May/June 2015, Vol. 31, No. 8

THE CLASSIC JUNE 2015 ISSUE / VISIT OUR WEBSITE

OF TOWNSEND HARRIS

Free! $0.00

THHSCLASSIC.COM

Tabloid Turmoil Post prompts promdemonium!

Rare sight of a THHS senior girl getting a prom date captured on camera.

By Olivia Chan, Rebecca Kwon and Ekta Rana WHEN THE media publishes a news story on Townsend Harris High School, it usually involves scholastic or athletic achievements. Recently, The New York Post, Fox 5, and 1010 WINS radio covered THHS for reasons unrelated to academics: prom and the dress code. Both

articles drew swift and passionate responses from members of the school community who questioned the accuracy and relevancy of the reporting.

It began on May 9, when the Post published an article on how THHS’s gender ratio disparity causes dilemmas for girls trying to procure prom dates.

Despite the fact that several students they interviewed said

that the gender disparity was not a big issue when it came to finding dates, the article was titled “Girls at this school can’t find prom dates—because there aren’t enough boys.”

Fox 5 subsequently interviewed students such as senior Gaby Cintron and her friends about their date situations. Gaby stated, “I feel like the newspaper only felt like using excerpts

from people who reflected what they wanted to tell their audience, and not the truth. I know several friends of mine who told them that going to prom with no date was not a big deal, myself included, yet they didn’t include those excerpts.”

Another student interviewed by the Post, senior Rebecca

SEE PAGE 9 PHOTO BY JUNWOO SHIN

EXCLUSIVE DOE changes sex ed policy

The Classic reports on a change to the way condom usage is taught in NYC health classes. The DOE is planning to launch the new policy in the fall.

SEE PAGE 3 PHOTO BY STEPHANIE GEIER

2 June 2015

THE CLASSIC

NEWS ELECTION RESULTS

Votes tallied in Student Union election

PHOTO BY ADAM SOSNICKI

Top: (Left to right) Alex Chen, Agastya Vaidya

Bottom: (Left to right) Ivy Lam, Raya Kazdan, Marina Aweeda, Sherin Shibu, Kathy Ling, Angelina Liu, Peony Tse

Aayush Beri STAFF WRITER THE STUDENT body elected its 2015-2016 Student Union leaders in the elections earlier last month.

Leading as Student Union President will be junior Sherin Shibu, who will partner with SU Vice President-elect, junior Peony Tse. The Junior BSAC, Junior SLT, Treasurer, Junior and Senior Class President races were all unopposed (see full results to the left).

Sherin, who previously served as Sophmen Class President and Junior Class President, spoke of the importance of educating the student body about the function and importance of the SU as a whole. She plans to do this by implementing a monthly newsletter to keep everyone informed.

“I understand that people who wanted to run may not have known about the mandatory prerequisites or the fact that

application packets were sent out,” she said. “We’re going to try to emphasize the importance of every role on the SU.” Junior Angelina Liu, elected to lead Public Relations for the SU, also felt the need to keep the student body involved, adding, “Specifically as Public Relations, I’m going to get the SU website up and running so everyone can get news more easily and efficiently, instead of relying solely on senators/morning announcements.”

Citing a desire to improve student resources as her main goal, Peony commented, “There should be more connections linking students to what is beyond classroom walls.”

This year’s campaign began on March 30 and featured the standard posters and Facebook posts.

Campaign rules prohibit posters in the cafeteria, bathrooms, the gymnasium, classrooms, any food-based campaigning, and a total campaign budget greater

than $20. Although this places some limitations on the means of campaigning, it gives the candidates a chance to think outside the box.

Among the most unique advertising choices was Sherin’s final campaign day strategy.

Although there are restrictions on ads such as posters in bathrooms, Sherin was allowed to place liquid soap packets with her name on them in bathrooms.

She commented, “I thought about what Harrisites continually complained about, and so I asked if I could put soap in the bathrooms as a part of my campaign.”

“It says a lot about you as a candidate if you’re able to reach out to the student body in so many different ways,” said Coordinator of Student Activities Sarah Oberlander, who was strongly supportive of such measures.

“It means you’re better suited to connect with them and their environment.”

Sophmen President Candidate freshman Noah Sadik added, “I think unusual ads … make the race more interesting.”

Agastya Vaidya, who ran unopposed, felt that his race lacked that element of intense advertising some other campaigns added.

“Campaigning wasn’t something I got to experience like the opposed people,” he said, “but I felt pride in telling people I’ll be representing our school as Junior BSAC.” Ms. Oberlander praised the efforts of all the candidates: “I felt that most students promoted their campaigns well. Even the unopposed candidates...helped promote the election as a whole.”

Sophomore Secretary Alex added, “We may see similar things in the future, but campaign rules do restrict how much a candidate may give out. After all, we want the candidates to win their votes, not buy them.”

Financial literacy exam ranks seniors at the top

Drushanie Sayroo STAFF WRITER

T H IS Y E A R , Tow nsend Harris won an award for being the top mid-sized high school in the country for its extensive achievement on a Financial Literacy Certification Test.

T he prog ra m is r u n by an organization called W!SE ( Wo r k i n g i n S u p p o r t o f Education). It consists of a pretest and post-test administered by W!SE. The curriculum is taught in

the senior Economic classes. The success of the program is measured by the results on the post-test.

Townsend Harris seniors have taken it every year since 2007.

This year, the school earned the

“Schools that take [the Financial Literacy Test] have an opportunity to prove how well their students do

“!e program has value because it teaches students skills that they will take with them to college and beyond.”

Although the test is not required by the New York State Depa r t ment of E duc at ion,

top spot for mid-sized schools and the seventeenth spot nationwide for all school types.

According to Dr. Steinmann,

on the test.”

AP U.S History and AP Macroeconomic teacher Ms. Baranoff mentions, “We have

almost 100% of students passing the post-test each year.”

For the past several years, THHS has been ranked as one of the top high schools teaching personal finance.

According to Ms. Baranoff, “The program has value because it teaches students skills that they will take with them to college and beyond such as how to create a budget, how insurance works, how credit/ credit cards work, and how to write a check.”

THE CLASSIC

June 2015

3

NEWS/FEATURES NEWS

Key change coming to NYC sex ed policy

PHOTOS BY KARI IOCOLANO

Ms. Assante is currently allowed to teach her Health classes how to use condoms but not hold practical demonstrations in class; this will change for the 2015-2016 school year.

Jason Lalljee A&E EDITOR A Department of Education (DOE) sex education policy that many health educators felt had significant shortcomings is set to change. For the past four years, New York City’s sex education curriculum allowed health teachers to speak about proper condom usage in class but forbade them from performing practical demonstrations or showing actual condoms. Starting this fall, the new policy will allow in-class demonstrations, a DOE official told The Classic exclusively.

Though this change will impact the way required health courses can be taught to NYC high school students, parents will have the ability to opt-out their children. Parents have always had the right to keep their children from receiving condoms and observing demonstrations outside of the classroom.

On the reasoning behind the policy change, DOE Deputy Press Secretary Jason Fink said, “Condom demonstrations have long been part of the high school condom availability programs and have been shown to increase rates of condom use.

Allowing condom demonstrations in high school health education class will provide students with medically accurate information that can help them stay healthy.”

In 2011, the Bloomberg administration began allowing health educators to teach lessons on condom usage as part of a strategy to reduce unplanned teenage pregnancies. Though many praised the policy, a number of Townsend Harris Health educators felt that it did not go

far enough due to the lack of demonstrations.

Health teacher Maria Assante is thrilled by the policy change, saying that it “has been a long time coming.”

She believed the current policy to be “incredibly irresponsible.” Students who wanted to see a practical condom demonstration had to see her or another trained educator outside of class; additionally, the student had to make sure that his or her name wasn’t on the parent “opto u t ” list.

The op t - o u t policy dictates that parents may exempt their children from “prevention” classes (specifically lessons on condoms and other birth control methods) as long as the school is given “assurance that the pupil will receive such instruction at home.” In 2012, the criteria for opting-out expanded to apply to the HIV/ AIDS curriculum.

“Some people argued that if the city is just going to give out condoms to students, there’s no need to hold practical demonstrations,” said Ms. Assante, but she disagrees. She believes these demonstrations to be im-

portant, but under the current policy, few students take part in them.

“In a year, being generous, I get about 20 kids for these demonstrations,” she estimated. “I always say, ‘bring some friends with you, it makes everyone more relaxed.’ We have

out and have sex right now.’

Kids are going to have sex whether teachers demonstrate condoms or not,” she added.

“It’s just the life of being a teenager and exposure doesn’t force you to go do anything, it just teaches you how to do it safely and I would rather kids learned how to put on condoms safely.”

Only 22 states have laws that make the teaching of sex and HIV education in public schools compulsory, nine of which don’t require the instruction to be medically accurate. A 2011 study by the Center for Disease Control and Prevention (CDCP) noted around two-thirds of New York State schools don’t offer any form of practical instruction, including condom demonstrations.

Athletic Director and Health teacher Keith Hanson described sex education programs that focus on abstinence and avoid offering practical instruction as “stick-your-headin-the-sand type” methods.

Assistant Principal of Organization, Health and Physical Education Ellen Fee also favors the idea of practical instruction.

“It’s always a better lesson when there’s a tangible demonstration and something that’s real. So I’m grateful that the DOE has finally seen the importance of having practical demonstrations.”

“Allowing condom demonstrations in high school health education class will provide students with medically accurate information that can help them stay healthy.”

1 , 2 0 0 kids in this school.

Let’s say 200 kids opt-out. That leaves us 1,000 kids going to college without learning the right way to put on a condom from a trained professional.”

Assistant Principal of Guidance Veronica York agreed, saying, “I can’t figure out a good reason why [health teachers] couldn’t [show students condoms].”

“Showing kids condoms doesn’t say ‘take these and go

Senior HIV/AIDS peer educator Daja Nasib believes that students will benefit from the change. She said, “I think it’s a great idea because...a lot of people need more hands-on experience in trying to understand how things really work.”

Junior Sandy Huang felt strongly about the current policy, saying it was “ridiculous that they wouldn’t let us see condoms in class. A lot of people are like me in that they learn something better by seeing and doing rather than reading and listening.”

In 1987, on the heels of the decade’s HIV/AIDS crisis, the state mandated the adoption of an HIV/AIDS curriculum in every school. To this day, it’s the only statewide education mandate that exists. The 2011 citywide sex education mandate expanded what up until that point had required “at least five class sessions each year, from kindergarten through 12th grade.”

It was broadened to a call for schools to teach a semester of sex education in 6th or 7th grade, and again in 9th or 10th grade; the DOE suggested that schools use HealthSmart and Reducing the Risk, the latter of the out-of-the-box curricula inclusive of condom demonstrations.

Ms. Assante, discussing the key takeaways from health class, said “I would say... the most valuable thing is good decisionmaking skills. If you have those, you will know how to live a long, healthy life. Sex education is a part of that.”

4 June 2015

THE CLASSIC

NEWS

PHOTOS BY YASH SHARMA

Unopposed SU candidates promoting their campaigns at the SU Debates.

Abundance of unopposed candidates in SU election Olivia Chan and Elizabeth Tum STAFF WRITERS MANY OF this year’s SU candidates found themselves campaigning for their spots without anyone standing in their way.

Junior Lianna Rada, sophomore Marina Aweeda, sophomore Agastya Vaidya, sophomore Caitlin Cassidy, junior Angelina Liu, and sophomore Raya Kazdan ran unchallenged for the positions of Senior Class President, Junior Class President, Junior BSAC, Junior SLT, Public Relations, and Treasurer, respectively.

Despite being unopposed, these candidates had to campaign and make speeches like the other candidates. Most of their campaigning simply involved reaching out, relying on their words over large posters and numerous Facebook posts to introduce and promote themselves to other students.

“I had to still prove myself worthy of the position and get my ideas out there, so the people [would] know ... what I’m going to do for them,” Marina said.

The lack of competition proved to be a double-edged sword. While assured of the position, essentially limiting the stress factor of campaigning, these candidates found that they had less opportunity to receive recognition. During the SU debate, unopposed candidates had to shorten their prepared speeches due to the time constraints of the event.

“It was a little upsetting because I put a lot of time and effort into writing my campaign speech only to give a fraction of it,” Angelina expressed. “[Running unopposed] did save me a lot of stress that I probably couldn’t afford any more of this year,” she added, although she did feel guilty for not giving the voters a choice in the election.

This was an issue among most of these candidates. “I would feel more validated as a candidate the students voted for,” Lianna confessed. “But I am lucky to have run for such an important position unopposed.”

The phenomenon of unchallenged candidates for the SU Board

isn’t exactly unfamiliar. However, the trend of a lack of participants in elections points to some concerns about the SU elections.

Some students said that they were unaware of the numerous positions

“We have been discussing ways to increase the appeal and visibility of the Student Union Executive Board and its effectiveness in getting the students’ voices heard,” current SU President senior Karen Su commented. “I hope that more students will take these elections and these positions more seriously so that they have a way to make a positive change.” Coordinator of Student Activities Sarah Oberlander said, “We need to promote the positions more and get more people to run. We need experience, but there are no other options.We need someone who’s done a lot, knows about the SU, and knows how to communicate with the student body.”

“I think [the amount of unopposed candidates] reflects a lack of interest among the student body to participate in school politics,” junior Howard Tai said. “However, I also feel that the students’ academic workload and their commitment

“Students shouldn’t have to se!le for a given leader.” avai lable to them, their roles, and how they are able to pursue leadership responsibilities in THHS. Prospective candidates for positions deficient in competition may not be the most experienced, but are voted in simply because there is no other alternative.

to other activities/projects also contribute heavily to the lacking candidate pool in elections.”

Some students felt that one way to increase participation in SU races was to explain the roles offered more clearly, suggesting more emails that stated all the positions. “I think if it was clear what each candidate can do and is responsible for there would be more incentive because there would be a clear method on changing things and having a voice,” junior Jensine Raihan remarked.

Although students recognized the need for more education about elections, junior Delphine Zheng believes that for more competitive elections, a large responsibility is placed on students to have more enthusiasm for affecting change.

“I don’t believe running for a position needs more promotion because if you truly wanted to affect change in the school, deciding to run for a position reflects your enthusiasm to make those goals become reality,” Delphine said.

Former AP to be honored with Central Park bench Poonam Dass STAFF WRITER

IN OR DER to honor the memory of former Assisstant Principal of Humanities, Lynne Greenfield, the Townsend Harris Alumni Association set up a fund to dedicate a bench to her in Central Park. The bench will be revealed on Saturday, June 13.

Social Studies teacher Linda Steinman and English teacher Judy Biener remember Ms. Greenfield as a woman who loved to hike and walk, especially in Central Park.

The idea to get a bench was from Ms. Greenfield herself. Ms. Biener reflected, “Lynne used to say ‘when I die, I want a bench named after me.’ She expressed that desire and her friends helped

make it a reality.”

At first, she was only supposed to have a simple bench, but due to her longstanding support of the Central Conservancy, the park representative recognized her name and upgraded her bench.

Ms. Biener stated, “She’s a quintessential New Yorker and it’s very appropriate for her [to have such a memorial].”

Dr. Steinmann agreed, stating, “She loved to share the city with her students. She taught an elective course at Townsend Harris with the city as an integral part.

I’d like to imagine future THHS students visiting her bench, either on purpose or by accident, and remembering her.”

PHOTO BY ANGELINA LIU

Lynne Greenfield memorial ceremony at the Townsend Harris auditorium.

THE CLASSIC

June 2015

READY FOR THE SAT? Private Tutoring Small Group Intensive Prep SAT Summer Bootcamp

PARKER TOWERS 104-40 QUEENS BOULEVARD SUITES 1C AND 1D FOREST HILLS, NY 11375

(Queens Blvd & 69th Ave)

1(800)631-1757 www.KwellerPrep.com

5

6 June 2015

THE CLASSIC

NEWS/FEATURES NEWS

Sub spotlight: the life and times of Mr. Kirschner Sharon Chin and Erin Robinson STAFF WRITERS ANDREW KIRSCHNER, a friendly face at Townsend Harris, is a substiute teacher who has taught most, if not all, of the students at Townsend Harris High School.

Born into the Kirschner family of the Kirschner Brush Mfg. Company, Mr. Kirschner graduated from the University of Buffalo with a degree in Media Studies and was a video editor up until the birth of his daughter.

He went back to school and got a Masters in Urban Planning from Hunter College, then continued to work alongside his father at their family’s paint brush factory while also working as a cashier at Waldbaum’s.

It was at Waldbaum’s where he discovered his love of teaching through interaction with his teenage co-workers. “I found out that I really had a way with that age group. I noticed I was being looked-up to, and that it mattered what I said and did,” he said, adding, “I’ve always loved history and geography, so I made the leap.”

A Social Studies teacher by license, Mr. Kirschner joined the substitute teachers of THHS in May 2012 with experience in working in schools such as John Adams High School, Herricks High School, John Bowne High School, and Intermediate School 25. Though he worked as a leave replacement last year in a middle school in the Bronx, he has subbed more often at THHS. “Every school is different.

I can tell you this: it would be hard to find one where most students are as motivated as those at THHS. Half the time when

Mr. Kirschner performing his duties as a substitute teacher.

they’re sneaking, it’s because they’re doing work [for] another class,” Mr. Kirschner chuckled.

One of the challenges of subbing is the erratic time commitments. “Sometimes I’m scheduled ahead of time, and of course that’s what I prefer. But then sometimes I’m called right on the spot, six or six-thirty in the morning, or later. I’ve even been called after the school day starts,” he said.

As a Social Studies teacher,

Mr. Kirschner frequently hopes that he subs in that particular subject. Senior Jennifer Jacob recalled his helpfulness when subbing for a history class.

“I remember him being very passionate about history, so when we were trying to do an APUSH assignment he would give us mini-history lessons,” she recalled.

Subbing at schools other than THHS is a different experience.

“There have been schools where

I could barely teach at all.” He spoke of dealing with disadvantaged children, saying, “There just isn’t much discipline. It’s an unfortunate result of poverty when parents are away working 24 hours a day.”

His least favorite part of being a substitute is the difficulty of obtaining a permanent job. “Obviously that’s what I’m ultimately in it for. It’s an ongoing frustration. Of course as any teacher will tell you, it’s

PHOTOS BY KARI IOCOLANO

exhausting, high pressure work,” he lamented.

However, being a substitute teacher can also be rewarding.

Mr. Kirschner’s favorite things about teaching include positive interactions with young people.

“Even just being a sub at THHS, I’ve had the opportunity to take part in things like the Nerf Evasion games, and that has been great. This kind of thing is just too much fun to be called work,” he expressed.

Every month, The Classic provides you with four clues. Can you guess the identity of the staff member who matches these clues? We will reveal the identity of the staff member in the next issue.

May’s Mystery

1

I went to a women’s college that is now closed.

2

I honeymooned in Ibiza.

April’s Mystery Revealed

3

I climbed the Great Wall of China.

4

I taught three faculty members.

Last month’s Mystery Teacher was Dr. Brewer.

He played the accordion in high school, marched several times in the Macy’s Thanksgiving Day Parade, knits needlepoints, and is the seventh of eight children.

THE CLASSIC

June 2015

7

NEWS/FEATURES

Seniors showcase literary research at inaugural symposium Sarah Iqbal and Ann Kochpurackal NEWS EDITORS THIS YEAR, THHS seniors were able to present and display their work from the Humanities Seminars to an audience of teacher, professors, fellow students, and even some parents. The Inaugural Humanities Sy mposiu m took place on May 19 at the Benjamin Rosent ha l Library at Queens College.

There were four teen presentations, representing a variety of literary genres.

Each presentation took about ten minutes and was followed by a question and answer session. “[English teacher Brian Sweeney, Assisstant Principal of Humanities Rafal Olechowski], and I were talking about how hard the students were working in the spring semester and how motivated they were to do their research,” said Director of College Preparatory Programs Robin Hizme. “We wanted to have both a showcase to show off how wonderfully they’ve created these projects, which they had never done before, and we also wanted to give them a goal to work towards.”

Mr. Sweeney added, “We thought that it would be a good idea to have students present their

research in a more college-like environment.”

“Often [students] do assignments because [they’re] told to, or for a grade,” said Mr. Olechowski.

from the experience of presenting in front of an audience. “It was definitely nerve-wracking at first, since it was the first time that I had presented an academic paper to an audience larger than an average class size of 30,” she said.

Some seniors, like Yarim Lee, opted to make a powerpoint presentation instead of presenting live in front of others. “It gave my group members and I a chance to say what we wanted to say and write what we wanted to write, without the pressure of time or an audience,” she said.

To close the sy mposiu m, a n awards ceremony and reception were held at THHS. Among the awards were recognition for the “Best Close Reading,” “Best Research,” “Most Innovative Topic,” and “Best Presentation.”

T he super v isors of t he Seminar hope that this will become an annual function.

M r. O l e c h o w s k i s a i d , “[Professor Hizme] and I designed it so that this was clearly a test.”

Since the test went well, he is already thinking about bringing Queens College undergraduates to present their research next year to allow Harrisites to experience higher level presentations.

“It’s a nice contrast between ‘you’ and the ‘four years ahead of you’ you,” he said.

“We thought it would

be a good idea to have students present their research in a more college-like environment.”

PHOTOS BY YASH SHARMA

Humanities students present their papers at Queens College.

However, he wanted to test seniors’ abilities to articulate even further. “The skill of writing a paper because I assigned it to you will end at some point in college,” he added. “At one point you will be writing things you really believe in, that you’re excited about.”

The symposium would thus be a perfect opportunity, in his opinion, to experience this and prepare for not only college, but postgraduate studies. Senior Karen Su feels that she benefitted

Two sets of Harrisite freshmen reflect on this year Rachel Chabin FEATURES EDITOR

IN THE midst of SATs, collaterals, and Advanced Placement exams, it’s easy to believe the school year will continue to drag on for months. However, the warmer weather reminds us that summer vacation is closer than it seems: on both high school and college campuses, students are finishing up their spring semesters at last.

Many rising sophomores reflected on the adjustment they made when coming to THHS. According to freshman Noah Sadik, the transition to high school was made difficult by his reservations about leaving a small and close-knit middle school. “The most difficult things in the middle-high school transition were firstly, the testing and interviews, and secondly, the final decision I had to make between going to the big Manhattan campus of my old school, where most of my friends went, Bronx Science… or Townsend,” he recalled.

Once he made his decision, Noah said he felt fairly comfortable

in his new academic environment.

“My transition to Townsend has been pretty smooth,” he explained.

“Gym was a shocker and the workload was an awakener but I knew it would be hard.”

Freshman Neisa Yin was also initially unsure about which high school she wanted to attend. She explained she was “dead-set on going to Bronx Science,” until a friend urged her to explore THHS. “I immediately noticed the cozy atmosphere,” she said. “Sure, this school is small, but so is my middle school and everyone was cold as can be… It was very cliquey and I felt like I could never connect to anybody on a personal level.”

In Neisa’s experience, the social life at THHS was just the opposite of what she had known. “When I came to this school, everybody pretty much was going through the same struggle,” she remembered.

“This school really lowers my selfesteem sometimes, but the people I’ve met are worth the trouble.”

While current Harrisities speculate about their next years of high school or the beginning of their

college careers, the Class of 2014 has just completed their freshman year of college.

Samantha Prevot is a student at Quinnipiac University and is majoring in journalism. Although she expected her biggest challenges

In the case of rising sophomore at Vassar College Jonathan Chung, living on campus has been key for his adjustment. The added responsibilities don’t come without extra challenges. “Living in a community with so many people and resources

“

Question where you stand and where you will stand. Reflect on any discomfort you feel and take something from those experiences.”

Biology major Alessandra Taboada found that striking the balance between academics and

I advise you all to be uncomfortable. Own your mistakes, miss Townsend... Question where you stand and where you will stand. Reflect on any discomfort you feel and take something from those experiences. in college to be academic, Samantha faced difficulties of a different nature: “In reality the big problem for me turned out to be making friends,” she explained. “The people at my school are not from urban areas — they come from wealthy suburban areas and led very different lives than me before college, so it became hard to find people to relate to. However, by the end of the year I found a group of people that I really hit it off with and now they’re some of my best friends.”

has been harder. Having where I live intermix with where I learn and play... was and still is hard to get used to,” he explained.

Jonathan describes his college experience as “a lot of uncomfortable self-reflection.” He said that being self-aware and reflecting on everything has made college a learning experience.His suggestion?

Push beyond your comfort zone.

“I advise you all to be uncomfortable,” he explained. “Own your mistakes, miss Townsend…

”

other aspects of life was the most stressful aspect, while making friends was surprisingly easy.

Alessandra suggests making the most of the time left in high school.

“Remember that the person you were for the last four years of your life does not define who you will be or what you will do in college.

The overachievers will struggle and those struggling will achieve.

College is your clean slate.”

Additional reporting by Katerina Jou

8 June 2015

THE CLASSIC

NEWS/FEATURES NEWS

Balancing academic and religious obligations Kimberly Rodney STAFF WRITER

WHEN IT comes to religion, New York City public schools often struggle to accommodate all religious holidays. The religious diversity makes it difficult to create a school calendar that reflects every observance. This leaves Townsend Harris students in a precarious situation because it often involves choosing between honoring their religious and academic commitments.

Mayor Bill de Blasio and Chancellor Carmen Fariña announced the recognition of Eid al-Fitr and Eid al-Adha in the official school calendar for the upcoming 2015-2016 school year.

Prior to this inclusion, senior Sadiqa Taaseen struggled to prioritize school and religion.

She commented, “I skipped school when I was in elementary and middle school. Since I went to school in a neighborhood that has a huge Muslim population, the teachers were understanding.”

As she moved on to high school, she realized that missing school was not an easy decision to make. “In my junior year of high school PSATs were the day of or the day after Eid,” she recalled. “It made me very nervous because it’s a religious holiday which I partake in but the

ARTWORK BY BAILEY CHAN

Some students and teachers must balance school work with religious observation.

PSAT appeared to be important as well at the time.”

With the rigorous curriculum of THHS, missing school can often cause stress, as students worry about falling behind.

Junior Binyamin Simkhaev said, “It can be stressful at times because of missing out on tests and class notes but I manage.

I usually ask teachers the day before for anything important I might miss and I ask friends for

homework.”

Attendance secretary Yvette Reyes noticed that on certain religious days, more students tend to be absent. However, she remarked that “Students observe certain days and decide to take those days off. However, it does not affect attendance to the point where they are in danger because it’s usually only like two or three days.”

Religious observances not

only affect students, but also faculty members. Regarding the impact of religious observances on attendance, Social Studies teacher Aliza Sherman said, “There really aren’t that many Jewish holidays that would affect my attendance. Rosh Hashanah is given off in the beginning of the school year and the same thing with Yom Kippur, and after that are the days of Sukkot, which are usually about

four days that I have to take off.

Usually Purim has been coming out on a Sunday, but when it doesn’t I would take that day off.

We’re off all of Passover so thats not a problem. Shavuot actually comes out on Memorial Day this year so I don’t have to take any days for that, but usually I’d have to take two days.”

Other students who have religious duties on the weekend attempt to balance them with their schedules. Freshman Leah Musheyev, who observes the Jewish sabbath, stated that on Fridays, “I have to be home early so I leave school right after my club.”

Senior K irandeep Kaur understands that attempting to balance both religion and school can be hard. She said, “Throughout the year, we have many Sikh festivals or occasions for which we stay at the Gurudwara late [at night]...

Regardless of the fact that I would only get a few hours of sleep, I always pushed myself to make it to my 7:45 Humanities and QC classes.”

Ideally, explained Mayor de Blasio in his statement, students won’t have to choose between religious and academic obligations. “We made a pledge to families that we would change our school calendar to reflect the strength and diversity of our city,” he said.

AS COMEDY STARS DEPART, A LOOK AT THE INFLUENCE OF SATIRICAL SHOWS

By Leo Rodriguez With an era of satirical news led by Jon Stewart and Stephen Colbert now coming to an end, students are reflecting on just what these programs brought to the youthful minds that made up a large portion of their audience.

Since 1996, audiences across the U.S. and around the world have become avid viewers of one of Comedy Central’s great success stories, !e Daily Show with Jon Stewart. Upon taking the helm of the program, Stewart started to bring political commentary into the show’s regular content. Stephen Colbert, one of !e Daily Show’s “correspondents,” began his own news parody, !e Colbert Report, in 2006. Others, such as John Oliver and Larry Wilmore, have continued the tradition of these shows, starring on Last Week Tonight and !e Nightly Show respecitvely.

In late 2014, Colbert aired his last episode; now 16 years a"er !e Daily Show began, the last show date is set for the coming August.

With comedian Trevor Noah set to take Stewart’s place hosting !e Daily Show, senior Brian King commented, “I find him to be a hilarious individual... I think the show itself has impacted the minds of both young and old [individuals] to go out and really go into depth when it comes to research because certain news stations may only touch the surface of an article that they want the public to see, and that there will always be a side that can be brought to light.”

Sophomore Ben Pulatov commented on the shows saying, “I like those shows because they help liven up my day. A"er a long day, hearing jokes about other people’s mistakes always seems to take my mind off of things. !ey certainly find a way to express the same material in a way that is certainly both informative and entertaining.”

Senior Hema Venkata said Stewart caught her attention by “pointing out how ridiculous some things are” and credits !e Daily Show as a reason she started paying more a$ention to politics.

ARTWORK BY TARA JACKSON

Social Studies teacher Alex Wood believes that the shows are successful because people can understand their context.

“I think the genius of !e Daily Show and !e Colbert Report is that [they are] accessible,” he commented.

Junior Briana Carreras said, “Satire can be seen as offensive, but it can also shine light on something that we should be focusing on. It’s

how it’s used that determines whether or not it can alter a student’s outlook.”

“People are always trying to express their ideas and feelings and also expose situations through art. !ere are a lot of controversial pieces of art that are exposing things that are going on,” said English teacher Georgia Brandeis.

However, sophomore Erela Datuowei feels differently, say-

ing, “I don’t think they have much of a legacy to leave. It was admirable to call out social and political issues using a humorous front but they’re numerous other late night talk shows that do the same without going to the extremes that !e Daily Show does. It was wi$y and scandalous but a lot of the times it came off as derisive and critical commentary.”

THE CLASSIC

June 2015

9

NEWS/FEATURES

Spring concert split Adina Singh STAFF WRITER T H IS Y E A R , Tow nsend Harris’s annual spring concert was divided into two nights — May 21 and May 28 — in order to accommodate the performances of new music classes.

“The spring concert includes more groups than the winter because the beginning bands and the beginning strings are in it,” said music teacher Peter Lustig.

“As we add more and more groups, the concerts got longer and longer, and each group had less and less time to play.”

The previous year, THHS’s spring concert lasted close to three hours, ending a little before 10PM. Despite this duration, each group was only able to play around three songs. With two separate nights of performances, each group was now allotted four or five pieces.

Senior Eial Kestleman, a trombonist in band, was concerned that there would be less variety in the shows since orchestra and chamber music would be playing on a separate night, but liked the idea of having more time to play.

PHOTOS BY ADAM SOSNICKI AND JUSTICE WILLIAMS

With two days available, the spring concert was able to feature more performances.

NY media takes interest in THHS social life > CONTINUED FROM PAGE "

Duras, said, “The school isn’t accurately represented. Everyone that was interviewed with me said we don’t care [about not having dates].” She feels the article cast the female members of the student body in a needier light than is accurate: “[the article portrayed] Townsend Harris girls as weeping wusses waiting for a man to save us or at least date us.”

News radio station 1010 WINS reported the story in their morning news segment following the printed story in the Post. Fox 5 arrived on the scene after the initial publication by the Post, and also interviewed Harrisites, but it did not air the story.

Principal Anthony Barbetta agreed that the Post’s article failed to represent the THHS community. He said, “Many of the girls said that they had dates. I don’t think that it fit their narrative [of] what they’re looking for.”

Nine days later, on May 18, the Post published another article on social issues at THHS. This one focused on a dispute between a Harrisite (who wished to remain anonymous and declined to comment for this article) and the administration. The online headline read “Girl Banned from Prom for Wearing Completely Appropriate Dress,” while the printed version of the coverage was similarly headlined “I Was Banned from Prom by...Clothes Minded School.”

The report quickly inspired a response from the student body, many of whom considered the article riddled with inaccuracies and unfairly biased against the

school administration. Some reacted to the title: the student in question could not attend Junior Banquet rather than the “prom.” The online headline implied that the student was directly barred from the event for wearing a particular dress.

“We’ve never told a student for an event that is outside of school that they cannot attend for the attire that they are wearing [when they arrive],” Assistant Principal of Health, Physical Education and Organization Ellen Fee said.

When asked if students ever get banned from social events for demerits accrued solely from dress code violations, Mr. Barbetta said, “Students are usually banned when they accumulate demerits, but when I review them or Dean Figelman [does], I don’t think it’s ever been all for dress code [violations].”

A student must accrue more than nine demerits to be barred from attending a social event.

Junior Jasmine Brite said, “I honestly don’t find it to be a newsworthy story.”

Senior Gaby Cintron added, “[The article] was written with the pretense from a student and parent who were personally upset with [Dean Robin Figelman], instead of reporting the exact truth.”

Inaccuracies in the article aside, a number of students support the core issue that the student described in the article wanted to focus upon: the idea that the dress code and the demerit system are unfair. Junior Adrienne Cabral said “I don’t like the lack of respect in approaching students who

violate the dress code. ...I don’t think anyone should be made uncomfortable in their school environment, especially based on what they’re wearing.”

More were bot hered by the article’s apparent attack on the a d m i n i s t r at ion . A backlash against the article’s portrayal of Ms. Figelman erupted quickly amongst the senior class, resulti n g i n t he h a sht a g #StandWithFig. Students hung a copy of the article in the attendance office and signed it in order to show their support for the dean.

The article itself came in the wake of a small student protest led by the student featured in the article. The protest group focused on injustices in the dress code and other school policies. As Adrienne explained, “Our goal is to gain respect from the administration through altering the dress code and the demerit system.”

She added, “I think we should keep protesting to show the solidarity among the student body and desire for change.”

Ms. Figelman says that the members of the protest never came to her with their complaints. “It is not clear to me what it is all about because no one has approached me about it,” she said.

Similarly, though the Post article claims that Ms. Figelman declined to

comment, she claims that she was never approached for comment by the writer of t he piece.

That writer, Aaron Short, declined to comment on this stor y in an e-mail

“!e school is definitely divided on [the issue of the dress code], but the article really only exchange. showed the stu- s c ho“oTl hies definitely dent’s side.” divided on [the

issue of the dress code], but the article really only showed the student’s side,” said junior Sarah DeFilippo.

Junior Jensine Raihan added, “I think the coverage is definitely one sided and heavily biased. Although the dress code policy is inherently sexist, it is unfair to put all the blame on Ms. Figelman. If anyone is to be targeted for the dress code policy it is the Department of Ed.” “There were so many details that were off in the articles [that] it was a waste of my time reading them,” sophomore Thomas Chu remarked.

Sarah added, “A lot of people now think that Townsend Harris is full of active anti-feminists and gender-biased policies, which I and many others would disagree with, if only these ‘reporters’ would ask us.”

10 June 2015

THE CLASSIC

SCIENCE & TECH STEM additions Eunice Baik STAFF WRITER

The Robotics team at Internationals in St. Louis, Missouri

PHOTO COURTESY OF THE STEEL HAWKS

Steel Hawks land with grace in St. Louis Sarah Yu STAFF WRITER EQUIPPED WITH Raptor, their 118-pound robot, the Townsend Harris Steel Hawks flew to St. Louis, Missouri and competed at the 2015 For Inspiration and Recognition of Science and Technology (FIRST) Robotics Competition World Championship from April 22 through April 25.

With over 600 teams competing from around the globe, the Steel Hawks pulled through and took home the Gracious Professionalism Award for the Galileo-Carson division.

Prior to the competition, the team participated in the quarter finals in New York from March 13 through March 15 and received the Engineering I n spi rat ion awa rd , wh ich allowed them to advance to the World Championship.

With 2015 being the first year that the Steel Hawks competed at the World Championship, their expenses were an obstacle. The team worked hard to fundraise $1,795 online to support their trip to St. Louis. In

addition, they held several inschool bake sales and breakfast fundraisers at Applebee’s in New Hyde Park and Flushing.

“This year in particular, we reached out more and more to the Townsend Harris community with bake sales and our Applebee’s fundraiser, and the response was incredible,” said junior team member and robot driver Marcus Barbu.

changed since our first year in it.”

Marcus commented, “Between the crazy hours of build season and all the time we spend together away from home at competitions, we really come to see each other as family.”

The team agrees that robotics is more than just building and competing. Neil commented, “Between community outreach,

“

competition works like a draft, and we have a dedicated team of scouts who focus on the statistics and abilities of every robot at the competition,” added Marcus.

With the team’s successful year coming to an end, the Steel Hawks are forming looking ahead. Sophomore team member Mitchell Mu commented, “I hope for this robotics team to be able to continue on its path

Between the crazy hours of build season and all the time we spend together away from home at competitions, we really come to see each other as family.

The Steel Hawks have spent on average 50 to 60 hours per week constructing their robot during building season. Even after the season is over, they continue working about 25 hours per week.

Senior team member and cocaptain Neil Chen stated, “Many of us sacrificed time and effort in order to grow the team - not always to our liking - but ultimately, I think we’re all happy with the way this team has

fundraising, robot building, leadership, and more, the team combines virtually every discipline imaginable into a single group of ambitious and eager people.

“We write grants and essays, do presentations, and make animations. We also started an entirely new subteam this year solely for videographers and photographers.” “ For p eople who l i ke sports, [the] alliance section at

”

of spreading STEM (science, technology, engineering, mathematics) to the community and giving future engineers, inventors, artists, and leaders a starting point to their career[s].”

Neil remarked, “I hope we become more competitive and make ourselves a household name among the New York City robotics community. I’d like the team to return to Worlds again, and make an even bigger splash than we did this year.”

NEXT YEAR, the Science department will offer a three year course for students who wish to pursue a career in engineering.

In discussing the start of the new class, Assistant Principal of Math, Science, and Technology Susan Br ustein remarked, “We’re relabeling and tweaking the curriculum because not everyone wants to be roboticists, and are [more interested] in engineering. This is also to expose them so they know what they want to do later in life, which is the point of high school.”

The course, which will be taught by Physics teacher Joel Heitman, is designed to educate students on the many facets of engineering, including Computer Aid Design (CAD) and mechanical engineering.

Ultimately, students should be able to take a certification exam that will enable them to work in the industry, should they qualify for an internship.

Mr. Heitman revealed that his class will be a more interactive one in which students will be required to build “actual working models.”

Regarding the benefits of taking his class, he added, “New doors will be opened to the students in the engineering field, where some students might decide that a career path in engineering is something they might wish to attempt.”

While it may be to the advantage of students to commit to this course for three years, it is not required.

“We want our students to accelerate and be fluid. You should do something you’re into,” Mrs. Brustein explained.

S ever a l s t ud ent s h ave ex pr e s s e d t h e i r i n t e rest in exploring the field of engineering.

Junior Nick Laik hram, who attends the ACE Mentor Program, stated, “If I had the engineering class as a freshman, it would’ve helped give me background knowledge for my internship.”

There are many rigorous expectations for this newly introduced course. Ms. Brustein added, “We believe the class will be challenging. Students will learn a lot about engineering and even themselves, which is why we have this three-year course.”

THE CLASSIC

June 2015

11

SCIENCE & TECHNOLOGY

Monthly invention Sarah Gafur STAFF WRITER

EACH MONTH, our new Science & Technology section plans to spotlight a new invention with the power to create real change.

This month’s invention is the Tesla Powerwall: a battery that converts and stores solar energy.

It can affect how the entire world is powered.

For now, the Powerwall can be applied on a smaller scale.

Public buildings that suffer from extreme weather and unreliable energy could benefit from the renewable energy source. Backup generators need electric charge, and are not always reliable.

The Powerwall can potentially change the way we tackle energy shortages during emergencies in the future.

FACTS 1. !e PowerWall has a rechargeable lithium-ion ba"ery.

2. Multiple ba"eries may be put and used together.

3. !e Powerall controls power flow DC-DC converter.

Club finds new paths to learn to code Emily Lei and Sandhya Sewnauth STAFF WRITERS SINCE THE start of the new Code Club this year, club members increasingly encountered difficulties when learning how to code while participating in other in-school activities and managing their academic workload. As a result, the Code Club gathered resources for students to learn coding outside of school — mainly through STEM events and online resources.

Members of the Code Club attended the Hackathon at the University of Michigan in Ann Arbor, and following the Hackathon, they were able to bring back Google Cardboard materials, enabling club members to learn about coding. The Cardboard is a virtual reality viewer that can be added onto a phone and unlock new interactive games, providing a new experience in using daily technology.

The club intends to provide more materials to THHS that many students do not have access to in a classroom.

The Code Club also invited guest speakers to the school, including Numaer “Nemo” Zaker, who presented several gaming projects to students.

Senior founder Neil Chen said, “We worked with our partner organization hackEDU in order to collaborate on re-

sources for computer science clubs around the country.”

With the addition of many school exams and other extracurricular activities, however, the Code Club became rather inactive.

“I wish it was not dormant.

Key people in that club are busy with robotics. They can join robotics because they do a lot of coding there or take computer science with Mr. Connor. Coding is going to be one of the skills along with reading and writing in the 21st century,” said Assistant Principal of Science, Math, and Technology Mrs. Brustein.

Neil commented, “As a result of members having multiple com m it-

ments, though, most of that teaching is done on behalf of a service we have access to named codeHS.” The website, codeHS.com, enables students to learn coding on their own. Students can access the website’s courses in computer science, basics of Java, and game development simply by signing up. The Code Club can provide the school sign up code for everyone interested in participating.

Other online websites that can teach students of all levels include CodeAcademy. com and CodeAvengers.com.

Like codeHS, these websites provide m o r e

than 100 hours of lessons on how to code. They make these lessons interactive and easy to follow by allowing students to do projects and challenges using JavaScript, HTML, and other programs. These skills can be dedicated to creating one’s own webpage, app, and game — and it’s all free.

Science teacher Philip Porzio said, “Every aspect of society seems to have some investment in apps, so it only makes sense that even more areas will find a use for apps in the future.”

YOUR STORY. YOUR VOICE. OUR HELP.

yourbestcollegeessay.com At yourbestcollegeessay you’ll get a dedicated expert with a wealth of experience and expertise in a highly personalized, one-on-one environment. We help applicants unearth the stories that make them exceptional. We guide them toward well-organized and compelling essays that highlight their unique personality, in their own distinct voices. Our aim is simple: we assist our applicants in communicating who they are, not just the scores they received.

Contact us today: robert@yourbestcollegeessay.com 917.886.9272

ARTWORK BY EMILY LEI

THIS SPECIAL FEATURE TAKES A LOOK AT HOW MONEY INFLUENCES SOME GATE THE EFFECTS OF ECONOMIC INEQUALITY, BUT CAN ALL THE DISADVA

trip troubles

BY STEPHANIE GEIER >> Since THHS is a public school, students get many things for ever, there is one aspect of education that some students must miss out on: many overnight trips offered by THHS have prices in the triple digits, money issue for some students. For others, however, the experience is well wort

ROBOTICS TRIP // $

The most expensive overnight trip the Steel Hawks took this year was to the Internati The trips to Europe or South America are by far the most expensive trips oftition in St. Louis. Without fundraising, it would have been a few hundred extra dollars for ea fered to Harrisites. They are not coordinated by THHS, but rather by an independent Robotics Coach Joel Heitman said that there have been members who approached him organization called “ACIS,” which specializes in scholastic international trips. couldn’t attend robotics trips in general for financial reasons.

French teacher Caroline Lopera, who coordinates the trips to Europe, feels the He admitted that these trips could exclude students from low-income families, but hope price is reasonable considering the high quality of the trip. everything he could to alleviate this through fundraising. “I think there’s always... still someb “We’ve traveled with [ACIS] before and they’ve provided us with very very gets missed,” he added. good service... so that’s why we’ve traveled with them for almost thirty years For senior Steel Hawk Paula Fraczek, the decision to go to St. Louis was even harder now,” she explained. brother was also on the team, causing the price to double and her parents to hesitate before For senior Karen Su, the Europe trip was a sweet 16 gift from her parents.

However, she is sure that the price was worth it, saying, “The costs of airfare and hotel sta Regarding the costly $4000, she said, “$4000 is a lot of money, especially takbeen pricey, but the fun I had with my friends was priceless.” ing into account that if you’re gonna travel ...you’re gonna have the impulse Sophomore Mitchell Mu has attended both Robotics and Scioly overnight competitions (wh to buy.” from about $90-$150) multiple times during his time at THHS, including St. Louis. He plans to contin She added, “I saw some people who were really uncomfortable with for the next two years.

Though this means spending a significant amount of money cumulativel spending a lot of money because the trip was so expensive.” feel burdened by the prices of these trips because “trips are important in allowing a person to Junior Ivanka Juran, who also attended, said that although the price competition and seeing how other robots or other Scioly teams figured out the problems.” made her hesitate before deciding, the experience was ultimately worth it.

“I believe that the people that could not afford to go are truly missing out in a once in a lifetime “My parents are strong believers of learning through experience and he added.

“When you go to world’s you not only compete against the best robots in the world, thought that it would be a great opportunity not only to learn culture and get to talk to colleges,...[and] companies such as SpaceX, Boeing, and NASA about internships.” history but to be more independent,” she said. She added that the experiSimilarly, Mr. Heitman said, “Cost is perspective and for some people they’ll do everything they ca ence was definitely a loss for anyone who couldn’t afford it. trip happen because it’s something they really want, but for others there are things that are more im Just because the experience of the trip outweighed its costs for they’ll have their alignments different.” these students, however, does not mean cost wasn’t an issue at all.

Junior Priya Amin, who has decided to go on next year’s Europe trip, said of her decision, “Initially, I was worried about asking my parents since $4,500 is a lot of money, and they were a little unsure about whether or not they would be willing to pay that.”

In the end, they decided that the price was reasonable and that the experience of visiting four countries was worth the money.

“We definitely had to think about the price before making a final In addition to the expenses of senior dues, this College trips are another example of edu decision, but like any expense, we had to make sure it was worth year about two-thirds of seniors decided to spend with a hefty price. During these trips, Harrisite it and in my opinion it definitely is,” she said. a few extra hundred bucks for a couple of days at a termined colleges to start their college sea For others, however, the price was simply not worth it.Though resort in January.

Unlike senior dues, which need to more about what to look for during the pro junior Mohit Chandra considered going, when his friends decided be paid for each student, the school does not help “So the biggest expenses are the private b not to go for financial reasons, he followed suit. subsidize senior trips for those who can’t afford it. cial Studies teacher Franco Scardino, who co He feels the price is “on the borderline between reasonable “One or two kids have told me that they didn’t college trips. and too much.” He said, “I think price is a huge factor for people go because they just couldn’t afford it,” said Senior THHS does not subsidize these costs-stude when considering going or not.”

Advisor Maria Assante, “but they trade it off.

It was families must cover it. On occasion, however, s THHS does not help students subsidize the costs of the either go on the senior trip or go to prom.

So they couldn’t afford these trips have approached Mr. trip-it is up to the students and their families to pay. Ms. Lopera chose which they would rather do.” sonally and explained their financial situations. If added that some students get jobs to help pay for the costs.

While she doesn’t feel the price is “excessively sources such as the Alumni or Parent Teacher “I wish that, as a teacher and as a person, I wish that I expensive,” she can see why it would be difficult to have available money, they may decide to help could take all the students on trips, but unfortunately that’s pay since families have “a million other costs that trip’s costs for the student.

Since money is limite not possible,” she said. come up at that time of year.” organizations cannot afford to subsidize the co However, Karen feels the school should help such stuWhile some Harrisites might want a fancier senior groups of students, they are not always willing to dents make ends meet. trip, she tries to “do everything middle of the road” “But sometimes there’s a good case to be ma “Travel is an educational experience,” she said, “so if the in order to make it as affordable as possible for evewould be important to help some student,” said Mr. school is going to offer it, might as well have the Alumni ryone. added that in the five years he’s been coordinatin Association or PTA try to gather the money so they can “Everyone deserves the opportunity to try to go about three kids have needed funding help. Howeve give out scholarships for these kinds of trips because I and do these things,” she said.

“You only get one lates that some students might have been too em don’t think anyone should be discouraged because of senior trip, you only get one prom.” come forward. money.”

senior trip // $315

college trip // $

LAYOUT BY CHRISTINA WANG // PHOTOS COURTESY OF PAULA FRACZEK, NINA LEEDS, AND KAREN SU. ADDITIONAL REPORTING/DATA COLLECTION B

E OF THE OPPORTUNITIES AVAILABLE TO TOWNSEND HARRIS STUDENTS. THE PUBLIC SCHOOL SYSTEM MAY HELP MITIANTAGES OF HAVING MONEY TROUBLES EVER TRULY BE LEVELED ON THE SCHOOL PLAYING FIELD?

r free. How: trips. Since y can be an th the cost.

$900

ional Compeach attendee. m to say they

es that he did body who still

because her re paying. ays may have

hich can cost nue doing so ly, he doesn’t o experience

e experience,” but you also

an to make a mportant and

$350-75

ucational trips es visit predearch and learn ocess. bus,” said Sooordinates the

ents and their students who Scardino perother funding Associations subsidize the ed and these osts of large provide aid. ade for why it . Scardino. He ng these trips, er, he specumbarrassed to

College & the second letter

BY NANA DONG AND SANDY ZHU May was the season of college acceptances, a very anxious time for seniors. In a survey conducted on the senior class, nearly 60% of 114 respondents received acceptance letters from their top college choices. Despite this, nearly four out of ten seniors who got into their top choices enrolled elsewhere due to “the second acceptance letter.”

What we call this second letter is the student’s financial aid package and it is often a dealbreaker. Although a student may be accepted into their dream school, it is not until they receive this letter that many commit.

Senior Kristin Cour had to choose between Lafayette College and Mount Holyoke College. She said, “When making my college decision, my parents made it very clear that they would financially support me if I did choose to go to my dream school. But to me, as a high school student with no part time job, I felt obligated to make money a determining factor when choosing a college. Even though I had my parents’ support, I still felt bad.” Kristin will be

attending Mount Holyoke in the Fall.

Senior Clara Aboulesaad agreed: “I chose St. John’s mainly because of money issues. I did not receive enough aid from Barnard and I couldn’t have paid the remaining tuition for the next four years plus medical school costs in the future. However, I chose St. John’s because it also does have a lot to offer so I don’t regret this decision either.”

In an anonymous survey on money and college acceptances,seniors shared their opinions.

“I think it’s a shame that people can make it to these amazing institutions that can change lives, but be unable to actually attend these places because of their financial situations. People are essentially being denied admission to their schools of choice not by merit, but by financial reality,” shared one senior.

Another senior shared, “So many people commented on other people’s posts...with ‘I’m so proud of you, you deserved this.’ But what

about the people who aren’t going there? Does it mean they deserve it any less? Is it anyone else’s fault that they can’t afford to attend this school, or that the decisions are as arbitrary as they are?...There are two extremes for those who attend the best schools - those who can afford it, and those who can barely afford anything.”

On the other side, some seniors are enrolling in their top choice despite the large price.

Senior Robert Davydov, who wants to move back to California, will be attending University of California in Los Angeles (UCLA). In this case, Robert’s desire to attend UCLA overshadowed the price. He said, “To this day I hear many people telling me about the mistake I’m making by spending 60k on UCLA instead of going to a college of lesser prestige for just

5 or 10k. I understand that this is a lot of money and is a big burden to my family, but I am hoping that I will make the most out of it and build stronger connections and networks in UCLA than I would in a school of lesser prestige. I hope I can one day pay my parents back and prove... choosing UCLA was worth it.”

Similarly, senior Hilary Lee, who is attending NYU, explained, “it was my dream school for my family and I. Also, my family said to not worry about money because financial aid will help also help a little.”

Throughout the college process, guidance counselors have stressed the importance of applying to schools that a student and his or her family can afford to pay. There are certain seniors who also think students should take financial realities into consideration when applying.

“First of all why would you even apply to a college that you know you will not be able to afford?” asked one senior in the survey.

However, Physics teacher John Tsai thinks that a school does not determine a person’s future. He said, “Townsend seniors can succeed no matter where they go.”

Would you consider your Financial Aid package sufficient for your financial circumstances?

YES

34.5% 65.5%

no IF YOU DIDN’T ENROLL IN YOUR TOP CHOICE, WHAT WAS THE DEAL- BREAKER?

OTHER

YES

BOTH travel cost

IF YOU DID ENROLL IN YOUR TOP CHOICE, will you have to take out student loans?

expensive tuition

no

50.9% 49.1%

BY AMANDA LIN, RAVEENA CHUNASAMY, VICTORIA KARLIC, JULIANNA SOMMA, TIFFANY LEE, ANDREW PALMA, ZAC OOI, IAN HO, RAFA SATTAR, ISAAC SO, TIFFANY YUE, FARIA TASNIM.

A&E SPECIAL FEATURE 14 June 2015

THE CLASSIC

OPINION Improving communication in SU elections Mehrose Ahmad and Sumaita Hasan STAFF WRITERS THE ANNUAL Student Union elections at Townsend Harris High School have come to a close once again, but the SU election process remains a mystery. Are students really informed about what goes on before and after an SU election? Many candidates ran unopposed this year, raising questions as to why others didn’t run. Was it because of personal disinterest or a lack of information regarding the election process?

The answer seems to be the latter.

The SU’s attempts to inform the student body about elections have clearly been unsuccessful.

To begin with, only two emails notifying students on how to run were sent, and even then they failed to explain to students how the election process worked. To make things worse, many class senators neglected to inform the classes they represented about the opportunity to run for an SU position. Such negligence is what led to so many candidates being unopposed in the first place, as only a fortunate few were aware of how to become candidates.

Nearly every year there are unopposed candidates. Students shouldn’t settle for the only per-

son who signs up to run—they should have a choice as to who they want to represent them.

Even if the unopposed candidates are qualified to execute the tasks of their positions, that does not mean they should run without healthy competition. Without competition, candidates have no motivation to campaign enthusiastically and interact with the student body. This leaves students disengaged from the election process, only perpetuating the

attitude of apathy students have towards the Student Union.

Even the process of becoming a class senator has issues. As of now, senators are required to attend a zero band in addition to their regular zero band class. This is a major impediment because if these students have zero band while the senate meetings are being held, they are not eligible to become a senator at all.

The presentation of the results of elections also needs reform.

To further inform students after the election, voting percentages should be made public. Releasing the results provides legitimacy to the winners of campaigns and quells unrest from those unsatisfied with the results. Those who succeeded in winning a sizable portion of the vote can also be encouraged to run again, knowing that their platforms were popular and worth a second try.

Currently, however, a candidate would never know any of this

because voting percentages are kept confidential. Although results may discourage some candidates, the benefits do more help than harm and individual losses cannot justify censoring information for the many.

THHS prides itself on its values of civic duty and community-based involvement, yet the path to becoming an official in student government is plagued by miscommunication and an enormous lack of transparency.

ARTWORK BY VALERIE SHUN

Make AP courses more available to students Mehrose Ahmad and Raisa Ahmed STAFF WRITERS AT TOWNSEND Harris High School, most students register for AP courses as soon as possible. And why wouldn’t they? The potential for college credit, the “academic rigor” that colleges want to see on transcripts, and the weight that boosts your average all serve as incentives for taking such courses. But these benefits are confronted by one key limitation: availability.

Currently, AP course availability at THHS is restricted.

Every year students from each grade, except freshmen, compete for a limited number of seats in the few AP courses that they can take. Yes, our school offers more than half of all AP courses, but how many APs can students really take? Most sophomores can only apply for AP Human Geography, and even then they have to compete with seniors and juniors

for seats, on top of scheduling conflicts with their other classes. Most juniors are still fulfilling their science requirements and thus only have one elective slot to use for an AP class, in which they still have to compete with seniors. Sure, the addition of AP English Language is a step in the right direction, but adding one AP class is not enough. Many students are still deprived of the opportunity to pursue certain academic interests and get ahead in the college process.

What THHS needs is an expansion of its available AP course options.

One solution is to increase the number of AP sections already present courses at THHS, such as AP U.S. History, AP Psychology, or AP English Language. This would lead to fewer scheduling and class size problems because more classes being offered at more times would mean more schedule possibilities that include AP courses for students.

There are two approaches for producing more AP classes. One is to add more classes for the APs THHS already offers, such as AP U.S.

to be accepted into AP classes.

Adding more diverse AP courses in subject matter, such as AP Chemistry or AP Microeconomics,

“What THHS needs is an expansion of its available AP course options.”

Hist o r y, AP Human Geography, or AP Psychology. This would allow for an increased number of interested students

wo u l d be another approach.

THHS, compared to other competitive schools, does not offer as many APs.

Though this can be due to a variety of factors, the school should still try to widen the variety of AP subjects that are available to students.

Understandably, attempting to add more AP courses to THHS isn’t simple; budgetary, faculty, and resource limitations are obstacles to this. Yet, because of limited AP course availability, students are unable to pursue their interests and challenge themselves academically. It isn’t exactly uncommon for students to gripe about the lack of APs available in our school.

AP courses don’t make or break schools, and they certainly don’t turn students into Ivy League all-stars, but that doesn’t mean that one of the best schools in the city should accept its current course options. Instead, THHS should strive to expand its AP program so that more students can be educated at a higher level and have the chance to be rewarded for it.

THE CLASSIC

June 2015

15

OPINION

The Classic

EST. 1984

EDITORIAL

EDITORIAL STAFF

Review of van policies needed TOWNSEND HARRIS High School’s athletes deserve much praise: they balance academics and sports, they honor our school with their sportsmanship and performance, all while forging close bonds with teammates and coaches. So why do they have to travel in often overcrowded and unsafe vans?

THHS has two vans, primarily used by teams to transport athletes to and from sports events. Other schools rely almost entirely on public transportation or paying heavy fees for other transportation, making these vans luxuries. Nonetheless, the benefits do not outweigh the potential costs here.

It is no secret that some teams cram more students into the vans than is allowed by law.

Stories of students lying on top of one another or sitting on the floor are passed around a little too frequently for comfort. Oftentimes, safety laws regarding the use of seatbelts are completely unheeded. Simply put, the vans, regardless of how many people use them, are dangerous. But we cannot

point an accusing finger solely at the athletes or their coaches for this. The administration must closely monitor the situation surrounding van use.

The school vans are immense legal liabilities for the school and pose unnecessary risks to student safety. We understand that the van is a privilege and that getting to games is a hardship, but the dangers are too great to ignore. The van is frequently overcrowded, and without easy availability to seat belts, the risk of student injury in transit greatly increases.

Even fitting the legally-allowed 14 passengers in the van is difficult when teams must also transport bulky equipment to and from sporting events, so how are students supposed to be protected when many more are crammed into the vehicle? In 2008, two members of Stuyvesant High School’s track team were seriously injured in a crash involving a rental van carrying eight passengers, all of whom were wearing seat belts. One student was paralyzed. If these students were hurt in an acci-

dent where seat belts were used, the risk factor for students sitting on each others’ laps in an overpacked van without seat belts must be greater.

The van provides a great service, offering free transportation to and from the school for athletes who are often already burdened with equipment and uniform costs. We ought to be grateful for that. However, the van is only beneficial to students when it is used properly, not when students are packed in tightly and haphazardly.

The school vans do not necessarily need an overhaul, but the policies surrounding them do. Coaches and administrators must work together to more strictly enforce limits on the number of students in the van and provide adequate time for other team members to take public transportation. The school has been playing with chance for too long. We should not have to wait for a tragedy in order to be prompted to change the policy. We are aware of the problem; now is the time to fix it before it is too late.

EDITORIAL

Let’s add women to our wall SINCE ITS reopening in 1984, Townsend Harris High School has attracted a unique student body, composed of a 70-30 female to male ratio and cultural backgrounds that can be traced around the globe. Despite this diversity, one place remains homogeneous: the Wall of Fame, which only features graduates from the original, all-male THHS that closed in 1942. The alumni featured on the Wall have made significant contributions to the global community, but the time has come to shine light on more recent THHS graduates and their successes.

On the Townsend Harris Alumni Association’s (THAA) website, a list of alumni in the “Hall of Fame” commemorates a larger group of former Harrisites who have achieved notable success. In 2010, the Alumni Association inducted 25 members to commemorate the school’s 25th anniversary, marking the first time alumni from the new building, including women, were added to the list. As the THAA prepares to induct two more members for the school’s 30th anniversary (we’ll cover that in our final issue), we believe this

The Classic is an open forum for the expression of student views. The opinions expressed therein should not be taken to represent those of the administration or faculty, or of the student body as a whole.

EDITORS-IN-CHIEF Stephanie Geier Amanda Yan NEWS EDITORS Sarah Iqbal Ann Kochupurackal

SPORTS EDITORS Eleni Sardina Noah Silversmith

FEATURES EDITORS Rachel Chabin Hallie Wolff

LAYOUT & DESIGN Christina Wang

OPINION EDITORS Zion Kim Zachariah Ooi

PHOTOGRAPHY EDITORS Kari Iocolano Yash Sharma

A&E EDITORS Jason Lalljee Jennifer Walsh

MANAGING EDITORS Nina Leeds Harry Petsios

COPY EDITORS Evan Mancini Jane Tekin Simrankaur Wahan

ONLINE EDITOR Frankie Nicolazzi

ADVISOR Brian Sweeney We welcome letters to the editor.

Townsend Harris High School 149-11 Melbourne Avenue Flushing, NY 11367

The Classic reserves the right to edit letters for clarity and concision.

COMING SOON

Look for another edition of The Classic Magazine to arrive in the next few weeks.

FEEDBACK

Have an opinion on an article published in The Classic?

PHOTO BY KARI IOCOLANO

to be a great opportunity to have these people receive the same recognition as those prominently displayed on the Wall of Fame.

It may be difficult or expensive to expand the Wall of Fame, but if we have the room to honor the trophies and sports jerseys of past alumni, we should have the room to honor the accomplishments of more recent inductees.

Recognizing those alumni provides more modern and diverse role models for the student body.

This isn’t simply adding pictures to a wall; it’s giving credit where credit is due.

The wall as it stands is not an

accurate reflection of THHS in the present – in a school where females outnumber males 7 to 3, an acknowledgement should be made to our female alumni who have achieved great things beyond the walls of THHS. THHS isn’t an all-male school anymore, and its accomplished alumni go beyond the faces that dominate the wall of our lobby.

Alumni from the old THHS worked tirelessly to reopen the school in 1984, and honoring graduates from the new school is the best way to show that their hard work was worthwhile.

Want to have your thoughts on a topic published?

Write a “Letter to the Editor” and email it to thhsclassic@gmail.com.

16 June 2015

THE CLASSIC

OPINION

It’s time for us to reject promposals Ian Ho and Andrew Palma STAFF WRITERS LET’S GET right to the point: promposals are stupid and sexist.

For most, a promposal is nothing more than a question that was answered months before, when you asked the girl to be your significant other. It’s an overemphasized gesture of attention, where the girl relishes in the “oohs” and “aahs” from people, the majority of whom she hasn’t spoken to for weeks.

We, the unfortunate and heavily outnumbered boys, are forced into a whirlwind of insanity to appease a demand for elaborate promposals. Nowadays, the promposal seems to be a staple in attaining a prom date for high schoolers. Quite odd, since the practice only began in 2005, but the power of social media strikes again. Ask anyone from previous generations and it becomes apparent that the promposal isn’t traditional; it is

merely a new fad that has unfortunately taken hold of teen culture. If a boy doesn’t spend hours creating the perfect promposal, he shouldn’t expect a prom date.

But is it fair for so many girls to expect promposals, especially in a school like ours?

A number of people complain about sexism present in the school, such as the dress code, which is said to target mainly females. Many also think boys possess an undeserved sense of entitlement, but wouldn’t it be sexist then to expect boys to conduct promposals? While some girls do prompose, it’s rather odd that in a school with a female majority, most promposals are done by the minority. If people wish to oppose the sexism in our school, shouldn’t they also be protesting promposals?

To make matters worse, some girls will threaten to reject a promposer if the promposal

isn’t “sufficient.” There are girls who, for whatever reason, believe that they are entitled to a grand promposal. Many aren’t joking when they say, “If his promposal sucks, I’m not going with him.” How is it fair that a guy spends hours planning a promposal, only to be told that it wasn’t up to par? We aren’t saying that any boy should get a date just for asking; we’re saying that it’s ridiculous that some girls who would have gone with the boy reject him solely because the promposal felt unsatisfactory. Why is it that ceremony now triumphs over earnesty?

Some boys are simply too shy to prompose; they aren’t comfortable with the public display of affection that a promposal brings.

Shouldn’t the basis for accepting a promposal be set on your relationship with the person, rather than promposal’s aesthetic quality?

Don’t get us wrong, boys aren’t the

only ones negatively affected by ridiculous promposals. If the matter had not been agreed upon prior, a girl may find herself accepting a promposal from public pressure. An unexpected, magnanimous promposal has no positive outcomes: say yes, and you’ll find yourself at prom with an undesirable date; say no, and you’ll be remembered as the vile creature that embarrassed a boy in front of everyone. This romantic-hostage situation only add to the absurdity of promposals.

What happened to the days when having a great person to enjoy prom with alone was enough? When did prom become just as important as popping the big question? Asking someone to prom shouldn’t require an extravaganza of balloons, singing, and an orchestra. We know we’re not alone when we hope that the promposal fad dies out and fast.

DESIGN BY KATHY CHANG

Promposals are prompted by society Thasfia Chowdhury, Andrea Li, and Karen Su CONTRIBUTORS LET’S GET right to the point: claiming girls feel entitled to promposals is stupid.

In a school dominated by compelling young women, the mere fact that facile and sexist arguments like this are able to surface is baffling.

The idea that female students seek felicity and an embellishment of reputation from their partners is an age old assertion that still has a dangerous impact today. A modern reincarnation of this is seen in what many high school seniors know too well: promposals.

To many, promposals are often seen as the highlight of the season aside from prom itself. The idea of promposals is exciting, whether we are mere observers or lucky recipients. Like marriage proposals,

promposals vary from simplistic to grandiose, often requiring meticulous planning.

Though the executions vary, one thing that remains constant is the sentiment behind a promposal. While one may dislike the idea of promposals, the sentiment should never be neglected; rather, it should be celebrated more than the action itself.

Whether or not you want a promposal, you probably see them on social media, hear about them happening, and mention them in passing conversations with friends. We admit it: promposals, as generous as they may be, are tedious, time consuming, and laborious. However, to condemn these willing gestures as forceful demands from girls refutes their significance and creates double standards.

If you’re looking to accuse, blame society. The belief

that girls crave attention and express grandiose desires portrays girls as needy and shallow; the assertion perpetuates sexist ideologies that suggest that women are superficial.

Society’s pressure highlights its expectation of men to be initiators, askers, promposers.

In doing so, men are inadvertently prepared to continuously have to prove their masculinity. Alternatively, the same pressure discourages women from initiating conversations and asking a guy out themselves. For the girls who do make moves, they’re stigmatized with notions of desperation and neediness.

Society’s judgment of a girl’s willingness to take the initiative then turns into a vicious cycle – we shame those girls who are willing to step out of their comfort zones from being considered “needy,” yet we also shame those who

are not as proactive or on the receiving end of these first moves. After recognizing the issue that this cycle presents for young women, we begin to see how all parties involved are harmed by the societal pressures and the routine continues for centuries. If we are to truly equalize the playing field for both gender roles, then we need to become more accepting of girls promposing to their significant others.

If you ever feel pressured or burdened in any way to prompose to a girl, please do yourself a favor and simply communicate your feelings in a sincere manner. Do not undertake a promposal that you are unwilling to carry out just because society creates a stigma of necessity around the practice.

THE CLASSIC

June 2015

17

OPINION

Beliebe me, we’re not all bad

Making groups “work” Kathleen Khan STAFF WRITER

ARTWORK BY MARIE KESSEL

Julianna Somma STAFF WRITER I CAN vividly remember the unbearable number of times people had asked me the same series of questions following Justin Bieber’s arrest in 2014.

“How stupid do you feel supporting a pop star with a jail record? You support drunk driving and drag racing?”

People waiting for Justin Bieber to tarnish his reputation finally received their chance to gloat about how much of a “disappointment” he was.

A fter Bieber’s arrest, he continued to “spiral downwards.” His face was plastered across tabloids, most of which discussed how he had allegedly let down his fans. But not all Beliebers had been disappointed, and most showed no support for his actions. This disparity between media and reality stems from confusion over the characteristics of a “fan.”

A fan of an artist is someone who enjoys that artist’s work.

There are sports fans, music fans, fans of television shows, and so on, all of whom demonstrate an appreciation of the object of their attention with varying degrees of dedication.

Yes, while it is true that some fans are more extreme than others, it is not fair to quickly generalize a whole group of people just because they enjoy someone’s work.

Some people like to assume that just because you’re a Bieber fan and stand by him in his down times, you immediately support drunk driving or egging your neighbor’s property.

I enjoy his music, but not his actions. Believing that any given fan acts like or condones the actions of an artist is ridiculous. It is offensive that people can jump to rash conclusions solely based on someone’s taste in music or who they idolize.

A lt hou gh s t ereot y pi n g

Justin Bieber’s fans is common, I’ve noticed that other types of fans receive comparatively little criticism. Baltimore Ravens fans weren’t denounced as supporters of domestic violence after Ray Rice’s arrest. No one assumes that Michael Jackson’s fans support pedophilia. Defining someone based on who he or she admires is wrong, but the fact that the fans of some celebrities are scrutinized much more than others is simply outrageous.

All this can be avoided if we refrain from stereotyping altogether. Society has taken huge steps in condemning stereotypes based on race, gender, beliefs, and sexual orientation. The next step we can take is to free fans from the stereotypes cast on them based on their preferences in entertainment. It’s clear that the actions and lifestyle choices of celebrities do not represent the actions and lifestyle choices of their fans, so let’s stop acting as if they do.

FOR HIGHER EDUCATION, LOOK BEYOND OUR BORDERS

By Diego Ramos SOME OF the world’s top universities lie within the United States of America.

The Ivy League schools of this country are admired by scholars worldwide for the rigorous educations that they provide. Oftentimes, many U.S. high school students find themselves applying to these and other American schools.

However, many fail to realize that there is a myriad of excellent colleges and universities outside our borders and don’t take advantage of the experiences available in international schools.

The Association of International Educators states that less than two percent of U.S.

students in higher education study abroad. A strange fact considering that schools abroad like Cambridge University, Oxford University, and McGill University all operate at a similar academic level to those found here.

According to the QS World University Rankings, the Massachusetts Institute of Technology ran s first in the world, followed by Cambridge and Imperial College London. Likewise, U.S. News and World Report places Harvard University first, with Cambridge and Oxford following as fifth and si th, respectively. If it’s a question of rankings, schools abroad do just as well.

But rankings aside, there are two factors distinguishing American universities from others: culture and cost.

Of the two, the most crucial when applying to college is cost. Tuition fees in the U.S. sometimes reach over $60,000. But this isn’t the case abroad. At Cambridge, for instance, tuition fees are as low as £15,000 ($23,000). At McGill, undergraduate tuition for engineering is around $26,000. At Oxford, undergraduate tuition fees only amount to £22,000 ($34,000).

Getting a quality education for almost half the price is an incredible opportunity on which many do not capitalize.

“I’M GOING to count you off and separate you into groups.” These words resonate as dread washes over you.

This situation is of ten unavoidable in the realm of group work. Who will you be working with? Will they carry their own weight? And while I cannot speak about all teachers at Townsend Harris High School, my own experiences suggest that many base an assignment’s grade off of the finished project. Few ever review the effort, or, in some cases, the lack of effort, put into the project in its entirety by each individual. Here lies the two main problems behind group work.

W hen g roup work i s assigned, you immediately think to pair up with your friend, someone you worked well with previously, or someone you can easily depend on. Some assume that if their partner works well and wants a good grade, they won’t have to put in any effort themselves; when such students receive good grades this way, it is completely undeserved.

Why should someone who won’t carry his or her own

weight receive the same grade as someone who worked hard for it?

I’m not against group work, but changes must be made in order to ensure a certain level of fairness. Overseeing the work done by each individual in a given assignment would help teachers accurately recognize the abilities of their students and make grading easier.

Teachers should ask each individual in a group about his or her job or contribution to the entire project, and grade each student accordingly. This will give them an idea of who did what, which will make it easier to grade.

It is true that some classes do not have the ability or the need to use a Google Doc because the students do not have access, or the class is composed of hands-on activities and projects. In this case, teachers should have regular group periods where the individuals gather into their groups. This provides an opportunity for the teacher to circulate around and observe any conflicts or add their input when needed.

They may also perceive how well the group has progressed since the start.

“Colette helped guide me through the admissions process while also advising me on what would help and hurt my chances.

As a first-generation Asian-American I was at an extreme disadvantage during the college application process.

Neither of my parents attended college

so everything I learned came from school.

In the end, her advice and aid helped me attain a full scholarship, something I wouldn’t have dreamed possible.”

Stanley Chen, Class of 2013

Colette Brown taught in the English Department of Stuyvesant High School f or over a decade and in that time she advised thousands of her students through the college admissions process. She recently began independentlyadvising studentsfulltime.

Call or email for an appointment to begin personalized individual college ad missions advisement. Her strong belief is that it is not enough to get it into the right school, but also fit into the right school for you. http://thecollegeadmissionsmaven.com 646 467-0265 thecollegeadmissionsmaven@gmail.com THE COLLEGE ADMISSIONS MAV EN is on Facebook

18 June 2015

THE CLASSIC

ARTS & ENTERTAINMENT Townsend Trends: Prom Preview PHOTOS COURTESY OF KRISTEN LANGE AND HILA BENHAIM

Asiya Jaffer and Hallie Wolff STAFF WRITERS WITH PROM less than a month away, senior girls are on the hunt for the perfect dress, and the rest of the school’s Townsend trendsetters are holding their breath in anticipation of one of the biggest fashion events on the THHS calendar. Whether you are a curious underclassman or a senior still in search, we’ve got you covered with some of this year’s popular prom trends.

What’s long and flowy and red all over? Many of this season’s hottest prom dresses. Seniors Ena Rasic, WooJung Yi and Hila Benhaim are all planning on sporting the fiery color at Water’s Edge this coming June. All three dresses are solid red and simply cut — WooJung’s with a subtle slit, Ena’s with a low-slung back, and Hila’s with a key-hole cutout and sheer skirt.

These simple styles work well, seeing as the color red is a major statement in and of itself.

WooJung is very aware that her dress will stand out, explaining why she chose the color red: “I wanted to steer away from the usual pastels and rhinestones that girls tend to wear at prom. And when I was trying on dresses for prom, red ended up being the color that worked best for me.” Because of

jewels as seen on Julianna Somma and Kristen’s dresses. The maxi skirt is usually left with minimal adornment so that the color, fit and long length can truly do the talking.

But a long skirt means the highest of heels are often needed to prevent the dress from dragging on the Water’s Edge, literally.

A neutral or nude pair of Senior prom dresses of Kristen Lange and Hila Benhaim. heels will comthe eye-catching color, any orna- dress. Kristen Lange, a senior who plement a pop of color and glitments or details on the dress can plans on rocking the two-piece tering embellishments perfectly. be very minimal, as can the addi- trend at prom, said, “I guess it just If you’re playing it safe with your tion of accessories and shoes. From seemed more fun than a normal dress’ hue, then an intricately dedelicate strappy sandals or simple dress,” adding, “It makes me feel signed pair of heels may be just gleaming bracelets, metallics and like a mermaid.” what you need. neutrals are the perfect pairing for These dresses are gaining We suggest rocking an updo any dress in this hot hue. popularity among prom shoppers with these dresses to showcase the While most seniors hope to because of their atypical shape, as elaborate detail of the tops. enter and exit prom in one piece, well the lengthening illusion that If you are an attendee and have some may prefer otherwise. This they create. yet to find your dress, we have a year, some seniors are stepping The typical two-piece gown few words of advice: keep calm, outside the fashion box and going usually has an embellished crop it’s only prom. for a daring but trendy two-piece top finished with chunky, lustrous

BALLROOM CLUB

Prayer and performance at Seekers coffeehouse Francesca Filiberti, Kathy Ling STAFF WRITERS

PHOTOS BY RENAENIA PANGAN.

Students participate in the Seekers Coffeehouse.

THE INGREDIENTS for this afternoon were simple: with skits and music performances stirred in with good food and topped off with prayer, the Seekers Coffeehouse delivered like a fresh cup of joe. On May 22 from 3:30 to 5:00 p.m, the Seekers hosted their annual Coffeehouse as a way to cap off their year. At no cost, people from both inside and outside the school attended.

This annual event is the hallmark of the work the Seekers do throughout the year. According to freshman Renaenia Pangan, “The Coffeehouse is one of Seeker’s biggest, if not biggest, event of the school year.”

The theme of this year’s event was “God’s Love and Ours.” Senior Joice Im, copresident of Seekers, explained the theme choice. “Because we are a Christian club, we still emphasize the importance of

Christianity and incorporate our yearly theme into Coffeehouse,” Joice said.

“Basically it’s...an open mic event with the Singspiration team leading us in praise songs, then a few individual acts by the members of the club, prayer, and [then] a break for food,” Joice added.

Students and alumni alike attended the festivities. The event included musical performances, prayer, and body worship, a form of interpretative dance combining prayer and movement. Seekers alumni Chris Chan and Shontae Solomon, also performed.

This event is “a time to develop increasingly intimate connections with our fellow Seekers members, alumni, and peers both inside and outside of school,” as senior Brenda Zhang, one of the current presidents of the club, stated.

Additional reporting by Hailey Lam.

THE CLASSIC

June 2015

SUMMER PREP FOR NEW SAT/PSAT

$50 O F FOR T F HHS STUD ENTS

CHOOSE KL PREP THIS SUMMER FOR A HEAD START STUDYING: 3 NEW EVIDENCE-BASED READING & WRITING SECTION 3 NEW MATH SECTION WITHOUT CALCULATOR 3 NEW 50-MINUTE ESSAY REGISTER NOW FOR SUMMER COURSES BEGINNING JULY 1ST 2015!

NEW CUSTOM MATERIAL FOR NEW SAT EXCLUSIVELY AT KL PREP

FREE PRACTICE PSAT NEW FORMAT & QUESTIONS SUNDAY, MAY 31ST, 2015 REGISTER NOW TO RESERVE YOUR SPOT

718.679.9908 WWW.KLPREP.COM

T N I O P 0 10 E S A E R C IN E* E T N A R GUA

REFER A FRIEND†

$15 OFF

718.679.9908 www.klprep.com 195-05 69th Ave. Fresh Meadows, NY 11365

* For those who attend all classes, including practice tests, and complete all required homework; 100 point improvement measured: 1) from prior official SAT General Test Math and Critical Reading combined scores, or 2) from first practice test taken at KL Prep within first 2 weeks of course, to official New SAT combined score taken no later than June 2016. Students who neither take KL Prep practice test within first 2 weeks of course nor have prior official SAT General Test score are ineligible for guarantee. †

In order for referrer to qualify for $15 off, referred students must have not previously taken any courses at either Kuei Luck Enrichment Center or KL Prep or any subsidiary of these companies.

KL Prep is a Kuei Luck Enrichment Center, Inc. brand and is not affiliated with The College Board. SAT is a registered trademark of The College Board.

19

20 June 2015

THE CLASSIC

ARTS AND ENTERTAINMENT SHAKESPEARE

U.N. screens Selma for students

PHOTOS COURTESY OF KAREN SU

Olivia Chan STAFF WRITER STUDENTS AT Townsend Harris High School are no strangers to William Shakespeare’s wri!en works but few have had the chance to see the works as they are meant to be seen — on stage. "anks to English and Drama teacher Joseph Canzoneri, students had the opportunity to see Shakespeare’s "e Two Gentlemen of Verona at the "eater for a New Audience in Brooklyn. "is show was a new experience for many of the students who had never before seen a live Shakespeare production.

“I think it’s important for students to see live Shakespeare [and since] many of them had never seen a live show, I wanted to pick a show that they would enjoy,” Mr. Canzoneri explained. "e Two Gentlemen of Verona was one of Shakespeare’s first, if not the very first, plays.

It features many themes that are present in his later comedies, such as miscommunication, cross-dressing heroines, and lots of puns. "e plot centers around two friends, Valentine and Proteus and their romantic misadventures.

Accompanied by English teacher Robert Babstock, Mr. Canzoneri, along with a mix of sophomores, juniors and seniors saw the matinee performance on Saturday, May 9. Mr. Babstock, who had joined Mr. Canzoneri on such trips in the past, had a good time at the production. He said, “I enjoyed the rapid fire puns that had a lighthearted emotional gravity.”

Sophomore Caitlin Cassidy, a student in Mr. Canzoneri’s Drama class, commented, “Before the show we acted out a scene in our classroom and seeing the scene on stage was such an amazing experience to learn from.”

Following the show, students viewed a an interview with the cast, which was conducted

by Gail Karn Paster, the editor of Shakespeare Quarterly.

LAST MONTH, the United Nations Department of Public Information organized a screening of the film Selma as part of the “Remember Slavery Programme” and to help mark the International Decade for People of African Descent. Five Harrisites joined the 50 students from New York and New Jersey who gathered in the UN Headquarters with UN Ambassador Samantha Power and Selma director Ava DuVernay. The UN partnered with Paramount Pictures in their “Selma for Students” program, which seeks to bring the story of Selma and the Civil Rights Movement to young adults.

Selma chronicles the campaign for the Voting Rights Act of 1965 by Martin Luther King Jr. and many other activists through the march from Selma to Montgomery, Alabama. It was released in January of this year, two months prior to the 50th anniversary of the Selma march.

“The film encourages us to recognize the importance and privilege of voting,” attendee senior Karen Su commented.

“After watching Selma, I felt inspired to increase my political participation and to promote more awareness about this story through discussion with my fellow youth and members of the community.”

“The human being is able to do the best and the worst, and as potential voters, as immigrants, as foreigners, as citizens, we must acknowledge whom do we owe the rights we enjoy and take for granted, and do what is necessary to provide them, to keep them, to protect them,” Span-

ish teacher Beatriz Ezquerra, a chaperone to the event, commented.

UN Under-Secretary-General Cristina Gallach gave the opening remarks. Gallach prefaced the screening by reminding the audience of “their goal to reach out, educate, and inspire the younger generation.”

Junior Jensine Raihan, who attended the screening commented, “we as young people need to truly understand the struggles of those who came before us so we can learn from them and build on top of what they have succeeded in doing.

History teacher Franco Scardino remarked, “I am confident that strong youth leaders will emerge and start to contribute and direct the conversation because I see it happening [with] Townsend Harris alumni in colleges across the country.”

“Selma for Students” is part of a larger UN effort to educate people of human rights violations and improve human rights around the the world. The Remember Slavery Programme works to encourage people to remember how and why slavery and the transatlantic slave trade existed and raise awareness about racism today.

Whether it’s voting rights or marriage rights, DuVernay and the United Nations wish people, young and old, will continue to work in our modern day struggle for full rights. “I hope the film resonates with those fighting for justice,” the director expressed. “The spirit of Selma must continue here in America.”

Senior Karen Su, Mr. Scardino, and Ms. Ezquerra at the U.N. for a screening of Selma

Senior Karen Su poses by the U.N. building.

New QC exhibit pictures the past Hailey Lam STAFF WRITER

THROUGHOUT THE months of May and June, the Godwin-Ternbach Museum at Queens College will be featuring photos from the Matthew R. Bergey Collection. The collection chronicles the constantly shifting world of photography, traveling through the 20th century using photos from renowned photographers such as Walker Evans along with photos from lesser known artists like Henri Cartier-Bresson.

The photos are arranged according to their stylistic period and wrap counterclockwise around the main floor, beginning with the late 1900s. The photos from this period usually have sedentary subjects since cameras weren’t capable of capturing moving objects. Taken

with long exposure, photos from this time are traditional and more focused on capturing beautiful subjects instead of playing with the artistry of photography.

The next stop on the photog raphic timeline is straightp h o t o g r aphy.

Photographers tried to por tray the terrifying beauty of these industrial leviathans by capturing them as they stood. The photo “Steam and Steel,” by Ira Wright Martin,

features three smokestacks funneling massive clouds of black smoke into the sky, representing the strength and corrupting power of industrialization.

The final

“!e collection chronicles the constantly shi"ing world of photography.”

turn around the room transports audiences to mystical lands. Sophie Ristelhueber

uses her photo “Bayreuth,” to show the aftermath of war. The photo is of a dilapidated pool and leisure house surrounded by woods trying to reclaim the land after the Lebanese Civil War. Her photographs illustrate the scar war leaves on the psyche of nature.

Also, be sure to check out Dorothea Lange’s “Migrant Mother” hanging on the second floor of the gallery. The most ubiquitous photo of the Great Depression, “Migrant Mother,” depicts the devastating effects of this period, becoming one of the defining images of American history.

After school, take a break from that pile of homework and visit the Godwin-Terbach Museum, open from 11 a.m. to 7 p.m. Monday to Thursday, and on Saturdays 11 a.m. to 5 p.m.

THE CLASSIC

June 2015

Review Central MUSIC

Snoop D-elights Austin Wang MUSIC CRITIC SNOOP WAS once the most hyped-up rapper in the game, and though he’s lost some of his lyrical prowess, his voice remains one of hip-hop’s greatest. Unfortunately, he often sings with a heavily filtered voice alongside album producer Pharrell on his latest, Bush.

The opening track, “California Roll,” featuring Stevie Wonder, quickly introduces the album themes: women, Los Angeles, sunshine and smoking -exactly what you’d expect from Snoop and Pharell. On “Peaches and Cream,” the duo and R&B legend Charlie Wilson find the perfect balance between rapping, singing, and clever wordplay.

With such a strong theme of West Coast partying, most songs blend together. “Edibles” stands out with an amazing guest verse

by T.I. The other featured rappers, Rick Ross and Kendrick Lamar, fall short on the last song, “I’m Ya Dogg.”

These faults don’t stop Bush from being one of the most enjoyable albums of the year. While Snoop’s lyrics aren’t mind-blowing, Pharrell’s catchy disco production keeps your head moving no matter what.

21

Read more stories at thhsclassic.com!

FOOD

Meow Parlor is a purr-fect treat Sabrina Yu FOOD CRITIC PET CAFES have been rapidly gaining ground in Southeast Asia, and the trend has made its way to New York. These cafes provide more than just your standard food — they also feature areas where customers can play with cats and relax after a long day.

Meow Parlour opened half a year ago in Chinatown, and since its start, it has been garnering popularity among cat lovers of all ages. Besides providing a cute and fun service to customers, it also offers safety and protection for its cats, all of whom were once abandoned and would otherwise still be abused or living on the streets. Cats are given food and shelter as they wait to be potentially adopted by patrons.

With such a righteous mission and charming concept, I had to come check the place out.

The store has two divisions: the cafe and the cat visitation area. The shops are separate due to government rules and regulations. However, you can order food from the cafe into the visitation store to eat, and it is completely safe for you and the cats. Both shops are modern and welcoming, with light wooden furniture and bright white walls.

PHOTO BY SABRINA YU

One of the resident cats at Meow Parlour The visitation area is highly sanitary, as customers must remove take their shoes before entering.

There are also cat toys, beds, and scratching boxes for the cats.

The Rosemary and Cornmeal with Apricot Jam Cookie was delectable. Right off the bat, this yellow, speckled, cat-shaped cookie sandwich smelled strongly of rosemary. In the center there was a star cutout that revealed the sweet yet tart apricot jam inside.

This adorable cookie is soft, savory, and buttery. The cornmeal gives each bite a grainy texture.

This gourmet treat is flavored to perfection.

The macarons, like the Party Time Cat-Shaped Macarons, are popular and individually designed with a cat face. This particular macaron was made with salted milk chocolate and caramel. It was light, with a nice bite to it and a strong nutty flavor.

The inside is surprisingly very sweet and salty, but the combination works well, resembling a fancy chocolate bar. Although this macaron was aesthetically pleasing and delectable, it was pricey and not worth the money.

Though pricey, the cafe is worth visiting. If you plan on visiting, then be sure to make reservations well in advance because the place receives many visitors every day.

MOVIES

Pitch Perfect 2 hits all the right notes

ART BY JENNER CHEN

Pitch Perfect 2 is still in tune.

Nina Leeds MANAGING EDITOR “ACA-SCUSE ME, there’s a sequel?”

The Barden Bellas are back and funnier than ever. The longawaited sequel to the 2012 hit Pitch Perfect is finally here and fans will not be disappointed. The entire gang is reunited, including leads Becca (Anna Kendrick), Fat Amy (Rebel Wilson), and Chloe (Brittany Snow).

The Bellas are competing to

win the World Championships in order to keep their place in the League of Acapella. They face a new rival, Das Sound Machine, and have to compete in crazy musical challenges and competitions in order to be reinstated.

The movie doesn’t fall short of star power, with cameos by Jason Jones, Snoop Dogg, Pentatonix, and even the Green Bay Packers.

The movie also contains an original song, “Flashlight,” written by Sam Smith and Sia and sung by the Bellas’ freshman recruit, Emi-

ly (Hailee Steinfeld.)

There is always a lot of pressure for a sequel to live up to the original. Pitch Perfect 2 did fall a little flat in comparison to the first movie but dedicated fans will still enjoy experiencing nostalgia and seeing beloved characters create new adventures, romances, and musical performances.

Though the plot may be less memorable and the performances less exciting as the first, the sequel is sure to leave you feeling “acaawesome.”

Age of Ultron is Marvel-ous Jennifer Walsh A&E EDITOR

IN MARVEL’S latest blockbuster, Avengers: Age of Ultron, the titular team of superheroes must defeat a robot of advanced artificial intelligence, Ultron (a well-cast James Spader), who is set on wiping out the human race at any cost. The Avengers must cope with conflicts within their ranks and deal with Pietro and Wanda Maximoff (Aaron Taylor-Johnson and Elizabeth Olsen), twins with mysterious and dangerous powers.

Though Ultron’s catchphrase is “I’ve got no strings on me,” the same cannot be said for the film. Age of Ultron’s main problem stems from the heavy constraints placed upon it — the elaborate plans for the Marvel Cinematic Universe (MCU) make it hard to enjoy the film and do the characters justice. Because of the extensive continuity between the different films and television shows in the MCU, there is less room for director Joss Whedon to tell the story his way, as every-

thing needs to fit into place for the rest of the franchise. There are many hints about the future of the Avengers, but knowing where the story is headed next detracts from the fun.

The chemistry among the Avengers is satisfying, but lacks the dynamic of the first film.

This is due to the conflicts that have developed between team members since the Avengers first assembled, and Whedon’s difficult task of developing the already-large cast of characters, incorporating new ones and balancing screen time for the huge ensemble. The Hulk, Black Widow, and Hawkeye all have developed storylines this time around; Whedon redefines Tony Stark’s character after his so-so solo in Iron Man 3. Scarlet Witch and Quicksilver, despite their forced Russian accents and bland backstory, bring needed tension and energy to the team.

Despite its flaws, Age of Ultron is a fun popcorn movie with substance and punch. It sounds great, communicates a story of power and fear, and is a genuine crowd-pleaser.

22 June 2015

THE CLASSIC

SPORTS SPORTS UPDATES

BY CATHERINE NG BOYS VOLLEYBALL

THE BOYS varJunior Malik Khan exsity volleyball team was pressed equal pride in his crowned the Queens Di- teammates. He said, “For vision A Champions with the first time in years, an almost flawless record, we had won divisional winning nine games out champs, so that was a of ten throughout their huge accomplishment. season.

Our second round exit In previous years, the could have gone either volleyball team way and was not seeded no higher what we had than second in For th expected it to the Queens be. NeverD iv i s i on .

“For the first time theless, we H o w e v e r , in years, we had won had taken by defeating divisional champs.” a balanced B en j a m i n team into N. Cardozo the playoffs High School with an imtwice, they were pressive record.” able to seize first.

The boys won Senior Caleb Hong against Edward R. Murexpressed his enthusiasm, row High School in their saying, “Cardozo is usu- first playoff game on ally always the top team May 12, 2-0. Although in our division, so it was their second playoff nice to beat them and game against Fiorello H. take the division title. Our Laguardia High School coach, Ms. Caiaccia, real- came close, the team faced ly played a factor by mo- the end of their season as tivating us to push harder Laguardia came out on and focus on being more top with a final score of efficient in the game.”

2-1.

BOYS TENNIS IN A historic season, they ultimately lost. the boys varsity tenNevertheless, their nis team picked up wins success this season did against undefeated rival, not come without a bit Cardozo High School. of a stress. The team adBecause of this newfound mitted that they still dominance, the tennis struggled against certain team was able to win the teams. Sophomore Max Queens A1 Division Prohorov said that title, making it Cardozo presto the playoffs.

They are sured him They were most, exseeded fourth “They are pretty plaining, overall in the much our biggest ri- “ T h e y city, ahead of vals so it gets pretty are pretty even Stuyvetense.” much our sant High biggest riSchool.

In vals so it gets their first playpretty tense.” off game on May Senior Ethan 15, the team beat El- Nittolo also mentioned eanor Roosevelt High Bayside High School as School 4-1. Subsequently, another rival, citing their they defeated Stuyvesant, strong 1st and 2nd doumarking the first time bles and 3rd singles as ever that THHS has ever tough competitors. Rebeaten them. These wins flecting on their two wins guaranteed them a spot against Bayside, Ethan in the semifinals of the said, “I felt our team adPSAL championships, in justed phenomenally which they faced against when they were down in first seed Beacon High some of these matches School at the National and their will to win was Tennis Center in Flush- what helped us to defeat ing Meadows Park, where them.”

Fencing tops Championships

PHOTO BY MELISSA WONG

The épée team after the competition

Noah Silversmith and Evan Noblesala SPORTS EDITOR & STAFF WRITER DESPITE A busy month full of Queens College finals and AP exams, the girls fencing team squeezed themselves into a fourth place finish at the PSAL City Championships.

There, the Townsend Harris fencing team racked up a plethora of medals. The épée team placed first in its competition, winning 45-28. The team of senior captain Emily Cirulnick, junior captain Rebekah Jones, and sophomore Doreen Wu grabbed the title, defeating Francis Lewis High School, NEST+m, and Brooklyn Technical High School. This gave

THHS 100 points and marked the épée team’s victory. Épée captain Emily Cirulnick remarked that constant dedication from her teammates fueled this victory, saying, “We spend ten hours a week working hard to maintain this lead.”

The foil team of senior captain Eva Jiang, senior Alondra Lerebours, and junior Lavonia Duncan landed a respectable sixth place finish after a narrow defeat by Fiorella H. LaGuardia High School. This contributed 69 points to the team’s overall score.

Eva believes that strong moral support from teammates was critical. She said, “Helping each other out really betters ourselves as fencers.”

Coach Katherine Yan was ex-

tremely proud, citing the team’s hard work as the cause of their success. “They worked so hard from the first day of practice. They even trained during the boys season during the summer to prepare for our season and their efforts and hard work definitely paid off,” she said.

This victory comes atop another successful season for the team, who finished the regular season 6-0, ranking first in their division.

Looking toward the future, Rebekah said, “I feel like if we always fence like we fenced in this tournament, there won’t be anything that can stand in our way.”

Additional reporting by Cathering Ng

Ivy Global

New York SAT Summer Courses Regular Course ($1000) Jun 29 to Jul 17 Mon-Thu 1:30pm-5:30pm Jul 20 to Jul 30 Mon-Thu 1:30pm-5:30pm Aug 17 to Aug 27 Mon-Thu 9:00am-1:00pm Aug 17 to Aug 27 Mon-Thu 1:30pm-5:30pm Intensive Course ($1600) Jun 29 to Jul 17 Mon-Fri Jun 29 to Jul 17 Mon-Fri Jul 20 to Aug 7 Mon-Fri Aug 10 to Aug 28 Mon-Fri

9:00am-1:00pm 1:30pm-5:30pm 9:00am-1:00pm 1:30pm-5:30pm

Classes for both current and new SAT available

Crash Course ($650) Aug 10 to Aug 14 Mon-Fri 9:00am-1:00pm

Location Ivy Global New York NYC Seminar and Conference Center Suite 515 71 West 23rd Street New York, NY 10010

Register at www.ivyglobal.com | 1-888-588-7955 | 347 Fifth Ave, Suite 1206, New York, NY 10016

THE CLASSIC

June 2015

23

SPORTS

Debra Chan - NY1 Scholar Athlete of the Week

Noah Silversmith SPORTS EDITOR

MANY STUDENT athletes find the combination of work and play difficult to maintain.

Juggling a sport and schoolwork can prove to be challenging, but some do find a balance between the two, albeit most are usually forced to sacrifice success in one for the other. Senior Debra Chan is not among these people. Debra, who plays for the Hawks year-round, was named the Ford Lincoln of Queens/NY1 Scholar Athlete of the Week on April 17 for demonstrating both outstanding scholastic and athletic achievement.

This scholarship and honorable mention is awarded to students in the New York City area who have excelled in both their academics and respective sport(s).

Winners are granted a small monetary reward and spotlight on a NY1 weekly highlight.

From hitting and pitching to shooting and scoring, Debra has written herself a considerable legacy in the record books and in Hawk history. She was a member of the girls varsity volleyball team, captained the girls varsity basketball team, and is currently a

captain of the girls varsity softball team. She’s been a starter for the girls varsity basketball team for all four years, and has scored over 1,000 career points, a feat rarely met at the high school level.

Outside of school, she’s involved in her church’s youth group and has participated in Relay For Life, a charity organization dedicated towards raising money for cancer research.

Physical Education teacher and coach of the girls basketball team Lauren Caiaccia nominated Debra for the award. “She’s a well rounded student athlete, she’s had great academic success, and she excels at multiple sports. With the way she’s played over the last four years, I thought she would be a good candidate to win the award,” she explained.

Despite receiving such support and confidence from her coach, the award still came as a bit of a surprise to Debra. “I thought that I had a pretty good chance because I looked at the past winners, but I didn’t expect it,” she says.

Harris athletes aren’t unfamiliar with receiving this distinction. Debra is one of few Harrisites who have won this honor in recent years. Last year, former

PHOTO BY KARI IOCOLANO

Senior Debra Chan plays volleyball, softball, and basketball.

track and cross country captain and current University of Pennsylvania student Stephanie Loo won the award. In years prior, former track captains Ellie Wu

and Jennifer Gersten won as well.

Although she is graduating, Debra plans to pursue competitive athletics after high school. “I will be attending Macaulay Hon-

ors at City College of New York and will continue to play basketball at the collegiate level,” she concluded.

Athletes spill game day superstitions Benjamin Chang STAFF WRITER ACCORDING TO Stevie Wonder, superstition is “when you believe in things that you don’t understand.” Athletes have relied on several superstitions over the years to increase their chances of winning. At least, that’s what they believe. Tiger Woods wears a red shirt during the final round of every golf tournament. Serena Williams bounces the ball five times before her first serve, twice before the second, and wears the same pair of socks during each consecutive match of a tennis tournament.

The great Michael Jordan wore his University of North Carolina shorts under his Bulls uniform.

While these professional athletes have their respective superstitions, the athletes at THHS have their own quirky routines and rituals as well.

Junior Jason Lin, a member of the boys varsity volleyball team, slides on the floor before a volleyball set. He said, “I [first] did it to calm down my nerves, but now whenever I do it, [the team] ends up winning the set.”

Freshman wrestler Leah Musheyev always enters the wrestling ring with her right foot first because she considers it her “stronger” side. Senior Rebecca Duras, also a member of the girls wrestling team, has noticed a con-

nection between winning and not wearing her hair cap. She stumbled upon this superstition accidentally.

“I had forgotten my stuff during a match and had to borrow my stuff from everyone, but no one had a hair cap. I was so mad that I had forgotten everything, that when I went onto the mat I took it out on the girl and beat her.”

Junior Hallee Pell Brown, goalie of the girls soccer team, was inspired by her Native American heritage to wear a necklace and get a tattoo of an arrow pointed to the right. She said, “According to Native American legend, an arrow pointing to the right gives protection and defense.”

Fellow soccer team members junior Dina Goodger and senior Nicole Gleizer both have superstitions with clothing. Dina wears the same sports bra and pair of socks (washed, of course) after a win. However, if she encounters a loss wearing those garments, she has to wear a different one for the next game.

Similarly, Nicole wears a neon sports bra for all her soccer games and a red one for basketball games.

For her, it was a childhood tradition to wear certain garments that she considered lucky. “When I was younger I had a lucky headband that I wore for all sports,” she explained.

Not all superstitions happen before the game. Sophomore

Louie Nicolosi, a member of the varsity baseball team has an unconventional approach to batting during baseball games. “Before each pitch is thrown, I need to blink. Otherwise, I think about not blinking and it throws me off.”

Nicole also has in-game rituals. She has a routine before ever y f r e e

throw she shoots, consisting of five dribbles with her right hand and two “bounces” with her knees.

Some superstitions are not as elaborate. Freshman Sean Wong, member of the boys’ basketball and volleyball teams, simply listens to music prior to games. “I’m always freaking out [beforehand], but music just takes every-

thing off my mind.”

One thing all these superstitions have in common is their effects on the athletes. The repetitiveness of these zany rituals gives them a confidence boost unlike any other, helping them to relax and perform the be s t they can.

ARTWORK BY KATHY CHUNG

24 June 2015

THE CLASSIC

SPORTS

Vans for athletic teams raise questions about safety Kristine Guillaume, Nina Leeds, and Evan Noblesala STAFF WRITERS THE SCHOOL van of Townsend Harris is well-known among student athletes as the epicenter for team bonding. THHS is one of the only public schools in New York to provide a van for transporting its athletes to athletic events; its use is regarded as a privilege. However, a deeper look into common practices surrounding the van reveals multiple shortcomings and issues, ranging from unclean conditions to blatant safety hazards.

The van can legally hold 14 people, but certain teams have filled the van past this capacity on multiple occasions.

Fencing coach and English teacher Katherine Yan follows a policy of only transporting 14 of her 21 girls in the van, prioritizing starters, so that everyone has a proper seat. The remaining team members commute to games via public transportation. She said that sometimes other teams leave their equipment in the seats, making it even harder to fit everyone.

Ms. Yan said, “I have heard of teams piling and stuffing kids into the van, but I have not witnessed it. The most I heard was thirty...I think that is absolutely unsafe.”

Girls varsity soccer coach Bill Sioukas adopts a similar policy when using the van, prioritizing the transp o r t of his starters. Coaches Yan and Sioukas argue that despite the van’s infamous reputation for breaking safety codes, if used properly, it is safe.

Members of seven teams have admitted to overfilling the van.

Athletes and coaches alike have acknowledged this practice as a threat to their safety.

“People sat on each other’s laps and on the floor,” junior Ivanka Juran explained, recollecting the girls wrestling team fitting as many as 16 people in the van.

“When you try to fit [about] 20 people into a limited number of seats, it creates an uncomfortable safety hazard.”

According to multiple members of the boys track team, they have fit a record of at least 28 people in the van at a time. These teammates have counted while inside

the van.

Discussing the need to fill the van past 14 students, Boys track coach George Rio said, “That’s the only way we get to meets.”

Girls track team coach and math teacher Timothy Connor said that he used to fill the van past capacity, but hasn’t in a while. He recalled an incident where approximately twenty girls were in the van en route to a meet: “[I] didn’t like it.

[You] get four in a seat. Yeah, one [sat on the floor], two, one sat on the tire wheel.”

Coach Connor says he hasn’t

every student wear a seatbelt while in the van, saying, “In the school van, the government requires that every passenger wears a seatbelt.”

Despite this, other students are subjected to travelling in crowded vans where they cannot even see, nonetheless use, the seatbelts in the vehicle, violating New York State law.

Under Section 1229-c(1) of the New York State Vehicle and Traffic Law, all children under the age of 16 must wear a seatbelt in the b a c k seat

Artwork by Christina Wang

overloaded the van recently, but is aware of the fact that other teams fill the vehicle above the limit.

“I understand it does [happen] because you have to get there,” he said. “I usually have a lot more leeway because my whole team doesn’t have to be at the site at one time.”

He now tries to make two trips to meets, with help from the assistant coach.

“There were times when the van had to fit a majority of the swim team, which became very crowded,” commented sophomore Megan Wurtz of the girls swim team on limited access to seatbelts.

“With people not wearing seat belts, it could be dangerous,” Ellen Fee, the Assistant Principal of Organization, Health, and Physical Education, stated that the school’s policy mandates that

o f a vehicle. During almost every ride in the school van, student passengers ages 14-18 do not wear seatbelts.

Ms. Fee added that THHS athletes could use yellow buses, but the school would have to pay for them by charging students individually or use other funding sources such as the THHS Alumni Association.

The first van was a gift from the Alumni Association. Upon noticing how helpful the van was to the teams at THHS, Wanda Nix, former Athletic Director and physical education teacher, requested that the school purchase another one.

State regulations limit the ability of schools to own vans for athletic transport, which is why THHS

cannot buy another van to prevent overcrowding. According to Coach Connor, THHS was “sort of grandfathered into using vans.

We’re supposed to have school buses. We’re grandfathered in because we’ve had them for so long.”

He, like Ms. Fee, suggested using school buses, but there are other complications beyond funding.

“To have a school bus means that people have to have commercial driver’s licenses and I let mine go,” he said, also adding that it takes additional time and resources to have a staff member qualified to drive a bus.

Unsafe con-

ditions r a i s e concerns about potential accidents, and teams have been involved in several while commuting in the van. In the fall of 2012, the girls soccer team experienced an incident while running late through heavy traffic to a game at Bryant High School.

Coach Sioukas recounted the incident, saying, “The van was traveling ten miles per hour. I tried [to] avoid another driver and clipped a parked MTA bus.”

Although no one was hurt, the girls had to go on foot from the accident to Bryant’s field since the side mirror of the van had fallen off. The accident was reported to the school and the insurance on the van covered the damage.

In a more recent incident, the boys handball team was in a crash en route to a game.

Stanley Li, senior captain of the team, explained the event: “We

were driving forward when a car suddenly cut us off from the right side trying to make a left turn.

Our coach didn’t see the car make the turn and we T-boned the car...

No one was injured, but we called the police and we waited for them to arrive and mitigate the whole situation for us.”

The City of New York pays for regular maintenance and any reported van mishaps. Physical Education teacher and Van Coordinator Ray Adamkiewicz takes the van to a repair shop whenever it needs to be serviced or fixed.

“We service the vans for all minor and yearly inspections, but there is also a City of New York agency set up with the Department of Sanitation, and we are eligible to bring up the vans over there [during the summer] for a full-service free of charge,” Mr. Adamkiewicz said.

Ms. Fee said that mishaps with t h e v a n a r e rare a n d thinks that the vans are an asset to student athletes.

She said, “THHS athletes are already short on time to study, so [the van] allows for the athletes to use their time more efficiently.”

The school’s vans provide an efficient and beneficial mode of transportation when used correctly. Students and coaches, however, have voiced their concerns about safety.

Ivanka added, “[A solution is] ideally bigger vehicles, like buses, but I realize that there’s a limited budget.”

Concerns about using vans for transportation grew after a 2008 accident involving Stuyvesant High School’s track team. A van carrying members of two teams to a track meet at Dartmouth College flipped twice on Interstate 91 in Vermont. While all eight passengers had their seatbelts on, both the driver and athlete Lucia Hsiao suffered a fractured vertebrae, and athlete Valerie Piro was thrown from the car, causing her to be paralyzed from the waist down.

Hsiao and Piro sued, resulting in Piro winning $8.5 million in damages.

Ms. Fee said that the school has the licenses of every van driver and that the importance of safety is emphasized to them.

She concluded, “Staff members are constantly reminded that they are carrying ‘precious cargo’ and to take things safe.”