Broadview100713 by The Broadview

Inside

October 7, 2013

Convent of the Sacred Heart HS • San Francisco, California

Vol. 20, Iss. 1

2 SOPHOMORE PROJECT Interdisciplinary project gets a corporate redesign

Getting home safely Car service competes with taxis to provide an efficient way to traverse the city.

4 THE CENTER Community space gets a major makeover

5 TEST-TAKING Choosing which standardized test to take for college

6 UP TO PAR New coaches, workouts help golfers win BCLs Madison Riehle/The Broadview

HOMEWARD BOUND Junior Hailey Cusack orders a car after school using her Uber account. A driver will accept her request and pick her up in front of school. Madison Riehle & Liana Lum

When sophomore Victoria Oestermann needs a ride home after school, instead of calling a cab, she takes out her iPhone, opens an app and selects a car. Within minutes a black sedan arrives in front of school and takes her home. Uber, a start-up company founded in San Francisco in 2010 by CEO Travis Kalanick and Garrett Camp, calls itself “everyone’s own personal driver.” The car service has now expanded to over 40 countries

around the world. “What we’ve seen in market, after market around the world is that once consumers try the service, the demand increases exponentially,” Uber spokeswoman Nairi Hourdajian said. “They love the convenience, the reliability and the guarantee that they have a ride when they need it.” Uber partners with preexisting limo and town car companies, hiring drivers in between their shifts to increase their revenue. Through partnering with these companies, the drivers have been background checked

and licensed by the state, according to Hourdajian. “The system is pretty sharp and there is little room for error,” Uber driver Carlos Flores said. “I can figure out where my passenger is and I don’t have any problems with the fare. The driver can be fair with the client. If I know I made a mistake, I can stop the meter and the client won’t be charged.” Uber X is a more economic and cost-friendly option, compared to the town cars and SUVs, through the use of hybrids, according to Hourdajian. “I usually use Uber X, which

New policy moves tutors off campus Madeleine Ainslie Design Editor

Madeleine Ainslie/The Broadview

COLLABORATION Christina Berardi, Alexandra Wood, Zoe

Baker and Franny Eklund (left to right) meet with Academic Support Director Patricia Kievlan in the Center during their free period to discuss their Honors American Literature book “Old School” by Tobias Wolff. Students are encouraged to utilize on-campus help.

is a cheaper version of the regular black cars from Uber,” Oestermann said. “I find that the people are more friendly than the taxi drivers, and I usually have great conversations with the drivers.” Students find being able to have a “private driver” is a safer and more convenient option compared to taxis and public transportation, especially with the implementation of technology. “I can look at the profile of the driver and see their ratings from other people,” sophomore IsaSee App, p. 2

A new four-school policy implemented this fall has students meeting with their privatelyhired tutors off campus instead of in the Center or library. Deans from all four schools raised safety concerns about the number of non-school employees who were on school grounds during and after the school day. “We became aware of the number and the impact once we put in the check-in system at the front desk,” President Anne Marie Krejcarek, said. “We found that there were about 60 individuals who were not employed by our school coming on campus and using our facilities.” The check-in system, put in place last year, scans visitors’ government-issued identification and screens for registered sex offenders. The system saves the names, times and dates of arrival for each visitor, allowing for

review if needed. The new policy will push students to take fuller advantage of school resources according to Krejcarek. Despite the difficulty of meeting with tutors off-campus, some students agree with Krejcarek’s ideal outcome. “It was inconvenient to keep tutoring when my tutor couldn’t come to school anymore,” junior Zara de Matran said. “It’s going to force me to connect with teachers more and become more independent.” Not all students using tutors feel the same way. “It wastes time not being able to tutor here,” junior Marly Schatz, said. “Having to be tutored at Tully’s makes it difficult to concentrate.” According to Krejcarek, parents should not have to pay for a tutor to cover services the school should be providing. “Students pay so much, and See Tutoring, p. 2

8 MEXICAN FOOD MANIA A guide to Pac Heights’, Marina’s best Mexican food

QuickReads ►►REEL NUMBERS

Math club will show a “Numbers” marathon on Thursday, Oct. 10, 5:30 p.m. to 7:30 p.m. in Room 301. Pizza and snacks are $10. Everyone is welcome. ►►4-DAY WEEKEND

Students will have a four-day weekend beginning Friday, Oct. 11, due to faculty inservice, through Monday, Oct. 14, in observance of Columbus Day. ►►MIDTERM MADNESS

Midterms begin Tuesday, Oct. 15 and run through Monday, Oct. 21. Tuesday tests will be Periods A and C, Thursday tests are B and D, Friday tests are E and G, and Monday are F and H. Wednesday is reserved for Explore and PSAT testing for freshman, sophomores and juniors. Seniors will participate in a college workshop. ►► WALK SUPPORTS SIS-

TER SCHOOL Walk for Uganda is scheduled for Saturday, Oct. 19, beginning at the Crissy Field Bluff Amphitheatre at 9 a.m. The annual walk raises money for Sacred Heart schools in Uganda. Register at http://www.sacredsf.org. ►►MATER MASS, BRUNCH

Mother Daughter Brunch, hosted by the Freshman Class in honor of the Feast of Mater Admirabilis, is Sunday, Oct. 20, 10 a.m. to 1 p.m. Mass takes place in the Chapel, and brunch will be held in the Main Hall.

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Friday, October 4, 2013

NEWS

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Soph project revamped Original Sophomore Symposium revisited and changed to emulate a ”corporate project”

Tatiana Gutierrez Editor-in-chief

ophomore teachers have revised the former Sophomore Symposium and created a new interdisciplinary project modeled on 20 percent projects popular in the corporate world. “Education is changing,” lead sophomore adviser Rachael Denny said. “We wanted to focus on 21st century skills because that’s going to help you in the future get a job — being creative and innovative.” The 20 Percent Project is designed to provide a structure for students to develop a topic of their own interest while fostering innovation and creativity. “It innately has intrinsic motivation for students because they get to choose what they want to learn,” Denny said. “Having complete autonomy of your learning and then having a structure that shows you are mastering what it is you want to learn is what actually causes intrinsic motivation.” “Picking a topic helps motivate you to put a lot of effort into your project,” sophomore Megan McMicking, who along with

Daniella Lucio and Antonia DeLeon are creating a fashion website providing options for the school uniform, said. “You want it to work and have your idea be successful.” Twenty percent projects, popular in major corporations such as Google, give employees 20 percent of their work hours to research a topic of their choice and eventually create a product from their original ideas. The sophomore project must incorporate a service element inspired by Goal 3, “Schools of the Sacred Heart students commit themselves to educate to a social awareness which impels to action.” Ideally producing a product at the end of the process that benefits a community of their choosing, according to Denny. Groups or individual sophomores casually pitch their ideas to Denny before they make a formal pitch to their peers, who can ask questions and make suggestions. Students are also required to find a mentor specialized in or relating to their topics. “They get constant feedback about how its going,” Michael Stafford, who formerly led the symposium, said. “It’s inherently

New admin structure creates new positions Lead class advisers named Madison Riehle Editor-in-Chief

Following the elimination of the position of dean last year, four new positions have been added to the school, faculty lead class advisers and faculty moderators. “A class adviser is at the heart of the student experience and can collaborate easily with other faculty to make sure that no student is in danger of ‘slipping through the cracks,’ Head of School Rachel Simpson said. “Faculty members work with the head of school in leading and directing the student experience.” Spanish teacher Mary Bicanic and English teacher Rachel Denny have been named freshman and sophomore advisers, respectively, and theology teacher Paul Pryor Lorentz and history teacher Michael Steinbrecher have been named junior and senior monitors. Simpson said she wanted juniors and seniors to have more freedom, so mentors were assigned rather than advisers. “I oversee the wellbeing of the freshman class as a community,” Bicanic said. “I look at their individual growth, especially in their transition to high school.” Is intended to help students, administration and faculty make

BICANIC

DENNY

better personal conn ections, according to Bicanic. “I feel like this is a more intimate approach to our school’s system,” junior Franny Eklund said. “We are able to not only make the connection with the adviser in class, but also on a personal level outside the classroom.” Simpson and Convent Elementary School Head Angela Taylor interviewed candidates last year to fill the position, according to Bicanic. “Collaboration is a 21st century education skill that faculty models for students in this team approach,” Simpson said. “We are invested in ensuring the wellbeing of the students, the advisers direct the conversation, and manage the outcomes with students, faculty and parents.” Not only will the adviser act as the head of each grade, but the advisers lead and organize class meetings, according to Bicanic. “We want to benefit each student by ensuring that each student's needs are recognized and met,” Simpson said. “Building a strong bench of team leaders it will ensure that we are delivering on the Sacred Heart promise to have students ‘come as they are and care for them with great love.’”

PRYOR-LORENTZ STEINBRECHER

collaborative — which is really neat.” One component of the grading process is the content and writing mechanics in a blog. “They blog what they’re thinking how far they’ve come in their process and if they achieved that goal they set for themselves that day,” Denny said. Each student, whether working individually or in a group, is required to chronicle her experiences throughout the project. “I think it will be interesting to look back at our thought process from this project and to see if our original idea changed or if it stayed the same throughout the whole project,” McMicking said. The blog also serves as a lesson in media with students being responsible for everything published on their blog, which is accessible to everyone. “You’re putting yourself out there for the world to see,” Denny said. “Having that understanding is a lesson. You are selfregulating because you know what the consequences could be of putting a false representation of yourself out there.” Accepting failure is a theme introduced in the beginning of the year by Ann Marie Krejcarek, President of Schools of

Tatiana Gutierrez/The Broadview

GUIDANCE Theology teacher Paul Pryor-Lorentz helps sopho-

mores Megan McMicking and Antonia De Leon design their fashion blog in the Center for their 20 Percent Project. the Sacred Heart. Sophomore teachers have incorporated this idea by recognizing that some projects might not be attainable. “Failure is an option,” Stafford said. “It happens. Things fail all the time.” The pitches, blogs and “TEDstyle” talk, which is the final presentation focusing on each student’s process rather than the product, will comprise the students’ final grades. “Even to be able to say in front of an entire crowd ‘I failed, I did not succeed and this why,’ is a huge skill to be able to hone,”

Denny said. “Everybody fails and it should be okay because they are going to learn from their failures.” The 20 Percent Project is designed to focus on more than academic skills. “I want them to be able to have the experience of following a passion,” Stafford said. “I want them to feel as they emerge from this like they tried something that was different, that they were curious about that, they loved and then hopefully spark a continued intellectual curiosity that will get them trying out new things for the rest of their lives.”

Tutoring moves off campus From New Policy, p. 1 we are trying to ensure that we are delivering what students need for the tuition everyone pays,” Krejcarek said. “It’s a big change because culturally it alters where you go for help,” Academic Support Director Patricia Kievlan said. “It shouldn’t be that when you are struggling in a class you feel the need to hire somebody to help you get better. It should be that you

go to the teacher for help.” Krejcarek said she agrees the tutors’ presence on campus was interfering with students’ self-promotion and independence. “When tutors are engaged the students become less selfadvocating and more dependent on that tutor than their teacher,” Krejcarek said. “We believe that when we have tutors we can’t do it without them, and often times we can

do it without them.” The resources offered on campus are designed to help support students with different learning styles, according to Kievlan. “During the school day our community here on campus is what students should be making best use of,” Kievlan said. “Our hope is that we can serve a whole lot of needs here with the investment families have already made.”

App allows users to get around city From Getting home, p. 1 bella Coolins said. “It’s also nice because now they have split pay, so if your friend has an Uber account, you can share the cost.” Disagreements between Uber and San Francisco taxi services have also arisen, often ending in fist fights, according to Sgt. Neil Cunningham of the San Francisco Police Department. “There have been a lot of fights breaking out lately between Ubers and cabs,” Cunningham said. “The cab drivers feel like they are getting ripped off by Uber because they do not have to pay as much for permits to the city.” San Francisco taxi cabs pay $1,600 per driver per month for a medallion, a permit that allows owners of the vehicles to drive and lease their cabs to other drivers. “Uber is using this opportunity to steal our business,” Yellow Cab driver Golam Rasooli said. “They act like cabs, they

are nothing like cabs.” Taxi business has decreased by about 50 percent, according to Roman Molodetskiy, a San Francisco Luxor Taxi driver since 1993. The safety of Uber and Lyft has also been decreasing. Drivers have begun to disguise themselves as Uber and ride sharing services such as Lyft to rob people, according to Cunningham. “I recommend the Yellow Cab services over these car services,” Cunningham said. “The Yellow Cabs have cameras inside, and when you call a Yellow Cab, you know you are getting into one when it gets there.”

New problems with Uber have emerged, with drivers filing a class action lawsuit claiming that the company has been stealing their tips. “Uber values its partners above all else and our technology platform has allowed t hous ands of drivers to generate an independent wage and build their own small businesses on their own time,” a press release from Uber stated. “Frivolous lawsuits like t his cost valuable time, money and resources that are better spent making cities more accessible, opening up more possibilities for riders and providing more business for drivers.”

Disagreements between Uber and San Francisco taxi services have also arisen, often ending in fist fights, according to the SFPD.

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STAFF EDITORIAL

Monday, October 7, 2013

OP-ED

Car services provide a safer option

an Franciscans have a variety of options for getting around The City. The challenge is finding the most efficient and safe way to get home, especially at night. Even with city streets filled a rainbow of taxis, finding an available one can be a gruelling process. San Franciscans have a variety of options for getting around The City. The challenge is finding the most efficient and safe way to get home, especially at night. Even with city streets filled a rainbow of taxis, finding an available one can be a gruelling process. Some teenagers rely on Muni buses that never come to get around, but often times this is just as inconvenient and time consuming as finding a cab. Students report being stranded on street corners, waiting for a taxi that never comes. Young women traveling alone often say they feel uncomfortable with some taxi drivers, who are essentially random men driving them home. The lack of connection with the

driver can be eliminated by using car services. Uber and other app-based car services facilitate a better relationship between drivers and riders by allowing riders to view the driver’s profile and rating on their smart phones. Students often reported that they have friendly conversations with the driver, making the atmosphere is much more comfortable. The guarantee of a driver, knowing his or her name and the estimated time of arrival, can assure students — and their parents — that they are getting into the right car with the right person. While Uber is convenient and on time, there is a price to pay for the benefits. Just getting into an Uber black car costs $15

Rachel Fung/The Broadview

— $25 for the SUV option — plus the additional fares to get to the destination. The security of an Uber outweighs the charges, especially late at night. Ordering an Uber is an easy process that requires

minimal effort. Waiting on hold for the next taxi dispatcher can be frustrating and only prolongs the journey home. Parents are more likely to prefer an option that allows them to monitor their child’s

route home as well as the fare. With the Uber app, credit cards link directly to their account, so paying for the ride is effortless. There is a price to pay for safety. Often times the extra expense makes all the difference.

WHAT’S YOUR TAKE ON THE NEW CENTER?

1. Fog City Diner will reopen after extensive remodeling. “It’s pretty, it’s easy to study in and has really comfortable areas. I love the bean bags and I think it’s the perfect place to learn.” — Dorthea Wetmore, freshman

“The Center definitely looks better than last year, but I think people are still transitioning into it. I wish we could eat there because I would study while eating, which was really productive.” — Zara de Matran, junior

“I like the look of it and I think it definitely needed revamping because it was dirty and dated, but I really wish we could eat up there, and because of that it is not used as widely.” — Pheobe Flynn, senior

KEEPIN’ IT RIEHLE Madison Riehle Editor-in-Chief

It’s hard to say goodbye

e hadn’t even started to say goodbye and I was already in tears. “It’s not like I’m dying,” my brother Danny said. “I’m always a phone call away.” We were standing at our rental car at the base of Notre Dame Stadium in South Bend, Ind. After three days of orientation and preparing to say goodbye, the moment I braced myself for was here. Notre Dame has always been a huge part of Danny’s and my childhood, since our dad and his two brothers are alumni. We have made many treks to South Bend for football games, so when Danny got his acceptance letter, I was beyond excited. Danny is — and always has been — an amazing student. He pushed himself everyday, and it paid off — he got into his number one school. Seeing him so overjoyed when he got his letter made me want to feel that excitement, too. I know how hard Danny worked to get where he is now, and I know that if I work as hard as he did, I could also experience that feeling. Danny is my only sibling, which leaves me now as an only child. Sometimes this is beneficial — I have my own bathroom now — and there isn’t much commotion at night. But most

of the time, I find the unlit bedroom across the hall to be disheartening. Like most siblings, Danny and I did not always get along; we would pick fights and meddle with one another. We began to spend more time together while our last year together was slowly winding down. We went on road trips to see our cousins, talked late at night and had inside jokes from our parents. I wish that I had been able to appreciate 15 more years of a friendship with Danny. I was so caught up in making him miserable, I didn’t realize that he was one of the best friends I could ever ask for. For all that time I had a mentor, a tutor and most of all, someone I now share everything with, although it is much harder now. Before we left for South Bend, Danny and I went on a “sightseeing crawl” starting at Crissy Field and ending at the Marin Headlands. He wanted to see the sights that he would miss for nine months. “You don’t really appreciate all of it until its time to leave,” Danny said, referring to the view at the lookout point above the Golden Gate Bridge. I think, and hope, he meant it about me, too.

2. Next week is a fourday weekend.

1. The diner has lost the feel that defined it for 25 years.

3. “Cold Caps,” the latest chemo technology, helps patients maintain their locks.

2. It’s the weekend before midterms. 3. FDA has not approved its use in the United States.

4. Superbowl L to be held at new San Francisco ‘49er stadium.

4. It is in Santa Clara. 5. Could “Fantastic Beasts” be better than “Harry Potter”?

5. J.K. Rowling is returning to the world of wizardry.

THE BROADVIEW

Convent of the Sacred Heart High School 2222 Broadway St. | San Francisco, CA 94115 broadview@sacredsf.org | broadview.sacredsf.org

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STAFF Tatiana Gutierrez Editor-in-Chief Madison Riehle Editor-in-Chief Madeleine Ainslie Design Editor Sarah Selzer Photo Editor Rachel Fung Cartoonist Alice Jones Managing Editor Jaime Hum-Nishikado Sports Editor Hanae Nakajima Sports Editor

Camilla Bykhovsky Web Editor Aoife Devereux Web Editor Ashley Latham Social Media Editor Senior Reporters Kristina Cary, Liana Lum Tracy Anne Sena, CJE, Adviser

“Schools of the Sacred Heart commit themselves to educate to personal growth in an atmosphere of wise freedom,” (Goal 5), therefore The Broadview operates as an open forum for free speech and student expression without prior review. Unsigned pieces are the opinion of the editorial board. Reviews and personal columns are the opinions of the individual author and are not necessarily those of Convent of the Sacred Heart High School or Schools of the Sacred Heart. We encourage letters to the editor. The Broadview may publish independent opinion pieces 300 words or fewer. We may work with writers for clarity and to meet space limitations. All letters must have a means for verifying authorship.

Monday, October 7, 2013

FEATURES

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The Center [of attention]

A refreshed Center provides an updated community space for studying and hanging out

Aoife Devereux Website Editor

eanbag chairs, standing-height study tables with bar stools and private study pods have replaced outdated wooden tables and well-worn chairs. The Center, which used to be a lunch hangout, has transformed into a modern, hip workspace. “It is now a better atmosphere for learning,” junior Hailey Cusack said. “It’s no longer a location to hang out and eat it in. I feel it is now a room that encourages business and working.” The design is by The Third Teacher+, an educational architecture firm that “designs learning environments,” according to its website. “Our group is really focused on human behavior and the culture behind learning,” Trung Le, the lead designer for Cannon Design’s education group, Third Teacher’s parent organization, said. “Before we even think about space, we try to understand tentative human condition that will apply to design and architecture. We understand that the physical environments affects who we are and how we interact.” Focus groups with students and staff members last spring informed the design team of what was working well and things that could be improved, but the over arching goal was to somehow reinvent the idea of The Center, according to Le.

“We identified spaces where students tended to hang out, collaborate and work together,” Le said. “In the end of the process we established that The Center is a place where the students communicate and learn together.” Along with students studying in the refreshed space, some teachers are holding classes there, expanding their classroom spaces. “I don’t think that I would do a whole class just out here, but because my class is so close it extends my classroom,” Paul Pryor Lorentz who teaches theology on the Third Floor, said. “I think walking out to a new space with a change of atmosphere can really affect the way we are thinking about class discussions.” Maud Flood’s former dressing room overlooking the Marina, which previously held the head of school’s office, is now a refurnished conference room that can be reserved by students and staff members for meetings. The Center is still awaiting custom furniture including a collaboration tables, flat screen displays, a coffee credenza, “under the cloud” furniture, transparent dry-erase boards, a connection wall and an archives installation. “We really wanted to capture the culture, the language and the rituals that happened in that space and then think about how could we reinvent it,” Le said. “Hopefully there will be new programs, new rituals and new celebrations.”

Aofie Devereux/The Broadview

REFRESHED Sophomore Audrey Brooke sits on the soft seating area doing homework in The Center, newly refreshed with paint, acoustic ceiling tile, refinished original flooring and modular furniture selected to enhance collaboration (background). Senior Clare Pardini studies in the conference room at the end of The Center (top). Freshman Logan Evans works on the “touchdown” table on homework after school (second). Sophomores McKenna House, Megan McMiking and Isabella Armstrong use a free period to catch up on homework (third). The collaboration mediascape station allows students to project from their iPadsads, smartphones and laptops to screens during group work (fourth). Sophomores Caitllin Cook-Davis, Lily Ross and Madison Stetter work on their 20 Percent Projects during their free period on the bean bag sitting area on a “grassy” carpet and below cloud-like lighting fixtures.

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FEATURES

Monday, October 7, 2013

Teaching with toddlers Teachers learn to balance time with their children and work Ashley Latham & Camilla Bykhovsky

Rachel Fung/The Broadview

Madeleine Ainslie/The Broadview

BABY BOOM Rachel McIntire chats with fellow new mother Rebecca Munda during her visit to school with her daughter last week. Baby Isla’s first visit to school attracted a slew of potential sitters.

en babies have been born to faculty members over the last three years, and two more on the way. Among the chaos of raising a young child, parents of infants and toddlers must find time to grade papers and write lessons while also caring for their young children. Some teachers are finding they must sacrifice personal time to meet the demands of their jobs and families. “Being a working mom definitely does have its challenges,” College Counseling Director Rebecca Munda, mother of 8-month-old Oliver, said. “You have to find the right balance between your home and working life.” School hours can be the only time for teachers to complete grading because getting work done with children running around demanding constant attention can be challenging, according to chemistry teacher Christy Cinti. “I’m very good at separating my home life from my school life,” Cinti, mother of Bryce, 2, and Nora, 5 months, said. “When I am at school, I am focused on my students, and when I am at home, I am focused on my family. I use school time to grade papers and be available to my students.” Some teachers rely on their spouses to help watch children

Testing your options Students choose between the ACT, SAT entrance exams

Alice Jones Managing Editor

uring her summer job with a lot of free time as a receptionist, senior Niamh Fitzsimons sat with pencil in hand and an SAT book open to the practice sections, skimming the dense strategy information and focusing on more difficult math problems and the critical reading section. Like most high school seniors and juniors, Fitzsimmons is thinking about her college applications and whether the ACT or SAT test will be the best for her individual learning style. While the SAT is still the most widely-used college aptitude test, the ACT has become the more popular test for students with learning differences like dyslexia and ADHD, according to the academic support director Patricia Kievlan. “On the SAT if you skip a question you earn no points, if you get a question wrong you lose a quarter of a point,” Kievlan said, “while for the ACT you lose no points for a wrong answer or skipping. That fundamental point can really affect how a person goes into taking a test. It can stress them out and be distracting.” The 10 parts of the SAT include three math, three writing and three critical reading sec-

tions, and a final experimental section that includes either an extra essay, math or critical reading. Fitzsimons said she initially didn’t study for her first SAT exam, but after seeing her results, she decided to purchase the “Official SAT Study Guide” by the College Board to help her improve her score. She also decided to take the ACT to see if she could earn a comparatively higher score. “I hated that there was only one break in the ACT,” Fitzsimon said. “I had trouble concentrating for the length of the sections. I definitely preferred the structure of the SAT more because it was a lot less stressful for me.” The ACT has a 45-minute English section leading into an hour of math. Students then take at 15 minute break, before the 40-minute reading and science sections. The final portion is the 30-minute essay. The SAT is considered to be more grammar-focused while the ACT covers a more challenging range if math according to the college counseling director Rebecca Munda, who is guiding her 10th class through the college testing and application process. The ACT questions increase in difficulty, while the SAT questions order is random and not by intricacy.

“We have seen more and more girls taking the ACT in recent years, but the SAT is still the more popular,” Munda said. “Convent offers both a practice ACT and SAT in the junior year. This helps me to advise which test would be better fit for each student.” Junior Amanda Mah took the PSAT last October and said she was disappointed with her scores. She agreed with her parents that a private tutor would be beneficial and began working on the ACT. “After taking some practice ACT tests, I thought the questions were phrased more clearly and was even easier for me then the PSAT,” Mah said. Senior Catherine Ames began studying for the SAT in her junior year, meeting with a private tutor weekly and who assigned pratice test and homework for their next meeting. After taking the SAT in May and saw little improvement from her practice tests she decide that she wanted to switch her focus to the ACT. “In my SAT homework over the summer, I couldn’t focus and guessing and choosing between the answers was stressful,” Ames said.“The ACT style is better for me because I consider myself a bad test taker and find the reading and writing content more understandable.”

when grading and schoolwork become overwhelming. “I rely tremendously on Mrs. Cinti, especially with our newborn,” biology teacher Ray Cinti said. “The mother is so crucial for breast-feeding or if she is fussing and there is nothing I can do about it — I hand it over to her. However, what I am trying to do is go extra strong with Bryce, that way I can alleviate her stress.” Time for grading assignments is limited and it often requires the support of spouses. “There is an added strain because I do not have that much time to do the grading,” Michael Stafford, father of Caroline, 3, and Rebecca, 1, said. “Sometimes I will fall behind, and it is largely part of the experience, but there is a temptation to cancel a test. Every once in a while, on a Saturday, my wife will take the kids for a few hours in the morning to free me up to knock out some grading.” Teachers who are currently on leave are planning how they will manage their time once they return, like Rachel McIntire, who gave birth to her daughter, Isla Kathleen, in late July. “I’m not teaching now, so it has been pretty easy,” McIntire said. “What I’m thinking is that with help of my colleagues, my time will be put to better use, that is, spending enough time with my new baby girl, along with my teaching curriculum.” Fine arts teacher Claire Kessler-Bradner, who is a colleague

of McIntire, gave birth to Lita six months ago and is working part-time in order to spend more time with her daughter. “I have always been part time, and it is what I would prefer in terms of the new baby,” KesslerBradner said. “It also has to do with the department. Ms. McIntire is full-time, and I am part time, as there are only enough classes to do it like that.” California’s Paid Family Leave program covers a new working parent’s salary for six weeks to bond with a child after birth or adoption, according to Human Resources Director Juli Devincenzi. Family Leave is often taken by new mothers after they take disability leave. “The State of California will pay a mother who has just had a baby because they are technically disabled from work,” Devincenzi said. “From the point at which the mother is a month from the due date, to six weeks after the delivery, working women are considered disabled.” Federal law protects a new parent’s job and benefits while on leave. Both Stafford and Ray Cinti took advantage of paid family leave, which can be taken by either parent any time within the child’s first year of life, and provides 55 percent of their salary according to Devincenzi. “Working in education, I find it to be a very supportive environment.” Munda said. “We have hours conducive to raising a family.”

SAT vs ACT ACT vs. SAT American College Test

Scholastic Aptitude Test

3 hours and 25 minutes, including writing

3 hours and 45 minutes, including writing

No penalty for any questions answered incorrectly

One-quarter point penalty for each incorrect answer

Claims to measure students’ knowledge of subjects which are taught in high school

Claims to measure literacy, writing skills and the ability to analyze and solve problems

English, math, reading, and science scores range between 1-36

Math, critical reading, and writing scores range between 200-800

Composite score is the average of a student’s scores on all four sections; ranges between 1-36

Complete SAT scores range from 600-2400 and are the total of each of scores from the three sections

Accepted by all colleges

Sources: actstudent.org, sat.collegeboard.org Madeleine Ainslie/The Broadview

Although some test takers use prep books, many enroll in weekly group preparation classes from companies like Revolution Prep or Elite Prep, with class sizes ranging from fewer than six to 20 students. “Convent’s English classes were also helpful with the writing section,” Fitzsimon said. “They have helped me learn how to write a succinct essay and how to organize my thoughts quickly.” Freshman-year English teacher Anne Guina said she practices identifying run-on and frag-

mented sentences and proper use of grammar in her classes to help engrain the fundamental structures. These writing skills are essential for the SAT according to the College Board. “The tests are more about how well you can use past information you’ve learned and that is why it can be so stressful,” Fitzsimon said. “You have to dig in your brain to find something you haven’t learned recently. I think that the tests are a very impersonal way for school to get to know you and aren’t completely necessary.”

Monday, October 7, 2013

The Broadview and Broadview.SacredSF.org

SPORTS

Hole-in-won

SET FOR LIFE

New golf coaches lead team to league championships

Jaime Hum-Nishikado Sports Editor

ew coaches have implemented a conditioning regimen that has the golf team playing an undefeated season and winning the Bay Counties League, giving them a crack at North Coast Section championships. “The new conditioning program is great,” sophomore Isabella Coolins, who is returning to the golf team for her second year, said. “At first we were all a little hesitant to the new change because golf never required conditioning before, but in the end it’s helping us strengthen our core and the rest of our game by doing these exercises.” Although math teacher Jordan Lewis and facility manager Geoff De Santis have played the game and have studied the techniques, this is their first time coaching. “I get pumped at the start of each week because I know we have a match coming up,” DeSantis said. “The girls are amazing to work with because they are always looking to improve. It has taken me 16 years to realize I can’t play the sport, but I can coach it.” Lewis and De Santis are breaking the stereotype that golf does not involve athletically demanding exercises by creating and making their athletes do conditioning workouts. “We do a lot of core training and strength training in our legs and arms,” Lewis said. “We rotate between running, squats, lunges, planks and arm strength-

ening with bands.” Lewis, who has played golf for 16 years, approached athletic director Elena De Santis about being involved with the golf team. “I was planning on coaching basketball again,” Lewis said, “but I really wanted to be involved with the golf team in any way that I could. Luckily there was an opening.” Lewis and Geoff De Santis say they prepared for coaching the season weeks before by studying the techniques of golf to help their players improve their game. “The first thing I did was go out and read every golf book I could find,” Lewis said. “I watched YouTube video after YouTube video of golf swings and went to the range several times. It gave me a great excuse to golf as much as possible.” While on the golf course, the team gets a passive workout from walking hole-to-hole. “Contrary to what many believe, we do not ride in golf carts,” De Santis said. “The girls are walking the course with their bags. Even though this takes a lot of energy, we are in good shape, and this will make our performance on the court much stronger.” The golf team alternates between playing nine holes once a week at the Presidio Golf Club, and hitting at the driving range and putting, according to captain Anna Lyons. “One of the major team goals this season is to qualify for NCS as a team,” Lyons said. “Also, we are working on lowering our

CAPTAINS’ LOG

Volleyball

No pain,no gain Injury can stop the player, but not the game

Hanae Nakajima Sports Editor

laying through the pain is nothing new to me, but when I’m forced to wear a boot or walk with crutches, the game changes. I was walking down the back staircase at school when I missed a step, slipped and landed on my ankle. My cocaptain, Alex Wood, saw the whole thing and quickly picked me up and carried me to the Main Hall and sat me on one of the chairs. Tears would not stop rushing down my face, not because of the pain but because I knew I could not play volleyball. Throughout my volleyball career, I have had minor injuries including jammed fingers, shin splints and a hyperextended knee, but none were as bad as this sprain. I was angry at myself for being clumsy. As a captain and the starting setter for varsity, I know I have let the team down. The day after my injury, we had a game against The Urban School, and I could not do anything but sit on the bench and encourage my teammates. Throughout the day the thing that kept circling my mind was the question, “How

Jaime Hum-Nishikado/The Broadview

Putt-Putt

Students maneuver around golf bags waiting for afternoon practice. An increase in the golf team roster means more bags in the small space. scores individually by practicing our swings and putting.” De Santis says the coaches have thought of ways to have the team work as one unit, despite golf being an individual sport. “Having your teammates support by cheering for you can really push you through a tough hole,” De Santis said. “We have very good golfers, and I know with the continued hard work the girls are putting in, we will attain our goals.” The league tournament is Thursday, with the winner of the tournament earning an automatic invitation to NCS on Oct. 21 in McKinleyville. “We plan on having normal practice this week and next week,” Lewis said. “But we are adding in a few more practice rounds so we can get some course experience and be fully prepared going into this tournament.”

can I be the captain of this team when I’m on the bench?” It was hard enough watching my teammates scramble on the court as they were not as used to playing with our backup setter. There was little I could contribute. We won that game, but that is not what I am worried about the most. We are playing International this Friday — our big rivals from last season. Both my coach and I know I have to play. I have been soaking my foot in a bucket of ice water for two to three hours to reduce the swelling every night since the incident. I am now off my crutches and am walking with a boot on. It is a big struggle because my ankle still hurts, but I know that I need to be able to play by Friday. The reality is, I might not recover in time for the big game and I may have to sit on the bench again. My ankle will not miraculously heal and let me run around the court as I did last week. Every night, before I go to sleep, I think about whether I should possibly miss this one game or miss the entire season. I have not decided yet. It is a bigger struggle than the sprained ankle itself.

Fall sports captains tell what’s happening this season.

Cross-country

Golf

Alexandra Wood

Grade: Junior Years on varsity: 3 Years played: 8 “Being a captain is a really big honor, but it’s also a lot of pressure when you’re on the court because the atmosphere and energy of your team relies solely on you.” Record: 9-4 Next game: Tomorrow vs. Marin Academy @MA

Julia Nemy

Mikaela Esquivel-Varela

Grade: Senior Years on varsity: 4 Years of competitive running: 6 “As captains, Julia and I try to inspire our team to work hard and focus so that we can go to states again this year and place higher than we did last year.”

Abby Newbold

Hanae Nakajima

Grade: Senior Years on varsity: 3 Years played: 7 “The captain isn’t always the best player on the — she’s usually the one who can get the team to focus and play together. She’s the one who goes the extra mile to make sure the team stays competitive while having fun.”

Grade: Senior Years playing varsity: 2 Years played: 7 “Being captain this year has showed me how to be a leader and what it means to be a spokesperson for others. I know we have a really great team this year because it’s a young team — we have one freshman and three sophomores — in the next few years the team will have good people to carry it on.”

Grade: Senior Years on varsity: 4 Years competitively running: 8 “The past 4 years have definitely helped me become a more motivated runner and student and as captain, I hope can share that with the other people on the team.” Record: 3-0 Next meet: Tomorrow @Tennessee Valley Trailhead

Anna Lyons

Grade: Junior Years on varsity: 3 Years played: 5 “My responsibility as captain is to help and encouage the other girls on the team. If anyone has a problem, they should come to me if they don’t feel comfortable to go to the other coaches.” Record: 5-0 Next match: Today vs. Bay @Lincoln Golf Course

Tennis Sabine Dahi

Grade: Junior Years playing varsity: 2 Years played: 9 “Being the captain is a good opportunity to show leadership among the team and represent the rest of the players as well as the sport.” Record: 3-2 Next match: Today vs. Marin Academy @Home

Sophia Kelley

Grade: Senior Years on varsity: 3 Years played: 13 “Being a captain is being the link between the coach and the players as well as being someone to lead the team, especially in tennis where we play individually but together accumulate as a team.” — Compiled by Hanae Nakajima

The Broadview and Broadview.SacredSF.org

SACRED HEART

Monday, October 7, 2013

Walking with a purpose

Students walk to raise money for sister schools in Uganda

Camilla Bykhovsky Website Editor

he annual Walk for Uganda across the Golden Gate Bridge on Oct. 19 will raise money to provide scholarships, fencing to protect of student and teacher housing, and ecosanitation at Sacred Heart schools near Masaka, Uganda. Fundraisers at U.S. Network schools, like Walk for Uganda, have provided resources such as solar power for water pumps, rainwater cisterns, staff and student housing and tuition assistance. “I attended Walk for

Uganda last year and it was such a great event because it made me aware of the situation of our sister school,” junior Sabine Dahi said. “I realized that I can help stop their struggles in ways that I had never envisioned. For example, if I am able to raise $650, It will be enough to send a girl to school for a year.” Educational innovation coordinator Tracy Sena visited three of the four schools in Uganda with other Network teachers in 2012 to work with Ugandan teachers and students, and was struck by “inconveniences” Americans take for granted. “When electricity was off at night, the girls would work in the one

building that had a generator or solar panels, and that did not include the computer labs,” Sena said. Four out of 10 children in Uganda drop out of primary school, especially girls who have more drawbacks than boys, according to UNICEF. “Walk for Uganda is important because it is an opportunity for us, living in this incredible city, to get to help other people who share our same values and commitments to the Goals and Criteria, but perhaps do not have the same resources as we do” academic support director Patricia Kievlan said. Registration is available on the school website and includes

Tracy Anne Sena/With Permission

EDUCATING GIRLS Year-seven students at Sacred Heart Pri-

mary School in Kyamusansala, Uganda collect data at a weather station with their teacher (top left). A year-three girl hand sews a petticoat (top). Primary students use time before their evening meal to play and bathe in buckets of water (bottom). The Walk for Uganda also provides funds for a nearby girls secondary school.

an option to “sleep-in” for the walk or simply make a donation. “There is something special about walking across the bridge, and that idea of connecting two spaces in a way that seems impossible.” Kievlan said. “The Walk for Uganda ends up being a metaphor in the way that 75 years ago it would have been impossible to even imagine walking from San Francisco to Marin, and now it is possible to find

a way to bridge our gap between here and East Africa.” An uneducated girl is more susceptible to poverty, abuse, hunger, violence, exploitation and human trafficking, according to UNICEF. “Sacred Heart schools are about empowering young women,” Sena said. “What we do here and what we donate can change the lives of those women, their families and their nation.” Sena said.

Students come back to teach Alumnae bring a new perspective to current students in the classroom and on the court

volleyball while attending paper for class — you’re actuWheeling Jesuit University in ally a journalist.” West Virginia. Gunn-Graffy said she was “I’m able to relate with the inspired by teachers who he coach was standgirls since I know what they’re valued and understood the ing directly behind going through, ” said O’Reilly. importance of their jobs and the sideline, gesturing Before returning to Convent, made teaching innovative. upward towards the net and Gunn-Graffy graduated from “Teaching is ultimately a standing on the tips of her Yale University with a degree creative act, and I think my black flats as she spoke quick in English and theater and teachers showed me that words of encouragement and worked in London for seven through my time at Convent,” instruction to her players, years while pursuing a degree said Gunn-Graffy. “There’s no much in the way she said her in creative writing at the Uniformula. To stimulate critical coaches had done for her. versity of East Anglia. thinking, you need to allow Varsity volleyball coach “So much of who I am was your students a certain deLaura O’Reilly (’07) along formulated as a high school gree of freedom. It’s how you with English teacher Colette student,” said Gunn-Graffy. encourage and run with that Gunn-Graffy (’01) ”I am really exthat’s the interesting and interim history cited to recipropart.” teacher Abby Miller cate this learnMiller, who was (’05) have joined the ing to a new The Broadview faculty to teach at generation of sports editor and a their alma mater. young women graduate of George “When I figured and the school.” Washington Univerout I wanted to coach “It was like sity, has a similar there was really no MILLER a little family, ” GUNN-GRAFFY perspective about other place for me said Gunn-Graflong-term substibut Convent,” said O’Reilly. fy, who was editor-in-chief tute teaching History I and “It’s such a tight-knit comof The Broadview her senior Women’s Studies. munity, and you become reyear. “That was a pivotal ex“What I think is amazing ally close with everyone.” perience for me while I was about the history program O’Reilly played volleyhere. You’re not just writing a here is that they teach you to ball in high school and club Kristina Cary Reporter

Ashley Latham | The Broadview

LAUGHING AND LEARNING History teacher Abby Miller

previews a video project made by her students. Miller has returned to Convent after teaching in public school in New York City.

be a historian,” said Miller, who has a masters degree in social work specializing in non-profit administration from Columbia University and later taught in NYC public schools. “With our history class, we tell a story using artwork to understand the time period. This was something I learned here, and it prepared me to take more advanced classes and look at things more critically.” Miller says her high school women’s studies class changed the way she viewed

history and led to her eventually majoring in the subject. “I never really liked history before Women’s Studies since it was from a very dry perspective,” Miller said. “This class helped spark my interest in history.” “The unique thing about being an alumna is that you’ve sat in these rooms, you know what its like to be on the other side,” Miller said. “I bring that into my teaching — not only to relate to students but to help them with the Convent experience.”

Monday, October 7, 2013

CITY LIFE

The Broadview and Broadview.SacredSF.org

FOOD FOR DAYS

Marina Mexican mania

Alice Jones Food Reviewer

an Francisco has a plethora of phenomenal Mexican cuisine restaurants, with Pacific Heights and the Marina district offer a funny mix of small and quick traditional Mexican hole-in-the-wall joints and a handful of “upscale” and, frankly, over-priced taquerias. The challenge is avoiding unreasonable prices and finding the optimal deal with the best quality. I traversed Chestnut to Bush streets, sampling from the most popular Mexican places to see what was really worth the wait. Locations & Hours Ocean Taqueria

1836 Divisadero at Bush Street 10 a.m.–10 p.m. daily Tacko

3115 Fillmore at Filbert Street 11:30 a.m.–10 p.m. daily TacoBar

2401 California at Fillmore Street 11 a.m. –9:30 p.m. weekdays; 9:30 a.m. –9:30 p.m.

Best Sauce — Tacko

Best Quesadilla — Tacko ($7.50)

Tacko’s original-recipe whole wheat tortilla is cooked in canola oil and crisped to perfection. Choose any meat with jack cheese and pico de gallo, Tacko’s quesadilla is a super delicious and a filling lunch option, surpassing all other quesadilla in the area.

The roasted tomato house table sauce at Tacko goes well on everything — and should be sold separately. It has a light chipotle taste that doesn’t overwhelm the original flavor, but adds a savory freshness to any of the burritos, tacos or quesadillas on the menu.

Best Meats — Tacko

Tacko uses high-quality meats including Kobe beef steak, free-range chicken and extremely lean pork. The pork can get a little dry, and the succulent chicken can get overly saucy, but the diced Kobe is always quality. Individually, the tacos are huge and piled with salsa fresca and guacamole, but an easy way to get a taste of each is to get the Mexican “street-style” tacos.

Esquine — TacoBar ($4.95) A quirky special and side at many local taquerias is corn with cotija cheese and cayenne pepper. TacoBar does a delicious white off-thecob version called Esquites with crema, lime and chile ancho. Nearly $5 may seem a little steep for corn in a cup, but its bold textures and hot zest is the perfect flavorful little snack or side to a heavy meal.

Best Carnitas — TacoBar ($3.85)

Best Burrito — Ocean Taqueria ($5)

A good shrimp burrito is hard to find, but look no further. The “baby” burrito at Ocean Taqueria is of reasonable size for even a hungry teenage boy, and is only five bucks. The friendly line cooks prepare steak and shrimp individually upon order, with a choice of additional bell peppers and onions. It is only a four-minute bus ride away from Convent and is easily the best burrito in the area. Totally worth a bit of an extra trip.

I always tend to avoid pork due to its unpredictable quality, but TacoBar’s is worth trying. The meat is insanely lean and far from dry. It has been so well marinated, it’s almost juicy and is best complemented in a simple taco with a few beans and fresh pico de gallo.

2-day music festival hits bay

Sarah Selzer Photo Editor

aking advantage of what is historically the warmest and fog-free weather of the year, the 7th annual Treasure Island Music Festival will offer live music performances over-looking San Francisco’s skyline across the bay. The two-day festival has an extensive lineup, including electronic dancehall DJ Major Lazer and singer-songwriter Beck. According to Dawson Ludwig, marketing director of Noise Pop Industries, invited artists are promising up-and-coming performers who show potential. “Whenever we book the lineup, we cater to what we think our audience is going to appreciate,” Ludwig said. “The theme of the lineup refers to ‘independent’ types of artists who challenge themselves in sonic ways, with pop sensibility and cerebral dance ability that encompass high quality performance features.” Alternative forms of live entertainment will include a musical display of duck calls supplied by the artist Cayucas, and the musical group Deep Sea Diver, that

uses an electronic spin board to replicate ocean sounds. “We are so lucky to have many different kinds of artists perform,” Ludwig said. “One special performance that the festival will include this year is the Silent Disco. The Disco consists of a really cool alcove of trees where a selected DJ will spin and transmit frequencies into festival-goers headphones. These are passed around, while everyone is silently dancing.” Festival participants can roam around listening to music genres consisting of Electronica, Hip Hop, Rap, Rock and Indie Rock oriented-artists performing throughout the island. Besides the music venues, the festival also includes boutiques, exhibits and a 60-foot Century Ferris Wheel “Having gone in the past, I can really see that the people who create this festival put a lot of time and consideration into creating a positive and energetic environment,” sophomore Daniella Lucio said. “The music performed and the array of different exhibits adds to the festivals carefree vibe while everyone is having a good time.” The Treasure Island Music

Hall and Heart: Drawn to Life

Festival takes place Oct. 19 and 20. Tickets are available online at treasureislandfestival.com. Single and two-day admission ranges from $85 to $275. Parking on Treasure Island requires a pre purchased permit from the festival’s site, but a shuttle bus from Bill Graham Civic Auditorium will take all general admission and VIP ticket holders to and from the festival. Shuttles will run on a continuous loop throughout the day beginning at 11 a.m. “Getting my ticket online was really easy to do,” sophomore Maxine Hanley said. “Having gone in the past, the transportation shuttle has been very easy to use and reduces the obstacle of trying to get to the island a harder way.” Produced by Noise Pop Industries and Another Planet Entertainment, the festival will take place, rain, fog or shine. “Treasure Island is truly a festive place with year-round tangible energy surrounding the festival,” Ludwig said. “Every year seeing new people and visiting with old friends around the Bay Area is much like a wedding as everyone comes together for this event.”

Pulse What’s pumping in The City

Embellished Collars Adding flair to school wear

ecorative collars add flavor and personality to one’s school uniform and is a mean for students to express themselves while remaining within school policies. Different collared shirts can be found at

Forever 21, $23

Forever 21 and Urban Outfitters, along with multiple other stores that sell these unique shirts expressing one’s personality. Prices of shirts with decorative collars range anywhere between $15 and $75.

Forever 21, $20

Forever 21, $23 Alice Jones | The Broadview

FESTIVAL Attendees of the 2012 Treasure Island Festival roam around as they wait for the next performer to appear on stage. The Ferris wheel gives views of San Francisco during the two-day festival.

Rachel Fung