Raven Report 2021-2022 Issue Cycle 3

RAVEN REPORT SEQUOIA HIGH SCHOOL NEWSMAGAZINE VOLUME XV, NO. 3 // MARCH 2022

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Hidden gems of the Bay Area

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Sequoia station’s redevelopment in the modern era

Community in bloom

city

entertain

Table of Contents food Oatmeal wakes up students to balanced meals You should stop eating fast food

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An Olympic controversy

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Poetry packs a punch of passion

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Three generations of spidermen swing together on the silver screen

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Pandemic screens students and theaters

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Getting tested at Sequoia Accessing COVID-19 vaccines Sub-apocalypse BUILD-ing their future Science signals significant diversification The exponential growth of math and ELD classes Bathroom pass predicaments COVID-19 could take students’ social life again

school language

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The opportunities and obstacles of Sequoia’s Native Speakers program

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Opposing identities

Compiled by Madeline Carpinelli

LETTER FROM THE EDITORS Changing lifestyles at Sequoia For this issue, our goal is to reflect the emotions and versatility of our student body. Through completely reorganizing our magazine, we hope to cater to new and curious audiences. Are you in the mood for a good movie review (everyone loves Spider-Man!) or do you want to learn about a part of Sequoia’s community you didn’t know about, like BUILD’s newest creations?

With these small changes, we hope to help students find stability and joy in little things that can be found in our community.

Speaking of stability, school events are a vital to building a sense of Sequoia’s community and identity. Typically, Winter Formal at the Fox Theater and pep rallies in Gym 1 bring students together in a unique context outside of classrooms. As regulations and rules continue to shift, many students are left with more questions than answers, threatening the opportunities to establish a school culture.

While we’ve had many more opportunities in terms of school events and community engagement this year, they came with changes and interruptions. For example, Winter

Formal at the Fox Theater was postponed by over a month due to the Omicron variant.

In addition, vaccinations or, alternatively, a negative COVID-19 test will be required to attend, a first for Sequoia school events.

While the district has encouraged vaccinations for students and their families in emails and meetings, it has never explicitly excluded unvaccinated people.

This demonstrates a significant transition in how administration and ASB will approach planning school events in the future.

What kind of school culture will these decisions create?

Respecting vaccine related choices and beliefs of the Sequoia community is vital to creating an open and safe environment, but when it comes to optional afterschool activities, can the district ever ‘play it safe,’ with increasingly high absence rates due to COVID-19?

Nevertheless, the confusion, fear and occasionally anger that runs through students are outshone by the courage, strength and perseverance it takes to summon the energy to continue our student responsibilities.

Printing and web posting funded by

Sincerely, Hope Callaghan and Madeline Carpinelli

ABOUT

The Raven Report is a Sequoia High School student publication produced in the journalism class through the efforts and decisions of the staff and the publication’s editors and adviser. The Raven Report is a public forum for students, staff, parents and community members.

The Raven Report strives to provide Sequoia High School with informative, engaging and relevant news. The staff will exercise integrity and adaptability while promoting justice and transparency through professional reporting about the school, the community and the world.

CONTACT

The Raven Report staff welcomes signed letters to the editor so that readers might share in the opportunities of the scholastic free press in open forum. The written views of students, parents or community members must be responsible, in good taste and free from libel, slander or obscenity. Letters may be edited for grammar or content if necessary; furthermore, editors will not guarantee that letters will be published.

1201 Brewster Ave. Redwood City, CA 94062 www.ravenreport.org ravenreport17@gmail.com Illustration by Hope Callaghan

Raven Report // 21-22 EDITORS-IN-CHIEF Madeline Carpinelli Hope Callaghan MANAGING EDITOR David Ramirez FEATURE EDITOR Greta Reich OPINION EDITOR Vivian Krevor

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COPY EDITOR Abby Aguayo A&E Editor Rylan Butt SPORTS EDITOR Oscar Nolf MULTIMEDIA EDITOR Zoraya King

STAFF REPORTERS Amara Bakshi Maricela Cruz Aislinn Daly Colleen Diether Zoe Dufner Ethan Fletcher Stan Hamelin Ariana Hernandez

Haylee Huynh Nabil Irshad Ruth Lax Pofa Lealamanua Mateo Mangolini David Raymond Ben Schwartz Angela Soria Lucie Tenenbaum

Daisy Torres Arroyo Zachary Tyson Brendan Velez Allison Wang Tyler Zarganis ADVISOR Diana Nguyen

Oatmeal wakes up students to balanced meals Oatmeal banana bread by Nabil Irshad

BY NABIL IRSHAD Staff Reporter Breakfast. Some eat it before the beginning of their day and others skip it. If you’re like me, you’ll say “I didn’t have enough time,” “I was in a hurry,” or “I wasn’t hungry yet.” Your mental and physical performance won’t be good during the day until you eat something.

If you have this problem or want to get an easy breakfast, you’ve come to the right place.

Oats are a great grain that has many vitamins and minerals fit for a hearty breakfast. They come in a many forms: steel-

cut oats are the least processed and cleanest; rolled oats are a bit more processed but still better than instant oats—they’re kind of the middle ground; and lastly, instant oats that are already cooked and the most processed—all it takes is hot/warm water and it’s ready.

Here are some things I do I like to use steel-cut and rolled oats for an easy breakfast. I usually make it at night and leave it in the fridge so by the time I have to go I can take it easy and leave without having to do the whole process. Give it a try - they can be bland or incredibly versatile. The majority

of recipes are simple and easy to make.

I believe that the topping you use can make or break your breakfast. What seems to me a good combo are fruits and nuts. You have the softness from the oats and a crisp/fresh flavor.

Each bite is truly a treat. Here are some options: dried fruit, fresh fruit, nuts or seeds like almonds, peanuts, pistachios, pecans, walnuts, flaxseeds, sunflower seeds, sesame seeds, chia seeds. This can be sweetened using honey, maple syrup, or brown sugar. You can add a spice like cinnamon to give some more flavor. Enjoy!

Oatmeal banana bread This recipe is very simple. All you need is a blender, a loaf pan, and seven ingredients.

Toss all ingredients in a blender and pour the batter into a greased loaf pan 9-inch-by5-inch pan, and preheat the oven to 350 degrees Farenheit. You can place any toppings you like, like sliced bananas, nuts or seeds. Once the oven is preheated, bake for 30-35 minutes.

• 3 spoons of honey or any sweetener • 3 bananas

• 3 cups of steel-cut oatmeal • 2 eggs • 1.5 teaspoons baking soda

• 2 tablespoons of cinnamon • 1-3 spoons of peanut butter

Oatmeal protein cookies This recipe requires you to do the work, beware of a good cookie.. Get a bowl and mix the ingredients together with a spoon or spatula. Once done make your desired sized cookie and place on a lined baking sheet on a trey. Preheat the oven to 350 degrees Farenheit and bake for 15 minutes. I recommend using rolled oats. I used steel-cut and it was a little hard to eat.

• 3 cups old fashioned oats • 1 tsp cinnamon • ¼ cup honey or any sweetener

• 1 tsp vanilla extract • ¼ cup chia seed

• 1 cup mashed banana • 1 cup peanut butter

RAVEN REPORT | FOOD | MARCH 2022

Steel-cut oatmeal protein cookie by Nabil Irshad

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You should stop eating fast food

BY STAN HAMELIN Staff Reporter

It’d be a shame to eat so unhealthily just for a savory pleasure. What do you say?

“Fast food is addicting, you know. The taste is really good, even if you know that it’s not good for you,” sophomore Emmet Coleman said.

Students admit that eating fast food is, after all, unhealthy, but they cannot stop themselves from eating it.

“If I could [resist the temptation], I would, because I would probably be more healthy, but it’s really good,” Coleman said.

As this new semester has started back up again at Sequoia High School, I noticed that a lot of students at Sequoia seem to eat fast food regularly, and this needs to be addressed. A lot of students leave campus during lunchtime to get fast food, some get it dropped off for lunch, some bring fast food. It is everywhere. One would assume most students aren’t aware of, or are blissfully ignoring, the facts that have shown the effects of fast food over an extended period of time.

A National Health and Nutrition Examination Survey from the Center for Disease Control and Prevention found that “one-third (36.3 percent) of children and adolescents consumed fast food on a given day.” A poll by the University of Michigan showed that these rates were also affected by the pandemic and many families’ reduced incomes, making fast food an easy and convenient way of feeding families.

Fast food becomes too good to pass up despite detrimental effects on the human body.

I was raised in a household where we eat in a way that I was taught was “healthy”.

We ate the recommended amounts of fruits and vegetables, and avoided processed and chemical foods. This meant we rarely ate out, and when we did, it was out of necessity. Of

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This content covers various relationships with food and weight and may be triggering for some audiences.

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Fast food is addicting as a high schooler, it was always delicious, right? It’s yummy. You don’t seem to notice any immediate effects on your body and health but as an adult, you’re more informed.

Evelyn Valencia, SAAP Coordinator course it was yummy when we did have it, but the fact that our bodies disapproved made us not want it again. It was always a question of properly fueling our bodies, feeding ourselves the best way we knew how to - the way our family and relatives have always done it. My parents are French, and lived in France until their

2 0 ’s , which is the reason they’ve taught me to eat this way. The French, and Europeans in general, have always eaten less fast food than

Americans.

“We did not eat any fast food in our childhoods,” my mom said. “My mom was at home cooking entire meals for us, every day.”

Having been raised in a household where we rarely eat fast food, I have a stomach sensitive to fast food. I feel bloated and tired when I eat fast food. I just want to lie down, even if it’s not that much food.

One thing to note, however, is that I feel the same way when eating at a restaurant with a reputation for higher quality food. Maybe it’s when I eat meat in general, or maybe it’s just that I eat too much.

The typical roles in French families are that the fathers have full-time jobs and take care of income, while the mothers stay at home, take care of the children, and cook. Perhaps part of eating less fast food in France also has to do with citizens having time to cook the food themselves. According to Insider, the French make a priority of cooking most of their meals at home using predominantly local ingredients.

Look at “Super Size Me”, for instance, the 2004 film about a man who ate only McDonald’s for an entire month. Everything he consumed that month was purchased at McDonald’s in the largest size available – Super Size.

The movie was very well done, and eye-opening. He took various tests beforehand to prove that his health was exemplary, and took more health tests throughout the month to show the effects that McDonald’s is having on him.

And by the end, he had gained 25 pounds, and experienced a 13 percent body mass increase, mood swings, and fat accumulation in his liver. This film showed the effects that eating the world’s largest fast food restaurant chain for a month had on his body.

Some teachers know that fast food could be detrimental towards the human body.

“What’s actually in the food makes you want to make better choices so that you live a longer, healthier life,” Evelyn Valencia, the Student Aspiration Advocate Program

Something to think about

(SAAP) coordinator, said. it a challenge. It has always been easy for me She did admit, however, that she eats it because there was never junk food available because it is convenient. This is definitely a at home, and if I or any one of my siblings reason why people would eat fast food. asked for fast food, we would be told the For those who common parenting make an active phrase: “we have effort to have a food at home.” If physically healthy possible, chose to lifestyle, it’s about eat what you already not throwing have at home. If physical efforts Fast food is addicting, you you are going to to waste with fast get groceries, avoid know. The taste is really food. processed or “junk” Vir Shah is a good, even if you know food. Find the junior who runs items with the least cross country and that it’s not good for you. ingredients listed track. For him, possible. The goal is avoiding fast food Emmet Coleman, sophomore that, when you get is about keeping a craving, you will his “body in the best shape possible” so he be more likely to chose healthy foods, and, can be the best at his sport. slowly, you will get used to only eating what This is likely a reason to not eat fast food you have at home, and feel for many people, both at Sequoia and in healthier. general.

Another Perhaps people knowing the nutrition tip is to plan facts, and ingredients, in fast food, would ahead. If you stop them from consuming it. But asking plan and those in a fast food restaurant can be seen as prepare your rude, as if the customer doesn’t trust the food. meals, you It would be seen as rude at any restaurant, for reduce the odds that matter - it’s common etiquette anywhere. of just grabbing fast Presumably, consumers could research the food instead. food facts, but they likely don’t want to know Or listen to Daniel - the tool is blissful ignorance.

Gallegos, a math “You don’t know what you’re consuming teacher – go to the when you buy at a restaurant, whether it’s gym, that would in McDonald’s or whether they’re cooking help get you in it right there. You don’t know what they’re better shape using,” Valencia said. overall, but more So with all that established, what can i m p o r t a n t l y , someone do to get started with stopping would give you unhealthy eating habits? incentive to stop Well, there are options. You can set eating junk food. goals. For example, tell as many people as “When I went you can that you are going to stop eating into the Navy, I lost fast food for a certain amount of time, and a significant amount of have them holding you accountable - make weight. Probably close to

45 pounds in three months,” Navarette said.

“I was just amazed by how much weight I [had lost] because I had just been eating really poorly.”

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RAVEN REPORT | FOOD | MARCH 2022

All Artwork by Stan Hamelin

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Hidden Gems of the Bay Area

BY GRETA REICH Feature Editor Living in the Bay Area provides us, as both students and teachers, with great opportunities for places to go. From the Golden Gate Bridge to our own Redwood City Cinemark theater, there is a wide array of options. Some of these places hold special meaning to us, becoming staples of our lives and integral parts of our communities. Sequoia staff and students shared with us some of their own favorite hot spots in the Bay, and explained why they are so important to them.

The Record Man 1322 A, El Camino Real, Redwood City One gem of the Bay is a vinyl store called The Record Man. Senior Nicole Miller recalled going there for the first time with her dad.

“I remember my dad mentioned that there was this cool record store on El Camino that I’d never heard of and he just wanted to go check it out,” Miller said. “So we both went together and we were there for like, a good 45 minutes just walking around and looking at the different records and it was really cool…

The sections of the records aren’t labeled, but the workers there are really cool and told us where everything was. Each genre of music was a different shelf and it was like, endless. It was just record after record, everywhere.”

She then took on the role of taking her own friends there. “[They] spent so long in there, just walking around and looking around. It’s not that big.

There’s two stories and it was just a cool place to hang out and just look at all the different records and talk about them,” Miller said.

Walking around the store, you can tell it is

very eclectic and holds interesting finds.

“Pretty much all of the records are all donated to them. So it’s not a lot of really well known artists. It’s just stuff that people have had in their basements forever that they just donate,” Miller said. “But I think it’s cool to have real vintage records that no one has ever really seen or heard of … You can’t really find them anywhere else besides that store.”

Her best memory of the Record Man was going with her dad for the first time. “We kind of just walked around and talked about music.

[My dad] introduced me to a lot of really, really cool music that I probably wouldn’t have known of if it weren’t for him... It was a lot of music he could relate to and remember. It was also cool just to be introduced to that kind of history.”

Art by Aislinn Daly

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Art by Aislinn Daly

The San Carlos Thrift Center 1060 El Camino Real, San Carlos For Bee Wiggin, a freshman at Sequoia, one of the best places in the Bay Area is the San Carlos Thrift Center. They were introduced to the place by their mom. They have a lot of furniture from there and regularly donate too.

Recently, they have been going there more for fun because they “don’t really know what [they’ll] get.”

“You don’t even know where it came from, it’s just some cool things that you find,” Wiggin said. “I also think it’s a nice place to hang out with friends and stuff and just socialize and you know, look at the cool stuff.”

They recalled a time when they and their friends sat in the back by “all the comfy couches” and talked for an hour. The Thrift Center is not just a place with cool clothes

and couches though. It also holds sentimental feelings in the objects it sells.

“My family has a collection of turquoise birds, like little ceramic ones, that we keep in our backyard,” Wiggin said. “One time I found a turquoise peacock sculpture-thing that was exactly the same shade and style as the ones we have in our backyard. I got it for like two dollars and I brought it home and my parents were so proud.”

At the San Carlos Thrift Center, Wiggin has found things “that make so much sense.” There were things they find and did not know they needed.

“It just works so perfectly,” Wiggin said.

RAVEN REPORT | CITY | MARCH 2022

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I think it’s cool that you just find things that make so much sense that you [should] have it.

Bee Wiggin, freshman

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Golden Gate Park San Francisco “My number one place probably in the Bay Area is the Rose Garden in San Francisco.

It’s where I got married in 2000,” Karol-Ann Coleman said, biology teacher and lifetime Bay Area resident.

Her wedding day was not supposed to be perfect because it had rained the day before, but it came out exactly how Coleman and her husband had planned at the Rose Garden.

“Our friends helped us out. So we were able to pull off a very affordable wedding…

We called it a champagne reception, [when] all you’re serving is cake and champagne,”

Coleman said. “We had some people bring in sandwiches and we had lots of drinks, lots of spirits and everyone thought we had a professional caterer come in.”

The day was special because she “finally met someone who it was so easy” to be herself around.”

Coleman chose the Rose Garden because her mother loved roses and passed away in 1993. Her husband’s father passed away in 1997 had kept a “beautiful rose garden.”

“So having roses all around us was making his father and my mother a part of the ceremony,” Coleman said.

Furthermore, the Rose Garden offered great places to walk around, explore and opportunities to share the love with the community.

“There were people who were just walking that day, just to look at the roses and the rose garden who would stop and watch us do our vows. It was kind of cool that a stranger would want to see us express our love for each other,” Coleman said.

Even today, Coleman and her family stop by the garden once in a while.

“I think the smell of roses all around you, and all different kinds of roses, just brought so much joy. There’s lots of park benches so anyone can go there any time of day and find joy…whenever we drive through the city, we always make sure we go by the Rose Garden,” Coleman said.

Art by Aislinn Daly

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Fisherman’s Wharf San Francisco A bit of a further drive from The Record Man or the San Carlos Thrift Center is Fisherman’s Wharf, an area in San Francisco that holds special meaning to freshman Koi Yu. “There was a long time ago where my dad took me to San Francisco,” Yu said. “I went there, and he told me what [Fisherman’s Wharf] was called. We walked around and we found out that it was really nice. I like that place from then on.”

His most fond memories consisted of looking at the seals from the docks.

“We like to go mainly to see the seals which are on the dock somewhere. Afterwards, we look at the candy shop, because that’s a good place,” Yu said.

One specific memory he had was going to Fisherman’s Wharf “during the night… We were looking at seals, and my dad just kept making seal barking noises at them and they barked back. It was so funny.”

In addition to the seals, “there’s so many bizarre shops, like there are sock shops. There’s also stairs that are … painted as piano keys and when you step on them they just make sounds.

I believe, at the candy shop, they sell bugs to eat and those are cool.”

Art by Aislinn Daly

RAVEN REPORT | CITY | MARCH 2022

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Community in bloom

BY HOPE CALLAGHAN Co-Editor-in-Chief

In the unprecedented and confusing transition to in person learning this year, students’ mental health and learning habits have taken a big hit; one solution might be hiding in plain sight.

Being a full time student as well as a friend, family member and part of Sequoia’s community is extremely mentally draining. It’s tricky to balance getting good grades, being emotionally open to friends and family and making new memories while also saving time to take care of the mind behind the operation.

I benefit deeply from spending time in my own private space, allowing myself to recharge and truly listen to my needs without the conflicting voices of those around me. Oftentimes, what I really need is exactly what I have been told my whole life: to take a walk, enjoy nature, find a quiet place away from where I usually spend my time to reflect and be alone.

As the world was overwhelmed, afraid and unsure of what would happen next during the March 2020 COVID lockdown, I started to take short strolls throughout my neighborhood and I quickly noticed how much the greenery itself improved my mood. Flowers, bushes, houseplants and more were all making the dark situation much lighter and, now that students are back on campus, I still feel the same sense of calmness as I look around at the school’s lush, thriving campus.

Sequoia’s rich history with nature dates back to 1895, the year that dates the opening of the school and also the beginning of a long list of beautiful trees and plants planted and cared for on campus. According to the school’s website, there are 18 unique types of trees that have been raised on school grounds, some of which are over 100 years old and others planted in the 1920’s and 30’s. It is incredible to think that these magnificent trees survived the devastating earthquake of 1906 and have watched over students as they grew up to become powerful people in entertainment, sports and politics and eventually observed a generation of people that are no longer

alive.

T h e s e living history books are an essential part of Sequoia’s landscaping and preserving these trees is an important job taken very seriously by the school’s groundskeeper, Matthew Davidson.

As the campus’ groundskeeper, it is Davidson’s responsibility, along with the other gardeners, to take care of and respond to the needs of the nature on campus. Flowers and shrubbery on campus is around every corner.

“A lot of people told me since I’ve been here the campus has improved and it looks a lot better,” Davidson said. “I just want to make it a nice place for kids to learn and people to visit.”

Of the many clubs and activities on campus, one in particular has a special connection with Sequoia’s natural space: the Bee Club. After seeing the potential for new life in a seemingly abandoned corner of the school, Sequoia students set out to build a more unique and naturally immersed campus by building bee habitats and planting flora.

“I think, especially [with] our c ampus, since w e

have s o much greenery and flowers, I think it helps promote good feelings and happiness,” President Beatrice Rienhoff said.

“Campuses that are just buildings [are] boring and I think our campus, with so many trees and different types of trees, there’s just endless opportunities to have fun.”

Nature has always been advertised as the solution to all of teens’ problems. Issues in personal relationships? Take a few deep breaths outside. Stressed or anxious? Appreciate your community’s greenery. Depressed? Take a walk. This reaction to a person reaching out for help can be patronizing and hurtful regardless of the age or “time” of the advice-giver, but it may hold some value. Every person has different needs and personal ways of improving their mental health and for some, enjoying time spent outdoors is just as impactful as the sometimes annoying comments imply.

“I think [having] this tea garden is really helpful because students can come out here and work during finals week or during dead week when they’re most stressed and they’re just surrounded by nature,” Rienhoff said.

Because being outside is so well known to ease and prevent stress, Sequoia offers several classes that give students the opportunity to explore the intricate and well-kept campus.

These include photography and art classes and they use nature to promote the

inf inite flow of student creativity.

I can often see photography students of all levels hovering over items in the tea garden, hopeful for a photo that encapsulates the beauty of our campus. “[The landscaping is] very beautiful and makes our campus look very nice. And it’s cool for the photography class because it gives us things to take photos of,” Junior Erick Hernandez said. “We do use a lot of nature here because that’s what surrounds that’s very cool.”

From Redwood town to Redwood City Sequoia Station’s redevelopment in the modern era

BY MATEO MANGOLINI Staff Reporter

Image Credit to the RWC website

Sequoia Station, that sea of asphalt favor of walkable and bikeable paths and a and concrete, is seen by some as a relic of a new underground parking space. The removal bygone era, a monument to cold, calculating of the parking lots is notable, as it would urban planning that seeks only to maximize discourage cars from frequenting the area. profitability over enjoyability. Based on its “Part of our plan is to implement a corridor emphasis of wide open parking lots and big plan, which adds bike lanes, wider sidewalks, retail chains, it’s no surprise that Sequoia slows down traffic a bit and allows people to Station traces its roots back to the ‘90s, when have safe walking connections and safe biking such design principles were the norm when it connections across town, which is another big came to commercial zones. However, where benefit of a project like this,” Chammorro said. one may see a relic of the past, others see Both Chamorro and the city hope that potential. such an endeavor will connect both sides of This was the basis for Alan Chamorro, the city, allowing those from across the tracks, one of the Senior Vice Presidents of Lowe especially from Sequoia High School, to have Real Estate, to an even easier time undertake a massive reaching Redwood and unprecedented City’s downtown project on the commercial areas on Peninsula in foot. conjunction with This push for Eden Housing (a [This project] is really about a more climateproperty developer placemaking. conscious city isn’t with a specific only relegated to emphasis on Alan Chamorro, Regional Senior Vice Chamorro and Lowe. affordable housing), Caltrain, as part President of Lowe Real Estate Caltrain and the city of a larger project itself : completely spanning much of renovating the the bay, has hopes of station from the ground up, in order to create a electrifying its railways by 2024. Electrification, space for socialization, leisure and recreation. a process that removes the local fuel source on One look at the redevelopment plan’s a train in favor of a railway-wide conductor, outline reveals its gargantuan scale: the first would move Caltrain away from powering its thing that stands out is a removal of the trains on fossil fuels, in addition to allowing massive central parking lot in the station, in more train cars to be used at once.

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“We’ll be running clean, green trains that are powered primarily by green power,” Dan Lieberman, a spokesperson for Caltrain, said. “They’re also faster to accelerate and decelerate, so we can also bump up the level of service.”

However, Caltrain’s ambitions for its rail network do not end there. Further down the timeline, through an additional two tracks and a grade separation project, the Bay Area’s premier railroad service hopes to turn Redwood City into the rail hub that, in some ways, it already is. According to Lieberman and Brian Fitzpatrick (another representative of Caltrain’s real estate wing), Redwood City is already their fifth busiest station. This comes as no surprise, considering Redwood City’s central location on the Peninsula, between San Francisco in the north and San Jose in the south. “[Redwood City] has had the highest traffic of any station in San Mateo County so it has been growing pretty steadily for us,” Lieberman said.

There are also supposedly hopes of connecting Redwood City across the Bay to other East Bay rail networks through a project known as the “Dumbarton Line”, which would make Redwood City the primary stop for those from either side of the Bay wanting to cross over without a car. What is known for sure, however, is that the rail platform will be moved some 200 feet north, closer to the Peet’s Coffee than to the old rail platform site, in

Concept art for the station of the future.

Art by sequoiacentervision.com

order to allow for grade separation and greater ease of travel.

A greener downtown isn’t the only thing on the developers’ minds. Lowe, in conjunction with Eden Housing, the city government and Caltrain, have also planned to add over 600 new apartments, 35 percent of which would be specifically for those living below the median income for Redwood City. Among the motivations cited for this portion of the project was a desire to stem the rising tide of homelessness and displacement. An unfortunate symptom of projects such as these is a tendency of lower income residents of newly renovated areas being forced to move to cheaper pastures, as the housing market becomes ever more unlivable. At times, those who are pushed out of their homes have nowhere to go, and so are relegated to homelessness in a city that they once called home. Through designated affordable housing, Redwood City residents would be able to remain in their community.

“We’re talking retail workers, childcare workers, janitors, people who work at in any kind of service industry, like fast food or any of those kinds of jobs,” Andrea Osgood, a representative of Eden Housing, said in reference to what kinds of people would be able to find housing at the station. “These are

some of the people that are getting pushed out of the area because of the super high housing prices.”

Osgood has also expressed hopes at setting aside housing specifically for the homeless, members of our community who have unfortunately fallen victim to a problem plaguing much of California.

The plan also includes foggy details surrounding new retail and leisure areas, which will be constructed in phases so as not to completely disrupt life around the station.

Parks, childcare centers and other businesses will make up the foundation for the plan as a whole.

“I kind of like the idea of them changing [the parking lot] into more of a mall since there’s no decent place to get a good amount of stuff in a small space,” John Carlo Calderon, a junior at Sequoia, said when asked about his thoughts on the redevelopment plan.

This retail plan, combined with the station expansion and removal of the central parking lot, hopes to make Sequoia Station a “place” in the architectural sense. A place is something more than a mere commercial zone, where one visits merely to execute a task or purchase a product, and then leave due to a lack of an area to simply be, much like the plaza area in Redwood City’s downtown. Through this redevelopment plan, its architects hope to redefine not only what the station is, but what it means: a modernization project hoping to truly turn our city into what it could be: a conduit through which we achieve greater connection and inclusion.

u, urea ity B s u me od C ens S. C Redwo an inco .

U f di he to t rcent o he me g n e t i ile ep ord Acc hly nin rty, wh e g rou in pov a year s live 17,000 $ is 1

Image credit to pixabay.com

RAVEN REPORT | CITY | MARCH 2022

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An Olympic controversy

BY BEN SCHWARTZ AND ETHAN FLETCHER

Staff Reporters On Dec. 1, 2021, the United States, along with Canada, Britain, Australia and Japan, announced diplomatic boycotts of the 2022 Beijing Olympic Winter Games due to the accusations surrounding China. These boycotts all come in response to China’s human rights abuse in Xinjiang against the Muslim population.

T h e accusations surrounding the games are based on “genocide a n d crimes against humanity,” Jen Psaki, the White House Press Secretary, said. This follows the Chinese government’s crackdown on Uyghurs and other predominantly Muslim ethnic minorities in the region, including mass detentions and forced use of contraception and sterilizations. On top of this, an Olympic Boycott was proposed after Peng Shuai, a Chinese tennis player, accused a former top government officially of sexually assaulting her. These accusations and any references of them were quickly wiped from the internet in China and she immediately disappeared from public view creating a controversy in itself on what happened.

With a diplomatic boycott, the United States will choose not to send country officials to the games while athletes are allowed to participate like normal. Rather than cause Art Credit to Hope Callaghan

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significant damage to the games, diplomatic boycotts are meant to send a message regarding the controversy.

In the United States, there has been much support surrounding the Biden Administration’s decision to impose a diplomatic boycott, with some arguing for a full boycott. Results from a survey from Pew Research show that 46 percent of adults approve of the diplomatic boycott, 22 percent disapprove and 31 percent are unsure. The survey also found that “about nine-inten U.S. adults (91 percent) say they have heard little (46 percent) or nothing at all (45 percent) about” the boycott of the Olympics.

France, however, are deciding against a boycott, with the president stating “I don’t think we should politicize these topics, especially if it is to take steps that are insignificant and symbolic.”

This isn’t the first time accusations have been made about the hosts of the games. Back in 2014, the United States, along side Germany and France, skipped the Olympic Winter Games in Sochi due to Russia’s views on gay rights for the second time after the games were Boycotted in 1980 due to the Soviet’s invasion of Afghanistan in December 1979.

Ever in the 2016 Summer Games in Rio, where poor families were forced out of their homes to make way for the Olympic venues. In recent Olympic Games, human rights are often all ignored or swept under the rug because of money and power. Countries can diplomatically oppose the Olympics but that hasn’t brought about real change.

Every time the Olympics are held thousands of jobs are created which can help out a local economy this was the case in both Greece in 2004 and Beijing in 2008 for the summer olympics. Manpower is required from every country as well as diplomats and employees from every country also come over to the host country. These things create revenue and stability but often a diplomatic boycott can interrupt these customs. It can hurt the process and the viewing experience hurting the product and thus make the host country lose revenue.

Transforming the game’s controversial politics could however have a negative outcome for the United States. China’s Council on Foreign Relations talks of the suspension of bilateral exchanges and participation in global talks along with leveraging their vast consumer market to individual companies who boycott the games.

China, in response the decisions to boycott the games, denies all allegations against them, even going as far as to warn the most vocal activists, the United States, not to politicize the games and not to interfere with their internal affairs. China’s foreign ministry added that the United States has violated the Olympic Games spirit and it will pay a price for it.

Chinese Ministry Spokesperson Zhao Lijian said in a news conference that “[The US] shot itself in the foot” and that “the US should understand the grave consequences of [their] move.”

Many families sit down and watch the games every year they come on. However, this may have changed due to the controversy surrounding them and students’ families opinions regarding the allegations.

“Very few of the Olympics in recent years have been held with any regard for human rights or anything of the like,” senior Ray Evans said. “If you remember the Rio Olympics in 2016, where they had large scale clearings, or they’re forcing out people in order to

make space for fancy hotels - it’s not any worse than any other Olympics years.”

Students reflect on the public image of the Olympic games and consider the statements boycotting the games can make.

“Since the Olympics are very economy heavy, not spending money and sending officials there sends a political message to everybody who’s watching and brings attention to the issue,” senior Ella Blaney said.

To put into context, the support surrounding the games is similar to Sequoia events, in which events such as pep rallies and fundraisers cost more money but bring bigger crowds and audiences to the school.

If there were a protest against these school events, these big scale events events would become less popular and lose a lot of money, impacting the goals of why the event was held in the first place. Protesting the Olympic games signals a similar message.

Whether US athletes should attend the games has sparked arguments across

the country.

Many argue that disallowing the athletes to compete would impose a larger blow to the games with the complete absence of the United States. Students don’t feel compelled for the government to decide their participation in the winter games.

“Whether the athletes want to compete is their personal choice and that’s up to them,” Junior Ethan Bae said.

If you are interested in watching the 2022 Winter Olympic Games, they can be found on the NBC network as well on the popular streaming network, Peacock.

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Not spending money and sending officials there sends a political message to everybody who’s watching and brings attention to the issue.

Ella Blaney, senior

RAVEN REPORT | ENTERTAIN | MARCH 2022

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Poetry packs a punch of passion

BY DAVID RAMIREZ Managing Editor

Living in an ironically often unpoetic life, I believe it is a very powerful resource to use poetry as highschool students in an era of very trying, tough times. Such as the pandemic impacting our promising, sometimes questionable though, youth experiences.

Real political issues too; but some personal tribulations nicely tucked alongside our seemingly neverending issues. Intrusive thoughts, traumatic scenarios and even the Valentine's special: awkward failed relationships, and even relationships we wish for - but don't exist. I think poetry allows not only for beautiful written words, but very gross and raw emotions that at times we’re too afraid to display but can perfectly encapsulate aforementioned trying times. Poetry isn’t always a depressing reading however; while poetry may often relate to sadness, I also think it is important to portray an extensive range of emotions. Poetry is my medicine, it allows me to rediscover and appreciate internal complexities about myself, good or bad it doesn’t matter, I’m not afraid of myself. It’s sad to see poetry running on life support at this point, seeing very few poetry anthologies sold still sitting at the local Sequoia Station’s Barnes & Noble, knowing just exactly how much good it can do. I believe that poetry is so powerful in the way passion can be displayed, in methods that allow for pieces that hit so close to the mind and heart. A personal prized possession that can leave impacts throughout people.

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Killing Cupids

By David Ramirez

Love and death go hand in hand, a hopeless light, my punctured mind.

I like to think I’m bigger than my dreams, hoping and longing to be stronger than I believe.

Wingless wishes simply fall onto me, manufactured with a bad esteem and dead lovelorn dreams.

A jealousy festering inside of me, controlling me.

Writing love letters with my tears as ink: True love isn’t found like this I should think before I kiss Frogs who will never become princes.

Please don’t blame me for being so dramatic, cruel world my dainty mind’s gotten quite a bit erratic.

I kissed freedom at Pier 39, he’s my baby, he’s my valentine.

Hearts in my eyes, love lies and it bites, it keeps my despair alive.

Those damn cupids, tricking me with the heart carved candies titled “Be Mine.”

They found their glory in my hopeless demise, I aim my machine guns where they now reside.

The perfect idiot immersed in oblivion.

Rooms with clocks that all tell different times, mirrors mocking me inside of my troubled mind. Primadonna thrown off the stage, now I just can’t help but to feel enraged, and it is every day, I cry and I lay.

Killing cupids as I run on gas of agony, embarrassed and ashamed, derailed mind draped in vanity. Unwinding down on a loveless reality, and I joyously swim in an ocean of fantasies.

The Duality of The Universe and I

By Sumon Bomya

The Universe writes me love sonnets Disguised in Depression-era dancers And piss-covered poets that, Despite their demise, Never stop smiling that contorted, crooked smile.

Their gums caked in dirt and blood And infinite gasps for air.

The Universe and I go on romantic walks On glacial nights, Light posts flicker to the beat of the bass In music only we two can understand.

The frigid air sears my lungs And chokes me with a collar, Of which The Universe is opposite.

There are days when The Universe is mad at me, And I can feel it like Bubbling blisters and scabs halfway-peeled.

And there are days when The Universe and I fall in love, And the stars gleam to the cadence of my heartbeat.

Mind

By Skyler Wiggin Can you trust someone who turns one blind eye?

They say to never mind but I never find what can/can’t be forgotten.

Something flies on wind behind, a memory of other times before secrets and [ ].

Eyes blink in dark rooms, catastrophic sinks of blue blooms, untombed, the white sky writhes open, remorseful, yet unkind.

Can you not see the sunlight?

Come outside to find blue blinds and stars and join the fray, going to stay, and leave behind.

Blind eyes side with the invisible new day.

Graphics by Madeline Carpinelli and David Ramirez

RAVEN REPORT | ENTERTAIN | MARCH 2022

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Generations of Spider-Man swing together on the silver screen

BY DAVID RAMIREZ AND ABIGAIL AGUAYO Managing Editor, Copy Editor

In 2002, Sam Raimi’s rendition of Spiderman swung its way onto the silver screen. Many of us grew up on the film; it planted childhood nostalgia when it taught us valuable lessons. All these emotions resurfaced as we watched Spider-Man: No Way Home.

The movie came out in theaters Dec. 17, 2021 and has appealed to both critics and audiences alike, making for a spectacular sitting at the theater.

The trailer, which accumulated over 70 million views, built up the hype. Big movie review sites such as IMDb and Rotten Tomatoes gave it excellent ratings. No Way Home has already topped box office charts, currently bringing in $1.5 billion, which is no easy feat in a pandemic. Conversations garnered immense anticipation.Will all three Spider-Men show up? If they do appear, which of the childhood idol trio whomade up of three versions of Peter Parker played by Andrew Garfield, Tobey Maguire and Tom Holland, was the best?

The film is emotionally hard hitting, action packed and pleasantly nostalgic. Holland’s Peter, after being revealed as Spider-Man by Mysterio, went to Doctor Strange for aid to help calm the chaos that ensued after those events - which ultimately led to a worse ordeal.

A sorcerer’s spell goes wrong, and the multiverse scrambles. We see events that questioned the of the multiverse that occur in Wandavision and Loki, however in No Way Home, it appears clearer who broke open the doors.

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We see him in his own films have family responsibilities and issues, and a very rocky road in love. Although all versions of Peter Parker go through similar events, Garfield portrayed all those qualities and even more with self doubt but also kindness to characters This led to the anticipated return of such as Tom’s Spider-Man and Electro in No the villains seen in prior films, who made Way Home. appearances in Garfield’s and Maguire’s Throughout Tom Holland’s MCU journey, universes such as Electro, the Lizard and he was often tethered together with Tony Sandman. A thrilling return also brought up Stark, however after Stark’s passing during questions of the Marvel’s Cinematic Universe Avengers: Endgame - it allowed for Holland’s (MCU). Does this now mean there are Peter to step up on his own, even if it was his variants? The MCU hasn’t really set in stone third solo movie. He was firing on all cylinders a clear definition and distinction of universes, when it came to portraying real hard hitting timelines and variants which make for a emotion when Aunt May died and very real confusing viewing for an already extensive urges that were consequences from events of cinematic franchise. the movie.

Tobey’s character The final battle was brought back and saw a complete look displayed the quirky at three Spiderand awkward attitude I felt like I was too excited Men on screen with that was shown in their costumes, a his earlier renditions for this movie, it is so big nostalgia action of Spider-Man that especially with the stuff I packed sequence, drew fans to and call backs was hearing and it made the character. such as Garfield However, in No me think about what fun catching MJ, Way Home, it felt as if experiences I had watching redeeming himself he didn’t have much to from the death do. Questions arose as older movies of Spiderman. of Gwen. When to how rushed casting It is so amazing to me that multiverse seemed and scripting went or to be on the verge how cramped the film this build up of a [roster] of collapse, Peter attempted to would culminate in this acted selflessly be. and had Strange movie.

Andrew remove the was brought knowledge of back as Sarai Tapia, senior Spider-Man being well and revealed as Peter evoked from everyone’s a lot of emotions with call backs mindthroughout the multiverse. Before this, such as the death of Gwen and his relatable Peter and MJ shared one final kiss, a symbolic personality. Garfield’s version of Spider-Man journey for the character of Peter, cementing is very emotional and overall very grounded. a legacy among the other Spider-Men as well He is a very engaging character that all as answering why he may very well be the best people can relate to in many different ways. Spider-Man.

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Iconic and staple villains such as the very menacing Green Goblin played by Willem Dafoe, and the hot headed Doc Ock played

by Alfred Molina - make a thrilling return to the big screen. Seeing them interact with the other villains such as Electro, the Lizard.

Holland’s mission to recapture the villains was so stimulating to our fanatic hearts.

Seeing Holland’s Peter personality clash with more refined versions of the villains, make for an unnerving yet thrilling watch. However, villains this time around felt more like theme park cameos. Sandman and the Lizard, making a nostalgic appearance, although lacking vital and interesting things to do.

The bridge fight scene with Doc Ock was also such an riveting scene, to see as well as feel an actual franchise crossover brought so much cheers and excitment.

Doctor Strange and SpiderMan’s epic clash A CGI filled fight between Spidey and Strange which left viewers in awe and sweaty palms.

Spider-Man got the upperhand in this high stakes fight and led him to want to help the villains even more. As a viewer, it also felt difficult to connect with this idea to go against Strange’s orders, since it brought up constant issues for Spiderman and his friends.

The scene was also a good bit-sized tease for what is to come in the upcoming Doctor Strange in the Multiverse of Madness. The CGI was barely recognizable. This fight really displayed Peter’s brilliance further making him feel as an independent threat.

Spidey senses a thrilling fallout Another one of our favorite scenes was when the Green Goblin takes over the mind of Norman once again and instigates the fallout and betrayal from the other villains.

When everything went drop dead silent for Peter - portraying his spider sense was so nerve racking and kept us on the edge of our seat.

Once all hell broke loose, Peter and the Goblin tangle up in a violent web filled fight, ultimately seeing the Goblin stand tall.

I’m not crying, my eyes are just sweating

The death scene threw Peter into a spiral that was hard to watch because of the powerful emotions it evoked. After then the other versions of Peters were brought back from Ned and MJ. Their returns delivered amazing crowd responses. They helped Holland’s Peter take Aunt May’s iconic last words to heart, “with great power, there must also come great responsibility.” A saying heard throughout the entirety of the Spider-Man franchise, often tear jerking but to others can fall flat. However the inclusion of the growth from the other SpiderMan really made the dialogue hit harder.

Another emotional hard hitting scene took place amidst the final battle in the new rebuilding Statue of Liberty. Once the Goblin made his appearance, an explosion from a pumpkin bomb sent MJ falling, mirroring the fall Gwen Stacy took in the second SpiderMan film of Garfields Spider-Man, the sadness in his eyes when he caught her brought tears to us as well. It was redemption in the best way possible.

The rumors are true Alas, we see in a very hilarious scene with Ned and MJ when they brought the otherworld Spidermen onto screen. The cheers and excitment was so warranted and seeing this scene happen was unreal complete fan service, emotions coursed throughout the audience.

“I felt like I was too excited for this movie, it is so big especially with the stuff I was hearing and it made me think about what fun experiences I had watching older movies of Spider-Man. It is so amazing to me that this build up of a [roster] would culminate in this movie,” senior Sarai Tapia said, an avid fan of the MCU.

Tear jerking ensemble of tragic heroes

Although the final battle did feel a bit too carried out as well as an easy dose to heal the villains felt like a cop out. The action however definitely delivered, to seeing the three SpiderMen swing together and kick a** was such a thrill. Tragic back stories of the Spider-Man seemingly never end however. Peter’s last solution was to have Doctor Strange erase the memory of the correlation to Spider-Man and Peter throughout the multiverse. Another tragic ending we must face because of our favorite web slinger’s admirable selflessness.

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I think they’re all really good Spidermen. My opinion is that Tom Holland is the most realistic SpiderMan…but then he also seems like the most athletic who could actually do all the stunts…I also find Tom Holland a lot funnier… there’s more humor in it than Toby and Andrew.

Pablo Aguilera, history teacher

Our Our favorite favorite scenes scenes

Webhead tangles up with a blast from the past!

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I feel like Tom Holland is more realistic because his life is like an actual teenage life compared to the other two. He’s just more relatable because in his movies he goes through what every teenager goes through like trying to impress someone, his friendship with Ned, school, trouble getting into collage, relationships, family issues etc.

Alex Vargas, sophomore Graphics by Abigail Aguayo and courtesy of Canva.com

RAVEN REPORT | ENTERTAIN | MARCH 2022

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Pandemic screens students and theaters directors like award-winning Christopher Nolan and Denis Villeneuve. Not only does it dilute box office revenue but, according to The COVID-19 pandemic has impacted an essay Denis Villenueve wrote for Variety, almost every part of the Sequoia community’s “there is absolutely no love for cinema, nor for daily lives, and entertainment is no exception. the audience here.”

As theaters close and streaming services “[Simultaneous release is] good for the skyrocket in popularity, the long-term effects consumer, bad as a business model,” Spears of the changes in how we entertain ourselves said. have yet to reveal themselves.

Nevertheless, film companies continue According to the Motion Picture into 2022 with a similar mindset. Pixar’s Association’s annual THEME report, the newest film called Turning Red, set to arrive global market for movie in March, is theaters decreased by planned to release 72 percent in 2020 on Disney+ compared to 2019, without the steep along with a 31 percent They’re going to have to make Premier Access increase in digital home/ pricing used in mobile entertainment. it more enticing to go to the the releases of While unprecedented, movie theaters in order for “Mulan” and these numbers aren’t them to recover from the “Cruella.” surprising; even “ D i s n e y as some theaters pandemic because it’s just Premier Access reopen, COVID-19 so much easier to watch on kind of forces complications still hold streaming services. you to go to the many movie-goers back. movie theaters “Before [the because it’s Caitlin Sorensen, senior pandemic], I’d go [to more expensive theaters] for new movies to watch it on that I wanted to see but premiere access now I don’t go at all because I just watch them than it is at the movie theaters,” Sorensen said. at home,” senior Caitlin Sorensen said.

Prices play a big role in the way COVID-19 Movie companies have adapted to this has changed our entertainment. Along by adopting a simultaneous release model with their developing dominance on our previously only used by indie filmmakers entertainment, many streaming and Netflix Originals. Closing theaters and services’ monthly prices have other situations created by the pandemic increased in 2021, including prompted Warner Bros. decided in 2020 to services such as Netflix, Hulu release their entire list of 2021 movies on and Disney+. These increases HBO simultaneously. This includes high correlate with the extreme grossing movies like “Dune,” “Godzilla vs. inflation in movie theater Kong” and “Space Jam: A New Legacy.” Disney tickets; according to statista, also used their own form of the simultaneous average ticket release model with their Disney Premier prices at Access. While the Warner Bros. films were A M C only released for a month on HBO and then removed, Disney Premier access charged $29.99 to stream films such as “Jungle Cruise” or “Mulan (2020).”

“Some of the movies that were on [HBO Max], I never would have seen [if they weren’t simultaneously released],” teacher Renita Spears said.

“I never watch new movies, but if it’s only Theaters for a limited time on HBO Max then [I’ll] in the US have watch that,” senior Libby Chalios said. increased from $9.54 Despite some positive feedback, this in 2019 to $9.81 in 2020. model has also been criticized by theaters and “I feel like they’re

BY MADELINE CARPINELLI Co-Editor-in-Chief

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going to have to make it more enticing to go to the movie theaters in order for them to recover from the pandemic because it’s just so much easier to watch on streaming services,” Sorensen said.

Marvel Cinematic Universe’s exceeding dominance on film at the moment is no exemption from the impacts COVID-19 has had on the industry. Of the top six highest grossing films in the US in 2021, five of them were Marvel movies. The action-filled universe has already monopolized American theaters for the past 20 years, but with the ability to stream on Disney+ on release dates, the MCU’s popularity has only skyrocketed. This can be attributed by some to their easy blockbuster model that never fails to be digestible and entertaining for audiences.

“There’s really only been Marvel movies [recently],” Sorensen said.

As theaters closed, so did the ability to watch movies with others. While platforms like Teleparty (formerly Netflix Party) have allowed multiple people to stream film and TV at the same time, the inability to socialize while watching movies has changed the way some enjoy movies.

“Watching movies with friends is just not really a possibility a lot of the time now with COVID-19,” Sorensen said.

Illustration by Madeline Carpinelli

Getting tested at Sequoia Medical assistant site lead, Josh, swabs his nose for the COVID-19 test.

BY POFA LEALAMANUA Staff Reporter On Jan. 21, I got tested for the first time at Carrington Hall even though I had no symptoms. Sequoia students can just get tested even if they don’t feel anything, if they have a slight sickness such as a cold or if they were in contact with a family member, to be safe.

It’s important to get tested to see who has it and tell a person who is positive to isolate as soon as possible to keep people COVID-19 free. We need to do testing because we are interacting now so getting COVID-19 is a big issue because we’re going in groups especially in school. Certain family cultures will have many gatherings. Brothers, sisters and cousins visit other family members who go to more gatherings. For example, my family does a lot of gatherings and someone knows someone who got it. My brother’s girlfriend’s family got it and my brother visited her family. There’s a lot of contact and when they touch a lot of the food and stuff being close to each other. It’s not only family stuff, it’s conventions such as ComicCon also where people are close to each other. We don’t know who has it or not.

When applying to schedule for a COVID-19 test, it is not hard in general if you have all the information. You would have to go to https:// www.schedulecovidtesting.com and book an appointment through their simple and easy proccess. I had problems because I didn’t have the necessary info about my parents the part I was stuck on was my parents’ birthday.

In addition, I needed to know my insurance provider. It was a lot of stuff, but if you have

all that information together, you are good.

It is too long and too much of a registration process. So make sure you have your own information while making your appointment and don’t do what I did and forget to get the information.

“If you are a minor your parent or guardian needs to make the appointment. Appointments are required to get tested and get the results back to you,” Josh, the medical assistant site lead said.

When I went to get tested I was overthinking how it would go. Would they stick a q-tip far into my nose? That is what happened the very first time I got tested. I went in and they asked what my name was, they gave me a kit, they told me that I need to blow my nose, and then swabbed my own nose. Finally, I put the swab into this cylinder container. Overall, the testing is more simple than the registration. It’s just like any other testing, nothing special but it was still good. I still prefer the home testing kits over the Works Site Labs because you don’t have to do a very long registration.

I am the only one out of all my friends who got tested. Christopher Zammit, a senior, who has been my friend since freshman year has never got tested at Work Site Labs.

“I never felt the need to do it. Whenever I took a test I took it at home,” Zammit said.

My friend Alan Marroquin, another senior, tried to get tested at the Work Site Lab but left after he “waited 30 minutes and the line didn’t move.” He has gotten tested at a clinic in East Palo Alto.

There are other easier ways to get tested.

For instance, my family went to CVS, a testing

site by Target and Kaiser Permanente to get tested. Schools were also provided with testing kits which I got. I rather have the testing kits more than getting tested at CVS and Kaiser because it was faster than CVS and Kaiser.

The next day, I was with my mom in the car and I got the email from Work Site Labs.

It said my results came–not detectable. I felt relieved and surprised that my result came so fast judging from how long the registration took. It was faster than CVS or Kaiser results, which took 2 or 3 weeks. In my opinion – the Works Site Labs process is way too long, you need your parents unless you are 18 and have your cards on you.

Photo of my completed COVID-19 test

RAVEN REPORT | SCHOOL | MARCH 2022

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It’s too hard for Americans to access COVID-19 testing

BY MARICELA CRUZ Staff Reporter On Jan. 5 after my family and I came from doing what we do on a normal Wednesday, which is school and work, we noticed my mom started to develop a very bad cold. We thought that it was normal and that she would get better the next day. Instead on Thursday, her body started hurting and started to get a very bad cough.

We had plans for the weekend to meet up with my family in Santa Rosa at Rohnert Park. So to be safe, before we left we wanted a COVID-19 test for my mom, but everywhere we went the COVID-19 test– sold out, to make an appointment to get tested in stores– all booked, to get tested at schools– only for students and teachers, not family members. We were desperately thinking about what we could do. Until one of my brother’s friends had a leftover COVID-19 test.

I am not alone in my experience. In an article from Voice of America called “Frustration Grows Amid US COVID Test Shortages” shared how hard it is to access tests. It is related to my point that everyone makes it seem like it’s easy to get a COVID-19 test, when it’s not. It is really hard to get the whole family tested. We had to go to every COVID-19 testing site that was free because if not it would cost 30 dollars.

We tested my mom and she came out positive. My siblings and I thought we must have had it too because we had been around my mom. However, we had no way to know because no COVID-19 testing site was available or it would cost money to get tested. So my sister kept calling every possible testing site to see if we could get tested. We found one! This testing site we didn’t need an appointment and the test results were right away. So we went at noon because they opened at 9:00 a.m. We drove up and there was the longest line you could ever imagine. We waited almost three hours just to have the opportunity to get COVID-19 tested. We were finally one person away from getting tested. Then, we noticed that a sign on the door said, “Closed at 2:00”.

It was 1:59.

Unfortunately after waiting three hours they told us it was closed, and that they could not take any more patients. My family and I thought, what are we going to do? We need to work and go to school.

So the next day we got up extra early to get tested. We woke up at 6 a.m. to get there at 7 a.m. just to wait in line again for two hours before it opened instead of after. Thank God that my family and I came out negative– at first.

By Tuesday, we all started to develop cold-like symptoms. My sister bought a home COVID test that she bought for 20 dollars from Amazon a few days ago. It came out positive for my sister. There was still a big question: Did my brother and I have it too? This was not over.

My older sister told us we all needed to wake up early yet again to go to the testing site. So we all got up at 5:30 and got there at 6:20. Thank God we were one of the first people there. We waited until 7:00 waiting for them to open. Now, it was past 7:00 and all the people standing in line with us were thinking what was going on. We noticed a paper there that said it was closed. We were mad because why would they close? Why

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leave people with a doubt knowing that we have to work.

We looked up other testing COVID sites, but test results would take 1-2 days. But we were desperate so we went. Three days passed nothing, we decided to call and they told us it would take 7-14 days to get notified. My mom and my siblings were all mad because first of all my mom needed to work because how else were we going to pay for the bills, and my siblings and I have not gone to work for over two weeks. On the following Saturday, they told us we were all positive after 2 weeks of already being quarantined.

Finally after all the stress and anger of not having access to COVID-19 tests, we finally came out negative after getting tested again for the last time. What I want people to realize here is that I want people to have the right to free COVID-19 testing kits and sites, because that’s the only way people will know if they have COVID-19 and will not go outside and spread it to other people, it can also help people go back to work and pay their bills because how else will people survive in this very expensive world.

This was taken by my sister on Jan 9, 12:35 at El Camino Real

YPSE UB-AOCL

SUB-APOCALYPSE

The substitute and teacher shortage in California, and how it affects students

BY GRETA REICH AND OSCAR NOLF Feature Editor and Sports Editor Substitute teachers have a reputation for providing students with an enjoyable level of chaos for a day while the teacher has to be out. With the best of intentions, they attempt to control a class they may have no previous experience with for 100 minutes at a time. But when those minutes turn into days or even weeks, when a teacher is unable to return to their class for extended periods of time, that enjoyable chaos turns sour.

The chaos of substitutes: A substitute’s job, for the most part, consists of handing out assignments, giving instructions, and letting the students do work on their own. If the substitute has experience with the subject, either from teaching or learning it, they might even be able to assist the students with this work. Substitutes are not meant to last more than a day or two at most though, and students can lose real learning opportunities if the substitute starts to become their permanent teacher.

For example, half way through last semester, an IB English II teacher left Sequoia, and her class was taken over by a long term substitute.

“Last semester was a pretty memorable negative experience,” senior Domenica Bamford, a student in this class, said. “The

substitute we had, she was lovely, and she some faculty members feel relatively confident was trying her best and she was really sweet. that students will get the same material when a But she was not an English teacher, and it substitute teacher is in charge of them. was obvious that she didn’t know what she “I think one of the things we’re really was doing. Honestly, she was probably just as fortunate to have are super strong curricular confused as we were. That’s hard when you’re teams like Algebra I and English II ICAP. Even in a class with a bunch of students and your if a student has a substitute, they’re still getting teacher’s basically like another student.” the same assignments and the same material,” Students are Instructional Vice not the only ones Principal Kristin who notice when Stout said. the substitutes are But students lost or confused. may not feel as if The substitutes that is always the themselves know case. that having “It’s easy to tell previous experience that we have not with the material is done a lot of the a benefit to all. things that [other “It’s nice to classes] did. And have [a substitute it’s not just that teacher] because we did something Tristan Alvarado-Arana, that means there’s different. It’s a Substitute Teacher a staff member ‘we skipped this. who can be in that We skipped that.’ classroom, but it’s I knew the other so much better classes were doing when [substitute this but we didn’t teachers] understand the material and can do this,” Bamford said after switching into a engage with students […] and actually help new IB English class this semester. “We didn’t them understand it,” substitute teacher Tristan have the instructions. I knew it existed, but Alvarado-Arana, known by students as Alex, I didn’t know we were supposed to be doing said. something.”

Despite lacking experience with a subject,

“It’s so much better when [substitute teachers] understand the material and can engage with students.”

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The struggle to find substitutes: In the past decade in California, teacher substitutes have not left entirely. Some, like encourage new applicants. preparation enrollment (or the number of Andrew Kahn, have been at Sequoia for At the beginning of this semester, the people enrolled to obtain teaching credentials) multiple years now and still enjoy it. requirements to be a substitute were loosened has declined by more than 70 percent, “It’s been a pretty good experience being even more. according to the Learning Policy Institute able to go into “If a district (LPI). The same study also found that 80 classrooms and asks for a percent of California school districts are thus meet students temporary affected by teacher shortages. This problem and just kind of suspension, all has only been accentuated by the pandemic, as see what life is you need is a the number of teachers retiring has increased like for students college degree. while the number of teacher candidates has in the classroom They’ve actually decreased. According to LPI, by 2025, 316,000 because it’s been suspended new teachers will be needed each year. This a little while anything related number has increased by 16,000 since 2020. for me,” Kahn to the CBEST, And as teachers were leaving their jobs, many said. He added but a district substitutes also quit to find a more stable, less that subbing has to ask risky job, according to Ed Source in an article for Ms. Perez, the state for a from Sept. 2021. one of Sequoia’s waiver [to lower To deal with the decline in substitutes and counselors “has requirements teachers, Stout explained that Sequoia “put probably been so that only a something new in place this semester that [his] favorite college degree is like a jury pool. So every week, a group of e x p e r i e n c e is required]… teachers know that they may be called upon to serving so far They’re trying substitute for one of their prep periods just for because [he] to respond to that week. It is a last resort but can help with wants to become the increase in coverage.” a counselor.” needs,” Stout For the students, this is a great fix because it Students can said.

Kristin Stout, Instructional Vice Principal means they will always have a teacher in their have a similarly S o m e class, even if it is not their regular teacher. But good experiences districts are for the teachers themselves, this can add more with substitute even reaching work to their already busy schedules. teachers too. out to parents to fill the gaps. The Sequoia IB English II and Theory of Knowledge “I like having subs because it’s like […] Union High School District Human Resources teacher Justine Rutigliano has direct experience a fresh start, and usually they’re not too bad department sent out an email to all parents with the decline of teachers and substitutes, as [...] You never know, […] I guess it just really and students of the District “looking for caring she gained students this semester from the depends on what the sub is like,” sophomore and passionate people to make a difference English class that lacked a teacher.

Olivia Stathis said. in the education of our students. [They] are “This semester, This year, recruiting to hire substitute teachers from a d m i n i s t r at i on reliable and members of our community who know our has asked us c o m p e t e n t schools and students.” to commit to substitutes have It’s a well known issue that teachers, [subbing one been in higher as well as substitutes, are underpaid and class] a semester. demand than overworked. The cost of living in the United So we’re in a sub ever before, but States, specifically the Bay Area, is getting pool. And so we as California exponentially higher while salaries in have to be on faces such a education are falling behind, which makes call for a prep drastic drop in it hard for some teachers to be able to keep period. But it is eligible teachers, teaching.

Domenica Bamford, senior just one time for substitutes are “For a lot of people it’s very difficult to this semester, difficult to find, pay rent or to buy a house so I think that was so not terrible,” which led to the mostly [the reason why teachers left],” Stout Rutigliano said. “It loosening of said. “I think that people who left would say, has definitely been an issue with people having some requirements to be a substitute. Instead ‘it’s not the school, it’s not the profession. I love to be out for ten days if they are exposed. Of of taking the California Basic Education it. I just can’t afford to live here.’” course, if they’re sick, sometimes it’s even Skills Test to demonstrate competency, they longer than that. So that’s been very, very can use eligible coursework from college or stressful.” standardized testing scores. Many schools, Though there has been an uptick in including Sequoia, are even increasing their teachers subbing for other teachers’ classes, daily pay to $240 for a substitute teacher to

“For a lot of people it’s very difficult to pay rent or to buy a house so I think that was mostly [the reason why teachers left]. I think that people who left would say, ‘it’s not the school, it’s not the profession. I love it.

I just can’t afford to live here.”

“It’s easy to tell that we have not done a lot of the things that [other classes] did.”

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IB Physics class instructed by substitute teacher Mr. Ton-Tho Photo by Ethan McKillop

The resolution for substitutes: The juxtaposition between the desperate need for substitute teachers and the chaos that can ensue from their staying in a class for too long is a difficult line to balance on.

The problem increased as the pandemic grew, and does not seem to be slowing down. There is no clear answer to the problem, and many questions have been raised.

“I think the pandemic just took the wind out of peoples’ sails,” Rutigliano said. “I wonder what the deal is with the substitutes. You know, should we pay them more? Could we pay them more? Could we offer them some sort of incentives? Is it just an absolutely miserable job that people don’t want to do? We are in a profession that relies heavily on humans, so we need substitute teachers for sure, so I don’t know what the answer to that is.”

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of new hires in California have substandard credentials

9%

of teachers left public school teaching in California

80%

of California school districts are affected by teacher shortages, especially impacting communities of color RAVEN REPORT | SCHOOL | MARCH 2022

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BUILD-ing their future Infographic from build.org, official BUILD website

BY DAVID RAYMOND Staff Reporter

on campus, and close out their business.”

Corona’s product is called C4F “Spend time After coming back to school in-person, students have had to grapple with relearning with those you enjoy.”

“We’re making a card game,” Corona said. social and educational norms and rekindling a sense of community with one another. These “It is meant for people to communicate with adjustments fit in with the mission of BUILD, each other.”

The card game is meant to be played an elective that seeks to educate students about entrepreneurship and teach them lifelong in groups. The aim of the game is to win challenges on the cards. One example of skills.

One way that BUILD and business teacher a challenge is a Superman themed rock David Weyant, helps with this is with spark paper scissors challenge, titled, “Superman, skills. “[In BUILD] there’s these things called kryptonite and lead.”

“Our whole goal is to connect families … spark skills. So it’s [grit], communication, collaboration, problem solving and it’s a big problem right now with technology - there’s no communication,” Corona said. innovation,” Weyant said.

Another student project in BUILD is BUILD is a nationwide entrepreneurship program that teaches students how to build lightspin.

“We’re putting lights on bike wheels for a business while being the CEO of their own lives. Becoming the CEO of your life is one of highschool students to be safer biking at the many skills freshman Nathaniel Corona night,” Emil Bothe said.

BUILD focuses on the entire process of has learned so far in this class.

“I saw these kids had the same becoming a business. Having an idea is great, entrepreneurial drive, but not the resources,” but it is just the first step. Entrepreneurship is a tough job with no guarantees and a steep Suzanne Klarh, the founder of BUILD said.

Founded in 1991 in East Palo Alto, BUILD learning curve. One way BUILD helps with this has since transformed from a small afterschool problem is with their mentorship program. “[Mentors] will at first kinda cycle around program to a nationwide elective class. To this day BUILD still gives students entrepreneurial the different groups,” Eric Rubenacker, a second year BUILD mentor, said. “Then you and life skills. get paired with one “ S e l f [BUILD product management. team] and you will Whenever the bell work with them very rings [Mr. Weyant] closely for the rest of has taught us to put the semester.” our phones away on Self management. Whenever Not only do time and be focused,” the bell rings [Mr. Weyant] has students gain Corona said. taught us to put our phones valuable knowledge One of the away on time and be focused. from the mentors, main components but mentors also of BUILD is the gain skills from these semester long project Nathaniel Corona, freshman students. that every student “I think it puts me participates in. in a new perspective “Every year the freshmen work in teams to come up with […] where it gives great insight into how ideas, and these ideas become a business,” [BUILD students] go about solving business Weyant said. “They’re basically going to get issues,” Rubenacker said.

One thing in common among students in consumer feedback, pitch for seed funding, manufacture and sell their product at events the BUILD program at Sequoia is their passion

for the class. With teachers like David Weyant who has been at Sequoia for 23 years, or the many mentors in BUILD. “I just wanted to pay it forward . . . and provide these high school students with a different viewpoint that there is more than what they are familiar with,” Edgar Corral, another BUILD mentor, said.

Students also reflect this passion towards the program.

“You see the curiosity in many of these students, you see their desire to succeed and their desire to do more, their desire to break any stereotypes thrusted upon them by society,” Corral said.

BUILD gives students hands-on experience with business and entrepreneurship. If students choose to pursue these fields, they will be well prepared. If they choose another career path, they may also leave the program a better student. “[In other classes BUILD students] work with groups better, they’re able to communicate their ideas.” Weyant said, “That’s the big takeaway from the class.”

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BUILD product prototypes, photos by David Raymond

Science signals significant diversification

Exploring the decision to shift to heterogeneous classes in Sequoia’s science department, set to impact future incoming students Illustration by Vecteezy and Sequoia Union High School District, edited by Allison Wang

BY ALLISON WANG Staff Reporter The science department is planning new changes, although these changes won’t be present on campus and in student schedules until a couple years pass by for Sequoia High School.

benefits of having students in a truly mixed or heterogeneous class is supported by academic research. That’s how you get kids to build community, develop

“

For science specifically, we are always asking ‘Is what we’re offering equitable and serving all of our students?

Jessica Magallanes, science department chair

One of the largest changes the science dep ar t ment is discussing for the future is the introduction of h e t e ro g e n e ou s science classes.

According to an education class (ED284) taught at Stanford, these are classrooms in which students have a wide range of previous academic achievement and varying levels of oral and written proficiency in the language of instruction.

With heterogeneous classes, students are able to build deeper connections to those who are different from them, learning more about the world and other people.

“For science specifically, we are always asking: is what we’re offering equitable and serving all of our students?” science department chair Jessica Magallanes said. “Because of our focus on equity and thinking about, how do we build community and get students connected with each other, even if they’re coming from different experiences, different schools? The

all students with a wide range of emotional maturity and academic skills, having one age group in a class can help teachers do that better,” Magallanes said.

Building stronger connections with students from the same grade isn’t the only reason for the heterogeneity of these classes. Heterogeneous classes level the playing field, and allow those who came from different backgrounds to access the same material regardless of past experiences.

“

We’re all truly representing Sequoia in our science course.

Jessica Magallanes friendships and relationships, and feel successful.”

The heterogeneous classes are set to offer all freshmen the same starting science class so they can better connect with students in the same age group, while also building connections that come with heterogeneous classes. As of now, all freshmen have the option to either choose physics, chemistry, or biology for their starting science classes. All of these classes are also open to other grades, so students are able to interact with a variety of age groups.

“Right now, if you look at the science offerings, almost all of them say nine to twelve.

And there are pros of that too; for example I love being able to see freshmen connect with juniors. But if you’re talking about serving

“One consequence of inequity in school systems in general, is when you look at the demographics of an IB course, compared to a non IB course, we tend to see a lot more of our BIPOC (Black Indigenous and People of Color) students in these non IB courses and we see more white students in the IB courses even though that’s not our percentage you see on campus,” Magallanes said. “One way to address that is you prepare everyone to take an IB course. And that’s what a freshman bio, the general chemistry, what it does is everyone who’s in there could choose to take it. We’re not separating any demographics right from the beginning...We’re all truly representing Sequoia in our science course. And then you choose based on your passion, not based on what a teacher told you you could or couldn’t do.”

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The exponential growth of math and ELD classes

New students cause classes to be added in various subjects, and other schedules to shift.

BY ALLISON WANG AND ZACHARY TYSON Staff Reporters Planning for an influx of new students this semester, the math department kept existing classes small and opened up much needed general math pathways.

According to Instructional Vice Principal Kristin Stout, there were 40 ELD (English Language Development) students starting the first semester, and around seven more joined during the second semester. Many of these ELD students end up needing general math.

“We had a lot of students arriving at Sequoia who needed general math. And we didn’t have enough room in the general math classes.

Those classes are supposed to stay small … We started off the school year with only 13 kids in two classes. Over the course of one semester, we had over 30 kids join,” IB Analysis and general math teacher Katia Sterne said.

There are many reasons for this sudden increase in new students who needed general math halfway through the school year.

Science department chair Jessica Magallanes believes that the reason for this was because introduced during the first semester. However, COVID-19 shut down travel for those who it is not possible to simply add all new would normally migrate to the US and so students to a support class, there are district there were fewer new students years prior. As requirements for maximum class sizes that restrictions opened up more recently, the new teachers must adhere to.

“Sequoia wants to support all students students from past years all joined throughout as best it can. This effort involves addressing this semester.

Math was not the only area of school that what to do with students who come to Sequoia after the year has was experiencing this already started. rapid growth.

There are policies in “The same thing place that determine was happening in the maximum class ELD, … Modern sizes allowed for European History We had a lot of students arriving at different classes,” (the Spanish language Sequoia who needed general math...

IB Analysis teacher history class), […]

Over the course of one semester, we Robert Moaveni said. general science. All had over 30 kids join.

“With the influx of these classes were more students as the growing, and they’re year goes on, it was growing really fast,” Katia Sterne, general math teacher inevitable that the Sterne said. “We did schedule would have not expect them to to be adjusted to grow that fast in one accommodate while also following policy.” semester.”

Teachers dealing with these changes as the Students who come in the middle of the school year require extra support because first semester continued lead to obstacles. A they were not able to access the curriculum shortage of qualified teachers for the subjects

%

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Infographic by Allison Wang that needed them further complicated the schedule shifts.

“We have to figure out, how do we open two periods for double blocked ELD class, one period of history, one period of science and one period of math and we’re scrambling,” Sterne said.

Different class sizes are implemented based on the class to ensure that students get what they need. ELD, general, and introductory 9th grade classes need smaller classes to be able to support the students as they mature, while more advanced students in IB classes don’t.

IB Analysis teacher Katia Sterne believes that when her 35 IB Analysis students are able to communicate between each other for help and participate in class, the class is easier to manage.

To open up new general math classes, the math department is currently combining IB Analysis classes, giving Moaveni new classes with more students and opening up the opportunity for Sterne to teach a few more classes in Spanish. Giving some teachers larger classes may be a quick fix, but struggles are bound to happen with increasing workload on staff.

“My immediate concerns regarding larger year. class sizes center around the two major “If somebody wants to learn, they’re going issues of having less time to address students to do well,” Ramos said. individually, and the increased load of work Some students in IB Analysis had some that cannot physically get done within contract shifts in their schedule, leading to necessary working hours,” Moaveni said. adaptations. Newcomer students inevitably Though there are documented detriments impacted IB Analysis students’ schedules as to larger class sizes as opposed to a smaller well. student to teacher “It was actually ratio, some students a little difficult don’t feel like that because I got a affects their learning. whole new chemistry “There’s been a If everything is just said to me in teacher,” junior and lot of absences so English, I don’t understand what’s IB Analysis student it’s hard to say how going on …I learn more because it is Asha Smith said. many people there “We’re on completely in Spanish. actually are in class. I different units even believe it’s the person though they teach the who decides how Kimberly Ramos, general math student same. So that was a well they learn, not and Spanish speaker little frustrating, but I how many people think I should be able there are around,” to catch up.”

Ximena Barrios said.

New periods with all new students were an Barrios is a fairly new student to the school effect of this schedule change. and a participator in the ELD program, general A primary concern many had was regarding math class as well as a Spanish speaker. if these changes affected student learning in Some students also feel like their learning any way. However, it seems as though it has depends on how much effort they put into the not had much of a negative impact. class, regardless of the size of the class.

“I gained an entire 1st period of 34 students Kimberly Ramos, a general math and ELD this semester that now have me as their new 1 student and Spanish speaker, joined the ELD math teacher. I asked them [one] morning; program during the summer before this school they do not think the change is detrimental.

≥

I am inclined to agree with them as I have observed the adaptability that students are capable of,” Moaveni said.

There were many classes added the second semester that were taught in Spanish for ELD students, or LEP (Limited English Proficiency).

“We’ve got students who we don’t speak the language of, and we are able to serve them,” Sterne said. “But we have a critical mass of students who speak Spanish, and it’s a lot easier for them to be able to access the curriculum when it’s in a language they can speak.”

Having teachers that are able to speak Spanish for those students greatly helps and supports them throughout their education.

“If everything is just said to me in English, I don’t understand what’s going on …I learn more because it is in Spanish,” Ramos said in Spanish, shortly translated by Sterne.

And while Spanish speaking teachers are important, bilingual teachers have an added benefit of introducing the students to more Spanish.

“It helps [me] learn both languages because most of the teachers don’t teach only in Spanish.

Teachers are using some English and that way [we’re] hearing more and more English. [We] are learning both, we got enough Spanish to know what’s going on but [we’re] also learning a little bit more English in the same classes,” Barrios said.

Photo by Dreamstime, edited by Allison Wang

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Bathroom pass predicaments

BY LUCIE TENENBAUM Staff Reporter

Throughout most schools there are teachers who hand out bathroom passes for extra credit. By doing this students start to question whether their grades are more important than their health.

All the teachers at Sequoia have different bathroom policies. Many let their students exit the class freely, while other teachers have created the three-bathroom pass rule, giving students three bathroom passes to use throughout the semester. Although there may be students who have teachers who let them freely exit the classroom, there are many students who have teachers who restrict their bathroom use.

Nowadays students are pressured into getting good grades in order for them to have a good career and life, but should extra credit given by not using the bathroom be the determining factor of them passing or failing a class? Or the students getting good grades while risking their health?

According to Medical News Today, people should be using the bathroom around six to seven times within a 24 hours time span.

Taking into consideration that students sleep between seven to nine hours a day, students have around 15-17 hours of time awake.

Students are in class for 100 mins at a time, and many don’t have time to use the restroom between classes. Also many who might have time to go, many stalls are closed to either being broken, or other students are hanging out in the stalls with friends and messing around. Without the time or the ability to get into bathrooms, some students have to rely on

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teachers to let them exit the classroom.

English II ICAP, first year IB teacher Lillian Humphrey gives three bathroom passes a semester to her sophomores, although her students cannot receive extra credit.

“I specifically [created my bathroom pass system] this year for the sophomores. For my juniors, they still just trade their phones and go, and [...] there’s no limit, and that’s because my juniors were far more responsible than my sophomores,” Humphrey said.

“Additionally, there was the Tik Tok trend of people destroying bathrooms, and it was more so freshmen and sophomores doing this. So I created the bathroom pass system so that way students were more accountable for when they left the classroom, and when they came back in case they decided that they wanted to destroy anything.”

Many of the bathrooms, if not all, have been vandalized by Sequoia students. Many toilet paper rolls and tampons have been stuck to the ceilings, along with toilets being littered with trash and excess toilet paper so that they don’t flush properly. Some teachers have felt the need to regulate the ability to use the bathroom due to some students misusing them.

By students mis-using their bathroom use, it ruins the opportunity for students who really need that privilege, and yet some students are

blindsided or selfish to that fact.

“When I gave free passes, I noticed that in the end, it was always the same students… that would leave every day,” Martine Demailly, a Algebra 2/trig and Geometry teacher said.

Students who took advantage of the free bathroom pass, who wandered the halls, destroyed school property, and sat on their phones outside of class. It really ruined the opportunity for others to be able to use the bathroom freely, and made teachers create the bathroom pass system.

“During class, if students miss, like, two to five minutes, it’s typically not a big deal. Those are easy to catch up on,” Humphery said. “My bigger concern is when students start missing, like 15-20-30 minutes because that could be a complete activity or even a whole part of an activity that they’ve missed.”

In my classes where teachers let students go to the bathroom freely, there are many students who take advantage of their time outside of class, and it forces other students to wait since my teachers only let a certain number of people exit the classroom.

Students who struggle in school and have to work hard to get good grades are motivated are able to use the restroom. to refrain from using the bathroom in order to “I already do five minute breaks for the get those few extra credit points to keep their longer periods because honestly 100 minutes grades afloat. Many friends, fellow students, is a long time and people need mental breaks,” and I have found that if we don’t use the Humphery said. “And as much as like [students bathroom, and save up our extra credit points, are] here to learn with the curriculum, you’re we could raise our grades from a B- to a B+ or also here to connect with friends. So that’s why a B+ to an A-. Being able to switch your grade during the five minute breaks, [...] one to two by a whole letter, even if it’s just a few points, people can go to the restroom and come back can really impact your transcript. It can be the without using a pass.” difference between a 3.94 GPA and a 4.0 GPA, Humphrey is one of my only teachers who which could be huge to some students. gives out consistent breaks during longer Personally, I think that it’s unethical for periods. Having the ability to take a mental teachers to reward students by not using the break along with a break to talk with friends, bathroom, and making students have to decide I really like her class, yet every class can whether they want to use the bathroom, and become tiring sometimes, so I think it really lose the chance to be able to get their grade up. improves my learning experience. I also think “[Extra credit is] an incentive to try to help that if students were given the opportunity to students decide if take a break they really need to go from school, to the bathroom… it would allow “I feel like that’s unfair. I also and this is high them to refrain think it’s kind of odd to reward school, so I would from exiting students for being able to control expect students to the class as their bladder.” be able to wait,” much and Demailly said. wandering the Lillian Humphrey, English Teacher “I feel like that’s halls, in turn unfair. I also think reducing the it’s kind of odd to reward students for being amount of rules broken while outside of class. able to control their bladder,” Humphrey said.

Most teachers that hand out bathroom “Generally speaking, I don’t give out very passes have rules and exceptions to them, one much extra credit. I have issues with it in being that if the student has a medical condition general. And I think, especially with bathroom or needs to exit the room often they may email passes, it should not be applied.” the teacher to work out a system. But some Although I think that extra credit is very students don’t feel as comfortable talking to helpful for students, if they want to get their their teachers and don’t want to share private grade up, or even just learn more about information with them. Demailly shared that the topic their teacher is teaching. I don’t she wants students to be comfortable with think that teachers should be applying it to going up to her and talking about issues they bathroom passes. may have in regards to exiting the classroom With the block schedule, students sit in and that they could make arrangements. class for 100 minute periods which lengthens “[Students] have time before school, the amount of time between when students during brunch, during lunch, and after school.

You all have time. That’s not just in my class.

And most people, even if they’re on their menstrual cycle, I would like to believe can hold their bladder for typically two hours at a time, and our classes are only like 100 minutes.

So I think people can be more tactical about the[ir] bathroom use,” Humphery said.

Many teachers have tried to change their system and rules for exiting the class during a lesson, one of them being a sign-out sheet. This system allows other students to see the amount of time that a certain student has been absent from class which some students find invasive since others are able to see if this student may have medical problems or they might be on their period which some students may not want that information shared.

Many classrooms use the system of letting students use the bathroom whenever they want as long as they don’t interrupt the class.

I believe that teachers should not give out a set amount of passes to students. But give students the opportunity, during the 100 minute period days, to have a five minute break to exit the classroom freely, and socialize with friends. I think that teachers should also only let two or three students exit the classroom at once, to refrain students from wandering the halls and damaging school property together.

I feel that every student should be able to have the freedom of exiting the classroom freely, but if teachers or administrators start to notice a pattern with certain students abusing the system. I believe only those select students should be the ones punished and not the entirety of the class.

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Photo by Brendan Velez

COVID-19 yet again endangers students’ social lives

next week because if you do have COVID-19, you have to quarantine for ten days, so a week does nothing for the sick students.

Even students have started advocating for There is a fear of going back to distance learning again with the new COVID-19 what they believe schools should do. According to Asimov’s article, 1,200 students in Oakland variants and staff shortage.

Almost exactly two years ago, schools school districts signed a petition that said were forced to convert to online school. Now, they will walkout and stay home if their schools do not improve schools have opened but COVID-19 safety more variants of COVID-19 measures.

Students have spread. demanded N95 masks When the COVID-19 for all students, weekly variant, Omicron, first came I think my main struggle COVID-19 testing and on Dec. 1, 2021, schools all with like completing better social distancing. around the Bay Area either With a shortage of N95 went online or were at risk of work in distance learning masks and the expenses going online. For example, was just like staying of getting enough the Hayward Unified school focused and not getting COVID-19 tests for all and Milpitas Unified school distracted. students weekly, the boards voted to take a week school simply could not or two off and have classes meet the goals. Thus, online, according to the San Rylan Butt, junior the students proceeded Francisco Chronicle article, with their walkout.

“Hayward school district Sequoia did not have these reverts to temporary online instruction to walk outs but these questions weather Omicron” by Nanette Asimov.

There is a collision of opinions. Parents and still exist here. Sequoia students school administrators didn’t think a return to also fear the same predicament distance learning was enough to actually stop of going back to online school the spread of COVID-19 and improve student and losing more of their in safety. Many claimed that it was unnecessary person education.

Many students didn’t to shut down for one week and go back the

BY TYLER ZARGANIS AND BRENDAN VELEZ Staff Reporters

“

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realize how much they liked social interaction.

“I feel like I came out of quarantine wanting more interaction with my friends. So in a way, [distance learning] helped me and that’s why I don’t want to go back because I’ll miss out on the social life,” junior Rylan Butt said.

During distance learning students did not have a connection with the teacher and classmates. They can make those relationships stronger now.

“I definitely feel more connected to not only my teachers but also classmates this year compared to last year,” freshman Ryan Stanberry said.

“It felt more like there was a lot less class participation because a lot of us didn’t want to participate or the teacher was talking at you for like an hour and a half, so it felt more disconnected,” Butt said.

Opposing identities

Being gender-non-conforming and speaking a gendered language.

By Zoraya King Multimedia Editor In an age of acceptance, gender-neutral pronoun variations have slowly begun to be introduced to gendered languages, including French and Spanish. While this change has sparked support from queer people around the world, it has recieved overwhelming criticism from French and Spanish speakers who value the traditional aspects of their languages.

English is a freeform and ever-evolving language that frequently changes based on the slang of new generations and words created by society. Phrases take on new meanings through trends in media and gain popularity and validation through the opinions of the general public. Although stereotypes and personal beliefs bleed into its definitions, the English language does not hold roots to gender.

Unlike in English, the Académie Française and the Real Academia Española (RAE) oversee the languages to ensure stability and uniformity. These romance languages rely on a board of regulators to keep formality and tradition within a structure of a gender binary.

Though slang can be invented from French and Spanish speaking youth, words can only become official if they are approved by their respected academy.

The gender-neutral pronoun ‘iel’ began gaining popularity in the French language in recent years. In Nov. 2021, ‘iel’ was introduced to a French dictionary, Le Petit Robert, defined as “a third person subject pronoun in the singular and plural used to evoke a person of any gender” (translated from French).

Similarly, ‘elle’ was adopted by the Observatory of Words as a Spanish gender-neutral pronoun.

Though the establishment of ‘iel’ and ‘elle’ had a major impact on French and Spanish, the pronouns have yet to be accepted by the Académie Française, RAE, and the majority of French and Spanish speaking people all over the world.

Changes at Sequoia Acceptance of new inclusive pronouns flooded the language wing at Sequoia.

Teachers have made efforts to introduce them in lessons or open up discussions about them during class periods.

“We had long discussions [in French five] because [‘iel’] came up in the dictionary and [there was a] big fuss in France with the people

against, the people for, the people with no opinion,” French teacher Laetitia Kuttan (she/her) said.

Stepping out of their educator positions, teachers can find themselves learning about the developing languages through their students; a collaborative effort towards inclusivity.

“Freshman year, I had my Spanish teacher ask me because I made a poster [about] the GSA (Gender and Sexuality Alliance) in Spanish [class],” senior Spanish speaker and student Nayeli Duran (they/them) said. “I talked about people who are non-binary– and I think I asked him ‘what pronouns would you say for ‘they/them’ and he said ‘I don’t know.’

So I looked it up and then the next day I told him about it.”

Some language teachers have taken extra steps to ensure that their students feel included in a class that is surrounded by gender. By connecting to students outside of the classroom, gender-queer students can feel more understood by their educators.

“Last year, my Spanish teacher sent me a bunch of resources on gender-neutral pronouns in Spanish and encouraged me to use ‘-e’ endings at the end of adjectives describing myself,” senior Spanish student Skylar Wiggin (they/them) said.

However, these connections and modifications vary from classroom to classroom.

“This year, I don’t know

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i f my

teacher knows anyone’s pronouns and there has not been any conversation around that,” Wiggin said. “I feel like in a class where you’re learning the language, [a discussion about pronouns] would be kind of important.”

The topic of genderneutral word options can be rare among language classes. Just as inclusive as Sequoia strives to be, official changes in French and Spanish don’t necessarily match, making it difficult to instruct with unclear definitions.

“Another wrinkle for Spanish is that there is an official governing body, [RAE], that makes decisions over the grammatical rules of Spanish,

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so while something may become commonplace in spoken Spanish, there is an actual process to go through for it to be accepted into official Spanish grammar,” Spanish teacher Edith Salvatore (she/her) said. “This is more than [...] the style guides for different publications that prefer not to use ‘they’ as a singular, gender-neutral pronoun.”

From a teacher’s point of view, the issue is not of acceptance, it’s purely linguistics. It becomes a challenge to decide whether or not to teach students words that are not official or common.

“ M y responsibility is to teach students how to interact with the language they will encounter in print and audio-visual media as well as spoken Spanish,” Salvatore said. The concept of gendering all nouns (not just the ones that apply to people) and the adjectives is a big enough cognitive leap for a lot of students. I don’t want to further confuse them with options that they may never encounter.”

Even though pronouns like ‘iel’ or ‘elle’ may not be taught or used in all language classes, there are still ways that teachers include gender queer students and not ostracize them in learning environments.

“I am sensitive to students in class who either identify as non-binary or who are not comfortable with the gendered aspects of the language. We talk about synonyms that help skirt the issue in some ways– using ‘estudiante’ instead of ‘alumno/a’ to mean student, for example, but even that can be challenging,” Salvatore said.

Impact on students American media pushed the mindset that colors, sports, music, clothing and other subjects are not set to a gender binary.

Though in French and Spanish, this is not the case. As many language students are firstEnglish speakers, learning a second language that associates strongly with gender can be unusual.

“I find gendered languages on their own to be kind of weird, like, ‘This thing does not have a certain gender, what do you mean?’” junior Spanish student Sabrina Solon (they/them) said.

To combat this, some gender queer students find themselves detatching from the language’s gender rules.

“In terms of gendered nouns, I disconnect

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the gender aspect of it,” Wiggin said. “I think of it like, some nouns end with ‘-a’ and some nouns end with ‘-o,’ I don’t think of it in terms of boys and girls.”

Students have testified that their identities have not been acknowledged in their language class, rather assumed based on their sex assigned at birth. Those who use a mix of pronouns in English or exclusively ‘they/them’ sometimes have to endure using incorrect pronouns to maintain the formality of the language and class. “[Using masculine pronouns in Spanish] doesn’t feel fantastic. It’s like not being able to recognize a part of my identity,” sophomore Spanish student Ethan Thacker (they/he) said.

Being gender-non-conforming and speaking a gendered language has to be accommodating on both sides; a middle ground of understanding must be met so the values of both identities remain valued and respected.

“I think [that using both sets of pronouns] would depend on what [grammar rules] I’m taught about and [if you can] switch between two pronouns,” Thacker said. “It is still important to maintain the integrity of a language while still maintaining the integrity of my identity.”

First-language students Gender-non-conforming Sequoia students who were raised surrounded by French or Spanish have a unique understanding on how the language develops and the struggles to incite change in them.

“Since I grew up with it, I understand that they don’t really have a given ‘they/them’ pronoun and I know that they probably won’t because the French Language [...] is very stuck on having a gendered language,” sophomore French speaker and student Lou Jamotte (they/them) said.

The differences in grammar affect gender queer people at home whose families are most familiar with gendered dilect.

“My parents, English is their second language, so they were taught ‘they’ as plural,” Jamotte said. “So often when I correct my dad on my pronouns when he is speaking English, he will always remind me, ‘Hey I get it, but I was always taught ‘they/them’ as plural.’”

While they detach from gender on a personal level, queer people can still respect the structure of romance languages.

“I think French [people] should be proud of their language– and it is a very beautiful language though it is very tough to learn,” Jamotte said. “There is a certain beauty to gendered languages in that they have more complicated sentences and more letters, some people might find that nice.”

W h i l e appreciation in binary languages can exist, these conflicting identities make it difficult for queer people to feel seen, especially if they are native speakers.

“Spanish is really gendered so it can be really hard for people who are nonconforming or non-binary or genderfluid, because not only are they not given a space in their own culture– especially if you are Hispanic– but it actively excludes you,” Duran said.

“Representation in different languages is important because you don’t want to be pushed away from your or from a culture because it’s exclusive. You want people to be enriched by all cultures.”

Story art by Hope Callaghan.

said. “So where in English I can shift the sentence ‘She is tall’ to ‘They are tall’ [...], in Spanish I not only need a gender-neutral option for the pronoun, but also for that adjective. What I’ve heard, like with pronouns, is that there may be an effort to adjust the ‘-o/a’ masculine/femenine endings to ‘-e’ to make them gender-neutral, but that won’t always work.”

As much as Sequoia has welcomed ‘iel’ and ‘elle,’ IB testing has not

inclusion since Sequoia already preaches about inclusion regardless of gender identity and sexual orientation,” Thacker said. “I think it would be nice to see that in all of our classes and to show people that it is something that we as a school strive for, because I know it is.”

Difficulties as a teacher Gender neutral pronouns are common in English and are developing in gendered languages. Although, this change is more seen in America rather than in French and Spanish speaking countries. This poses conflict for both parties that understand new inclusive pronouns and those that do not.

“The hardest part is that it’s not widely spread in the French speaking world,” Kuttan

a c c e pt e d them or other gender-neutral pronouns in languages. If a student were to do an IB test and use ‘iel’ or ‘elle’ in their responses, they would be marked down even if it were grammatically correct.

“If we teach our [students] to write this way and then they take the IB test, are we doing a disservice to them?” French teacher Karina Chin (she/her) said.

Hopes for the future

said.

“It’s, in essence, a shame that I could take a gender-neutral kid to France and people might be [confused].”

It’s easier to accept singular ‘they/them’ pronouns in English because of a lack of grammar barriers; a small change from plural to singular has little to no effect on the rest of the language. However with French and Spanish, this simply isn’t the case.

“The hurdle for a romance language like Spanish [...] is that it’s not just pronouns that are gendered, but also adjectives,” Salvatore

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While the lack of validation from the Académie Française and RAE is upsetting, the movement of people that continue to fight for inclusion of multiple genders in the languages makes gender-non-conforming speakers remain optomistic.

“I feel hopeful about the progress that people are making towards creating genderneutral pronouns in Spanish and having options for gender-neutral language for non-binary people to use,” Wiggin said.

While we cannot write definitions into French or Spanish dictionaries, there are a lot of changes we can make here at Sequoia to keep gender-non-conforming student’s voices heard. Suggestions such as a short presentation introducing gender-neutral options and regular conversations on how the languages are evolving would be helpful to students that are gender queer. This way, resources can be given to students instead of them having to search for them on their own.

“I think it would be nice to see more

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Lost in translation

The opportunities and obstacles of Sequoia’s Native Speakers program.

Although the NS program brings many beneficial skills to students, being inclusive of all 21 variations and cultures within the Spanish language is difficult, and some students don’t feel seen in the curriculum.

“There are some times where our teacher kind of says one word, and then she explains what it means. And then I get confused because there’s different words that I use,” Rue The Native Speakers (NS) program at Flores, a pseudonym for an NS student, said.

Sequoia is an immersive experience that gives “So it’s kind of like, very confusing for me students who know and speak Spanish at home sometimes. So then, when I started thinking the opportunity to learn the grammar and about it, I realized that I had to just go with it. writing associated I couldn’t change it.” with it.

The confusion The Spanish between wording not language spans only affects students’ across 21 different I would say they should be a academic life, but countries, with little bit more aware of– like, their home life as each having its own well. not everyone speaks one unique culture and “It does vocabulary. NS tries language. And not everyone affect my to include all in its speaks a certain way. wording in curriculum, but it is school and not perfect. at home. So Rue Flores, sophomore “What we are every time I trying to do is break say one word, the barrier about my parents just one single country because we have 21 get confused. And they’re like, ‘What countries. We are trying to [...] pick and pinch are you talking about?’ And I tell the language, a little bit from each country to them what it means. And they’re teach a whole blend,” Julio Calles said, Spanish like, ‘Oh, we say it this way. It’s not II and III NS teacher. that way.’ And it’s taught like that To put this inclusion into practice, activities here in school, so it’s kind of confusing. are created from outside the standard textbook Sometimes you get mixed up,” Flores said. work, branching into current celebrations and NS students also hold passive mindsets issues as well. on which type of Spanish to use, toggling “We encourage them to get out there between the “España” Spanish that is taught in the world, get immersed in the culture, in the course and their home dialects such learn about the different foods, learn about as Mexican or Salvadorian Spanish. different traditions and events. It’s just a lot of “I just kind of keep it quiet because it’s like appreciation, gathering of not just what is in if I say this then they’ll be like, ‘oh, but this the textbook, but also what is in current day, is the way we’re saying this, the way we’re current events,” Evelyn Nadeau said, Spanish teaching it,’” Flores said. “There’s basically two and two NS teacher. nothing you can do about that.”

These readings were used to rectify In response to this “double conscious” culturally insensitive comments made during mindset of struggling between two different previous incidents at Sequoia. ways of speaking, NS teachers have made “We did a Día de los Muertos reading, and explanations, but they don’t fully acknowledge I actually loved it so much because I remember the students’ struggles.

[Mr. Calles] said that one day here at Sequoia “We talked about how it’s okay that you during the intercom, they said that it was like a say it a different way at home, but this is the Halloween celebration, and he was really mad vocabulary that’s being used in this unit. So, about it,” sophomore Sarahi Perez said. it’s good to know how to spell it right,” Nadeau

BY HAYLEE HUYNH Staff Reporter

...

“

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said. “I would say that we do accept their answers from what they have learned [outside of class]. We do let students know that there might be a variation of what they hear and how it’s written.”

Students understand the curriculum standard that has to be taught, but suggest other improvements that could be made to make the classes the fun and inclusive environment it seeks out to be. “[I would] probably include some ‘improper’ Spanish things,” Perez said.

“Because that’s what we mostly grew up with.

So it would be weird if it wasn’t [included].”

Other students think along the

s a m e lines of adding more awareness in the actual vocabulary taught.

“I would say they should be a little bit more aware of– like, not everyone speaks one language. And not everyone speaks a certain way,” Flores said. “There are multiple ways to speak it and although most kids here are from a certain type of culture, like Mexican and things like that, there is still some other diversity needed in the native speaker program. So I guess, be aware a little bit more of that. And not just focus on one specific way to talk.”

Graphics illustrated by djvstock.

Edited by Haylee Huynh.

Perdido en la traducción

Las oportunidades y obstáculos del programa Native Speakers de Sequoia.

El programa Native Speakers (NS) en Seq El programa Native Speakers (NS) en Sequoia es una experiencia inmersiva que da a los estudiantes que saben y hablan español en casa, la oportunidad de aprender la gramática y la escritura asociada.

El idioma español abarca 21 países diferentes, cada uno con su propia cultura y vocabulario únicos que se intenta incluir en el plan de estudios de NS, pero no es perfecto.

“Lo que estamos intentando hacer es romper la barrera de un solo país porque tenemos 21 países. Así que lo que estamos tratando de hacer es escoger y pellizcar el idioma, un poco de cada país para enseñar una mezcla completa”, Julio Calles dijo, profesor de

español II y III NS. Para poner en práctica esta inclusión, las actividades se crean desde fuera del trabajo estándar de los libros de texto, y se ramifican también en celebraciones y temas actuales.

“Los animamos a salir al mundo, sumergirse en la cultura, aprender sobre los diferentes alimentos, aprender sobre las diferentes tradiciones y eventos. Es sólo un gran aprecio, no sólo la recopilación de lo que está en el libro de texto, sino también lo que está en la actualidad, eventos actuales”, Evelyn Nadeau dijo, profesora de español II y II NS. Estas lecturas se utilizaron para rectificar

comentarios culturalmente insensibles pero así es como estamos diciendo esto, de la realizados durante incidentes anteriores en manera en que lo estamos enseñando’”, Flores Sequoia. dijo. “básicamente no hay nada que pueda “Hicimos una lectura del Día de los hacer al respecto”.

Muertos, y de hecho me encantó tanto porque En respuesta a esta mentalidad de “doble recuerdo [Sr. Calles] dijo que un día aquí en conciencia” de luchar entre dos formas Sequoia durante el intercomunicador, dijeron diferentes de hablar, los maestros de NS han que era como una celebración de Halloween, hecho explicaciones, pero no reconocen y le molesto mucho eso”, Sarahi Perez dijo, plenamente las luchas de los estudiantes. estudiante del 10mo grado.

“Hablamos de cómo está bien que lo Aunque el programa NS aporta muchas diga de forma diferente en casa, pero este habilidades beneficiosas a los estudiantes, es es el vocabulario que se está utilizando en difícil incluir las 21 variaciones y culturas esta unidad. Así que es bueno saber cómo del idioma español y deletrearlo bien”, algunos estudiantes Nadeau dijo. “Yo diría no se sienten vistos que aceptamos sus en el plan de estudios. respuestas de lo que “Hay ocasiones Yo diría que deberían ser un han aprendido [fuera en las que nuestro de clase]. Hacemos profesor dice poco más conscientes, como saber a los estudiantes una palabra y si no todo el mundo hablara que puede haber una luego explica un solo idioma. Y no todo variación de lo que lo que escuchan y cómo se el mundo habla de cierta significa. Y escribe”. luego me manera.

Los estudiantes confunden comprenden el porque hay Rue Flores, sophomore estándar del plan d i fe re nt e s de estudios que se palabras debe enseñar, pero que uso”, Rue Flores dijo, un sugieren formas de mejorar que se podrían seudónimo para un estudiante hacer para hacer de las clases el ambiente más de NS. “Así que a veces me divertido e inclusivo. parece muy confuso. Entonces, “[Yo] probablemente incluiría algunas cuando empecé a pensar en ello, cosas ‘impropias’ de la lengua de español”, me di cuenta de que tenía que ir con Perez dijo. “Porque con eso crecíamos en él. No pude cambiarlo”. su mayoría. Así que sería raro que no fuera La confusión entre la redacción no [incluido]”. sólo afecta a la vida académica de los Otros estudiantes piensan en la misma línea estudiantes, sino también a su vida en de aumentar la conciencia en el vocabulario casa. real que se enseña.

“Afecta mi redacción en la escuela “Yo diría que deberían ser un poco más y en el hogar. Así que cada vez que digo una conscientes, como si no todo el mundo hablara palabra, mis padres se confunden. Y son un solo idioma. Y no todo el mundo habla de como, ‘¿de qué estás hablando?’ Y les digo lo cierta manera”, Flores dijo. “Hay múltiples que significa. Y son como, ‘oh, lo decimos de maneras de hablar y aunque la mayoría de esta manera. No es así.’ Y se enseña así aquí en los estudiantes aquí son de un cierto tipo de la escuela, así que es algo confuso. A veces te cultura, como mexicanos y cosas como esa, mezclas”, Flores dijo. todavía hay alguna otra diversidad necesaria Los estudiantes de NS también tienen en el programa de hablantes nativos. Así que mentalidades pasivas sobre qué tipo de español supongo que sea consciente un poco más usar, alternando entre el español “España” que de eso. Y no centrarse sólo en una forma se enseña en el curso y sus dialectos caseros específica de hablar”. como el español mexicano o salvadoreño.

“Me gusta mantenerlo en silencio porque es como si digo esto, entonces serán como, ‘oh,

“

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