Issue 9

CAMPUS (p. 4-5)

A CLOSER LOOK (p. 7-10)

Physics teacher Glen Melnik retires after 42 years of teaching

What’s in your cup of joe?: We take A Closer Look at caffeine

WEDNESDAY APRIL 11, 2018

800 MAGNOLIA AVE. PIEDMONT, CA

VOL. 104

ISSUE 8

The Piedmont Highlander TPHNEWS.COM

Upcoming

@ PHS

WED. APRIL 11 PHS/MHS Fire Drill at 1:45 p.m.

THURS. APRIL 12 PHS SAC Meeting at 3:30 p.m. @ Student Center Photos courtesy of Katheryn Levenson

A printer, keyboard, scanner, and books were damaged on March 5 when the PHS Library was vandalized, as was Witter Field in a similar incident weeks later.

Vandalism to Witter Field follows damage to Library PATRICK AEBI sports editor

MIRA TELLEGEN news editor On March 25, Piedmont police received a report of vandalism to the security gate bar, roofing, and plumbing at Witter Field.

Detective Jeff Spranza said that the yellow bar used to control traffic was removed, and the shingles on the roof were damaged. Spranza said the police are searching for camera footage, but currently have no leads.

The vandalism totals to an early estimate of $6,500 in damage. The Witter Field vandalism follows damage to the PHS library by less than a month.

The library was vandalized on March 5, when an unknown person or group broke into the library between the hours of 4:30 p.m. and 7:00 p.m. Thirty-seven books had been moved around, the printer had salsa in it, a keyboard was damaged, and a book scanner had been stolen. The police were notified about the burglary and vandalism on March 6, a police report was filed, and the damage is estimated at about $640, librarian Katheryn Levenson said.

The doors to the building near the “I try to make this they most safe and user breezeway had been left unlocked because friendly place for the students, and I always of adult education classes, and the custodians feel like the students here in general are very could have left the door by the elevator well mannered and very respectful,” Levenson unlocked while they were working in a said. “It makes me feel like someone has sort different part of the school. The person or of broken the trust.” group of people could have entered the library Assistant principal Eric Mapes said that either way, Levenson said. he also struggled to understand why someone On March 27, would do this an anonymous to the library. student walked “We have into the library been really “It makes me feel like someone and returned a lucky at this has sort of broken the trust.” library scanner school with Katheryn Levenson which had gone students librarian missing the night respecting of the vandalism, their school,” librarian Katheryn Mapes said.

Levenson said. She said that this means that “But it does still happen that we get people the actions are no longer classified as theft, who feel like it is okay to trash the place they only vandalism. come to everyday.”

Assistant principal Irma Munoz said Senior Bella Oglesby said that she feels that the return of the scanner does not affect students should respect the library, and that its the punishment on the student if caught. use is a privilege.

Destruction of school property with or without “The library is such a great place to work theft can lead to suspension or expulsion, and hang out and it’s so disrespectful that according to pages 23 and 24 in the student someone would do this.” Oglesby said. planner.

The administration cannot do much Levenson said that the vandalism to the more until someone comes forward with library surprises her and disappoints her. information, Mapes said.

Seniors will participate in

standardized testing this year MIRA TELLEGEN news editor

SARA SIQUEIRA edior-in-chief On Tuesday, April 17, seniors will take the California Science Test (CAST) as part of a week of standardized testing. The CAST will be administered to 5th, 8th, and 12th graders, while sophomores and juniors will take the CAASPP ELA and CAASPP Math tests on

April 17, 18, 24, and 25, English teacher Debbi Hill said.

The decision of which grade takes which test is made on a state level, and PUSD is mandated to give the prescribed tests.

In past years, sophomores have taken the science test and seniors have not had to take standardized tests, Hill said.

“This is all from the state, we don’t have any choice in what the tests are or who takes them,” Hill said.

The CAST will take approximately 2.5 hours. The CAASPP test requires 95 percent

of assigned students to take it for the scores to count in school ranking.

Hill said that she does not know whether the same applies to the CAST, but that all students should take it to maintain PHS’s reputation as a high-achieving school.

Freshman will not take any standardized tests, and will instead have six hours of study hall.

There will be an altered schedule on April 17, 18, 24, and 25 to accommodate testing.

The special schedule can by found at www. piedmont.k12.ca.us/phs.

SAT. APRIL 13 Senior Prom at 7 p.m. @ Univeristy Club at Memorial Stadium TUES. APRIl 17 CAASP ELA Test CAST Test WED. APRIL 18 CAASP ELA Test THURS. APRIL 19 AP Art Show Reception at 6 p.m. @ PHS Library THURS. APRIL 19 - APRIL 21 Spring Dance Concert at 7:30 p.m. @ Alan Harvey Theater SUN. APRIL 22 PADC Unity in Community Festival at 1 p.m. @ Piedmont Park TUES. APRIL 24 CAASP Math Test 9th Grade I-Search Night at 7 p.m.

WED. APRIL 25 CAASP Math Test THURS. APRIL 26 PHS School Site Council Meeting at 3:30 p.m. @ Student Center FRI. APRIL 27 PMS Air Bands Show at 9 p.m. @ Alan Harvey Theater

Ch eck out

March For Our Lives Lie-In Footage and Student Reactions

2

APRIL 11, 2018

The Piedmont Highlander

News

Student lie-in honored victims of Parkland Shooting

APRIL 11, 2018

News

editor-in-chief

acl editor

On March 14, students throughout the nation participated in a 17 minute walk-out to recognize and honor those 17 students who lost their lives in the Parkland shooting in February. At PHS, students, wearing black, left their classrooms at 9:55 a.m. and proceeded to fill the open spaces of campus and lie down on the ground.

Students remained lying silent, as a student said a few words about each victim, one per minute.

“The point of the 17 minutes and wearing black itself is to honor and recognize the victims,” lie-in coordinator senior Genevieve Raushenbush said. “As a whole, we are trying show that we as students can unite and be involved, and actually make a stand.”

Raushenbush said that it is important to continue to take action after taking the time to honor those whose lives were taken.

For that reason, Raushenbush and cocoordinator senior Maya Guzdar organized events for the following lunches throughout the week to keep the conversation going about school safety and gun violence.

“We wanted to create platforms for students to speak, reflect, share, in any way that they wanted to, about the issue,” Raushenbush said.

At lunch on March 14, students were encouraged to share their thoughts about the recent shootings. The following lunches, there were stations where students could write letters to Congress or create media posters to send their messages on the issue and continue to advocate for change.

“I think it gives students a way to share their voice in a way that will make an impact and hopefully be heard by people who have the power to make the change we need,” senior Ellie Roberts said.

Assistant principal Eric Mapes said that the administration is in complete support of students voicing out about issues they find important. Administrators communicated with Guzdar and Raushenbush so that the administration could inform teachers on

Photo by Yasi Parsa

On March 14, Students left class to lie silently in open spaces on campus in recognition of the 17 students killed in the Parkland shooting.

what to expect the morning of March 14.

“We always support our students in whatever they decide to do if it’s civic in nature: freedom of press, freedom of religion, freedom of expression,” Mapes said.

Though the administration offered moral support, funding for ASB to give students stamps for letter-writing and ensurance of student safety in whatever they planned to do, Mapes said that school policy technically requires them to mark students with an unexcused absence if they leave the classroom for longer than 15 minutes.

“It is a difficult situation because I understand students wanting to do more than the 17 minutes of silence, but we still have school policies that we need to follow,” Mapes said.

This however did not stop students from participating in the lie-in, or even lingering after 10:17 a.m. to share a few words and embraces with one another

before returning to class.

“We may [have] suffer[ed] the consequences of missing class, but I think that’s really important because to fight and stand up for what you believe in, you need to be willing to confront consequences,” Raushenbush said.

And students continued to fight for their cause as PHS students participated in the marches that happened in Oakland, San Francisco and throughout the nation on March 25.

“What comes next is not to stop,” Roberts said. “Seniors who are turning 18

need to vote and bring their friends with them. We have a right to vote on what our government does, and we cannot take that right for granted.”

Raushenbush agreed, and said remembering those who had their lives stripped from them and fighting for student safety are too important to simply let the conversation fizzle out.

“It’s, in a way, fighting to preserve the actual right to be alive, and get an education, and feel safe in your environment,” Raushenbush said. “We want to show that this issue isn’t going to die.”

To see more coverage of the PHS Lie-In

Check out

AP testing registration declines compared to 2017 SHAY HEMPECK opinions editor As the spring semester soon comes to a close, many students have been getting into the summer mood. But, for most students taking AP courses, the stress is only ramping up.

This year, 543 AP tests were purchased, compared to 537 last year, assistant principal Irma Muñoz said.

In 2017, 3 million students took AP tests nationwide, according to the College Board.

At Piedmont, we have received an honor roll for AP testing, due to an improvement of scores over time, assistant principal Eric Mapes said.

There has been a shift in popular tests for students to

Graphic by Shay Hempeck

Registration for AP tests in classes like AP Euro has declined.

take at PHS, Mapes said. up for the class if you don’t plan on taking the AP test, “There are more students taking the AP Computers Mapes said. class than ever,” Mapes said. “That’s a reason why we There have been a significant decrease in signups might see different numbers.” in the AP Euro and APUSH classes, due to absence of a If enough students are interested in taking an AP test, solidified teacher for many weeks in the fall semester. the administration may consider offering it in Piedmont, “It’s never easy to have a teacher leave, and the Mapes said. person who takes their place, there’s always going to be a “I’ve added chemistry, statistics and physics as new comparison,” Mapes said.

AP tests. Those are not AP courses here, they are honors,” Regardless of who replaced former History teacher Mapes said. “We only offer the AP exam if there is a Mark Cowherd, there would still be drop off in AP significant amount of interest for those subjects.” attendance, because the students simply aren’t ready, The most popular AP tests for students to take, Mapes said. nationwide are English Language, US History, English “The main reason I’m not taking [the test] is because Literature, US Government/Politics, and Calculus AB, in there was just no way I was going to be ready in time,” that order. senior Ellie Roberts said. “Or to get through all the As many seniors get a feverish case of senioritis, it necessary material in a way where I actually understood is common to see a it.” decline in senior signAccording to ups, counselor Chris Muñoz, only four “If you don’t want to take the exam, Hartford said. students signed up for don’t take it, but if you want to try, you “When I speak to the AP Euro exam this don’t have to report it.” the seniors, I’m like, year, compared to 24 Eric Mapes just finish. If you don’t last year. assistant principal want to take the exam, “Overall, this don’t take it,” Mapes whole school year for said. “But, if you want Euro and APUSH has to try, you don’t have to report it.” been a bad situation that everyone is trying to handle as Regardless of grade, Mapes said that almost every AP best they can,” senior Maddy Levine said. teacher encourage their students to take AP tests.

Both Munoz and Mapes said that they think these “Why stress? You’re either going to get college credit statistics will not continue, and that numbers will even or you’re not, it’s not the end of the world,” Hartford said. next year in the AP Euro and APUSH attendance.

Teachers feel as though you shouldn’t be signing

3

What you need to know about the new math pathways SARA SIQUEIRA

SAMANTHA FANGER

The Piedmont Highlander

The School Board approved revisions to middle and high school math courses and pathways on Feb. 13. The changes include shifting middle school compression to start in 6th grade, removing Calculus content from Honors Math Analysis, and allowing students to choose whether to take Calculus AB or Calculus BC their senior year.

“One of the things that was a part of what drove us was research about learning mathematics,” math teacher John Hayden said.

“Research was showing that moving faster was actually not a good idea for students. Having more depth of understanding will serve them in the long run.”

According to the School Board report for the Feb. 13 meeting, PUSD examined data based on student achievement and surveys from students, families, and faculty to understand how the math program could best meet the needs of students.

Students will first have the opportunity to compress, or accelerate, in math in 6th grade, rather than 7th grade, said math teacher and PHS math department chair Diana Miller.

With the revisions, four years of math (CC6, CC7, CC8, and

IM1) will be taught over three years instead of all students taking CC6 and then being taught CC7, CC8, and IM1 over two years, said Director of Curriculum and Instruction Cheryl Wozniak.

“The reason for that is to take off some of the stress of middle schoolers who are doing the compression,” Miller said.

Miller also said teachers can go more in depth on the applications of concepts with this change, and this goal influenced the department’s proposal to change the Math Analysis class as well.

“This year, Honors Math Analysis includes a bit of Calculus AB so that students who take it can take Calculus BC,” Miller said. “Next year it will be truly an honors class and go more deeply into math analysis.”

Even though Honors Math Analysis will not cover calculus concepts after the changes, students will choose to take either Calculus AB, Calculus BC, and/ or Statistics or Honors Statistics after they have taken either Math Analysis or Honors Math Analysis, Hayden said.

Calculus AB covers one semester of college level math while BC covers a full year.

Wozniak said students who choose to take BC will be able to handle a full year of college math

in one year of high school.

“It would probably be more appropriate to take Honors Math Analysis if students want to take

to choose between Calculus AB or Calculus BC is to provide students with more access to statistics classes and Calculus

“One of the things that was a part of what drove us was research about learning mathematics.”

John Hayden math teacher

Calculus BC, but they don’t have to feel the obligation if they don’t want that challenge junior year,” Miller said.

Another reason for students

BC, Wozniak said.

“The foundation of statistics applies to every field,” Wozniak said. “This will open more doors for students.”

Despite the changes to the pathways, Wozniak said that the requirement of two years of math to graduate and three years to attend a UC has not changed.

Wozniak also said the fourth change will be to eliminate the summer bridge course, allowing students to only compress in 6th grade or 9th grade.

Freshman Caroline Devine, who is currently taking Integrated Math 2 (IM 2), said that she cannot take a summer bridge course to skip ahead and reach the level she wants.

“I am still learning and I love my teacher, but IM 2 is really slow paced for me,” Devine said.

“I want to learn as much as I can.”

Graphic courtesy of Sara Siqueira

Changes to the math pathways for middle and high school students passed on Feb. 13 and affect compression.

W hat’s ‘Sup? School vs. Fourth Amendment

with Suppiger

A police officer walks up to a student on campus who is carrying a large wad of cash and cigarette rolling paper. The police officer reasonably assumes the student is a drug dealer, so the officer requests to search the student’s backpack.

The officer finds marijuana in the student’s backpack and immediately arrests the student.

However, due to the fact that the officer had only reasonable suspicion to search the student and not probable cause, all legal charges against the student are dropped.

This scenario involves reasonable suspicion and probable cause, both levels of standards of legal proof. Reasonable suspicion is more proof than a hunch, but less proof than probable cause. These levels of proof are important to know to figure out when someone can be frisked, searched, arrested, and convicted.

According to Cornell Law School, probable cause is defined as “reasonable basis for believing that a crime may have been committed or when evidence of the crime is present in the place to be searched.” Cornell Law School defines reasonable suspicion as “ specific reasonable inferences which [one can] draw from the facts in light of experience.”

The key difference between reasonable suspicion and probable cause is that reasonable suspicion is more of an educated guess, while probable cause is based more on facts than inference.

In the original scenario, since the student is following the law and the officer is only making an inference on

do not need a parent’s permission to search a student due to the school acting in “loco parentis”: legal term meaning “in place of a parent.” Since parents are legally allowed to search their kids at anytime and the school acts as a parent, the school is allowed to follow the same rules as parents.

Kitchens also explained a concept called the exclusionary rule, which prevents over broad searches. The exclusionary rule applies to police officers, but not teachers or administrators. This means if a teacher what the student could be doing, the police has reasonable suspicion that someone in a officer has reasonable suspicion, but not room has drugs, they are allowed to search probable cause. Schools are allowed to every student in that room. If an officer use this evidence in a disciplinary thinks that someone in a convenience store hearing because the has drugs, they are not allowed to officer had reasonable search every single customer suspicion, but to find the one person the officer can who has the drugs. not use this “ M o s t evidence in a administrators court of law err on the side because he of safety over did not meet privacy, so they the criteria sometimes still for probable act even if there cause. is no reasonable Education suspicion,” Kitchens law attorney said.

Rich Kitchens According to section said that schools do 6163.4 in the PUSD Ed Photo by Ty Ozsoy have the right to search Code, “An individual search students without probable cause will be conducted if there is reasonable due to the case New Jersey v. T.L.O. of suspicion that a user has violated the law.”

1985, but the school instead has to follow Assistant Principal Irma Muñoz said reasonable suspicion. that there is a gray area around reasonable

Kitchens said that administrators searches that can make it hard for

What’s ‘Sup? with Suppiger is a returning segment in TPH. Staff writer William Suppiger examines our school policies in an effort to educate the student body.

Contact Will at wsuppiger@tphnews. com if there is a school policy that you want him to examine administrators to navigate when they can search a student or not, especially regarding looking through students’ phones.

Muñoz added that she has rarely had to search students at PHS, and the only times she has were related to drugs.

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APRIL 11, 2018

CAMPUS Melnik sets sail from 19 years of teaching at PHS GIGI GLEGHORN arts editor Way back in the 80s, physics teacher Glen Melnik walked through the breezeway of PHS. He was new to the school, a substitute at the time, and did not know any of the students well. Then one girl said hi to him as she walked by and a warm feeling came over him. He did not know her name, but that small gesture stuck with him through the countless memories he has gathered in his 19 years of teaching at PHS. “I started substituting way back in 1976,” Melnik said.

“Then I developed my private tutoring, so I did not want a full time position for about 14 years.

But then in 1999, they tricked me into taking over the physics class for a couple weeks and it lasted now for 19 years.”

After attending UC Santa Barbara for undergraduate and Northwestern University for graduate school, Melnik taught social studies in Chicago for two years, he said.

“Then when I came to California, there were no teaching jobs because the war in Vietnam was winding down and people were all going into teaching,” Melnik said. “So I started working in the psychiatric hospital and started private tutoring.”

While his tutoring business grew, Melnik went back to school at UC Berkeley and enrolled in calculus and chemistry classes, to get his teaching credentials in those subjects as well. Melnik has five different teaching credentials overall, he said. “[Melnik is] somebody

who’s just enjoyed education and learning stuff,” said math teacher and long time friend Doyle O’Regan. “He likes teaching and engaging with people. He’s been that way ever since I’ve known him.”

Junior Chloe Tjogas, a current student in Melnik’s class, agreed with O’Regan and said that his abundant stories and life experiences make for a really interesting class, as does his teaching style.

“He lets us work a lot and try to figure out problems as well as helping us along the way,” Tjogas said. “You can tell he really loves his job.”

But, after many years of teaching and tutoring, Melnik said he has decided this school year will be his last.

“I have realized this is the time,” Melnik said. “I’m getting old.”

One reason Melnik has decided to retire is because of the new planned curriculum, Melnik said. The science department must rewrite the physics curriculum in order to meet the Next Generation

‘Why should I go through all that time and effort after school to create something that I wouldn’t even be teaching?’” Melnik said.

The second reason for his retirement is the change of feeling in the air around PHS and faculty after the resignation of former history teacher Mark Cowherd, Melnik said.

“There was this cloud that went over the whole faculty,” Melnik said. “There was a depression that hit, like ‘Well shoot, he really became targeted by the community,’ and whether he did something really bad or not, it’s just that fact of how it went down on him really affected teachers.”

The last reason Melnik said he will be leaving is because of his boats.

“I have two boats over in Sausalito, and I would stay on these boats over the weekend,” Melnik said. “I would notice that every Sunday, to come back to the East Bay, and to prepare lesson plans for each week, became harder and harder and I’m thinking, ‘Why can’t I just stay here in Sausalito.’”

O’Regan said that he does not “I’ve really appreciated my think Melnik time here. The students have will miss coming out to the East been absolutely great.”

Bay every week Glen Melnik either, although physics teacher he does think they will stay in touch no matter what. of Science Standards (NGSS).

“I have not been on his boat,” “Next year would be O’Regan said. “One of these the time we would write the days I’ll get out there. He keeps physics program with specific talking about wanting to live on worksheets, specific activities, the boat sailing away to Hawaii, specific labs, to meet these new or maybe it’s Mexico. I think he’ll standards, and I’m thinking, definitely do that live-on-his-boat

Photo courtesy of PHS Clan-o-log

Physics teacher Glen Melnik started teaching as a substitute in 1976.

thing.”

Melnik said he will now have time for things he has been waiting for, like fixing up his boat to sail it down to Mexico.

“I’ll probably spend two years to [fix the boat], so I can sail it down to Mexico, and from Mexico maybe around the world,” Melnik said. “Because once you’re in Mexico you have to decide if you’re going to stay in Mexico or keep sailing south to the Panama Canal and going to the Caribbean. Or going the other way and going towards the South Pacific.”

For the next couple of years, Melnik said he will keep

tutoring, but only take on about five students so he can continue teaching and helping others. “[I learned] from him, it’s just being positive and not giving up on people,” O’Regan said. “He always sees the good in people.

That’s probably my biggest take away from him. He’s always positive.”

Although he is leaving, Melnik said he has valued the students and his time at PHS. “I’ve really appreciated my time here,” Melnik said. “The students have been absolutely great. I love physics so I felt fortunate that I could teach physics.”

Soap Club scrubs up funds for Eileen Rohmer Science Award

Photo courtesy of Ella Nielsen

Club advisor Tom Huffaker uses his knowlege of chemistry to help Soap Club make soap.

NATHIN CHIN staff writer

A cluster of students surrounds a large metallic pot, pouring in generous amounts of oils and potassium hydroxide to create a vaseline-like substance. After several days, the students begin diluting the substance into a liquid form and aromatic fragrances reminiscent of affection and bliss. The students then proceed to package it and

append it with leaflets that read: Body Wash.

To honor chemistry and former chemistry teacher Eileen Rohmer, Soap Club has been creating and selling a variety of soap products ranging from hand soap to lip balm for the past four years.

“We make soap and body wash by hand, mostly during lunch, and add fragrances and bottle it,” club president Ella Nielsen said. “All the money made from selling it

goes to the Eileen Rohmer Science Award, of three hundred dollars, Nielsen said. which is given to a senior every year.” “[The department] looks for Rohmer was diagnosed with breast enthusiastic science students,” Huffaker cancer in 2010 and underwent a two year said. “Not necessarily the highest scoring battle with the illness until passing away students but the ones that are clearly in 2012. interested and passionate about science.” “[The Science Department] wanted Huffaker said he decided on soap to do something to remember her, so we because he was interested in the chemistry changed the science award to her name involved in making it as well as the easy and [attached a modifications scholarship to that can be it],” club advisor made.

Tom Huffaker “Making “It’s been really cool to learn said. soap is more about something we use The club fun than it every day and it is for a really sells 12-ounce sounds,” bottles of soap Nielsen said. good cause.” for ten dollars “It seems Kit Asa-Hauser at Mulberry’s like it’s senior Market, on boring but it campus during is interesting the holidays, and fun and at craft to be able fairs, donating the proceeds to the Eileen to customize the soap, add different Rohmer Award, Huffaker said. fragrances, and choose the names.”

“The holidays are big days for us. we Soap club is looking for new officers to will sell on valentines day and mother’s join next year, Huffaker said. day, all the big comercial holidays,” “People should definitely join because Nielsen said. it’s not something a lot of people know how Every year the science department to do,” member Kit Asa-Hauser said. “It’s chooses a dedicated senior to receive the been really cool to learn about something award. Last year the award was given to we use every day and it is for a really good Nathan Cook along with a small scholarship cause.”

APRIL 11, 2018

5

The Piedmont Highlander

Campus

Decorated classrooms enhance curriculum, engage classes MIRA TELLEGEN news editor Colorful.

Fun. Lively.

Or… Claustrophobic. Cluttered. Unprofessional.

Every student learns differently, so where one student may be overwhelmed by decorated walls, another may be entranced and motivated, but decorated classrooms have a net positive effect, English teacher Mercedes Foster said.

History teacher Michael Sandberg said that he believes decorations help students engage with the material and breed curiosity in the student body.

“If it gets you curious, that’s what teaching is about: creating lifelong learners and having people want to learn more,” Sandberg said.

Sandberg said that when he decorated his classroom over winter break, he looked for things he could use in lectures, items that had a purpose or related to the course material, for example T-shirts and clocks that display historical topics.

“It gives [students] a hook, so when I’m teaching about the Industrial Revolution I can pull my steam engine off the shelf,” Sandberg said.

Sophomore Emily Becker, who is a student in Sandberg’s class, said that his use of historically relevant decorations makes his class more interesting. Becker said that before Sandberg decorated the classroom, the plain walls were not as

effective of a learning space. “[Decorations] definitely change the classroom environment,” Becker said.

A link between classroom decorations and the curriculum of a class can improve the learning process, assistant principal Irma Muñoz said.

“The effort that teachers invest in putting up their decorations is very intentional, it communicates a message to students about a passion for their subject matter,” Muñoz said.

Muñoz said the administration leaves classroom adornments up to teacher discretion, beyond the board policies.

“As long as they are aligned to curriculum, student work, positive messaging, and are safe, each teacher has autonomy in terms of how they use their classroom space,” Muñoz said.

Foster said she supports the administration policy of allowing teachers to decorate their classrooms as they see fit.

“I feel very lucky to teach in a school where the teachers are treated as professionals who have the best intentions for their students,” Foster said.

Senior Casey Kama said that after four years of having class in Foster’s room, she enjoys the decorations on the walls and feels like they reflect Foster as a teacher.

Kama said that the decorations could be overwhelming, but also show a preview

Photo by Mira Tellegen

History teacher Michael Sandberg relates topics from his classes to his classroom decorations.

of lessons to come and get students excited.

“It makes you want to be more part of the class,” Kama said.

One impediment to teacher expression through decorations is that classrooms are often shared. Beyond logistical difficulties with moving classrooms, Foster said that the lack of permanence prevents customized spaces. She said she hopes the issue is amended with the new buildings.

The new H1 buildings and their subsequent decoration may prompt a shift in campus culture, Muñoz said.

“My hope is that our new classrooms

M exico Captains Corner Team Names

Hardest Worker

and our buildings promote an environment that students are proud to be part of and that encourages high levels of achievement,” Muñoz said.

Classroom decorations provide an unquantifiable benefit to both teachers’ and students’ academic experience, Foster said.

“I’d like to think that there are things on the walls that are meaningful,” Foster said. “It’s not just jokes, there’s evidence of student activities, clubs, quotes from the literature we’ve read, things that are important to know that aren’t really teachable.”

TPH asked one senior leader from each team on the PCC Mexico Mission Trip questions from last week’s house building trip.

Team Clown

Team Mom

Van Hype Song

Aqua

Abigail Seevak

Patch Selna

Halle Potterton

“Pocket Full of Sunshine”

Black

Trevor Thayer

Pierce St. Claire

Margaret Faust

“Speak Life”

Blue

Hunter Settlemier/ Julie Huffaker

Marlowe McEfee

Adri Calvo

“Sunday Candy”

Brown

Devon O’Shaughnessey

Jake Cota

Clara Crowley

“Fix You”

Copper

Andrew Jiang

Briggs Settlemier

HannaMarie Hohener

“Crazy Rap”

Gold

Hayley Sullivan

Gavin Horne

Henry Cooper

“God’s Plan”

Green

Grant Keating

Seamus Meagher

Katie Gustke

“Waterfalls”

Lime

James Manolis

Sandler Douglas

Anna Campbell

“Golddigger”

Maroon

Will Kalmbach

Jen Wuebbens

Morgan Shelly

“September”

Orange

Claire Lichty

Dash Patterson

Ellie Coleman

DJ trap Dash Patterson

Peach

EJ Cheung

Abby Gallagher

Megan Tang

“Crazy Rap”

Pink

Jason Finkel

Burke St Claire

Maggie Lucas

“XXX”

Purple

Rex Peters

Olivia Wiebe

Paige Avagliano

“Solo”

Red

Georgie Brayer/ Amelia Tolles

Georgie Brayer

Sydney Willis

Any Taylor Swift song

Silver

Maxine Miller

Nicholas Ormond

Gracie Ellis

“Buy me a Boat”

Tie Dye

Ian Joseph

Cutter Mitchell

Ellie Roberts

“Despacito”

White

Carson Gerhardy/ Piper Palmari

Nikki Goix

Patrick Conn

“Big Green Tractor”

Yellow

Ben Wuebbens

Will Peterson

Bella Rivera

“Plug Walk”

6

APRIL 11, 2018

The Piedmont Highlander

Campus

Exchange students build friendships, solar notebooks with APES MILES FAWCETT staff writer Excited chatter fills the sixth period AP Environmental Science class (APES).

In between discussing how to build their batteries, junior and senior students get to know each other speaking in both English and Spanish.

On March 8, PHS began its inaugural exchange program with students from Latin America. Four students, two from Ecuador and two from Nicaragua, stayed with host families in California for a total of three weeks, and stayed in Alameda County for one of those weeks.

Working together with the 21 APES students in 6th period, the Latin American students spent the period making portable solar charged batteries that can charge Photo by Miles Fawcett electronics, more commonly known as solar notebooks. The exchange students Students from Latin America worked with the 6th period APES class to construct solar notebooks. were able to take the portable chargers back home for school and recreational use. Embassy worker Sarah Cadorette organized big help.”

“These solar notebooks will be able to the exchange program. Chamberlain has Junior Cooper Ford, along with the go in the kids’ backpacks and suitcases back been working with Cadorette all year, other juniors and seniors in the 6th period to their villages developing lesson APES class, got the unique opportunity to in Ecuador and plans for her work with the students from Latin America.

Nicaragua, and APES class.

“Seeing my peers from a different “Seeing my peers from a our hope is that “[Cadorette] country studying the same material that I different country studying came in to am is eye-opening,” Ford said. they can use the notebooks Ford said that his interest in the same material that I APES and she to charge their did a lesson on environmental science stems from his am is eye-opening.” phones and different farming experiences as a Boy Scout.

Cooper Ford tablets, and next techniques and “As I grew older and learned more junior year’s APES talked about about the environment, I started getting kids can talk to farming bills,” interested in how society, the economy and them,” science Chamberlain said. politics are influencing the environment,” teacher Marna “We will end up Ford said.

Chamberlain said. doing a debate later in the year on whether Sixteen year old Ecuadorian exchange Chamberlain and Piedmont Exchange or not different farming subsidies and student Maria Sol Gonzalez said that she Program Coordinator and Global Student programs should be changed. She’s been a has also been interested in the environment

from a young age.

“I have always been interested in environmental sciences,” Gonzalez said.

“One of the main reasons that I choose to help the environment is that we have to salvage what we have left on the planet.”

In her work to help save the environment, Gonzalez said that she has worked on projects to halt deforestation in Ecuador.

In APES, Chamberlain has put an emphasis on the real world applications of environmental science, involving modern farming techniques and laws in the curriculum. Chamberlain said that Cadorette has aided her in adding new and interesting information to the APES class.

PHS will also send students abroad to fulfill its end of the exchange program.

Students will head to Cuenca, Ecuador to work with other high school students in the area on urban agriculture projects. Cuenca is a UNESCO World Heritage Site that sits at 14,000 feet in the Andes mountains, Cadorette said. “[Cuencas] has a rich history, marked by several waves of immigration from people in different parts of the world, that gives it a complex and dynamic cultural legacy,” Cadorette said.

Cadorette said that five students have signed up for the trip, but there is still plenty of space available. Students should speak to Chamberlain for more information.

“There is no application process,” Cadorette said. “Students must simply be willing to spend time this summer working side-by-side with other high school students in Ecuador on projects related to environmental restoration, while practicing their Spanish and building cross-cultural awareness.”

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APRIL 11, 2018

A CLOSER LOOK

“COFFEE gives me enough energy to get through the day.”

Yu connects personal Red Guard experience to student education Cultural Revolution.

“I still miss my childhood, my neighbors, and the moral standard we had,” Yu said.

1966 in rural China: she and hundreds of other teenagers Senior Kate Gross-Whitaker said she finds it interesting marched through the deserts, mountains, and forests, slept and surprising when Yu’s personal experiences, such as on logs they cut down themselves, and learned how to working in the field during the revolution and studying shoot a gun without ever knowing why. 2017 in the Bay Chairman Mao. Area: she comes to school everyday, teaches five classes, Out in the countryside, Yu would often have to help and hopes to motivate students to strive towards their full with the peasants’ work, such as bombing mountains to potential. provide rocks for building houses.

Mandarin teacher Sunny Yu grew up as a teenager “It puts me in awe when she shares those moments, but during the Cultural Revolution in China, and 50 years later also makes me feel that historical events just really happen her experiences remind her of the value in education as she to anybody,” senior Genevieve Raushenbush said. does what truly makes her fulfilled: teach.

During the five years they have had Yu as a teacher, “I really value education because it changes people Raushenbush and Gross-Whitaker said they appreciate and changes the world,” Yu said. “Education is the key and Yu’s sunny personality. value of life.”

“She is very much of a role model and mentor to us,” One day in the 1960s, suddenly all the schools in China Gross-Whitaker said. closed, Yu said. Yu became a Red Guard because it served Yu said because of her experiences not receiving as a way for her to remain safe an education for years as a and not be looked down upon teenager, she cares deeply about by her neighbors. students’ futures.

“We experienced As a 13-year-old when the “I hope that what I say and do something we should not Cultural Revolution began, Yu have,” Yu said. “We had no said she did not know any better impacts my students to have school and we didn’t even but to do as she was told, even a higher desire to be good know what would happen the when her actions did not align and not waste their life.” next day. I thought that was with her personal values. how life was supposed to be.”

Yu said that her family Sunny Yu As a Red Guard, Yu said and friends feared expressing mandarin teacher she went to the countryside views contradictory to what where she endured harsh authorities told them to do. This physical work and military made her realize the importance training. of freedom of speech and having “I was scared,” Yu said. open minded discussions.

When the schools reopened, Yu only learned about “I see the world in 50 years, and it should be better Chairman Mao and had to wear soldier outfits with red than now,” Yu said. “That is why I try to share my thoughts armbands. in class with my students. I care what the kids say, do, and “We held up Mao’s book and chanted ‘long live think. I’ve seen more and I want to guide them to live a Chairman Mao,’” Yu said. “We said that all the time, even valuable, meaningful life.” before we ate.”

Raushenbush said that Yu’s advice to students, such as Despite China’s development, higher living standards, to follow one’s efforts and heart, help keep her grounded. and higher social status in the world since the revolution, “In China, we see teachers as 50 percent teacher Yu said she prefers the China that existed before the and 50 percent parents, and I do feel that I have that

SARA SIQUEIRA editor-in-chief

Photo by Sara Siqueira

Mandarin teacher Sunny Yu teaches all mandarin classes.

responsibility,” Yu said. “I hope that what I say and do impacts my students to have a higher desire to be good and not waste their life.”

Raushenbush said that for her, the Mandarin class has become a family, and Yu has been key to fostering that community.

“That has been my go-to class,” Raushenbush said. “In middle school you have core classes and throughout high school, I feel like Mandarin has been my core class.”

Because she does what she loves, Yu said that she does not have any regrets in life, but ever since realizing what she missed without receiving a proper childhood education, she has dreamt of giving back to communities in China.

“I’ve dreamed about opening a school back in the countryside where I worked because I realized the local people really need an education,” Yu said. “I feel sympathy and pity for the kids because they are missing a lot.”

“I need to have my

TEA.”

8

APRIL 11, 2018

The Piedmont Highlander

A Closer Look

A

morning cup of joe. A steaming blackness with a few bubbles on the surface. A drink settled into a ceramic cup and saucer. A significant staple for the majority of American adults, since a 2018 study by the National Coffee Association found that the number of adults drinking coffee within the past day of the survey was 64 percent. However for today’s teenagers, some continue to drink this classic in its simple form, but for others it is replaced by pumpkin spice or cotton candy “coffee” drinks clogged with double shots of syrup and topped with whipped cream mountains.

Instead of black coffee, every day sophomore Julia Pappas drinks an iced coffee with half and half milk, a little sugar, and ice. Pappas said that her friends drink similar latte-type coffees as well.

“I don’t really know any people in my grade or my friends group that like hot coffee, like actual coffee,” Pappas said. “I think a lot of [teenagers] have the same taste in coffee.”

At the Piedmont landmark, Mulberry’s Market, students and teachers have multiple Mr. Espresso beverage options including regular coffee, decaf coffee, frappuccinos, and lattes. However, owner of Mulberry’s Market Chad Olcott said most high schoolers do not usually order black coffee.

“They are all ordering lattes, chai lattes, and if it is cold, a ton of hot chocolate,” Olcott said. “And when it is hot, they get those milk shakey things called frappuccinos. Very few of them ever say ‘I want a coffee.’”

The students buying the coffee beverages at Mulberry’s tend to be upperclassmen, Olcott said.

“I think it is something that you grow into,” Olcott said. “The freshmen are getting the hot chocolates. The lattes, from what I see, tend to be [for] the seniors and juniors, so they are closer to 17 or 18.”

When ordering coffee or making it on their own, some students still drink black coffee. They drink it for the same reasons as adults, to stay awake. Senior Kai Zimmer said he started drinking coffee every morning to help with his ADD. “It makes [me] more attentive and awake,” Zimmer said.

Although coffee helps Pappas not feel tired in class, she said it also causes her to overthink and feel anxious. Because of this, Pappas decided to give up drinking coffee for Lent. Pappas said that she will probably go back to drinking it afterwards, but she thinks it was good to take a break.

“I don’t think I am dependent on coffee at all because I can go without it,” Pappas said. “I definitely miss the taste, not as much how it made me feel.”

Similar to Pappas, English teacher and leadership advisor Mercedes Foster said the taste of coffee is a major reason why she continues to drink it.

“If suddenly coffee disappeared from my life, like my doctor said that ‘you can’t drink coffee anymore,’ I will be like ‘Oh I am going to miss that taste,’” Foster said.

Both Foster and Zimmer said that they get headaches if they stop drinking coffee for a day, which encourages them to keep drinking it.

“At this point I have been drinking coffee for so long that I get some pretty bad headaches [if I stop drinking coffee], which is pretty problematic,” Foster said.

For freshman Emma Broening, she said she drinks it to establish a morning routine to start her day rather than needing it to wake up.

“I would say it is not necessarily about the caffeine for me but more like making the coffee and then drinking it, having something warm to drink in the morning,” Broening said.

Every morning, Pappas, Broening, and Zimmer all drink coffee made by their parents at home because it is cheaper and more convenient.

“I hate that coffee can be like six dollars from Starbucks,” Pappas said. “I try not to spend more than like four dollars on coffee because it can really add up.”

If Pappas has time before school in the morning, she said she will instead get her coffee from Mulberry’s.

Olcott said that he sees students spend a lot of amount of money on coffee every day at Mulberry’s since the drinks they buy are expensive.

What’s in your cup of

JOE?

APRIL 11, 2018

A Closer Look

The Piedmont Highlander

Where do we get our coffee?*

27%

make it at home

25%

Starbucks

19%

Mulberry’s

12%

Peet’s

5%

Timeless

*Survey conducted the week of March 22. Percentages taken from 139 respondants and 267 responses

13% Other

9

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APRIL 11, 2018

The Piedmont Highlander

A Closer Look

continued from page 8

“By the time you buy a large frappuccino, you could be at five bucks,” Olcott said. “And that is a lot of money if you do that every day. It is interesting the amount of disposable income teenagers in this town, in this day and age, have.”

At Mulberry’s while most students buy the sugary coffee drinks, Olcott said that adults drink the traditional coffee beverages. “[Adults] are more conscious of those sweet things,” Olcott said.

In general, Foster said teachers tend to drink a lot of coffee or other caffeinated beverages like tea.

Social studies teacher Janine Sohn said she does not drink coffee because it is too bitter. Instead, she drinks caffeinated black tea every morning.

Since tea is a less common drink than coffee in the U.S., Sohn said that she faces certain challenges, like having to order her favorite tea online from Peet’s since it is not sold in stores.

“As a tea drinker, I am kind of on my own since the U.S. is very coffee dominant,” Sohn said. “I am often in the minority and sometimes that can be challenging.”

For students at PHS however, coffee drinkers are in the minority. Senior Charlotte Altieri does not drink coffee along with 57 percent of 307 students surveyed over the course of a week. Altieri said she has never drank it because she does not need it and does not like the taste.

“I never grew up drinking it, it was never a part of my life,” Altieri said. “I’ve never liked it and I’ve survived without it, so I figure why start drinking now?”

Since Altieri has never regularly drunk coffee, she cannot compare whether she feels less awake not drinking it over drinking it.

“I think it is hard to know if I feel tired because I am not drinking coffee, or just tired because I have never had the experience of being super caffeinated,” Altieri said.

Altieri said she does not know of many other non-coffee drinkers because they are less vocal than the coffee-drinkers.

“I have noticed that [coffee] is a really hot topic of conversation in high schoolers,” Altieri said. “I think for some reason a lot of us are really proud we drink coffee, like it makes us more adult somehow.”

Since Mulberry’s opened 10 years ago, high school students have increased their coffee consumption, Olcott said.

“I do not know what it is, whether more kids just drink coffee now or more of you know about [Mulberry’s Market],” Olcott said.

Because Mulberry’s is within walking distance to the high school, it makes it easy for students and teachers to go buy coffee and other drinks, Olcott said.

“High school students are a huge part of our business so we are grateful to you guys for coming,” Olcott said.

If students want coffee, they must buy it at Mulberry’s since PHS cannot sell it. According to chef M’Lisa Kelley, PHS cannot serve caffeinated drinks because it is against the USDA School Food Rules.

Broening said she would love it if food service sold coffee, however she is unsure about the negative effects of it being so convenient.

“I suppose that would increase my coffee intake, which I am not sure if that would be good,” Broening said. “But it would just be so nice to have it right there.”

For anyone, students and teachers, coffee drinking habits are very black and white, Broening said.

“Everyone I know either loves coffee or hates coffee,” Broening said. “They drink it regularly or they never drink it at all.”

What Caffeine Does to you

S

omeone rushes into a coffee shop on the way to work and orders a black coffee.

They get their drink, taste it, and cringe.

Yet, they keep drinking because they need the boost to wake themselves up. The next customer in line orders a tea. This customer continues a conversation with their friend, sipping peacefully and enjoying the tea’s taste.

These are just two of the many types of drinks that contain caffeine, and two of the instances in which caffeine is used in everyday life. No matter which form it is taken or under what circumstances, caffeine has many lasting effects on the human body.

“Caffeine causes vasoconstriction, the narrowing of blood vessels, which leads to cardiovascular issues including higher heart rate and blood pressure,” pediatrician Sarah Handelsman said. “It also blocks adenosine receptors in the brain, causing some cognitive responses - increased level of alertness, focus, some anxiety.”

On top of this, kids are more susceptible to the effects of caffeine as their brains are not fully developed, Handelsman said. “[Coffee] gives me enough energy to get through the day,” junior Sofia Ochoa said. “But it also makes me anxious.”

For most kids, especially students, caffeine is a quick way to get a boost of energy to get them through the day, Handelsman said.

“The majority of high school students get way less sleep than they need, which leads to difficulty focusing and staying awake,” Handelsman said.

EDITING AND DESIGN: Samantha Fanger Katherine Irving

Another consequence of drinking excessive amounts of caffeine is that it can be very addictive, Handelsman said.

“It is difficult to say whether caffeine is ‘addictive’ in a true medical sense,” Handelsman said. “But some people who have very high caffeine intake can become dependent on it.”

A few indications of addiction include developing tolerance over time, signs of withdrawal, and physical and social effects of the substance, Handelsman said.

Although caffeine may not be as addictive as other drugs, it is still a looming issue at PHS. Of 307 students surveyed, 12 said they either were or had at one point been addicted to caffeinated drinks.

Additionally, numerous students do not know the true effects of the caffeine they drink, senior Grant Keating said.

“I heard that [caffeine] stunted growth, so I waited until I was about done growing until I started to drink [caffeinated drinks],” Keating said.

A common consequence that students hear is that caffeine stunts growth, which is actually not true, according to the Harvard T.H. Chan School of Public Health.

No matter what consequences students may or may not know about caffeine, they should think about the reasons why they drink it, Handelsman said.

“The best thing kids can do is get more sleep and stay on a consistent sleep schedule to prevent the need for a substance to wake them up in the morning,” Handelsman said.

WRITING AND RESEARCH:

Clarissa Lam (staff writer) Owen Levinson (staff writer) Margo Rosenbaum (campus editor)

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APRIL 11, 2018

OPINIONS

Graduation: tears, not sweat, please!

It was raining, only lightly, but enough to move our ceremony truly special. Of course, we will remember it graduation ceremony indoors to Binks Gym. Every shoe just as well if it is in the gym, but they would be memoELLA squeaked as we walked forries of discomfort rather LEE ward to receive our diploma, than excitement. staff writer our armpits were sweaty We don’t need Oracle because 700 or so people Arena or AT&T Park, Berkeley High School gradwere packed shoulder to though that would be nice. shoulder in one small gym, We just need a plan. uates in UC Berkeley’s Using the gym would Everyone remembers their high school graduation. At and the pictures came out Greek Theater, and Bishop dim because of the lighting. have some benefits. It is Piedmont, it’s a celebration that never fails to bring the Photos from graduation easily accessible, and it community together.

O’Dowd graduates in the go on the mantel because it would also be the cheapSeniors get to share hugs and tears as the sun sets on Paramount Theater. is a landmark achievement, est option, as we would the verdant Witter field. As is tradition, they walk half a point of pride for family not have to rent a different a lap, heels on the track, purple gowns flowing in the and friends. But not only is venue. But we are only breeze, the P highlighted on the turf. They meet at the it bigger emotionally and acgoing to graduate from other end of the field in a crowd and throw their tasseled ademically-- it is also physically bigger. The gym might high school once, and I do not want to spend it sweating hats in the air together, a celebration of the past four not have the capacity for all of the friends, families, into my white dress. Graduating from the gym was not years, as the pep band plays “Pomp and circumstance” students, and teachers combined. The capacity of Binks fun in middle school, but in case of emergency, we can with gusto. The memory of the sun and the speeches is 1144 persons, so even if it keep the gym in our back pocket. echoing over the field lasts a did fit enough people, imagine I am making a plea for the whole junior class, for lifetime.

1144 bodies in one gym. It the teachers, for the parents, for the grandparents, for the But not for the Class would be a hot, chaotic mess. siblings. I would like to propose that PHS finds an off site of 2019. We will not have Witter Field will be unTo get enough seats for our au- place for graduation for 2019. If we are going to do this, a field. We will not have a available for use starting dience to sit comfortably, we we need to start planning in advance. theater. And you might say need to look beyond campus The class of 2019 is working hard, and we will not it is no problem, that we can June of 2019. for a new location. stop until we graduate. So let’s make it a worthy celejust graduate in the gym.

Last year, Berkeley High bration with a new venue, one with good lighting, elbow Not the gym. Not again. seniors graduated at UC room, and controlled temperature. If you need a student Hot. Sweaty. Stuffy. Bad Berkeley’s Greek Theater. Bishop O’Dowd seniors gradcommittee, I and many others would be glad to provide lighting and echoing noise. In case nobody remembers, uated at the Paramount Theater in Oakland. Since our suggestions, because this matters to us. It is the first step this how the juniors graduated from Piedmont Middle field is not an option, we have the opportunity to try out towards our future, the beginning of adulthood. It is our School. an off-campus graduation to make the once-in-a-lifetime graduation.

We juniors were unlucky at the end of eighth grade.

Making moral decisions KATHERINE IRVING acl editor

On Monday March 12, United Airlines killed a dog. A United flight attendant forced a woman to place her French bulldog puppy in the overhead bin for the three and a half hour flight, and upon landing the woman found her dog dead in his carrier.

Over the past week, United Airlines has been the perpetrator of two more dog-related incidents, both of which involved sending animals to the wrong continent. Reports state that United Airlines is responsible for the most animal deaths per animal placed in their care of any airline company. This is not the first PR disaster United Airlines has faced (remember #LeggingsGate, when a girl was denied from boarding her flight because she was wearing leggings, and the dragging of a passenger off of an airplane due to United’s accidental overbooking of the flight), and for the extremely limited satisfaction in United expressed by customers, one would assume that United would become less and less appealing to travellers.

So why is it that, while United’s stock dropped 4.3 percent in the first couple hours after the initial dragging man incident, it recovered almost completely by the end of the day? Why, according to a CNBC Article, did United’s stock level out from its 2.6 percent drop within two days after the death of the dog?

As a person who wrote their I-Search on dogs, I was horrified by the seeming lack of care United had for its canine passengers.

The grief of the dead dog’s owner nearly brought me to tears, and United’s response to this incident claiming that the flight attendant had not known the bag had a dog in it left me outraged. But in the end, when the time comes for me to fly to the north of the country for college visits, I will be sitting in a United seat and eating crappy

United pretzels. My dad has flown with United for years with his company, so we have miles with them that would make the trip affordable.

For my family, the financial gain outweighs the moral implications of patronizing a company we loathe, and for most of United customers the choice of convenience over morality won’t result in a event such as the puppy’s death.

Tragedies like this don’t affect us, and so while we might feel anger towards the company in the moment, we forget about them, and live our lives as though the incidents never happened.

United isn’t the only place where the easier access, cheaper costs, or even brand popularity override the morality of using a service or purchasing from a company. In 2013 Lululemon’s founder stepped down after making sexist comments about women’s bodies. As if that weren’t enough, the company’s CEO resigned a month ago for creating a toxic environment in the workplace, according to a Forbes article.

The company clearly has a discriminatory history, and yet just about every girl at this school owns a pair of Lululemon leggings, and the company is still well on its way to earning its goal of a $4 billion revenue. Similar issues have occurred in companies like Uber and Abercrombie & Fitch.

When choosing which airline to fly, what clothing to wear, or what company to give your money to for any purpose, do your research.

Showing your political views through marching or participating in the lie-in is all well and good, but we need to start expressing our beliefs in more ways than that. Frequent companies that are careless with their passengers or discriminate in the workplace and you are allowing the company to continue to perpetuate those ideas, giving other companies the idea that they can get away with doing the same thing. Hold businesses to the standard that you would want in your own workplace or in your customer experience, and maybe soon the workplace will be safer and companies will be profitable because they are considerate, not because we don’t care enough about the problems of others to make financial decisions that reflect our morals.

Contact Katherine at kirving@tphnews.com

Contact Ella at ellalee@tphnews.com

Is it a dying tradition?

Two weeks ago, TPH members attended a journalism conference at Columbia University in New York City. One session discussed highlighting the unique events or activities students engage in at school. We immediately thought of a night filled with feathery costumes, hilarious skits, and amplified squawks: the PHS Bird Calling Contest.

Fifty-five years ago, former teacher Leonard J. Waxdeck started the bird calling contest tradition that we all know today. Since the annual contest began in 1963, tickets have sold out in minutes and eager students and community members flooded Alan Harvey theater.

This year, on March 16, when the MCs ran onto stage to start the show, they were met with half-filled seats and only four acts performing. The week before the contest, organizers advertised the need for more acts, hoping to create a substantive show. Along with needing more acts, they also struggled to find designs for the poster, which is usually a paramount part of the event. While the winners have not appeared on the Tonight Show for the past three years, this contest still allows students to be creative and entertain the community with high-pitched squawks.

When we graduate from high school, we will be surrounded by people with similar high school experiences, and other newspaper editors, other ASB members, other soccer players, but who else can say they won first place in a bird calling contest? Or at least attended a school event dedicated to bird calling? It’s something very unique about our community, and an event to truly take pride in. Mr. Waxdeck passed away in 1994. It would be disrespectful to his long-lived career to let this tradition also pass away.

Bird calling truly is for everyone. Even those who do not enjoy acting or performing can still contribute to this light-hearted tradition; there is no reason to quit cold turkey in supporting your fellow peers. Even if you do not want to participate in the event, you can still see unique entertainment by just attending. This tradition has been going on for decades, and is a very unique aspect of PHS. Think about it harder next year, when you hear about sign ups, tryouts, and ticket sales. Let’s not let this quirky, entertaining event die.

-TPH Editorial board Contact the editors: editors@tphnews.com

12 Opinions Junk food should not spam your life

APRIL 11, 2018

The Piedmont Highlander

YASI PARSA

managing editor

It is morning time and breakfast rolls around. You rush out the door without eating. At school, the bell rings and students rush out the door, marking lunch time.

Throughout the breezeway, quad, library, and park are arrays of chips, cookies, sugary drinks, and more. Convenient and tasty junk foods are slowly cradled into the mouths and lives of hungry students day by day.

The unhealthy food epidemic does not end in high school, let alone start there. For college students there are sloughs of fast food places, restaurants serving tempting meals, low-quality food services and cafeterias serving hundreds of students, and ubiquitous vending machines.

For elementary school kids, middle schoolers, and grades prior to high school, exhausted parents provide to-go lunches, and must-need snacks are passionately purchased from advertisements and commercials.

Throughout these three daily mealtimes, one common and notorious truth throughout the lives of lots of students and young people is the continuous presence of junk food.

According to the WebMD website, “junk food” generally refers to foods that contribute lots of calories but little nutritional value, and labeling a food as junk food depends on who is being asked. The website listed soda as an example of a junk food, for it

does not possess as much nutritional value as a dairy drink or orange juice drink may.

As active humans with busy schedules, we as students especially need the energy to survive our daily endeavors.

But when hunger kicks in, many of us resort to the overly fatty, sugary, and savory that do not have much nutritional benefit.

Sometimes the excessive intake of junk food can be due to busy weeks of not forgetting to pack lunch, preferring to buy lunch, or not having time to understand what we are eating. That is understandable. Other times, we could use more information or motivation to just make the healthy swap.

According to Time, 90 percent of Americans do not eat enough fruits and vegetables. For that reason, it is really important to make sure that we ask ourselves more often if what we are eating could instead be something with more nutritional value. Even if you are snacking right before sports, fight bad impulse towards the unhealthier foods. Try opting for a healthier alternative like fruit or vegetables. Instead of the energy drink, go for water; hydrate well.

Cultivating intersectional activism staff writer

Gun control is not just about the 17 in Florida or the 20 at Sandy Hook. It is not just about the schools that no longer feel safe despite the padlocks and iron gates. However, it is also about the unarmed black lives lost from gun violence and the nearly six million children, primarily those of color, who have witnessed gunshots and bullet wounds, but whose stories continue to go untold, according to the Child Welfare League of America.

Consequently, it cannot be said that the Black Lives Matter and March For Our Lives movements exist in separate spheres.

Sparked by recent events in Florida, students walked out to remember the 17 victims, fight for better gun restrictions, and obtain a better sense of security in both the classroom and in the country as a whole. The movement parallels the multitude of Black Lives Matter marches that have taken place over the last few years. The Black Lives Matter movement originated after the police shooting of unarmed black teenager Michael Brown. When the court failed to indict the officer in question, injustice in the justice system came under fire, according to The New York Times. Both the Black Lives Matter and the March For Our Lives movements spurred from a single act of gun violence that merely reflected decades worth of issues. Out of the

SPORTS

Trost-Goldhammer spurs on scholarship

According to the New York Times, on a given day, 34.3 percent of children and adolescents ages 2 to 19 eat junk food.

According to Business Insider, the average American consumes more than 3,600 calories daily, which is a 24 percent increase from 1961, when the average was just 2,880 calories.

CASEY LANE

Also, a push should be made for healthier futures, not just by us, in our day-to-day lives, but also by nationwide policies, on a larger scale.

According to Vox Magazine, Hungary and Mexico, so far the only countries with a junk food tax, successfully curbed junk food eating, and individuals experienced beneficial health results.

For Hungary specifically, consumers of unhealthy food products responded to the tax by choosing a cheaper, often healthier product, consuming less of the unhealthy product, and changing to another brand of the product or substituting another food.

Forty percent of adult Americans and 19 percent of young Americans are obese, according to Time. Junk food accounts for around 24 percent or a quarter of the total caloric intake of the average American right now, according to NBC News. If a junk food tax could be implemented in California and beyond, this could be another way to disincentivize people from eating certain super unhealthy foods, and we could all experience the benefits as a society. While California may have passed a sugary drinks tax already, it is just as important to encourage an emphasis on what we are eating.

Furthermore, the general health concerns associated with consistent junk food include but are not limited to stroke risks in the future, weight gain, unsightly tooth decay, and gastrointestinal problems, according to the SFGate website. Nobody wants these for harsher, shorter lives.

If we can start eating healthier in our own lives and encouraging healthier eating on a wider scale, in the longrun there is no doubt that these actions will be worth it.

13

APRIL 11, 2018

violence, two movements have been born, both aiming to limit the presence of guns in America, whether they be in the hands of the police or in the hands of all citizens.

However, Black Lives Matter has met far more resistance than the March For Our Lives movement.

Counter organizations such as the All Lives Matter movement were created, and Black Lives Matter took heated criticism from Fox News, who said the protesters had no basis for their anger, immediately following Brown’s death. According to political newspaper The Hill, only 43 percent of voters view Black Lives Matter positively, and that number dips to 35 percent among white voters, 21 percent among Republicans, and 18 percent of those who voted for President Trump.

While the NRA and Fox News have publicly denounced March for Our Lives, the majority of Americans view the movement favorably.

According to a separate poll from The Hill, 56 percent of Americans have a positive opinion of the marches. Youth have taken the center stage in a new wave of activism which brought an estimated 800,000 people to D.C., according to USA Today, making it the biggest single day march in history.

Gun violence poses a threat to everyone, but it especially impacts minority groups. People of color and those who are disproportionately affected by gun violence should be uplifted by this movement, using intersectional activism to make a real change. As the obvious success of the gun reform movement plays out, other causes should build on this progressive wave. Teenagers who are now in the spotlight have the ability to empower others and amplify their voices. The time is now to raise your voice.

Black children are 20 times more likely to witness a firearm homicide and 10 times more likely to be shot, according to Everytown for Gun Safety.

Contact Casey at clane@tphnews.com

Contact Yasi at yparsa@tphnews.com

The

Piedmont

EDITORS-IN-CHIEF Royden Connors Sara Siqueira NEWS EDITOR Mira Tellegen CAMPUS EDITOR Margo Rosenbaum A CLOSER LOOK EDITORS Samantha Fanger Katherine Irving OPINIONS EDITOR Shay Hempeck SPORTS EDITOR Patrick Aebi ARTS EDITOR Gigi Gleghorn WEB EDITORS Azul Kothari Jeremy Wong PHOTO EDITOR Ty Ozsoy MANAGING EDITOR Yasi Parsa STAFF WRITERS Maggie Black Nathan Chin Miles Fawcett Susan Kuroda Clarissa Lam Casey Lane Ella Lee Owen Levinson Max Monical Roni Schacker William Suppiger Marta Symkowick Nina Tafapolsky ADVISER Beth Black

Highlander Editorial policy: The Piedmont Highlander, a publication conceived, planned and produced by students, is also the product of an academic elective program. Certain guidelines must be put into practice ethically and legally. Journalistic in nature, TPH attempts to inform and entertain its audience in a broad, fair and accurate manner on all subjects that affect the readers in the areas of academics, clubs, sports and all other aspects of student life.

The entire student body of Piedmont High School constitutes the target audience of the newspaper with secondary audiences including school personnel, community members and other journalism groups.

Content focuses on coverage that will meet the wants and needs of the majority of the student body. The staff not only allows but also encourages constructive criticism of any part of the newspaper before or after distribution, but final decisions will be made by the editorial board and adviser.

If deemed necessary, the administration will be consulted concerning questionable material. No material, opinionated or otherwise, that is libelous, irresponsible, advocates an illegal activity or which the editorial board or adviser deems in poor taste will be printed or posted online.

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If you feel TPH has strayed from this policy, please contact Beth Black, TPH faculty adviser.

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Piedmont School Piedmont High High School 800 Magnolia Avenue 800 Magnolia Avenue, Piedmont, 94611 Piedmont, California California 94611 Phone: 594-2883 Phone: (510) (510) 594-2883 Fax: (510) (510) 540-0425 Fax: 540-0425

Photo courtesy of Ruby Trost-Goldhammer

Trost-Goldhammer in a festive sweater competing at the Kelly Maddox training facility last December

MARTA SYMKOWICK staff writer

The cold, crisp December air whisks over the Castro Valley hills and through the spacious barn of Maddox Training.

Twenty-four hooves slam into the ground forming U-shaped divots in the dark brown dirt. The muffled sound mixes with the occasional instruction or spurt of laughter.

A musty horse smell of hay and wet dirt wafts through the barn. Six horses weave in and out, snorting cold air with poised riders on their backs. The partnerships perform; some with ease and some with horses intent on causing mischief. The riders occasionally stop to smile and laugh.

Concentrated and in control, Freshman Ruby Trost-Goldhammer rides a chocolate brown horse in the middle of the crowd.

Trost-Goldhammer first decided that she wanted to ride horses when she was

nine years old, Trost-Goldhammer’s mother Ariel Trost said. She was on a trail ride in Costa Rica and the horses were very slowly ambling along until they reached the beach.

“All of the horses just took off galloping as fast as they could,” Trost said.

“Ruby is not usually the one to like scary unexpected things but I looked behind me at her galloping, on a horse, completely out of control and she had this huge smile on her face. I had never seen her so happy before.”

She has always loved animals, TrostGoldhammer said. When she was younger she asked her parents for a dog but they refused. However, Trost-Goldhammer persisted and seven years later they finally agreed, Trost-Goldhammer said.

“She is so smart and she is incredibly nice and caring but what I think is her best trait is that she works very hard,” freshman

Emma Broening said.

Trost-Goldhammer works and rides at Kelly Maddox Training in Castro Valley four days a week. On Sundays, she gets up at 6:30 a.m. and works at the barn from 8 a.m. to about 3:30 p.m., Trost said.

“I think that a lot of people assume that because I ride everything gets paid for but I pay for a considerable portion of my lease and I work at the barn for hours in order to afford to keep doing this,” TrostGoldhammer said. “It’s really important to me so I am willing to put in that work.”

Trost-Goldhammer is hardworking, mature, and focused, Trost said. “What I really admire about Ruby is that she is always willing to work and go the extra mile; whether it’s interning here and on the weekends or doing her scholarship fund.” said the Head Trainer of Kelly Mattox Training in Castro Valley Kelly Mattox.

In 2015, Trost-Goldhammer started a program called Taking the Reins which

mitzvah, Trost said. Kids normally will take half to a third of their gift money and donate it to a charity. Sometimes kids decide to fund their own project using that money, Trost said.

“I was looking for what charity I wanted to give to and there wasn’t really one that stuck out to me,” Trost Goldhammer said.

“My mom said, ‘Well you can do your own,’ and I thought, ‘Well, that’s true.

Even if it is just for a summer I can still use this money to send kids to camp.’”

Trost-Goldhammer now relies on the money collected from fundraising to run the scholarship project, Trost said. In the past she has been allowed to organize and collect money from food sales at events at her barn. She has also sold tickets for a donated spin class at The Dailey Cycle.

One of the largest obstacles that TrostGoldhammer has faced in putting together this project is how much organizing it required, Trost said.

She locates children who receive school lunches by talking to administrators and schools, Trost-Goldhammer “I think is her best trait is that said.

She meets with the children a week before camp she works very hard,” and gives them a tour so they Emma Broening know what to expect. She also freshmen makes sure that she is a CIT or Camp Counselor the week that the child is attending camp. gives scholarships to students to go to “I want the kids to know me.” Trosthorseback riding summer camps, Trost- Goldhammer said.

Goldhammer said.

She has sent five kids to summer camp “I recognize that I live in Piedmont and with the money she has earned. Luckily, I get to ride horses,” Trost-Goldhammer at this point she has not turned down any said. “ I am super privileged. That is why I applications due to lack of funding. started the scholarship.”

“Our kids have horses and are able to The scholarship is Trost-Goldhammer’s have the luxury of riding and sometimes mitzvah project, Trost said.

I don’t think they totally appreciate it. I In the Jewish tradition, some temples know that she really appreciates it. I think have their members do a mitzvah project that in life it’s always important to pay it when they are having their bar or bat forward and give back.“ Mattox said.

Women’s Varsity Basketball ends terrific season MAX MONICAL staff writer

Sweat dripping. Disheartened faces. Purple uniforms.

The final buzzer goes off. The score shows 64-60.

The women’s varsity basketball team made the North Coastal Section (NCS) tournament . After persevering through two tournament games, they lost in the semifinals.

However, their season did not end there. They made the NorCal Playoff tournament, where they lost 64-60, officially ending their season.

On March 7, the team played River Valley High School in their first game of the NorCal Playoff tournament. They lost the game which officially ended their season.

“Although we didn’t win NCS or the NorCal tourney, our season was really fun and everyone worked extremely hard,” sophomore Widdy Tevis said. “I feel like I bonded with my teammates and had an unbelievable experience.”

Tevis said the most important factor for a team is to play with both pride and determination.

“A good team never gives up and is supportive,” Tevis said. “These are all qualities that describe this year’s team.”

Junior Megan Tang said her favorite moment was the pregame ritual they had during the season.

“It started after our Alameda game,” said Tang. “We went undefeated after the Alameda game until we went into NCS.” Senior Shannon Murphy said the first step of their pregame ritual was to go into the team room and meditate as a team.

“Then we turned off all the lights and and played music to hype us up,” Murphy said. “Our favorite song is God’s Plan.”

Tang said after the team danced in the locker room they would get a pep talk from their coaches.

“Our coach would tell us to imagine ourselves shooting

Photo courtesy of Shannon Murphy

Pictured above is the Women’s Varsity Basketball team minutes before their first North Coast Sectional tournament game.

a shot,” said Tang. “After the pregame pep talk, we would go scream at the top of our lungs to relieve our stress before the game.”

Tevis said that her favorite moments did not come from reaching the semifinals of NCS or making it into the NorCal tournament, but rather the moments she shared

“It was the best final season I could ask for.”

Shannon Murphy senior

with her teammates before games, similar to Tang.

“My favorite moments this season have been getting super hyped up with my team before games and everyone dancing and laughing to music,” Tevis said.

Tang said the highlight of the season was when the

team beat Castro Valley.

“For the last two years Castro Valley whooped our butts by 40 plus points,” said Tang. “This year when we played them, we were down by one with seven seconds left. Jasmyne [Huggins] got a steal and we won by one.”

Tang said she thinks the bonding between the players is what allowed the team to reach the NorCal tournament this year.

“It’s the same group of girls,” said Tang. “The only difference is we’ve had a whole year grow and develop and play together. We also have some really dedicated players who plan to play in college.”

Tevis said she keeps a positive outlook on this year’s team despite losing in the NorCal tournament.

“I am so proud to say I was a part of this year’s team,” Tevis said.

Although the season ended in a poignant manner, Murphy said she was proud of the team this year.

“It was the best final season I could ask for.” Murphy said.

14

APRIL 11, 2018

The Piedmont Highlander

Sports

Track and Field scores an Olympic athlete

Photo courtesy of Leila Ben-Youssef

Pictured above is Track and Field coach Leila Ben-Youssef representing Tunisia at the 2008 Olympics in Beijing.

RONI SCHACKER staff writer

Her body slices through the still air, feet bouncing across the red rubber, pole in hand.

She moves her arms down and flings herself into the air. The pole begins to fall to the side as she soars towards the sky. Her body then begins to fall to the blue mat. She hits, and looks up at a pole, sitting in its place, unbothered. The edges of her lips curl upwards. She qualified.

Track and Field coach Leila Ben-Youssef holds much more to her name than just coach. The former Olympic pole vaulter and current ER doctor started her career off early, a career which would introduce her to different countries, teams, and people.

Ben-Youssef, a track athlete throughout middle and high school in her hometown Sidney, Montana, attracted a recruitment from Stanford, where she joined the first generation of female pole vaulters.

“Pole vaulting became an Olympic sport only in 2000, and

so really in ‘94, ‘95 was the first time some of the states allowed girls to pole vault in high school,” Ben-Youssef said.

After college, she joined the Junior Worlds representing the U.S., and had later won African and Arab championships.

Soon, she set her sights on the Olympics. Her father from Tunisia and mother from France, Ben-Youssef had the option of choosing between three countries to represent in the 2008 Beijing Olympics, she said.

“I didn’t really think I’d be able to [qualify] because I needed to jump a lot higher in a year, but I was pretty persistent and somewhat lucky and managed to do it the very last week you could qualify for the Olympics,” BenYoussef said.

She decided to represent her father’s home country, BenYoussef said.

“My family has always had a lot of history in Tunisia and it’s something that my whole family was very proud of,” Ben-Youssef said.

Ben-Youssef said that her

Olympic experience was very fun and valuable.

“It was awesome to work towards a goal that you didn’t necessarily think you were going to achieve but wanted to get closer to,” Ben-Youssef said.

During the year she took off of medical school, Ben-Youssef got a research scholarship from the National Institute of Health to go Kenya to investigate measles among kids with HIV. There, she approached the Kenyan national track and field team about a coaching job which was quickly granted to her. At first she noticed a lack of coaches and basic resources, but soon BenYoussef’s four initial athletes turned into fifty, and her once a week coaching turned into three times a week.

“We are very lucky for what we have because they have half the resources we have here; they didn’t even have tennis shoes.”

Ben-Youssef said.

After returning from Kenya and finishing medical school, Ben-Youssef said that she got a job at Highland hospital as an

coaches that have different backgrounds and different training,” Ben-Youssef said.

Charron said that especially as a pole vaulter, she feels like she is getting a lot of valuable information through Ben-Youssef that she may not be able to get anywhere else.

Ben-Youssef said that the most challenging part about being a coach is balancing the different methods it takes to coach athletes of varied abilities.

“The Piedmont track team is a really mature group of individuals and they’re comfortable asking questions and showing their weaknesses and being willing to improve,” Ben-Youssef said.

As much as she loves coaching, Ben-Youssef said that because she works shifts in the hospital, she never really knows when she will be able to make practice, so she usually only comes once or twice a week. “ We ’ r e “Everything that she gives you really happy to have her comes from such a place of even for just qualification.” two days Grace Charron a week,” senior said track and field head coach Jeanine advantages of having a lot of years Bourcier Holmlund. of training, so you do change Ben-Youssef said that the [your coaching style] a little bit, most rewarding part of coaching but at the same time it’s all down for her is not necessarily seeing to the basics,” Ben-Youssef said. people improve, but seeing them Everyone has a different have fun with the sport, and she background and different skills loves contributing to that. that they bring to the sport, the “My coach was there every challenge is just to be able to step of the way, and so I hope I communicate it, Ben-Youssef can dedicate a little bit of time said. from what all of my coaches, even “What’s awesome about collegiate and post collegiate Piedmont track and field is that levels, did for me,” Ben-Youssef they have so many amazing said.

15

APRIL 11, 2018

ARTS

Bird Calling contestants spread their wings on stage

ER doctor. One of her colleagues there suggested she come coach at Piedmont.

“I love high school track and field,” Ben-Youssef said. “There’s something for everyone, which I think is really unique to the sport.

I love working with high school kids because they have so much potential.

Senior pole vaulter and team captain of the track and field team Grace Charron said that Ben-Youssef has a lot of energy when coaching and is very good at managing her time.

“Everything that she gives you comes from such a place of qualification, and it’s really incredible,” Charron said.

Ben-Youssef said that because she is now coaching a high school team, she has had to tweak her coaching to match the intensity level.

“They don’t have the same

P ositive Coaching Alliance PHS’s new partnership with the Positive Coaching Alliance aims to improve student-coach and parent-coach relations in order to create a more positive experience and culture for the athletes.

SP ORTING EVENTS WED. APRIL 11 Men’s Varsity Tennis Vs Arroyo @ 3:30 p.m.

FRI. APRIL 13 Women’s Varsity Lacrosse Vs Bishop O’Dowd @ 7:00 p.m.

TUES. APRIL 17 Men’s Varsity Lacrosse Vs Foothill @ 7:00 p.m.

WED. APRIL 18 Varsity Softball Vs Hayward @ 4:00 p.m.

THURS. APRIL 19 Badminton Vs Mt. Eden @ 4:00 p.m.

Starting in the fall of 2018, all freshmen athletes and their parents will be asked to attend PCA workshops. Captains will go through leadership training run by the Athletics Department and a PCA facilitator for each season.

Research by Maggie Black

FRI. APRIL 20 Varsity Baseball Vs Encinal @ 4:00 p.m.

MON. APRIL 23 Men’s Golf Vs Castro Valley & San Leandro @ 3:30 p.m.

Photo courtesy of Max Podell

Senior Anders Bjork celebrates as he wins the 53rd annual Piedmont Bird Calling Contest with his bird, the Kakapo.

ROY CONNORS editor-in-chief A boom, a skraak, the tango, breakdancing, an a cappella performance, and vaudeville.

A lineup for a variety show?

Certainly. However, the collection of acts were assembled at the 53rd annual Piedmont Bird Calling Show on Friday, March 16.

While acts were still judged and a winner was announced, this year the show began to pivot from a contest, as it was in years past, to a more show-like atmosphere,

said producer of the show Kathryn Levenson.

“We are calling it the Bird Calling Show rather than contest, because back in the day when it used to be on [The Tonight Show starring Johnny Carson] and [The Late Show with David Letterman] it apparently was very cutthroat, sort of, emotions ran high,” Levenson said. “People were incredibly motivated because they wanted to be on T.V.” Master of Ceremony, senior William Reicher said that he

and fellow Master of Ceremony, senior Jeremy Wong wanted to make the show a more bombastic and theatrical experience.

“We choreographed a dance for it and everything, and it’s almost based on 1930s, 1940s vaudeville,” Reicher said. “We wanted to add a lot of energy and humor to the show.”

Participants in the show felt a sense of camaraderie as opposed to competition, said winner of the show, senior Anders Bjork.

“I was helping other groups

with their acts beforehand, biggest challenge presented from which I think definitely enhanced this change was getting enough the show, and I was trying to students to sign-up for the show make sure that everyone came with conflicts such as sports, together,” Bjork said. “I think spring plays, and a cappella that was because we had less performances, Levenson said. groups and we really had to work “All of those draw from together to put on a good show.” a very similar pool of kids,” In addition to the shift from Levenson said “It is one of those competition to show, a shift was things that they say in companies made in terms of the technology or volunteer groups, ‘10 percent used during the event. This year of the people do 90 percent of the prior to each act going on stage, work.’” a video clip that featured both the The show also likely saw call and movements of the bird lower student participation was displayed for the audience to due to the winning prize of an see, Levenson said. appearance on the “Late Show “[Audience members] have with David Letterman” no longer no idea what available, [the birds] Bjork said. look like other “I never than what really wanted “More than to go on T.V. the student is portraying in anything, I feel so it wasn’t their costume,” really an proud to be issue that Levenson said. continuing such they weren’t “To me, that adds a little an interesting and doing any more education show this such a traditional year, but I to it.”

Piedmont symbol.” think that Bjork said that the video might have William Reicher of his bird, the been the senior Kakapo, that reason [the played prior to show] did his act helped not get quite the audience as many visualize it groups,” as he was on Bjork said. stage.

For all the changes that were “I was able to come on the made this year, the tradition and stage right after [the video] and atmosphere surrounding the show wear my costume and pretend remain the same, Reicher said. to be the bird and move around “More than anything, I feel in the same way,” Bjork said. “I proud to be continuing such an think that really added to getting interesting and such a traditional people into the mentality of Piedmont symbol because this watching a bird on stage.” has been around since 1961,” The show also took place Reicher said. “This is older than unusually early this year, whereas the super bowl, John F. Kennedy in previous years it took place was still alive when they first did in late April or early May. The the show.”

Meet Me @ ABOUT CLASSIC CARS WEST NINA TAFAPOLSKY staff writer

Gallery location: 411 26th Street, Oakland Dates of show: March 2 to April 29 Dates and times open: Wednesay and Thursday 12-9 p.m.

Saturday 11 a.m. - 10 p.m.

Sunday 11 a.m. - 3 p.m.

Colorful murals, stretching from rooftop to curb, frame the quiet 26th street in Oakland.

Tucked in the middle of 26th, About Classic Cars West has an energy that could almost jump off of the walls and materialize into retro, aesthetically pleasing awesomeness.

Sticker machine. Photo booth. Turntable.

Vintage cars. Vegan restaurant. And of course... artwork.

According to Art Murmur, the current display, is the work of an Algerian-French artist

named Melek Zertal. After having attended “Les Arts Decoratifs de Strausbourg,” Zertal moved to the Bay Area to explore illustration and cartoonist opportunities.

Titled “94612,” her display at Classic Cars explores the essence of Oakland from a newcomer’s perspective - the community, the relationships, the hardships, the beauty.

Everything from the bridges to the Fox Theater to Gucci or even just a random street corner weaves its way into Zertal’s colorful collection.

So drop buy, grab a vegan burger, snap a picture with friends and enjoy some authentic Bay Area art.

Photo by Nina Tafapolsky

Arts 16 DeVos conducts students to succeed in life APRIL 11, 2018

The Piedmont Highlander

NINA TAFAPOLSKY staff writer A young fourth grader shyly ventured into class, lagging behind the rest of his peers. As the other students fiddled around, he was drawn to the smallest instruments lying in the back. Even though he did not speak English, he knew he wanted to play. With help from his translating peers, he told orchestra teacher Catherine DeVos that he wanted to play the violin. Eight years later, senior Liam Zhu sits in the first row of the student orchestra, conducted

by DeVos who has taught him everything he knows about the violin. DeVos said that students like Zhu are the reason that she loves teaching.

“To have students from fourth grade to high school, that is what makes the job so incredible,” DeVos said. “Music teachers are the only ones who get to experience that.”

After 37 years, DeVos is retiring, bringing an end to her time at Piedmont, DeVos said. Her musical journey, however, began long before she came to Piedmont.

She said that she received her first flute underneath the Christmas tree in the sixth grade “She is truly a superb flutist,” said Music Assistant and long-time friend of DeVos, Jan D’Annunzio.

DeVos went on to study at the University of St. Louis where she learned how to play a variety of instruments including many of the strings that she teaches now. She later moved to the Bay Area to study flute and flute Photo by Clarissa Lam performance at the San Francisco Conservatory, DeVos Orchestra teacher Catherine DeVos waves her conducting baton while instructing the viola section of her orchestra class. said.

Despite her commitment to the flute, Devos said that her favorite instrument is actually the bass. set-lists and tries to play engaging songs that she knows “She always makes me laugh,” said D’Annunzio. “She “In my next life, I would like to be a bass player they will enjoy, Creighton said. is really, really funny.” because with the bass you can play classical and rock and “We all love playing the Game of Thrones theme song Both from the Midwest and born in the same year, roll,” DeVos said. because a lot of the class loves the show,” Creighton said. D’Annunzio and DeVos met about twenty years ago and Junior and student of DeVos since elementary school “We all convinced her to start watching it, and she became fast friends, D’Annunzio said.

Camille Creighton said that DeVos’ constant goal is to ended up going through four or five seasons in a couple “I’m sure kids in the music department have heard us make her students enjoy music as much as she does. months.” arguing at times but it is all in good fun,” D’Annunzio “If someone does not understand a passage, she will Devos’ bright personality shines through during the said, “We fight like sisters.” get up annual Orchestra Despite her departure from Piedmont, DeVos said that out of her tour where the she will continue to do what she loves most: perform. She conductor class busses down played the flute for Acapella teacher Joe Piazza’s Golden “In my next life I would like to be a bass player chair and to Disneyland or to Gate Men’s chorus earlier this year, and is in the process because with the bass you can play classical go up over Universal Studios, of preparing a piano-flute concert with her friend Christine to their Creighton said.

Chi. and rock and roll.” stands and “It’s just a “I got to perform with Joe Piazza’s Golden Gate men’s Catherine DeVos orchestra teacher help them really fun time choir this year,” DeVos said. “That was a blast.” through when we see Orchestra is special because it brings people together, it note her out of the said Zhu. Without DeVos he would have never learned by note,” classroom setting,” how to play the violin.

Creighton said.

Creighton said. “She is just super open and she jokes a “I just want her to know that a lot of the kids who stayed DeVos also has fun with her students, and encourages lot.” in Orchestra throughout high school and in middle school their love of music with her humorous personality. She is D’Annunzio said that DeVos’ sense of humor is one of did it for her because she is such an amazing teacher and not afraid to hear her students’ recommendations about the her best traits. an amazing person,” Creighton said.

AP ART CORNER

Kai Daffner What is your concentration?

“I am doing portraits of strong black women in my life, and angry faces to destigmatize the ‘angry black woman.’”

Compiled by Yasi Parsa

What is this piece about?

“This is my really close family friend, her name is Patrice. I am using contaminated paints, which means there are no true colors. I think it just makes it a little bit more interesting, and makes the piece more cohesive.”