Learn about Junior Reagan Shee’s experience as a competitive ballroom dancer. READ MORE ON PAGE 2
Sports
Read about how Hannah Jump ‘19 and Elle Ladine ‘22 look to compete in the NCAA’s women’s March Madness tournament.
READ MORE ON PAGE 3
Opinion
Read about junior Violet Negrette’s heartfelt take on Billie Eilish’s “What Was I Made For?”
READ MORE ON PAGE 4
Science & Technology
Sophomore Ryan Chou explores Upper Campus’ plastic pollution problem.
READ MORE ON PAGE 6
ANNABELLE EATON Staff Writer
The fall of the Berlin Wall was a distant event for many — oceans away on TV screens and newspapers — but, for a high-school-aged Ellie Pojarska, it meant the possibility of an education in the United States.
Pinewood American Literature Honors Teacher Pojarska grew up under the Iron Curtain in Bulgaria, a country dominated by communist politics. According to Pojarska, the culture funneled kids down a particular path at a young age. At 14, she had to choose between pursuing rhythmic gymnastics or her love of language and writing.
She chose the latter, enrolling in a language school for the next three years. There, she eriously studied English for the first time, beginning a journey that would eventually put Italian, Latin and German under her belt as well.
When the Iron Curtain fell in 1989, Pojarska leapt at the chance to leave Bulgaria, applying for a scholarship through the George Soros foundation.
She made her way to Monroe-Woodbury High School, a large public school in New York, where she was inspired by her AP English teacher to eventually become a teacher herself. However, once Pojarska graduated early, she was required to return to Bulgaria.
There, she was attending the American University in Bulgaria, when her dad entered her name in a green card lottery that sought to bring more Eastern European diversity to the United States. In a stroke of luck, she received the green card and was just old enough to travel to the states on her own.
After returning to America, she attended the University of Montana for her bachelor’s and master’s before receiving a second master’s at Stanford University.
“To be honest, the best teachers I had were at the University of Montana,” Pojarska said. “I think it was because those people were focused on teaching more than research. I learned, especially during my time at Stanford, that teaching was not even spoken about because research was the focus.”
She was on a path to become an expert in 16th Century literature after years of research at Stanford, but did not want to be limited to this genre for the rest of her career. As a result, Pojarska pursued jobs in teaching, spending a year at Castilleja as a substitute teacher. Pinewood called her during the summer to take on a
part-time job as an 11th grade British Literature teacher. She accepted the role and began to shape her teaching style, taking a different approach than her childhood teachers in Bulgaria.
“I grew up in an environment myself where we were not given much freedom and were basically told to just regurgitate the text we were learning,” Pojarska said. “It has been my mission in life to do the exact opposite of that.”
Pojarska centers her class around student-led discussions where she guides students to find the answers themselves rather than laying down the law of the text with an iron fist.
“I think that it is a lot more beneficial to you to struggle through the interpretation yourself,” Pojarska said. “It is important to be comfortable with ambiguity and see things that may be contradictory.”
Pojarska has worked to accommodate students who are both loud and quiet, those who like math and those who like writing and those who are engaged with one book more than another, learning from her own children’s proclivities toward different subjects.
“I have one kid at home who is really into science and math and all that, and I have to think how what I am doing in class would engage that type of kid,” Pojarska said. “I have another kid who is very precisely engaged in humanities, and I worry that in my class she would get bored out of her mind.”
According to Pojarska, to an extent, students should participate to the degree that they feel comfortable, but they should also challenge themselves to do the opposite of what they are inclined to do.
“For example, I would challenge a more talkative kid to listen more and a quieter kid to participate more often,” Pojarska said. “But I do still have a lot of empathy for the quiet kids because I was one myself.”
After going through college admissions with her son, Pojarska has noticed how students have gotten busier, taking on many extracurricular activities to boost a college application. She has become mindful about the amount of work she assigns, but can still see the impact that the stress of college has on students’ mental health.
“I go through periods of rage about it as a parent,” Pojarska said. “I feel like the college process is almost this invisible force. It’s like an invisible cultural juggernaut that is just crushing all of us.”
According to Pojarska, the landscape of college ad
missions, along with cultural differences between her childhood peers in Bulgaria and her students in the United States, has changed the students themselves, giving them more depth at the price of an unmanageable schedule.
“There are educational systems around the world that base college admissions on just grades and final exams,” Pojarska said. “America is unique. I think that a lot of you are more interesting people than the people I grew up with.”
The Latin music comes on, and it’s time to walk on. Toes must be pointed. Arms must be straight. Movements must be sharp.
Ballroom dancing in front of hundreds of people while ensuring every detail is right on spot is what junior Regan Shee has been doing for nearly half his life. However, seven years ago, Shee didn’t even know that ballroom dancing existed, let alone what it was.
“It’s really rare for boys to go into ballroom dance, so I thought it was kind of weird,” Shee said. “I didn’t really want to do it at first, but I’ve kind of grown into it honestly as the years go by.”
Although Shee did not plan to go into a sport of any kind, his mom motivated him to explore it, as she wanted him to develop better posture.
“I feel like it’s kind of built me as a person,” Shee said.
According to Shee, ballroom dancing is very focused on detail, and every little thing counts.
“You have to be very precise on everything or judges will take points off,” Shee said. “You could be perfect, but there might be people who are even more perfect in competition. Then you might get ruled out a lot.”
He shared that there is so much that goes into a routine, from all the detailed lessons to the long hours of work. However, he reminds himself that it is important to stay patient throughout the process.
“I was very frustrated at the beginning because my balance was not good,” Shee said. “It was really hard for me to put a toe in or take a spin or something, so it takes a long time to master specific steps, but if you take the time and practice hard enough, then you’ll be fine.”
Shee’s specific style of ballroom dancing is Latin, and his favorite type of Latin ballroom dancing is called Rumba. Rumba ballroom dancing consists of longer, slower beats and a less rapid pace than other types of Latin ballroom dancing.
Shee also noted that this detail-oriented mindset that ballroom dancing gave him has positively affected his academics.
“I do pay more attention to homework assignments because before dancing, I just did the bare minimum, but after dancing, it was like, pay attention to a specific rule in math or grammar mistakes in writing,” Shee said.
The best part about ballroom dancing for Shee is learning the steps and embracing the process.
“You don’t have to rush like in cha-cha or jive,” Shee said. “In Rumba, you can expand your frame a little bit more, take longer steps and be more elegant. That’s what allowed me to really respect it as a dancer.”
Once it is time for him to hit his final pose and the last few notes of the song fade away, Shee feels the biggest relief off his shoulders. For Shee, the most difficult part about dance is the tension he feels before a performance and as he walks on the stage.
“You have to make sure your form is good as you’re walking on, taking the correct place on the floor as you’re about to dance, making sure that you do the steps correctly and also making sure your frame is right,” Shee said.
Shee said that his journey of dancing made him who he is today. He does not have any regrets about taking part in this form of art.
“It’s helped my confidence a lot, I’d say, because of my better form and posture,” Shee said. “I feel a little bit bigger and prouder. It’s given me full confidence in taking risks in life.”
With her enthusiasm for literature and a passion for poetry, Pinewood Upper Campus Writing teacher Holly Coty not only leads the annual Poetry Out Loud competition, but also fosters a love for writing and poetry within Pinewood students.
For Coty, POL is more than just a competition; it’s a way for students to better under stand poetry and expression.
“I have a tremendous affection for that pro gram because it’s so thoughtful and well-designed, and I’ve been working with it for several years,” she said.
Through POL, students are able to immerse them selves in the voices of a variety of po ets, gaining in sight into differ ent perspectives while improving their speaking skills.
ing out loud to me,” Coty said. “I can still hear her voice in my head.”
With its ability to convey complex emotions in subtle ways, poetry soon became her sanctuary for self-expression.
“For stu dents, [POL] is a way to step into another person’s voice to understand voice in a different way,” she said. “I think poetry speaks for the soul.”
Coty’s journey with poetry began long before she stepped into the classroom. From the works of poets like Dante and Milton to cherished memories of her mother reading aloud, poetry has always been important in her life.
“I remember my mom read-
“There’s something about poetry that lets you explore depth of meaning in ways that aren’t straightforward, which I really love,” she said.“I’m not a person who’s very crafty or good at art, but for me, to experiment with poetry and to try different things has always been rewarding.”
Coty advises Pinewood students interested in poetry to connect with others who share similar interests for such topics.
“Find a community you can reach out to,” she said. “I would talk to teachers, get involved with the Creative Writing Club, give yourself some freedom to experiment.”
Like most artists, Coty acknowledges that her own poetry often remains as works in progress, or fragmentary poems. Because of her experience in this, Coty emphasizes the importance of embracing imperfection.
“Always be willing to write down your own poems,” she said. “They don’t have to be perfect. They can be messy, and I think poetry should be a messy space. It’s not about creating something that’s perfect, it’s just about creating.”
Twelve-point font textbooks, late-night study sessions and caffeine-fueled essays: all things students are all too familiar with. But here at Pinewood, several teachers are experiencing the same thing as they pursue their master’s degrees.
Through the Graduate Study Reimbursement Program, Pinewood provides its faculty reimbursement of tuition costs for graduate studies.
In order to be eligible for reimbursement, there are several key requirements. The courses taken must be related to an individual’s teaching field, courses must be taken for credit and the program is only available to faculty who have completed at least two full years of employment at Pinewood.
Pinewood faculty members Olivia Bradley, Haley Hemm, Katie Linza, Carolyn Siegel, Katy Wells, Kyle Riches, Matt Stimson and Kim Wetzel have all taken advantage of the program for a master’s degree.
In Dec. 2023, English teacher and journalism advisor Wetzel completed her masters in Education in Curriculum and Instruction from University of San Diego.
“I think over the years I’ve become a pretty good teacher without a masters,” Wetzel said. “But I felt like it was an opportunity where I could learn a lot more than I had in the past and learn about best practices.”
However, balancing a masters while teaching fulltime was not all smooth sailing.
“I pretty much didn’t have a social life,” Wetzel said. “I didn’t take lunch breaks; I would just work through lunch and then when I got home at night, I would often have to work for two or three hours. So I missed a
lot of time with my family, but they were really supportive.”
These hardships of balancing life and schoolwork helped Wetzel understand the struggles and pressures
of her students.
“Balancing helped me think about the pressure that all of you students are under,” Wetzel said. “I realize ‘Oh my gosh, they have to deal with this all the time,’ so it’s made me a better teacher thinking about that.”
Assistant Director of College Counseling Carolyn Siegel said she’s had a similar experience while working toward her masters in Education Leadership from Harvard University.
“Balancing is very hard,” Siegel said. “It means that I have to take advantage of my time during the day because I used to say, ‘Oh, if I don’t get something done I’ll do it at night,’ and now I can’t do that.”
Due to the pandemic, many colleges and universities started offering online courses that not only allowed for flexibility, but also allowed for more diversity.
“For me, what’s most impactful is the fact that there are these voices from across many different cultures,” Siegel said. “There’s always these moments where you see connections across all these spaces.”
Looking toward the future, Head of School Scott Riches hopes to continue this program.
“Pinewood’s Graduate Study Reimbursement Program has been a great benefit to attract and retain teachers,” Riches said. “It also benefits the students as the teachers gain a deeper knowledge and passion in their subject areas that they teach.”
Spring sports are finally here, and a new season means a fresh slate of sports: baseball, boys tennis, track and field and swimming. With practices now underway, all four teams are excited to represent Pinewood and perform at their best.
After coming off a 6-8 record last season, the baseball team is gearing up for another season under coach David Kawamoto.
Senior Cole Chatterjee, who has played under Kawamoto his entire high school career, said he is especially looking forward to playing with this year’s team.
“We’re just trying to win and have fun,” Chatterjee said. “We’re excited to start the season and hopefully get some Ws under our belt.”
“Right now, we’ve been getting into it and getting the team assembled,” Faerber said. “Practice has been chill.”
Although the team graduated several seniors last year and is welcoming many new faces this year, Faerber is confident the team dynamic will remain the same.
“I’ll be a new person, and there’s some other new freshman,” Faerber said. “But I mean, it’s still the same people and we know each other well, so I think we’ll be good.”
Photo by ROSE XU
Similarly, the track and field team is ready to set the season in motion with the addition of new, young runners excited for the opportunity to compete. Freshman Derrick Harris doesn’t know what to expect but is ready to face anything and give his full effort.
“I don’t have any specific goals right now,” Harris said. “But I’m sure once I get further in the season, I’ll have established some.”
The eternal question in the world of sports is: effort or talent? Either one can make you successful in a sport. But, being an accomplished athlete in two sports at the same time requires both. Junior Shay Mallempati, a tennis and track and field athlete, looks to be a high-level competitor in both sports this upcoming spring season.
Last year, Mallempati was a key contributor to both teams. He was the number two singles player for the boys tennis team, and he ran the 800 and 1600-meter events for track and field.
Mallempati says his decision to play both sports in the same season stems from his love for the both of them.
“I did pretty well in cross country, and I wanted to continue that through track,” he said. “And tennis I’ve been playing for six to seven years, so I had to play that too.”
The team has also added new players to the roster, which Chatterjee is thrilled about.
“I think chemistry is off the charts already,” Chatterjee said. “There’s new guys coming in and they’re realizing baseball is fun, so I’m looking forward to playing with those guys.”
Meanwhile, the boys tennis team led by coach Craig Corfield hopes to improve upon last season’s 4-8 record.
Freshman Dylan Faerber has spent months preparing for the team’s upcoming season and is excited to get his first taste of high school tennis.
Despite being a smaller program at Pinewood, the swim team, led by Hannah Fields, has experienced recent success and is ready to begin competing in swim meets starting March 15. Most members of the team swim year round, citing the school season as a time to improve their endurance and technique.
Junior Michael Bradley, who frequently trains on his own, is more than ready to start the season off strong.
“I think the main goals are just to swim and have fun,” Bradley said. “If we do that, we’ll be just fine in the swim meets.”
March Madness: every basketball player’s fever dream. From triumphant victories to heartbreaking losses and electrifying cheers to devastated tears, this tournament is a roller coaster of emotions. This year, two Pinewood girls basketball alumni, Hannah Jump ‘19 and Elle Ladine ‘22, might fulfill their dreams of competing in this prestigious tournament.
Pinewood’s girls basketball program, led by Head Coach Doc Scheppler, has maintained a legacy of excellence with its ability to consistently produce elite-level talent like Jump and Ladine. As Scheppler watches these two compete at the collegiate level, he reflects on how he feels witnessing their success on the big stage.
“It’s so joyful and emotional for me to watch two players that we coached and embody the spirit of Pinewood play at the highest level,” Scheppler said. “It’s just a wonderful feeling.”
Jump is currently a fifth-year senior starting guard at Stanford University. She holds the record for the most threes in Stanford’s history with 344, and is now chasfor most threes in Pac-12
Ladine is in her second season at the University of Washington as a starting guard and is putting up 12 points per game while shooting 44% from
Earlier this year on Jan. 7, the current Pinewood girls basketball team traveled to Maples Pavilion to watch
the heavily anticipated Stanford vs. Washington matchup that featured both Jump and Ladine. Scheppler said the experi ence was meaningful for himself and his team.
“It was super fun, and I got to see Hannah play live for Stanford for the first time,” he said. “I also think the girls got a nice example of who they can become.”
Senior Alex Facelo said she was amazed watching Jump and Ladine play against each other.
“It was cool to see two Pine wood alumni that I know on a big stage like that,” Facelo said.
Currently, Stanford is ranked fourth in the nation and is predicted to be a one seed in the NCAA March Madness tournament, making them one of the favorites to win the national championship. Conversely, Washington started the season hot with an 11-game win streak, but have fallen to a record of 13-13. Due to recent struggles, Washington, ranked tenth in the Pac-12, is unlikely to make the cut for March Madness.
Regardless of how well their respective teams are doing, Jump and Ladine are certainly flourishing individually. Assistant Coach Kiki Nakano said she’s proud of the success they’ve had.
“It’s incredible to see them playing in the Pac-12 and thriving,” Nakano said. “The best part for me is just seeing how happy they are.”
Mallempati’s most recent cross country season was highlighted by setting a new Pinewood record, running three miles in under 18 minutes.
With conflicting practice schedules and an increased workload from school, Mallempati said he will employ similar time-management strategies as he used last year to maximize the amount of practice he gets for both of his sports.
“I plan to go to three days of track practice and two days of tennis practice,” Mallempati said. “It’s what I did last year, and I’m going to do it again this year.”
During his sophomore year, Mallempati followed a special schedule that allowed him to find a balance between playing two sports and maintaining his grades in school. However, in contrast to last year, Mallempati has picked up more rigorous coursework, including a few AP courses and honors classes, forcing him to reconsider his approach.
“I used to do my homework in the morning, so it makes everything easier after school,” Mallempati said. “But now I think I’ll go home and get as much homework done as possible, so I can sleep a little bit longer in the morning.”
Outside of school practices, Mallempati supplements his training in various ways. Although Mallempati remains committed to both tennis and track, he has aspirations of running in college, which has caused him to put more effort into track and cross country. Mallempati runs seven miles every day, and on Saturdays, he runs with Menlo student-athletes with specially designed workouts. He said that he thinks of every day as an opportunity to improve.
As the season progresses, Mallempati looks to continue working hard to achieve his goals. On the other hand, he said he will also try to find joy in the process and deepen his love for the two sports.
“I’ll think of tennis more as a fun and entertaining thing, whereas for track I really want to grind it out to get to my end goals,” Mallempati said.
“I don’t know how to feel” are one of the words in Billie Eilish’s song “What Was I Made For.” While the lyrics may be simultaneously enlightening and cryptic, I am well aware of how to feel about this song. Because of the song’s impactful message about humanity, I believe “What Was I Made For” was made for an Oscar award and endless recognition.
I first heard the soft lilt of Eilish’s voice on the radio over the summer and, since then, I’ve listened to the song enough times to begin to understand the complexity behind its lyrics, music video and message. To me, the song depicts what it is like to be young and alive. To be confused and enlightened, in love and heartbroken, surrounded and utterly alone. In the past few months, I’ve gone through every one of those emotions, and this song perfectly encapsulates my thoughts after every encounter.
In other words, this song celebrates the complexity of living in this time. In the context of “Barbie,” the movie for which the song was created, “What Was I Made For” holds a special meaning for young women. “Barbie” was directed by a woman who sought to deconstruct the misogynistic narrative around a doll. She cleverly plays “What Was I Made For” while the main character is becoming enlightened about the truth of humanity. Humans construct conflict and forge friendships and, in doing so, create meaning. With this in mind, the song shifts to discuss the inability to consistently achieve pure joy, singing, “Think I forgot how to be happy, something I’m not, but something I can be.” Eilish’s words are mournful,
but simultaneously instill hope in the listener. For every individual, life is convoluted and difficult, but our imagination and hope can breed greatness. Finally, the song continues while looking through a camera lens at images of humans simply existing as we always have: surrounded by others, interacting and learning, living and growing.
In several interviews, Eilish talks about the difficulty of singing the song in the desired pitch. Despite hav-
ing an embarrassingly limited singing vocabulary, I can only describe her voice as breathless and commanding at the same time. Eilish’s voice is soft as though sharing a secret, but her words also pierce through the lulling piano in the background. Her music video is similarly eerie and powerful. The video depicts Eilish sitting alone at a table in a saffron vintage dress, stark against an ash background. The contrast itself highlights the conflict between the joys and sorrows of life. For the duration of the song, Eilish simply withdraws miniature outfits from her career, one after another. But as the song progresses, an alien wind dismantles her precarious setup and the work that has defined Eilish. It is as if Eilish spent the video speculating on what has defined her for so long until something forces her to rethink her image. She also reflects on the long and winding path that had led her to that barren room. Her thoughts stripped bare, Eilish sits alone and faces her past.
The song’s final verse reflects on her inability to be happy in the domineering world of today. While relatable and sorrowful, her song continues to end on a hopeful note that looks to an uncertain future that awaits us all. I think this perfectly epitomizes the conundrum of being a human with the rest of our lives constantly weighing in the back of our minds. In all fairness, my interpretation of the song could be woefully inaccurate, but I think that’s also part of the song’s appeal; there is no correct analysis of its meaning. For every listener, the song reshapes itself into a puzzle to contemplate the meaning of being human.
The bell rings as I open my iPad to begin my Human Geography assignment. Immediately, I am bombarded with notifications: 14 new text messages. A Schoology update from my math teacher. Three emails about clubs I am in. An overdue assignment glaring up at me. Class has started, yet I am stuck in a numb state of overwhelment. My iPad is throwing grenades, trying to distract me from the task at hand. Oh, how I wish we were using paper right now.
Paper is the superior study tool to iPads because of fewer distractions.
“It’s more practical,” Junior James Chang said. “I pay attention more and I don’t go off and browse the web.”
Just think about how many times you’ve seen a classmate play online chess instead of schoolwork. Or maybe this classmate is you. English teacher David Wells believes paper assignments cut down wasted time.
“Far too many distractions exist when using an iPad,” Wells said. “Time is such a precious commodity.”
Teachers shouldn’t have to constantly remind students to take off their airpods or wait for a student to stop chatting on Discord. Despite Apple Classroom posing a practical solution by tracking students’ iPad use in the classroom, the attack of interruptions still exists when students sit down to begin homework. In the digital world, full focus seems like a priceless entity.
Using paper also produces a better quality of work, as Wells has noticed.
“Students write better when they handwrite rather than type,” Wells said. “When someone is writing on paper, … they slow down and think things through.”
Typing provides a crutch for students; the knowledge that once finished sentences is now replaced by the muscle memory of typing the same string of words
over and over again.
A common counterargument is that technology increases the excellence of students’ work.
“The capabilities of the iPad are greater,” Senior Simon Braun said. “You can always make sure that your work is cleaner and better for teachers to grade.”
Contrary to Braun’s belief, homework is not meant to be perfect at our age; it is meant to reflect learning. So although your essay might have more superfluous words, how many of those reflect your abilities and not the autocomplete feature on your device?
Students also retain information better when using paper. A joint study from researchers at UCLA and Princeton found those who take notes by hand were more likely to preserve key information than those who typed their notes.
Of course, debates about paper over screens would not be complete without discussing the effects of excessive screen time and blue light. According to UC Davis Health, since people blink less when using devices, headaches, blurred vision and neck pain are common side effects. Additionally, according to a study by the National Institutes of Health, blue light exposure during the night may disorient the circadian rhythm with various severe health complications.
The switch from iPads to paper would not have to be drastic or complete, but could tremendously improve the learning experience for students. As I shift back to my Human Geography class, my iPad smiles, tempting me to lose myself in its devilish ways. I close my notifications and open today’s assignment. I have beaten my iPad today, but tomorrow, this war will repeat itself again.
handling as it would allow me to feel safer on the road while also having fun at the track.
“Cybertruck beats Porsche 911 while towing a 911,” and “What Makes the Tesla Model 3 Performance Variant So Special?” These are some of the headlines toting the powers of Tesla, and you can easily find similar headlines for other Electric Vehicle manufacturers. A craze of horsepower and acceleration has struck the nation in a similar fashion to the 1950’s muscle cars. These EV’s are truly impressive, but I feel that they are beginning to shift towards a one-sided future that takes away from the enjoyment and art of driving.
For the Cybertruck “beating” the Porsche 911 headline, the Porsche deserves some context. Porsche’s goal with the 911 model is to create the optimum handling experience: to corner faster and feel stable at higher speeds. Porsche is known to not put massive engines in their cars, as they want to focus on driving and handling aspects. The video is slightly misleading, as a Cybertruck towing a 911 beats the Porsche in an eight mile drag race, not the quarter mile, but this also is not a very fair comparison to make from the get go. As stated before, 911’s are built to be track cars, not drag cars, so this comparison on a drag strip isn’t playing into the strengths of both cars. Comparisons like this are losing some of what it means to create an enjoyable car. Personally, I would prefer to drive cars with better
Another trend among the top EV manufacturers is the redefining of “performance.” You see this with all of Tesla’s lineup, and also with the Mustang Mach-E. The focus of the performance add-on’s is to create more horsepower, adding to the existing power of the car to make it even faster in a straight line. While this makes sense from a marketing perspective, it presents the same problem as before, pulling away from the other aspects of driving a car.
While this is a niche opinion about EV’s, it’s still present within car communities and cultures, and one of the roadblocks keeping people away from the electric future. Electric cars aren’t seen as enjoyable for a large group of people, and those people are the ones clinging to their fossil fuels and oil. There are some EV manufacturers focusing on bringing in car enthusiasts into the EV space; however, the fact that these cars are rarely talked about as much as the Teslas of the world is a representation of where the vehicle dynamics space is heading.
EV’s are a necessary step towards a greener future, but why not make that step an enjoyable one full of wonder and invention rather than going quickly in a straight line? Tech reviewer Marques Brownlee recently reviewed the sport version of the Polestar 2 and its adjustable dampers.
“That’s the type of thing you have to be crazy to really spend extra on and want,” Brownlee said. “This car makes no sense for having this.”
Is it crazy to want the ability to tune your own suspension in order to have a more enjoyable driving experience? Is it crazy for a performance pack to include features that improve other aspects of the car besides how fast it can accelerate? Is it crazy to want to enjoy your driving experience rather than just getting from point A to B as quickly as possible? If that’s considered crazy, then I don’t want to be sane.
In the interest of being as forthcoming as possible, I’ll start with this: I’ve never understood the appeal of sports. I have baked my apathy toward sports into the very core of my personality, a move which I have now come to regret. The tolerator of my company may wonder what kind of catastrophe has triggered my sudden appreciation for sports: the answer is that I recently attended a Pinewood girls basketball game. That game, and the determination and grit on display that night, changed the way I saw basketball and the concept of sports as a whole.
I hope the team will forgive me for saying that watching their beatdown against Priory felt quite brutal, although I imagine that participating in it must have felt even more so. However, that night, I also watched the Pinewood girls exhibit something far more noteworthy and, as a result, came to appreciate the true appeal of sports.
I truly believe that the girls who defended their home court that day were not the same as the ones I see every day in class. Katherine and I exchange smiles every day in pre-calc, and I see Jolyn giggle with her friends every day at lunch. Yet as they stepped onto the court, I no longer saw the easy-going girls with whom I was familiar. Suddenly, their faces were locked into a focused, determined position, constantly calculating how to score the next point or defend their hoop. The team worked brilliantly as a collective, executing plays with precision and elegance. I would attribute their seemingly telepathic communication to the hours of practice and games that molded those individuals into a functioning, successful team. In that, I imagine, is the true appeal of sports for the athletes — the opportunity to work with your friends and teammates for
the betterment of oneself.
I should reaffirm that I can only discuss the appeal of sports to athletes as a speculative observer; however, I can offer more personal insight into the appeal of sports to the viewer. As I watched the girls team take every blow from the Priory, I felt so deeply inspired by the way that they never wavered from their mis sion. After each point, whether it fa vored the Pinewood team or not, they would fist bump or high five each other and resolve to try even harder for the next point. For the average viewer of any sports game, these re silient behaviors serve as great mod els for everyone, even if they nev er find themselves on the court in their lifetimes.
In many ways, athletes exempli fy the very best of humanity. The way that the teams work so perfectly together. The way that each athlete bounces back in their own way and can make the sweetest lemonade out of the sourest lemons. When I looked out onto that court, I saw a group of heroes who, in the face of overwhelming pressure and adversity, remained determined to work together, bounce back, and earn every point they could. When I left, I felt inspired to adopt that fighting spirit in my own life. That, in essence, is the real purpose of sports: to help us find, in many ways, a better version of ourselves.
There are some films that make you feel seen, and some that make you feel changed. “Past Lives” (2023), a romantic drama film written and directed by Celine Song, was the latter for me. Although this was Song’s directorial debut, practically every aspect of the film — the screenplay, the chemistry between the leads, and the portrayal of the immigrant experience, plus technical aspects such as the pacing and cinematography — was executed beautifully, with clear empathy for each character.
The plot of the film is deceptively simple: Nora Moon and Hae Sung, childhood best friends who were separated when Nora’s family emigrated from Korea to America, reunite for a few days as adults in New York City. They, along with Nora’s husband, wrestle with the choices they have made and ways they have grown apart and together.
It’s a quietly clever subversion of numerous tropes that could fill entire movies: childhood best friends, a love triangle, the “immigrant experience,” intercultural exchange, New York City in itself. You’d expect the husband to be weirded out by having a drink with his wife and her childhood crush; instead, he is deeply empathetic and kind while being unafraid to discuss the inherent awkwardness of the situation. Nora’s immigrant status is never treated as something that hinders her progress, simply as another inevitable choice in a series of hundreds she makes every day. These themes merely serve as backdrops to the core question of the film, something instinctually human: How can we live with the choices we’ve made, knowing that each one could have led to an entirely different life?
The defining trait of the film, in my opinion, was its subtlety. In particular, I loved the acting choices of Greta Lee and Teo Yoo, who played Nora and Hae Sung, respectively. Their reliance on slight nods, head tilts, and soft smiles as opposed to huge belly laughs and dramatic tears made Nora and Hae Sung’s relationship seem more personal, their understanding of each other more intimate. In numerous scenes, the two seem to have entire conversations with just their body language; they are entirely comfortable with silence, as you are with someone who truly knows you. The acting, in addition to the unassuming cinematography and sparse dialogue, gradually builds up an emotional dam until the climax of the movie breaks it in the most effective and realistic way possible.
In the end, Nora’s choice of her current life in New York City, with a white husband who does not speak her mother tongue but loves and knows her just as truly as Hae Sung, is a choice you know she will make from the very beginning. It is the choice of accepting the choices she has already made rather than endlessly questioning the what-ifs and past lives she may have
Nora is in her thirties when the film takes place; I am only 17 years old. Yet both of our lives are infinite continuums of choices, some monumental, some entirely innocuous. This movie has allowed me to ponder all the ways my life could be different — before recognizing that the life I have now is, for better or worse, the life I am stuck with in this universe, and I should try to make the most of it.
Imagine being able to tune into class whenever you want with just a swipe of your fingers. With Apple’s new Vision Pro, you can have the ability to transition from your bedroom to a completely new space in a matter of seconds.
The Apple Vision Pro, at its core, is similar to the iPhone and Mac, with similar functionality to both of the devices. The headset and the battery cost a hefty $3,200, over $2,500 more than their closest competitors such as the Meta Quest 3.
The Vision Pro is unique in its usage of augmented reality to project apps into the real world. Augmented reality enables the user to interact with the virtual world in tandem with the real one.
Through many cameras, the Vision Pro works in real-time, picking up movements from outside and displaying them on the screen. Additionally, the Vision Pro is able to use eye tracking instead of controllers to manipulate the screen.
“The fact that we are getting really good eye tracking is really exciting because of the plethora of entertainment opportunities,” said Paul Sapilewski, a junior at Pinewood.
Using both augmented reality and eye tracking, the Vision Pro allows users to lock timers above cooking pans, multitask multiple items and set alarms beside the bed.
The Vision Pro also fits well with the rest of the Apple ecosystem, with the ability to pair with a laptop in order to use the keyboard while also displaying the screen on your headset. Together, the Vision Pro and other Apple products can work in conjunction with each other
However, the Vision Pro is not just a product but also a foundation for the future of augmented reality.
“There could be some powerful applications on the horizon,” said Bill Bates, Director of Technology at Pinewood. “I think it is an exciting time, but with all new innovations, there is a cost.”
Comparable to the introduction of the iPhone and iPod, the release of the Vision Pro introduces new tech in order to simplify daily life.
Combining the laptop’s functionality and the TV’s entertainment abilities, the Vision Pro consolidates these features into one headset that makes life easier for the user.
Whether the Vision Pro succeeds or fails, it provides the building blocks for a more compact and technologically advanced device in the future.
Seventeen years ago, Steve Jobs introduced the iPhone as a way to combine the iPod, the phone and the internet all in one device.
Jobs proclaimed to reinvent the phone with his new device. Now the Vision Pro follows in the footsteps of the iPhone and reinvents the computer.
Plastic products are manufactured in very large quantities, with a staggering 450 million tons produced each year. These products are readily available and single-use plastic in particular has become very convenient in people’s lives. Indeed, plastic pollution can be found throughout Pinewood Upper campus from plastic straws, utensils, wrappers and other single-use plastic products.
Because plastic is easily disposable and is used to such a large extent, it is essential to consider the environmental and health impacts of the plastic waste on campus.
“I noticed that plastic starts disintegrating and sometimes birds eat it,” Pinewood Maintenance Lead David Sandoval said.
Plastic pollution is a significant hazard to not only land animals but also marine wildlife when it reaches the ocean.
About 70% of plastic in the ocean originates from land mainly through wind, rivers and drains. Plastic can take from 20 to 500 or more years to decompose, and it does not go away when it finally breaks down. Instead, the larger
pieces of plastic become tiny microplastics. This can be hazardous, especially in the ocean, where all types of plastic are responsible for the deaths of thousands of marine mammals, seabirds and fish due to entanglement and ingesting toxic chemicals.
Plastic pollution also poses serious health risks to humans because seafood is commonly eaten.
Research suggests that these microplastics can enter the human bloodstream and have been linked to serious health problems such as respiratory diseases.
Everyone can contribute to making Pinewood more environmentally friendly. To help reduce plastic pollution on campus, Sandoval provided some useful suggestions.
“Most of the kids already have a water bottle, right?” Sandoval said. “Or bring their own spoon or their
own fork from home. So just little things can help to reduce it.”
Sandoval often sees the most trash littered after lunch. This means that it is extremely important to remember to clean up everything and dispose of all trash before heading to class. There are blue recycling bins next to trash cans on campus that can be used for recycling waste such as plastic bottles.
Keep in mind that there are many items that may seem recyclable but are actually not.
While these measures may seem small, if the entire Pinewood community starts thinking more about their single-use plastic consumption, then substantial progress towards reducing the waste can be made.
“At the end of the day, it is everybody’s responsibility,” Sandoval said.
For the longest time, the idea of avant-garde technology like 3D printers was unheard of. Throughout the years, 3D printers have continued to make an impact on the world and have also grown to become tools to enrich education.
At Pinewood, 3D printers have made it possible for students to pursue their interests in engineering, computer science and other related areas.
Six Bambu Lab P1S 3D printers can be found in the Maker Lab, constantly printing students’ newest innovations.
Pinewood has diversified and refreshed their STEM education with these printers equipped with rapid printing speed, expansive filament-holding capacity, carbon filter, a fan and more.
As a member of the robotics team, senior Colin Ternus attests to the Bambu’s abilities.
“3D printing on its own is incredible, as it allows you to design and fabricate anything you can dream of, but the Bambus in the Maker Lab are a massive leap forward,” Ternus said. “Parts that would have taken hours on the school’s old 3D printers now take 30 minutes on the Bambu, and seven of those
minutes are spent calibrating the print.”
As Ternus mentioned, the Bambu’s ability to produce quality 3D prints is especially noteworthy.
“In the past, you had to wait for a long time to make your prototype, but now the 3D printer can pop it out in a few hours max,” Computer Science Department Chair Christine Tran said. “It’s instant gratification.”
The old Flashforge 3D printers were exhibiting some issues such as poor ventilation, producing an unpleasant smell of burning plastic as well.
However, they’re still used in the lab to satisfy as many student projects as possible, as the problems are
not serious.
“In the past, 3D printers were not enclosed, and when they were not enclosed, drafts could interfere with the print,” Tran said. “Now, everything is enclosed, so the smell has improved a little bit.”
Even if students are not a part of the robotics club or Tran’s classes, they are free to use the printers at their convenience, with junior high design and engineering teacher Rob Bergenstock’s permission, and reap the benefits of these new machines.
“We have students using [the printers] for science classes such as physics and the digital fabrication class, so we have a lot of students using the machines in different classes,” Tran said.
With increasing technological advancement, opportunities with 3D printing have become endless. In the beginning of its life, the 3D printer printed fairly common objects, but now, it has transformed the world with products like ships and prosthetic body parts.
“3D printers allow more people to build, create, and thrive, making a world more full of invention and creativity,” Ternus said. “They make the world one I want to live in, and they make Pinewood a well-rounded school.”
Coming-of-age stories are an essential part of our culture, as many watch movies and tv-shows, read books and listen to music centered around growing up.
“Matilda the Musical” is one such example.
Pinewood’s spring musical, based on the original novel of the same name by Roald Dahl, will be performed Apr. 25-27 and May 2-4. The story is told from the perspective of 5-year-old genius Matilda Wormwood as she goes through the ups and downs of her particularly haunting childhood. With mean parents at home and a nasty school principal, Matilda finds escape through her fantastical imagination and reading.
said. “She is the headmistress of the school. She’s this like evil, crazy, horrible lady who hates children. I get to play the villain, and it’s so fun.”
The show also includes other young students at Crunchem Hall, played by junior high students.
“Matilda gives a lot of opportunities for our younger students to shine and to grow,” director Doug Eivers said.
The musical is full of unique and interesting characters including the school principal, Agatha Trunchbull, played by junior Leo Gray.
“I think my character is so fun,” Gray
Eighth grader Nerea Amezcua appreciates getting to work with the high school students because they are fun to work with and they push her to work harder.
“You don’t have an entire semester to put it together,” Amezcua said. “You just have like three months. “It goes a lot faster, and you have to be more on top of things.”
Matilda is a show full of life, imagination, energy, creativity and vital life lessons.
“It’s Matilda. What’s not to love?” said freshman Zachary Gill, who plays the character of Bruce Bogtrotter.
Wickedly tasteless sequined jumpsuits. Borderline harmful decibel levels. Mullets galore. The flamboyance of the ‘70s and ‘80s seems markedly out of place in the 21st Century. Even the ragtag grunge of the ‘90s with its comparatively minimalist arrangements and image doesn’t seem to fit into the zeitgeist. As pop music legends cement themselves as trendsetters of a generation, the contrast is clear. The pupil-burning intensity and rawness of decades past are conspicuously absent from the earth-shaking, nonetheless, different concerts of artists such as Taylor Swift or Ed Sheeran. Rock, the genre that dominated so many hearts and charts mere decades ago, now boasts only a fraction of its popularity at its height. This begs the essential question: What happened to rock?
Born from the American jazz scene in the early ‘50s, early rock artists relished the rebellious nature of their work. They appealed to the younger generation through their provocative styles and sleek imagery. Youth flocked to the concerts of Elvis Presley and Chuck Berry even before Beatlemania began.
Rock music’s peak popularity and chart domination continued into the 21st century. All generations from baby boomers to millennials grew up with rock music. According to data collected by online publisher Medium, rock music’s drastic decline in popularity did not begin until the early 2000s.
Rock music’s downfall can be more resolutely attributed to the advent of
music streaming services such as Spotify and Apple Music. A rock artist’s traditional method of development consists of live shows and record sales. Streaming uprooted the music industry and, with it, the basic way in which a rock artist got their music into the world. Rather than having to pay to enter a crowded venue or buy an entire album, a listener could instantly play a song on their mobile phone. This allowed for younger artists to pave their own ways in new genres and introduce themselves to new listeners. The listeners, in turn, could continually revisit or discover a new artist.
Meanwhile, rock’s concert tradition failed to adjust. New rock artists continued to start off in small, 50-person capacity venues, working to achieve fame from the scene they emerged from. However, there was significantly less upward mobility without making a solid commitment to streaming. By failing to recognize the trends of the turn of the century, rock artists have been resigned to a steep decline. This is not to say that rock music has disappeared completely or lost all of its potency. The underground scenes that formed around revolutionary rock bands continue to thrive and start anew to this day. Fresh scenes, based around clusters of bands toiling together to make it big, can be found in major cities around the world with devoted fan bases and barrier-breaking bands. Though it is unlikely that rock will make a resurgence in worldwide popularity, it continues to flourish in its new, underground home.
The humid heat of Brazil clung to us as we stepped out of the Galeão International Airport to begin the choir performance trip. Because we arrived after Carnaval, the country’s biggest festival, we escaped most of the thick crowds, but we could still feel the sheer power of Rio’s immense population swirling around us.
The impact of music first hit us when we landed at the airport. Its full name, Rio de Janeiro — Galeão Antonio Carlos Jobim International Airport, is a tribute to one of Brazil’s most influential songwriters of the 20th Century, commonly known as Tom Jobim. Later in the trip, we would go on to perform one of his songs, “Wave,” known as “Vou Te Contar” in Portuguese, and we would ride past the Ipanema beach where the global hit “The Girl from Ipanema” was written.
After gathering our luggage and piling aboard a bus, we began the four-hour drive to Paraty, a small city on Brazil’s east coast. As we wandered the cobblestone streets, we listened to the colorful hangings above us as they rustled in the mild wind and the gentle bustle of tourists moved about. Stunning displays of indigenous crafts lined the streets, and, wherever we went, we could hear the strains of a live music performance or the sound of a whistle mimicking a bird call.
Our first performance was at Paraty’s community center, which included a visual display of the town’s history on the second floor. After touring the display and listening intently to our Paraty tour guide’s English translations, we practiced nervously for the concert. It turned out
that we had nothing to be worried about, and the audience enthusiastically sang along to our clumsy Portuguese as we performed the popular songs “Flor de Lis” and “Mas Que Nada.”
Our visit to Quilombo Campinho da Independência, a small independent community of families of African descent, was also filled with music. We participated in Jongo dance, an exciting tradition with longstanding spiritual roots, accompanied only by the ringing boom of the drums and loud chanting. Later in the evening, back in Paraty, we tried the Brazilian martial art of capoeira, a practice in Brazil with African roots. Capoeira, both a fight and a dance, involves two people fighting together in the middle of a circle. Sweat dripped from
our foreheads as we tried to mimic the fluid grace of the movements, which were also accompanied by chanting and music.
We left Paraty for the bustling metropolis of Rio, where we had our second performance and the chance to meet two different groups of local Brazilian teenagers. We played beach volleyball under a light drizzle with a group of English learners, sang an impromptu rendition of “Born at the Right Time” and ate dinner with them, asking questions about every topic we could think of. The next day, we had a samba class followed by an shared concert with Rocinha Music School, in which both groups sang their set and performed together at the end. We joined the choir on their last song, singing syllables and smiling out of sheer excitement and energy while they sang the lyrics we didn’t know.
Our last few days were spent visiting some of the most iconic sights of Brazil, including the Christ the Redeemer statue and the top of Sugarloaf mountain. As we toured a samba school, we were able to see the massive floats only a week after Carnaval, learn about the intensive process of preparing for the festival and briefly dance the samba together. The experience was followed by a percussion workshop as we tried to match the unfailing rhythm of the drums.
From the music on the streets to the bar performances on the beach, from the dances we participated in to the performance we saw at dinner, this trip gave us the chance to dive into the fascinating role of music in the vibrant tapestry of Brazil’s diverse culture.
Pinewood offers a unique set of courses for juniors and seniors dedicated to positively impacting their community. The Pinewood Scholars Program, led by English teacher Michelle Gannon, helps students create social entrepreneurship projects related to their passions. Through Social Entrepreneurship 1 and 2, students learn the skills necessary to develop and implement these initiatives.
“Students engage in exploring significant global problems and developing innovative solutions that drive transformative social change,” Gannon said. Students interact with local social entrepreneurship leaders on various field trips within the course.
“Field trips provide invaluable opportunities to witness mission-driven leaders in action,” Gannon said. “By experiencing various initiatives firsthand, students gain insights into practical aspects of social entrepreneurship and witness the impact of innovative solutions on local communities.”
This year, the program is employing a new approach to field trips. Instead of pre-decided trips, students research and pitch local initiatives that they would like to visit, and the group collaboratively makes decisions on locations to visit, including the St. Francis Center, Chickfil-A and Hidden Villa.
“Speaker sessions provide students with a direct connection to professionals in their fields of interest, offering students the opportunity to glean practical knowledge, learn about current trends and understand the challenges and opportunities present in their chosen industries,” Gannon said.
To help prepare students for their careers after Pinewood, PSP students engage in networking events
“Students hone their networking skills in real-world settings, potentially forging partnerships or connections with organizations and mentors for their projects,” Gannon said.
These parent events give students a safe space to discuss the potentially sensitive topics their projects may cover, as well as celebrate the journey they and their peers have undergone in developing their initiatives.
“Since students undertake projects with deep personal significance while stepping out of their comfort zone, parental involvement ensures they understand and support the mission of the program, fostering discussions at home about their child’s experiences,” Gannon said. “I want my PSP families to talk about my class and their projects over the dinner table.”
In addition to field trips, guest speakers come to class to teach skills learned from practical experience.
with parents and other professionals. These events are opportunities for students to gain insight into potential career paths within the realm of social entrepreneurship. Students are encouraged to exchange ideas, ask questions and receive guidance from experienced members of their field.
This year’s cohort of juniors and seniors have tackled a wide range of pressing issues. Senior Anika Nambisan is developing a young adult graphic novel addressing domestic violence for the nonprofit Chest of Hope. Junior Alakh Kapadia is developing a medical tool with AI to revolutionize healthcare. Junior Christina Tanase is combining her web skills with her passion for environmental sustainability to inspire teens to protect our planet’s future.
“Each project is unique and impactful in its own right, reflecting the passion and dedication of our students towards creating positive change in the world,” Gannon said.
Following years of unprecedented testing formats due to COVID-19, colleges are reinstating their requirements for SAT score submissions. Massachusetts Institute of Technology, Dartmouth College and Yale University are three schools leading this trend. While COVID-19 forced the transition to online learning, the overall decrease in reported cases and the introduction of digital testing have reassured the safety of students who wish to take the SAT.
In March 2022, MIT’s Dean of Admissions Stuart Schmill answered some questions after his announcement of the return of the school’s SAT requirement. He told MIT News that researchers found no reliable way of predicting students’ success in MIT’s fastpaced and challenging academic conditions without considering standardized test results. He also added that grades are certainly not the only area being considered, but they are highly relevant to MIT’s quantitative curricula and exam layout.
“We are reinstating our requirement in order to be transparent and equitable in our expectations,” Schmill said. “Our concern is that, without the compelling clarity of a requirement, some well-prepared applicants won’t take the tests, and we won’t have enough information to be confident in their academic readiness when they apply.”
Dartmouth College cited similar ideas for their own testing policy update on Feb. 5. For the class of 2029, SAT or ACT scores will be required. Dartmouth President Sian Beilock commissioned a study which found that SAT scores and high school grades are crucial to determining a student’s success, no matter their economic background or their family’s history with college education, at Dartmouth.
“SAT scores are a key method by which Dartmouth can identify students who will succeed at Dartmouth, including high performing students who may attend
a high school for which Dartmouth has less information to fully judge the transcript,” the faculty researchers said.
Most recently, on Feb. 22, Yale University shared their own updated test score requirements. After four years of optional test score submission, the school will once again require scores from every applicant starting with the class of 2025, though the variety of standardized tests they will accept has been expanded. Yale’s Dean of Undergraduate Admissions Jeremiah Quinlan said that the school’s goal is to judge applicants with reliable evidence, as many applicants from past years did not submit SAT scores that could have bolstered their chances at being accepted.
“Over the past four years, we learned that our admissions committees can function without test scores,” Quinlan said. “But when operating a process that requires you to make predictions about the fu ture with incomplete information, more evidence is better than less.”
Junior Prisha Mohapatra already took the paper version of the SAT in November 2023, but this month she will be taking the new digital version. Though she began preparing for the test under the notion that she might not have to submit her score, Dartmouth’s de cision to require it has changed her mind.
“I’m definitely taking it a bit more seriously now,” Mohapatra said. “Up until now, I was kind of in the mindset that I don’t have to worry too much about it. But now the pressure is definitely on.”
Mohapatra recalled receiving an email from Upper Campus Assistant Director of College Counseling Carolyn Siegel during a biology class informing students about Dartmouth’s decision and advising them to think about taking the SAT.
“Ms. Siegel sent us an email saying, ‘It’s required at Dartmouth, so it might be in other schools now,’” Mohapatra said. “So that definitely made me feel a bit nervous, and my whole class
was kind of going crazy.”
Fellow junior Annabelle Eaton is also prepared to take the SAT twice, both during the school year and in the summer. Studying for the test on top of her regular school work and extracurriculars has proven difficult, as she struggles to keep up with her study group’s itinerary. Eaton is worried that even if she does well on the test, it will not impact her application enough to be worth the effort.
“If I do well, I’ll be less anxious about it,” Eaton said. “But if I do badly, I feel like it has the opportunity to make me feel a lot worse. At this point, getting a good SAT score is the bare minimum.”
Despite the stress the SAT is generating, Eaton understands colleges’ need for a standardized measure of ability. She explained how the digital version of the SAT gives a larger group of students access to the test
