Volume 32, No. 5: March 2016

THE CLASSIC

March 2016

TICKET SCALPING

THE N-WORD

RO B O T I C S

> NEWS PAGE 2

> NEWS PAGE 3

> SCIENCE & TECH PAGE 12

Every year, events such as the school play, SING! and Festival of Nations amplify the demand for tickets, leading to resale markets that raise eyebrows for some.

From Huckleberry Finn to high school hallways, the n-word’s use is varied and omnipresent in the modern vernacular―sparking a debate about whether or not that use is warranted.

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C OV E R AG E

The Robotics season is in full swing, with this year’s team competing at the Javits Center and designing their latest creation: the Redtail. Read about this year’s work in our science section.

TOWNSEND HARRIS HIGH SCHOOL AT QUEENS COLLEGE

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FON

March 2016 - Volume 32 No. 5

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www.thhsclassic.com

2016

PHOTO BY REBEKAH JONES

BY GUSTAVO DELGADO AND ILYSSA DELOS REYES TOWNSEND HARRIS’s Festival of Nations (FON) allows students to unite to create performances that best describe their cultures. For some, this year’s FON represented the start of several years at Townsend Harris High School and left many people excited for what is to come for the future. For others, this was a bright note in the final chapters of high school life, with the custom colorful costumes, extravagant dances, and diverse musical mixes.

When asked why she participated in FON, freshman Shirley Xiong described how “welcoming everyone [was] and how much diversity there [was at THHS].”

After participating in the Filipino FON, Pure Manila, she elaborates, “I felt like I could join anything and everyone would welcome me. I also liked how there were so many options to choose from and you didn’t have to be a certain ethnicity to join a certain FON.” Sophomore Aleksandra Hubczak, a participant in Polish FON, seconded this by saying how “the single best part of FON was the people [she] got to spend time with on and off stage, [and] it wouldn’t have had been as amazing as it was without them.”

FON is meant to allow students to experience every culture that is a part of the school’s diverse student body. It also allows students to take on new challenges such as learning dances and becoming a FON leader.

HOTwaiian (Hawaiian) leader Carmela Lopez did not let being an underclassmen prevent her from

leading. She remarks, “Being a FON leader for the first time as a sophomore was unexpectedly fun.

It was definitely stressful and overwhelming at times, but that was expected from the beginning.”

The leaders, responsible for the choreography, music choices, budgeting and more, carry the large weight of a FON, yet many describe it as being worth the struggle.

Senior Amelia Abobo, leader of the two Filipino FONs, details how “as a member of FON, my favorite part is performing. As a FON leader, the single best part is watching your members perform. The months of preparations, the late school nights, the sacrificed vacations days, and the endless practicing all led up to these three moments. Filipino FON was my baby because I put my heart and soul into it; there is nothing like seeing everything come together at last.”

Amelia, like many FON leaders, finds herself saying goodbye to this event. Seniors who took leadership positions this year made sure to leave their mark on the stage.

Leader of French African FON junior Fiasyo Olowoyo remarks, “I’m most definitely going to miss FON. It was the only show that I got to choreograph this year so I wanted to make sure that I put my all into it.”

The end of one FON leads to the beginning of the next, and this year’s leaders provide some advice for those leading next year.

Chinese Ribbon leader and senior Joan Nieh

advises future leaders to “have a good balance of strictness and love.” She explains, “It’s hard, but if the future leaders believe in themselves and work amongst each other they’ll be able to find that balance. The main point is for the members to have fun so it’s important for the leaders to remember that.”

Similarly, Bollywood leader Aneesha Vinayek tells next year’s leaders, “Pretend like FON is next week, don’t put things off, thinking you have plenty of time because time really flies. Start your choreography early because it takes a lot of time. Be prepared to have to make tough choices such as choosing songs, cutting people and giving spots.”

However, this does not mean the end for the relationship seniors have with FON. Many alumni find themselves returning to help out and attend the show.

Alumni Parina Kay, Graduate of the Class of 2015, describes, “When I saw this year’s FON, it reminded me of all the hard work and time I spent outside of school choreographing and practicing for my own FON. It also reminded me of the fun that I had working with my fellow seniors and underclassmen.”

Audience member Jenneen Sambour ultimately notes, “It seemed like everyone was included in every dance. The kids looked like they had a wonderful time performing and were having fun. The dances were [also] well choreographed and the costumes looked amazing.”

> PHOTO FEATURE PAGES 8-9 2

2 March 2016

THE CLASSIC

NEWS Ticket scalping comes to a head with FON

Rodela Ahmed & Pridha Kumar STAFF WRITERS

DURING VARIOUS festivities at Townsend Harris High School, many students participate in ticket scalping. Scalping is a secondary ticket market where people sell previously purchased tickets at a higher price.

This is based on the concept of supply and demand; when supplies are low, the demand is higher. Scalping is especially prominent in performances such as SING! and the Festival Of Nations (FON). Tickets priced at $10 can be sold many times more than this original price.

Parent Ms. Monica recalled, “I wanted to watch my child

perform. Unfortunately, they were unable to get a ticket for me since they sold out so fast.

My kid’s classmate was reselling their ticket. She told me the price was at least twice of that of the original.”

Similarly, parent Mr. Johnson faced the inability of seeing his child in a sold-out show. “But then this kid sold us two tickets for twice the amount the tickets were,” he reported.

Students at THHS would like to see action taken against ticket scalpers. Senior Anna Cheng, who has participated in both FON and SING! for the past two years, is a witness to scalping. Tickets to school dances, which originally range from three to five dollars, are hiked up

to $8 to $10 at the door. According to Anna, ticket scalpers take advantage of students’ desire to participate in the events and raise the price accordingly.

Freshman Ishaq Chowdhury described these increased ticket prices to be “disastrous,” as it discourages students who originally planned on taking part in an event to not engage themselves in it at all, thereby taking away from the high school experience.

At FON, audience member and Stuyvesant sophomore Mohammed Fahim said that he wouldn’t have come to FON if Ishaq hadn’t paid for him. He claims that he has seen ticket scalping go on at his own school and also added that his classmates are becoming less interested in

attending in-school activities.

Senior Nadia Khan recalled her experience, “I wanted to get my best friend a FON ticket, but unfortunately tickets weren’t on sale. I posted on all the Facebook pages and on Thursday night there was an auction for the highest bidder. I paid double the price.”

But is it really acceptable to raise ticket prices? Assistant Principal and FON director Ellen Fee stated, “I think it is unfair when students take advantage of desperate students looking for tickets but also I feel some students take advantage of a situation that can make them money.

It is not very ethical but not illegal.”

Ticket seller senior Joyee

Mok remarked, “I sold [tickets] because the people who thought they wanted to come, changed their mind last minute. Rather than being unethical, I think we should just move to a bigger auditorium instead of having to deal with a shortage of seats.”

Aside from the moral complication of reselling tickets at higher prices, ticket scalping offers implications that extend beyond talk of ethics, to DOE policy. Ms. Fee added, “What concerns me is students counterfeiting tickets in order to avoid purchasing tickets. That is committing fraud and there are school rules against that.”

Additional reporting by Poonam Dass

Rondell McClary: New one man department Dylan Fromm STAFF WRITER

BY THIS time of the year, most students have already met the “new recruits” of the guidance department. However, the newest counselor, Rondell McClary, was still wading through new students and the difficulties of guidance during his first two weeks at school. Joining the staff in late January, Mr. McClary is the first Prevention and Intervention Specialist to work at Townsend Harris in four years.

Mr. McClary describes his job as a “program [that] offers a safe and supportive environment to talk about the issues students are going through. Such issues range from drug and alcohol use to academic pressure, dating, core relationship with par-

ents, peer pressure, any issue that teenagers are working with today.”

Students attending a school with a rigorous academic curriculum like THHS often experience extrinsic amounts of stress. Many students are afraid to address these problems with the people equipped to do so.

Mr. McClary stated that students should not “be afraid [as] this isn’t a therapeutic environment. It’s a place where you can talk about whatever bothers you. Don’t worry about it going to your parents and what your friends think.”

Mr. McClary has worked at several other high schools before he came to THHS. Previously, he served as the specialist for Flushing High School, Martin Van

Buren High School, and Forest Hills High School. He remarks, “I’m still trying to get my finger on the pulse of the school. Many issues that occurred at other schools are happening here, so I think I’ll be good at processing them with students.” Along with helping students to express their problems, Mr. McClary wants to change the view students have of the guidance department itself. McClary disagrees with the idea that guidance counseling should only be sought by students with specific problems to address, saying, “I think that the stigma of counseling is that you visit me only when something is wrong. It stops a lot of young people from taking [full] advantage of [the guidance department].”

students the opportunity to conduct research in a variety of categories, including computer science, biology, chemistry, physics, mathematics, and behavioral sciences, and then present their findings to judges who assess the quality of their research.

Senior Delphine Zheng, one of the SSR preliminary finalists, reflected on making it to the next round. She said, “Speaking to the judges about the research I spent two years conducting showed that all the hard work paid off and that they could see how passionate I was about my work.” Delphine’s project, entered under Behavioral Sciences, focused on the effect of parental expectations on student academic achievement.

With regards to the next round, senior Peony Tse, another SSR finalist, related, “The only

expectations I have are to have a great time at finals, to learn from my peers and their projects, and to experience what it is like to be completely surrounded by intellectual curiosity and innovation.” Peony’s research tested the morals of high school students in relation to academic cheating.

Other preliminary finalists from the SSR class include Billal Allamarie, Dysron Marshall, Nathalie Rivas, and Meharin Arzu.

Senior Dalia Hassan, one of the SR finalists, commented on the arduous process leading up to the competition. “Conducting research at Queens College for almost a year was a tedious job, but moving on to the finalist round makes me feel as if my research was valid. It also strengthened my confidence in wanting to pursue research as a

PHOTO BY RENAENIA PANGAN

Mr. Rondell McClary takes the role of Prevention and Intervention Specialist

“There’s a new program in the school called Youth Development, and this program is available to you to help you

talk about what you need,” Mr. McClary added. “It could be [about] fun stuff, or academic impediments. Come talk.”

Research students gear up for NYCSEF finals Doreen Wu STAFF WRITER

STUDENTS FROM Science (SR) and Social Science Research (SSR) classes participated in the New York City Science and Engineering Fair (NYCSEF), the largest high school research competition in NYC. Sponsored by the New York City Department of Education and the City University of New York, NYCSEF brings together hundreds of students from all five boroughs to compete for an all-expense paid trip to represent Team NYC at the 2016 Intel International Science and Engineering Fair (Intel ISEF). This year’s top awards also include scholarships to study at CUNY’s City College of New York and Hunter College as well over $4,000,000 in awards.

NYCSEF gives high school

PHOTO BY REBEKAH JONES

Student present their work at NYCSEF.

career,” she said. Dalia explored alternative methods of purification for human beta defensin 2 and recombinant spider silk.

In addition, finalists from SR comprise of Syeda Hassan, Cindy Jiang, Ivy Lam, Stephen Mai, Ariane Marchese, and Jesal

Parmar.

The NYCSEF Finals Round will be held at the American Museum of Natural History on March 29th, 2016 and the Intel ISEF will take place in Phoenix, Arizona on May 8.

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March 2016

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NEWS

NYC takes two steps forward on LGBT issues Ashley An & Ashley Zhao STAFF WRITERS

WITH SEVERAL recent efforts across the nation to support and accept the LGBT community, New York City is taking steps towards protecting transgender and gender nonconforming individuals from discrimination.

This March, Mayor Bill de Blasio signed an Executive Order requiring City facilities to provide people access to bathrooms that are consistent with their own gender identities. This ensures NYC’s approximately 25,000 transgender and gender nonconforming individuals access to single-sex facilities that align with their gender identity, without being required to show identification or proof of gender.

Although the order does not apply to public schools, a policy has already been set in place for students to use locker rooms or restrooms consistent with their gender identity.

Many expressed a general support for de Blasio’s course of action, noting the aid it provides in creating a safe space. “I think it would definitely make [transgender and gender nonconforming individuals] feel more comfortable and having a law to back up their right to choose would leave less room for people to feel entitled to harass them,” voiced junior Michelle Illescas, a member of GSA. Additionally, the NYC Department of Education formed

a new LGBT department. Jared Fox, founder of the Gay Lesbian Straight Education Network’s New York chapter, as well as the city’s first gay-straight alliance (GSA), is the first to take up this position of LGBT liaison. Fox recalled his teenage years, when his peers bullied him for being openly gay, and now works to change that in order to improve the lives of young teens in the public education system.

“Sixty-five percent of students heard homophobic remarks like ‘fag’ or ‘dyke’ frequently. Unsafe environments have a dramatic impact on young people, lowering their GPAs and causing them to miss more school,” Fox stated, citing this as one reason why he believes his new role is vital to the wellbeing of many students.

“You have the right to be you. When another person is putting you down directly or indirectly, there are rules and protections for you,” Fox continued. Within this past month, Fox has already trained hundreds of parent coordinators across the city on LGBT matters and is now pushing for changes in school curriculum.

“Curriculum should be a mirror for LGBT students and a window for students who aren’t LGBT to see a world outside of themselves,” he described.

Junior and GSA President Sarah Gafur agreed with the emphasis on discussing LGBT matters within education, saying, “Schools are a breeding

ground for conscious social thought and, thusly, if we embrace LGBT students, we will be doing good for them and society as a whole.”

Despite his focus on improving the lives of LGBT students, Fox has made it clear that he stands for the care of all students,

“ You have the right to be you.

When another person is putting you down...there are rules and protections for you. ”

regardless of sexuality. Pointing out the widespread issues of overgeneralization and stereotyping, Fox remarked, “LGBT people come in all forms, so some of these stereotypes [such as] all gay men like fashion or all lesbians are into mechanical, fix-it stuff are not only hurtful to LGBT people, but to straight people…we’re stalling our progress because of [these stereotypes].”

Students and faculty members have expressed a variety of hopes concerning what Fox will achieve with his new position.

Principal Anthony Barbetta believes “it would be nice if he’s

able to provide schools with resources that we could use to help students and parents directly.” In the spring, Fox hopes to implement the Lambda Literary Foundation, which will bring literature of LGBT authors of color to classrooms.

Sarah noted the serious issues of physical and verbal abuse against LGBT students in many schools, as well as the lack of communication between wellintentioned faculty members and students, stating that “there has to be a partnership between the DOE and teachers, and a willingness with teachers to pass the training and knowledge to their students.”

Fox has expressed a positive gradual change within the education system, from one school to another. “I think already my appointment has made an impact,” he stated. “Somewhere in Jackson Heights or Washington Heights or Bed Stuy there’s a student who has read an article about my job and said, ‘There’s someone who cares about me.’”

He further believes that as long as one school is willing to make changes to support the LGBT community, other schools will soon follow suit. “Change throughout our system will ultimately impact other school systems around the country, too,” he added.

However, there are doubts over whether Fox’s new position will be effective enough to make a substantial difference in the treatment of LGBT stu-

dents. Sophomore GSA member Mikayla Nelson stated, “While adults believe that children’s opinions are moldeable, some people are just too set in their ways. You can punish them for their actions, but you can’t wipe out their opinions.” Principal Barbetta agreed with this sentiment, stating, “You can never fully eliminate any kind of discrimination, but you can hold people accountable for discrimination and educate people about it.”

Even so, Fox’s new appointment as the DOE’s first ever LGBT liaison symbolizes a groundbreaking effort to not only show support to the LGBT community, but also to create a system of education where the identity of a student does not affect the way they are treated.

Principal Barbetta praised the DOE on this point, saying, “By having Mr. Fox out there, it shows that the DOE is addressing the issue and trying to make people more aware of it.”

Fox fully understands the significance of his new position as both an educator and a role model to young LGBT teens everywhere. “I am motivated to do this work because our students’ lives matter,” he stated.

Fox encourages young people to learn and discover who they are. If there are any questions, he can be reached at jfox16@schools.nyc.gov.

Special Feature: the n-word in the THHS halls Mehrose Ahmad, Sumaita Hasan, and Mohima Sattar MANAGING EDITOR, EDITOR-IN-CHIEF, & OPINION EDITOR “BEFORE HIGH school, I attended schools that were arguably more diverse than Townsend in their thorough integration of white, black, Hispanic, and Asian students. However, it is at Townsend, a school with a predominantly Asian population, that I have heard the word used the most,” remarks junior Mya Allen.

Despite the decades that have passed, the use of “the N-word” has not died away. Its presence remains at large in the media, pop culture, and in schools; Townsend Harris High School is no exception.

Here, the word spills out of the mouths of hundreds of students at an ever changing rate, with many claiming that using it as “Nigga” rather than “Nigger” makes it acceptable. Some students claim that they hear the word more often here at THHS than in their middle schools, which had a higher percentage of African Americans.

Over the past four years, the

black population has not surpassed seven percent in THHS. In the current year, 71 black students attend the school out of 1,127. That is 71 black students as opposed to 129 hispanic, 248 white, and 653 asian, among other minorities.

Yet, it appears that the majority of the student body uses this word, becoming desensitized to what it once meant—a definition originally associated with the dehumanization of African Americans and one that has not yet been completely extinguished.

THE WORD SCHOOL

IN

Violence and prejudice still exist against African Americans on a daily basis; the cases of Eric Garner, Sandra Bland, and Trayvon Martin resonate today as cases of controversy muddling the relationship between African Americans and American society.

On February 27, members of the Ku Klux Klan, a nativist group known for its beliefs of white supremacy, staged a rally that resulted in thirteen arrests

and three stabbings in Anaheim, California, a rather diverse city.

Yet, such events do not mitigate the frequency of the use of the N-word, a word that continues to encapsulate African

“ It is at Townsend, a school with a predominantly Asian population, that I have heard the word used the most. ” American struggles for many people.

As students transitioned from middle to high school, they began to hear the word to varying degrees.

Freshman Marsad Kabir remarks that in THHS, he “probably hears the word five times a day.” Freshman Eric Wu states, “Usually when people are hav-

ing a friendly conversation or walking by, I hear the word used in friendly conversations and it doesn’t seem like a big deal to the people who are saying it.”

Others, such as sophomore Adeola Kaosarah Adeleye, heard the word less in high school, attributable to the higher African American population present in their old schools.

Although junior Genova Brown noticed little difference in how many times she heard the word, she adds, “it is really disturbing because Townsend is only around 7% black whereas [her] middle school was 95% black.”

Junior Isaac So brought up the idea that it might be the generation and how society is shaping itself up to be. “I hear it much more in high school, but I wouldn’t be surprised if middle schoolers used the word often,” he says.

The dean of John Bowne High School David Cocheo says, “Being a dean, I hear that word all day long. I hear it so many times it is uncountable… when I hear it, it makes me cringe. The time and place for that word is with your friends,

not at school or work.”

U.S. history teacher Charlene Levi recounts a story in which a student jokingly said, “‘Yo Ms. Levi, what’s good my Nigga!’”

She said, “I was horrified.

Before I even opened my mouth to say anything, the student energetically apologized for his words. It must have been my facial expression that gave away the hurt I felt that someone at THHS would openly use the Nword in a happy-go-lucky way with someone other than a peer.”

In linguistic terms, the only difference between “nigga” and “nigger” is the difference in pronunciation. However, there is a conception that the former term has gained a new meaning from its rife usage.

Some propose the idea that the hard “-er” is “completely unacceptable to use, such as Eric, who adds that “One term can be used in friendly contexts and as slang all around the country.

However, the other term is quite derogatory and is used to insult someone. I guess people have gotten used to hearing ‘nigga’ in slang and in everyday conversations.”

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4 March 2016

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2016 SAT/ ACT/ PSAT/ TACHS/ SHSAT/ HUNTER/ BACCALAUREATE

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Start Date: Saturday, June 25, 2016 – Sunday, August 21, 2016 Class 1: Test 1 (June 25) Class 2: Review 1 (June 26) *NO CLASS Saturday July 2* *NO CLASS Saturday July 3* Class 3: Test 2 (July 9) Class 4: Review 2 (July 10) Class 5: Test 3 (July 16) Class 6: Review 3 (July 17) Class 7: Test 4 (July 23)

Class 8: Review 4 (July 24) Class 9: Test 5 (July 30) Class 10: Review 5 (July 31) Class 11: Test 6 (August 6) Class 12: Review 6 (August 7) Class 13: Test 7 (August 13) Class 14: Review 7 (August 14) Class 15: Test 8 (August 20) Class 16: Review 8 (Aug 21)

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2016 SAT/ ACT/ PSAT/ TACHS/ SHSAT/ HUNTER/ BACCALAUREATE

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Start Date: Wed, June 29, 2016 – Thursday, August 18, 2016 Class 1: Test 1 (*Wed*)

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6 March 2016

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BETWEEN THE WORD AND ME

BY JOSEPH CANZONERI, ENGLISH TEACHER WEDNESDAY, FEBRUARY 24th, 2016. Forest Hills H.S. Auditorium. 4:30PM: “That covers it, boys. Make sure your paperwork is updated, and I’ll see you on March 1st for baseball tryouts. Questions? Returning players: anything the new guys need to know?”

“Yeah- be on time for practice and don’t ever say nigga. Coach Canzo will flip if you do!”

Good. It’s sinking in…

I think I’m a pretty tolerant guy.

I don’t have a lengthy list of do’s and don’ts in my classroom. However, like Nick Carraway, I must admit that my tolerance has a limit. Certain things set me off. Hearing teenagers say “nigger” or “nigga”—I’m less inclined to separate the two than most—is one of them. When we study Huck Finn—a novel that uses the word “nigger” over two hundred times—I deal with the word directly.

I say it aloud. Frequently. We watch a documentary on the word’s history. We ask who—if anyone—owns the word. We consider the alleged evolution of the word, and we wonder about the attempts by many to eradicate the word’s original meaning and refashion it into something entirely new. Can words evolve or do

der to express themselves truthfully.

However, the word sounds crude and classless when a teen uses it, and it sounds strange to me when I hear it out of the mouth of someone who isn’t African-American. I want to say, “Do you have any idea how ridiculous you sound? How fake. How look at how hard I’m trying to be street?” I am surprised and saddened by the regularity with which Harrisites admit to using the word in conversation and on social media.

What concerns me when I hear teenagers use the word today is that I fear they’re oblivious to history: not slave history, but recent history.

I think some teens associate “nigger” with “the slave days” or “the 1800s.”

Even though students learn about the Civil Rights Movement in middle school, I wonder if they’re aware of the horrific ways black men and women were treated in this country fifty years ago. I wonder if they’re aware of the inequalities that still persist today.

Michael Rappaport, a Caucasian actor who is featured in The N Word, a documentary I show in class, argues that “nigga” means the same thing as man, dog, homie, homeboy, pimp and playa: “It’s a list; you just pick one,” he explains. I don’t see it that way at

CONTINUES FROM PAGE 3 “I don’t think it’s a word you should blatantly say in public because you don’t know how certain people will take it. If it’s just a way for you to refer to your friends, make sure you keep it in your circle and that everyone’s okay with it,” adds freshman Tyler Conway.

Mya adds, “I understand the negativity surrounding the word. As long as I’ve been aware of my race and its perception, I’ve also been aware of an underlying prejudice against me. Why, in a world in which the historical implications of such a word have not been forgotten, do students of all races and creeds at a school of prestige choose to speak with a misunderstanding of how the word makes me or the millions of people of color residing in NYC feel? My theory is that we choose to ignore these implications, lock them away in a suitcase of soiled laundry along with every other truth begging political correctness. Why? Not for lack of guilt or memory, but simply because it is easier.”

EVOLUTION OF THE WORD Some condone the use of the word as a substitute for terms like “bro,” or “friend,” such as Isaac, who remarks, “Many people have spoken out that they take offense to this word, but I feel that they fail to realize that times are changing. Those who are offended are the minority. Language is constantly changing and in flux, the word ‘nigga’ is no exception. What it means now and what it used to mean are two completely different things.”

On the other hand, Mr. O thinks, “If

books part of the THHS English curriculum, excluding electives. They include: Go Tell It on the Mountain, Lord of the Flies, and The Adventures of Huckleberry Finn, in which the word appears 219 times.

Throughout the country, there has been much debate on whether or not Huckleberry Finn should remain in the American canon because of its liberal use of the word. At one time, it was censored throughout various school districts.

Many students agree that it is acceptable to use the word in classic literature.

In regards to Huckleberry Finn, Mya says, “I feel that to a certain extent, the only way to effectively integrate it into the curriculum is to stop treating it as though it is a dirty word, but treat it as though it is a piece of history. It is naive to act as though students have not heard or used the word.”

Owen believes that “If the n-word is found in books related to slavery and the whole period of slavery in this country, it’s fine. A good example is Huckleberry Finn because it is set in the 1800s, down south.

It’s the reality of the situation.”

Adeola comments, “the n-word is used very cautiously, so that people like me don’t get offended. The educational system has molded it in a way that it’s very sensitive to the ear.”

Mr. O says, “Let’s say your classroom is looking at constitutional uses of free speech or examining an example of hate speech in your law class, then that’s one way of looking at it. If you have a class that examines the root causes of racism and that word is used in historic writing,

TREATING THE S the n-word AND

BY MEHROSE AHMAD, SUMAITA they merely acquire additional layers of meaning? You can drop the “-er,” add an “-a” and hug and high five one another while saying, “Sup, nigga?” but you can’t change history.

I can direct you to several essays written by intelligent black men and women who argue that “nigga” is a beautiful, inoffensive expression of brotherhood, camaraderie and love. Ta-Nehisi Coates, whose brilliant Between the World and Me should be required reading, is one such man. He argues that the word’s use shouldn’t be limited because doing so is another way in which the white race oppresses its black counterparts by playing judge and jury in the matter of dignified, respectable speech. I see his point. However, he also admits that, “If you could choose one word to represent the centuries of bondage, the decades of terrorism, the long days of mass rape, the totality of white violence that birthed the black race in America, it would be ‘nigger.’” There’s an epithet for every race in America; none of them stings quite like “the ‘n’ word.” In fact, none are censored and quarantined in quotation marks like “the ‘n’ word.”

Shouldn’t that lead an educated person to conclude the word hasn’t really evolved at all?

It doesn’t bother me to hear “nigga” in rap music or in films.

Those are art forms, and artists need all-access passes to language in or-

the word has a very hurtful history, then we need to decide as a society if it is a hurtful word that we do not want to throw around casually. It’s not for me to decide. I urge our students to use language responsibly because sometimes one word can really make an impression on someone. It’s all about the context. If something does have a hurtful past, it’s best to avoid it. We cannot stop anyone from using every word in the English language, but we can, at least we here in this building, give some thought as we use these words.”

Mya remarks, “It is easier to group the n-word on a list with words like ‘bro,’ ‘homie,’ ‘homeboy,’ and ‘friend.’ This list unites, bringing people of all kinds together under the guise of friendship. But does a word that has proven so hurtful, even with an ‘-a’ at the end, truly belong among a list connoting unity? To me, this word belongs on another list, one with words like ‘negro,’ ‘nigger,’ ‘colored,’ ‘black,’ and ‘African American.’ There is but one difference in that my list is one of labels, the sole purpose of which is to define people with darker skin.”

"IT's ALL ABOUT THE CONTEXT. IF SOMETHING DOES HAVE A HURTFUL PAST, IT'S BEST TO AVOID IT." all.

“Nigga” knows no parallel; it has no synonym. One of my students, junior Christine Lee, said, “If all those words mean the same thing, why not use one of the other ones which won’t hurt anybody and doesn’t have that awful history?” Bravo, Ms. Lee. Gold star!

Baseball season commences March 1st. My pitchers will struggle with their command, my hitters will struggle with their bunting techniques and all will commit errors, with their gloves and their mouths.

“Nigga” will slip out. It happened this afternoon, after I’d dismissed the new players and spent some time with my veterans. “Sorry coach, my bad,” the offender said, after he’d realized his transgression. Good. It’s sinking in.

December, 2016. THHS. Room 404: Current sophomores, get ready…

PRESENCE IN THE CURRICULUM The n-word appears in three

you may want to bring it to light.” However, he adds that “if that word is used gratuitously or to upset someone, then you have to consider why you would want to use it in the classroom. If the word is used in some song that has no meaningful context, then I would say skip it.”

Ms. Levi says, “If the word is being used in a literary or primary source, as a teaching tool to inform students about the origin and uses of the word, than I am for it. But I also feel that the discussion happens within the classroom and then once students leave the classroom, it is back to what they are used to.”

THE CLASSIC

THE QUESTION OF ENTITLEMENT

Many feel that African Americans are more entitled to using the n-word than other racial groups because it is a term coined against their culture and they bear its burdensome history.

Some African Americans agree with this while others believe no one should perpetuate the usage of the word.

Tyler finds there is “less of a sense of entitlement and more of reclaiming the word for a lighter use.” He continues, “It is a well known fact that those on the top of the racial hierarchy (whites) have used ‘nigga’ to keep blacks in an inferior mindset and role and to put us down.

When the word is used by a black person to another black person, it may not have a negative connotation, but if it’s said by that of another race, it’s simply not your place to say it.”

On the other hand, Genova says, “I find it less offensive when black people use it [nigga] because it’s like turning a word that has been used to degrade us into a form of endearment. The confusing part is hearing people who are non-black use it. I’m okay with hispanics using it, especially Puerto Ricans or Dominicans because they’re also minorities. Although I try not to have a problem when white or asian people use it, something in me cringes when I hear them say it, especially white people. For me it’s because many white people in areas down south still use the word to offend people.”

Adversely, some argue that anyone can

word. The fact that African Americans use the word is even more disturbing to me. What kills me is that other ethnic groups will use the n-word unless they are around African Americans. That means that people know that the use of the word is wrong. If they didn’t feel it was wrong to use, they would use it in diverse groups as well.”

the n-word VERSUS OTHER DEROGATORY LANGUAGE Some students say that there is no basis for comparison between the n-word and other derogatory terms because the n-word has changed meaning to fit the jargon of the newer generations.

The word “gay,” though not associated with race, is a word deemed offensive in many contexts toward the LGBT community and less acceptable to use in society. However, the question of entitlement once again resurges as to who is allowed to speak the word.

“We are the group impacted by such a derogatory word. The modern use of it by us should not be questioned. This is similar to the way the word ‘queer’ was reclaimed by the LGBT community,” Tyler remarks.

He adds, “There are other terms that mean really negative things. I’ve seen ‘bitch’ cause problems in public because men have used the word towards women, but some of my female friends have used it towards their female friends also, similar to the use of ‘nigga.’”

March 2016

7

I'm not your Nigga

BY JILLISSA DRAYTON, FEATURES EDITOR I AM no stranger to expectant stares. In every single history class I have ever attended, eyes would shift towards me, waiting to see my reaction whenever the topic of slavery would come up. Being one of the few black people in the room, as I so often am, my classmates would anticipate my response—would I stomp my foot and object to the utterance of such terrible facts? Or would I slide down in my chair and cover my head with my hands? I am sure it is an entertaining waiting game for my peers, but it would never fail to put me in an awkward position. They wait for me to yell foul things so they could tell me to get over it, or for me to cry so they could assure me that it would never happen again while scoffing at my oversensitivity. The same situation unfolds whenever the N-word is used.

As diverse an environment that THHS prides itself on being, the insensitivity students feel towards the N-word is astonishing and ubiquitous. It flies freely from the mouths of most, both white, black, and other people of color, and when I am in the room, I am suddenly propelled into the forefront of the conversation and expected to react. If I join in on the fun, throwing the word around a few times, it is not a problem, but if I dare to call out the misdeeds of my peers

inconsiderate to the highest degree.

When you use the word, those around you are forced to take a position on its use. In my own case, I am constantly forced to defend myself against ignorant people who insist on calling me the N-word or using it to refer to those around me.

With “nigga” being portrayed as a word the black community accepts wholeheartedly, going against it makes me seem like the one black person who does not accept her own culture or lacks the confidence to deal with a right given to others by the First Amendment. Clearly, this is not the case. For me, it is more about people assuming that I do not have the right to react with anything other than acceptance, and that if I do not, I am behind the times.

Forcing me to take a position to either defend myself or let it slide represents a casual exercise of the same power that people using the word to its full extent have wielded for centuries. Originally, the word was used to establish a hierarchy; the white man used it to distinguish himself from blacks who were, at that time—and even today—considered inferior. When you call me “nigga,” you hurl all of those old assumptions at me too.

A friend of mine once told me that one of our classmates had “nig-

to their attention, it becomes a tense conversation with undeniable racial undertones. To the offending group, calling me a “nigga” is all fun and games. No one really means it and thus, why should I be offended? But to me, and every other black person who gets called a “nigga” by a friend with good intentions (or an enemy without) and is not okay with it, the word will never not be offensive.

There is a common argument that the word has transformed in meaning and no longer carries the same gravity it once did. According to that logic, “nigga” is in no way, shape, or form reminiscent of “nigger” and should therefore be a part of everyday language. This is an incorrect assumption for one very important reason: the word “nigga” will always stir up racial associations.

Forget the history of the word and that it originated as a way to demean a group of people who were treated as and believed to be lazy, stupid, dirty and every other negative word you can think of. Forget that a mere 50 years ago, blacks fought for basic rights and were abused and degraded and referred to as “niggers.” Forget that it belongs in the same category as “Buckwheat,” “Bluegum,” “Jigaboo,” and “Niglet.” Forget that there is no good reason to use the word when there is an entire arsenal of words to be used in a colloquial context. Simply put, using the word makes you

ga lips.” The first thing that came to my mind was the familiar, dated caricature of blacks having goofy, oversized lips that seemed too big for their faces. I was rightly disturbed. I asked him what he meant by that and if he thought I also had those so called “nigga lips.” Cue the bumbling response, which brings me straight to my point: there is no legitimate reason to use the word besides as a derogatory term. If you mean “bro,” say “bro.” If you mean “big,” as in the case of my friend, say “big.” If you mean “awful,” use the word “awful,” but do not equate any of those things with the word “nigga.”

When I get the stares, I often let them go without a response and I know this is my own shameful contribution to the perpetuity of the word. There is something to be said for every single time I have been forced to distinguish a greeting from an insult or excuse myself from a conversation or clarify what hurts me. I refuse to allow myself, or others to be disrespected, whether it be indirect or direct, or to tolerate the intolerance of others. No, this does not slip me into the stereotype of the “angry black woman;” it makes me a self-respecting individual who believes that eradicating the N-word is the first step in getting the world to acknowledge, and finally revere, the blessing that is blackness.

SLUR AS SLANG: HARRISITE HALLS HASAN, AND MOHIMA SATTAR use the word depending on the situation.

Isaac states, “The word ‘nigga’ is fine to use most of the time. The time not to use it is if you’re not black, in the middle of Harlem, or in some other mostly black neighborhood and the way you’re using it seems like an insult.”

Some students say no one should be allowed to use the word. “While the nword is generally associated with one race, I don’t see any reason why one race should be criticized for using it and not the other,” comments Cerissa.

Ms. Levi adds, “No one should use the

Likewise, Isaac says, “I don’t think it [nigga] compares to other terms because it’s becoming less and less of a derogatory term and more of a compliment. Maybe a similar analogy would be the word ‘bitch,’ when referring to a female. It can be a compliment or an insult.”

Junior Daniell Morales states, “I believe that saying ‘nigga’ is more socially unacceptable than saying ‘gay’ because of the connotations each one provides. When I hear ‘nigga,’ I refer to the thoughts of slavery, a dark and horrid time for people.

As of ‘gay’ being used as an adjective, I see it in the sense that when someone uses it, they don’t have a proper grasp over what they’re saying. In denotative terms, ‘gay’ can mean homosexual, gleeful or carefree. Unless used in the proper form, the user only sounds inferior.”

Mr. O concludes, “the goal of this school is to raise the kinds of students who use language responsibly and when faced with challenging, divisive, inflammatory language, our students can navigate these w a - ters fairly well and judge for themselves.”

8 March 2016

THE CLASSIC

FESTIVAL OF NATI GLOBAL STAGE

Photos by Rebekah Jones, Kennis Kong , Pa Vigunthaan Tharmarajah, J

Bengali FON performs for a second year incorporating traditional and modern dances. Juniors Isha Malik and Jinhua Li perform in green sarees for a traditional folk dance.

Townsend Harris FON allows students to experience dances from a wide-range of cultures. This year the student body performed 21 different cultural dances.

THE CLASSIC

March 2016

9

IONS BRINGS E TO THHS STAGE

atrick Menchacha, Nicholas Rahim, Adam Sosnicki, Joshua Villas, and Justice Williams

This year’s Chinese Ribbon FON choreography was inspired by the four seasons. Senior Nancy Yone performs a movement during the winter season dance.

Junior Maria Silaban performs Tinikling, a traditional Filipino dance which requires the use of two bamboo sticks rolling in rhythm .

10 March 2016

THE CLASSIC

OPINION

LETTER TO THE EDITOR: ARE LEGITIMATE CONCERNS TO BE DISMISSED AS “ISLAMOPHOBIA”?

last month or so I’ve attended two wonderful poetry readings hosted by The Phoenix. One was a tribute to the culture of Islamic countries and the other was hosted by the school’s GSA club. From what I gather, the recent rise in verbal and physical hostility to some of our Muslim students prompted the celebration of culture from the Middle East. Religious hatred is wicked. That should go without saying, but certainly recent events like attacks in Paris, San Bernardino, and many German cities inspire legitimate concerns. Are legitimate concerns to be dismissed as “Islamophobia?”

If I think about my recent

literary experiences in the library, it morphs into a tale of two readings. Besides the staff of The Phoenix, there wasn’t much overlap between the crowds. Maybe I shouldn’t be surprised. Most of us know that such an event as the GSA-hosted event are impossible to conceive in a Muslim majority nation.

I would encourage all students and teachers to read Mr. Victor Davis Hanson’s “Mass Murder and Identity Politics” (see excerpt to the right). He is one of our nation’s finest public thinkers and in my opinion, the most grounded and substantial educator. Read. Agree. Disagree. At its best, our country is a happy, freewheeling, freethinking, war of words, just as our visionary founders conceived it.

Not so black and white Aly Tantawy

shows is not nearly so important and shouldn’t be treated as such.

THIS YEAR’S Academy The NFL is comprised of Awards show has been the sub- 67.3% African-Americans. The ject of debate and discord. It has NBA is comprised of 74.4% Afbeen dubbed the “All-White rican-Americans. Nobody comOscars” because there were no plains about these organizations African-American nominees for lacking in diversity. the Best Actor Award. However, Both the NBA and the NFL the fact that there were no black are made up of only around nominees does not mean the 1% Asian-Americans. Why Oscars are racist. are we not protesting either of The Oscar for Best Actor these organizations for their should go to whomever the Best lack of Asian-Americans? As a Actor of that year was, regardless Muslim-American, I take no ofof race. Perhaps it was merely a fense to the fact that there was coincidence that not a Muslim there were no nominee. Talblack Best Actor ent and race nominees beare separate cause there were and should “ no good movies be treated as While diversity such. with black leadis desirable, we ing actors.

Complete A black percannot belittle the diversity is son won the Best impossible achievements of to achieve.

Actor award in 2007, 2005, and others simply be- While diver2002, so it is inis desircause of the color sity accurate to say able, we canof their skin. that Africannot belittle the Americans have achievements ” not been recogof others simnized. ply because of Furthermore, the color of the first Academy Awards took their skin. The Best Actor nomplace in 1929, which means this inees were nominated not beyear marked the 88th Academy cause of their race, but because Awards. It is logical to suggest of their talent. Not everything that this is not the first time this has to be about race. has happened, so why has this People are always looking for recently become such a contro- ways to “play the race card,” and versy? this year’s unfortunate target The answer is simple: there just happened to be the Oscars. were things that were actu- The more we try to “play the ally important to protest about, race card,” the less of a chance such as segregation. The issue we have of eliminating the perof diversity at glamorous awards ceived problem of racism.

STAFF WRITER

EXCERPT FROM: “MASS MURDER AND IDENTITY POLITICS” “Ostensibly, people leave the Middle East for the West, in particular Europe and the United States, because it is an oasis, not the hellhole many of them came from. We take for granted clean water, uncontaminated food, competent medical treatment, religious tolerance, economic opportunity, meritocratic hiring, political freedom, and respect for the individual regardless of birth, class, and status.

But that bundle is non-existent even in the elite Gulf enclaves.

Those Western characteristics are apparently universal human wants, and they drive even Middle Eastern Muslims to seek out otherwise entirely foreign landscapes of quite different cultures and attitudes.

For many Muslims, to have strep throat treated promptly, to be accorded equality and respect while

in a government office, and to be free to say whatever one wishes are all worth putting up with watching men kiss in public or women wear braless tank tops on planes, or seeing Christian crosses everywhere, or watching commercials for Viagra and Tampax in the middle of the evening news, or seeing so many apparently happy, content, and satisfied people of so many races who do not have Islam in their lives. Why, then, is radical Islamism, so antithetical to Western values, still preached in American and European mosques?

Do radical Muslims in the U.S. and Europe realize that if they had had their way, they would not have wished to emigrate to the U.S., given that it would resemble the homelands they abandoned?

The worldview of Tashfeen Malik, if enacted, would eventually have turned San Bernardino into Islamabad; would Ms. Malik then have left it for Portland? Why is

The Classic’s cover story from January.

ISIS apparently attractive to hundreds, if not thousands, of Western Muslim youth?”

by Victor Davis Hanson, Published December 2015, Excerpted from The National Review.

Read the rest online.

The detriment of the demerit system Nicole Moshel

STAFF WRITER

IT IS only right that a student becomes aware of the consequences that arise from his or her actions. For Townsend Harris students, the demerit system has made this possible. A substantial accumulation of demerits can lead to an expulsion of certain privileges, such as attending trips and participating in school events.

For underclassmen, this may not be much of a problem, but for seniors, this can be the difference between being able to attend their last events as a Harrisite or being barred from them.

Although some may argue that the demerit system instills great fear in students, and therefore results in them making more responsible decisions in the future, the demerit system enforcement should be more lenient.

There are some exceptions, as more serious offenses deserve the amount of demerits assigned.

However, demerits such as misplacing an ID can add up.

Although it is only one demerit, to miss events for such a minor offense is rather disheartening.

For underclassmen, these can prove to be quite the issue, especially considering that they, unlike the seniors, cannot “work off” their demerits.

Seniors, in particular, have many events which they can be barred from if they accumulate too many demerits.

Senior year comes with prom and the senior trip, which was at a ski resort this year. Because of these high-stakes events, the senior class is given the option to

“work off” their demerits, running various errands around the school such as cafeteria duty to remove the demerits from their system.

Despite the fact that two of the biggest events of one’s high school career are during senior year, they should not be the only ones that offer the opportunity to work off demerits. The juniors have the junior banquet, and each of the other grades have

“ [The demerit system] is inevitably depriving students of participating in productions, teams, and school events, all of which are imperative to one’s high school involvement. ” their own grade trips which students cannot attend if they have too many demerits.

In addition, demerits can prevent students from taking part in productions such as SING and FON, and from joining sports or academic teams.

As a solution, the school should create detention hours after school for students of all grades. It would be best if stu-

dents could remove their demerits almost immediately, as opposed to waiting a full academic year for them to expire, which the detention system can allow.

The issue of having teachers overlooking the students at detention comes up, but this can be handled in the same manner that there are advisors for clubs and productions: by prioritizing pay for the added hours.

There may be a weekly schedule worked out as well.

During detention, students can write out an apology to the teacher who gave them the demerit, or help out around the school to make up for their misdoings. There is also the option of opening up “working off demerits” to the underclassmen, so that they would be able to participate in school events.

The demerit system was put in place and enforced to ensure that students are behaving in a way that is expected of them as students of THHS. While the demerit system is effective, many of the student offenses are rather benign, and can add up to the same number of demerits as more serious offenses.

This system is inevitably depriving students of participating in productions, teams, and other school events, all of which are imperative to one’s school involvement.

Even the best of students will receive the occasional demerit, and too many can hinder their complete high school experience.

THE CLASSIC

March 2016

11

OPINION

The Classic Somewhere over the rainbow, we have inclusive curricula

N

often comes with the connotation of “it’s too bad that happened,” rather than at a point from which oppression can be circumvented.

The expansion of the curricula to include works of literature by not only LGBT authors, but also those written by various minority groups, helps in providing an understanding of the issues that impact the lives of people other than the Caucasian, heterosexual male voices to which we’re accustomed. We often discuss the benefits of a public education, and we often come to the conclusion that diversity is an unequivocal positive; why not expand on diversity? It’s a valuable and validating discourse for those who are a part of the underrepresented communities, as well as educational for those who aren’t.

We experience literature best when we can identify with the people we’re reading about. If we ask non-minority students to identify with people who aren’t like them, aren’t they one step closer to fully empathizing with their struggles?

James Baldwin’s Go Tell It on the Mountain―the school’s most prominent example of queer representation in literature―is respectful of its presentation of its protagonist’s sexuality, but its scope is limited in terms of depicting queer identity. Sexuality plays a role in the novel’s exploration of religion, as well as the time period, but not as much as the openly queer Baldwin’s other works, i.e.

Giovanni’s Room, do. The entire unit of Harlem Renaissance Literature is anomalous from the rest of the English curricula we experience across four years at THHS, the works and lives of writers of color seeming to fulfill a diversity quota; why ghetto-ize these works, rather than allot the same amount of time and emphasis we do for other books in the curricula?

Additionally, and perhaps more vitally, the DOE should implement more policies directed towards our sex-education curriculum that are more inclusive of the LGBT community. In 1987, on the heels of the decade’s HIV/AIDS crisis, New York State mandated the adoption

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

EDITORIAL STAFF

FROM THE EDITORS

E W YOR K City isn’t North Carolina or Georgia, which is to say that it has LGBT discrimination bans in place that don’t get overturned, as was the case with the former this past week; as for the latter, Georgia has gone as far as to strike a discord with Disney, who threatened to pull its business from the state should they overturn their LGBT discrimination ban, as is currently being contested with House Bill 757, the state a longtime site of production for Disney’s Marvel films.

Comparatively speaking, New York City is progressive when it comes to its relationship with LGBT people; it seems as if we’ve gotten to the point in society where “LGBT discrimination” is only seen in news headlines when used in conjunction with southern states―you’d be hard-pressed to find some of the blatant discrimination seen elsewhere―teenage LGBT couples banned from proms, bakers refusing to make wedding cakes―in the secular domains of NYC. The DOE took two steps forward recently in making schools more inclusive, which is cause for celebration. It’s important to remember, however, that there’s always progress to be made; we shouldn’t be complacent with a system that’s comparatively good, rather than the best that it can be.

There’s a difference between tolerance and acceptance―if the DOE seeks to be a champion of the latter, then there is more that can be done regarding its inclusion of LGBT students.

When speaking seriously of making our schools more diverse, one of the first things that comes to mind is integrating a more diverse slate of texts into the English curricula. Fiction as a conduit for exposing the issues that impact minority groups isn’t a new concept (i.e. Uncle Tom’s Cabin), but it’s disadvantageous that fiction is mostly used to highlight those issues retrospectively in academic environments, rather than before the fact. One of the persistent problems with the way we study history in the context of oppression is that it

EST. 1984

of an HIV/AIDS curriculum in all schools; the HIV/AIDS crisis was primarily one that affected gay and bisexual and bisexual men during that period, and yet comprehensive sex education specifically for LGBT individuals is something largely brushed over in the health curriculum. If we continue to focus solely on sex-education with a heterosexual basis, we are essentially excluding a community of students from being informed with knowledge that would encourage them to lead healthier and safer lifestyles. Sex-education is essential for all students, and therefore should be relevant to all students regardless of their sexual orientations or gender identities.

Regardless, the integration of curricula such as this would benefit all sex-education students. Students who identify as heterosexual would gain insight to topics with which they may not be familiar, in addition to allowing students to confront their own sexualities and question parts of themselves that might have otherwise remained dormant. Following the familiar precept, we constantly ask students to “be themselves,” but how can they be themselves before fully knowing themselves? As President of Townsend’s Gay Straight Alliance (GSA), Sarah Gafur said, “People don’t question their sexuality often because we are raised in a society that assumes straight until proven gay. They don’t question their sexuality and until they do, they don’t try and understand themselves. If you question and realize that you’re straight, then you’ve still tried realizing, exploring, and understanding yourself.”

Whether or not LGBT students need validation from the DOE or the state of Georgia mouse-house patronage is besides the point; outreach on their parts sends a message to LGBT people: “We are on your side. We want to include you.”

The narratives of LGBT individuals extend beyond the genre of “coming out stories”; likewise, their identities and growth don’t end with the legalization of same-sex marriage―they deserve to have the other facets of their lives acknowledged.

EDITORS-IN-CHIEF Sumaita Hasan Jason Lalljee NEWS EDITORS Olivia Chan Poonam Dass

SPORTS EDITORS Evan Noblesala Noah Silversmith

FEATURES EDITORS Jillissa Drayton Rebecca Kwon

SCIENCE & TECH Eunice Baik Emily Lei

OPINION EDITORS Zion Kim Mohima Sattar

PHOTOGRAPHY EDITORS Adam Sosnicki Faheema Syahbal Justice Williams

A&E EDITORS Hailey Lam Julliette Paul

LAYOUT EDITOR Tasnim Abdelkarim

COPY EDITOR Jesal Parmar MULTIMEDIA EDITOR Rebekah Jones

COPY TEAM: Ilyssa Delos Reyes, Teresa Mettela, Sandhya Sewnauth LAYOUT TEAM: Tara Jackson, Veronica Moreno, Blanca Capan, Mahira Raihan

MANAGING EDITORS Mehrose Ahmad Ekta Rana ADVISOR Brian Sweeney We welcome letters to the editor.

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

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

INTRODUCING 2016

Introducing the Class of 2016: Find our page on Facebook, which profiles the senior class as they prepare to graduate.

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12 March 2016

THE CLASSIC

SCIENCE & TECH Introducing “the Redtail” Ishabul Haque STAFF WRITER

PHOTOS BY FAHEEMA SYAHBAL

The Steel Hawks at the Javits Center

PHOTO COURTESY OF PHILIP FRACZEK

Steel Hawks compete at Javits Joshua Tsai and Christopher Gerbasi STAFF WRITERS

THE STEEL Hawks left Queens to compete in the FIRST Robotics Competition (FRC) at the Javits Center. There, they got a hands-on experience of the future of athleticism and engineering by participating in the FIRST Robotics game: Stronghold.

FI R ST stand s for “For Inspiration and Recognition of Science and Technology,” and every year, it devises a new game in which teams from all around the world compete.

In doing so, teams may gain funding for future competitions, win grants for scholarships, and attain recognition for outstanding citizenship.

A long the way, FI R ST assesses different qualities of teams and their robots. From engineering to citizenship to spirit, FIRST and its team of judges look at every aspect of a team.

FIRST promotes a ver y i mpor t a nt concept ca l led Gracious Professionalism (GP).

GP involves helping other teams compete at their greatest potential because FIRST’s philosophy is that there is no point in playing against a team not playing at their best.

Stronghold, FRC’s newest game, is a medieval-themed competition where robots try and breach defenses, shoot boulders, capture and scale the opponent’s tower.

The game composes of six robots and two alliances of three robots. In order to advance to the elimination rounds, teams must earn as many ranking points (RP) as they can in the qualifiers, aiming for the top eight seeded positions. At the very end of qualifications, the top eight seeded teams select two other teams to join them in their quest for first place.

This year’s competition, held on March 10 at the Javits Center, integrated local teams with ones

from around the world, including places such as Turkey, Brazil, Ecuador, the Netherlands, the United Kingdom and China.

The THHS Steel Hawks were among those 66 competitors, aiming for the rank of champion. At the end of the qualifiers, the Steel Hawks were seed 19.

However, they were fortunate to be picked by the 6th seed alliance captain (Team 5806) and continue competing for quarterfinals. Unfortunately, the Steel Hawks and their alliance partners The SciBorgs and The Basement Lions were eliminated in the quarterfinals.

Although it was a loss for the Steel Hawks, they now have more experience in playing the game. All the mistakes made at the Javits Competition can be corrected when they go to the Hofstra regional at the end of March.

ART BY KATHY CHANG

Steel Hawks hosts FTC for FIRST David Zarowin STAFF WRITER

TOWNSEND HARRIS hosted the annual FIRST Tech challenge, an important event for school based robotics teams.

Colloquially referred to as ‘The FTC,’ the Steel Hawks were honored as hosts for the many teams consisting of students from grades 7-12.

During this event, which took place on February 28, robots faced a series of trials modeled after real-life rescue situations. Points were earned as teams successfully completed the challenges.

Senior Brian Balayon, a member of the Robotics team, explained that the FTC compe-

tition was a New York regional championship event. “We are an FRC team, not FTC. FRC stands for the FIRST Robotics Competition. FTC stands for the FIRST Tech challenge.”

Preparations for the Challenge took place on Saturday evening during and following the Festival of Nations event with members of the Steel Hawks handling the set-up.

Robotics Captain Marcus Barbu stated, “It was a lot of difficult work. We prepped the floors, assembled game fields and set up the live stream of the competition. In addition to working in the gym, we also make sure the cafeteria

was ready to house the teams working on their robots.” This preliminary work ensured that the actual event would proceed smoothly. “The gym was packed, the stands were full and there were dozens of people on the floor,” commented junior Max Prohorov, another member of the Steel Hawks.

The THHS Steel Hawks ​ were not part of the competition, but serving as the hosts gave them an entirely different perspective. “Hosting, you’re focused more on making sure things go smoothly and that everyone [competing] has what they need,” Marcus explained.

TH E K EY feature of the Steel Hawk’s newest robot is its claw. At competitions, Redtail has a red powder coated claw that was cut by the Steel Hawk’s sponsor, Magellan Aerospace, who used the CAD file developed by the Steel Hawks. With the CAD file, the team was able to make and refine the claw though many trials and errors with the team’s new CNC machine. The team cut the claw from aluminum sheet metal themselves to test its functionality.

The robot was built in six weeks, and the team spent the

first two weeks on planning strategy, the main targets of focus of the robot, and goals for the competition.

After, the team built prototypes and a drivetrain for the robot. The drivetrain is the main body of the robot and the team’s current drivetrain was influenced by a Robotics alumi, Ian Sun, who devoted his summer to teaching the Steels Hawks on the proper way to build a drivetrain. The shooter was first built prematurely, and through several weeks, the team was able to make a premature shooter from the materials they had and a shooter that was cut from aluminum sheet metal with the CNC machine.

THE CLASSIC

March 2016

SCIENCE & TECH

SciOly takes first at states Sarah Gafur and Vicki Jagdeo STAFF WRITERS

RECENTLY, THE Science Olympiad team ranked 13th out of the 54 possible ranks at the New York State competition.

The Science Olympiad team also competed in the N YC regionals competition this past February, securing a first place victory for the second year in a row with a 66 point lead. All three THHS Science Olympiad teams placed in the top ten, winning a total of 39 medals. THHS won first place in all the build competitions and placed in many other events such as Write It Do It, Experimental Design, Robot Arm, Anatomy and Physiology, Chem Lab and Fossils.

At the State competition, held on March 12, seniors Celina Tran and Cindy Lin placed first in Green Generation, an environmental science event.

“My partner took an environmental science class at Queens College, while I studied for the [AP Environmental Science] exam on my own last year. I’m happy that we won but I feel that the team did amazing as a whole,” senior Celina Tran commented.

The team was able to place within the top five of Anatomy and Physiology, Cell Biology, Electric Vehicle, Experimental Design, Forensics, and Wright Stuff at the state’s competition.

Overall, the team walked away with seven medals. With a spot at 13th place, the THHS Science Olympiad team placed better than all other competing NYC schools.

Sophomore Derrick Mu reflected, “The build events were much more competitive at states.” With students competing from all over the state, the THHS Science Olympiad team had gone up against opponents from Long Island and Albany; the difference in prep time made a difference.”

Many of the students in Science Olympiad have not only been preparing since the beginning of the school year, but since their summer vacations. Junior Mitchell Mu explained, “On my side, my brother Derrick and I have been working on our build events, Robot Arm, Wright Stuff, Electric Vehicle and Bridge Building, since summer

started” At the states competition, many of the members were happy to see the familiar faces of THHS and Science Olympiad a lu m n i , S h i rley L i n a nd Alessandra Taboada. The alumni visited the team to offer advice and share their own experiences.

“Honestly on the day of the competition, whether it be regionals or states, besides answering a couple of last minute questions, my job as an alumna is to cheer them on and support them so that they go into their events feeling their best,” Alessandra Taboada said.

Alumna Shirley Lin expressed similar feelings. She stated, “Because I’ve competed at several competitions throughout my high school years, I know how stressful it can be, so I think I mainly functioned as moral support for team members.”

Team supervisor Thomas Sangiorgi commented, “The competition at the state tournament was fierce so the teammates truly dedicated themselves towards their goal.”

INVENTION OF THE MONTH

THE EAVESDROP, developed by the Nascent group, is an egged-shaped gadget that serves to help save water. Not only does it observe how much water one uses when one’s faucet is running, but it also alerts users when a faucet is leaking and wasting water.

Senior Ivanka Juran, who is currently taking AP Environmental Science, commented, “People in the U.S. are pretty spoiled when it comes to water consumption, and we definitely waste huge amounts. Eavesdrop [is] a good first step in the right direction of trying to reduce water waste.”

The Eavesdrop (also “the Droppler”) works by measuring the average rate at which each household uses water at different times of the day.

Benefits to this new technology, junior Jin Li remarked, “Take the sink in [the Science Research room]...it’s leaking, and no one has ever came to fix it. It’s such a waste of water.

The technology is extremely useful considering that people sometimes don’t know that their drains are leaking.”

The company developing this product has already raised $57,098 of its $70,000 goal, and it hopes to launch the Droppler as soon as May. Biology teacher Ms. Sarah Oberlander stated, “With this we can save that money for other purposes such as education spending.”

Jin concluded, “[Wasting water] can cost [people] much more than it should and is just a waste of water that can be put into better use.”

BE Adventurous.

WRITE.

Creative Writing Classes. College Essay Coaching. w w w. g o t h a m w r i t e r s . c o m

13

14 March 2016

THE CLASSIC

ARTS ARTS & & ENTERTAINMENT ENTERTAINMENT

Phoenix tackles social justice issues at readings Hailey Lam and Julliette Paul A&E EDITORS

Freshman Asiya Koli read “Fear of,” by Devin Kelly a poem written in response to the time SOCIAL ISSUES at Townsend one of her students “expressed Harris are normally discussed in her fear of Islamophobia,” her heated, biased debates on Face- poem offers a window into a book. However, these past few teacher’s experience trying to months, The Phoenix has redi- grapple with how to teach about rected the fear and hate. a rg u m ent s Social studies into a more teacher Mr. Students were able producO’Malley tive outlet, p re s ent ed to depict the harmby creating audience ful effects of prejudice the works of with an anagainst Muslims in poetry and cient text, a art.

M u ’ a l l a q at , works of art.

The Ala group of R a h m a seven long reading fopoems from ” cused on the prethe impact Islamic era.

Islamophobia has on the global The poet, Imru’l-qays. relays his society. Students were able to de- conquests with multiple women pict the harmful effects of preju- in these poems using vivacious dice against Muslims in works imagery to the audience. of expression. Editor in Chief Junior Noel Du created a senior Kristine Guillaume said visual representation of the althat through this reading she ienating discrimination Muslims “wanted to respond, to reach out often face and the damage it can to everyone who may be feeling cause on the psyche of children. inferior or may be feeling dis- She told the short story through criminated against.” the eyes of a Muslim woman and

“

PHOTO BY HAILEY LAM

Mr. Babstock looks up at projection of Noel’s visual novel at the Al-Rhama reading.

her experiences with Islamophobia in the form of a slideshow comic. Junior William Mun, inspired by her presentation created his own comic based on the life of a transgender person and their struggles at the Spectrum Reading. These comics were projected onto the ceiling,

giving the comics a cinematic quality. The Spectrum reading, a collaboration with GSA, shed light on the hardships that the LGBT community continues to face. The trend of discrimination against minorities perseveres, despite the recent legitimization of same sex marriage. The

members of the GSA and The Phoenix came together to show solidarity. Senior Florabencia Fils-Aime said, “[The] GSA was able to spread the different ways that gender and sexuality can be expressed in media and it was very interesting hearing from the different speakers.”

Fear Factor tests student body 10Below thaws hearts Katherine Chan & Dylan Fromm STAFF WRITERS

2016 MARKS the year for new Student Union events, which have been loudly broadcasted to students during lunch bands. The SU’s latest project is a school-style “Fear Factor” competition. Students and teachers competed against each other in tests of bravery and endurance, ranging from cracking an egg on their heads to eating worms in whipped cream.

First up was egg roulette, in which competitors received a set of hard-boiled eggs and one raw egg. Dean Robin Figelman received the broken egg, while the other contestants escaped dry.

Next came a set of blindfolded pushups into an unknown substance, mustard.

After this contest, sophomore Gustavo Delgado faced Ms. Figelman in a public speaking event. Ms. Figelman made a speech about her favorite book, Fifty Shades of Grey, while Gustavo spoke about an experience he had about getting lost on a bus.

Following the speaking event, freshman Shivani Persaud sang “Love Yourself,” from Justin Bieber’s new album Purpose.

Shivani’s rendition was succeeded by a dog biscuit relay, in which each person had to transport a dog biscuit in their mouth halfway across the gym. However, senior Tiernan Mathers

picked up two biscuits at a time and had to return one, leading to a victory for the teachers. In the seventh event, each team got several pieces of chocolate with at least one cricket somewhere in the chocolate.

The teachers ate their chocolate fastest and won the round.

Following the cricket eating round was the traditional trust fall and then the final challenge,

“

Students and teachers competed against each other in tests of bravery and endurance.

”

eating cat food. In the end, the teachers’ team won with 145 points compared to the students’ 105 points.

In the end, the teachers’ team won with 145 points compared to the students’ 105 points.

Students and teachers had mixed reactions to the new Fear Factor event. Despite the unusual schedule changes, Ms. Figelman said that she wasn’t reluctant for any of the events and commented, “It was fun—it was a chance to show my fun-

nier side.”

The freshmen, also sharing the uncertainty of the events, were especially critical about the event.

Freshman Eva Guo said, “In certain aspects, I do think it was a waste of money. I was fairly disappointed in the lacking ‘Fear Factor’ quality about the event.

Although I wasn’t exactly expecting intense and extreme challenges, the actual challenges were still pretty lacking, even though it was already [less intense] than the actual show.”

Student contestants also had varying opinions regarding the event. Freshman Marsad Kabir also felt this way, saying, “I didn’t have reservations towards Fear Factor because I do think I am fearless. Additionally, I was thinking it couldn’t be as bad as they show it on television.”

Despite these criticisms, the Student Union store said that the event was a financial success, raising about $900 for the school. SU secretary and junior Alex Chen explains, Traditionally, the SU hosts a fundraiser, whether the cause be for our school or some sort of charity.

“We decided to try the ‘Fear Factor’ this year to usher in a fresh experience. Because this was the first time we held the ‘Fear Factor,’ we could have had better transitions through the events, but for an original program, ‘Fear Factor’ was pretty successful,” he concluded.

Kathy Ling & Valerie Mui STAFF WRITERS

HAVING ICE cream isn’t the first thing that comes to mind when the temperature is under 40°F. However, with the grand opening of 10Below Ice Cream in Flushing on February 12, it seems that getting ice cream is the number one priority for most people.

After the opening of its second store, photos and videos of this aesthetically appealing dessert could be seen clogging up the Instagram feeds. The intricate process involved in creating this dessert is what makes it a treat. Servers first chop up the main ingredient on the cooling plate, which reaches temperatures of -10˚F, hence the parlor’s name. The cream is then poured onto the plate, and the two ingredients are mixed together with two blades. The employee then carefully scrapes the ice cream into rolls and places them into a cup. The customer t h e n chooses from a range of toppings, which include fresh fruit, a variety of syrups, and lightly toaste d marshmallows.

1 0 B e low Ice Cream provides visitors with a combination of the taste of ice

cream and the excitement of the unfamiliar form it comes in. This parlor provides eight choices to choose from for $7.00. A highly recommended choice is the Thai-iced tea, dubbed Ain’t Got No Thai Fo’ Dat. Reminiscent of the taste of bubble tea, this dessert provides an original, smooth texture and the sweetness is tempered by the sourness of the strawberries that we chose as one of the toppings.

The marshmallows, one of the other toppings were purposely burnt to make it pleasant to eat.

Although this ice cream parlor provides a unique type of ice cream, the atmosphere isn’t outstanding. There is no seating area for people to enjoy the treat, only a single table stands outside of the ordering station, where napkins, spoons, and melted ice cream can be found. Nonetheless, people are willing to look past these shortcomings because the Thai-style ice cream rolls overrules it. The newest craze among foodies is not to be missed.

PHOTO BY KATHY LING

THE CLASSIC

March 2016

15

SPORTS Spring sports preview

Girls and boys outdoor track

Brandon Na STAFF WRITER

PHOTO BY FAHEEMA SYAHBAL

Senior Holman Guaman and junior Agastya Vaidya run at practice.

Boys volleyball Benjamin Chang STAFF WRITER

A YEAR removed from finishing the regular season with a stellar record of 9-1, the boys volleyball team is preparing for a deeper run in the playoffs in 2016.

Last year, the team’s only other loss was against Laguardia High School in the second round of the playoffs, a result that was bittersweet for senior Patrick Nian. “We were ranked 8th in the city and even beat [eventual champions] Grover Cleveland in their tournament,” Patrick reflected on the season, saying, “It was sad seeing [the seniors] leave and play for the last time, but in a way we celebrated our superb season.”

Under the leadership of senior captain Yoonho Cha, the team looks to not only match, but surpass last year’s feats. “I want to be someone who can lead and motivate my teammates both on and off the

court,” said Yoonho.

Senior Nick Laikhram conveyed his high expectations for the team. “Last year, we were division champions. This year, we are going for the city championship,” he said.

In order to accomplish this, however, there are things that the team will need to improve on. “We need to have more chemistry and more of a winning mentality so we can play to our full potential,” Yoonho explained.

With a team full of seniors, there will undoubtedly be a drive within the players to elevate their performances to the next level.

Nick described his larger role in the team, saying, “I’m filling in a big spot this year as the starting outside hitter, so I have to give it my all.”

The team will begin its conquest for the city title on March 22 with a game against Martin Van Buren at home.

PHOTO BY FAHEEMA SYAHBAL

Senior Brandon Na sets up an attack for sophomore Alexander Lukasik.

To see the rest of the spring sports preview, including girls softball and boys tennis, visit thhsclassic.com.

WITH THE indoor season having come to an end, the boys and girls track and field teams now face an immediate transition into the 2016 outdoor season.

After ranking second in the borough for the cross country and indoor seasons, the girls aim high this upcoming outdoor season. Senior Yasmin Ally expressed confidence in her team and stated, “everyone has been training extremely hard, and we’re all expecting more PRs [personal records] in the upcoming season.” Senior Nancy Yone added, “The weather gradually gets nicer

and the stadium where we race is outdoors so the air isn’t as stuffy. Plus, the transition to outdoor from indoor is a little easier than from cross country to indoor.” Sophomore Connie Rim concluded, “Every girl on the team has a lot of potential so I think we’re all going to improve significantly as a whole” The boys, who have been borough champions for the past four seasons, look to extend their reign. With this recent surge in the rankings, the team is poised for their very first outdoor season victory. With a win in the upcoming outdoor season, the boys will be the first to be borough champs in all three seasons of the same school year

in school history. The boys look to become “triple crown” winners with the Queens Champs victory this outdoor season. A “triple crown” is an accomplishment made by a team that wins championships in three consecutive seasons. Senior Abdoulaye Diallo explained, “I think we have a really good chance at winning outdoor on a borough level. If indoor can be used as a precursor for outdoor then I have no doubt we’ll win. Outdoor is a season with a greater variety of events that apply to more people on the team...As a team, we can only improve from season to season.”

I know that they will help the newer fencers.”

Maspeth High School’s fencing team has recently joined the division and Coach Yan said that this would just give the Townsend Harris fencers another opportunity to showcase their skills and what they have learned.

Freshman Eunbin Cho commented on the 2016 girls fencing season saying, “As an

individual I feel like I am going to be an amateur player since I am inexperienced. However, as a team, I am sure we are going to be strong. I had the chance to meet one fencer on the team and she told me about practice and the rigorous exercises which get tenser as the season progresses. However, I am really excited to become an athlete of such an advanced and sophisticated sport.”

[in my tenure on the team].

This year, I think we still have a really good team...I think we should go further than the second round.” Emphasizing this point, Mason went on to add that “the second round of the playoffs is not an option.”

Aiming to set a good example as captain, Mason made it known that he wants to be remembered as “a great teammate and as a hard worker.” He espoused his philosophy on training and setting goals for athletes.

“Rea listic goals are hard to set because anything not absurd is achievable depending on how much work you put in on the diamond and

in the cage.

According to Mason, the ultimate goal is to win a championship. “Yes, we should all have fun doing it, but we will also work harder than ever. Winning is the biggest reward. I hope to become a PSAL champion this year,” he concluded.

Girls fencing Daniel Singh STAFF WRITER

COACH KATHERINE Yan is preparing to coach some returning fencers and some newcomers into the playoffs.

When asked about what she thought about the team and how they would do this season, she said, “I anticipate another great, successful season. We have returning fencers who are dedicated and experienced and

Boys baseball George Adamou and Omar Daoud STAFF WRITERS

THE BOYS baseball team, led this year by senior captains Evan Noblesala, Michael O’Neill, and Mason Rivero, plan on doing everything within their power to help propel their team toward a successful playoff run this season. Though the upcoming season will include some inevitable struggle due to the loss of several important seniors, the future still looks bright, as a number of their core players remain on the team.

Nevertheless, this deficit of players requires a strong regimen and chemistry between the new teammates.

In terms of improvement, captain Mason Rivero stated, “Practicing as a team and bonding off the baseball field will develop a bond that makes this team tougher and more secure.”

As for their goals for this season, junior Louis Nicolosi commented, “We’ve won in the first round of the playoffs and lost in the second both times

PHOTO BY ANDRE JACOBS

The Townsend Harris 16 March 2016

THE CLASSIC

KnockOUts Kickin' it with Jason Edelman,

BY EVAN NOBLESALA

TOWNSEND HARRIS is known for hosting a wide array of athletes but many Harrisites have multiple athletic talents that are more or less unknown to much of the student body. Jason Edelman, a senior at Townsend Harris prides himself on his illustrious career in martial arts.

For almost nine years, Jason has practiced taekwondo, a Korean martial art that places a heavy emphasis on different kicking moves. Throughout his experience, Jason has achieved a number of accomplishments such as earning a black belt and winning eight gold medals in sparring tournaments. He has also received national recognition for his talent, qualifying for numerous national tournaments such as the Junior Olympics.

Jason, who trains under THHS graduate of 2009 and decorated taekwondo artist Andrew Oh, considers taekwondo to be the most influential activity in his life, helping him improve as a person both physically and mentally.

Jason recalled a specific training experience where he had to spar with Master Oh for a whole thirty minutes, referring to it as “the most physically agonizing thirty minutes of my life.”

On sparring in general, Jason noted, “There is so much adrenaline rushing as I set up defensive traps and ferociously kick my opponent’s chest guard to gain points.”

These training sessions have also furthered Jason’s mental strength by building maturity and character. Specifically he said, “I highly value the advancements I’ve made in terms of my discipline, confidence, focus, and respect. The instructors at the school I train at always ensure that students demonstrate respect towards everyone, whether it be opponents, family, or friends.”

Moreover, taekwondo plays the role of stress reliever, having the ability to take Jason’s mind off of school and any other stressful situations.

“Once I put my uniform on and get ready to train, the only thoughts that enter my mind [involve] improving myself as a taekwondo competitor,” he said.

This passion for the sport is what keeps Jason’s drive alive. Due to various injuries, he has had to take a break from competing in tournaments but continues to train to prepare for his comeback. “I’ve developed such a passion for the sport, and the countless memories I have created at the tournaments I have competed in drive me to continuously train,” he remarked.

A SPORTS FEATURE ON MARTIAL ARTS AT THHS

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Getting to know Master Oh

BY AGASTYA VAIDYA

GAZING UPON Townsend Harris’ Wall of Fame, one can see many of our school’s marvelous figures: the famous Dr. Jonas Salk, who discovered the first polio vaccine, and then there’s newer faces such as last year’s inductee Dr. Heather Nash. No surprise, many of these inductees are those associated with science, math, and other scholarly titles. The fact that there aren’t any athletes on the wall shouldn’t mislead students; Townsend Harris has produced a number of robust athletes. Olympic Trials competitor Master Andrew Oh is one such athlete, unknown due to the fact that THHS does not have a taekwondo team.

Master Oh, a 5th Degree Certified Black Belt, is three Time US Member, US National Champion, and a ten time New York State Champion. Among his plethora of accomplishments, the most notable ones include his ninth place finish at the 2012 Olympic Trials and his 16th place global ranking in 2009.

Recalling his participation on the great stage, Master Oh

revealed how the surreal atmosphere of the Olympic Trials “came to me a little bit suddenly.” He consistently stressed how it was clear that at these Trials, he was indeed among the best taekwondo athletes in the country. Oh reflected on the experience, explaining, “I was actually kind of not ready to go, I had just finished my training in California, so anyway I went again in January of 2012. Of course you’re fighting among the best of the best, the top level competition, so being a part of that group is something I’m very proud of and I’m honored to have competed with. But of course I would have loved to [have] done better, but it doesn’t always go your way, but I’m very happy for the other guys, my friends, and ultimately our goal is to have USA bring home the gold, so after the Olympic trials, that’s the focus.”

Master Oh also recalled his tenure at Townsend Harris and the familiar difficulty of balancing athletic training with academics. Immediately remembering the essays and tons of homework that had to

find a place in his hard-pressed routine, which involved tons of running and nearly two to four hours of taekwondo training every day, Master Oh attributed a disciplined system of time management and preserved focus to his success. Oh recalled, “I organized my time well, and whenever I had time, [it] was divided up between my taekwondo training and my academics. But I think time management was the most important thing I learned while at Townsend Harris, and if my focus is school and Olympic taekwondo, then those are the two things I’m going to focus on and not any other distractions in my way.” He added that, “You get through it, but I definitely think that those experiences made me stronger, and made me a better person today.”

Before parting ways with Master Oh, I asked if he had any advice he’d want to share with Townsend Harris students today, a question which Master Oh emphatically responded, “GET IT DONE. If you have homework, get it done fast. If you have an essay or paper

to write, get it done fast. And certainly, like I’ve been saying, organize your time and don’t let anything distract you.

Nowadays there’s the phone, internet, it’s very distracting. As long as you do plan your time right and do what you have to do, you’ll be fine.”

Now retired from professional taekwondo competition, Master Oh can be found at his taekwondo school, Ultimate Champion’s Taekwondo, in Bayside, Queens. Like his father, who also instructs in the martials arts, he hopes to train a new generation of taekwondo athletes. Regardless of whether Master Oh is fighting at the Olympic games in London, or right here in Bayside, one thing is for sure: he has created a legacy that can be honored by all, students, athletes, and faculty here at Townsend Harris.