the mainland, the label carries a lot of baggage and sensitivity for those whose families have been in Taiwan since the Black Death was around. And, unlike other ethnically Chinese groups around the world that resent the actions of the current Beijing government but still resonate with Chinese culture, the predicament of the Taiwanese is much more complex and long-winded. e label “Chinese” doesn’t just symbolize the current overreaching policy agenda of the CCP, like it perhaps does for
Hong Kongers. It also represents the century-long, institutionalized deprivation of Taiwanese people’s cultural identity, dignity and freedom, a struggle much broader than the antics of 21st century global politics.
Taiwan is extremely diverse in terms of migration history, political beliefs, language and culture. ere is no single correct version of the Taiwanese identity: it varies from person to person and is in uenced by a diaspora of factors.
If a Taiwanese individual is uncomfortable with being labeled “Chinese,” then those feelings should be respected; they shouldn’t be expected to compromise their own sense of self-identi cation for the sake of conformity and making their identities easier to understand for others.
On the other hand, if a Taiwanese individual is okay with or even prefers to be labeled “Chinese,” then they shouldn’t be villi ed and ostracized for feeling so. e word “China” has garnered some negative connotations throughout history–in Taiwan and in the broader global community–but it’s not an inherently dirty word; there is nothing wrong with being Chinese. e diversity of self-identi cation that exists at TAS ampli es a larger message to all those who may feel confused about their identities: you de ne you. Don’t let anyone else try to tell you who you are, and never be ashamed of staying true to yourself.
By So a Valadao (‘26)
How will a Trump presidency impact Taiwan?
By the Editorial Board
When Former United States (US) President Donald Trump won Pennsylvania in November, securing his victory in the 2024 presidential election, the entire world held its breath. While some were overcome with relief and excitement, others trudged home in disappointment, confusion and fear. For most of us here at Taipei American School (TAS), the latter is a more accurate description of our thoughts and feelings that day.
Known for his combative, ultranationalistic rhetoric, impulsive Twitter rants and glowing orange skin, Trump has been a rather unconventional figure in American politics. Throughout the course of his campaign, he has vowed to end trade deficits with foreign countries, revive American manufacturing, reduce inflation, restrict abortion access and terminate illegal immigration through mass deportation efforts and the construction of a border wall. But, with cross-strait relations being one of the most pressing topics in foreign diplomacy today, the question remains: what will a Trump presidency mean for Taiwan?
Although Trump has not disclosed any specific policy plans towards Taiwan, we can take a look back at his presidency to better understand his intentions and ideas. Trump approved a $1.4 billion arms sale to Taiwan that included advanced missiles in 2017, supplied an arms package worth $330 million in 2018 and facilitated similar provisions in 2019 and 2020. Additionally, in 2018, his administration spent $250 million on
a new complex for the American Institute of Taiwan (AIT), which is Taiwan’s defacto American embassy.
“[Taiwan should] align itself with [Trump’s] narrative,” and suggested that Taiwan maintain “a very humble stance” when engaging with the new president.
But, despite his apparent support for the US’s provision of military assistance to the island, Trump told Bloomberg Businessweek in June of 2024, “I think Taiwan should pay us for defense. You know, [the US is] no different than an insurance company. Taiwan doesn’t give us anything.” Although it’s not completely clear what Trump is proposing in this statement, his analogy implies that, like an insurance policy, Taiwan should be paying premiums for American protection, rather than solely relying on the US to cover defense costs – a sentiment that aligns with Trump’s firm “America First” stance. Additionally, in October of 2024, Trump told the Wall Street Journal that he “wouldn’t have to” use the US military to defend Taiwan because Chinese leader Xi Jinping “respects” him. Trump didn’t acknowledge the fact that Xi called China’s unification with Taiwan an “irreversible trend” just days before, or
the fact that several US officials believe Xi has ordered the Chinese military to seize the island by 2027.
Yet, defense support is not the only subject Trump has spoken about in relation to Taiwan. During his appearance on the well-known conservative podcast, “The Joe Rogan Experience,” Trump called the CHIPS Act – a bipartisan piece of legislation that President Joe Biden signed in 2022 to bring semiconductor manufacturing back to the US – “so bad.” Instead, Trump proposes the imposition of tariffs on Taiwanese semiconductors to force chip builders to construct manufacturing plants in the US. But this measure may simply compel chip builders to move the increased costs down to consumers, which would result in revenue losses for American and Taiwanese businesses and cause a ripple effect of inflation across the technology industry. Trump hasn’t clarified how much he’ll tax Taiwanese goods specifically, but he’s stated that he plans to impose a 60% tariff on Chinese goods and a 10-20% tariff on all other imported goods.
With the uncertainty surrounding Trump’s plans for Taiwan growing every day, foreign affairs experts are already advising Taiwanese politicians on how to engage with Trump and his administration. At a forum held in early November, former legislator and senior fellow at the Institute for National Policy Research Lo Chihcheng said that Trump’s “America First” policy will prioritize US national interests to an extreme extent without considering factors like shared values
and relationships with traditional allies. As such, National Tsing Hua University associate sociology professor Chen Mingchi said that “[Taiwan should] align itself with [Trump’s] narrative,” and suggested that Taiwan maintain “a very humble stance” when engaging with the new president. Politicians are already starting to follow through with her suggestions. It’s completely understandable if you feel afraid and uncertain about how the next four years will play out. But Trump has yet to express any radical pro-China sentiment, he has a track record of being generally supportive of American defensive assistance for Taiwan and Taiwanese politicians/foreign affairs experts are already taking measures to ensure that Taiwan’s relations with the US remain amicable and productive. Truthfully, we have no idea what our lives will look like by 2028 either. But – although the idea of having a criminally convicted president who thinks immigrants eat cats and dogs for lunch is slightly terrifying – we do know one thing for certain: everything will be okay.
“I think Taiwan should pay us for defense. You know, [the US is] no different than an insurance company. Taiwan doesn’t give us anything.”
800 CHUNG SHAN N. RD.
TAIPEI 11152 TAIWAN
EDITOR-IN-CHIEF
ERIN WU (‘25)
MANAGING EDITOR (PRINT)
ANNABELLE HSU (‘27)
MANAGING EDITOR (SOCIAL MEDIA)
SOFIA VALADAO (‘26)
STAFF WRITERS
CHESTER DENNIS (‘28)
ERIC FANG (‘28)
ASHLEY HO (‘28)
AMBER HU (‘27)
MINSUN KIM (‘28)
KARSON KO (‘28)
COLIN KUO (‘28)
RAY LEE (‘28)
ANGELO LIEN (‘28)
SIAN PARK (‘27)
AUSTIN WANG (‘28)
HANNAH WANG (‘27)
MATTHEW WANG (‘27)
CHARLOTTE WARMELINK (‘28)
BRYCE YAO (‘28)
ADVISER
MR. PATRICK YOUNG
MISSION STATEMENT
The Blue & Gold is a student-run publication dedicated to sharing stories from the Taipei American School community. Produced and distributed free of charge monthly during the academic year by sta writers at TAS, the Blue & Gold strives to showcase and interrogate the community it serves.
CORRECTIONS
We take all measures possible to report accurately, and seek to bring professional, thorough reporting to our readers. Please report any inaccuracies in Blue & Gold content to out email, blueandgold@tas. tw.
OP-EDS AND EDITORIALS
Editorials collectively represent the opinions of the Blue & Gold’s editorial board, while op-eds represent the opinions of each writer. Opinions in the Blue & Gold do not necessarily re ect the views of TAS student body, sta , faculty, or administration.
THE BLUE & GOLD ONLINE
The Blue & Gold runs an online edition that publishes articles every weekday when school is in operation. Find the website at blueandgoldonline.org.
LETTERS TO THE EDITOR
We welcome letter submissions from all readers. Email your signed letter of under 500 words at blueandgold@tas.tw.
Impact of AI usage on TAS students
By Minsun Kim (‘28)
With 51% of students having used generative arti cial intelligence (AI) at some point for their academics and 60% of educators using it in the classroom, the growing prominence of generative AI in academic settings has become a rapidly increasing topic of interest and concern for adults and students alike.
Generative AI is a type of AI that can create new content or ideas, including conversations and images. AI has already gained the trust of many students globally for its e ciency and easy-to-understand explanations since it is very easy to request follow-up information.
However, many teachers believe that it should be restricted for students. e most notable reason behind this is AI’s notorious reputation for undermining academic intergity by making the act of deceiving teachers and cheating on assignments all too easy for students since it can generate writing, improve essays and provide answers to questions.
As much as the protection of academic honesty is a signi cant issue in educational institutions, it is crucial to acknowledge that AI has a multitude of positive aspects to o er to students, like assistance in brainstorming and nding extensive information on academic content. It should also be noted that AI is not going to go away anytime soon; rather, it’ll only grow more advanced as technological innovation continues. erefore, the only path to move forward is to nd a way to use it as a tool to enhance learning.
Mrs. Ashley Stevens, a 9th-grade English teacher who has been at Taipei American School (TAS) for three years, noted that it is extremely important to limit student use of AI as much as possible in the classroom, especially for humanities subjects such as English and history:“[When students use AI], they lose they lose the ability to think critically and create their own writing skills,” Mrs. Stevens said.
However, AI can be a useful tool in academics when seen as a learning mentor and used e ectively as a supplement to student writing, instead of relying on it to complete the entire assignment.
Since it is implausible that AI will disappear over the next few years, I believe that it is essential for educators and students to nd a middle ground. In recent times, it has become impossible to
deny that the use of AI in the classroom has had a hugely signi cant impact on students.
One of the most drastic di erences that AI makes for students in education is the personalization of learning. It can o er a tailored learning approach that is best suited for each individual student, incorporating di erent study methods formulated based on their strengths and weaknesses.
“AI helped me a lot in understanding di cult concepts and equations, especially in math and science subjects,” Naomi L. (‘28) said.
“[When students use AI], they lose they lose the ability to think critically and create their own writing skills”
e student speci c approach to their studies increases the e ectiveness and level of understanding of the learning material in a shorter amount of time.
As is the case with most good things, numerous negative aspects are associated with AI usage. e most concerning issue is the loss of student learning. is is because the growing eld and capability of AI have made it simpler than ever for students to have arti cial intelligence programs complete their assignments without having to do any of the work. is blocks students from actually learning and processing the material, which creates a a cycle of continuous reliance on AI since they are missing the information needed to complete further studies.
Some strategies teachers can implement to lessen this issue is making assignments that also place weight on their thought process instead of just requiring the nal answer. is could be requiring the outlines for an essay and their work in math or science problems.
Furthermore, teachers could provide other ways to clear up understanding such as setting up times to check in individually with students. is could help students to learn on their own without having to turn to AI. Clearly, there is a need for guidelines in place concerning student AI usage, because it is safe to say AI will continue to revolutionize education in the future.
Picture of cyber brain. [PHOTO COURTESY OF PIXABAY]
Patriotism or personal sacri ce? The debate over Taiwan’s military conscription
By Shelby Tang (‘25)
Last year, Taiwan extended its mandatory military service from four months to one year, a move aimed at bolstering the island’s defenses amid rising tensions with China. e policy has hit home for students at Taipei American School (TAS), with many families opting to send their sons abroad to avoid conscription. e change has sparked debates among students and parents about personal sacri ces, leaving the community divided over the challenges ahead.
Taiwan’s conscription system has changed dramatically over the years. Previously, young men served two to three years, but the term was shortened to one year in 2008 and four months in 2012. e change, enacted o$cially on Dec. 27, 2022, aims to strengthen Taiwan’s defenses against a potential Chinese invasion. However, for many TAS families, it feels less like a patriotic duty and more like a personal dilemma. Families with international ties— those with dual citizenship, aspirations for global careers or a history of studying
abroad—are mainly concerned. ey worry that mandatory military service disrupts education and derails career plans in ways that leave their sons at a disadvantage in an increasingly competitive world.
At TAS, the policy has become a hot topic of conversation. Male students in their junior and senior years are feeling the pressure to decide their next steps before turning 18. For some, the solution has been to leave Taiwan entirely.
“Several of my closest friends have transferred to other international schools like ASIJ [American School in Japan],” said Alex L. (‘25). “ eir parents don’t want them to lose a year of college or work because of conscription.”
For Taiwanese Americans and dual nationals, the stakes feel even higher. “I’ve spent my whole life here, but now I feel like I have to leave just to avoid serving,” said Ayden C. (‘26) in a recent interview.
is sentiment is echoed across Taiwan.
A 2023 survey by National Chengchi
University found that while 58% of Taiwanese citizens support the conscription extension for national defense, younger generations and their parents are more likely to have reservations. ey express concerns about the impact of mandatory service on education, career opportunities and personal freedom, re%ecting a growing uncertainty about the policy’s broader bene ts.
For students, the disruption goes beyond missing a year of school. Studies show that mandatory military service can a ect education and earnings in the long term.
A 2015 study in the IZA Journal of Labor Economics found that conscription lowered the likelihood of university graduation and reduced lifetime wages by 3-4%. A 3-4% wage cut may sound small, but it can compound signi cantly over time for men just entering the workforce, a ecting promotions, savings and nancial security. Missing a year of school also means losing crucial time to build professional networks and establish careers, a very daunting
prospect in competitive elds.
TAS students are acutely aware of these trade-o s. “I want to go to college abroad and start my career,” said Jonathan H. (‘25). “Conscription just feels like an unnecessary obstacle.”
e Taiwanese government has introduced measures to mitigate these concerns, such as a “3+1” program allowing conscripts to nish college in three years and complete military service in the fourth year. However, critics argue that these programs force students to “burn the candle at both ends,” balancing intensive study schedules with military obligations.
For TAS students and their families, the conscription policy has created a divide: stay in Taiwan and face the draft, or leave the country to avoid it. Both choices come with signi cant consequences, and neither feels ideal. While the policy may strengthen Taiwan’s national defense, it’s clear that it’s also weakening ties within the international student community. For many high
Trump won. What went wrong for Democrats?
By Andrew Huang (‘25)
Before the 2024 United States (US) presidential election, almost all political pundits characterized the race as a tie. Even then, the conventional wisdom was that Kamala Harris would at least easily win the national popular votes. Yet, on Nov. 5, Donald Trump became the rst Republican presidential candidate to win both the presidency and the popular vote in 20 years. Young voters, white suburbanites, urban voters of color… virtually every single demographic in the US swung toward the Republican Party. For Democrats, it was a disaster.
Immediately after the election, several Democratic lawmakers blamed the party’s supposed overemphasis on transgender issues and identity politics as the culprit behind Democrats’ bleed among working class voters who handed Trump the presidency. Others disagreed. “I don’t know why you can’t be both, why you can’t be supportive of civil rights and human rights in every iteration,” progressive Democratic Senator Sherrod Brown told POLITICO on an interview podcast.
Regardless of which version of the argument you buy, the economy was central to voters’ decision. According to the Associated Press/Fox News exit poll, Americans entered the voting booth with the economy and immigration in mind, the two issues Trump excelled in voters’ perception. Households with an annual income below $100,000, which made up 69% of the voters, voted for Trump
by a slim margin in a sharp reverse of Democrats’ a$nity among lower and middle class voters.
In hindsight, this is well within expectations. e Biden administration was initially in denial about the border crisis and was touting positive economic numbers that Americans could not feel.
Gas and grocery prices remain sky-high while 64% of voters believed the economy was not robust. In addition, record housing prices are driving up the cost of living in urban America and are disproportionately a ecting young Americans. In essence, Democrats were championing a fantasy voters don’t live in.
Even so, most of the economic and immigration policies Democrats support are popular. An overwhelming majority of Americans support expanding child tax credit, requiring paid parental leave and raising the federal minimum wage to $15 per hour — all policies Democrats tout as a part of their progressive agenda. Even on immigration, a Pew Research poll found that more than two-thirds of Americans support Obama’s Deferred Action for Childhood Arrivals (DACA) policy that granted legal status to immigrants who were brought into the US illegally when they were children.
Were Democrats talking about raising the minimum wage on the campaign trail? For progressive independent Senator Bernie Sanders, it was a clear no. Simply put, Democrats were too busy framing
Donald Trump as a threat to democracy rather than addressing voters’ concerns.
Kamala Harris and Democrats in general ran on expanding abortion access and saving democracy. ose issues seemed abstract to voters whose economic frustration felt more real to them than the “Trump is a tyrant” arguments Democrats made.
So no, it was not identity politics or transgender issues that led to Democratic losses across the country; virtually no voters listed either as their primary reason to vote for Trump.
“It’s the economy, stupid” basically sums up the election. Democrats don’t have to abandon their principles for social equality when 64% of Americans believe that e orts to promote gender equality are going about right or not far enough, and when 70% of Americans support same-sex marriage. However, Democrats need to meet voters where they are.
When a quarter of Americans are living paycheck to paycheck and when 64% of Americans view the condition of the economy as suboptimal, touting Bidenomics not only dismisses voters’ economic frustration but also presents Democrats as out of touch with voters. With such a dire voter perception of the American economy, championing social issues such as abortion rights only plays into the narrative that Democrats are privileged enough to ignore Americans’ economic adversity, coming from a moral
high ground of democracy or reproductive freedom. Democrats need to talk to voters instead of talking down on them. at’s when Democrats will win back White, Black, Hispanic and Asian American working class voters who felt ignored this election cycle.
at is why in spite of Trump’s victories across the country, Democratic Representatives like Marie GluesenkampPerez of Washington and Jared Golden of Maine won this November in districts that voted for Trump. Both of them ran their campaign in support of their largely rural districts by endorsing a national right-to-repair law and supporting rural sectors such as the timber industry, both of which are issues largely ignored by national Democrats but highly popular among rural voters. Building that trust between Democrats and voters will reconstruct a coalition — composed of a racially diverse, working class, and even rural group of Americans — that left the Democratic Party after former President Barack Obama exited the White House. Democratic policies are not unpopular; it’s the recent Democratic brand — out of touch, morally elitist and exclusive, voters say — that is unpopular.
When Democrats nally reach out to the voters who feel left out of Democrats’ equation for a more equitable America, and restore the faithful base of supporters they once had, maybe that’s when voters will vote for them again.
Action & jingle bells: does “Red One” deliver?
By Amber Hu (‘27)
“Red One”: the number one Christmas movie of the year. Action, magic, holiday festivity—what more could you possibly ask for?
“Red One” is not your average Christmas movie lled with snow, romance and a bland plotline. Instead, it delivers explosive action that lls movie theatres with starstruck eyes. Families expecting to fall asleep to slow Christmas carols will leave theaters buzzing with adrenaline.
e movie stars Dwayne Johnson as Callum Drift, the head commander of Santa
Claus’s ELF security, who must nd a way to save Christmas when Santa is kidnapped. Chris Evans stars as Jack O’Malley in a dramatic entrance—a famous hacker who claims to be able to nd anything in the world. Together, Callum and Jack begin their journey towards saving Santa and Christmas. What seems like a simple rescue takes the team all the way to Gryla, the winter witch. emes of family, Christmas spirit and the power of second chances are explored in “Red One,” moving it past the typical Christmas movie. e complex narratives
and surprising twists o er a fresh take on the classic save Christmas sotry. Mixed in the action, the movie teaches its young audience meaningful lessons about the importance of family and the power of forgiveness. ese messages, combined with the movie’s thrilling action, transform it from a boring holidy adventure into a modern Christmas masterpiece.
With a $250 million budget, it’s no wonder that “Red One” doesn’t disappoint. e battle scenes, crazy stunts and realistic props left everyone in the theater on the edge
of their seats.
Is it cheesy? De netly. But that’s what makes it so special. “Red One” e ortlessly captures childhood nostalgia and the holiday spirit, earning it a 5 star rating from me. It goes further than just a movie, bonding people and creating memories. “Red One” is absoluetly one for the books.
The drug of youth: is “The Substance” worth the buzz?
By Erin Wu (‘25)
“ e Substance” is not for the faint of heart. Director Coralie Fargeat delivers a provocative narrative that delves into the complexities of identity, aging and the relentless pursuit of youth. Fargeat’s stylish and twisted exploration of youth, vanity and ambition is equal parts dazzling and disturbing, delivered with a tinge of existential dread.
e lm follows Elisabeth Sparkle— played by Demi Moore—a former Hollywood icon whose fall from grace is as dramatic as her aerobics leotards. Dumped
from her TV show on her 50th birthday, Elisabeth’s desperation for relevance leads her to a mysterious miracle substance. Enter Margaret Qualley as Sue, Elisabeth’s younger, shinier clone who takes over her life, her identity and maybe even her soul. It’s “Freaky Friday” with way more existential angst.
Moore and Qualley are electric together. Moore’s Elisabeth is all brittle smiles and seething resentment, while Qualley’s Sue embodies the disarming charm of youth— until she doesn’t. Watching them play o each other is like witnessing a silent boxing
match, with every glance and gesture packing an emotional punch.
Visually, “ e Substance” is a kaleidoscope of 80s glam and eerie surrealism. Neon lights, glossy aerobics studios and haunting dream sequences blur the line between fantasy and nightmare. It’s so hypnotic, you might forget to breathe— until a particularly gruesome scene snaps you back to reality.
But what really sets “ e Substance” apart is its razor-sharp satire. Beneath all the glitz and gore, it’s a biting critique of
society’s obsession with youth and beauty. Elisabeth’s journey is as tragic as it is darkly funny—because let’s face it, who hasn’t felt the existential terror of a bad sel e?
Sure, the plot gets a little wild in the third act, but isn’t that part of the fun? “ e Substance” is unapologetically weird, thrillingly bold and brimming with style. It’s the kind of movie that leaves you thinking, “What did I just watch?”—but in the best possible way.
[PHOTO COURTESY OF WARNER BROS]
[PHOTO COURTESY OF IMDB]
12 hacks from a high school student to ace your semester exams
By Annabelle Hsu (‘27)
BEFORE THE EXAM:
Book a study room in the Upper School Library for groupstudy sessions with classmates
Make use of your teacher’s of!ce hours! Surprisingly, they’re a good way to clarify learning and exam content.
Take advantage of productivity apps such as Notion or Todoist to manage your time e ciently
Follow the three-minute procrastination rule: if you’re avoiding a task, try doing it for three minutes. is start will break the procrastination cycle.
Please, please, please charge your electronic devices the night before. A battery-related surprise during an exam is never good.
DURING THE EXAM:
Avoid anxiety-ridden classmates right before the exam, they will only drag you down.
Bring a water bottle to the exam room to stay hydrated and keep your mind alert
Don’t !xate on the clock: continuously looking at the time will only increase your stress levels.
Solve the “easier” problems !rst, then circle back on the harder ones.
AFTER THE EXAM:
Don’t discuss the test right a er it’s over. Realizing any mistakes a erward will most likely ruin your mood.
Decompress your brain for at least an hour: this could mean taking a power nap or going out for lunch.
Give yourself a moment of rest before beginning to study for the next exam. Try meditation or You’ll study better with a clear mind.
Manipulation of colors: “Chromakopia”
By Ashley Ho (‘28)
Meet Saint Chroma, a masked man who directs you into a shipping container mere moments before it blows up. His character is puzzling and uncanny, a great new addition to the rapper Tyler, the Creator’s collection of alter egos. Fans familiar with Tyler’s discography know of his use of ctional characters to elaborate on past family trauma. Tyler’s popularity as a twotime Grammy winner mainly stems from his vivid ability to depict the complexities of toxic relationships using his alter egos, successfully leaving listeners with a sweet, melancholic feeling.
On Oct. 28, three years after the release of his last album, Tyler, the Creator released “Chromakopia,” through Columbia Records. As expected, Tyler attained his third No. 1 album on the Billboard 200, reaching the sixth-largest debut of 2024. Out of all his accomplished albums, “Chromakopia” stands out to me through its poetic lyrics, soulful vocals and dynamic instrumentals. Produced by Tyler himself, the album has an incredibly well-rounded theme of the paranoia that comes with fame and adulthood.
e creativity and depth of the lyrics are essential aspects of “Chromakopia,” as they create a vibrant narrative for the listener to envision. e song “Hey Jane” depicts how an unexpected pregnancy can create internal turmoil between wanting freedom and craving love. e lyrics cultivate a nervous but playful energy, especially in the line, “Hey T, your legs long and your waist thin / And we can both relate to the fact we got great skin.” e frisky line illustrates the friendship that Tyler and his partner Jane desperately try to maintain, even through the trauma and fear of raising a child. However, the song includes a solemn end with the line, “I’m feelin’ the resentment every time you get near me / My body has a clock, and I don’t know where the end be.” is lyric raises the serious issue of women running out of time to nd a trusting partner to start a family with.
Moreover, I particularly enjoyed the expressive vocals from Tyler and his many featured artists. “Like Him” resonated with me, as Tyler and English singer Lola Young worked together to produce a somber but smooth harmony. is e ect is especially prominent in the lines “Mama, I’m chasing a ghost / Do I look / Like him,” as the producers
worked to layer voices of both feminine and masculine tones. Tyler’s voice contains a lot of sorrow, as the song is about his realization of the physical and mental traits that connect him to his absent father. roughout the song, I also noticed great suspense and build-up in the vocals, from a soft hum to an erratic scream towards the end.
“Sticky” is a great example of the stimulating instrumentals and sound e ects in “Chromakopia.” e song hooks listeners in with catchy whistling and chanting at the start, subtly hyping up the three featured artists: Lil Wayne, Sexyy Red and GloRilla. Additionally, “Sticky” is a great hit in the marching band community, as it can be played with a great range of drums, tuba and saxophones. e loud and energizing instrumentals are crucial in this song, as they juxtapose greatly against the mournful tone of the album. On social media apps like TikTok, fans started to make dynamic dances with sharp movements to carefully match the rhythm of the song.
Overall, I rate “Chromakopia” 4.8/5 stars, as it uses a spectrum of artistic techniques, from lyrics to unsurpassable vocals to invigorating instrumentals.
Self-identity crisis: “Shawn”
By Karson Ko (‘28)
Shawn Mendes is a Canadian singer and songwriter, born on Aug. 8, 1998. Shawn Mendes’ rst album, “Handwritten,” in 2015 was on the US Billboard 200 charts, making Shawn one of ve other artists who managed to debut on the US Billboard under the age of 18. e most popular song on the album, “Stitches,” reached number one on the UK charts and made it to the Top 10 charts in the U.S. and Canada. Shawn Mendes’s second album,“Illuminate,” released in 2016, also broke chart records, with several hit singles like “Treat You Better” and “ ere’s Nothing
In March, Shawn Mendes announced his rst solo live performance with surprise guests like Ed Sheeran, Noah Kahan and Niall Horan. On July 31, he revealed his new album,“Shawn,” was going to be released on Oct. 18. However, the release date was later postponed to Nov. 15. Four singles, “Why Why Why,” “Isn’t at Enough,” “Nobody Knows” and “Heart of Gold” were released earlier, generating lots of excitement for the album. After the release, he embarked on an intimate tour around the U.S.
In my opinion, the songs in this album
sounded very repetitive and used the same lyrics. e content of the album sparked very little interest in me because he constantly brought up the same issues as his previous songs throughout the album. Moreover, his songs didn’t make much sense lyrically and I found myself having a hard time deciphering what message he was trying to convey to the listener. He also doesn’t have much variety of instruments in his music and the invariable genre of music became boring, which made it very di cult to listen to the full album. Overall, I rate “Shawn” a 2.3/5 and wouldn’t recommend it to anyone.
Tyler, The Creator, American rapper and record producer, reaches out his hand. [PHOTO COURTESY OF COLUMBIA RECORDS]
Holding Me Back.”
Shawn Mendes performs at the 2024 MTV Video Music Awards. [PHOTO BY KEVIN MAZUR/ THE HOLLYWOOD REPORTER]
