High Tide: Feb. 23, 2024

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Teenagers hide aspects of their academics, identity and relationships from their parents for fear of judgement or lack of support

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Redondo Union administration adds AP African American Studies to course catalog

features 7 Senior Alex Yin and sophomore Keijiro Hattori represent Japan in the U18 division of an international baseball tournament

opinion

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PRO / CON:

Editors debate the appropriate age for children to gain access to social media

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Paving Pathways

Redondo adds AP African American Studies to history curriculum

by Malina Young and Safi Hamilton-Torres

Next school year, Redondo will be at the forefront of taking a vital step in not only recognizing the importance of diversity but also strengthening and supporting the bond of academia and culture. On Jan. 22, the Redondo Union School Board unanimously voted 4-0 to approve the addition of Advanced Placement (AP) African American Studies to the course catalog, allowing students to evaluate key concepts of the broader African diaspora in the past and present, and develop an understanding of the strengths and complexities of African American societies, while exploring the effects of inequality and systemic marginalization.

After two pilot years, the College Board will officially launch the course for all schools nationwide during the 2024-2025 academic year.

Black Student Union (BSU) President Sidney Cherry, senior, and junior Ezekiel Johnson were two student speakers who attended the Jan. 22 school board meeting to advocate for the addition of the course.

“I think [the course] will change how people perceive race and Black people in our history. Education is probably the most important part of how we will change the trajectory of people's perspectives and progress,” Cherry said. “Incorporating AP African American studies will be super important because people often aren't able to get the opportunity to learn about their culture or learn about Black people's culture until they're in college. We have AP US History and AP European History. So I think there's no reason why we can't have AP African American

“

Adding an African American History course shows the preogression that we've made in our society today. RUHS is positively representing the BSU. I think it'll be great

NOAH ELHARDOUZI JUNIOR

Studies.”

Cherry began serving as BSU president this year and believes she’s “always had this gear towards social justice and advocacy and needed an outlet for it.”

Besides working the BSU Instagram, @ruhs_bsu, she hosts meetings in room 216 every Thursday at lunch, inviting guest speakers, presenting research slideshows and opening the floor to dynamic conversations.

“I think Redondo is very open to trying new things. Even though I believe it should have been incorporated in the curriculum much earlier, I think it's just a step in the right direction that Redondo is consistently trying to take. There's a small Black population in Redondo, so I think incorporating this course will be not a reflection of the population of Redondo Beach but a reflection of its mindset,” Cherry said. “I’m excited for people to have the opportunity to learn about things that have been seen as taboo by people, like critical race theory, or that learning the truth about our history and the nuances of it will make people feel

guilty. You can't have US history without African American history and how those influences have affected our current state.”

Although the course received support from the administration and the community, Cara Johnson, a Redondo parent and longtime advocate for the course, mentions the importance of ensuring the success of the course and overcoming the institutionalized challenges.

“It is [opposition] so subtle that when it's brought up, [people] don't even realize what they're saying; the people that offer challenges don't even understand that they're offering opposition sometimes. Comments like, ‘Is that going to replace a real history class?’ Those are ingrained ways of thinking,” Cara Johnson said. “It takes just constant dialogue and explanation as to why this is important for them. To understand, it's really not about indoctrination, but it's about understanding.”

Redondo Beach Unified School District demographics display a 3% population of African American students. Cara Johnson commends Redondo Union for placing themselves in the position of being a “trailblazer.” She advises the school and community to “keep that conversation going and be brave and bold in our pursuit of inclusion.”

“I think the exposure to truth will open the minds and perspectives of everyone. I think there's a hidden history in African American history that a lot of people have no idea about when you think about African American history,” Cara Johnson said. “You get the big three. You get slavery, civil rights, and Barack Obama now. You essentially get Harriet Tubman, Martin Luther King Jr., and Rosa Parks. That's pretty much the circumference of what you learn.”

Historically, curriculum development in the United States has been shaped by biases that have marginalized the experiences and contributions of African Americans. The addition of AP African American Studies is a stepping stone in incorporating culture and diversity into the academic curriculum, recognizing the importance of opening perspectives, and exposing students to the impactful voices of our history.

“There's such a huge spectrum of African American history, going back to the diaspora that's not even touched, and much more that needs to be talked about, and it needs to be contextually explained so that people have a better understanding of themselves and why we operate with impunity. We would go so far as a community to understand each other better and ourselves, just by offering this class. It will open up the minds and the hearts, and it's important to begin a dialogue about what was and what's to come,” Cara Johnson

said. “I see it as a stepping stone to a promise of tomorrow because if you don't know the worth of the people, what they've been through, what they've contributed to, who they are as a people, how can you understand them?”

Ezekiel Johnson, another student speaker, emphasized the importance of the class

“

I hope students gain from this class a unique lens into a culture and a history of a culture about those who have suffered, who have contributed, and that they leave with a greater sense of self. I hope they learn about themselves on this journey

DR. NICOLE WESLEY RBUSD SUPERINTENDENT

to the campus community.

“In American history, I feel like [African American Studies is] not talked about, and it's a really important subject. Especially nowadays, in these communities [the South Bay], people deny that racism isn't as clear. It's essential for people to know the history of what African Americans have been through to understand some of the feelings African Americans endure,” Ezekiel Johnson said. “Students after me will learn a lot. They'll have a different perspective and be more understanding. So when they say racist remarks or insensitive things, they'll have a better understanding.”

The course will not limit the number of students who can sign up and students can receive college credit if they meet College Board requirements. Cherry, Cara and Ezekiel Johnson encourage students to take the course and build on this stepping stone for inclusion, diversity, and truth in education.

“This is just the first hurdle. We need this class. We need Native American history. We need ethnic studies. This is the precursor, but we really need all of those voices,” Cara Johnson said. “As you know, it's not a melting pot, but it is a salad. We're all part of the salad bowl, and we all contribute something. I don't believe that we all melt because we all are not the same; we deserve to have our differences recognized.”

high tide staff

editors-in-chief

Lucy Davis

Ethan Lerner

Romi Riss

online managers

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news editors

Summer Puterbaugh

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features editors

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opinion editors

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entertainment editors

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sports editors

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writing & copy editors

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online editors

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staff writers

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photographers

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adviser

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illustrators

Lola Diehl

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Cristina Couch

Dr. Wesley addresses the importance of the new curriculum at an open BSU meeting. PHOTO BY MIA CELIAK

Year of the Dragon Roars in AROUND Redondo

Students share their experiences with parental involvement

by Mia Nishimura

Q: How do your parents help you when you are going through a mental or physical block in your academic and social life?

by Kayli Mai

DStudents celebrate Lunar New Year in diverse ways

new year with traditional dress: during Seollal Je’s family encourages donning hanboks for girls and jeogoris for boys.

A: Sometimes it can be hard for me to fnd what I want to do or to fnd my true self so my parents will recommend some school activities or outside activities that I’ll enjoy. Sometimes there are things that they [parents] know I’ll enjoy that I wouldn't know myself.

iferent names, cultures and traditions shape the shared spirit of celebration. Lunar New Year usually falls between January and February on the Gregorian calendar, and the traditions among Asian cultures and countries are diverse and unique.

TẾT

Junior Kimberly Nguyen’s family celebrates Tết, short for Tết Nguyên Đán, as part of their Vietnamese background. To make sure a “good” year follows the holiday, Nguyen keeps her superstitions in the front of her mind.

Lex Sasaki, 11

Q: How do your parents involve themselves in your academic and social life and how are they diferent from your friends?

A: I think my parents take a backseat approach to these aspects of my life and I have a really good situation. I see that some of my friends are kind of controlled by [their parents] and that shouldn’t really happen, but it’s kind of what happens with parents wanting better lives for their kids but not seeing that they’re also harming them.

Q: How do you feel about parents who don’t involve themselves in their students’ academic and or social life?

“I do really believe in all of the Lunar New Year superstitions. Whatever you do on that day translates to the rest of your year, so don't be stressed, don't talk of death, don’t cry, don't lash out at people. That one day, it really refects what’s gonna happen for the entire year. It's got to be a perfect day, no matter what,” Nguyen said.

Nguyen shares that being born in 2007, the year of the golden pig, foreshadows prosperity and luck in one’s future, which is why she follows a yearly personal tradition.

“On the morning of Lunar New Year's Day, I go up to our family's nail salon. I walk in and chant [for] things like good fortune and lots of customers for this upcoming year. After that, [staf] storms in, and it's a sign that we'll get good customers,” Nguyen said.

Later in the day, Nguyen visits temples together with her family, lighting incense and praying to Buddha. During a tradition known as chúc, the Vietnamese word meaning “to wish,” Nguyen manifests “[good] health, academics and athletics,” followed by receiving red envelopes known as lì xì. Usually gifted from adults to children, lì xì hold various amounts of money and serve as a token of prosperity throughout the year.

“[The adults] don't really make the older kids wear the clothing anymore, but they defnitely still make the young kids. In hanboks, there are three total layers, and it was always very hot at my grandma's house. I didn’t like wearing mine when I was a kid. Now, I appreciate being forced to wear it when I was young because for me, now

there's no chance to wear it,” Je said.

Even though Je wasn’t allowed to take of her hanbok, she recalls that she was allowed to change for lunch. With her family, Je then eats a feast of tteokguk, japchae, odeng, kimchi, cucumber kimchi, tteok galbi, and lots of oranges prepared by the older aunts, uncles or grandmas the night before.

“New year is the one time where everyone comes together, so when you look around, everyone has grown up and changed a bit,” Je said. "I don't spend that much time with my family because I'm a teen, but, Lunar New Year is one of the few times [where I’m] able to spend time with my family because it's really fun to catch up and hear each other's stories."

CHINESE NEW YEAR

tures, the same beliefs, even if they're a half a world away, and speak an entirely diferent language,” McFadden said.

Chinese teacher

Cathy Wang celebrates Chinese New Year in a simi lar fashion, and incorporates the holiday into her lesson plans. To partake in Lu nar New Year traditions on campus, Wang advised and checked over all the Nation al Chinese Honors Society’s (NCHS) activities and event planning for their Chinese New Year celebration hosted in the library.

Senior Rebecca Fung, president of the NCHS Club, recalls her initial goal to bring the Chinese New Year celebration to campus.

“Our Chinese program usually does a very small Lu nar New Year celebration in our own classes, as we did last year, but this year, all of us really wanted to step it up and bring it more to a school wide celebration,” Fung said.

Through countless hours of the NCHS Club helping to gather supplies, cut out papers, gather volunteers, plan activ ities and get food to the school through parent volunteers, Fung describes

A: When parents aren’t so involved in their children’s academic or social life, it’s not good because that means they aren’t interested in their kids. They should at least be kind of interested in who they’re hang ing out with or just looking at their grades, like check ing if they’re on the right track because they might be struggling or to know if their child is doing good. They don’t have Miyu Shinji, 12

Q : How do your parents involve themselves in your social or academic life?

A: My parents push me to study hard and always look at my grades, and they help me improve so I know what to do and how to get my grades up so I can get into a good col lege. My parents help me by let ting me know they are there for me.

Even if they don’t know the subject, they try to help me understand whatever I need help

Franchesca Abbott, 9

“Personally, I think [Lunar New Year is] better than Christmas. It's even better than waiting for Santa for me, because you're manifesting this amazing day, and you just know in your head it's gonna be an amazing day no matter what,” Nguyen said.

Nguyen “doesn’t see much [Vietnamese] cultural expres sion, especially around Re dondo Beach,” so Lunar New Year is an oppor tunity for her to appreciate the full extent of her her itage.

"I take pride in being Vietnam ese,” said Nguy en. “It makes me proud when I see people celebrating Lunar New Year, and [knowing] that’s a part of me and who I am."

SEOLLAL

Senior Annette Je, who celebrates Seollal (Korean New Year) with her extended family, grew up bowing to her elders in a tradition known as “Sae Bae Don” or “Sae Bae” before receiving money.

“Usually, the older you are, the more money [you] get. My family doesn't really use the traditional white Korean envelopes, so we use regular letter envelopes, or they give us the money straight from the wallet. My older cousins also aren’t able to come a lot of times since they’re young adults, so my brother and I get the most money because we’re the oldest compared to our younger cousins,” Je said.

It is also custom to commemorate the

While Je and her family ate a plentiful meal here in Los Angeles, junior Micah McFadden traveled to China to celebrate Chinese New Year, where celebrations began with tables “crammed” with diferent dishes.

“We prepared dumplings at half past 11 to eat at midnight as a tradition. We flled some up with a normal meat flling, but we also put other items [in the dumplings] to symbolize diferent things: coins to be prosperous and lucky, and peanuts and dates are a play on the words [for newness and fortune] in Chinese,” McFadden said.

McFadden fnds “joy” in visiting family: with each visit, the language barrier between him and his international family becomesis even “less of a barrier.”

“I feel more connected to a family that shares the same traditions, the same cul-

the preparation to be a “very time consuming process" for everyone involved.

“I'm very grateful for how [the celebration] came out. I felt really happy and very proud of what our club has been able to accomplish, and all that our members are dedicated to it,” Fung said. “I felt proud that we put on a celebration that everyone could enjoy, no matter what background that anyone came from. It was just a celebration of fun and education.”

Annette Je and her brother Chris Je are taught by their grandmother how to do sae bae. PHOTO COURTESY ANNETTE JE

Micah McFadden poses in front of a large dragon made of lanterns at Zhongyang Street in Haerbin.

PHOTO COURTESY Micah McFadden

Members of the National Chinese Honors Society hold bags for Chinese New Year. PHOTO COURTESY OF CATHY WANG

1. A dragon puppet in Chichen Lu's classroom.

2. A Firecracker decoration in Cathy Wang's classroom, meant to scare away the man-eating beast Nian in Chinese folklore and evil spirits in Vietnamese culture, as well as broadly being an object of celebration and mirth.

3. Kimberly Nguyen and her family dress up for Tet.

PHOTO COURTESY OF KIMBERLY NGUYEN.

4. A sign in Cathy Wang's classroom with the character for happiness written upside down, as "upside down" and "arrive" sound similar in Chinese.

PHOTOS 1, 2, AND 4 BY VICTOR SIMOES

4

Avery Stroderd, 10

features 4 Crossing borders

by Isabella Kohler

Between language barriers and cultural differences, moving to a new country can be a stressful process that takes courage and an open mind, traits that sophomore Caroline Mosconi had to possess in order to adjust to her new environment. In December of 2022, Mosconi moved from São Paulo, Brazil to Florida and then to Los Angeles in May of 2023.

Upon her arrival, Mosconi enrolled in the English Learners program at RUHS, through which she furthered her knowledge of the English language and American culture, as well as make friends with similar experiences as her.

“Most of my friends when I first came for the first two or three months, they were all non-English speakers. Most of them were my friends from the program to learn English because our teacher made us do a lot of icebreakers. She really didn't want us to be friends only in our first language because she wanted us to learn English,” Mosconi said. “Those ice breakers are what made me make friends because I wouldn't be embarrassed of speaking bad English with them because none of us knew English very well.”

As she walked through the halls, scrambling to make friends and adjust, it occurred to Mosconi the differences in American societal norms when compared to

those of Brazil.

“In Brazil, you don’t have to try hard to befriend people, you can just be a loner, and you will still make friends. So in Brazil, I used to study all day and all night,” Mosconi said. “But when I came here, I started thinking that if I studied all day and all night, I'd be a loner, and I don't want to hide and not have good memories of high school. So I started paying more attention to my friendships and trying to make them better.”

According to Mosconi, once she started attending RUHS, she had to navigate educational differences, but what she didn’t expect was to go home each night and revert back to elementary and middle school topics.

“The biggest thing that shocked me was how easy the classes are here. I’m a sophomore, and I'm relearning things that I learned in seventh grade. In Brazil, we would have tests all the time and everything was much more strict,” Mosconi said. “Now I’ll have homework that's measuring something in centimeters with a ruler and I'm like, ‘Am I in high school?’”

Despite the difference in academic rigor, being surrounded by individuals who pursue their own paths has influenced Mosconi to shift her thinking to a growth mindset.

“There’s so many opportunities to do what you love. In Brazil, we don't have programs that make students really engaged in their career before they graduate,” Mosconi said.

“In Brazil, they don't have things that engage people to go on their own path. You just have to learn things like biology, chemistry and physics.”

Sophomores Mosconi and Ueda moved to RUHS from other countries and found a friendship through the English Learners program

The friendships that Mosconi formed through the English Language Learner program were a “tremendous help” when it came to navigating her schedule, classes entirely in English, and a multitude of personalities. Her first friend at the school, sophomore Cocono Ueda moved to Los Angeles in August of 2023 from Tokyo, Japan, and the two immediately hit it off the first time they met.

“We met on orientation day. We both love K-pop, so we really bonded over that right away. I was sitting in the gym waiting for the presentation to start, and Caroline and her cousin came over and asked me if I wanted to be their friend. I said yes, so we started hanging out. We went to the beach a few times, and that's where our friendship really started,” Ueda said.

According to Ueda, moving to a new place can be terrifying, especially when the culture differs so greatly, but she and Mosconi found something in each other that got them through their most difficult times when adjusting to their new lives.

“It’s really great having a friend that went through the English Language Learner program with me because we got to experience it all together, and we helped each other adjust,” Mosconi said. “Caroline helped me to improve my English, but she also taught me a little Portuguese, and I think that's really cool because we can learn each other’s home language,” Ueda said.

Despite the abundant opportunities that American schools have brought her, Mosconi does sometimes find herself missing the traditions that she used to participate in when she lived in Brazil, as well as the friendly and social demeanor of the people she used to be surrounded by everyday.

“I miss some things, like birthdays and

how when you first meet people, they're already so open to you. I miss this festival called Carnival where everyone dances and dresses in costumes,” Mosconi said. “Sometimes I crave that social environment and I miss my family. People here don’t really know about those kinds of things because they aren’t taught very much about Brazilian culture.”

Mosconi, however, does not let this sense of homesickness limit her; she has dreams and aspirations and hopes to go “wherever the wind takes her in life.”

“Usually in Brazil, where you go to college is where you stay for the rest of your life, but I don’t want that. I want to experience a lot of different parts of the world and make a lot of memories,” Mosconi said. “I don’t really want to stay in America my whole life, but the college in Brazil is really hard to enter, so maybe I’ll end up somewhere totally different, like Australia. We have the whole world. I don’t see why we have to choose one country or another.”

Freshman Emery Min volunteers for as a teen advisor for the Teen Talk App

by London Carbone

Sitting down, not knowing what to do, or who to turn to, teens can feel isolated. Freshman Emery Min understands how big an issue this is for teens in our society, pushing her to join Teen Talk App, a platform that gives struggling teens a safe place.

Teen Talk App is a program where teens can anonymously create posts as a way to reach out for help, no matter the intensity of the issue. Since joining as a volunteer to help work the app a few weeks ago, Min is still in her beginning stages of working towards being a teen advisor. She completed 40 hours of training over the

days it is nice for teens to be able to talk to other teens about what they're dealing with. Mental health is a really important struggle and is becoming more prevalent today. This program is a great opportunity and if you want to help out and you get to do this remotely [in a supportive community],” Min said. Her advisor, Lauren Veillete, joined the program in 2021 and sees Min’s growth and desire to help others and improve the app.

“[This app] is a really unique way for people to get help, especially in this day and age when it seems like everyone is strapped for cash and resources are tight. Also, typically there are a lot of students per counselor in schools who also have a hard time going to guardians, family members, teachers and other adults for help,” Veillete said. “Overall, it’s a great space for teens because they can talk to people their own age and get support when they need, all while remaining anonymous.”

According to Min, hearing about these stressful issues puts teen advisers, such as herself, in

“[Being so relied on] definitely puts pressure and stress on you, knowing that you’re speaking with real people and that you might be the only person they have to turn to or that they feel comfortable turning to,” Min said.

It’s such an important issue because of the state of the mental health of our youth in this country and in the world right now.”

Min acknowledges that currently, people have a lot “weighing on their minds” and hopes to be a part of the solution.

“I think it's definitely important, and I am really glad to be able to positively impact somebody's day or try to help them through a rough patch or just be someone there to listen if they don't have anybody else,” Min said.

Volunteering on this app allowed Min to become more experienced in dealing with these issues and hearing about mental health. According to Min, from this program she’ll learn how to help others with higher risk issues relating to things such as sex, drugs and LGBTQ+.

“It's difficult to deal with subjects that you don't know about, but instead of trying to know every single detail they teach us, it's more important how you respond to them and how you show empathy, despite not knowing exactly how that situation might feel. It's more important to imagine yourself in that person's shoes and go from there,” Min said.

To start in this program, Min had to be willing to put in the hours of training and later work four hour shifts. During Min’s introduction to the program, Veillete saw that she had an empathic view on mental health and saw her as “the perfect fit."

“I was able to tell right away from day one, when we had our interview that Emery was well spoken, mature, compassionate and very wise beyond her years. She is a great listener and doesn’t listen to

take in information, but you can tell in her eyes and how she responds in conversations and discussions in training, that she really tries to understand what people say and see where they're coming from,” Veillete said. “She tries to tell who they are and what they bring to the table, which I appreciate, and I think that that's really going to go far not just in this role, but in whatever her goals are beyond the Teen Talk App.”

1. Students attended a special outside class where instructors gave them an introduction on future courses available to them.

2. In Mosconi's art class, students paint panels to decorate the school. ALL PHOTOS COURTSEY OF CAROLINE MOSCONI

Both photos are of Emery Min.

PHOTOS BY DEEKSHA PRASAD

Yurt

SClub

is

a

A spotlight on niche clubs

by Jameson Boddy

unique club centered around community and sustainability

ince their trip to St. James Youth Ministry Y2 Retreat last year, which focuses on self-reflection through prayer, the leaders of Yurt Club have grown more interested in the idea of yurts. At the retreat, they were surrounded by forests that had yurts, a structure much like a tent, that they explored. When they got back, they realized how much they enjoyed spending time not only in the yurt but also in nature.

Club president junior Linnaea Rasmussen uses this club as “an opportuni-

ty to connect with nature and stay off our phones.”

While there are club meetings during school, members of the club also participate in activities outside of school to benefit the environment and to spend time with nature.

“We go on hikes in Palos Verdes and down by the beach. We have done beach cleanups,” Rasmussen said. “Yurt all day, everyday.”

According to the club’s Co-vice President, junior Sloane Graham, Yurt Club goes beyond helping the planet. It's “a friendship thing, too. When you say ‘Yurt’, and people hear you, they know you are a part of the [club].”

The club's co-vice president, junior Kyle Rasmussen, echoes Graham’s idea as he explains how the club is “not necessarily [about] the yurt itself, but more of the people that you’re with.”

“[We] learn more about the environment and how our actions can affect the environment,” Kyle Rasmussen said. “You can be sustainable and help the earth and nature and even have fun still. It doesn’t have to be a difficult task.”

The club uses an app called “Treecard,” which tracks your steps and with every 10,000 steps, a tree is planted. There are also rewards for planting trees that consist of sustainable skincare and jewelry as well as

discounts from numerous stores and websites.

“We don’t have to meet often because of what we do with [TreeCard]. You can just walk, so you don’t have to go to the meetings, but you can still be a part of [the club],” Kyle Rasmussen said. “I’ve planted 26 trees, so that's equivalent to 26 tons of carbon absorbed.”

Whether on campus or in one of the member’s backyards, the club has hopes to one day build a yurt to promote learning more about the Earth.

“The Yurt will be made through sustainable resources, so we aren’t hurting the environment,” Linnaea Rasmussen said. “We are having fun while also preserving our home. Knowing we have such busy lives, [Yurt Club] is a place where we can get together and hang out.”

With sustainability and community at its core, junior Evan Tipton, the club’s secretary, attests that the Yurt Club serves to not only provide a space for leisure but also to foster a sense of environmental consciousness and motivate people toward meaningful change.

“We try to get [the club members] inspired by nature, trying to get them to push forward for activism,” Tipton said.

The Tiddlywinks Club, as the name suggests, is full of humor and fun

With its humorous name, the Tiddlywinks Club may not be taken seriously by others, and sometimes not even by the club’s president, senior Lucian Ashcraft. Ashcraft admits that, when trying to describe the game and how to play it to others, “people think [he’s] messing with them.” The idea of the game is to squidge the wink into the cup, meaning the player has to push (squidge) the disc, also known as the wink, into the cup to earn points.

On Fridays at lunch, the members of this club meet in room 706 to play this fun, yet competitive, game. According to Ashcraft, though this game has simple-to-understand rules and may look easy to play on the outside, once it gets competitive, one must carefully plan their turn.

“There is a bit of strategy to [Tiddlywinks],” Ashcraft said. “A lot of it is calculating how hard you need to press and where you need it to go to get into the cup.”

The game itself isn't the only lure for Ashcraft, who appreciates the club members, as well.

“By itself, [Tiddlywinks] is probably just a stupid little game, but I feel what really makes it is being surrounded by friends who are also having fun,” Ashcraft said.

Senior Boden Allen has been a member of Tiddlywinks for the past two years and continues to go every Friday while also balancing his other, more academic clubs.

“I saw a feature about [Tiddlywinks] in RUTV,” Allen said. “It's a fun and casual dynamic. It's a game not a lot of people have heard of and that brings us together.”

Currently, seniors make up the majority of the club, creating a lot of empty spots and “nerve-wracking” emotions for the future of the club.

“We don’t really have any juniors that come to the club, which is kind of disheartening because I don’t think there's really anyone to take over next year,” Ashcraft said. “If we can't find anyone [to take over], this might be the last year of Tiddlywinks.”

When it’s cold and windy out, according to Ashcraft, there is really no better way to spend one day a week at lunch. Especially since the club is a mix of hanging out with friends and playing a game that has very low stakes, everyone is “bound to have a good time.”

“[The game] sounds more complicated than it really is because of the weird names each game piece has and the names of moves,” Ashcraft said. “Sometimes we get frustrated with ourselves that we aren’t getting the pieces in so we just start grabbing the pieces and putting them in.”

Ashcraft’s interest in the game started

his sophomore year when he saw a poster advertising this club. He then found the Tiddlywinks club at Club Rush, and realized it’s based on an old game with “silly names” and “awesome people.”

“Starting my junior year I went to every single club meeting, and eventually I was crowned the king of Tiddlywinks at our last meeting,” Ashcraft said. “[The presidents from last year] did a little coronation speech, and then they put the cup on my head as my crown and draped me in the felt mat that we use to cover the table as my cloak. I felt very special.”

1. Club members playing Tiddlywinks 2. A finished game of Tiddlywinks

3. Ashcraft (left) gets crowned king of Tiddlywinks by Taylor Holmes (right)

Yurt signs frequent trails the club hikes.

PHOTO COURTSEY OF SLOANE GRAHAM

At the Confirmation retreat camp, the Yurt Club saw their first yurt while hiking the The Salvation Army trail at Camp Daley. PHOTO COURTSEY OF LINNAEA RASMUSSEN

The Cherry

by Payton Rothluebbers

Freshman Sophia Galimi connects her community through her love of baking and small cupcake business

Part-time jobs are common among students, but freshman Sophia Galimi found a unique twist by making her own business. She created her own baking business, SoCal Sweets. “When I was little, my dad and I would bake together on Christmas Eve for

Santa and his rein deer, lit tle things like that. So I’ve been baking for a long time, but I picked it up in 2020 around COVID. I started making random recipes I saw online, and from there my love and passion for creating new things grew,” Galimi said.

make money off of, I might as well pursue it because it can’t hurt.”

Baking helped Galimi connect with a hobby that reminded her of her childhood and allowed her to explore her creativity, but extending her talent to others through SoCal Sweets gave her an even bigger reason to keep baking.

Galimi realized that she wanted to start a business when people she knew offered to buy her sweets. While initially hesitant, she stepped into the world of small businesses after gaining confidence from social media.

“Seeing successful businesses boost their stuff on the Internet inspired me. I thought that it was cool and impressive for them to put themselves out there,” Galimi said. “I’m so young that if there is something that I’m passionate about and can

“The best part about having a business is selling what you’ve created and seeing the feedback that you receive. I love to make things that people enjoy. It keeps me going. When people come to me and say that their friends or their family loved [what I made for them], it makes me happy because I was able to bring people together,” Galimi said.

from SoCal Sweets, and Willis watched as people gathered through Galimi’s food.

“I like to advertise [Sophia’s] business because it helps her get more customers, but I also know how hard she works and how much effort she puts in,” Willis said. “I have first-hand experience. When my grandma bought her cupcakes, I saw her enjoy something that my friend spent a lot of time on. [Sophia’s cupcakes] were able to connect people, and I want more people to experience that.”

Galimi’s friend, freshman Lia Willis, has helped advertise Galimi’s business through social media reviews and word of mouth. Willis’ grandmother purchased cupcakes

However, with the start of the school year and the peak of sports, Galimi’s priorities started to shift. As a student-athlete playing lacrosse for both RUHS and club, she noticed that baking was taking up too much of her time. On top of that, the pressure that she felt to bake made it feel like a chore instead of a hobby.

“I love baking, and the reason I started the business was because I loved it. When I started making the same thing over and

over again, I noticed that I was losing my passion for it. Part of the reason that I stopped and took a break [from selling the things that I bake] was because I just wanted to bake for fun again, not only for money,” Galimi said.

Despite the temporary closing of SoCal Sweets, Galimi plans to reopen during summer when she will have more time to focus on baking. No matter the status of her business, she is grateful for the experience of being a business owner.

“I’m not entirely sure [what I want to do after high school]. I think that having a business is such a good opportunity for me to explore [what owning a business is like], and I’ve enjoyed it,” Galimi said. “[I’ve been able] to experience the obstacles that surround being a business owner, too. I have no clear plans for the future, but having this experience is cool because it will help me to decide what I want to do whenever that time comes.”

Weisler creates intricate dioramas influenced by her creative upbringing

by Delilah Aguilar

Posted at a kitchen table, she cuts and shreds foam board until a landscape emerges. Senior Jessie Weiser was raised in an artistic household and took up the medium of dioramas (miniature building) at a very young age. Weiser’s first diorama was built for a first-grade project with the help of her father. Her father has encouraged this passion as an engineer, teaching her how to build intricate sets.

“[My dad] is good with tools and taught me how to do most of [building dioramas]. We did it together a lot when I was younger, but eventually, I gained enough skill to start building on my own,” Weiser said. “ Both of us are very quiet people who don’t talk much, but I can tell how much he loves doing things with me. He’s a creator, and I've always admired that characteristic of his. We generally have an amazing relationship because our brains function in the same way.”

Weiser sets time aside to make a diorama at least once every year, finding moments to devote to her projects at random. They take weeks of effort and a large amount of funding. Despite money occasionally coming out of her wallet, Weiser’s dad is an avid supporter of her talent and takes care of a majority of the expenses. The passion for art she formed at a young age was nurtured by her parents' artistic lifestyle.

make miniature planes and boats, while my mom would make mosaics and similar projects,” Weiser said.

Her talent comes in handy when given creative liberty for school projects. Amber Keller, AP U.S. History (APUSH) and Avid 12 teacher recalls a diorama Weiser completed for one of her final APUSH projects. The project allowed students to create anything as long as it reflected U.S. history.

mas is the design aspect of it, whereas a majority of this niche community prioritizes function and model type above its artis-

[Create] the way you want to, and don't feel like you need to follow social rules

JESSIE WEISLER SENIOR

“My parents are both artsy people who are big on creating. For a long time, our whole house was covered with their art, regardless of the medium. My dad would

“[Weiser] made this huge, beautifully amazing diorama of a train crash, and she had it down to every little detail including cows, fish in the water, people, everything. It was really impressive,” Keller said.

Weiser’s favorite part of making diora-

tic counterparts. “I’ve gone to those miniature train meet-

ups but it's all 30-year-old men. I never liked going into the stores accustomed to the hobby for that reason, I’d always be the only girl there, which felt off-putting. Rather than feeling encouraged by the community, as a woman, I would often feel questioned, like, ‘You don’t know anything about that’ or ‘You don’t even know all the models’ which is very disappointing,” Weiser said.

She tends to avoid discussing it with peers under the assumption most people wouldn’t understand what she’s talking about. But despite the negative reaction to her art received by the diorama community, Weiser maintains support from the few individuals who’ve seen her crafts.

“I always knew she was a creative person based on her writing alone, but I had no clue she had the talent to pull together a large-scale diorama in a week. She’s an extremely brilliant, beautiful student, with a bright future ahead of her,” Keller said.

Weiser is currently considering a career in architecture, so she can continue to apply the skills she has gained from miniature building. When making her dioramas, she feels “relaxed” because it comes naturally to her and simply “makes sense.” She hopes to continue her hobby as she ages and encourages women to look past the intimidation of joining a male-dominated field, making a point to do the activities they find interest in.

“Do it [creating] for yourself. Do it the way you want to, and don't feel like you need to follow social rules. There is no way to satisfy everyone, so make art that satisfies you. There will always be someone doubting your knowledge, but you have nothing to prove and don’t need to know everything,” Weiser said. “If you want to create something solely because it looks pretty, do it, and don’t feel bad about it.” Weisler's diorama for APUSH inspired by one of America's most famous train crashes, the Angola Horror Crash of 1867

1. Galimi mixing cupcake batter at her kitchen count er. PHOTO COURTESY OF SOPHIA GALIMI

Through intense ambition and hard work, freshman Valerie Martinez excels in competitive figure skating

by Marlena Lipan

The world turns quiet when she steps on the ice. As freshman Valerie Martinez twists and glides in her skates, her thoughts melt away. Through the hours upon hours she has trained, she works toward progressing in her skill level and gaining titles and experience.

At the age of six, Martinez’s mother introduced her to figure skating.

“My whole family is very athletic. My dad was an international soccer player. My brother currently does figure skating and hockey. My mother was a gymnast, and my grandmother was a dancer. I’ve done almost every sport humanly possible,” she said.

The intense amount of practice that Martinez does to make progress in skating has impacted her extracurriculars and academics. However, spending approximately 18 hours a week training has its own set of difficulties that Martinez must navigate.

“When you’re having a bad practice, it can sometimes feel like I want to quit, but in the end, I have learned to never make a decision based on emotion. I try to make [decisions] while I’m calm and get pieces figured out,” she said.

She has learned lessons through skating, which have helped her navigate the challenges presented to her throughout life.

“Skating has made me have a different perspective about life. I now know that one minor mistake can change a lot. If you decide to not do something right the first time, it will have an effect later on. I’ve learned a lot of life lessons, like sometimes the people you think should be supporting you won’t support you,” she said.

Martinez imagines the possibility of one-day joining team Peru. She has visited Peru previously and skated with members of Team Peru.

“It would be such a nice privilege to get because it is an up-and-coming sport in [Peru]. I would get access to the Junior Grand Prix, Grand Prix Series, Skate America, Skate Canada, Skate Asia, Skate Latin America and Skate South America. I could possibly even go to Worlds,” she said.

Being a fierce competitor has presented Martinez with many opportunities surrounding figure skating. She was invited to be a spectator of USA Nationals for the past two years, where she talked to technical specialists.

“I’m currently about to get an intermission to go get trained by technical and component specialists to be part of the judging system. It’s very beneficial as a skater to know the components of how we’re judged,” she said.

Through her skating account on Instagram, Martinez has been contacted by big-name skaters and coaches asking her to work with them, and this April, she will be training with Disney on Ice. Her family watches as she continues pursuing ice skating and forms big plans for her future.

“It will help her in college, where she will possibly join a college team. Knowing how determined she is, she will most definitely continue it. It has helped her to work under pressure, carry poise and precision, have a strong mind and will, and long-lasting friends,” her mother said.

Being immersed in figure skating from such a young age, Martinez has had a wide variety of experiences and opportunities surrounding it. As she continues to grow in her skating ability, she grows her life philosophy beside it. “Life is not just a one-shot thing," she said. "It is more of a learning experience. We’re all living it for the first time, and that’s really beautiful.”

OTAKE A BOW

Representing Japan in the 18U division for a tournament, senior Alex Yin and sophomore Keijiro Hattori’s team camaraderie led the team to place 4th overall

nce senior Alex Yin and his teammate sophomore Keijiro Hattori set foot in Puerto Rico to compete for the DRD International Baseball Academies Tournament title, both knew they were about to give the athletic performance of a lifetime, according to the two Redondo teammates.

For 10 days, Hattori and Yin competed against nine visiting countries, playing for Japan's 18U division. Both on the RUHS varsity baseball team, the two have additionally known each other for around five years, and when Yin was invited to play as a catcher for the tournament, he asked Hattori to fill in an empty slot.

“I see [Hatorri] play, and he is really good. He works hard outside of school as well, so I thought he should be able to represent and play for the team,” Yin said. “He was a third baseman shortstop, one of the most important positions in the infield. So him being a sophomore and leading our team was very crucial for the game, he brought everyone together. He isn’t a talkative person, but he would get on base every time and get our team going. He probably stuck out, maybe once the entire tournament, which is impressive.”

While Hattori brought the team together through his actions, Yin led Team Japan through his words and unexpected methods of encouraging his crowd.

“I learned salsa the day before one of our first games, and I was dancing and getting the crowd all riled up. [The audience] loved me, all the kids and parents started taking pictures with me and came to all of my games. They loved seeing me play.” Yin said.

Not only was Yin personable with his sudden fans and following, but was also able to from other countries. Through making new friends, Yin had the opportunity to gain something from each player.

“I learned to bring a lot of energy in each game. Team Puerto Rico played before us, so I got to see how they operated, and I kind of mimicked how they [encouraged each other] and put my own twist to it.” Yin said.

Similarly, Hatorri felt a heightened sense of camaraderie among his teammates as a result of the close quarters during their hotel stay.

“We had more chemistry because we got to know each other fast, but also built that bond over our trip. I knew we had to compete at a higher level, and I think that is what contributed to our success,” Hattori said.

For Hattori, their first game played in the tournament against Puerto Rico, the eventual 1st place winner of the tournament overall, was a moment where their team showcased that harmony which led them to place 4th.

“That first game was a really big moment in my eyes. We were the only team to beat them, and I personally played very well. When I got that first hit, everything felt so exaggerated, and I was so excited to be there,” Hattori said. “The overall outcome of winning that game was really big for us. It showed how much we came together as a team and how strong we were even though we might not have been as talented as the others. How we were able to show our devotion to the tournament.”

2

“[Yin] is really like a balance to me. We care a lot for each other, and even though we are two years apart, we have a good connection, player to player,” Hattori said. “I feel that my actions show what I’m made of and how I inspire others to do the same.”

Though the tournament was physically and mentally demanding, Hattori’s passion for the sport carried him through, which has also driven him throughout his nine years of playing. Lessons learned in the home have transferred onto the field for Hattori, especially in times of adrenaline and perspiration.

“Going pro [professionals] has been a dream all my life. My father is also really inspirational, and he drives me because he knows I am devoted to the sport. There is a goal of mine to someday make it in the Hall of Fame, and he keeps that idea in mind. He teaches me how to not only be a respectful player but also a respectful person.” Hattori said.

The combination of hard work and strong unity within Team Japan guided them towards winning fourth place overall in the baseball tournament, something Hattori feels can be attributed to representation.

1. Celebrating a comeback run 2. Getting ready for the next play 3. Thanking the fans in attendance after the game ALL PHOTOS COURTESY OF KEIJIRO HATTORI

Behind closed doors

Cultural, religious and generational divides all contribute to teenagers concealing their identities from parents

by Claudia Turner and Cristina Couch

No one wants to play emotional hide and seek with their parents, but for some teens, being “found” could lead to more than just losing the game; it could leave them without a house or exposure to the outside world or stuck in judgmental environments. “The end game,” or the promised freedom of being an adult, is not close enough for many, keeping them playing until the time runs out.

The need for a teen to hide can be attributed to the values their parent imparts to them, often through religion, culture and personal expectations. For immigrant parents raising their children in an environment fundamentally diferent from the one they grew up in, it can be challenging to embrace cultural diferences.

“The way my parents want me to dress and act doesn't take into account the surroundings that I've grown up with,” anonymous junior Sophie said, a second-generation immigrant whose parents came to America from a predominantly Muslim country before she was born.

“Since I’m living in an American beach town and in the American public school system, my surroundings growing up were very diferent from the ideals that matched up with the Muslim faith,” Sophie said. And as parents, they didn't build me much of a religious foundation themselves. So religion growing up has always been just the justifcation for their punishments, rather than a thing that I understood on my own.”

“

To anonymous junior Alex, the integration of her family's religious and homophobic beliefs has been apparent throughout her daily life. Just as her family attends weekly Zoom meetings with their local church and adheres to Christian ideals, they also stand by their prejudices against the community when the subject arises. Despite its prevalence, Alex feels conficted about accepting her family’s religious afnity.

was trans, they'd be fne with it. But they still see it as something ‘other,’ and because they’ve seen me grow up and have this idea of who I am, they can’t accept it when I tell them they’re wrong,” Charlie said. “I think if they had more queer friends growing up, then it probably wouldn't be as big of a deal. Maybe they would still be worried about me putting myself in a box, but exploring gender would be seen as something to support instead of something that causes more [worry].”

For queer kids in more traditional homes, coming out was often met with punishment, dismissiveness and denial. Charlie received a similar reaction when opening up to their parents.

“I’ve had to come out to my mom a total of fve times. Each time she tells me she doesn’t want me to ‘put myself in a box,’ there's a lot of crying, and then she refuses to talk about it again,” Charlie said. “I think they're just worried that I’m restricting myself, and they're worried because transphobia is becoming harder and harder to avoid. So, my parents deal with that by just not talking about my gender at all.

Not only accepting but adapting to this harsh reality has forced these kids to live within facades to function in their family setting. Anonymous junior John, who is a trans man, has been living a lie at home ever since he began his transition, presenting male at school and returning to the closet around his family, making him feel like a “weird discount superhero.” The need to create personas contributes to the stress of living up to parental expectations.

The version of them I know is very loving and outgoing, and she wants to take care of everybody. She's full of laughter and happiness, and she's not afraid of the world. Around her parents, that gets muted.

JULIA ANONYMOUS JUNIOR

“Sometimes, it can be more mentally draining. Throughout the day, I'm allowed to be more energetic, but by the time classes are done, I have to remind myself to [turn all that of],” Alex said. “It’s a list of I can't do this, I can't do that; it's like school personality is of, and now I have to be my home personality.”

Parenting Styles

Authoritarian

caretakers have high expectectations for children but are less nurturing.

Permissive

caretakers are nurturing but expect little from the child. caretakers lack warmth but give their children a lot of freedom.

Uninvolved Authoritative

caretakers are warm, nurturing, and maintain clear expectations for the child.

Helicopter caretakers are overattentive and overly fearful of a child's experiences and problems.

DEFINITONS VIA NATIONAL LIBRARY OF MEDICINE

able doing. Now my account is like a safe place for me to be LGBTQ,” Alex said. “For me, it's just me throwing all my opinions and thoughts on there and having friends [online].”

Building relationships outside the household provides additional opportunities for self-expression and support beyond the digital realm.

“[My parents] made me feel closer to [my friends] in a way because I’m able to do whatever, and I can go and act [how] ever [around my friends], and they won't really care, or they won't be surprised by it, or they're laugh, and they’ll respond in a positive way, whereas my family might respond negativity. So, in a way, it's made me feel seen,” Alex said.

When strict parents fnd out about their child's relationships, however, not even romance is safe from their interference. Sophie can attest to this, saying her parents forcing her to break up with her frst boyfriend to adhere to cultural ideals felt "twice as harsh" as any other punishment they could have given her.

"It was absolutely heartbreaking because we were forced to stop seeing each other despite our relationship being just fne before [her parents found out about it]. I was feeling the normal teenage emotions after losing my frst boyfriend, but I was also feeling shamed at home,” Sophie said. They not only punished me by breaking us up, I also was not allowed to see my friends or have my phone. This made me feel guilty as if I had just turned my back on my religion and my culture by wanting a boyfriend."

Julia agrees, noting that seeing other teens not concerned about keeping their partner a secret creates additional internal struggle.

“When we got together, there was a mutual understanding that we would not be able to have what straight people have, and that was just something that we had to work through together,” Julia said. “But both of us still have those moments where we're like, ‘Why did this have to happen to us? Why do her parents have to be this way?’”

“Sometimes they'll be teachings that will catch my interest, and I’ll be listening to it, and it's just very confusing because if you believe in that–my family is the type that would be like, ‘You need to love and forgive everyone,’ but at the same time be completely rude and everything to the LGBTQ community,” Alex said.

The rejection that awaits Alex if she reveals her pansexuality, or attraction to all genders, furthers her separation from her parents–a consequence not uncommon for children part of the LGBTQ+ community. About 66% of LGBTQ youth choose not to come out or receive parental rejection by disclosing their LGBTQ afliations to their parents, according to a 2013 study by Oxford scholars. The likelihood of rejection is even higher among families with traditional values pertaining to religion, marital status and childbearing.

Even for students whose parents aren’t religiously devoted, difering generational norms retaining the LGBTQ+ community make it harder for older generations to accept that not everyone is heterosexual. Anonymous junior Charlie, who identifes as agender, thinks that if their parents grew up in today's age, being LGBTQ+ wouldn’t be seen as “something strange.”

“I wouldn’t say my parents are consciously transphobic. If I had a friend who

Anonymous junior Julia has seen this switch frsthand when spending time with her girlfriend, whose Catholic parents’ homophobia has forced secrecy upon their relationship.

“The version of them I know is very loving and outgoing, and she wants to take care of everybody. She's full of laughter and happiness, and she's not afraid of the world. Around her parents, that gets muted. She mostly is just making sure she's not gonna get in trouble. She wants to avoid family confict, so she kind of goes into a fght or fight mood,” Julia said.

This awareness is necessary for some, as revealing their true self jeopardizes having a roof over their head. This is not an uncommon fate, as 40% of American homeless youth identify as part of the LGBTQ+ community, according to the True Colors Fund. In an efort to stay safe at home, Alex utilizes discrete forms of expression, such as pansexual fag-colored nails that are rearranged, artistic endeavors and TV show choices. In an attempt to maneuver around restrictions, many additionally turn to the internet to fnd mutual communities and discover themselves.

“My Instagram account is secret to my family because when I asked my mom she told me that I would have to share with her the password, which I didn't feel comfort-

Of 224 LGB adults, those who reported high rates of parential rejection in their teens were 8.4 times more likely to report having attempted suicide and 5.9 times more likely to report high levels of depression

In the face of rejection, many look to the future for better realities. However, as much as they are looking forward to college or moving out, the afectionate aspects of their parental relationships confict with their rationale to leave them behind.

“My dad, [a Reborn Christian] has a vitriolic hate for transgender people and loathes my whole community. But if you look past this, he’s pretty much the perfect parent,” John said. “My mom wasn't around a lot when I was growing up, so he stepped up. He always makes sure that I'm fed and that I'm always taken care of, even though we don’t live together anymore. And both my parents are great about trusting me, giving me independence that has allowed me to [transition in secret].”

Alex understands the emotional turmoil due to her family’s nature of being “normal” 75% of the time, while their prejudice remains “dormant until they see someone like that.” An overall consensus among the students, regardless of their specifc situation, is that they must accept their unacceptance and hold onto their beliefs elsewhere.

“I am my parent’s most prized possession, but I'm also their greatest disappointment. Despite being parent and child, we come from two cultures that completely confict with each other. And there will never be a compromise,” Sophie said. “I've written letters, essays, made slideshows, anything to get my point of view across to them, but even though they speak perfect English, it feels like there is still a language barrier. And I’ve come to terms with that.”

PowerSchool allows parents to keep a closer watch on students' academic lives, often placing more stress and pressure on their children to perform well and leading students to hide their grades

by Scarlett Mische and Ethan Chi

The phone buzzes: another test grade is in. Whether the student’s heart sinks or they move on, they know that they aren’t the only one with access to the portal. Modern academic softwares like PowerSchool give parents the ability to watch over students' academics and extracurriculars closer than ever.

For anonymous junior, Dave, this is a common experience. He struggles with ADHD and often falls behind on his academic work causing a disconnect between him and his parents, who do not struggle with ADHD themselves. He feels a constant pressure and “wishes [he] could just resort to hiding” at times.

Although Dave is “always trying” to stay on top of his work, the fact that he still falls behind can upset his parents, who “just want [him] to succeed.” Although his parents are often attempting to help him with his academic load, it can be ”overbearing” for him at times.

“My parents don’t trust me enough with my own grades, and it’s hard. It can get overwhelming sometimes when they are constantly trying to remind me of things which they don’t think I’m capable of remembering,” Dave said. “I just want to be able to hide my PowerSchool from them sometimes.”

Dave notes that his parents are “just doing what they think is best;” however, his parents' goals do not always align with his own. Dave often feels that in not succeeding academically, he is in some way lesser than his friends and peers, so being reminded of this at home can be “even more detrimental to [his] mental health.”

“I know that my parents just don’t want me to fail, but I still am. So, I feel like I’m trying for nothing and that my work never amounts to anything. My parents just don’t get that struggle and how it leads to me feeling constantly less motivated,” Dave said.

The same lack of understanding exhibited by Dave’s parents can extend into the extracurriculars of students as well. Anonymous junior Susan has experienced these restrictions frst hand when she was accepted into a prestigious academic summer program.

“The initial day I told her, she didn't seem like it was that awesome, or that great. That hurt because I knew that it was a big opportunity, and she wasn't taking it seriously, so she said no,” Susan said.

Susan noted her mom puts a heavy emphasis on athletics and Susan’s involvement in track. Devoting all attention to her sport, Susan feels like her mom places pressure on her to earn a track scholarship as a means of getting into school.

“Not having my mom to support me when I got into the summer program really hurt because I felt like I fnally had a breakthrough for a future because I want to go into business and fnance. It just sucked because it felt like she didn't care as much. She was prioritizing something that I didn't feel was my priority, like track. I don't prioritize sports as much as education because I know I don't want to do track as an actual profession when I'm older. I know she has good intentions and wants to help, but sometimes it just feels like she doesn't really hear me out for my priorities,” Susan said.

This extends to Susan’s interest in SCROC’s courses in fashion design and business, but it conficted with her track

PRESSURE CONSEQUENCES

Obsession with gradesAnxietyExtreme competitivenessChanges in appetiteWorking constantlyStimulant abuse (e.g., cafeine)

Sleep difcultiesInability to relaxSocial isolationLoss of interest in previously enjoyed pastimes

schedule, which her mom would’ve prioritized. Even though Susan notes she enjoys being a leader on the track team, her mom’s “somewhat controlling” tendencies have led to Susan feeling like it would be easier to keep things from her mom.

“I have thought of not telling my mom certain opportunities, or thought about not asking her necessarily right away when I went to do something outside of school that doesn’t involve track. Also for certain situations I have to prioritize what plans with friends I made. For example, if there's a birthday going on, and then at the same time my friend wants to hang out, I have to pick one friend over the other because I can't have multiple fun events in one weekend.

This is most ly because of track and my mom just saying no. So it sucks. I had to pick friends like that.”

“

EXCESSIVE LEVELS OF ACADEMIC STRESS CAUSES.... Increased prevalence of psychological and physical problems like depression, anxiety, nervousness, and stress-related disorders.

Life and health coach, Tynan Ma son, runs a counseling program, Higher Grounds Mgmt, in the South Bay to help foster bet ter rela tions with in families. Mason is “seeing frst hand” the ways in which “distrust and pres sure” can lead stu dents down unhealthy paths.

“It’s a very com petitive town be tween Re dondo and [Mira] Costa, and parents are pushing their kids in a million diferent directions. They’re pushing their kids to get a 4.2 GPA and play lacrosse and try to get into UCLA or USC. These parents are sometimes doing it at all costs,” Mason said. “They’re willing to sacrifce the pillars and foundation of a child being able to have emotional intelligence, trust, honesty and respect. The parents are willing to put those things in the backseat as long as their kid is achieving academically.”

than strength,” Mason said. “Parents need to focus on cultivating honest relationships with their kids. Obviously, relationships are never going to be perfect, but creating an environment where their kid feels safe enough to be honest is essential.”

Junior Matthew Vitt grew up in Honduras until age seven, where he learned how to handle struggle and watched his parents work through the education system despite growing up in poverty– his experiences have developed his value of education, but still feels pressure to succeed.

PHONE IMAGE BY ROMI RISS

“I want to live up to my parents' expectations, because at the end of the day, I don't want to let them down. I also don't want to let myself down in that situation, because they've come from a really hard life. My dad would always tell me, we didn't get you guys out of horrible situations just for you not to appreciate it. With that mindset, my education is something that my parents have always pushed,” Vitt said. When Vitt decided to drop AP Chemistry it felt like a nerve wracking deviation from his parents' set path and felt like he “didn’t meet [his] parents’ expectations.”

“I did think that it would have been easier to hide dropping the class from them, because I was scared that they were gonna be mad, or just angry at me and disappointed for giving up. Sometimes I think it'll be better at the moment if I lie or hide something from my parents because I don't want my parents to be on top of me about school if I’m messing up,” Vitt said.

Mason notes that the “helicopter parents” tend to “nitpick” everything their children do, and so “their kids start lying because they just don't want to hear it anymore.”

“It’s easier for the kids to start lying and being sneaky and not being honest and transparent. These types of adults are parenting from a place of fear and worry rather

However, when Vitt told his parents about dropping the class, he felt supported and cared for.

“Their reaction showed me that the emphasis on education didn't mean everything,” Vitt said. “It meant a lot to them, and it meant it was really important to them, but it also showed me that my well being was like the most important thing for them.”

Meara Fay

WYES:

ithout social media, I wouldn’t have most of my friends. And I know, for older people—especially parents—that can be hard to imagine. If most people I know over the age of 40 were to hear I met a friend online, they would immediately imagine the typical, uncommon scenario portrayed in the media: My “friend” is secretly a 60-year-old man who wants to kill me and my family. But the reality is, my access to social media throughout adolescence has given me the tools to broaden my horizons by making (real) friends and exposing myself to different perspectives and knowledge.

My mom allowed me to have social media as soon as I got my own iPod Touch 6 at 10 years old. In the seven years I’ve had social media, not once have I been catfished, abducted, stalked or abused. Maintaining online safety is all about digital literacy and knowledge of rights and wrongs. Under appropriate guidance and supervision from parents, kids can be empowered to navigate the digital landscape safely and with confidence.

Social media has served me as a gateway to endless learning opportunities. According to a 2018 study by Pew Research Center, 97% of cellphone users ages 13-17 say that when they use their phones they learn new things. As a curious kid, platforms like YouTube became my go-to for answering my many questions and having access to those sources allowed me to become informed on the world and injustices around me, empowering me to become politically aware, form my own opinions and advocate for causes I believe in.

Additionally, according to a 2018 Pew Research report, 81% of teens ages 13 to 17 say social media makes them feel more connected to what’s going on in their friends’ lives, while around two-thirds say these platforms make them feel as if they have people who will support them through

Should children be allowed to have acess to social media?

tough times. Kids not allowed social media are often left out as they are forc ibly disconnected from their peers and pop culture. Without social media, I wouldn’t have discovered my favorite music artists or found the online communities that make me feel seen.

Despite its com plexities and chal lenges, social media has enriched my childhood in count less ways, shaping me into a more in formed, empathetic and creative person overall.

Of course, like many teens, I’ve encountered my fair share of chal lenges from dealing with the standard amount of online harassment from other middle schoolers to grappling with the pressures of main taining a curated online persona. Howev er, these experiences also served as valu able learning opportunities, teaching me important lessons in digital literacy, on line safety and self-care.

by

ARIYA ANVARI

social media. I bet I watched the sunrise, solved the crossword in seconds and read all the great books. At least, that’s what was before social media, because since downloading Instagram, I have been waterboard ed by a constant stream of infor mation: the latest slang and trends, an infinite sup ply of videos and life updates from vague acquain tances. Teenagers on social media know what their friend from elemen tary school ate for breakfast, but they don’t even know who they are. Social media is not meant for young minds.

an average attention span drop from 12 seconds (in 2000) to 8 seconds (in 2020). Students in high school are finding it harder to focus, which impacts their academics

Overflowing young minds with superficiality and insane popularity contests can distort many teens' capacity to see what is important. Through likes and comments, the apps morph into battlegrounds and flatten reality, which can lead to anxiety and depression. Sitting kids in front of Tik Tok at ten is a detriment, especially for teenagers who need time to develop their identities and passions before throwing them into social media. According to the University of Rochester, in teens' brains, the connections between the emotional part of the brain and the decision-making center are still developing. Teenagers cannot decipher between appropriate content, and they shouldn’t have to. Though we may feel mature, the science is correct in concluding we are not. Social media can actually stunt brain development in adolescents. Researchers at the American Psychological Association found that kids who habitually check social media had changes in parts of the brain that control social rewards and punishment. They found that young people are more vulnerable than adults to the negative effects of social media. Our minds are still impressionable and the damage might be permanent, meaning parents who give their kids social media early can be taking a huge risk.

I am so grateful for the time I had before getting social media. I can attribute it to the emotional security I have now. I am sure my pre-social media life was not a paradise, but whatever troubles I had, it was due to chaos that 13-year-old me caused. That is the right of being young, making mistakes and building individuality. It should never be interfered with, especially not by the disease of social media.

Editorial: Spreading the word

by the High Tide Editorial Board

Every morning around 7 a.m., Redondo students receive an email with the subject “RUHS Morning Announcements” and the date. Our inboxes are populated with scheduling updates, scholarship opportunities and sports event notifications. With this information, we build our calendar lives and—more importantly—stay aware of the inner workings of our school community. Though we constantly receive emails from administration, not all critical information is made directly accessible to us.

Despite being integral members of the school community, students often find themselves excluded from administrative communiqué. Many statements and releases about sensitive or critical information are on Parent Square and addressed as “Dear Families” or “Dear RUHS Community,” leaving students under the umbrella of families and communities without direct access to such information. It creates a disconnect between students and administration, separating us from information, discussions and decisions that affect us directly.

Only last week, widespread internet and phone outages disrupted classrooms, leaving us without arguably the most critical tool of our education. We can assume that the IT department is working to resolve

the issue, but the lack of any direct announcement leaves students in the dark. Instead of a simple announcement, which could have reassured us, a vague post was made available to parents on Parent Square about the status of the internet. It promised updates as more information became available, but follow-ups never came in any form.

Paramount to education is student safety. Most of the student body may be minors, but we still need access to information about our well-being. Just this past December, the presence of two separate firearms on campus prompted lockdowns, and it was only after the second of the two incidents that we received emails about what happened and only about the second incident. Ironically, while our parents were safe in their homes or workplaces, they received notification of the situation before we did. Some students only learned about the potential danger from concerned parent texts. If our safety is at risk, we should be informed first, not last.

There is a common theme: the administration assumes our parents or teachers will disperse relevant information to us. That's nonsensical. On a campus where we are required to abstain from phone use during class, how are we supposed to be informed by

our parents? It's also impossible to assume every one of the 100+ teachers will disperse timely and relevant information to us.

We acknowledge that specific information buffers exist for students to prevent excess stress or overwhelm. Hearing about a gun on campus isn't likely to produce a focused learning environment. But just because that qualification exists doesn't invalidate that students are entitled to information vital to us, especially for 18-year-old students. These students are legal adults and can join the military, take out student loans, or open a credit card, but they still receive vital school information from their parents. It isn't a blanket solution, but an option should exist for of-age students or those with consenting parents to receive information that may be deemed sensitive.

Our system of information is incomplete. Students feel disconnected and uninformed about critically important things. Expanding access to this information directly to students, especially about our safety, is essential to our overall well-being. Administration should reevaluate its communication protocols to ensure transparency and create a more informed student body.

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CLOSED CAPTIONED ]

Closed captioning benefits hearing communities, as well as the hearing impaired

by Marley Van Pelt

“Poignant music plays,” “thrilling background instrumentals,” and the best of all, “machine-gun-firelike laughter” (in regards to the character Janice from “FRIENDS”). Closed captioning plays an important role in accessibility, but it always cracks me up when I see them add their own flair to the watching experience of a movie or TV show.

Closed captioning is an important, albeit sometimes humorous, part of film today–at least in my life. Every day at home, I turn on my TV to see closed captions on the screen, and when I go to the movie theaters, I go out of my way to get the closed captioning devices from Guest Services. The reason I find closed captioning a vital part of my life is because it provides accessibility for me, which I probably appreciate more so than others because of my background.

At the age of two, doctors diagnosed me with profound hearing loss. Because of this, I underwent two subsequent surgeries to get cochlear implants. For someone who is not familiar, these implants are analogous to glasses, but for hearing. I can take my implants on and off and they “fix” my hearing, but it’s never to a degree of perfection. Closed captioning allows me to capture all the missing parts that my hearing peers hear, and it’s very apparent to me how much I truly miss when closed cap-

Ftioning isn’t provided.

Even though I am in a minority group with my hearing disability, I also think closed captioning can seriously help those who are hearing, especially in noisy environments where the audio may be hard to hear. In essence, closed captioning limits the “listen loud, speak louder” cycle.

Closed captioning can also help those who aren’t native speakers of a particular language become more comfortable with the words. Closed captions become a written representation of that language and can even help adolescents have better reading abilities and comprehension. The National Library of Medicine states, “Children who watch captioned videos are better able to define content words that were heard in the videos, pronounce novel words, recognize vocabulary items (which may or may not have been heard in the videos) and draw inferences about what happened in the videos.” This source also showcased studies proving that “captions benefit hearing persons learning a second language, regardless of genre.” Whether hearing or deaf, native speaker or foreign speaker, young or old, closed captioning benefits all.

I understand that everyone has their personal preferences. My family and friends are typically well-adjusted to close captioning because of my need for it, but I do know of some households that don’t

prefer closed captioning because of its “distracting nature.” I’m used to taking in the visuals and captions simultaneously, but I know that some feel that the captions can “take away” from the film’s overall effect. For example, the closed captionings can sometimes spoil what a character will say before the character says it, detracting from the surprise of that event. Another issue is that closed captioning can become more of a hindrance when not transcribed accurately. I’ve had first hand experience with this, typically in YouTube videos or in-theater movies where the captions didn’t reflect the actual words in the dialogue. This is even more confusing and frustrating for me, because I do rely on the captions for understanding. It honestly sucks when the captions don’t do their job.

Even though they can have their faults, closed captioning, according to the Federal Communications Commission, should have a 99% accuracy rate. This high standard for closed captioning and their benefits is why, in the end, I have more positive experiences with closed captioning and will continue to use them for the rest of my life.

Even though sometimes I feel as if I’m the only one who uses closed captioning, statistics reveal that there has been an increase in the use of this tool with younger generations. BBC analyzed research from a study conducted by Stagetext, a deaf-led

charity that works to bring accessibility to the arts through closed captioning. The study showed that “four out of five viewers aged 18-25 said they use subtitles all or part of the time,” but that “less than a quarter of those aged between 56 and 75 said they do [the same even though] people in that age bracket were almost twice as likely to say they are deaf or hard of hearing.” With the recent increase in technology and inclusivity, closed captioning has taken a larger role in today’s society than in the past. This expansion of technology, I expect, will only make closed captioning more accurate and more prevalent in an effort to counteract the lack of awareness about the benefits of this great tool.

Closed captions have the power to increase reading comprehension in minors, help individuals on their path to learning a new language, and give the deaf and hardof-hearing community (as well as hearing individuals) a stronger understanding of films when watching with noisy surroundings.

Sometimes closed captions just make me smile. So, next time you see “dramatic music flourishing” or “spirited orchestral music” on your TV, embrace it for what it is: a tool for education and the hearing impaired, a way to help foreign language speakers and learners, or a way to enjoy entertainment on a new level.

Attempts to destigmatize neurodivergence have been mostly unsuccessful, alienating and misrepresenting neurodivergent people

by Kat Otey

or something that has been treated as a trend for the past few years, neurodivergence isn’t being de-stigmatized as fast as it should be. “Everyone has anxiety nowadays,” you might hear, or “All the kids have ADHD now,” or “Five signs you might be autistic,” or “If you do these 7 things, you might have bipolar disorder.”

Is it true that everyone is really neurodivergent these days? The answer, without getting into the politics of self-diagnosis and pop-psychology, is no. In fact, the majority of people are neurotypical. But there is truth to the fact that neurodivergence is becoming more widely recognized and diagnosed in people who are functioning in a world that simply isn’t built to inherently accommodate them. Obviously, we neurodivergent people (myself included) have it better than we have historically, but the reality is that while accommodations are slowly emerging, our daily lives have struggled to catch up—especially at school.

It’s well-known that the U.S. public school system, in general, follows a onesize-fits-all model. But hopefully, it is equally well-known that one size does not, in fact, fit all. In the past, having severe Attention Deficit Disorder (ADD) while attempting to keep up with my workload from classes was insurmountably difficult for me, even when I was passionate about the subject. The content matter wasn’t the issue, it was the format. And now, having a medical diagnosis and other support such

as my 504 plan–a list of accommodations that can include later due dates, extended timed tests, all approved by the school administration–I can say that I am extremely lucky.

Medication, therapy and getting diagnosed are all expensive and difficult to achieve on their own, and getting a 504 or Individualized Educational Plan (IEP) can be just as difficult or even harder. The process of getting said plan takes months, requiring input from all of your teachers and an in-person meeting that feels more like an interrogation than an accommodation–even though neurodivergent people have been legally entitled to accommodations since the Rehabilitation Act of 1973.

Getting a 504 plan is difficult, especially without a prior diagnosis or the free time and support required to complete the process. Although it’s beneficial academically, beyond that the struggle of being neurodivergent, frankly, doesn’t get much easier. For one, the way that neurodivergent people are treated within the school system creates an expectation of conformity while simultaneously alienating anyone who struggles to do so. The medications many neurodivergent people take, although the exact effects depend on the drug and the disorder it treats, can dull creativity and suppress deviation from the “normal” way of thinking, sacrificing individuality for the ability to “keep up” with our classmates.

Additionally, academic accommodations do little to change anything beyond

just that. We’re surrounded by a culture that thinks asking, “Is he bipolar?” is the best way to respond to someone making a “bad” decision, and that believes calling someone “restarted” is peak humor. Don’t even get me started on the term “acoustic,” the newest derogatory slang for autistic people. Personally, I would almost rather someone call me a slur than acoustic, because, in my eyes, the slur is less demeaning. When you say those things, everyone knows what you mean. You’re not funny or original.

The common ‘invisibility’ of neurodivergence makes it easy for someone to use a condition that applies to you as an insult directly in front of you. It’s like holiday dinner with your mildly conservative relatives who make passive aggressive comments about the “libs” and “gays.”

And no matter how well-intentioned, many people and places that claim to be ‘accepting’ are infested with the same alienating attitude–one of pity, not empathy. Organized attempts at integration are no doubt created without malicious intent, but still devolve into the opposite of inclusion. Because of this, people aren’t educated on what neurodivergence actually is or what neurodivergent people experience. Instead, at its best, the current savior-complex based idea of “integration” and acceptance prompts pity where there should be a simple basis of respect for people’s differences and an ability to move beyond them. Overall, I doubt many overtly disagree

with the goal of equity for neurodivergent people. And yet that’s the problem: It still has to be said. Neurodivergent people need to be not only accommodated, but valued, and not defined by what we can’t do, but by what we can.

letters to the editor

The High Tide encourages greater input of perspectives from both students and staff. If you have an opinion about one of the articles, letters can be sent to the editor at hightideonline@gmail.com

We reserve the right to edit for content, grammar and space constraints. Letters must be signed and are not guaranteed to be printed. Please keep letters to a maximum of 250 words. Longer guest opinions are also accepted.

voice column

The High Tide aims to share the voices of a wider swath of the RUHS student population, beyond just our staff members. If you have a story to share, a unique outlook on something, or a personal opinion, fill out the form linked at the QR code.

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entertainment 12

The Return of Reggae

by Valentina Masoni

"Bob Marley: One Love" beautifully retells the life of reggae's most legendary musician, while remaining faithful to his message of unity

Idon’t know whether this is an unpopular opinion or if most movie-goers agree, but my personal favorite part of going to AMC is watching the previews.

When I was sitting in the theater waiting to watch

“Mean Girls,” and I saw the trailer for “Bob Marley: One Love,” I knew instantly that I wanted to watch it. The trailer presented an emotional, heartfelt story about the most recognizable reggae singer in the world and his rise to stardom, so my expectations were high, and were exceeded.

six bullet wounds.

Critics Score: 43%

Audience Score: 93%

Valentina's Score: 87%

INFORMATION FROM ROTTEN TOMATOES

“One Love” opens with a message from Ziggy Marley, Bob’s son and one of the producers of the movie, who ensures us that he was on set almost every day making sure the portrayal of his father was accurate, adding a layer of authenticity to the film.

The movie begins in 1976, with Bob Marley (Kingsley Ben-Adir) announcing to the press he would be holding a peace concert to bring together the people of Jamaica during a time rife with political conflict, with two warring political parties dividing the island.

Immediately, we see Marley’s impact and power over his people. This is to be expected with celebrity status, but what’s more interesting is his willingness to help. In these beginning scenes and throughout the rest of the movie, Marley promotes peace in Jamaica and is told he’s the only one who can bring it back.

While preparing for the concert and running through songs, an assassination attempt on Marley is carried out, leaving Marley with an arm and torso wound, his wife, Rita (Lashana Lynch) with a head injury, and another member of his band with

This scene with its tense music and sudden shift to darker coloring showcases the severity of the civil war in Jamaica, and how Marley was risking his life by committing to neutrality and attempting to bring peace. I was on the edge of my seat, wondering if we had just watched Rita die.

Luckily, all three of the wounded go on to make a full recovery, and the concert is still on, and it’s incredible to watch. From pulsating concert scenes layered with Marley’s powerful lyrics and signs waving through the crowd, to scenes depicting the breathtaking nature and lush greenery in Jamaica, the movie does an amazing job of paying homage to the beauty of the island and its people even during times of such turmoil.

Before leaving the stage, Marley bares his wounds to the audience in an impactful parting message. Backstage, he tells Rita she must go to America with the children for their safety, and he departs for London with the band. He will not be returning to Jamaica for over a year.

In London, Marley can relax a little, and begins working on his album “Exodus,” which would later be pronounced by Time “the best album of the 20th century,” and go on to be a massive hit. We see a lot of scenes showcasing the community and brotherhood within the band, and Marley’s creative process in the studio. Unfortunately for Rita, we see the toll this newfound level of fame takes on their marriage, as Rita’s own musical career has to take a backseat as she takes care of the children

and sees Bob less and less.

Marley’s spirituality also plays a massive role in the movie and in his message. Marley and his family embrace Rastafarianism, which emphasizes freedom and redemption. A great number of his songs are infused with spirituality and throughout the movie Marley, his family, and the band reference and praise Jah (their God).

Although Kingsley Ben-Adir did an amazing job acting out the wide range of emotions Marley goes through and looks strikingly similar to the singer, I felt the real star of the movie, acting-wise, was Lashana Lynch. Her portrayal of Rita Marley was incredible, representing Rita’s role as a pillar of strength and Bob’s most valued critic, and bringing such raw emotion and pain to the more intense scenes that I couldn’t tear my eyes away from the screen. Her performance absolutely blew me away.

During difficult and emotional moments for Marley, we see flashbacks of his earlier life. These flashbacks are almost dreamlike, with softer lighting and colors, and provide insight to Marley’s earlier life and make the audience step into his shoes for a moment.

Marley finally decides to return to Jamaica in 1978 and is welcomed back as a legend, with hordes of people reaching out to the car he’s in, and Marley lowering the window to touch their hands. Later, the gunman who tried to kill Marley and his loved ones approaches him for forgiveness, and Bob Marley tells him “he keeps no vengeance.” These two scenes stood out and showed the person Marley was at his core, despite his insane level of fame.

From the colorful, lively opening scenes in Kingston, to the tear jerking ending when Marley returns home, “Bob Marley: One Love,” was moving and authentic. I

walked into the movie theater not knowing anything about Bob Marley, save his biggest hits, and walked out touched by the message of love, unity and forgiveness he dedicated his life to spreading, and the legacy he left behind.

Through the muck of uninteresting celebrity cameos and cheap writing, these six Super Bowl commercials made the touchdown

by Rena Felde

Unamused. Bored. Asleep. The Super Bowl LVIII commercials were overall a letdown. Most of the ads were filled with celebrities I couldn’t give two Schitt’s about (I’m looking at you Dan Levy), and I didn’t even understand the point of half of the ads until I rewatched them. That might be on me, though. This year, the Super Bowl had 123.7 million viewers, its largest audience in his tory, which you think would be re flected by quality ads. Unfortunately, having celebrities in advertisements has become the new normal and quality writing is sacrificed.

"It's not just showing up at the Super Bowl that generates value for the brand,” Derek Ruck er, a Kellogg School of Management professor, told CBS. "There are some brands that showed up, but you and I will forget about them the next day."

grandfather wasn’t able to see her ice skating routine, so her and her father drive up

Celebrity-use is acceptable when they are fundamental for the commercial’s punchline, like BMW’s "Talkin’ Like Walken'' featuring Chistopher Walken and his recognizable voice used as the premise of his playfully mocking interactions. But when celebrities are obviously just in a commercial to generate attention from the audience, I can’t help but roll my eyes. Did I really need to see Ice Spice in a lemon-lime soda ad? No.

Attempting to review all 59 ads is inefficient, so I’ll stick with my top six. I wouldn’t say Kia’s “Perfect 10” commercial wholly lives up to its name, but I’d say it comes to a close 8. The promotion of their new EV9 had a wholesome storyline, where a girl’s

Another memorably sentimental ad was the NFL’s own, “Born to Play,” which took place in Africa and follows a young Ghanaian boy named Kwesi. Throughout the ad he runs through the town of Accra, weaving through fruit stands and vendor stalls, presumably heading for an endzone. There are cameos from famous NFL players who help him on his way, and eventually he ends up at an NFL camp and gets introduced to the league. A coach he meets says, “It doesn’t matter where you’re born, as long as you’re born to play,” promoting the NFL International Player Pathway Program and its attempts to find players and talent internationally.

I wouldn’t say the NFL takes the cake for the most sentimental commercial, but they did a swell job at merging a meaningful message with fun and creative visuals and player features.

Though the sentimental ads were sweet, I liked the goofy commercials most. I definitely wasn’t expecting a Hellman’s mayonnaise promotion, but it was one of the first commercials to make my friends and I laugh out loud. A cat’s meow sounding like “mayo” is an offbeat idea, but Kate McKinnon was a good casting choice because she’s got that crazy cat lady demeanor. I think this ad perfectly merged pop culture with a likable story to revitalize the classic condiment.

Speaking of classics, the notable chocolate-peanut butter brand Reese’s advertised their new product, the Caramel Big Cup. It was funny, chaotic nonsense, and I loved it. The chaos begins right away, when a narrator announces to a living room full of people that a big change will be coming to the traditional candy. A man proceeds to dunk his head in chili, a woman jumps through a window and a dog barks angri The narrator then reassures them that the change will be the addition of a cara mel layer and they clean the mess. This pattern of wild antics woven in with announcements continues, and the drama made for a silly experience. This ad was sim ple, maintaining the same set and actors, but their use of the space, props, intense emotion

and utter cacophony made it truly enjoyable. What I liked most were the ads that broke the fourth wall and engaged their audience beyond the TV screen. Verizon’s "Can’t B Broken," featuring Beyoncé, integrated thoughtful and diverse scenes with concepts such as BeyoncAI, BarBey and a performance from space, all to prove that Beyoncé can break the internet, but not Verizon. The various styles of video and the exciting end announcement for the release of her new music proved its creativity, yet functionality.

Additionally, Bud Light’s "Easy Night Out," which featured a beer genie, was enjoyable with its sound effects, playful storyline and flashy visuals. What really made it top tier though was the ending when they asked their Bud Light genie to bring them to the Super Bowl and after the break ended, the actors were panned to in the audience of the game. I recognize that a genie found in a Bud Light cannot grant me wishes, but the breakdown of the wall between the ad world and reality was close enough

For a second consecutive year, the average cost of a 30-second ad spot during the Super Bowl was $7 million, and although not all of the commercials were a hit in my book, their influence is undeniable. And as much as I hate to admit it, it will be a while before I stop hearing Arnold Schwarznegger’s voice saying “Like a good neighbaaa” when I see State Farm ads.

Marley (Kingsley Ben-Adir) raises his fist to the sky PHOTO VIA PARAMOUNT PICTURES

The "Bud Light Genie" PHOTO VIA BUD LIGHT

Ice Spice sipping on a Starry PHOTO VIA STARRY

Legacy through literature

by Yasmeen Ford

News Editor Yasmeen Ford reviews some of her favorite pieces of literature by Black authors, both fiction and

non-fiction

Gifted to me on my 16th birthday, I received a hardcopy of “The Fire Next Time” by James Baldwin. Unsettling yet essential, direct and explicit, this account of simply being a Black man delves into the often internalized and generational inferiority that is pushed on to African Americans. Only on the sixth page of the book, I came across the quote that made me take out my highlighter and place a Post-it note at the top of the page:

“You were born where you were born and faced the future that you faced because you were black and for no other reason. The limits of your ambition were, thus, expected to be set forever. You were born in a society which spelled out with brutal clarity, and in as many ways as possible, that you were a worthless human being. You were not expected to aspire to excellence: you were expected to make peace with mediocrity.”

Utilizing the freedom achieved through the power of writing, Black authors create a space to express their innermost thoughts. These stories aren't merely narratives; they are testaments to the resilience, creativity and unwavering spirit of people who have refused to be silenced even when seen as less than human. Black writers have left an indelible mark on the literary landscape, shaping our understanding of history, identity and the still ongoing struggle and pursuit of justice.

“Long Way Down”

by Jason Reynolds

"Guns have an uncanny way of turning boys into men."

What if I told you this book was set in the span of sixty seconds? One whole minute. Taking place in an elevator to the ground department of his apartment complex, 15-year-old Will embarks on the journey to seek retribution against the person he believes is responsible for his brother’s murder. As Will travels down the elevator, he is visited by a series of ghosts from his past, each of whom has been affected by gun violence in some way. Through their stories and interactions with Will, the novel expands on the themes of grief, trauma and the cycle of violence that plagues so many Black, inner-city communities. As Will confronts his own emotions and the choices that led him to this elevator, he is forced to reckon with the repercussions of his actions and answer the question that torments his mind: Is revenge truly the answer? Gun violence is an increasingly relevant issue and a significant topic throughout the book. However, despite its sensitivity Reynolds doesn't shy away from portraying the harsh realities of this issue. Throughout the book, Reynolds precisely captures the fear, anger and grief that reverberate through Will’s world, as well as the complex web of emotions that accompany his decision to seek revenge for his brother's death. Reynolds, thus, is able to convey Will’s emotional weight of gun violence without resorting to sensationalism or graphic depictions. Instead, he focuses on the more human side of the issue, delving into the psychological and emotional toll it takes on Will and his family.

“The Poet X” by Elizabeth Acevedo “A young girl in love with words. They move like music, make her dance like no one is watching, and never disappoint her.

Acevedo's first novel tells the story of Xiomara, an Afro-Latina high school student navigating the struggle against cultural expectations and stereotypes through the liberating power of poetry. Reading this book in middle school, I connected with her, also being a multi-racial girl consumed by the expectations that others set upon me. In a series of short poems, Elizabeth Acevedo writes as if she's Xiomara, a passionate 15-year-old slam poet. Struggling to find her place due to the restraints of her conservative Dominican immigrant parents and the limitations placed upon her as a young woman, Xiomara finds solace and empowerment in writing poetry. With rich imagery, compelling characters and powerful themes touching on religion, family and sexuality, “The Poet X” still lingers in both my heart and mind long after turning the final page.

“And Still I Rise” by Maya Angelou

“You may write me down in history

With your bitter, twisted lies, You may tread me in the very dirt But still, like dust, I’ll rise.”

Through this collection of poetry, Maya Angelou celebrates the resilience of African American people throughout history, from the commercialized and racialized trials of slavery to the challenges of contemporary society. Despite this, she weaves the message that African Americans as a community will always prevail and succeed. Melancholic and genuine, Angelou’s verses resonate with a profound sense of sorrow yet are buoyed by a firm spirit of hope and determination. One of the writer’s distinctive techniques is her use of repetition and rhythm, which along with her masterful use of metaphor and symbolism, creates a sense of musicality. Each line exemplifies the enduring spirit of people who were continuously knocked down, yet continue to rise with dignity and perseverance. “And Still I Rise” serves as a rallying cry for defiance and triumph in the face of oppression.

“Queenie”

In this series of essays addressed to his nephew, Baldwin's urgency leapt off the page, confronting the undeniable yet often deemed “uncomfortable” truths regarding race and identity in America. When reading, it was difficult not to feel an immense sense of empathy and solidarity with Baldwin's struggle to reconcile his love for his country despite its history of racial oppression. A mirror held up to society, “The Fire Next Time” demands that we confront our collective conscience and the often denied prejudice that resides in us. Baldwin clearly emphasizes that the finish line of achieving total equity, as defined by today's standards, is unattainable; constantly moving and just out of reach.

by Candice Carty-Williams

“I’m a woman scorned, I’m the bloody moon on a full moon, I’m a violent storm.”

Through the lens of the titular character, Queenie, Carty-Williams illustrates the day to day life of a 25-year-old Jamaican British woman living in London. Carty-Williams skillfully crafts a narrative that is both deeply personal and relatable, drawing readers into the humorous yet personal world of Queenie’s relationships and own sense of self-worth living in a predominantly white society, struggling with mental health and intergenerational trauma. Queenie’s life takes a turn for the worse when she goes on a break from her long term boyfriend, Tom. To cope and grapple with the end of this relationship and her overwhelming feelings of loneliness, Queenie seeks solace in a series of casu- al sexual encounters that leave her feel- ings worse; empty and disconnected. Mean- while, Queenie simultaneously faces challenges at her job as a journalist and struggles to balance her professional ambi- tions with her personal life. To me, what sets “Queenie” apart is its nuanced portrayal on intersectional identity and how soci- etal expectations and stereotypes directly correlate with personal experiences. At its core, “Queenie” is a story about unwavering resilience, and despite the challenges Quee- nie faces, she remains a fiercely indepen- dent and determined protagonist. Com- plex and compelling, Carty-Williams invites readers to connect with Queenie on a more personal level, celebrating Black women's strength, humanity and endurance.

Taking inspiration from their own lives, these Black authors write with profound purpose and poise. Through the power their words hold, they have challenged stereotypes, confronted systemic injustices and illuminated the complexities of the Black experience with courage and grace in hope for change. So while this February serves as a month of remembrance, celebration and history, let's keep in mind that this celebration should not be limited to a single month, but a continuous recognition and appreciation of the struggles, contributions and achievements of Black individuals throughout history.

2. (From left to right) The covers of "Long Way Down," "The Poet X," and "And Still I Rise."

PHOTO #2 BY CATE HEMPSTEAD PHOTOS #1&3 VIA GOODREADS.COM

sports 14 FINAL SHOT

by Sam Schwartz

Boys basketball CIF-SS run ended in the semifinals against Notre Dame 67-60.

After basketball’s first-round bye, the boys proceeded through two more rounds of D1 CIF-SS, defeating Foothill 76-67 and Etiwanda 65-58.

CIF-SS ROUND 2 VS. FOOTHILL

Hudson Mayes: 19 pts, 7 rebs, 3 steals

SJ Madison: 12 pts, 5 rebs

Chris Sanders: 12 pts, 5 rebs

Joey Albala: 6 pts, 2 steals

In round four, Redondo was set to square off against the number 17 team in the nation, Notre Dame High School. Redondo kept the game close and nearly pulled away in the fourth quarter; however, the boys still fell short, losing 67-60 ending their CIF-SS run.

Since Redondo won the Bay League, the boys had secured a first-round bye. According to senior guard Luke Neubauer, the team could use this extra time to prepare better for round two.

“We came together as a team with that bye and during the extra couple of days of practice. We got to hone in on our execu-

CIF-SS ROUND 4 VS. NOTRE DAME

Hudson Mayes: 26 pts

Devin Ringer: 18 pts

tion for offense and defense, so I think that contributed to pulling out the wins against both teams,” Neubauer said.

After Redondo’s victory in round three, they were off to the semi-finals. Redondo and Notre Dame had already clashed in the preseason, where Redondo emerged victorious.

“We knew who they were coming into it [the game], we knew their tendencies.

Our focus going into the game was that we weren’t going to let one or two people beat us. Their star, Mercy Miller, is extremely talented. So we felt that if we made this a team versus team game, we would have our best shot at the win,” senior forward Liam Smith said.

The game started in pregame, as Notre Dame came out with flashy rituals. Howev er, Redondo kept their minds on their goal to win as the game started back and forth between the two teams. Both were contin uously knocking down tough shots. By the end of quarter one, Redondo trailed by just one point 16-15.

“We see them come out, we have our player introductions, and then they dim their lights and have their handshakes and

CIF-SS ROUND 3 VS. ETIWANDA

SJ Madison: 19 pts

Devin Ringer: 16 pts, 3 three-pointers

Hudson Mayes: 14 pts

Chris Sanders: 11 pts

lineups announced while the lights are go ing crazy. But we just stayed in our huddle, trying to keep our minds right,” Smith said “It was back and forth. Mercy Miller came out [and] hit a couple of big threes. But we just kept at him.”

However, in the second quarter, Redondo had given up eight more un answered points, the scoreboard flashing 37-28 Notre Dame. Some might look at this as the beginning of the end; however, our boys held their heads high in the locker room because, according to Smith and Neubauer, the second half is always Redondo’s part of the game.

make plays,” according to Smith.

“In the third quarter, we came out, and the rest of the game, we just kept pace with them, but we couldn't

While Redondo’s CIF-SS road has come to a stop, the boys still are to compete in CIF State. There, Notre Dame and Redondo could face off a third time, and according to Smith, making this CIF matchup even more valuable.

“It was the second quarter. They pulled away a little bit. They started making shots. We started missing some, so going into halftime, we were down nine. But I mean, I felt like we played well enough to make a comeback for sure because I feel like we're more of a second-half team,” Neubauer said.

Coming out of halftime, Redondo’s game plan was to “sacrifice their bodies to

“Everybody had the same goal in mind in the sense that we knew our assignments, what we had to do, and the kind of game we were going to be in for. Even though it didn’t play out the way we would have liked, I think this will bode well for us going into state and potentially seeing Notre Dame again,” Smith said.

1. Hudson Mayes goes up for a shot.

PHOTO BY ABI BIERWILER

2. SJ Madison goes up for a lay up. PHOTO BY KAYLA ONGUN

3. Devivn Wright and Chris Sanders perform their pregame ritual. PHOTO BY CATHERINE WONG

Girls Basketball 2024

Girls

Balled OUT

basketball ends their season in the third round of CIF with a close loss to Harvard Westlake

by Celeste Ernau

Coming off their previous win against long-time rival Mira Costa, the Redondo Union Varsity Girls Basketball team was able to clutch the Bay League, advancing them to the first round of CIF games. The girls played three rounds of games during CIF-SS, their first game against Sonora, second against Portola, and their third and final game to Harvard Westlake. Redondo's last game ended 50-47, leaving them trailing by three points, ending their season and CIF-SS run. The girls’ held an overall record of 246, and an undefeated record in Bay League.

1st in Bay League 10-0

Overall Season Record

During the first round of CIF-SS, the Redondo girls came head to head against Sonora High School, a team that had just come off of a 14-point win. With that in mind, the team managed to start their game off strong, senior power forward and center Ella Zimmerman quickly winning the tip-off. Junior shooting guard Coco Fu nakoshi emphasizes Zimmerman's pres ence on the court during the beginning of the game.

Ella [Zimmerman] is always a key player that helps us get going in the beginning,” Funakoshi said.

half, the team continued to push their ef forts, going shot for shot against their op ponent. Ella Zimmerman made the first free throw of the game, putting up early points. With constant shots from their op ponents, Redondo still managed to keep their defense strong during the first half, the score at halftime 15-9 Redondo. With a solid six-point lead coming into the sec ond half, Redondo stayed on the offensive and fell back on defense when necessary. Even with strong defensive tactics coming from both teams, during the third quar

last

the game, Redondo was able to keep pos session, blocking Sonora from any fur ther shots. As the buzzer winded down, the team made a few last shots to wrap up the game, leaving the final score 5530, helping Redondo advance.

believes the team's chemistry, along with their ability to know each other’s strengths.

team, even people that don’t start making a big impact, so everyone had a key role during this game. We knew what each other’s strengths were and utilized that, so we could bring it out on the court,” Cho said.

tion prior to the game, Redondo had a plan to help them ensure another win. Differing from their strategies in prior games, the first half was a mix of intense defensive efforts along side their standard shot for shot. Once again, key players Abby and Ella Zim merman exhibited their natural talent, helping secure needed points early on. With Redondo’s choice to give up layups in order to ensure their defense against three pointers, it proved to be an effective tactic, with the half’s pro gression to a 31-22 score.

than preventing layups, we wanted to prevent their three-point shots,” Daley said.

Even with a nine point lead after finishing the first half, the girls came out and successfully defended against any outside shots from Portola. Portola’s specialty threes were no match for the Redondo girls. In the third quarter of the game, Redondo headed up their lead by two points, with a 43-32 score. Point guards senior Elyse Cho, sophomore Chloe Choy, and sophomore Abby

Everyone had a key role during this game. We knew what each other’s strengths were and utilized that, so we could bring it out on the court."

ELYSE CHO SENIOR

but I think we did well not getting rattled by it,” Daley said. With the third round of CIF in front of them, the team once again headed up the coast, this time to battle it out against Harvard Westlake. Like their previous game, the girls had been able to figure out Harvard Westlake’s center focus, which was their ability to drive the ball during the game.

“We knew that their transitional defense wasn’t as good, so we were trying to push the ball as much as we could on offense, just moving the ball around us, driving and attacking the lanes,” Choy said.

With a half-time score of 35-20, Redondo led comfortably, hoping to hold their lead as they progressed into the second half of the game. Within the third quarter of the game, Redondo still managed to keep a steadfast lead, the score 46-36. Choy herself was able to show up on the court, a noteworthy player as the team was able to put up a few points.

Even with the girls' efforts to control their tempo and find open shots, keeping a steady lead in the fourth quarter proved to be difficult. With Redondo only managing to put up one point in contrast to Harvard Westlake’s 14 points in the 4th quarter, the game was not looking good for the Sea Hawks. With the game's end, Redondo was left trailing by three points, a shortage that would inevitably end their season. Even with their loss to Harvard Westlake, Choy emphasizes her team's overall performance and how they still played as one even with a challenging game.

“Everyone showed up for that game. We had a lot of good energy. We all did our best to stay locked in and focused,” Choy said.

Ella Zimmerman

State Rank: #22

2022-23 MVP All Bay League

was telling us to stay disci plined on defense. Staying out on the shooters rather

but their school spirit as well,

1. Senior power forward Ella Zimmerman dribbles while accessing who to pass to.

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