The Student Publication of Huron High School
The
Emery
Huron High School
Vol I Issue 3 June 2016
Huron High S chool > 27 27 Fuller R oad > Ann Arbor, Michigan > 4 8105
School | 2 Local
| 4
Feature| 14
On top:
After winning gold in the long jump, freshman Christina Watson receives the all important hug and medal at the Special Olympics. page 3
Two
News
Stepping up the accessibility options for all students
ENGINEERS, ARCHITECTS, SCIENTISTS, AND VISIONARIES.
Olivia Greenspan | STAFF WRITER Americans are notorious for believing that they’re invincible, until they aren’t. The majority of people around fail to understand that not everyone has the same mobility. Exposure to this issue is limited in education and everyday life, unless you have a personal connection with a mobility struggle. Accessibility is important not just for that have physical challenges, but for everyone who needs access to a building — like Huron High School HHS has three floors, two automatic doors under the arch and two elevators. Beginning on the third floor there is an accessibility issue for some people using power wheelchairs, (I’m not sure about manual wheelchairs and this doesn’t apply to everyone in a power wheelchair because independence depends on a person’s ability to use their muscles). Placing the key in the hole, turning it, pressing the button, and prying the key from the hole is difficult without dropping the key. If you’re confined to your chair and being independent without anyone around to ask for help then, you’re not going to be able to pick up the key. What’ll they do when they need the elevators again?
Possible is everything.
Junior Anna Pannell and sophomore Nick Leoni both have a unique perspective on accessibility. Pannell is paralyzed from her neck down. A ventilator is constantly connected to the chair to help her breathe. Additionally, she uses a mechanism, which she needs to breathe into on her chair to move around the rooms. This is why the chair is so much larger and harder to maneuver in tight spaces aside from the fact that it is quite large. Their physical challenges make accessibility a priority for maximum independence and ease. However, Leoni can walk with a walker and he drives his power wheelchair with his hand. There are four hallways on the second floor including the 5200, 6200, 3200, and 4200 hallways that all students use, which fill up within seconds of each bell ringing. This makes the second floor is difficult to get around and the 6200 hallway is crowded. “The halls are jam packed. Especially near 6200 hall,” Leoni said. However, more people than those that use wheelchairs that the crowded hallways can be hazardous. “It is hard for me to get around when the hallways are crowded, mainly during passing time,” senior Abbey Voight said.
Running over someone’s foot is easier than you may think when you’re one in more than 1,000 students. “One particular room that’s difficult to access is the acting room,” Voight said. The room is crammed with desks and chairs. Moving around the room is like playing musical chairs, without any student’s presence. Many times when there’s a student in a wheelchair there’s barely enough room for everyone have seats and sit comfortably enough to work or relax while watching someone perform or learn. When a student in a wheelchair wants to perform it’s next to impossible because of the limited space and the stage isn’t accessible by ramp. It’s also against the rules to use the little theatre, which is accessible. Besides crowded hallways and difficulties accessing rooms there are accessibility issues on the school grounds. During the winter there has been piles of snow and/or ice around or on ramps and sidewalks creating blockages, which limits accessibility. “Sometimes there isn’t salt for the sidewalks and parking lots in the winter,” Voight said. There have been a few instances where the sidewalk hasn’t been cleared properly. Once Leoni got stuck and needed to be pushed free.
Another time the ramp that’s used to access the handicapped parking in the parking lot has been blocked by ice and snow. Additionally, the elevator between the 4200 and 3200 hallways was broken Senior Olivia Greenspan tries to a few weeks get to school, and can’t because ago when the path isn’t shoveled enough for her to get through. a zamboni b a s h e d into it. Despite the serious damage the issue was addressed immediately. Within the next day the elevator was fixed. It shows that accessibility to classes is a priority.
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News
Three
Bringing home the hardware
It was a great few days at Special Olympics State Summer Games. The group took nine athletes: two swimmers, four bowlers, four track & field athletes. They did an awesome job bringing home: 10 gold, 6 silver, 3 bronze, 5 fourth, and 1 participant and 1 scratch award.
A real promposal AMIE LONDON | STAFF WRITER
Every girl wants a perfect prom night, for senior Sydney Jones, her prom night literally changed her life. “At first I was confused because we were slow dancing to ‘Thinking out loud,’ and he started reaching into his pocket, and smiling,” Jones said. “My chest felt like it was going to cave in,” fiance CJ Bell said. “But I did it knowing that I was doing something I wanted to.” Jones and Bell had been talking about marriage prior to prom night, but she never believed he’d actually pop the question that night. “I knew he was going to do it, but I wasn't really sure when,” Jones said. “And when he
did it, it completely took my by surprise.” Bell got on his knee in front of all their peers and asked Jones one question that left the dancefloor speechless. “Will you marry me?” Bell asked. “I was overwhelmed with excitement and I started to cry out of happiness,” Jones said. “I was crying so much it was hard to get the word ‘yes’ out.” The newly engaged couple plans on having a long engagement of two years and having a smaller wedding after Jones graduates her cosmetology school. “We plan on inviting close friends and family. There's going to be 60 people or less,” Jones said. “The wedding is going to be pretty small. Although it may be hard to maintain a rela-
tionship right after high school, the couple are determined to make it work. “We plan on moving in together, probably the start of next year,” Jones said. “We’re both going to be in college and working, but we’re going to try and make the best of it.” Jones thinks there should be no rush to such big commitment, while Bell is more of an, “in the moment type of guy,” but love always wins regardless of the circumstances. “Don't feel like you need to rush into marriage right after you get engaged,” Jones said. “Do what you feel is right in the moment, and hope for the best,” Bell said “If it doesn’t work then you learn.”
Senior Sydney Jones and CJ Bell took photos on UofM’s football field before prom. Little did Jones know, Bell was going to propose later that evening.
four
Feature
Organic v. Non-organic RENA MCROY | GUEST WRITER
SYDNEY NEEB | GUEST WRITER
SUMMER JOHNSEN | GUEST WRITER
GERARDO GARDUNO | GUEST WRITER
QUINTON HORGROW | GUEST WRITER
LEONIE LANGER | GUEST WRITER
On June 3 Mrs. Badalemente’s Journalism II class hosted a taste test: organic foods vs. conventional foods. Twenty-five Huron students and five Huron staff members took part in the taste test. They tasted six different products; organic and regular: kettle corn, apple juice, gummy bears, graham snacks, raspberries, and cheese squares. Each product was placed in cups marked with either a letter “A” or “B” based on whether they were organic or not, and the testers were uninformed about what the taste test was for.
Taste-testers were given a sheet that stated each product so they could mark off whether they liked the food in the “A” or “B” cup more. When finished with tasting everything and filling out their sheets, we revealed to them which cups held the organic products, so they could see which they enjoyed more. After the experiment was over and the data was analyzed, we discovered that people preferred the taste of the non-organic foods to that of organic foods.
Who liked what? Popcorn Apple Juice
36%
43%
57%
64%
Gummy Bears
30%
70%
Can you guess which is organic?
Organic non-organic
gummy bears
kettle corn
cheese crackers
graham crackers
raspberries
Solutions below
Students and teachers participating in the taste test.
Solutions: gummy bears: A, cheese crackers: B, kettle corn: A, grahams crackers: A, raspberries: B
five Non-organic
Cheese Squares
Organic
40%
60%
Raspberries 36% 64%
Grahams
67%
33%
‚
According to consumer reports, on average, organic products cost
47 %
more than non-organic foods.
Opinion
Six The Emery
The official student newspaper of Huron High School
Staff
Harley Hagen - Managing Editor Brooke Golembiewski - Copy Editor Waleed Vaid - Design Editor Margaret Boerst - News Editor Alexa Perez-Bermudez - Feature Editor Ibrahim Jaber - Sports Editor
Staff Writers Selestina Banda Justin Blake Brooke Brenner Jane Burns Gabrielle Carpenter Madelynn Chicke Madison Echlin Marcus Edmondson Alondra Garcia Kowinn Glenn Olivia Greenspan Sunanna Grewal Mica Johnson
Kara Kozma Jack Kroll Amielia London Raymond Miles Karley Misek Kyle Moldwin Katherine Monnett Jakob O’Leary Alyvia Patton Kira Pierson Mikayla Sibbitt Alyjah Zavisa Husam Zeidan
Adviser: Sara-Beth Badalamente
The Emery Staff Policy The Emery, a newspaper produced for and by the students of Huron High School, will provide the student body with information pertinent to events, activities and issues that affect HHS students. Letters to the editor are encouraged by The Emery’s staff. Letters may pertain to an article written or simply act as a form of student expression. All letters must be deemed publishable by the Editorial Board including the adviser. They should be 200 words or less but may be edited for content of length. All letters to the Editor must be signed. To send a letter to the Editor students may drop them in the publications room (room 4203)
Gamers’ delight: yearly releases
JACK KROLL | STAFF WRITER
The last Entertainment themed post for this school year in The Emery is about video games, and since Huron is full of gamers, the author included, let’s talk about some games! One thing that is apparent in the gaming world is yearly releases: Big name, triple A titles that have a new game every year. A big example is the sports games, such as the NBA 2K and the FIFA games, another good example is the Call of Duty series, which has followed a yearly release schedule since 2005, also, there is Battlefield, which follows a year and a HALF release schedule. Is this a good thing, or a bad thing? Should it stop? In some cases, it should. In others, it should not, here is why: To bring back Call of Duty into the conversation, one constant insult that the series has had is that all the games are all the same, and as someone that actually plays the games, that isn’t entirely true, but it’s not entirely untrue either. For example, 2015’s Call of Duty: Black Ops III was game that took place in the future. This time going back to secret, black ops roots, which was seen in the previous two games. However, despite some new changes, the gameplay did feel a tad bit too similar to it’s predecessor, 2014s Call of Duty: Advanced Warfare. The look to the games does change each year, and some games have certain things that other games don’t, such as the Zombies mode. So, the Call of Duty games do change things a lot each year with new stories, gameplay advancements, the overall look of the games, additional modes, etc. But, in terms of the absolute core of the games, running around shooting guys, yes, it is the same every year, in that aspect, which isn’t a good thing. However, sports games are exceptions. The sport games, such as NBA 2K and FIFA also add new modes, gameplay advancements, etc, to the franchise, but, in terms of the core gameplay style, they are the same. One game franchise that actually does a good job of advancing things, despite the yearly release rotation, is Assassin’s Creed. 2012’s Assassin’s Creed III has a very unique gameplay style,
the most unique, distinct, stand out game in the series, 2013’s Assassin’s Creed IV: Black Flag, is an open world pirate game, which is unlike anything the series had had before, and remains the most distinct game in the series, and 2014’s Assassin’s Creed Unity brought the series to new technological heights with it being a next-gen exclusive title and a new gameplay engine, so the game looked and played better than any other game before it, however, 2015’s Assassin’s Creed Syndicatie, despite having a completely different tone in it’s story, felt too similar to Unity in terms of its gameplay style. However, Ubisoft recently announced that they plan on ditching the yearly release schedule and that the next Assassin’s Creed title will not hit shelves until 2017, and then 2019, etc. Does a yearly release schedule impact the quality of a game franchise? To answer that question, it can. One important thing to note is that these games are not all made by the same developers. To once again bring back Call of Duty into this conversation, the Call of Duty games follow a three year developer cycle, for example, 2013’s title being done by Infinity Ward, 2014’s title being done by Sledgehammer, 2015’s title being done by Treyarch, and this year going back to Infinity Ward. This is a new thing that only started in 2013, but each Call of Duty game is now taking a three year development time, but still doing yearly releases. You might think this makes the games better, but the reviews for the last few Call of Duty titles since 2013 have not been the greatest. 2014’s Advanced Warfare and 2015’s Black Ops III were well received, but not as well as some of the older titles. The same can be said about Assassin’s Creed. 2014’s Assassin’s Creed Unity was in development for three years, but ended up being the most negatively reviewed gamed in the series. So that doesn’t mean a game taking longer to make makes it better, but sometimes it does. For example, the recent Fallout 4 came out seven years after it’s predecessor, and won multiple Game of the Year rewards for 2015. So…..Should yearly releases stop? One franchise that probably doesn’t need to stop with the yearly releases is the sports games. Get-
ting NBA 2K15 and FIFA 15 one year, then jumping to NBA 2K16 then FIFA 16 the next year is the whole point. Jumping from, say, NBA 2K17 to NBA 2K19 sounds unnecessary and unneeded. Call of Duty does need it though. The last few Call of Duty games have hit the Top 10 Highest Grossing Games of their years, but they use to be Number One, with three Call of Duty titles being in the Top 10 Biggest Games Of All Time list. Not only that, but the last few Call of Duty titles haven’t had the best reviews. So, it sounds like skipping a year for Call of Duty certainly wouldn’t hurt the franchise, as it could give developers more time to improve the quality of a title, and it could give off more time to support the current title, give it new DLC, etc. But then again, that would tamper with the three year development cycle. However, this year’s title is being done by Infinity Ward, and after 2011’s Modern Warfare 3 got very mixed reviews, and 2013’s Ghosts is the worst reviewed game in the series, it is possible that if they mess up again with this year’s Call of Duty: Infinite Warfare, it is possible that publisher Activision will boot them out. In terms of Battlefield, it looks like that series is following a year and a HALF schedule now, with Battlefield 4 in November 2013, Battlefield Hardline in March 2015, Battlefield 1 in October 2016, so it sounds like given the pattern, the next one will release in Spring 2018. Maybe more franchises could follow a year and a HALF schedule for new titles. To top this off, it sounds like some franchises should stop with yearly release titles. While some franchises don’t really need it, such as FIFA,since the whole new game a year is the point, but a big blockbuster series that is getting worse reviews each year, Call of Duty, probably should skip a year at some point. Taking a longer time to make a game doesn’t guarantee a game will be good, for example, Assassin’s Creed: Unity, but sometimes it does, such as Grand Theft Auto V. So, to summarize, it does look like some game franchises should take a break from a yearly release schedule.
Take a deeper look at why Black Lives Matter GENA HARRIS| GUEST WRITER
Black lives in society have been treated unfairly for the past 500 years. The 14th Amendment is supposed to guarantee, “equal protection under the law.” Yet, the law enforcement does not always agree with society. In 2015, there were 430 murders of minorities by law enforcement. Including whites, there were 990 murders. I’m not intending to say black lives are more important than other groups, but black lives are overwhelmingly under assault. BLM (Black Lives Matter) is a social movement by the black community and young activists. Its purpose is to raise awareness that black lives are being intentionally targeted for death. As a result, black people are deprived of our basic human rights and dignity. Some feel that BLM should be changed to “Our Lives Matter” or “All Lives Matter.” However, I believe that the whole point of the phrase is to let people know that we are tired of seeing our culture simultaneously laughed at and stolen, taken advantage of, not given equal protection under the law, not given the presumption of innocence, ridiculed, and most importantly
being killed. Responding to “Black Lives Matter” with “All Lives Matter” is equivalent to responding to the ice bucket challenge ALS (Amyotrophic Lateral Sclerosis) saying that ALS mattered more than other diseases? Would you sneer at someone raising awareness of ALS and say, “All diseases matter?” That would be rude and ignorant. In Sanford, Florida, Trayvon Martin was killed by neighborhood watchman George Zimmerman in February of 2012. Zimmerman was not held accountable for the crime he committed. Zimmerman thought he was a suspect of his because it matched descriptions on the call with the dispatcher. In spring of 2016 Zimmerman put the pistol that killed Martin for sale on United Gun Group for $5,000. Later on they removed the gun. In the law enforcement police should go through a process where they have to evaluate a situation, know if it’s harmful, and take the proper precautions when dealing with society they need to think before they react. Police should be better trained on NOT to racially profile people I know very well that these cops are being taught that, but they don’t care if someone’s life is loss and who they may affect when they are killing these people. If they did many of these fatal actions wouldn’t be happening. In one of my surveys a student said that “Huron
could let more black people be more credited.” My translation to this statement: people of color should be more praised for the work that they put in society and workforce. In the workforce white people are 20 times more likely to get the job. Also, females are making 10 to 20 cents less to every dollar a man earns. In the year 2012, people of color made up 36 percent of the labor force. This data is very similar to the data that I collected from my classes. The non-Hispanic white population was the largest, followed by Asians, then blacks, lastly Hispanics. There’s no question that Huron is a diverse school, but do students truly feel that way? In the surveys multiple students said that Huron could try better at creating more school activities they suggested that we have a multicultural dinner for students staff friends and family. Others say we should be required to take a class on another race or ethnic group. Some say that Huron could make the school, “percentagly wise” more equal. Huron should have the same amount of races in the school. That’s defeating the purpose of the IB way. We are young adults learning from each other, becoming well rounded adults, and getting to know others ethnic backgrounds. Being a diverse school improves racial conflict greatly.
Which race makes up the majority of your friend group?
Mixed 53.3 % Asian .05%
Black 26.4 % White 24.5 %
53 students from Huron were randomly selected ot answer questions for this survey.
seven
Sports
Lady Rats compete at district final Varsity Roster # 1 2 3 4 5 6 7 8 9 10 11 12 14 15 17 18 20 21 24 25
1 1. Goal keeper Isabella Binkley punches away the ball in the district final against the Pioneer Pioneers. 2-4. Senior captain Anna Riegger, center midfield, senior captain Melissa Newman, outside winger freshman Grace Kochanek played forward for the district games.
Name
Position Grade
Minna Tremonti Margaret Koester* Christina Galia Megan Smit Anik Clement Grace Tremonti Kai Inoki Tara Van Nieuwstadt Georgia Plagens Kira Pierson Kailynn Barton Allison Sabb Jackie Underwood Carmela Esteva Melissa Newman* Anna Riegger* Jessica Baker Megan Sabb Mia Long Isabella Binkley
Moved up for Districts 3 Callie Hastie 4 Grace Kochanek 11 Anna Romeri 12 Sophie Smit 13 Ayaka Inoki 23 Erika Jackson
F D D D F M/D M/F M D M F D D GK M M M/D D F GK
9 12 11 12 12 11 12 12 12 11 10 9 10 11 12 12 11 9 12 11
F/M F/M F/M D/M M GK/D
9 9 9 9 9 10
Season recap Date
2
3
4
5 7 5. The varsity girls celebrate after one of their 14 goals scored in their district run. 6. The Lady Rats come together before the district final for their peptalk from head coach Bradford Ewert. 7. Captain Margaret Koester lines up for a shot against the Jackson Vikings in the second round of districts.
6
Thu, Apr 14 Tue, Apr 19 Thu, Apr 21 Tue, Apr 26 Thu, Apr 28 Wed, May 04 Fri, May 06 Sat, May 07 Sat, May 07 Tue, May 10 Thu, May 12 Tue, May 17 Thu, May 19 Tue, May 24 Thu, May 26 Tues May 31 Thurs June 2 Friday June 3
Result W 8-0 W 8-0 T 2-2 L 0-4 T 0-0 W 2-1 T 2-2 W 4-0 W 4-3 W 8-0 W 6-0 W 2-1 L 0-1 L 2-4 W 1-0 W 7-0 W 7-0 L 0-0
Opponent Monroe High School Bedford High School @ Ann Arbor Pioneer HS Saline High School @ Skyline High School @ Chelsea High School Woodhaven HS / MS v Horton-Hanover v Coldwater @ Monroe High School @ Bedford High School Ann Arbor Pioneer HS @ Saline High School Skyline High School Dexter High School DISTRICTS v Pinckney DISTRICTS v Jackson DISTRICTS v Pioneer
Huron Culture
Eight
H Total
Huron’s path to reaching IB Waleed Vaid | DESIGN EDITOR Next Fall, Huron High School will be drastically different. New classes, new courses, and a new curriculum; all impacts of IB implementation are set to take place with the start of the 2016-2017 school year. IB, or International Baccalaureate, schools focus on developing students to not only be better inquirers and thinkers; but to also become more global and informed citizens. Such sweeping changes are the results of a slow but gradual process by the Ann Arbor Public Schools to promote its ideals of diversity and tolerance of others. Ever since the its inception, new measures have continuously been taken by the district to include additional foreign languages, new classes on foreign cultures, and other programs to accommodate immigrant or ESL students. Huron High School has especially been a center of Ann Arbor’s melting pot of cultures. With dozens of organizations and clubs that represent numerous ethnicities, races, countries, and religions; it’s easy to conclude that HHS is one of a kind. Over the last decade the population of different minorities within the school has skyrocketed, and the effect is clearly visible on the school’s diverse culture. But the district hasn’t always been so accommodating. Into the 1960’s, de facto segregation continued in multiple regions of the district. The board refused to address the situation of schools with high African American populations that were often located just blocks from (often better) white dominated schools. Additionally, Pioneer High School was the scene of an unusual controversy following the September 11th attacks when it decided to end a class titled Islamic Studies from its course offering. Ironically, the class could have been more useful in the aftermath of the incident with the spike in hate crimes. Even as late as 2010, Dicken Elementary school came under
fire for having a controversial black-student only program. The program was immediately disbanded, but the episode only goes to show the roadblocks and societal challenges that our educational system continues to face. Nevertheless there is a clear and upward trend of classes and initiatives throughout the AAPS to show for the promotion of diversity. Numerous languages, such as French, Latin, and Russian have been taught in the district over the years; and newly added courses in Arabic, American Sign Language, and Chinese only add to the variety. This is part of nationwide trend to promote tolerance and respect for others that has picked up speed in recent years. Evidence continues to support the benefits of being bilingual, and other classes that teach history and culture of minorities only add to the educational experience. From the 2004-2005 to 2007-2008 school year, the number of public school students studying Chinese nearly tripled nationwide. Similarly, enrollment in Japanese classes have also increased a whopping 17% nationwide. Numerous organizations are also available that promote foreign exchange programs for students to go abroad and learn languages that the United States government deems critical for national security (like Urdu, Farsi, or Korean). The concept of diversity is not only limited to foreign language and culture. Over the past few years numerous schools, mostly along the west coast, have introduced world religion courses. These courses present the beliefs of the world’s major religions and promote mutual respect. In some cases the courses have even been mandatory to graduate. The International Baccalaureate program is internationally recognized, and schools that have implemented the program can be found in nearly every corner of the world; from Mexico to Turkey, Argentina to Switzerland, and even among the bustling streets of Hong Kong. Whether you support the initiatives to promote diversity or not, one thing is for sure; major changes are coming to Huron High School next fall.
A Look Back 1830s
1840s
1860s
The cha 1870s
Early 1960’s: Growing concern 1972-1973 School Year: Pioneer II is over educational inequities at renamed “Earthworks” after a group Jones school. The school has a of students and teachers from the school visit Indian mounds in Ohio. 75% Black enrollment.
1831: Ann Arbor Academy established. Latin, Greek, and French are all taught.
1930s
1850s
H Total
1940s
1950s 1954: Harry Mial becomes the districts first African American teacher.
1960s 1965: Jones Elementary is shut down.
19
C
1970s 1969: HHS opens.
1972: Community Classes which incl ities, Russian, Ge International Relat
Sources: http://www.usnews.com/education/blogs/high-school-notes/2011/04/07/chinese-japanese-language-education-grows, http://www.a2schools.org/Page/6908, http://a2schoolsmuse.blogspot.com/2010/03/little-history.html?m=1, http://www.annarbor.com/news/black-student-only-field-tripsparks-controversy-at-ann-arbor-elementary-school/, https://en.wikipedia.org/wiki/Ann_Arbor_Public_Schools#Demographics, http://davetgc.com/AAClass70/Ann_Arbor_School_History.html, Know your schools : a guide to Ann Arbor Public Schools, Progressive education in Ann Arbor, 1920-1935, Ann Arbor Community High School : blueprint for Community High School : a draft for community critque.
Nine
HHS 2002-2003 l Enrollment: 2089
HHS 2015-2016 Total Enrollment: 1497
Asian 338
Asian 311
Hispanic 86
Hispanic 122
Caucasian 1297
Caucasian 687
Native American 8
Native American 6
African American 360
African American 251
Asian 20 Asian 201
Hispanic 14
Caucasian 988
Caucasian 2071
Other 119
Native American 9
African American 369
Multi-Ethnic Curriculum
In 1972, AAPS established a “Multi-Ethnic Curriculum Revision Project” with funds from a 3-year grant of the Elementary and Secondary Education Act, Title III. Additional funds were allocated by board of education Purpose § Knowledge of the beginning cultures of the various groups that now inhabit the U.S. § Knowledge of the histories, contributions, and current situations of the various groups of the U.S. with a particular emphasis on Black Americans, Spanish-surname Americans, American Indians, and Japanese and Chinese Americans § Knowledge of the characteristics of racism, prejudice, and destructive ethnocentrism and the effects they have had on the development of our society § Knowledge of human relations concepts and practical methods of solving social problems
During the first year of the project, a multi-ethnic alliance of Arab Americans, Greek Americans, Jewish Americans, HHS 1973-1974 and Polish Americans; asked to be included and eventualTotal Enrollment: 2370 ly a separate budget was allocated African American 256
HHS 1993-1994 Enrollment: 1677
anging attitudes towards diversity in the Ann Arbor Public Schools 1880s
1890s
1900s
1910s
972: AAPS establishes 1985: District 1915: American History/ a “Multi-Ethnic reorganizes schools Civics made mandatory in Curriculum Revision to achieve better order to defend U.S Project.” racial balance. involvement in WWI.
1980s
High Scool estalished. luded French Humanerman, Asian Studies, tions and Black Music.
1990s
2000s
1994: HHS Clubs include the Arab Student Union, Indian Student Union, and the International Youth Club.
1917: Ann Arbor’s Public Night School opens to “Americanize” immigants.
2010s 2015: District wide, there are 64 languages and 85 countries of origin represented in the student body.
1920s 2016-2017 School Year: IB Program will be implemented at Huron, Mitchell, and Scarlett schools.
ten
Feature
Your Summer To Do List JUNE ✳A2 Summer Festival June 10-July 3
JULY ✳A2 Art Fair July 21-24
✳The Color Run~ Downtown Ypsilanti June 25
✳Watch The Westside Story~Rackham Stage July 3
✳A2 Restaurant Week~ Downtown A2 June 12-13
✳Independence Day Parade~ Ypsilanti July 4
✳Water Balloon Gladiators~A2 Top Of The Park June 28~29
✳Michigan Elvisfest July 8-9 ✳First Friday Ypsilanti~ Downtown Ypsi July 8
AUGUST ✳Ypsilanti Heritage Festival~Riverside Park Aug. 25-27 ✳Willow Run Victory Car Show~Ypsilanti Aug. 7 ✳Saline Community Fair~ Washtenaw Farm Council Grounds Aug. 31-Sep.4 ✳Plein Air Festival~Downtown Dexter Aug.15-20
Eleven AD INTERESTED IN LEARNING MORE ABOUT YOUR HEALTH? Enroll in the Stress, Obesity and Diabetes in Adolescents (SODA) study!
To qualify you must be‌ 14-19 years of age (one parent may also participate) African-American, Hispanic, or non-Hispanic white
Benefits include: Free physical health assessment (including diabetes risk, body composition, and blood pressure) and personalized information about your levels of physical activity and dietary choices.
$100 compensation for completion of study (parents compensated an additional $10).
Principal Investigator Rebecca Hasson, Ph.D.
For more information, contact‌ hassonlab@umich.edu 734-936-8774 www.kines.umich.edu/lab/cdrl
twelve
News
Community helps keep students in America KARLEY MISEK | STAFF WRITER At this point in the year, most high school students are dreading approaching exams, planning summer vacations, or dealing with a case of grueling senioritis. All of those instances are very common; at such a young age, students don’t have many responsibilities to deal with. Or at least, they shouldn’t. But for 16 year old Huron High student, Sayra Hernandez, her schedule is being dictated not by school, but by a possible deportation to her original birthplace. Hernandez and her mother, Susana Bernabe-Ramirez, have lived in America for 10 years, after entering illegally from Mexico. Their reason for coming to America included numerous experiences such as gang violence and nearby shootings that put Hernandez, and her mother, in danger. Bernabe-Ramirez had also been suffering from extortion in Mexico for quite some time. In 2010, Hernandez’s father was deported to Mexico. Six months later, Hernandez’s grandmother in Mexico became sick, which made her mother decide to go back to try and help. After Bernabe-Ramirez faced even more life-threatening violence, she applied for asylum in the middle of what would be Hernandez’s freshmen year of high school. “So in 2014...they crossed us to California, from California we got a plane to Michigan, back here, and I decided to start school again, at Huron. I was in ninth grade,” Hernandez said. “I came here the first day of the second semester. And after that, they just told us that we would have to go to court, prove everything, and we did, but there’s no law that can provide asylum for extortion, so we got denied.” After finding support in the community through campaigns, Hernandez and Bernabe-Ramirez found themselves in a better situation. After deportation began to dwindle away,
Hernandez’s lawyer decided to reopen the case, concluding that they had been denied asylum unfairly. Dealing with such a frustrating process is already difficult, but having to do so in high school proved to be even more challenging for Hernandez. At first, she decided to keep this situation a secret, and when she did open up she kept it amongst her closest friends since hiding such a difficult thing only made things worse. “I think the more deeper we were in the situation, the harder it was for me to try to keep myself calm and show my mom that I wasn’t going to go crazy. Which, eventually, I think I did,” Hernandez said. At this age, students are often asked to set goals for themselves, to help guide them to success. Some may set goals concerning grades, personal image, or extracurriculars. But as for Hernandez, her main goal is to simply finish high school here. And although she may not be able to consider college here, she understands how important it is to her mother that she try her best. “I don’t want to spend my whole life in a country that obviously, you know I wasn’t born here,” Hernandez said. “Sometimes parents make the decision to come here, and seek a better life for their children. And so, I really want to finish high school here.” And though this situation is extremely challenging, being both time consuming and emotionally damaging, Hernandez believes that she has learned from this dilemma, that even though she is in a troublesome situation, there are people who have it worse, and so she is grateful for all that she is able to do here. To Hernandez, personal stories are always important, and from her story, she wants people to act a little more accepting. “Even though you can see that a lot of people in school may be smiling, and maybe even laughing, there’s a story behind everyone, and you need to be a little more open-minded, and just see that not everyone is how it seems,” Hernandez said.
Extortion: the practice of obtaining something, especially money, through force or threats Asylum: the protection granted by a nation to someone who has left their native country as a political refugee
Ages of Immigrants in the U.S.
14.2% 65 or Older
21.6% Under 15
64.2% Between 15-64
In mid-2014, more than 1.2 million people were seeking asylum in the U.S.
In 2012, 419,384 immigrants were deported by U.S. authorities
In 2013, the U.S. granted asylum status to 25,199 people, and in 2015, resettled 69,933 refugees.
Prom 2016 was full of laughter, smiles, and beautiful dresses — even the custom designed ice sculpture turned some heads. Featuring desserts from Zingerman’s and a candy bar, seniors enjoyed their sugar overdose. At the University of Michigan Big House, the seniors had a great time as they were united on the dance floor. Photos by Harley Hagen.
Prom 2016
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FEATURE
Physics beyond the Stan KARA KOZMA | STAFF WRITER Q: What do you do at the University of Michigan? A: I am what’s called a particle theorist. I work on questions that are fundamental to the way we understand our universe. Scientists have, over the entire history of science, been trying to develop a theory that explains what the fundamental moving parts of the universe are and how those parts interact with one another. You know some of this history: this history includes people like Isaac Newton figuring out the theory of gravity. But there has also been a long march toward identifying and understanding these fundamental constituents. Going as far back as the ancient Greeks, there have been people like Democritus, who thought there could possibly be something like the atom, and after a lot of research, we finally understand that things are made up of protons and neutrons and electrons. And you can go deeper and figure out what the fundamental constituents of those objects are. So, the big-picture goals of modern physics are, simply put, to figure out what stuff is made out of and how those pieces interact. We physicists have a fantastically successful theory that we think describes most of this pretty well. It’s called the Standard Model, and it does a fabulously good job of explaining a lot of what we observe in our universe. The Higgs boson, which was discovered just a few years ago, was the last piece of the Standard Model. The Standard Model explains a tremendous amount of data; the idea is that, if you are a strong enough calculator, you should be able to explain everything we know using the Standard Model’s building blocks and interactions. Though that is a fantastically successful theory, that’s not what I work on. I work on Beyond Standard Model (BSM) physics. Even though we have the Standard Model, there are still many questions we don’t know the answers to. That’s what’s exciting about the sciences: we have frontiers that are trying to extend the boundaries of human knowledge. One of the big examples of this in physics is something about which I’m very excited and on which I work: it is dark matter. There is a lot of evidence, if you look out into the universe, that there is something other than ordinary matter, outside the Standard Model, to which we gave the name dark matter. In fact, most of the universe seems to be made out of this dark matter. One of the things I spend my time thinking about is what this dark matter might be and how we might test the various possibilities. I’m a theorist. In particle physics there is a theoretical community and an experimental community. The theoretical community comes up with ideas for the experimental community to test and interprets the experimental community’s results. One of my jobs is to try to come up with ideas of what dark matter might be. Experimentalists can test my ideas and tell me if I’m wrong, whereupon I can go out and think of another possibility. Q: What made you decide to become a physicist? A: There are a lot of things that came into that. First and foremost, I am excited by the kinds of questions I get to ask and the kinds of things I get to learn about, but there are also things I enjoy about the day-to-day work. So, big-picture questions are what really drive me--what really motivated me to get into physics. But it’s also a chance to apply skills and do things that I really enjoy. I like to wrestle with difficult problems, and I’ve liked puzzles since I was a kid. Here, I get to work on really hard puzzles that have a bearing on really big questions about our universe.
Dr. Aaron Pierce is a theoretical particle physicist at the University of Michigan. He earned his Ph.D. at the University of California, Berkeley. He will continue to study Beyond Standard Model physics, focusing on dark matter.
internet; their goal was to efficiently solve physics problems, and out of that came new technologies So, I think even though particle physics isn’t an applied science, there are very interesting application that come out of it. Q: What aspect of BSM physics interests you the most? Why?
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A: For me, the question tha seems especially interesting is What is dark matter? Most of ou universe seems to be made out it there is five times as much dark matter as there is ordinary matter One of the best and simples pieces of evidence for dark matter is the way that galaxie rotate. You can imagine swirlin a tennis ball on a string in a circle There is going to be tension in that string that prevents the tenni ball from flying off into space The same thing happens with th rotation of galaxies. Dependin on how fast the galaxy is rotating you know how much pull ther has to be toward the interior to prevent part of the galaxy from flying off. In the same way, the faste the tennis ball goes, the harder the string is going to be pulling to prevent the tennis ball from flyin off. If you know how fast a galaxy is rotating, you know how much pull there has to be inward. You can estimate how much gravitational pull there should be by seeing how many stars there are interio to that point. It turns out that the combined gravitational pull of stars and things is way too little to hold galaxies together. The additional gravitational pull is caused by dark matter. From this and other similar evidence, we know there has to be a lot of dark matter--about five time as much as normal matter. But all we know about it is that it interacts gravitationally, just like norma matter. It’s very embarrassing for a field that purports to try to understand the most basic buildin blocks of the universe if we don’t understand what the most numerous thing in the universe is. Th possibility that we might be able to figure this out is very exciting to me, and there are many reason to think that experiments going on in the next ten years have a chance at that. I’m particularly excited to be thinking about dark matter because I think we might be able to get answers to some of thes exciting questions.
That’s what’s exciting about the science: we have frontiers that are trying to extend the boundaries of human knowledge. Dr. Aaron Pierce
Q: How did you decide what area of physics to focus on?
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A: I, again, was motivated by the questions. I was excited about trying to understand the most fundamental things I possibly could, and I think that’s really what particle physics is after. That doesn’t appeal to everyone; some people would much rather focus on things that are more likely to have direct technological applications. When working in a very fundamental science, like particle physics, a lot of times the technological applications are a bit further off. For example, MRIs, which are things we use all the time now, are viewed as results of the particle physics of fifty years ago. If you worked in a more applied area of physics, you might get to see results of your work more quickly. But, but I’m very happy to work in a basic science, even if the technological applications are a little further off. Something that’s interesting is that you sometimes have unexpected and valuable technological applications when you build tools to tackle really hard questions, like those in particle physics. A classic example of this is the World Wide Web. Particle physicists at CERN, where the Large Hadron Collider that discovered the Higgs boson is, were looking for an efficient way to share data with each other, and the World Wide Web was born. They didn’t go out to try and build the
Q: What aspect of BSM physics do you think is most promising? Why?
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A: I think the most exciting thing was the discovery of gravitational waves by the LIGO (Laser Interferometer Gravitational-Wave Observatory) experiment, which the University of Michigan was involved in. You can think about gravitational waves in the same way that you think about light waves. Light waves are created when you jiggle electric charges, and gravitational waves are created when you jiggle heavy things. Einstein predicted the existence of gravitational waves 100 years ago, but measuring the effects of gravitational waves is really, really hard because they interact extraordinarily weakly. You can detect gravitational waves by measuring the movement of well-isolated objects. Gravitational waves are made, as I said, by moving heavy things around. The heaviest thing you might imagine moving around is a black hole. What the LIGO experiment saw were two black holes spiraling around each other very quickly and then merging. The inspiral of the two black holes gave off a very distinctive pattern of gravitational waves, which caused the detector on Earth to get jiggled. After a truly heroic experimental effort, they were able to detect the effects of these gravitational waves. This is exciting because it not only confirmed Einstein’s 100-year-old prediction but also gives us an entirely new way to observe the universe. Normally, when people do astronomy they look up at the sky and catch light. Whether telescopes were looking for visible light or other types of light, such as x-rays, they were all looking for photons. With this LIGO experiment, we are now able to, instead of looking for light, look for gravitational waves. This is good for viewing extreme objects, like merging black holes, and we don’t know what else we’ll find with this new tool. Q: What research is being done at the University of Michigan now regarding BSM physics? A: The University of Michigan puts a lot of effort into particle physics. There are a number of experimentalists working at the LHC. We have a number of professors who were involved in the discovery of the Higgs boson and who are now looking for the next piece of new physics. There are two big experiments at the LHC that were responsible for the discovery of the Higgs boson: ATLAS (A Toroidal LHC Apparatus) and CMS (Compact Muon Solenoid). The University of Michigan has the biggest university group on ATLAS in the United States, if not the world. The theoretical side of my research involves thinking about what we might discover at the LHC and in other experiments, and I’m not the only member of the faculty who does work in that direction. There are also particle theorists who work on what are viewed as even more fundamental aspects of physics, such as String Theory and Quantum Field Theory. String Theory tries to tell us how we might merge quantum mechanics and gravity, and Quantum Field Theory is the language-the mathematics--that the universe seems to be written in. The University of Michigan has historically been pretty strong in physics. And it’s, for me, exciting to be part of a university that has such a vibrant group of people. Q: What advice do you have for aspiring physicists? A: I think, if you are an aspiring physicist, you should read about the things you are excited about and interested in. That is a great way to start to learn. As for tools of the trade, math has been very valuable to me. Math is, in a sense, the language of physics, so getting a rigorous foundation in mathematics is very helpful. Keeping your eye on exciting questions to keep you inspired and developing a toolkit with which to answer those questions are very important. Taking a bunch of science and math is a great way to do that.
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LEPTONS
Q: What do you think is the most exciting recent development in physics? Why?
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down
Q: How has research at the Large Hadron Collider (LHC) affected your field? A: One of the big impacts the LHC has had was the discovery of the Higgs boson. The Higgs boson helps explain how particles get their mass, so before the LHC took its data, there was a lot of expectation that there might be something like it. But we weren’t sure what theory was correct. There were a number of possible theories about how things got their masses. After the LHC took its data, we could throw away all those other theories. So, the discovery of the Higgs boson was huge. But I think that’s just the first step. The LHC is a frontier machine. And any time you’re exploring the frontiers of energy, you can find new things, precisely because it’s a frontier. At the frontier, you can find exciting things. I think that’s how the LHC affects me as a scientist.
4.8 MeV/c2 -1/3 1/2
171.2 GeV/c2 2/3 1/2
νe
electron neutrino
strange 105.7 MeV/c2 -1 1/2
µ muon <0.17 MeV/c2 0 1/2
νµ
muon neutrino
γ
t top 4.2 GeV/c2 -1/3 1/2
s
0 0 1
≈126 GeV/c2 0 0
H Higgs boson
photon 0 0 1
b bottom 1.777 GeV/c2 -1 1/2
τ
tau <15.5 MeV/c2 0 1/2
ντ
tau neutrino
g gluon 91.2 GeV/c2 0 1
Z0 Z boson 80.4 GeV/c2 ±1 1
W± W boson
GAUGE BOSONS
A: When I think about what I, personally, want to work on, I think about two issues. The first is, What problems do I think are interesting? I think dark matter is a very interesting question. The second is, Where do I think there is going to be experimental progress? Science, at its core, relies on experimenting and getting data to test your theories. Knowing what kind of theories are going to be testable soon can inform where you are looking. I look around the world today, and there are a number of exciting experiments going on. The Large Hadron Collider at CERN is a very exciting experiment, and thinking about what kind of things that experiment is going to be testing helps inform what I want to be working on. That experiment just restarted a few months ago, and I’m anxiously awaiting the data we’re going to get.
1.27 GeV/c2 2/3 1/2
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QUARKS
ndard Model
mass 2.4 MeV/c2 charge 2/3 spin 1/2
The standard model
The Standard Model of particle physics is a generally-accepted and oft-proven theory that explains the existence of and interactions between subatomic particles. It contains two main types of particles: fermions and bosons. Fermions are the particles that make up matter. The two types of fermions are leptons and quarks, and there are six kinds of each of these. The lepton types are electrons, muons, taus, electron neutrinos, muon neutrinos, and tau neutrinos. The quark types are up, down, strange, charm, top (truth), and bottom (beauty) quarks. Most ordinary matter consists of quarks. Protons and neutrons, which, along with electrons, make up atoms, are made of quarks. While fermions are the building blocks of matter, bosons carry force. There are many types of bosons, including photons, which carry electromagnetic force. Gluons carry strong nuclear force, and W and Z bosons carry weak nuclear force. The Higgs boson emits a field, called the Higgs field, which gives all other particles their mass. The Higgs boson was discovered at CERN in 2013, but its existence was first theorized in 1964. Another boson, the graviton, which is the force carrier for gravity, has likewise long been theorized. Evidence of its existence has been found by the LIGO gravitational wave experiment. Thus, the Standard Model of particle physics describes most of our universe with great accuracy, but it is missing some essential pieces. It is these pieces that Beyond Standard Model physics works to discover.
The large hadron collider The Large Hadron Collider (LHC) is a particle accelerator that is part of the CERN accelerator complex. It is the largest and most powerful particle accelerator in the world. Particle accelerators speed up and increase the energy of beams of various types of particles so that physicists can collect data. And at the LHC, it is protons that are accelerated and collided so particles that emerge from their collisions can be observed. One of the particles emerging from these collisions is the recently-discovered Higgs boson. In order to collect their data from particle accelerators, physicists use particle detectors. The LHC has four of these: ATLAS, CMS, ALICE, and LHCb. ATLAS and CMS are non-specialized particle detectors that were separately and independently designed and engineered to ensure the accuracy of one another’s data. ALICE and LHCb have more specific purposes: ALICE detects and studies quark-gluon plasma, and LHCb detects and studies beauty quarks. While some experiments are conducted using a single particle detector to collect data, other experiments use a combination of detectors, additional equipment, or both.
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