Not talking about Sony! page 16
Is the push for AP and AS classes increasing? page 22
How the media falsely portray the ideal woman and the misconceptions about beauty. page 28
Plan on surviving the end of the world? Read this. page 32
What does it mean to you? page 36
8-9 Faces & Jobs
10-11 Escape & Swag
12-13 Chuck’s & Cup o’ Noodles
14-15 News Bleed
16-19 Stereotypes
20-21 Construction
22-23 Academic Rigor
24-25 Art
26-27 What it feels like to love a girl for three years
28-31 Women as objects
32-33 Apocalyptic Survival Guide
34-35 Abandoned Short Story
36-37 Virginity
38-39 Sports Are a Metaphore & Sixth Man
40-41 Things fall apart
42-43 Senioritis & Siri
Cover Art by Charlotte McMillan
44-45 Military & Santa 46-47 M-A Goes Green & MArk Statement
Michael thinks. Maria draws. Sometimes offensive.
Nobody likes Wednesdays, so to help you get over the weekly hump, Michael and Maria make cartoons. We hope to lighten your mood and make getting through the week just a little bit easier.
Although the may not be blooming this time of year and the stress of may be overwhelming, we hope that can be your , even if you are staying home over break.
Although the may not be blooming this time of year and the stress of may be overwhelming, we hope that can be your , even if you are staying home over break.
Every day, students leave M-A in the afternoon for a variety of commitments: some just go home, some go to sports practice, some go to dance, others tutor or volunteer. But in addition to extra-curricular activities, about 10-20% of M-A students go to earn money from a paying job in the area. Students have the desire to work for many reasons. Mr. Gradiska, the work experience teacher at M-A states, students get jobs “mainly because of money. A lot of times kids don’t have parents giving them money for leisure. Also, some kids help their family by earning money for their family. Some students however, purely want the experience of having a job, even if it is just an internship.” Jack Boyle, a junior at M-A, says his job at Starbucks “started as a summer job to earn some extra cash and keep [him] busy all summer, but then [he] decided to continue working during the school year with fewer hours.” Ms. Kleeman agrees and says that students have jobs “for the money, to pay for gas,” to satisfy their desire to “take the burden off of their families for their own personal expenses (their phones), and to support their families in every way possible.” Naomi Pacalin, a senior at M-A, works at The Mix on Alameda de las Pulgas because she wants to “earn money, which [she is] saving for college.”
Gradiska expresses his disagreement with the “common myth” stating that jobs negatively affect students in high school. Gradiska claims, “jobs are very important in high school”, but assures us that he is not “saying everyone should have a job, but it is a very good experience for the students.” He says that, “students can learn responsibility, as they grow up faster, and learn more about the real world, as opposed to just having a regular high school experience.” He also confirms that “studies show that students who work part-time in high school do not have any significant lowering of their GPA.” However, “the small minority of students who work 30-40 hours a week show a slight decline in their GPA, but most students at M-A only work 20 hours a week.” He stresses that if “kids work too many hours (30-40 hours a week) they put too much pressure on themselves because it is too much for them to handle, and that in turn will negatively affect their grades.” A large number of M-A students work less hours per week than Gradiska estimates. Boyle says, “When I decided to continue working during the school year, I cut back my hours enough that I only work on
by Peter Freschi
the weekends, so that I have plenty of time to focus on my school work and [in turn] my grades wouldn’t be affected.” Pacalin says, “I work six to nine hours per week usually. Over summer or breaks I work ten to fifteen hours per week.” Ms. Kleeman also adds, “there is not really a correlation between students having jobs and their grades in school, but the students that do other extra-curricular activities outside of school claim to be more organized because of the fact they they have such a short time to do their homework.” While working at The Mix, Naomi Pacalin ensures that she does not allow her job to affect her school work; she says, “I [have the ability to] change my work schedule... so that I’m not working too much when I have a lot of schoolwork to do. I work less when I have big projects and more when I have less work to do.”
Ms. Kleeman states that “there are some students at M-A who do very poorly in school, have numerous tardies and missing assignments, but surprisingly do very well at their job. They put a huge amount of effort into their work, are always on time, and are very hard-working.” This idea is very thought provoking, deomstrating that these students have the ability to work hard, and be successful, yet choose not to put this effort into their school work.
When asked about how colleges view jobs, both Mr. Gradiska and Ms. Kleeman agree, colleges like the fact that students are working, and having a job can only be beneficial. Mr. Gradiska adds, “colleges respect that students do sports, and other extracurricular activities, but they also like that you are working.” Junior Jack Boyle expresses his enjoyment of having a job, “I love having a job, especially at a store like Starbucks, because it has helped me build my customer service skills and I certainly feel less stressed under high energy environments (long lines of drinks to be made and a store packed with too many people).”
A considerable amount of M-A students have parttime jobs outside of school for a variety of reasons: to provide them with extra cash, to save for college, and to help their families. As both Mr. Gradiska and Ms. Kleeman agree, having a job shows you have great responsibility and motivation to succeed later in life. If you have never considered having a part-time job in high school, think again! You might find something completely unexpected that you really enjoy.
by JP Nash
Drifting JP Nash
There is a bright light in the red, bloodshot eyes of a middle-aged man. An unknown policeman wants him to answer questions. However the man does not hear him. All he feels is a nauseous feeling in his gut and a pain in his chest such that he has never felt before.
Before that a man was running, tears flowing smoothly down his face. Behind him there were flashing red and blue lights. He ignored them and looked up to the beautiful, calm night sky. Then he stumbled and fell to the cold, rough ground.
Before that an elderly man calls the police after hearing the anguished shouts of some unknown person.
Before that the middle-aged man leaned against a tree. He couldn’t interpret his situation and yelled out in pain and frustration. He then looked back at his house and resisted the urge to throw up. Instead he decided to run. To where did not matter, all he knew was he couldn’t stay where he was.
Before that the man closed his eyes trying to shut out the reality and turned around to walk out the door of his house. On the way out he stepped on the neck of a broken champagne bottle, breaking it into many, sharp pieces and then wobbled out the door.
Before that the man held the head of his wife in his hands. He put his tear-soaked face to hers wanting her to comfort him. She did not. She did not move. She did not comfort him. There was nothing left in her. The husband turned his head to see his 7-year-old son in a doorway to the hall. He couldn’t take it anymore. He stepped away from his wife.
Before that he entered through the front door of his house, a champagne bottle in his hand for a small celebration. He called out to greet his family and took off his suit. However he did not hear the usual call back from his wife. The smell of a fresh loaf of his favorite bread teased his senses and enticed him into the kitchen. When he entered the kitchen his vision narrowed in on the fresh sourdough bread on the counter. However, as he hurried over to it he tripped on something and fell. Out of instinct he dropped the champagne and grabbed the counter to catch himself, leaving the drink to fall and shatter on the floor. After steadying himself he looked down at the broken bottle and swore to himself. Then he looked back to see what had tripped him. It was a gun. Next to the gun was a hand, the hand of his wife, a hand that he was used to seeing so colorful and full of life, now lay limp and pail. There his wife lay, like a cheaply made doll. Her eyes were glassy. Her hair was wet and yet still looked so beautifully wild, framed by the stained-red wooden floor. He turned away hoping to wake up from this nightmare, but all he saw was his son. Lying on his back in the threshold of the hallway with a maroon gunshot wound in the middle of his chest. Dried blood left a dark red trail from his mouth to the floor like his son’s favorite train set. But the man does not go over to his son. He does not want to fall for these mirages that his mind is using to try and trick him. The man just looks down at his dead wife as the first tear falls from his face.
Before that
Samuel rushed home to celebrate his promotion.
by Amy Taeaotui
Swag n. /swag/
Appearance, style, the way he or she presents his or her self; the way they walk, talk, and dress; born with a trait of walking proud in self-confidence; a unique representation of one’s self. Swag is having the innovation to invent your own style. Swag is not an item. It is not an outfit you can go out and buy. It is the pride and confidence you have in yourself and showcasing your individual style.
“People try so hard that they are all being the same. They look at each other’s style, copy and repeat.”
-Charles Washington Jr.
Looking at aspects of Menlo-Atherton High School, we not only lack school pride, but self-confidence as well. We may sugar coat and put it off, but in the end, we honestly are not solving anything. Students speak of Swag, but do they truly understand? They say they have the style and look, but they lack the confidence, the main ingredient to that swagger juice. You can be sexy, have the latest style, talk the slickest talk, but without the confidence, you’re just another mannequin. Senior Webb Henninger agrees that “Swag is not an article of clothing, it is the confidence you hold.”
Searching for a student with style and confidence was difficult. Either you had the style and lacked the confidence or vice versa. I almost gave up hope until swag itself bumped into me - Charles Washington Jr., from top to bottom, can definitely say he has that swagger going on! I sat down with him the other day so he could explain the true meaning of swag to me.
In his honest opinion he clarified that, “Swag is your style. Being classy and unique. Most of all, being yourself [and] having confidence.” Like any other human being, Charles has a “Swag item”. His most swagged out item that he treasures, “is [his] personality. This is [his] trait of style. Being [himself]. [He does] not care of what others think because they are either hating or replicating.” I guess you are just born with it. So when I asked him if he has a “Morning Routine” to get swagged up, he simply replied, “Its not a planned out thing, I just put on whatever. You know how they say you are what you eat? Well you are what you wear. It portrays your confidence and style.” However, when I finally broke down to ask if our dear Menlo-Atherton had swag; he became solemn. He gave an honest observation. “Hell-no! People try so hard that they are all being the same. They look at each others style, copy and repeat.”
However, Charles left great advice that I hope you all take seriously, “Just be yourself. Do not copy others, or their style. Have confidence. It all leads back to your style. Have original thoughts and show them off! Give that look of confidence and own it!”
Charles knows all about Swagger and represents it with pride. He has the right balance of everything. He presents himself with the pride that lets you know he is being himself. He makes it known that appearance is all about personality. You may have a sexy, allout style, but it does not mean anything without being yourself. You are what you wear, so get comfy. Do not care what others think, they are just pulling you down. Stay fresh and unique but most of all, be yourself. That is what Swag is all about.
Senior, Charles Washington Jr.
PHOTOGRAPHY Amy Taeaotui
by Leland Callahan
1:45 AM, you can’t sleep as cold sweat drips down your neck and the craving for donut holes rips at your soul. “I’ve contemplated many times taking my parents car to Chuck’s during my midnight hunger rage, then I remember I always keep twelve donut holes in my sock drawer at all times,” recalls M-A sophomore Grant Henninger. Chuck’s Donuts is a 24-hour donut shop located on Woodside Road that serves as a local hangout for many M-A students in need of a safe haven or a mere late night snack. However, for some, it’s much more than that. M-A sophomore Brett Moriarty states, “I go there two times a day easy. I tried Krispy Kreme for a while but it just didn’t do it for me, that’s when I found Chuck’s.” The out-of-this-world prices and the 24-hour service that Chuck’s provides appeals to Moriarty. He says, “$1.50 for twelve donut holes, the prices are incredible. It’s open 24 hours which is convenient. Me and my friends have been there many times at 2 AM to get a late night snack, there were some sketch people and some hobos sleeping there though.” In comparison to other donut shops Brett says, “Seventy-two donut holes for ten dollars, where else can you get that?” Henninger is also an avid customer of Chuck’s to say the least, “It’s just a great atmosphere, there are a lot of different types of people, and of course donuts.They have every kind, it’s like heaven in there.” When asked about other donut shops Grant responds, “Absolutely not! The fact that M-A promotes a donut club that hands out
trash from Happy Donuts makes me ashamed to be a bear.” Chuck’s Donuts’ neighbors include many other favorites such as Dairy Queen and KFC. “I can get two-dozen donut holes at Chuck’s, a Blizzard at DQ, and some popcorn chicken at KFC all for around ten dollars, it’s like a dream come true,” says Moriarty. After asking the opinions of many people, the same convincing proclamation was made. Go to Chuck’s. And from Grant and Brett, “Don’t go to Chuck’s, more for us.”
by Cayla Stillman
Let’s face the facts, the cooking of any gourmet chef is just incomparable to the fine taste of Cup o’ Noodles. The 75 cent alternative is a quick and inexpensive way to eat lunch. Cup o’ Noodles has become the student store top seller. They are sold everyday at lunch and can be heated up with just the turn of a faucet in B-21, the leadership room. Tessa Dignium, sophomore and worker at the student store, said, “We sell about 60 to 70 [cups] a day. Chicken is the most popular flavor.” That is approximately 11,700 Cup o’ Noodles sold each year, and 12,694,500 milligrams of salt consumed each year. The student store makes around $8,775 in a school year entirely due to the sale of Cup o’ Noodles, which makes up about 60 percent of the student stores’ total profit.
This obvious food staple has extreme affects on the M-A student body. Many students rely on Cup o’ Noodles for their lunch. Freshman Alaina Kleck says “It has been my favorite part of freshman year so far. They are delectable.” Although it is lacking in nutritional value, many students depend on Cup o’ Noodles to power them through the last hours of the school day.
It was a tough time for M-A students when the sale of Cup o’ Noodles was suspended. They were taken away because pieces of styrofoam were scattered all around the green, and the peas and carrots were clogging the drains. Heartbroken by the loss of his favorite product, sophomore Brian Keare says, “The loss of Cup o’ Noodles was devastating because they are an essential part of my diet.”
Back when most of our parents were kids, they turned on the radio, watched the evening news or fought for their turn with the family newspaper to find out what was going on in the world. Today, we have instant access to a dizzying array of media choices. But, do we have the skills and time to sift through them? Are we thriving in the so-called ‘Age of Information’ or have we simply become the compliant profit center of internet companies and social networks? M-A students are media savvy. It is hard to tell, however, if a high school student scrolling through headlines, impulsively clicking, is actually interacting meaningfully with the myriad sources of available information. For many, it is a question of where they get their news and what their interests are. For some, like freshman Sabina Vitale, current events are emphasized in her World Studies class. Beyond that, Vitale browses articles when looking at email and “occasionally read[s] the New York Times” on weekends. Vitale concedes that often the stories that catch her eye run towards “genocides and mass slaughtering,” and she is not alone. Junior Risa Hammel follows stories “about societal issues,” but is not a fan of politics “unless there’s something about violence.” Juniors Becca Sanchez and Tom Liggett read the news daily, with Sanchez preferring a mix of print and online sources including the New York Times, The New Yorker, and CNN and Liggett turning to the New York Times, the Economist and BBC. Sanchez and Liggett veer towards articles about “global issues and impactful events.” Both note that they stay away from frivolous themes and celebrity gossip, as summed up by Liggett’s statement that he does not “care about Kim Kardashian’s sister’s handbags or some blowout Little League game in Arkansas” just because they pop up on his email carrier’s homepage. When it comes to content, these M-A students are trying to pack in quality media and compelling information, in some cases with limited time to spare. High school students have become notoriously busy, particularly as the years past. Vitale, a freshman, notes that she probably has time to pursue more news, but will often “choose to do other things,” while Hammel says that she “could spend a little while longer trying to educate [her]self,” but does not have an endless supply of time. Sanchez also wishes she had more free moments to devote to the pursuit of news, though Liggett feels that the 30 or so minutes a day he spends is sufficient. Still, he believes that some news items, notably those about economics, are challenging to analyze. As Liggett puts it, “finance is so convoluted with terms and statistics that it’s hard to understand what is happening…this complexity makes people think they understand economics when they really don’t.” Whether due to a lack of time or expertise, students are confronted with so much information that it may yield more questions than answers. The unending supply of news on the Internet leaves some students overwhelmed, and this can lead to purposeful tuning out. Even when students are genuinely curious, cutting through the noise to find the truth can drain their over-committed energies. Remaining somewhat uninformed in the face of the information overload is not necessarily attributable to adolescent ennui; it is often a practical choice. Junior Vanessa Wijaya, by her own admission, is “not an avid current event” seeker. She explains that she does not “have a lot of time for mindless browsing.” At times, freshman Eliza Gutierrez-Dewar feels behind on current events while juggling volleyball and school work. She often feels that she is “not hearing about political things going on,” but acknowledges that she chooses not to actively pursue the information. Unfortunately, even sites that are purportedly vetted invite prolonged surfing, which does not fit into the hectic days of many students. Advertisements, film trailers, and opportunities to engage in commerce add to the distraction. As one student puts it “simply having more time
doesn’t necessarily mean [it] would be used to find out [more] about current events.” Some find it wiser to learn about important news in the normal course of their day because it is simply more efficient. When students go to the internet for news, the question of bias and editorial quality should be at the forefront. So many sites on the web are a smattering of sensationalism, self-publishing and entertainment that it can be difficult to extract disciplined journalism. Many students “just read it, and that’s it.” Spending more time considering the various biases in play is often not on the agenda. For those students who go to multiple sources for their news, biases may be easier to uncover. As Sanchez notes, “if you read a few different sources and then take a step back, you can see how the subtleties work themselves in and sometimes if a story is blatantly in favor of an opposing side, it’s obvious.” In the end, for students who are too busy or sticking to just a source or two, there is some danger that news from the internet goes unfiltered. With all of the changes to media access and the explosion of free-flowing information on the internet, the perspective of experienced M-A faculty offers some insight. English teacher Ms. Kane believes that with the advent of the internet and mobile communications “those that are interested in current events are probably better informed,” but that “even though students have easy access, not all of them will be.” Kane notes that being well-informed takes some effort. As she puts it, “You can’t just read one article or one headline; you need to read many different sources and have a sense of why events have evolved in a particular way.” Kane points out that a good critical reader will consider the source and be aware of biases, also cautioning that “if all you read are highly biased sources, learning becomes considerably less productive.” In Ms. Kane’s estimation, good critical readers will do research if news doesn’t connect to their general understanding and maintain the ability to discern “between propaganda and information.” In sum, Kane’s theory for maximization of learning in the Age of Information is to “read a broad swath of new sources” with a “healthy dose of skepticism.”
World Studies teacher Mr. Cotter offers the opinion of one who emphasizes the analysis of current events to assess how his students apply what they’re learning in class to the real world. He acknowledges that his teenage students are likely to be interested in news items that are controversial and relevant to them. A sign in his room reads: “To censor controversy in the classroom is to tell our students that they will not learn in school what people care most about in life.” Cotter believes that because students “have such easy access to the news it’s easy to take such information for granted and not process it. However, once a person gets in the habit of keeping up with the news, particularly now that it is so easily accessible, it’s hard not to find what’s happening pretty fascinating and become a news junkie.” Mr. Cotter lauds the “infinite creativity and resourcefulness” of his students, who have led him to “all sorts of amazing apps and digital resources.” While it is clear that Mr. Cotter is doing his media homework, the question still remains about whether copious media is producing students who think critically. Cotter suggests that students “have become better critical thinkers in some ways, because they realize that anyone can post anything to the internet and they’ve become somewhat skilled at sorting through all the junk.”
Teachers and students are contending with a flood of information. Some of it is rich and some is trash. The fascinating modern problem is that in order to extract meaning from so much instantly available information, we have to work harder than ever to be truly well-informed. So much of what we see on the pages we visit is biased, unedited or a front for greed. We need to hone our critical thinking skills to find the truth.
Editorial by Samantha Bloom
Max Goldenstein Presents:
Max Goldenstein Presents:
Apparently there is a di erence between candy and “Kandi,” and wearing a bracelet of Reese’s Pieces to a rave is lame. Getting that out of the way, I am not entirely certain what on Earth a Raver Girl is.
A er months of debilitating research in the abandoned warehouses and dockyards of Oakland, I have come to the conclusion that the stereotypical “Raver” cannot actually be seen by the naked eye because the juxtaposition of highlighted clothing will blind the average human.
As mentioned before, Kandi (aka SUPER COLORFUL BRACELETS) is also a huge aspect of the religious rituals that follow the typical Raver. Ravers will gather in great numbers in order to swap Kandi with one another through a dance of peace signs, hearts, and holding hands. ose who cannot complete the dance are labelled “posers” and immediately removed from the ritual, for they are not worthy.
As for the attire, just look at the picture. I am not sure if Ravers gather to one single bedazzler or if the initiation of the Raver involves buying your own, but you had better expect to have some sort of sparkling clothing. Also, if you can’t a ord high lighter colored shirts just buy a white shirt and highlight it yourself, annotating “A Brave New World” will have
So all you Ravers, keep on supporting your local abandoned buildings and remember to always follow the wise words of PLUR (Peace, Love, Unity, Respect, and no, I didn’t make
Hey ladies, recognize the picture? Yeah, it’s every pro le picture you have ever uploaded to Facebook. Let’s get started.
Despite all of my in depth research, the carbon-copy girl has had me stumped. A er a week of trying to blend in, I made friends, got in ghts with friends, lost friends, had fake friends, got cyber bullied, made up with friends, lost them again, and nally found myself in a six-foot ditch surrounded by Silver-Back Gorillas in a form of “Blood Sport” ritual. Needless to say, you ladies really know how to party.
You know who you are. Or maybe you don’t, considering you are standing on the green in a circle of y other guys that look exactly like you.
A er much analysis I have concluded the life of the carboncopy boy must be incredibly stressful. Every morning, these men must wake up in their beds and start the debilitating decision process that is choosing which college sweatshirt to represent today. Cal Poly or Stanford? Princeton or Tu s? Chico or Yale? e possibilities are certainly endless. Plus, they must decide which pair of basket ball shorts would t the day best. Sure, one is blue with a white stripe along the side, but the other one is black with a red stripe. Might as well just go for the red one with the white stripe. en just wrap up this present with some old running shoes and the wardrobe is complete.
A er experiencing this week of carbon-copying, I also found out some more interesting quirks people seem to not notice. First o , carbon-copy girls hate anything that isn’t a neutral color. is leads them to wear only black Northface Jackets, low cut white tops, black leggings, and brown, rolled down Uggs. Perhaps on that chance day they will spice it up and wear a bright blue Northface, but those are only for major holidays. Second, when the carbon copy girl is not walking, she must stand with her hand on her hip, butt sticking out, and chest pronounced just in case anyone is about to snap some super cute Facebook pics :P. I mean, it is a huge hassle to have to beg your friend to take o that picture where you look like you have a double chin, so you might as well look good all the time. Finally, like, it’s a requirement like, to say like, “like” a er like, every few words. Like, for example like: “I like to like like Tommy because like, he like likes kitties and like I like kitties too. LIKE COOL!” So like go buy a Northface and be prepared for the ride of your life!
As for social encounters, these ne men have only two things on their minds at all time: sports and education. Depending on the circle of carbon-copies, the conversation could revolve around what people got on that really hard question o the quiz or how “wet” Andrew Luck is.
But don’t be scared, underneath their hostile exterior, these men are just boys in college clothing. So take a chance, and permeate the membrane of any of their exclusive Green Gatherings.
Done listening to the new Bon Iver record on the USB record player you bought the other week? Or maybe you actually came out from under the pile of overpriced, gaudy sweaters you have been hiding under. Diagnosis: Urban Out tters has opened up in a mall near you.
It’s pretty funny actually, a month ago you were making fun of the cardigan and tie that weird kid was wearing, yet today you are reading this article with the non-presciption glasses you never thought you would don on your 20-20 eyes. Also, everything you own now has an owl on it, but you don’t really recall what happened there either. e story was probably pretty obscure. You’ve probably never heard of it.
So how can hipsters be hipsters if everyone is one? I mean, you walk down the street and see the mirror image of yourself in a seasonal sweater and oxfords (or for the ladies, a jean dress with military boots will do ne). In fact, maybe the hipsters nowadays are the people wearing basketball shorts and college tees! If you really want to be a hipster, drop your old school iPod which is probably playing Maroon 5 (you say it’s Su an Stevens), wipe o the fake mustache you drew on with sharpie and try establishing your own sense of being without conforming to the thing that you made fun of months prior.
*No Wanna-be Hipster is not within ve feet of his reusable Urban Bag a er buying a $70 sweater you could nd at a thri store.
by Joanne Cho and Lindy LaPlante
The
unmistakably huge steel foundation located right by the field for all to see has sparked much curiosity amongst the M- A student body. This ongoing construction is to be a facility solely focused on our Media Arts program. Mr. Zito shared his excitement for having a building dedicated to “21st century type classes.” The lucky electives that will relocate to the new building include Journalism, Video Production, Digital Animation, Digital Photography, Web Design, and Computer Academy classes.
This two-story, 10,000 square foot complex will benefit the whole student body with its newly revamped snack shack and bathrooms near the football field. The building will also provide an official ticket stand and walkway for M-A’s sporting events. This cut-out will lead into Coach Parks Field. Inside the building, there will be a total of five classrooms, two multimedia computer labs, and one conference room.
Along with the accommodations of a new classroom, the electives will also receive an extension to their general use room that is specially designed to suit that specific class. Each studio will contain different elements such as a green screen for Digital Photography, and a sleek new control room for Video Production classes. Keeping the students in mind, Mr. Zito decided that it was best to create barriers between the classroom and studio to “avoid distracting the students from the cool, new equipment.”
When asked about student use of equipment, Mr. Rubin said that he and his students “understand how fortunate [they] are already to have such nice equipment at [their] fingertips everyday.” He also displayed his trust for his students when he said that having “more brand new equipment will only heighten [their] need to take care of the building and equipment.”
Mr. Giambruno explained that, “computer labs have been tucked away in the corners of this campus.” He is excited that M-A now finally has “a central headquarters” for the overlooked Media Arts. He shared his wish list for “Macs and a brand new TV studio to produce the News and other programs for all M-A students to enjoy.”
As a massive 6.2 million dollar project, Mr. Zito has high hopes for its success as it is expected to be finished by June of 2012. However, in order to ensure its perfection for student use, the date of completion is still subject to change. Until then, students can look forward to the opportunity of learning in the brand new Media Arts building this upcoming fall.
CAUTION CAUTION CAUTION CAUTION CAUTION
CAUTION CAUTION CAUTION CAUTION CAUTION CAUTION CAUTION CAUTION CAUTION CAUTION
byFionaGutierrez-Dewar
The choice of which courses to take plagues the minds of many students every spring when class sign-ups for the upcoming year begin. It is true that many students do not take AP (Advanced Placement) or AS (Advanced Standing) courses, either because they are not at the level or out of an intentional choice not to. However, a sizeable amount of the student population decides to enroll in harder classes than their grade level ordinarily demands. This yearly push for students to be placed into more AS and AP courses slowly raises the bar of what students feel they must keep up with in order to compete with the growing academic rigor of their class. Ironically, often it appears that fewer people end up in the supposed regular grade level courses than in other more advanced alternatives. Growing advanced level classes pose both potentially beneficial and negative effects for students.
Menlo-Atherton Vice-Principal Mr. Lippi has collected school records of advanced class enrollment from the past four years. These records indicate that enrollment in AS and AP courses increases yearly. In 2008 out of a total of 2,089 students attending M-A, the AP enrollment totaled 855 and the AS enrollment totaled 979. Now, just four years later, out of the 1,985 students attending M-A, AP enrollment has risen to 1,007 and the AS enrollment to 1,146. This data exhibits a clear increase in the number of advanced classes now being taken. This increased enrollment stems from many influences, ranging from a desire to boost GPA for university admittance to AP classes providing highly beneficial and actually applicable information. Regardless of the reason, AP and AS classes pose an attraction to many students. Often times however, these hard levels of classes are excessive. Nonetheless, students feel pressured to “keep up” with the rest of the population
so they take the advanced courses anyways. If these challenging courses were not offered at school, presumably most students would not look to universities and try to enroll in unnecessarily advanced university level classes. However, now in order to keep up with the intelligence of the school population, a student, even one who may not otherwise, takes the highest level courses offered. Freshman Danielle Balestra remarked that “once you get off the AS train it is hard to get back on.” She feels that she therefore has no choice between AS or regular classes this year. If she wants to have an admirable transcript for university applications filled with advanced level courses by the time she is a senior, she must start in AS courses immediately. AP courses are not offered at M-A for freshman, but a wide range of AS or other advanced classes are. To be placed into these classes freshman must score well on middle school CST (California Standardized Tests) and be recommended by their middle school teachers. Once at M-A classes may shift, but to continue into AP courses in following years students must do well in their AS or advanced classes and be recommended by their teachers as well. If students do not receive teacher recommendations yet enroll in an AP anyways it can lead to immense stress if the student realizes he or she actually is
not well prepared for the course. On the whole, counselors and teachers do their best to recomend students to where they feel the student will attain success and disregarding their advice to get into another AP, while showing drive, can be unwise.
If one stops and considers what AP courses actually are, they technically are meant to be college level courses. If these courses really do attain college level difficulty then it seems quite outrageous sophomores in high school are enrolled in AP classes such as AP European History offered here at M-A. This is three years before they would theoretically attend college.
On the other hand, Menlo-Atherton English teacher Ms. Strub says, “I believe that an authentic sense of accomplishment is only achieved when one surmounts obstacles and/or challenges to achieve a goal. Self-esteem is earned through effort, in other words, and pushing oneself is the best way to feel strong and capable.” Therefore, AP and AS classes while a potential stress factor also serve to boost students’ confidence when they succeed in such difficult courses. Many students enjoy the competition and rigorous learning so the advanced classes are compatible with their mental capacity. M-A pre-calculus and integrated math teacher Ms. Reklis even has one freshman, Matt Baszucki, in a class ordinarily directed toward junior students. Ms. Reklis recognizes that there are both good and bad aspects to this advanced offering to students. She notes that overall she thinks the higher levels are compatible with students abilities. However, Reklis also believes “there are definite pitfalls to that, there are definite advantages but there a lot of things... like [she] see fractions getting skipped over...because they are trying to push more advanced classes earlier and earlier because they’re trying to get to algebra. “
It is not uncommon for incoming freshman if they started in algebra I as freshman to take geometry over the summer in order to return in the fall as a student in algebra II. At Menlo-Atherton feeders, Hillview Middle School and La Entrada, there are even eigth graders taking geometry, a class that sophomores often take. Overall, pushes to be in harder
classes exist in abundance on campus. The Sequoia Union High School District is also striving to encourage AP’s accessibility to the entire student body, not simply the top percent of students. This effort could raise overall the schools GPA, but whether or not this push will be good for students on a mental and stress level is debatable. In general, many students are conditioned to consider a C, which once meant average, as a less than desirable grade. Both freshman Whitney Nelch and Danielle Balestra confirmed that they are only happy with A’s. Most academically driven students now feel an A is the only grade to be proud of. Junior Katherine Hayse echoed this sentiment as well. Hayse, enrolled in four AP courses this year: AP French, AP Language/ Composition, AP Biology, and finally AP Computer Science; says that “everyone knows junior year is time for a challenge and you have to start working harder…rigorous courses help prepare you for college.” When asked what she though about AP’s, she felt that obviously it would be nice if they did not exist at all, but the extensive offering “makes M-A a better school.” She supports this advanced academic caliber present at M-A, even if it means she must take many AP’s.
When comparing past academic environments with current ones, often people conclude academic pressure did not previously exist as intensely as it does today. Justine Brady, grandmother of M-A student, says she often recieved Cs as a student and, surrounded by many students bragging about A’s, found it upsetting. M-A English teacher, Ms. Strub, who attended Woodside High School, graduating in 1977, recalls having taken two AP courses her senior year, AP biology and AP literature. Strub says “I was very academically driven, and mortified if I got a “B” -- which I did in only one course, driver’s ed. I was a straight A student... getting a C would have been completely unacceptable for me and my parents.” It appears therefore as if academic pressure has always been prevalent. It tends to depend on personal student opinions and each school’s individual setting, but pressure may still be slowly increasing.
This gradual trend toward more and more rigor in course work seems to reflect the increase in university admissions competition. Now that more and more students are educated and successful in school, many students feel they need to do better than just “good” to stand out in the sea of eager applicants. Students need to take the hardest classes in order to obtain the highest GPA.
M-A college counselor Ms. Duran has records that show students this year must receive over a 4.0 GPA to be part of the top 10% of the grade. In 2008, a solid 4.0 GPA was
the cut off for the top 10%; now this perfect 4.0 GPA no longer makes this cut. In order to be in the highest academic division it is no longer enough to receive straight A’s in regular classes. These astonishing trends could easily explain students taking five weighted classes in one year. This goal to reach the highest GPA presents a problem by encouraging students to work for grades and not allowing them to love the educational process.
M-A in particular is a highly competitive school. The Sequoia Union High School District overall is pushing more AP classes which does not necessarily translate into success in AP passage. M-A, however, has the highest AP passage of all other schools in the District, reflecting an advanced and intelligent student body. According to Ms. Duran and affirmed by students as well, the AP teachers at M-A are particularly exceptional. Student Alyssa Sterns who attended M-A freshmen, sophomore, and part of junior year now attends a close rival Woodside High School. She felt differently about classes at M-A claiming “M-A is much more punishing in academic rigor…I was so unbelievably stressed at M-A, and didn’t feel like I was learning much,” yet at Woodside she feels she “is learning a lot as well as not being stressed.” The fact that many incredible teachers teach the APs at M-A does not change that students still undeniably suffer from stress.
There is no grand solution to the broken educational system that stresses high GPAs and continuous inter student competition rather than pure learning. While AP and AS classes provide important, advanced academics leading to future success that cannot necessarily be attained in lower classes; they also create numerous pressures. Perhaps this pressure is worth the valuable educational gains, but, then again, if students are taking the class only to boost GPA, that leads to additional stress and undermines the objective of learning. Strub believes that despite the fact that M-A increases its rigor and academic achievements every year, “given the direction the District is steering us (lockstep, watered down curriculum), M-A is going to rapidly fall behind neighboring schools in terms of academic rigor.” The pressured academic society now based on entrance into elite universities is overwhelming but seemingly unavoidable for students in the current education system. To engage in the academic race or opt out presents a tough dilemma. Ultimately the District directs students towards rising rigor but students need to stop and consider their own course.
It feels like someone was shoving their hand into my mouth and burning a hole through my tongue with their lit orange cigarette butt. All I could taste is burning flesh and hot ash. It felt like I was a computer stuck on some sort of default setting, so that her name was all that I could think of: when I got up in the morning, when I concussed myself running into a metal pole and split my eyelid open, when I biked to and from school, the cold morning air whipping past my face and ruddy cheeks, when I watched a movie with her, my head a few inches from hers taking in the red of her hair and the faint smell of lemons, when I went to bed each night, eyes open, when I sat in an airport passing time, when I was hiking through the hills of northern California and camped beneath a sparkling lake misty strung with wisps of morning fog, when I sat in class thinking of thirtyfour better ways to spend my time (she’s number one). Suddenly she was everywhere: street corners, restaurants, hallways. I went mad whipping my head round to see that telltale shock of red hair turn a corner. The worst part was when she started dating someone else, secretly. I saw them turn the corner around the edge of the G-Wing past the bike racks and felt like someone had torn open my ribcage and stomped on my heart with metal cleated shoes, the same way they press grapes into wine. That moment hot, salty tears of desperation and realized fears poured from my eyes and I took refuge in the gym lobby to scribble until my hands shook too much to write any more and my breath came in ragged gasps. I felt betrayed in the darkest sense of the word; betrayed by some sort of unspoken mutual trust whose existence I had taken for granted and who’s fleshed out words or meaning had never quite crossed my mind. I had waited for her, hadn’t I? Every voice turned to hers, every gesture, every eye and I found myself awash in a sea of loneliness. God help me I’m still drowning.
by Gavin Rea
53% of 13-yearold girls are unhappy with their bodies.
That number increases to 78% by age 17.
“Not only are girls seen as objects by other people, they learn to see themselves as-Jeanobjects.”
Killbourne
Have you ever wondered where female insecurity comes from? Does it just magically pop into our young brains and whisper “you’re not good enough”? There is actually a very logical answer to these questions. The media; radio, books, newspapers, magazines, movies, TV, everything around us influences our thoughts, and especially those of us teenagers. Adolescence is a time in the human development when we are most susceptible to outside influences. When all of these outside influences are vying for our attention the media continually uses whatever will catch our eyes, creating more and more ridiculous and unreal methods. Women with perfect lips, huge eyes, and larger than life eyelashes give us an unreal idea of beauty. How is that fair? This unreal image of how women and girls are “supposed” to look has created deep problems. Isn’t it shocking that 65% of women and girls have an eating disorder, 17% of teens engage in cutting and self-harming behavior and rates of depression among girls and women have double between 2000 and 2010? TV and movies depict women in positions where they are valued for their looks and youth but not necessarily for their achievements. Only 16% of protagonists in films are female and even when the protagonist is a woman, if you watch carefully you will find that the plot actually revolves around a man. Viewers seem to just accept this. We don’t ask, “Why isn’t that character a woman? Why not have this story revolve around a girl?”
This acceptance that women are a backdrop, merely there to be eye
candy has been ingrained. U.S. women spend $12,000 to $15,000 a year on beauty products and salon services. The number of cosmetic surgical procedures performed on youth under age 19 more than tripled from 1997 to 2007. The average face-lift costs $11,429. That’s enough for 5 years at a community college, 2 years at a state university, or 1 year at the University of California.
Leadership is another place where we see a lack of women. Women make up 51% of the U.S. population yet comprise only 17% of Congress. Only 34 women
have ever served as governors, compared to 2319 men. This lack of political leadership by women stems from insecurities enforced by the media. If women believe, even subconsciously, that they are only worth their outside qualities, would they have the strength to become a strong leader? Probably not. But whenever a politically active woman is on the news it is more likely that they are talking about what she looks like rather than what she says. When Sarah Palin
was running for vice president, she was asked about breast implants and other rumors rather than her position on political topics. If the news station was interviewing a man running for vice president, they wouldn’t ask him where he got his ties, or whether he takes Viagra. Seeing this difference in treatment of the genders in power is alarming and disrespectful. There was even talk on Fox news about the
“You
can’t be what you can’t see.”
-Marian
Wright Edelman
downside of having Hillary Clinton in the oval office. Bill O’Reilly asked a guest about it and the guest replied,
“you mean besides the PMS and the mood swings.” While 67 countries in the world have had female residents or prime ministers, the U.S. is not one of them.
This perception of women doesn’t just affect females. Boys and men get the idea that the most important aspect of a woman is her looks. The harsh treatment of women by men is perpetuated because
men are supposed to be “super masculine, in power, in control” when really that is a definition of men created by the media that is also unreal. Combined with the unrelenting violence in TV, movies, music, and video games, the treatment of women is skewed.
►1 in 4 girls experience teen dating violence.
►1 in 6 women are survivors of rape or attempted rape.
►15% of rape survivors are under the age of 12.
►Rape survivors are more likely to suffer depression, abuse alcohol and drugs, contemplate suicide.
►1 in 18 men in the U.S. is behind bars or is being monitored.
The media shows us a world where women are thin and always sexy, where men are in control and extremely masculine, where violence is acceptable, and we believe the world they give us. This world is not real. Women come in all shapes and colors, they have strength and beauty and intelligence. Men don’t need to be brawny and insensitive, and violence is never the first choice. Don’t take the world the media gives us, question it and never compare yourself to anyone else because no one can be you.
All of these statistics and quotes come from the movie Miss Representation, a movie written and directed by Jennifer Siebel Newsom that exposes the media’s hold on youth viewpoints of women and the under representations of women in positions of power. The movie interviews Condoleezza Rice, Nancy Pelosi, Katie Couric, Rachel Maddow, Margaret Cho, Rosario Dawson and Gloria Steinem who give stories and viewpoints of the media- the most influential force shaping our future. The movie has featured in film festivals from Dallas to New Zealand to San Francisco clearly showing the importance of this issue. Miss Representation is coming to the M-A PAC on December 8th for a showing during school hours and again on a date to be determined in the spring. MA
Anna de Benedictis
Women have fought for years to gain equal rights as men and boost the view of females in society. In recent years, however, society has been backtracking at an alarming rate. The mainstream media’s representation of women as objects solely to be used for their physical attributes is setting bad examples for the youth of America. It also discredits the women who do hold a position of power (in government or otherwise).
Most mainstream media sources usually support female stereotypes.
“Even things as seemingly innocent as Barbie dictate how a woman is supposed to look, act, and behave,” a student said. “It makes students feel pressured to become something they are not, and feel insecure about themselves.” They portray women as ditsy and sex-obsessed: women show five times more skin in G- to R-rated movies than men. There are not as many leaders for young girls to look up to: fifty-one percent of the US population is female, but they make up only seventeen percent of Congress. This statistic may be a result of the
media’s propaganda, since female politicians are often spotlighted for their looks or lack of intelligence, instead of being recognized for their good works. For example, during Hillary Clinton’s campaign for president in 2008, there was an equal amount of buzz about her run for office and her rumored plastic surgery procedures and what lipstick she wore! Sarah Palin also faced more criticism for her social missteps than her political platform. Continuing to put down females instead of cheering them on may have detrimental repercussions in the future.
Negative, or otherwise false, portrayals of women might influence viewers to believe that it is okay to think of women in this way. As a result, those influenced by the media may begin to subconsciously believe that women are lesser people, and subsequenty treat them as such. Since media is such a large part of the lives of teenagers, these renderings can considerably impact the behavior of male students towards their female counterparts. At M-A, the effects of media on male’s behavior is most eminent in their sense of humor. “Boys tell me a lot of kitchen jokes, which gets really annoying,” a female student said. Kitchen jokes and dumb blonde jokes are just two examples how male students can degrade women
by supporting female stereotypes. “I find that the idea of female stereotyping is wrong because only some women act like that, and that person shouldn’t define all women, even though that is sometimes the
by Helmi Henkin
by Helmi Henkin
case,” sophomore Andrew Aufdemberge explained, “We should find a new view for women.” This chain reaction ends poorly for women and those who judge women. They are inhibiting progress in society by not keeping
an open mind. The solution is to attempt to reverse the damage. Unrealistic depictions of girls have taken its toll on both genders: the male’s view has been altered, and the female’s self-esteem has been compromised. “A lot of girls think that there’s a standard that they have to live by and that they have to do it all and start comparing themselves to others. It really bugs me when girls start critiquing themselves and calling themselves ugly because everyone has flaws and no one is perfect. It’s alright to want to look a certain way, but there are some things that cannot be changed or take time to change, and constantly complaining about them doesn’t do much,” sophomore Vira Leebong said. “For me, I think it is more practical to just accept yourself the way you are because being happy with yourself is a lot better than hating yourself.” The media may depict women as all brawn and no brain, but if enough people do not listen then they will
be forced to change their depiction to match the general opinion in order to stay current. Perhaps someday the media will face this fate, and the new depiction will have beauty, but more importantly she will have brains, and lots of them.
“The more women and girls self-objectify the more likely they are to be depressed, to have eating disorders, they have lower confidence, they have lower ambition, they have lower cognitive functioning, they have lower GPAs.”
-Carloine Heldman
PhD Associate Professor of Political Science Occidental College
The general depiction of women in the media does not reflect a positive or accurate view of their abilities, and is hurtful to the progress of women in society. In the twenty-first century, it is a bit primitive to still consider females as the lesser gender. Civilization has come a long way, as women are able to vote in most nations, but there is still not equality. Culture should focus more on taking that one step forward instead of two steps back.
“The ideal image of beauty is more extreme and impossible than ever before. In the old days perfection was achieved through cosmetics and airbrushing but now it’s possible for that image to be absolutely perfect because of computers. You never see the photograph of a woman considered beautiful that hasn’t been digitally altered to make her absolutely inhumanly perfect. Girls are being encouraged to achieve that ideal at younger and younger ages all he time. They end up measuring themselves against an impossible standard and feeling themselves wanting as a result of it.” -Jean Killbourne
prepared to see some blood upon contact.
4 P.M. You stand surrounded by a multitude of slaughtered naked mole rats. Off in the distance, you see the silhouette of what appears to be a fellow human, but approach slowly. There is no way for you to tell what their current motives are. After establishing that this survivor is sane, remember the skills you were taught as a child on Survivor, and establish an alliance. These next few steps are CRUCIAL, so make sure your notes are copious. Since you have now banded together with another, begin preparing each other to fight off the other man-eating animals mutated in a similar fashion to the mole rats. You should begin by constructing a shelter out of any large tree leaves, wood, and human feces (although it may reek, it is a great adhesive). Don’t forget to use your supply of bras and underwear because in an apocalyptic world no one wants, or needs
undergarments…They’re as annoying as they usually are in a sane world. Once dry, your new space will form a weather-proof shelter safe enough to sleep in. If any other stragglers should come your way, invite them lovingly into your new home; you will need all the help you can get to survive the final aspect of the apocalypse.
Evening: 7 P.M. At this point, your stomach takes over. Needless to say, after a day of eating nothing and battling naked mole rats, you’re pretty damn hungry. It’s time to go for food. The one problem with our flawless plan of Top Ramen is that you will need some boiling water. No big deal, this can be achieved by creating a fire. Go find some twigs and brush to use as fire starters. Rub a few rocks together and get a spark to light the fire. Do not fear when your fire does not immediately light, as we have all learned by watching Survivor, lighting a fire is more difficult than it may appear. Without a doubt, after a few thousand strikes of rock-on-rock, you’re good to go. Huddle by and keep warm while you can, your peaceful serenity is doomed to a most tragic end…
10 P.M. It is forecast to be the coldest night ever recorded on Earth, and with all that flooding the entire world will freeze over. Thus, the entire human race will band together and with a glimmer of hope, will start over on our frozen world. For a few years, all will be well. We will be hunting mammoths half-naked and fighting off those nasty saber-toothed cats. But alas, that little squirrel from Ice Age that we all loved as children will finally pull his acorn from the ice, effectively splitting the entire world in half in a loud crack…Half of us will float into the sun and die, the other half will float around space forever…We predict that the little son of a female dog will pull his acorn out of the ice right here in the center of M-A over the PAC, our multimillion dollar building we only use a few times a year.
So M-A, we regret to inform you that despite our extensive research…there is no survival to the inevitable apocalypse. If you are lucky enough not to float in the sun,
You are four years old. Life is simple. Eat, sleep, play, eat, play, and sleep. Your life seems perfectly normal. You think you live in a normal house, to know two languages, to see your parents fighting, but yet you don’t fully understand what fighting is. One day, a day just like any other you are playing. You are playing with your twin brother.
You see a car roll up in front of your house. In between the light green hedges, you see it is blue and yellow. You find this strange, as you have never seen a car like this. You hope it is a new mailman who has come to bring you a present from your grandparents far away. You sit in front of the window staring at the car, wondering why it is there and if someone will get out of the car. Next thing you know, your mom is running out of the door with your one-year-old baby sister cradled in her arms, and some papers and a jacket in the other. You think to yourself, “That’s odd.” A second later, your dad runs by, in a dark polo shirt and his underwear; he is yelling and in between each yell, he sobs. He yells for her to come back, but the van drives away. He continues to run after the van for about 30 more feet.
You and your twin are still inside, glued to the window wondering what is going on. Your dad wanders back into the house and slumps down in a wooden chair and continues to sob. You and your twin don’t know what is wrong, but you are old enough to know you should cheer him up. So you and your brother do the only thing you can think of. You go into the kitchen and grab a large bag of chips off the counter and pour them into a large plastic bowl, a bowl so large you can barely wrap your arms around it. You come out of the kitchen and bring the chip filled bowl to your dad and tell him you are the chip men and have a delivery for him. He manages to squeeze out a smile, takes you into his arms and hugs you. You still don’t know what has happened.
by Anonymous
It is considered the ultimate state of purity, grace and power
In ancient Rome and Greece, women with it were considered sacred because of their connections with the Gods
One of the most world-wide known figures was known for having it, despite the birth of her son
Those with it were said to be the defenders of the people under a cruel and unjust world
Now we ask you....
What does virginity mean to you?
We asked a handful of Menlo-Atherton students this same question. As we interviewed people about virginity, we found a broad range of students with multiple views on the topic regardless of sexual orientation. The three types of responses that stood out to us were the students who decided to lose their virginity without being in a relationship, the students who waited until they were in a relationship, and the students who waited until marriage. All of the students we interviewed wished to remain anonymous due to the sensitivity of the topic.
For some, the pressure to have sex in high school can be overwhelming. One student said, “Boys view sex as a rite of passage, and they think that they need to lose it before college.”
When asked why virginity is something you need to lose before college, he replied, “My friends believe that in order to have sex, you need to be mature. And in order to be ready for college, you have to be mature. Therefore, to be mature and ready for college, you need to have sex.” He thinks that “sex is a natural thing people have made unnatural through the concept of virginity”. A female student had a similar view on the subject matter. In her eyes, “I wanted to wait until I was in a relationship and lose it with someone I love. But when I got older, and when I didn’t have a boyfriend, I felt no need to lose it in a special way. I just didn’t care anymore. I think that people go into parties with the intention of or knowing that they are going to have sex. They blame alcohol for their actions, and they don’t take responsibility for it themselves.”
For others, their virginity meant more to them. It wasn’t something they felt they had to lose before college. They decided to lose it to a person who was involved in a serious relationship with them or was the person they loved. One student thinks that for him, “I wouldn’t have a one night stand to lose my virginity because for me, sex is about the intimacy.” He continues his opinion on virginity as he says he doesn’t “understand the necessity of virginity. Why is that special? Making love is special. The first time should be with someone you love.” A different student had similar views on virginity and the intimacy involved. She says, “Women can’t have sex without feeling an attachment to the guy”. She also believes that there is “no set age you can put on losing your virginity, because people are ready at different ages.”
Lastly, we found someone who believed losing your virginity was meant to be between a man and a woman who waited until marriage. She said it “wasn’t something I suddenly decided one day, it was just planned that I would lose my virginity to my husband.” When asked about how she would react if she heard one of her close friends lost their virginity at a party, she says she would tell them to, “keep it to yourself” and that it is “not everyone else’s business to know about your sex life.” She is doing this not only because she is religious, and because her parents waited and it is something she already decided. She also thinks that for girls, “sex comes with a negative connotation, and though it is not my main reason for waiting, I would never want rumors about my sex life spread about me.”
There is no right or wrong way to lose one’s virginity. No matter the circumstances, everyone has to decide for themselves when they are ready. This article is not meant to persuade, argue, or attack any particular group that has lost their virginity in a certain way. It is simply meant to show different perspectives on what virginity means to them.
by Je LaPlante and Anna Luke
by Katie Nealis
You need to push through the waves to fi nd true balance.
If it’s not love, then it’s deuces.
Smack the ball as hard as you can, maybe you’ll get a hole in o ne!
Even if you struck out once, you can still hit it out of the park.
Just because there’s a goalie doesn’t mean you can’t score.
Sometimes, you have to dive in head fi rst.
For every sport, you’ve got to have balls.
Always go in with a mindset to win.
Always sprint, head up, to see what’s ahead of you.
When you’re in the soccer goal, dive for the ball.
Occasionally you will drop the ball, but all you can do is pick it up and keep going.
Now and then, you’ll get really bad referees in life but you just have to pull through.
Craig Carson: Play HARD. Play SMART. Play TOGETHER.
Quitters never win. Winners never quit.
Vincent Leoni: It’s supposed to hurt.
You can always hold your breath one second longer.
Laura Duran: You miss 100% of the shots you don’t take.
2nd place is the 1st place loser.
Emma Canny: Play every game like it’s CCS.
There is only true equality in the world of athletcs.
Make every second count.
T h i n g s
T h i n g s
T h i n g s
T h i n g s
F a l l A p a r t
F a l l A p a r t
F a l l A p a r t
F a l l A p a r t
Human beings, you and I, are composed of a million little pieces. Every experience becomes a memory, and every memory compiles to form the very essence of our being. For everyone, there comes a time in life, when the pieces fall apart.
Illustrated by Maria Ikonomou
pen, colored pencil, scissors, glue
by Je LaPlante
Senioritis can turn straight A students into straight B students, turn soon-to-be graduates into drop outs, and can drive teachers to insanity.
Homework and study habits aren’t the only things that tend to fall through the cracks during Senioritis. Relationships can be tricky to maintain when your significant other goes to a different college, or doesn’t get in to college. Senior Sarah Hoffman shares her opinion on how she plans to maintain her relationship. “Nick (Lange) is interested in schools where he can play baseball and I’m interested in schools with a good nutrition program. So were both pursuing our own interests, but hopefully that will be possible at colleges which are close by”. It is a decision that could affect college life in a positive or negative aspect. Some students even are trying to choose which college to go to based off of where their significant other is applying.
Teachers have offered their stand point on Senioritis, and have given some examples as to how it affects students. AP English Literature, and Psychology teacher Mrs. Otsuka shows her perspective of Senioritis. “I try to incorporate a variety of games and field trips along with important lectures in order to keep the class engaged”. This one teaching technique seems to keep her students focused during class. Obviously there is no real solution to prevent people from doing what they want to do, so she tries to find a way to get students to learn without boring them to death. Some people go as far as to not turn in their government final paper in order to graduate. Senior government teachers Mrs. Martinelli
and Mr. Florio are in agreement that each year, there is always between 1-5 students who decide not to turn in their papers at all. Mr. Florio says, “Most students that make it to senior year have the intention to graduate, so most of them try their hardest to make sure that happens.” Mrs. Martinelli says she tries her hardest to make sure students pass her class. “I offer help on any homework, research paper questions, or any other questions they may have during lunch and after school every day. However, few students seem to take me up on my offer.” Mrs. Martinelli also says that she has “never had a student that has done all their homework leading up to the government paper, but doesn’t do the research paper.” Teachers are trying tirelessly to encourage their students to do well in their final year in school. Mrs. Martinelli says that in college, senior year is the hardest year of them all.
It’s easy to mentally check out when students have been accepted into colleges, received all their high school credits, or have taken the AP exams and their classes aren’t progressing any more. After spending four years in high school, classes become so mundane that it is hard to pay attention and focus on any of your school work. Some students can get so caught up in Senioritis that they can go so far as to not turn their government final research paper, cut class, and barely working on anything at all. Other students make decisions on their future after high school based on their relationships. There are some students that got accepted to great colleges, but became so caught up in senioritis, that their acceptance was revoked.
Do you not have friends? Have you ever wanted to have the ability to talk to your phone so you don’t feel so lonely? Well you’re in luck! e newest iPhone, the 4S, has a feature called Siri. You can call it your personal secretary - or your new b ! When you ask Siri questions, she will give you the information that you need. Here are a few of the most entertaining questions/answers from Siri.
by Lauren Smith
Controversies, misconceptions, and options for enlisting in the military after high school. By Megan
Kilduff
Tony Curtis, an American film star, once famously explained, “I enlisted when I was a boy. The [military] looked after me like my mother. It fed me, took care of me, and gave me wonderful opportunities.” Like two percent of M-A grads between 2005 and 2011, Curtis enlisted in the U.S. Armed Forces as a teenager. While this percentage seems low, it may not be an accurate representation of this often overlooked career path of Menlo-Atherton High School graduates. This is because there are a variety of ways to go about enlisting that are not counted in the standard yearly graduation reports. However, there are certain advantages that choosing to enlist, whether it is directly after graduation or a few years down the line, can promise to young people.
Before one can receive the benefits offered for serving in the armed forces, they must decided whether or not enlisting would be right for them. Ms. Kleeman, the advisor in M-A’s career center, says that someone enlisting must be doing so for “the right reasons.” For example, although the military offers to cover some of the costs for college tuition, there are alternative ways to go about earning similar
scholarships without making such a huge commitment. One must make sure that they are ready to commit their lives to the military and believe that doing so would be worth the benefits that enlisting can provide.
Mrs. Martinelli, a government and World Studies III teacher here at M-A, has a son who decided join the Marine Corps before graduating college. At age 23, he chose to enlist not because of the benefits it would provide, but because he knew he would be a perfect candidate to serve and because it was something he was passionate about. Mrs. Martinelli says her son explained that he believed it is not fair that someone with fewer oppurtunities seems almost forced to enlist to receive certain benefits, when someone who would be a great contribution to the military but has lots of options available to them would never choose to serve their country this way.
Military alone there are five main branches: the air force, army, coast guard, marine corps, and the navy. Choosing which of these branches matches one’s ideals and strengths requires research and is entirely up to that individual.
“You can always quit school, but you can’t quit the military.”
-Mrs. Martinelli
Additionally, one must determine when the ideal time to enlist would be. While joining the military right after high school means a steady income in the months enlisted, attending college first could potentially further one’s career in the long run. Although Mrs. Martinelli has seen many former students enlist immediately after high school, she argues that one should try going to college or starting a different career first. “You can always quit school,” she says, “but you can’t quit the military.”
“The [military] looked after me like my mother. It fed me, took care of me, and gave me wonderful opportunities.” -Tony Curtis
Ms. Duran, a guidance counselor here at M-A, points out, “The military is not for everyone, but [here in the Bay Area, especially,] it seems to get a bad rep.”
Someone choosing to enlist must also decide which method of serving is right for them. In the U.S.
However, there are many ways to combine the two and prepare yourself for enlisting while still in college. Government programs like Reserve Officer’s Training Course (ROTC) offer college scholarships for students enrolled. Students participating in ROTC take an elective course outlining leadership, strategy planning, and problem solving. In return, a minimum term of active duty is required. Colleges across the nation have ROTC programs at their school, and even neighboring Stanford University is considering adding the elective. There are also military-run universities, such as the Naval and Army Academies. These colleges are like any other competitive univer-
sities, except there are a few physical and combat strategy education requirements and an even more rigorous application process. Also, four years of service is required upon graduation. One must keep in mind that enlisting changes more than just their location for a few years while they are serving; the rest of their life, their values, and everyone around them are forever affected by the experience. Mrs. Martinelli explains it is hard to hear and accept that your child is choosing to risk their life to serve in the armed forces, but looking back she believes her son has benefitted from the experience. He became more disciplined in finishing up school when he returned and was opened up to a new degree of appreciation. He has become more grateful for little things, like “air, sleep, and warmth,” that are so basic to human life. Former soldiers also receive certain benefits upon return. G.I. bills can cover tuition and healthcare and future employers may look upon veterens as responsible and disciplined, with great life experience and unique perspective. While one may be hesitant to join the military, there are some definite advantages to serving in the U.S. Armed Forces. Additionally, there are many ways to go about joining that may be ideal for someone choosing to enlist after high school. Although enlisting is not for everyone, it is a valid and potencially benificial career path for M-A grads.
by Sasha Bobrowicz
mongst the constant stress of high school, protecting the environment may seem more like a tedious and annoying chore than something that can easily be done on a regular basis. We have all seen An Inconvenient Truth, and we all know the facts behind global climate change and the effects these changes will indubitably have on our future. This article is not yet another scare tactic to make you think about the uncomfortable and the annoying, rather, I have set out to find out whether or not “going green” is something we can actually do on a daily basis without much effort.
As it turns out, we can and more importantly, most students have already begun the process. In a recent survey, all of the students who responded stated that they believe in global climate change, care about the environment, and recycle. The fact that so many students genuinely want to live lives with much less waste and much less pollution is remarkable when driving your mom’s Prius to school can seem like a deaths sentence. It has occurred to me that perhaps M-A students are not as cynical and destructive as we like to think and perhaps we have the ability to drastically lower our carbon footprint without adding yet another thing to the already overloaded plate of the modern day high school student. Leadership and administration have capitalized on this general trend among students and although it may feel that Menlo-Atherton is not doing enough to reflect the environmental beliefs of the students, the fact of the matter is that our school has been making tremendous efforts to increase environmental awareness and lower our overall waste. Two years ago, fifth period leadership set out on a crusade to bring environmental awareness to students in a fun and interesting way. The farmers markets held on the Green have made a huge impact in our school and our community by teaching students about the benefits of eating and living an organic lifestyle. The increase in recycling bins on campus have dramatically lowered M-A’s paper waste, and have demonstrated how easy it can be to recycle. The native plant garden, located between the C and
D-wings, has drawn a tremendous amount of attention from students- but not for the right reasons. Upon the unveiling of the garden last year, most students rolled their eyes thinking that the garden was yet another doomed attempt by the administration to create school-wide togetherness, this time for the benefit of the environment. What students might have missed however, is how big of a deal this garden actually is. Menlo-Atherton was one of nineteen schools in California to be officially recognized as an Ocean Guardian School, and one of only twenty-two to receive the Ocean Guardian School grant from the Office of National Marine Sanctuaries. The money awarded to us was used to create the native plant garden, ultimately enabling us to protect the nearby ocean and our local watershed. After speaking to Ms. Huang, who helped write the grant for the garden, I learned that the garden saves water and money and helps make the other landscaping on campus prosper, due to the natural pollinators that make up the garden. With plans to expand the garden, add rainwater barrels and solar panels to power the fountain, it seems that M-A’s most environmentally friendly project has gone unappreciated and overlooked. According to Ms. Huang however, the garden has helped “empower a group of students on campus who wouldn’t naturally ‘gravitate’ towards being environmentally conscious.” The garden has, Huang says, created and helped spread the interest in M-A’s growing environmental awareness, making me realize once again that our students really do have a genuine interest in making our much abused school cleaner and greener.
After a thorough investigation, I have come to the conclusion that it is possible for the typical teenager to lower their school’s carbon footprint without adding to the already packed schedule each of us has. I am not going to tell you to conserve water and be cognizant of the amount of toilet seat covers you throw on the bathroom floor since you already know the basics and the importance of being green. I will tell you however, that despite how cheesy it may sound, we are off to a good start. So keep up the good work M-A, you might be surprised by just how far your efforts will go.
e MArk, a feature magazine published by the students in MenloAtherton High School’s Journalism class, is an open forum for student expression and the discussion of issues of concern to its readership. e MArk is distributed to its readers and the student body at no cost. e sta welcomes letters to the editor but reserves the right to edit all submissions for length, grammar, potential libel, invasion of privacy and obscenity. Send all letters to submittothemark@gmail.com.
