The Oracle (Oct. 2011)

Senior volunteers at horse ranch therapy program

Photographer duo donates profits to charity

New acrobatic trends go viral and defy limits

PG. 18 SPORTS

THEORACLE

Students and teachers offer solutions to global problems

PG. 11 FEATURES

PG. 23 ENTERTAINMENT

PG. 12-13 CENTERFOLD

Palo Alto Unified School District Henry M. Gunn High School 780 Arastradero Rd Palo Alto, CA 94306 NON-PROFIT ORG U.S. Postage

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Henry M. Gunn High School

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Monday, October 3, 2011 Volume 48, Issue 2

780 Arastradero Road, Palo Alto, CA 94306

PAUSD provides Google accounts for all students Jean Wang

News Editor

Starting this year, Gunn is providing all students and administration with Google accounts, which includes access to popular applications such as Google Docs and Sites. “We’re partnering with Google so that within Google, the students of Palo Alto Unified School District (PAUSD) have their own domain, and every student has an account,” Technology Coordinator Lettie Weinmann said. “I expect it’s going to be fairly revolutionary.”

PAUSD has started using Google Apps for Education, a hosted service that allows schools to use a variety of popular Google tools, similar to those found on Google accounts. “In terms of functionality, it’s not that different from your typical Google account,” Weinmann said. However, while Google administers the Google accounts, Apps accounts are administered by PAUSD and includes a unique domain specifically for PAUSD students. This means that PAUSD controls the applications that these accounts can access. Currently, the PAUSD accounts have access to Google Docs, Google Sites, and Google Calendar. There are also plans to include access to Google Mail (Gmail), but legal issues, especially regarding student privacy, have yet to be resolved. When rolled out, the PAUSD Gmail accounts for students will be accessible by the district, allowing them to read emails and track messages. “They don’t want to and they don’t plan to,” Weinmann said. “But they can access your account if they need to.”

The new Google Apps accounts will provide students with benefits that a regular Google account doesn’t. For example, the accounts will have greater storage space, for both the Docs and Sites than a typical account. In addition, within Google Docs and Sites, there are options to allow sharing with only other students within the PAUSD domain. “For my AP class, it allows us to have a secure website that only [students] have access to,” history teacher Faith Hilal. “It allows me to put a lot more [copyrighted] material on the website than if it was open to the general public.” The accounts also have access to a directory of all the students in PAUSD, allowing users to find the email of any student, elementary through high school they need to contact.

Students can now work on group projects through Google Docs. “It allows for greater cooperative work outside the classroom,” Hilal said. As students begin to use these services, more advantages are expected to arise. “Students will have different ideas on how to use the new Google tools, and we’ll learn from each other,” Technology Support Specialist Darlene Feldstein said.

The new Google Apps for Education service is meant to replace Blackboard Learn (InClass), which will slowly be phased out as teachers transfer their class information from InClass to Google Sites. For the administration and teachers, the change made sense in both cost and functionality. In fact, the change to Google Apps came originally from the staff, who had started using their own Google accounts to create sites for their students. At a staff development meeting

last year, math teacher Rajeev Virmani, social studies teacher Roni Habib and French teacher Marcel Losier presented their innovative use of their Google accounts. “We thought what they were doing was very simple and efficient,” Computer Support Specialist Bret Demetris said. “It was really a push from the teachers for a more simple, streamlined process.” With the district also considering students’ need for file storage, Google Apps for Education provided a perfect solution.

Unlike Blackboard Learn, which is a paid subscription service, Google Apps for Education is free for all educational institutions.

Furthermore, by partnering with Google, PAUSD will have access to all of its cutting edge innovations. “Whenever Google comes out with something new for Google Apps for Education, it will be accessible,” Feldstein said. Moreover, unlike InClass, which requires teachers to upload all their documents each new class year, Google Sites keep the materials from year to year. “InClass is not my favorite,” Hilal said.

“With this, there’s a lot more flexibility and permanence.

It’s

more of updating and upgrading rather than starting from scratch.”

Furthermore, teachers can customize their Google sites to fit their own needs. “It’s more personal that InClass.”

Weinmann said. In addition to using the Google accounts to craft personlized sites, teachers have also found other innovative uses of the Google accounts. For Hilal’s World History class, students submitted GOOGLE—p.4

Lisa Wu

Senior College Packet Reminders If application due date is:

Packet due before:

Nov. 16-Dec. 31 Jan. 1-14 Jan.15-31 Feb. 1-March 1 March 2 or later

October 21 November 4 November 18 January 6 February 3

Gunn Figures

»

10,000

Gunn unconcerned about drop in API Amrita Moitra News Editor

On Sept. 22, the California Department of Education released the Academic Performance Index (API) report for the 2010-2011 school year.

Gunn scored 909 points, nine points less than the previous year. Despite the drop, Gunn still ranks in the top 10th percentile of California high schools.

API scores, implemented in California after the state legislature passed

The approximate number of copies made every day on campus

44

the Public Schools Accountability Act in 1991, are a measure of academic performance based on standardized testing. High school API scores are calculated from results on the Standardized Testing and Reporting (STAR) program and the California High School Exit Exam (CAHSEE).

Depending on school rank and score, some districts are given monetary incentives to exceed the Annual Percent Growth Target set each year. The Palo Alto Unified School District (PAUSD)

The number of teachers with Google Sites

schools, however, are not eligible for these rewards. “At the high level that Palo Alto schools are currently at, a slight drop in scores would not affect us,” PAUSD Superintendent Kevin Skelly said.

The Palo Alto community is greatly affected by school performance. “We’re fortunate to live in a community that values education,” Principal Katya Villalobos said. “Because [API scores] are public, people are very aware of

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API—p.4

The estimated number of clubs registered at Gunn this semester

News

THEORACLE

Gunn Foundation gives students aid

NEWS BITES

Megan Cliff

Freshmen officers join student body

Students attend annual fall Club Day

On Sept. 21, students stampeded the quad for the fall Club Day. According to junior Club Commissioner Zoe Aspitz, there are 94 clubs in total, out of which 26 are new. Because of the large number of clubs, there was a variety of topics represented at the event, including religion, academics, community service, special talents and specific causes, such as Liberty for North Korea Club.

For those who had never attended the event, many were intrigued by the excitement, as well as the alluring treats that came with signups. For example, although freshmen Julie Goldman was uncomfortable in the large crowd, she was determined to browse through the clubs. “There were so many clubs that I didn’t know what I would see next,” Goldman said. “I was attracted to many clubs like the Speech and Debate, Thespian Society and Science Alliance.”

The sense of interest and curiosity demonstrated by students such as Goldman was exactly what Aspitz hoped for.

“Clubs are an important part of building the Gunn community,” Aspitz said. “Students become more involved through pursuing their interest and supporting causes alongside friends who share a common mindset.”

For those who did not get the chance to sign up for any clubs or simply could not find anything they liked, there will be another Club Day next semester. “I hope that students will venture into new terrains and be inspired to start a club of their own next spring,” Aspitz said. ­—Eileen Qian The Class of 2015 held their Student Executive Council (SEC) officer elections on Sept. 7-10, with four presidential candidates, four vice presidential candidates and four site council representative candidates. Freshman Dakota Baker won the presidential slot, Somina Lee became the new freshman site council representative and Michelle Zhang became vice president.

This year the president, Baker, is taking a innovative approach to her duties by allowing her class to make suggestions. “I do not plan on making any changes unless fellow freshmen express the need or desire for things to be changed,” Baker said. “So I want all ninth graders to know that if they have a problem with any affairs of the school pertaining to freshmen, they can talk to me and I’ll see what can be done.”

According to the SEC Constitution, the class president must maintain class finances, organize events, plan fundraising and communicate with the student body regarding information relevant to each class. Presidents are also responsible for leading the class in Spirit Weeks.

In addition, the class vice president is supposed to support and aid the president and take his or her place in a time of absence. The site council representative is the link between student-organized events and the class council.

“I hope to voice a lot of the freshmen opinions in site council and SEC, and help Dakota and Michelle make freshmen year the best,” Lee said. ­—Elsa Chu

SEC SCOOP

Reporter

Although the school year is still new, the Gunn Foundation has already begun its efforts to provide financial aid support to seniors.

The Gunn Foundation is an organization founded by community members and parents in 1968 that helps supply Gunn students with financial aid.

Typically these need-based grants are between $1,500 and $2,500 and are awarded according to family income and circumstances. Members of the Gunn community help raise money for awards in order to help as many seniors as possible.

The proceeds made at the recent Gunnway Fashion Show were donated to the Gunn Foundation, and letters sent by the Parent Teacher Student Association (PTSA) at the beginning of the

Zoe Weisner

News Editor

This school year, Palo Alto has adopted the Common Core State Standards (CCSS), created by California to set clear and concise goals for all students in mathematics and English classes.

Prior to these new standards, the Palo Alto Unified School District (PAUSD) had its own individual set of standards. However, according to administrators, the decision to integrate the CCSS was made because of the many benefits gained from the new standards, such as giving students a stronger education to help them compete internationally. The new standards also clarify what each student should learn by the end of the school year, and they also integrate technology in teaching. “They definitely address the areas teachers pay attention to,” Principal Katya Villalobos said.

“This generation is the digital generation.”

The CCSS is organized by the National Governor’s Association for Best Practices and the Council of Chief State School Officers, and it was created by educators and parents.

The new standards require that all teachers undergo specific training to grasp the objectives that are set for them. “The training doesn’t start until October during staff development day,” Villalobos said. “We’re going to look at the standards as a learning experience for both staff members and individuals.”

Although the idea of the new standards has potential, some teachers feel that the training is not essential to their jobs. “The new standards will

Freshman Homecoming Bootcamp (10/12) Homecoming Week (10/24—10/28) Night Rally (10/27) Homecoming Football Game (10/28) Homecoming Dance (10/29)

Student Input Needed: •

Would you be interested in an arcade in the SAC? If so, what kinds of games would you be interested in?

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If you have any suggestions or questions, please contact us!

Email: sec.gunn@gmail.com Facebook: “Updates from Gunn SEC” Or ask us a question at www.formspring.me/GunnSEC

alone, the organization distributed $35,000 to 17 seniors. However, the need for these awards has recently increased due to the change in the country’s economic climate.

“Since the recent economic downturn, more and more families have difficulty meeting the expenses of further education,” Kelly said.

“Over the years, the Gunn Foundation has had to increase its efforts to accommodate the needs of more and more seniors.” Despite this setback, none of the students who have met the Gunn Foundation criteria have been denied financial assistance.

In January, the Guidance Office will provide students with applications, and in late March, awards will be allocated accordingly. “We urge seniors to add a Gunn Foundation grant to your list of possible sources of funding in the pursuit of your further education,” Kelly said.

probably not change our teaching methods here at Gunn,” math teacher Diane Gleason said. “The math department teachers will be looking at them to see what’s new. If there is something in there we aren’t already covering, then we will make adjustments to our curriculum.”

Other teachers believe that the new standards are necessary. “It’s important to have goals to be met and to make sure that within all states there is constant improvement in education and helping students to excel,” English teacher Nicole Menache said.

The new mathematics standards focus on building a strong foundation in basic math skills. The standards for English language arts are designed to increase in difficulty until the end of high school. By the end of senior year, students will be expected to write logical arguments and read college-level material. But since most of these standards are similar to the previous PAUSD standards, the difficulty level of English language arts and mathematics classes will likely not increase.

Teachers will officially be evaluated by the California Teaching Standards for the Teaching Profession.

The standards for the teaching profession are focused on six basic rules: engage students in learning, maintain suitable environments for learning, understand subject matter for student learn, plan instruction for all students, assess students for learning and develop as a professional educator. “It’s not just a checklist, because you’re creating a learning environment,” Villalobos said. “What you’re doing goes beyond the four walls in a classroom.”

GUNN ENROLLMENT

Upcoming Events: • • • • •

school year included envelopes soliciting donations for Gunn Foundation.

In order to qualify, students fill out forms and write a short paragraph on their goals and interests.

The Gunn Foundation Board members then interview the applicants and decide on the amount to be awarded to each candidate.

These awards are meant to acknowledge outstanding achievements and help seniors pursue further learning, whether at an Ivy League, public university or professional trade school. “Even such relatively modest scholarship amounts can make a difference and we receive many thanks from grateful recipients attesting to this,” Gunn Foundation co-chair Ann Kelly said.

According to Kelly more than 100 seniors have received Gunn Foundation awards over the past 10 years. For instance, in 2011

District incorporates new teaching goals

Number of students enrolled at Gunn

2

1900 1850 1800 1750 1700 1650 1600 1550 1500

01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10 10/11 11/12

School Year

Info provided by Central Attendance Administrator Margie Mitchell

News

Monday October 3, 2011

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Learning communities brings students closer together Lydia Zhang

Features Editor

Small Learning Community (SLC), a program that was introduced last year, has been permanently implemented at Gunn.

This year, the SLC course consists of 28 freshmen. The students who were accepted into the program take four core classes with the same teacher, as well as three other classes outside of SLC. According to Assistant Principal Tom Jacoubowsky, who is the administrator overseeing the SLC program, all SLC students have two classes throughout the year together:

Communication A, with English teacher Julie Munger for the first semester and World Cultures, with English teacher Kristen Owen for the second and World History, with social studies teacher Brian Tuomy.

A large portion of students may also have Biology 1A with science teacher Jena Lee, and physical education with Steve Ames. “I feel the program has been a great benefit for our students and for Gunn,” Jacoubowsky wrote in an email.

“It has created a mini ‘schoolwithin-a-school’ and it has helped bring students and teachers closer together.”

SLC students also have the privilege of taking what they’ve learned in the classroom and combining it with outdoor exploration.

“Students have an opportunity for some great outdoor experiences, like taking field trips to Yosemite and nearby Jasper Ridge,” Jacoubowsky wrote.

According to English teacher Tarn Wilson, one of the teachers who introduced the idea of an SLC, the teachers in the course really integrate the lessons learned in the classroom into what the students learn on the field trips.

The proposal for the program came from Wilson and social

Michael Wu

Left: Social studies teacher Brian Tuomy gives a history lecture while students listen and take notes.

Right: A student experiments with an iPad loaned to SLC students as an educational tool during class.

studies teacher Dawna Linsdell.

“About four years ago, we had the idea to create a program that had a cross-curricular and experiential learning focus, where students would take common classes and could build a sense of community,” Wilson said. “Linsdell and I would go for long runs and talk about the visions we had about how to bring it to Gunn.”

According to Wilson, she and Linsdell talked to former principal Noreen Likins, as well as the heads of each department to get the SLC idea approved. The two talked to current principal Katya Villalobos about the idea. “Villalobos was enthusiastic towards it even when she was a teacher,” Wilson said, “She’s been a really big supporter of the program.”

According to Wilson, Villalobos, who previously worked at Palo Alto High School, had seen a similar program there called team and thought it would be a good thing to bring to Gunn as well.

Wilson also says that the program works best for students with specific qualities. “We’re hitting, in general, the middle-lane students,” Wilson said. “At Gunn, there are lots of fabulous programs for atrisk student and honor kids, so we wanted something for the solid, middle-lane student who has leadership potential.”

The staff members involved have many hopes for the future of the program. “Right now, for Gunn, I think it works best to keep SLC small, but I would really like [the program to] emphasize more on leadership training,” Wilson said. “I think it would be nice, eventually, to have more family events and find even more ways to include the families.”

Jacoubowsky also believes that the program has really benefited the campus. “The students have adjusted very well,” he wrote. “They have become very acclimated to Gunn. My hope is that the program continues to prosper.”

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News THEORACLE Faculty model their style at charity fashion show THEORACLE

780 Arastradero Rd Palo Alto, CA 94306 (650) 354-8238 www.issuu.com/thegunnoracle

Editorial Board Editor-in-Chief Ashley Ngu Managing Editors Monica Cai Divya Shiv News Amrita Moitra Jean Wang Zoe Weisner Forum Utkash Dubey Rani Shiao

Wayland Fong Reporter

Gunn held its first teacher fashion show, Project Gunnway, on Sept. 20 in Spangenberg Theater. In the show, teachers dressed up in an assortment of costumes and showcased clothes in different categories such as “Prom Gone Wrong,” “Vegas,” “Drag on a Dime” and “Dream Jobs.”

The concept of Project Gunnway started last semester when the Library Advisory Board (LAB) wanted to do a project to benefit the community. They decided to create a college scholarship for a student who exemplified library use for the public good. “We want students to think about the library as more than just books and computers,”Librarian Meg Omainsky said. According to LAB, good library use involves more

Features Anna Qin Lydia Zhang

than just reading and studying in the library, it’s helping others through the library system.

The library partnered with the Gunn Foundation to create this library scholarship. Starting in four years, the scholarship will be granted to a senior who is a member of LAB, shows leadership skills and uses the library to benefit the community. Omainsky and the board hope to raise $5,000 to $10,000 in the next four years.

The fashion show consisted of many appearances from many teachers. For instance, the full administration team dressed up as the Gunn Wizardry and Witchcraft World. In addition, Spanish teacher Liz Matchett dressed as Frida Kahlo, social studies teacher John Hebert dressed as a Canadian lumberjack and English teacher Jordan Huizing and Social Studies teacher Lynn Navarro played construction workers who danced to “YMCA.” Students were also able to take pic-

tures on the “red carpet” to remember the event.

In the category “Student Couture,” senior Matthis Renaud designed a pastel blue and green reversible dress worn by Omainsky, and sophomore Lena Bacon designed a blue dress worn by math teacher Amelia Lombard.

The creation of Project Gunnway took a long time, but those who participated were happy with their work. However, due to the timing of the event, Project Gunnway did not receive as big of a turnout as was hoped for, with about 40 people in attendance and approximately $200 in total revenue.

Still, Omainsky feels that the effort put in by the many teachers and staff showed the school’s commitment in joining together for a good cause. “The spirit of the staff made this event truly special; I thought it was about raising money for the college scholarship, but it was really about teacher’s commitment to the students and education,” she said. Omainsky and LAB hope to host another fashion show this spring with a prom theme.

Centerfold Elsa Chu Yilin Liang Entertainment Boot Bullwinkle Samantha Donat Lucy Oyer Sports Eileen Qian Emily Yao Photo Wendy Qiu Graphics Lisa Wu

Staff Reporters Cooper Aspegren, Ben Atlas, Megan Cliff, Misheel Enkhbat, Wayland Fong, Sam Hayward, Ellen Lee, Erica Lee, Song Park, Wendy Park Business/Circulation Managers Annie Tran Steve Yang Graphics Artists George Hwang Alvina Yau Photo Michael Wu Jonathan Yong Kyle Zhu Special thanks to Colin Chen Adviser Kristy Blackburn The Oracle is published by and for the students of Henry M. Gunn Senior High School. The unsigned editorials that appear in this publication represent the majority opinion of the editorial staff and The Oracle's commitment to promoting students' rights.

The Oracle strongly encourages and prints signed Letters to the Editor. Please include your name, grade and contact information should you choose to write one. Letters may be edited to meet space requirements and the writer is solely responsible for the accuracy of the content. Letters to the editor and ideas for coverage may be sent to gunnoracle@yahoo.com. These letters and ideas need not be from current students.

The Oracle publishes 9 issues annually.

Subscriptions are $45/year.

Wendy Qiu

Left: Science teacher Maria Powell and Site Council Coordinator Renee Hart sashay down the catwalk, flaunting their own World Threads designs. Right: Math teacher Dave Deggeller gets fresh with theater teacher Jim Shelby as they proceed down the runway.

District reviews API scores Google collaborates with PAUSD n API from pg. 1

how we do. Our community puts much importance on it.”

This value in education is ref lected in Palo Alto housing prices.

Studies have shown a correlation between high-performing school districts and property value. This phenomenon is clearly prevalent in Palo Alto. “In general, the higher the API ratings, the higher the value in real estate,” Director of the Department of Planning and Community Environment for the City of Palo Alto Curtis Williams wrote in an email.

“The increase or decrease in scores over time may have an effect if that is significant.

I don’t think an increase or decrease in 10 points would matter, but maybe a change of 100 points would be reflected in home values.”

Although API scores play a major role in the community, there is some controversy over the accuracy of these rankings. Currently, schools are rated solely on standardized test scores. However, many community members believe that the API should be based on multiple criteria, such as staff attendance and student graduation rates. The California Department of Education has not added these conditions to the API because the new variables would make ranking difficult and less uniform.

Some educators bel ieve t hat A PI scores a lone a re

not adequate in prov iding a holistic view of a school’s achievements. “It’s only one small measure of a school’s performance,” Villalobos said.

“It could definitely be better because it does not give the totality of what that student is.”

While API scores may accurately represent elementary schools, they are insufficient ref lections of high schools.

“You need to look at other factors, like the average SAT score and the number of Advanced Placement classes students take,” Skelly said.

High school API scores, more so than any other level of education, are often considered inaccurate because of the lack of student participation. “Students don’t have any incentive to do well on STAR tests and the CAHSEE,” Skelly said. “These tests are competing with the SAT, which has a greater impact on their immediate future.” Administrators are currently trying to find a way to motivate high school students to do well on these standardized tests and prevent future decreases in scores.

W h i l e s o m e PA U S D s c ho ol s’ A PI s c ore s h ave decreased by a few points, the change is not significant enough to not merit concern from administration. “Our goal remains the same,” Skelly said. “We will keep focusing on individual student needs and continue to make progress each year.”

n GOOGLE from pg. 1

their papers through Google Docs, rather than the conventional methods of email and hard copies, saving paper in the process.

With the service being finalized this past month, Gunn has started making the accounts available to students. While the accounts are available for all students, not every student has chosen to utilize the service. Students who have received their account have found it difficult

to determine whether to share items with other students’ PAUSD emails or their personal ones. “Until everyone gets them, they are going to be a hassle,” freshman Francesca Macrae said. “But when everyone’s on them, they’ll definitely be an advantage.”

The technology department agrees with this sentiment as well. “It will be the most powerful if everyone uses it,” Weinmann said. “We suspect as it grows, there will be more advantages to be on the domain.”

How to set up your own PAUSD Google account: 1. On the Gunn homepage, under Recent News click “Communications Links for Students.”

2. Click the fourth link from the top, next to “Password Changes.”

3. Log on using your student ID as your username.

Your password is your first and last initials followed by your birthday (mm/dd/yy) 4. Change your password.

5. Go back to the “Communications Links for Students” page and click the first link next to “Google Apps.”

6. Log on and agree to the terms and conditions.

7. Voilá! Your new Google account has been set up.

News

Monday October 3, 2011

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Wendy Qiu

1. National Disaster Preparedness Day founder Chloe Blanchard greets a Palo Alto police officer. 2. Student Activities Director Lisa Hall explains what to do in a disaster. 3. Students should use portable toilets in an emergency. 4. Candles, first aid kits, flashlights, water and gloves are necessary disaster supplies.

5. NDPD club tries to raise awareness and recruit new club members. 6. Backpacks with emergency supplies are important for quick and easy access during a disaster.

Student plans National Disaster Preparedness Day Emily Yao

Sports Editor

On Sept. 16, National Disaster Preparedness Day (NDPD), a non-profit organization founded by senior Chloe Blanchard, hosted an event on campus to inform students on how to prepare for a disaster. People learned tips from Red Cross and the Palo Alto Police Department (PAPD) on how to be prepared, including how to create survivor kits and where to buy supplies for first aids kits.

Blanchard formed NDPD after reading in The Oracle last year that an extremely small number of Palo Alto residents are prepared for natural disasters. “I found out that in Palo Alto, 15 percent of the citizens say they are prepared, but the real number is about 8 percent, which is astoundingly low,” Blanchard wrote in an email. “For a couple of years, I have wanted to start my own service project and reading The Oracle gave me the whole emergency preparedness idea.”

NDPD works with other organizations such as Catalyst for Youth and Youth Community Service (YCS) to inform the citizens of the Bay Area on how to be prepared for an emergency.

So far, they have worked together to host two events in Sep-

tember: one at the Palo Alto City Hall and the other at Gunn.

The event at Gunn featured a variety of booths with organizations like the Red Cross and YCS/Interact. Some booths held interactive activities that informed and engaged the audience. For example, one booth displayed emergency supplies and kits that are useful during a disaster. At another, Blanchard asked questions about natural disasters and gave out prizes to people who participated. “We hope to target teens in our effort to spread awareness about the importance of preparing for natural disasters,” Blanchard wrote.

Members from PAPD also came to NDPD to talk about Quakerville, an event on Sept. 10 to 11 that was also about disaster preparedness. The policemen at NDPD informed students on how they can help during a disaster. “In Palo Alto, our Police Department runs the Communications Center not only for PAPD, but also for the Fire Department, Public Works, Utilities and Stanford University’s Department of Public Safety,” Homeland Security and Public Outreach coordinator Kenneth Dueker wrote in an email. “When you call 911 in Palo Alto or Stanford, the Police Department dispatchers answer your call. Our new Mobile Emergency Operations Center is an essential resource in keeping com-

munications on the air in the midst of a major disaster.”

Additionally, the policemen answered general questions about disaster preparedness. “The best way to be prepared for a natural disaster, while considering crime, terrorism, etc., is to think about how you might handle not having drinking water, power, phones, Internet or maybe even a roof over your head for at least a week,” Dueker wrote. “That means you need to make a family plan, get supplies and ideally get trained for basic first aid and other such skills.”

NDPD is currently a city-wide organization, but Blanchard hopes it will expand in the future. “I’m not sure how far it will go, but having a national day for preparedness would be a wonderful achievement,” she wrote.

What every student needs in an emergency • • • • •

Water bottles First Aid kit Flashlight Extra batteries Dry food

• • • • •

Multipurpose tool Cell phone Map of the area Tent Emergency blanket

Titan 101 transitions Class of 2015 into high school Anna Qin

Features Editor

On Sept. 1, the freshmen class broke into small groups for their first session of Titan 101, a new transitional program for incoming students to become better acquainted with high school life. “We want to give them basic information about Gunn that will help carry them through their first year,” Principal Katya Villalobos said.

The freshmen class will meet their “coaches” eleven times a year (about once a month) to discuss any concerns they have about high school and also receive information they will need throughout all four years of their high school career. This includes how to talk to teachers, time management, Homecoming and ways to participate in community service.

According to Villalobos, Titan 101 will help the freshmen integrate into high school better. “We want to give them tools on how to handle certain situations,” she said. “Skills such as learning how to advocate yourself

are extremely important in high school in a way that they might not have been before.”

During Titan 101 students participate in ice-breakers and group activities and get to practice and simulate some of the skills they learn. Once in a while, students will also be given assignments to work on at home and with their parents.“Last session we sent home a second part of an assignment on time management and study habits for the students and parents to work on together and so far we have received good feedback from parents,” Spanish teacher and Titan 101 coach Gabriela Garger said.

There are a total of 21 teachers involved in the program. According to Garger, Titan 101 is an opportunity that she has been looking for since starting her career at Gunn. “I was an advisor in my own country,” she said. “It feels good for me as a teacher to provide and be available as a support for our incoming students.”

Garger sees the program as way to reach out to students who are having difficulties

with the middle school to high school transition. “Most students can handle the transition, but there are a few students who are shy and lost, and we hope that this program will help them find their way,” Garger said.

Apart from the monthly meetings, coaches and students also maintain communication through e-mails during the year. “It’s good for the students to get to know teachers and establish a connection with them,” Garger said.

Feedback about the program has been mixed so far. “I’m going to be honest and say that there have been a lot of questions, especially about the purpose and goal of the program,” Villalobos said.

Garger has found her small group of freshmen to be a little reluctant and others vocal about their disagreement with the program. “Initially reluctant students are coming around to realize that the program will be beneficial in the long run,” Garger said. “For those who are still doubtful I would say. Give the program a chance to improve. So far this is a good beginning.”

Many students have found Titan 101 unnecessary because it has been teaching them skills and giving them advice they had already known. “I really appreciate the teachers’ efforts in implementing this program, but it really isn’t necessary,” freshman Patricia Lin said. Additionally, students have created a Facebook group, as well a petition to advocate the removal of the program. Over 80 students have signed the petition but the administration has yet to acknowledge the request.

The next Titan 101 meeting will be on Oct. 12 after the freshmen take the Explore test.

They will also be given more information on Homecoming Week. Formal evaluation for the program will occur in March and April.

Have an opinion about Titan 101?

Write a letter to the editor and email it to us at: gunnoracle@yahoo.com

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Forum

Monday October 3, 2011

7

EDITORIAL: The Opinion of The Oracle

New bell schedule beneficial to student’s sleep cycle, traffic pattern It’s a repeated theory that the later a school schedule starts the better it conforms to the biological limits of high school adolescents. The new bell schedule shifts the start time from 7:55 a.m. to 8:25 a.m. and the end time from 3:10 p.m. to 3:35 p.m. The Oracle supports this implementation because it is a step further in terms of academic and social progress.

This decision was not the result of last-minute improvisation to give the illusion of improvement; the modification is necessary because students on average get more sleep, traffic becomes less of an issue, and after school activities such as sports, 0 period and H period classes remain largely unaffected.

According to the National Sleep Foundation (NSF), sleep deprivation among adolescents remains a nearly unavoidable worldwide issue, and Palo Alto is no exception. Students working late into the night and occasionally pulling an “allnighter” are relatively common among the Gunn student population, and timely relief was necessary.

Although the reiterated “six hours” standard is accepted as the minimum allotted time for teen sleep, the actual figure is closer to eight or nine hours of sleep.

According to Dr. Mary A. Carskadon, Ph.D., the director of the Chronobiology and Sleep Research at Bradley Hospital and researcher at Brown University, adjusting the school schedule to match the teenage biological clock would have public

schools starting at 9:30 a.m., based on a psychological study involving 200 average adolescent subjects. Ideally, this would give an additional one to two hours of additional sleep, instead of wasting the same time lying in bed awake.

A high school in Massachusetts took these statistics to the test and eventually reported an hour of more sleep on average for their students, after changing their start time from 8 a.m. to 8:37 a.m.

An improvement of this magnitude is, at the very least, worth a try. Many schools are working well with these changes; why anyone would disagree with this conjecture—other than those with personal issues or special cases—remains a mystery.

According to NSF, Gunn is among the 80 percent of national school districts that have adopted similar schedule changes.

The data includes public schools from every major demographic: large urban districts in Minneapolis, MN and Denver, as well as suburban divisions like Jessamine County in Kentucky.

Although the argument exists that shifting the school schedule by half an hour merely reschedules everything, the idea is in fact to adjust the wake up and sleep times in a range closer to the adolescent vicinity: sleep late and wake up just as late. The schedule does essentially shift everything forward, but it’s a shift in the right direction. The new schedule instead lets students sleep for longer periods of time by allowing students get to bed when

they should and wake up at the right time, according to their biological clocks.

However, sleep is not the sole factor for such an issue; the district took many variables into account when coming up with this controversial change. With Terman Middle School and Bowman International School just a few blocks away, traffic is a huge issue for many when it comes to start time.

When the City of Palo Alto gave the green light on the road lane reduction experiment for Arastradero Road, traffic increased and getting to school took longer than before. Residents of Stanford University commuting via Arastradero Road were forced to share the same lane as school—bound students and parents, thereby inhibiting overall efficiency.

The new schedule addresses this in a simple manner. It creates self-categorized hiatuses that allow high school students, middle school students and stereotypical nine-to-five employees, to get situated on time. Near Gunn, Terman Middle School starts at 8:10 a.m., which now gives older siblings ample time to get to school. However, the previous schedule, which started school at 7:55 a.m., left a shorter 15 minute interval and created conf licting traffic.

Although there are relative exceptions to the schedule’s informal timings, including 0 Period classes, after-school sports and H Periods, these remain mostly unaffected. Students who enrolled in 0

period classes choose to wake up early and, without directly declaring so, disturb their personal rhythm and sleep cycle for their own academic pursuits. Similarly, H period classes and after-school sports are shifted ahead and, like 0 period classes, are for individual ventures.

Although student disapproval exists, it’s hard to argue against better sleep and less traffic. Individual cases are not suitable counter arguments. Asking to make a schedule that perfectly conforms to thousands of individuals is not only impossible, it’s irrational.

Overall, we can affirm the adjustments were made with careful consideration and made in the general population’s best interest.

George Hwang

—Unsigned editorials represent the majority opinion of the staff (assenting: 17; dissenting: 11)

Fast food isn’t worth it Kids shouldn’t get freebie rewards Colin Chen

Everyday, a large portion of Americans choose to eat fast food. Not only is it cheap, but fast food is accessible almost everywhere. Though organic food is considered the more healthy option, it is also more expensive.

However, in the long run, organic food is less expensive. Fast food may seem cheaper but the health risks and higher health insurance rates it imposes are a lot more expensive than the price you would pay up front for healthier organic foods. Health risks such as obesity, high cholesterol, diabetes, heart disease, arthritis and stroke are all on the long list of side effects from consuming fast food over extended periods of time. In the 2004 documentary, “Super Size Me,” Morgan Spurlock becomes the guinea pig of a month-long fast food binge experiment. For a whole month he only ate from McDonalds fast food menu, and in the first 12 days of this extreme diet, he gained a total of 17 lbs of fat along with an heightened chance of heart failure.

To put the weight into perspective, most guides state that losing 10 lbs of fat takes anywhere from a few weeks to a few months.

People choose to eat fast food because they believe that they do not

have enough time to cook for themselves. Fast food is appropriately named, and some people’s busy schedules will not allot them the time required to cook a decent meal.

However the time it takes to cook food is often faster than driving to a fast food restaurant and waiting in line for your food. Many diet websites suggest preparing meals at the beginning of the week, because it makes healthy living a lot easier.

Even for those with busy schedules, spending half an hour two times a week planning a healthy menu will allow one to have healthy and accessible food at home and on the go.

While it may seem that eating healthy is inaccessible for the average American due to the seemingly expensive nature of organic food, it is not as out of reach as it seems.

Shopping thriftily contributes to a healthier diet as well as aiding in weight management. According to leaflifestyle.com, a blog in which a consumer has tried out most dietary lifestyles, eating organic fruits, vegetables and an average of six pounds of ground beef or chicken can help you live off of around $100 per week. If you eat three meals a day, this equates to $4.76 per meal, which is cheaper than an unhealthy meal eaten at a fast food restaurant.

Fast food should never be part of a person’s dietary menu. When people eat responsibly they make the best decision for their health and for their wallet.

— Chen, a senior, is a guest columnist.

Elsa Chu The original purpose of rewards, through the forms trophies and ribbons, was to celebrate the achievements of those who had succeeded. This later transformed into who had given the best effort and showed the most sportsmanship.

Soon, parents started worrying that their children felt excluded and hurt when they did not receive a prize, and so the participation trophy was born.

This is due to children reaching the age of rationality. Child psychiatrists Theodore Shapiro and Richard Perry first described this in a 1976 article titled “Latency Revisited: The Age of Seven, Plus or Minus One,” which explored the notion that at the age of seven, children begin to distinguish between right and wrong, winning and losing, fair and unfair. Because of these associations, it is also the time when they begin developing fears of loneliness and of fitting in with others.

While rewards are perhaps fine for younger children, those past the age of seven begin to realize that the trophies imply that they never truly succeed. Though they see the difference in talent between themselves and others, the distinction appears

to be invisible to the adults rewarding them. Thus, children become less motivated and ironically, their selfesteem is still damaged.

One could point out that trophies serve as a tool for equal treatment and justice and that it seems only fair that children should receive material compensation for their efforts. This may be an apologist strategy to counter an increasingly competitive and

George Hwang

capitalist society. However, while over-competitiveness can destroy learning experiences, it is precisely the idea of competition that drives children to improve and do better. In the adult world, competition is what encourages most high-achieving professionals to do their job; they receive no material praise for simply showing up to work.

It is true that when a child, or even adults, become accustomed to receiving a certain object, the value of the prize diminishes. Children will eventually become unmotivated as they realize they will receive a prize no matter how well they play or how hard they try. Trophies also make children unwittingly ungrateful because they can sulk and laze around knowing that they will still get their trophy at the end. In a study by Brandeis University psychologist Teresa Amabile, if children focused solely on the reward that comes with winning a game, they are less interested in the activity, thus making their overall performance decline.

The simple solution is to eliminate participation awards and trophies for those over the age of rationality. It seems logical to refrain from introducing the concept of true competition to younger children who won’t benefit from having winners and losers. However, it is also up to the parents to explain to their children the difference between a reward for participation and one for excellence. Similarly, for older children, parents should still acknowledge sportsmanship and effort.

When it comes down to it, these participation trophies will have little impact on the children’s later experiences with competition. Everyone understands at one point that in life, simply participating will not get you a shiny trophy.

— Chu, a senior, is a Centerfold Editor.

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Forum

THEORACLE

3-D technology isn’t always needed Amrita Moitra

Since its premiere in 1878, film has progressed at a rapid rate. Silent movies have turned audible, and color motion pictures have replaced blackand-white oldies. The addition of music, computer animation and special effects have all combined to make the modern movie. Yet the current entertainment trend of 3 dimensional (3D) film has been detrimental to the industry The movie industry has been taken over by 3-D film. Now, almost every new movie can be watched in 3-D. However, producers have gotten a little too enthusiastic in making everything a 3-D movie. While it is sometimes entertaining, making every motion picture in 3-D is unnecessary and a waste of consumer money.

Not only does 3-D technology cause bodily harm to viewers, but the overload of 3-D is also beginning to show that this technology is not being used to its fullest potential and is instead used to cover up a poorly written storyline.

Numerous studies have shown that the iconic red and blue 3-D frames cause excessive strain on the eyes.

Martin Banks, Ph.D, an associate professor of optometry at the University of California, Berkeley, found that artificial 3-D causes vergence-accomodation conflict. This is when

viewers focus on one distance (where light is emitted from the screen) and then switch to another distance (where the 3-D object appears in space). This switch, or verge, often causes headaches. With the popularity of 3-D movies, the movie industry has tried to make this transfer less dramatic, though this is not enough. No matter what changes are made, artificial 3-D technology will cause strain or fatigue to some viewers.

Perhaps even more frustrating than the discomfort of watching 3-D is the fact that this technology is not being used to its fullest potential. Unlike Roger Ebert’s famous diatribe denouncing 3-D movies as a source of entertainment, there actually are some 3-D motion pictures that are enjoyable. For example, James Cameron’s “Avatar” is praised by critics for using 3-D technology to the highest capability. However, this is not the case for all 3-D movies. In 2010, movies like

“Toy Story 3” and “Pirates of the Caribbean: On Stranger Tides” were disparaged for being unnecessarily and poorly made into 3-D. Many viewers were disappointed when they paid an extra $4 only to watch an unimpressive use of 3-D. As the 3-D movie bandwagon gains more speed, it becomes increasingly evident it is being used to cover up mediocre plots. “Avatar,” although renowned for its use of 3-D technology, told a very average story. In fact, “Avatar”’s

seen with the upcoming release of “A Harold and Kumar Christmas,” whose storyline simply cannot successfully pull off the use of 3-D technology. This just goes to show how movie producers are being swept into the tide that is 3-D cinema.

What is perhaps the most swaying argument to stop the production of unnecessary 3-D movies is that the process is not cost effective.

Theater owners are most affected by the production of 3-D movies. The cost that theaters incur to show 3-D movies is considerable. In order to install a 3-D system, theaters must have digital projectors, which cost tens of thousands of dollars.

The additional $30,000 (on average) needed for a complete 3-D system and the fact that theater owners only receive 45 percent of movie theater profits, emphasize the difficulty owners will have when trying to accommodate 3-D movies.

Admittedly, 3-D movies provide an Alvina Yau interactivity that canstoryline was more or less the not be found in 2-D films. If a same as “Pocahontas” but on 3-D movie is produced well, it a different planet with aliens. can be one of the most enjoyWhile an innovative use in able forms of entertainment. cinematic technology saved However, studios are taking Avatar, the same cannot be advantage of the craze and said for other 3-D movies. are flooding the industry with “Step Up 3-D” is an excellent poorly made, unnecessary 3-D example of poor quality 3-D movies. If studio executives covering up a poor quality were more selective in choosmovie. Looking over the fact ing screenplays that use 3-D that “Step Up 3-D” has little to its fullest potential, more to no 3-D, the storyline of the people will be willing to pay to movie is simply a combina- watch 3-D movies frequently. tion of its two prequels. This misjudgment in the use of 3-D —Moitra, a senior, is a on poor movies continues, as News Editor.

Teenagers aren’t too old to trick-or-treat Erica Lee Once a year on a special night, we are no longer humans. We’re fairies, monsters, mythical beings and other such fantastical creatures. This is a time when houses are “haunted,” pumpkins are carved and treats disappear from their wrappers.

This memorable experience makes its debut every year, and every year there are those that give up these festivities, simply because they adopt the mindset that they are too old. Who wouldn’t want to continue this enjoyable tradition of trickor-treating on Halloween night?

For the few hours of trick-or-treating, school is erased from everyone’s mind; it is as if time has stopped and all worries and external stresses are eliminated.

Halloween gives students the opportunity to abandon their worries and roam the streets stress-free. Gunn is a prime example where students are generally pressured to achieve the perfect grade, and

students can sometimes forget to enjoy life. School should not control every hour of the day, and should not dominate hours after school. Oct. 31 is that day where we have an excuse to act like kids again and to hang out with friends.

High school is smack dab in the middle of childhood and adulthood. Even though some trick-or-treaters might get strange looks from parents walking with their children, there can still be lots of laughs with friends.

An unofficial survey of 28 students was taken on how students felt about trick-ortreating. Twenty students responded that they are never too old for Halloween and they will continue to trick-or-treat until they graduate from high school. Four others planned on continuing to trick-or-treat for a few years, while four others felt that they were already too old to do so. Some students felt that they could trick-or-treat for a couple of more years, while some decided that they were too old because they did not like the looks they got from the people who handed out candy.

Some students refuse to go trick-ortreating because they are self-conscious of going up to a stranger’s house and asking for candy. Likewise, many teenagers also feel that Halloween is for little kids

and they should stay home to give out candy instead of trick-or-treating. However, Halloween is really no different for a 17-year-old than it is for a toddler, so dig out that old costume and a pillow case and celebrate.

—Lee, a sophomore, is a reporter.

Lisa Wu

Enforce ADA standards

Song Park I’m constantly realizing that life as a disabled student in a public school is becoming increasingly difficult, given the lack of wide hallways and access ramps. Palo Alto schools should focus on providing equal opportunities for disabled students.

I have spastic cerebral palsy, which makes it difficult for me to use parts of both my upper and lower extremities. Spastic cerebral palsy affects motor controls and brain signals to the brain. Muscles get tight, and walking is always a challenge. The standards set by the American Disabilities Act (ADA) first passed in 1990, were designed to give Americans with disabilities equal opportunities in the job market, transportation and schools. However, these standards are not being sufficiently enforced.

According to the Department of Education, Section 504 of the ADA states major life activities functions like caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working.

This means that the law wants educational institutions to accommodate students who are not independent with all of these activities. The school has an obligation to make these reasonable changes and it is clear that Gunn can make improvements in both the academic and social settings.

When I am in my math class, the issues are clear. For example, in some of the math and science classrooms, it is very difficult for me to get in and out of my seat without fear of hurting myself. The aisles are crowded and my walker will not fit into these spaces, so I must walk without the aid of my walker. When I walk, I have very little stamina and become tired very easily. I begin making mistakes on problems that I know I would not make if I were fully alert.

In addition, getting from place to place is often difficult. When I am getting ready to announce a football game, there are no ramps to access the announcing booth. Therefore, I have to wind around through obstacles such as grass, bushes and weeds. When I reach the entrance of the booth, there is no ramp to get up inside; thus I have to leave my walker behind and cross a step in order to enter the room.

For example, two years ago I asked the school to expedite replacing the announcing booth because of the problems with accessibility. The school stated funds would have to come from sports boosters. Two years later, it still hasn’t been replaced because of what the school calls budget problems.

Critics would say that making these accommodations would cause too much trouble.

However, the government and school district have a moral obligation to create equal chance for all students.

Cerebral palsy makes you get tired very easily and functions get harder to do. In my opinion, my elementary schools in Monterey County did a better job of maintaining ADA standards by inspecting buildings for any compromises every year. Practically every classroom had a ramp attached to the portable buildings. Right now if I have issues, the Gunn administration takes a long time to respond, whereas my previous school in Monterey typically responded to a request within a week. Gunn should respond quicker to these requests—that’s what is required by law and students should not be denied those rights.

—Park, a junior, is a reporter.

Forum

Monday October 3, 2011

9

Drug testing for welfare not invasion of privacy

vices Administration (SAMHSA) 44 percent of drug abusers are unemployed, which is disproportionate to the national unemployment rate of 9.1 percent.

Therefore, the “invasion of privacy” is no invasion of privacy at Ben Atlas all, as long as the recipient of the drug test is clean. The test would On Sept. 2, Florida Governor tell nothing except whether an Rick Scott ratified a law stating applicant for welfare is on ilthat drug abusers would no lon- legal drugs or not. If not, then ger be eligible for welfare and that applicants should have nothdrug tests must be administered ing to hide; the test will reveal before any welfare is distributed. absolutely nothing about them This law is justified in ensuring except to verify that they do not the public that people’s tax dol- use illicit drugs. lars won’t fund drug addictions.

Drug abusers drain the econHowe ve r, omy. Many are int h is law is capable of holding a currently Drug abusers drain job. Therefore, they non-exisdo not have much the economy. Rather money to spend, and tent outside of Flor ida . than supporting the the money they do Ca lifornia spend is on drugs. normal economy, should take R at her t ha n sup they instead fuel an porting the normal steps to enact a simieconomy, they inunderground drug lar law and stead fuel an undertrafficking business. ground drug traffol low t h i s example. f ic k i ng bu si ne s s .

Opposition to the bill came This can be seen through all the mainly from Democratic del- welfare money given to drug egates in the Florida House of abusers today, which, accordRepresentatives, who called the ing to the National Institutes bill “ just downright unconsti- of Health, constitutes 8 percent tutional.” These representatives of welfare recipients. Allowing accused t he law of bei ng a n dr ug abusers to suck up t he “invasion of privacy,” and an public’s tax money deepens the unfair generalization that people wound—not only are they not who need welfare also need to be supportive of business, but they tested for drugs. take tax money away from the However, t hese crit ics a re United States economy and use sadly mistaken. What they as- it to fill drug dealers’ pockets. sume is a generalization is in One of the government’s chief reality a fact-supported hypoth- responsibilities is to use tax dolesis. According to the Substance lars to help the United State’s Abuse and Mental Health Ser- public facilities and stimulate

general growth. Drugs contribute heavily to economic decline, by sapping public resources in several ways.

For example, it’s shown drug abuse often leads to an increased risk of facing medical issues.

The correlation is very strong .

This increases public healthcare costs. If a drug abuser needs to be rushed to the hospital for overdosing or otherwise abusing drugs, ambulances and trained

professionals are needed.

Doctors are legally obliged to fix whatever health issue the abu ser ha s cont r ac ted . T h is kind of assistance does not come cheap; since drug abusers generally do not have the capacity to pay these hefty medical bills, the six—figure bills come directly out of the federal and state budgets. Medical support isn’t the only service needed to control drug users. Irrational behavior,

i nclud i ng d r iv i ng u nder t he inf luence, of intoxicated miscreants requires a greater police budget. All of these costs to society come from the public’s tax dollars and from usually ailing budgets. It’s an undeniable fact that this would be a true waste of money on the government’s part.

— Atlas, a sophomore, is a reporter.

“

I got 99 problems and welfare ain’t one.

George Hwang

Studying for SAT early is beneficial, taking classes early unnecessary Steve Yang With October SATs, students have struggled through those tediously long SAT prep courses to get ready to ace those important college resume supplements.

O f c ou r s e , t h i s do e s not mean students should be poring over Barron’s prepbooks as a ten year old. As the SATs and ACTs demonstrate, doing well on standardized tests primarily i nvolve s t he u s a ge of one’s common sense, and deciding w he n t o b e g i n pre p a r at ion for t he SAT is no d i f ferent.

Contrary to what some prep programs and anxious parents may claim, the right time to start prep classes is during or after sophomore year. It’s detrimental and a tragic waste of money and time to attend SAT prep if students are freshman or below.

If students are indeed freshman or middle schoolers and raring to take an SAT prep class so that students can nab that 2400, chances are they don’t need it. A brilliant

child genius need not take these classes anyway, he or she will undoubtedly rock those scores.

However, most students aren’t that type of person. Consider the responses to a que s t ion posed on C ol lege Confidential, a site where collegeready students and parents post and address concerns about this hectic time in a teenager’s life. One member is interested if her 13 year-old (eighth g r a d e ) daughter is too

those who answered the question, the consensus established was a resounding “no, don’t do it.” All recommended

George Hwang

you ng for SAT preparation, which she hoped would help her daughter be accepted into Princeton. Among

that the mother wait until her daughter was a sophomore or junior, with the final re-

spondee, suggesting that reading and developing a large vocabulary was the best way to go about prepping for the SAT. The commentary “Onefishtwofish” brought up an important point; there are ways for young college-minded students to prepare without tediously scouring SAT books. A study done

by Washington University in 2006 showed that repeated test-taking dramatically improved memory retention, and to a lesser extent test scores, whi le drastica l ly reducing the amount of points lost due to careless errors. This highlights an excellent way of preparing for the math section as ta k ing algebra and geometry quizzes repeatedly, doing one’s best to get those test-taking skills down pat.

If a child wants to start preparing early, a great way of developing the skills essential to scoring well on the critical reading and writing sections is to encourage t hem to read. T his helps students build a large vocabu lar y and develop a natural feel for sentence structure and grammar.

But what about all those sites that tell students the “earlier the

better?” An SAT preparation company by the name of Jantzi Test Prep has this to say on their website: “If ETS, who publishes the SAT, were to admit that prep courses work, it would...question the test’s reliability. Their goal is to create a reliable exam that measures innate ability only and cannot be affected by preparation. They do not want to reveal that those students who cannot afford or do not invest in a prep course are at a huge disadvantage.” The company also claims that test prep “ has become a necessity in our days,” and “low scores can deal a permanent blow to the self esteem of students.”

Not only does this website attempt to convince students that test taking is somehow a necessity, and that students can’t learn on their own, but that their self-esteem will all be cut down permanently if students get a low score on a test. Most Gunn students, at one point or another, has done poorly on a test. Starting test prep classes earlier won’t necessarily get the results student want, so use common sense to determine when the time is right to start.

—Yang, a junior, is a Business Manager.

10

THEORACLE

Features

Students find passion for opera singing Annie Tran

ments. Dally has worked with the West Bay Opera on multiple occasions as a part When one imagines the opera, the mind of the opera chorus, which has opened her usually cues in the fat lady with her awe- to several different opportunities and iminspiring and wine glass shattering vocals. proved her overall singing experience. “It’s However, for junior Jenny Dally and senior a spectacular opportunity to be a part of an Daniel Wolfert, opera is more than just belt- opera and work with a full orchestra,” she ing out notes. It is an expression of music said. “I consider myself extremely lucky to that requires boldness and enthusiasm. get to work with them.”

“Opera is not a place for subtleties, in the Both Dally and Wolfert are also inmusical aspect at least,” Wolfert said. “This volved in choir and have been involved in style of music requires a kind of power and almost every choir production since they energy, whilst still maintaining all of the joined. Wolfert has opened a choir show technical stuff, that will in turn manifest with an aria from the opera “La Traviata.” into a moving performance.”

Both singers have also participated in sevBefore Wolfert had any interests in classi- eral student-directed works, notably 2011 cal voice, he was more interested in art and alumna Mariam Helmy’s senior project, drawing, but found he had no real passion which included a series of opera scenes. for it. “The only background I had in sing- “I’ve seen these two sing [separately], and ing before high school was singing in my they’re both fantastic,” senior Delia Gratta synagogue as a kind of said. “I’ve sang a Mozart hobby,” he said. “I always “This style of music re- duet called the ‘Sul’Aria’ kind of loved singing, but Jenny before and quires a kind of power with doing it with any real she’s great. The whole and energy, whilst still point of Helmy’s project intentions didn’t actually start until later.” maintaining all of the was to educate theatre Wolfert started to beabout opera and all of technical stuff, that the beauty that one can come serious about singing the summer before will in turn manifest get from it.” his junior year when he s c l a s sic a l si nginto a moving perfor- ers,A both started studying classingers have mance.” sical voice as a tenor. also been influenced by “Opera was definitely different instruments, something I stumbled which have allowed them —senior Daniel Wolfert into completely by acto delve deeper into the cident,” Wolfert said. “I dabbled in opera world of music. Wolfert has also dabbled a little bit but it didn’t really snowball into in the world of popera, a cross between pop full effect until I started devoting more time and opera, “I wanted to make opera more into activities like choir and piano.” accessible to other youth, as well as make Dally, on the other hand, found her pas- music more fun for me as a singer too,” sion for opera singing at the young age of Wolfert said.

12. Dally started to see a family friend who Dally plays the saxophone, as well as was a former opera singer and later turned to the piano and ukelele. “I don’t play [these teaching classical voice. “To be honest, I had instruments] well, nor do I take them as absolutely no interest in opera or singing in seriously as I take my singing,” Dally said. general,” Dally said. “When I first started; I “Weirdly though, I’m better at piano and was much more into musical theatre. I was saxophone now, then I ever was before when a terrible singer at the time. I couldn’t read I took lessons.” music and there was no way I could sing in As young singers, both have been much anything except English, but after the first applauded over the duration of their careers. lesson, I was hooked.”

“I think my family appreciates what I do, Since then, Dally’s talent as a soprano but they don’t have a great understanding of has been picked up on by several establish- it,” Dally said. “Everyone in my family plays Business/Circulation Manager

an instrument, but it’s really more of a hobby for them. I’m definitely the performer of the family.” Wolfert’s family and friends express similar feelings about his musical training and singing. “My parents and sisters are super supportive about all of it,” Wolfert said. “But I think my friends are a Courtesy of Jenny Dally and Daniel Wolfert little confused by it beTop: Junior Jenny Dally, right, performs a duet at a recital. cause only a few of them have musical training, if Bottom: Senior Daniel Wolfert sings a drawn-out note. any. They’re supportive regardless though, but I don’t really know where I’ll go from and I’m happy with that because I know I there,” he said. “I want to challenge people can count on seeing them in the audience.” with the operatic style, while still making As opera enthusiasts and participants, it approachable by combining it with art Dally and Wolfert both see a possible fu- songs, something like popera perhaps. ture in singing opera. “Right now, I’m very Doing this will allow people to fully enjoy seriously considering going into opera full themselves while not requiring as much time,” Dally said. “I would be lying if I said training from it.”

I didn’t have at least a few music schools on Wolfert is currently looking into colleges my college list. It will definitely always be an that have a conservatory and an excellent important part of my life though.” music program where he could major in Wolfert has a similar plan of action for something, while simultaneously taking the future. However, he is still unsure what music classes. “I don’t know where I’ll go path he will ultimately take. “I see myself from here, but really all I can do is keep still studying classical voice in the future, going up right now,” he said.

Q&A with

Artist of the Month: Junior Edward Cheng

The Oracle: What is graphic design?

Edward Cheng: Graphic design is the fusion of art and visual communication.

A graphic designer’s goal is to convey information in a way that is both straightforward and aesthetically pleasing. Products of graphic design include things like posters, road signs, book covers, logos and so on.

TO: When did you discover your passion for graphic design?

EC: I realized my passion for graphic design through curiosity. The more I researched, the more I loved the medium. I believe graphic design remains the most relevant art form today, as it harmonizes with our increasingly technological world.

Courtesy of Edward Cheng

Junior Edward Cheng’s poster for the 2010 production of “Kiss Me Kate.”

TO: What are some of the inspirations for your work?

EC: My main influences are contemporary graphic designers Milton Glaser and the late Paul Rand. These two artists have left behind a modern aesthetic template that I try my best to emulate.

TO: What designs have you worked on?

EC: The majority of my graphic design projects have been school-related. Most recently, I designed the poster for the Spring Fling event, and the logo for last year’s Gunn Foundation, which supplies scholarships for seniors.

TO: What projects are you working on?

EC: At the moment, I’m working on a project for Secret Primper, which is the band of our very own [math teacher Dave] Deggeller. Along with a couple of other graphic design students, I will soon be submitting a visual draft of Secret Primper’s new album for Deggeller to evaluate.

TO: How much time do you spend working on your art?

EC: Each of my works have had differing lengths of completion. The Gunn Foundation logo, for example, took me about 10 minutes, whereas a vectored self-portrait project from the Graphic Design introductory course took me around 7 hours to complete.

TO: Do you believe your future job will incorporate graphic design?

EC: I really hope I’ll be able to apply the principles of design in my future profession.

I’d love to have a job that involves creativity.

As of right now, I’m considering computer science, which ties in neatly to graphic design, as both are connected to concepts of user-friendly interface.

TO: Do you have any advice for aspiring graphic designers?

EC: I believe that the crucial element that sets apart a “good” graphic designer is passion for the process. Graphic design must be fully understood as both a tool and an art form. As graphic designers this day and age work mainly with computer programs, it is easy to feel detached from the art, as the work is not “hands-on.” However, in order to produce a tasteful piece, a graphic designer must work with the screen and mouse to reach the balance of practicality and aesthetics.

—Compiled by Ellen Lee

Features

Monday October 3, 2011

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Courtesy of Tim Aiken and Arjun Narayen

Juniors Tim Aiken and Arjun Narayen have been taking photographs since eighth grade and have assembled impressive albums of people, animals and landscape.

Students start photography project for charity Wendy Park Reporter

Freedom Photography is a charity project that juniors Tim Aiken and Arjun Narayen started during their freshman year.

The proceeds of the project are donated to Free the Children, a charity organization dedicated to helping youth in thirdworld countries. Together, this photography duo has donated approximately $1000 to Free the Children in the last year.

Aiken and Narayen decided to help the organization because of its unique system of kids helping other kids. “Since both of us were aspiring photographers, we decided to combine forces,” Aiken said. Freedom Photography emerged because they wanted to “double the exposure.” Both students have loved photography since a young age.

Narayen picked up his first camera in eighth grade at his cousin’s wedding. “I borrowed my brother’s camera to take a

few pictures and my brother thought they were pretty good,” he said. “Ever since then I’ve been pursuing photography.”

Aiken also started taking pictures in eighth grade, but his photography stemmed from another one of his pursuits, traveling. “My family’s passion is to travel, so taking pictures just became [natural] for me,” Aiken said.

While both of them take a variety of photos, landscape is a strong theme. For instance, Aiken and Narayen have taken numerous field trips to Yosemite National Park to take pictures of its waterfalls. However, they are looking to widen their scope by exploring family and portrait pictures and recently completed a Christmas shoot with their friends. “They were awesome,” junior Sarah Klem said.“They did a great job of making us feel comfortable and the photos turned out amazing.” Narayen says that editing is an important step to making their photos perfect, as it refines the picture without drastically changing it.

Like many aspiring artists, the pair have a mentor, Stanford professor Hector Garcia-Molina, who helps critique their photos and further improve their photography skills. They always find time to help Free the Children, even with school being a priority for the two. “The project is half about charity and half about learning and growing as photographers,” Aiken said. This charity allows them to contribute positively to society, while doing what they love. “If people have something they like and want to find a way to help a certain cause, they shouldn’t hold back it’s a great feeling helping others by doing what you love to do,” Narayen said.

Looking for more of their work? Visit their website at: 500px.com/anarayen and flickr.com/photos/timaikenphotography

Counselor makes edible creations for family and friends Lydia Zhang

Features Editor

Guidance counselor Monica Espinosa is well on her way to learning professional cake decorating. Espinosa discovered her love of cake decorating two years ago, after attending a class at Michaels, an arts and crafts retail store, with her two sisters. “My sisters thought it would be fun if all three of us took it together,” Espinosa said. But, while her sisters finished two classes, Espinosa went on to complete all four basic-level classes at Michaels and found that cake decorating was a hobby that she really enjoyed.

After the classes at Michaels, Espinosa loved it so much that she started looking for more advanced classes in cake decorating. She then started attending decorating classes from a company called Sweet Celebrations and also became involved in the California Cake Club (CCC), after being introduced to it by the owner of Sweet Celebrations.

From then, Espinosa decided to spend some of her summer learning even. From July 12 to 17, she went to Hendersen, Nevada, to take part in Cake Camp, a program run by the CCC. While there, Espinosa was able to take classes from both professional and famous cake artists. “There were a huge variety of classes you could take, from beginner classes to more advanced classes,” Espinosa said.

“They literally had classes from 8 a.m. to 9 p.m. The people there were really serious

about cake decorating.”

According to Espinosa, the level of experience there varied depending on the student. “There were both amateurs and professionals taking classes there,” Espinosa said. “They taught everyone the same way, though.”

Every participant was then allowed to showcase their cakes at a banquet and had the Courtesy of Monica Espinosa chance to enter the Left: Guidance counselor Monica Espinosa made a suitcase cake for former principal Noreen Likins camp’s cake decoratwhen she retired. Right: Espinosa adds flair to an ordinary cake with decorations and different angles. ing competition.

Espinosa says that there were a lot of dif- ums, such as modeling chocolate and fon- Espinosa said. “It’s really fun and actually ferent decorating skills students could learn dant, would be ideal for different decorat- relaxing to me. It’s like a hands-on, stressat the camp, especially from the camp’s in- ing tasks. “The camp was eye-opening and reliever and I get to express my creative side.” structors. “All of the teachers were so forth- it exceeded my expectations,” she said.

Espinosa coming with information,” Espinosa said.

“They were really open and willing to share says that she some of their cake decorating secrets. Some can see cake of the teachers there were even cake deco- decorating as rators featured on The Food Network, like a potential career option afMarina Sousa.”

According to Espinosa, the students at ter she retires the Cake Camp practiced exclusively on from guidance dummy cakes­, which are fake c­a kes made counseling or of Styrofoam and cardboard, to test and possibly just as practice new techniques. Espinosa says she a side business. learned many new tips, like which medi- “I really love it,”

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THEORACLE

The Oracle staffers and teachers create their ow Invest in Africa to help reduce poverty Roni Habib

If you’ve ever given your shirt to the Salvation Army, you might think it’s donated to a child of a poor family in the United States. It might, but chances are pretty good that it’s sold (not donated) to merchants in Africa, who then sell (not donate) this T-shirt at extremely high markups, meaning they buy it cheaply and sell it at high prices to street vendors. But by selling secondhand cloth, these street vendors make enough money to barely survive. This practice completely has increased their reliance on U.S. secondhand cloths and destroyed the textile industry in African countries.

We can wait until the United Nations (UN), the International Monetary Fund (IMF) and the World Bank actually do their job to help provide security in the region, encourage political freedom and stability of government and provide enough money to create infrastructure, but it’s better to be realistic and realize that this is not about to happen anytime soon.

Thomas Gibbian, Chairman of Emerging Capital Partners (ECP) understands this. ECP is the first private equity firm to raise more than one billion dollars to invest in African companies. In a speech he gave at Standford Business School, Gibbian talked about Telecom’s success in Africa. Twelve years ago, Africa had the same number of phones as the metropolitan area of Washington D.C. Most of the phones didn’t work, even those in hotels used to order room service. Now. Africa is Telecom’s fastest-growing market. There are more people with mobile phones in Africa than there are people in living in America, with no sign of the growth slowing down.

Establishing long-term relationships between investors abroad and African companies that are based on trust and transparency can lead to doubling or even quadrupling of profit. Not only does the company grow and employ more people (which will lead to even more economic growth), but the foreign investor makes money as well, so he has an incentive to stay and potentially invest more money in the future.

Another important facet of such a partnership is that good business policy in general, and particularly in Africa, makes it important to build a strong brand name by giving back to the community. However, these companies can only do well if they have someone to back them financially for a long period of time, not one or two quarters.

That’s why I think that the IMF and World Bank should spend more of their resources in incentivizing long-term private investment in Africa. For example, they could guarantee up to 25 percent of a loan that a venture capitalist is contributing to a firm in Africa. If the firm does poorly, the venture capitalist will not lose as much money as they would have without the IMF’s help. If the firm does well, then the venture capitalist and the IMF will make money on their investment. This will lead to more investments in the future, which will lead to internal economic growth.

The free market alone cannot solve all of Africa’s problem. At the same time, governments in the developed world (which basically created the IMF and World Bank) should do more to incentivize investors to take advantage of potential opportunities. The combination of these things could lead to more job creation, more wealth for people and governments (to create schools for example) and less scarcity for necessities. With more help from the U.N. and other countries, economic development can even lead to more security in the region. Putting some of the recommendations that I outline above in action does not have to take decades. In fact, it can probably be done in one to three years.

—Habib, a social studies teacher, is a guest columnist.

Diminish global warming through legislation Amrita Moitra

With the startling rise in carbon dioxide (CO2 ) emissions, the melting of the polar ice caps and extreme droughts, the issue of global warming has become a main concern for the international community. The greenhouse effect has become more prominent, shown by the irregular weather patterns and increasing hole in the ozone layer, and as a result, global ecosystems are deteriorating. Numerous summits and conferences focusing on the subject have taken place but each meeting has shown one common problem: global warming cannot be solved by one standardized policy, nor can countries solve it alone.

The first focus on reducing global warming is to lower CO2 emissions.

Developed countries have some of the highest chlorofluorocarbon rates, but they also have the technological and financial resources to bring those rates down. Rich nations can lower levels without any assistance. The problem presents itself to developing or underdeveloped nations. These countries do not have sufficient means to both expand an economy and create green technology. This is where international involvement is crucial. Developed nations must be willing to assist other nations in the fight against global warming. Providing developing nations with financial aid to purchase or create green energy technology will not only help these nations economically, but will also significantly lower CO2 rate. Although idealistic in these difficult economic times, national governments must be willing to pass legislature that provides loans for green energy in developing nations.

The second step in solving global warming is also an international effort.

The global community must preserve and protect the precariously balanced biomes of the world. The expansion of agriculture, mining, fishing, construction and tourism have infringed on the habitats of thousands of species worldwide, sometimes causing extinction. This decrease in biodi-

versity also causes a decrease in natural resources, as industry is beginning to encroach upon the environments that these species once occupied.

International organizations such as the United Nations Environmental Program (UNEP) and the International Union for the Conservation of Nature (IUCN) must work to strike a balance between progress in developing nations and restraint for the sake of environment.

The solution to global warming will always be easier said than done.

Numerous factors, like social atmosphere, economic conditions and political priorities, affect the passing of any legislation or resolutions regarding the issue. But one thing is for certain: the effort to stop global warming needs to start now.

—Moitra, a senior, is a News Editor.

Faces in th

If you could solve any global iss “My solution to the water crisis is to save as much water as possible, clean up all the oil spills and use less electricity.”

Aayush Dubey (9)

“Probably global warming. Otherwise, the earth will be completely uninhabitable for future generations. It’s a very urgent and pressing issue for the world today.”

Neel Thronson (10)

erfold

Monday October 3, 2011

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wn solutions to a global problem of their choice.

Scientific attitude helps to reduce plastic waste Eric Ledgerwood

Underlying all of our world’s issues, I believe, is an ultimate cost to our environment and to the quality of life those living in it must endure. That said, the answer to the question of “how would I solve a world issue from a scientific point of view” could most easily be answered by looking at how the world views science. In particular, one environmental problem that I would tackle is the proper recycling of plastic worldwide. Years of putting plastic into landfill has created issues with regard to how we dispose of our waste, but more importantly, there is a growing threat of plastic accumulating in the world’s oceans and causing damage to marine communities thousands of miles from any shore.

Unfortunately, and all too often, solutions to the world’s issues are met with skepticism and dismissed by those who would serve to lose a financial foothold in practices or trade that bring about environmental problems in the first place.

For years, manufacturers of products that utilize plastic have not been held accountable for their product once it goes to market. A handful of progressive states, including Michigan and California, have bottle bills that include deposits on beverages sold or distributed in plastic containers. In Michigan, there is a 97 percent recycling rate because

bottles garner a 10-cent deposit, including those for bottled water. In comparison, plastic bottle recycling rates across the United States have averaged at a dismal 27 percent for many years. Most states do not have bottle bills and manufacturers and distributers of plastic bottles actively lobby against them in favor of curbside recycling. It is estimated that only 37 percent of people have access to curbside recycling in states not currently under active bottle bill legislation.

Thus, I would state that solving any world issue must be met with a mindset cultivated from intelligence and should include a strong lens towards environmental impacts. It’s unconscionable that we have allowed a system to come to bear that so benignly neglects the most fundamental and foundational elements that our lives are predicated on.

Things such as clean water, clean air and food that is grown for its nutritive value and above all else, a global awareness of preserving the ecosystems by which we all depend on, have been overlooked for the short term gains dictated by investors looking to preserve and build up on their own personal fortunes. I would therefore demand that each state enact bottle bills that require any company selling their containers in a plastic bottle to be accountable for collecting a deposit that will be used to enable recycling programs to effectively collect and deal with the end product. If more people are held accountable for getting their bottles back to a recycling center to collect their deposits, we would have much higher rates of recycling throughout the country and ultimately less plastic in the environment causing destruction amongst the species living there.

—Ledgerwood, a science teacher, is a guest columnist.

Volunteer to improve lack of education

Yilin Liang

Education, or the lack thereof, is a rampant problem in developing countries. Many are deprived of a basic framework needed for an educational system. For most of these nations, there is no set learning curriculum that is agreed upon by the government and teachers. There is also little infrastructure, such as classrooms and school buildings to house all the children, as well as a general lack of qualified instructors.

While this issue may seem complicated, the numerous social benefits we could derive from its improvement are astounding. Currently, many U.N. organizations and non-governmental organizations (NGOs) are working to improve education in developing nations.

For example, the Peace Corps has a number of projects that target

he Crowd

sue, what would be it be and why?

“Global health: It’s something that is of great concern to me.

Despite taking massive leaps and bounds in the field of medicine, health issues are still widely prevalent around the world, like in third world countries.”

Anna Jaffe (11)

“I would work with international organizations like the Special Olympics to help spread the message that people with developmental disabilities deserve respect.”

Michael Underwood (12) —Compiled by Steve Yang

education in various underdeveloped nations. Their main means of reaching education goals is through mass volunteer work throughout the world, ensuring that aid is directly administered to the people intended to receive it, rather than becoming lost in corruption which often happens with simple donations from offshore businesses. In Kenya, the After School Life Skills program helps sixth through eighth graders “increase their chances...to attend university, obtain the skills necessary for a successful career, and gives them the knowledge to maintain a healthy life.” The English Language Center for Remedial Reading and Peer Tutoring in the Philippines is located inside a high school which allows students to become peer tutors themselves and get tutored, all under the supervision of trained faculty and Peace Corps members.

Unfortunately, many of these current projects are too small in scale to be largely effective. We must encourage partnerships between aid groups to decrease overlaps and to ensure that efforts are more widespread and effective. In order to create incentives for people to enter the teaching profession, aid groups and governments should work together to provide scholarships for teachers and students. However, there must be strict management of the flow and use of money to ensure that the money is for the purpose of education only. Furthermore, private businesses should be encouraged to donate money and efforts to help improve education in the regions where they are located.

This does not have to be complicated. In fact, it could be as easy as donating money for books or materials to expand or repair the schoolhouses.

In improving education, many of these companies benefit by receiving educated workers that are more productive.

Despite the many obstacles these reforms face, there is hope that through humanitarian-driven efforts and selfless volunteer work, it may become possible for every child to receive a quality education.

—Liang, a senior, is a Centerfold Editor.

Photos and graphics by Lisa Wu, Alvina Yau and Kyle Zhu

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THEORACLE

Science Eric Hickok Is science reality? Eric Hickok, the school’s new Physics 1A and Advanced Placement Physics B teacher, poses this question to his students.

“It is something they have never had to answer,” Hickok said.

With a bachelor’s degree in physics and a teaching credential from California Polytechnic State University, Hickok solidified his passion for physics in community college. “When I started community college right after high school, I put down art as my major,” he said. “But I knew that wasn’t the right course. I ended up in physics simply because I’d enjoyed it in high school. Then it started getting cooler and cooler.”

Having taught high school level physics for a total of five years, working previously at Granada Hills and Marin Catholic, Hickok has found that

the more his students teach each other, the more they learn in each unit.

Hickok’s physics courses aim to show the beauty of and depth in the natural world, while also teacher physics concepts. “Physics is not merely a sheet of equations that can be used to solve problems,” Hickok said. “Nature can be accurately described with a small set of models based on evidence found through many experiments.”

Hickok’s teaching style and enjoyment of physics stems from his high school science teacher’s influence. “He didn’t always worry about just trying to teach us math or science,” Hickok said. “He was always ready with a reality check when the stress of high school became overwhelming. I try my best to do the same.”

Jena Lee Jena Lee is a new teacher in the science department who teaches Environmental Science and Biology 1A. Before this, Lee worked at Miramonte High School teaching several biology-related classes.

Lee has always had a passion for science, which she hopes to share with her students through interactive labs. “I’ve always enjoyed the sciences, biology and molecular biology in particular, because I feel like they can explain so much about ourselves and the world around us,” Lee said.

Although Lee is new to Gunn, she says she has been enjoying her time and that there have been no problems with the transition. “I have a very supportive department, which has been helpful in figuring out how things work here and developing

my curriculum,” Lee said. “I’ve also enjoyed getting to know the fun and energetic students at Gunn.”

According to senior Olivia Ray, a student in Lee’s environmental science class, the reason why the students are so energetic is because of Lee includes a lot of fun labs in her curriculum and has a comprehensive teaching style. “We did a lab on biodiversity where we ate M&Ms, and there was another lab where we got to eat Goldfish,” she said. “The class is really fun and she explains things during lectures in a way that is really clear and concise.”

Alec MacLean New chemistry teacher Alec MacLean hasn’t always been a teacher. In fact, for 30 years, he was a semiconductor engineer and safety consultant at companies such as National Semiconductor, Applied Materials and Du-All Safety.

The reason for MacLean’s move to teaching was simple. “It was because I really like kids,” he said. Unlike his previous career as an engineer, teaching involves greater interaction with other people, especially students. “The biggest difference is that I’m working with and for people now,” he said. Over the course of this year, he is looking forward to getting to know

the students better and becoming a part of the Gunn community.

Before coming to Gunn, MacLean completed his student teaching at Gunderson High School in San Jose. However, Gunn is his first official teaching job. “I’m very lucky I got an offer from such a good school,” he said. Yet, as a new teacher, he stresses that he is just like his students, unfamiliar with the class and adjusting to the situations that arise.

“Everything is new and a question for me,” he said.

Asides from teaching, MacLean holds an eclectic collection of outside interests. On his website, students will find a picture of a wood carving of a shell, which he carved and gilded himself. Additionally, MacLean cultivates bonsai and orchids and plays the bagpipes.

Lisa Olaharski Biology teacher Lisa Olaharski, previously known by students as Ms. Wu, is a returning staff member who first began teaching at Gunn in 2002. After teaching for seven years, Olaharski decided to take a two-year break from Gunn, during which she taught at a small private school in New Jersey. In addition, Olaharski got married and is now the mother of a seven-month-old daughter, Whitney.

After coming back from her time off in the East Coast, Olaharski is now teaching three Biology 1 classes. According to Olaharski, her teaching style is so strict that one couldn’t believe it.

Olaharski is also noticing many changes since she last taught at Gunn. “I had trouble finding the Village because it was moved to a different location,” Olaharski said. “In addition, the use of technology has increased. Infinite Campus was new to me,

teachers are now using Google sites and I see people walking around with iPads.”

Olaharski’s goals for this year in terms of teaching are to get students excited about learning material so they will love biology like she does.

In her free time, Olaharski loves to spend time with her baby daughter. Some activities they enjoy doing together are going to the beach or going on hikes. In addition, singing is one of her hobbies. “With a family and school to juggle, I am also hoping to have a balanced life by being a good teacher and mother,” she said.

Elana Zizmor This fall, Elana Zizmor arrived at Gunn prepared to take on former chemistry teacher Heather Mellows’s duties of teaching Chemistry 1 and Advanced Placement Chemistry. She taught the same subjects at Mills High School in Millbrae for five years and integrated science at Tamalpais High School in Mills Valley for one year.

Zizmor majored in chemistry because it is her favorite subject to study. “It’s abstract and allows creativity,” she said.

“But at the same time there are concrete laws that can guide your thinking in understanding the unknown.”

While she teaches difficult courses, Zizmor still wants her classes to be hands-on and fun. To ensure that this can be achieved, much of class time is spent on labs and a

process she calls “white boarding.” White boarding is a method of teaching in which the students formulate questions and thoughts, write them on the board and discuss the problems as a class to further clarify a concept. Along with building a comfortable classroom environment, this method also gives Zizmor a chance to ensure her class is learning with an open mind and developing high level analysis. “I want students to know how to think critically and learn concepts in the absence of bias,” Zizmor said.

Aside from teaching, Zizmor also wants to adapt into the Gunn community. She states that unlike other schools she has been at, Gunn is more spirited and she is eager to experience the many events and activities that occur around campus throughout the year. “I’m excited to be here,” she said. “There are so many traditions here like the night rally, the fashion show, and of course, the staff-student musical.” Motivated, spirited and enthusiastic, Zizmor has already begun to transform into a Titan.

Features

Monday October 2, 2011

Jenn Gallardo

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Special Education

Jenn Gallardo is by no means new to the Gunn community.

She arrived at Gunn in 2001 and spent the next five years teaching here until she went on maternity leave for nine months.

Afterwards, she worked part-time as a reading specialist at Juana Briones Elementary School. This year, she is currently readjusting to being a full-time teacher at Gunn. Gallardo first got into the idea of teaching while she was a freshman in college and majoring in sociology. However, it wasn’t until

her sophomore year that Gallardo officially became interested in teaching as a career.

“I knew that I wanted to do something with kids,” Gallardo said. She says she wants to help her students as much as possible.

After graduating college, Gallardo came back to Palo Alto to get her master’s degree in teaching. When she obtained her credentials, Gallardo began as a substitute teacher but was later offered a permanent position and she has been teaching ever since. Since her return to Gunn, Gallardo is making the effort to reestablish relationships with the community. “I like to see my students grow and make progress. I also like connecting

Debbie Klinger Speech Therapist Debbie Klinger has always had a passion for helping others. As a young child, she spent many of her days assisting her father, who lost a leg in the Vietnam War, “I have always wanted to work with people who had disabilities,” she said.

“At first I thought I wanted to work with the hearing-impaired, but then I discovered speech therapy and started doing that.”

Klinger has been an active teacher inside the Palo Alto Unified School District, working at Jordan Lathrop Stanford, Terman and Jordan Middle Schools over a period of 18 years. So far, she has been enjoying her first year at Gunn. “The students are all really friendly and the staff is very helpful with everything,” she said.

As a speech therapist, Klinger has seen a wide variety of speech impediments

among students and has learned to approach each obstacle in a different way. For students with articulation impairments, Klinger helps them with their tongue placement using a range of tongue exercises so that students can learn to speak with better clarity.

Klinger has also adopted an augmentative, communicative device application from Apple’s iPad to work with autistic students.

In her free time, Klinger likes to go to the gym, cook and walk her German shepherd, Kona.

Tina Nesberg Ever since she was in kindergarten, Tina Nesberg always had close friends who were in special education programs, and at lunch she would often hang out in the special ed classroom with them. As a result of her early childhood experiences, as well as the admiration she had for her father’s teaching profession, it was a fitting choice she made by becoming a special ed teacher.

Having taught special ed in Phoenix (Arizona), Scottsdale (AZ), and Denver, Nesberg hopes that PAUSD will be perfect fit for her. “Hopefully this works out, I hope to stay here for a

long time,” Nesberg said. “I love my students, my coworkers, and Gunn is so supportive and active!”

Nesberg graduated from North Michigan University, where she played basketball and rugby. Rugby was and still is a very important part of her life, she used to live in New Zealand (home of the famous All Blacks) and she coaches the Stanford women’s rugby team. “Every year, we (Stanford Women’s Rugby) are consistently #1 or #2, it’s often us vs. Penn State in the finals”.

In her free time, Nesberg enjoys cooking, eating, swimming and travelling to farmer’s markets. She finds joy in traveling and being spontaneous.

Social Studies & Math Arthur Kinyanjui’s teaching career began ten thousand miles away in Kenya, educating students in Swahili language. Ten years later he immigrated to the United States and worked at various schools in the Palo Alto Unified School District, first as a student aid and then as a substitute teacher. This year, Kinyanjui is teaching three periods of Contemporary World History.

His journey has been a long one, and Kinyanjui hopes that his multicultural background will give him an edge as a teacher this year. “I am bringing with me a different perspective, coming from Africa and coming from a developing part of the world,” Kinyanjui said. “I am able to relate better to and offer more than what the books provide. I do not just have it in the textbook, I have it as part of my experiences.”

Arthur Kinyanjui

In addition to teaching at Gunn, Kinyanjui has been contracted to teach Swahili to Non-Governmental Organization workers bound for Kenya. Most recently he worked with Palo Alto based Nuru International, an organization that works to alleviate extreme poverty worldwide.

As a teacher Kinyanjui particularly appreciates students who are willing to go the extra mile. “An ideal student would be one that never fears to make mistakes,” Kinyanjui said. He also encourages his students to ask many questions and turn in all their assignments on time.

Rachel Dion After taking five years off to spend more time with her children, math teacher Rachel Dion is returning to Gunn. She is currently only teaching one period of Trigonometry/Analytic Geometry Honors.

Dion had previously taught mathematics in Toronto and had worked at Gunn for six years before taking her leave. “Returning to Gunn is really nice,” she said. “It’s great to see old faces again and the math department has been very welcoming to me. It’s just been fun to start to work with students again.”

Her primary goal this year is to teach students to not be ­­­Graphics by George Hwang

afraid to tackle new concepts and problems. “I want them to be good thinkers and problem solvers,” Dion said. “I want them to just go after problems and not be held back just because they might make a mistake.” Most importantly, she wants her students to gain confidence in their mathematical skills.

In her free time, Dion enjoys going hiking and camping with her husband and children. “My family’s very outdoorsy,” she said. “We like to go on little trips all the time, and my sons play baseball and soccer.”

Dion hopes her students will have accumulated new skills for Analysis H by the end of the school year. “I hope my students will be able to put use they have learned throughout the class together,” she said. “I want them to be well-prepared for their next year.”

—Compiled by Megan Cliff, Sam Hayward, Lucy Oyer, Eileen Qian, Anna Qin, Rani Shiao, Divya Shiv, Steve Yang and Emily Yao

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THEORACLE

Ana Barrios

World Language

Spanish teacher Ana Barrios has taken over retired Spanish teacher Sonia Stroessner’s duties since the beginning of the new school year and is currently teaching Spanish 1 and 2. Barrios has over 10 years of teaching experience under her belt, both as a Spanish teacher and briefly as an English teacher in a variety of public, private and charter schools all around the world. Barrios was born in Spain, where her entire family still resides today, and is the youngest child in her family.

During the school year, Barrios hopes to open her students’ eyes to the wonders of foreign languages and cultures. “I want them to get excited to communicate with other people, especially here in

This year, French teacher Anne Dumontier joined the World Language Department and is teaching two sections of French 2 this year. “The school is dynamic and well organized,” she said. “The students are all super nice.”

Currently in her second year of teaching, Dumontier previously taught at Los Altos High School. She recently made a career change after working as an engineer in the technology industry after discovering a love for teaching. “I started teaching music as a volunteer in public elementary schools,” Dumontier said. “I enjoyed teaching the students, as well as learning from them.”

Ensuring the students’ happiness a top priority, Dumontier wants to create a wellorganized and engaging learning environment for her students. As she is still new to her career, Dumontier wants to keep incorporating new teaching tools into her repertoire. “I want to use more technology and find good ways to use it to teach,” she said.

California where Spanish is very popular,” she said. “I am really excited about seeing the students progress throughout the year and see how much they have learned at the end.”

One of Barrios’ favorite aspects of the school so far is its spread-out and open layout. “I like that if you walk out the door of a classroom you are instantly outside in the courtyards,” she said. “This is not like in Spain, where everything is in buildings.”

Barrios is enthusiastic for the new year, and is eager to get to know her students better. “I am ehaving fun with all the of my students already, and hopefully, that’ll continue,” she said.

Anne Dumontier

As a native speaker of French, Dumontier admits that learning French and foreign languages in general is difficult.

“There’s a lot of memorization involved,” Dumontier said.

But at the same time, she emphasizes that learning a foreign language gives people many opportunities. “Learning French opens you the doors to art, music, fashion, food, architecture and literature,” she said. “It allows you to be more competitive in disciplines where French is present like medicine, aviation and transportation techniques.”

Dumontier is the mother of two children. She enjoys tennis and hiking in her free time and is also in charge of a local French book club. “I have a wide variety of interest,” she said.

—Compiled by ­Anna Qin and Rani Shiao

Main Office

Campus Supervisor Blake Justman

Nurse Bill Palacio

news editor

reporter

Blake Justman, the new campus supervisor, is not new to working with kids. “Before I came here, I was working in a daycare with children three months to five years old,” Justman said. To him, the time working at the daycare was more than just a job; it was a learning experience. At the daycare, Justman developed a disciplinary policy.

“I deal with kids the same way I deal with children,” he said. “I’ll be nice and friendly until they do something wrong. That’s when I stop being friends and start being their teacher or supervisor.”

When Gunn had a campus supervisor job opening, Justman seized the opportunity. “I took this job because I enjoy working with kids, and [wanted] to establish myself for my goal at the time, which was to be a teacher with the Palo Alto Unified School District,” Justman said.

However, Justman now has a different plan for his future. “The goal I have for the future is to be a police officer for a nearby station, as well as work in real estate,” he said. Although Justman sees himself working with the law and with kids in his future, this won’t be his last year at Gunn. “I’ll still be here,” Justman said.

This year Gunn welcomed new nurse, Bill Palacio. So far, Palacio has been enjoying his time here. “Everyone’s nice here and I like the campus,” he said. “So far everyone’s treated me really well.”

Prior to working at Gunn, Palacio worked at a nursing home and at an allergy and asthma clinic. This is his first experience working with teenagers. “I wanted to work with high school students,” he said. “I remember my school nurse and I thought it would be fun to try out.”

Although Palacio has found it quite easy to adjust to Gunn, he finds it difficult to navigate the campus. “The only hard thing was finding my way around,” he said. “I’m always in the nurse’s office so when they send me out to other places it’s hard and I have to take my map.”

Palacio is very satisfied working here and has already made new friends. “Gunn’s a nice school,” he said. “The students are really friendly.”

Students have really appreciated his work on campus so far. “He seemed very accommodating and immediately knew how to address my medical issue,” sophomore Isabella Costanza said.

Zoe Weisner

By the Numbers

Misheel Enkhbat

Assistant Principal Trinity Klein Wayland Fong reporter

Out of the many new faces on campus, one in particular is taking the time to meet all of the students and teachers. Assistant Principal Trinity Klein is one of the many new staff members here at Gunn. She can be seen on campus sporting her Gunn attire and conversing with the Gunn community. “The best part of the day is always any time I get to interact with students,” Klein said.

Before becoming assistant principal at Gunn, Klein worked as an English teacher at Palo Alto High School for 15 years and was the English department’s instructional

supervisor as well. Later in her career, Klein worked as the Dean of Students at Palo Alto High School where she became aquainted with current principal Katya Villalobos. “I have worked with Ms. Villalobos in the past and this was a fabulous opportunity to work with Ms. Villalobos again,” Klein said.

Klein’s first few weeks been busy.

She starts her day at five in the morning and doesn’t leave school until everything has gone smoothly. In her free time, Klein likes to spend time with her family.

Klein has made her best effort to adapt to her new environment and the staff and student body have already

15 new faculty members this year

3

math teachers with the first name Rachel

1/5 of science department teachers are new

223

faculty members at Gunn in total

taken notice. “She is great,” Villalobos said. “She always tries to find opportunities to meet students around Gunn.” Students have a similarly positive opinion of Klein. “She seems really nice,” junior Chris Conner said.

“Even though she’s from Paly, I’m sure she’ll fit in just fine.”

In the month ahead, Klein says she is looking forward most to the Night Rally, which is hyped up by many of the students on campus. However, despite all of the fun Homecoming brings, Klein knows her new position will be tough at times.“There are always challenges in any job,“ Klein said. “Predicting them [is] impossible.”

Sports

1 2

Monday October 3, 2011

17

Clear your thoughts and don’t listen to anything around you. Concentrate and don’t get distracted.

Take several steps back. The number of steps depends on your height; if you are tall, you don’t have to take as many steps back.

3

Keep your head down and focus all your attention on the ball.

4 5

Point your landing foot towards the field goal.

Kick the football and follow through or else it won’t fly far enough.

5

Things About Kicking a Field Goal —Compiled by Eileen Qian Info provided by senior Graham Fisher Jonathan Yong

18

Sports

THEORACLE

Senior volunteers with horseback riding program Lucy Oyer

Entertainment Editor

Senior Shannon McCarley knew she was involved in something very special when a mother came up to her in tears and thanked her profoundly for her work at the Westwind Barn 4-H Riding for the Handicapped program. The woman’s son had crawled a few feet for the first time ever, and she believed this was a result of his riding sessions.

The 4-H program allows mentally and physically handicapped students to enjoy the therapeutic benefits of horseback riding once a week.

“Physically, you have to use a lot of muscles riding, just for balance and holding yourself upright,” McCarley said. Participants may use muscles that they otherwise rarely exercise, particularly in the case of wheelchair-bound riders.

Bill Cheng, a sixth grader at Kennedy Middle School, has been participating in the program for nine years. It has helped improve his trunk strength and balance. Still, his mother believes that the most important benefit of the program has nothing to do with his physical strength.

“When he is riding the horse, he always talks with the side-walker,” his mother Jean Wang said.

“It’s good for him to improve his social skills.”

The program first began in 1978 after a woman donated Westwind Barn to the city of Los Altos Hills. City officials were looking for a way to make the barn benefit the community and after hearing about a similar riding program in Marin County, a few residents went up to investigate.

What they saw inspired them to start a similar program at Westwind, which eventually became the 4-H Riding for the Handicapped Program.

Volunteer coordinator Betty Chandik became involved just months after the program first began. “To see these disabled children participate in

a physical sport and to see them make progress makes the whole world look better,” Chandik said. “These are kids who cannot compete in soccer or baseball. But they know when they are on a horse, they are on the same level as everybody else because they have four good legs under them.”

A typical session involves stretching and games followed by the actual riding portion.

Each rider is assigned a horse leader who helps them control the horse as well as one or two sidewalkers, depending on the rider’s ability level, who help support him and keep him on the horse. McCarley, who has been volunteering since fifth grade, now teaches the lessons. “I really found it beneficial in how happy it makes the kids and the changes I see in them,” she said.

The program is entirely volunteer-run and is always looking for interested individuals to come volunteer as a side-walker. The only requirement is that volunteers must be at least fourteen and interested in working with horses and children.

Most volunteers have found the program to provide a very rewarding experience. “It’s sort of like a place where everybody is happy and enjoys what they are doing,” Chandik said. It’s a wonderful way to see children smile and see volunteers who know they are helping but still have fun themselves. It is a place where everybody wins.”

If you are interested in volunteering, please visit www.westwind4h.org

Dear Stephen - Thank you again for helping me with the SAT. Especially after I got 650 in CR on my first try – I got 770 this time! My SAT score is 2360.

Thanks for being such a great tutor and a great inspiration!

- Brandon, High School in Palo Alto

Courtesy of Westwind 4-H

Top: 4-H clients enjoy horseback riding lessons alongside sidewalkers who give physical support and friendly companionship. Bottom: Senior Shannon McCarley, second from right, smiles as she guides Kennedy Middle School sixth grader Bill Cheng.

Q&A with

Athletic Director Sarah Stapp

TO: How is coaching for the girls’ varsity basketball team going?

SS: Good. Coaching the team is my big outlet in life—my chance to get away from busy schedule. I have high expectations for these girls.

Dear Kathryn - Thanks to Ivy Tutors, I was able to improve from 590 to 740 in CR in a couple of months. I couldn’t be happier with the result.

- Anisha, Palo Alto High Senior

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Sarah Stapp The Oracle: What is the role of the Athletic Director?

Sarah Stapp: The role of the Athletic Director is to oversee all sports, coaches, programs, to work administration in the front office, athletic packets, referees, transportation and to be the liason of P.E. and the athletic department.

TO: What are new responsibilities that you have to fulfill as Athletic Director?

SS: My most important responsibilities are overseeing all sports teams including scheduling referees and transportation, collecting paperwork for all athletes, making sure all the teams have essential equipment needed to play, attending administration, IC, Central Coast Section, Santa Clara Valley Athletic League and Central Coast Section Athletic Director Association meetings and working with other Athletic Directors to change or add games due to rain-outs or schedule conflicts.

TO: What responsibilities are the hardest to fulfill as the Athletic Director?

SS: Managing my time between teaching, coaching meetings and being the AD is the hardest to fulfill.

TO: What are some goals you have for the athletic department this upcoming year?

SS: Ms. Stapp: My goals for the athletic department are to continue to expand on our current athletic facilities (i.e. the new gym), to provide our athletic teams things that they need to be as successful as possible and to make sure that our coaches feel supported.

TO: Does being Athletic Director affect your time that you have for coaching and teaching?

SS: I won’t let it, so no. Coaching and teaching is key.

TO: What is a day in the life of Ms. Stapp like? Can you walk us through your schedule?

SS: I begin my day by teaching classes, and then I switch hats to fulfill the above responsibilities which may mean meetings, answering e-mails, making phone calls, then finishing with coaching my basketball teams, and finally getting home to try to relax and spend time with my puppy.

TO: What are you most excited for this upcoming year?

SS: The basketball season, let’s be honest here.

—Compiled by Ellen Lee

Sports

Monday October 3, 2011

19

Senior helps Ultimate Frisbee team win nationals Monica Cai

four- month season, most of which took place during the summer. The Happy Cows ended up at the USA Ultimate Youth Club Championships on Aug. 13 in Blaine, MinneBefore 2009, Ultimate Frisbee was nothing more than a sota in the 19U Mixed Division with eight other teams from game played in Physical Education classes. That year, Gunn around the nation. Teams get into the championships by formed its own Ultimate Frisbee team and placed second at applying for a bid before the season even starts. After easily the USA Ultimate State High School Championship. It was defeating all of their opponents by more than four points, at this competition where senior Monisha White discovered the Happy Cows ended up in the finals against New Engher club team, the Bay Area Happy Cows, with whom she land Boston Ultimate Disc Alliance (BUDA). BUDA took would go on to win two consecutive national titles. “There the lead in the beginning but the Happy Cows stayed close were club sign-ups for the team at the tournament,” White the entire time, eventually reaching a score of 6-7. White said. “I tried out later and fortunately, made it. [For Ulti- came in and helped the team pull through the match. The mate Frisbee], getting to nationals isn’t the hard part; it’s team went on to score three more points, winning 9-7 and getting on the team.” earning the national championship title again. “Everything White joined a team of about 20 players from all seemed to come together,” Rexroth said. “I’m very proud over California, with some teammates driving hours to of my team.” make it to practice. The team practiced once a week with According to White, the best thing about the season experienced Ultimate Frisbee player and coach, Geoff was the team itself. “They were all really supportive,” Rexroth, and did track White said. “Everyone who plays workout s t h rou g hout was really into the sport and ext he we e k . Ac c ord i n g cited to play.” White also played My favorite moment of the tourto Rexroth, the weekly with a few students from Gunn, nament was probably when I pr a c t ic e s d id n’t g i ve including alumnus Brett Petersen. much time for the team to “Monisha was probably one of our made a layout score. Up until connect, and it wasn’t until best female players,” Petersen said. then we had been going neck to after Revolution, an adult “She’s athletic, aggressive, and is club team tournament, one of the few players that I don’t neck, point for point, but that was that the team got into their freak out [about when] she’s holdthe turning point in the game groove. There, the Happy ing the disc.” White played as a that tied it up to 7-7.

Cows faced the defending cutter, or receiver of the Frisbee, a adult National Champions, —Senior Monisha White position Rexroth felt she performed the Polar Bears. Halfway extremely well in. “[Monisha] is the through the game, the Polar Bears had a giant 7-1 lead, but perfect type of player,” Rexroth said. “She’s never afraid the Happy Cows fought back with a string of four goals. of any receiver and has this mentality that nothing can “During that game they all connected,” Rexroth said. “Even stop her. She is a very consistent thrower and makes great though we lost that game, we played well against the best decisions.” team in the country. From there on, we had some type of It has been two years since White first started playing swagger that never lifted.”

Ultimate Frisbee, but she has come a long way. White The team participated in four tournaments during the plans on leaving the Happy Cows this school year and will Managing Editor

“

Courtesy of Monisha White

Top: Senior Monisha White reaches out while running to catch the frisbee. Bottom: The Happy Cows win the national championships in Minnesota.

instead be practicing with the Stanford Women’s Ultimate Frisbee team.

Misheel Enkhbat Due to the ongoing construction on the tennis court, the tennis team has started practicing in the mornings. Early practices have been thought to be potentially harmful for students. For instance, some parents claim that morning practices might affect student schoolwork, sleeping patterns and defeat the purpose of the late start schedule. However, these arguments are refuted by the many benefits that early practices offer to athletes.

First off, waking up at the same time every day helps athletes become accustomed to the pattern so that it does not feel as if they are waking up early after a certain amount of time. In fact, according to research by Shawn D. Youngstedt of the American College of Sports Medicine, exercising in the morning actually promotes better sleep because the athlete’s body falls into a natural cycle where the body uses energy at a constant rate and gets ready to sleep when the cycle ends. This means that the morning practices do not defeat the purpose of the later school start time. On the contrary, they actually complement it.

Furthermore, morning practices do not affect grades or performance at school.

According to another study presented at the American College of Sports Medicine, exercising in the morning also gives athletes a significant energy boost, as well as a focused mind for the rest of the day. This allows them to perform consistently well on tests and quizzes. The study also showed that people who exercise regularly in the morning have higher grades and perform

better on schoolwork in general. The effects of this include better comprehension, alertness and an ability to perform better than average on tests and quizzes. Athletes on both the water polo and tennis teams have testified to this. Senior Mari Haraguchi, a varsity tennis player, and sophomores Rachel Lew and Antoinette Nguyen, junior varsity tennis players, argue that morning practices have helped them get a kick-start on the day, and varsity water polo players believe that they have been able to concentrate much better in their classes throughout the day.

A lt houg h pa rents and students may think that morning pract ices ca n have a negative toll on the students, many of these athletes have argued against that. These athletes have noticed a difference in their alertness during the rest of the day but have seen no interferu aW ence with their Lis performance in school and tests.

Thus, morning practices have a positive inf luence on these students and should be here to stay. ­—Enhkbat, a sophomore, is a reporter.

CON

PRO

Morning practices beneficial but problematic with late start Jean Wang With the latest construction on the tennis courts, the girls’ tennis teams were forced to practice in the mornings at Cubberley Community Center. With girls’ tennis joining the few other sports, such as water polo, that hold morning practices, it is necessary to consider the numerous detriments these practices pose on players. Not only are morning practices an additional hassle, but they are also a negative influence on athletes’ academic performances.

Morning practices defeat the purpose of the new late start bell schedule by forcing

athletes to wake up even earlier in order to attend practice.

According to a study conducted on the impact of changing school start times by the Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota, suburban students in Minnesota

were more alert during class, slept more and had fewer behavioral problems when school started later. However, with morning practices requiring athletes to arrive at practice several hours before school starts, the practices are effectively acting as an earlier school start time, and bring plenty of negative effects.

Furthermore, according to research

by Mary Carskadon of Brown University, a shift occurs in our biological clocks during adolescence in which the secretion of melatonin, the hormone that causes sleepiness, is delayed to about 10:30 p.m. In other words, it is natural for teenagers to go to sleep late and wake up late. However, this natural cycle is disrupted by morning practices, as students are still inclined to fall asleep at the same time but must wake up earlier, thus resulting in fewer hours of sleep. Over time, students accumulate more sleep debt and will consequently find their performances in school suffering. Even worse, long term sleep deprivation can result in future health problems, including links to obesity and a greater susceptibility to illness.

In addition to the disruption of sleep, early morning sports practices hurt athletes’ concentration throughout the day by tiring them out with intense training early in the morning. Students will naturally feel physically exhausted after a morning’s practice, which will also translate to mental exhaustion throughout the rest of the day.

Athletes will be too tired from their practice to focus during school hours and will find their grades suffering accordingly.

Ultimately, sports should avoid holding early morning practices, because they hurt not only the student athletes’ health, but also their academic performance. Instead, coaches should consider other alternatives, such as afternoon or weekend practices, in order to help the well-being of student athletes. ­ —Wang, a senior, is a News Editor.

20

Sports

THEORACLE

Motivated athletes train persistently for fall season 1

2

4

3

5

Photos by Wendy Qiu and Jonathan Yong

1. Junior Andre Guzman runs with the football, dodging opponents and looking for an open teammate. 2. Senior Andrew Prior continues running as he keeps the finish line in sight. 3. Senior Cara Lai performs a powerful serve. 4. Senior Katie Rose Skelly jumps up to block the ball. 5. Junior Nitika Johri sets up the volleyball for the spiker.

Football: After a disappointing season last year in the De Anza League, the Gunn football team returns to the El Camino League for what both players and fans hope to be a strong comeback.

The team was in full swing even before school started, with players participating in workouts from 6 to 7 a.m. last school year and attending practices throughout the summer.

In the upcoming season, team members are going for another shot in the De Anza League. “Our first goal is to win league, and then to have a successful Central Coast Section (CCS) playoff run,” senior lineman Malik Gill said. Varsity coach Dan Navarro also hopes to win CCS, though he does stress that the team’s primary goal is to improve as players.

“We want to have a successful season so the seniors can go off feeling good about their last year of football,” he said.

Gill believes that aiming to increase team attendance during practices is key. “As a team, I hope we get more guys to show up to all the practices and start to get the plays down,” he said. The team’s record is currently 0-3 and it faces its next home game against Monta Vista High School on Oct. 23.

Boys’ and Girls’ Cross Country:

This year’s cross country team, led by seniors Kieran Gallagher and Andrew Prior, is already off to a great start. The team did well at its first meet at Gunn, where sophomore Sarah Robinson and senior Andrew Prior both placed first.

The cross country team also went to the Stevenson Invitational at Carmel on Sept. 24, where the boys placed second and the girls placed fifth in their respective divisions.

Despite this success, the team is currently facing many injuries this season. “At the Stevenson Invitational, we were missing our top runners because of injuries,” varsity head coach Matthew Tompkins wrote in an e-mail. According to Gallagher, this is the largest number of injuries the team has ever had in the beginning of the season. “However, we’re all on the mend and should be running well by the end of the season, where it really counts,” she wrote in an e-mail.

Both the boys’ and girls’ teams are hoping to make it to the State Meet at Fresno at the end of the season. “I’m excited to see how much the athletes want to improve,” Tompkins wrote. “We would really like to do well at league championships this year and we are hoping to possibly beat Mountain View as they have run very well in the last few years.” The team’s next meet is Oct. 6 at Crystal Springs Park in Belmont.

Girls’ Tennis:

This season, the varsity girls’ tennis team consists of 13 players, all juniors and seniors. In addition, the team has a new practice time and location because of construction at the tennis courts. The girls currently train at Cubberly Community Center Monday to Friday from 6 to 8 a.m., except on tournament days. “The girls work really hard in the morning, so it makes their afternoons free,” varsity head coach Jim Gorman said. According to junior Andrea Gonzalez, even with the unfavorable practice time, all of the girls have been practicing hard to ensure a great season.

The team’s hard work has already paid off, as shown by their success at the California High School Girls’ Tennis Classic Tournament. The varsity team placed 27th out of a total of 120 teams. The tournament was for varsity teams, but the junior varsity girls’ tennis team competed as well, placing 53rd.

According to Gonzalez, the varsity team’s goals and expectations are mainly to keep improving and to have fun.

The girls are working hard to stay in the competitive De Anza League they are in now. The team’s next match is Oct. 4 at Los Altos.

Girls’ Water Polo:

The girls’ water polo team started its season at the bottom and are now starting to work its way up. “Last year, we were a good team at the beginning of the season, but got better and better, and by the end of the season, we were a great team,” girls’ varsity head coach Mark Hernandez said. “We fed off each other’s energy and had outstanding chemistry.

The challenge for us will be to not to recreate that chemistry, but to develop a new one.”

Similarly to the boys’ water polo team, the girls’ team has Los Altos as its main rival. “We have a spirited rivalry with Los Altos, who is, until someone beats them, the team to beat. Of course, Palo Alto historically provides a challenge for us,” Hernandez said.

For senior Elizabeth Anderson, winning the CCS tournament would be a potential highlight. “If our team plays to its full potential, we definitely have a chance and it would be great to experience that in my last season of high school water polo,” Anderson said. “If our team can improve our defense, we will be unstoppable, and shut down some of the best teams in the section.” The girls’ next match is on Oct. 4 at Los Altos.

Boys’ Water Polo:

This season, the boys’ water polo teams got a head start with two-hour long morning practices as well as practice after school. According to boys’ varsity head coach Scott Foster, the team has a new hole-set and a new goalie—two important positions. “We have some returning experienced field players, who will be relied on heavily to lead the team,” Foster said. Returning starters from last year’s team include seniors Gavin Kerr, Tyler Wilson, Coby Wayne and Will Thorson. Los Altos High School, Monta Vista and Palo Alto High School remain viable threats to the success of the Gunn team. Regardless the players are have a positive attitude and look forward to the new season. “Every game is exciting, because we get to work hard and have fun,” junior Spencer Miner said. The boys’ next match is on Oct. 4 at Los Altos.

Girls’ Volleyball:

Starting off strong by finishing second place in the Bronze division and placing tenth place overall at the Milpitas Spikefest tournament, the girls’ varsity volleyball team is ready for another impressive season. However, the team is facing a new challenge this season, having risen from the El Camino to the De Anza League last year.

With star players such as seniors Julia Maggioncalda and Allison Doerpinghaus, the team has set high goals for itself. “I want us to be more competitive in the De Anza League than we were two years ago,” varsity head coach Kevin Hwang wrote in an e-mail. “I want to make it into CCS and advance farther than we have the first two years we were there.”

Junior Lisa Yan believes that the team’s cooperation skills may be its greatest strength. “The players are all supportive of each other,” she said. “However, I think we can improve on keeping our spirits high even when we’re behind in a game.”

This season, Hwang plans to focus on honing the players’ ball control skills. “The key for us will be to have enough ball control to get the ball to our hitters,” he wrote.

The next match will be on Oct. 4 at Homestead high school. Hwang encourages students to come out and support the team. “We will work hard, improve every day, and be entertaining to watch,” he wrote.

—Compiled by Utkash Dubey, Rani Shiao and Emily Yao

Entertainment

Monday October 3, 2011

21

Opinions of opposite gender’s fashion choices The Oracle asked students around campus what they think about “trendy” and “typical” students’ styles

Dressy

Casual

“He’s got a lot of swag.”

“I don’t want a guy to be more dressed up than I am.”

“He looks classy and slick.”

“He looks a bit too old for our age.”

“He looks nice, but the outfit is a bit boring.”

“I like that he’s unique, and isn’t afraid to express himself.”

“The look is casual, but still put-together.”

“It’s definitely a more eye-catching look.”

“She looks comfortable, which is nice to see in a girl.”

“She looks sophisticated, yet different.”

“I like the look, but it’s really plain.”

“Girls who are really dressed up can be kind of intimidating.”

Special thanks to our models Samantha Donat, Kabir Gill, Rob Joye and Mika Munch.

—Compiled by Boot Bullwinkle, Samantha Donat and Lucy Oyer Photos by Wendy Qiu

Fashion trends to keep, throw out this season

In the words of Heidi Klum, “one day you’re in, and the next day, you’re out.” Fashion isn’t an easy topic to keep track of; trends come and go so quickly that it often feels like as soon as you get a hold of something fashion-forward, it’s already out of style and the fashion world has moved on. To help you avoid fashion-induced headaches, here’s a quick list of trends to keep and throw out.

s l r i

Keep: • Sheer blouses and shirts: they make for great basic pieces. Just please remember to wear something underneath them.

• Maxi dresses and skirts: they aren’t just for summer. They’ll be your go-to transition pieces as we move into the colder months.

Colored skinnies: try yours in this season’s bright red, electric blue and army green.

Animal print: last season’s popular cheetah is here to stay. Zebra and tiger prints, along with fur trimmings, are also coming on to the fashion scene.

G

• •

Delete: • Cropped tops: as much as you’ll all hate to hear it, the midriff phase is over.

Time to cover up.

• Yoga pants: as comfy as they may be, a great pair of jeans looks so much more put-together.

• Destroyed shirts: although grunge is a fun style to try, the overly destroyed shirts now just look sloppy next to the recent runways’ sophistication.

• “Bat-wing” tops: they were fun for a while, but this season’s silhouettes have become more structured and stream-lined.

Keep: • Cargo shorts: they’ll always be a fantastic alternative to the typical basketball shorts.

• Button-ups: they can be worn without looking too formal. Try patterned ones for a more casual look.

Cardigans: they aren’t just for preps, and they’re refreshing to see after years of sweatshirts.

Corduroy pants: they’re a great way to change up your typical jeans routine. Try them in unusual colors for an even more interesting look.

G

• •

s y u

Delete: • Board shorts: unless you’re headed for the beach, please refrain from wearing them in public.

• Sagging: no one wants to see your boxers, no matter how cute they may be. The consequential waddle is also an unpleasant sight.

• Baggy pants: not to advocate for overly tight jeans, but you look like you’re drowning in all of that excess material.

• Flannel: the lumberjack/hobo combination had its moment to shine, but now it’s time for a more sophisticated look.

—Compiled by Samantha Donat

22

Entertainment

THEORACLE

Glitzy award shows offer question: are they worth it?

It seems as if every month there’s a fabulous award show that everyone just has to watch, whether it’s the Oscars, the Golden Globes or the Emmys. However, it doesn’t make sense to me why these award shows are so important to the general public, and how they garner millions of viewers who are simply watching Divya Shiv other people get oversized gold statues.

Granted, giving awards to people is a kind thing to do, as it makes them feel as if their hard work is appreciated. But are actors and actresses the only people who deserve these fancy award shows? While actors get awarded with shiny trophies for their hard work, other people who work just as hard as actors and musicians often receive nothing. There are no comparably glitzy award shows for teachers and soldiers, yet people outside the entertainment industry don’t quit their jobs because they don’t feel appreciated. Anyone who loves what they do does not need an award to make them feel special, because their job already gives them that joy. If actors, musicians and producers love their job, they don’t need glorification, making the role of an award show obsolete.

In addition, it doesn’t make sense to hold useless award shows when they are extremely expensive. For example, the cost of each gift bag at the Oscars alone comes to a whopping $75,000, while producing the gold-plated Oscar awards costs $125,000 in total. Overall, one Oscar award show comes to around $200 million to $400 million, depending on the inclusion of the cost actors and actresses have to pay for dresses, hair and jewelry. It is true that many people watch the Oscars for its extravagance, but imagine that money being donated to a charity. Although helping children in Africa may not be as flashy as the Oscars, the money would certainly be used for a better purpose.

Furthermore, some award shows don’t even acknowledge people’s hard work. In fact, events such as the Golden Raspberry Award (Razzie), and Express (NME) Awards do exactly the opposite—they insult a person’s hard work . For instance, in 2009, Sandra Bullock was given the Worst Actress Razzie for her work in “All About Steve”. These shows that “award” people for their poor performances are completely pointless and insulting.

To some people, award shows are useful because they bring to light low-budget, independent movies or TV shows like “Mad Men” and “30 Rock” that people would not have known about otherwise. However, the different award shows did not bring these TV shows and movies to light, but instead simply increased the general fanfare surrounding them. Critics and viewers alike were already praising “The King’s Speech” before it won an Oscar for Best Picture, just as “30 Rock” was watched by million of viewers before it won an Emmy. The award shows certainly did not magically make these movies and TV shows known to the public, because many movies and TV shows that deserve an award will already have the critics talking and the public watching.

Because award shows don’t bring unknown shows to light and actors don’t need glorification, there is no use for award shows at all. The only point I can see in award shows is that they serve as a distraction from the drudge of work and school.

However, the cost of the expensive award shows far exceed the measly benefits, and award shows are a complete waste of time and money.

CON

PRO

You know it’s award season when the red carpets are rolled out, people are glued to their televisions on a Sunday night and your Yahoo! newsfeed is packed with stories about who is wearing what. But what is this attraction to award shows such as the Emmys, the Grammys and the Academy Awards?

Yilin Liang Why are they so great? And are they worth the exorbitant costs?

From a show business point of view, the award show season is extremely important. It is a chance for all the people in the entertainment industry who have done exceptional work to be honored for it. This is especially true for the directors, the writers, the costume and set designers and the rest of the crew that we, as the audience, never see. Isn’t it true that the Best Director award generates just as much, perhaps even more buzz than the Best Actor/Actress award? But some may argue that besides this one award, one would not pay attention to the rest of show. Without the awards for producer, set designer and music, no one else would recognize the work of the people behind the screen.

Of course, it isn’t just show business professionals that benefit from putting on award shows. Fashion designers, jewelers and other businesses that fill the countless award show goody bags can tap into the star power of that one night. After a film star promotes a certain brand, that brand sees spikes in sales and an increased buyer base.

Award shows are further important because they can launch the career of new actors and actresses. Take the most recent example of Hailee Steinfeld, who was nominated for Best Supporting Actress at the Academy Awards for her role in “True Grit.” She was relatively unknown before the Oscars and now is the face of a fashion brand and ng wa has also been offered several roles in upcoming films. Frankly, H e org this benefits the audience more so than it does the industry, Ge because who wants to watch the same mediocre actors play the same roles over and over again?

Of course, there are other reasons why average Jane and Joe, who have no connection to the film industry aside from an average knowledge about films, can enjoy award shows. One of these reasons is that award shows are always on a Sunday night and they only occur once a year. You might as well watch something entertaining that isn’t trite.

Award shows also function as a connection between the Janes and Joes and Angelina Jolie and Brad Pitt. It can be easy for us to feel that these perfect movie stars live on a completely different planet, and award shows close such gaps. Seeing how stars interact with each other makes them seem more ordinary and less intimidating. A glaring example of this can be seen with the clothes and accessories that stars wear to that award show. Not only do the originals sell out immediately after the show airs, but less pricey replicas of dresses and accessories sell equally as fast—a true testament to the fact that people still long to feel a connection with those that they see on the screen everyday.

While it is true that award shows have their cons, such as being excruciatingly long, modern audiences shouldn’t write them off just yet. They are not only significant to those who work in the film industry, but they also contribute more to our culture than I think.

—Liang, a senior, is a Centerfold Editor.

—Shiv, a senior, is a Managing Editor.

The winner of Best Picture Grand Jury Prize at the Sundance Film Festival has been described in early reviews as a poignant and affecting love story, far more substantial than the romantic-comedies Hollywood produces year after year. This independent film focuses on a young teaching assistant (Anton Yelchin, “Fright Night”) who is separated from his British exchange student lover (Felicity Jones) after her visa expires. Expect strong performances and chemistry between co-stars Yelchin and Jones (winner of the Sundance Special Grand Jury Prize for Acting for her performance), as well as from Jennifer Lawrence.

In Theaters: October 28

“In Time”

“The Ides of March,” directed by George Clooney, looks to provide insight into modern political campaigning. Clooney wisely cast Ryan Gosling as Stephen Meyers, the press secretary who, despite his beneficial contributions and strategies, brings scandal to the presidential campaign of Governor Mike Morris (Clooney). Anticipate similarities to Bill Clinton’s 1992 campaign, which serves as the inspiration for many films of the same genre.

Hopefully, Clooney will rise above clichés and make “The Ides of March” a unique political drama. At the very least, the film should entertain social studies students and their teachers.

In Theaters: October 7

“Like Crazy”

“The Ides of March”

What to anticipate from upcoming movie releases Given director Andrew Niccol’s past work (“Gattaca,” “The Truman Show”), it is no surprise that “In Time” boasts an intriguing concept. It takes place in a futuristic world in which time is money, aging stops at 25 and people must replenish their clocks with time in order to live. This presents difficult problems for the poor, including Will Salas (Justin Timberlake), who, after being falsely accused of murder, seeks to provide the less fortunate with more time. With what could potentially be an interesting homage to the legend of Robin Hood, “In Time” will hopefully rise to the level of social criticism for which Niccol’s previous films have been applauded for.

In Theaters: October 28 ­—Compiled by Cooper Aspegren

OCTOBER: Concerts & Album Releases

October 12 Colbie Caillat The Regency Ballroom, San Francisco October 11 Lupe Fiasco The Fox Theater, Oakland

October 25 Coldplay “Mylo Xyloto”

October 13 Foster the People The Fillmore, San Francisco

November 8 Mac Miller “Blue Slide Park” —Compiled by Ellen Lee and Lucy Oyer

Entertainment

Monday October 3, 2011

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Calling all witches and wizards

Ashley Ngu

Michael Wu

Lydia Zhang

Michael Wu

Top left: Juniors Carayma Gaytan and Kelsey Main plank on a golf cart. Bottom left: Sophomore Cooper Aspegren loses his head while headless horsemanning. Right: Junior Blaze Lee tries out the batmanning trend while hanging near the batcave.

Students show off wacky new trends Sam Hayward Reporter

The world is ruled by ordinary verbs: eating, sleeping, and squatting. It is about time people shake up the world. Hello, crazy acrobatic trends. These new forms of human movement, whether it be coning, planking, headless horsemanning or owling, are starting a revolution.

These unique trends all arose from the need to do something outside the norm.

The first wild act to go viral was planking, where one lies across different structures such as benches, rails, or the ground for the sole purpose of emulating a plank. As planking rose in popularity, other trends like coning started to pop up all over the place. Coning involves grabbing an ice cream cone from the top instead of the bottom when picking the treat up at a

window venue. Coning’s recognition took off after comedian Alki Stevens produced a YouTube video of coning at several fastfood venues.

Many students have begun participating in these different activities. Senior Maddy Dray spent her summer by embarking on several coning adventures.

“The thrill of it was really fun and watching the people’s responses was seriously priceless,” she said. “[The window servers] were so confused and taken aback that it made it so much harder to ‘cone’ without laughing while watching their reactions.”

Other alternative ideas have sprung up all over the place. Batmanning, one of the more dangerous and head-spinning trends, has caught on in many cities. The idea is for one to hang onto anything by one’s feet to imitate the superhero Bat-

man. People have been seen to be hanging from fences, doors or even car garages.

Another trend that has been spreading like wildfire over the Internet is headless horsemanning. This pose relies on a talented photographer more than anything, but the trick is really freakish if pulled off correctly. To accomplish this pose, one has to stretch far back over something so that the head is no longer visible, and then have another hand hold a head from someone else. The intended effect is to have the photograph look like that of the real headless horseman, a cartoon character who carries around his pumpkin for a head while riding a horse.

As the insistent need for human expression continues to exist, different artistic forms will continue to pop up.

So take a risk and be bold. Maybe take a “leisure dive” if you do so dare.

Food trucks provide fancier fare choices Annie Tran

Buisness/Circulation Manager

A new urban phenomenon has hit the streets, bringing along with it the undulating aroma of simply too good to be true food. Over the years, the food truck fad has started to garner more interest and gain zealous followers throughout the Bay Area. Food trucks have evolved into something more than just the run-of-the-mill taco truck, and their themes have started to become more creative and quirky with trucks serving anything from gourmet Asian soul food to spicy Cajun seafood. “The whole idea that there are so many different type of food trucks willing to cater to whatever you’re feeling at the moment,” senior Brian Yu said. “Being mobile and traveling all over the area is pretty sick.”

Yu’s first encounter with food trucking was with a friend late at night. “There aren’t that many places open late at night, but my friend said she knew one.

She didn’t even tell me where we were going, we just pulled up into a sketchy random parking lot all the way in Milpitas,” Yu said. “And the first thing I saw was MoGo’s, a Korean-Mexican fusion.

It was definitely a new experience.”

Food truck gatherings like Moveable Feast and Edgewood Eats are held weekly at one location. Edgewood Eats is

held locally in Palo Alto at the Edgewood Plaza Shopping Center. It is stationed at this location every Tuesday until March of next year. This location has drawn crowds from all over the Bay Area, including San Jose and San Francisco.

Moveable Feast has two events per week: Friday dinners in San Mateo

George Hwang

from 5 p.m. to 9 p.m. and Saturday lunches from 11:30 p.m. to 2 p.m.

The average number of food trucks that make an appearance at these gatherings is about six or seven per gathering.

Alumnus Andrew Kent’s family has recently entered the food truck arena this year following years of serving food from their downtown restaurant, Oaxacan Foods, at the farmer’s market.

“We always wanted to do this kind of thing because of the lower overhead and reduction in overall expenses,” Kent said. “[My parents] got the idea

after seeing various trucks in Southern California when they were in the area on some trips.” The family has built up a large variety of clientele, which they have maintained over the years at the farmer’s market. The truck has also received much publicity due to word of mouth. “Our customers are the kind of people who would actually follow a food truck based on word of mouth and go try it out,” Kent said. “Most of the people who eat at our food truck come every week to the farmer’s market in downtown Palo Alto, and are pretty loyal to my mom’s cooking.”

To find these very elusive food trucks, one must rely on social networking sites like Facebook or Twitter. Through these services, food trucks make themselves better known and easier for customers to find them. “Most people now have data on their phone. They can now just look up the location of whatever particular truck they’re feeling and route it from where they are depending on the location,” Yu said. “What’s even better about all of this is that a lot of food trucks are open until 11 p.m. so you can have dinner however late you want.” Yu describes the chasing of the truck as half the fun of going food-trucking.

Potterheads unite! “What’s a Potterhead?” you ask? Simply put, we’re fans of the Harry Potter series. We’re people who waited for their Hogwarts acceptance letter, would try out for their school Quidditch team, would gladly choose OWLS exams over the SAT or have secretly re-assigned their high school teachers as Hogwarts professors.

And we’ve been waiting for access to Pottermore since the day J.K. Rowling announced its release.

Pottermore is an official Harry Potter website that exists as a combination of online games, a community fan site and a source of additional Potter content. As of now, only material from the first book is available, with the other six pending release. I was lucky enough to gain an inside look into Pottermore before it opens to the general public. Below is a more detailed account of the world within Pottermore. Beware of spoilers!

The journey begins with Harry Potter and the Sorceror’s Stone. Each chapter of the book is presented in a series of key Moments, which are important scenes from the book that are brought to life in Pottermore. Hidden throughout the scenes are various hidden collectibles: a teacup, a prefect’s badge, chocolate frog cards, a Bertie Botts Every Flavored bean and shiny Galleons.

Included in these Moments is the never-beforeseen material written by J.K. Rowling. These texts are scattered throughout the Moments and include extensive history on supporting characters like Professor McGonagall, information about wizarding culture and reasoning behind names. One such excerpt reveals that Draco Malfoy could have been a Spungen or a Spinks. This type of intriguing and often humorous content should be enough incentive to sign up for an account.

At Diagon Alley, I open a Gringotts account and am given 500 Galleons to spend on books, supplies and, of course, a wand. Unfortunately, first-year students aren’t allowed to have broomsticks, so Quality Quidditch Supplies is closed off.

Finally, I enter Ollivander’s wand shop. There are seven questions to answer to be matched with a wand. Each question has several answers, each with their own beautiful illustration. I was paired with a wand that was English oak, unicorn core, ten inches and surprisingly swishy.

Another notable experience is the Sorting. There are 200 different sorting questions, but users are asked to answer seven that are randomly chosen.

Questions range from what you are most looking forward to learning at Hogwarts, to what power you would like to have, or even “What would you do?” questions. After answering my questions, I was sorted into Gryffindor.

The community aspects are another important part of the Pottermore experience. After the Sorting, students are able to earn points for their House in the competition for the House Cup (Slytherin and Ravenclaw are battling for first place as of now). And if you’ve ever wished chemistry class was potions class then brewing potions is for you. Users can brew potions such as the Sleeping Draught to earn points for their House. Another chance to earn points lies in wizard dueling, where students can challenge other players across houses.

As the website is still under development and testing, there are minor areas that could be improved upon such as the lack of background music, sound effects and the level of inter activity in events such as Quidditch. Word on the street is that the Pottermore team is working on adding more components in response to feedback from beta users. But, all in all, Pottermore is a satisfyingly magical experience and I absolutely cannot wait for the other six books to be unlocked. Alohamora, anyone?

—Ngu, a senior, is Editor-in-Chief.

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Entertainment

THEORACLE

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Y A W N N GU pr

Theater teacher Jim Shelby rocks out on stage, almost unrecognizable in a black wig and retro blazer for the “Drag on a Dime” category.

Did you miss out on this year’s zaniest fashion event? Never fear!

Here are some of the ensemble highlights from

Assistant Librarian Cynthia Easton and Main Office secretary Martha Elderon donned plaid and ruffled clothing for the “Farm Wear” category.

Project Gunnway,

featuring teachers from all departments.

English teacher Angela Dellaporta adorned herself in a feather boa and an eccentric printed dress as “Auntie Mame.”

Math teacher Dave Deggeller also dressed for the “Drag on a Dime” category, going all out in a blond wig and ruffled skirt.

Photos and Graphics by Wendy Qiu and Alvina Yau