Tam News May 2019

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the tam news MAY 2019


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contents 4

branson sexual abuse investigation

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keep com and carry on

red flags

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a slippery slope

Bōls of life

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living with adhd

farr receives award

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mary poppins returns: a spoonful of sugar

disparity in SMCSD

editorial: branson’s blind spot

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making a racket

healthy habits 21 22



Benjamin Adelson, Lukas Affeltranger, Tahlia Amanson, Scarlett Ames, Paige Anderson, Jada Andrews, Saad Bham, Isabella Bauer, Colin Bender, Eli Blum, Nikita Bogdanov, Charles Boyle, Jessica Bukowski, Bryan Cardenas, Olivia Chamberlain, Cooper Carroll, Chelsea Catarozoli, Trysten Church, Danika Clifford, Claire Conger, Gabriel Contreras-Mendez, Jordan Cushner, Benjamin Daly, Steviana Dunn, Joseph Duran, Emily Dvorson, Erin Edgar, Isabella Faillace, Pamela Ferretty Aviles, Luke Ferris, Claire Finch, Hudson Fox, Chloe Gammon, Christopher Giron, Stephania Glass, Samantha Glocker, Leopold Grava, Madeline Grenville, Jeremiah Griff, Zev Grossman, Charles Guice, Grace Gustafson, John Halloran, Jacob Halvorsen, Fletcher Hessel, Henry Hoelter, Julian Holden, Ian Jamison, Samuel Jefferson, Connor Jenkins, Jissell Kruse, Conor Kuczkowski, Liza Lachter, Mary Lasher, Dylan Layden, Elan Levine, Tomas Ludin, Kevin Marks, Sophia Martin, Joshua McGuinness, Zion McKinley, Jake McLaughlin-Voien, Olivia Merriman, Cal Mitchell, Nalini Mizukami, Ilaria Montenecourt, Khadija Nakhuda, Saranyu Nel, Samantha Nichols, Oona O’Neill, Sean Oliver, Katharine Owen, Andrew Parker, Isaac Perl, Cal Petersen, Toby Petersen, Colin Post, Kaveh Pourmehr, Julian Reiss, Ethan Rosegard, Sadie Rosenthal, Quinn Rothwell, Cassandra Ruark, Meya Saenz Zagar, Kevin Satake, Isabella Schneider, Tessa Schumacher, Camille Shakirova, Adrian Shavers, Samuel Shern, William Simonton, Olivia Smith, Summer Solomon, Marco Steineke, Benjamin Stoops, Sawyer Strain, Emily Stull, Nyima Tamang, Aura Terrell, Lauren Terry, Aidan Toole, Max Traverso, Brendan Treacy, Tenaya Tremp, Maxwell Tripp, Michael Umolu, Despina Vartholomeos, Elias Verdin, Lola von Franque, Casey Walls, Daisy Wanger, Christopher Ware, Katya Wasserman, Natalia Whitaker, Beckett Williams, Mikyla Williams, Marissa Weinfield, Xavier Williams, Emily Winstead, Isabelle Winstead

news 4-7

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lifestyles 8-10

features 11-15

Editors In chief Kennedy Cook, Ava Finn, Lola Leuterio, & Milo Levine

editorial board Kennedy Cook, Ava Finn, Leah Fullerton, Jissell Kruse, Lola Leuterio, Elan Levine, Milo Levine, Skye Schoenhoeft, Camille Shakirova, Josie Spiegelman, & Benjy Wall-Feng

cover by Samantha Ferro

advisor jonah steinhart

printer WIGT Printing

op/ed 16-19

sports 20-22

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Dear Reader,

With the final weeks of high school just around the corner, it’s a fitting time to reflect on the relationships we have built in the last four years. As two senior girls who have both experienced, and witnessed friends experience, an array of romantic relationships, we understand how complicated and painful high school dating can be. There is so much to be gained in the process: a deeper understanding of oneself, a stronger sense of how to connect to others, and repeated lessons in the importance of balance. And while we both feel we have learned so much both from being in relationships and from transitioning out of them, we can’t help but feel that things could have been better. Healthier. In this issue’s feature, Lina Mizukami explores the many ways high school relationships can become abusive, often without the knowledge of one or both parties. For us, it was an eye-opening piece. While “abuse” is a strong word, it can mean a variety of subtle behaviors, many of which are commonly accepted as normal in our school’s dating culture. We hope this feature will encourage the student body to work towards a new way of thinking about relationships: one with less toxicity, less control, more respect, and more understanding. In her feature, Mizukami touches on our school’s need for education on abusive relationships. Our desire for an expansion of sex and relationship education is a theme throughout this issue. This month’s print editorial investigates inappropriate student-teacher relationships in response to the Branson alumni that came forward recently with allegations of sexual misconduct against four prior Branson educators. The allegations refer to events that took place nearly 50 years prior. We don’t want the same thing to happen at Tam. By looking closer at the systems we have in place for sexual misconduct reporting and the preventative measures we have against them—such as the Teacher Code of Conduct—our editorial aims to shine a light, however uncomfortable it may be, on what happens in the absence of adequate sex education and dependable resources for victims. One of our first issues this year, I Need This to be Read, featured a personal account of sexual abuse and an editorial on the Kavanaugh trial. It was then that we advocated for increased relationship and sex education at our school. In our last issue as Editors-in-Chief, we want to leave our readers with that same message. Let’s continue to work towards a respectful, supportive, pro-feminism and sex-positive culture at our school. This stuff is already hard—we don’t need to make it any harder.

Lola Leuterio and Ava Finn Tamalpais High School 700 Miller Avenue Mill Valley, CA 94941 www.thetamnews.org

Volume XIII, No. VI May 2019 A publication of Tamalpais High School Established 1919

The Tam News, a student-run newspaper publication, distributed monthly, is an open, public forum for student expression and encourages letters and article contributions. The Tam News reserves the right to edit submissions for length and content. All content decisions are made by student editors. The Tam News is published monthly, though dates may vary. The Tam News is nonprofit and any proceeds and contributions are used in

news Logan Little, Benjy Wall-Feng, Kara Kneafsey, & Ethan Swope Interns: Saranyu N.

lifestyles Charlie Rosgen, Ian Duncanson, & Johanna Meezan Interns: Emily S., Claire C.

features Niulan Wright, Zoe Cowan, Griffen Chen, & Leah Fullerton

opinion/editorial John Overton, Skye Schoenhoeft, Emily Spears, & Josie Spiegelman Interns: Tahlia A., Ben D.

sports Rocky Brown, Samantha Ferro, & Lucas Roseveare Interns: Marco S.

design Kennedy Cook, Samantha Ferro, Logan Little, & Emily Spears Interns: Tahlia A., Saranyu N., Emily S., Claire C., Sawyer S., & Lauren T.

photo Zoe Cowan, Camille Shakirova, & Ethan Swope Interns: Jeremiah G., Erin E, Paige A., & Toby P.

graphics Samantha Ferro & Francesca Shearer Interns: Tahlia A., Marco S., & Claire C.

online Max Goldberg & Rocky Brown

social media Benjy Wall-Feng Interns: Jessica B., Lauren T., & Jordan C.

business team Ian Duncanson, Lucas Roseveare, & Aaron Young Interns: Eli B., Dylan L. & Saranyu N.

the production of the newspaper publication and for journalism education. Additional information concerning contributions or advertising can be obtained by writing to the address provided above or through our website. Copyright © 2019 by The Tamalpais News. All rights reserved. Reproduction is prohibited without written consent.

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“If you just look at the numbers, you have a segregated school”: Disparity in the Sausalito Marin City School District by Lucas Rosevear


he Sausalito Marin City School District (SMCSD) was accused last December by the California attorney general’s office of segregating schools on the basis of class and race, according to a letter obtained by the Marin Independent Journal. The district is comprised of two K-8 schools, Willow Creek Academy and Bayside Martin Luther King Academy (MLK), that feed into Tam. Willow Creek, a charter school, is alleged by the attorney general to serve the largely white Sausalito population, leaving Bayside MLK to serve the more minority populated Marin City. The district has been accused of operating two segregated campuses when it could have been avoided. ▶


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News “If you just look at the numbers, you have a segregated school at Bayside MLK,” SMCSD interim superintendent Terena Mares said. “There was a report by the Fiscal Crisis Management Assistance Team (FCMAT) ... that identified a variety a of issues and concerns, and one of them had to do with issues related to whether or not there were issues with segregation,” Marin County Superintendent of Schools Mary Jane Burke said. The report, released in August 2016, is separate from the attorney general’s letter. Its release was spurred by Burke, after she asked for an update on the status of the district. “The Marin City community also has cause for dissatisfaction,” the FCMAT report read, “as it has experienced segregation, low expectations for student performance, and resulting low student achievement for multiple generations.” The report highlighted the racial and economic differences between the predominantly rich, white community of Sausalito and the less wealthy and more diverse Marin City. According to the FCMAT report, this racial disparity is apparent in the student populations of the two schools: “The differences between Bayside MLK and [Willow Creek] ... are so significant that enrollment cannot be described as reflective of the district.” Willow Creek recorded around a 40 percent black or Hispanic population and around 40 percent white in 2014-15, the latest year in the report, while Bayside MLK’s racial makeup was around 80 percent black or Hispanic and 4 percent white. The racial imbalance is not unique to Sausalito and Marin City. Another study by the

nonprofit Race Counts found Marin County to have the most significant racial inequity of any county in California, with high disparities in the justice system, economic opportunity, and housing. Indicative of this, some minority students, many of whom come from the Sausalito district, have struggled at Tam, according to the 2018 School Accountability Report Card. Mares reiterated multiple times in her interview that she was not able to speak about the ongoing legal matter. What is known is that district oversight was spurred by the indictment of then-superintendent Steve Van Zant in 2016. Zant’s legal troubles stemmed from illegal relationships with a series of San Diego charter schools, during the time Willow Creek was being accused of receiving additional resources not allocated to Bayside MLK. Discrepancies in the finances between the two schools also cast a shadow over the succeeding superintendent, Will McCoy, until his resignation to take a job in San Francisco, according to another report by the Marin IJ. How exactly the district plans to move forward at the moment is still unclear. When asked what the district anticipates in terms of change, Burke was unsure. The district will, on May 9, approve a final draft of its “Vision Plan,” according to the Marin IJ, one that will address the recent spending cuts at Bayside MLK and establish a “community school” as a local additional educational resource in a bid to raise the educational standards of the the area. But the plan is separate from the issue of race, and does not by itself intend to desegregate the district.♦

▲ In 2018, 55.88 percent of students at Willow Creek met or exceeded standards for English standardized testing. Only 19.7 percent of students at Bayside MLK did the same. EDSOURCE / PHOTO AND GRAPHS BY BENJY WALL-FENG

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Investigation alleges sexual abuse by former Branson coaches, counselor by Skye Schoenhoeft


our former staff members from Branson, a private school in Ross, were implicated for sexual misconduct with students in a report commissioned by the school, written by two investigators of the law firm Covington & Burling, and released on Friday, April 5. Those named in the 10-month investigation are athletic coaches Rusty Taylor, Les Carroll, and Rich Manoogian, who worked at Branson between the ‘70s and early ‘90s, and college counselor Alistair Grant, who was employed from May 2011 to June 2013. Grant continued his work as a private college counselor beyond his time at Branson and has worked with local students, including some from Tam. Junior Max Hasen worked with Grant for six months before the report’s release. “I was shocked when I found out what he had been accused of,” Hasen said. “In the time that I had worked with Grant, I never could have imagined him doing any of the truly disgusting and disturbing things that were discussed in the report.” Grant has been accused of “sexual and emotional” misconduct, and one student reported having sexual intercorse and oral sex with him “a number of times.” Hasen has chosen not to continue his work with Grant on the basis of these allegations. “Whether or not these accusations are true, all trust has been broken and [my family and I] don’t feel comfortable continuing to work with him,” Hasen said. Though the allegations are backed by more than 100 interviews — many with former stu-


dents — and 2,000 documents that include diaries from those involved, no charges have been filed to date. According to the Marin Independent Journal, a police chief who notified the DA’s office in 2014 of a former student who claimed to have been sexually abused in the ‘80s was told the statute of limitations had expired. Not all students are sure of how to move forward, as they have found it difficult to reconcile the positive effects of Grant’s work with the gravity of the report. “I hope it’s possible to continue working with Alistair Grant,” junior Jack Nieker, who has received college counseling from Grant for about a year, said. “He’s made a tremendous impact in my life, which has been nothing but positive. Of course, these are incredibly serious allegations, but it’s not yet clear to me or my family how this situation is going to be resolved.” While those named in the report are no longer working at the school, Branson officials have attempted to address the findings of the report by taking action to help alumni survivors. The school has established a crisis line for counseling and a variety of new policies, including a consent curriculum for 10th graders and new protocol for reporting sexual abuse. “We wish to thank everyone who participated in this difficult process,” head of school Christina K. Mazzola and board of trustees chair Claudia Lewis wrote in an online letter about the report. “As challenging as this investigation has been to all members of our community, we truly believe that its outcome will make Branson a stronger, better, safer school.”♦

▶ Sketches based on publicly available photos. There are no photos of Rich Manoogian on the internet. GRAPHICS BY JESSIE CLEMENTS

▲ To read the full report, check out thetamnews.org/tag/branson

Resources for sexual abuse survivors National Sexual Assault Hotline: 800-656-4673 (800-656-HOPE) National Organization for Victim Assistance Helpline: 800-879-6682 (800-TRY-NOVA) Stop It Now Helpline: 888-773-8368 (888-PREVENT) for child sexual abuse

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Farr receives award for work in student equity by Leah Fullerton

P Rusty Taylor, 1972-79 Director of Athletics and soccer coach Allegedly sexually assaulted at least six former students Declined investigators’ request for interview

Les Carroll, 1985-89 Director of Athletics and soccer/basketball coach Allegedly had long-term relationship with a former student Did not repond to investigators’ request for interview Rich Manoogian, 1986-92 Unpaid assistant to basketball team Allegedly had long-term relationship with a former student Attorney gave investigators account that conflicted with other sources

Alistair Grant, 2011-13 College counselor Allegedly had “sexual and emotional misconduct” with at least two former students Worked with local students after leaving Branson Provided written denial of allegations

rincipal J.C. Farr received the Shakir Stewart Foundation Award for Educational Excellence at the seventh annual Shakir Stewart Ascot Awards & Gala on Saturday, April 13. The gala served as both an award ceremony for accomplished St. Mary’s College High School alumni and a fundraiser for the Shakir Stewart Empowerment Fund. Stewart was part of the St. Mary’s College High School class of 1991. He went on to be executive vice president of Def Jam Recordings prior to his death in 2008. Farr is an alumnus of the high school as well. According to Shawn Granberry, chair of the organizing committee of the Shakir Stewart Ascot Awards, the fund “was started by Shakir’s mother following his death, to help students of financial need attend St. Mary’s College High School.” “The school really focused on underserved black and brown people of color,” Farr said. “When I went there it was an all-boys school, and so what they wanted to do is take boys from Richmond, Berkeley, Oakland, and put them in an environment to develop them both socially and emotionally, and educationally.” Farr said he utilizes this inclusive vision in his work in education today. “[Tam] is my fourth school that I’ve worked as an administrator, and everywhere that I’ve gone I’ve advocated for underserved populations,” Farr said. “I kind of take that as part of my work, to ensure that all students are successful, and that has led me to form different programs and initiatives that raises the achievement of those that have

been either marginalized or underserved.” According to Granberry, Farr was selected for the award due to “his work in education and commitment to improving the educational process.” Including Tam, Farr has been an administrator at one middle school and three high schools, at all of which he founded Black Student Unions. At his previous schools, he set up parent engagement workshops, which aimed to work with the parents of low income students of color to set up fouryear plans for students and educate parents, in what he called a “vision of college readiness for all.” Most recently, Farr helped to initiate “Tam Unity Day.” “People in my community are aware of the work that I’ve done and chose to acknowledge me for it,” he said of the award. Farr was honored with four other professionals at the ceremony, two for Excellence in Business, and two others for Excellence in Education, and he is humbled by his experience. “I don’t do what I do for recognition, I do it for the people that I serve,” he said. Nevertheless, any type of award “affirms the sacrifices that you’ve made, the time that you’ve put into it, the commitment to seeing students succeed,” according to Farr. “If you are receiving an award, it means you’re doing good things for people.” Farr is content with his vision and outlook as a Tam administrator. “I think when people make a decision to work on behalf of kids and, you know, are committed to seeing kids do well, then it’s important that we acknowledge the supporter of students. I’m happy.”♦

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lifestyles lifestyles

Mary Poppins Returns: A Spoonful Of Sugar By Johanna Meezan


ith the release of Disney’s live action Aladdin movie just around the corner, it seems prudent to reflect on some of the other live action Disney animated movies that went unnoticed when they came out to theaters. One such movie was Mary Poppins Returns. Directed by Rob Marshall, Mary Poppins Returns was one of the more daunting films that Disney set out to update in its nostalgia-inducing remakes, due to its reputation as a classic, well-loved film. The original Mary Poppins, released in 1964, won five Oscars in 1965 and was nominated for eight other categories.This set a high bar, especially for a sequel that promised to have few returning actors. That being said, Mary Poppins Returns did remarkably well in nodding to the original film while developing its own storyline which strayed just enough to make it a story that could stand alone. Even so, Mary Poppins Returns only received three Oscar nominations, a far cry from the accolades of the first movie.

Graphics By Samantha Ferro


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lifestyles lifestyles

Mary Poppins Returns, set on the memorable Cherry Tree Lane, London during the “Great Slump,” (the worldwide economic depression) follows the young Banks children, Georgie (Joel Dawson), Annabel (Pixie Davies), and John (Nathanael Saleh) as they search for a way to save their house from being taken by the bank. The original Banks children, Micheal (Ben Whishaw) and Jane (Emily Mortimer) struggle to do the same. Georgie, Annabel, and John, who are very self-reliant due to their need to take on responsibilities after their mother’s death, end up learning to appreciate the imagination which Mary Poppins (Emily Blunt) exposes them to. She aids the family by supporting them after their heartbreak over Michael’s wife’s death, taking them on a reminiscent journey similar to the one she took Jane and Michael on many years before. Lamplighter Jack (Lin-Manuel Miranda) also stars in the film as the apprentice of chimney sweep Bert from the original. He is conveniently always present when Mary Poppins, or any other character for that matter, needs him, as only Disney movies are able to do. Mary Poppins was best known for its lively and cheerful songs, most specifically “Chim Chim Cheree”, “A Spoonful of Sugar” and “Supercalifragilisticexpialidocious”, though several other songs are equally well known. Mary Poppins Returns frankly had little chance of beating out these songs in popularity and memorability, however, its songs, “Trip a Little Light Fantastic,” “Can You Imagine That,” and “Nowhere to Go But Up” were surprisingly catchy and acceptable to follow in the wake of such timeless melodies. The other great point of excitement to Mary Poppins fans everywhere was the cameo appearance of Dick Van

Dyke as bank chairman, Mr. Dawes Jr., in the new film. This cameo was a nod to his original, rather unknown role of Mr. Dawes, Sr., which took a backseat to his role of Bert in the first film. Another, lesser known cameo was of a character that few would recognize: the original Jane Banks (Karen Dotrice). Dotrice makes her appearance for only several seconds, asking the new Jane Banks for directions on Cherry Tree Lane, but this is enough to thrill fans and tie the strings of old and new characters together. While I was skeptical of the ability of the director and cast of Mary Poppins Returns to even hold a candle to the original, I was pleasantly surprised by the ingenuitive songs and nods to the first film through cameo performances by original Mary Poppins cast members. Ultimately, I prefer the first movie over the second, as no sequel could ever replace the place that Mary Poppins holds in my heart. However, the movie did warrant a trip down memory lane through the rewatching of the old film and the appearances of characters whom I adored in my early childhood, something which nothing short of a well-made sequel could have done.♦

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BŌLs Of Life



By Summer Solomon

Photos by Kara Kneafsey

ucked in the foothills of Mount Tam is the newly restored Mill Valley Lumberyard, one can find BŌL Superfood Cafe, a bicoastal cafe consisting mostly of acai bowls and smoothies. BŌL is owned by sisters Chelsea Hutchison and Alex Tillett, who began the business in Cape Cod, Massachusetts in 2015. “We did a soft opening last week. We had morning hours and then we did full hours over the weekend. We were closed for Easter,” says Chelsea, owner of the Mill Valley Lumber Yard location. Setting themselves apart from other acai joints, BŌL uses special ingredients, including Ashwagandha Root, Reishi, Cordyceps and Chaga Mushroom Blend, as well as Psyllium Husks to fuel their customers with energy and the ingredients they need to be healthy and feeling good. “We don’t pre-blend anything. We make the base of oat milk every morning from scratch in house,” said Hutchinson. Oat milk is used so that they avoid nut milks such as almond milk, which is a preventative measure in case any customers come in with allergies. I had the chance to sample one of the bowls. I ordered the Violet Bowl, which consists of acai, strawberry, blueberries, and peanut butter and is topped with strawberries and almond butter. Although the bowl is a pricey at $14, the portion is quite large and the ingredients are top notch. They also have kids sizes which are smaller and are less expensive at $7. Furthermore, the consistency of the acai is outstanding and sure makes it a great after school snack or post-hike treat. The bowl options can be made into smoothies which are $9. “I hope to get the word out about BŌL Superfood Cafe and provide customers with an alternative, healthy snack,” says Hutchinson. They plan to introduce new items as the business continues to grow. The colors o f the bowl are beautiful, and taste just as good as they look! BŌL is open daily from 8 am - 5 pm in suite 803 at 129 Miller Avenue. ♦

Keep COM and Carry on By Ephets Head


n October 13, 2017, former California governor Jerry Brown signed Assembly Bill 19, which allowed California students to attend their first year of community college for free. With the creation of the “California College Promise” program, any student who submits a fee waiver application and enrolls in a minimum of 12 units per semester can have their course fees waived. Santa Barbara City College already had a similar program in place since 2016, which allowed high school students in the SBCC district to attend their first two years at the college for free. The California College Promise program was Brown’s attempt to establish these programs statewide. Assembly Bill 19 was just one component of Brown’s overarching goal: to make higher education free and accessible to all. He supported legislation that bolstered community colleges, and pressed University of California (UC) schools to increase their transfer student admission rates. Brown’s strategy, if successful, would encourage students to attend a junior college for two years, free of charge, before trans-


ferring to a university. The cost of a college education would be effectively halved. While it is undeniable that going from high school to community college is a convenient and financially smart option, most high school students wouldn’t choose it for themselves. Especially in Marin, the common mindset is that success is attainable only after attending a four-year university, preferably a prestigious one. Every year the University of California campuses become increasingly selective concerning their freshman class, and seniors are crushed by the college admission process. To support the community college system, governor Brown prodded UC schools to admit less freshmen undergraduates and more transfer students. In 2018, only 14.1 percent of freshman applicants were offered admission to UCLA, dropping two percent from the previous year. In contrast, transfer applicants who were California residents were favored with a 27 percent acceptance rate to the university in 2017. 94 percent of the admitted transfer students came directly from California community

colleges. For UC Berkeley, the freshman acceptance rate in 2018 was 15.1 percent, while the transfer rate was 23 percent. For less competitive UC campuses such as Santa Cruz and Riverside, admission as a transfer student is offered to up to 67 percent of applicants. Morally, I support any legislation that pushes to make college cheaper, but not at the expense of options. Transferring from a community college is a very viable path to take, but it shouldn’t be forced on people as the only route available to them. It’s true that Marin kids could benefit from a more comprehensive perspective on the junior college system, but I don’t agree that the best way to bolster said system involves cutting down on freshman admission rates to UC schools. People should also have the choice to go to a four-year university, without having to dish out hundreds of thousands of dollars to pay out-of-state tuition. Is trying to force one particular path on students really a step towards a free higher education? ♦

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d an examination of abusive relationships, and why we often don’t notice them

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by lina mizukami

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For help: Call 1.866.331.9474 or Text: loveis to 22522


ore than two and a half years after Sara broke up with her now ex-boyfriend, he tracked her down at a parking garage in San Rafael. Sara said that when she first saw him she thought it was odd, but continued to her car on the assumption that he was on his way to somewhere else and hadn’t seen her. However, he followed her to her car, angrily asking why she was ignoring him despite the fact that he knew she’d seen him. Sara, a senior and a reporter for The Tam News, was surprised to be confronted by her ex so long after they broke up. Their relationship had never been of much concern to her while she was actually in it; indeed, the word abusive would never have even crossed her mind. However, a recent study by Women’s Aid and Cosmopolitan UK revealed that 2/3 of women who reported they’d never been in an abusive relationship had actually experienced abusive behavior and hadn’t recognized it as such, or didn’t deem it “bad” enough to be true abuse. Those numbers are even worse for teenagers: over half of high school-age students are severely lacking in ability to identify and leave abusive or harmful relationships. This goes to show how necessary coverage of abuse and relationships is in school; without it, kids must navigate their lives with next to no knowledge of how to build the healthy, caring relationships that keep them out of danger. In Sara’s case, her ex revealed his violent and irrational tendencies long after the end of the relationship. He cornered Sara, pushing her and slamming her backwards against the car. She attempted to reason with him and asked why he’d found her in the first place, but he brushed off her questions, calling her a bitch and accusing her of lying to him during the breakup. “This is not a small guy ... and like I’m tall, I’m big, and I can defend myself pretty well. But I felt like I might as well have been three feet tall,” Sara said. “And then he punches me in the arm, very hard ... and it was then and there I was remembering all the red flags about him having clear anger issues, but me not realizing it because it never got that extreme in our relationship ... And he goes to punch me again, and I punch him,” she said. Her ex-boyfriend fell backwards, hitting his head on a parked car. A bystander saw him fall and called the police, who took Sara’s ex into custody after viewing the security footage that proved Sara’s actions were purely self-defense. His resulting trial revealed a pattern of abusive behavior, repeated in the testimonies of three other girls. “I started dating [him] freshman year, and ... I was definitely young and a little bit naive in the sense that I was like, ‘Oh cool! An older guy,’ you know what I mean?” Sara said. “During the entire


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a b U S i v

graphics by skye schoenhoeft

features WARNING: THIS feature contains illustrations of abusive relationships and violence which may be upsetting to some of our readers.

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relationship there were definitely red flags that I didn’t catch, just things he would do, like he would get mad at me for really stupid reasons and threatened to break up with me ... and he would just play the victim often. I was just like—I didn’t care. I would care now, but I didn’t then ... But [the trial] just made me realize how lucky I am that for me it wasn’t that bad. I mean, I just thought about what would’ve happened if, like I didn’t hit back or fight back, or if I was smaller,” Sara said. According to the National Coalition Against Domestic Violence (NCADV), Sara is one of 1.5 million high school students across the country who have survived a toxic or abusive relationship this year. The NCADV also stated that an average of nearly 20 people per minute are physically abused by their intimate partner, and in 2015, 928 women were killed by theirs. Domestic violence and intimate relationship abuse account for 15 percent of all violent crime, and yet it receives negligible coverage in the classrooms of the kids who will eventually have to navigate their own potentially dangerous relationships. According to loveisrespect.org, a domestic abuse informational resource and hotline, abuse does not necessarily include physical violence. Any action designed to submit one partner in a relationship to the other partner’s will is abusive, including less obviously concerning behaviors, such as controlling or possessive limitations on who the the abuser’s partner can interact with in person or on the phone. However, more subtle examples that are often dismissed include extreme jealousy or protectiveness, demanding access to the partner’s phone and social media to “check up on them,” or mandating that the partner spend all or most of their free time with the abuser. Abuse also includes verbal statements designed to make the abuser’s partner feel inferior, trapped, or dependent on the abuser, or to guilt them into staying in the relationship. Such statements may include: “No one will ever love you as much

as I do,” “You’re making too big a deal of this,” “You’re overreacting,” or “You’ll never find anyone else.” In relationships where the abuse is severe, ongoing, and/or lasting over a longer time period, the abuser’s partner may eventually develop anxiety disorders, paranoia, emotional disconnect, and even Post Traumatic Stress Disorder (PTSD), which can last for years after the end of the relationship. According to domesticshelters.org, 23 percent of domestic violence survivors have attempted suicide, significantly higher than the 3 percent of people who reported no prior domestic violence. An anonymous former Tam student and current college sophomore, who will be referred to as Kyle, said he suffered from an abusive high school relationship. “It messed me up, man. Like yeah, she was f**king crazy, but I just thought that’s how it was supposed to be, right?” Kyle listed several of his ex’s abusive behaviors, including constant phone checks, extreme jealousy, frequent arguments, and constant accusations of cheating, lying, or avoidance. “Whenever I wasn’t answering my phone or I was with my friends or something she’d think I was cheating on her and we’d get in this huge fight. It made me fucking paranoid, man,” he said. “Even now the girl I’m dating is chill and she’s totally different, but sometimes if I’m just chilling or with my friends or something I’ll have this second of panic where I freak out for a sec before I remember that this is something I’m allowed to do. [My ex-girlfriend] scarred me.” Upon being told by several of his friends and family members that his relationship was unhealthy, Kyle’s immediate response was one of denial. “I didn’t want to even think about what she was doing as like abuse, y’know. I never really thought about it, and even when I did, what came to mind was a woman with bruises and shit on her face, and like that’s so not how it was with me and [my girlfriend]. She never hit me or anything, and anyways I was the guy. It couldn’t be abuse because a girl couldn’t

“I felt like I might as well have been three feet tall.”

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features be the abuser,” Kyle said. While many warning signs may seem obvious, they can be difficult to recognize within the context of an actual relationship. The Tam News conducted a survey, consisting of twenty “statements” made by people in hypothetical relationships, such as “My boyfriend’s been asking me to try taking birth control again. Last time it made me feel sick, but he’s being so insistent I think I’ll try again anyway” or “My girlfriend goes through my phone once a week to make sure I’m not cheating on her”. Respondents were asked to determine if the statements were indicative of an abusive/toxic relationship, or to mark that they were unsure/didn’t know. 30 freshmen students were able to correctly identify 5.93 of the ten hypothetical examples of healthy relationships on the survey, and 8.03 of the ten abusive ones, while 30 seniors averaged 6.65 of the healthy and 8.00 of the abusive. A statistical analysis of the data revealed that senior and freshman scores had essentially no difference, indicating that senior students did not learn more about what constitutes an abusive relationship during

their high school education. Of the three anonymous sources interviewed, two were able to identify at least eight of the ten abusive behaviors on the survey as such. However, when speaking about their own experiences in their relationships, they acknowledged those same behaviors as troublesome, but denied that they were abusive. “I know it’s probably not good that he’s so jealous and protective of me and doesn’t like it when I go to parties and stuff, but like, everything else is fine, so I don’t think it’s that big of a deal,” one anonymous senior girl, who will be referred to as Jane, said. “I’m willing to make compromises to make it work, and I get it, why he wouldn’t like me talking to other guys.” According to the National Domestic Violence, “In an unhealthy or abusive relationship, making justifications for a partner’s behavior is common. When your partner continually makes excuses for how they treat you, it’s only normal that you may start making similar excuses and echoing their sentiments.” When presented with the definition of abuse, which indicat-

“I just thought that’s how it was supposed to be, right?”

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ed that she was in an abusive relationship, Jane responded, “Well, okay it’s different in that case. [My boyfriend] doesn’t think other guys are bad or anything, he just like, knows how guys think and what they want. He’s just looking out for me. Plus it’s so much easier to go, ‘Oh yeah that’s abusive,’ if it’s someone else’s relationship that you’re like not a part of. But if you try to look at the person you’re dating and go, ‘Is that abusive?’ the answer will be no because you, like, know the person and you know they’re not abusive.” Wellness Coordinator Hannah Wright affirmed. “It’s easy, especially when you’re in it, to feel like it’s normal and that’s what can be really harmful and problematic about cycles of violence, that you care about the person you’re in the relationship with, and abusive behaviors and verbal comments can get normalized in a way that you don’t even recognize [as] harmful.” Victims are often too close to the issue to be able to identify the relationship as abusive. Parenting advice websites warn about abusive and damaging relationships that kids as young as 11 or 12 may experience. They discuss the lasting psychological effects, including anxiety disor-




ders and PTSD, that those relationships cause, as well as how to recognize them. However, according to the NCADV, 81 percent of parents believe teen dating violence is not an issue or admit they don’t know if it’s an issue, and though 82 percent of parents feel confident that they could recognize the signs if their child was experiencing dating abuse, a majority of parents (58 percent) could not correctly identify all the warning signs of abuse. However, all hope is not yet lost. Several students are themselves aware of the shortcomings in their education, and hope to fix them. “I think that abusive relationships should be discussed at every grade level throughout high school. By doing this you can customize the lesson content to the students age and add on each year so it’s more age appropriate and will be easier to remember. So for freshmen you cover the basics as people start to date more, and each year you develop the ideas,” junior Elena Dworak said. Tam Bay Area Community Resources (BACR) therapist Kathryn Scruggs concurred on the topic of increasing education. “I think there’s maybe just a lack of awareness about what [abusive relationships] can look like, how it can be something

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as simple as being controlling over someone’s texts, or their friends, and who they’re hanging out with,” she said. “People think, ‘Oh, they just really care about me so that’s why they’re jealous,’ but other times that can lead to other things. And so I think that it’s important to build more awareness about what different aspects of a controlling and potentially abusive relationship look like ... It would be great if [relationship abuse education] was sort of a mandatory unit in some class, for sure, so that everyone gets some information about it. I think there are different issues that come up as you get older, and so what might be relevant when you’re a freshman might be different senior year ... so it would be great to have it every year if possible.” Even the briefest of coverage on the topic can have an enormous impact if it comes at the right time. One anonymous Redwood junior, who will be referred to as Samantha, became aware of the symptoms of a toxic relationship when her sister, a college student studying psychology, spoke to her about it. “She’s always been there to help with dating stuff and give me relationship advice,” Samantha said. But then one time when she was home for Christmas break, she overheard me on the phone fighting with [my boyfriend], and she called me into her room to talk about it. I was ranting about what he was doing, and what I was doing, and she stopped me and went like ‘I think that’s an abusive relationship.’” However, it wasn’t the boyfriend that her sister was concerned about. “It was hard for me to hear ... When [my sister] first brought it up, I thought she was talking about [my boyfriend] being the abusive one, and we were so rocky at that point that I nodded along and

p a t t e r n s

features actually kind of agreed with her ... But then when she realized I misunderstood and made it clear she was talking about me, I was shocked. It was like being slapped,” she said. “I argued with her. I immediately went like, ‘What, no, that’s impossible, what are you talking about?’ But then she listed all these symptoms of abusive relationships, like how much I checked up on him and how he let me go through his phone and stuff, and I realized like, ‘Oh my god, she’s right.’ I didn’t even realize I was doing it. I didn’t realize that that was even a possibility. It was crazy. I felt sick, like actually nauseous and sick, like I had a cold or the flu or something. We were in such a bad place and we were fighting so much all the time but I never, ever thought that what was happening could actually be like, real abuse.” Since then, Samantha has been working to identify and remedy her abusive behaviors. Samantha is not alone in her school or in our district. While no official census has been gathered, nearly every student I spoke to had a story about a friend or family member who was/is in a toxic and damaging relationship. The fact that such stories have become so normalized is the very reason why Tam is in such desperate need of any kind of relationship education. A few students have learned, through the advice of others or their own first-hand experience, what abusive relationships look and feel like, but many are still uneducated on the issue. Every student in this school deserves that knowledge, and a class centered around the prevention of abusive relationships could spare countless students the pain and suffering of an abusive relationship. For Samantha, the worst part about opening her eyes to what she had been doing to her boyfriend was that it took someone else to actually open them. If her sister has not intervened when she did, Samantha and her boyfriend could have continued indefinitely as they were. “The scariest part was that I didn’t know,” she said. “I was hurting him, actually hurting him, and I had absolutely no idea. And like, there are so many other girls, and people, out there who do all the stuff that I did. And that’s causing damage, and that’ll continue to cause damage until people realize what abuse actually is.”

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et’s talk about mental health. I’m not going to talk about depression or anxiety or anything along the lines of that. I’m going to talk about attention deficit hyperactivity disorder (ADHD). In recent years, awareness of mental health issues has increased, especially in schools. Students with ADHD often are offered accommodations in school and prescribed medication such as Adderall. And since there are always people who will exploit everything, cases of students taking Adderall and people faking ADHD to receive benefits exist. Now, I have ADHD and strong feelings about these topics. So, because I’m tired of listening to other people, I’m going to talk about these topics based on my experience of living with ADHD. The first thing to understand is the basics. ADHD is one of the most common childhood disorders than can continue into adolescence and adulthood. People with the disorder show persistent patterns of inattention, hyperactivity, and impulsivity, which can inhibit their ability to function at a job, a school, in social settings, etc. It is usually treated through talk-therapy and taking medication like Ritalin, Adderall, or Vyvanse, which is prescribed by a psychiatrist. A diagnosis is only possible after being evaluated by a trained psychologist or psychiatrist. I can verify that a lot up there is true for me. I am inattentive, hyperactive, and

Heard In The Hallways: 16

impulsive. It was clear when I was younger, but became less clear over time. I was doing fairly well in school until junior year. I was falling asleep in class, spacing out, and constantly confused. This took a toll on my grades. After a couple months of therapy, I was evaluated, and you can probably guess what the results were. After my diagnosis, I started taking Ritalin, before switching to Adderall. Since the start of my freshman year, I’ve had people tell me about students taking Adderall and heard stories of some students faking disorders to get academic accommodations, including extended time on the ACT and SAT exams. After my diagnosis, I was constantly reminded of these stories and started to hear new ones. While annoyed at first, I eventually started taking an interest in hearing these types of stories, as they are both amusing and irritating for me. First, take students and Adderall. Adderall is a stimulant, and it works well. It’s used to treat ADHD by giving ones brain a reward, the chemical “dopamine”, for completing tasks. People without ADHD already have this built in reward system, so they have no need for Adderall. Despite this, some students take it because they view Adderall as a “study drug.” What makes this dangerous is how students take it. Adderall that is prescribed is in different doses (measured in milligrams). If a student’s plan is to take as much as they

please, they are greatly increasing their chance of overdosing. Adderall is also a highly addictive drug, like most stimulants. What irritates me is the that fact that these people can’t be bothered to study unless they have Adderall, which they can/will possibly overdose on. Adderall doesn’t work like a “miracle drug.” It’s a medicine that helps people with a disorder focus. It won’t save you during the finals. Trust me, I’m talking from experience. Next, take people faking ADHD. Personally, this one infuriates me the most. I

will admit if you are trying to pretend you have ADHD, something is definitely wrong with your brain -- it’s just not ADHD. What I find infuriating about this is the reason that people fake ADHD is to get accommodations and “special treatment.” Yes, students with disorders do receive

“Oh no, we’re gonna get caught in a tardy sweep!” -Nowhere

“I’m gonna name my kid Pebble.” -Hoetger Hall

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accommodations such as extended time on tests, printed notes, etc., but we have them because we actually need them, not because we’re lazy. I’m guessing “special treatment” is another way of saying they want to use ADHD as an excuse. Believe me, it isn’t a valid excuse for anything. You can’t just start using your phone in class and say ‘It’s ok, I have a disorder.’ Something that enrages me is the fact these people also don’t take it seriously. Well, ADHD isn’t curable, so good luck trying to back out, unless you want to admit that you lied about having a disorder. If not, have fun trying to fake ADHD for the rest of your life. Is it serious enough now? To me, faking ADHD and exploiting it is one the most entitled things someone can do. After my diagnosis, the world I knew changed drastically, and it hasn’t even been a full year yet. Based on my experience of living with my condition, the most dangerous part of students taking Adderall is the ignorance of the students, while the most dangerous part of faking ADHD is either being ousted as a faker or having to keep faking it for rest of your life. Who ever knew a mental disorder could cause so much controversy? ◆

“It to be or not to be like that sometimes.” -Upper Keyser

“Dude, Russia’s militarizing their whales now.” -Student Center

“Hot Take: Strippers are sexy.” -Science Building

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w opinion/editorial

Editorial: Branson's Blind Spot The Branson scandal sheds light on the need for change


n Friday, April 5, Branson released a 17-page report detailing alleged sexual misconduct of three former athletic coaches and one former college counselor dating back to the the late ‘70s. The offenses ranged from sexual intercourse to kissing and inappropriate touching. The report, which was conducted nearly 50 years after most of sexual misconduct incidents occurred, was instigated by the claims of former students against their Branson educators. The report follows 10 students through their separate experiences with former athletic directors Rusty Taylor and Les Caroll, former volunteer basketball manager Rich Manoogian, and former college conseluer Alistair Grant. Fortunately, Branson is taking the necessary steps to minimize the risk of not only a repeat of inappropriate teacher-student relationships but also hesitancy on the victims’ part to come forward. In the time since the report was issued, Branson has established a consent curriculum for tenth graders and an improved protocol for sexual abuse reports. Additionally, the school has updated visitor regulations making it so that all adults on campus must clear two national databases for sex offenders and set up a crisis line for sexual misconduct or abuse victims. It goes without saying these are primitive first steps, and whether or not Branson will follow up and continue to build a healthy and informed sex culture is yet to be determined. However their actions thus far serve as a reminder to students and staff at Tam that there is no reason we should wait for an incident like this before we too work to increase education on sexual misconduct and abuse—especially considering the fact that Tam has had its own history with the same issue. We don’t want to wait for past victims to come forward before we take initiative. Now is the time for Tam to reinforce Branson’s response to their long history of sexual misconduct by taking up our own pre-


ventative measures. We can easily make sure we are up-to-date with a reliable crisis line, effective procedures to file reports, and increased sex education. Sexual harassment has been a theme throughout the year. In an editorial from a fall issue, I Need This to be Read, we requested a cohesive, in-depth course for all students on healthy sex and relationships. Months later, we are publishing yet another feature on the damage that could be avoided with more education on the subject and reporting on the extreme example that occured at Branson. Until we are ready to take these steps, we cannot have a sex-positive environment at our school. The specific issue of sexual misconduct between teachers and students has become taboo at Tam, as at most other schools. We have a teacher Code of Conduct—little-known as it is to most of the student-body—that prohibits a wide range of actions that could be considered inappropriate, from teachers sharing personal information with students to sending texts and emails on non-school related subjects, in addition to the obvious (i.e. having sexual intercourse with a student). Because the teacher Code of Conduct is so broad and so many of the items listed are harmless depending on the context, most teachers do not follow it strictly but rather follow their own common sense/set of morals. This is problematic because some teachers do strictly follow the code, and this creates confusion and blurred lines throughout the student body. Again, we need comprehensive education on what sexual misconduct is and what to do if it happens for the entire student body and staff. Preferably, this would come in the form of a unit in class that could be repeated with each grade, as students get older and their perspectives on sex and relationships change. In light of the Branson report, is is irresponsible for our school to not assume the same exact thing could happen here. And with that assumption made, why wait any longer to start making real progress? ♦

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A Slippery


By John Overton

Winston Churchill once said, “A joke is a serious thing,” and I tend to agree­— jokes help us deal with the tough aspects of our lives and their value should never be undermined. This is one of the reasons I hate suicide jokes. To be precise, I don’t hate jokes people tell to help them deal with suicide. I hate it when people say, “I’m gonna kill myself,” “I wanna die,” “I hate myself,” or any variation of those as a joke. First things first, everyone needs to recognize that these statements aren’t jokes. Wikipedia defines a joke as, “a display of humour in which words are used within a specific and well-defined narrative structure to make people laugh and is not meant to be taken seriously.” Unless you are telling the truth, don’t say “I wanna die,” and when you do, make sure to tell it to a counselor—that’s what BACR is here for. It should be recognized that these “jokes” about suicide are sometimes a cry for help. I heard the story of a girl my sister knew; this girl, a college student at the time, liked to post memes about depression and suicide on her various social media accounts. Since that sort of “humor” had become so normalized, no one took these posts seriously. Sadly, a little while later, the girl killed herself, and nobody realized that these posts had actually been cries for help until it was too late. The normalization of these jokes kept her from getting the attention and help she needed and deserved. If people didn’t make these crass jokes, it would be a huge red flag if someone just said “I wanna die” all the time (or even at all), but sadly that isn’t the case. If someone keeps posting things online about wanting to be a school shooter that’d be pretty worrisome, but suicide isn’t any less serious, so the same should apply. Not only do these jokes undermine one’s ability to cry out for help, but they’re also not funny. Just plain unfunny. There is nothing clever, witty, or remotely humorous about saying “I wanna die”—even the shock value of it is worn out by the second

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time you say it. Don’t get me wrong. I love dark humor, but for a joke to be dry humor it must include something more than “I hate myself” to be actually funny. Funny or not, jokes about suicide can always be hurtful. “It feels really isolating and really lonely when they hear people talking about [suicide] so casually,” Wellness Outreach Specialist Rachel Dimon said in reference to those who have dealt with or are currently dealing with suicide. “When a really meaningful experience is spoken about in a really negative way, it can feel really invalidating.” Dimon explained that “saying ‘I’m gonna kill my-

“It wasn’t until I started addressing my certain insecurities that I stopped making suicide jokes” self’ as casually or commonly as saying ‘I had a sandwich for lunch’ can make students feel shame about their experience.” In other words, the overuse of suicide jokes tells people that suicide isn’t really a big deal, which makes people confused and ashamed that they have been so heavily impacted by suicide. Similarly, when one reacts to superficial inconveniences by making depression jokes, it makes those who are truly depressed “feel invisible,” according to Dimon. “I’m not blaming anyone, there’s just a lack of awareness or education,” Dimon said. I must say I agree. I used to make suicide and depression jokes in middle school, partially because I had undiagnosed depression, which was discovered only afterward. But more than expressing my emotional issues, I was trying to, as Dimon puts it, “abruptly say ‘pay

attention to me!’” Many other students use these jokes for their shock value. However these students should recognize that it’s not a very good idea to try to compensate for low self esteem by getting attention because it will never work. It wasn’t until I started addressing my specific insecurities that I stopped making suicide jokes. I began to build my self esteem by knowing that I was sensitive to others’ feelings and willing to help them out in times of need. I also discovered that I was actually capable of writing things that made other people laugh, and publishing humor articles in The Tam News gave me a lot more confidence in my humor and writing abilities. This is one of the reasons that I say laughter is the best medicine. The catch is, your joke needs to be funny or else it doesn’t help at all. Graphics/Photos by Skye Schoenhoeft and Benjy Wall-Feng

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R A Y L A I N sports


Photo courtesy of Ryan Ali


ow ranked third in Northern California by the United States Tennis Association (USTA), senior Ryan Ali picked up his first racket at the age of four at Boyle Park and hasn’t put it down since. “When I started competing, I really loved just playing,” Ali said. “I loved the one on one factor and also loved being apart of a team at the same time.” Ali was recently recruited to play tennis for Santa Clara University (SCU), a Division 1 school, because of his speed, strong forehand, and commitment to training on and off the court. In addition to training with Tam’s team and doing individual workouts, Ali practices with the University of San Francisco men’s tennis team during his free third and fourth periods. “[There are] definitely sacrifices that I’ve had to make. I probably play about three or four hours a day, so I have to give up time with friends on the weekends.

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And it leaves not a lot of time for academics, but that means you have to learn time management, which is cool,” Ali said. At the beginning of this season, Ali developed walking pneumonia, leaving him unable to participate in any physical activity whatsoever, let alone his tennis commitments. “I was out for three to four weeks and in that span of time we lost to Redwood twice and the team was kind of struggling,” he said. “It’s affected my game greatly. I’m still trying to come back. I couldn’t work out, practice, or really do anything. It was tough because I had to watch my team without me out there, but I’m back now and we have a good chance to win during the playoffs.” Ali attended St. Ignatius College Preparatory in San Francisco through his freshman and sophomore years before transferring to Tam his junior year. He only joined Tam’s team this season. But even in

that short time, he’s made a real impact, according to tennis Coach Bill Washauer. “With the exception of a few couple guys from my first year, he’s certainly the best player we’ve had. [He plays] at the highest level and is a legitimate Division 1 player. He’s tough. He’s a leader on the court and plays hard,” Washauer said. Ali hopes to finish out this season at Tam with an individual and team win in NCS and NorCals, before going on to play at SCU through college and eventually decide whether or not to pursue tennis professionally. “I think he’s going to have a really solid college career,” Washauer said. “He’s obviously a guy who really knows how to be a teammate. He’s fun to have around. He’s good natured and is really really tough on the court. He’s strong. Strong like a bull!”

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By Samantha Ferro

All information is a general average. Each individual person has their own healthy medium based upon their age, sex, height, weight, and physical activity.

1 slice of bread = 1 ounce equivalent grains 2 tablespoons of peanut butter = 2 ounce equivalents protein foods

Photo courtesy of Clodagh Mellet, Spencer Stone and the Tam Mountain Biking Team

is Obese

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SPLASH! By Eli Blum

Photos by Samantha Ferro, Ethan Swope, and Yearbook


ave you ever walked past the pool at the end of the day and seen someone doing a double backflip off the diving board? If so, then you have seen the Tam diving team in action. Yes, Tam has a diving team, and it’s members are focused on winning an MCAL title this year. While the team might get little recognition compared to other sports teams, they put in just as much work. The diving team is connected to the swim team and practices with them. While their meets are often separated due to pool restrictions, they compete against the same teams and the diving team’s points from their meets are added to those of the swim teams for the total score of the meet. Nearly all schools in MCAL have a diving team this year except for San Rafael and Marin Catholic, but the Tam team still competes at each swim meet regardless. So far the team is performing superbly and having a good time. “The season is going really well. The kids are having fun and have made tons of progress this year. We have two divers who already qualified for NCS and I expect to have a few more before MCAL’s,”


head diving coach Katharine Macchia said. One of the divers who qualify for NCS is junior Max Hasen. Hasen, who is new to the team this year, said that he joined because he had friends on the team. He has very much enjoyed his time competing in the sport. “I like learning the new flips. It’s really unnatural and a lot of people don’t know anything about how to do any of the stuff we’re doing so I think it’s pretty cool to say that I can do all these tricks,” Hasen said. Practice consists of warm-ups and stretching followed by practicing their dives, including new, harder dives, as the season progresses. Each member of the varsity team, seven out of the eleven divers, are required to have an “eleven-dive list” which consist of two dives from each of five different categories (front, back, reverse, inward, and twist) plus one additional dive of their choice. Macchia also hopes that all pre-varsity divers will have a six-dive list by the end of the season. Junior Bassy Alamin, in his second season with the team, is looking to perfect his game and have fun while doing so. Alamin said that he had been do-

ing trampoline flips his whole life and after spending freshman year on the golf team, wanted to give diving a shot. “I like doing cool tricks and goofing off and I like doing new things. Flopping is fun sometimes,” Alamin said. According to Hasen, lots of practice and technique goes into diving. Divers must find the balance between using proper technique and being able to just go for it, in order to accomplish their dives. “There is proper technique but the only way to get to that level of being able to perform the technique is to just send it,” Hasen said. Macchia says the team is having lots of fun despite the cold, rainy season and has enjoyed seeing divers improve as the season moves along. “I have really enjoyed getting to know the kids this year,” she said. “They are a great group and we tend to have a lot of fun at practice. They encourage each other to try new things and are supportive of one another. For me, it’s been a rewarding experience to see kids who could do very few dives in January now qualifying for North Coast Sectionals.” Macchia said.

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Abby Lesher Alex and Annika Emblad Alex Mortenson Amy Besford Amy Finn Anika Sanda Ann Colman Anthony Barkovich Anthony Rago April and Howard Solomon Asian Investment Corporation Banett Nichols Barbara Siskin Barry & Jody Conybeare Bethany Conybeare and Emery Mitchell Bob and Ashley Sternfels Bob and Sue Samson Bor Tijssen Brian & Janna Conybeare Brost Bruce & Elyce Goldberg Bruce R. Katz Calvin Rosevear Carmen White Carrie Emison Catherine Ainsworth and James Long Catherine Cox Cathy Marhefka Cheryl Reiss Chris and Rena Chase Chris Wilmoth Christine Wichman Claire Muirhead Claudia & Ethan Moeller Cori and Ian Boyd Cynthia Samson and Alan Cowan David Finn David Spiegelman & Maki Daijogo Dawn Dobras and Eric Swergold Deedee Taft Denise Halloran Derek Moore Diana Williams Eileen and Michael Spitalny Elia Fullerton Elizabeth Brown Emily Goldman Finn Partners Fiona McDermott Gail Goldman Gina Brown Goldmans Gretchen Boyle Hope Gelbach Howard & Valerie Wynn Ines Carreras Ira & Kendra Pollack Irene Wright Jack Chai Jack Spence Jade Schoenhoeft

THANK YOU Janie Karp Jean Brown Jeanine Aguerre Jennifer Jerde Jennifer Jerde & Daniel Castor Jennifer Klopfer Jennifer Murr Jennifer Wolfe and Nolan Zail John Skjervem Judith Harkins Judy Shanower Julie Costanzo K.L. Harris Kara Parsons Karen Carrera Karen Hauer Katherine Cope Kathleen Craven Kathy & Dave Mahon Kathy and Mike Bishop Kathy McMahon Kathy Piomo Kelly and Dennis Leary Kendall Cormier Kerry Barlas Kevin Clahan Kevin Head Kouise Armour Kris Malone Grossman Lachter Family Lagier Larisa Tempero Larry Smith Leslie Dixon Lisa Buckingham Lisa Shanower Liz Schumacher Lori Luc Faillace Ludmilla Krivorucuko Madaleine Buckingham Madeleine Gish Marc and Sue Holzer Margaret Krivoruchko Margaret Neville Mark Talamantes Markus Rosgen Max Krenz Michael Scharber Misako Stewart Mochi Toy Grace Nancy Benjamin Nancy Conger Nathan Kruse Nell Mitchell Nelly Thomas Nicholas Krivoruchko Nicky Litle Nozima Akhmed Patricia Bigelow Patricia Prince and Leonel Figueredo Patrick and Karen Meezan

Peggy and Joel Elekman Peter Wynn Preger Family Priest-Heck Family Richard and Nancy Head Richard Peterson Robert Horowitz Robert Wright Rosenthal Sakomoto Sally Minchin Sarosi Shahla Khailtash Sharon Kramlich Shern Family Sherry and Jeff Rosenthal Skomer Family Sophia Ferro Sternfels Family Steve and Jan McDougal Steve Clements Steven Senk Teala Warga Ted Lieser Teron Gorham Terry Scussel Photgraphy Alamin Family Allen Family Britton Family Butt Family Carnevale Family Collister Family DeLan Family Frame Family Frankel Family Fullerton Family Parker Family Plante Family Preis Family Rosen Family Smiths Todebush Family Toppels Wieland Family Zuber Family Tim Shakirov Tina and Jeff Taylor Tom & Maggie Nowak Tony Brown Treacy Family Veronica Guillen Vivian Bauer Walker Avery Elkins Wendy Feng and Michael Wall Wendy Nichols Wertz/Tobiason Whitney and Peter Bardwick Wieland Family Will and Barbara Owens Will Jenson Zevan Solomon

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