The Lowell February 2013

By Eric Ye

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4HE

,OWELL

Wish the world ended in 2012? So do we. Take a look back at memorable horrors of the year and a few laudable ones.

Single and lonely on Valentine’s Day? Godiva may be too expensive for you, but let the city be your Valentine this year.

*O UIF OFXT In the news

HUIMIN ZHANG

Senior Kim Delen-Briones gives the other 2013 Car Wash volunteers on Jan. 19 an impromptu light show, different than the ones most teenagers rave to see.

Trespassers smash math wing window

By Campbell Gee

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ET YOUR school spirit out of the avian cage — tonight is Battle of the Birds. Although it may be tempting to nest on the couch for a CSI marathon, try to get out of bed (how did that happen?), dust off your pompoms and scrounge through a cabinet to find some Cardinal red!

With our JV girls taking to the Kezar hardwood at 3:30 p.m., it is surely an event that warrants the trek across town. Four back-toback games — what a deal! Cheer the line-up, as the JV girls are followed by the frosh-soph boys at 5 p.m., the varsity girls at 6 p.m. and the varsity boys at 8 p.m. Or follow game updates on Twitter!

HIS SEMESTER, STUDENTS were required to complete a course change request form to make changes to their schedule.

On Jan. 7, registry teachers passed out locator cards and pink course change request forms that listed eligible reasons for students to amend their schedules. Students filled out the forms if they needed to change one or more courses and submitted them to their registry teachers or the counseling office for their individual counselor’s review. After making decisions based on the nature of the request and space See COURSE CHANGE on Page 6

finger as if to say ‘That’ll be you next time.’”

The teens — who are not Lowell students, acOUR TEENAGERS attacked a second floor window with a hammer on the second cording to assistant principal of administration day of the spring semester, leaving a large Margaret Peterson — ran through Ralph Nichols Playground and towards Stonestown Galleria. spider-web crack in the glass.

At approximately 4:30 p.m. on Jan. 8, a custo- Security was not able to apprehend them.

Yu also described a similar disruption last dian heard a disturbance while cleaning the math year that may be linked wing and screamed as to the recent breakthe culprits surrounded when four Lincoln her after they entered Having security cam- in, High School students the second floor though eras will definitely help were caught trespassing the door by the faculty campus (See “Separking lot. She notified us keep our campus and on curity catches repeat security guard James Yu trespassers,” The Lowell, of the incident and he our students safe.”

Jan. 2012). “This is the was the first to respond to the scene. “By the MARGARET PETERSON, second time something time I got there, the assistant principal like this has happened,” he said. “Again, there teenagers started running away, and on their way out the one who had were four students with the same description that the hammer used it to smash the window,” Yu came into the science building right after school.”

Since last year’s incident, security has made said. “He pointed at the custodian with his middle

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sure to close most school entrances almost immediately after school to prevent further problems with visitors. “When the bell rings at 3:30, I make my rounds and by 3:45 or 4 p.m., most of the doors are locked,” Yu said. “This is so that for someone to get in, they have to go through the main entrance of each building that acts as one controllable area.

As for a possible motive for the incident, Peterson believes the culprits’ actions were a premeditated personal attack against Lowell. “An eyewitness reported hearing the boys laughing and boys chanting ‘we broke it, we broke it!’” she said. “The fact they were proud of it certainly makes me wonder.”

By 5:30 that evening, the police were alerted to what is being labeled as an apparent break-in and the damaged window was boarded up.

Though unfortunate, the administration hopes this incident will help the district to realize the need for surveillance cameras on campus, as See HAMMER on Page 6

Sprinklers spruce up sullied soccer field

By Samantha Wilcox

reminder of the new beginnings for TUDENTS WHO tripped in the program. “The new field will the dry grass or stumbled over definitely help us get some quality holes in the soccer field for practice time in,” junior girls’ varsity ages will be relieved to know that forward Mikela Waldman said. “The those conditions will not be prob- new field will be a lot more even, and lems for much longer. The school’s it will definitely reduce the amount soccer field is in the process of be- of injuries players get.”

A solution has been on the horiing retrofitted with a new sprinkler zon for a while now. The administrasystem.

Ground quality has been an tion was aware of the problem and issue for years at Feibusch Field, es- in collaboration with the Alumni association, pecially for has been the boys’ and The new field will working on girls’ soccer undraisteams, which be a lot more even, fing for an practice on the field sevand it will definitely i m p r o v e d field, ace r a l t i me s reduce the amount of cording to per week.

“Some parts injuries players get.” a s s i s t a n t principal of the field don’t even MIKELA WALDMAN, of adminhave grass,” junior girls’ varsity soccer player i s t r a t i o n Margaret sophomore boys’ varsity defender Daniel Zan- Peterson. In total, the Alumni asder said. “Where there was grass, sociation raised $30,000 to complete it was uneven and the ball would the project.

The Physical Education departbounce all over the place.”

With new coaches taking the ment is also very happy about the helm of both the boys’ and girls’ upgrades. “The improvements soccer teams for the upcoming sea- made to the soccer field will greatly sons, the fresh new field is a visual improve the quality of my classes,”

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8IBU T What’s

Ivy League singing group performs at Lowell, enlightens school choir with tales of collegiate extracurriculars Floods and freezing temperatures create unwanted biomes in school Boys’ varsity basketball team gets destroyed by Lincoln, 48-21 on Jan. 25 To hydrate or not to hydrate?

Student realizes ramifications of vital water choices After the Conn. school shooting, teens argue about gun violence — is media to blame?

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HUIMIN ZHANG

The installation of Feibusch Field’s new sprinklers began before winter break. Soccer players are looking forward to a better-hydrated field.

P.E. teacher Sascha Taylor-Ray said.

“The grass will no longer be saturated every Friday, which allowed clubs to cause divets in the grass over the weekend. Also, teachers no longer have to avoid using the field on Fridays.”

Administration selected the sprinklers based on their ability to water the field while students use it for a variety of activities ranging from soccer to archery. They are set low enough into the ground that they do not directly spray onto people who may be using the field.

A low-stream design will also help avoid a wet and muddy field. Cost

of upkeep for the field will also go down, now that a gardener is no longer required to manually water the field.

The sprinklers, which are being installed by Mill Valley-based company The Urban Farmer Store, are almost completely installed.

The field is due for completion in the very near future, according to the administration. “I am waiting for the official call saying that the work is done,” Peterson said. “It started before winter break, and we were shooting for completion before school started again, but that unfortunately did not happen.”

February 1, 2013

2 NEWS

NEWSBRIEFS

District switches lunch providers

Group causes ‘treble’ at Lowell

By Ian James

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HE SCHOOL RECEIVED some noteworthy visitors this month when a college a cappella group came to visit.

On Jan. 9, the Red Hot a cappella group performed 11 songs in the Carol Channing Theatre before doing a workshop with the advanced choir. The historic group is one of 16 at Yale and the oldest co-ed group at the university. A cappella is a type of music made without the use of instruments.

The visit was organized because of the influence of one of Lowell’s own alumni. “The group had an alum who went to Lowell, Drew Levitt, and he was the pitch pipe, the music director of the group,” current Red Hot pitch pipe Emafa Agawu said.

“We got to stay with his family and they spoke volumes about what a great place Lowell was. We decided to get in touch and thankfully they wanted us here.”

The group made a strong impression on many Lowell vocalists. “I was impressed, they were really good and sang fun songs,” senior Rachel Anderson said. “It made me want to do a cappella in college.”

Choir teacher Jason Chan also helped to organize the trip.

“It’s always nice to have a high school choir see what their future can be like in college,” he said. “They see what they learn here; it’s useful if they want to continue singing at a college level.”

The choir students certainly liked what they were hearing. “They gave our director a song a few days earlier and we sang it with them,” Anderson said.

“They helped us with our dynamics, which is the loud and soft and where you should emphasize the phrases.

It really helped.”

Agawu was eager to share advice with younger singers.

“The most important thing is to just keep singing, take every opportunity and don’t turn any opportunity down because you don’t know what they can turn into,” she said. “You should sing in ensembles, you should sing as a soloist, you should get used to singing by yourself to find out what your voice can do. Just make sure you try all sorts of things with your voice; don’t box yourself in.”

arts

For years students have been clamoring for new food on the school lunch menu. This semester, they finally got what they wanted.

For nine years, Preferred Meal Systems fed San Francisco’s public schoolchildren. The company, which is based in Berkeley, Illinois, shipped pre-cooked meals to Brisbane, California. The dishes would then be distributed around the school district. When the district’s contract with Preferred Meal Systems expired in October 2012, they appealed to Oakland-based Revolution Foods to become their school lunch supplier.

Revolution Foods serves schools and educational programs all across America, and 28,423 meals are served each day in Northern California. According to Lowell’s cooking manager Dole Reclosado, 650 to 730 meals are served on average each day, which is an increase from last semester. “It’s more work for me because I increase the order of food,” he said. “But it’s good for the district to earn money.”

The contract with Revolution Foods was approved by the San Francisco Board of Education in December, according to The San Francisco Examiner. The fresh food has received a warm welcome from students, who appreciate the different menu. “Based on what I’ve heard about it, it’s fresher and healthier,” junior Joanna Ng said. “When I tried it, I thought it was better.”

— Elena Bernick and Lucy Wu

Lowell High School

A VERSION OF THIS STORY FIRST APPEARED ON WWW.THELOWELL.ORG

Principal absent due to tonsilitis Principal Andrew Ishibashi was out of commission for the first week of the spring semester. According to Ishibashi, what began as a sore throat at his family’s New Year’s Eve party in Los Angeles turned into tonsillitis with a week-long stay in the Kaiser Permanente South San Francisco Medical Center.

Although he was on sick leave, Ishibashi continued to work four hours a day from the hospital in a makeshift office he set up in his room. He said that he is extremely thankful for the banner and get-well letters from staff and students. “I am truly fortunate to be principal of Lowell High School,” he said.

Ishibashi said the day after paying a trip to the doctor and receiving medication for his strep throat, he woke up with swollen tonsils and had to go to an ear, nose, and throat doctor, who lanced and drained an abscess in his throat. The next day, he had the procedure done again.

Though Ishibashi’s tonsillitis was not life threatening, lack of sleep and inability to swallow lead to a five-day hospital stay. Ishibashi expressed appreciation for the attention he received at the hospital. “During my stay, the service I received from the doctors and nurses on the fourth floor was phenomenal,” he said. “Their care and careful watch over me made my depressing stay bearable.”Ishibashi said unfortunately he will have to get his tonsils removed this March.

— Natalia Arguello-Inglis

Classes benefit from new laptops The school purchased 128 new Samsung Series 5 Chromebooks that will partially replace the older class sets of MacBooks. Lowell’s technical support, Alex Hseih, discovered an offer from DonorsChoose.org, an online charity, offering the laptops at a reduced cost of $99 each. With donations from the Parent Teacher Student Association, the Alumni Association and the Lowell community, five teachers – chemistry teachers Bryan Marten and Jonathan Fong, computer science teacher Arthur Simon, biology teacher Theodore Johnson and math teacher Bruce Cohen – purchased the Chromebooks. These Chromebooks will allow for class sets of 32-36 laptops. “With these, there will be enough laptops for each student in the classroom to use, compared to only having ten Macbooks per class with the students sharing laptops,” Marten said, who is also the chair of Lowell’s technology committee.

Although these laptops are new they still have disadvantages. “Since they run on Google’s Chrome Operating System, programs such as Microsoft Word and PowerPoint will not be available,” Marten said.

Despite this drawback, teachers will find different uses for the laptops. “These laptops will be beneficial in activities such as online research and simulations and for presentations using Google Docs’ online equivalent of Word and PowerPoint,” Marten said. “In addition, they do not need to be set up with user accounts and have automatic updates.”

— Joseph Kim f o r t h e c o m p l e t e v e r s i o n s of stories, please visit

The Lowell on the Web www.thelowell.org

CATE STERN

The Red Hot, an a capella group from Yale University, performed 11 songs in the Carol Channing Theatre on Jan. 9.

Science clubs, now official classes receive recognition and credits

By Tyler Perkins

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WO SCIENCE CLUBS at Lowell have recently become Block 9 classes, to be offered this semester for elective credit. Robotics and the Lowell Science Research program are now available for students to take after school, two days a week for two hours each.

Both clubs had different reasons for making the change. “At the beginning of the year we talked about the possibility of making robotics a class, but there were too many uncertainties, so we abandoned the idea,” physics and Robotics teacher Bryan Cooley said. “The administration later told us that we had to become a class.” Robotics requires many hours outside of school and the administration needed to make it a class in order to pay Cooley a salary, according to Ishibashi.

In contrast, Science Research requested full class status. “We wanted to make this a class because in the club students are expected to master material that is above high school level and deserve recognition through credit,” said physics and Science Research teacher Richard Shapiro. “Also, the school benefits from the expanded curriculum.” Only about ten other schools in the country offer a comprehensive science course with a direct bridge to a high-level research opportunity, according to Shapiro.

Along with the positive of rewarding students for their participation, the switch to an accredited class will entail a number of procedural requirements.

Teachers can now give formal assignments but will have to record attendance and give grades. In Robotics, grades will be based on students’ participation in class projects, tests, safety quizzes and robotics-focused assignments, according to Cooley. In Science Research, students will be graded on their understanding of how to read and present science articles, according to Shapiro.

The curriculum of the classes will remain largely unchanged from that of the clubs. Robotics will learn about robots and work together to build a class bot to enter in an annual, national competition through For Inspiration and Recognition of Science and Technology organization, according to Cooley. Additionally, the course will touch upon electronics, programming and computer aided design. “One popular aspect of robotics is the student-run aspect and there is still a board of students that gets to vote on how we spend our money and what projects we do,” he said. “Of course, I still have the final say.”

In Science Research, students will gain a feel of what scientists go through to read and present data while learning to do so themselves. “We read, analyze and present science articles and talk with scientists to learn about careers we are interested in,” senior Caitlin Lienkaemper said. “Most of it is learning about science research rather than actually doing it, but

curriculum

we do learn how to use a few tools.” The class will begin at graduate school level, according to Shapiro. Dozens of scientists will come throughout the year to work with the students and at the end of the year many students will apply for summer internships at University of California San Francisco labs.

Currently, neither class receives district funding and funds themselves through grants. Science research will likely continue with its grant money system from outside funders, according to Shapiro. There is a chance Robotics will become a Career and Technical Education class, in which case they can receive funding directly from the district, according to Cooley. To become a CTE course, a class must have a curriculum that prepares students for a particular industry.

Because attendance is mandatory, not all club members will be able to enroll in the classes. “The problem with making it a class is that some students will not be able to join because they can’t attend all the classes,” Cooley said. “These students can still be a part of the team, but don’t receive credit for taking the course.” In Science Research attendance is mandatory, so students can’t attend will receive a poor grades, according to Shapiro.

Many students who cannot maintain attendance chose to take the course for no credits. They will still be eligible for summer internships, based on their qualifications.

The Lowell

February 1, 2013

CAMPUS

Teacher yoga program prompts prospective club

By Whitney Lim

I

NSPIRED BY THE TEACHERS’ yoga club that meets to rejuvenate each week, a yoga program for students may be just around the corner.

Every Tuesday after school, staff members gather in Room 134 for Gentle Staff Yoga, the club that assistant principal of administration Margaret Peterson volunteered to lead in the fall of 2012, in the footsteps of other instructors. “Before I came to Lowell and began instructing, the teachers watched videos

to learn the yoga stretches,” Peterson said. would start in Ms. Cole’s health curriculum and/or JROTC’s The group of teachers who regularly attend Gentle Staff independent studies,” Peterson stated in an email on Jan. 18.

Yoga includes English teacher Winifred Lo. “I like it!” she said. “Once a week the class would learn about a health-related “I really appreciate how Ms. Peterson is willing to instruct us.” workshop topic such as stress management or nutrition, and Peterson is grateful for the teachers who come every week the other two days the students would do yoga stretches led to Gentle Staff Yoga. “I can feel the peace in the room,” she said. by certified yoga teachers from the Yoga at Schools program.”

Peterson calls the time she teaches yoga “karma service,” Mission High School participated in a pilot program last the Raja yoga tradition of volunteering. In addition to leading year, and a survey from spring 2012 shows that 97 percent Gentle Staff Yoga, she teaches at the Integral Yoga Institute on of the student participants say they now have effective tools Dolores Street every other Tuesday to handle stress, among other adevening. “My instructors have been vantages such as feeling happier, so good to me that I want to do sleeping better and focusing more something in return to make our easily. “Research has shown the community more peaceful and to improvement in grades as help teachers have less stress.” well as anecdotal evidence Peterson’s love of yoga arose in from student and teacher 1999 after her daughter was born. feedback,” Peterson stated.

“My friend introduced me to IYI; Yoga at School proshe had been attending IYI for years gram director Erin Lila and recommended I go,” she stated Wilson expressed her in an email on Jan. 18. “I took the hopes for the program. teacher training in 2010 and have “Yoga is one of the most powerful been teaching and taking advanced tools to relieve stress and help stuMARGARET PETERSON, dents rediscover a sense of balance classes there ever since.” assistant principal of administration and well-being in the midst of very This semester, Peterson will continue to lead the Gentle Staff Yoga busy lives and academic pressures,” sessions. “I want to offer it to as many staff members as I can and she said. “Yoga helps us to return to our inherent peaceful I welcome any teachers to join us,” she said. “It doesn’t require nature, so ultimately we can reach our highest potential as huexperience!” Teachers manage their stress levels and improve man beings. It is my hope that by offering yoga at Lowell we their health through yoga, and Peterson believes students can can bring more peace to the minds and hearts of the students.” do the same. “Balance of body and mind is a huge part of yoga,” Now that the possibility of a student yoga class has been she said. “You won’t see it until you start, but afterward you’ll explored, interest is starting to show. “I think it would be resay, ‘Wow! That actually makes a difference.’” laxing and take my mind off of class,” junior Cindy Chiu said.

The IYI hopes to bring a program into Lowell called Yoga Other students were not sure if they are a “good fit” and at School when funding has been arranged, but a recent grant need more information. “I’m not interested, but I’m not disinrequest will need further work. “The Alumni Association will terested,” sophomore Kevin Kwong said. “It’s just that I’m not not fund us this year,” Peterson stated in an email on Jan. 24. very good at stretching.”

“They asked for additional information and requested we subPeterson encourages reluctant students to try yoga. “Even mit another grant to possibly be funded in the fall. Therefore, it if you feel like you’re not flexible or that yoga isn’t for you, if looks like we won’t be able to start this spring as we had hoped.” you’re willing to give it a shot it can make a huge difference in Even though Yoga at School will not begin soon, a pre- your life,” she said. “It enables you to raise your grades, study liminary plan has already been laid out. “Our pilot program better and stay healthy.”

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“ Even if you feel like you’re

HUIMIN ZHANG

clubs

not flexible, or that yoga isn’t for you, if you’re willing to give it a shot, it can make a huge difference in your life.”

Assistant principal of administration Margaret Peterson twists her body into a pretzel and achieves “balance of body and mind” as she leads the Gentle Staff Yoga.

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Library textbook check- Tech-savvy teenagers identify Web dangers out system resolved with magnetic sensors T

By Dylan Anderson and Sheyda Zebarjadian

By Brian Nguyen

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N THE FIRST TUESDAY of the 2013 spring semester, Lowell library staff members lived up to their New Year’s resolution of a better library by changing the way students borrow textbooks.

Until recently, Lowell students were always able to check out textbooks from the library with some student identification. Now, the textbooks are equipped with magnetic sensor bars and permanent book covers, both measures to prevent the loss of textbooks, according to librarian Alison Shepard.

Students in the library can now use library textbooks by just grabbing them from a shelf without filling out a card or leaving their ID cards at the counter, but they cannot remove them from the library without setting off an alarm.

The old checkout system caused many problems like the long lines of students waiting to return textbooks at the end of every block. “It sucked to have to wait five minutes in line just to return a book,” senior and library assistant Melanie Lee said.

According to substitute librarian Philip Ragozzino, there were also problems with accessibility of the textbooks. “Students often checked out a textbook for the entire school day, not allowing students who had a test the next block to study,” Ragozzino said.

The library also had to make calls to registries to remind students to return textbooks they had kept overnight, according to Shepard. “Ever since we began letting students check out textbooks in 2005, we’ve had problems with students returning the books,” Shepard said.

The library staff also benefits from the

reforms. “With the old system, we were tied to the checkout desk, but now we have more time for preparing presentations for classes, ordering new books and hosting the afterschool teen book club,” Shepard said.

The entire library staff has more time for other duties now that they dont need to monitor textbooks. “Thanks to the new system, we were able to register all of our new books in a few days, rather than in a few weeks,” sophomore and library assistant Solomon Alpert said.

Many of these problems are now a thing of the past with the new system, which was proposed by librarians Shepard and Brad Williston. “The new system is modeled on the reserve-book system used by many universities in which students have a limited time with certain books that cannot be removed from the library,” Shepard said.

Students, however, have been quick to find faults in the new system. Many students find that though the textbooks are now more accessible, they have become more difficult to actually use because the books must remain in the library. “If there are not enough seats, we cannot sit on the ground and study, or check out a textbook and do our homework somewhere else,” Sophomore Daniel Zander said.

Some books are still kept behind the counter and can be checked out. According to Shepard, the popular Advanced Placement European History and AP Psychology textbooks are among the books kept behind the counter because of their high prices.

The world language textbooks are also still in use with the old checkout system due to their scarcity, according to AP Chinese teacher and World Languages department head Xiaolin Chang.

HE FIRST EVER district-mandated Internet Safety Day occurred on Jan. 18.

The San Francisco Unified School District and Common Sense Media partnered up to prepare curriculum for a 45-minute lesson for all students at Lowell. The curriculum, taught by registry teachers, varied for each grade level. Internet Safety Day was designed to educate all 55,000 students within the SFUSD about the dangers that exist on the Internet, and teach students how to effectively avoid these dangers. Although this is new to the district, students can benefit from the lessons to dodge situations that can cost them jobs and college acceptances in the future.

Some students wondered whether the lessons were actually helpful and worthwhile. “I felt like most of the information was common sense,” senior Sander Chu said, “The clips were too short and brief, and there wasn’t enough background information to know what was really going on.”

Others thought the Internet safety lessons did have a positive affect by showing them how to respond in instances of cyberbullying. “I learned how a different point of view, like being a bystander or upstander, can affect a decision in a situation,” senior Hedda Carney said.

The ninth grade lesson focused on protecting privacy on the Internet. Students learned about the consequences of their posts online and how to protect the privacy of others.

“Our teacher read the handouts and we brainstormed ideas to find out what would and would not be okay to post online,” freshman Louise Hendzel said.

In addition, students read an article titled “College Sued Over ‘Drunken Pirate’ Sanction” from The Smoking Gun (www.thesmokinggun.com) about a teacher whose career was jeopardized by a photograph posted on a social networking website.

The tenth grade lesson plan mainly focused on determining when an online relationship is risky. Sophomores learned about online predators and how to relate to strangers on the Internet. Furthermore, the lesson clarified the myths and realities of online predation and manipulation using a hypothetical scenario involving a fourteenyear-old girl and a camp director.

Sophomores also learned about “sexting” (sexual texting), and were invited to play “Nude-e-Calls” an online game from the website “That’s Not Cool” (www.thatsnotcool. com). This game teaches players to consider multiple responses to sexting, even with people of their own age.

The eleventh grade lesson centered on online posts that can affect future opportunities, especially as juniors begin to consider potential colleges and careers. “Not everyone realizes that all of their online activity is recorded forever,” junior registry teacher Maria Rode said.

The lesson plan aimed to teach the students how to create a positive image for themselves on the Internet and how to avoid having a digital footprint — information about a person posted on the Internet — that can negatively affect their image and furthermore hurt career opportunities and college admissions. In order to do so, the students were instructed to role-play college admission officers that have to choose between two candidates using each student’s digital footprint to help make their decision.

The main theme of the lesson for seniors was cyber-bullying. Seniors watched a short video clip from “Friday Night Lights,” which illustrated an example of a teenage girl being bullied online by her peers. The lesson described the roles that different characters played during a period of cyber-bullying, including bystander, target, offender and upstander. “Learning the different positions you can have, and how to deal with situations online was helpful,” Carney said.

February 1, 2013

4 NEWS

Lowell High School

GAVIN LI

Jazz Members of the symphony strings and jazz band, plus a guest performer, played in sync on Jan. 18. CLOCKWISE FROM TOP: Sophomore Bruce Quan stands for a solo on his tenor saxophone. (TOP) Junior Rachel Levin gets into the swing of things, providing vocals throughout the performance.

(RIGHT) Social studies teacher Steve Schmidt joins “A Tribute to Elvis” with students on his trombone. (BOTTOM RIGHT) Junior Sam Scharffenberger brings it back to the basics on bass.

(BOTTOM LEFT) GAVIN LI

GAVIN LI

HUIMIN ZHANG

February 1, 2013

The Lowell

NEWS

Musical expands production team Cob ahoy!

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By Natalia Arguello-Inglis and Luming Yuan

that he is feeling positive about the changes, hoping things run HAT “STARTS WITH adversity and ends in harmo- smoother with the extra help. “I think that this year [with the ny?” What is full of “glitter, glamour and cowboys?” addition of new team] people are more on schedule,” Chan said.

Besides Chan and Bookwalter, the team also includes former This year’s musical, “Crazy for You!” choir teacher Othello Jefferson as musical The musical returns in full swing with director, Michelle Winter as orchestra familiar faces such as choir teacher Jason director, Wendy Jones as choreographer Chan directing once again. However, and Kyla Morris as technical director. the production team has acquired a new Bookwalter expressed that although member. The chair of the visual and pershe has been involved in school plays, she forming arts department Teresa Bookis relatively new to musical productions. walter is taking on a new task: consulting “I was basically raised in the theater, for the musical. “I wanted to learn more but I need to continue learning about about musicals, not just watch them,” TERESA BOOKWALTER, musicals,” she said. “My favorite part she said. “Plus, I think musicals are fun!”

VPA department head of the production process is watching Bookwalter consults on the acting students grow from zero knowledge to component of the musical, according to Chan. She comes in on Mondays, Wednesdays and Fridays while fully realized characters.” Bookwalter is happy to partner with the cast is working on their acting. Tuesdays and Thursdays are Chan. “He’s funny and very easy to work with,” she said. “We’re having a good time.” “Crazy for You” will be playing at Lowell dedicated to music.

Chan, who still oversees the other aspects of the musical, said on March 7-10. Save the date!

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“ I wanted to learn

more about musicals, not just watch them.”

HUIMIN ZHANG

A student mixes cob to add to the earthbench. A new bench will soon be built near Eucalyptus Drive.

Wellness Center to move from Ts to main building

By Antonio Carmona

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HE WELLNESS CENTER is being moved from the bungalows to a more convenient location in the main school building by next year, holding true to its message of self-improvement.

The main reason for the move is so the center will be more accessible to students. “The new location might take some getting used to, but it will be easier for students to visit,” Wellness Coordinator Carol Chao Herring said.

About 40 students currently visit the Wellness Center each day, according to Herring.

The Wellness staff anticipates more visitors after the move to the main building. “The students will be able to get to know the Wellness

Center and the services that we offer better,” Herring said.

The Wellness Center provides services to promote physical and mental health to students. Students can either drop in during their free Mods to use these services, or schedule an appointment for counseling.

The Wellness Center staff has considered moving to the main school building for several years now, according to nurse Maryann Rainey.

The Wellness Center will move to Room 118, which is on the first floor next to the VICCI Center.

Room 118 was formerly English teacher Timothy Lamarre’s classroom, but it has recently been repurposed as a meeting room

for large groups such as the school’s California Scholarship Federation tutors and Youth Outreach Workers. The Wellness Center staff plans to renovate the room to look and function more like the current Wellness Center, which is split in to multiple rooms for private counseling sessions. It is currently undetermined what will happen to T-14 once the Wellness Center has been relocated.

The renovations include new walls to create cubicles and improvements to the ventilation system. The estimated time of completion has been delayed because of changes to the blueprints from the original plan — the renovations were originally planned to be finished

by February.

Presently the work is scheduled to take place either over spring or summer break, and the new Wellness Center will be functional by the start of fall 2013.

The renovations made to Room 118 are funded by the Parent Teacher Student Association, the Alumni Association and the San Francisco Wellness Initiative.

The Wellness Center first opened in 2000 in T-14, and was mainly funded by the San Francisco Wellness Initiative. It was originally placed in a portable building because the Wellness Initiative in San Francisco was founded that year, and was still a new program. Despite initial uncertainty, the Wellness Center has proved to be very successful.

the crossword Across 1 Enjoy the sunshine, with “in” 5 Candle component 9 Common tear in the knee 12 Jai ___ 13 Femme fatale of “Casablanca” 14 ___ v. Wade 15 “Taxi Driver” quote 18 ___ Cudi 19 USA part. Abbr.

20 Kazakh journalist quote 26 Floatation device 27 Giants player Brandon 28 School org.

29 “Slumdog Millionaire” director Danny

31 Mountain ___ 34 Picnic supplies 35 Green garnish 36 “The Dark Knight” quote 40 Heath 41 MLK and others 42 007 quote 49 Pub order 50 Actor Baldwin 51 Follow orders 52 CBS part. Abbr.

53 Type of condition 54 “Cya” stand-in, sometimes Down 1 Tampa and San Francisco each have one 2 Year: Sp. 3 “The Hangover” dentist

4 Chocolate wafer bar 5 Playwright Oscar 6 Others of the group 7 Murder-solving TV Show 8 Dorothy’s home. Abbr.

9 Pleasant smell 10 Halley’s ___ 11 Give the evil eye 16 Prepare to shoot 17 Not sweet 20 Best player award 21 Already 22 Wiretapping agency 23 Bottomless pit 24 ___ canto 25 Cheer for a matador 29 Mode of transportation 30 Lennon’s wife 31 God: Sp. 32 Australia’s Big Bird?

Crossword courtesy of Francesco Trogu 33 “Fantastic Mr. Fox” director Anderson 34 US Senator of West Virginia known for pork barrel spending 35 Portugal’s capital 36 ___ mammoth 37 Sharpens 38 DVD player button 39 There are four in Monopoly Abbr.

40 Business majors.

Abbr.

43 Toast spread 44 Boxer Muhammad 45 “___ in Black” 46 Japanese sash 47 Fisherman’s tool 48 Color

Counseling department streamlines course change process, increases efficiency by moving to paperwork From COURSE CHANGE on Page 1

better than the old process because last time, availability for the course, counselors I waited in line for thirty minutes and gave sent the decision slips to the mailboxes of up because my lunch period was over,” freshhomeroom teachers. Students were told to man Andrew Wilcox said. “This was much wait for a phone call rather than to check in easier because I could just take it and fill it with their counselors while their forms were out at home, and the course request form was returned the day after I submitted it.” being processed.

By the end of the first week, counselors The new system was decided upon a few months ago in a counseling department were finished with the majority of schedule meeting, after more than a year of discus- change requests, according to Boran. “Dursion. “We decided that there had to be a ing the second week, we were able to meet better way to process scheduling concerns with students who had concerns about their schedule, whether and decided that a it was too light, form would be best,” If you had a chance to too heavy or recounselor Candace garding credits for Boran said. talk to your counselor, graduation or colThe new system ” Boran said. of changing courses you would have been lege, “These were probis more efficient and able to argue your case.” lems that needed allowed counselors to be discussed to prioritize important issues and PATRICIA CHIN, with a counselor make changes based junior and could not be processed by a on the urgency of the needs, according to assistant principal form alone.”

In the past, students could visit any of student support services Michael Yi. Problems such as missing core classes, available counselor to make changes in incomplete schedules, wrong courses or in- their schedules. According to Boran, many correct level placement were addressed im- students visited counselors just to see if there mediately. “We were able to process course was space for their desired class in order to requests at a much quicker rate than what we get the “perfect” schedule. “This was a lot of had previously been able to do,” Boran said. extra work for the counselors because stuThe new system dramatically reduced the dents were not asking for legitimate course long line outside the counseling department changes,” Boran said. Last semester, two stuand allowed students to be in class instead of dents went through all seven counselors one waiting to see their counselors. “It was much by one to ask to switch to the teacher they

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wanted, according to Yi. With the new system, students’ requests to change schedules based on teacher preferences have reduced.

According to counselor Tony Lee, the course change form has not affected how counselors handle scheduling problems because they still follow the same guidelines.

However, some students feel that they would have had a better chance of getting their changes accepted if they saw their counselors in person. “If you had a chance to talk to your counselor, you would have been able to argue your case,” junior Patricia Chin said.

“Although some students’ reasons may have been trivial, there were some people who desperately needed a schedule change. The forms did not allow me a chance to explain my situation clearly and thoroughly.”

Other students thought the new system lessened their impact in the schedule change process. “I like the forms, but it would have been faster if we talked to the counselors ourselves,” senior Michael Cheung said. “For me, I had to wait a week for my counselor to tell me that I needed to talk to a teacher before I could change my schedule. For the counselors, it’s more organized and less hectic, but for us it’s a little irritating because we had to wait longer.”

The counselors are currently evaluating the process and figuring out the best way to make improvements for the beginning of next year, according to Boran. “There is always room for improvement,” she said.

“We are open to any suggestions students and staff may have regarding the process.”

PHOTO COURTESY OF KT KELLY

The trespasser vandalized a window near the math wing entrance across from the faculty parking lot on Jan. 8.

Recent incident justifies need for security surveillance From HAMMER on Page 1

Lowell is one of the only San Francisco Unified School District high schools without this helpful form of technology. “Having security cameras will definitely help us keep our campus and our students safe,” Peterson said. “And besides learning, your safety is our biggest concern.”

Yu offered simple advice to students on what they can do to keep Lowell safe from trespassers.

“Don’t open the door for people you don’t know,” he said.

While estimates for school-wide security camera systems can start at $100,000, Peterson and other administrators hope to see the equipment installed as early as next school year.

As for the fate of the window, district repairmen quickly fixed the broken section on Jan. 11 and replaced it with a shiny new pane of clear glass.

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The Lowell

February 1, 2013

PROFILES

7

The Urban Garden

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By Samantha Wilcox LITTLE PIECE of ‘zen’ within a planet full of stress, the urban garden is not just a collection of edible plants. Lowell’s outdoor classroom is a place where students can escape the bustling, harsh environment of fluorescent lights and crowded hallways. Although San Franciscans daily battle the fog and the cold that comes with living by the bay, Lowell students are rolling up their sleeves and trekking into the mist and fresh breezes to learn.

Many science teachers take their classes down to the work-in-progress so that they can experience the hands-on learning that comes with being outside. “Physically planting things in the urban garden helps students better understand the process of how food goes from the farm to their table,” science teacher Catherine Christensen said. “Students who live in an urban environment are often not exposed to the fact their food comes from somewhere other than Safeway.”

The urban garden currently has an earth bench that has been made completely from natural and recycled material, such as bottle bricks and an organic cement-like substance called cob that is made from hay and mud. However, teachers plan

on making the garden into a more self-sustaining part of the Lowell community, and even touch up life skills like concocting meals. “We are planning on growing and eventually selling produce from the garden,” Christensen said. “We are also planning on putting a kitchen into the garden so that students and teachers alike can fully enjoy the produce that they planted in an outside environment.” Electricity will be wired to the garden from the T’s. Although the urban garden is a new addition to the campus, the goal is that it will, like students, keep growing.

“We have plans to plant fruit trees beyond the garden in the parking lot area,” Christenson said.

Teachers also intend to expand the garden by adding wildflowers to the list of plants that thrive in the garden, experimenting with varied ecosystems and adding beauty.

Although the science department has taken on a large portion of the work in the promotion of the urban garden, other departments are taking an interest in how having classes in the new and exciting space can contribute to their curriculum. “I have taken my class to the garden many times,” Physical Education teacher Michael Prutz said. “I find that having my students help in the garden strengthens their connection to and understanding of food.”

Take a tour of a few of Lowell’s most unique classrooms

The Drama Room

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By Brian Nguyen VERY YEAR, high school students are filled with the dread at the thought of falling asleep during a lesson and drooling on their desks. But, for the students lucky enough to have an English or drama class in the Steve Silver Theater, a classroom designed to bring in the lights and action of Broadway, every day is a wake-up call.

Having been reconstructed back in 2007, the theatre is used both as a classroom and rehearsal space

by English and drama teacher and Visual Performing Arts department head Teresa Bookwalter. The room was redesigned specifically for the drama department and includes many components of a typical theater such as a sound system, curtains and multiple stage entrances. “The room is a perfect lab for the theater tech class because it is a limited space that is fully equipped with everything a good theatre needs,”

Bookwalter said.

To enhance every performance, the theater is painted black and outfitted with a professional lighting system. “When you use stage lighting, its much easier for the audience to fall into the play,” Bookwalter said.

The room also features stationary desks arranged in a horseshoe around the center stage, which allows students to be closer to the presenter. The desks are attached to tiers of stadium seating to avoid having students rearrange the desks after class, a problem for students of the original theater. “The desks are also set around the stage, allowing everyone in the audience to notice the smallest details and critique in our acting,” Advanced Drama student senior Jason Ho said, “The room is an actor’s dream.”

Though it has most of the requirements of a theatre, the Steve Silver Theater is still the size of an average classroom. “The smaller size of the

theater makes it easier for the audiences to listen and actors to practice outside of the limited time we have in the auditorium,” Ho said.

Bookwalter uses the theatre to teach both her English honors and drama students. According to Bookwalter, the physical layout allows her to use a variety of workspaces for her English students. “The room is a wonderful hybrid between a classroom and a performing space,” Advanced Drama student junior Ilya Verzhbinsky said.

The smaller size of the theatre has also allowed students to perform smaller plays that offer more interactive and edgier content, according to Bookwalter; plays by two contemporary playwrights, David Ives and Christopher Durang test and challenge the traditional form and content of theater. “When you’re in the Steve Silver, the audience is right in your face, you can’t pretend they’re not there,” Bookwalter said.

The small size of the backstage however, has made hosting large performances, like the annual Ohlone College High School Theatre Festival more difficult. “The Steve Silver’s ‘thrust’ stage (audience on three sides) has forced both acting students and student directors to think creatively,” Bookwalter said.

For example, some student directors have actors watch the show onstage along with the audience instead of going backstage at the end of a scene, according to Bookwalter. “This technique makes the audience, who are very close to the action anyway, feel more a part of the play,” she said.

With a sound system good enough for a rock concert, the Steve Silver Theatre is the perfect place for an immersive class. According to Ho, the room is fully outfitted with a full set of speakers and soundboard for high quality audio. “If the speakers were playing at full power, we would all die,” Bookwalter said.

The Hello Kitty Room

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By Andrew Pearce HE RENOWNED PINK and white shrine to Hello Kitty stretches along the back wall of psychology teacher Steven Shimmon’s Room 257, laden with a display of cute paraphernalia. The shrine is made up of pillows, cards, stuffed animals and almost every other type of the Japanese collectible.

According to Shimmon, Hello Kitty adds a celebration of adolescence to the room. “The Hello Kitty gives the room innocence and a childlike playfulness,” Shimmon said. “It reminds the students of their youth as they transition to adults.”

Each year Shimmon selects his personal preference for the display. Shimmon searches for uncommon versions of Hello Kitty, especially from other countries. He noted that his favorites include a large Hello Kitty Indonesian sarong—a skirt-like garment—and a flying Hello Kitty from Japan that circumnavigates the room.

Shimmon’s classroom takes longer and longer to pack up at the end of every school year as more memorabilia joins the massive Hello Kitty collec-

tion. “I like that it’s a work that’s always evolving,” Shimmon said. “As with most collections, it grows each year.”

Shimmon maintains that his collection is purely for his school environment. He does not keep any Hello Kitty items at home or anywhere else, as he wants to enhance the relaxed atmosphere of his classroom. “It encourages students to be comfortable, as opposed to a more authoritative environment,” Shimmon said.

Shimmon’s 1315 senior registry has enjoyed the ambiance after living in it for four years. “It adds character and fun in a stressful institution,” registry student Sarah Modolo said. Shimmon’s collection has become famous to students outside of his class as well. “It’s a landmark here at Lowell,” Modolo added.

Shimmon shares his unique classroom with social studies department head and psychology teacher Alice Kwong-Ballard. “I am happy that other teachers can bask in the glory of Hello Kitty,” Shimmon said. Shimmon’s Hello Kitty collection will continue to grow and grow, creating a toy fountain of youth for Shimmon and his students.

Want more cribs? Check out thelowell.org for a virtual tour.

8 NEWS

February 1, 2013

Lowell High School

Wet and cold rooms Journalist reflects on trouble teens and staff life’s travels with humor

By Whitney C. Lim

T

WO FACILITY maintenance concerns — a flood of water and freezing classrooms — were recognized last month by school administration almost a year after similar problems were reported with the heating system.

The first problem was caused by pipes bursting and flooding the outside entrance to the girls’ locker room on Jan. 15. “It looked like a huge waterfall,” sophomore Sabrina Lin said.

“Instead of a door, there was a door of water.”

Assistant principal of administration Margaret Peterson does not know why the pipes burst. “The flood was stopped immediately, and follow-up is a big priority,” she said. “We have called in emergency service to finish the repairs in the girls’ locker room bathroom.”

The flood did not prompt physical education teachers to cancel uniforms that day, so girls needed use of the locker room for PE classes. “I thought they were cleaning the bathroom,” senior Charlene Fernandez said.

“But the water looked dirty and I didn’t want to touch it.”

The second problem was a lack of heating throughout the campus, which some teachers noticed the first day after winter break.

The cold temperatures in the building caused the administration to call the San Francisco Unified School District immediately and for teachers to file Williams Complaint forms.

Known as the Williams Settlement, the State of California agreed to require all school districts in California to ensure a safe and clean learning environment with a sufficient number of textbooks and a uniform complaint process for students, staff and parents in August 2004.

According to Peterson, SFUSD Buildings and Grounds supervisor of engineers Kevin Connolly apologized for the delay of almost two weeks and promptly came out to fix the heating.

“We recorded temperatures of 48 degrees in classrooms on the first, second and third floors and in the science building,” Peterson said in the email. “Fortunately, once the supervisor came out, we have heat!”

Physics teacher Richard Shapiro was one of the teachers who filed a Williams Complaint form. He filed it for the good of the whole school because the condition posed a threat to the health or safety of students and staff. “Stuff breaks,” Shapiro said. “When it does, what are you going to do? Hire someone to fix it! When the District sent someone to fix the heat, the directive should have been: ‘Don’t go home until the children have heat period, end of story!’”

By Jan. 17, the heat was “fully functioning with classrooms in the seventies,” according to Peterson. “I am aware of only one room that was in the sixties yesterday [Jan. 22],” she said.

Students also noticed the cold temperatures.

“I come to school at around 7:10,” sophomore Soli Alpert said. “The building is very cold, but it definitely gets warmer in the afternoon, although that might just be the weather.”

The school’s boilers are part of the heating problem, according to Peterson. The school relies on two old boilers, which are strong but intermittently break down. The administration has been in “communication with Buildings and Grounds” every day. “We are staying on top of the situation and the administration takes this very seriously,” Peterson stated in the email. “The health of our students, faculty and staff is of utmost importance to us.”

HUIMIN ZHANG

New America Media co-founder, editor and Lowell alumnus Andrew Lam joined students in the Steve Silver Theater to speak about his life as an immigrant, and journalist as well as issues among social media during Mods 1-2 on Jan. 14. Students burst into laughter as Lam shared funny details from his published books: Perfume Dreams: Reflections on the Vietnamese Diaspora, East Eats West: Writing in Two Hemispheres and Birds of Paradise Lost, to be released this March. In his books, Lam included diaries and reflections on his journey to a foreign country, as well as comparisons among the eastern and western cultures.

Lam, who immigrated to the United States at the end of Vietnam War, carried out his dream as an American writer, understanding “the horror of escaping, and the effort of remaking yourself in America.” During the presentation, Lam explained how he evolved from a Lowell student expected to become a doctor to a biochemist wanting to become a writer, from a journalist who records the news to an author who projects his individual voice.

— Lucy Wu

Since 2002 R

Your success begins here

Schools like UC Berkeley and UCLA are increasingly admitting freshmen with an average of 4.2 GPA. So, if you aren’t currently getting above a 3.5, take – and earn an A in - a community college course over the summer or online, since it’s worth two high school courses (and an A = 5 pts.). Preview upcoming AP classes by either self-studying, attending preview classes or working with a tutor. Alternatively, do not wait for the class to remembering to double check if it is a UC-approved, weighted class. If you got a D or an F in any academic subject, take it again in summer school or online.

My niece, a high school junior, has lately begun to panic. Her voice rising, anxious, she talks about the “impending” college application process, worrying she will not be “good enough” for the schools she wants to go to. Spending countless hours poring over SAT Prep materials, and obsessively calculating and recalculating her GPA, all of them – weighted, unweighted, UC GPA – she seems to be going in circles in distracted distress and misery.

My advice to her: make the most of your last semester and summer, and, try to enjoy it. Last month, I gave her a simple 10-point plan to help soothe her nerves and to focus on productive tasks, rather than spin her wheels in fretful junior year purgatory. Since then, she’s been a more level-headed, task-oriented and happy camper. Plus, she’s time, I’ll outline the others.

in – and good at. Beware, especially, if you are among that rare type who is really good at something but perhaps miserable doing it. someone else has told you to pursue, unless you genuinely love it. Let me repeat that. Love what you do.

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week or so, starting now for the May test, and do not even look at the scores until the 3rd or ACT test again in the fall of your senior year (the Dec test date is the latest you should take). right after you have completed AP Bio and the Math II test after you have completed precalculus, no sooner. participate in the most selective summer program possible. The higher your GPA, the more important you attend high level research programs – or even embark upon a signature project. Find opportunities that are either top notch or unique. Redon’t stand out. Start a business. Learn Latin. Work on a dairy farm. Hike the Mojave Desert.

Get outside your comfort zone. . Just when you thought college was all about your eligibility: grades, test scores and extracurricular activities, guess what? There is also what you want in a school: geographic location (weather, too), student community, size, special programs or focus, and lots more. When touring schools, visit a few in the West, Midwest and East Coast –private liberal arts, Ivy League and larger public universities, if possible, and make appointments for on-campus interviews. Get to know the programs, values, and personalities of each campus. Do not choose a school solely for its ranking, but how it will help you to thrive and grow your passion.

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money you have saved — on yourself. Be your own best valentine and take out your wallet for Independent Valentines — “One, Please” one Superdry jacket or the sports jersey Santa ET YOUR BUM off the couch, turn off How I Met Your forgot to give you. Lowell reporter and senior Raymond Mother and fight Singles’ Awareness Day syndrome.

Lang finds his Valentine’s Day haven in chocolates. “I buy those Rather than finding a Ryan Gosling or Blake Lively to big chocolate hearts from See’s Candies and eat them while love, explore new activities to fall in love with. watching Die Hard movies,” Lang said.

To embrace your inner Spiderman and boost your ValenIf you are not feeling the urge of your inner consumer, tine’s Day spirits, visit the rock climbing gym you have been however, touch the heart of those in need. Scour your home (or dying to try. Rock climbing, like any other exercise, releases even the school library) for some construction paper, markers endorphins that contribute to an effusion of happiness so head and stickers to make Valentine’s Day cards for individuals in over to the Presidio or the Mission. For less than the price of a shelters, hospitals or nursing homes. A simple “Happy dinner at Bucca di Beppo, a singleton can rock climb, boulder, Valentine’s Day, I hope you have a wonderful take yoga lessons and use the gym’s fitness equipment. I find day!” could transform an elderly individI can easily spend three hours ascendual’s groggy, boring ing the brown granite walls at the gym, day of past memoand usually complete my visit with a ries into a present-day hot and steamy trip to the sauna in the I buy those big chocsmile. Centers you can locker room. visit include the Glide olate hearts from If you are looking for an adrenaline Walk-In Center (www. rush, embrace your inner Superman See’s Candies and eat sfhomeless.wikia.com) and the Martin and tackle a ropes course. In the lovely de Porres House of Hospitality (www. them while watching wood-chip-covered forest in the Sea martindeporres.org).

Cliff neighborhood lays the Fort Miley Die Hard movies.”

Itching for something sweet? Try Ropes Course. There, you can Tarzan having dessert for breakfast! Before RAYMOND LANG jump off of trees, teeter — but confiyour friends rave about a delectable The More the Merrier senior dently! — across logs 1-2 stories high box of assorted Ghirardelli chocoSpeed dating — or speed eating? What is a better way to and zip line through the forest with the lates from their significant other, spend the day of adoration than munching your way through security of a ballet partner on the ground. If you are not feelyou can rave about the amazing chocolate lava cake you several friends’ kitchens? After all, sometimes gazing at one ing that ambitious, take out your wallet and reward yourself. had — courtesy of Trader Joe’s freezer section. The next pair of eyes can get claustrophobic.

Forget about your unrequited — so far — crush and show day, recover from your sugar hangover with even more A progressive dinner is a meal that takes place in stages at yourself some love by indulging in non-necessities you have chocolate! Senior Anna Highsmith goes on a candy spree several addresses, where a different course is served at each been hesitant to buy. For the ladies, pamper your dry wintery and looks for discounted Valentine’s Day candy. “I usually home. Usually, guests spend approximately an hour at each skin and splurge on a mani/pedi, or even go for the paraffin save it up for a rainy day or whenever I’m on my period,” house socializing and devouring hors d’oeuvres until their wax for an even more luxurious glow! For the guys, while your Highsmith said. waistline doubles. But what are the benefits of a progressive friends in relationships endlessly spend money buying Godiva Don’t sulk in your singleness sadness – keep a light dinner as opposed to a more traditional dinner? You and chocolates, roses and personally engraved Things Remembered heart by loving yourself. your friends will most likely spend less money bracelets for their other half, you can spend the hard-earned than for a large table at the House of Prime Rib (sorry vegetarians), with two-to three-fold more time chatting up a storm.

If “ain’t nobody got time for that,” meet up at a friend’s house for a gift exchange. You may have participated in a Secret Santa gift exchange, but what about a Secret Valentine’s? Put everyones’ name in a hat for anonymous “romance” and be both a valentine and “secret admirer.”

Rather than purchasing Victoria’s Secret Christmas panties complete with little jingle countries, Germans consume almost twice as much pork World Wide Wooing bells, everyone can shop at Godiva, Papyas Americans, but whether that has a correlation to the Glücklicher Valentinstag! While many Americans rus and other Valentine’s Day gift stores. traditionally associate men giving gifts of roses, chocolate Valentine’s Day pigs is unknown — bratwurst, anyone?

Looking for something cute and cuddly?

On Valentine’s Day, while many American men blow and perfume to their lovers, people halfway across the world Go for a Gund stuffed bear. Exotic? Try celebrate the day with chocolates to their bosses and associ- their wallets purchasing chocolates for women, in Japan getting your valentine chocolate-flavored women purchase chocolates for guys. Men, do not get your ate it with a not-so-romantic animal. condoms — and who knows, your Secret hopes up however if you get a box.

In Germany, their version of a Valentine may turn into a future Valentine!

Workingwomen give away “obligaMrs. Fields cookie is a big ginger If you are jealous of the exciting date tion chocolates” called “Giri-choco” cookie in a heart shape equipped — the date your friends with valentines A mammalian icon to their colleagues and bosses — you with a personalized message to a are planning at the House of Air — gather of good luck becomes get the memo. “Giri” means a moral beau via icing. In addition, a mama group of dudes and dudettes, aka The obligation, when you feel obligated to malian icon of good luck becomes Big Lebowski, for a competitive battle of the prevalent amongst return a favor to someone else. Men prevalent amongst German Valensexes bowling night. After tallying the scores, German Valentine’s are supposed to return the favor tine’s Day novelties — oink! Gerthe night’s winning gender can be treated to a the ladies on March 14, a day mans believe that pigs are symbols triple-decker, cherry-topped Banana Split at Mel’s Day novelties — oink!” to known as White Day. of good luck. Around the time of Drive-In. Shelves are now filled with this holiday, in Germany you can After enjoying the alternative crew Valentine’s find stuffed toys of porcine couples, edible pigs laying on chocolates and oinkers, so ladies prepare for your Day, may the candy sales be ever in your favor. chocolate hearts and pig figurines in provocative posi- “obligations” and guys start placing orders for tions. According to the Nation Master (www.nationmas- spicy ginger cookies or lucky pigs! Schwein ter.com), a website that compares statistics of different haben!

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ALL ILLUSTRATIONS BY KIMBERLY LI

Boys’ basketball getting results on the bounce.

Lowell High School February 1, 2013

Page 11

Girls’ varsity basketball jumpstarts season

By Ray Lang

D

EFENSE WINS championships. This is the girls’ varsity basketball team’s motto this year, that and experience. The girls have plenty of both as they start off the season with a 3-0 record.

A team with a healthy blend of experienced veterans and new juniors, girls’ varsity basketball has players to look up to. “We have strong leadership and know how to keep our heads straight in tough games,” senior center Hana Murphy said. “Anybody moving into a varsity team is going to be intimidated at first but the captains, seniors Taylor Sui, Katarina Lum, and Lorna Tu’ufuli have made sure that the assimilation was easy,” head coach Aki Kwatuma said.

The juniors bring their strengths to the court. They are trained to run, trained for endurance. “Ms. Hosada coached the juniors really well and they’ve got great stamina,” Murphy said. As a whole, the team is working on moving the ball down the court more quickly and utilizing the fast break.

A big focus this year for the team is definitely defense. And when it comes to size, the Cards definitely have the upper hand. Taller than most other teams in the AAA league, the girls are stronger in the post and the scoreboard shows it. “We have the size and Washington is the only school that can really compare,” head coach Aki Kawatuma said. “But the one thing that’s different is that the girls with size on our team also have the skill to use it.”

Constant defense drills during practice are paying off in the games such as the “shell drill” where the girls learn how to rotate and how to communicate on the court. “Sometimes our offense just isn’t solid, but we more than make up for it with our defense,” senior guard Melany Look said.

With a strong start to their season, the girls’ varsity basketball team is looking forward to a successful year.

HUIMIN ZHANG

Varsity basketball forward Cynthia Wong drives into the opposition’s half in the Cards 57-18 demolition of the Balboa Buccaneers.

HUIM

IN ZH ANG

Athlete of the Month: Swissshhhhh, and Sammy Pollard drains another bucket, carrying on the legacy of his two older brothers, Robbie, Class of ’10, and Max, Class of ’12, who helped lead Lowell to successful seasons throughout their high school careers.

Though a bit undersized, Pollard, who stands at 5’11, plays both small forward and power forward. However, he does not let bigger players get the best of him, frequently employing his signature move — the hesitation crossover — to confuse opponents, leading to easy baskets. On Dec. 7th, Pollard scored a team high 20 points, many due to the crossover, while recording 11 rebounds against the Bay School at the Cardinal Classic, which was held at Lowell.

Since elementary school, Pollard has been playing competitive sports including baseball, soccer and football, though basketball stood out as his favorite.

“I loved to compete and play sports when I was young,” Pollard said. “Basketball just turned out to be my favorite.” Pollard has been playing basketball competitively since third grade, but owes much of his success to the influence of his brothers. “Both of my older brothers motivated me to get better, and I wanted to play as well as they did,” Pollard said. “I went to their games and I wanted to play at their level.”

While he is a dominant player on the court, Pollard appreciates what playing basketball has taught him. “I like that Lowell basketball really builds character and helped me become a better player on and off the court.” Pollard said.

“It has motivated me to take school work and family more seriously.”

With Pollard at the helm, along with notable players including senior forward Jonathan Li and junior guard Evan Louie, the Cardinals look to have a solid chance at going deep into the playoffs, and maybe even winning a championship. “I think we have a real shot at winning the championship,” Pollard said. “We just need to continue to work hard and keep our composure.”

Wrestling ready to get down and dirty

By Rayming Liang

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HE WHISTLE BLOWS — two wrestlers on the mat grapple, each other trying to gain the advantage. There is an opening and one contender strikes, pulling his opponent under him, forcing him on his back, both shoulders down. The ref whistles again — the contender has just pinned his opponent in a wrestling match.

The Lowell wrestling team is made up of members of both genders dedicated to dominating their opponents, one match at a time. Despite having

fewer members than last year, the team is still working as hard as ever to come out on top in the Bay Area.

The wrestling team, led by coach Michael Wise and new assistant coach Jaime Rodriquez, currently has 18 members, consisting of 2 freshmen, 3 sophomores, 10 juniors and 3 seniors.

Wrestling is unique because it is a team sport where athletes compete individually. “Everybody shares the same experiences at tournaments,” Wise said. “But their gains are individual merit. Whatever happens on the mat is on you.”.

See WRESTLING on Page 12

HUIMIN ZHANG

Junior Ruben Girling goes head to head in his match against Washington.

FROM WRESTLING on PAGE 11 The team practices in the school cafeteria six days a week from 3:45 to 6 p.m., at 5:30 they continue practicing in the weight room. “We find a way to get two solid hours of practice a day,” Wise said.

When the wrestlers walk in for practice, they change and mop the mats clean. At 3:45 sharp, the team captain instructs everybody to start warm-ups and stretches. At 4:00, the coaches come in to start drills and live wrestling, where wrestlers are

placed in situations that may occur in an actual match.

The coach’s strategy is to have his wrestlers wrestle the way they normally do. “We practice how we practice, and we let the other team worry how we play,” Wise said. “We don’t adjust our training methods for any specific team.

We will wrestle our style.” Last year, Washington dominated all the Bay Area schools, but Lowell hopes to get ahead this year.

“I’ve heard they’re [Washington] running low on wrestlers, but they are always tough.” Wise said. He plans to turn his focus to

Balboa, whom they lost to, and Mission, who has been close behind them, but any school is game.

Some key players will be sophomore Aldren Pasol, junior Pryor Vo and seniors Lorenzo Pesino and Alondra Barajas, who is the only active girl on the team at the moment. “It’s tough being the only girl on the team, but at the same time, I want to keep up with the guys,” Barajas said. “Sometimes, they beat me, but then I beat them as well.”

Cheer them on at 9: a.m. on Feb. 2 at El Camino High.

HUIMIN ZHANG

Girls’ JV basketball charges into winning habits

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By Patricia Nguy One of the team’s strengths is their undeniN THE COURT, an anxious play- able team spirit. “We all got to know each other er hurls the ball. The ball propels well and have learned to cheer for everyone through the air toward a teammate, from the bench, which is an important part of who snatches it from the air. No one claps or team work,” freshman guard Sarah Chow said. cheers, but the Girls’ JV basketball team knows At the beginning of the season, the coaches that each successful pass is one step closer to let players initially play positions that they are its goal. comfortable at then modify their decisions The team has been sweeping up victory after observing how they play together. For a after victory this season, with only one loss few practices, the team splits up into guards to Liberty High from Brentwood at the Mis- and post players, and the two groups rival each sion San Jose Tournaother in mini competiment during winter tions. Usually, guards are break. The Cardinals physically shorter, faster We show sports- and make three-pointers roughed their way through the first three manship and respect while post players are quarters against their taller and work inside to the other team no the key. “We have a lot biggest competition yet shone in the last of people who are mismatter what.” quarter. “Even though matched or who can do we lost, we learned KARINA TOM, both, which makes us that we’re capable of very versatile as a team,” sophomore guard success,” freshman Magsanay said. forward Riki Eijima Coaches Christine said. “In the fourth quarter we gained 20 Hosoda, Cathy Christensen, and Matthew points. That moment was ‘what basketball Magsanay push the team to work hard through should be,’ according to coach Magsanay.” six days a week of basketball. “Because it’s The Cardinal girls stand out for their integ- Lowell, I feel like we have to work hard and rity however, with or without their winning play hard,” Chow said. “There are higher exstreak. “No matter what our competition is, pectations and overachievers that make you we need to keep our energy and spirit up,” want to do better.” sophomore guard and forward Karina Tom No matter what part of the basketball said. “We show sportsmanship and respect to season they are in, the players on the team the other team no matter what.” focus on the basics. “Dribbling, passing, re-

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bounding, they all have them, but we want them to develop those further,” Magsanay said. “Having the basic skills is necessary to develop more complex skills,” added Hosoda.

A mantra of the team that comes up a lot during practices and games is communication. “We need to talk with a purpose and actually get things done, not just blabbing,” sophomore guard and forward Sara Plunkett said. “It connects offense and defense, so we know where we’re supposed to be on the court,” added freshman forward and center Francesca Baldwin.

This season, the team also benefits from a strong freshman class. “I think we have freshman sparks,” sophomore forward and center Sabina Wildman said. “They brought a new level of competition and a new challenge. It pushes us to work harder, with craziness and energy.”

The team also wants to thank their coaches.

“For pushing us to be our best, for being our

SALLY MA

mentors inside the court and outside the court,” sophomore guard and forward Karina Garzona said.

The Cardinals meet their rival Washington Eagles at Kezar at 3:30 sharp for the Battle of the Birds.

February 1, 2013

The Lowell

SPORTS

13

Cards adopt faster game with new coach

By Sam Tick-Raker

have the ball. “In transition, we need to EW PLAYERS. New coach. take our time,” Hom said. “They need New plays. New season. Wel- to learn to slow it down.”

Sophomore forward Erwin Canaya come to the new boys’ Froshalso had insight on the keys to a sucSoph basketball team.

After a 8-1 campaign last year, cessful season. “Defense wins us the the team advanced to the semifinals, games,” he said. Hom also believes that where they fell to the Mission Bears one of the team’s strengths is defense.

“We rotate well, 63-52, ending create steals and their season. pressure on, The Cardinals We rotate well, create put which leads to will try to take their eyes off steals and put pres- turnovers,” he said. “Our goal the past and sure on, which leads is to lock them focus on this down on defense, season. to turnovers.” have one shot, The Cardinals’ game TRAVIS HOM, and then get the plan has head coach rebound.”

But there is changed since last season, as the players have more always more to work on. “In order to independence on the court. “We have be successful this year every person a different game style,” sophomore on our team has to stick to the game shooting guard Soren Carpenter said. plan and play their role,” Carpenter “It consists of more running therefore said. According to sophomore center our games are faster paced. We have a Antonio Hughes, limiting turnovers more free-lanced offensive style, lead- and fouls are something they will have to work on if they want to advance to ing to more choice.”

They attribute some of these changes the championship game.

Earlier in the preseason, the team to head coach Travis Hom, a former Cardinal and hoops star. “For certain struggled with free throws but is improving with sets we don’t practice. “[The restrict them,” has Hom said. “If We h a v e a m o r e preseason] had a lot of ups you have an free-lanced offensive a n d d o w n s ,” open lane, you Hom said. don’t need to style, leading to more “ There have run the play. been good moThere is more choice.” ments. We hit freedom within the play.”

SOREN CARPENTER, bottom with a One of the sophomore shooting guard couple losses but finished team’s offensive plays, “early offense,” suits the strong.” The team hopes to bring what team’s fast-paced style. The play spreads they learned in these exhibition games the players out, creating open shots and into the regular season.

The Cardinals will face their rivals, easy baskets.

Still, the team does need to improve the Washington Eagles, in the Battle of on some aspects of the game when they the Birds on Feb. 1 at 5 p.m. at Kezar.

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Coach Travis Hom: Lowell graduate returns to coach team

Coach Hom, class of ’08, played for the Lowell basketball team. In his sophomore year, he was a starting guard for Varsity. Not to mention, in his junior year he was awarded co-MVP by the AAA. “Travis was an extremely smart basketball player,” Hom’s former basketball coach Robert Ray said.

“He had one of the highest basketball IQs. I have been coaching for 13 years and he is probably the top one or two of all time. He was highly competitive and did whatever it took to win.”

Hom’s youth and experience make the players feel that they can relate to him, helping them on the court. “He understands us more,” Hughes said.

“He knows what we want to do. He understands the type of basketball we want to play.”

Today in Basketball: Battle of the Birds

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Sophomore center Bruce Quan rises above Galileo for a layup during the Cardinals’ 49-43 overtime victory against the Galileo Lions in the season opener on Jan. 11.

sports opinion

Courts no match for players

At Kezar

KAR

EN C HIN

Girls’ JV: 3:30 p.m.

Boys’ Frosh-Soph: 5 p.m.

Girls’ Varsity: 6:30 p.m.

Boys’ Varsity: 8 p.m.

Cheer on the Cardinals today as they take on the Washington Eagles in the annual rivalry game! Follow @thelowell on Twitter for live updates

HOI LEUNG

HUIMIN ZHANG

Senior center Elijah Saunders reaches for a rebound during the Cardinals’ 42-23 loss to Carlmont during the second round of the Cardinal Classic Tournament on Dec. 7.

By Elijah Alperin

D

ESPITE A CHANGE in head coach and an almost entirely new set of faces in the starting lineup, this year’s boys’ varsity basketball team has not changed its game plan. Team-centered motion offense and airtight defense still reign supreme in Neff Gymnasium, where the Cardinals are looking to return to the title game after a three year absence.

It was an up-and-down preseason for the team, which went 6-8 against non-league opponents, but has steadily improved to notch six wins out of the last seven games going into tonight’s anticipated Battle of the Birds matchup with Washington at Kezar.

In spite of the recent hot streak, senior guard Jonathan Li — who is the only player who saw significant varsity minutes last season — thinks the team has yet to play to its full ability. “We take the preseason as a learning experience and we know we have a lot of room to grow,” Li said. “If by the time the playoffs come we can reach our potential, we’ll be a serious threat to push hard for the title.”

In order to reach those heights, junior guard Sammy Pollard believes the team needs to work on its defense — something

that has been a key part of the Lowell game in recent seasons.

“We need to work on getting back faster to prepare for teams like Mission and Marshall,” Pollard said. “Also, because we are small, everyone has to box out and not just rely on the big players for the rebounds.”

On the other side of the court, the offense hasn’t been quite as consistent. The Cardinals have gone hot and cold in a number of games so far, often letting hard-earned advantages slip away.

“We need to learn how to close out a game. In preseason we’ve often had the lead but lost it late,” junior guard Evan Louie said.

The offensive trouble has been due in part to injuries and missing players, but also to shooting woes from beyond the arc.

“When we haven’t performed well it’s usually because we aren’t hitting the outside shots,” Pollard said. “We tend to fall into the same holes and need to work on not always settling for threes when they aren’t falling.”

Similar to last season, this year’s team doesn’t have any one player who consistently shoulders the offensive load. Most of the scoring has come from the guard trio of Li, Pollard and Louie, who are all averaging over eight points per game, but each player has had his moments. “We come into every game

not knowing who’s going to be the hot hand, but we have a handful of guys who can go off at any time,” Li said.

Under the motion offense strategy the Cardinals usually run, the team rotates the ball until a player has an open shot, instead of running set plays that end with an attempt at the basket regardless of the coverage. “We pick and choose our shots on the offensive end, and try not to rush anything,” firstyear head coach Wyman Lee said. “By moving the ball we can wait until we have an open look or a high-percentage shot with every offensive possession.” When someone is shooting well, this strategy allows that player to get the ball more often with just an extra pass, according to Lee. Lee, who has been with the program for 10 years as assistant coach, switched roles this season with last year’s head coach Robert Ray. Ray plans to return to the helm next year.

Come support the Cardinals at 8 p.m. tonight at Kezar Gym as they take on Washington in the Battle of the Birds. For many of tonight’s players — including Louie — it will be the first time on center stage as varsity athletes in the annual rivalry matchup.

“I can’t wait; this is one of the biggest games of the season and the atmosphere of the gym really gets me excited,” he said.

PHOTOS BY CATE STERN

Lowell lost to Lincoln 48-21 on Jan. 25, breaking their undefeated record. From left to right: Junior guard Evan Louie shoots a three. Louie was hot in the second quarter, scoring nine points (Left). Junior forward Kendall Smith soars in for a layup (Center). Senior center Elijah Saunders attempts to get a rebound (Right).

COLUMNS

February 1, 2013

The Lowell

Like a Disneyland line, Lowell is worth the wait

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HOI LEUNG AND KIMBERLY LI

Two reporters examine the positives of “the nerd school”

Public school veteran Sophomore sacrifices educates younger sister Hot Cheetos for books

By Elijah Alperin

T

HE OPTIONS ON where my younger sister — an eighth grader at Aptos Middle School — could attend high school are still unknown, but nonetheless, the impending decision has been a point of familial contention. My parents have been brooding over skewed admissions policies, encouraging entrance exam prep, and arranging diplomatic meetand-greets with school members at her top choice — a coed San Francisco private school.

Despite all the fuss, they only want her to have option to make her own decision — and live with it. I can only say I wish the same; I’m just worried she’ll miss out.

Miss out on slim class sizes? Olympian facilities?

Ski week? No. All of these, at least for a whiz kid like her, are inconsequential.

I’m worried she’ll miss out on more decisions, like which of eight languages to take, and whether or not to add another AP, and how to handle the frustration of an unfair and awful teacher, and whether to succumb to sleep or soldier on. Watching her wrestle with a decision-making process that I had found so harrowing just a few years prior has made me realize exactly what I’m worried she’ll miss out on. I fear she’ll miss out on Lowell.

I haven’t always felt this way, or even made it clear that I ever do at all. From my vantage point from the trenches, and especially following particularly grueling stretches, it can be easy to lose sight of how phenomenal our school really is. Thankfully, my peers never make me wait long for a reminder.

When juniors Sophia Li and Ofri Harlev were announced as the second and third place winners in the national Samsung App design contest, collecting $15,000 in prize money between them, congratulations, but not surprise, was in order. The achievement, no doubt extraordinary, is a routine blip in our culture of success.

It’s hard to find something meaningful that we aren’t good at. Blue Ribbon awards and Newsweek rankings aside, Lowell students have built one of the most exceptional smorgasbords of options for time-investment

in the nation. JROTC, Forensics, Robotics, core math and science, clubs, AP offerings, the list goes on and on.

In a city that budded from the 49ers spirit of opportunity and success through ingenuity and perseverance, Lowell remains uniquely American, only there is enough gold here for everyone. Its laissez-faire educational capitalism, where Stephen Bryer would be Rockefeller.

Our famous alumni list is longer than many privates’ graduating classes, and our price tag infinitely smaller.

Graduates and parents know how incredible our education is; that’s why they supplement our faltering budget with almost half a million dollars each year.

Cr it ics of public schools — and there are many — often point to unionized teaching as a haven for shoddy teachers. In truth, there are bad teachers here, the same as everywhere, and in some cases they are unavoidable. But there is not a single class without somebody who is a good teacher, even if they’re sitting in desks beside you.

By steeping in the best and brightest students the city has to offer, osmotic learning more than compensates, if the great teachers don’t already: educators who are accomplished and ambitious and yet still philanthropic enough to teach at a low-income, inner-city public high school.

And if all that wasn’t enough, Lowell, (or at least it seems to me) has been a tremendously accepting place. Certainly most high schools should be a step up from the thuggery and relentless gossip of junior high, but here it seems especially so, and I think my sister would appreciate the adult social dynamic. It’s a place where the learning takes center stage, and where the stairs to success are long and tedious, but unobstructed.

I’ve heard many anxious parents utter in retreat, “Lowell isn’t for everyone.” They would be right. If Lowell were for everyone, it wouldn’t set such high standards.

I hope then, that when the time comes, and the choices are before her, we’ll get to share a year here together at the school I appreciate so much. I wouldn’t want her to miss out.

By Michelle Wong

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OING FROM WORSHIPPING Chester’s Flaming Hot Cheetos to worshipping teachers that round up on a 89.5 percent to 90 may not be your typical idea of a transition from middle school to high school, but coming from a less academically focused middle school, it was the change of a lifetime.

Two years ago, I went to Martin Luther King Jr. Academic Middle School, a school with 65 percent of sixth graders scoring lower than proficient in English Language Arts in 2012 and even worse, 70 percent of sixth graders scoring low in math. In middle school, there was no such thing as “Oh my gosh, I have to study for my test,” or “Oh my gosh, I have homework to do!” or even “Oh my gosh! I have to try in school!” The environment was completely different; people cared more about their new Jordans, or as we called them our kicks and pickups, than anything related to academics.

Of course, although the overall environment was unmotivated and unambitious, there were some teachers and students that stayed on track and contributed to the welfare of the school. But that took inspiration, something students discovered in taking part in sports and other outside activities like I did.

Hair-pulling fistfights were common during our hectic all-grade lunches and there were many other distracting—even dangerous— incidents throughout the day. When my friend was threatened by a teacher to have her parents called, she walked to the phone cord, picked it up and laughed while cutting it in half with a pair of scissors. Another one of my close friends got really irritated by a boy who persisted in poking her and she threw his backpack out the window of the top floor. During my eighth grade year, the school was in the news because some sixth graders found rat poison that looked like green cookies in a classroom drawer, and they thought it would be funny to feed them to other clueless sixth graders.

Having my school on the news for students attempting to poison other students isn’t exactly my ideal of fame and glory.

Because of having to deal with crazy situations almost every day, I experienced many real world problems early on, such as handling

issues with tobacco, guns and alcohol. I grew up fast, but was motivated to stay above the influence after seeing the consequences for students who gave into peer pressure. I learned how to deal with difficult people, and how to take care of myself in hard situations. In our three years at MLK, everyone in my circle of friends had gotten at least 100 dollars worth of stuff stolen from them; whether it was a phone, cash, etc. Bribes, tricks, and putting out bait were all plans we concocted to reclaim our rightful property, but nothing seemed to work. Although upsetting, we wearily accepted the status quo and learned the valuable lesson of being able to let things in life go.

Despite my surroundings, I enjoyed going to class and learning. But was I a weirdo for wanting to get on the right path for the rest of my life? At MLK, unfortunately, yes; I was the nerdiest girl around. Although middle school sucked because of how unmotivated the students were, I took advantage of the opportunities it did offer. I had a few teachers were extremely supportive and constantly motivated me while I asked for challenging work from them.

My teachers were the main reason why I chose to apply to a high school that would turn the tide for me. Overall, the raucous diversity of MLK did give me small yet important qualities. I learned how to make jokes and connect with others, in my former classmates’ words; “keeping it lit.” Being a better people person entering Lowell, which is four times the size of my entire middle school, I’ve been able to make numerous friends who share my interests, such as running, volleyball and writing. Though it’s nice to be able to get away from the distractions from my old school, sometimes I miss how life was not as serious and jam-packed.

Middle school was a time of experience and growth, from dealing with people fighting over who had the “cleanest and phreshest” shoes to learning how to build relationships with every type of person. Now, as a proud academic “ratchet”, nothing can stop me!

Not even the urge to buy those 36 oz. bags of Flaming Hot Cheetos… Okay, maybe occasionally Cheetos before those grueling AP exams, but you know what I mean.

February 1, 2013

The Lowell

COLUMNS

No fun in Water World for freshman

By Luming Yuan

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My doctor ordered an echocardiogram, which is a test that uses sound waves to show the action potential of the heart’s muscle cells. The results showed that my heart was in perfect condition, again leaving me with no explanation for my blackouts. Almost a whole year went by without another incident. With summer coming up soon, I felt the excitement building up for a chance to unwind and spend time with my cousins, whom I rarely see.

B u t i t h ap p e n e d again. I was at my middle school, A.P. Giannini, in my gym clothes after the mile run on flaming hot day. The sun beat down on me as I

G AN ZH IN

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Y VISION BLURRED and slowly faded into darkness. I felt as if the world was closing in on me; a blender had been turned on in my mind and every regret or memory I had ever had in my 11 years came alive. My heart pounded as I reached for support.

Suddenly, I fell.

I did not have vasovagal syncope, a sudden drop in heart rate that leads to a loss of consciousness. There was nothing wrong with my health, according to my doctor. The only suggestion she gave me to prevent future blackouts was to drink more water. My pre-adolescent brain assumed this was a general request that nearly every doctor would give to their patients, so I buried this incident into the back of my mind. Since this was only my first blackout, I did not want to jump to conclus i ons ab out my well-being.

Ab out a ye ar later, a friend invited me to the Saint Ignatius swimming pool. When I was in the water, I felt an overwhelming feeling of thirst. I sensed a blackout coming, but I knew the drill so I tried to find something stable to grab. Unfortunately, my vision was so blurry that I could barely lift myself out of the chlorinated water before my nightmare repeated itself. By the time my consciousness was regained, the police had been alerted and I was being rushed to the emergency room.

sat on a bench with two friends. We were trying to cool down when my vision began to blur. When I sensed this, I thought it was over for me because unexplained blackouts can happen only so many times. I was frightened I would discover some serious health issues

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to fever, fainting, weakness, confusion and ultimately, death. Our bodies are 60 percent H2O, yet lack of water is an overlooked cause of poor health.

I have finally broken my dangerous and completely unnecessary habit. It was not easy, as crazy as that sounds. The taste of water does not really appeal to me. I was so used to barely drinking any water that it was hard for me to change my ways. I had to have my parents yelling at me, my friends reminding me and my grandmother lecturing me over the phone every week to get

after all.

Fortunately, one of my friends knew exactly what to do. She took my hand and helped me to a water fountain.

Even though I nearly collapsed several times on the way there, she managed to help me keep my balance as she reassured me, “It will be just fine.” I owe her my life because when I drank from the water fountain, my vision slowly restored. Suddenly I felt as refreshed as jumping into a clear lake in the summertime.

I went to a different doctor this time and into the new AL L IL she, like her predecessor, ordered an echo- habit — eight LU cardiogram. As always, my heart was in a glasses of water a day STRAT ION SC healthy condition and beat at the target heart keep the doctor away.

OU RT ES rate. However, when the doctor told me sit It was not until I found out YO FK up, my heart rate immediately increased that dehydration can lead to liver TK ELL Y in speed. Then when I stood, as if on failure that I honestly realized how cue, my heart ignorant I was actrate increased ing. My blackouts and even more. The trips to the emergency doctor informed room had been solvOnce I was diagnosed me that this was a able, but I had been [with dehydration] I common symptom of clueless. Once I was dehydration and that I I was so was so frightened that I diagnosed, had a severe case. frightened that I beThe cold fact is that began to force myself to gan to force myself 75 percent of Amerito drink at least ten drink at least ten glasses glasses of water a day. I cans are dehydrated all the time. In fact, really wish there was a of water a day. according to acupuncway for me to make up turist Dr. Sircus’s webfor how much water I site (www.DrSircus. lost in the past, but I com), more than 70 percent of preschool am thankful for finally understanding the ecochildren never drink plain water! Many people system of my body. Now I just have to pray that jokingly say “Hydrate, hydrate!” not taking I will not have a problem with hyponatremia it seriously enough. Dehydration often leads (over-hydration)!

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Quapa carries culture from kinder to junior year

By Deidre Foley

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HILE SOME OBTAIN THEIR foreign language credits by buying a second-hand 501 Spanish Verb Conjugations or reciting French that, to me, sounds like a series of tongue twisters, I learn the language from the “land of the rising sun” — Japanese.

As with any other foreign language, learning Japanese is not a walk in the park. It is often considered one of the hardest languages for English-speakers to learn, due in part to its non-Roman alphabets (especially kanji, the writing system with thousands of characters, mostly borrowed from Chinese), “backwards” sentence structure and a plethora of cultural differences.

Knowing these challenges, why would I choose to take Japanese? Though I enjoy its food and aspects of its pop culture — sushi, mochi, takoyaki and the anime K-On!! all have a special place in my heart — I am not so immersed in it that it can wholly account for my enrollment in the class.

Racially, I am one-quarter Japanese from my dad’s side of the family, but that can only account for 25 percent of my reason.

The other 75 percent lies with my previous schooling.

As a tiny elementary schooler, I not only learned how to spell “hippopotamus” and solve long division problems, but also how to play a little taiko (a Japanese drum) and how to write my name in Japanese (フォーリー・ディード ラ). I was exposed to an uncommon blend of subjects in the Japanese Bilingual Bicultural Program at Clarendon Alternative Elementary, which, surprise surprise, “focuses on integrating Japanese language and culture into the school day,” according to their website (parents.clarendonjbbp.org).

I cannot imagine my elementary school years without JBBP. In kindergarten we started each day by singing Ohayo, our good morning song, and ended each day by singing Sayonara, our good-bye song. We folded origami cranes and hearts. We learned how a tea ceremony works and got to participate in one. In later years, we received weekly taiko lessons. We got to try calligraphy, or shoudo. We got to exchange letters with our

“pen pals” (Japanese students at Lincoln High) and, at the end of the year, got to meet them.

Every year around Hinamatsuri, or Girls’ Day, in March, a beautiful hina doll set would appear in the hallway. I have fond memories of youthful rebellion, being tripledog-dared to disregard the DO NOT TOUCH sign and boldly tap part of the display. During Kodomo no Hi, or Children’s Day, we got to create colorful paper banners with koi fish, a craftier version of koinobori.

When I was five, my class joined the Cherry Blossom Festival’s (Sakuramatsuri) parade at almost the end, so not to exert our tiny little legs. When I was ten and graduation day was approaching, we marched the whole parade, from beginning to end, proudly carrying the banner that read “CLARENDON ALTERNATIVE ELEMENTARY, JAPANESE BILINGUAL BICULTURAL PROGRAM.” What started as fun songs and arts and crafts in kindergarten has become so engrained in me that I cannot imagine taking another l ang u a ge n ow. A l though Japanese classes at Lowell are by n o means easy, the knowledge and friendships I have gained from Japanese class are well-worth the hard work. So watch out, because this “quapa” will soon be roaming the streets of Japan.

The Lowell

February 1, 2013

OPINION

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Reporters argue issue of violence in media The media desensitizes nations’ youth, gun laws need to grow up

Video games and movies are not to blame for increased mass shootings; guns are to blame

By Kai Matsumoto-Hines

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HE horrific massacre perpetrated against innocent citizens at Sandy Hook ignited a firestorm, with a chorus of voices calling an end to violent crimes. But where the blame lies and what needs to change is not so clear, and the tragedy may blind people from seeing the real problem behind renewed gun violence in our country.

Some may say that violence in video games and movies has a negative effect on people, that imaginary weapons and characters give them a more violent instinct. However, guns, not games and movies, are the problem. If we did not have fully-automatic assault rifles and military style weapons in our country, we would not have to live with the constant fear of being a victim of gun violence.

As a fan of video games with trigger-happy tactics, I can say that playing these games, even Call of Duty or Grand Theft Auto, does not make me a violent person. No matter how good I am at calling in lightning bomb strikes on my enemies, I know that what I am doing on my Playstation is nothing like the real world. My actions in the online world have no consequences in reality, which is why I do not feel bad for trying to accomplish missions by shooting hundreds of men and women.

Judging by the multimillion dollar success of the industry of violent movies and video games, like the Batman trilogy and the Star Wars saga, many people love watching these movies for fun. However, the players realize that Batmobiles and light sabers do not exist in real life. We get to be the bad guys, killing each other for pleasure in crime-focused games like Grand Theft Auto, where a player in an open-world setting can destroy cars, murder hundreds of people and get away with their actions by only paying a fine to the police, after which they are given their weapons back. The cartoon-like atmosphere that some games create can easily be differentiated from reality.

Although there is a dispute between whether or not the media affects people’s violence, it should be clear that guns, not video games and movies, are the problem. Studies on the possible effects of games on children are often cited, such as when the Indiana University School of Medicine conducted a survey in 2006 that raised concern about an increase in teenage violence, according to the How Stuff Works website (electronics. howstuffworks.com). Of a group of 44 teens, half played Need for Speed: Underground, a non-violent car racing video game, and the other half played Medal of Honor: Frontline, a first-person shooter reenactment. The researchers then scanned the player’s brains, revealing that the teens who played the shooting game had an increase in amygdala, a region of the brain that stimulates emotions, and a decrease in activity in the prefrontal lobe, which regulates self-control and concentration.

These changes in brain activity did not occur in the adolescents who played the racing game. But the tendency to react to a high level of excitement does not necessarily result from just a game, but a level of maturity. Therefore parents should educate their children at a young age on how to handle their emotions when exposed to aggression. According to the American Academy of Child & Adolescent Psychiatry website (www.aacap.org), “Some young children may feel frightened or confused. As parents, teachers, and caring adults, we can

response to the Newtown shooting.

Many of the people that commit crimes such as the ones in Newtown and Aurora are seriously mentally ill and are having trouble telling the difference between right and wrong.

“Certain personalities are unable to so easily differentiate between fantasy and the real world,” child psychiatrist Laura Davies said, according to a Dec. 17 ABC News article. “They might not fully understand that the people ALL ILLUSTRATIONS BY KIMBERLY LI they harm have real lives and real families.” Adam Lanza, the shooter who killed 28 people at Sandy Hook, suffered from Aspergers syndrome, a disorder that causes inhibited social interaction with peers.

The media’s glorification of violence has made it easy to get ideas about how to commit an act of mass violence. With acts of violence being so common in the media, people become used to them, and they begin to accept them as normal. According to a 2005 study by the Kaiser Family Foundation, children will witness 200,000 acts of violence including 40,000 murders by the time they turn 18. This study maintained that when people are under constant exposure to violence, they become desensitized to the destruction that is being committed, and they do not feel the usual guilt that accompanies harming people.

Our founding fathers’ idea of “arms” was not military grade machinery capable of spewing out hundreds of bullets per minute.

The Second Amendment in the Bill of Rights

By Samantha Wilcox states that Americans have the right to bear NYTIME YOU GRAB popcorn arms, but this right does have some controls. and see previews at the multiplex, you are greeted by explosives and To buy a gun, the applicant must give their bullets spraying across the screen. In the right thumb print, and have it distributed to United States, we live in a society where a number of government agencies. Within ten violence is glorified through the realms of days, they can rightfully own their gun.

This primitive system is becoming unable entertainment, and some argue that our lives to keep the American public safe. If people are are beginning to imitate art. going to be allowed to possess military-grade President Barack Obama addressed the weaponry, there should be a more thorough nation, as well as families who were affected by the shootings at Sandy Hook in Newtown, and prolonged checklist of safety requirements in a televised speech on FOX on Dec. 16. that this person has to adhere to.

Under the existing background checks “Since I’ve been president, this is the fourth time we have come together to comfort a enforced by the government, over a million grieving community torn apart by a mass people have failed to qualify due to mental shooting,” Obama said while members of the illness or drug use, according to FBI figures.

However, people should be declared psychoaudience comforted one another.

30 years ago, acts of mass violence — an logically sound before having a weapon before they are allowed to event where multiown one, or be in ple people are killed The media’s glorification of close contact with by a single person or one. group of people — violence has made it easy to On Jan. 16, Presiwere more rare. In dent Obama 1982 there were less get ideas about how to com- signedBarack 23 executive than twenty casualorders that demand ties caused by an act mit an act of mass violence. background checks of mass violence. on all gun sales, as However, in 2012 there were a combined total of over 140 well as banning military-style assault weapcasualties caused by seven mass shootings ons and high capacity magazines, according in the United States, according to the Yahoo to CNN’s website (www.cnn.com).These exNews website (www.news.yahoo.com). Cur- ecutive orders plan to strengthen existing gun rent media and news outlets cover shootings laws, and also plan to strengthen government so thoroughly that the shooters become funding toward treating mental illness.

This controversial change to the longhousehold names, causing people to commit “copy-cat” crimes in hopes of achieving simi- standing avowed by the NRA that every lar fame, according to an ABC News article. American has the right to own whichever Violent video games, a popular American arms he chooses is directly in response to the past-time, were not yet around in the 1980s. Newtown shootings, and is necessary to keep With numerous first-person shooter video people safe in a world where violence is becomgames where players are encouraged to kill ing more and more common.

There have been too many headlines about masses of people, doctors across the counmass shootings splashed on the covers of try agree with the notion that video games cause violent tendencies in individuals. newspapers across the country. The people of “The violence in the entertainment culture, America need to realize that it is our duty to particularly with the extraordinary realism protect one another, and showcasing violence to video games and movies now, does cause in our society is not the way to go about it. vulnerable young men, particularly, to be We are ‘The Land of the Free, and the Home more violent,” Connecticut Sen. Joe Liber- of the Brave…’ but also need to be the land of man said in a Dec. 17 ABC News article in the living. It is our turn to step up.

A best help by listening and responding in an honest, consistent, and supportive manner.”

To the point, in a more current Texas A&M International University study published by the Journal of Youth and Adolescence, July 2012, Professor Christopher J. Ferguson stated that “The current study found no evidence that video game violence is predictive of either positive or negative outcomes in youth. Exposure to video game violence did not predict either aggressive behaviors…or civic behaviors in prospective analyses.”

In addition, the Supreme Court took a stance on the video game and violence issue, convincing many people that the debate over whether or not video games affect aggression was over. The Supreme Court website (www.supremecourt.gov) said, “Psychological studies purporting to show a connection between exposure to violent video games and harmful effects on children do not prove that such exposure causes minors to act aggressively.”

The real issue is a result, not of entertainment and games, but of actual violent crimes; people feel the need to buy more guns to protect themselves. If we did not have guns floating around in the first place, we would not have to live with the fear that the person you are walking next to could possibly be armed.

Critics should acknowledge the difference between the unrealistic settings that movies and video games portray and the world that we live in.

The media is not to blame for the increase in violent crime. The real problem is all of the guns that people have in the country. The most effective way to combat gun-related crimes would be to take all high-capacity and military style guns, not the games, off the streets of our country.

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Mock Arena sets stage for online scheduling

By Sheyda Zebarjadian

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S I SWERVED and dodged the frantic students running to sign up for their classes, I couldn’t help but think how barbaric Arena is. The idea of students pushing just to get a signature on an abnormally long piece of paper is absurd. It is time for a change, so I fully support the school’s initiative in starting Online Arena as the solution.

Lowell is lucky to have the ability to self-schedule, but having Online Arena will just prepare us more and put us one step ahead of the curve. For most colleges and institutions, electronic scheduling is the easiest and most common form of course selection. “Online Arena will provide our students with opportunities to get familiar with the computerized course selection and scheduling system that all colleges are using today,” assistant principal of student support services Michael Yi said.

As a soon-to-be college student, I know I would be much more comfortable signing up for freshman college classes after experiencing online scheduling. Online Arena will prepare students to choose their optimal college schedules as quickly as possible, rather than lingering on the website trying to figure out how it works.

While all online scheduling systems are not exactly the same, most systems function similarly to make matters both simple and fast. However our current Arena system is a long and grueling process. The actual course signup procedure in the gym can range from only 5 to 15 minutes, yet that is excluding the excessive long lines to get in and out. Online Arena will reduce so much unnecessary waiting, and can be done in the comfort of your own home.

Arena is a stressful time for anyone who does not have a decent pick. There is no accurate way of knowing when classes fill up, so students enter Arena only to find that their whole planned schedule was ruined because one class filled up.

As a result, students with later picks become more aggressive.

Anxiety and anger can easily be avoided if students can see the empty spaces remaining for classes on the computer.

Over my four years of high school, I have realized how significantly a schedule can influence grades. Often the teacher makes the most difference, but the block can affect performance as well.

From personal experience, I have learned how difficult it is to stay awake and focus in a Mod 1-2 class. With Online Arena, students can learn to quickly and efficiently choose the classes and blocks that will benefit them most without getting caught up in rushing to sign up for a class before all the other kids.

On Dec. 17, Lowell had a Mock-Arena trial to test the new student-created electronic system that will eventually replace Arena itself. The system however, had a few minor problems.

During the trial, I faced an issue where one of my electives did not exist, and I was forced to file an incomplete schedule online, while the same class was completely available during the real Arena process. While there were glitches that need fixing, the overall process was quick and simple. “We know what we need to improve on, and we are currently working on it,” Yi said.

While Online Arena has its perks, it does bring up the concern of the potential death of another tradition (similar to the virtual loss of the Mod system), and the birth of a new, more impersonal form of scheduling. Arena scheduling has been a part of Lowell for generations and generations, but this is 2013 — the electronic age.

Our old Arena process is outdated and time-consuming for both students and faculty members. “Arena takes so much time, wastes paper, and gets so confusing at times,” Yi said. “Many SIN numbers (class code numbers) on student Arena sheets are not

PHOTO ILLUSTRATION BY GAVIN LI

legible and they cause mistakes in students’ schedules.” Online Arena, however, is a better, more modern approach that will reinvent our current Arena system, rather than discarding it.

Some may argue that for most people the Internet is easily accessible; however not everybody has Internet access. Luckily, the administration has taken into account these issues. “Online Arena will be scheduled for more than one day at a period of time so that all students will have access to a computer, either in school or at home,” Yi said.

Despite the little glitches and practical problem-solving needed, Online Arena will significantly benefit students and staff members as we improve the old by bringing in the new. It is time the school advances with today’s technology, which is why I strongly support Online Arena. Though next time I will probably choose classes online from a dorm room, like Lowell I am upgrading.

Senior calls for eighth period schedule adjustment to quell clashes between courses and exemptions

By Dylan Anderson

for underclassmen. This trend is repeated UNIQUE BENEFIT available to for English classes, where the rate of eighthLowell students is its flexible, eight- block sections for mandatory upperclassmen block schedule, which includes 20 courses is more than double that for freshmen mods. This schedule enables students to select and sophomores. “That’s the way the cookie which courses they take and when they take crumbles,” English department head Bryan them. The system is appreciated, but still far Ritter explained, “We try not to offer too many from perfect. Its flaws include a misallocation block eight classes because of sports and jobs.”

The State of California Education Code of block eight — Mods 19-20 — classes and a lengthy scheduling process that doesn’t inform requires Lowell to have a certain minimum number of s tu d e nt s w h e n students enrolled t h e y m ay t a ke in courses during their courses until each period in orjust days before Block Eight classes are a der for that period self-scheduling problem for students who to count towards day — Arena. the school’s average Block eight have afterschool sports daily instructional classes are a probm i nut e s . O bv i lem for students teams, arts and work. ously, Lowell must who have afteroffer some sections school commitduring block eight. ments to athletic teams, arts and work. While the school sup- However, these sections should be geared more ports some of these activities by permitting toward underclassmen and courses that are students to file for exemptions, this semester’s offered for many sections throughout the day, schedule has multiple courses with an inap- such as freshman English, rather than courses propriately high ratio of block eight courses. such as American Literature 1 or Literature The crunch comes for for students when they and Philosophy: Ethics of Eating, which are encounter a course that is offered during block mandatory English elective courses taken by eight, and only zero or one other section. Up- juniors and seniors. In fact, 9th Grade English perclassmen are more likely to work and par- 1 is offered eight sections this semester, none ticipate in varsity athletics than underclassmen of which occur during block eight. Ethics of because of their age. If a “singleton” — a course Eating and American Literature 1 are each that only has one section — is offered during offered during two sections, with one durblock eight, it is impossible for a student to ing block eight for both. In a Jan. 24 meeting avoid having a block eight class despite having discussion, the administrators and the Union Building Committee echoed the sentiment that been granted a block eight exemption.

In the social science department, block more underclassmen courses should be offered eight classes are offered almost twice as fre- during block eight, and less classes for upperquently for juniors and seniors as they are classmen, according to the meeting’s minutes.

Students may be granted exemptions from

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block one and block eight courses due to before and after school obligations, such as athletic teams and district-sanctioned employment.

However, exemptions may be rendered useless in certain scenarios. If a course is offered for two sections, and one of them is during block eight, if more than half of its students have exemptions, some of them will be forced into the block eight section.

Personally, I felt a bit puzzled when the Announcer — the list of upcoming courses by block and teacher — was published. From the document displaying the master schedule, I immediately noticed that four of my five courses were offered during block eight for a

INFOGRAPHIC BY MONICA CASTRO

combined seven sections total. Even though my schedule included a block eight athletics exemption, I was forced to enroll in a block eight course. This problem was brought on because one of my courses was a singleton.

Due to enrollment numbers, singletons are necessary, but should never be offered during block eight.

Had I been able to see the Announcer earlier, I would have been able to alter my schedule and course request before submitting my college applications, on which I certified my schedule for my final semester of high school.

The Announcer was not published until very late this last semester, because the counseling department did not receive the schedules from the departments until as late as Dec. 10, with Arena being held on Dec. 17. “I will ask the departments to complete their schedules earlier so that the counseling office will have enough time to work on the Announcer and students will have enough time to discuss their course concerns and choices with the teachers and counselors,” assistant principal of student services Michael Yi said, “I’m trying to move the whole process up by a week or two.”

Transitioning to an online scheduling process would be advantageous, as it would expedite the entire operation.

One of Lowell’s most special features is its schedule. However, the scheduling process should be fine tuned to create fewer challenges for the counseling department and students, specifically upperclassmen, and especially those involved in after school activities.

The Announcer should be released earlier, and block eight sections should not be offered for singletons, and upperclassmen courses with very few sections.

EDITORIAL New rescheduling policy speeds up process, but not inconvenience-free

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TUDENTS UNHAPPY with their schedule were greeted with a new challenge as they returned from break this semester.

Instead of being able to speak with their counselors, they were required to fill out a Course Change Request Form, more commonly referred to as a “pink slip”. This change in procedure, which was designed to improve efficiency, has merely made the process to change courses even more time consuming and confusing.

There are two major flaws in the system that need addressing; a lack of unified procedure between counselors and the disappearance of any way for a student to organize a meeting with their counselor about their schedule.

Many students have circumvented the system altogether. “The system is kind of redundant because I went in and talked to my counselor and got my schedule fixed without using a pink slip,” junior Arbel Efraty said.

There are also students who have had quite the opposite experience. “I went in to have my schedule changed and I was told no and to get out of the office,” junior Luciano Chan said. I wasn't asked to fill out a pink slip, I just left.”

If students do not know which reception to receive the system becomes unreliable. It causes confusion, can lead to mistakes and eventually someone will be left behind. The counselors need to come up with a uniform system and inform the students properly of what that system is.

There are some strong facets to the system such as a better prioritization of students. “We need to focus most of our energy on students who have the biggest problems,” assistant principal Michael Yi said. “This system helps us take care of kids without schedules or classes in the first week more efficiently.”

Other students have seen their problems go unfixed because the pink slips do not cover the full variety of problems visiting a counselor can fix. This doesn’t make sense because it's the counselors’ job to help us and I don’t feel like I’m being helped,” junior Izzy Boutiette said. “I was trying to TA 19/20 but there wasn’t an option for that on the sheet. I went up to the guy and I said I can’t fill this out because my problem isn’t on here, so can I talk to someone in person? He wouldn’t help me he just told me to fill out the sheet.”

So while the counselors are aiming to improve the system they need to acknowledge the flaws in their plan and make the necessary changes. A process must also be organized so that students can organize a meeting with counselors, we cannot be at the mercy of a piece of paper.

KIMBERLY LI HOI LEUNG

Dear Editor: Early morning on January 22nd, we covered the front lawn of school with plastic flamingos.

We intended this as a harmless senior prank.

However, purely coincidentally, other students painted the outside wall of school with graffiti on that same day. We hope that everyone knows that these two pranks were unrelated and performed by entirely different people.

-The “Pink Flamingo” Seniors Dear Editor, I want to express a concern. I am fairly disappointed with the 2013 senior board. I do not think that they were very efficient with the senior shirts. The voting process to choose shirt designs was not carried out well because it wasn’t exactly “voting”. The so-called “voting”was just raising your hand to agree on which shirt design you like. The process was biased because some people aren’t inclined to raise their hand to express

their own opinion; instead, they just go with the majority. I think the whole process should have been done on paper on the catwalk, where the process was usually done. When it was time to buy the senior shirts, people were able to see the designs via Facebook. However, not everyone has Facebook so there were some students that might have wanted a senior shirt but were unable to see the designs. Also, when I saw what our senior sweatshirt was going to look like, I was surprised to see two designs combined into one on it: one on the front and one on the back. We only voted for one sweatshirt design, not two.

Furthermore I think that the announcements for senior activities were very unorganized and subtle, as many of us were unaware of deadlines, such as when to submit shirt designs. I truly appreciate all their hard work but I hope that they can be more organized and have more announcements in the future.

-Anonymous

Martin Costa, Rachel Hsu, Gabe Schumm, Sophie Solomon

Sharn Matusek Cathy Innis

Deidre Foley• Henry Hammel Amy Char • Cooper Logan Amy Char, Deidre Foley, Cooper Logan Henry Hammel, Ian James Kai Matsumoto-Hines, Eva Morgenstein KT Kelly, Adriana Millar Elazar Chertow, Spencer Thirtyacre Dylan Anderson, Elijah Alperin, Elena Bernick, Antonio Carmona, Gideon Fox, Campbell Gee, Zoe Kaiser, KT Kelly, Joseph Kim, Raymond Lang, Rayming Liang, Mellinda Leung, Whitney C. Lim, Cooper Logan, Ashley Louie, Patricia Nguy, Brian Nguyen, Andrew Pearce, Tyler Perkins, Pasha Stone, Sam Tick-Raker, Samantha Wilcox, Michelle Wong, Luming Yuan, Lucy Wu, Sheyda Zebarjadian Hoi Leung Kimberley Li Huimin Zhang Gavin Li, Sally Ma, Kara Scherer, Cate Stern, Monica Castro Eli Alperin Henry Hammel, Pasha Stone Gavin Li

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Lowell AP courses must keep teacher consistency

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HE BEGINNING OF the semester can be a great time to start anew, but an unexpected schedule change can leave one frustrated. As any Lowellite knows, taking an Advanced Placement class can put extra stress on an already demanding schedule. This burden is lightened — at least during Arena — by the guarantee to keep the AP teacher one had in the fall, a policy enacted just 5 years ago.

According to a February 2008 article “New AP policy going smoothly” in The Lowell (www.thelowell.org), “implemented by the administrative council, the policy requires AP English, AP World History, AP European History and AP Biology students to stay with the teacher they had during the fall semester.” Though the policy required an adjustment at the time, students and staff did adjust.

Unfortunately, now students are finding out that it appears the policy is not being adhered to consistently, putting many in a difficult situation. At a Union Building Committee and Administration meeting on Jan. 24, a discussion of student/AP teacher matching also led to a call to analyze the issue further. The Lowell urges the School Site Counsel to plan, clarify to students and administrate a consistent policy establishing specific AP courses deemed appropriate for the policy of year-long teacher-student assignment.

Although yearlong courses are the exception at Lowell,

AP courses are particularly appropriate to have the consistency provided by one teacher. At the beginning of a course, teachers review what the agenda will be for the year. In an AP class, this is especially important, because, aside from the overall coordination ensured by the culminating test, often an individual teacher has a unique way of preparing students for the test in May. If one enrolls in an AP class, they expect to continue the course as they started it, with the same teacher and the same plan. “We try very hard to keep kids with their same AP teacher,” social studies department head Alice Kwong-Ballard said. “That way teachers don’t have to spend time at the beginning of the semester orienting them to their teaching system.”

In addition to individual teaching styles, teachers also tend to travel through the course at varying speeds. And if one is given a different teacher, they might be behind or ahead of their new classmates, leaving them to either catch up or repeat the work they have already completed.

It is also common for AP teachers to assign homework over winter break. This is possible because teachers expect the same individuals to be on their spring class list. If a student is placed with another teacher for their AP class, their winter break work becomes worthless, and they might be required to make up the different homework for their new teacher.

The problem chiefly affects the social studies department because it tends to have multiple teachers teaching a certain AP, though a switch does not occur often, according to AP coordinator and counselor Ivan Yee. However, for those affected, like junior Ilya Verzhbinsky, the change can bring unnecessary anxiety. “It’s definitely a difficult transition,” Verzhbinsky said. “I think they should keep kids with the teachers they had before.”

The idea of “locked classes” is commonplace at most schools, and for specific courses it should become a reality here. The policy from 2008 addressed specific courses that would keep students with the same teacher. The administration should update the list of courses covered by this policy to include a wider range of classes in appropriate departments. Most importantly, students should be told what to expect when signing up for an AP course. If a student is not guaranteed to receive the same teacher in the spring semester, it should be explicitly stated.

Arena is already a stressful event. Almost every participant is unsure about what teachers will still be available once they burst through the double doors of the gymnasium. What gives many a sigh of relief is thinking they will not have to worry about their AP classes, and the last thing Lowell students need is extra — and unnecessary — stress.

BEST movie The best movie of 2012 was the 23rd installment of arguably the best action movie series of all time: Skyfall. Daniel Craig is back, revealing his mortality in his best performance as “Bond, James Bond.” After the first two movies, one uneven, one dismal, that left audiences wondering about the fate of the franchise, the writers came back with a cleverly crafted film.

What made the last two films such a disgrace to the 007 dynasty was the lack of the world-renown benchmarks that they are so famous for. But Skyfall straddled the line of old and new flawlessly, including the return of both ‘Q’ and Moneypenny, as well a tribute to the original Bond, Sean Connery, by reintroducing the classic Aston Martin DB5. The makers of this box office hit also came up with quite a unique villain, Silva, a highly feminine, witty psychomaniac who stands out from previous Bond villains in that he draws sympathy from the audience with his sorrowful backstory.

BEST celebrity relationship When reality TV starlet Kim Kardashian ended her highly publicized 72-day marriage to basketball player Kris Humphries, it seemed like the second eldest Kardashian sister would never find long lasting romance.

But the pop culture princess you hate to love soon found Prince Charming in her close friend — egotistical rap mogul and part-time fashion designer Kanye West.

Besides their many red carpet and front-row fashion week appearances, the couple — given catchy nicknames like “Kimye” and “YeezyCakes” — began to broadcast their relationship over various media outlets like Kim’s hit TV show Keeping Up with the Kardashians.

With recent news that Kim has a bun in the oven, Kimye wins the recognition of being 2012’s Best Celebrity Relationship. One can only hope that she has finally found a loyal boyfriend that loves her as much as Kanye loves Kanye.

BEST TREND We landed on the moon in 1969, but to teens it may seem that our fascination with the stars started in 2012. Now, you do not have to look up at the sky to see the stars all around you, because the galaxy can be seen on the backs of youth from the hallways of any high school to any street corner.

Galaxy print has exploded onto all types of clothing, including leggings, shirts, jackets and even shoes. Yet, just as space looks different from every angle, the graphic pattern comes in a variety of designs and colors. The print typically uses stars and black holes contrasted against dark colors like purple and blue to give the effect that one is staring right through a telescope.

The design’s popularity has skyrocketed over the past year, and it has gone from a hipster staple to a mainstream trend. No matter how you wear your favorite galaxy print, you’ll be sure to look out of this world.

BEST POLITICS When Superstorm Sandy ravaged the East Coast in late October, it devastated residents. But just as there is a rainbow after a storm, there was a bright side to this gloomy time. New Jersey Gov. Chris Christie, a Republican, put himself at the forefront of the hurricane relief effort, fully utilizing President Barack Obama’s rallying of support to the victims of the hurricane.

Before the storm, Christie was a regular critic of Obama and his administration, frequently joining Mitt Romney on the campaign trail to advocate for the Republican nominee. Afterwords, despite his differing political views, Christie praised the president in multiple press statements, according to The Huffington Post (http://www.huffingtonpost.com).

The statements may seem like a small gesture, but Christie’s brave declaration of support for the president was a welcome olive branch in a storm of negativity which had surrounded the election like a hurricane.

WORST celebrity relationship

The Lowell Backpage Feb 1, 2013

By Elena Bernick, Campbell Gee and Spencer Thirtyacre

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During the first half of 2009, it was hard to flip through the pages of People or US Weekly without seeing news relating to the broken and tumultuous relationship between singer Rihanna and hip-hop star Chris Brown.

After Chris cruelly assaulted Rihanna the night before the Grammy’s, a messy love triangle formed between Chris, his then-girlfriend Karrueche Tran and Rihanna. Soon after Chris dumped his now-ex girlfriend, the spark between the formerly estranged couple was reignited. Because of RiRi’s Instagram shots including her tacky new “Beezy” tattoo dedicated to Chris and intimately candid pictures of her supposedly once violent boyfriend –– and especially due to their nonchalant attitude towards domestic violence, this infamous couple earns the title of Worst Celebrity Relationship of 2012. Let’s hope that in 2013, the music superstars’ romance will finally “Take a Bow.”

WORST movie

WORST POLITICS

The horror film genre is difficult to do well in. Moviemakers must frighten the audience without viewers thinking they are trying too hard to scare them.

That being said, The Devil Inside failed miserably at the task. What was advertised to be a modern and fresh take on the classic exorcism turned out to be an atrociously poor attempt to innovate an overused storyline, including a lazy effort to shock viewers by showing scenes with utterly disgusting flesh wounds.

The “climactic” big scare merely showed the possessed mother in a demonic seizure, screaming.

This cheap knockoff stands ill in comparison to one of the greatest horror films ever, The Exorcist, which it attempted to mimic and build off by including multiple demons. A fourth grader could have come up with that, and probably even the whole movie.

WORST TREND

This year, abortion took precedent on the list of political disagreements. Most made sure to treat the sensitive topic with respect. Nevertheless, there were some who could not keep their opinion — despite being overblown and inaccurate — to themselves.

Enter Republicans Richard Mourdock and Todd Akin, who were thrust into the spotlight after their now infamous pro-life comments about rape. Akin, a senator from Missouri at the time, said in an interview on Aug. 19 with a local news station that “if it’s a legitimate rape, the female body has ways to try to shut that whole thing down.”

On Oct. 23, while debating an opponent, Indiana State Treasurer Mourdock said he thought that “even when life begins in that horrible situation of rape, that it is something that God intended to happen.”

The comments were disturbing, legitimizing sexually violent acts being discounted by pro-lifers when setting abortion policies concerning rape survivors. Fortunately, neither remained in office after the November election. Hopefully they have learned — at least to keep their erroneous comments to themselves, at best to rethink their outdated science.

Students have always acted irresponsibly from time to time, but this year they found a way to excuse all bad behavior: YOLO. The acronym stands for “you only live once,” and was popularized by the hit song “The Motto” by Drake. The song was originally released in late 2011, but the phrase caught fire in 2012. Popping up on Twitter, Facebook, Instagram and a plethora of other social networking sites, the motto of millions of teenagers has taken on a life of its own, going far beyond the rap song.

Teenagers have adopted the four-letter slogan into their everyday vocabulary as a modern-day carpe diem, but what began as a simple declaration of having a carefree spirit has since spiraled into a redundant expression of carelessness. One may use the catchphrase in a multitude of situations, ranging from failing a test to running a red light, but it is extremely unnecessary. “YOLO” should not, and should have never been, an excuse for reckless behavior. It is time this expression be put to rest. Just say NOLO.

FOR FULL VERSION, SEE THELOWELL.ORG.

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ILLUSTRATIONS BY KIMBERLY LI. PHOTO ILLUSTRATION COURTESY OF THE SMITHSONIAN INSTITUTE.

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