Issue 4

the

PEN

Palos Verdes Peninsula High School www.pvphsnews.com Vol. XXXVI I

Issue 4 January 8, 2016

MAKING boundaries clear New “Yes Means Yes” law works to prevent unwanted sexual relations and is being integrated into the health curriculum EDITORIAL PAGE 4 OPINION PAGE 5

MAKING EDUCATION EQUAL

PASSING the Torch

TIMEOUT

Federal government modifies No Child Left Behind Act

Teachers, athletes and families create lasting legacies at Peninsula

Football coach Mike Christensen leaves program after three seasons

NEWS PAGE 2

FOCUS PAGE 6-7

SEE PAGE 10

NEWS

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no child left behind?

President Obama replaces 15-year-old No Child Left Behind Act joseph foard and saffy laurio Across the country, the system for public school standardized testing has changed. Signed this past December, the new Every Student Succeeds Act (ESSA) is intended to improve a variety of problematic aspects of the 2001 No Child Left Behind (NCLB) Act. The goal of NCLB was to set high achievement levels for all students around the country. Annual standardized tests were given to students to ensure effective teaching. These tests were updated every two to three years, and each time, passing scores increased.

While this encouraged successful schools to challenge students, less privileged schools had issues keeping up with the higher expectations.

NCLB originally had a set schedule, dictating which grades were to take which standardized subject tests.

No Child Left Behind compelled teachers to develop a curriculum molded to the test

However, this act proved overly demanding, bringing a test-driven focus to the classroom.

“This law focuses on a national goal of ensuring that all of our students graduate prepared for college and future careers,” President Barack Obama said in his speech at the signing of the ESSA on Dec. 10, 2015. “And that’s what we want every single child in America to have.

We just want to give them a chance.”

With the ESSA, schools now have more flexibility in scheduling tests.

Teachers can now break down tests into smaller sections. This way, they can focus their curriculum on how they want to teach their students.

NCLB proved to be a hassle, especially with already highachieving schools. Principal Mitzi Cress disliked certain aspects of the act, her main problems being the unrealistic

standards and the overemphasis on tests rather than learning.

“It isn’t all about taking a test in life,” Cress said. “[The world] needs people who can think, creative thinkers, communicating, working together and collaborating.”

Cress is also excited for the new freedom teachers will have in teaching their curriculum. Because teachers no longer have to worry about adhering to specific topics on standardized testing, they will be able to create more creative, customized curricula for their students.

“Teachers will be giving you more than, ‘We must get through this because you’re going to be tested on this,’” Cress said.

Some critics find the switch from NCLB to ESSA

unnecessary. Members of the public are unhappy with the cost of the change, as NCLB cost $23 billion, while ESSA will cost $24.9 billion. Groups argued that the new act will simply make conditions easier for minorities to graduate.

Another concern is the possibility that students will not get a proper education since teachers will not be motivated to cover necessary material.

While its impact may not be as prominent in a wealthier district such as PVPUSD, the act is expected to improve performance of less fortunate districts.

Cress believes the switch to ESSA will prove successful.

“The fabric of this country is not made of just one group’s success,” Cress said. “We are only as good as every child being educated. That’s why more money will have to go in that direction and more attention [will need to be focused] so that those students can change this cycle of failure.”

Every Student Succeeds allows flexibility of class curriculum and standardized test administration dates

Maya Tamhane and temishi onnekikami / The Pen model / gino abrajano

Local campuses threatened kaitlin bates Violent threats have become an all-too-common reality over the past few months, first with the November mass shootings in Paris and then the December shootings in San Bernadino.

Locally, several cases of violent threats have occurred as well. The Los Angeles Unified School District (LAUSD) recently announced a full closure of all its schools — the first systemwide closure since 1994 — due to a “credible threat,” which was later found to be a hoax. In addition to LAUSD’s threats, Redondo Union and Mira Costa (MCHS) received bomb threats in November and December.

Three times in one week, MCHS received a phone call warning staff that there was a bomb on campus.

Students were dismissed from school during the first two incidents. The third threat was judged to be a fraud and though lockdown was initiated, school was not dismissed. Nothing appeared to be suspicious on campus, and school activity resumed as usual.

Canceling school comes with its own risks. Recent news reports indicate that a student was killed the day LAUSD dismissed students from school. The death was presumed to be related to the violent threats.

“Sending kids out on the street might not be as safe as keeping everybody [in school],” Principal Mitzi Cress said.

A mass shooting targeted towards MCHS was

happening with the safety of their children.

According to Fields, each lost school day will be added onto the end of the year, meaning that the school year will end later than intended. As the threats have continued, many students are beginning to become more skeptical towards the apparent dangers. If the suspect is discovered to be a student from the school, they face expulsion from the district.

“When it comes to threats like this, you have to take them seriously, no matter what,” Fields said.

Students are constantly concerned about the risks of these threats and the potential consequences following them. Luckily, at Peninsula there have been no threats to the campus. The staff is now well aware of how to handle a situation like this.

“I have a protocol that we have set up in all of the offices because some of these calls at some schools came into a secretary,” Cress said.

The last viable threat to Peninsula was 12 years ago.

Since then, the staff has developed a more efficient evacuation plan, as well as two additional backup evacuation locations in case of an emergency.

posted on the social media app Yik Yak in November 2014, occurring around the same time of the year that the more recent bomb threats occurred.

“The kids are getting really tired of it,” MCHS Academic School Counselor Keisha Fields said. “There are some kids that are anxious, though, but most of them are irritated by these continuing threats.”

The MCHS staff’s main concern was the lack of communication between parents and schools, which

“When it comes to threats like this,

you have to take them seriously, no matter what.”

- MCHS Academic School

Counselor Keisha Fields improved during the most recent bomb threat.

Manhattan Beach Unified School District (MBUSD) Superintendent Mike Matthews began sending mass text messages, emails and voicemails to the district’s staff and parents of the students.

“Our superintendent now does a really good job of reaching out to parents,” Fields said.

Receiving four to five emails regarding the third incident, parents were better informed about what was

California High School student laws passed in 2016 joseph foard

UCs open more spaces to undergraduates

15 20 14 20 13 20 20

temishi onnekikami / The Pen

With the first semester coming to a close, seniors are finishing off their college applications and waiting for the arrival of their acceptances or rejections. It is an anxious period for students, especially since some otherwise exemplary students will not make it into their dream schools due to low acceptance rates.

“Californians have been upset that the UC schools are taking in the international and out-of-state students,” Principal Mitzi Cress said.

In response to those concerns, the University of California (UC) schools have recently announced a new plan for the 2016-17 school year. By 2018, the UCs hope to have included 10,000 more undergraduate students than in the past. The enrollment of the incoming class, both freshmen and transfer students, is expected to grow by 5,000 students during this upcoming fall. This is due to the state legislature’s offer of $25 million bonus in state funding for UC schools if they offer more admissions to California undergraduate students.

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The new plan has sparked a variety of opinions. The primary concern with this increase is the need for more teachers, dorm rooms and classroom space.

However, officials are already working on a longterm plan to expand the size of the UCs, building brand new labs, dorms and classrooms over the next five years. The addition of more teachers, labs and rooms gives students the capability to broaden their studies and receive the proper education they need in order to graduate.

Furthermore, tuition for in-state students is being decreased, guaranteeing more openings for the incoming class and higher chances of UC admittance for California residents.

The new plan is a plus for high school seniors graduating this year. Senior Julia Schmidt, for example, applied to a number of UC schools and hopes to get into UC Santa Barbara.

“I think this new plan will be beneficial for undergraduate students,” Schmidt said. “It will allow even more students to further their educations at noteworthy schools.”

113,000 107,714 103,687 101,130

Total freshman and transfer undergraduate admittances, 2012-2015*

12 20 13 20 14 20 20

kaitlin bates

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• Concealed weapons on college campuses are now illegal.

• The California High School Exit Exam has been suspended for three years.

• Schools mandating health classes must include lessons with the goal of preventing sexual violence and consent of both parties, and be inclusive of all sexual orientations.

• Future history textbooks must cover deportation of over 1 million Mexican-American U.S. citizens in the 1930s.

• Schools cannot build fixtures bearing the term “Redskins” starting Jan. 1, 2016 and cannot use the word in mascots, team names and yearbooks starting 2017.

• The California Interscholastic Federation must develop guidelines classifying competition cheer as an official interscholastic sport.

76.5% 72.5% 70.4% 67.0%

Total california resident freshman undergraduate admittances, 2012-2015* *According to University of California

Opinion 27118 Silver Spur Road, Rolling Hills Estates, CA 90274 EDITORS-IN-CHIEF Lauren Lee Tunika Onnekikami Noah Werksman DESIGN EDITOR Jackie Uy MANAGING EDITOR/ BUSINESS & ADVERTISING Isabelle Wang NEWS EDITOR: Annie Benedict WRITERS: Kaitlin Bates Joseph Foard Saffy Laurio OPINION EDITORS: Marine Fujisawa Zoe Willoughby WRITERS: Chris Chien Nile Minn FOCUS EDITORS: Phoebe Borsum Esther Chu WRITERS: Anne Lee Nina Li STUDENT LIFE EDITORS: Amani Jalota Stella Yoo WRITERS: Alison Kim Will Maltz Emily McGinn SPORTS EDITOR: Chris Kong WRITERS: Jordan Chang GRAPHICS Jessica Nye Temishi Onnekikami ADVISER Jaymee Johnson “The Pen” is the student newspaper produced by the advanced journalism students of Palos Verdes Peninsula High School. It is published eight times per year. Advertising inquiries may be directed to Advertising Manager Isabelle Wang at (310) 377- 4888 ext. 652. The Pen editors appreciate Letters to the Editor, which are accepted up to one week before publication. You may submit them to H52 or to Jaymee Johnson’s mailbox.

Copyright © 2016

Cover Design by Jackie Uy Cover Photo by Gino Abrajano

EDITORIAL

yes means yes and no still means no Editorial staff California Governor Jerry Brown recently signed the new “Yes Means Yes” legislation, an initiative intended to teach high school students about the importance of mutual consent. Also referred to as giving “affirmative consent,” this policy, similar to the one that already exists on California college campuses through a law signed late in 2014, requires that all involved individuals attain “affirmative, conscious and voluntary agreement to engage in sexual activity. Lack of protest or resistance does not mean consent, nor does silence mean consent.”

Our society has, for decades, turned a blind eye to the rules of sexual relationships, accepting “consent” as a variety of verbal

and nonverbal signals. But with the overwhelmingly large number of atrocities regarding date rape and sexual harassment on college campuses, the state has increased the severity of the consequences of breaking the rules of sexual intimacy and of the guidelines associated with consent. In an effort to better inform students before they step onto a college campus, the “Yes Means Yes” initiative will be implemented into the health curriculum in California high schools, further clarifying and defining the boundaries of “affirmative consent.”

However, though this law is intended to redefine the traditional definition of “consent,” it does not address the issue of limited sexual health

education in high schools. If you cannot transmit the information in a clear and concise manner, which would probably occur in a stand-alone class, all the legislation in the world will not matter. This elucidation provides answers to the standard premises of rape, but not to the more complex and often frequent exceptions to the rule.

In the eyes of the law, sexual assault and harassment are often cases of one’s word against that of another. If That being said, we do acknowledge and embrace California’s efforts to set a clear standard for the protection of sexual assault victims. At the same time, we ask for greater efforts to be made earlier in

school to condition young students to learn that rape is never acceptable. These transformations begin in the health classes, where students learn more than just the logistics of their ever-changing bodies. Without a stand-alone health curriculum that addresses sexual issues, we lack the knowledge to conduct ourselves in a respectful and healthy manner.

NO

Leaving behind “No Child Left Behind” Act Chris chien

The U.S. House of Representatives and Senate passed a rewrite for the No Child Left Behind Act (NCLB) on Dec. 2 and Dec. 9 respectively, and it was signed into law by President Obama on Dec 10. The original bill, signed

by President George W. Bush in early 2002, put education reform primarily in the hands of the federal government. The rewrite, titled “Every Student Succeeds Act” (ESSA), will give state governments authority to fix their own struggling schools and significantly reduce federal involvement. The changes proposed by ESSA will be beneficial for Peninsula students and faculty, aligning the new standard of education closer to the goals of Peninsula teachers and staff members, as well as getting rid of a bill that did not further the best interests of well-performing schools.

Under ESSA, schools will be held accountable based on proficiency guidelines imposed by each individual state, as opposed to being measured by their yearly progress, which centered around students being able to pass federallymandated tests. Furthermore, the Secretary of Education will be restricted from influencing

state decision on issues such as teacher evaluations or Common Core standards.

This, in turn, will shift the focus of education away from simply passing tests to actual learning and understanding of material taught. These new developments represent a step in the right direction in true equality of education.

system that NCLB implemented to rate schools, allowing states to devise the guidelines themselves. This allows the state government to formulate proficiency criteria, potentially cutting back on the paperwork and testing that schools must currently complete to prove academic performance.

Depending on the direction that

While the idea of accountability and “helping failing schools is certainly a

good one there was just too much money wasted and not everyone got the funding that they needed.

- Government teacher Don Frazier

“

THE PEN PALOS VERDES PENINSULA HIGH SCHOOL

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“With the progress from the NCLB to ESSA, I genuinely believe we are heading in the right direction,” senior Rebecca Mu said. “We need to create [standards] that will actually be fair and reasonable.”

Through ESSA’s goal of moving standardized tests away from centralized education and emphasizing the learning process itself, teachers and students can focus more on the material at hand and less on test performance. In addition, ESSA terminates the rigid

California takes with the new bill, high schools like Peninsula may be able to exhibit its strengths outside of test scores.

“I have hopes the ESSA will truly reflect each school’s uniqueness, rather than the NCLB system that was very rigid in measuring success by performance on a test,” principal Mitzi Cress said.

NCLB was extremely outdated, did not do much to help failing schools and proved to be unfavorable for schools that were above the nation’s

bottom five percent. According to the National Assessment of Education Progress, the gap between Caucasian students and minority students was significantly reduced following NCLB’s enactment, especially among elementary school students.

However, performance among students as a whole did not improve significantly.

In fact, the average nine year old only increased his or her reading score by four points.

In addition, schools that did receive significant financial help did not always progress.

This comes at the expense of schools like Peninsula that often do not receive as much funding for school development.

It is important for low income schools to receive the necessary funds to better their facilities and programs. At the same time however, NCLB may have distributed resources to schools unevenly in hopes of supporting struggling schools.

“While the idea of accountability and helping failing schools is certainly a good one, there was just too much money wasted, and not everyone got the funding that they needed,” Government teacher Don Frazier said.

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silence is not golden Ana willoughby/model zoe willoughby/The Pen

State initiative develops stronger health programs nile minn Peninsula prides itself on preparing students for college and beyond. Yet, a critical component is missing from Peninsula’s curriculum: sexual health awareness. The lack of a stand-alone health program at school puts students at a disadvantage since they are not as knowledgeable on this topic as they should be after they graduate.

In health classes, students learn a variety of lessons that differ from other academic subjects offered on campus.

Although biology class teaches about the mechanics of the human body, students in health can learn how to conduct themselves in situations involving alcohol, drugs and interpersonal relations. The probability of students encountering these situations increases in college.

Health class teaches students lessons not available anywhere else.

“I am a big believer in health education,” school nurse Wendy Keller said. “I do feel that we are lacking in some fundamentals and it should be reinstated.”

One of the fundamentals missing is sex education. For example, in October 2015 Governor Jerry Brown passed a bill that requires all California high school health classes to teach about affirmative consent. The “Yes Means Yes” law offers legal and moral guidance for students. According to USA Today, the law states that each party must give a clear and definite affirmative answer before engaging in sexual relations. By

having lessons about affirmative consent in high school, students will be able to deal more easily in college with the issue, should it arise. However, because Peninsula does not offer a health class, this vital piece of education does not reach the student body.

“We take the health curriculum and input it into different components of our educational curriculum. We call it cross-curricular planning,” principal Mitzi Cress said. “We pride ourselves in being highly compliant and jumping on laws immediately.”

To address deficiencies, a new sexual health education curriculum became mandatory on Jan.1, 2016 for California public school students in grades seven through 12.

The new curriculum requires education in sexual harassment, sexual assault, adolescent relationship abuse, intimate partner violence and sex trafficking.

Teaching these topics in high school would be a better alternative to teaching

it in middle school, because high schoolers ostensibly get more exposure to drugs and sex. Knowing how to handle these issues would make students more likely to make rational choices as they venture into the real world.

“I remember doing a short unit on HIV, but that is all I remember regarding sexual health or health at all during my four years at Peninsula,” senior Abagaaz Sherfa said. “Especially with the crazy college life that many people will get into, having a strong sexual health program or class will make a difference in how we look at the world, and what choices we make in the future.”

As of now, biology class contains a unit on HIV awareness while English courses tie various aspects of health education into their classes. For example, English teachers discuss safe relationships with students when teaching “Romeo and Juliet,” and later discuss the dangers of alcohol during

“A health class is a really good thing to have in high school because it starts a lot of dialogue.”

-school nurse Wendy Keller

“Adventures of Huckleberry Finn.”

For example, when health class was offered on campus during freshman year, students were prepared earlier for what lies ahead. Discussing alcohol in junior year, when many students on campus may have already been exposed to it, seems too late. A unit on HIV and sporadic lectures from an English teacher do not emphasize the importance of sexual health enough.

Regarding sexual health discussions in English classes, “Sometimes [these] conversations evolve naturally,” Bruce Colin, head of the English department, said. “I think that it is not unusual for teachers to have those conversations with students.”

Yet, this conversation does not always come up organically.

“Throughout high school, I always participated in literary discussions, and I do not remember a time when the topic of sexual health safety came up,” senior Leah Whang said. “I would remember if we did, because it would have given valuable information regarding sexual health safety.”

With the new “Yes Means Yes” law being put into effect, partners will be expected to understand what mutual consent is so that boundaries are clear.

“A health class is a good thing to have in high school because it starts a lot of dialogue,” Keller said. “I know there are certain things that I have in my office that start a genuine but hard conversation.”

Focus

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LEGACY Loyalty keeps families black and gold Nina Li

While most students’ experiences at Peninsula are short-lived, there are a number of families who have created family legacies. The Babeks, the McFarlands and the Colins are all families with a long history on this campus. With each generation, these families continue to leave behind impressions through sports, academics and teaching.

The Babeks have attended Peninsula for a 13 consecutive years and have greatly impacted the basketball team.

Senior Mickey Babek and sophomore George Babek are currently the only Babeks at Peninsula. Prior to attending the school, both boys were exposed to Peninsula because of their older siblings’ active participation on campus. “[Watching my siblings] attend Peninsula and play in their games gave me the mindset that Peninsula was the best school [for me],” George said.

Similar to the Babeks, the McFarlands also have a long history at Peninsula.

Carol Fox, mother of senior Michael and sophomore Jenna McFarland, was the first of the McFarlands to go to Peninsula in 1984.

As the last children in the McFarlands a century. Advanced Placement (AP) family to attend Peninsula, senior Literature teacher Bruce Colin and Michael McFarland and sophomore Jenna his siblings graduated from Peninsula, McFarland will leave their marks on formerly known as Rolling Hills High the campus with strong academic and School. The Colin family has greatly athletic performances. contributed to Peninsula’s community Michael believes that his hard work through Bruce’s many years teaching and dedication to the public education English and also through his brother-insystem is the law Kelly Johnson’s legacy he will service as the We have really developed a leave behind principal for 20 at Peninsula. [tight knit] community on the hill years.

“We can’t think He is on the of any disadvantages state board of because our whole family has [of attending education and attended Peninsula.

Peninsula],” Bruce is a member said. “The benefit of the board -senior Michael McFarland is that it continues of directors to be a great place for the PTA. for us to work and our children to go to Michael is also the governmental affairs school.” program director for the California While the Colins have managed to Association of Student Councils.

“I love the campus, the faculty and leave a lasting impression at Peninsula, the school as a whole,” Michael said. this school has also cultivated “It has provided us with an exceptional relationships between members of the educational experience.” family. Bruce met his wife, counselor Pat The Colin family has been a part of Colin, on campus over 25 years ago. the Peninsula community for almost half “My mantra to support my children

“

”

during school has always been to work hard and also to have fun,” counselor Pat Colin said. “Peninsula is a wonderful school to work for and Bruce and I are grateful to be a part of it.”

The eldest child, Grant, graduated in 2014 and the second oldest, Dane, is a senior. The youngest son, Ethan, is a freshman, and while new to the school, Ethan has his older brothers to guide him through his high school experience.

“Having older siblings is helpful because as I made the transition to high school, they told me about my new teachers and reassured me, which definitely made things easier,” Ethan said.

All the Babeks, McFarlands and Colins wish to promote their family legacy during their time in high school. Since the majority of each family attended Peninsula, they all understand and help one another with difficulties at school.

“We have really developed a strong, [tight-knit] community on the hill because our whole family has attended Peninsula,” Michael said. “[Our legacy] has provided a special experience that prepared me to be successful in life.”

63 Percent Plan to live in palos verdes after they graduate

36 Percent feel pressure from their siblings’ performance at school

72 Percent wish to leave legacies at peninsula *Survey out of 100 students taken on jan. 4, 2016

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d n i eh la b e u v s a n e i l n e p s e i t l a i m Fa rints p t o fo

Athletes keep it in the family anne lee

Several students practice a common sport with siblings who have attended, currently attend or plan to attend Peninsula. Seniors Connor Hance and Will Abele are two of many students who share the same interests as their siblings. Both students hope to leave legacies that highlight their achievements at Peninsula as competitive athletes.

Connor grew up in a family in which tennis played a significant role. Hance’s parents are tennis coaches and run a tennis center together. His background led him and his siblings to play tennis competitively from an early age. Just like Connor, his older sister, Kenadi, played varsity tennis at Peninsula.

Since graduating, she continues to play competitively at the University of Washington.

The high rankings he has achieved has greatly impacted Peninsula’s tennis.

Through his accomplishments, Connor hopes to leave a legacy for future tennis players to experience the honor of being a part of the tennis team.

“I believe that a legacy is something that should be remembered about a specific person or object,” Connor said.

“The legacy that I would like to leave behind is representing my school and setting an example for what current and future Panthers can accomplish throughout high school.”

Will and his siblings all share a passion for swim that started at a young age. He has been swimming for over ten years and is in a family in which swimming was a big part of their lives. His younger sister, Lucie, is a sophomore and is currently on the swim team. Genna, his older sister, was also on the swim team during her time at Peninsula. He also has another younger sister, JJ, who is in

seventh grade, and hopes to also swim at Peninsula.

“From competing in the pool to racing in the ocean, we have seen it all since swimming is a big part of our family’s lifestyle,” Will said.

Swimming has brought Will and his siblings closer together, creating a way for them to bond.

“I think we may stand out because there are four of us, and we all swim,” Will said. ”I am proud to share a wonderful sport with fantastic siblings.”

He hopes that future swimmers at Peninsula will see his impact on the team and attempt to do the same in representing the Panthers.

“I can honestly say that swim has given me some of the best moments of my life,” Will said. “I hope my siblings and I are remembered as team players who always gave 110 percent.”

Panthers return to their old Pen anne lee

Peninsula graduates love to come back to visit teachers and friends; some go a step further and stay to teach. There are at least 13 teachers on campus that are graduates. Among them are World History Honors teacher Mindy Webster, English 2 Honors and Advanced Placement (AP) Literature teacher Rebecka Dibble and AP Biology teacher Emi Yamaguchi. They hope to leave a legacy through their current teachings and experiences from their high school days.

Webster’s experience at Peninsula as a student ultimately brought her back to teach at Peninsula.

“I loved being at a diverse and energetic school,” Webster said. “It was great preparation for college, and I am

still in contact with many high school friends.”

Webster recalls how the school shaped her into who she is. Taking what she learned in high school, she provides students with life advice for high school and beyond. She hopes that through experiences in high school, students gain insight by critically thinking through issues and not taking things at face value.

As did Webster, Dibble grew up in Palos Verdes, admiring the strong level of education that she was able to receive at Peninsula. She always felt challenged by her teachers and students around her, which prepared her to do well in college.

“I came to realize how amazing Peninsula and the Panther community truly were, [so] I wanted to come back

and be a part of it again,” Rebecka Dibble said. “[My experience in this community showed me that] ‘you don’t know what you’ve got until it’s gone.’”

Dibble hopes that her students will embrace the challenges in their classes and realize that there is a lot to gain from their experiences.

“My favorite saying is ‘If it doesn’t challenge you, it won’t change you,’” Dibble said. “Learn from your mistakes and appreciate how much you are being challenged because it is ultimately making you a stronger person.”

Similarly to Webster and Dibble, Yamaguchi became a teacher in hopes of inspiring students to pursue science after discovering her own for biology.

Yamaguchi wants students to know

that high school is a very important time in a person’s life and that students should truly embrace and savor those moments.

“I would say that students should enjoy [life in high school], to have fun, to make good friends, to experience life and to learn as much as they can,” Yamaguchi said. “There is no other time in your life, in which that is your only job, to learn as much as you can.”

As a Peninsula alumna, Yamaguchi wishes to instill a love of learning in her students.

“The most important thing for me is to leave behind is the love of learning,” Yamaguchi said. “Always having a growth mindset in trying to improve and trying to learn more and trying to get better at whatever it is that you are doing.”

Student Life 8

busy bees students buzz into the business world

Bishop develops flavorful lip scrubs Emily mcginn While spending her summer traveling in England, senior Amanda Bishop found inspiration in boutique shops to create her own lip scrub business, Sugar Dip. She has eight flavors of lip scrubs that she sells, ranging from “dulce de leche” to “raspberry cheesecake.” Bishop uses several natural ingredients, most notably sugar, and a few secret ingredients to make her vegan lip scrubs. After creating a website, Bishop officially opened the business in 2015. She tries to attract a younger audience and advertises towards people of her own age. She has invested close $3000 in her business.

“The hardest part was getting the flavor perfect and keeping it consistent throughout every batch that we made,”

Bishop said.

Although owning a business is time consuming, Bishop plans her time accordingly.

“The most time consuming part was actually making all of the lip scrubs and getting the recipe right,” Bishop said. “That was really tedious and took a lot of time.”

Bishop considers this business endeavor a great learning experience. As of now, Bishop is not sure if she will expand the business, but she plans to see where the business takes her.

“I really liked coming up with unique flavors that people would like because there are lip scrub businesses out there, but their flavors are normal ones,” Bishop said. “It was really fun finding ways to make different unique flavors.”

Masuda designs reusable denim bags Alison Kim Sophomore Allison Masuda became interested in entrepreneurship in the eighth grade, when she learned about the Young Entrepreneur Academy through Girl Scouts. With the help of the program, Masuda created Allison’s Bag Company.

She sells eco-friendly, reusable denim bags made with scrap material from garment companies.

“At the academy we learn a different skill in each class,” Masuda said. “For example, we study presentation skills and how to set up a merchant’s account.”

After completing the developmental stage for her business, Masuda presented her ideas to a board of investors, who

loaned her a sum of money to start her business. Masuda was inspired to create the bags as alternatives to those that have negative environmental effects. Masuda registered for a business license in the summer of 2014 and still manages her company today. She began by hand-sewing the bags, but has since taken her designs to a seamstress in order to balance her business with her schooling.

“The most important thing that I learned from business is that passion gives one good results,” Masuda said.

Additionally, Masuda donates three bags to a women’s shelter in downtown Los Angeles for every one sold.

Masuda now mentors current students at the Young Entrepreneurs Academy.

alison kim

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In elementary school, junior Camryn Bush discovered her love for bracelet making. Years later, she began selling these homemade accessories to friends and family. Over the years she began to create not only bracelets, but also anklets and chokers. She started an online business called Sea Bee Bracelets on Aug. 4, 2015.

Currently Bush has 24 items in stock.

One can request a custom made bracelet or buy one premade on Etsy, an online marketplace where people sell handmade or vintage goods.

Bush’s passion for nature is evident in

her brightly colored organic styles.

Bush accredits her inspiration to Shark Tank, a TV show that presents new entrepreneurs to investors.

“It is really inspiring to see young entrepreneurs on Shark Tank make their own money, be their own boss and do the work themselves,” Bush said.

Bush’s business record extends back to middle school, when she started a greeting card business. She plans to donate her profits from her current business to local children’s hospitals. This is Bush’s way of sharing her passion and helping others by doing what she loves.

GRAPHIC BY JESSICA NYE

Bush braids together a bracelet biz

serena tramm/The Pen

9

HEAR US ROAR (Left to right) Saahil Anand, Matthew Klinck, Lauren Kim, Cher Su and Gopika Jalan discuss debate topics during practice.

The team meets twice a week for practice and meets with coaches as it prepares for future tournaments.

Debate team talks its way into multiple victories emily mcginn The speech and debate team has been dominating the South Bay league, winning many regional tournaments and placing students in top brackets. The team has succeeded in an unprecedented number of qualifying tournaments this year, including the Jack Howe Invitational, the Fullerton Invitational and the La Costa Canyon Invitational.

In order to win a league debate tournament, a team must win three or four debate rounds at invitationals.

There are six rounds plus additional competitions between advancing teams. Invitationals can be extremely competitive because they determine who will go to the Tournament of Champions,

the most competitive national tournament for high school students.

“The very medium of speech and debate allows you to think more critically and creatively in every aspect of life.“ - Senior Laura Griffin “One of our biggest strengths is the number of coaches that we have and the quality of coaches that we have,” senior and debate captain Gopika Jalan said.

“We get a lot of practice done and so when we go to tournaments we are very

well-prepared.”

Debate topics tend to be about governmental issues, whereas speech topics range from humorous speeches to original interpretation. Six coaches aid the speech and debate students in research and practice. Jalan moderates the meetings each week and helps lead the team, while other officers assist new debate members and freshmen.

“Being in such a positive, workoriented environment challenges you as a person to push yourself to do more,” senior Laura Griffin said. “The very medium of speech and debate allows you to think more critically and creatively in every aspect of your life. We are a very tight-knit family, where we are always there to support each other.”

Freshman Mei Johnson finds success in debate stella yoo

five sweepstakes awards in 2015

ranked first in Western Bay Forensics League in 2015

Graphics by temishi onnekikami

Freshman Mei Johnson poses after a debate practice on an October afternoon. Johnson attends several practices in preparation for an upcoming tournament at UC Berkeley.

With five years of debate under her belt through elementary and middle school clubs, freshman Mei Johnson has quickly found her place on the team.

One of her greatest accomplishments this year was taking second place at the Jack Howes Tournament.

Johnson mostly enjoys how debate has sharpened her abstract thinking and oratory skills.

“I have learned to think on my feet and to think creatively. [It has] allowed me to generate ideas more quickly and has helped my public speaking skills, especially for class presentations.”

Johnson feels that the practice she

gets from debate will give her the tools necessary to become a lawyer.

“I want to be a lawyer so honing my public speaking skills and learning how to perform under pressure will help me in the long run,” Johnson said.

Although the team faces demanding work loads, Johnson believes that they frequently find solace in the camaraderie they all share.

“Everyone is just really friendly and accomplished so we have a better environment in contrast to other debate teams that tend to be very competitive,” Johnson said. “All the collaboration with compiling evidence, discussing strategies and traveling to tournaments really brings us closer together.”

multiple nationally ranked debaters

Courtesy of PSS IMAGING

10

“My goal when I come in is when I leave a program, it is better than it was when I came in.

[The football program] is undoubtedly better, just from the infrastructure,” Christensen said. “Overall I am completely at ease and at peace with what we have done.”

Christensen leaves Peninsula’s football program after three seasons Tunika Onnekikami According to the Daily Breeze, coach Michael Christensen was recently released from Peninsula’s football team as head coach. Though he will continue to work on campus teaching the Sports Medicine class and as a physical education instructor, he will no longer head the football team.

“Right before the holidays [Principal Mitzi] Cress called me in,” Christensen said. “With [everything that happened], I think she wanted to rejuvenate [the program] and start fresh, so she decided to make a change and try to get a [different] or more local coach to try to [bring up] numbers.”

Christensen first came to head the team in 2013, having previously coached at Carson and South Torrance high schools; he led Peninsula for two full seasons and was near the end of his third when the remainder of the 2015 season was forfeited due to numerous injuries and a depleted roster. “[The forfeit of the final three varsity games] was a little disappointing. Over the past three seasons, we have done so much to make it attractive for kids to play [football]. From all the new equipment to the new locker room to

the new offices, we have everything,” Christensen said. “It has been a lot of work by a lot of people, not only myself.”

Although Christensen is unsure of the high school’s plans to reinvigorate the football program, he believes that there are new strategies being considered.

He thinks that one of the ideas is to move the program out of the Bay League, though it would not be without consequences; he foresees difficulties with that course of action.

“It looks very unlikely that there will be any re-leaguing for the next two years,” Christensen said.

He also mentioned that before leaving the program, he and Athletic Director Wendall Yoshida changed the preseason schedule to include more nonleague teams.

“Our kids give great effort [and they always] play hard, but there are limitations and it is not fair for them sometimes to play against some of the schools that are just better [each week],” Christensen said. “It starts to wear them down. I think it is going to help a lot because our kids need success.”

Christensen, who finished his run at Peninsula with a record of 9-21, intends to stay in the district but also hopes to coach elsewhere.

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11

CHANGING

GEARS

On October 31, Cheer performed during a varsity football game. The team performed during the halftime of Peninsula’s Homecoming game against Inglewood.

Cheer becomes a California Interscholastic Federation Sport Jordan Chang

In California, people have debated for a long time whether cheerleading should be recognized as a sport.

Only nine states officially recognize cheerleading as an official sport. However, at the end of the 2015 fall sports season, California Governor Jerry Brown announced that beginning with the 2017-2018 school year, cheer will be considered a California Interscholastic Federation (CIF) sport.

“The CIF looks forward to bringing competitive cheer into the family of CIF sports,” a CIF media release stated. “The CIF will immediately begin the process of developing policies for the implementation of competitive cheer as a CIF sport.”

This is a memorable event in the history of cheerleading and is exciting for cheer teams throughout California.

“This legitimizes cheerleading as a sport,” sophomore junior varsity cheer captain Hope Reveche said. “We do just as much work as any other sport and,

to be honest, I think it should have been considered a CIF sport years ago.”

Despite this news, the question of how Peninsula cheerleaders will compete remains unresolved. With a multitude of sports at Peninsula, it may be difficult for the school’s gyms to accommodate all of the teams.

“It would be nice to compete and

have people come cheer for us too.”

- Sophomore Kara Lee “If they want to compete they definitely can.

However, we just don’t have the facilities at this point to have a competitive team, since most of them are used up by other sports in season such as basketball and volleyball,” head cheer coach Loretta Alvillar said.

Another factor playing into Peninsula cheer’s competition status is commitment. Fifteen to 20

cheerleaders would be needed to form a competitive team, and Peninsula cheerleaders may have time conflicts.

“Academics are a priority here, and everyone participates in a million things, such as service or volunteer groups, on top of their sport,” Alvillar said. ”I would not mind if the girls decided to compete, it’s just that it would not be me on the floor, it would be them.”

If the varsity and junior varsity teams decide to compete, Alvillar believes that it is important that they balance both their physical and mental health, and are aware of how they can improve.

“If you are going to compete you need to give it 110 percent,” Alvillar said. “Coaches will push you to a certain point but I think a lot of the motivation to compete has to come from the individual first in order to improve.”

Sophomore varsity cheer member Kara Lee embraces the challenge of a competitive cheer team.

“It would be nice to compete and have people come cheer for us too,” Lee said.

Sophomore Kenneth White splits the sea in voyage for sailing success Jordan Chang Sailing has evolved from a method of uncovering new continents into a competitive and leisure sport. Modern day sailors such as sophomore Kenneth White proudly continue the sailing tradition.

“I enjoy sailing because I feel completely free in the water. It is very fun to sail with both my team and family,” White said.

White sails at the Cabrillo Beach Yacht Club in San Pedro, and is part of the junior sailing team coached by Steve Natvig. His team consists of roughly 25

male and female students that attend high pressure situations and be patient.

Peninsula, Palos Verdes and the Port of “Being calm is an important part of Los Angeles High School. Team members being a good sailor,” Natvig said. “ Having practice good Being calm and seeing the big picture instead control from 3:30 P.M. to 6:30 of just what’s in front of you are important to and flow P.M. Monday of your doing well in sailing. through boat Thursday, also - Sophomore Kenneth White are but are key to only required to go twice a week. To be sailing.” allowed to sail, high school students must White’s sailing team competes in pass a swim test, which includes treading monthly competitions called regattas in water and swimming in the ocean. In the South Bay. In these competitions, a addition to being competent swimmers, two-man team must maneuver its boat junior sailors must be able to deal with through a course of marked buoys. Each

“

”

team consists of a skipper and a crew.

The skipper, captain of the boat, is in charge of directing his team and operates the back sail, while the crew supports the skipper and operates the front sail.

“How fast you go and how effectively you run through the course determines where and if you are placed,” White said.

“Being calm and seeing the big picture instead of just what’s in front of you are important to doing well in sailing.”

White wishes to continue his family tradition of sailing.

“I hope to become the skipper of my grandparents’ beloved boat, Astra,” White said.

Temishi onnekikami/ The Pen sERENA TRAM M/The Pen

Sports

12

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