Eastside: February 2019

www.eastside-online.org

Vol. 52 No. 5

Cherry Hill High School East: 1750 Kresson Road, Cherry Hill, NJ 08003

■ By Gregory Rothkoff (‘19) Eastside Opinions Editor

Even though the 2006 Senior Superlatives were voted on over a decade ago, Remy Strause (née Ravitz) is still disappointed about her loss to Tina Regan and Jeremy Kaminer for “Best Couple.”

The 2006 superlatives ended with Brett and Remy Strause as runnerup to Tina Regan and Jeremy Kaminer. In an interesting twist of fate, the first place couple broke up a little over a year after high school, while Strause and Ravitz stayed together through their post-high school years and tied the knot in 2015.

At the time, both couples were very close with each other and viewed the superlative as a friendly competition, even though Strause and Ravitz thought they were for sure going to win. Even today, Brett and Remy Strause are still close with Kaminer and joke with him about their loss.

In Brett Strause’s view, he and Remy Strause lost the superlative be-

February 2019

cause Kaminer had more going for him, given that he was one of the best players on the basketball team throughout high school.

“Jeremy and Tina were nominated for so many other [superlatives] that people probably got sick of seeing them on the ballot,” said Brett Strause.

The loss did not hurt Remy Strause and Brett Strause as much at the time because they each had other superlatives. However, both also attribute their loss to the fact that they did not actively campaign for the “Best Couple” superlative.

With Brett and Remy Strause expecting their first child in less than a month, the superlative voting of 2006 will probably fall to the back of their minds. However, it will definitely still have a place when joking around with Kaminer.

Brett Strause may not be as disappointed today about the loss as Remy Strause is, but both are in agreement that East works matchmaking wonders… in the case of runner-ups, at least.

High school and wedding photos courtesy of Brett and Remy Strause

While Brett and Remy Strause continue to joke about how their love outlasted their superlative loss, Eastside wanted to further investigate whether “Best Couple” status can ever accurately predict whether high school romance can be kept alive beyond East.

Since Eastside began running senior superlatives in 2003, the student body has guessed right multiple times. In honor of Valentine’s Day, Eastside spoke to the four couples who won in the past and are still together. See pg. 14-15 to meet the lovebirds!

Ali Koenig (‘20)/ Eastside Managing Editor

Emily Coben and Andrew Kanoff Best Couple, Class of 2007

Jenni Hirsch and Russell Brotz Best Couple, Class of 2009

Jared Dashevsky and Paula Zanotti Best Couple, Class of 2014

Kevin Chen and Kaitlyn Boyle Best Couple, Class of 2017

NEWS

Page 2

EASTSIDE

February 2019

Funky Funding:

District enforces state fundraiser policy after audit

■ By Ilana Arougheti (‘19)

Eastside Editor -in-Chief

On any given day at Cherry Hill East, colorful fundraiser flyers crowd the stairwells, while hallways are inundated with students wearing T-shirts advertising everything from Women in Science to Wing Bowl. Recently, however, club officers and advisors have had to jump through some new hurdles to keep

The CHPS business office, headed by Mrs. Lynn Shugars and Mrs. Lisa Ridgeway, discovered that the district’s previous student activities policies violated state guidelines while preparing for an annual tax audit. Every fall, state accountants perform what Meloche called a “spot check” on random district purchases; throughout the preceding winter and summer, the district

trict, provided every coach and club advisor registered with their school’s activities office with a copy of these purchase guidelines.

“There are some clubs or some teams that may have had a vendor they’ve used for years. As we go through the audit, we have to make sure that we are following the procurement guidelines,” said Meloche. “We’ve provided those guidelines in the past, but we were

While the district is generally unwilling to pursue a bidding process for club sales, as it would have to be repeated for every sale and generally requires a lot of time and energy, Meloche encourages clubs with complex or longstanding fundraising systems to work with the rest of these exemptions in order to maintain their routines.

“Mrs. Shugars and I, we met with a vendor during

Illustration by Ilana Arougheti (‘19)/ Eastside Editor-in-Chief

their wares on-brand. As of the 2018-2019 school year, every material bought or sold by a club whose account is managed by a school’s Student Activities office has to come from a vendor approved beforehand by the state of New Jersey.

School district financial operations are controlled by the Cherry Hill Board of Education but must meet standards set by the State Department of Education.

The state mandates that any department on which the district spends more than 40,000 dollars a year must be paid for either through a bidding process or through a list of preapproved vendors selected by the state. This practice was not strictly enforced by the district until August of 2018.

“Any time that we want to purchase something, there are rules that we have to follow in order to be in compliance with the law,” said Dr. Joseph Meloche, Cherry Hill Public Schools Superintendent.

goes through its practices to guard against anything that might be flagged.

“We have had what are referred to as ‘clean audits’ for a number of years, and as we go through that process, [an outside company] makes recommendations to make sure that we are following all of the guidelines,” said Meloche. “One of the things that we as a school district have taken a harder look at over the last three or four years has been student activities.”

The district keeps one Republic Bank account for student activities containing the funds raised and maintained by the majority of clubs throughout Cherry Hill’s 19 schools.

Cherry Hill Public Schools is the ninth largest school district in New Jersey with an annual budget over 200 million dollars. Therefore, Meloche explained, even something as simple as club expenses surpasses the limit.

In September, Ridgeway, the assistant business administrator for the dis-

led to believe that perhaps not everybody has been following the guidelines each time.”

While state-approved vendors tend to have consistent prices, they do not necessarily represent the best quality, price or location. As such, the district has received feedback from principals, athletic staff, club advisors, parents and local vendors within the past few months.

“It has not been mostly positive,” said Meloche.

“People have expressed frustration with the change.”

Clubs and activities that are managed by a board of parent boosters, including East Theater and the East football team, are exempt from state requirements, as their budgets are organized in outside-of-district accounts.

Fundraisers that are organized through the Parent Teacher Association are also exempt, and local vendors which clubs have used in the past can apply for state approval.

the course of the summer,” said Meloche. “She has met with others. We’ve offered to support them in [the state approval] process…

I think there is [an] untapped resource that exists to not even have to worry about the process.”

The district does not plan to enact any specific punitive measures for clubs which do not comply with the new purchasing guidelines; however, the district bookkeeper will continue to check in with each organization during weekly visits to East and West.

Meloche anticipates that the newly implemented purchasing guidelines will have the biggest impact on T-shirt sales and that established clubs will find it more difficult than new clubs to adapt during this first year. However, he hopes that the change will be more smooth over time.

“Water has a way of finding its own level,” said Meloche. “Once you get started, and it’s up and running… that becomes the way it’s done.”

■ By Max Gaffin (‘22)

arrive at East before 7:35 a.m. Prior to the change in practice, students who were caught in traffic would be marked late for arriving five to ten minutes after the 7:30 bell rang. Ideally, this removes the hassle of going to the main office once entering the building after 7:30. Students who arrive at school after 7:40, however, must still report to the main office for a late pass, Additionally, according to Papa, counting lates by the month is more beneficial to the students whose buses tend to be unreliable.

Being late three times per month results in a warning, and six times may result in a detention. Generally, the

more lates a student has, the more severe the consequences will be, like revoked parking privileges.

“It is easier to manage lateness on a month to month basis.

Especially since the lateness to school numbers will be inflated because of the... [bus and traffic issues currently happening],” wrote Papa.

Papa calls the practice “family friendly,” helping students and families in different routines.

“The new [practice] gives me more time in the morning when my bus is running late,” said Chloe Diamond (‘22).

Students who drive to school, like Taylor Somach

(‘20), are also relieved by the new practice.

“In the morning there is a lot of traffic from all the kids that drive to East,” said Somach.

Ultimately, Papa describes the shift in practice as a shift away from punitive measures to be more understanding that lateness is often not within students’ control.

“It is [not] the school administration’s intent to punish students for a bus situation that is not in their control,” Papa wrote.

The administration hopes that in implementing this practice, the routine race against the clock will become just a tad smoother.

Administration rethinks its tardiness strategy Eastside Staff

With the New Year commencing, Cherry Hill East decided to change its practice for lateness in order to account for different issues in getting to East. “[T]his is not [a] change in policy; this is a change in our practice,” wrote Papa.

“We are having busing issues throughout the district, and many buses are late. As a result, many parents are forced to drive their children to school.

This creates increased traffic and is causing students who would otherwise be on time to be late.”

Papa said most students

UPDATE

■ By Julia Langmuir (‘19) East BOE Representative

After the community v o t e d down all three questions of the 2018 Bond Referendum on December 11, the Board and the community have been working towards the construction of a new Bond Referendum after they decided not to put the bond out again in April of this year.

At the monthly action meeting on December 18, the Board was presented with three options: to send the same questions back to a vote, to edit the 2018 Referendum by removing schools from the ballot or to table the discussion and bring in the community to develop a new bond. The BOE unanimously decided to develop a new bond. The target date for this new special election is September 29, 2020, one of the five dates chosen by the state on which the school board can host a special election for a bond. Based on a rough draft of the upcoming schedule to develop the bond, this election date would provide the Board with more time than it had in the previous election to inform the public on the questions of the bond after the state approves the questions, while still focusing voter interest on the bond in September rather than during the general election in November 2020.

Although the community is eager to begin developing ideas and questions for the bond to address a variety of concerns that were presented during the last cycle, the Board is working to ensure that it develops a reasonable process for developing committees, maintaining transparency and promoting discussions rather than arguments. Already, community member turnout at BOE meetings has increased, but the current format of the monthly board work sessions and action meetings allows for public comment without response from board members.

Although the Bond Referendum is currently a discussion topic of the BOE at meetings, board members are hoping to find ways in which the district can engage in social media discussions, open up town hall meetings to discuss the new bond with the community and develop committees with BOE members, community members, students and staff to ensure that we, as a community, can develop a Bond Referendum that is transparent, comprehensive and beneficial for the entire district.

2018 Bond Results: Question 1: 4785 votes for, 5940 votes against.

Question 2: 4331 votes for, 6419 votes against Question 3: 4186 votes for, 6520 votes against.

Logo by Samantha Dayton(‘19)/ Eastside Art Director

NEWS

February 2019

EASTSIDE

Page 3

“Fiddler on the Roof” has students fiddling around

■ By Emilinn Kim (‘22)

Eastside Staff

Cherry Hill East’s theatre department will be performing the musical “Fiddler on the Roof” for a six-day run in March.

The play involves about 150 East students preparing and performing together. Stage crew members, actors and the kids invited to perform in the pit orchestra collaborate with one another to reenact a play that has been performed four times in East history.

Mr. Pete Gambino, the assistant director, said that “it is a play that is loved by many students and some individuals grew up with this play... [which] has been performed multiple times before.”

“Fiddler on the Roof” focuses on the life of a man, Tevye, who has five daughters — Tzeitel, Hodel, Chava, Schprintze and Bielke, from oldest to youngest — one of whom is about to be married. The father often struggles with poverty, faith and balancing religious tradition with modern culture. These universal struggles, some believe, make the play eminently relatable.

“Everyone can relate to Fiddler,” said student stage manager Taryn Rummell (‘19). “It isn’t just a show

about religion; it has something everyone can connect to and I think that’s what makes it so special.”

The crew and actors will

while the crew will prepare the costumes, lights, settings, props and makeup. A couple of weeks after auditions, the pit orchestra

“[Director] Mr. [Tom] Weaver loves to say, ‘it takes a village to raise a child,’” said Kevin Naddeo (‘19), propmaster for the

Lisa Gorbati (‘21)/ For Eastside

Students practice in the vocal room, learning their parts for a full-cast song. work for approximately two months on sourcing props, creating the set and rehearsing major musical numbers. The actors will practice their lines and choreographies for the play,

began meeting to learn the play’s score, putting emphasis on the perfect timing needed to execute the actors’ musical cues. Often, the cast and crew must stay at East as late as 10 p.m.

show and Tevye for the White Cast. “This means everyone has to put in the work in order to make a great show, and you can really feel that.”

As part of the process,

elective for those interested in becoming teachers is in the works for a future year, according to Assistant Principal Dr. Matthew Covington.

Student interest, teacher interest and teachers’ qualifications are the three

West Principal Dr. Kwame Morton and Central Administration.

Because an AP level class is at a college level, the traditional steps for creating an elective are not used. Instead, the College Board and administration

the new AP computer science class] and has taken approved college training,” said Covington. “Then the teacher proposes a syllabus, the administration approves that syllabus, then the College Board approves the class or rejects it.”

many actors try to find connections between themselves and their characters to become better at playing the role.

“I think especially as a student who works on the technical staff, it’s so incredible to see your fellow classmates transform into these multifaceted complex characters,” said Rumell.

Cassie Cuddihy (‘19), who plays Tzeitel in the Red Cast, emphasized the relationship between her and her character.

“We are both the oldest in our families and with that comes great responsibility for looking out for our siblings,” said Cuddihy. “Additionally, Tzeitel’s story resonates with me because being the oldest means being first to experience things among her siblings.”

Members of the pit orchestra are also eager to show off the products of their intense practices.

“Mostly there’s a lot of excitement, because we’ve spent so much time getting everything together that it’s nice to see it pay off when we’re actually putting it on,” said Isabelle Neville (‘20), a member of the pit orchestra.

The play will take place on March 1, 2, 8 and 9 at 7:30 p.m. and on March 3 and 10 at 2 p.m.

East creates new electives for upcoming school year

[a new elective] to the [department] supervisor, then the supervisor gives it to Several new electives the vice principal of that have recently been proparticular subject, then it posed as additions to Cheris given to Dr. Perry and ry Hill East’s selection of Dr. Morton at West to make optional classes, including sure they have teachers to one new Advanced Placeteach that class,” said Covment (AP) elective. ington. “Then, it goes The process of creto Central Office for ating an elective is the Curriculum and Inextensive, and not all struction Office, then electives will arouse a committee is created student interest or to vote yes or no for an have teachers with elective.” enough credits or inThe proposed teachterest to teach them. ing elective would proThe most recent vide those taking it the example elective that fundamental skills of has been added was going into an educaAP Computer Scition career path. There ence Principles, a would be lessons on course taught by Mr. teaching psychology, Joe Dilks, a programwhat being a teacher ming and mathematactually means, probics teacher. lem solving and more. “[The course] deals The goal of this class with general topics would be to provide a about computer scibase knowledge for poence,” said Dilks. tential future teachers “There are two units. that they may build on There is a programin college and their caming component to reers. it. Another [compoThe administration nent]is the Internet, has expressed its comin regards to how the mitment to expandInternet works, how ing its range of electhe information is tive classes to cater to transmitted and how Photo Illustration by Andrew Maier (‘20)/Eastside Photo Editor diverse interests and it is encrypted. There needs. If the student inis also a unit on big Students next year will have new courses to choose from for their 2019-2020 schedules. terest, teacher interest data, a large amount and teacher certificaof data and how it is used.” factors that go into startmust approve the curricuFor the new education tion, whether with particuThis year, the district ing the process of creating lum, and the prospective elective, the normal process lar credits or by the College is in the process of finaliza new regular elective. In teacher of the course must — which involves input Board, exists, new electives ing two new electives with order to become qualified attend special training befrom Central Administrahave the possibility to be the possibility of more beto teach these new elecforehand. tion down — has been used. created. These electives ing added to the list in this tives, teachers may take “A teacher is sent to AP At this point, the curricuwill offer more opportunicoming year. additional classes if they training by College Board lum for that elective has ties in different fields, and Pending approval from do not already have the to show that the teacher not been finalized nor has students are encouraged to Central Administration, credentials to teach the has the credits relating a teacher been selected to talk to their teachers about East will offer a new AP class. Then comes a process to that particular subject teach the course. any new electives they are Environmental Science, involving teachers, East [such as additional computUnder the normal prointrested in and that they and an education-based Principal Dr. Dennis Perry, er programming classes for cess, “the teacher proposes would like to see proposed.

■ By Liam Reilly (‘20)

Eastside Staff

NEWS

Page 4

EASTSIDE

February 2019

Council advises Dr. Perry on cultural issues ■ By Defne Alpdogan (‘20) and Giana Maccarella (‘20)

Eastside News Editors

In June 2018, East Principal Dr. Dennis Perry convened a committee of Student Government officers and Cherry Hill East culture club representatives to help give insight on potentially sensitive issues that arise within the building. The committee, called the Principal’s Advisory Council, currently meets six times a year and discusses issues from offensive remarks to the usage of the StopIt app.

After Perry’s public apology for the 2018 senior prom slogan, “party like it’s 1776,” caught the attention of national news sources, Perry created the Council.

However, Perry said that the Council’s formation was further catalyzed by earlier controversies such as outrage over the censorship of racial slurs in “Ragtime,” the musical put on by the theatre department in the spring of 2017 and other cultural issues.

“After two years of various, countless issues that have come up from time to time, where somebody was not sensitive...because it was not their lens... [we’re] trying to see what we can do to provide a more inclu-

sive lens,” said Perry.

Through Council meetings, Perry, along with Student Activities Director Mr. Charles Davis and Assistant Principal Ms. Rebecca Metzger, are able to collect information to help inform

Waliya Rahman (‘20), Council member and president of East’s Muslim Student Association, said that the meetings begin with the committee discussing any sensitive cultural issues that were brought up

“Often, students notice sensitive issues affecting other students more than adults do, so this council gets the opinion of students to improve the school environment for students,” said Rahman.

the Principal’s Advisory Council, Perry also hopes to expand Multi-Cultural Day and interactions between cultural clubs and East students.

Amanda Wang (‘19), Council member and president of East’s Chinese Student Association, said, “This council talked about possibly making MCD a little longer. We can schedule it differently, so we all do have more time.”

Additionally, Perry hopes that the committee will allow students who are not involved with Student Government to take on more of a leadership role. “[The Principal’s Advisory Council] is going to continue opportunities for student leaders to emerge, which is imIlana Arougheti (‘19)/ Eastside Editor-in-Chief portant,” said Perry.

The Principal’s Advisory Council, a mostly senior group of culture club presidents and The students on the SGA representatives, meet with administration monthly for pizza and discussion.

Council share Perry’s intentions and hope policy decisions schoolwide. to Perry since last meeting.

Perry’s intention in crethat their partnership in “We had in my short tenFrom there, the committee ating the Principal Advithe principal advisory and ure at East...issues that are members give their advice sory Committee is to altheir commentary during really around student voice on what new programs Perlow cultural issues to be the meetings will include and just a lot of students ry can implement to create brought to the attention representatives of all culnot feeling like their voica safer and more comfortof the administration and tural groups at East. es are being heard,” said able environment for all be discussed by students Together, Perry and the Perry, “coupled with my students at East. Near the without the environment committee hope to foster a concern that I was hearing end, the students discuss of a scandal. Perry hopes to spirit of total inclusion not that we were inadvertently, issues that their respective make East a more diverse only inside the classroom unintentionally hurting organizations wanted to and culturally accepting environment, but outside of people...offending people.” bring up to the council. place for its students. With it as well.

CHPS creates new special education advisory group

■ By Aine Pierre (‘20)

Eastside News Editor

On the advice of its lawyers, the Cherry Hill Public School District (CHPS) has named a new, districtrun group as its Special Education Parent Advisory Group, or SEPAG, replacing the Cherry Hill Special Education Parent Teacher Association (CHSEPTA), an organization run solely by parents.

The new group, known simply as CHSEPAG (short for the Cherry Hill Special Education Advocacy Group), was formed in November to replace CHSEPTA; the district posted an application for membership in the group on its website for interested parties to fill out. The group’s membership encompasses parents of children with special needs in all 19 of the district’s schools, as well as parents of Cherry Hill students who go to special-education-focused institutions out of the district’s network of schools, according to Cherry Hill Superintendent Dr. Joseph Meloche. The names of these members have not yet been made public to protect the privacy of the organization’s members.

“They didn’t want to let anyone know who was on [the group]...until the parents are okay with their names being out there,” said CHSEPTA President and CHSEPAG member Jennifer Naddeo.

The group met for the first time in November and for the second time in late January. The November meeting was more of an initial training session than a work session. As of

now, meetings are planned to occur every quarter and meeting procedures, as well as officers, are expected to be determined as the program progresses.

“In my perspective, any time that we can get more folks involved and that we can expand the voices that

are represented in terms of the information that is provided for us as a school district, I think the better that we are,” said Meloche.

“And sometimes that takes the evolution of how we are operating...doing things because that’s how we’ve always done them is not always the right way. Sometimes it takes the evolving into better ways to expand the voices that are heard.”

The group’s creation followed a conflict between CHSEPTA and Meloche over what Naddeo described as a lack of opportunities for her organization

of input the district gets from its SEPAG group (at the time, CHSEPTA). District lawyers, looking at state recommendations for SEPAGs, had strongly discourage districts from making a PTA a SEPAG group, then advised Meloche to create a separate entity altogether.

“The attorneys review the complaint, the attorneys take that information...then they come back and make a recommendation based...on what the guidelines are from the Department of Education...and their recommendation was that using [CHSEPTA] as a SEPAG was not an appropriate use...” said Meloche. “Any time our attorneys tell us they don’t believe we are meeting our requirements, it is incumbent upon us to resolve that and make sure we are in compliance... which is why we initiated the process of forming [CHSEPAG].”

The CHSEPTA board, Samantha Dayton (‘19)/ Eastside Art Director however, sees this move as more retaliation than icy and on different things not seem [like]...we were legal i-dotting. According to going on in the special ed able to come up with an Naddeo, no legal reasoning world,” said Naddeo. amicable resolution on our had been given to CHSEPThe conflict was precipiown,” said Meloche.

TA for the replacement by tated by lack of CHSEPTA Naddeo, along with the the district, despite multiinput in policies related to CHSEPTA board, then filed ple requests to Meloche. harassment, intimidation a complaint with the New The CHSEPTA board, and bullying and security Jersey State Department of according to Meloche, will policy. CHSEPTA was simEducation that the district still meet quarterly with ilarly not invited to a meetdid not seek CHSEPTA’s Mrs. LaCoyya Weathinging discussing allocation of input as required by law. ton, the director of pupil federal funds under Titles “We basically said services, and her staff.

I-IV of the Every Student [the district is] not using For more information Succeeds Act. The district us the way they should, and updates on CHSEPAG, blamed its lack of invitaand we filed a complaint see the district website; for tion on “human error,” acwith the Department of relevant legislationl see cording to a copy of a comEd[ucation],” said Naddeo.

N.J.A.C. 6A: 14-12 (h). plaint filed by CHSEPTA. This resulted in an order CHSEPTA also has inforNegotiations between from the state for Cherry mation about its goals on the district and CHSEPHill to increase the amount its website, chsepta.com. to give input on prospective district policy.

“We’ve been saying it for years and years and years: CHSEPTA doesn’t necessarily need [the district] to do what we ask them to do, but they should be coming to CHSEPTA, to parents, for input on pol-

TA were then held, which Meloche said did not come to an equitable conclusion because of an inability to establish a time for CHSEPTA to give input.

“Different types of things were offered in terms of developing a resolution for that, but it did

February 2019

SPECIAL EASTSIDE

Page 5

Coffeehouse 2019: From ballads to breakdancing

Maddy Costello (‘20)/ Eastside Staff

Maddy Costello (‘20)/ Eastside Staff

Last Minute dances to a custom mix of American and Chinese pop music.

Maddy Costello (‘20)/ Eastside Staff

Nala Jackson (‘20) brings down McKenzie Taylor (‘21) puts forth great emotion in her song. the house with her song.

Maddy Costello (‘20)/ Eastside Staff

Brian Lore (‘19) and Matt Lee (‘19) of the Cherry Hill East Breakdancing Club do the worm as part of the club’s audience-favorite breakdancing routine.

Maddy Costello (‘20)/ Eastside Staff

Cate Harding (‘20) performs a song she wrote herself.

Maddy Costello (‘20)/ Eastside Staff

Mandi Karpo (‘19) debuts original choreography in Act 2.

Maddy Costello (‘20)/ Eastside Staff

Anish Suresh (‘21) puts mind over matter by solving several Rubik’s Cubes while reciting the periodic table.

Page 6

SPECIAL EASTSIDE

February 2019

Freshman Dance 2019: A Night in the City

Jiseon Lee (‘20)/ Eastside Photo Editor

Izzy Rothberg (‘20), Alexa Budman (‘20), Sophia Leone (‘20), Sydney Gaffin (‘20) and Taylor Somach (‘20) gather together on the dance floor.

Jiseon Lee (‘20)/ Eastside Photo Editor

Dani Lazarus (‘19), Nick Gazzola (‘19), Jenna Ringold (‘19), Sean McKenna (‘19), Andy Murphy (‘19) and Dante Gazzola (‘19) attend their final freshman dance.

Jiseon Lee (‘20)/ Eastside Photo Editor

A dance attendee crowdsurfs through the cafeteria.

Jiseon Lee (‘20)/ Eastside Photo Editor

Noa Pecarsky (‘22), Devyn Levin (‘22), Jillian MacHenry (‘22), Julia Nisenzon (‘22), Emily Altman (‘22) and Emily Ringold (‘22) pose at their first formal East dance.

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Jiseon Lee (‘20)/ Eastside Photo Editor

Students enter the cafeteria, which had been decorated to match the dance’s city theme. The decorations included black and yellow balloons at the tables and patterns of city skylines hung along the walls.

FEATURES

February 2019

EASTSIDE

Page 7

Love is in the air: Teachers who found love at East Mr. and Mrs. Melograna ■ By Samantha Roehl (‘20)

Eastside Features Editor

Mr. Mike Melograna (‘01) was long-term substitute teaching a senior trigonometry class when he met the future Mrs. Susan Melograna.

“We joke that we met in C-wing intersection because we crossed paths quite a few times… and then we started having lunch down in the teachers’ cafeteria together with [a couple other teachers],” said Mrs. Melograna. “Teachers from all areas would go down and hang out... those were sort of [our] first encounters.”

Though they vaguely knew each other from spending time in the cafeteria together, they hit it off after being ditched by some other teachers.

“It was Mr. East that year and I was working the event and [Mr. Melograna] was one of the judges,” said Mrs. Melograna. “A bunch of us were supposed to go out afterwards and everybody else

bailed and it ended up being the two of us. I think it was partly a set-up kind of thing, too, that they were forcing it to happen.”

Of course, dating while working in the same building can be a challenge. The two attribute their relationship working out in part to good timing.

“I think the thing that helped us was that we hit it off near the end of the year, so we had the summer months to figure out if this is something we wanted to do,” said Mr. Melograna.

“If you have a relationship, especially in the building with high school kids who have Instagram and Snapchat and Facebook, you want to make sure it’s the right move, and we had that time to [figure it out] so it wouldn’t be awkward at school.”

When the two eventually got engaged, Mr. Melograna enlisted the help of one of his students to propose.

“One of our students, Anthony, was working in a restaurant nearby,” said Mrs. Melograna. “So we had gone out to dinner… and at the end of dinner he had the ring come out on

the dessert plate.”

Needless to say, she said yes. Some of the students whom Mr. Melograna coached in basketball at the time attended their w e d ding.

T h e p a i r n o w h a s two kids — Lilliana, 8 and Luca, 5 — who both spend a lot of time at East.

“They’ve been at so many events that they’re dragged along to. Lilli knows her way around this building,” said Mrs. Melograna.

However, though East is a main component of their relationship, they do not see as much of each other as some might expect.

“We’re on two completely different schedules,” said Mr. Melograna. “We take two different cars here because she’s in charge of

Cum Laude and she is a senior class advisor [while] I coach two sports, so our schedules after school are completely different. So we never see

each other.

M f I think if yo s we were in e t ur the same departCo ment…that would b e more of a challenge.

At work, you need time to not be around your spouse.”

The Melogranas explained that their status as a married couple working at East has some potential downfalls. If one of their kids is sick, they have

to figure out how to handle it, as they do not have family sick days. Additionally, there’s always a fear that something bad in the building could impact both of them.

All of that, however, discounts the importance of East in how they met. They both admit that if they had met five years earlier, they probably never would have dated. Additionally, Mrs. Melograna became a teacher through a nontraditional route. She did not student teach in college and instead had to go to night school during her first year teaching. This alternate route is much less common for teachers these days, especially in subjects such as math.

“She went on one interview in one of the most competitive districts… and she got it,” said Mr. Melograna. “Truly, we should have never met in regards to where our career paths went, but it worked out.”

Through the past nine years, Cherry Hill East remains not only a central location in the Melogranas’ lives, but also the place that brought them together.

continues today.

Mr. Falat and the former Ms. Kelly Hoyle have been coworkers at East for over fifteen years, but their friendship didn’t spark until around April of 2016, when they discovered their shared passion for running while training for the New Jersey Marathon together.

They remained friends for about a year before it turned into something more.

“There are no lowkey secrets in this building,”

said Mrs. Falat. “If you talk to some people, they would swear we were dating before we were actually dating,” said Mrs. Falat.

“Those people in our departments could see the ‘writing on the wall,’ as they’d say,” said Mr. Falat.

It wasn’t long before their students caught on to their relationship as well.

Mr. Falat described a time early on in their relationship when he delivered her favorite coconut mocha coffee in the middle of a class full of seniors, mostly boys.

“I remember the comments that ensued afterwards,” said Mrs. Falat with laughter. “One kid in particular said, ‘No man brings you Starbucks coffee unless he wants something more.’”

Both expressed that be-

ing coworkers provided a level of understanding between each other that only served to help their relationship grow.

“There’s a lot of positives because you can obviously see your spouse, significant other, love of your life, whenever you want,” said Mr. Falat. “The other main positive I take out of it is that we have shared jobs, so that if I have a bad day and I want to talk about [it], she understands what I’m talking about, she understands where I’m coming from, [and] the other side, the students’ perspective, the administrators’ perspective. Whatever it happens to be, she understands because we’re in that same environment.”

Although their schedules are different, the Falats

cherish the moments during the days that they can spend together whenever their paths happen to cross.

“We carpool to work.

The days that we are lucky enough to have lunch at the same time, which is not very often, but when it is, we can just bring one lunch box and pack lunch together… I really don’t think we’ve encountered any cons yet, other than everyone knows our personal business,” said Mrs. Falat with a laugh.

The halls of East have brought together their fair share of soulmates over the years, and the Falats are no exception.

Eastside Features Editor

year teaching in the Cherry Hill School District in 2001, he planned a marriage proposal, with help from Ms. Susan McKee. At the time, Mrs. Radbill’s classroom was attached to McKee’s through a wall divider.

“I worked it out with Ms. McKee to walk through her class to [Mrs. Radbill]’s class in order to disrupt the learning process [and] pop the question,” said Mr. Radbill. “All while I was on a one-hour [break] from Beck where I was teaching my first year.”

Mrs. Radbill remembers the day (and vocabulary lesson) with fondness.

“I was teaching vocabulary six… and the wall started opening,” said Mrs. Radbill. “[Mr. Radbill] walked through and I knew, because [he] didn’t even work here at that point.”

Mr. Radbill proposed in front of Mrs. Radbill’s

freshman class. She accepted, and a year later Mr. Radbill accepted a job at East. Today, the two lead parallel lives within the same building.

“We don’t see each other all the time,” said Mrs. Radbill. “We don’t drive together and we’re pretty independent. Sometimes he’ll hang out in the English lounge if he has a free period because he’s friends with all the teachers.”

Though the Radbills were not actually in high school together – Mr. Radbill is four years older than Mrs. Radbill – they have many common interests and common friends. They both played and coached sports at East (Mrs. Radbill with field hockey and softball and Mr. Radbill with baseball and football) and now have two kids: Rex, 14, and Henry, 11.

The Radbills have grown

alongside their school community during their time teaching. Through their almost 20 years to-

Eastside Features Editor

Not many love stories start with Jello wrestling.

But for Mr. Erik Radbill (‘87) and Mrs. Katie Radbill (‘91), that’s exactly what happened.

“We started dating after doing Jello wrestling here at school,” said Mrs. Radbill. “In May of ‘99 we had a senior class fundraiser with Jello wrestling [and though] we didn’t wrestle each other... that night we all went out afterwards. I thought that he was really nice.”

Both Mr. Radbill and Mrs. Radbill are East “lifers,” teachers who went to East as students and came back to teach. When they met, Mrs. Radbill was an English teacher and Mr. Radbill was an aide who was going back to graduate school to become a teacher.

During Mr. Radbill’s first

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■ By Samantha Roehl (‘20)

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Mr. and Mrs. Falat

■ By Karissa Murray (‘20)

Mrs. K e l l y Falat said “I do” in October of 2018, but the “honeymoon phase”

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Mr. and Mrs. Radbill

ed and people were here for so long,” said Mrs. Radbill.

“And when we started here, a lot of the old [subject] heads looked at us like their kids… and now all those people are retired and it’s different.”

B u t for Mr. Radbill, working in the same building as his wife is a dream c o m e true. ill “[There db a are] no cons; R ie she is my best at K friend,” Radbill said. . s r M “[I] love that we have f o time together over the sy te r summer. We don’t take the u Co family time for granted.”

gether, the topography of East has changed.

“It [used to be] more family-orient-

Art by Amanda Chen (‘21)/ For Eastside

FEATURES

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EASTSIDE

Ping-Pong tournament rallies at East

second season, the PingPong players expect the inEastside Staff tensity of their daily games Every Lunch Break 1, to steadily increase until F085, the Sustainable Deplayoffs. As time goes on, sign room is taken over by champions will be deteran extremely organized, mined through double elimhighly competitive Pingination playoffs and games Pong tournament of 12. played to 11 points.

This intense tournament “At the end of the year, began with Ari Podolnick we plan on having an ex(‘19), Mark tended playBasehore (‘19) offs made and Thomas up of the Angelucci (‘19), four chamwho built a pions from Ping-Pong taeach season,” ble as a project Basehore for their Sussaid. tainable Design The Pingclass.

Pong tour“[We] made nament crethe table based ates a fun on the project and energetic we had, which lunchtime atwas to create mosphere for a load-bearing players, fans structure that and friends held a textalike. book and had “It definitea drawer,” ly gets very said Basehore. competitive, “While most but never people made to the point Andrew Maier (‘20) / Eastside Photo Editor regular tables where someMark Basehore (‘19) keeps his eye on the ball during a match. or bookshelves, one has gotwe decided on ten mad… We making a Ping-Pong table.” which is decided as the seatation and trial of the duraare all friends, and this has The table is made strictson goes on. bility of their project which became our hangout spot,” ly of cardboard and glue, “The power ranking sysevolved to this,” said Bansaid McElwee. with tape around the edges. tem we have is comparable nett. “It wasn’t intended to Although the regulars This last step is for “purely to the power rankings of be a Ping-Pong club from have never turned people aesthetics,” according to college football, and everythe start; it was just a way down and are open to othBasehore. one makes the playoffs,” for students to use it and ers joining in on their fun, There are almost twenty said Basehore. test it and blow off steam, they do not plan on expandtotal players in the tournaBasehore and his friends and it transformed into this ing their tournament into ment, but there are at least have always played games bigger thing.” an official school-wide club. twelve core students who in homeroom to pass the Each season corresponds “Once it becomes school come back every single day time, but the table brought with one marking period official it becomes...too to play. Amongst them is their routine to the next and is tracked from beginmuch,” McElwee said. “We Beckett McElwee (‘19), who level. ning to end with power like the way it is so that helped build the Ping-Pong “Now that we are playrankings and records. Comwe can just chill with our table and currently has a reing on our work, our projing up to the end of their friends.”

■ By Nate Pullano (‘20)

cord of 46-11. McElwee defeated Ellis Schwartz (‘19) to win the title of champion for the first season in the first marking period.

In addition to the wins and losses recorded, there is a general consensus amongst the consistent twelve which determines the power rankings, all of

ect, it’s much more fun and meaningful,” said Basehore.

The tournament was made possible with the help of advisor Mrs. Karen Bannett, who opened her classroom to the tournament once the table was complete.

“This is their experimen-

Students reach new heights in Rock Climbing Club ■ By Lauren Smith (‘20)

Eastside Staff

Prior to the late 1800s, rock climbing was perceived as difficult throughout the country. Even today, rock

climbing is one of the most daring and ambitious endeavors. For Mr. Jacob Winegrad, a chemistry teacher at East, rock climbing is one of the most important activities in his life.

He finds it to be “his purpose for existing.”

“It’s really great for mental health,” said Winegrad. “It’s really helped me embrace and deal with failure; it’s a great activity for grit – you fail over and over again, but it holds incremental successes within failures. Seeing I can improve by failing really helps me.”

After Josh Kreisman (‘20) and his brother, Noah Kreisman (‘22) — members of the Tabletop Gaming Club, another club which Winegrad supervises — expressed an interest in starting a rock climbing club at East, he contacted Winegrad. Winegrad quickly received approval from the district since the climbing gym which houses the club has all of its own waivers and legal aspects that are not associated with East.

Winegrad is currently the sole supervisor; however, he is open to another teacher jumping in with him on this project.

Meetings occur every Saturday morning between 9 a.m. and noon at the Gravity Vault in Voorhees, a new gym facility for rock climbing. At this time, the club is only climbing in-

doors, since outdoor climbing requires more climbing experience and is more dangerous. Winegrad wants to ensure that his students are thoroughly equipped for the challenge.

could purchase rock climbing shoes or a harness, which are both around the price of fifty to eighty dollars. Nonetheless, members are provided with rental gear at every meeting. In terms of cost, there is not a membership fee, only a twelvedollar pass for the day to use the gym.

“I like it because it is a great form of exercise,” said Winegrad.

“It’s full body and it doesn’t feel like going to a regular gym and doing pushups – it’s an engaging activity.”

There are eight or nine people consistently attending the club meetings; however, there are over ten more students who Courtesy of Mr. Jacob Winegrad have expressed Members of Rock Climbing Club get interest in joining. a grip at the Gravity Vault.

Winegrad hopes East students will “Climbing outdoors is a join the club and enjoy it as whole other animal,” said much as he does.

Winegrad, “but I’d like to “I wish I had started take a trip in either the younger; I wish I had been spring or early summer.” involved,” said Winegrad.

Winegrad encourages “I started climbing after I students to join the club graduated from college...It even if they have no prior has had such a positive inexperience or background fluence on my life.” in rock climbing. If they enArt by Samantha Dayton (‘19)/ Eastside Art Director joy the activity, then they

February 2019

■ By Sam Grossman (‘19) Eastside Features Editor

There are two things in this world that drive me crazy.

One, when p e o p l e squeeze the toothpaste tube from the middle. And two, when I’m walking behind someone who abruptly stops in the middle of the hallway. You wouldn’t slam your car brakes in the middle of the highway, so why completely destroy the flow of hallway traffic to check your phone?

Distracted walking in the highway — I mean hallway — is just one of many student behaviors at East that I, and many others, have consistently been annoyed by over the years. Another particularly frustrating occurrence I’ve observed is when a group of friends takes up the entire width of the hallway by walking in a row, so nobody can pass without awkwardly squeezing through them.

What makes this worse is that often, such groups walk at the pace of half a mile per hour, causing everyone behind them to be late to their classes and activities. (I’m looking at you, freshmen.)

Similarly, in the morning, people like to stand in the hallway directly connected to the student entrance and socialize, clogging the entire space. I shouldn’t have to part students like Moses parted the Red Sea at 7:20 a.m. Now I know what you’re thinking: “Don’t the Eastside editors do exactly that every distribution day?” and the answer is yes. Yes we do, but we do it to help students like you stay informed.

Speaking of Eastside, another vexing hallway offense is when people throw our newspapers on the floor. Not only is that obnoxious, but there’s a chance some poor mice might choke on your litter.

I better not see this column on the floor.

Yet perhaps the biggest breach of East hallway etiquette one can commit is going the wrong direction on crowded stairs. This issue is best illustrated in Cwing. For reasons beyond anything I can conceive, some students prefer to inconvenience everyone on the C-wing “up” stairs by walking down. And sometimes they even have the audacity to expect the rule followers to move out of their way. This slows everybody walking in the correct direction — and for what?

Cutting ten seconds off the inter-class commute? Just use the right stairs. You know who you are. We all know who you are.

I’m not perfect. I know I’ve done some of these things a few times, but I try my best to be aware of my surroundings. If everyone would take a second to be aware, we’d all get to class faster.

Logo by Samantha Dayton (‘19)/ Eastside Art Director

FEATURES

February 2019

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Page 9

Googly eyes watch over students in East’s hallways

■ By Karissa Murray (‘20)

Eastside Features Editor

A student walks out of his classroom and heads to the bathroom, blue pass in hand. He is walking through a deserted C-wing, nothing in the hallway but the teacher grading at the desk in the intersection and the sound of his own footsteps. Yet for some reason, he can’t shake the feeling that someone — or something — is watching him.

If you’ve experienced this in the last few months, don’t worry, you’re not too egocentric or overly paranoid. Googly eyes have been popping up on everything from murals to desk chairs, and they’ve given East a new look.

The phenomenon began when Lucas Tran (‘20), a self-proclaimed “impulsive person,” took a trip to Joanne’s Fabrics.

“I just had a coupon for any item 50 percent off,” said Tran. “I was looking for something random and I saw adhesive googly eyes and I thought I should stick them on everything, so I bought them. There were only one hundred in the packet, I went through all of them the next day at school.”

As soon as they began to appear, the school took notice. Within a week, it was

difficult to find infestation, a mural or a some teachclassroom that ers were not didn’t have at so enthusileast one pair astic, arguof googly eyes ing that the watching over googly eyes students from could be exabove. cessive and “I saw how disruptive epic they at times. looked and I “When it thought they was on the needed to be desks and everywhere kids couldn’t so that everywrite, it was one can see,” distractsaid Tran. “I ing,” said had a vision East Engthat everylish teacher thing would be Mr. Jonawatching you.” than Blum.

Most of “When there the responses are murals Tran received on the walls to the googly and all of a eyes campaign sudden they were posihave actual tive. Some of eyes, it’s his teachers cute.” loved them S o m e so much that may even they even enclaim that couraged him the googlyAndrew Maier (‘20)/ Eastside Photo Editor eye to put more of infestathem around Lucas Tran (‘20) keeps an eye on the school. tion is an act their classroom. of vandalism. handed them out to people This only encouraged Tran Between 2012 and 2017, I know and didn’t know and to keep it up. the Cherry Hill School Disjust asked them to just put “Eventually I bought trict averaged about twenty them everywhere... every2,000 googly eyes,” said incidents of vandalism per one was dancing and they Tran. “When they came in year. District policy categowere dancing for me.” the mail, there was so many rizes vandalism as arson, Despite increasing parI almost didn’t know what bomb threats, burglaries, ticipation in the googly eye to do with them, so I just property damage, theft or

trespassing. It is unclear at a glance whether the googly eyes fall directly into one of these categories. So far, Tran and his co-conspirators have not been faced with direct disciplinary action.

“Nobody’s being hurt,” said East Assistant Principal Mr. Lou Papa. “Unless it’s harming something or causing an issue, I can have a conversation about the appropriateness of where you’re putting them, but I haven’t even had to do that. When I need to step in, I’ll step in. You guys are young, you don’t really know where that line is. I have a better understanding, and I don’t think this has crossed the line. No one has complained to me about it.”

Though the googly eyes episode turned heads all around East for quite a while, at this point in the year it is winding down.

Tran does not plan to continue adding new eyes, though he said it was fun while it lasted.

With time, the googly eyes have begun to fit in naturally with the rest of East’s decor, but their occupancy in the halls brings a smile to the faces of those who see them, and remind people that they don’t always have to take everything so seriously.

ested in police activities.

“I have a respect for the people who correct America,” said Mario Casañas (‘20), a devoted attendee of the club. “I’ll probably go into law enforcement someday, and maybe the marine corps.”

Casañas said that the club reminded him of a week-long police training camp he once attended.

At one recent club meeting, Lieutenant Mahan stood at the front of Lecture Hall One, speaking to attendees about the importance of internet responsibility — specifically, the

might benefit from coming to our club and listening to Lieutenant Meehan speak,” said Campus Security Officer Kevin Faller.

Faller also clarified that the subject of the day is not related to any reason a student is in lunch detention.

“It was an interesting experience that I would probably recommend to anybody who is really interested in that sort of thing,” said a student, who attended a Police Club meeting while serving a lunch detention.

“It wasn’t as harsh as I’d initially imagined it to be...it was more of a learn-

ing experience instead of a punishment.”

While some of the topics the club covers are serious, Faller says that the club is not meant to scare anyone and is intended to inform.

“This is not a Scared Straight program,” he said.

“This is the Police Club and we discuss real-life events.

We’re not trying to scare anybody. Our job is to make [students] better adults.

You’re all knocking on the door of adulthood, and the decisions you make today have severe ramifications if you make negative decisions.”

Miller. The process of makworksheet guides students safe and caring place. Milling murals starts during on what to include in their er believes that so far, the the first day of school each background for the murals, murals have generally had year, when students are and what characteristics a positive impact on stuput into groups with people different artists use to capdents. they do not already know. ture their audience.

“Students respect and Students first research The goal of the murals is enjoy how it makes the quotes for the murals. Once to put a smile on students’ school a nicer place to be they are in their groups, faces and to show students in,” said Miller. they plan out illustrations that Cherry Hill East is a One of the students in that go with the Miller’s Commerquotes. cial Art class cur“Students in rently experiencing each group bethe mural process come close with is Mairead Markel each other in (‘21). Markel is the process,” working on a musaid Miller. ral in which there Students are are two people also given workwith raindrops on a sheets with the stream. steps on how “I hope people to make a muwill read my mural, with differral and feel happy ent advertising and positive about techniques comthemselves,” said monly used by Markel. popular media Murals take that can help three months to Andrew Maier (‘20)/ Eastside Photo Editor their murals make and stay up for stand out. Each One mural gives out positive thoughts to go. an entire year once

students are done.

“I love walking into school and seeing them each day,” said Garrett Denney (‘21). “It makes the school a more comforting place to be.”

The work of Miller and her students pays off at the end of each semester. Many students enjoy the murals and find that they make the school environment better.

“I feel very inspired by the murals whenever I pass by them in the hallways,” said Lucas Botelho Pettersen (‘20). “I think it makes the school look nice as well.”

School can be a stressful place at times and it can be hard to keep a positive mindset when the stress of homework and grades are always on the minds of each student. The hallway murals serve as representation sof the nice community that Miller and her artists hope Cherry Hill East can be.

Cherry Hill Police Club discusses local police activities

■ By Sam Grossman (‘19)

Eastside Features Editor

Some students may be alarmed when they notice Cherry Hill Police Lieutenant Keith Mahan standing outside the lecture halls, but for members of the Cherry Hill East Police Club, his presence signifies the start of another exciting lunch period. The policeman, handing out candy canes, welcomes students to each club meeting.

The Police Club is meant to serve those interested in a career involving police work, or those simply inter-

potential consequences of sending naked photos. He starts off by asking everyone to raise their cell phone in the air, as a way to illustrate that his words apply to everyone. Then, he leads a discussion on the topic, adding several detailed anecdotes from his career.

Listening to the Lieutenant and participating in the discussion are not only members of the Police Club, but also students serving lunch detention who are required to attend that day.

“Mr. Papa and I decided that the students that were assigned to lunch detention

Murals help brighten East with inspirational quotes ■ By Asa Wlliams (‘20)

Eastside Staff

The walls of East are always crowded and perpetually colorful. There are pictures of different athletes and their accomplishments, posters of upcoming events and club meetings. However, what stands out the most are the murals, each one done by students and comprised of art and inspirational quotes.

“The murals at Cherry Hill East started 10 years ago as an anti-bullying poster campaign,” said Mrs. Christine Miller, one of the art teachers at East and the founder of the mural campaign.

Seeing the relatively plain blank spaces on the wall as an opportunity to spread a few smiles, Miller decided to take over a few.

Each mural is repainted annually by students who take Commercial Art with

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February 2019

COMMUNITY

February 2019

EASTSIDE

Page 11

Cherry Hill moms step up the tailgating game

■ By Jessica Levin (‘22)

Eastside Staff

A tailgate party is a preparty that usually takes place before a professional or college football game. At colleges with strong football programs, the tailgate has become almost as important as the game itself, featuring extravagant setups, party games and food.

What has evolved from these elaborate tailgates is a new genre of clothing known as tailgate apparel. These new clothes are not the bulky game day sweatshirts of the past, but rather fashion-forward and fitted ensembles that highlight team spirit. Three Cherry Hill moms have capitalized on this new trend with businesses that cater to boys and girls alike with personalized tailgate apparel for game day.

With the help of her business partner Sanja Friedant, Debbie Ringold, mom of students Emily Ringold (‘22) and Jenna Ringold (‘19), creates new trends inspired by their kids.

Through their company Little Ditty’s, the two can customize just about any style for any event, from baby showers to birthday parties to college tailgating apparel.

Ringold and Friedant started their business in 2009. They originally worked together in a professional recruitment business, but when the economy shifted, there was no longer a strong need for recruiters.

“We decided that we wanted to stay in business together but totally shift gears and use our creativity in a more fun way,” said Ringold.

Together, they started to create designs and customize all sorts of clothing. They started their business making baby clothes but now make clothes for tailgates, summer camps and parties.

Ringold and Friedant work five days a week for about five to six hours a day marketing, designing and producing new shirt ideas. “[The kids] give us ideas and keep us up to date on the latest trends,” said Ringold.

Another tailgating mom in the East community is Clara Schreiber, mom of students Hannah Schreiber (‘19), Daniella Schrieber

(‘19) and Zach Schrieber (‘22). Schreiber’s business, Totally Hype, was launched on September 29, 2018.

Schreiber is originally from Bucaramanga, Colombia, and moved to America for college. After college, she worked on de-

right.” To prove it to them, she made her own dream a reality. She sat down with her family, and they agreed to help her pursue her passion for design. As her two oldest daughters are going to college this fall, it was no surprise that she wanted a part in the tailgating apparel business.

Schreiber said, “[Our family] created our first product: a belt. One belt turned into five belts, and then five belts turned into ten. Now we had a collection.

We took pictures, Daniella posted it on Instagram and our new business idea gram was alive.” e’s Insta p y H y otall Schreiber’s “Totally sy of T Courte Hype” business expanded signing dresses, quickly. Today, the combut juggling three kids was pany makes a collection no easy job. Before Totally of custom items including Hype, Schreiber and her belts, shirts, gloves and friend started a similar hats. Schreiber gains busiapparel design company ness inspiration from her many years ago when colkids and hopes to inspire lege apparel was not as them in turn. popular. She soon stopped A third tailgating mom working to take care of her from Cherry Hill is Courtyoungest, Zach. ney Raiken. Raiken has her Schreiber had told her own business, Just C Gifts. kids that “anybody can She started her business start a business if you have making gifts for baby showthe right product and do it ers around 18 years ago,

when her son Evan Raiken (‘18) was born. When her two boys, Evan and Max Raiken (‘15), grew up, she added college tailgating apparel to her inventory.

Raiken makes custom designs for college teams, sports teams and baby gifts ranging from T-shirts to sweatpants to hats.

“I myself love supporting teams and don’t always love the ‘basic’ stuff you see in stores, so I wanted to add my signature,” said Raiken.

Max, her older son, is her main inspiration for her clothing. He helped her start the business, and he got input from his friends to gather more information on the newest trends. The most popular item is the lace-up T-shirt, and Raiken’s favorite shirt design is her sherpa-lined flannel with pockets. Both items are customized to add extra flair. Raiken advertises her business on Etsy, Instagram and Facebook, as well as through word of mouth.

Moms who design tailgate apparel have become more common than ever, now that there is such a high demand for these outfits. Next time you think of checking out college bookstores, don’t forget to purchase the new hottest trend from a family in your area.

Treat yo` Dog

K9 Resorts pampers pups of NJ The K9 Within teaches dogs love

■ By Nashita Ali (‘19)

Eastside Community Editor

It’s not a secret that one’s dogs are often treated as members of their families. Now, local dogs are in for a treat with the newly opened K9 Resorts, a luxury dog hotel and daycare that replaced the Dance Arts studio on Marlkress Road.

When brothers Steve and Jason Parker were kids, they started a dog walking business. Soon, dog walking turned into dog sitting, after the Parkers discovered the demand for overnight luxury facilities for dogs.

The brothers opened the original K9 Resorts in 2005, which now has nine locations in total across the East coast. Based on his own positive experiences with the brand, Andy Hennig (‘87) decided to open

his own franchise of K9 Resorts, bringing premium dog care to Cherry Hill.

“We took our dogs to a kennel when we were on vacation, and they both got sick,” said Hennig. “So we did some research and found K9 Resorts in North Jersey...and we fell in love with the concept.”

Even the outside of the hotel screams luxury, with intricate black and gold iron doors and decorative plants that frame the exterior.

The largest rooms are 8-by-8 foot soundresistant suites that include glass doors, Kuranda luxury dog bedding, premium meals and 42-inch TVs that are set to Animal Planet. The resort also offers traditional cages, with standard compartments for dogs under 35 pounds and double

Andrew Maier (‘20)/ Eastside Photo Editor

K-9 Resorts prepares for its grand opening.

for dogs under 100.

Room prices range from $39 to $67 a night, including a 50 percent discount to dogs sharing a room.

“During the day they go play in doggy daycare, and they go outside and play with toys and with their friends, so by the time they’re ready to go back into their room, they’re nice and tired,” said Hennig.

The doggy daycare costs $35 a day and is monitored by trained professionals.

Dogs exercise and socialize in a cage-free environment while overcoming seperation anxiety and behavioral issues.

Outdoors, there is a 5,200-square-foot fenced area where dogs are free to play with their friends.

The turf has special anti-bacterial properties and a filtration system underneath that eliminates urine.

Plus, there is an evaluation process for dogs before staying overnight. “[Behavior specialists first] see how they react to different dogs,” said Hennig. “They watch their mannerisms to see if they growl... or if they’re too aggressive.”

Hennig hopes that K9 Resorts will successfully offer pet-owners the relief that their dogs are being treated with the utmost care.

■ By Isabella Levin (‘22)

Eastside Staff

Training a dog can be difficult, frustrating and even unapproachable at times. Luckily, a professional training service, The K9 Within, is right in Cherry Hill and assists in training, boarding and giving dogs love.

Although The K9 Within handles all types of training, it focuses on socializing aggressive dogs in order to teach good behavior. The owner and operator, Isaac Mass, is an experienced dog trainer who has been training for six years.

While training, Mass uses communication as his main strategy, believing it is the best way to deal with dogs with behavior or aggression issues.

Mass started his business after volunteering as a dog walker for families and rescue shelters. He realized that traditional training methods like yelling and negative feedback were more destructive than helpful, leading him to develop his own philosophy. As a result, The K9 Within works to establish a bond of mutual respect between trainer and dog. Mass hopes to expand the human-canine relationship to a level that includes education, memories and therapy.

One of Mass’s methods involves using a rag drenched in vinegar to mark off his “territory,” forcing the dog to stay in his/her own territory.

“I train with the even balance of compassion and dominance, never asking more from the dog than I [can] get,” he said.

Mass guarantees full satisfaction with each lesson, and he believes that after 8-10 sessions, owners will be able to see a significant difference.

“Don’t allow the dog to initiate the love; rather, the owner should initiate every conversation with [his] dog, thereby asserting his own dominance,” Mass said.

In addition to lessons, the company offers dog therapy, which con-

sists of therapeutic visits and service dog placement. In each visit, Mass delivers an educational lesson to teach owners about how to properly care for a therapy dog. During therapy or service dog placement, Mass will pick out the perfect dog for a family, provide the necessary immunizations and train the pet by teaching both command and socialization skills. When Mass boards a dog, he provides a structured and loving boarding home with goal-oriented training.

Services such as these are crucial to many, as therapy dogs improve mental health by providing emotional support. Their sweet demeanors and unconditional love can benefit those who face health challenges.

Mass, who has not hired any other employees, focuses on one-on-one training in order to provide the dogs with some much-needed attention.

He finds happiness in this, as it allows him to learn about how different breeds interact with humans.

“My favorite part of the job is seeing how canine communication works with dogs,” Mass said.

With dog training, Mass illustrates that the social hierarchy is broken, and his job is to instill much-needed harmony and structure in the dog. Some take longer to train than others, but no dog is untrainable.

“All dogs are definitely taught to not be aggressive, but it is important to be mindful of their history, breed and social status,” Mass said.

In Cherry Hill, there are few places that offer such a wide variety of services for pet owners. Many of Mass’s customers are very pleased with the results.

“His work with my service dog blew my mind, within hours my service dog had learned and understood his new task. This same task took other trainers two weeks to achieve,” wrote one customer on The K9 Within’s Facebook page.

Art by Danny Kahn (‘19)/ Eastside Art Director

COMMUNITY Kids’ Korner

Page 12

EASTSIDE

February 2019

Cooper Elementary kids swap recess for books

the genders, interests and reading levels of each reEastside Community Editor spective grade.

If you ask elementary However, the book clubs school students what their are not just sit-down confavorite subject is, most versations about plot. Each will flash you a grin and club contains its own creexclaim, “Recess!” But the ative element, keeping the kids of James F. Cooper kids hooked week after Elementary get an extra week. special option for their re“I think the kids are recess — an interactive Book ally motivated to be here, Club. and we try to start off with Cooper’s Library Media something really engaging Specialist Ms. Stacey DeCafor them,” said Mermina. ro and Literacy Teacher During third grade’s Coach (LTC) Ms. Stephanie Book Club, the hands-on Mirmina formed two book activity revolves around clubs, one for third graders the plot of Clements’ book, and one for fourth, around which is about a massive October of 2018 for any silent game between the student interested. DeCaro boys and girls of a classand Mirmina say they first room. So, at the beginning marketed the club to fifth of each meeting, the Cooand fourth graders, but that per students are introduced all changed when an enthuto some challenge or game siastic group of third gradthey must complete withers showed up to the library out speaking. with far more interest than “When [the third gradfifth grade as a whole. Now, ers first] came in, there was the two book clubs do not a sign that said, ‘You caninclude any fifth graders, not speak,’ and they were handed a little square whiteboard with a dry-erase marker,” said DeCaro. “It’s kind of a crazy club; it’s a fun club.”

For fourth graders, the club’s activities all center around Riordan’s search for clues. The students will meet to first discuss the book and their questions, followed by an activity like a quick game or online quiz. Then, they engage in a school-wide scavenger hunt each week for the next clue.

Maddy Cicha (‘19)/ Eastside Community Editor “The clues that Cooper third graders discuss their books during recess. they have been re-

■ By Maddy Cicha (‘19)

while DeCaro and Mirmina hope to change that in years to come.

“We were like, ‘uh, we weren’t planning on having a third grade book club… but come on in!’ and that’s literally how we got started,” said Mirmina.

DeCaro said, “If third grade wanted a Book Club, then by golly, third grade was getting a book club!”

During Cooper’s first lunch break on every Day Two of the elementary school’s five-day rotation, third graders, with a parent-signed permission slip, can take their recess in the library to discuss the book they are currently reading: Andrew Clements’ “No Talking.” Similarly, during the second lunch break of Day Two, fourth graders occupy the media center for Rick Riordan’s “The 39 Clues: Maze of Bones.”

DeCaro and Mirmina feel that both books they chose are inclusive options for

ceiving have led them to cryptograms and different types of puzzles… which have led them around the school,” said DeCaro. “It’ll lead them to people, it might lead them to a teacher… and that’ll just lead them to another clue.”

In total, the Book Club has seven third grade members and eight fourth grade members. The students are encouraged to build off each other’s comments, ask questions and visualize aspects of the novels while they share their ideas out loud without raising their hands, creating an open environment for all conversation.

“I emphasize student voice because… that’s really what we try to bring… as a result of the district push for listening to students and empowering students,” said DeCaro.

Given the clear enthusiasm in the kids through a balance of reading and interaction, DeCaro and Mirmina are able to teach discussion skills, character development and even close-reading techniques without loss of interest.

“I’ve never seen children show up more enthusiastic and excited about Book Club, and that’s what we want,” said DeCaro. “It’s like recess for the mind.”

The fourth graders have become so involved in their clue hunt that they even created a Google Slides and Doc shared with every member of the club to discuss different strategies and solutions to the clues they received the last week on their own time.

“My favorite thing about

Book Club is doing the games and the fun activities,” said third grader Jolie Giles. “And how we get to work together in a group [while] we can’t be talking.”

DeCaro and Mirmina say that the feedback they receive from parents and the community is positive and “110 percent” supportive.

“Our principal [Mrs. Rebecca J. Tiernan] has been awesome,” said DeCaro.

“She’s just been extremely supportive and in our corner.”

While Cooper is the only elementary school in the district with an in-place recess alternative like this one, Joyce Kilmer Elementary did state that it is planning on offering a “self-selected book club” for students in grades three through five as a winter recess activity.

Some principals, like Dr. William Marble of Kingston Elementary, take a different stance, opposing indoor activities for recess.

“My goal is to get as many children outside playing as possible,” said Marble.

Others, like Mr. Ric Miscioscia of Sharp Elementary, are intrigued to hear about an alternative for willing students.

“We currently do not offer this program, but… it sounds wonderful,” said Miscioscia.

DeCaro is excited about the future of the club.

“Book club has kind of always been that kind of thing… like ‘how do I get into this?’” said DeCaro.

“That’s the mark of success, when kids want to come and they’re coming back.”

Indulgence Cupcakery brings “Cupcake Wars” to kids

■ By Julia Wolfson (‘22)

Eastside Staff

While walking down the street in Haddonfield, you will no doubt be tempted to peek your head inside the little bakery that is almost hidden between the endless shops on Kings Highway: Indulgence Cupcakery.

The bakery can barely be seen, with only a small sign indicating that it is there. Similarly, the inside is tiny, made up of a couch and a few chairs as well as a cupcake display.

Although it may not look like much from the outside, Indulgence’s claim to fame is that it was featured on “Cupcake Wars” in 2012.

“Cupcake Wars” is a cupcake-baking competition show on Food Network that consists of four of the country’s top bakers competing for the grand prize of ten thousand dollars and the title of Ultimate Cupcake Champion.

Initially, Indulgence got on “Cupcake Wars” by impressing the producers with its entrance video and application.

Theresa Hrivnak, owner of Indulgence Cupcakery, said, “I wrote funny responses on their application and got a phone call

that night after submitting it to make a video. We got 10,000 views and got a call telling us we made it on the show.”

The video was posted on YouTube and discusses the bakery’s way of making its cupcakes so successful.

As store owner, Hrivnak works with a small staff to cover jobs including baking, decorating, running birthday parties and interacting with customers.

Although the bakery did not win the competition, the experience greatly benCourtesy of Indulgence Cupcakery efited the business, Kids mold the decorations for their cupcake creations. and it still embraces its time on the show three intense rounds, fightdollars if they come out victhrough everything it does. ing for a chance to be the torious; they just get to eat “Being on the show… winner. their cupcakes with the loshelped us in being able to “Our “Cupcake War” ing teams, which is not too quickly adapt to performing birthday parties run just bad. Most kids love these and executing in a successlike the TV show, and the special parties and getting ful manner,” said Hrivnak. children love knowing the opportunity to feel like To bring the “Cupcake that the owners have had contestants on a TV show.

Wars” experience back to this experience firsthand,” The cupcakes at IndulSouth Jersey with them, Hrivnak said. gence that are not made Indulgence hosts “Cupcake The greatest difference by children are tiny but Wars”-themed birthday between these birthday mighty. They are only 90 parties for kids right inside parties and the real show calories each but contain the bakery. The kids are is that the kids do not get delicious flavors. With over split into four teams and to take home ten thousand 100 flavors in its complete judged over the course of

lineup and 20 to 25 flavors selected daily to bake fresh and sell, Indulgence offers something for everyone.

Some flavors include chocolate pretzel, red velvet, cheesecake and the classics: chocolate and vanilla. With simple designs, the taste of the cupcakes are what steals the show.

Alesia Lelaj (‘21), an East student who has been working at Indulgence Cupcakery for the past six months, loves her job, especially the people she works with and the wonderful environment. Lelaj’s responsibilities include running birthday parties, talking to customers and baking and decorating the cupcakes.

“My boss is super sweet and I’m so lucky to work for her,” said Lelaj. “I’m the youngest worker there, but I’m not really treated like it by her.”

The service and atmosphere of Indulgence Cupcakery is comfortable, with a homey feel and kind employees that make it clear that they love the bakery and their job.

“We do our best to make the best cupcakes in New Jersey and make our customers happy,” said Lelaj.

Art by Danny Kahn (‘19)/ Eastside Art Director

February 2019

COMMUNITY EASTSIDE

Page 13

Float provides the perfect relaxation experience

■ By Ali Koenig (‘20)

Eastside Managing Editor

I have to be honest — when I walked into Float SNJ in Marlton, I was having a pretty rough day.

I had a headache, a cavity and a broken nail, and strolling into an unfamiliar business in a small Marlton strip mall was about the last thing I wanted to do.

But entering Float was just what I needed. Float did not have the clinical feel I had expected; sunlight filtering through the tinted windows, patterned rugs and lush green plants sprouting from pots and terrariums all contributed to the cozy atmosphere that felt more like someone’s living room than the entryway of a business. Down the hall, I could see the wooden floor of a yoga studio, adorned with Buddha statues and painted in the same pale palette of greens, grays and yellows.

Inspired by the salty waters of the Dead Sea in Israel, Float boasts four sensory deprivation pools, in which one can float in Epsom salts dissolved in warm water. The pools differ in decor as well as size, though they all provide the same benefits. The rooms housing each pool become sensory deprivation cham-

bers when made sound- and light-proof.

“In every room, sensory deprivation is optional, because some people are just more comfortable when the lights and everything are on,” said Joe Tencer, manager of Float SNJ. “But you really get the full experience when [sensory deprivation is] on. It deactivates your body’s natural fightor-flight instinct so that you really can let go and relax.”

I did not know what my expectations were when I stepped into Float’s Water World room, but I can say that they were exceeded.

Capturing the visuals of a warm day at the beach, gently spinning lights washed me in a hypnotic blue glow that mimicked how moving ocean water looks from below the surface. A straw roof framed the shower, reminiscent of a hut on the beach.

The floating chamber was somewhere between the size of a bathtub and a pool, and a rough, glittering floor echoed the look of sand beneath the ocean waves.

“It may not look that big, but each pool has at least two thousand pounds of Epsom salts dissolved in it,” said Tencer.

Equal parts apprehensive and excited, I eased my body into the salty water, instantly feeling the lift as the dense solution pushed me to the surface.

The slightly oily feeling of

the salty water on my skin was identical to how I felt swimming in the Dead Sea on my trip to Israel this summer.

It takes me a moment to adjust to any new surroundings, and the flotation chamber was no exception. Tencer recommended to just take deep breaths, so that is what I did. Breathe in, breathe out. I tried my best to acclimate to the foreign feeling of weightlessness, of drifting like a leaf on a current, of releasing the tension wound so tightly through my body that I had not even noticed it was there. Breathe in, breathe out. After a few moments of awkwardly resting on the water, I reached towards the wall and gently tapped a large white button about the size of my fist. The room descended into complete darkness. Breathe in, breathe out.

At first, the sensory deprivation was disorienting.

I had so little sense of space as I found myself drifting all over the pool and not being able to pinpoint exactly where I was. I must admit that there were one or two times when I panicked, jerked my head out of the water, and frantically flailed for the button on the wall to turn on the light and bathe me in blue once again. But each time that I lifted my head, I felt all of the weight hit me once again, and realized

Through Urban Promise, Koplin met and worked with Kenneth Ndyamuhaki, a fellow from Uganda.

Upon completing his master’s degree in the United States, Ndyamuhaki began an after-school program for children in need back in Southwest Uganda called

they need for their development.”

Last summer, Koplin and her husband Michael visited Ndyamuhaki in Uganda. The Koplins had sponsored a young girl’s education through his program and were visiting the school in order to meet her.

how soothing the floating really was. There was no way to understand how truly weightless I felt until it all fell away. So I punched the button again, tilted my head back, and let my thoughts drift through my mind like clouds through the sky. Breathe in, breathe out.

After an hour, a gentle gong noise echoed through the chamber, telling me that my hour was up. It had seemed to go so slowly at first, and then the time flew by. As I showered off the salty water, my hair felt glossy, and my skin was silky smooth. Though I did feel a bit more relaxed,

I was not sure how dramatic the impact was — until the next morning. When I rolled over and glanced at my clock, I saw that I had slept for over twelve hours.

Self-care has become a buzzword over the last few years, and it can be applied to everything from cheap sheet masks to watching Netflix for an hour to, well, spending upwards of sixty dollars to float in a bathtub full of Epsom salts. Float did not fill my cavity or mend my broken nail. But my headache went away.

I had a chance to clear my head and realize that none of the problems I had truly mattered at all.

Ali Koenig (‘20)/ Eastside Managing Editor

Float’s Water World room mimics the ocean floor.

Koplin and Urban Promise collect shoes for Uganda

ized — I looked at the other group of 40, 50 kids and Eastside Staff realized that 90 percent of them were not wearing any Think about how many shoes. And then as we were steps you take in a day: getdriving along the roads, I ting ready in the morning, realized that the little kids walking to your bus stop, were walking on the roads walking through the halls for miles and miles to go to to get to your next class. school and back. And the Now imagine doing all roads in Uganda… many of this without shoes. of them are not paved, so You might walk down they’re basically walking the rough sidewalk on miles a day to go to school Kresson Road, narrowly on rocky roads with no avoiding glass, and run shoes.” through C-wing intersecInspired by this expetion while hoping that no rience, Koplin decided to one stomps on your bare organize a shoe drive for feet. Oftentimes, peoboth new and used shoes ple take their shoes for within her community granted. when she returned to the For Gail Koplin, shoes U.S. Her neighbors Aihold a special signifimee Sitnick and daughcance, as she has come ter Sophia Sitnick (‘20) to completely understand helped spread the word. the true privilege of walk“To get the shoes in ing freely. our community, my mom Three years ago, Kopcontacted neighbors and lin — a Cherry Hill resifriends, and she had dent and the mother of them deliver the shoes two East grads, Fallon to our house so she could Koplin (‘02) and Joelle give them to Gail and MiKoplin (‘06) — joined Urchael,” Sophia said. ban Promise, a program Koplin said, “We sent based in Camden, NJ, flyers out in my developthat helps inner city high ment, and we collected school students get into probably… somewhere college and develop skills around 400 pairs of for the future. shoes.”

Through the Urban Courtesy of Gail Koplin One of Urban PromPromise international Kids wearing donated shoes pose, thanking the Koplins. ise’s fellows was returnoutreach program, undering to the United States graduates from Malawi, Yamba Ministries.

“One of the things I around the time that KoNigeria and Uganda come “[Ndyamuhaki’s] goal was told to bring [for our plin was working on her to the United States in orwith this ministry is to emsponsoree] was shoes, and shoe drive. The fellow was der to receive their master’s power orphans and other I really didn’t pay much able to take back two suitdegree at Eastern Univerchildren with the educaattention to it,” said Kocases that provided the sity in St. David’s, Penntional resources that they plin.

“When I went to put students with about 150 sylvania. While in the U.S., need to succeed,” said Kothe shoes on her, I realpairs of shoes. Bruce Main, these undergrads work as plin.

“He provides them ized that she wasn’t wearthe founder of the Urban “fellows,” helping Urban [with] school supplies… ing any shoes to take off.

Promise Camden affiliate, Promise’s students and prohealthcare and whatever It [was] then that I realwas also able to bring angrams.

■ By Emily Mahaffy (‘20)

other suitcase of shoes to Uganda. Koplin still has two large suitcases filled with shoes that need to be delivered.

When asked what East students can do to help her cause, Koplin said that the fellows need funding to begin and maintain their organizations, and that students can donate anytime. Another fellow from Uganda runs a school in his home country with 350 students currently enrolled.

“His school is in such demand because it has such a wonderful reputation that he is now… building four more classrooms,” said Koplin. “But he’s waiting for fundraising because he needs money for a roof, so they stop building when they run out of funds.”

Ndyamuhaki distributed the shoes to his students for Christmas. He said that the students reuse their shoes for multiple purposes, like walking to school, playing outside and going to church.

“They don’t throw [the shoes] out,” said Koplin.

“They will go down from generation to generation.

So even when kids in America, or kids that donated the shoes...may have been done with them, they get a lot of more wear and tear when they go over [to Uganda].”

In a letter to Koplin, Ndyamuhaki wrote that some of the students were receiving their very first pair of shoes. He reflected on how much the shoes improved the children’s daily lives, writing, “A story of walking barefooted is rewritten.”

Page 14

EASTSIDE

February 2019

SPECIAL

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February 2019

EASTSIDE

Page 15

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Page 16

COMICS

I’ve Fallen! by Mita Ray (‘19)/ For Eastside

EASTSIDE

February 2019

Electronegativity Tug of War by Shir Goldfinger (‘19)/ Eastside Community Editor

Cell Phone Addiction by Amanda Chen (‘20)/ Eastside Staff

Comics by Danny Kahn(‘19)/ Eastside Art Editor

Interested in drawing for Eastside?

Come to F087 LB1 or LB2 for more information.

EDITORIAL

February 2019

EASTSIDE

Page 17

Cherry State financing regulations hurt East clubs Hill High School East Editorials represent the views and opinions of the Eastside Editorial Board.

As of the 2018-2019 school year, the Cherry Hill School District is enforcing a state financing rule which requires all East clubs that conduct transactions through the Student Activities bank account to buy their materials through pre-approved vendors, or to have their previous vendors bid for specific contracts. As a result, clubs have had to completely revamp their purchasing and fundraising processes with little warning. Eastside understands the state’s need to rely on known, trustworthy companies; however, it believes that these benefits are far outweighed by the unfair burden the rules place on student organizations.

One club that has been hindered is East Robotics, which found it impossible to purchase specialized supplies for constructing and competing under the new system.

“Most of the materials we need are not sold by any of the pre-approved vendors,” said Mr. Joe Dilks, the Robotics advisor.

Even when pre-approved vendors do offer the same goods, clubs can no longer reach out to more convenient local vendors, companies with higher-quality products or the manufacturer who can offer them the best price. Nicole Chen (‘19), who organizes fundraisers for the Korean Culture Club, was dissatisfied with the one state-approved

apparel vendor used by the district, Garden State Apparel.

“When we got a quote about how much the shirts would cost, it was so expensive,” she said, adding that even with a school discount, the price was far too high to mark up for a fundraiser. “They took a long time to email me back, too.”

The Student Government Association had a similar experience, saying that the pre-approved vendors are often unable to establish a long-term relationship with East organizations, limiting their choice of wares. In short, the state rules strip away much of the autonomy — and, by extension, the leadership skills and business savvy — that comes with student-led organizations.

Eastside believes the frustration created by these policies will lead more clubs to seek loopholes around them.

For example, in order to buy the supplies it needed this year, Robotics had to create its own parent booster, which is exempt from the restrictions. However, this is far from an ideal solution for every club — a club member’s parent must dedicate him/herself to managing the booster account and all its transactions over the long term, or the club must go through the tedious process of seeing that the account changes hands every year or two. The logistics

are challenging for all clubs and downright infeasible for most smaller organizations. Several other clubs said they now use unapproved vendors under a student’s name and not the school’s, making purchases with a personal credit card. Eastside is concerned that pursuing the bidding process or applying for state approval are so difficult that student organizations will prefer to forgo the school and state altogether.

This will result in less club funds in the Student Activities account, potentially leading to riskier, unregulated transactions and greater disorganization.

The state regulations are still in place, and it will likely take years to reverse these longstanding laws. So long as the restrictions continue to burden students, Eastside urges Cherry Hill administrators and the Board of Education to further assist the extracurriculars that are suffering as a result.

The district could commit to making the bidding process easier for local vendors or work closely with larger clubs to help them coordinate mass material purchases through state vendors.

By partnering with the district to both express concerns about the fundraising rules to the state and find solutions in the meantime, East can work to protect student organizations’ financial freedom against these demanding restrictions.

1750 Kresson Road Cherry Hill, NJ 08003 Phone: (856) 4242222, ext. 2087 Fax: (856) 424-3509

Eastside Online eastsideonline.org

Publisher

School Paper Express Wappingers Falls, NY

Eastside 2018-2019 Editorial Board

Managing Editor: Ali Koenig Editors-in-Chief: Ilana Arougheti, Nafessa Jaigirdar, Sophia Liang Adviser: Mr. Greg Gagliardi Photo Editors News Editors Community Editors Defne Alpdogan Nashita Ali Jiseon Lee Giana Maccarella Maddy Cicha Andrew Maier Aine Pierre Shir Goldfinger Sports Editors Adam Dashevsky Jacob Kernis Sophie Levine

Features Editors Sam Grossman Karissa Murray Samantha Roehl

Opinions Editors Julia Benedetto Jacob Graff Gregory Rothkoff

Culture Editors Zoe Culver Claire Joanson Henry Nolan

Video Editors Luke Shin Sarah Zheng

Online Editors Harry Green Sophia Sitnick

Contact the Board:

Art Directors Samantha Dayton Danny Kahn Webmaster Eli Weitzman Business Managers Dakota Rosen Brandon Weinstock

To contact a member of the Eastside Editorial Board via email, type the person’s first name followed by a period, then his or her last name followed by “@ eastside-online.org,” e.g.: sophie.levine@ eastside-online.org.

(Note: There is a dash between “eastside” and “online”)

Friends of Eastside Platinum: Avra Bossov (‘13) Robert Incollingo (‘10) Julia Rothkoff (‘16) Iftikhaar Ali (‘12) Amy Myers (‘14) Jake Fischer (‘12) Nicolle Rochino (‘10) Max Cohen (‘12) Rebecca Ohnona (‘12) Nimish Mital (‘08) Joshua Weinstock (‘07) Thomas Hudson (‘14) The Rothkoff Family Michael L. Gentlesk Hong Fei Louis Levine Jingli Cai Donna and Michael Koenig The Hoffman Family The Sloan Family Christine and Chris Benedetto Jeanne and Joel Arougheti Paul and Shiri Arougheti The Roehl Family Jordan and Lillian Sitnick Eric and Aimee Sitnick Tulin Budak-Alpdogan Abbie Levine Michael Gentlesk Karen Jerome Laurie and Eric Grossman Gold: Bob and Frances Lindaberry

The Weinstock Family Mia Gagliardi Sprimont Lindsay Mr. and Mrs. Jerry Fleisher Michael Fleisher Adrienne and Stephen Freidin Silver: Diane Oesan Sydney Brownstein Lan Cheng Ali Jaigirdar Seung Hyun Park Sy and Florence Jerome Jillian Koenig Mark and Judy Hansen Joan Hoenes Karyl Murray Sarah Zheng Jinhee An The Goldfinger Family Janie Glatt Leila Joffe Susan Frank Marilyn Koenig The Cicha Family Evan Kahn David and Annie Maier Andrea Stomel Ruihe Lin Barbara Roehl The Graff Family Sherri Culver Mehmut Budak The Rosen Family

Rochelle Dashevsky The Dashevsky Family The Shin Family Hydar and Sufia Ali Fahmida Yeasmin Jerry Janove Julie Weitzman Elaine Pipe Jennifer Maccarella Anthony Gentlesk Michael and Elinor Bly Warren Kahn Sherri and Dave Culver Claudia Nazarian Shelley Adler Adriene and Les Weinstock Gina Maccarella Anne Fleisher Harry Green Tom and Kathy Xenakis Kevin and Jennifer Lindaberry Mr. Greg Rouen Sydney Brownstein Erin Levine Rochelle Dashevsky Gina Briggs Loretta Geller Seung Hyun Park Gina Briggs Loretta Geller Daimen Del Duca Bronze: Alan and Cherie Finkelstein

Laura Mitchell Isabella Dayton Lynne Reynard Scott Klear Lillian Halden Ms. Noreen Cunningham Margie and Louis Levine The Levine Family Angela DiDonato Ari Weitzman The Dutkin Family Jeff Fleisher Jennifer Greene Wendi Friedman Mara Kaliner Dale and Bonnie Carns Michael Geller Michael and Kristen Henry Joy and Tom Christmas Susan Melinsky Stacey Rose Erica Summons Sandy Pearl Afrina Ali Sondra Jacob Miriam Greenfield Sheryl Pipe Ruihe Lin Emily Fung Brian Maccarella Jacki Maccarella Wayne Knight Regina Pirolli Robin Cohn Sierra Stanczyk

Eilene Feder Ben Relles Robert Geller Rochelle Lev Elizabeth Loesner Milad Khan John Stanczyk Edwin Schechter Colette Tomeo Elise Weinstein Nori Kaiser Laila Johnson Chelsea O’Rourke Angela Weiss Thasin Jaigirdar Hope Segal Sarah Rabinowitz Jessica Weiss Abu Wahid Faisal Aziz Susanne Lamb Ruta Convent Michelle Clark Julie Levy Seth and Amy Auerbach Joe Maronie Joanne Dempsey Sandra Rothkoff Edward Manburg Laima Bendel Shera Shalit Gregory Weinstock

OPINIONS

Page 18

EASTSIDE

February 2019

Ready, Fire, Aim: Educate yourself in gun debate

■ By Harry Green (‘20)

Eastside Online Editor

In the U n i t e d States, there is a widening ideological rift on the topic of gun control. The country’s divide is reflected within the divisions apparent at East — some students feel that current gun legislation has already gone too far in restricting citizens’ Second Amendment rights, while many others believe that not enough has been done to curtail gun violence.

Beyond causing anxiety for many parents and students, recent mass shootings and the subsequent media coverage have impassioned the student body. Fortunately, student activism regarding the gun debate at East and high schools across the country may well end up bringing about positive change. Such change, however, must be informed.

While statistics and emotional accounts from victims of gun violence inform the debate to some degree, they ultimately fall short.

The uncomfortable truth is that most of the students who decry the ownership of firearms have no personal experience with them and thus lack the understanding necessary to voice the most informed opinion possible on gun control.

The Second Amendment of our country’s constitution protects every law-abiding citizen’s right to bear arms.

Since the Revolutionary War, an armed citizenry has served as the nation’s safeguard against tyranny.

In this way, guns are interwoven into the fabric of American culture. As a result, many in the United States have availed themselves of this right; Gallup estimates that close to 100 million Americans own the country’s more than 300 million firearms. Doubtlessly, the proliferation of guns in our country is not without grave consequence.

In the past year, there have been 307 mass shootings and more than 14,000 gun-related deaths in the United States. Given these statistics, it is tempting to declare the debate over and ban total access to guns altogether. Such an extreme (and unconstitutional) measure undoubtedly has some emotional appeal. But without direct experience with guns, most students calling for this approach miss the full picture.

Particularly when emotions are high, opinions develop quickly and immediately become very resistant to change. The gun control debate is a perfect example of this idea. But would one reject a musician’s music without first hearing their tune? One could offer such an opinion, but would it be as valid? As is often the case with regard to the gun control debate, those with little or no experience with guns often speak strongly about them.

There are only approximately one million gun owners in New Jersey, and many of them live in rural areas far removed from the suburban landscape familiar to students at East.

Open, rural spaces allow for activities like hunting and target practice.

Around these activities has emerged a gun culture that Cherry Hill, absent of

such open expanses of land, lacks. As a consequence of geography, most students at East likely have no natural exposure to guns. Be-

firearms in the nation. Like most people in my state, I grew up with little exposure to them. For sixteen years, the only places I saw

a gun were on a police officer or an action hero. Yet, this past summer, I was given the opportunity to go to a shooting range by my uncle, a veteran of the United States Army and ardent gun owner. He took me and my family so that we could

learn about firearms firsthand. Before I went, my uncle and I had a conversation on what it meant for him to be a gun owner, how he maintains his weapons and how his thoughts about the gun control debate have changed over time.

The next day, we spent hours at the range. I was initially frightened by the row of armed patrons, each weapon exploding with a pull of the trigger. In time, though, my fear dissipated and I came to thoroughly enjoy the experience.

My personal experience with firearms also left me more informed about the debate. I observed that the majority of gun owners are no different from anyone else; they are law-abiding citizens with a hobby. I also saw that firearms, when cared for responsibly, can be safely utilized.

Perhaps most importantly, I realized that my fears about guns were largely unfounded. While it may be ideal to personally handle weapons, there are surely other ways in which people can expose themselves to gun culture. One could speak to gun owners, veterans or simply people who are knowledgeable about firearms. Going to a range is by no means the only way that a person can inform him or herself.

In America, the right to gun ownership is guaranteed by the Constitution, and the nearly 100 million people who own guns aren’t likely to give them all up.

As a result, firearms in this country are here to stay. No matter what one believes about how to manage gun ownership in this country, the debate ought to be founded on direct exposure to firearms.

reactive. One example of the new lockdown strategies is the ALICE Training Program, which stands for Alert, Lockdown, Inform, Counter and Evacuate. This program helps to inform school security, students and staff about methods proven effective to enhance survival in these critical situations.

Some of the techniques include barricading the room, creating noise and movement (to reduce the shooter’s ability to shoot accurately) and evacuating the danger zone as soon as the opportunity appears. This method has been taught to over four thousand schools across the nation, Samantha Dayton (‘19)/ Eastside Art Director helping their The outdated lockdown students and staff to be betprocedures reflect a reacter prepared. tive approach. In order to Although this specific ensure the welfare of our program does not necesschool and its members, sarily need to be in effect Cherry Hill East needs in every school, a similar to be proactive instead of approach at least needs to

be taken to secure the safety of our community. The current “duck and cover” method is simply not adequate enough anymore for our schools. Schools must be taught new techniques to be proactive during a school shooting, instead of reactive, in order to improve school-wide protection.

Fortunately, our community has been spared of these horrors so far. But if a school shooter were in East, staff and students need to be aware of the best methods to eliminate or escape from the threat. The current procedures do not at the moment reflect this directive. Enacting a more productive and reliable lockdown strategy cannot prevent school shootings entirely, but these procedures can enhance the chance of survival when shootings do occur.

As students, being taught at such a young age that it is best to do nothing in such a dangerous situation is ultimately setting the school up for disaster.

East needs to update its lockdown procedures to create the safest environment possible in the event of a disaster and focus on how the community can best protect school students and staff.

Courtesy of Harry Green (‘20)

During his first visit to a shooting range, Green gains a firsthand perspective on the gun control debate. cause people tend to fear the unknown, many East students are primed to fear guns. Many have already made up their mind: guns are scary, dangerous and to be avoided at all costs.

For years, I remained ambivalent on the issue of

East needs to revamp lockdown drill to be more proactive ■ By Remy Abrams (‘21)

Eastside Staff

and cover” method of concealing bodies in the dark corner of the classroom may be ineffective based on the fatalities of students and staff in recent school shootings such as Parkland, Sante Fe and Noblesville, nationwide.

In the Noblesville and Parkland tragedies, the

With the prevalence of school shootings nationwide, East’s lockdown drills are not adequate in the current climate. Instead of teaching students to quiver behind a door and hope a possible shooter will avoid them, the school ought to instruct students on taking proactive action to force a shooter away from their room.

The purpose of lockdown drills is to prepare students for the necessary course of action during emergency situations such as an active shooter, ultimately producing a habitual response to the situations only reason why fatalities practiced. The basic lockweren’t higher is because down procedure of turning of the courageous actions of the lights off and hiding in Jason Seaman and Aaron the corner has been seared Feis, who both took deciinto students’ brains since sive action to engage with they were little. This “duck and subdue the shooters.

People like Feis, who sacrificed himself for the safety of his students, and Seamen, who got shot as he tackled a school shooter to the ground, reflect the need to be able to take action in emergencies like these.

Simply locking a door isn’t enough in the current climate.

OPINIONS

February 2019

EASTSIDE

Page 19

Politicians need to be held accountable for lying ■ By Tomer Goldfinger (‘22)

Eastside Staff

The United States is at an extremely consequential crossroads in its history. The nation faces an epidemic of lies and fake news, particularly from the mouths of the elected officials and politicians of the country. One of these politicians, President Trump, has made 4,238 false or misleading claims in his time as president as of January 30, 2019, according to the Toronto Star’s Fact Checker. Troublingly, this statistic is on the rise from the estimated 1,000 false or misleading statements that former president Barack Obama told through his eight years as president.

Allowing our politicians

to lie in such high frequencies and to a high degree without accountability is dangerous to the integrity of American democratic ideals. The American people cannot grow complacent to this.

Whether it be through negligence or a purposeful misrepresentation, this nation’s politicians have a struggle with revealing the complete truth. Although the truth in many cases is not clear, it is the obligation of politicians to use only verified and accurate facts, as it is the obligation of the people to only trust proven and veri-

fied facts. However, as a nation, America struggles with this.

Former New York Mayor and current Trump lawyer Rudy Giuliani reflects this through his statement to NBC’s “Meet the Press,” in which he said “The truth isn’t the truth.”

Such confusion around a seemingly simple topic as the truth must leave the weight of responsibility on the American people.

As a society living in a fair democratic system, American voters must not accept and continue to support politicians who

lie. Those who lie for the purpose of deception and fearmongering cannot be normalized and accepted by society. If these elected officials fail to comply, then the will of the people would take its place to remove them from office during their next election.

When people are not given the truth, and politicians are not forced to reveal the truth, voters are not given the opportunity to vote with all relevant information in mind.

A Gallup news poll from the fall of 2018 found that 58 percent of those Americans polled felt that they had none or very little trust in the executive branch, while 59 percent felt the same about the legislative branch. It is unacceptable

that people cannot trust the very branches tasked with popular representation.

On the other hand, some of the lies stated could go beyond the simple condemnation of society. In the case of lying on purpose for the sake of making a political foe look bad, this should be punishable under defamation of character for its slanderous content.

Thus, it is crucial to hold our politicians and leaders to higher standards than those we hold now, ensuring that all of the information presented is true and verified. Not only is this important to these candidates, but this must be done to ensure the integrity of our politics is maintained.

Art by Julia Benedetto (‘19)/ Eastside Opinions Editor

What electives should East add?

East administration is looking into adding new electives to its current selection (see page 3 for more information). Here are some student suggestions for potential new electives.

■ By Sophia Sitnick (‘20) Eastside Online Editor

The fashion industry is a lucrative business that requires artistic ability, savvy marketing knowledge and strong business management skills. By providing viewers with a constant barrage of the latest trends, social media has transformed the fashion world from images in monthly fashion magazines to a daily part of life. In today’s world, all it takes for a dress to sell out in minutes is to post a picture of

■ By Jacob Graff (‘20) Eastside Opinions Editor

With the Time’s Up movement in full effect, women both in and out of Hollywood have gained society’s recognition for what many men didn’t realize was the pervasiveness of sexual harassment, assault and even rape in contemporary society. However, this empowering movement has the potential to become so much more — women need to be given the platform to show the great effect they

■ By Michael Ryan (‘19) For Eastside

Linear algebra describes the branch of mathematics concerning linear equations. It sounds simple enough — y = mx+b, class dismissed — but the subject goes much deeper than that. Linear algebra digs into linear expressions represented through matrices and vector spaces. It may sound very abstract and not altogether useful for a high school elective, but that couldn’t be further from the truth. Linear algebra would make an excellent addition to the East course catalog because of its versatility among various branches of mathematics and science.

Fashion Design

Duchess Meghan Markle in the dress. Fashion design, marketing and merchandising are career paths that deserve a spot as electives in the Cherry Hill Public Schools High School Course Selection Booklet (“CSB”).

The 2018-2019 CSB prominently boasts the phrase “learning opportunities at Cherry Hill High School East and Cherry Hill High School West.”

It encourages students to reflect on their interests and goals and

consider taking advantage of elective classes.

While Cherry Hill schools offer many excellent electives in traditional core subjects and the arts, all Cherry Hill students have already taken introductory classes in many of these topics during middle school. If the goal of high school electives is for students to explore different concepts and learn about educational and career opportunities, then the scope of electives should be as broad as

possible. The Art section of the CSB states that the department “offers a variety of courses to suit every student’s interests,” but there are no existing courses for students who are interested in designing, creating or advertising clothes.

Cherry Hill West offers a course in Functional Art Forms that includes the study of fashion, but this unique elective is not offered at East. In addition, neighboring high schools,

including Eastern, Lenape, Shawnee, Cherokee and Seneca, all offer a series of three progressive course electives in fashion. East stands alone in its lack of fashion sense.

The time has come to move beyond the traditional elective offerings at East.

The CSB should be expanded to include fashion courses so that East students can explore this useful career path and express themselves through an art form that impacts their daily lives.

have had throughout history. Sure, certain history classes will discuss for brief periods the power and influence of women such as Roxelana and Marie Curie.

But creating a Women’s History class would inform the new generation of how its female predecessors impacted the society we live in today in much more depth than any other curriculum East currently has in place.

Students often have little more than a superficial understanding of why some historical women are worth

knowing about. For example, how many students understand the significance of women like Joan of Arc, Ida B. Wells or Rosalind Franklin?

It’s undebatable that women deserve a bigger share of our history textbooks than they currently occupy. Society can’t blame women for holding fewer positions of power and influence in the world’s greatest empires because they

legally weren’t allowed to. Even so, women have deftly navigated through the difficulties they inherently face to leave a great impact upon society. They led civil rights movements and influenced the actions of empires, discovered new elements and inspired revolutions. Clearly, there

is so much more to women’s history than the current East curriculum allows us to delve into in adequate detail - hence the need for a new women’s history elective at East.

For hundreds of years, women were treated as the inferior gender, where being subservient to men was a life goal. Now that that perception, on the whole, has changed, East needs to do its part to update its curriculum by introducing a new women’s history class as a possible elective.

Studying linear algebra can benefit students whose interests range across nearly all STEM disciplines. For instance, computer scientists use linear algebra for machine learning, search engine ranking algorithms, computer vision, graphics, signal analysis and more.

Engineers use linear algebra for stress and strain analysis and for control system design. Economists use linear algebra to analyze supply and demand, the production relationship between industries and even the stock market. Linear algebra is ubiquitous among higher-level studies in math and science due to its utility in solving multivariable optimization prob-

lems.

Linear algebra’s broad applicability makes it an excellent candidate for a new elective at East. In fact, it can be so fundamentally important to fields such as computer science that in 2013, a team of 15 professors from universities including MIT, Cornell, UC Berkeley and NYU banded together to draft a proposal to a computer science curricula task force concerning linear algebra. They recommended, among other measures, removing any fulltime calculus prerequisites for the course so that students could take it sooner.

However, the precalculus course at East would be an appropriate introduction

to many of the topics discussed in linear algebra.

At the college level, some professors are suggesting that students begin studying linear algebra earlier in their mathematics careers.

East’s offering linear algebra would not be the first time a high school has taught the subject. Up until 2003, linear algebra was a required course in Canadian high schools around Ontario for students interested in a bachelor’s degree in science from some universities. Additionally, aspects of linear algebra

are still a part of the A level (Advanced Level) math curriculum in UK high schools.

In a school with fourteen English electives, nine science electives and eleven business electives, the Mathematics Department at East gets short-changed with only six electives. It’s time for math-oriented students at East to receive the opportunity to explore their interests outside of the standard curriculum by being offered linear algebra.

Women’s History

Linear Algebra

Art by Julia Benedetto (‘19)/ Eastside Opinions Editor

OPINIONS

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February 2019

Genesis causes too much distraction for students and young adults to learn and grow. Failing is never pleasant and is even more Jenny took a difficult difficult when parents monEnglish exam prior to itor every assignment and lunch. She sits down with test posted. Parents telling friends, but before she has their children their grades the chance to put are unaccepther bag down, able can cause Jenny checks students to Genesis to see become more how the test she stressed or took twenty mindiscouraged in utes ago impacted their goal to her grade. Her improve their grade, unsurprisgrades in the ingly, is not postfuture. ed, but over the Students’ course of the day, unrestrictshe continues to ed access to refresh the page their grades over and over causes them again. There are to overcheck too many students and become at East like Jenny obsessed. who let Genesis Students eat away at their have the abilsanity and phone ity to check battery. their grades Genesis enwherever and ables parents to whenever. put even more This can lead Julia Benedetto (‘19)/ Eastside Opinions Editor to a lack of pressure on their children. In an East students check Genesis on a regular basis during class time. patience and academically chalmore stress. lenging school district like them about assignments stantly monitor grades and On the other hand, Genesis Cherry Hill, the competiand stay in the loop.” scores on the portal not as allows students to stay up tion to get into good collegParents should know an option, but as an obligato date with their grades es and attain a high GPA is how their kids are doing tion. This obligation adds and missing assignments. intense. Parents now can in school; however, they to the mounting anxiety Still, even without Genesis, micromanage their chilshould not be able to see students and parents feel students would still be able dren to a new level because their child’s test score bein these districts.” to attain test grades and their grades are accessible fore the student is informed.

In addition, failing is homework grades when with just a few clicks.

In a New York Times arnecessary for students they are handed back in ■ By Samantha Bell (‘21)

Eastside Staff

Contrarily, it is good for parents to stay up to date.

One Cherry Hill East mother, Ami Linden, said, “Genesis is a good way for parents to keep tabs on their children, interact with

ticle by Jessica Lahey, “The Downside of Checking Kids’ Grades Constantly,” she wrote that “in highpressure school districts... some parents interpret the school’s invitation to con-

class. This allows students to have a general idea of their grade in the class.

Also, they would get their grades halfway through each marking period.

Emma Sklar (‘21) said, “I check Genesis around nine times a day and possibly more depending on if I took a test. Genesis causes me to stress more about my grades and be discouraged when I continuously see a low grade in one of my classes.”

Genesis causes teachers to become frustrated and rush when grading. Teachers have to deal with complaints of students’ grades before they even hand back the test. The additional stress of grades causes students to be more preoccupied with their class averages than the actual material.

Alternatively, Genesis allows teachers to put grades in more easily and causes fewer mathematical errors. Teachers should have access to a grade book and submit grades electronically; student and guardian access should be restricted.

The complete access to their grades consumes students’ lives. Over the course of writing this piece, I checked Genesis 13 times, but the first step of fixing a problem is identifying it.

Should colleges adjust admission standards for student athletes?

■ By Naomi Bereketab (‘21)

Eastside Staff

A highly debated issue in college athletics is whether or not athletes should be accepted to elite colleges and universities for outstanding athletic achievements despite average or below average academic performance. Although top colleges have gained their reputation primarily through outstanding academics, their student bodies should be well-rounded in all talents. Athletes bring a unique contribution to these schools that elevates them.

As Alex Virilli (‘21) said, “[Top] schools are based on excellence.

Therefore, if an athlete is excellent at a sport, then he or she should be accepted.”

When any college accepts someone, it considers other aspects of the student’s life. If solely academics were the basis for getting in, schools wouldn’t do interviews or ask about extracurriculars; they would just ask applicants to send in their GPA and test scores.

Emma Sklar (‘21) argues in favor of athletes, saying, “If they’re talented at sports and less talented in academics, they shouldn’t have to go to a less acclaimed school.”

There are elite colleges for people who are talented at music or cooking or other skills that aren’t strictly academic. But most athletes, especially in football and basketball, don’t get other schools in which to craft their skills. It would be a disservice to them to not allow them to attend an elite college and get the chance that someone pursuing an academic career would.

Duke University professor Peter S. Arcidiacono, the author of a “Students for Fair Admissions” study, notes that “athletes with an academic rating of 4 [out of 6, with 6 being the lowest] had an acceptance rate [at Harvard University]

of 70.46 percent, nearly a thousand times greater than the 0.076 percent rate for non-athletes,” so athletes bring something different to the table that the average student wouldn’t. They enrich the American university experience in a way that thespians or musicians can’t.

At the end of the day, universities operate as a business. The majority of the other students don’t contribute to their schools financially the way athletes do, and the revenue schools gain through sports helps provide the resources that all students have access to. For example, Texas A&M brought in an NCAA-high 193 million dollars in athletic revenue that was then distributed throughout the university’s many departments.

There should be a requirement to maintain a certain GPA, of course, but admissions officers should be more lenient with student athletes because of their other extraordinary skills.

Athletes are only a small percentage of the population at top schools, and because of their immense extracurricular contributions, they should be the exception to these academic standards. This small group of students does not take away from a high-caliber academic education. Even though college athletes fill valuable spots in a class that could’ve gone to more scholastic students, they further the college experience and help colleges collect valuable revenue to increase the quality of the school.

■ By Jacy Dickstein (‘22)

Eastside Staff

When 50 East students of different genders and grades were asked the first word they think of when they think of school, 43 students answered something pertaining to academics. So, if the majority of students associate school with academics, playing a sport well in high school should not allow less scholastic students to bypass many of the academic achievements colleges insist students must have for admission.

A study by the National Assessment of Education Progress noted that nationally, the average high school GPA is about 3.0. This is the standard for most national colleges and universities, while the more selective colleges look higher than that, typically for a 3.5 to 4.0 GPA in their applicants.

However, for athletes, only a 2.3 GPA needs to be earned, according to the National Collegiate Athletic Association’s Division I eligibility requirements. How are students who only perform at the C level accepted on full-ride scholarships to colleges when their more academically successful counterparts do not receive the same benefits?

Amanda Ripley, the author of “The Smartest Kids in the World — and How They Got That Way” wrote, “By mixing sports and academics, we tempt kids into believing that it’s O.K. if they don’t like math or writing — that there is

another path to glory.”

The main priority in school should always be education, which can be followed up with interests and hobbies. When students don’t abide by this philosophy, they lose focus of the importance of gaining a foundation of knowledge, which can be detrimental to their postsecondary education.

There are many other timeconsuming activities a person may take part in, such as cooking, community service and jobs. An individual may dedicate just as much of their time to activities similar to these and not reap the same rewards that sports players do.

Imagine dedicating countless hours a week to your passion, the same amount as sports players, only to find out that they got recruited for a full-ride to college and you have to pay your own way. Is that really fair?

One student at East, Jack Granite (‘19), commits to theatre, stage crew and four different vocal groups. According to Granite, just theater and stage crew alone could take 20 to 25 hours a week.

This is not including the week before performances, during which those participating are expected to stay at school until 11 p.m. and still hand in their schoolwork the next day. Even though Granite and many other students spend the same amount of time pursuing their passions as athletes do, their hard work is not valued at the same level.

Playing college sports is a tremendous achievement and a recognition of the hard work put in to get to that place. But if the playing field is to be as equal as possible, colleges and universities should reduce the focus and money given to prospective school athletes who don’t meet their rigorous academic requirements.

Art by Samantha Dayton (‘19)/ Eastside Art Director

February 2019

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AirPod trend builds momentum at East

sonal favorite feature of AirPods is being able to charge When AirPods were first my phone and listen released in December 2016, to music at the same they were met with heavy time.” controversy, receiving opinSome students, ions ranging from “they like Gianna Salvato look stupid” to “wow, those (‘20), don’t agree. are really cool.” But after “They are too exa few years, AirPods have pensive and overbecome one of society’s bighyped,” said Salvato, gest tech trends with people who added that she rushing to their local Apple felt some students Store to buy their own pair. may purchase AirAirPods were originally Pods just to fit in, released as an alternative which isn’t comto the wire headphones pletely unrealistic. that became unusable on For ages, kids have newer models of the iPhone, been known to spend which do not have a headmoney on things just phone port. Retailing for to keep up with the 159 dollars on Apple’s webJoneses, and Airsite, AirPods have multiple Pods are no excepfunctionalities that appeal tion. to users. Depending on perRecently, peoMason Kahn (‘22)/ Eastside Staff sonal preference, the user ple have used AirJosh Janove (‘22) listens to AirPods’ high Pods while doing classwork. price point as a punchare still listening. line for inter“You can’t be doing that net memes. These and performing in a class; memes build off the that’s just impossible,” idea that owning Airsaid Mrs. Esther Alpizar, a Pods makes you rich Spanish teacher at East. and that people who However, some students do own them feel the feel many of their peers constant need to brag will put away their AirPods to others who don’t. when it’s time for class and One downside of only use them during the AirPods is that they appropriate times. Either can be distracting way, that still leaves a porfor students. With tion of students who will teachers already batbe jamming out while their tling the distractions teacher is explaining what of technology as it their next test will be on. is, Apple somehow In the end, that level of found a way to make self-control must fall onto listening to music in the students because it is class secretly postheir decision to focus or alsible, as AirPods are Jiseon Lee (‘20) / Eastside Photo Editor low technology to constanteasier to conceal beStudents listen to AirPods while in the cafeteria. ly distract them. hind hands or hair Whether you think Airthan traditional headPods are awesome, lame or can customize the setting of hallway, described them phones. Some students still simply overpriced, they are each AirPod in a pair. For as “pretty interesting and don’t see the harm in havundoubtedly a trend that instance, some users prefer pretty cool.” ing one earbud in and one appears to be sticking. for their pods to allow them Balakas said, “My perout because they claim they ■ By Angelina Witting (‘22)

Eastside Staff

to answer incoming calls, simply by tapping their left pod. Others prefer tapping their right pod to change songs while listening to their music. The long battery life is an added benefit for users, but just as important is the AirPod holder which doubles as the charging device for the Pods. The adaptability of AirPods makes this device a popular item for users of all ages.

For high school students with AirPods, being able to listen to their playlist while changing classes makes the journey more pleasurable.

In one walk from B-Wing to F-Wing, ten students were seen wearing AirPods, not counting the ones hidden by hair. One of the many users is Jonny Balakas (‘19), who, upon originally seeing AirPods in the

Viral ASMR videos inspire students

■ By Olivia Pollock (‘22)

Eastside Staff

While kids and teenagers ten to twenty years ago often spent their time caught up in trends such as Silly Bandz or Lisa Frank coloring books, in the last couple of years a new trend has emerged and is sweeping the teenage generation.

This relatively new trend is ASMR, which stands for Autonomous Sensory Meridian Response, and can be described as a light tingling sensation that runs through your body. ASMR is considered by many to initiate a sense of relaxation.

Many students at Cherry Hill East take part in these activities and enjoy the different types of ASMR. One especially popular type of ASMR revolves around making, and playing with, slime.

What exactly is slime?

“Firstly, put Elmer’s glue into a bowl,” said Giuliana Braunstein (‘22), who used to frequently make slime.

“Then, add a few pumps of lotion and mix with borax and warm water. Lastly, mix it all together.”

Mackenzie Belsky (‘22) said, “Playing with slime is overall enjoyable and it calms me down after a

stress-inducing day.”

Another common type of ASMR that students at East listen to is audible ASMR, including trends like whispering videos.

“Although [audible ASMR] may be strange,” whispered Grace Laird (‘22) in a soft ‘ASMR’ tone, “it sometimes can be soothing and enjoyable.”

In addition to slime and whispering, videos of people tapping their fingers, listening to notifications and eating have also become popular forms of ASMR for the general public.

Speaking on these trends, Belsky said, “Although I enjoy slime, the other trends are unnecessary and flat-out stupid. I don’t understand their immense popularity.”

While some people are for the overarching trend that is ASMR and its rising popularity, others are not for it and would highly advise against it.

“This trend is dumb,” said Amanda Rosen (‘22). “I do not find it calming like other people do, and I don’t understand its purpose. I also think this trend will die out and will lose its progressive momentum. Also, ASMR has been branded as a way to relieve stress and anxiety, but some of the eat-

ing ASMR videos have been gresses and hundreds of claimed to cause stress and slime videos and other inflict some panic attacks.”

ASMR-style videos are creDespite some negativated, it seems like they are ity towards this movement, truly everywhere you go.

ASMR has been reaching However, like most trends, the minds of people everyit could be gone before long. where. Many popular YouTubers take part in this trend as well, which explains why many teens and adolescents alike listen to and participate in these activities.

These famous YouTubers like Jeffree Star, Tana Mongeau, Shane Dawson, Ricky Dillon, James Charles and others are acknowledging this evolving trend; it’s no wonder ASMR has swept the minds of the youth nationwide.

Courtesy of Lindsay Batzar (‘22) As the Lindsay Batzar (‘22) plays with slime trend pro- from the slime-making business she runs.

February 2019

■ By Eli Weitzman (‘20) Eastside Webmaster

We’ve all had to Google something at some p o i n t , probably even daily. We’ve all used Docs, or Slides, or Sheets. Most of us have used Google Classroom for our classes. But is that a good thing?

Google Drive and its tools have become embedded in people’s lives, for better or worse. Google’s tools are used all throughout school.

English class uses Docs for essays. Science class uses Sheets for data. Maybe you used Slides for a presentation in Social Studies. You may even have gone to the library to do a Google Expeditions virtual reality activity. Google is everywhere, but I believe that’s not a good thing.

Google Docs, while it is a wonderful text editor, is greatly flawed. You can’t do any advanced formatting, you can’t do inking and you can’t do any advanced text-editing. The only good thing Docs does is make collaboration easier. Microsoft Word Online, on the other hand, has inking, advanced spelling and grammar check, a built-in researcher tool, a built-in citation generator and so much more. So why is everyone using Docs? Does anyone realize the benefits of Word Online?

Next, let’s look at Google Slides. It’s perfect for making quick group projects in school. But what else is it good for? It doesn’t look professional; it’s too lightweight, and it makes slideshows that honestly look ugly. So why do we like using it, collaboration feature aside? PowerPoint Online looks much more professional and even has a builtin tool that makes the presentation for you. Plus, you can record your slides with narrations and even have a real-time translation for your presentation. Despite all of these great features, PowerPoint Online is overlooked.

I can understand why people have gravitated towards Google Drive. It’s free and gives you some storage. But did you know that Office does the same thing? An Outlook account is free, and you get Word Online, PowerPoint Online, OneDrive and more, all for free. And, while Google is widely recognized for your ability to collaborate with a team, Office’s collaboration has reached almost exactly the same caliber as Google.

So now I ask you: try Microsoft Office again. You may have clung to Google Drive and its suite of lightweight tools, but give Office a chance. It may surprise you how easy, and more professional, your work will become.

February 2019

Black History Month

Movie Picks ■ By Henry Nolan (‘19), Zoe Culver (‘19) and Claire Joanson (‘19) Eastside Culture Editors

The Eastside Culture Editors reached out to the teacher advisors for the African-American Culture Club and together we compiled a list of TV shows and movies which we would recommend to viewers this Black History Month: “Night of the Living Dead” — In one of the first zombie movies, with one of the first black protagonists, the post-apocalyptic movie allows for difficult themes about race in an unexpected place.

“A Raisin in the Sun” — A Chicago family in the ‘60s struggles with money and disputes over political views in this emotional rollercoaster of a classic.

“42” — In a time of prejudice and racial stereotypes, Jackie Robinson defied all odds to become the first African-American MLB player.

“Fences” — A post-WWII America struggles with racial tensions. A black family has internal conflicts that are symbolized by the construction of a fence around their back garden.

“Get Out” — Making his commentary on racism today, Jordan Peele directed and wrote an Academy Award-winning movie that is both horrific and hilarious.

“Hidden Figures” — An empowering story about three women and what they were able to accomplish despite challenges due to race and gender.

“Moonlight” — In a lowincome, single-parent family, Chiron learns of the truth of his life and discovers his sexuality. This movie won the Academy Award for Best Picture in 2017.

“Selma” — Taking place in the 1960s, this movie follows Dr. Martin Luther King Jr. in the famous march in Selma.

“I’m Gonna Git You Sucka” — A parody of Blaxploitation movies of the 1970s, it is full of crude stereotypes to make fun of their inanity.

“Eyes on the Prize” (documentary series) — This documentary series from the late ‘80s explained many important events pertaining to Civil Rights.

“The Color Purple” — The movie follows the story of an African-American woman and the struggles she faces living in the South during a time of extreme prejudice.

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People should stop comparing books to their movies ■ By Zoe Culver (‘19) Eastside Culture Editor

“ H a r r y Potter,” “Jurassic Park,” “The Hunger Games,” “The Shining” and so many more — from oldtime classics to new teen dramas, hundreds and hundreds of books h a v e b e e n turned i n t o movies over the years.

H o w ever, as the origin a l readers go to the movies to watch their favorite stories in live action, they can’t help but compare the movie to their first experiences with these books.

As a result, it seems like it is common knowledge that “the book is always better than the movie.” While it’s inevitable to compare a bit, people should try to stop comparing books to the movies because both are beautiful,

different and artistic in their own way.

To compare movies and books is to compare apples to oranges. While they might be telling the same or a similar story, they are two completely different experiences. When you open a book, you enter a world of your creation. The words are poetic and, in a way, so are your “surroundings.”

Reading a book is unlike any other medium for a story because y o u r experience is y o u r o w n , a n d the fact t h a t there is no visual allows what you see to be exactly what you want it to be.

Only one part of the book, the dialogue and story itself, is provided for you.

Because the experience you create is all your own, it’s nearly impossible for a movie to live up to the expectations that you create. Going into a movie, you already have an image of what it should be in your mind: the appearance of the characters, how they should walk, the way that they talk, even small plot points. As

a result, sitting in a movie can be a shocking moment at times for someone who read the book. For example, in “The Shining,” Jack’s child, Danny, talks to his imaginary friend Tony. In t h e

book, he talks to his imaginary friend and sees him in the distance as a person himself. However, in the movie, Danny scrunches his finger and talks in a different voice to show Tony.

People who read the book were shocked by this, but sometimes slight changes like this have to be made in order to make them more visually interesting.

Although these differences may upset audience members who read the book before, what those viewers

need to understand is that when a movie is made, it is as if there is a new author of the book. They are creating their vision of the book, and what they imagine may be different from the reader or even the original author. An artist is inspired by the work of others but does not make a replica.

In that same sense, a movie is so much more than the story it tells. There are visuals that a book can only try to explain. There are moments between characters that you can only feel when you look directly into their eyes. Even though the book has its benefits, so does the movie.

As more and more bestselling books are turned into massive movies, it is important not to judge the movie against the book.

A book and a movie are two completely different experiences, and it is not fair to judge one’s quality by looking to something that might only slightly show similarities.

Instead, by thinking of both as two separate ways of entertainment rather than lumping them together, a reader and watcher will inevitably get more enjoyment out of both if they treat them as separate entities.

Art by Danny Kahn (‘19)/ Eastside Art Editor

Tattoo trend marks adulthood for students you may just see it in the hallways of East.

Although tattoos may All human beings living seem like a modern trend, on the Earth have their they have been around for own identities that they thousands of years. Tatcan express through their toos were even found on the actions, words, thoughts famous “Otzi the Iceman” and even appearance. For who lived over 5,300 years some people, that means ago. Throughout human dying their hair bright pink history, they have served a and wearing leather jackvariety of purposes. Origiets. For others, it means nally, they were mainly donning clothing or jewto classify a person as a elry that shows their devomember of a certain group tion to something they beor organization, and now lieve in, like a religion or a they are viewed primarily sports team. However, one as a mode of personal exmethod of personal exprespression. Tattoos have an sion that has withstood the entire culture surrounding test of time is one you may their existence, which has not expect: the tattoo...and only in recent years become widespread, likely due to increased accessibility to safe inking practices and the influence of the internet.

In fact, many students at East are able to get safe access to tattoos before they turn 18.

One such student is Nicole Arzylowicz (‘19), who got her tattoo in the summer before her junior year.

“I was Nicole Arzylowicz (‘19)/ For Eastside able to find Nicole Aryzlowicz shows her heart tat- a safe, trusttoo from 2017. worthy par■ By Claire Joanson (‘19)

Eastside Culture Editor

lor that was able to give me a professional tattoo,” Arzylowicz said.

Other students, however, have to use other avenues in order to receive the ink they want without having to go to a professional parlor.

Gabriela Valladares (‘19) received her tattoo outside the traditional Henry Nolan (‘19)/ Eastside Culture Editor storefront. Brian Lore (‘19) chose a “less than” sign “ S o m e - on his forearm to represent humility. one I know k n e w employers. someone with a tattoo gun.

“It’s just something In New Jersey, tattoos are printed on your skin, it supposed to be regulated, doesn’t define who a person but what’s stopping someis or how they act,” said Arone from ordering the supzylowicz. “Having a tattoo plies off of Amazon?” Valcan mean a lot to a person.” ladares said.

Tattoos may be seen by Though tattoos have gotsome as controversial, but ten much safer due to imthere is no denying their proved technology, there importance as a cultural still exists a stigma behind identifier of experience and the decorative practice. identity, something which Many who are applying for has drawn attention for a job feel the need to cover thousands of years, and their ink, which is deemed will likely continue to do so “unprofessional” by many for decades to come.

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TMBG presents unique music style

an artist whose style is very similar to that of They Might Be Giants with his My first bizarre concepts for lyrics introwith deeperd u c than-expected tion to meanings.

He They performed my Might favorite song, Be Gi“The Future ants Soon,” about a was in Journalism 1H. middle-schoolMr. Gagliardi used one er fantasizing of its albums, Why? to about a “better” help us learn to write future after bealbum reviews. At the ing rejected by time, I knew very little his crush. of the band, and for a Coulton emlong time afterwards, I braced a perstill had a limited unsonal touch derstanding. When we throughout the did this assignment, concert, at one the song on the album point taking that most stuck out part in a full to me was “Thinking conversation Machine.” The band is with the audiknown for its absurence, who was dity, but it was a level pressuring him of self-awareness, not to take off the typically seen in the tuxedo he wore songs from Why? that to celebrate the stood out to me in New Year. He “Thinking Machine.” was interacting Why? can be categodirectly with us, rized as one of They almost like we Might Be Giants’ chilHenry Nolan (‘19)/ Eastside Culture Editor were his friends, dren’s albums, but it They Might Be Giants displays its iconic humor by projecting a Micro- not his audience. doesn’t lose what makes soft Word document onto the stage.

Bands like it They Might Be GiThey Might Be ants. While it is technically identity and a refusal to be more personal feeling. The Giants are often viewed as classified as an indie band, defined by others. drummer was wearing a “children’s bands” because there is something about it On New Year’s Eve, I shirt that said “Basketball of their seemingly absurd that seems to create its own went to a They Might Be is Very Good,” which was songs, and the fact that category beyond indie. The Giants concert at the Thenot the most significant asThey Might Be Giants spesongs that the band create atre of Living Arts in Philapect of the performance but cifically wrote the “Mickey all have an unusual premdelphia. Having watched important nonetheless. Of Mouse Clubhouse” theme ise so that at first they just the show, I can confidently course, to top it all off, the song, but exposing oneself sound silly. It’s when you say that this was the best song performances were to new things is an essenthink about it that you beconcert I have ever been to. all stunning. The band was tial part of the human exgin to realize that there is Channeling the “dads with able to translate its recordperience. If we don’t take a lot more to the songs than sweaters” vibe that the rest ed songs to a live format a chance with bands like meets the eye. of the audience was giving much smoother than any They Might Be Giants, or Take, for example, the off, my friend and I dove other artist in my experiother aspects of culture band’s most famous song, into the experience and emence. that we might have a nega“Istanbul (Not Constantibraced the absurdity.

Perhaps just as, if not tive perspective of, we close nople).” While to some this The main performance more, impressive was the ourselves off to a potentialsong may just seem like was very entertaining, opener. Jonathan Coulton, ly life-changing experience.

■ By Henry Nolan (‘19)

Eastside Culture Editor

the spouting of a tonguetwister they made in their free time, the lyrics contain a message about changes in

largely due to the banter between the band members that helped to break up the songs and give it a much

The best love songs have a lot in common

■ By Mandi Karpo (‘19)

Eastside Staff

It is common for many music lovers to draw a direct correlation between a certain genre of music and a corresponding emotion.

For example, one may feel exuberant with joy and good vibes when jamming to “Animals” by Neon Trees, or suddenly become sad and nostalgic when listening to “When the Party’s Over” by Billie Eilish. Music has the ability to take listeners on an emotional rollercoaster, especially when it comes to the topic of love. As Valentine’s Day quickly approaches, students at East are starting to get in touch with the Hallmark holiday by indulging in some chocolate-covered strawberries and favorite love songs.

Whether it be the simple melody or charismatic lyrics, the perfect love songs evoke strong emotion in everyone. But the question still stands: what makes a great love song?

Haley Lopez (‘19) values love songs because she finds them reflective of personal experiences.

“What I love the most about love songs is how they can hit a certain emotion and memory that is so specific and unique,” said Lopez. “It feels like the art-

ist has been spying on a part of your life and then wrote a song about it.”

One of Lopez’s favorite love songs is “See You Again,” by Tyler the Creator. “[Tyler] takes a feeling that everyone has felt at least once in their life and made into his own using his unique style,” said Lopez.

“It reminds me of when you see a stranger on the train and are instantly attracted to them.”

Overall, the melody of any song is critical to grabbing the audience’s attention. Artists’ melodic styles are often unique and help listeners decide whether they want to continue listening.

Melody is how Samantha Iantosca (‘19) evaluates love songs. “ It’s like the first thing you hear… You have to be intrigued by that beat and want to continue to listen, and that’s what pulls you in,” said Iantosca.

It is then up to the lyrics to carry out the song’s purpose — that is, whatever the purpose the audience attaches to the music.

Brynn Korin (‘19) attach-

es a more cynical perception to love songs. Korin’s favorite love song is “Will He,” by Joji. The piano sequence in correlation with electric beat drops flows perfectly with the lyrics in order to highlight his doleful style of music.

“I prefer sad love songs because happy love songs are like fantasies that will never come true,” said Korin.

But love songs do not particularly need to have a slow melody to bring the audience into a melancholic state. In fact, some love songs have a more upb e a t melody

such as “Breakeven (Fall- ing to Pieces)” by The Script. This in itself can make a break-up song have a totally different purpose to music-lovers than what the artist originally intended.

Lopez finds this particular characteristic of love songs to be enchanting.

“I also love how they can be so different musically, like upbeat and electric or sad and acoustic, but still trigger that same, poignant feeling,” said Lopez.

The idea of falling in and out of love has been a universal theme for centuries.

For instance, Cupid has long stood as a mascot for love all across the globe.

With his magical bow and arrow, Cupid has the ability to bring one’s lover to their doorstep with one straight shot. In a way, listeners have manifested the same idea with their favorite music artists. Love is a powerful emotion and has driven those in the music industry to create the perfect love songs that their fans have developed their own love, and not just for the artist. A love song isn’t about the singer, rather how it is written and how one connects with the lyrics.

Love can be perceived in a million ways, so artists have the power to manipulate their songs to fit their perception of what love truly is to them. In return, music remains a timeless form of art that will forever capture the emotions of listeners, from the head-overheels to the heartbroken.

Art by Danny Kahn (‘19)/ Eastside Art Director

February 2019

Culture Picks:

Best Love Songs

In the thousands of songs that are made each year, a common topic throughout is “love.” From new love to break-ups, pop hits of the ‘90s to ballads of the early 2000s, it seems like many songs are related to love in some way. Here are the Culture editors’ top picks for “Best Love Songs.”

“Animals” by Neon Trees “when the party ends”

by Billie Eilish “I Will Follow You Into The Dark” by Death Cab for Cutie “My Heart Will Go On”

by Celine Dion “Still Remembering” by As It Is “In My Life” by The Beatles “Thinking Out Loud” by Ed Sheeran “1+1” by Beyonce “I Want It That Way” by The Backstreet Boys “1, 2, 3, 4” by the Plain White T’s “Lovefool” by The Cardigans “Thinkin Bout You” by Frank Ocean “Drops of Jupiter” by Train “L-O-V-E” by Nat King Cole “How Sweet It Is” by James Taylor “The Way You Make Me Feel” by Michael Jackson “Treasure” Mars

by

Bruno

“My Boo” by Usher and Alicia Keys “Love Like This” by Natasha Bedingfield “XO” by John Mayer “My Girl” By The Temptations “Get You” by Daniel Caesar ft. Kali Uchis “LOVE.” by Kendrick Lamar ft. Zacari “Can’t Help Falling In Love” by Haley Reinhart “A Message” by Coldplay Want to listen to this playlist? Scan this QR code and follow us on Spotify!

February 2019

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Page 25

Throughout January, Eastside released five new multimedia packages.

Visit eastside-online.org to read exclusive Multimedia Month content.

Eastside editors revealed their top picks for the best music, television and movies that came out during 2018.

Check out the package to see their favorites.

From pancake parties to pun-offs, Eastside editors explored some of the most memorable traditions that East teachers utilize to engage their students.

Every year, the Oxford English Dictionary releases a Word of the Year that sums up the previous 365 days. It also creates a shortlist of the runners-up. Eastside delved in-depth to explore the meaning of this year’s chosen word — toxic — and how it relates to the East community.

Studying various trends in New Year’s resolutions and what it takes to form a habit, Eastside editors tried to keep up with different 20-day challenges, ranging from keeping a laughter journal to meditating every day.

Eastside dove behind the scenes to explore the history of the content of East’s trophy cases and uncovered some buried treasures along the way. Check out the package to learn all about the achievements and accolades of East sports over the past couple decades.

Continue to check out eastside-online.org for an in-depth investigation of mental health at East, as well as other multimedia packages.

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February 2019

East athletes work through injuries Greg’s Gains ■ By Adam Dashevsky (‘19)

Eastside Sports Editor

Long road trips on weekends, early-morning workouts and the pain of defeat are all things that athletes will experience in the pursuit of accomplishing their goals. However, the most notable sacrifices often associated with sports, even at the high school level, are injuries.

Although rules and equipment have been made to help prevent serious injuries, there is no way to completely stop them from happening.

Many student athletes have to endure excruciating pain and a lengthy rehab process in order to return as close as they can to their peak form.

Basehore decided to begin his third rehab program.

He was finally able to take part in a soccer scrimmage months after his initial injury.

“During a water break I had to go off the side, letting out some tears because

rectly into the knee of the opposing defensive back.

Coen would later receive word that he fractured his patella.

Coen said, “I was taken straight to the hospital and underwent patella reconstruction surgery and got a

way, he is confident he will be able to make his return to athletics, as he hopes to compete in this upcoming lacrosse season.

Coen said, “The thing that kept me motivated through the process was really just getting to play again. After being out for so long, I am just hungry to get back out and play again.”

Eddie Grant (‘20) Eddie Grant is another athlete who was left on the sideline due to an injury.

In a soccer game against Cherokee last fall, Grant suffered a broken femur.

He would proceed to have two surgeries in two days following the tragic accident.

Grant said, “It was definitely really tough mentally beAndrew Maier (‘20)/ Eastside Photo Editor cause I was in a Mark Mark Basehore (‘19) leads the Cougars as team captain on Senior Night. lot of pain and I Basehore (‘19) knew that I was Mark Basegoing to be out hore is one East athlete I had made it back. I felt few screws, two rods and a for a long time, but I got so who has experienced a serilike me again,” said Basewire in my leg to hold it all much support from a lot of ous injury. During a soccer hore. together.” different people, and that game against Shawnee in Basehore had his doubts Coen was forced to be really kept my spirits up. I his sophomore year as the about his return. The idea out of school for almost two got calls, emails and texts team was trying to make of never being able to commonths. He would soon befrom teachers [and] coaches the playoffs, Basehore lost pete in the sports he loved gin physical therapy and as well as teammates and his balance in midair and is what kept him motivathave a second surgery in friends not just from East, landed on his knee, causing ed. Basehore was ashamed April to remove the hardbut also other schools.” it to bend at a ninety-degree at the idea of needing help ware inside of his knee.

Grant was forced to miss angle. Basehore would latto be carried off the field Due to this injury, Coen two weeks of school, and er find out that he sprained then had to his PCL (posterior cruciate use crutchligament), a ligament ines for nine side the knee that connects weeks until the thigh bone (femur) to he could rethe shin bone (tibia). turn to walkBasehore said, “It felt ing.

Rehab like the sharpest numb began four pain you could imagine. weeks after I remember just laying the injury on the turf staring up at and began the dark clouds, and time with simple seemed to stand still.” movement For the first couple of training. The days after the injury, Basepain from hore had zero mobility in the injury his knee. He would soon was obvious gain some of it back, but to Grant, but every movement presented understandhim with sharp pain. He ing the imwas constantly aware of his portance of injury, as small mundane the rehab tasks became increasingly pushed him difficult and painful. and helped Basehore said, “Honesthim to acly, the physical and mencomplish his tal [struggle] went hand goals. in hand because it became “My physivery hard to focus on school Allie Rosen (‘20)/ For Eastside cal therapist ...there’s always the pesky Sean Coen (‘20) cheers from the sideline against Cherry Hill West. and I set small little demon in the back of goals so I had your mind saying you can’t if that play was in fact his was forced to miss the rest something to look to,” Grant ignore the pain you are last time competing. of his sophomore football said. “They started out as feeling, but you are forced Basehore said, “All I season, his sophomore lasmall goals like lifting my to do just that through the wanted was to be back on crosse season and his junior leg straight but progressed course of the day.” the field and either finish football season. to bigger ones like walking.

The original timeline my career on my own terms “It hurt watching my Now one of my goals is to for the injury was a couple or have it taken from me teammates play without start running soon.” days, but those days would while giving everything I me, and missing game afAlthough injuries are soon grow into months. had. It was all or nothing in ter game made it feel like common in sports, their freBasehore was not active in my mind.”

I would never get better,” quency does not make them sports for four months, and said Coen. easier to bear. Athletes are he did not step foot on a socSean Coen (‘20) After the injury, Coen then forced to deal with the cer field for nine.

Sean Coen faced an injuneeded assistance for normental aspect of the injury, Basehore initially went ry of his own during a footmal tasks such as showerwhich can be the hardest through two rehab proball game against Delsea ing and getting into the car. part. East’s recently ingrams to prepare for the in the early 2017 season.

The goal of the rehab projured athletes have strong upcoming baseball seaWhile lined up at the tight cess was to restore mobility loves for their respective son. He made it halfway end position, Coen lost his to his knee so he could bend sports and have been willthrough the season when footing when going out for his leg all the way and walk ing to put in all of the work the knee pain started acta block, causing his knee to properly. Although he has in order to return to their ing up again. After being shatter as it slammed difaced some doubts along the peak physical form. out for another two weeks,

■ By Greg Rothkoff (‘19)

Eastside Opinions Editor

F e b ruary is the time when common New Y e a r ’ s Resolutions, like getting in shape, typically begin to fail. You may have wanted to go to the gym more, but the mental and physical effort involved might have begun to seem like way too much.

I am not a newcomer to physical fitness, as I have been going to the gym routinely for roughly 18 months. I work out five days a week for a total of eight to ten hours per week.

If I have learned anything, it is that the gym is tough.

I hope these tips help you keep your New Year’s fitness resolution, as they have certainly helped me stay motivated going to the gym for so long.

1. Get in your zone Whether it is listening to music or shadow-boxing, do what you need to get ready.

Your playlist is one of the most important aspects of a workout, as it helps you stay focused and maintains the gym mindset.

2. Know your equipment Misuse of the gym can result in some serious injuries over time, especially if you’re trying to get into the weightlifting side of working out. Do some research and find workout apps that demonstrate proper form — I use an app called Fitness 22.

3. Do what moves you If you’re a first-timer to workout culture, go into the gym and just do whatever looks interesting to you.

This is important to avoid tedium before you start an actual routine.

4. Make a plan/Set goals One of the biggest mistakes I have seen throughout my fitness journey is people walking around the gym mindlessly lifting weights. This practice sets you up for failure. Once you find what interests you, I recommend organizing it into a routine on a Google Doc, which is what I use to stay organized.

5. Remember your goals The starting phase of working out is the hardest part. It will get better, and months or years into hitting the gym, you will know where the transformation began and be able to laugh at how much you have changed.

Even with all of these tips, people who make a lifestyle out of going to the gym rely on something that cannot be taught.

There is deep-seated drive within those individuals who strive to improve themselves.

I challenge you to be in the minority that overcomes the odds and becomes what they have always pictured themselves to be.

Check out www.eastsideonline.org for more tips.

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East students take on competitive cheerleading ■ By Lalitha Viswanathan (‘22)

Eastside Staff

What are the typical stereotypes for a cheerleader?

Is it having a bunch of pep and gaining popularity?

Alexa Atlas (‘22), Mia Kelly (‘19) and Amanda Merovitz (‘22) disagree, and they want the world to know that cheerleading takes skill, agility, muscle and coordination. All three athletes are on competitive teams and also cheer for East, and all have won many awards for their performance.

Involvement in cheer outside of high school often begins at a young age, with recreational teams and gymnastics courses where beginners can improve their flexibility and build confidence in their passion.

Atlas utilized this common route to get involved with cheerleading in elementary school.

“I started All Star Cheerleading in first grade [at six years old]... My Little Gym teacher had a gym and told me to join her program, Magic All-Stars. From the first second I loved it,” Atlas said.

Merovitz also started cheering competitively at the age of six, after Atlas convinced her to join. In Kelly’s case, learning came later and secondhand, from a friend who was involved in a formal cheerleading program.

“I didn’t know anything about cheerleading, so my friend practically taught me basic cheer motions,” said Kelly. “I honestly didn’t think I was going to make the [East] team

because I messed up, but petitive teams: the Queen when I found out I made it, Cats (Level Four) and the I was ecstatic.”

Lady Cats (Level Three).

There are five levels in She has about four practiccheerleading. Level One es a week and she typically is for young kids who have has an additional practice if just started to cheer. Level a specific stunt needs to be Two requires skills such as practiced. Similarly, Meroa one-arm cartwheel or a running round-off back handspring. Level Three gets harder, as it requires aerial cartwheels and a front tuck.

Level Four requires advanced cheer jump skills and a standing back tuck.

Finally, Level Five is the hardest, needing all of the previously mentioned skills as well as a standing Courtesy of Alexa Atlas (‘22) full twist.

M a k i n g Alexa Atlas (‘22) and Jillian MacHenry it onto elite (‘22) pose after a competition. cheerleading teams requires young vitz averages two or three athletes to work hard at rigorous practices a week mastering upper-level for the South Jersey Storm tricks, defying cheerleadSurge. ing’s pervasive reputation Like the majority of athas a non-rigorous sport to letes, all three girls also which people do not deditrain on their own time in cate time and effort. Atorder to maintain strength las’s usual week includes and flexibility between practicing for at least eight competitions. hours a week, as she is “I go to the gym and do on a Senior Five team at cardio to build stamina.

South Jersey Storm Lady Also, because I’m a flyer, Reign.

I stretch at home,” Kelly Kelly cheers on two comsaid.

This training often pays off in the form of victory.

Kelly was undefeated with a Level Three team for two straight years. Merovitz definitely can boast about her accomplishments, as her team got seventh place at Worlds.

Forty different countries participate in Cheerleading Worlds, which is hosted by the United States All Star Federation (USASF). Atlas has won many different competitions, and her dream is to win National Cheerleading Association (NCA), which is the national competition, or to win Worlds someday.

The three girls feel happy, scared, stressed, excited and confident as they are on stage performing at different competitions.

“Cheering makes me feel more confident, and because I fly, I’m one of the girls that people’s eyes are drawn to during stunts,” Kelly said. “When I compete, the adrenaline pushes me to my utmost potential and motivates me to hit the routine.”

Although the three cheerleaders have had impressive career achievements outside of East, they have also fought through injuries or setbacks that took them away from cheerleading.

Kelly said, “My first year cheering competitively [2015] I was dropped in a stunt … and my elbow bent awkwardly. I went to the hospital after I got home to get X-rays, and I was told that I had a minor radial head fracture. I was out for about two weeks and then I came back and started

tumbling and stunting again.”

Atlas has also had many injuries, including when she broke her pinky and thumb a few years ago, but the real upset was when she broke her ankle twice in 2018.

Merovitz has never had a traumatic experience where she got seriously hurt, but admits that she has been dropped many times because she’s a flyer.

A flyer gets held up in the air by his/her teammates, who are the bases. There are also spotters, for the more complicated and dangerous stunts, who ensure that a cheerleader won’t fall.

The best part of cheerleading for all three of them is the friendships they have developed with their teammates.

Since the team must trust each other, they share a special bond.

Merovitz said, “I have a really close relationship with my team.”

Atlas also said that she feels that she has known her teammates “forever,” even though they haven’t known each other for a long time.

Kelly said, “My team is like my second family.”

When people hear “cheerleading,” they may be tempted to think of stereotypical preppy girls that cheer for fun, rather than rigorously dedicated athletes. However, as they look toward future cheerleaders like Atlas, Kelly and Merovitz, they may understand the devotion and physical ability needed to compete as cheerleaders beyond the confines of East pep rallies and weekend games.

the athlete’s muscles, ligaments or bones.

Hatch said, “If [athletes] need further testing, such

August 2010 after getting his Master’s degree in sports medicine. In his almost nine years of work-

sions.

“I was a bit stubborn in my ways my first year or two and thought I had all the answers,” Hatch said.

Since then, Hatch has learned to better communicate and ask for help from other medical professionals because they all want what is best for the athlete. He has learned many new techniques from his extensive amount of experience.

Although Hatch sometimes reaches out to other medical professionals, he believes that injured athletes should still seek his opinion before going to a doctor because not all doctors are specialized in specific parts of the body. Most pediatricians are not familiar with musculoskeletal injuries and are not properly trained to treat such injuries, which causes the athlete to be unavailable to play his or her sport for a longer period of time.

Recently, Hatch helped Mike Wheeler (‘20) with a sprained ankle. If untreated, a long-term ankle injury could have crippled Wheeler’s football career. “[Hatch] gave me the stim and ice treatment every day after school to help improve the strength in my ankle,” Wheeler said.

Hatch will continue to help student athletes as they continue their time at East.

Athletic trainer Scott Hatch helps injured student athletes ■ By Allie Graham (‘20)

Eastside Staff

Whether you’re a student athlete or simply a Cougars fan, East’s athletic trainer, Mr. Scott Hatch, is a Gwing presence worth knowing. Hatch, who works with the players on every East sports team year-round, is very devoted to making his presence known to athletes in case they become injured and need his assistance.

Hatch is trained in musculoskeletal injury evaluation and can properly diagnose an injury and help the athlete to get back to playing as soon as possible.

Hatch said, “I know what type of manual muscle tests and special tests to perform to know the extent of damage in the injury.”

If athletes and their parents choose to get a second opinion, Hatch can help point them in the right direction of the correct doctor to see.

Each individual reacts and adjusts to injuries differently, but the process Hatch uses to diagnose injuries is mainly the same.

It has taken a lot of practice to perfect his craft with each different athlete.

First, Hatch looks to see if there is any swelling, bleeding or deformity on the individual. Next, he asks the athlete what type of pain they are in to decide if the injury is related to

ries from occurring, Hatch suggests that athletes make sure to eat properly, keep hydrated and stretch

Andrew Maier (‘20)/ Eastside Photo Editor

Hatch attends to an injured football player during a game against Eastern last fall. as an X-ray or stitches, I then inform them, we call their parents together and we find the best and most appropriate treatment.”

In order to prevent inju-

routinely. These factors, along with many others, help student-athletes get in, and stay in, shape.

Hatch first started as East’s athletic trainer in

ing at East, Hatch has constantly updated his playbook, learning to better work with athletes by studying new techniques and new rehab progres-

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Silpe perseveres through uncertainty at UPenn ■ By Alex Levine (‘22) Eastside Staff

On the walls of the DiBart Gym at Cherry Hill East, you will find countless East basketball legends immortalized on Hall of Fame banners. One of the newest additions to the list, Jake Silpe (‘15), has recently shown what he can do on the court as a point guard on the University of Pennsylvania basketball team.

Previously, as a fouryear starter at East, Silpe scored 1,577 points, led East to a New Jersey Group IV State Final and was named the South Jersey Player of the Year by the Courier Post and Philadelphia Inquirer.

“Just being a name among all the special players that came through East is very special to me,” said Silpe.

Silpe knew how tough it would be to play varsity and get playing time his freshman year. He knew he would have to be very committed. By putting in extra hours of work before getting to high school, Silpe was prepared to compete at the varsity level right out of the gate.

“Constantly training and working out and lifting weights helped me become stronger and able to play at the higher level,” said Silpe.

Silpe said the biggest difference between high school basketball and college basketball is the size and athleticism of the players. He credits East coach Mr. Dave Allen for helping him prepare for basketball at Penn.

learned that you cannot take anything for granted; nothing is given to you and everything is earned.

“Something that made me resilient was always putting my team first, never being selfish, always putting in the extra work

Liz Lee (‘17)/ Eastside Archive

Jake Silpe (‘15) dribbles the ball up the court while playing for Cherry Hill East. “[Coach Allen] helped me develop a college basketball IQ and to know where to be and what to do on the court,” he said.

Silpe was a starter during all four years on the East team and during his first year at Penn. Silpe said that at first, it was very tough for him not to start as a college sophomore or junior. He quickly

and showing the coach and proving [myself],” Silpe said.

Silpe always had to find a way to get himself on the court. By working on his three-point shooting, defense and playmaking ability during the off-season, Silpe showed that he was good enough to get on the floor to help Penn win.

“Being a ‘team first’ play-

er and not putting yourself first, always being engaged even on the bench and always communicating [are] very rewarding. These are the biggest reasons I am playing significant minutes today,” he said.

Silpe said lot of people around Penn thought he would transfer during his sophomore and junior years after not being named a team starter. However, Silpe decided to stick it out.

“I was never going to give up, and I would never let it get the best of me,” said Silpe.

Silpe’s coaches and trainers were the reason he did not give up and ultimately gained a significant role on the team. Now a captain for the Penn basketball team, Silpe is responsible for keeping the team at a championship level. Silpe learned what the championship standard looked like when Penn won the Ivy League Championship and punched its ticket to the NCAA March Madness tournament last season.

Former Penn captain Matt MacDonald also helped Silpe lead the team. “[MacDonald] helped me see what it was like to be a captain and to make sure the team was on the right path and doing the right thing and that they were never settling for anything less than a championship

standard,” said Silpe.

Silpe considers grit a main reason for the Penn basketball team’s success so far this season.

“We outwork teams, we are disciplined, we dive on loose balls and we have a lot of energy on the bench.

It’s all the little things that really matter and they are all things a team needs to be successful,” he said.

On December 11, 2018, Penn defeated the defending NCAA National Champions, Villanova University, 78-75. It was Penn’s first time beating Villanova in 16 years. Silpe played 32 minutes, scored 11 points and added four rebounds.

After the game, Penn fans stormed the court.

“That feeling brought me back to the South Jersey Sectional Championships I’ve been a part of. There’s nothing like it,” said Silpe.

Having a committed work ethic, never cutting corners and always outworking and wanting more from himself are the reason Silpe is who he is.

“I know there is always someone out there working harder than me, and I want to work harder than them.

Having that type of work ethic is something that people should really hone in on if they want to play college basketball,” said Silpe.

Infographic by Ali Koenig (‘20)/ Eastside Managing Editor

Simeonides played DIII lacrosse at WMC ■ By Sophie Levine (‘19)

Eastside Sports Editor

Ms. Karen Simeonides is in many ways a typical English teacher; she excels in the classroom and loves reading, writing and lively discussions about William Shakespeare’s “Hamlet”.

However, a place where most people do not know or would expect that Simeonides has excelled is the lacrosse field.

Simeonides first started playing lacrosse during her freshman year at Cherry Hill West. She was always interested in sports but never played organized sports as a child. She initially tried out for the basketball team at school, but she failed to make the team due to a problem with making layups.

“I decided to go out for the lacrosse team because I like the ball up in the air rather than down on the ground,” Simeonides said.

As a defender for the Lions, Simeonides quickly made her presence known on the field. By her senior season, she was named a co-captain for the squad and was voted team MVP. Simeonides’s success on the

field led to her having her choice of three colleges near the end of her high school career.

Simeonides decided to continue her athletic career at Western Maryland College, now known as McDaniel College. Western Maryland had a Division III lacrosse program. Simeonides’s mother also attended Western Maryland, which was one of the reasons she decided to attend school there. Simeonides also noted that Maryland is known as a huge lacrosse state with many talented players.

“My mother always spoke so highly of [Western Maryland], and it is a school where coincidentally a lot of students whose relatives had attended went,” Simeonides said.

Simeonides enjoyed many aspects of college lacrosse, including the camaraderie she had with her teammates. Western Maryland struck the perfect balance between practice time, as the team never practiced during breaks. She said she met nice girls who all shared a common love of lacrosse.

“There was no drama,

we had fun when we played and there wasn’t the pressure then that there is now,” Simeonides said.

Being part of the team helped Simeonides throughout the rest of her life. She learned valuable skills like cooperation, empathy and teamwork.

“Nobody made you feel

that they were better than you. It was a consistent playing field across the board,” Simeonides said.

Simeonides ultimately transferred these skills into the classroom, where she works to raise student confidence along with ability.

Now, Simeonides has

a collection of about half a dozen old-fashioned lacrosse sticks. She continues to keep her lacrosse experiences fresh in her mind, as it played such a big role in her life. She will never forget all of the fun memories that she has that revolve around the game she loves.

Courtesy of Karen Simeonides, Edited by Andrew Maier (‘20)/ Eastside Photo Editor

Simeonides (bottom row, second from right) poses with her team.