The Mark Spring 2018 Vol. IX Issue IV

summer job

THE MARK MENLO-ATHERTON HIGH SCHOOL

555 MIDDLEFIELD ROAD, ATHERTON CA

VOLUME IX ISSUE IV

MAY 2018

orientation

move in

travel

internship reflect

connect road trip move out save up

gap year

private college

defer state school graduation work full-time

18 possibilities for the Class of 18

p. 14-25

community college

volunteer

The Mark

May 2018 Feature

10-11 26-27

A&E

4-5 6-7 29

Vape Culture Comparing Education Systems

Opinion

8-9 12-13

Summer Playlist

Submission

28 30-31

What Are You? Art as Concept

Cover Package

14-15 16-17 18-19 20-21 22-24 25

Smoothie Recipes Role of the Individual Comic

NIghtmares Slipstream

The Mark Staff

Student Activism Visual Language AI Service Learning Center College Necessities Senior Superlatives

Policy The Mark, a feature magazine published by the students in Menlo-Atherton’s journalism class, is an open forum for student expression and the discussion of issues of concern to its readership.

The Mark is distributed to its readers and students at no cost. The staff welcomes letters to the editor, but reserves the right to edit all submissions for length, grammar, potential libel, invasion of privacy, and obscenity. Submissions do not necessarily re�lect the opinions of all M-A students or the staff of The Mark. Send all submissions to submittothemark@gmail.com About the Cover In this issue, The Mark explores the theme of “Forward & Onward,” highlighting possibilities and adventures that lay in the future of Menlo-Atherton seniors. These opportunities include attending college, participating in student activism and following through with improving the M-A campus. The cover designed by editors-in-chief Lara and So�ia Karadogan displays 18 bright circles accompanied by 18 different paths that the Class of 2018 can pursue.

We hope to get together with the M-A community in celebrating the future with our senior class.

So�ia Karadogan Lara Karadogan Reid Diamond Leah Marcus Elley Goldberg Sarah Friedman Ava Honerkamp Agatha Medeiros Sai Sema Ellie Shepard Aditya Srinath Karina Takayama Nate Viotti

Editor in chief Editor in chief Content & Op-Ed Editor Copy Editor Social Media Manager Production Manager

Susie Choe

Advisor

Editorial

Teacher Pay Over the past few months, teachers across the country have been garnering support for increased education funding by walking out of school during instructional hours.

Since 2016, teachers from Oklahoma, West Virginia, Kentucky, Arizona, and Colorado have staged widescale strikes, causing many schools to shut down. CNN reported that the 10 largest school districts in Colorado, combined enrolling 502,000 students, closed for two days when too many teachers called in personal days to find substitutes to cover their classes.

The movement started gaining momentum after a strike in West Virginia in February this year. Teachers had not received raises for four years, and West Virginia ranks 47th in teacher salaries according to the National Education Association. The protest was only called off after the governor signed legislation promising a 5% raise to all teachers. West Virginia acted as a catalyst of this necessary and long overdue movement and other states soon followed suit. The fact that teachers are willing to forgo their classrooms and sacrifice instructional time for this issue reflects how crucial it is that their demands are met. In West Virginia, teachers were promised a one percent pay raise for the next five years, but if inflation is taken into account at about two percent

annually, this ends up as a 5 percent pay cut after five years. With stagnant wages and increasing costs of living, teachers are often struggling to live near the schools at which they teach. It is simply not right that governments are breaking salary promises to educators.

In the Bay Area, housing prices hit new record highs this winter, with the median single-family home valued at $825,000. Average rents in San Francisco, Oakland, and San Jose typically range from $1,800 to $2,500 monthly for a single-bedroom apartment.

Financial advisors don’t recommend spending dramatically more than 25% of monthly income on housing. But, with an annual salary of $100,000, that means no more than $2,083 per month. Without taking taxes into account, this already stretches the limits of what is feasible in the area surrounding M-A. When looking at the ways teacher salaries are determined, it is important to note that Sequoia Union High School District gets most of its money from property taxes, and has enough money to function even without any government funds, but still receives a limited amount of money for general resources.

This can be advantageous as the district is not reliant on the day-to-day attendance of its students, but poses its own difficulties because property tax revenue is

unpredictable until well into the fiscal year, and fluctuations are not covered by state funding.

Though unpredictability in school funding makes the bargaining process for teacher salaries at M-A a constant struggle, local teachers report having a good relationship with the district. Unlike teachers in Colorado, Arizona, and elsewhere, they have never had to strike to get their demands met. According to Ms. Kransler, an english teacher at M-A, the district has historically been very receptive to the demands of the Teachers Association, and M-A teachers have never had to strike, but often there are disagreements. In March, the district sought to cap health-care benefits in exchange for a 1% raise for teachers, many of whom saw this as a reduction in their coverage because they would have to pay more for their own health-care in the end. While combing through the 100-plus page teacher contract and fighting for equitable terms is a responsibility given to M-A teachers involved in the bargaining process, they should not have to stand alone. As housing prices increase, it is becoming increasingly difficult for teachers and other school employees to purchase a home. This financial strain should not burden a profession so integral to our society. One of the ways to

H gh Mark

alleviate this burden may be to work towards higher average teacher salaries, or housing aid like the Landed initiative out of Facebook, which supplements home payments of some Bay Area teachers. Support given to teachers is not an empty investment; education is one of the largest indicators of social mobility in America, and by bringing more qualified teachers into lasting positions, public education will improve across the board.

Our country and our community needs to take a hard look at the cultural value of teachers in today’s society. If the best teachers are forced to leave the job after a few short years to look for higher paying work, where does that leave M-A students? Where does that leave America’s students?

It’s time we are taught to appreciate and applaud our teachers, and find a way to pay all teachers enough to find housing, and to support their lifestyles until retirement. The M-A Community, and our state and national legislations need to support our teachers and help them in their pursuit to provide the best education possible, perhaps starting with legislation to equalize teacher pay across districts, taking housing pricing into account, or offering aid when teachers buy their first homes.

by the Editorial Board Summer

Graduation AP Testing Senior Fashion Show Finals Week

Lockdown

Low Mark

Smoothie Recipes POWER

11/2 1 1 1

CUPS OF KALE APPLE CUP ALMOND MILK HANDFUL OF ICE

by Agatha Medeiros

ENERGY 1 1 1 1

BANANA APPLE CUP STRAWBERRIES CUP WATER

A&E

REFRESH

1 1 1 2-4

CUP WATER BANANA CUP BLACKBERRIES ICE CUBES

GREEN

1/2 3/4 1 2 1

CUP BLUEBERRIES CUP RASPBERRIES CUP STRAWBERRIES KIWI CUP ORANGE JUICE

5

by Karina Takayama

A&E

7

What Are You? Ever felt like you don’t fit in with your ethnicity group? Or maybe you’ve felt like you’re not enough for your ethnicity group? Well, looks like we’re on the same page. Coming from different races and backgrounds as an individual, it can be difficult to face your ‘correct’ ethnic group. My father is Fijian and my mother is Tongan and German. My mother has a lighter skin complexion than any of my siblings and father combined, while my father has a more brown skin complexion. Through that mix, I have inherited most of my father’s skin color complexion.

In easier terms, I am polynesian and white. At times I have felt that I am not enough. When I hang out with white people, I’m not white enough or when I hang out with polynesian people, I am not polynesian enough. With this being said, I never know which one to embrace more. I’ve been called ‘white washed’ just for having a lot of white friends or ‘talking white’.

There have been many instances where I didn’t feel comfortable associating myself with either of my ethnic groups, so I turn to peers with different backgrouds. Yeah, sure, I do have a group of friends that I feel comfortable with, but I also strive to meet other people who have different characteristics and features than I do. These are conflicts I wish to make evident to those who may not have the knowledge about people who have multiple backgrounds. Due to these remarks about who I hang out with, it has prompted me to create an article on educating those who aren’t familiar with the dificulties some ormany may face from being mixed with different ethnicities.

Everyone should be aware that you are not entitled to just one ethnicity or race, it can vary depending on your genetic background. Of course, because I am polynesian and white does not necessarily imply that I have to be friends with people who are only of polynesian and or white descent. Keeping an open mind and being acceptive of who people are, as individuals is the key to making new friends.It’s important to make friends and meet new people everywhere you go, so I try to do that as much as possible.

Originating from different backgrounds makes you unique because you are able to incorporate the various traditions and cultural meanings into your everyday life. There was also a time in my life where I felt like my ethnicity was very underrepresented. I was looking for internships within the Bay Area, when I finally came across an application that was at the San Francisco International Airport. When filling out the application, there was a question that stated, “What ethnicity do you identify with?”. I was scrolling past all of the other ethnicities such as Hispanic, Asian, Native American, African American, Caucasian, or Other.

In disappointment, I was not able to locate my own, which is usually known as Pacific Islander. Although, I am part caucasian, I do not fully affiliate myself with that ethnic group, so I was unable to fully side with that option given. I would have had to click ‘Other’ and write Pacific Islander, but due to the infuriation that had striked up within me, I decided to withdraw my application. After that I started to ponder more about my ethnicity, “Why is it that we’re not as widely represented as the others?” or “What can I do to have a bigger impact in our community and where we live?”.

Even when it comes to looking at colleges and their diversity graph, the pacific islander ethnicity is usually not included. It makes me furious that part of my ethnicity isn’t applicable, even when it comes to looking at colleges. Just because an ethnicity group is small doesn’t mean it should be excluded.

I was born in Neiafu, Tonga and moved to Fiji a year after. In 2005, I moved to America. As I began to inherit the American culture, I felt like mine was stripped away from me. Although we did attend very cultural family reunions, I didn’t feel as close to my culture as I should have. I recently went back to Fiji last year in September, and that’s where my pride for my ethnicities blossomed like never before. I was familiar with most of my traditional morals but I got to learn more in depth about who I am and where I am from.

by Sai Sema

With which ethnicities do you most identify?

African American

Asian

Caucasian

Hispanic/Latino(a)

Middle Eastern

Native American

Pacific Islander

Illustration Karina Takayama

9

VAPE CULTURE

FEATURE

The epidemic of vaping is becoming chronic in our society as the population of vaping students is on the rise. In 2015, 2.39 million teenagers vaped more than once a week (CDC). How did it all start? Electronic cigarettes began as a solution for the health effects of combustible cigarettes. It provided a source of nicotine or marijuana without the same amount of toxins and chemicals. The vape pens have gained popularity seemingly exponentially in the last few years as the e-cig companies began creating flavored e-liquid. In 2010, companies moved away from simpler electronic cigarettes to new vape models in order to make a more efficient and powerful device. These devices have become so ubiquitous that the most popular product, the Juul, has become a verb.

Although the initial goal for the Vape Industry was to diminish the consumption of thousands of toxins through combustible cigarettes, their marketing strategy developed into a campaign to get high school students addicted to nicotine.

“The same advertising

tactics the tobacco industry used years ago to get kids addicted to nicotine are now being used to entice a new generation of young people to use e-cigarettes,” said CDC director Dr. Tom Frieden. Marketing for e-cigs that contain Nicotine and flavoring are inundating kids. Companies market their product with a variety of flavors including mango, cucumber, and strawberry. Since companies are not required to list the ingredients of their e-cigarette, 66% of teens believe that the products only contains flavoring while in reality the pods or capsules of e-liquid can contain a variety of chemicals, most commonly nicotine. Vape companies have been able to slide passed health detriments in court, but teenagers should know that if they are vaping, they are using poorly regulated, addictive products that can lead to chronic health consequences.

As a result of the rapid growth in Juuls, Phixs, and other e-cigarettes, major health risks have been identified. Even though these products have only appeared in recent years, studies are being conducted because of

the exponential growth rate of e-cigs among teens. The effects of nicotine are wellestablished because of the long-existing combustible cigarettes. Nicotine can increase the likelihood of the Alzheimer’s disease, strokes, heart attacks and coronary artery disease. These diseases are also results of inhaling formaldehyde which is created in the chemical reaction of propylene glycol (glycerol) and heat. In 2015, New England Journal of Medicine published a study on the excessive emission of formaldehyde from e-cigs.

Initially, a skeptical author argued that the survey used too high of voltage and thus the study gathered inaccurate data. Note that the author of this critique receives funding from an e-cig company.

Electronic cigarettes don’t just release nicotine and formaldehyde. E-cigs emit Diacetyl–a flavoring chemical used in microwave popcorn to get the artificial flavor of butter. About a decade ago, former employees at a microwave popcorn packaging plant got sick with a severe and irreversible form of lung disease called obliterative bronchiolitis, which became

known as Popcorn Lung.

Although Diacetyl is safe to eat, when inhaled in vapor form, it causes severe lung disease. The death rate after three years of obliterative bronchiolitis is more than 50%, and 75% of tested e-cigs emit diacetyl.

However, adolescents continue to use e-cigs despite the serious health consequences which in some cases can result in death. An anonymous Sophomore says that although he is “aware of the health risks like popcorn lung, these diseases seem so abstract” because he has never known anyone who has suffered from lung cancer or any smoking related deaths. Even though, this person has gone sober for two months before because of the effects on his health, he has not quit completely. The Sophomore started vaping because it was “popular socially” but like other teens he understands that there are risks to doing it. Although, demonizing vape products can be counterproductive, the people that use them should understand the consequences and make informed decisions about their health.

by Ellie Shepard

11

A

R

T A CO N

C E

S

T P

Art is considered conceptual when the artist values the idea they are expressing over the final product. Conceptual art is often criticized for not being “real” art, partly because the line that distinguishes the two is fairly ambiguous and undefined. Rather than an emphasis on technique, composition, and aesthetic, conceptual art involves the discussion of ideas and intent.

The significance can range from wanting to provoke, to express an idea, to illustrate beauty, to challenge, to engage, to answer questions, and even to question art itself. It is this intent, the desire to communicate, that makes conceptual art be art.

While scientists are concerned with how the world works in tangible ways, artists deal with the intangible aspect of the world. As said by Aristotle, “the aim of art is to represent not the outward appearance of things, but their inward significance.”

The purpose of a piece does not need to be depicted in a literal or realistic way so that its meaning is evident to the viewer. Instead, conceptual art functions to elicit an intellectual and visceral response from the viewer.

A white canvas is the extreme example of art that tests the limits. White canvas and any monochrome piece functions to evoke thought from the viewer. Yes, one might see minimalist art in world-class museums and question whether they should be labeled as art due to their

undeniable simplicity, yet their designated intent is to raise questions. An example of a modern reproduction of a white canvas, where at face value appears to be same as the first white canvas, is Robert Rauschenberg’s series of erased drawings.

Rauschenberg first tried erasing his canvas drawings but decided that for his series to succeed, he had to begin with an artwork that was undeniably significant in its own, for example, erasing a Willem de Kooning sketch. With Erased de Kooning Drawing (1953), Rauschenberg set out to discover whether an artwork could be produced entirely through erasure—an act that focuses on removal and dematerialization rather than their accumulation.

The San Francisco Museum of Modern Art recently closed the exhibition “Rauschenberg Among Friends,” but his works remain in the permanent collection.

Art that is conceptual still has to exist, it cannot be merely an abstract idea or theory. So when an art is conceptual, all of the planning and creative decisions are made beforehand, making the execution is the secondary, perfunctory action. By creating works where there is minimal evidence of the artists’ hand, people such as Ellsworth Kelly, Barbara Kruger, Damien Hirst, Sol Lewitt, and Jeff Koons led the art world in the late 1900’s.

OPINION

by Lara Karadogan

13

VOICE

ES

COVER Our generation has grown up in a time with a rapidly changing political climate, the recent drama of which has caught the attention of many young people and the previously apolitical.

The outlandish actions taken by politicians as well as the continued ignorance of a multitude of issues has led countless young people to take action. In the past two years, there have been two significant walkouts at Menlo-Atherton, the most recent of which regarding gun violence.

Emboldened by the most recent mass shooting in Parkland, Florida; students across the country marched out of their classes in order to advocate for the implementation of stronger gun-control legislation. This marked the largest march led by young people in the United States since anti-war marches in the sixties. While many students have felt empowered by these marches and hope that they will send a message on a national level, some question if they have any real impact. Despite some people’s disregard of the power of student’s voices, countless students at M-A and across the world have proven the value of their voices by taking action.

In recent years, outrageous legislative decisions have encouraged some people to take action, but it has also instilled a sense of hopelessness in others. Through this unprecedented presidency, it is vital that we continue to advocate for issues that are important to us. Politicians jobs are to respond to and act upon issues that people in their districts care about. Smaller actions, such as M-A’s recent walkout, are especially beneficial when they function as a part of wide-spread movements.

These cohesive movements that encompass many smaller movements are able to send a message on a national or even global level. While some may not believe that M-A’s recent walkout was impactful, the message it sent as a part of a national movement was. As explained by M-A Senior President Ian Peterson, “Of course civil disobedience and voting will always be important but I think really it’s students caring and following through. It’s one thing to walk out and show up at a protest, it’s an entirely different thing to keep talking to your friends and family about an issue, to write letters, and just never stop pursuing a goal until it’s reached. That’s effective.” Through furthering the narrative on issues that we as students care about, we can demand change. Our generation will continue fighting for change because we “saw what happens when you have a complacent generation take office, apathy and the bare minimum are no longer going to cut it.”

by Ava Honerkamp

15

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COVER

Communicating through visuals creates a heightened platform of expression, as it connects people beyond barriers of dialogue. Language imposes on universal understanding as it limits groups of people from engaging with speakers from different areas. Symbols and icons resonate with extensive audiences as they do not rely on words.

Visual communication is the method to distill information, as it reaches individuals emotionally. Design and visual identity systems produce holistic outreach through deliberate placement of symbols and manipulation of space to urge a message.

Often visual language unfolds with simplicity. Rather than obfuscating a message through excessive layers or iterations, a simple, coherent icon can communicate more efficiently. In international settings, where signs and advertisements are written in only a few languages, dialogue limits communication. Rather than writing a word hundreds of times in different languages, a single symbol communicates as deliberately. Mastery of visual language subsequently strengthens identity as one moves beyond the barrier of communication and fully submerges into the authenticity of languages and cultures. Discussion through systems and visuals carries a more versed connection that allows one to communicate better because it can access multiple worlds of words and ideas. Visuals become a bridge between the verbal dialogue. An alphabet constricts you to a region, whereas visual communication does not.

by Sofia Karadogan

17

WILL AI REPLACE YOU & I?

by Aditya Srinath

Elon Musk describes AI as our “biggest existential threat’ and likened its development as, ‘summoning the demon’. Some people believe that AI will wipe out humanity completely. If you are not concerned by AI safety, you should be. Vastly more risk than North Korea,” tweets Musk.

“Artificial Intelligence & Robots Will Destroy Our Jobs—and We’re Not Ready for It. Robots May Steal as Many as 800 Million Jobs in the Next 13 Years.” (a)

The technology-driven world we live in leads to an environment where people are terrified of AI and hold the belief that robots will replace their jobs. According to Gallup Survey, 75% of U.S. adults thinks AI will get them fired from their professions.

There is no research that predicts how many jobs will be lost. However experts agree that AI will drive more automation and lead to fewer jobs. For the Menlo-Atherton current and future graduating classes what does this mean in terms of college degrees to choose from and what professions or jobs in future will be less impacted by AI in the next decade?

Nearly nine in 10 Americans (85%) as per Gallup Poll, say they currently use at least one of six devices, programs or services that feature elements of artificial intelligence (AI).

Use of these products ranges from 84% of U.S. adults using navigation applications, to 72% using streaming services.

As per Bureau of Economic Analysis, employment in agriculture has declined dramatically, from 74% of total employment in 1800’s to 8.4% in 1929 to less than 1% today, because those employed in agriculture are far more productive today than they were before. And while automation has led to less employment in the sector, as a share of total employment or in absolute numbers, higher productivity is a good thing.

United States is the largest exporter of food products in the world. We could hardly enjoy a modern standard of living if 74% of those employed still had to be working in agriculture in order to provide us food to eat. Similarly manufacturing jobs have gone down from 9.2% in 1994 to 7.6% in 2015. However manufacturing production has grown by 42% from 1973 to 2015 due to automation.

This historical trend of maximizing efficiency is now being applied to technology and services sectors through use of AI and automation. This in turn may lead to lower jobs in the sector Note: (a) McKinsey Global Institute

but overall will result in higher productivity in dollar terms.

COVER

Industries affected by AI Knowledge Work

Factory Work

Finance

Insurance

Health Care

Human Resources

Law

Marketing & Advertising

Professional Driving

Telemarketing

Industries that are safe from AI Source: Getty Images

Therapy Social Work

Clergy

Nutrition

For current high school students to prepare themselves for the AI driven world, there must be a shift in learning—a change that should begin in the classroom today based on the following three steps: Step 1: Demystifying Artificial Intelligence People shouldn’t be afraid of AI. They should understand what it can and cannot do. It is important for students to understand that many of the tools for navigation, streaming media they play with right now are built with machine learning capabilities.

Step 2: Understand Everyone’s Role, AI is Not Just For Computer Scientists A common misconception about AI is that it’s only important for students pursuing computer science. But understanding AI can teach current students many different skill sets that help them work alongside machines, soft skills like creative writing, psychology and communication.

Step 3: Revise the Curriculum Certain math concepts that are actively taught like Calculus and Trigonometry are simply not useful in the computer science field. Analyzing huge data sets statically with machine learning requires math, but not calculus, it’s statistics and probability.

It is therefore important for students to pick some of these skills while they are at college so that they are better prepared for AI world of tomorrow.

19

To provide equally accessible service opportunities, empowering students of all backgrounds to �ind purpose by serving the Menlo-Atherton community.

by Reid Diamond

Over the past three years, a handful of students here at MenloAtherton High school have been working tirelessly in an effort to expand local community service, and their efforts will hopefully soon culminate in a MenloAtherton Service Learning Center. The Service Learning Center (SLC) will be a physical location on campus that acts as an essential link between those who want to volunteer and community organizations that need more volunteers.

In addition to helping individual students find volunteer opportunities, the SLC will also be a place where clubs can come to organize, advertise and coordinate their projects and ideas.

Junior David Hilton, one of the leaders of this project, explains that at the most basic level, “this center will give students a place to turn their service visions into something concrete.”

As a co-founder of a separate service club named StepUp, Hilton explains, “I know how difficult it can be to get an idea off the ground,” but with the eventual implementation of the SLC, Hilton says, “we can create a pathway that students can use, along withtheir passion of service, to create something legitimate and potentially lasting in our community.”

Senior Ella Missan, another leader of this project, explains, “Not everyone at M-A has a ride to beach cleanups, speaks enough English to understand the announcements, or

knows there are opportunities in their area of interest,” and the SLC, she says, will give, “every person in our school the opportunity to participatein, and learn from service while helping the community address critical social issues.”

The idea for the SLC began in 2016 when a group of students interviewed other students from a variety of socioeconomic backgrounds across campus, to find out why students weren’t involved in community service.

According to the interviews, the majority of students weren’t getting involved not because “it wasn’t cool” but because they didn’t know where to go or how to get involved. Andrew Stuart, the advisor for this project, notes, “There are over fifty service-based clubs at M-A, but aside from two days of Club Rush, it’s pretty difficult to find out about these service opportunities.” Following the evidence from the roughly fifty students interviews, the idea for a physical location on campus to centralize access to community service was born.

Basically, this center will be the hub for community service at M-A. If you know of a service club you want to join, you could go to the SLC to sign up.

If you want to get involved in community service, but have no idea which club to join, you could go to the SLC for a one-on-one meeting to discuss all of the options that are available. If you have an idea for a service opportunity that does

not yet exist at M-A, you could go to the SLC for guidance to help create a new idea and for continued support to ensure success of your new project.

Stuart has nurtured this project since its inception three years ago.

“My personal role,” he says, “is to help educate people on the value of service learning,” he explains, “but the students over the years have been the real driving force to tangible improvements to service at M-A.” Since 2016, Hilton says, “We’ve had to meet nearly every week to develop a plan to present to the administration, and after presenting our ideas to Principal Kennel, the MASLC really started to gain traction.” Since that meeting with Principal Kennel in the 2017, students have continued to put in time and effort to develop their idea into a reality.

Stuart explains, “We have benefited greatly from a bold Principal who has allowed dreams to incubate and to thrive on this campus. Without her support, this process would have never been able to move forward.”

There is still a long way to go before the SLC is up and running, but Stuart says students are still determined to, “pursue our humble dream of promoting equitable service at M-A,” and as Hilton explains, “to create a wider breadth of opportunity and unite M-A around service to further embody PRIDE at M-A.”

COVER

Members of the Menlo-Atherton Service Learning Center 21

COLLEGE ESSENTIALS

Chocolate Lava Mug Cake 1/4 cup all purpose flour 1/4 granulated sugar 2 tbsp unsweetened cocoa powder 1/2 tsp baking powder pinch of salt 3 tbsp unsalted butter melted 3 tbspn whole milk 1 egg 1/4 tsp vanilla extract 1 oz broken up chocolate

Avocado Toast 1 slice toast 1/2 avocado 1 tbsp olive oil 1 wedge lemon 1 pinch of salt, pepper optional toppings: arugala, egg, salmon Step 1: toast bread Step 2: cut and smush avocado on top of bread Step 3: drizzle olive oil, squeeze lemon, sprinkle salt and pepper Step 4: add toppings

Step 1: whisk together flour, sugar, cocoa powder, baking powder and salt Step 2: add in melted butter, milk, egg and vanilla. whisk to combine.

Step 3: place chocolate pieces on top and in center Step 4: microwave for 1 minute 15 seconds or until the cake rises.

Baked Sweet Potato 1 sweet potato 1 tbsp butter pinch of salt Step 1: using a fork, poke holes all over the potato Step 2: microwave for 8-10 minutes, until soft Step 3: serve with butter and salt

Oatmeal 1/2 oats 1/2 almond milk (or water) optional toppings: berries, nuts/nut butter, bananas, coconut Step 1: combine oats and almond milk/water Step 2: microwave for 2 minutes Step 3: add toppings

Mac ‘n Cheese 1/2 cup macaroni 1/2 water 1/4 cup milk 1/2 cup shredded cheese 1/4 tsp salt pinch of pepper Step 1: combine macaroni, water, and salt in a bowl.

Step 2: microwave in 2 minute intervals until macaroni is cooked Step 3: stir milk and cheese into pasta until melted Step 4: top with pepper and salt

RECIPES

COVER Huggable Hangers dorm closets are not large and you have to be efficient with your space

Laptop essays, research, music and basically everything in college

Mug caffeine and mug cakes Air Freshner keep your dorm smelling fresh

Bed Tray for easy breakfasts in bed and a nice study station Power Strip 1 outlet is not enough

Pins hang up posters and any other decorations

Colored Pens color coding plugs, for example, makes life easy in a small space Laundry Bin needed to keep your room tidy and easy transportation to the laudry room

NECESSITIES 23

COVER Magnets glue magnets to food containers to save space inside a fridge

Drying Sheets put a drying sheet/ car vent clip in front of an air vent: once again, dorms can get stinky and this is a great hack to make a room smell fresh and aired out all at once.

Paper Clips use paper clips to keep chips/ packages closed and prevent ants from getting in your room because of opened packages

Clothes & Garbage Bags wrap garbage bags around clothes that are already on hangers. Put those garbage bags in a box or suitcase and when you are ready to unpack simply remove garbage bag from clothing and all your clothes are already on hangers

by Leah Marcus and Elley Goldberg

HACKS

ReMARKable Seniors

COVER

Lara Karadogan BROWN & RISD Most likely to make your layout look poppin’.

Elley Goldberg MIT Most likely to write an article about food.

Leah Marcus USC Most likely to look fashionable on a daily basis.

Reid Diamond U OF MICHIGAN Most likely to be a 90’s kid.

Sofia Karadogan BROWN & RISD Most likely to have artistic direction.

25

COMPARING EDUCATION SYSTEMS FRANCE VS USA A&E

A DAY IN THE LIFE

It’s 7:00 AM. My alarm rings and I hit snooze a few times. I hobble down the stairs, saying bonjour to my host family as I eat my “petitdéj” (breakfast) in a hurry.

It’s much colder than the Bay Area so I bundle up before biking along the Seine to go to school.

French school hours tend to be less straightforward than those in the US, with schedules not repeating daily or even weekly. The school day usually begins early, at 8:30 AM. The bell rings and the teachers and students shuffle groggily to make it to their respective classes (the teachers change too!).

Upon entry, students stand orderly until the teacher tells them otherwise, exhibiting the more formal teacher-student relationship.

Students then take out their “cahiers” (notebooks) their “trousses” (pencil cases) in an organized fashion. Right away, the teacher begins to lecture and students copy down everything that they say into their cahiers. One period flows into next, with the teaching format tending

to stay the same.

Finally, it’s time for a large lunch (1 hour or more!). As cooking is often labeled as the national sport of France, school meals are more gourmet and significant than in the US. Meals are taken in the cantine, and consist of a meat main course (with sauce and sides), a salad of some sorts, a cheese, a yogurt, a dessert, a fruit, and, of course, baguettes. The plates change daily, varying in quality and eccentricity. One day, I was shocked to find even rabbit (lapin) on the menu!

Classes resume following lunch and courses run until 6:00 PM. While these hours might seem rather grueling, students rarely have courses for the entire day. Often there are random hour-long breaks, late starts, and early finishes due to lack of a scheduled class. Additionally, school ends early once a week (like a minimum day), allowing students to dabble in extracurriculars or hang out with friends.

After school, students head home immediately and start on homework. I find that the homework load is much lighter here (no busy work): there are sometimes exercises

for math and languages but seldom a take-home essay.

Dinner is late (sometimes even at 9:00 or 10:00 PM) and is a sacred time for the family. Following dinner, I wind down for bed and prepare for another day of lycée.

SOCIAL LIFE AT SCHOOL Unlike in the States, French campuses are solely focused on academics. School is for school only. This means that none of the signature aspects of American high school are present: there are no rallies, no sports teams, no jazz bands. Consequently, there is not really the school spirit and identity that one would find in American high schools. Moreover, due to the demanding school hours, extracurricular activities are not as pronounced as in the US. It is somewhat rare to be on a sports team, let alone in an internship in a lab.

Despite the lack of school spirit, there are bonds among teens based on their classes. Like in American elementary school, French students stay with the same group of kids throughout the day. This group is called their “classe.” This means

that everyone takes the same classes within their respective grade and filière. With their classe, students change classroom and teachers each period. This is an aspect of the French education system that seems to be very socially beneficial to students as there is unity among classes, with friendships often being a result of class placement.

There exists a certain sense of comradery and courtesy among kids in a class: it is always customary to do la bise (cheek kisses) or shake hands with fellow classmates and ask them how they are doing (ça va?). This is a big change from the US, in which one might not even know the names of some of their classmates. The close-knit relationships among students within a class allows everyone to feel included, thereby creating an environment in which students can focus solely on learning.

CURRICULUM AND HIGHER EDUCATION The way school is taught is not only different in class groupings but also in content. In America, some books might be part of the

FEATURE

typical high school repertoire, such as 1984; however, there is no mandated national curriculum. In France, a nationalized curriculum guides students toward a large, standardized, exit exam. Though US high school students may complain about having to take the SAT or ACT, French students have it much more difficult examwise. At the end of première and terminale (junior and senior year, respectively), students must take a grueling multi-day exam (the baccalauréat or bac) on an array of subjects. The exam is cumulative on all material learned throughout secondary school and includes both a writing and oral section (no multiple choice!). Contrary to the SAT and ACT which are optional, the exam is mandatory to receive a diploma. The results of the exam are life-changing: it can be a ticket to higher studies or to repeating the year.

Feeling a bit sick on the day of the exam? Too bad—there are no retakes or special circumstances.

The focus of the exam is a result of a student’s choice of “filière,” or focus. At the end of seconde (the equivalent of

sophomore year), students choose a track to specialize in for the remaining two years of secondary school.

The general tracks are as follows: scientific (“S”), economics/social sciences (“ES”), and literature (“L”).

There are also technological and professional tracks at specialized high schools for nontraditional students.

Students will continue with some general courses, but the vast majority of their time will be spent focusing on this specialization. It is generally impossible to change tracks, so students are largely confined in higher education and career choices based on their focus.

The differences in the two systems are further illustrated in higher education. First off, admission is determined solely by numbers: grades, BAC results, and entrance exam scores. Within the tier of higher education, there are both universities and “grandes écoles.”

Grandes écoles, equivalent in prestige to top-tier US universities, are specialized and have high entry criteria.

Oftentimes, students will spend an additional one

to two years in “prépa,” rigorously studying for the entry exams (concours) of top schools. Famous grandes écoles include SciencesPo (for international relations), the École Normale Superieure (renowned in several fields), and HEC (for business).

By contrast, all public universities (universités) are open to anyone holding a baccalauréat. Universities are public and can range quite a bit in rigor and reputation.

After the first or second year of studies, there are large exams which weed out weaker students. No matter which route a student chooses, their education is much cheaper than an American one.

Tuition is often free, again illustrating the French effort to level the playing field for all students.

ANALYSIS AND CONCLUSION Overall, I find the French education system to be much less “friendly” than the American one.

This feeling likely stems from the rather rigid curriculum, harsh grading, formal teacher-student relationships, and the lack of school identity. Depending on the student, this could

be considered detrimental.

On one hand, it takes the “fun” out of school, perhaps curbing intellectual curiosity.

By contrast, French schools are purely academicallyfocused environments, allowing students concentrate on schoolwork without distraction.

Switching education systems has forced me to reflect on what makes up an ideal education system. I have become grateful for my American education, in which I am able to engage on a deeper level with teachers, express my own opinions, and explore my intellectual passions. That said, this is partially due to my being in a state and community that values education and curiosity. This contributes to our culture of creativity and innovation. This is not the same across the United States. In France, by contrast, the education system is rigid.

Its staidness perhaps doesn’t allow for the same personal and intellectual exploration, however, it enables consistency and quality for all students, regardless of their backgrounds. Imagine if we had systems that did both.

by Nate Viotti

27

SUBMISSION

SLIPSTREAM I remember driving down to Los Angeles to spend New Years’ with my cousin and I remember it was raining so hard that my father, whose speedometer never dips below seventy, made sure to drive extra carefully.

I remember that it was pitch black and cold outside the window, but that I was warm and tired in the backseat I remember I was reading a book about a boy with golden hair and I looked up from the page just as we rounded a bend.

And I remember that spread before me, through the haze of rain, I could see the stream of northbound traffic, dipping and twisting among the hills, and the sea of headlights made a golden river through the dark and the rain.

I remember I was mesmerized by the light, by all those people transformed into one single, shimmering wave of humanity, cutting through the dark like a knife.

I have never forgotten that moment.

Photography Sarah Kahle

by Sarah Kahle

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SUBMISSION ON A NIGHTMARE

On a Nightmare we rot amongst the leaves; From time to time we are often forgotten.

When I was shown a gift from the ocean A stain of illusion, It spoke to me.

I was told “you dreamer, you shouldn’t make a sound.”

I stood a while in thought.

Almost dark Alone.

When suddenly Squeezed from the eyes of an ocean full of stars A �lower Fell into the water, Sadder than any words.

“You” I said, “Don’t listen, they aren’t saying anything” I thought, I should view life through its eyes again We die too soon.

This was the day I knew what to deliver I reached beyond “You come too” I said.

by Fabian Carriel Photography Jonno Schaff

A&E

SUMMER 18 PLAYLIST

by Sai Sema Photography Sai Sema

MAINSTREAM

VIBEY

PARTY MODE

THROWBACKS

ICY GRL (bae mix) Saweetie ft. Kehlani

WAVY SZA ft. James Fauntleroy

BE RIGHT THERE Diplo & Sleepy Tom

REGULATE Nate Dogg & Warren G

THIS GIRL Kungs vs. Cookin’ On 3 Burners

FANTASY Mariah Carey

For long car rides with the radio on

NICE FOR WHAT Drake IT’S A VIBE 2 chainz ft. Ty Dolla $ign,Trey Songz, & Jhene Aiko PSYCHO Post Malone ft. Ty Dolla $ign JAPAN Famous Dex

Take a break from mainstream music

BODMON Ramriddlz I DON’T EVEN KNOW WHY THOUGH Alina Baraz HERSIDE STORY Goldlink x Hare Squead THE WAYS Khalid & Swae Lee

Keep it poppin’ at a summer pary

ONE MORE TIME Daft Punk

Take it back to the 90’s and 2000’s R&B/Soul

AMERICAN BOY Estelle ft. Kanye West

FIREBALL Pitbull ft. John Ryan

I’M STILL IN LOVE WITH YOU Sean Paul

DJ TURN IT UP Yellow Claw

COUNTRY GRAMAR Nelly

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