The HUB: Sept 28 Issue

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The HUB

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Davis, CA | Vol. 112 | Issue 2| 28 september 2018

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the

CLASSES

Large class sizes hurt teachers and students

SPORTS

Students find ILS alternatives page 16

HUB

(HAIRY ) PEOPLE Dogs begin careers page 5

BlueDevilHUB.com | Davis Senior High School

The current sophomore and junior classes are larger than usual, leading to the increasingly crowded classes at DHS in all subject areas, but especially in high-level math and science classes such as AP Chemistry and AP Calculus AB. “The students in these large classes are not getting the attention and support they would normally receive, because the teacher’s time and energy is split across so many students. This extends outside of the class as well with things like grading,” math teacher Derik Birdsall said.

However, teachers aren’t the only ones suffering the problems that come with overpopulated classes.

Senior AP Chemistry student Aakash Mishra has felt the negative impact of larger class sizes.

“Being in a large class creates problems with class activities and focus of the class. I feel like a teacher can only do so much,” Mishra said. “Large classes seem to make teachers more stressed out due to the increased workload, so it[’s] hard to blame them for any mistakes made.”

The average graduating class is between 550 and 570 students, according to head counselor Catherine Pereira. The classes of 2018 and 2019 fall in the upper part of the threshold, where as the current sophomore and junior classes each exceed 600 students.

In some classes, including Birdsall’s calculus class, there are not enough desks for students, leaving them at the back of the classroom with no surface to write on.

The issue of large class sizes can be particularly detrimental to the functionality of lab classes, such as AP Chemistry. “...my biggest challenge is organizing labs where there is enough equipment… and the groups are small enough so the students all engage in the actual lab activity,” AP Chemistry teacher David Van Muyden said.

Though the DHS population has risen substantially in the past few years, there are other factors that have led to this year’s especially jam-packed classes.

“Years ago, we used to run smaller classes, and more of them, which allowed for more movement. However, with the budget constraints schools have faced in recent years, we have to run a tighter schedule,” head counselor Catherine Pereira said.

The school has not announced any plan to resolve this issue, but many students and teachers believe this situation requires attention.

The solution “is as simple as offering more sections of the impacted classes,” Birdsall said.

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No 5

HUB PHOTOS/ADAM DAPKEWICZ, CADEN NEEL AND MANPREET KAUR

By TALULLAH MANGHISE HUB Staff

CHANGES

Student activists happy with new dress code

By TESS MCINTYRE HUB Staff

The Davis Joint Unified School District’s dress code has undergone a change for the current school year, leading to more lenient rules for what students can and cannot wear.

The change was approved by the Davis Board of Education on Aug. 2.

According to vice principal Kellie Sequeria, the DJUSD dress code was reviewed by a committee of administrators last year which led to the recent changes. District public information officer Maria Clayton said that the request to review the dress code originated from a school board member who wanted “a review of the dress code for any gender and/or racial/ethnic bias.”

The Student Services page on the DJUSD website and the dress code section of the student handbook contain the full dress code and state that the current dress code’s purpose is to “promote student safety and to create a respectful community that is welcoming to all students.”

This district-wide change has received positive feedback from DHS students.

Changes that stood out to students were that students may now have their bra straps or waistbands show, bandanas are no longer banned, there is no longer a minimum length for shorts and skirts, strapless shirts are allowed, and it is explicitly stated that clothing may not depict hate speech against any group.

Feminist activists pleased Feminism Club treasurer Maya Nunes believes that the past dress code was more strict about what female students could wear as opposed to male students and is pleased with the recent changes.

“Our dress code last year seemed to spe-

cifically target the female students and basically tell them you have to cover yourselves or you will face consequences,” the junior said. “I definitely think the new rules are better because they give more freedom with what we choose to wear and it seems to be a large step up from last year’s dress code.”

Feminism Club president Sophie Lopez also approves of the new dress code.

“We are in an environment where some parameters do need to be set, but less so, so that women can feel like they can wear whatever they want,” the senior said.

While Feminism Club vice president Catie Fee believes that the rule allowing bra straps to be shown pertains to gender equality in schools, she thinks that the elimination of required shorts length has less to do with gender equality and more to do with to with the popular styles of clothing.

“I honestly think that has more to do with fashion and trends just because the style of shorts now is shorter […] I think the shorts thing is more about what is the style and the norm now,” Fee said.

Fee, Lopez and Nunes all agreed that allowing bra straps to be shown is a step forward for female students.

“Girls no longer have to feel that they’re breaking a rule just for wearing a bra. Most girls feel it’s totally necessary to wear a bra to school and they should not be told they’re breaking a big school rule and punished for doing so,” Fee said.

“There will be bra straps whether you like it or not,” Lopez said. “Bra straps are a reality of life.”

Concerns about racial targeting Students from underrepresented ethnic groups also feel like the new code is fairer.

Last February the Black Student Union held a protest opposing the rule stating

that “clothing, backpacks, tattoos, and other adornment may not demonstrate or suggest gang-related symbols, or colors.

No bandanas are allowed at school.” BSU members charged that the rule appeared to only be enforced against non-white students.

“It seemed like the school was very lenient with having students wear bandanas, unless you were a student of color. Now all DHS students are able to wear bandanas, without being stereotyped as a “gang member,” senior Mohammed Mohammed said.

Mohammed said that BSU’s protest was a “key factor” in changing the dress code and that this change is positive for DJUSD because it “maintains equality.”

“In my opinion, if the dress code had not been changed, more problems would’ve raised,” Mohammed said.

Senior and BSU member Eli Mitchell also thinks the change is positive, and that February’s protest was integral in changing the dress guidelines.

“I also believe students will feel empowered by the dress code revision because they have now witnessed the success of a peaceful demonstration,” Mitchell said.

Though the dress code no longer mentions gang-related clothing in the student handbook or student services page, it is mentioned in DJUSD’s Administrative Regulation 5132.

AR 5132 states that “at individual schools that have documented gang-related issues (as verified by police), additional dress code prohibitions may be added. The principal, staff and parents/guardians shall specifically define "gang-related apparel" and shall limit this definition to apparel that reasonably could be determined to threaten the health and safety of the school environment if it were worn or displayed on a school campus.”

2

NEWS

28 September 2018

ACTIVITIES

Homecoming dance shifts to Friday night

Frank Thomsen has been teaching German on and off at DHS for 20 years. Yet due to a lack of student interest, this will be the last year that German is offered.

EDUCATION

DHS says 'goodbye' to German classes due to dwindling interest

By ANNIE MITCHELL HUB Staff

At the very edge of campus, a small group of students files into the portable classroom T-3 to escape the brisk morning air. It is first period, and these students are taking German 3, the only German language class at DHS. This class is also the last German course that will be offered at the high school.

“German is not scheduled to be offered next year,” Principal Tom McHale said. “Each year, DHS and our district have to decide what courses will be offered and run according to student interest, teacher credentialing, available staff, and other programs.”

Frank Thomsen, who has been teaching English and German in the district for more than 20 years, said German classes faced a “logistical and interest” problem.

German has been the least popular language at DHS for years. The average rate that a student continued with the language German 1 to German 3 from 2011 to 2014 was 31.2 percent—compared to 77.9 percent for Spanish, 70.3 percent for French, and 77.7 percent for Chinese, according to an October 2017 school board meeting presentation.

Senior Nina Martin, German club president at DHS, has noticed a downward trend in student interest in the language.

“It’s really sad because it’s a really important language in science and music and history; it’s a very widely spoken language so we need representatives,” Martin said.

Thomsen says his class of 12 this year is small. In previous years, DHS has combined different German levels into one large class, but this year that was not possible because German 3 is the only existing level. Thomsen believes that combined-level classes are much harder to manage than single-level classes, and his students agree.

Martin has experience in a German 2/ German 3 combined class and believes that

Thomsen did his best to accommodate each level.

“I think he did it as well as it could be done, at least in our class,” Martin said. “But it’s just so hard because he kept having to run back and forth and keep track of two different sets of assignments.”

Senior Ronja Keeley, German club vice president, took German 4 as a sophomore and shared a class period with many German 1 students.

“We [German 4 students] just went to the library most of the time and did assignments there,” Keeley said.

Junior Yudi Wu is one of the 12 students taking German 3 this year and is “a little bit sad” that he won’t be able to continue the language at DHS. “I really like this class,” Wu said. “Of course I was originally planning on taking German AP, but I can take Chinese AP as well which is another language that I’m good at."

In the past, Thomsen has taught at most two periods of German each year. He will miss this year’s class, he said.

“But it is nice to end on a high note, and this year’s kids are spectacular,” Thomsen said.

Students at DHS must complete three years of a foreign language in order to graduate. For those still interested in pursuing German, Martin recommends taking class online or at a local community college.

“I would say you need to learn the grammar more in a classroom setting,” said Martin, who has tried using apps such as Duolingo to learn German.

Martin recommends learning German because of the culture accompanying the language and because of its straightforward style, which contrasts some romance languages that have many confusing exceptions to their standard grammar, spelling and pronunciation structures.

“German always follows the rules, unless it’s a foreign word. It’s very logical and practical,” Martin said.

the typical formal dance, homecoming this year will be a casual dance, with a theme of “blue out” so that students can go straight from the football game to the dance if they want.

With this change in attire comes a change in price to $3 with an ASB card and $5 without, about $10 cheaper than a formal dance.

McGlothlin also believes that the dance was scheduled for a Friday because the administration only wants to have two Saturday dances.

“Administration does not get paid to be at these events and so they felt it was unfair to have to do three when in reality they don’t really need to,” McGlothlin said.

Senior Carina Fettinger added that the two dances hosted on a Saturday this year will likely be Winter Ball and Prom, with the spring dance happening on a Friday.

Another concern regarding the timing is the effect that it will have on football players, cheerleaders and other students participating in the game. Senior football player, Shaan Nahal, thinks that the dance will pull fans away who decide to leave early to get ready.

“It’s homecoming; the crowd’s supposed to be totally into the game the whole time,” Nahal said.

Another concern of Nahal’s is that the players will not be able to go to the dance as easily.

“It’s harder for us because after the game we have to talk with our coaches and take a shower, hopefully,” Nahal said.

Vasquez and student government members are concerned about this as well, but are trying to avoid taking any fans away. “That’s not our goal at all,” he said.

Principal Tom McHale stands by the decision to make the dance a Friday in order to avoid conflict with other school organizations and believes that the day will be very fun and exciting.

“I encourage all Blue Devils to enjoy the parade, cheer our teams to victory and join us at the homecoming dance,” McHale said.

Last year, the Homecoming dance was held on a Saturday. This year the dance has been moved to Friday, Oct. 19, 9:30 p.m. until midnight, immediately following the football game. The dance will be a casual dance instead of a formal because of the schedule change.

This scheduling decision was made in April, during a meeting between student government adviser Anthony Vasquez and leaders in DHS athletics, music, drama and robotics. They collaborated on a master schedule that would prevent any event from being overshadowed by another.

However, Vasquez says that this decision was not immediately communicated to students in the committee in charge of planning the dance, leading some students to believe that the date of the dance was still undecided and had the possibility of being a Saturday.

“We jumped the gun a little bit, or a least a couple students did, in putting out a survey, a vote effectively [to decide the date of the dance],” Vasquez said. The miscommunication led many to inaccurately believe that the choice was up to the student body. Vasquez assures that student government is working on “tightening up” their communication.

Senior Iain Smith, a member of the homecoming dance committee, believes that though they found out later, the changes between a Saturday and Friday dance are not too extensive.

“It’s still going to be the same amount of work. The only difference is we’re going to have to find a different time to set-up instead of Saturday morning,” Smith said.

In fact, members of student government will be extremely busy: going from a spirit week, straight to the parade, into the dance preparation, then to the football game and finally, to the dance, going on until midnight.

Junior Sandy McGlothlin, committee head of the dance, had been planning the dance since the beginning of August and said that her plans changed drastically. Rather than

COURTESY PHOTO/JOSEPH HURR AND ADOLFO PAREDES

HUB PHOTO/LAUREN LIMBURG

By MOLLY BURKE Editor-in-Chief

DHS students enjoy a spooky night at the 2017 Halloween themed Homecoming Dance.

EDUCATION

Seniors welcome help at college application workshop

For seniors, spending the first few months of the school year wisely is critical, especially as the college application due dates approaches. That's why many seniors attended the college application workshop that took place on Sept. 19 during lunch.

At the workshop, counselors provided a general overview of the college application process and what seniors should have been working on for the past few weeks and what they should work on in the next few months.

“We met with our students last year, when they were juniors, so we have a good idea of where many of students are planning to apply,” counselor Kimberly Liu said. “The meeting should have been a jumping point for them to set up another meeting with their counselors to clarify things.”

The workshop was helpful to students in different ways.

For senior Erin Rairdan, the workshop was an opportunity for her to meet and communicate with her counselor.

“I don’t visit my counselor often. She doesn’t really know me and I don’t really know her, so I wanted to use [the workshop]

HUB PHOTO/MORGAN KONG

By HANNAH CHO HUB Staff

Students can find resources for college applications in the DHS library. as sort of a gateway to speak to her,” she said.

Others found the paperwork given out at the workshop very useful.

“There was this list of the exact due dates for all the things I needed to turn in,” senior Kenneth Wang said. “It was especially helpful

because it had all the deadlines for each type of college: UCs, CSUs, community colleges.”

Senior Sean O’Hara used the workshop as a chance to clarify his confusion regarding the letter of recommendation and also to get feedback on his essays.

“No one likes being told where they went wrong [in the essay], but it's a whole lot better having someone you're close to tell you where you need to improve,” O’Hara said.

Liu understands the overwhelming work seniors have to go through, but she suggests that they don’t stress too much about the college application process.

“What I always tell students is, ‘you need to consider the college application process is just like another class on your schedule,’” Liu said. “You want to maintain rigor but you also don’t want to all of a sudden take 5 AP classes if that’s not you.”

Liu also offered some advice to juniors who will go through this process next year. “[Taking exams] is a lot of what happens junior year—the SAT, subjects, AP exams,” Liu said. “I would also say that it’s pretty critical to do well junior year as far as academics goes, but don’t freak yourself out.”

The HUB

3

SCHEDULING

Tight scheduling increases class wait lists

Psychology

Students who were still on the waitlist as of Sept. 18 Students who are off the waitlist as of Sept. 18 HUB GRAPHIC/AMY DING

20

Physics Honors

15

AP Statistics

10

Senior Lit.

5

2-D Drawing

25

SOURCE/CATHERINE PEREIRA

Counselors at DHS develop a “master schedule” after receiving course requests from students in spring.

However, when students change their mind on the classes they want, either over the summer or during the first few weeks of school, the counselor must go back and figure out a way to make their new schedules work.

Junior Shawn Crowell was waitlisted for AP Art History when his counselor couldn't rearrange his schedule. “It really sucks [to be waitlisted].I really wanted to take the class for its AP credits. I don’t want to be in a class that I don’t like for a whole year,” Crowell said.

There are many contributing factors relating to a student being waitlisted. One of them is that the “master schedule” is not designed for changes after the spring deadline.

“During program planning we put a big emphasis on that the choices that you pick are permanent and that students should not count on changes,” head counselor Catherine Pereira said.

According to Pereira, the class sizes and amount of classes are all pre-planned with little space for additions, with even less wiggle room this year as opposed to previous one due to budget cuts.

Zephyr Tyner-Tikkanen is one such student who was waitlisted for psychology.

With 14 students waitlisted and only four able to make it off the waitlist, psychology is one of the most commonly waitlisted class

Number of students

By JASPREET BAATH HUB Staff

0

30 35 at DHS. “At first I wanted a free 7th but after talking to all my friends, they convinced me to take psychology, but after finding out I was on the waitlist, I wish I signed up for it sooner,” Tyner-Tikkanen said.

Another commonly waitlisted class is Physics Honors with 19 people on the waitlist. This is due to students wanting to double up on science classes, which makes the schedule more packed and gives leaves less space for adjustment.

“On one hand you really want to see students double on classes and encourage them to be advanced, but on the other hand that can hurt other students who may want to take that class later,” Pereira said.

In addition, underclassmen personal pref-

erence choices have the lowest priority, while seniors who need a graduation or an A-G requirement get off the waitlist first.

Some students are frustrated because they don't understand that an empty desk doesn't equal an open space.

“Many parents and students come marching into my office saying that there is an empty desk in the class and demand why it is full, but they fail to understand the bigger picture,” Pereira said.

The bigger picture is that class availability does not depend on desks but the the space on a teacher’s contract. Teachers contracts are developed based off of the amount of students taking the class before the school year begins, so the contract may not have space for additions.

The deadline of dropping a class officially ended on Sept. 19 and students who were waitlisted have no other option than to remain in the classes they are currently in.

“Hopefully [being waitlisted] can be a teaching and learning experience and in the future the students can learn to either sign up sooner and realize to not count on changes after the spring turn in date,” Pereira said.

Other students like Tyner-Tikkanen have come to peace with their decision.

“Now, like three weeks into school, I am really happy that I didn’t get in. Having a free 7th period is so much better than taking the extra class, and I can just take [psychology] next year,” Tyner-Tikkanen said.

close calls

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TRANSPORTATION

Students on collision course in school parking lots

k s By CLAIRE STEVENS e HUB Staff

d s Each day at peak times—before school, at ulunch, and afterschool—the DHS parking ulots break into a whirl of cars, bikes and peoPple. The combination of new, inexperienced drivers all vying to enter and exit the parking slots can make the lots an ideal location for car accidents s The Independent Insurance Agents and ”Brokers Association found that 20% of re-ported car collisions occur in parking lots. s While the accidents aren’t typically very damaging, due to the mostly slow moving nature of cars in parking lots, maneuvering

in and around the rows of parking spaces can cause lots of minor collisions and dent-causing bumps.

Such accidents, even if minor can be jarring to first time drivers.

Junior Jason Joo had a minor collision last year when he bumped another student’s car while pulling into a parking space.

Not sure how to handle it, he talked to the other student and then left the scene. Later, a campus supervisor reached out to him and had him exchange insurance and license information with the other student.

If a student is involved in a collision, even if minor, they should swap this information as well as taking photos of both vehicles to document any damage.

Senior Emily Blackwell got a dent on the driver's door of her car last year while parked in a DHS parking lot when another student backed up out of their spot into her car.

She believes the accident was due to the other person not fully checking behind him before backing up. “I think it can be hard sometimes to see if other cars are coming or not because the view is often blocked by the cars next to you,” Blackwell said.

Blackwell responded by swapping information with the other driver, and then had to file an insurance claim including providing a statement, information about both herself and the other driver and other details such as the time of the accident and damage done.

One reason that parking lots may be par-

ticularly tricky for new high school driver is that the Davis DMV typically requires students to demonstrate parking ability only one time in the DMV parking lot.

Joo recommends that students practice parking and pulling in and out of different spaces before they attempt driving themselves to school.

Lunch is an especially busy time in parking lots with students rushing to leave with enough time to leave and get back before 5th period starts.

Junior Remi Hansen was bumped into by another car while at the Marketplace, a common lunch destination. He feels students driving friends may also be a distraction that could lead to accidents.

4

Spotlight

28 September 2018

Davis DMV wait times really ARE that long

WINNING THE DMV GAME

Junior Maggie Vasquez shared a similar two-and-a-half hour experience while waiting to get her permit. However, she disagrees with Alexander in some aspects, saying that the wait times are inevitable.

“I had an appointment at 10:45 and got there at 10:30 with everything I needed so I do not think I could have done anything differently that would have helped,” Vasquez said.

Vasquez added that she did not expect anything different based on stories of others

who have endured comparable trips to the DMV. “Usually when I think about the DMV I think about waiting a long time,” Vasquez said.

Although they are widespread, these infamous wait times are particularly lengthy in Davis.

Aguiar-Curry is aware of this and says that decreasing DMV wait times is a statewide priority.

“We are trying to find places throughout

the state of California […] that can open up earlier […] and we are making sure that each region has at least one office open on Saturday,” Aguiar-Curry said.

Aguiar-Curry also stressed the importance of patience when it comes to the DMV. “I know as a young person you really want to get your license on your birthday […] but sometimes you just need to have some patience,” Aguiar-Curry said.

HUB GRAPHIC/SARAH CARNEY

The Davis DMV office has one of the highest total wait times in the Sacramento area with an average of 90 total minutes of delays, according to a report by the California Department of Motor Vehicles sent to the state legislature in August, When junior Maya Alexander entered the poorly lit office of the Davis Department of Motor Vehicles at 9 a.m., she was ill-prepared for the first-hand experience of this waiting time she was about to endure.

First came 20 minutes of standing in line only to be told she had to return to her house in order to retrieve paperwork—paperwork she did not know she needed in the first place because she was not clearly informed.

Then, after waiting in the same line for another 20 minutes, she was directed towards a waiting area densely populated with people of different ages and backgrounds who were all fed up with the delays.

In the waiting area, she sat with 50-plus other people in a section of the DMV that is meant to hold 72 people in total. Finally, her number was called after an hour of enduring the smells and lack of personal space at hand.

That led to another half hour wait in order to be administered the permit test she had come to take.

Having completed the test in approximately 20 minutes, Alexander got back into the same line she had come from only to wait another 30 minutes to turn in the completed permit test and get her picture taken.

“I do not know if it’s a matter of overbooking appointments or the employees just moving really slow,” Alexander said. “They are also not very good at communicating what you need and they are definitely not very fast.”

State Assemblymember Cecilia Aguiar-Curry credits a portion of the wait time to understaffed offices.

“The DMV has a lot of requirements these days and more and more has been put on their plate and I do not know necessarily that they were staffed up to do that,” Aguiar-Curry said.

Aguiar-Curry also added that the outdated computer system at the DMV contributes to its inefficiency.

“It’s antiquated..there is a lot of things regarding operations of maintenance that they did not do in a timely manner and now they are behind the eight-ball,” Aguiar-Curry said.

Alexander added that if you are looking to avoid long lines then it is best to schedule appointments at the end of the day.

“The last appointment you can get ends around 4:00 [p.m.] so if you get it right before then the workers are kind of rushing which is unusual and help moves the process along,” Alexander said.

HUB GRAPHIC/SARAH CARNEY

By GABE LEE HUB Staff

PEOPLE

The HUB

5

HUB PHOTO/ EMILY PERRY

A PAWs-ITIVE VIBE

Band teacher Thomas Slabaugh holds his Cocker-Spaniel Finnegan who is in training to be a therapy dog.

PROFILE

Service dogs make school less ruff

By JUJU MIYAMOTO HUB Staff

Lying silently on her belly, Olive the service dog sits beside her owner. Her silky black coat beams in the afternoon sunlight while senior Cypher McIlraith talks and eats lunch.

For three years, the black Labradoodle has provided comfort and support for McIlraith.

Olive aims to calm McIlraith down during panic attacks or in stressful situations. Calming methods include deep breathing, cuddling with Olive or deep pressure therapy. Olive sometimes lays on top of McIlraith to reduce anxiety.

“[Olive] goes everywhere with me [...] like she’s gone to Scotland with me,” McIlraith said. “She’s a good dog and I love her.”

Therapy and service dogs are trained to ease the stress and anxiety of the people around them. Music teacher Karen Gardias sometimes brings a St. Bernard named Bella into her classroom.

“I think [Bella] calms everyone down and cheers everybody up,” Gardias said.

Bella has been trained to visit hospitals, cheer up the patients and become an overall “good citizen.”

It is very important that the service dog is quiet yet attentive while on duty.

“She kind of lays there and takes naps,” McIlraith said. “She makes sure I can stay focused and stay calm during school.”

Service dogs differ from the usual pet

dog. They undergo many years of training to learn how to respond to human behaviors and restrain themselves from distractions.

Finnegan, a Cocker Spaniel in training to be a therapy dog, is owned by teacher Thomas Slabaugh. The rescue dog may be a little old at 6, but “he needed to be around people.”

However, service dogs do not seem to only benefit the owner.

“Just having a dog around calms people down,” McIlraith said.

When asked or if appropriate, cuddling or petting a service dog can help students reduce their stress. According to senior Amanda Niemela, Bella is a “unifier” during her Madrigals class with Gardias.

“It’s a bummer when you walk in and

[Bella is] not here,” Niemela said.

Niemela often pets and cuddles with Bella and finds that she is normally calmer when Bella is present. She believes she can focus better after she’s spent time cuddling with the therapy dog.

While having the companionship of a dog at school may sound enticing, bringing an untrained dog onto campus hurts the service dog community.

“You have to have a disability to have [a service dog][...] don’t just like take your dog and slap a vest on it and then say you have a service dog,” McIlraith said.

Owning a service dog also means caring and being responsible for another life. “So make sure you have the mental capacity to do it,” McIlraith said.

FINNegan OWNER: Thomas Slabaugh Nickname: Finn Favorite toys: his stuffed alligator and any ball loves people but is still getting used to dhs likes to sing along to mariachi

Abbow OWNER: Sherri Sandberg Favorite treats: peanut butter and strawberries Favorite toys: octopus with four legs, pretzel, balls loves to swim and fetch sticks twirls when excited

COURTESEY PHOTO/ KAREN GARDIAS

HUB PHOTO/ EMILY PERRY

COURTESEY PHOTO/ SHERRI SANDBERG

the dogs of dhs

bella OWNER: Karen Gardias BREED: Bernese Mountain dog Loves Kathleen Hunter and DHS Students Trained emotional Support Animal

PEOPLE

28 September 2018

FASHION

HUB PHOTO/ ADAM DAPKEWICZ

6

Pura vida gains popularity

By EMILY PERRY HUB Staff

HUB PHOTO/ LAUREN LIMBURG

Pura Vida bracelets have seen a rapid rise in popularity in the last few years. The company’s simple designs and unique business model have created an extremely successful company with millions of customers worldwide.

Pura Vida has also expanded to other jewelry including rings and necklaces, but their original bracelet design remains their most popular item.

The bracelets are “convenient because you can just leave them on all the time because they are super durable and waterproof,” senior Emma Nance said.

These colorful bands, ranging in price from $6 to $28, also come in charity collections, with proceeds going to 174 charities and organizations.

According to the brand’s website, the Pura Vida company was started by two friends from California who partnered with bracelet craftsmen from Costa Rica, taking the name “Pura Vida” from the Central American country’s unofficial slogan, meaning “pure life.”

The Pura Vida online store features different ccollections for different causes; Their white and blue band go to the “For the Oceans” charity, while the green bands benefit the seaturtles.

Nance says that students enjoy both the simple, colorful designs and the feeling that their money is helping others.

Pura Vida’s use of Instagram and brand representatives have helped the company reach hundreds of students worldwide, including many DHS students.

Junior Cami Cusi, a representative for the brand, shares a discount code with her social media followers in exchange for a 10 percent discount off purchases.

Cusi decided to be a Pura Vida representative after seeing an ad for the bracelets on Instagram. She liked how they had, “cute bracelets that were not that expensive and for a really good cause.”

Surrounded by seniors, 11-year-old Peter Pitfield eagerly participates in his AP Physics class at Davis High.

PROFILE

The 11-year-old in your 12th grade class

By LILI MA HUB Staff

Sixth-grader Peter Pitfield makes his way to DHS on a scooter and heads to S-12 where he takes his first AP class of the day.

As an 11-year-old, Pitfield is taking AP Physics and Calculus BC at DHS. These classes are usually taken by seniors. So far, Pitfield’s classes are going well for him and he has not faced too many challenges.

Pitfield believes he balances his work like any other student.

“I just do it normally, I just progress quickly. A good memory and people in my family who know about all this stuff help me learn it quickly,” Pitfield said.

He also enjoys helping others. “[My classmates] do ask me for help on their math questions,” Pitfield said.

Pitfield has never had a tutor and relies on his family to help him with his classwork. His father, Simon Pitfield, usually

aids when Peter is having trouble with his work. His mother also is an engineer, who can sometimes help with the AP work Pitfield receives.

Pitfield also turns to the internet when he needs help. He uses Khan Academy to answer his questions and learn new concepts.

Pitfield is enrolled at César Chávez Elementary School; however, he usually gets more homework for his AP classes and generally spends more time preparing for them.

AP Physics tecaher Scott Richardson says that he has never taught a student of Pitfield’s age before. “It was a surprise when they said that this may happen” Richardson said.

Although it was unusual, Richardson was curious and open to the idea.

“If they think he’s qualified enough for this and he’s had enough experience working with older students that he can interact in the older student environment, then lets

give this a try” Richardson said.

Simon says his son has always excelled in academics.

Entering kindergarten, Pitfield had already read his first “Harry Potter” book and could solve algebra problems in his head. In first grade, he was taking physics classes at Sacramento City College and by third grade, Davis School of Independent Studies allowed him to start taking math classes.

“Pitfield’s accelerated learning is a lucky combination of genetics, desire, opportunity and effort,” Simon said.

Simon has a different philosophy when it comes to ‘genius’ kids “I believe there are far more kids capable of similar feats in math, but they are not recognized or encouraged at a young age.”

In elementary school there is no way to “identify and accommodate” for students who choose to be more high achieving, the father said.

Despite his accelerated academic lev-

el, Pitfield still does ordinary 11-year-old things.

“Outside of school, Pitfield is a normal kid. He likes soccer, fencing, reading, Dungeons and Dragons, playing computer games, and watching movies,” Simon said.

Pitfield mostly enjoys reading fantasy and sci-fi. He usually reads when he has free time. He likes to play skill and luck games with his family.

He also plays games that require luck and skill such as Monopoly and Risk with his family.

His favorite position in soccer is defense.

“I also like strategizing tricks. I sort of like when I’m out the first round so I can look and figure out how to play it,” Pitfield said.

Next year, he will likely attend classes at the community college to take even more challenging classes.

In the future, Pitfield hopes to have a profession that relates to math but is unsure of what he plans on doing now.

academics

The HUB

7

STUDY TIPS

Reusing work benefits students but raises questions As the school year officially settles in, many DHS students feel the looming stress of overwhelming work and exams.

One tactic students use to stay on top of their work is to use the notes and returned assignments from students who previously took the class. This is especially helpful when teachers do not update their course materials from past years.

“Every teacher is different, so when I ask seniors for advice, they can give me an idea of how teachers grade and how they format their assignments,” junior Emily Cao said.

“That way, I can potentially change my study habits to be successful in that class.”

While this “school hack” can be very useful, it is not available to everyone. For instance, junior Mia Di Genova does not know seniors who can provide her with such assignments.

“It’s hard to prevent, but from my point of view it kind of feels unfair,” Di Genova said.

Junior Alex Cherry does not believe this sharing of work is a big problem.

“In most cases, I think it’s fine. [There is] a definite advantage, but I think it mostly

HUB PHOTO/MANPREET KAUR

By HANNAH CHO HUB Staff

Using flash cards from previous years is a “hack” that many students use to study. depends on how they use the work,” Cherry said.

Cherry passes down some of his work to incoming sophomores. “I think [doing so] is helpful for them to check their answers. The intention isn’t for them to copy my work.”

U.S. history teacher Kevin Williams emphasizes the importance of distinguishing the different consequences of this practice.

For instance, Williams would not consider it cheating if students used old study material to prepare for a test.

“For terms quizzes in my class, I don’t think there’s anything malicious in sharing material to study for that,” Williams said.

“Your performance of the quiz that day was your own.”

However, Williams carries a different view

on school assignments.

“Getting assignments from students [who took the class last year] and copying it word for word and turning it in as their own work—that’s cheating,” Williams said.

Either way, Williams recommends that students do not rely on work of students who took the class the previously.

“I would say that to students on a personal level,” Williams said. “If you’re using someone else’s Quizlet, it’s good to probably get perspective, but I would need to make it my own.”

There are not many preventative measures to stop cheating, Williams said, but it will usually show in their exams.

“If their scores don’t really align with what they have been turning in, then I know there’s something suspicious,” he said.

Recently, the Site Leadership Team has encouraged teachers to discuss the topic of “academic integrity” with their students to prevent cheating.

“Last year, we talked a lot about what constitutes academic integrity,” librarian Bruce Cummings said. “What are our expectations as teachers, and also what [academic integrity] means to students and parents.”

PROJECTS

ZooBot hops into bug project

DHS Career Center Coordinator Julie Clayton is available to help students with college planning. She can be found in the All Student Center.

COLLEGE

Experts advise ‘aim for the middle’ While many DHS students aspire to attend Harvard or Stanford, or decide to go to a community college, more than likely, most will end up somewhere in between.

Justin Berkman, former writer for PrepScholar, is a firm believer in applying to so-called “midfield colleges,” schools with higher acceptance rates and slightly lower rankings. They generally rank between community and state colleges and Ivy League schools. Berkman believes they can serve as safety schools and also provide variation in academic and social environments to fit every student.

“For many students, a less selective school or mid-tier school, is the best option for them,” Berkman said. “They may provide specific programs and activities that aren’t available at Ivy League schools.”

Elodia Alvarez, Academic Center Supervisor, also supports the idea of leaving options open when applying to college and not basing schools on their ranks. She stresses that students should focus on which schools are the best for their declared major and future plans.

“Ultimately, the school you apply to should not be because it is a lot more famous than another one,” Alvarez said. “It should be that it has the major you need […] the programs it has will help you get a career and that you feel like you are at home.”

To create a list of colleges whose average test scores line up with yours, Berkman recommends going through the U.S. News & World Report list until the numbers begin to match. Sites such as Niche and College Confidential describe student experiences, which

can help applicants discover new options and learn about less widely-known schools.

Career Center Coordinator Julie Clayton recommends utilizing school resources to choose colleges to apply to as well as visiting academic search engines including Naviance SuperMatch, the College Board Big Future website, and the U.S. Department of Education College Navigator tool.

“Students can start by talking to their counselor at the high school,” Clayton said.

“The next step is to research colleges using online tools that help students identify schools that are a good match.”

Berkman also emphasizes the importance of paying attention to the financial differences regarding aid and merit scholarships at each school.

“Personally, I think it’s not a bad idea to strongly consider going to a lower ranked school for free or a heavily discounted price, as opposed to attending a more selective school and having to take on enormous debt,” Berkman said.

Chelsea Ji, a DHS graduate and student at Boston University, chose BU over UC Berkeley because she received a scholarship. She encourages students to apply wherever they want and not to base decisions on school rankings.

“College admissions really is random so you can’t predict where you’ll end up,” Ji said.

“Cast your net far and wide.”

Berkman pointed to anecdotal evidence indicating that students pursuing careers in Science, Technology, Engineering and Math (STEM) fields have been more successful at midfield schools than those pursuing STEM in more competitive locations. Midfield colleges can provide STEM majors with better opportunities without the high academic

pressure and perfect grades required in highly selective schools.

“Those who graduate with STEM degrees don’t have much trouble finding good jobs, regardless of their undergraduate institution,” Berkman said.

Ultimately, Berkman encourages students to follow their passions and academic interests regardless of the national ranking or level of competition of the school they aspire to attend.

“Where you go to college is much less important than graduating from college and doing well,” Berkman said.

HUB GRAPHIC/SARAH CARNEY

By VIKTORIA ANDERSON HUB Staff

SOURCE: US NEWS & WORLD REPORT

Each year, the Zoology and Botany class has an insect collection assignment. If a student chooses to work alone, he or she must collect 30 bugs. If a student decides to work with a partner, they have to catch 40 bugs combined.

Most students in this class are aware ahead of time that they will have to capture these insects, considering the popularity of this project. That is not to say that those who do end up taking the class feel no sorrow for the insects after capturing them.

“It’s sad to think about putting them in a freezer to die or in a vial of alcohol,” senior Isabel Perez said.

Like many DHS students, ZooBot teacher Sherri Sandberg also had sympathy for these bugs when she was a college student completing her very own insect collection assignment. Even now, as a teacher, placing the students’ insects in the freezer is difficult for her. She would prefer to watch bugs, not kill them.

However, there is one fact that helps the process, not only for her, but for many students as well.

“We start this project when fall is around the corner, [so] knowing that the bugs will die when winter comes anyways helps,” Sandberg said.

She noticed that this project allowed students to become more careful observers of the bugs, and their features, which allows them to appreciate the insects more.

When students realize this, it helps them feel less like enemies of nature, which in turn helps them complete their bug project more easily.

Senior Ethan Park does not feel guilty “because bugs don’t have feelings so it’s fine.”

The project is fun for many students, who enjoy running around Davis trying to catch insects with a net. Despite the fun parts of the project, it still is difficult to find these insects.

“It has been difficult because bugs are really small and hard to see,” Park said.

HUB PHOTO/ADAM DAPKEWICZ

HUB PHOTO/MANPREET KAUR

By SHERLYN GARCIA HUB Staff

Former student Hallie Tobia’s bug collection is still on display in Sherri Sandberg’s classroom

in-depth

28 September 2018

The HUB

WORKPLACE WORRIES

Teens balance school and work

By JOEY VOSS HUB Staff

Student workers face a variety of problems in the workplace. Here are some of the most common ones students notice when working. The HUB asked Career Center coordinator Julie Clayton how you should deal with these situations when they arise.

HUB PHOTO/WILL ZIEGLER

By RAYAN TILMATINE HUB Staff

HUB PHOTOs/ADAM DAPKEWICZ

Having a job in high school can be a great way for students to not only save up money but expose themselves to the outside world.

According to Child Trends, 20 percent of high school students are employed nationwide.

College and career specialist Julie Clayton recommends part time retail or fast food jobs for students. “They know you are in school so it will not interfere with your school work,” Clayton said.

However, being employed is a huge sacrifice for some students as it adds even more stress and is a huge time commitment. “Jobs that require a lot more time to do or are far away and take a long time to commute to students shouldn’t take,” Clayton said. The career center reaches out to establishments that are interested in hiring high schoolers and they work together in finding students interested in working. The two parties work out an agreement where students get jobs in return for the businesses finding new employees excited and ready to work hard.

Senior David Tippie works at Dickey’s Barbeque three days a week from 4-9. Even with most of the afternoon and night being occupied by his work he still manages his time. “I try to get my homework done before work,” Tippie said.

Tippie admits that working this year is a lot easier than last year because his school work is less of a heavy load. “Last year I stayed up all night sometimes doing homework on days I worked,” Tippie said. He only has five periods this year and is not taking any AP classes like he did last year.

9

Senior Sean O’Hara works at YoloBerry Yogurt, both as the cashier and completing other duties.

Junior Uraib Ali works for his father at USA Tires on weekends. “Having my dad as a boss allows me to have hours that don’t interfere with school or football,” Ali said.

He plans to continue working through high school. “I would like to work at a bakery before I graduate, I like the food.”

For jobs with long hours on week nights it can be difficult to keep up with school, especially with extracurricular activitieS.

For many students during the school year, weekend jobs allow for enough time during the week to be dedicated to school and extracurriculars, while still being able to pull in an income on a weekly basis.

Sophomore Jason Henkel works at Mr. Pickle’s on weekends. “My job specifically, working weekends would be hard because of time commitment,” Henkel said.

Senior Chloe Meyer works at the Farmers

Market every Saturday as well as a pumpkin patch in October. “Work has never gotten in the way of school,” Meyer said. “I plan ahead and get all of it done before the days I work.”

Most establishments offer online job applications for students to fill out. There are also job applications in the career center for students interested in wanting to get a paycheck or work experience.

“They often text me the night before if i can work [...]It’s a little frustrating because it makes it difficult to plan my days out, yet alone be able to complete my homework when added to the fact that I have practice every day.”

-Senior Lance Prussel

WHERE IS DHS WORKING?

Davis Creamery

City of Davis Lifeguarding

Davis Diamonds

Blaze Pizza

According to Parker Johnson & Cate Scheuring, ‘20

• • •

Flexible hours Nice co-workers Fun restaurant vibe

•

50% off pizza

EXPERT’S ADVICE: “He should come up with a list of reasons why it isn’t working, and explain to the boss why these hours aren’t working and what he would want to see happen.”

“I work four days a week practically all night. I tend to be forced to do all of my homework from the week over the weekend. It’s just a constant grind while having to put a smile on my face.”

“There would be days when I felt very sluggish due to the acclimation of multiple nights with little sleep. I needed to constantly get good sleep every night to work, so I had to be in bed by 10 p.m. at the latest.”

-Senior Aby Shaw

-Senior Henry Siegler

EXPERT’S ADVICE: “They either need to work with their supervisor, or find another job if it’s causing too many problems [...] Before quitting a job, make sure you have another job lined up.”

EXPERT’S ADVICE: “You’re going to have to weigh what’s more important. This can also be a health situation as they may end up with a lack of sleep. So you need to decide what is more important.”

“The bad part [about teaching cello] was not getting a steady income. Sometimes they would skip a lesson or my payment was postponed so I didn’t know when it would come.”

-Senior John Shim

EXPERT’S ADVICE: “You need to talk to the parents and demand that there should be a payment schedule in order to remain a tutor for their child.”

According to Zach Ringer, ‘19

•

Great place to start working

•

Free ice cream

•

Fun to serve friends

•

Lots of downtime

According to Zach Callahan, ‘20

• • • •

Not much experience required Learn first aid and CPR Lots of breaks $12 per hour

According to Maya Dhond, ‘20 •

• • •

Work with kids Fun environment Active job Good for gymnasts

HUB GRAPHIC/MORGAN KONG

Learning your labor laws

By MORGAN KONG HUB Staff

Learning how to drive, receiving your first car, and getting a job in high school all go a long way towards gaining independence, heading to college, and becoming a young adult. Yet, for working teens, who often lack previous job experience and knowledge of labor laws, opportunities rise for students to be exploited by malicious managers and organizations.

Labor law attorney Matthew Eason suggests that teens who are concerned about their rights be proactive and use resources that they have access to.

“Don’t be afraid to ‘Google’. If something doesn’t seem right, run a search, but be sure

to insert the word California into it. You’d be surprised how many people have similar questions, and how much free legal advice is out there,” Eason said.

Websites like Avvo, as well as the Department of Labor, are good resources for better understanding these situations.

For example, students who work as coaches for their respective sports are sometimes required to do unpaid training before they become coaches, which can sometimes be illegal according to the U.S. Department of Labor. Senior Jonathan Li, who works at a local tennis organization, faced this problem when starting his job.

The Department of Labor’s California Occupational Safety and Health Administration (OSHA) stipulates that for training to be unpaid, “Attendance is outside of the employee’s

regular working hours; Attendance is in fact voluntary; The course, lecture, or meeting is not directly related to the employee’s job; and the employee does not perform any productive work during such attendance.”

Li, who also works at the local Carl’s Jr., also advises teens to be aware of restrictions on work hours during the school year. “[...] the weekly restriction on only working 3 hours on weekdays when school is in, and 8 hours on weekends, keep that in mind,” Li said.

Li and junior Holly McGuinness, who works as a coach at Swim America, both agree that students who are working should be careful about managing their schoolwork.

“I try to get my homework done before I work, or I wake up early and get it done before school starts,” McGuinness said.

Other possible ways for students especially to be exploited are fake internships, and accepting cash or stipends instead of wages through a payroll process.

“An internship is one in which the intern is supposed to be the ‘primary beneficiary’. It is supposed to be educational. If the internship is really primarily for the benefit of the employer, then it is just a guise to not pay wages and the student is likely being taken advantage,” Eason said.

According to Eason, cash or stipends are additional ways for employers to circumvent paying their employees, and can be a sign that employees are being cheated out of their fair pay.

“Unless it is a qualified internship, this is a common way to illegally try and circumvent the minimum wage laws,” Eason said.

10

OPINION

September 2018

Holding off on passes forces students to hold their bladders ALEENA YAROVAYA Hub staff Each teacher at DHS has a different bathroom policy. Some teachers let students use the bathroom whenever they need it, while others allow only a limited number of trips per semester. Many of these teachers will give extra credit for unused bathroom passes.

This policy is unfair as a students’ grade should not be affected by their need to use the restroom. Students will feel the need to hold their pee in in order to boost their grade.

According to a study of 4,166 teachers done by The Societies for Pediatric Urology, “88% of teachers indicated that they encourage students to hold their urine. 36% teachers had a protocol in place to encourage holding, and 67% of these protocols are rewards-and/ or consequence-based.”

This policy is seen at DHS, where students have very short breaks between classes. Most breaks between classes are only six minutes long which isn’t a sufficient amount of time to walk across campus and use the restroom, while still getting to class on time.

This week near the P- wing during snack break, there were long lines going out of the bethroom and people were seen turning away when they realized that there was no time left to use the restroom.

According to Mayo Clinic, many health problems can occur due to holding in urine

HUB

for too long, including an buildup of bacteria in the bladder, and urinary tract infections.

Clearly, holding in urine is unhealthy and should not be encouraged by teachers.

Some teachers who use limited bathroom passes have valid reasons for doing so. There are students who take advantage of bath-

GRA

PHI

C/S

ARA

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room trips to loiter in the halls and disrupt the class by leaving too many times. When students take advantage of this right, they are disrespecting the teacher and their education. However, although this can be disruptive, it is still not a valid enough reason to risk the health of a student.

The school administration needs to ban the use of bathroom passes by teachers or implement longer breaks between classes.

Using the restroom is a student’s right, not a privilege given by a teacher.

Senior spots needed for convenience and creativity MAGGIE WARREN

OPINION EDITOR

HUB PHTO/CADEN NEEL

Driving to school and not being able to get a parking spot can instantly be the start to a bad day. It’s especially hard for seniors who have a bad case of senirotis and don’t want to have to worry about the fuss of finding a spot.

Seniors should be able to have designated parking spots solely for them.

Allowing seniors to have their own parking spots would bring a sense of community to the graduating class.

Other schools let the seniors paint and design their spots, making it personalized to each student. This would be something fun and light-hearted that seniors would get to do together and it would make for a memorable senior year moment.

This is a common perk nationwide.

According to an article by the Orange County Register, seniors attending Serra Catholic High School have been decorating parking spots for 10 years. Painting the spot, “...is the first senior activity of the school year, giving the class of 2019 the chance to come together before the year officially begins.”

Seniors would be allowed to express themselves wuth humor, religoin, ethincity, artisitc talent, and more. It would be very easy to change DHS’ policies and allow students to paint their spots.

The student lot and the VMC lot are to full capacity with student’s cars.

The HUB spoke with students in Erwin Macalalad’s fourth period Integrated Math 3 class for suggestions on how to improve the school environment.

Not only could it be something for the students to enjoy but the staff as well.

According to NBConnecticut.com, Fitch High School has been letting seniors design their spots and use the money as a fundraiser. “‘It’s just been a true community builder.

They’ve even got some of the teachers excited about painting their own spots,’’ assisant principal Erin McGuire said in the article.

If the administration approved the designs before they’re put on the pavement, I don’t see the harm in letting seniors paint freely.

Plus, if seniors paid to reserve a spot it would be a win-win for both the students and adminstration.

First, it would be nice to look forward to something at the start of the school year, rather than dread all the homework and tests to come.

Second, the adminstration would make money from it. Admin could put a certain price on each parking spot.

The money could go to senior events such as prom or other school events like grad night, which costs thousands of dollars each year.

This would give the school an easy sum of money with no negative side effects.

I think it is only fair to give seniors top priority because they theoretically have been driving the longest and it is nice to know that a guaranteed parking spot is waiting.

Admin might be concerned with the idea of paint on the pavement, but if the students used water based paint, then it would be easy enough to clean.

From first hand experience, it’s stressful running a little late to school and panicking because you cannot find a spot. Senior year is already jam packed with stress; giving seniors a parking spot would be a small but ideal perk.

Showing up to school late from missing a few periods and not having a parking spot is frustrating because it leaves the senior to

have to park elsewhere down the street.

Parking is especially hard on Wednesdays because it’s late start, so the majority of students come to school at the same time.

Most seniors have less periods than underclassmen. If a senior has a free first period, then they automatically show up to school later than everyone else, running the risk of not finding a spot.

Towards the end of year, it is especially hard to get a parking spot. Sophomores start to get their licenses, and the numbers of spots available dwindle. At the beginning of the year parking is easy and effortless, whereas in the springtime, it’s almost impossible to find a spot even if you’re 15 minutes too late.

DHS has a small parking lot specifically owned by the school where students park.

On the other side of the school, a lot of students park in the Veterans Memorial Center (VMC), which is owned by the city of Davis.

If the school agreed to reserve half or all of the small parking lot to seniors and their own spots, it would give many seniors a coveted perk.

There will still be plenty of spots left over.

The senior class is only about one third of the school’s population and not every student drives.

Sophomores and juniors would be able to park in the VMC lot or on the street.

Additionally, seniors often have younger siblings or neighbors they carpool to school with; so it’s like underclassmen are getting the spot too.

Letting seniors have their own parking spots has no negatives.

It would make the school money, allow students to express themselves and have an activity that seniors can look back on and have it be a favorite high school memory.

OPINION

The HUB

11

The issue with Kavanaugh

Get a job!

RAYAN TILMATINE

Brett Kavanaugh being sworn as White House Staff Secretary in 2006 under President Bush.

#TimesUp for troubled nominee big part of his true character and ability to make just decisions.

According to Jaydip Sarkar from the Institute of Mental Health, “several mental health issues underlie sexual violence and offending, particularly rape.”

Kavanaugh may have a underlying mental health problem that would not have been shown if Ford had not come forward about Kavanaugh’s past actions.

Sexual assault is a criminal offense and those who commit this crime are labeled “sexual offenders.” While Kavanaugh is not facing criminal trial for his actions, only senate hearings, if Kavanaugh were found guilty of his alleged actions in a criminal case, he would be put on a list of sexual offenders and would not be trusted again, especially by the United States government.

In addition, Kavanaugh’s alleged sexual assault of Ford shows that he does not respect women. As more women in govern-

Lindsey su Hub staff

President Trump’s nominee for the Supreme Court, Brett Kavanaugh, has been accused of sexually assault by former classmate Christina Ford when they were in high school. Before Ford’s allegations, Kavanaugh was almost guaranteed to get a spot on the Supreme Court. Now, some aren’t so sure.

The Senate should take Kavanaugh’s past actions into consideration when deciding whether he should join the Supreme Court or not.

Specifically for Kavanaugh, whose career is centered around making important decisions, an action like sexual assault shows a

ment begin to be seen as equal, all people need to value and respect the opinions of women.

Some argue that Kavanaugh’s past should not define who he is because he has changed and is a good man that does not show signs of a rapist.

However, the University of Michigan states,”there is no typical profile of a rapist.

This is why it is good to focus on that person’s behavior instead of who they are in their community.”

Although Brett Kavanaugh seems like another other person, if he is guilty of sexual assault, he will be a sexual offender.

Those who have commited a crime as serious as sexual assault should not be trusted to make important decisions for our country.

Don’t be haunted by high school The Yearbook Excerpts

Talullah Manghise

Few high schools students take the time to consider the long term repercussions of their behavior. Parents and teachers alike tell us to “make good choices,” but the majority of us rarely think twice before pressing “send.”

But, with numerous allegations of sexual misconduct against Supreme Court nominee Brett Kavanaugh monopolizing today’s headlines, high school students everywhere would do well to contemplate the impact which their words and actions might have in the future.

In this era of interconnectivity, personal privacy is rapidly becoming a thing of the past.

Everything we say or do is recorded and can be shared with both friends and strangers.

Would you want your parents to see your posts, tweets, and texts? Your teachers? A future employer? Probably not, especially if your future as a Supreme Court justice was on the line.

This week, Kavanaugh’s high school yearbook page and calendar surfaced, casting further doubts on his confirmation.

On his senior yearbook page, Kavanaugh boldly pronounces his affiliation with the “Keg City Club,” whose motto was “100

Questions? Comments?

Concerns? Write a letter!

The HUB appreciates its readers and enjoys hearing feedback. To write us a letter, submit to Room L-28 or email us at bluedevilhub.com@gmail.com.

Your opinion matters!

The HUB 315 W. 14th St. Davis, CA 95616

The HUB Policy The HUB is written, edited and designed by members of the DHS HUB class. It is a non-profit publication paid for by advertisements, subscriptions and donations. The HUB was established as an open forum of student ideas and expression. Our content reflects the interests and ideas of students but not necessarily those of the DHS administration and faculty. Staff opinions are the majority opinion of The HUB staff. This publication is not subject to prior review. The administration of DHS should not be held responsible for The HUB’s content.

“Landon Rocks and Bowling Alley Assault --What a Night” “Georgetown vs Louisville--Who Won, Anyway?”

“100 Kegs or Bust” “Renate Alumnius”

SOURCE/CREATIVE COMMONS

There comes a time in all students’ lives where their parents tell them: “you need to get a job.”

And Davis teens have gotten the message. In a lot of businesses, you’ll witness a student at the cash register or in the kitchen washing dishes.

Students who are employed are making the right decision, as they are setting themselves up for a better future.

According to the U.S, Census, more than one in four high school students have a job, which is more than 3 million workers nationwide.

Jobs can be beneficial, as they provide both a wage and experience as an employee that may be useful in the future. Yet, it is true that there are some negative aspects to working while in school.

Teens are under constant pressure during high school and a job may add more stress that may be difficult to cope with.

According to sciencedirect.com, students who work more than 20 hours a week are more likely to be absent from school and have grades that are substantially lower than peers. Additionally, studies have highlighted that working more than 20 hours can cause an increase in drug and alcohol misuse.

Another concern is the student may be taken advantage of due to inexperience and naivete. This can lead to employers treating their employees unfairly and exploiting them by not giving them their pay or giving them excessive hours.

Students with jobs may experience their parents making them pay for things such as gas or part of their tuition, which they may not have had to do before they got a job.

It is fair to criticize the idea of students being employed while in school, but there are a fair amount of benefits.

A part-time job allows students to have a broader perspective of their surroundings, and they have an opportunity to mix with people that they wouldn’t usually be in contact with. Meeting new people is an eye-opener to many people, exposing them to cultures and hobbies they did not know about before.

Being employed is also a self-esteem booster, as a student can feel empowered and accomplished when being hired. It also allows students to have a sense of independence because they no longer depend on their parents.

Students with a job can spend money on things they want to without having to worry about the guilt they might feel from using their parent’s money. Plus, the parents might feel a sense of relief knowing that their kid is able to take care of themselves.

Thirdly, working teaches important life skills, such as how to problem solve and fix conflicts. It gives students great work experience and improves the look of their resumes. It also provides the student with networking, as employers can have connections with others, allowing students to find more opportunities. Going to work often allows students to develop time-management skills, which develops a sense of responsibility.

Finally, high school students who make their own money tend to appreciate it more, realizing that money needs to be earned.

Additionally, students who make their own money get early experience in budgeting and managing money.

The benefits of being employed as a high schooler trumps the negative aspects of it, as it allows the student to improve as a member of society and prepare for their future.

SOURCE/CREATIVE COMMONS

Hub staff

“Have you boofed yet?”

“Beach week Ralph Club--Biggest Contributor” Kavanaugh’s offical photo contrasts with evidence of his high school partying.

Kegs or Bust” and the “Renate Alumnius,” a group of Georgetown Prep students who all claim to have had intimate relations with a local female student.

While these references may seem innocuous at first glance, they reveal a cavalier attitude and blatant disrespect for women. His proud association with the aforementioned groups, whose primary activities are heavy drinking and female conquest, shed light on who Brett Kavanaugh truly is-- or at least who he was during his high school years.

Let’s face it-- no one survives adolescence

without one or two embarrassing, cringeworthy moments, but the everyday records of our life paint a portrait of who we are inside.

Considering the level of scrutiny being levied against Kavanaugh, students should think twice about the content of their social media accounts and their public profiles.

Past actions matter for everyone, not just Supreme Court candidates.

Print Editor-in-Chief: Molly Burke

Web News Editor: Claire Stevens

Copy Editor: JuJu Miyamoto

Web Sports Editor: Rayan Tilmatine

News Editor: Kate Macauley

Web Features/Culture Editor: Saebean Yi

People Editor: Aleena Yarovaya

Social Media: Auden Marsh-Armstrong

Op-Ed Editor: Maggie Warren

Multimedia Video: Lili Ma

Clubs/Academics: Talullah Manghise

Multimedia/Social Media Editor-in-Chief: Tess

Culture Editor: Sherlyn Garcia

McIntyre

Sports Editors: Gabe Lee

Spoke: Viktoria Anderson

In-Depth Editor: Lindsey Su

Business Managers: Lucille Fineberg, Jalen Rosario,

Spotlight Editor: Molly Burke

Daniel Ruiz-Jimenez, Erin Benedict, Isabella Stein

Art Director: Morgan Kong

Reporters: Jaspreet Baath, Averi Brayton, Jenna Dyer,

Graphic Artists: Amy(Qinhan) Ding, Sarah Carney

Paige Ochoa, Jayke Sommers, Joey Voss

Photo Editor: Manpreet Kaur

Adviser: Kelly Wilkerson

Photographers: Will Ziegler, Caden Neel, Lauren Limburg, Adam Dapkewicz, Elle Motekaitis, Emily Perry, Billy Easton, Gia Fanucchi Web Editor-in-Chief: Annie Mitchell Web Copy Editor: Hannah Cho

12

28 September 2018

HUB GRAPHIC/MORGAN KONG

livin’ la vida mocha

CULTURE

TREND

Caffeine consumers crave daily energy boosts

By SAEBEAN YI HUB Staff The National Council on Strength and Fitness reports that caffeine intake among children and teens has increased by 70 percent in the past 30 years.

As a result, it is no surprise that students can be seen holding a coffee cup or bottle on DHS campus.

Social studies teacher Michael Kanna serves coffee to his students and other staff members every morning.

“I started giving students coffee [after] some students asked me if they could have some,” Kanna said. “It makes them less tired during class.”

Kanna says that only a fraction of his students, around five, drink his coffee every morning.

Nevertheless, caffeine is a daily habit for many students. This is the case for junior Selam Carver, who drinks at least three cups of coffee every day, equivalent to more than 300 mg of caffeine.

“I started drinking coffee because I would have a hard time waking up in the morning,” Carver said. What started as a solution to starting her day on the right foot, has evolved into a catalyst for her everyday life.

“I used to have a hard time focusing in my first four classes,” Carver said. “But after [drinking] coffee, I’m able to focus throughout the whole day.”

While she does not quite consider it an addiction, Carver does consider coffee a necessity.

However, not all students consume caffeine for the same reasons.

Junior Aleksandar Jeremic, who has decided to stop drinking caffeine as of this year, drank energy drinks such as Red Bull only during his ski season.

“Usually, before a ski race, I drank one Red Bull to calm myself and get pre-

pared for the race,” Jeremic said. “It [also] lets me feel more alive because during ski season, I had to wake up really early.”

“I don’t see caffeine as a necessity, honestly,” he said. However, he does acknowledge caffeine has given him an advantage in certain situations.

Senior Kia Afzali drinks coffee for no reason other than its taste. “I only started drinking coffee because it just tastes good,” Afzali said.

Afzali also states he has a high tolerance to caffeine. “So there’s really no benefits and I don’t need it,” Afzali said.

Whether students consider caffeine a necessity or not, many worry about the dangers it poses to growing adolescents.

More research from the National Council of Strength & Fitness suggests caffeine can have a “negative effect on sleeping patterns.” In turn, it may affect teens’ growth and development due to lack of sleep.

However, caffeine itself isn’t very dangerous. According to the University Health Service from the University of Michigan, a moderate dose of caffeine, has no “long-term detrimental effects.”

Kanna agrees. “One or two cups of coffee has no real health problems. Honestly, [coffee] probably has more neurological benefits at that little [of a dose].”

Still, Jeremic has decided to cut caffeinated beverages from his life. The reason doesn’t revolve around the caffeine, but rather the other ingredients in his Red Bull.

“Red Bull tasted good, but it isn’t very healthy,” Jeremic said. He adds that the Red Bull had too many sugars and other unhealthy ingredients.

On the other hand, Carver plans to continue drinking coffee. “I don’t see why not to,” Carver said. “[Coffee] isn’t really unhealthy [and] I like the taste of it.”

Afzali agrees. Afzali plans to continue drinking his daily cup of joe just as he has been for the past five years.

ARTIST OF THE MONTH

By HANNAH CHO HUB Staff

For junior Janine Tsai, Instagram is a portfolio of her artwork.

“I don’t post [my work] online for likes or publicity,” Tsai said. “It’s more of a way for me to keep track of what I do so I can look back on what I did and when.”

Tsai enjoys experimenting with a wide spectrum of art mediums.

“In my free time, I mainly doodle and sketch still life,” Tsai said. “But I also really like watercolor. It’s really free to work with, you know? You can mess up a little, but it still ends up looking cool when you see the way the water bleeds out.”

She attributes her love and talent for drawing and painting to her parents.

“When I was 6, I used to draw a lot and my parents would always encourage me and buy me art supplies,” Tsai said.

With her early artwork, she struggled with perfecting her pieces and became frustrated when her cartoon characters turned out completely differently from what she had wanted.

After a year or two of practice, however, Tsai got better. “I could finally enjoy the things I drew,” Tsai said.

“I think being able to get satisfaction from my work was really important in maintaining my love for drawing,” Tsai said. “Because

I [enjoy my work], I can finally relieve my stress through drawing and looking at my outcomes.”

Tsai’s favorite part about art is its lack of boundaries and restrictions.

“Art is something you don’t have to stress about—it’s really nice. You can honestly do whatever you want with it,” Tsai said. “People have glue guns on a canvas, people can put grass and sticks together and call it art.

Art can be anything; it doesn’t always have to be on paper.”

In addition to posting her art online, Tsai also recently developed a portfolio for her AP Art Studio class. According to Tsai, putting together the portfolio was a chance for her to compile her best work and look back on her experiences with art.

“My favorite piece is the one I did of my dog,” Tsai said. “It wasn’t really a fancy drawing—just a simple sketch with colored pencils—but I spent a lot of time on it and it ended up looking pretty detailed and real.”

While she loves creating art and sharing art, Tsai does not think it will be part of her future.

“I don’t see myself pursuing it as a fulltime career, because I have other interests too that I take more seriously,” Tsai said. “I will definitely enjoy [art] as a hobby, though.

I know I will always keep that as part of my life.”

HUB PHOTO/WILL ZIEGLER

The world of art through Janine Tsai’s

Junior Janine Tsai plans to pursue art as a hobby for the rest of her life, though not as a career.

The HUB

COURTESY PHOTO/SALAMA FAMILY

MAN OF THE WORLD

Alix Salama visits Dublin during his travels around the world. He left the Gaza Strip this summer and is now enrolled at DHS.

13

TRAVEL

Salama returns to U.S. from Middle East

By CLARA AULT HUB Staff

Four months and nine days ago, senior Alix Salama was trapped on the border of Palestine and Egypt, trying to leave his home of six years, the Gaza Strip.

Located in between Israel and Egypt, the Gaza Strip is home to 1.816 million people and is roughly the size of Bakersfield, California.

“It’s like fitting 120,000 people in Davis,” Salama said.

Salama was born in Fresno, California, but his family moved to Gaza at the end of fifth grade when his grandmother got sick. She passed away a few years after they arrived, but they decided to stay because they fell in love with the people and culture.

The move back to the U.S. was initiated by Alix’s older sister, Hannah, who was accepted to UC Davis as a biochemistry major. The family decided that they didn’t want to be continents apart.

Unfortunately, exiting Gaza is an extremely difficult process because there is a blockade on all sides of the territory. This was put up by Egypt and Israel when Hamas, a militant Islamist group, was elected to govern Gaza in 2014. The Egyptian and Israeli governments wanted to restrict who came in and out of Gaza because they view Hamas as a terrorist group.

It is practically impossible to leave Gaza legally if you are a citizen of Gaza. The Salamas are residents of the U.S., but there is still only one way to leave: a gate on the Egypt border that opens once every month. To depart Gaza that way, you must sign up on to be put on a waiting list with as many as 15,000 people. It usually takes up to six months to get off that list and be able to leave.

In November 2017, the Salamas put their names on the list. The names of those who can leave is published on the Egyptian government’s website every day, giving approximately eight hours notice before people need to be at the border. Salama’s father checked the page every morning for six months at around 4 a.m. to see if his family had made

the list.

However, on May 18, about six months after the family signed up, Salama’s father did not check. He decided to look that day at around noon “just for fun” Salama said.

To their horror, they had made the list.

If one makes the list but does not see his or her name, it is too late. They forfeit their spot and have to sign up again, only to wait another six months.

The Salamas were devastated.

A stroke of luck saved them. The Egyptian government decided to send everyone who had been on that day’s list home and have them come back the next morning. No one would know that they had not shown up.

They packed their bags, and left at around 2 in the morning on May 19. Once arriving at the gate, they waited for about eight hours in line before they made it to one of three security checkpoints.

At the second checkpoint, to the Salama’s confusion, people stopped being allowed through.

Since, they could not go back to Gaza or out to Egypt, Salama and his family were trapped in a tiny building.

“It was like a really, really bad airport terminal with lots of trash and packed with over 500 people,” Salama said.

He described it as “the worst night of my life.”

The Salamas spent more than 32 sleepless hours at the security checkpoint before the Egyptian government decided to let people cross the border. They passed the third checkpoint, and were immediately shuttled to the Egyptian airport where they boarded a plane to Turkey.

The family traveled for a couple of days in Turkey and finally landed on American soil on May 23. They spent some time in Los Angeles, and made their final move to Davis on July 25.

Despite Gaza’s uneasy political situation, Salama misses the culture and customs of his former home dearly. “[I] especially [miss] the food. American falafels suck,” Salama said.

EXTRACURRICULARS

After school commitments take away from family time Junior Mingyo Son is part of the robotics team. When her sister turned 23 and had a birthday party with all of her family to celebrate, she had to miss out on the party.

It was “build season” and Son felt like she couldn’t skip out to go to a social event.

Son spends two days a week at robotics until it’s build season, when robots are built for the competition. Then, she spends a minimum of 21 hours a week at school building robots.

Son has mixed feelings about the situation. “I’m upset that I can’t spend as much time as I used to with my family,” Son said.

Extracurriculars are a large part of the average high school student’s life. Some extracurriculars require a lot of time outside of school, which may take away from the time a student spends with their family.

Robotics requires a large time commitment, and even though Son does not spend the same amount of time with her family as she used to, she values the moments she does.

“They are the people that love me the most and care the most and I cherish the moments I spend with them,” Son said.

Sports can also take a toll on family relationships.

Junior Cariappa Kodira is involved in many things outside of school. “My extracurriculars require me to volunteer a lot so most of the time I’m outside of home doing whatever is needed [so] I’m not able to spend as much time with my family as i’d like to which is kind of a bummer. Usually I miss out on meals, like if we’re getting

HUB PHOTO/MANPREET KAUR

By MANPREET KAUR HUB Staff

Junior Mingyo Son makes her way to robotics after school. The activity requires a lot of time, taking away from her family and social life.

together for a family dinner, I’ll miss out on that, also if we have a family game night I’ll miss those as well,” Kodira said.

Junior Abby Lo missed out on a family wedding because of the Stanford Invitational track meet. She had to spend the entire day at Stanford where she competed in long jump and triple jumps.

Lo’s grandparents flew from Taiwan so the whole family could be at her aunt’s wedding.

“It was hard trying to decide between going to the event, but I talked to my aunt and she convinced me to go to the meet,” Lo said.

It’s not just the big events that are affected.

Sometimes track meets can get in the way of Lo’s family dinners but her family tries to adjust their schedule as much as possible so they can all eat dinner together.

As a result, Lo never misses out on eating dinner with her family. It helps that she and

her brother participate in sports during the same season and so both are usually coming home later than their usual dinner time.

As a solution, Lo’s parents moved dinner later than they would normally eat so they can spend time with their kids.

For others, time is taken away from them due to many things other than sports. Junior Alondra Franco works at Safeway when she can. Along with this she also participates in sports such as a competitive dance team and the dance team at DHS. Keeping up with school, sports, a job and a social life limits the amount of time she gets to spend with her family. “Since I drive myself now, I only see my family for 5 minutes and it’s usually at night so they fall asleep (soon after). We have dinner together sometimes but I’ve been getting kind of used to it because that is how I’ve been living

lately. But I feel like I see my family enough,” Franco said.

Math teacher Erwin Macalalad also participated in sports when he was in high school.

After two hours of practice, Macalalad would stay and play tennis for a while and then drive home for dinner.

Macalalad’s parents were usually busy with work but before he started tennis he spent a lot of time with his siblings.

Macalalad believes that it is important to talk with family about what’s happening at school so they can stay up to date on your school life. However, he believes extracurriculars are also important.

“Students should do stuff outside of family because you only go to high school once and forming bonds outside of family is also important,” Macalalad said.

sports

16

COURTESY PHOTO/WAYNE PHOTO/BROWNTILCOCK FAMILY

rocky road to pe credit Junior Quinn Brown competitively rock climbs outside of school but the sport doesn’t qualify for for the Independent Lifetime Sports class.

Students explore alternatives to school PE

By AUDEN MARSH-ARMSTRONG AND JENNA DYER HUB Staff DHS offers many different courses that students can take instead of a traditional physical education classes to attain the same credits. Some of these courses include Independent Lifetime Sports , weightlifting, online P.E and dance.

Many students are happy with the plethora of different P.E. options provided.

Junior William Phillips believes the school is very accommodating of different types of students.. “DHS offers dance to newcomers and actual dancers [and] weightlifting to those who want to get stronger, and those who want to lift,” Philips said.

“Choosing a PE class is based off your opinion because some people play sports and need ILS while others just want to finish the requirements,” junior Ashish Singh said.

Despite varying alternatives being offered, some students still prefer taking a regular PE class.

“I enjoyed PE. It was a very fun class and

I met a lot of great people,” Singh said.

Many students do not know about all of the PE alternatives. “DHS P.E. offers are good [...], just not publicized,” Phillips said. “Newcomers in Davis have no clue in the subject matter. And I don’t think that’s too good.,” Singh was one of those who didn’t know what was offered. “When I heard about the dance class it was already halfway past my sophomore year,” Singh said.

Junior Livia Berman took the dance class her sophomore year. She liked the class and recommends it to other sophomores. “It’s more of a fun class and a way to fulfill credits without having to do the typical PE activities,” Berman said.

Berman says she would “100 percent” take the class again as opposed to taking a regular PE class if she had a choice. “I don’t like to run and stuff; it’s not my thing,” Berman said.

Phillips took three different PE options his sophomore year: PE, Weightlifting, and used volleyball to get extra credits for PE from his teacher, Julie Crawford. With his extra credits from volleyball, Phillips finished with a 109 percent grade in the class.

Another popular P.E. alternative is online P.E. This course presents an opportunity for students who are unable to obtain the necessary credits through a DHS sport and are uninterested in a P.E. class.

Junior Quinn Brown competes in rock climbing competitively outside of school and met half of his PE necessities sophomore year, competing on the men’s water polo team.

“I decided that online P.E. was a better option if I wanted to keep climbing,” Brown said.

“It’s super convenient and a good way to get your credits if you don’t have time to play an ILS sport on top of another sport,” Brown said.

However, for students who are heavily involved in extracurricular activities, including a sport outside of school, online P.E. presents an extra burden.

Junior Kyle Moeller, a competitive gymnast, finds the online P.E. course to be difficult to complete when playing a sport outside of school.

“The online class is incredibly difficult with academic tests, fitness tests, fitness programs, and a final exam,” Moeller said.

TEAMS

DAY IN THE LIFE

A long day is typical for AD

Field hockey changes at the top

By MOLLY BURKE Print Editor-in-Chief

By WILL ZIEGLER AND ISABELLA STEIN HUB Staff HUB PHOTO/CADEN NEEL

The women’s varsity field hockey coach was replaced on Sept. 17 by Doug Mentink.

Athletic director Jeff Lorenson declined to comment on whether former coach Sandie Marotti-Huckins resigned or was terminated.

Marotti-Huckins was contacted, but declined to comment.

Several players, who asked to remain anonymous, alleged that the coach was fired.

Although the teammates were prohibited from providing specifics, those interviewed said a factor was the fact that Marotti-Huckins had been talking negatively about players’ bodies.

After Marotti-Huckins’ leave, the team has continued to practice under Mentink, the father of goalie Emily Mentink.

“A lot of girls go to practice happier and feeling more safe,” one player said.

Several other players alleged that when problems arose, they went to coach Marotti-Huckins to try to work it out. However, they said that talking with her did not change any of the current problems.

The conflict came to light in an unusual way. According to some players, the team collaborated on a letter to the district using their school google accounts. The letter detailed their grievances, but before it was sent, it was flagged as a concern due to language in the letter. The players had alleged in the letter that one player was called a term used to mock people with intellectual disabilities.

District officials read the letter after seeing it was addressed to them. Then, students were called into Lorenson’s office to start an investigation into the situation.

“I do feel some type of guilt, because she has helped the team grow and become

“I feel stuck because online PE is really my only option.”

With Moeller’s busy schedule including school, music, robotics, a UC Davis internship, as well as 16 hours a week of gymnastics, he finds that there is no extra time to do a sport for DHS. Both Moeller and Brown agree that the online class is rather time consuming.

Under district rules, it states that “the governing board of a school district may exempt any senior high school pupil from attending courses of physical education, if the pupil is engaged in a regular schoolsponsored interscholastic program on wholly or partially after regular school hours.”

DHS Athletic Director, Jeff Lorenson said,“interscholastic athletic program, means that the team competes against other schools [in our league].”

“We are not permitted to offer ILS to students that are participating in activities that are not school sponsored,” Lorenson said.

Newly appoint women’s field hockey coach Doug Mentink addresses his team at Wednesday’s game stronger as a whole. We tried to solve the problem a different way but that didn’t fix the problem. We wish it could’ve gone differently,” a player said.

Alumni Shekinah Prewett, who played on the team last year, asserts that Marotti-Huckins was “the best coach [she’s] ever had.”

“She loved the game and she loved to win and she pushed us to our greatest potential,” Prewett said.

Players are now ready to focus on the coming season and move on from the coaching change.

“I already have way better energy since she’s been gone, I feel like the team has been released and we’re not sure what to do with ourselves quite yet. We’re just working on buckling down and getting fo-

cused so we can come together and work hard,” junior Molly Nichols said.

“We don’t want to focus on the past but instead look forward and focus on improving with new, positive leadership,” another player said.

Lorenson said that the season’s schedule will remain the same and the team will continue to work hard to do well in the league.

“Coach Mentink has been a part of the field hockey program for many years and is excited and prepared to lead the program.

While transitions that occur mid-season can be difficult, we are committed to making it as least disruptive as possible for players and families,” Lorenson said.

Early mornings and late nights are common for Jeff Lorenson, the DHS athletic director. On a typical day, he will arrive at the high school at 7 a.m., and will not leave until 7 p.m. or later.

“Any given day, a curveball comes,” Lorenson said, and no day ever presents the same problems.

Lorenson says one of the greatest issues in his job is finding funding for the myriad of athletic programs at DHS. About half of the Athletic Department’s million-dollar budget comes from fundraising. However, he said,“while it’s a challenge, it is a challenge that we seemingly continue to meet and overcome.”

Another challenge he faces is not having “knee-jerk” reactions while trying to address urgent situations.

However, years of experience

LORENSON

14

sports

28 September 2018

LORENSON

PROFILE

HUB PHOTO/MANPREET KAUR

continued from page 16

For more sports every day visit

BlueDevilHUB.com

Junior Urszulka Hunter performs in a group skating routine, though she now only competes in individual competitions.

Eat. Sleep. Skate. Repeat.

By AVERI BRAYTON HUB Staff Junior Urszulka Hunter started ice skating when she was 6. She spent her early childhood waking up at sunrise and driving to the skating rink in Vacaville, San Francisco or Roseville to practice.

Hunter always puts skating first; she has missed school for competitions but has been able to maintain steady grades and save time for studying.

“I remember hating waking up at 5 a.m to get to the rink by 5:30, but now I am glad I pushed through because I would not be where I am today in skating if I had not worked hard every morning,” Hunter said.

For most students at DHS, college is the next step after graduation. But for Hunter, it is a different story.

“I am hoping that during my gap year I can find my way to a team, so that I

can skate internationally,” Hunter says.

“I love to skate, so I love that I am able to skate almost every day,” Hunter said.

Hunter practices every day except Friday. She often commutes to the Bay Area.

“With a long commute, it makes it difficult to juggle school work and practice,” Hunter said. She occasionally misses class due to competitions.

Before she skated individually, Hunter skated with a competition team. “I loved skating with my team, but now I am focusing on my individual skills,” Hunter said.

Hunter also says her axel jumps have been improving over the course of the year.

“As long as I keep working hard, I think I can improve a lot by the time I graduate,” Hunter said.

Her coach Chris Kinsey agreed. “With the hard work and dedication that Urszulka shows, she has potential to go far in the skating world.”

Hunter is grateful to have such a strong

coaching staff. “I would be nowhere without my coaching staff. They help me so much and push me to be my best.”

Coach Michael Dimalanta believes that Hunter has improved over the last few years. “She’s a very great athlete who is passionate about her sport. There’s no surprise that she has aspirations to skate at the national level.”

Not only are her coaches impressed with her, but her friends are proud too.

Junior Ella Simmons is a friend of Hunter, and she never knew Hunter to not be skating. “She is always going to practice or a competition, and over the summer she is gone for a couple weeks to train in Ohio.”

Hunter never has an off season. During the summer she travels to Miami University (Ohio) and a variety of other schools to practice and train with other coaches.

“Skating has taught me to love traveling s and making new friends,” said Hunter. f t w p

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HUB GRAPHIC/MORGAN KONG

in the field of athletic administration have helped Lorenson deal with the challenges of the job.

Lorenson’s path to becoming an athletic director was not entirely linear. Coming out of college, he originally wanted to be a college basketball coach.

However, after moving from Minnesota to California, he found another career in athletics administration. “Once you get out into the real world, you kind of just fall into place sometimes,” Lorenson said.

He worked at various schools implementing athletic programs, improving P.E. departments, and serving as an athletics director. He also got a Master’s Degree in athletic administration before joining the staff of Davis High.

As the athletic director, there is much more to the job than overseeing the athletic programs. He also oversees the facilities on campus, sits on school committees, and helps organize the graduation ceremony in the spring.

He considers himself one part of the team that helps DHS athletics run smoothly.

His recent improvements to the athletics department include adding another men’s soccer team and renovating multiple athletic facilities. Additionally, he acknowledges that the overall community support has helped him build a strong athletic department.

Lorenson also considers attending athletic events to be a very important part of his job.

Lorenson has made it his goal to attend at least two games for each team at DHS, which can be difficult when many of the school’s 78 teams share the same season.

He often finds himself commuting from Davis to the greater Sacramento area in order to attend games, as well as commuting to Lodi to attend meetings at the section office.

Though his job is time-consuming, he still makes sure to find time to relax with his family and keep up with his favorite hobbies.

In his free time, Lorenson enjoys spending time with his children, 5-year-old Jaxon and 9-year-old Kalynn, as well as his wife, Christi. He also loves to get in an early round of golf on Sundays.

Although his schedule is hectic and his job can be challenging, Lorenson has found his calling, saying, “There’s lots of late nights and early mornings, but it tends to be surrounded by some kind of contest, or tournament, or game, which I enjoy.”

Lorenson also emphasizes the importance of athletics.

“I’ve probably learned the most about life playing a sport.”

COURTESY PHOTO/JEFF LANCASTER

Athletic Director Jeff Lorenson

TEAMS

Play-by-play

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WOMEN’S WATER POLO t Coach: Doug Wright Regular Season The women’s water polo team is off to a hot start with an early 9-3 record. Standout seniors Brooke Doten and Emily Blackwell are leading the charge. Blackwell has contributed both in the cage and in the field and will play next year at Stanford. Doten spearheads the Davis attack as leading scorer with fellow senior Avery Warhover contributing on the offensive end. “The three of them {Warhover, Blackwell, and Doten} have definitely been the leading seniors,” Wright said. The team has also pulled up three freshmen: Maddie Walker, Lindsay Taylor, and Alyssa Waterson. “It definitely looks like we are the favorites right now for a section title but we have to play well and keep training the next six weeks,” Wright said.

CROSS COUNTRY Coach: Bill Gregg Regular Season The cross country team has started the season strong and is planning to be at their best come playoff time. The early season has been littered with strong performances as sophomore Ansel Tucker finished first on Wednesday’s varsity men’s competition. In addition, senior captain Ruthie Mitchell has been dominant in the women’s varsity divison with a number of strong races in the past weeks. “The season has been great and the meets have gone pretty well. We are building for November,” assistant coach Tim Groth said. “Even if we have some bumps and bruises in September we get better and run well come playoffs.”

The HUB

15

PEOPLE

From ice to field, Schuler sticks to hockey

Sophomore Will Schuler is the manager for the women’s JV field hockey team, but he’d like to be on the field instead of on the sidelines. However, at DHS field hockey is a women’s-only sport.

“I just made the switch from ice [hockey] to field hockey,” said Shuler. He has been practicing with both JV and varsity so far this season. “it has been a big transition but I believe I am doing my best.” said Schuler.

Schuler grew up in Massachusetts and played a lot of hockey and lacrosse. He played on many hockey teams from town teams to AAA which is the highest level for youth competition in hockey.

In Massachusetts, he played for Shrewsbury hockey, 495 Stars, and the Jr. Crusaders. When he moved to California he found himself playing in Vacaville for the Jets. He only played for a year and a half more until leaving the sport.

Schuler has now been playing field hockey for a month and a half now.

Other high schools in the local area also do not have a men’s field hockey team for Schuler to compete against. For Schuler to compete, he would have to join a club.

“I have been talking to the coach up in Yuba City about playing in a men’s program” said Schuler. But for now, he is on the high school team.

Despite his work ethic, Shuler is not allowed to compete in actual games.

“It is a shame (that there is no men’s

HUB PHOTO/GIA FANUCCHI

By JAYKE SOMMERS HUB Staff

While he is not coaching high school water polo, Nick Abplanalp can be found at the Schaal Aquatic Center coaching goalies for the Davis Water Polo Club. field hockey team) because it is such a great sport but I will do what I have to do to play,” Shuler said. “There will always be traveling involved to play.”

One of Schuler’s JV teammates, Ella

Helge thinks that it might be a good idea to have a men’s field hockey team. “(On the women’s team) he seems to enjoy it,” said Helge.

There are also other sports that are

gender specific. Football only has a men’s team, for example.

For now Shuler will keep on practicing on the women’s JV team and strive to get better during this season.

FEATURE

Per tradition, roster spots on high school varsity teams have been reserved for upperclassmen athletes who have spent tireless hours at the field or in the gym working hard just to make the team and potentially be a starter.

Today however, times have changed as more underclassmen are being pulled up onto the varsity squads —especially athletes at DHS. “Underclassmen need to know that it is a blessing...to make varsity as an underclassmen,” junior Cate Scheuring said.

Last spring as a sophomore, Scheuring was one of the few underclassmen to play for the varsity women’s lacrosse team.

“It’s definitely a small fish in a big pond situation. As soon as you’re moved up to varsity you’re like, wow, I actually have to work outside of practice and stay focused at practice, stay disciplined and get there early if I really want to do well,” Scheuring said.

Surrounded by older and more experienced players, Scheuring matured more as both an athlete and a player, all while learning the importance of hard work.

“I always thought that senior year was like a victory lap, a relaxed season, but all the seniors worked harder than anyone else on the team,” Scheuring said.

Junior Josh Catacutan made the varsity baseball team last year as a sophomore.

“I was a little bit intimidated at first because the speed of the game is a whole new level, but I was also excited for the opportunity and the chance to help the team,” Catacutan said. “Last year’s team was loaded with Division 1 talent. My job was to get on base, and set the table for the top of the order.”

Catacutan was able to get his job done, ending the season with a batting average of .333 and on base percentage of .462.

Catacutan’s baseball knowledge and maturity increased because of his exposure to

more experienced ball players, as the only underclassman to hold a roster spot for the whole season.

“I was treated pretty well as an underclassmen. The only negative was that I didn’t get to choose my walk up song so it was all Justin Bieber,” Catacutan said.

Sophomore Puck Reusken, starter on the varsity field hockey team this fall season, is thankful for her spot on the varsity squad.

She is grateful not just for the experience at the higher level, but for the fact that she gets to make even stronger friendships with her teammates.

“I was already really close with girls that were playing on varsity so I was just lucky to have an extra year with them,” Reusken said.

Sophomore Jordan Zuniga made the varsity softball team last year as a freshman and agrees with Reusken’s point of view.

Because she was a freshman and was still attending classes at Holmes Junior High, Zuniga enjoyed playing with and getting to know the older girls at the high school, no matter how scary the first couple of practices were.

“I would tell new underclassmen just starting with their varsity team not to hold back their ability to play the game,” Zuniga said. “There is no harm throwing yourself out there because you can become really good friends with the upperclassmen which makes the whole experience just way more fun.”

Head softball coach Lyn Christopulos knew Zuniga would only bring positive energy and natural athletic ability to his varsity team.

“Pulling up an underclassmen, you have to realize that they might be a great athlete but from a maturation standpoint, they might not be ready to be teammate of somebody who is a senior, someone who has just been around longer,” Christopulos said. “Jordan happened to have both athleticism and maturity.”

In order to align the CIF Sac Joaquin Section with the rest of California, all 225 member schools in the section, including

HUB GRAPHIC/SARAH CARNEY

By PAIGE OCHOA HUB Staff

HUB PHOTO/AVA MCCRAY

Underclassmen pulled up to varsity

Sophomore Owen Dulcich launches off the starting blocks in a league meet against Franklin and Elk Grove.

DHS, are now allowing junior athletes to play at the JV level. Because of this rule change, many student athletes are beginning to wonder how this will affect their role on their team, JV or varsity.

“I believe this could be an opportunity to ensure that athletes are able to use their junior season to continue to develop in their sport,” DHS athletic director Jeff Lorenson said.

With athletes of all grades moving up and down levels of their sport, they learn to adjust to adversity and mature as individuals. “[Underclassmen on varsity] get the dugout experience, they get the camaraderie, the chemistry of the team, they understand what coaches want and what’s expected of them,” Christopulos said.