780 Arastradero Road, Palo Alto, CA 94306

Volume 48, Issue 4 Monday, December 12, 2011

www.issuu.com/gunnoracle

Henry M. Gunn High School

THEORACLE

Palo Alto Unified School District

Henry M. Gunn High School

780 Arastradero Rd Palo Alto, CA 94306

It’s time for nose-goes to goPG. 9 FORUM

Spice up your holidays with shovel racing and other sportsPG. 19 SPORTS

GunnFigures » 800 Pounds of turkey donat-

ed to the Turkey Feast 15 Percent of holiday gifts that are gift cards, the top present this year 3,400 Estimated number of transcripts

sent by the middle of January

NON-PROFIT ORGU.S. Postage

P A I DPermit #44

Palo Alto, Calif.

Middle College path provides alternative In pursuit of happiness

Yilin Liang & Annie TranCenterfold Editor &

Business/Circulation Manager

Unlike the typical high school students, se-niors Ami Pienknagura, Ty Mayer and Ethan Hausser are able to structure their school hours based on whatever they think is best. Want to sleep in every morning? No problem, classes don’t start until 10 a.m., maybe even later. Drowsy in the afternoons? That’s okay, they can opt to take night classes instead. Not a people person or too lazy to drive to school? Online classes are a solution too. “I definitely don’t miss the extreme rigidity of the school and how you felt like you were trapped on campus from 8 a.m. to 3 p.m.,” Pienknagura said. “[One of the many reasons] I decided to go the middle college route was be-cause I had the ability to carve out my classes to fit my own agenda.”

Middle College is an approach to learning that first appeared in the 1970s, where students are allowed to take a different academic path that best fits their learning style. School ad-ministrators and teachers noticed that students who typically performed well in school were under-served or bored in the traditional high school setting, a trend that did not go unnoticed among Palo Alto students. The presidents of Alta Vista and Foothill then decided to found what came to be Foothill Middle College. It serves Gunn, Palo Alto Senior High School, Los Altos High and Mountain View High.

“For me, middle college was a way to getCOLLEGE—p.11

Asian fusion bakery offers unique pastries

PG. 27ENTERTAINMENT

Guess which teacher this car belongs to

PG. 13FEATURES

Amrita Moitra & Jean WangNews Editors

What makes people happy? Is it money? Friends and family? The Oracle decided to take a look at happiness on campus by surveying and talking to students.

To measure Gunn’s happiness, The Oracle used a methodology that took into account eight different categories: facilities, social opportunities, food quality, variety of clubs, student stress, school supportiveness, graduation rate and number of sunny days. Data was obtained from a survey The Oracle

conducted, which had 436 students responses. They graded each criteria on a scale from one to ten. The results of our investigations are displayed below. For a more detailed analysis, including the psychological basis of happiness and responses to the results, please turn to page 4.

To find out more about students who make longboards, see page 13 Lisa Wu

News2 THEORACLE

SEC SCOOP

If you have any suggestions or questions, please contact us!Email: sec.gunn@gmail.comFacebook: “Updates from Gunn SEC”

NEWS BITES

Upcoming Events:• Gunn choir concert (12/14)• Minimum day (12/16)• Winter break (12/19 1/2)• Holiday (1/16)• Semester finals (1/17 1/19)• Holiday (1/20)• Last day for schedule changes (1/25)

Zoe Weisnernews Editor

A testing center in RC-5 has been introduced for all special education students. The testing center will provide students in special education additional time and fewer distractions when taking tests, as opposed to taking them in class. “There are kids in there test-ing from 8:30 a.m. to 3:30 p.m.,” Special Education Instructional Supervisor Shivani Pulimamidi said.

The testing center currently includes the math and science department, but will be expanding to the english depart-ment during second semester. The room’s main purpose is to administer tests.

On test days for special educa-tion students in math and science classes, teachers send a copy of the test to a resource teacher in the testing center, and the students take their tests there. “These kids need a certain amount of time to complete their tests,” special edu-cation aide Susan Henderson said. “It’s a lot quieter and some kids need the questions read to them.” Some kids may spend over two hours in the testing center working on a test.

The special education department serves over 200 students on campus. Their main goal with the students who are taking special education classes is to expose then to mainstream courses. “Our job is to provide the right structure and ideology for our

students,” Pulimamidi said. Special education classes are taught by a resource

teacher who receives assistance from aides. The re-source teacher monitors each student and manages the class’s progress. “Ultimately our goal is to foster student independence to ensure success for life after high school,” Pulimamidi said. “We want to make sure we encourage student independence while si-multaneously providing them with the support they need.”

The new testing center demonstrates more than just helping special education stu-dents. “I think the test center is an indication that special education is improving,” Henderson said.

Besides the testing center, spe-cial education implemented other new programs for their students. One new program is Read 180, a remedial English class for students who are not prepared to take ninth and tenth grade English classes. Prior to Read 180, students had no other option than to take the

mandatory English classes. Currently, Pulimamidi and the administration

are discussing a new note taking system. In this system, students in general education can take notes for special education students, and in return, they receive community service hours. According to Pulimamidi, there is a possibility of having an ad-ditional testing center for general education students in the near future.

Gunn Beautification Day, sponsored by the Gunn Parent Teacher Student Organization, was a day to clean up and complete maintenance projects. On Dec. 3 from 9 a.m. to noon, students, parents and staff came together to make the school and the class-rooms look better. The main parents and staff members in charge of organizing the activities were Sunita Verma, Tilak Kasturi and Assistant Principal Kimberly Cowell.

According to Verma, the work varied from fixing and painting bookshelves to pulling weeds. Besides those two projects, other tasks included cleaning blinds, washing windows in the Village, raking, pulling weeds and cutting vines in the organic garden.

A few days before the event, a group of parent volunteers, in-cluding Verma and Kasturi, had to make sure they had enough supplies in order for the event to run successfully. A few items on the list of necessary materials were rakes for sweeping up leaves and plastic gloves and paper towels to clean and wash windows.

Sophomore Anna Cabot, one of the student volunteers, enjoyed the experience. “I really liked meeting and talking with some of the people I worked with and raking leaves for hours,” she said. “Overall, it was a fun day with good food.”

Emily Yao

Stat class collaborates with SECStudent Executive Council (SEC) Activities Director Lisa Hall

and Advanced Placement (AP) Statistics teacher Daisy Renazco have teamed up with the statistics class to make the upcoming series of focus group surveys concern various aspects of school life. According to Hall, the surveys attempt to collect current information on issues students care about. “Nine survey groups are involved and they are researching hot topics such as the recent dance and general dancing styles and what the student population is comfortable with,” Hall said.

Each survey group involves three or four members of SEC, as well as the same number of students from G period AP Statistics. “Our class is in charge of creating a simple random sample of the population, forming the overall research questions and analyzing the data,” junior Aishwarya Majumdar said. “Then SEC takes the analysis and sees what can be done.”

According to Hall, SEC has met many difficulties in the survey aspect of this research in the past. “The weakest part of the re-search is the survey, as SEC leaders are not trained to do surveys and to account for bias,” Hall said. Furthermore, they have also had trouble reaching the population intended for the research. “One of the first years we did the survey, only 25 people were surveyed,” Hall said.

Ultimately, the research is used as SEC’s semester final project to raise any potential concerns to the administration. “SEC will usually give presentations on findings to the board and admin-istration in February,” Hall said.

Anna Qin

Wendy QiuAide Miranda Botelho (left) and TRC-Coordinator Fatimah Zaidi (right) show off the new testing center, RC-5

Campus appearance improves

Special education creates test center

“Ultimately our goal is to foster student indepen-dence to ensure success for life after high school.”

BIKING STATISTICS

2001

Perc

ent

of s

tude

nts

who

bik

e to

sch

ool

School Year2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

PalyGunn

Special Education Instructional Supervisor

Shivani Pulimamidi

*The data illustrated above, provided by Central Attendance Administrator Margie Mitchell, shows the popularity of biking among Gunn and Paly students. These statistics demonstrate the increasing trend of biking to school.

5

10

15

20

25

30

35

40

45

News 3Monday, December 12, 2011

Stolen bikes decreasing, improved bike paths implementedLocks distributed on campus to prevent bike theft City plan creates new bike and pedestrian paths in 2012

Alvina Yau

Eileen QianSports Editor

To ensure safety for pedestrians and bicy-clists, the City of Palo Alto’s transportation division has created a Bicycle + Pedestrian Transportation Plan (BPTP). This plan aims to improve the quality and structure of current bike lanes and pedestrian paths in the hope that more people will switch to walking and biking as their main form of transportation. This will meet the require-ments of state-leveled planning commissions that emphasize the decrease of greenhouse gas emissions, as well as the promotion of healthier lifestyles.

One of the major improvements pro-posed is the integration of cycle tracks on local roads. These two-way cycle track will separate cars and bikes lanes, providing inexperienced bikers with a sense of secu-rity. Student drivers such as senior Brenda Cai believes that this will be beneficial. “I’ve observed numerous times that regardless of

how close some drivers are to bikers, they would still honk and speed past them,” Cai said.

To help bikers who are uncomfort-able with the current bike paths, BPBT

also proposes to install wayfinding signs, which will guide bikers to their destination by marking the

direction of local parks and bike trails. “For areas outside my comfort zone, like ar-

eas past

Alma towards the JLS direction, my sense of direction is uncertain,” junior Idean Kesh-mirian said. “Signs pointing to familiar, major streets or places like parks would be nice.”

To increase pedestrian comfort with walking, the plan also proposes to upgrade the currently narrow sidewalks so that they are at least six feet wide. According to the BPTP, it is inconvenient for people walking in opposite directions to pass each other comfortably with fewer than six feet of space between them. These improvements will only be implemented where car lanes are not significantly affected.

In addition to safety improvements, the Planning and Transportation Commission believes that the city should work towards being more environmentally conscious and promoting healthy lifestyles. According to the BPTP, the city has suitable conditions for both biking and walking as Palo Alto has a flat terrain and good weather.

If the improvements are ineffective in in-creasing biking and walking, BPTP suggests using direct methods to meet the needs of pedestrians and bicyclists. “One way to reduce the number of cars on the streets would be to close off parts of the roads for several hours on the weekends,” BPTP transportation engineer Rafael Fius said. “However, the community will decide what level of treament is acceptable to streets within their neighborhood.”

On Nov. 27, the City Council reviewed the BPTP, but requested more revisions to be made before final approval. The revised draft will be

available by February 2012.

Lydia ZhangFeatures editor

According to Dean of Students James Lubbe, the number of bikes reported stolen to the administration sharply increased at the beginning of the year. Fortunately, this number has since declined, but the adminis-tration is working on even more preventative measures to decrease bike thefts on campus. Many of the bikes reported as stolen seemed to have been taken from the bike racks be-hind the portables in the Village. In order to directly encourage students to lock their bikes, the administration is now providing free loaner bike locks.

Lubbe, however, believes that the thefts have more to do with what the bikers are do-ing—or rather, what they are not doing. “We have had our campus supervisors walking around and looking at bikes, and we did see a number of bikes that were not locked,” he said. “It’s one of the problems. Students don’t always think to lock their bikes.” Assistant Principal Trinity Klein agrees and believes that most of the stolen bike reports are com-ing from students who do not bring locks to school, which has prompted the creation of the loan system. “It seems like a simple solu-tion,” Klein wrote. “Students should have a strong lock and use it. Lock it in a bike cage or somewhere central and visible.”

In addition, Lubbe also says that many of the students he meets with about their

bikes cannot produce the lock for their bike and believes that they did not have locks in the first place. “I have to wonder why people aren’t coming up with the locks,” he said. “I don’t think that someone who is cutting the lock really wants to take that lock with them.”

Though locks can help deter theft, Lubbe says students should still employ a couple of other measures that will help find their bikes if they are stolen. He encourages students to register their bike with the police department and have a picture of the bike.

Klein also advises two things that all stu-dents should do once they know that their bikes have been stolen. “First, come to the office and fill out a lost/stolen item report in as much detail as possible,” she wrote. “This allows us to have a record in case a bike is later found. Second, make a police report, so if the police recover a bike, they can search against their records. Since the school and police are separate entities, it’s important that students do both.”

Freshman Anthony Tran, who had two of his bikes stolen, says that though he did get both his bikes back, he is glad about the changes the administration is making. “I think the school is doing very well in try-ing to keep bikes

safe,” he said.

News4

I liked the Sparknotes article because it had strong opinions and a good per-spective on the study help site.

— Megan Wu, 11

I like the light-hearted, humorous articles such as the one about cursive as well as the well-written sports articles. Go Titans!

—Justice Tention, 10

It would be nice to see a serial or in-vestigative piece that spans multiple is-sues and would compel readers to “fol-low” a story.

—Michelle Morgan, parent

Some pages often look too texty, but the crossing guard features were really cool.

—Cody Einfalt, 12

THEORACLE

THEORACLE780 Arastradero RdPalo Alto, CA 94306

(650) 354-8238www.gunnoracle.com

NewsAmrita Moitra

Jean WangZoe Weisner

ForumUtkash Dubey

Rani Shiao

FeaturesAnna Qin

Lydia Zhang

CenterfoldElsa Chu

Yilin Liang

EntertainmentBoot BullwinkleSamantha Donat

Lucy Oyer

SportsEileen QianEmily Yao

PhotoWendy Qiu

GraphicsLisa Wu

ReportersCooper Aspegren,

Megan Cliff, Misheel Enkhbat, Wayland

Fong, Sam Hayward, Ellen Lee, Erica Lee,

Wendy Park

PhotoMichael Wu

Jonathan YongKyle Zhu

Graphics ArtistsGeorge Hwang

Alvina Yau

Business/CirculationAnnie Tran

Ben Atlas (Asst.)Ellen Lee (Asst.)

AdviserKristy Blackburn

The Oracle strongly encourages and prints signed Letters to the Editor and Comments. Comments are generally shorter responses, while Letters are

longer pieces of writing.

Please include your name, grade and contact information should you

choose to write one.

Letters and Comments may be edited to meet space requirements and the writer is solely responsible for the ac-

curacy of the content.

Letters to the Editor and Comments and ideas for coverage may be sent to gunnoracle@yahoo.com or posted on our Facebook page. These letters need

not be from current student.

The Oracle is published by and for the students of Henry M. Gunn Senior High School. The unsigned editorials that appear in this publication represent the majority opinion

of the editorial staff and The Oracle’s commitment to promoting student rights.

The Oracle publishes 9 issues annually. Subscriptions are $45/year.

Editorial Board

Staff

Editor-in-ChiefAshley Ngu

Managing EditorsMonica CaiDivya Shiv

INBOX

November 7, 2011Corrections

• Sports: An article on the vol-leyball team stated that the team is not going to CCS, when in fact the they did.

• News: According to Municipal Code 10.64.130, riding bicycles on sidewalks is acceptable if bik-ers yield the right of way to all pe-destrians. Some streets ban biking on sidewalks completely.

n HAPPINESS from pg. 1Facilities: B

The majority of students were highly satisfied with the facilities, such as the classrooms, computer lab, athletic facilities and library, with an average rating of 7.73.

Social opportunities: C+While Gunn students may not have a

packed social schedule, they do not lack social activities, like dances, football games and plays, to attend. On average, students rated the social opportunities a 6.41.

Food: D+The food available at the Gunn cafeteria

and snack bar could surely use some im-provement, with it garnering a lukewarm score of 4.45.

Clubs and organizations: BWith an average score of 7.27, it is clear

that there is a solid variety of clubs and or-ganizations for students to pick and choose from. After all, Gunn is home to over 90 clubs and 16 different sports, ranging from Model United Nations to the Gunn Diving team. And if one of these clubs or sports isn’t enough, students can always charter their own club to satisfy their unique in-terests.

Stress: DWith Gunn’s high levels of pressure and

academic achievement, students find Gunn to be a very stressful environment. This sentiment was reflected by the survey, in which the most common rating for stress was a 1, or extremely stressful. On average, students rated the stress level a 3.35.

Supportiveness: B- With strong support groups like Reach

Out, Care and Know (ROCK) and the new organization Sources of Strength, the sup-portiveness of the Gunn student body and administration has received positive results. Students, in general, feel safe and welcomed,

and they know that there are teachers, peers and counselors available to help them when they need it. Over 50 percent of students rated the supportiveness of Gunn to be an 8 or higher, with the average score a 6.57.

Graduation rate: A+Gunn consistently ranks as one of the

top public schools in California in terms of graduation rate, boasting an impressive graduation rate of 97.3 percent in 2009, as compared to California’s overall public school graduation rate of 78 percent.

Number of sunny days: A+ Research has shown that sunny days

lead to sunny dispositions. According to Sperling’s Best Places, Palo Alto enjoys 261 sunny days in a year, compared to a national average of 205.

Calculated overall grade: B-Like any school, Gunn has its positives,

especially in the diversity of clubs and sup-portive atmosphere, and its negatives, such as the food and stress level. Yet it is only when all of these factors have been taken into consideration that we can truly see the big picture, which is this: Gunn is a happy place to be. Granted, Gunn may not be the happiest place on earth (that title is reserved for Disneyland), but we’re not too shabby, scoring an overall B-, or a 6.57.

So what do people think? While Principal Katya Villalobos agrees

that there is much room for improvement, she is satisfied with the results of the sur-vey. “I would love to think that in my ideal state, we could score an A+, but I don’t think that is possible,” Villalobos said. “I think it’s good that we’re a safe place and that students feel valued.” For her, these results are, in many ways, a reinforcement of her observation of the school over the years. “I think this cements my conversations with students and that they enjoy being here,” Villalobos said. “We’re always a work in

progress, but I think we’re in a good posi-tive direction.”

As for the high stress levels that the sur-vey revealed, Villalobos emphasizes the im-portance of how students handle the large amounts of stress, rather than the stress itself. “Everyone has stress, but it comes in different forms and at different times, and it does get better,” she said. “That’s why how you deal with it is more important.” She suggests students learn about their stress and their triggers, as well as discover their own personal ways of dealing with the stress, whether it be taking deep breaths, running or read i ng a novel . “Everyone should find something that helps them relax,” she said. “Once you do that, you start to get a different perspective and some-thing that may have seemed so big isn’t so bad.”

Students reactions to the statistics were varied. “I wasn’t very surprised by these results,” junior Daniel Marcotte said. Other students, like senior Cecilia Wong, had different responses. “I was surprised by that people felt the clubs/organizations were a B because we have so many options available,” she said. “However, I was not surprised that food was a D because despite the salad bar, there aren’t very many options for buying food.”

Is this an accurate indicator of happiness?Psychologically, happiness is an non

standardized subject. “There is no one accepted psychological definition,” psy-chology teacher John Hebert said. “But most psychologists would accept the idea of happiness as a high ratio of positive to negative feelings.”

Although it is not possible to measure

subjective happiness accurately, research in causes of happiness have shown consistent results. “Love makes [us] happy,” Hebert said. “A good family life, good friends, in-timate relationships, meaningful work or activities and a good society contribute to happiness. Some lucky individuals are ge-netically predisposed to a positive outlook on life and will be happier throughout life than those not so disposed.”

Studies have also discovered the sur-prising fact that there is no correlation

between materia l goods and happi-ness. Hebert cites

the example of Puerto Rico. “Although not a wealthy nation, [Puer-to Rico] often comes out on top of happi-ness and life satisfac-tion scales,” he said. Further research has shown that countries like the United States

experience lower life satisfactions levels t ha n some t h i rd

world countries. As it turns out, money can’t buy happiness.

Though there is always a margin of error involved in surveys of objective happiness, personal happiness is always accurate. “Happiness is very subjective,” Hebert said. “Therefore, it is potentially under an indi-vidual’s control. Each person determines his or her own happiness.” Hebert even sug-gests learning happiness, with optimistic thinking and nurtured relationships.

Contrary to popular belief, a B- rating in happiness is a decent grade. In fact, it is above average. Villalobos strongly agrees. “I’ll take the B,” she said. “I think that’s an awesome grade.” Regardless of this score, it is important to remember that, with a glass-half-full mentality and participation in fulfilling activities, anyone has the po-tential to be happy.

The Oracle investigates student happiness on campus

“Love makes [us] hap-py. A good family life, good friends, intimate relationships, mean-ingful work or activities and a good society con-tribute to happiness.”

—psychology teacherJohn Hebert

News 5Monday, December 12, 2011

SAT I Intensive Winter WorkshopEarly Registration Discounts Available!

In 8 sessions learn how to: Build endurance • Work under time pressure • Apply strategiesIn all 3 sections of the SAT: CR & W & M

College CounselingFREE Academic Counseling sessions ($200 value)!

College Admissions Consulting • College Essay Workshops • College Application Workshops

AP & High School Subject Tutorial (In all subjects)Our instructors are from stellar academic backgrounds and teaching experience

including from: Stanford, Johns Hopkins, Yale, Harvard, and Dartmouth.

www.�lexcollegeprep.com

Cupertino408.252.7742

Almaden 408.997.1632

Fremont510.668.0880

Los Altos650.947.7742

ON-GOINGVisit our website or call a center for more details!

SAT I/II, ACT, AP,ISEE/SSAT Test Prep

FREE Diagnostic Tests offered!

OnlineCourses

�lexcollegeprep.com/online

Middle SchoolEnrichment Courses

English and Math++

FLEXWinterProgram

Because it’s rated the 42nd best high school in the country by Newsweek, Gunn students can’t relate to an average public school experience. However, outside of the enclosed bubble that is Gunn, private schools trump public schools on several fronts. Private schools attract better teach-ers, give more personal attention to each student, aren’t subject to government budget cuts and produce academically superior students.

Private high schools have famously small class sizes. The Council for American Pri-vate Education (CAPE) submitted a report in 2009 comparing private and public class size. According to CAPE, private schools, on average, have fewer enrollments, smaller average class sizes and lower student/teacher ratios than public schools. Massive public school classes force teachers to gear the pace and rigor of the curricula toward the ability of the lowest performing student.

Because of this, students cannot move at their own pace nor delve any deeper into the material than the slowest one, which creates an atmosphere in which smarter students’ intellectual curiosity stagnate and dimmer students struggle. Furthermore, individual problems are harder to address with so many different unique students in a single class. Oftentimes children are left behind.

Teachers are all-around better in private schools. Firstly, they aren’t subject to No Child Left Behind (NCLB), a government-imposed act that restricts teachers’ ingenu-ity. CAPE studied various figures about the two styles of education. According to CAPE, public school teachers are nearly twice as likely as private school teachers to agree that putting their best effort into teaching is a waste of time (19 percent versus 7 per-cent). This is just one of a long list of facts on why most private school teachers are preferable to most public school teachers. This specific fact states that more teachers in public schools don’t really care about their teaching enough to even put in their best effort.

When the government cuts public taxes, public schools often wind up un-derfunded. This results in teacher lay-offs, diminishing resources, conditions worsen-ing and standards being lowered. Overall quality of life at a public school consis-

tently decreases, while private schools stay untouched. This can snowball into lower academic standards in public schools.

The ultimate goal of any educational institution is to provide students with the highest level of academic prowess possible. Public schools have lost to private schools on almost every test in the matter. One example lies in Advanced Placement (AP) tests. In private schools, 10 percent of students take AP tests, 70 percent of whom get a 3 or above. In public schools, only 5 percent take AP tests, 61 percent of whom get 3 or above.

Although private schools are clearly superior academically and socially, public school advocates commonly argue that public schools offer more diversity. Statistics do support this assertion, but fail to look at what really matters. Many different ethnic groups at a public school who all think in a similar manner is not diversity at all. Statistics do not, and cannot, prove that diversity of thought is more prevalent in public schools.

On the whole, although Gunn seems to be largely exempt from this general trend, private schools are superior in several ways to public ones. Public schools provide less personal attention, rely on govern-ment funding, employ worse teachers and struggle academically compared to private inst itutions. The moral of the story? Everything’s bet-ter when you pay for it.

—Atlas, a sophomore, is an Assis-

tant Business Manager

Forum

In the middle of college appli-cation season, students shouldn’t frantically apply and dive into things without necessarily consid-ering the other options. Students, especially Gunn students, are under the notion that college is the only responsible option when it comes to post-high school life. This, however, is a completely false concept. There are many distinct alternatives that may even be more promising than setting out for a college degree.

Simply said, a decent living necessitates at least some form of post-high school know-how. However, attending a school that charges tens of thousands of dol-lars a year is not the only option. In 2007, a survey taken by Time Magazine showed that 40 percent of students in state universities

do not graduate in four years and instead earn their degree within six years. Using this rough estimate, that amounts to around $256,000 (including things like housing, food and tuition) out of pocket.

With the presumption that most students don’t have that kind of money lying around, students start their careers with accumu-lated debt from student loans. Yes, a degree earned gives one a com-petitive edge in the job market and gives an advantage in the long run. However, it also triggers potential long term student debt. Accord-ing to FinAid.org, a resource that specializes in student financial aid, it takes 10 years, 120 payments at about $3,000 per month and over $100,000 in interest to repay the loan. Unless one can comfortably make $65,000 a year coming fresh

out of college, this repayment can be simply impossible.

Career and technical oppor-tunities simplify this process by eliminating heavy education fees

and providing a better basis for getting jobs that pay well. One such opportunity is Universal Technical Institute (UTI). UTI of-fers courses where four out of five alumni walk out with a job within a year of completion of the subject. The more flexible hours even allow many students to work part-time

while studying. Therefore, debt is generally not accumulated and leaves graduates with promising careers in the technology industry.

In addition to technical train-ing, other forms of direct career training suffice with minimal financial commitment. For ex-ample, internships (sometimes paid) can work better for jobs than a degree does, since the training is direct and only includes the neces-sary content. Similar to technical education, this retains the fiscal advantage.

Despite the apparent lack of academic education, probably the most neglected calling is the call of duty. No, not the best-selling video game franchise, but the line of military service. While this may sound like a radical pitch, it can really be the first step to living the

picture-perfect American Dream. Not only that, it’s also a huge finan-cial opportunity that many stu-dents overlook. The overwhelming number of benefits make it a very worthwhile practice. Considering the many perks, including medical care, welfare and special tax advan-tages, military work pays off. The work itself may include some of the most brutal and terrifying occur-rences, but with that comes getting “an edge on life,” and unsurpassed pride and admiration.

Overall, students need to con-sider the many other options when it comes to life after high school. While college is the general go-to plan, there are many other possi-bilities that may yield better results.

—Unsigned editorials represent the majority opinion of the staff (assenting: 24; dissenting: 9)

Students should not ignore other post-high school opportunities

6 THEORACLE

Public schools, traditionally dismissed in favor of private schools, nevertheless hold superiority over their more acclaimed counterpart. A public school, by defini-tion, accepts financial support from public funds, charges no fee for tuition and does not usually select students for enrollment. A private school, in contrast, does not ac-cept any governmental support, charges a tuition fee and frequently selects students for enrollment. Critics of the public school system praise private schools for a variety of reasons, including the presence of smaller class sizes and better test scores. However, they fail to acknowledge the actual trends in these areas and disregard the fact that public schools feature greater diversity, and as a result, better prepare students for adult life.

It is no secret that public schools boast student bodies more diverse than private schools. The National Center for Educa-tion Statistics (NCES) revealed that public schools on average encompass student bodies that are 58 percent Caucasian, 20 percent His-panic, 16 percent African-

American, 4 p e r c e n t A s i a n -American,

and 1 per-c ent Na-

tive Ameri-can. Ethnic

d iver s i t y i s significantly

g reater t h a n

t hat o f

private schools and is composed on aver-age with 74 percent Caucasian, 9 percent Hispanic, 10 percent African-American, 6 percent Asian-American and 1 percent Native American.

A diverse environment is more beneficial to students than an environment that is not. Limited exposure to a variety of back-grounds yields a more difficult experience when adjusting to adult life. In theory, the private school student upon graduation feels less advantaged in a society with people of different religious and ethnic backgrounds. Skeptics of the public school’s superiority state that private schools generally incor-porate smaller class sizes, indicating more time for the individual student to be helped. But on average, the classroom size differ-ence between public schools and private schools is negligible. As demonstrated by NCES, the average number of students in a public school classroom is approximately 20 students, only about 2 students greater than the average number of students in a private school classroom. A difference this minor cannot factor into the debate.

Critics also argue that private schools produce better test scores than their pub-lic school counterparts. However, in 2006 the National Assessment for Educational Progress (NAEP) demonstrated that test scores from public and private schools were not significantly different when adjusting for selected student characteristics, like gender, ethnicity, disability and English language learner status. In fact, research conducted at the University of Illinois at Champaign-Urbana concluded that public school students outperformed their private school counterparts when factors such as outside learning, family background and socioeconomic status were ignored. These findings eliminate any such claim that private schools outperform public schools academically.

Public schools, as a fundamental educa-tional system, are clearly superior to private schools. This system offers better prepara-tion for adult life, which arguably serves as the basic goal of education as a whole. Both sides of the debate agree on heeding to take greater efforts to ensure that the next generation of Americans is well prepared for the challenges presented by adult life. This commitment starts with public education, rather than private school education.

—Aspegren, a sophomore, is a reporter.

The Oracle holds showdown: private vs. public education

Alvina Yau

EDITORIAL: The Opinion of The Oracle

Ben Atlas Cooper Aspegren

Next year during this time, students will be busy preparing for their finals, which will be held before winter break as the result of the new school schedule approved by the school board last year. While students may have the added burden of finals during De-cember, the overall benefits of this calendar will far outweigh any of the disadvantages.

The new school calendar is beneficial on several levels. For one, it will provide students with a stress-free winter break. Even for students who don’t study during the break, the thought of finals looming overhead provides unnecessary stress and dampens their spirits during a time when they should be relaxing and rejuvenating. For the many students who do study during winter break, it turns a supposed vacation into an extended study session, as students spend hours reviewing their notes and book in preparation for their impending finals. If finals take place before winter break, stu-dents will be able to fully enjoy their vaca-tion, without any books, notes or intensive

study sessions. Students deserve, for once, to have a restful winter break, spending their time with family rather than textbooks.

Additionally, many students experience learning loss over winter break, forget-ting much of the material they had previ-ously learned. According to the Review of Educational Research, students, on average, lose one month of knowl-edge during their summer break. Winter break, while shorter, is no dif ferent. This loss forces teachers to spend time reviewing and reteaching the material to students upon return from break, wasting valuable time that could have been spent on new concepts. With finals before winter break, teachers would be able to immediately start teach-ing new material upon return from winter break. Furthermore, by holding finals before winter break, students would have an easier time studying for finals, as they would have retained more information and would not have to relearn the information they forgot.

In addition to winter break benefits, the new school calendar will help students in Advanced Placement (AP) classes. With school starting earlier, students would have a longer time to study for the AP tests in

May, allowing teachers more time to cover difficult concepts and review the material. Since AP classes are often pressed for time to cover all the necessary material by May, an earlier beginning to the school year is a necessary respite. The school year would also end earlier, meaning that there would be fewer weeks after the AP tests, during

which many AP classes f ind themselves with little to do. With the cal-endar, these dead weeks after the testing period would be reduced, and, instead, placed before the test, where it is more valuable and beneficial.

Furthermore, many teachers already place

finals before winter break, especially the aforementioned AP classes. Teachers often find that placing finals before winter break is the best method of dividing their curricu-lum, and are then forced to hold final exams during the two class days before winter break, only to use the actual finals period as another class day. Having finals before win-ter break would align our calendar with the schedule that many teachers already follow, rather than forcing students to juggle both classes and additional finals in a few classes before winter break, a practice which adds

more stress to students. With a designated finals period being adhered to, students would be able to focus all their energy on studying for their finals, thus helping them perform better and reduce stress levels.

Opponents of the calendar have brought up the issue of college applications, which seniors would have to work on concurrently with studying for finals. However, many se-niors already have a few finals before winter break, despite not having any additional designated time to study for them. By of-ficially moving finals before winter break, seniors will have designated times to study and no homework assignments to clutter their vacation. Additionally, AP classes can be taught with sufficient time for both semesters. The added benefits of an earlier final week would far outweigh any of the potential negatives faced by procrastinat-ing seniors.

With 57 out of the 66 public high schools in Santa Clara and San Mateo counties already having moved to pre-break finals, it is time that Gunn follow in their steps as well. The new school board calendar is a welcome change that will only aid AP classes, reduce redundancies in teaching and create a completely stress free winter break for students.

—Wang, a senior, is a News Editor.

Jean Wang

New school calendar will reduce winter break stress

“Guess what, class, time for group projects!” Cue collective sigh. In theory, group projects are an excellent method to bring classmates together, encourage teamwork and distribute work-load among students. However, in reality, group projects are frus-trating and utterly pointless for the majority of students. It is about time the group project system gets a makeover.

To be clear, teachers and stu-dents are equally to blame for the disintegration of the group project. Though group proj-ects are helpful in many dif-ferent aspects, many teachers do not recognize or properly utilize its benefits. First off, group projects are worthwhile because they pro-vide vital experiences in learning how to work with others to reach a solution. Working together may sound like an outdated concept these days, but teamwork will come in handy in future jobs where

students must work with others. As a way to make group proj-

ects more successful, the teacher needs to play a more active role. Al-though there are a few arguments for the advantages of a “hands-off” professor who lets the students discover how truly difficult it is to maintain a positive group dy-namic, realistically, the teacher has to be there to facilitate and guide students along their way.

Students should be given class time to work on projects so the teacher is aware of the efficiency of each group. On top of this, teachers should check in with a group at least once or twice before the proj-ect is submitted without the loud classroom environment, preferably in tutorial or during lunch time.

Outlining is key for students. Some teachers use a clearly laid out time line with all upcoming deadlines detailing what stage the project should be in. A teacher may want to devote a class period to discuss each group project in front of the class so other students can give feedback and input on each project.

As for students, there absolutely needs to be peer assessments to evaluate each student on his or her own con-tributions. One of the biggest prob-lems that arises within the group project is measuring accountability. It’s not fair to assume that the teacher can identify who contrib-

uted his or her fair share by looking at the end

result of the project. When working with a

group, students can share tasks between them and

in theory, be more efficient with their time than if working alone. Delegating specific roles to students allows each person to work on what he or she does best. Students can allocate a specific part of the work to members who are better at certain skills.

A necessary evil that exists in the group project is assigning a

leader among the group in order to distribute assignments evenly and to settle the peace when disputes or conflict arise. One way or an-other, someone has to take charge. Regardless, if the person leading

the group abuses the power a nd dishes out

all the demands with incivility and a harsh tone, no one is going to be committed to the team. A leader must be somebody willing to take on more of the responsi-bility for the assignment without

turning into a tyrant. Suggestion: select someone with sound mor-als and a passion for the subject.

There are limited excuses stu-dents use as to why the group project does not work in the class-room. Often, students complain

about group work because of their dislike toward collaborat-ing with certain classmates. Rather, students need to face the fact that the days where

people had to communicate face to face to get organized are

long gone. There are countless numbers of resources that are at students’ fingertips to use so that

conflicting schedules or personal dislike towards one another

do not ruin the project ex-perience. Facebook, Google Docs, Skype and instant

messaging are all remarkable tools for students to use when

coordinating schedules proves dif-ficult. As for students who do not want to work with other people because of his or her level on the social ladder or apparently low grade in the class, this is a won-derful opportunity to learn how to trust others and learn to cope with people one might disagree with. Trust me, you will survive.

— Hayward, a senior, is a reporter.

Sam Hayward

Group projects more advantageous than individual work

George Hwang

“Students deserve, for once, to have a restful winter break, spend-ing their time with family rather than textbooks.”

George Hwan

g

Forum 7Monday, December 12, 2011

Would you carry $600 in your backpack? The obvious an-swer is no. This logic, though, is contradicted constantly as teen-agers bring expensive iPhones, iPads and other technology to school. However, with this privilege of bringing gadgets to schools, there comes great risk. The chance of theft and loss is extremely high. As the holiday season rolls around and teenag-ers are tempted to bring newly acquired presents to school, it is imperative that students keep their toys at home.

In early November, two Men-lo College students were arrested for stealing backpacks that con-tained iPads and other electronic devices. While a security guard was able to apprehend the sus-pects, the retrieval of stolen items is a rare occurrence.

T here i s t he common miscon-ception that if a student brings an expensive item to school, everyone in the vicinity will know who the item belongs to, lower-

ing chances of theft. However, this mentality could not be more false. In 2008, data from the National Crime Victimization Survey showed that more crimes were committed against students ages 12 to 18 at school rather than away from school. Despite this fact, a majority of the youth surveyed believed that theft would not affect them. However, these students fail to note the prevalence of theft targeting youth. According to the National Center for Education Statistics, the rate of victimization by theft at school among ages 12 to 18 was 24 per 1,000 students in 2008.

This statistic is amplified when taking into consideration the rate of reported thefts. Data from the School Crime Supple-ment states that in 2007, only three percent of students be-tween the ages of 12 through 18 reported theft to the police. This shows that the true theft rates among teens are much higher. Students are also disinclined to report theft and school admin-istrators generally fail to report

it. In fact, the National

School Safety and Security Ser-vices has found that administra-tors do not report a majority of crime on school campuses to the State Board of Education or the local police, as state law suggests they do. The reasoning is very simple: some crimes are treated as violations of school rules—instead of violations of the law—and are handled through disciplinary action, in-stead of legal consequences. Also, many schools fear the negative public image that is associated with a high number of incidents or appearances in the media because of a school crime.

In addition to the risk of expensive gadgets getting stolen when brought to school, there are additional threats. Damage is one such danger. Without any doubt, students will pass around whatever valuable item has been brought to school. With numerous students han-dling this expensive object, the chances of damage, whether it is simply scratched or dropped

or dirtied, is significant. The high cost of repair is not quite worth showing some friends a new toy. This is just another reason why teenagers should keep their expensive items at home.

At this time of year, students jump at the chance to bring their holiday gifts to school. While the need to show off is understand-able, students must recognize the risks of doing so. Theft and damage are almost unavoidable. Though teenagers may hate to admit it, Mother truly does know best when she says to keep toys at home.

—Moitra, a senior, is a News Editor.

Forum8 THEORACLE

Leave personal tech gear at home

What’s the first thing I did before entering junior year, the most feared year of a high school student’s career? I became a detective—whether it’s Advanced Placement (AP) United States His-tory (APUSH), Analysis Honors or AP Biology, I wanted to know everything the upperclassmen knew about my future ventures. I was 100 percent sure that by finding out everything the ex-juniors knew, I would be successful as well.

How wrong I was. In Analysis Honors, prob-ability swept me off of my feet and I was com-pletely stumped calculating the chances of draw-ing that royal flush. In AP Biology, nematoda, rotifera and annelida baffled me as I used all the brain power I possibly had in order to memorize all their details. And APUSH had me wishing for photographic memory every time I flipped open The American Pageant. And to think I was actually confident my sleuthing skills paid off?

The most common thing for any student to do before taking a difficult class is to bombard an upperclassman for any thoughts, tips or informa-tion on the incredibly difficult course that faces them. If the feedback is negative, the student enters the course with a sunken heart and a great fear for his imminent future. If positive, the student rejoices and enters the class relaxed and calm, expecting to ace the class with no problem. However, this is exactly the wrong course of ac-tion to take. Advice should be taken with a grain of salt; each student reacts differently to certain teaching styles and opinions often come from various contexts. Students thus should experi-ence the class for themselves before forming an opinion about the teacher and course.

Another student’s opinion should be just an opinion and not the absolute truth. Whether the feedback is negative or positive, each student is tailored towards a different learning style and often, others’ opinions do not fully apply. It is common knowledge that there are three major learning styles: visual, auditory and kinesthetic. For a visual student to ask an auditory learner for his opinion on a course more tailored towards visual learners is akin to following a road sign pointing in the wrong direction. Preparing for success or failure psychologically before even attempting the curriculum is a recipe for disaster.

Subject bias should also be taken into ac-count. Students naturally perform better in subjects they are interested in, as they are more willing to put in the effort. Therefore, it is practically impossible for a student to evalu-ate a course objectively without being affected by their preferences. For a student to take the opinion of an avid lover or hater of the course as an objective evaluation is misleading because his own preferences concerning the subject and his natural ability to understand the material is different from that of others.

However, this is not to say that advice from others is completely useless. If it is completely necessary to ask upperclassmen about informa-tion concerning a particular course and teacher, one should draw from various sources and vari-ous types of learners so as to get an overall idea of the course for everyone. But in the end, doing an in-depth analysis of the course based solely on feedback that often does not apply to everyone is not at all going to result in the glorious “A” that is the ultimate goal. Instead, more effort should be put in experiencing the course and preparing for the learning itself because that is the only sure-fire way of doing well in the class.

—Qin, a junior, is a Features Editor.

Experience classes before judging

Anna Qin

Amrita Moitra

“Nose goes.” Say it. It’s easy. It’s fast. How cute. Say it again. Unfortunately, the implica-tions of the game itself are much less charming than the fact that it rhymes. We’ve all inevitably participated in “nose goes” at some point in our lives, myself included, but the fact that it’s popular does not make it an effective way to manage our interpersonal relationships. On the contrary, the more popular it gets, the less we stop to consider the repercussions of our social incompetence, and, on a personal level, the more it offends me.

I dislike the game because it goes against everything we stand for. There is no doubt, after all, that Gunn students know how to think. Our school boasts high-level academics and rigorous problem-solving classes. Our classrooms are filled with some of the best students in the nation. Yet, for some reason, we struggle to apply this level of competency to the most basic of social inter-actions. “Nose goes” offends me

in its blatant display of hypocrisy: we claim to have the capacity for great achievement in all areas of our lives, yet we stoop to the lowest standards when it comes to fulfilling social obligation.

I understand that “nose goes” is often used for trivial matters—Who’s gonna reload

the paper tray? Who’s gonna email our project to Ms. Dur-genstein? Who’s gonna put the markers back in the bin? But our dependency on “nose goes” for small inconveniences doesn’t excuse us from our great-er responsibilities. If you can’t work through a petty classroom dispute, how do you expect to overcome a real-world obstacle? What will you do to when your problems become more compli-cated than a trip to the printer? What will you do when a table of cluttered markers becomes

a roomful of dissatisfied cus-tomers, when, instead of Ms. Durgenstein’s homework, you’re dealing with stock certificates, insurance plans and unpaid bills?

“Nose goes” is just a game, you could argue—and you’d be right. It is just a game. However, unlike most games it is not an enriching pastime and, unlike good games, it fails to promote sportsmanship. Instead, it al-lows for a clash of sordid vices: by playing the selfishness of the initiator off the ignorance of the enabler. The first player, in a pig-headed effort to secure a head start, wastes no time tampering with the score board. Those who blindly accept this arrangement are no better: instead of blowing the whistle and calling a time-out, they allow themselves to be dragged onto an uneven playing field. They never stop to realize that the winners are the biggest sellouts.

“Nose goes” offends me be-cause we are better than that. We have the problem-solving ability, and we have the strength of character. I urge you to come to this realization sooner rather than later: at some point in the near future, you’ll have to rely on these traits and not your ability to jab at your nose when it comes to forming and sustaining mean-ingful relationships.

I could be wrong, of course. Maybe “nose goes” is society’s tried-and-true method of deter-mining accountability. Maybe it’s the way adults prefer to make decisions. Seriously, don’t feel obligated to take my word for it: I encourage you to try initiating a “nose goes” in various real-world settings, so you can gauge the ef-fectiveness of the game yourself. I’m serious—go ahead and try it at your first job interview. Try it at a dinner party. Try it with your professor, with your clients, with your coaches, with your consorts and even with your boss. Don’t ask me how he or she will react: I am not in a position to make that kind of conjecture. I cannot account for all of the wonderfully diverse people you will encounter over the course of your lifetime.

I can, however, account for myself. I can tell you exactly what will happen if you try it with me. First, I will shoot you a dazzling smile and offer you a chance to redeem yourself. Then, I will take initiative. I’ll set to work on whatever trivial task you’ve thrown at me and will complete it to the best of my ability. It is my sincere hope that, by the time I have finished, you will have taken your finger off your face.

—Dunbar, a senior, is a guest columnist.

Why the game “nose goes” is pointless

Melia Dunbar

“Who’s gonna re-load the paper tray? Who’s gonna e-mail our project to Ms. Durgen-stein? Who’s gonna put the markers back in the bin?”

George Hwang

Lisa Wu

Scream! Rumble. Rumble. Yelp! No, that isn’t a zoo you’re hearing, although that’s a good guess. It’s virtually the noise one hears in every mall in America each year in the weeks that follow Thanksgiv-ing: holiday shopping season.

The very thought of holiday shopping tends to induce eye rolling and shuddering with most people, as this infamous season of battling tooth-and-nail for deals on gifts has received an undeserving bad reputation. But with the right preparation and some aggres-sive elbows, it can actually be incredibly worthwhile. And although mediocre homemade gifts can be heartfelt, there’s

always that perfect gift for each person on one’s shopping lists. It just takes some sharp elbows and a keen eye.

Before embarking on this adventure, the right knowl-edge and proper mindset are necessary. Too many people begin their holiday shopping expeditions without finalizing their shopping lists. If one begins holiday shopping with this type of mindset, failure is imminent. Before even setting foot in a mall, it’s imperative that one solidify a shopping list to know exactly what pur-chases are needed.

The obnoxiously neon-colored signs advertising in-credible holiday deals can be extremely tempting, and it is quite easy to be convinced into buying all sorts of items that had never been intended for purchase. As neat as it is that toasters are being sold for only $18, is it really necessary to buy one? No. A lack of willpower will leave one with arms full of

unnecessary items and pockets only full of lint.

At the same time, one of the primary concerns is money saving, and those shoppers with the proper attitude will do just that. No, not all holi-day deals are scams or false advertisements, although one must beware of deals that seem “too good to be true,” such as those darn mail-in-rebates. Stores really do cut prices, but it’s important to know one’s limit. According to AAA Con-sumer Pulse, over 50 percent of holiday shoppers plan to spend between $251 and $750 on gifts. It’s a wide range, but considering that most shop-pers are buying for between six to 10 people, that range really isn’t that high, proving that holiday shopping isn’t a time when people just throw all of their money away on unneces-sary items.

At this point, holiday shop-ping sounds just peachy. But there’s still the elephant in

the room: the crowds. Yes, the masses of people can be frightening. Yes, you might get a few elbows in your ribs, particularly as winter break approaches. Yes, people have been trampled to death, al-though the likelihood of that happening is very, very small now. But without the crowds, holiday shopping wouldn’t be nearly as exciting.

Some people opt to avoid the crowds by doing their holi-day shopping from the comfort of their home. Nevertheless, by choosing to shop online, one misses out on the traditional holiday shopping experience. Although the jostling crowds can be overwhelming and throbbing, stubbed toes are in-evitable, holiday shopping not only provides money-saving opportunities, but also makes for an entertaining experience. Just try not to get trampled.

—Donat, a senior, is an Entertainment Editor.

Forum 9Shop smart, efficiently over the holidays

Ashley Ngu

ACHOO! sniffly sniffle. Oh no! The person sit-ting next to me in class is sick. Engage Operation Germaphobe, i.e. discreetly scoot my desk and hold my breath as much as possible.

Everyone has normal concerns of germs and contamination. I’m sure that no one likes to get coughed on, or have someone breathe on their food. However, mysophobia occurs when those ordinary concerns are escalated to an extreme level. For instance, a mysophobe is likely to throw out his entire meal if someone sneezes in the gen-eral vicinity. To clarify, I’m not clinically myso-phobic; I’m more like a lightweight germaphobe.

My parents have always been extremely clean, a trait I inherited. My mom made me wash my hands whenever I petted a dog, touched things outside or just generally looked dirty.

I would still get sick sometimes, but in middle school, it was no big deal. My parents would let me sleep in and maybe even make me some soup. When I went back to school, I might have had an assignment or two to catch up on. Then high school began, and the tables turned. Miss a day of school now, and I’ve got to learn about monopolies and pure competition curves on my own, catch up on 60 pages of Pride and Prejudice and explain to my calculus teacher that I wasn’t trying to avoid the test, I really was sick.

Aside from the academic implications, getting sick sucks. With sore throats, headaches, achy limbs, runny noses, cough drop breath, clogged sinuses, nob bean able to dalk probberly, it’s not fun to be ill.

So I came up with a set of illness-evading maneuvers that I use 24/7, especially during flu season, AP testing and finals weeks. Does it work? Maybe, maybe not. But I haven’t gotten sick in quite a long time. Knock on wood.

My maneuvers are simple. Keep, at the very minimum, a five-foot radius from sick people and all things that they touch (including air). Even if the sick person is your best friend or significant other, apologize profusely from afar and continue to maintain your distance. If someone coughs or sneezes, casually evacuate the area. On the unfortunate chance that the sneeze or cough was accidentally directed at you, adopt Neo’s talents from “The Matrix” and dodge. If all else fails, hold your breath for as long as you can.

Time your entrances and exits through doors to coincide with other people coming or going. It’s like being a ninja. Door handles, elevator buttons, handrails and anything else regularly touched by people quickly collect an incredible amount of bacteria. The fewer things you touch, the fewer germs you will come in contact with.

Also, try to sleep for more than eight hours a day. When you don’t get enough sleep, your immune system takes a hit. A study published in The Archives of Internal Medicine found that those who sleep an average of fewer than seven hours a night are three times as likely to get sick with the cold virus as those who average eight or above.

And finally, know that the five second rule does not apply. Neither does the one second rule, nor the 0.05 second rule. Illness-causing bacteria like salmonella and E. coli is often found on floors, and they do not wait around for five seconds to attach themselves to food. By eating that piece of candy that “barely” touched the floor, you might be ingesting bacterial goodies too.

Perhaps I’m being over-dramatic or paranoid, but it can’t hurt to employ some of the above methods. And with finals almost upon us, let’s not take any chances.

—Ngu, a senior, is the Editor-in-Chief.

Germaphobe gives tips to avoid illness

Samantha Donat

Give Camp Everytown a Chance

Before I went to Camp Everytown, I hated it. I remember that one day when everyone returned from camp and sud-denly there were 80 radically different people in our lives. Numerous Facebook pictures flooded our newsfeeds and sta-tuses claiming “I love you all so much” or “I want to go back to camp, it felt like home” were clearly going to be the new topic of discussion for Gunn High School. Of course I can’t say that those examples were word-for-word accurate, in fact the majority of the posts were much longer and more detailed, or “deep” as many might say.

I went to school and I heard words regarding Everytown as a “cult” and that people who had gone had been “brain-washed.” Although I didn’t completely agree with those statements, I felt as though the attendees were being unfair. From what I had heard, Everytown taught acceptance and the spread of love and friendship. Everytown attendees weren’t spreading it, they were simply flaunting it. What about those people who didn’t have the opportunity to go? Did that

make them lesser people or undeserving? Most people who didn’t go weren’t offered the chance to attend. Many people had their lives “changed” by four days in the mountains, something that I thought to be impossible. I told myself, “next year if I get a letter, I refuse to go.”

Then I got that letter, and to be honest I had the same mentality, “I refuse to go.” I have two very close friends who both went last year, and they spent a good chunk of time arguing with me, telling me to go. What can I say—I finally gave in. I went into camp with a negative attitude, something my friends told me exactly not to do. It made no difference though, what attitude I went in with. Everyone created a safe environment that made it impossible to hate. It was like a bubble of no judgment, no prejudice, and so much acceptance. I remember thinking that when I got back to Gunn, I didn’t want to be one of those people from last year who had angered me so much. I thought that if you were a sophomore, you could discuss it a bit more openly and let people know that next year, if they have the opportunity to go, they should. But I also thought that if you were a junior,

be careful with what you say because so many amazing people in our class won’t get that opportunity. Everyone came back and, yes, I admit that there was a sufficient flood of pictures on our newsfeed, but I personally found it at least a little better than last year. The memories that people made at camp and things we learned will stick with us...even if it was just hanging out in the woods at midnight.

I can’t speak for everyone who went, but I can say that I’ve been on both ends of the spectrum. I went from hating Camp Everytown, to attending it and now miss-ing it. I can also say that just because you didn’t go to Everytown, it doesn’t make you a lesser person or less deserving. Everytown isn’t the only program out there, there are so many more. If you want that experience, trust me, you’ll get it. Instead of thinking your friends are now annoying and exclusive (I really hope they aren’t), think that your friends now ap-preciate and love you even more for who you are. On that note, I know that every person at Gunn is amazing.

With Love,Everytown Attendee 2011

Monday, December 12, 2011

10 THEORACLE Featuresmatch the picture: teacher vehicles

John BulanTech support

Theresa DiolaEnglish teacher

Daniel HahnMath teacher

Trinity KleinAssistant principal

Alice McCraleySocial studies teacher

Todd SummersVisual arts teacher

—Compiled by Amrita Moitra and Emily Yao

Match each car to the staff member who owns it by using their quotes as hints

“I love music, I love sound. I’ve made my car fit my personali-ty by modifying and installing a custom audio system. Eight speakers, three amplifiers. 1500 watts of sound = FUN!”

“The cool thing about this car is that I was able to add in the custom grey leather. It was the last year they al-lowed it, but I was able to get the entire interior in leather.”

“I just bought a brand new [car]. It’s a luxurious family car—DVD player and all. I’m not sure if it ref lects my personality per se, just where I am in my life.”

“I love that my car was af-fordable, but has a lot of cool design features, like a push-button engine start the car. Plus, it’s Korean-made, just like me.”

“I really like my car because I can separate my kids... I’m only kind of kidding about that.”

“I have a little Pokey (from Gumby and Pokey) on my dashboard that wards away ev i l spir its . By which I mean the police.”

1. Blue Honda CRV

2. Black GMC Acadia 3. Red Scion xB

4. Red Hyundai Sonata 2011

5. Grey 84 Mercedes 280 SL

Answers: 1. Summers 2. McCraley 3. Diola 4. Hahn 5. Bulan 6. Klein

Kyle Zhu

Kyle Zhu Kyle Zhu

Michael Wu

Michael Wu

6. Gray Toyota SiennaMichael Wu

11Monday, December 12, 2011

Students pick Middle College over regular high schooln COLLEGE from pg. 1 your high school requirements while still taking interesting college classes,” Mayer said. “I wanted to go to a school with more mature peers, different classroom styles and a lack of pointless school tradition and school spirit.”

The numbers of juniors versus seniors accepted each year vary based on the number of spots avail-able. To apply for this selective program, a student must fill out a five-page application regarding why he or she wants an alternative academic path and how he or she will contribute to the program.

In addition to this, prospective students must a lso write two essays and have two letters of recom-mendation from their guidance counselor and a teacher. Applicants must also send a transcript, and may be called in for a personal interview.

Once a student is accepted as a Middle College student, he or she must also partake in the core Middle College cur-riculum. Juniors take American Literature and United States History, whereas seniors would take Government, Economics and Literature. Besides these core classes, stu-dents are free to pursue any of the other classes offered in the Foothill curriculum.

However, applying to colleges from Middle College is much the same as apply-ing from a traditional high school, if not better since they come from a unique situ-ation. According to English teacher and Department Coordinator Michael Wilson, the advantage of a student coming from Middle College is the admissions office can see a student’s academic ability in a college environment, rather than a high school environment. His or her application and transcript will reflect that the student has taken college courses and can handle the courseload versus someone who has never taken a college course before.

“The thing that most interested me about Middle College was the opportunity to basically enter college a year early,” Hausser said. “Even though I still have to live with my parents, I get to take college classes from some really great, qualified teachers. They do everything and anything to make their classes interesting and fun, even though it’s still school, I don’t dread showing up to class [like I did at Gunn].”

In addition to taking his core Middle College classes, Hausser is also taking General Psychology and Principles of Business. He will be taking Statistics and Pop Culture during the winter quarter, something he is very excited about. “I’m

not really a person who gets excited about learning,” he said. “But the course selec-tion at Foothill is just awesome. For ex-ample, Principles of Business isn’t offered at Gunn, but it’s a been a really fun and fascinating class to take.”

Pienknagura’s experience with Middle College has also been very positive. “I don’t think I could fully describe how many

differences there are [between Foothi l l and Gunn],” she said. “One of the biggest things, I guess, is that Foothill treats me as an adult, basically. They may be more blunt about deadlines, but they respect you more and think you’re more capable. [This kind of attitude] does

wonders for what you think you can do and then seeing what you actually do. I enjoy the responsibility and freedom.”

Despite all of the benefits Pienknagura has received at Foothill, she still misses Gunn’s school spirit. “My senior class is one of the most spirited, united classes I have ever seen,” she said. “And while I’ve been happy and lucky to be a part of it for the past three years, this year seemed like the icing on the cake and I’m sad I missed out on that. But on the bright side, I have decided I’m definitely going to go to prom this year.” Hausser also regrets not being able to cheer on his class during Home-coming this year.

Pienknagura miss-es being involved in choir and theatre and wanted to remain a part of both depart-ments , but neit her worked out in the end for her. “I still go to all of the shows and concerts,” she said. “It’s the best way I can stay involved at this point.”

Hausser, on t he other hand, has re-mained attached to Gunn through the Speech and Debate club. “I really wanted to stay connected to Gunn somehow,” he said. “And initially I wanted to be apart of the theatre depart-ment, but I had heard that Middle College students weren’t very welcome in theatre. I decided to do debate instead, and it’s actu-ally been pretty fun. I’m glad I’m doing it, because it turn out, I enjoy arguing with people.” It is his first year participating in an extracurricular that is related to Gunn, something he might not have even bothered participating in if he had stayed at Gunn this year.

Hausser admits that he does not miss the academic pressure at Gunn, as the rigor of Gunn was one of the main reasons he chose to switch Middle College. “Funny story: Gunn is as hard as college, I swear I am not kidding. I’m working basically as hard as I was at Gunn and I’m doing mar-ginally better at Middle College, which is sure to shock everyone who knows me,” he said. “I don’t tend to do very well when I’m measuring my success against a school where a 3.5 grade point average is in the bottom 50 percent and where kids consider [top-ranked colleges] their back-up school. I know that a lot of students do really well at Gunn, and mazel tov to you if you’re one of them, but I’m definitely not and it was a tough three years of trying to pretend that I was.”

Mayer maintains that he is also happy to leave Gunn, though he does miss seeing many of his friends on a daily basis. Due to time constraints, he has not been able to stay in consistent contact with them.

Unlike Mayer, senior Enzo Marc decid-ed to come back to Gunn after one year of Middle College. “I decided to go to Middle College so that I could try something new,” he said. “I came back to Gunn though, because I realized having all of my friends around me at school was more important to me than what I had originally thought when I had left.”

Marc also prefers Gunn to Middle College because of Gunn’s supportive en-vironment. “You really need to be able to stay on top of you schoolwork [at Middle College],” he said. “Especially in college

classes, where the pro-fessors don’t care if you fail. No one calls your house if you don’t show up. You need to be able to motivate yourself.”

An example of the setting of one of the classes Marc took, was a huge lecture hall with over 150 students, ver-sus the average 30-stu-dent c la s sro om at Gunn. However, he does miss his flexible

schedule at Middle College. In contrast to Marc, Hausser embraces

the independence and responsibilities of Middle College. “Here, they treat us like adults, whereas Gunn treats us like chil-dren,” he said. “[My college professors] expect us to come to class, learn, take the tests and conduct ourselves respect-ably. I’m proud to say that I now know what it feels like to take notes in class. I feel like I am an adult at Middle College, and I feel like my voice is recognized and heard, something I’m not sure I could say at Gunn.”

Features

High students attending Middle College are given the opportunity to take any of the classes offered at Foothill College, including Accounting, the class shown above.Jonathan Yong

“I came back to Gunn, though, because I realized having all of my friends around me at school was more important to me than what I had originally thought.”

—senior Enzo Marc

“For me, Middle College was a way to get your high school requirements while still taking interesting col-lege classes.”

—senior Ty Mayer

Senior Enzo Marc

Senior Ethan Hauser

Senior Ami Pienknagura

Ty Mayer declined to have his photo taken

Ben AtlasAssistant Business

Manager

Each Thursday, teachers van-ish. In F period, they’re in class like everyone else. The moment the bell rings, they warp them-selves into a time-space continu-um known only to students as the teacher meetings.

According to English Instruc-tional Supervisor (IS) Ellen Fei-genbaum, there are different types of meetings teachers attend. Each Thursday after school, the admin-istration hosts one of several styles of meetings, two of which are staff meetings and department meet-ings.

The most common type of meeting are staff meetings. Staff meetings are akin to an average class in a student’s curriculum. “The entire Gunn staff is required to attend these meetings; they are

facilitated by Ms. Villalobos,” Fei-genbaum wrote in an email. “We address issues that affect the entire school, such as California High School Exit Exam (CAHSEE) test-ing, and propose changes to the schedule [and] student stress.” In fact, the format is identical to a re-quired history course—a contem-porary history of Gunn.

In such a class, students are taught current events and notable happenings around the world. In staff meetings, the format is simi-lar but on a smaller scale. Teach-ers discuss various happenings around campus and how they affect each student, teacher and other staff members.

Another style of meetings, de-partmental meetings, is more like a teacher’s elective. Each different department, such as the English or math departments, has its own separate meeting. According to social studies teacher Arthur Kin-

yanjui, important policies are laid out, deliberated upon and voted on during departmental meetings. Policy issues include Advanced Placement (AP) and honors class admissions and collaboration be-tween teachers on lesson plans and course curriculum.

Professional developmental meetings, the least common type of meeting, are even more focused than departmental meetings. Each teacher chooses to attend one of ten professional develop-mental meetings, which are held once each month.

Professional developmental meetings can range from plan-ning Not in Our Schools Week to collaborating on lesson plans. Professional meetings are akin to a teacher’s extracurricular activ-ity: an activity that, while work-related, relates to whatever inter-ests each specific teacher.

Though some teachers may view the meetings as tedious, the meetings are necessary to in-crease teacher communication. “I wouldn’t say that most teachers find the meetings ‘enjoyable’ per se,” Feigenbaum wrote, “However, between class preparation, grad-ing, responding to student and parent communications, handling specific student needs and class time itself, there is virtually no other opportunity for teachers to

gather as professionals and dis-cuss the broader issues that affect the individual departments and the school as a whole.”

Kinyanjui feels the same way. “I always feel that I have learned something new. Most of the time, resolutions are reached and some-times more questions are raised,” he said. “Whether or not I enjoy meeting depends on how produc-tive I judge each meeting to be.”

Thursday meetings seem to be the backbone of collaboration be-tween the staff members. Just as classes form a student’s curricu-lum, meetings shape a teacher’s schedule, and are an integral part of a teacher’s job. “All would agree that they play an important role in fostering a sense of collegiality among the staff and advancing the needs of the school community,” Feigenbaum said.

Features12THEORACLE

Teacher meetings address school issues

Teachers choose which professional meetings they wish to attend and are able to pick them based upon their personal interests.

Jonathan Yong

Annie TranBusiness & Circulation

Manager

With a single swipe and a slight push with the foot, the longboard glides smoothly, swaying with the body weight as it courses in peace-ful transitions. Longboarding is a popu-

lar trend for many youths dating back to thebeginning of the century.

Seniors Eeway Hsu, Joseph Rohman and alumnus Shan Ca-ressi have taken their love for the board to a new level by making their own longboards. “I first rode a longboard my freshman year, and I remember feeling like I was riding on a little cloud like Goku [from Dragon Ball Z],” Caressi said. “I’d ride the boards my friends bought every chance I got since they were so fun and comfortable to ride.”

Rohman’s passion for boards started at an early age and he

has spent much of his life in a carpentry workshop. “An af-finity for building things has

always been in my blood, dating way back to my

family in Italy,” he said. “The first time I rode the long-board in seventh

grade though, was really nothing special

to me. I later found the piece of wood on wheels

both intriguing and com-mon; so the thought of

making something that I already use and love came very naturally.”

Hsu was first introduced to the longboard when she

was at a skateshop, and bought her first one when

she was 12. “I ac-tually started out learning how to ride

a skateboard in fifth grade,” she

said. “When I went to a place to buy a skate-

board, I decided to buy a

longboard instead since it coasted a lot better.”

However, there is a price to everything, and like most things, high quality longboards don’t come cheap. A typical longboard, complete with the works (including wheels, bearing, and trucks), often averages to about $200. Higher-end brands can cost as much as $500. It comes as no surprise that these three students welcomed the chance to study the board-making process and save money by making their own boards.

After trying out different kinds of boards for five years, Hsu de-cided that she wanted to make her own longboards by experiment-ing with different shapes and ma-terials. “I wanted to figure out why on Earth some of these boards were so r idicu lously expensive,” she said. “The materi-als that are used in making them range from wood to carbon fiber to fiber glass. It all kind of depends on the type of board I want [and what attributes it has like flexibility or sturdy]; basically I wanted to form the perfect board that would coast well.” Hsu has sold two homemade boards, both during her sophomore year.

Another way Hsu has made money off of longboards over the last year is by revamping damaged longboards found on Craigslist.com. “Generally, if I spot a long-board, which is selling at a much lower than expected,” she said. “I find that the issues with the boards are mostly because of low mainte-

nance and can be quickly and easily fixed.” So far, Hsu has made a hefty profit which allows her to tinkering with different aspects of building her own longboards.

Caressi’s start in the longboard business was simple. “I didn’t have enough money to buy a longboard and I also didn’t really like the shape of the longboards from the companies,” Caressi said. “I had a friend who was making longboards for awhile and he had sold quite a few. He offered to teach me how to make some boards, and that’s how I started.” He has sold five boards, each ranging from $150 to $180.

Caressi typically uses one-eighth inch Baltic-Birch, wood glue, fi-

berglass sheets a n d r e s i n /hardener for t he deck of the board. He buys the hard-ware, such as t r u c k s a n d

bearings, separately. “One-eighth Baltic-Birch is the only wood I use because it is flexible and pliable but remains strong, so that it can carry the weight of almost anybody,” he said. It takes approximately seven to 10 days for Caressi to complete a board. “Most of that time is just waiting for things to dry,” he said.

Rohman has experimented and tested different board shapes, vary-ing lengths, and an assortment of designs to find the build for the perfect board. He uses a variety of woods in the makings of his long-boards; maple, black walnut and purple heart are among his most used. However, he often does spe-cialty woods as well upon request,

such as rosewood and ebony. “My favorite [hardwood] to use by far is purple heart because of its natural purple color,” Rohman said. “Al-though, the wood itself is difficult to work with.”

Depending on the intricacy of the board itself and the materials used, Rohman estimates that a longboard can take from a week to two months to glue, shape, spray and polish. Like Caressi, he says most of the time in the actual pro-cess is due to waiting for dryness. He has sold decks from $100 to $400 a piece. “Just for the record though, I do occasionally give a friend or hot girl discount,” he said.

For Hsu, Rohman and Caressi, building longboards has become an economic passion and hobby. “On the path I’m going, if I continue to make longboards instead of buying them,” Caressi said. “I think I can probably save hundreds of dollars that I can use to make even more boards.”

Hsu and Caressi have decided to take a temporary hiatus to focus on school, but look forward to con-tinuing this hobby in the future. “I hope to jump back into business after my college applications are finished,” Hsu said. “Plus, I’ll have a lot more time to make some as a second-semester senior.”

Caressi recommends that stu-dents try out a longboard, espe-cially anyone who is willing to take the time to learn how to ride. “De-pending on the board, it takes some time to get used to the stability of the board as well as riding it,” he said. “You never know, you might fall in love with it like I did and decide to make your own board. I fully encourage it, it’s an enriching experience.”

Features 13Monday, December 12, 2011

The art of making longboardsThe Oracle explores students’ processes in designing and creating their own longboards

Top left: Senior Joseph Rohman uses a sander to shape a longboard template. Bottom left: Senior Eeway Hsu shows off a longboard she made. Top middle: Rohman displays a line of his handmade longboards. Bottom middle: Rohman traces a design from a template. Right: Caressi drills a screw into his longboard.

Photos by Wendy Qiu

Wendy Qiu

“I remember feeling like I was riding on a little cloud like Goku [from Dragon Ball Z]

—2011 alumnus Shan Caressi

Centerfold14 THEORACLE

1. Preheat oven to 450 F. Coat a baking sheet with cooking spray.2. Toss zucchini, potato, 3 tablespoons shallot and egg in a large bowl. 3. Add bread crumbs, feta, 1/2 tablespoon dill, 1/4 teaspoon salt and 1/4

teaspoon pepper; toss to combine. Form the mixture into 12 patties.4. Heat 1 tablespoon oil in a large nonstick skillet over medium-high heat.

Add 6 patties, cover and cook until crispy and browned on one side for approximately 2 to 5 minutes.

5. Carefully transfer the latkes to the prepared pan, browned-side down. Repeat with the remaining 1 tablespoon oil and patties.

6. Transfer the latkes to the oven and bake until firm and heated through, for 10 to 12 minutes.

7. Meanwhile, prepare the tzatziki: Combine yogurt, cucumber, vinegar, the remaining minced shallot, 1/2 tablespoon dill and 1/4 teaspoon each of salt and pepper in a small bowl. Serve the latkes with the tzatziki on the side.

• 1lbzucchini,shredded• 2cupsshreddedcookedpotato• 2mediumshallots,minced,divided• 1egg,beaten• 2cupswhole-wheatbreadcrumbs• 1/2cupcrumbledreduced-fatfetacheese• 1tbspdill,divided• 1/2tspsalt,divided• 1/2tspfreshlygroundpepper,divided• 2tbspextra-virginoliveoil,divided• 1cuplow-fatplainyogurt• 1/2mediumcucumber,peeled,seededandshredded

With the holidays fast approaching, many people are fretting about the unhealthy food associated with this special time of year. For those who celebrate Hanukkah, the traditional potato pancake—known as a latke—is a necessity for festivities.

However, the grease-drenched nature of this delicacy may be cringe-worthy for those trying to maintain a healthier diet. Instead they should try zucchini potato latkes, which offer a delicious yet nutritious alternative. Briefly fried in vegetable oil and served with a light yogurt tzatziki sauce, these are a perfect addition to any holiday meal. Preparation is fairly simple, although they need to be baked slightly longer than specified. With the help of a few friends, it is pos-sible to make double the recipe in less than an hour. So, if your holiday meal is lacking a deliciously healthy dish, zucchini potato latkes are an excellent choice.

325 Calories

per serving

The Oracle found healthy alternative recipes for typical meals for every holiday this season. Enjoy!

24 servings | Total Time: 50 minutes1. Preheat oven to 400 F and spray cookie pan.2. Heat oil in a large skillet over medium heat.3. Add onion and bell peppers and cook, stirring often, until the onion is tender, for about five minutes.4. Transfer the mix to a large bowl and let cool for 10 minutes. 6. Whisk whole-wheat pastry flour, all-purpose flour, baking powder, oregano, sugar, garlic powder and salt in a medium bowl. Stir milk, feta, egg, tomato paste and olives into the onion mixture. 8. Make a well in the dry ingredients; add the wet ingredients and stir. Fill the prepared muffin cups two-thirds full. 9. Bake the muffins until lightly browned, between 13 and 15 minutes. 10. Let the muffins cool in the pan for five minutes before serv-ing.

• 2tbspextra-virginoliveoil• 2/3cupfinelychoppedonion• 2/3cupfinelychoppedredbellpepper• 1/3cupwhole-wheatpastryflour• 1/3cupall-purposeflour• 2tspbakingpowder• 11/2tspchoppedfreshoregano,or1/2tspdried• 1tspsugar• 1/4tspgarlicpowder• 1/4tspsalt• 1/3cuplow-fatmilk• 1/3cupcrumbledfetacheese• 1largeegg,well-beaten• 2tbsptomatopaste• 2tbspchoppedkalamataolives

Peppermint candy originated in Albany, Georgia as a Christmas treat to give out to children, family and friends. Now, people are putting a creative spin on this holiday favorite with desserts such as this milkshake. The peppermint shake is the perfect beverage for the holidays this year. Although many will choose to bake a pie or make cookies, try bringing your guests a minty surprise with a delicious, relatively healthy peppermint shake. Options such as low-fat ice cream and non-fat milk will make the shake a treat for everyone including weight-watchers, this holiday season. In addition, according to Food.com, many consumers prefer the peppermint milkshake’s delicate and light flavor over other desserts. Kick back with a nice cup of peppermint milkshake with your family this holiday season.

• 1cuplightbrownsugar,packed• 4tbspbutter• 1largeegg,lightlybeaten• 1/2tsppurevanillaextract• 2tsplemonjuice,freshlysqueezed• 1/2cupall-purposeflour• 1/2tspbakingpowder• 1/4tspsalt• 1cupsesameseeds,toasted• vegetableoilspray

1. Preheat oven to 325 F.2. In large bowl, combine brown sugar and butter and mix until

creamy. 3. Add beaten egg, vanilla extract and lemon juice. Blend well.

Sprinkle in flour, baking powder and salt. Mix lightly until combined. Fold in sesame seeds.

4. Spray sided baking sheet with vegetable oil spray. 5. Drop batter by scant teaspoonful onto baking sheet. Benne

cakes will spread—don’t overcrowd. 6. Bake for approximately 15 minutes until cakes are golden and

edges are browned.7. Remove to wire rack until crispy.

This holiday season, celebrate by making traditional Kwanzaa benne cakes. Even if you don’t celebrate Kwanzaa, you’ll have fun making this recipe which is healthier than other choices. The ingredients in this recipe stay true to the flavor but substitute healthier ingredients for unhealthy ones. The traditional brown sugar used in the usual benne cake recipes allow for the same great taste, while a splash of lemon juice brings a creative feel to the whole dessert. Because sesame seeds are already healthy and essential to the flavor of benne cakes, they are left in the recipe. The sesame seeds add a sweet and bitter crunch that makes the benne cake a benne cake.

These muffins make great snacks since one muffin is only 20 calories. When fresh out of the oven, the muffins have a very bright color, which makes them perfect for festive occasions. Because these muffins are extremely tiny, they have an intense flavor and taste very similar to a condensed pizza. For a spicy twist, one can throw in some peppers. Don’t like the feta cheese? Replace it with cheddar or any other type of cheese that best suits your preference. The muffins are filling, so it’s best to eat them with a light dish. Try using some bits of sausage or bacon for a stronger taste because the recipe consists mainly of vegetables and cheese. The muffins’ versatility is what makes them the perfect treat to serve at a New Year’s party.

4 servings | Total Time: 40 minutes

36 servings | Total Time: 25 minutes

43Calories

per serving

—Compiled by Misheel Ekhbat, Wayland Fong, Lucy Oyer and Zoe WeisnerPhoto and Graphics by Lucy Oyer, Zoe Weisner, Lisa Wu, Jonathan Yong and Kyle Zhu

Centerfold 15Monday, December 12, 2011

Elsa Chu

Everyone has been in this situation: unbut-toning his or her jeans after a huge Thanksgiving meal, wondering if the delicious food was worth two days of feeling like an over-blown balloon. Thus, I decided that this year, I would expand my food repertoire to include healthier alterna-tives such as steamed veggies, mixed nuts and fruit salads. I also wanted to cut back on the gravy, cheese and chocolate mousse that, while deliciously enticing and satisfying, always sends me into a groaning food coma and the gruesome “I-feel-so-fat” mindset.

Despite these lovely incentives, trying to convince my French parents, who live off of cheese, wine, marinated red meats, baguettes and pastries, to allow me to make my own healthy alternative Thanksgiving meal did not “fly” with them. My mom gave me a look that told me to shut up and eat, so I sat down to a dinner of Raclette and sparkling apple cider.

Raclette is a French tradition that involves a giant plate of slices of Raclette cheese that is melted in a miniature pan over a little stove in the center of the table. After melting the cheese, it can be poured over cured meats and potatoes. However, after countless pieces of melted cheese and two slices of a hearty, red-fruit tiramisu, I spent the rest of the evening in my largest pair of pajama pants, slumped in front of the TV, navigating my way through Mario Galaxy with my brother.

Altogether, the meal and after-effects (bloat-ing, groaning and sleeping) were not my ideal version of a healthy, happy Thanksgiving dinner. That’s the catch with attempting to do good for yourself and your family around the holidays: the taste alone can entice you to break a deci-sion, and if that doesn’t, your parents, who cook for you, will.

Fortunately, you can always sit down and talk to your parents in order to convince them of the need for healthy food. Trust me, there are many convincing arguments. If you do succeed in getting the ball rolling, try starting with small adjustments to recipes, or limiting yourself to 75 percent of what you usually eat. All these can do the trick, but the single most important and influencing change to make is to convince family to help you in your healthy eating. When Christmas rolls around, as it will soon, I’ll be taking a second swing at making my own healthy dinner and going running the day after. Try talking to family and cooking something healthier together, or even getting exercise the day of. Happy eating!

—Chu, a senior, is a Centerfold Editor

Tighten your belt this vacation

The Oracle found healthy alternative recipes for typical meals for every holiday this season. Enjoy!

24 servings | Total Time: 50 minutes1. Preheat oven to 400 F and spray cookie pan.2. Heat oil in a large skillet over medium heat.3. Add onion and bell peppers and cook, stirring often, until the onion is tender, for about five minutes.4. Transfer the mix to a large bowl and let cool for 10 minutes. 6. Whisk whole-wheat pastry flour, all-purpose flour, baking powder, oregano, sugar, garlic powder and salt in a medium bowl. Stir milk, feta, egg, tomato paste and olives into the onion mixture. 8. Make a well in the dry ingredients; add the wet ingredients and stir. Fill the prepared muffin cups two-thirds full. 9. Bake the muffins until lightly browned, between 13 and 15 minutes. 10. Let the muffins cool in the pan for five minutes before serv-ing.

• 2tbspextra-virginoliveoil• 2/3cupfinelychoppedonion• 2/3cupfinelychoppedredbellpepper• 1/3cupwhole-wheatpastryflour• 1/3cupall-purposeflour• 2tspbakingpowder• 11/2tspchoppedfreshoregano,or1/2tspdried• 1tspsugar• 1/4tspgarlicpowder• 1/4tspsalt• 1/3cuplow-fatmilk• 1/3cupcrumbledfetacheese• 1largeegg,well-beaten• 2tbsptomatopaste• 2tbspchoppedkalamataolives

1. Crush the candies into pieces.2. Pour the ice cream and milk into the blender. Pour in the

candies.3. Blend between 30 seconds and three minutes, based on

preferred thickness (or use the classic milkshake cups and shake it up yourself).

4. While blending, pour peppermint extract in the mixture and distribute the extract evenly.

5. Pour into cups and serve for a tasty holiday treat.

• 8roundhardpeppermintcandies(rushedpref-erably)

• 4scoopsvanillaicecream• 3/4cupsmilk(tryslimmilkforlessfat)• 1/4tsppeppermintextract

Peppermint candy originated in Albany, Georgia as a Christmas treat to give out to children, family and friends. Now, people are putting a creative spin on this holiday favorite with desserts such as this milkshake. The peppermint shake is the perfect beverage for the holidays this year. Although many will choose to bake a pie or make cookies, try bringing your guests a minty surprise with a delicious, relatively healthy peppermint shake. Options such as low-fat ice cream and non-fat milk will make the shake a treat for everyone including weight-watchers, this holiday season. In addition, according to Food.com, many consumers prefer the peppermint milkshake’s delicate and light flavor over other desserts. Kick back with a nice cup of peppermint milkshake with your family this holiday season.

These muffins make great snacks since one muffin is only 20 calories. When fresh out of the oven, the muffins have a very bright color, which makes them perfect for festive occasions. Because these muffins are extremely tiny, they have an intense flavor and taste very similar to a condensed pizza. For a spicy twist, one can throw in some peppers. Don’t like the feta cheese? Replace it with cheddar or any other type of cheese that best suits your preference. The muffins are filling, so it’s best to eat them with a light dish. Try using some bits of sausage or bacon for a stronger taste because the recipe consists mainly of vegetables and cheese. The muffins’ versatility is what makes them the perfect treat to serve at a New Year’s party.

450 Calories

per serving

4 cups | Total Time: 10 minutes

20 Calories

per serving

Features16THEORACLE

Student and teacher perform, collaborate on musicMegan CliffReporter

Music is a creative outlet that brings people of all backgrounds, circumstances and ages together. For math teacher Dave Deggeller and senior Ava Hawkinson, their passion for singing and songwriting brought them together to collaboratively write songs and create music. They were able to showcase their music when they performed at the Youth Community Service Open Mic Night.

Hawkinson and Deggeller realized that they had songwriting in common last year while Hawkinson was a student of his Introductory Analy-sis and Calculus class, and they began switch-ing lyrics back and forth. “We just started merging music,” Hawkinson said.

According to Hawkin-son and Deggeller, their songwriting is compatible because they both enjoy creative writing, which they like to incorporate into their music. “I’ve been doing story songs,” Deggeller said. “Sometimes I’ll write a love song, which are difficult, but it’s fun taking a challenge.” Hawkinson says she finds a lot of her inspiration in her everyday life. “I like to take normal things that happen everyday and make it into something worth remembering,” she said.

Deggeller, a self-taught guitarist and for-mer Palo Alto High School choir member, is well-known around campus for his numer-ous cameos in the staff-student musicals. Deggeller has also been a member of two different rock bands: Dyn@mutt and Secret Primper. Dyn@mutt was formed in 1993 by Deggeller and his fellow college radio DJ at Rice University in Houston. “We all loved weird, noisy and melodic music, so

we made a band,” Deggeller said. “I played guitar and sang.”

Although Deggeller found Dyn@mutt’s sound “sort of strange” with “some scream-ing and hyper time changes,” Deggeller’s new band today, Secret Primper, is smooth-er, with more of a pop and indie feel. “We barely play live, just because it’s mostly just me,” Deggeller said. “I’ve played with other people in the past, drummers, bassists, but otherwise it is whoever I can con into play-ing with me.” Secret Primper’s most recent collection of tracks is entitled “Trick Knots” and is featured on his website secretprimper.

bandcamp.com. It is a total of 12 songs in which Deggeller sang and played a l l of the instruments, while six of the tracks include Hawkinson’s vocals.

On the other hand, Hawkinson has been classica l ly trained in piano for 11 years and has been writing music since her elementary school years.

In addition to now embarking on her fourth year in the Gunn choir, Hawkinson sang at both her fifth grade and eighth grade graduation ceremonies despite her stage fright. “I still definitely have some nerves after the performance,” Hawkinson said. “But it felt better having Deggs there with support.”

The two songs that Deggel ler and Hawkinson performed at Open Mic are entitled “This Backyard” and “Coperni-cus.” Deggeller, who wrote “Copernicus” describes it as a “break-up, but I’m better off without you” song. “I started with the line ‘Copernicus has set my world in mo-tion’, and then worked backwards to come up with a plot for the song,” Deggeller said.

The second song, “This Backyard,” was primarily written by Hawkinson, who was

inspired simply by sitting in her friend’s backyard with her guitar. “It used to be just a pretty guitar song,” she said. “But then I gave it to Deggs and we transformed it into [a] whole new song. He made it a little more punk, [and] a little more Deggeller.”

To prepare for their Open Mic perfor-mance, Deggeller and Hawkinson prac-ticed just twice, once during the afternoon and then during a lunch period. The rest of their collaboration process consisted of switching their lyrics and instrumental ideas back and forth.

Though the age difference between Deg-geller and Hawkinson could have been a collaborative challenge, they say that the most important ingredient behind their successful collaboration came down to the simple concept of honesty. “A lot of other people that I’ve composed music with have a tendency of being sensitive, because writ-ing music can sometimes be very personal,” Hawkinson said. “But Deggz and I compose

on a daily basis, so we can tell one another when we don’t like something. This honesty really enables us to compose outside of our comfort zones.”

Their combined vocal and writing abili-ties, musical experience and honest col-laboration skills created a performance that both were pleased with. “I fudged the piano part though,” Hawkinson said. “But I think Deggeller did perfectly.”

Audience member responses to the stu-dent-teacher performance were positive as well. “Their voices sound very good togeth-er,” senior Shira Burns said. “It was a really energetic performance from Deggeller, and they had good chemistry on stage.”

The Oracle: What type of art do you create?Galen Hartwell : Most ly acrylic, but I’ve dipped my toe in almost everything. I get very ambitious sometimes and am not afraid to get my hands dirty. I mix and match a lot of different mediums and have used  unconventional  mediums like mirror and magazine. I also take on hard compositions and difficult sizes just to give myself a challenge. It makes the process much more fun and memorable. 

TO: What artists or paintings have influenced you? GH: Definitely the Impressionists. My favorite painting is “Magpie” by Monet.

TO: Do you have any advice for aspiring painters? GH: Follow what makes you happy and share yourself with the world and you will be surprised on what you see back.

TO: What type of work have you done in the past?GH: I’ve been drawing and paint-ing since I was old enough to hold a crayon and not eat it. I got my first oil pastel set from a past babysitter when I was eight. She was an artist herself and liked to take me to lots of muse-ums when I lived in London. Long story short, she exposed me to things like acrylics and pastels, and that was my first real experience with art as a hobby. I mostly drew faces and things from nature. They were mediocre, but I kept wanting to improve. I also took watercolor and figure drawing classes.

TO: Where do you find inspiration for your work? GH: My  inspiration  comes from everything: music, dance, other art, images, sayings, anything creative really. I think all these creative out-lets are connected and influence each other. For example, I always listen to music when I paint. It’s unnatural for me not to do so.

TO: When you paint do you have a certain picture in your mind already, or do you just go where the paint takes you?GH: A little bit of both actually. I usually start out with an image in my head, but in the end, it never turns out quite how I expected it would, but that’s kind of the fun of it, too.”

TO: What do you enjoy the most about painting? GH: I’m not too attached to my art in the sense that I enjoy the process much more than the end result. I cre-ate art to express and to put a piece of myself on the canvas, not to have something I can stick on my wall. Of course I value other people’s opinions though. There’s nothing more reward-ing than having someone like some-thing that is so raw-ly you. But what other people think does not influence what I paint or what I am most proud of. I do it for me.

—Compiled by Erica Lee

Math teacher Dave Deggeller and senior Ava Hawkinson performed together at Open Mic Night, singing two songs they wrote: “This Backyard” and “Copernicus.

Wendy Qiu

Courtesy of Peter Froud

“Deggs and I compose on a daily basis, so we can tell one another when we don’t like something. This honesty really enables us to compose outside of our comfort zones.”

—senior Ava Hawkinson

Artist of the Month: senior Galen Hartwell

For more of Deggeller’s music and the tracks off of “Trick Knots,” check out

his website:www.secretprimper.bandcamp.com

Features 17 Monday, December 12, 2011

Spotlight: preview of winter sports18THEORACLE Sports

Fall sport teams perform well at CCSEllen Lee

Reporter

Due to the many collegiate level athletes at on campus, Athletic Director Sarah Stapp created an event honoring athletes who have signed to Na-tional Letter of Intent (NLI) member institutions.

The NLI is a binding contract with a university in which the student is granted a scholarship to play a Division I or II sport for the school. The contract is renewed annually as long as the athlete maintains a 2.0 grade point average.

Stapp made the event to acknowledge the Gunn athletes that are continuing their athletic careers in college. Seniors Rachel Acker, Julia Ama, Elizabeth Anderson, Allison Doerping-haus and Cat Perez have all signed to colleges and participated in the NLI Signing on Nov. 16.

Perez has signed with the University of Seattle for Division I basketball. “I’m most excited for just the aspect of college, being away from home and experiencing new things,” Perez said.

Ama also signed with Stanford University for Division I swimming. She debated between swimming for several schools before making the decision to attend Stanford. Acker has signed with University of California, Berkeley for swim-ming, Anderson has signed with Santa Clara University for water polo and Doerpinghaus has signed with Eastern Washington University for volleyball.

At the Spring Sports Awards Night, Stapp hopes to recognize all senior athletes who plan to play sports in college, whether they are sign-ing the NLI binding agreement, playing lower divisions or walking-on. “I don’t think a lot of people know how many great athletes we have on campus and I would like to make of note of it,” Stapp said.

“Our goal this year is to adapt to the coach’s new system and create a solid foundation for the future of Gunn basketball. Our program h a s a lw ay s been a rich and successful, and we plan to continue the tradition this year. As a team, we aim to win league and go as deep into CCS playoffs as possible. Though we don’t have any standout stars, we have a solid team, and everyone knows their role. I believe that this, along with te-

nacity, dedication, belief and the best leadership, will get our team

to success. I, and the rest of the members, look forward to a

successful season and know that the Gunn Sixth Man Club will always be there to support us and make

the games very entertaining.”

“Last year, my teammates and I be-came El Camino League champions, and because of that we have moved up to the De Anza League; this means we will be facing tougher teams. How-ever, our team is definitely looking forward to this challenge and one of our goals will be to dominate the De Anza League and once again become league champions. We are also hoping to qualify a total of 14 guys to compete in the CCS Championships (because there are only 14 weight classes) and then qualify a couple of guys to the state meet in Bakersfield. Our guys are looking great so far and we’re really looking forward to d o m i -nating this season.”

Wrestling: Julian Calderon, 12

Girls’ Basketball: Claire Klausner, 11

“Our goal for the season is to finish on the upper half of the league table to qualify for CCS, then go as far as we can in the post-season tournament. Also, with Coach Jill Naylor as the new boys’ head coach, we are trying to build up the Gunn soccer pro- gram so that it stays s t r o n g i n yea rs to come. She wa nt s to help

us turn the soc-cer program into something strong a nd c on s i s t e nt , rather than sporadic, like it has been in the past.”

“As this is the last year for five seniors plus myself, our goals are to advance and go to Central Coast Section (CCS) again. We have the team, the talent and, most definitely, the heart to do it. Although it’s early to say much, when we click, we really click and our play looks great. Each and every one of us have to be both mentally and physically prepared to play a lot of good teams in the De Anza team, but as my coach Damian Cohen said, we have the team to do well in CCS yet again. Overall, my personal goal is to play my absolute best and represent our school to the highest extent. It’s my favorite sport, my life and I’m going to make the most of it. Through my leadership and dedication, I’ll contribute everything I have to the team.”

“This year, we are definitely hoping to be ex-tremely successful. We didn’t lose any seniors

last year and we’ve gained three freshmen on our varsity team. Last year, we made it all the way to CCS championships and this year we plan to do the same. As a team

we’ve discussed goals of winning our league, CCS and competing in NorCals. We also plan

to beat Paly as many times as we are given the opportunity to do so. The team is so talented and

works so well together, so I really believe that we will go far this season.”

Boys’ Water PoloFollowing their third place win at the Santa Clara Valley

Athletics League Championships, the boys’ water polo team won seventh place in the Central Coast Sectionals (CCS). This was the first year that they went to CCS. The team began with a strong start after an 18-8 win over Lynbrook in the first round, but lost 6-18 against Bellarmine.

Varsity coach Scott Foster was very proud of the team’s accomplishments this season. “The team held [itself] to a very high standard,” Foster said. “To win a game in CCS for three straight years hasn’t been done at Gunn since the early 90’s and that’s all attributable to the hard work our players put in.”

GolfThough Gunn lacks an official girls’ golf team, sophomore

Jayshree Sarathy and freshman Anna Zhou qualified for the CCS tournament. Sarathy shot a 4-over par 76 to tie for tenth place, and Zhou shot a 2-under par 70 to tie for second place out of a total of 110 golfers. “My goal was to qualify for NorCals,” Zhou said. “I just wanted to play my best, and I ended up meeting and exceeding my goals.”

Zhou also advanced to the California Interscholastic Federation (CIF) NorCal Tournament and tied for second place. She continued on to the CIF State Championship, where she shot a 3-over par 75 to finish in a tie for sixth place.

VolleyballAt the CIF Central Coast Section Playoff match, the var-

sity girls’ volleyball team took on the Leland Chargers in a tight match. The Lady Titans performed well enough to beat the Chargers in an overall standing of 3-2.

On Nov. 10, the girls took on rivals Palo Alto in the CCS Quarterfinals. The Titans lost the match 3-0, but the score for each game was close. “We came into the match with nothing to lose and are proud to have pushed the defending state champions as far as we did,” team captain senior Julia Li said. “Everyone was essential to the team and every player contributed a significant amount. Besides physical skill and talent, there are mental attributes that determine how a team practices, plays and competes.”

Girls’ Water PoloThe girls’ varsity water polo team played a strong game

against Pioneer high school with an 11-4 win for the CCS Division I Quarterfinals. “Our attitude going into the game was that any team was good and just because they were a lower seed did not mean that we were guaranteed a win,” senior Elizabeth Anderson said. “It was a big game for us, with a lot of riding on the outcome, but we stepped up with a solid win.” Anderson and her sister, freshman Caroline Anderson, made nine goals collectively, seniors Missy Barr and Soumya Kannan made one each and senior goalie Katie Rose Skelly saved a great number of shots.

The team finished first in the league, winning the League Championship game against Los Altos High School. “Gunn hasn’t finished first in over a decade and it was great to go-down in our athletics history,” Anderson said.

Boys’ and Girls’ Cross CountryBoth the varsity boys’ and girls’ cross country teams end-

ed the season on an impressive note. The girls placed second at the League Championships on Nov. 2, with sophomore Sarah Robinson winning the in 17:32. Seniors Kieran Gal-lagher, Christine Prior and Melia Dunbar and sophomore Elianna Ribbe placed ninth, 12th, 19th and 20th, respectively. At the CCS Championships, the girls placed second overall, advancing to the California Cross Country State Meet.

The boys followed behind Los Altos High School for first place by only a few points at the League Championships. Senior Andrew Prior placed third with a time of 15:50, and seniors Peter Chen, Daniel Krigel, Michael Underwood and Shaun Lee placed 6th, 12th, 15th and 24th respectively. At the CCS Championships on Nov. 12, Prior placed third with a time of 15:23 and Chen, Krigel and Underwood placed 24th, 32nd and 35th place respectively, which helped the boys finish in fifth place overall. Prior’s time secured him a spot in the California Cross Country State Meet. “Despite early injuries in the season both the girls and boys team ran really well,” senior Michael Underwood said.

—Compiled by Ellen Lee and Rani Shiao

Boys’ Basketball : Shang Yip, 12

Boys’ Soccer: Cameron McElfresh, 12

Girls’ Soccer: Alyssa Perreault, 12

What are your team’s goals for the season?

—Compiled by Erica Lee

Photos by Wendy Qiu, Michael Wu and Kyle Zhu

Students sign letters of intent

19Monday December 12, 2011Sports

Misheel EnkhbatReporter

Ice blocking is a fun recreational activity that anyone can par-ticipate in. The sport originated in Iceland where, as legend goes, the Icelandic people used blocks of ice as a mode of transportation to visit neighboring villages. Now, ice blocking is the national sport of Iceland and because the sport does not require snow, it is popular in the West Coast.

As a sport, ice blocking is exactly what it sounds like; it requires a block of ice and a hill. Although there are many ways to interpret and perform the sport, there are a few universal guidelines.

The first step to the sport is locating a steep hill at a nearby park. It is important to find a hill that is grassy so the ice can effectively slide on it. However, it’s vital to look out for holes, as it can be quite disgruntling to have a perfectly smooth ride be interrupted by a pit.

The next step is the most important, but also the hardest to accomplish. In order to say that one has properly ice blocked, one must obtain a large chunk of ice. There are many ways that one could obtain the block of ice, but the easiest would be to do some research and find a local grocery store that sells it.

Once one has accomplished the task of locating a block of ice, the third step is to become properly clothed. One must take into account that fact that one will be sitting on a block of ice to slide down a hill. If one is not properly prepared, it will not be long before the athlete is uncomfortably sitting on the cold ice block. Because of this, it is important to wear warm, preferably water-proof, clothing such as snow pants, gloves and a jacket. Furthermore, it is recommended to bring an old jacket to place on top of the ice. These are all essential items to avoiding those embarrassing “I wet my pants” marks afterwards.

After completing all of the preliminary steps, one can finally slide down the hill. Make sure to get rid of any pre-sliding jitters beforehand, since it can be intimidating to slide down a steep hill on a block of ice for the first time.

Because there are many public parks in Palo Alto, it is rela-tively easy to find a safe place to ice block alongside friends. So, find a hill and give ice blocking a try, it is unique and may easily become a person’s favorite winter time sport.

Erica LeeReporter

It seems as if snowboarding and skiing have been a part of life for ages, but there is in fact another winter sport that originated even earlier: snowtubing. Although the origin of the sport is unknown, rumors state that it was invented

in the 1820s in the Alpine mountains as a

fun and easy

recreational sport for both the young and the old.For snow tubing, all one needs are two things: a

rubber tube and a snowy hill. To take part in this activity, place the tube at the top of a hill and with a little push, the athlete will effortlessly slide down the hill. Snow tubing does not have to be a one-person ride, some tubes have seats for two or three people.

However, even though snow tubing seems like a simple activity, there are many safety repercus-sions that must be considered. Because the tube is cylindrical and made out of rubber, there is

very little friction between the snow and the tube. While this allows the tube to slide down the hill at fast speeds, it is very hard to control and injuries can result from crashing into obstacles such as trees and rocks. With sleds, athletes can easily alter the speed or direction of their ride, but with snow tubing, ad-

justing the speed or direction may cause the tube to spin, which causes the riders to travel off course or flip over. Due to the inability to effectively control the tube, accidents are common.

Even though Palo Alto lacks snow, there are many nearby places where one can enjoy the activity. In Tahoe, ski resorts such as the Sierra rent out tubes for two hours

and even provide rides to the top of the hill. Though t h e S i e r r a

i s g e n e r -ally f looded with

snowboarders and skiiers, visitors are also encouraged to explore the other

recreational activities that they pro-vide. Another place to go

snowtubing is Yo-semite National Park, where the rates are $15 for two hours.

Snow tubing is a great way to frolic with

friends and spend the holidays...as long as

one avoids the pesky trees.

Jean Wang

News Editor

Ever looked at that unused snow shovel in your shed and thought it must have some higher purpose? Well, now there is a perfect solution—shovel racing.

Shovel racing is an intensive sport in which competitors race down snowy slopes while sitting on a snow shovel. It began in the 1970s when ski lift operators used it as a method of going down the mountain after the lifts had closed. However, over the years, it has evolved to include modified shovels, ranging from shovels resembling sandwiches or popular cartoon charac-ters such as Bart Simpson, to deathly speed machines equipped with hydraulic brakes and roll cages. At the peak of its popularity, shovel racing was even featured in the 1997 inaugural Winter X Games held by the Entertainment Sports Programming Network, only to be promptly canceled after several competitors were seriously injured.

For the past 30 years, the most elite of these racers have at-tended the annual World Shovel Racing Championship at the Angel Fire Resort in New Mexico, where competitors race down courses at terrifying speeds of over 75 mph. In 2005, however, the resort canceled the championship citing liability concerns, especially over the modified shovels. Yet, only a few years later in 2010, the competition was once again resumed, to the delight of shovel racing enthusiastic all over the US. However, the revival came with one major caveat: only traditional metal grain shovels, with no modifications except paint jobs and waxing, could be used.

For those interested in racing, the basics are quite simple. Racers sit on a shovel with the handle between their legs while facing forward, lean back as close to the ground as possible while keeping their feet forward, and push off. Steering, while extremely difficult, can be managed by lowering a hand into the snow to correct the shovel’s course. The rest is left up to gravity and luck.

Ultimately, shovel racing provides a bizarre alternative for speed devils and racers alike.

Snow Tubing

Lydia Zhang

Features Editor

Sled dog racing is a sport done in the Arctic regions, in which teams of sleddogs, led by mushers, race sleds through a timed course.

While riding on the runners of the sled, the musher directs the team of dogs using vocal commands and is responsible for the care and training of the dogs.

Though sled dog racing has been exhibited at two Winter Olympics, it is not an official Olympic sport. There are, however, many sled dog races that take place throughout the world.

The races can be categorized as “sprint” races (4 to 25 miles long), mid-distance races (28-200 miles long) and long-distance races (200 or more miles long). Each race is either a timed start, in which teams do

not start at the same time, or a mass start, in which all of the teams start simultaneously. The most famous of sled dog team races is the Iditarod Trail Sled Dog Race. The trail extends from Anchorage to Nome,

and it usually takes 10 to 17 days to complete the 1,150-mile-long path. Called the “Last Great Race on Earth,” the Iditarod has helped dog sled racing regain recreational popularity and is considered the most popular sporting event in Alaska. The Iditarod is a timed

race, with each team leaving in two-minute intervals from the first checkpoint. There are a total of 26 checkpoints on the northern route and 27 checkpoints on the southern route of the trail, where the teams can rest and receive extra supplies.

In order to train sled dogs, mushers will start when the dogs are just puppies. The puppies train by socializing with other sled dogs and pulling small objects in a harness. After six months, the puppy will be placed with a team of older dogs and learn to work as part of a team. When the dogs become yearlings, they will

usually begin serious training to build up stamina and strength, until they are experienced enough to be placed in a position on a team of dogs that best fits them. In the end, the dogs placed onto a team will work exceptionally well due to their constant and prolonged training together.

Sled Dogracing

Ice Blocking

Shovel Racing

Lisa Wu

Sports20 THEORACLE

Underclassmen athletes excel at state levelSarah Robinson: girls’ cross country

From winning the Central Coast Section (CCS) Cross Championships to placing third at the California Interscholastic Federation State Cross Country Championships, sopho-more Sarah Robinson has excelled in running cross country for the Gunn team. Having only participated in the sport since her freshman year, Robinson has accomplished a lot in just two seasons.

Robinson became interested in joining the team when her sister, alumna Erin Robinson, persuaded her to try out for the sport. Before that, soccer was her main sport. According to Robinson, soccer and cross country go well together. “Soccer helps me strengthen my fit-ness for cross country and cross country helps maintain my fitness for soccer,” she said. “I am glad that I can do both.”

By doing two sports, Robinson is better pre-pared for meets. During the season, Robinson trains by doing two workouts a week, normally on Tuesdays and Thursdays. During workouts

the team normally does intervals. For example, sometimes they will do mile repeats and other times they will do intervals around Bol Park. Some of the workouts consist of shorter intervals like 800 meter repeats. The rest of the week she will go on runs by herself.

The hard work she put into training paid off and her endurance helped her do well at many meets. This season, Robinson won the Santa Clara Valley Athletic League (SCVAL) Baylands meet, where she ran a 2.95 mile in a record time of 18:31. From then on, Robinson was on a roll. She performed extremely well at the League Championships, where the varsity girls placed second overall. Robinson won the race in 17:32, the second fastest time of any Gunn girl, after Tori Tyler in 2005. In addition, Robinson won CCS with a time of 17:12, the second fastest time for any sophomore girl runner. She advanced to the State Meet, where she placed third in the Division I race with a time of 17:56.

Her placement at the State Meet allowed her

to compete at the Foot Locker West Regionals on Dec. 3. Her fourth place finish at the State Meet qualified her for the Footlocker Nationals, the most prestigious high school cross country race in the United States. However, because of other commitments, Robinson will not be competing.

From placing 68th at last year’s California State Meet with a time of 18:59 to placing third at this year’s state meet with a time of 17:56, Robinson has improved an incredible amount, according to coach Matthew Tompkins. “She went from being one of the top runners in CCS to being one of the top runners in the state of California,” he said.

Even though she has been running cross country for fewer than two years, Robinson has already learned a lot from the sport. “I’ve learned that in order to pursue your goals, it takes a ton of hard work and patience,” she said. “To improve, you need to have a good work-rate and have patience.” Robinson’s goals for next season are to win CCS and then place higher at

Freshman Anna Zhou has accomplished a feat no other girl at Gunn has: becoming the first girl golfer to qualify for a state tournament. Since the age of nine, when her father brought her to a golf course for the first time, Zhou has had many achieve-ments in the sport. According to Zhou, her greatest accomplish-ments were tying for 18th place at the Callaway Junior World Golf Championships and winning the Junior Golf Association of the Northern California Match Play Championships.

To maintain her solid record, this season Zhou tied for sec-ond at the girls’ CCS Championships in Carmel Valley on Nov. 1, which allowed her to advance to the California Interscholastic Federation (CIF) NorCal Regional Championships at Stanford on Nov. 7. Playing against the top 88 high school girls from all of Northern California, Zhou ended up in a four-way tie for second place, so the four players competed for the silver and

bronze medals. Zhou ended up with fourth place, qualifying for the CIF State High School Girls’ Championships at Poppy Hills Golf Course in Pebble Beach on Nov. 15. Zhou capped off her productive season with a tie for sixth place.

According to Zhou, she feels honored and excited to play with other players in California. “I am proud to have represented Gunn at States,” she said. Because of her performance at CCS, Zhou received an hon-orable mention as one of the athletes of the week from the Palo Alto Weekly on Nov. 18.

After attending numerous tournaments, Zhou has learned a lot from playing golf and more about herself. “Golf has taught me to become independent, more focused and to contain my emotions so they don’t get in the way,” she said. Her goal for next season is to win or at least be in the top three at state. She will most likely play with the boys’ golf team in the spring.

Freshman Andy Zhou (no relation to Anna) has accomplished much in tennis. His progress throughout the years has brought him prestigious awards such as winning the Santa Clara District for Leaderboard Northern California (NorCal). He was also one of the semifinalists for NorCal Sectionals. Zhou’s dedication ultimately led him to a third place finish in NorCal Singles Division.

Zhou has been involved in tennis for much of his life and credits his moti-vation to play to his role models Roger Federer and his father, a tennis player. According to Zhou, making time for tennis is not a problem. “Tennis is a really fun sport to play and it really fits me,” Zhou said. “I like it a lot.”

He first began playing tennis at a young age when his parents signed him up for lessons. Zhou immediately fell in love with the game, and hasn’t stopped playing since. According to Zhou, having a positive outlook on the game is very important. “Practice hard when you play matches, don’t get too stressed about winning or losing,” Zhou said.

For Zhou, the best part of playing tennis is being able to win and achieve his goals, something he calls, “playing over the limit.” The worst part for Zhou is playing “below your level,” or losing to someone ranking lower.

Tennis is a large commitment that takes up much of Zhou’s social life. “A lot of the time on weekends when other people get to be hanging out and watching movies, I have to be some-where far away playing tennis,” Zhou said. Still, Zhou enjoys playing tennis and hopes to keep on playing in the future. “I hope to be able to use my tennis to get into a good school, maybe Stanford or something, and maybe play for their team,” Zhou said. “Hopefully [I will] also be able to go pro.”

—Compiled by Wayland Fong and Emily Yao

Anna Zhou: girls’ golf

By The Numbers

18

132goals scored by senior Elizabeth Anderson for the varsity girls’ water polo team this year8

Gunn wrestlers who placed first at the Harbor Frosh-Soph Invitational on Dec. 5

70points scored by the girls’ basketball team in their win against Evergreen Valley in the first round of the Pinewood Tournament on Dec. 8

—Compiled by Rani Shiao

209

Courtesy of Sarah Robinson

Courtesy of Anna Zhou

Andy Zhou: boys’ tennis

Courtesy of Andy Zhou

graduating seniors on the varsity football team

members of the Sixth Man Club on Facebook

21Monday, December 12, 2011SportsThe Oracle talks benefits, drawbacks of club sports system

Zoe Weisner

After the school season ends, it’s easy for athletes to become inactive for the rest of the year. Structured sports are hard to find outside of school, and many believe that it’s best to lay low until the next season. However, this idea is completely wrong. Many people do not know that there is an opportunity to train outside of school by playing for a club team.

Some club teams play for recreational purposes, while others fight to earn a top spot in their divisions. This gives equal opportunity to players of varying levels and allows players cut from a school team the chance to compete without being shut out for the rest of the year.

According to the National Alliance for Sports, every year 20 million kids register for youth hockey, football, baseball and other competitive sports. However, 70 percent of kids quit playing these league sports by age 13 and never play them again. The main reason for this is that playing sports becomes less fun and overly competitive for students in high school. However, by participating in club sports, students can avoid the competi-tion and continue playing the sport for their overall enjoyment.

Because club sports have a longer dura-tion, this extra time can improve a player’s ability and experience level. Practices

are much more intense, since teams may meet only twice a week instead of every day for school teams. Club sports are also especially beneficial to those who attend schools with competitive school teams. In order to stay ahead of one’s competition, it’s important to maintain one’s physique, ability and skill during the off-season. Athletes also have more opportunities to compete with teams from different areas. Through this process, students are able to master techniques at a faster rate than otherwise.

Aside from improving athletic ability, club players learn to bond with a diverse crowd. This is because it is unlikely that most athletes on a club team will attend the same school. Therefore, players have opportunities to create friendships with new people.

The longer an athlete competes in dif-ferent club teams, the more connections he or she establishes, which can also have benefits outside of sports. Having friend-ships with a diverse set of people is a great resource if one wants help with school, more social opportunities or finding new interests in life.

Although playing for a club team re-quires a considerable amount of effort, the benefits far outweigh the disadvantages. If an athlete is committed to improving his or her ability outside of school, joining a club team is a convenient option that also allows an athlete to make new friends. However, even if one is not a hardcore athlete, participating on a club team can be another way to have fun with new people while exercising at the same time.

—Weisner, a junior, is a News Editor.

PR

O Boot Bullwinkle

Although the debate over the preference for high school and club sports is often fueled by the personal experience of the player, there are still some factual reasons why high school is the better option because of aspects like camaraderie, technical growth and safety.

High school sports are built for the stu-dent. Academic standards are a requirement and with them, the student-athlete can grow both athletically and academically. In club sports, the athlete can be distracted by the prestigious title of being on a high-level travel team, and over-commitment to the sport can distract him from his schoolwork. It is understandably difficult to realize the long-term benefits of doing well in school with the more immediate glorification of excelling in a sport. Commitment is not only important for sports, but also for school. When teach-ers and coaches surround the student, the student can have a balance of support in schoolwork and athletics.

A lot of creativity and flair is involved in sports, leading to a large variety of coach-ing styles. In many club sports, there is one committed coach who trains the team and serves as a role model. This is a great coach-ing model to employ, but for the pure aspect of technical growth, it’s impractical. In high school sports, there is a fresh new perspec-tive to sharpen the athlete’s skills with each new coach. Aspects that were previously

overlooked may be tightened and perfected with different drills, tricks and eclectic competition. Playing rival schools that have a constant turnover of freshmen and seniors adds a variety of players that the student-athlete may otherwise never have competed against. There is so much detail to be gleaned and applied in a short two-and-a-half-month period, while club sports repeat the same drills and lessons, a practice that can actually end up hurting the athlete’s abilities. It is nec-essary to get other perspectives and this can be achieved by playing high school sports.

When everyone’s skill comes together to create a formidable program, there is an undeniable bond between the players on a team. This bond is strengthened by the pride of playing for a school. No longer is the game just for the parents and teammates—it is now for the 2,000 students who hope for the team’s success. That pressure brings everyone together, and there are very few experiences more memorable and exhilarating than beat-ing the cross-town rivals. Everyone sees each other on and off the field and lifelong friends are made based on these more personal inter-actions. In club sports, there may be a couple people that go to the same school, but they will not know their teammates when they are out of uniform. Nostalgic memories are made and communities are built when all the students live in the same sphere of life. The benefits to high school sports that cannot be ignored. Personal experiences can influence one’s opinion of preference, but the factual benefits of participating in a school sport make it a better experience.

—Bullwinkle, a junior, is an Entertainment Editor.

CO

N

Most Valuable Player (MVP): Sarah Robinson (10)Most Improved Player (MIP): Elianna Ribbe (10)Coach’s Award (CA): Kieran Gallagher (12)

Girls’ Cross Country

Boys’Cross Country

Girls’ Water Polo

Boys’ Water Polo

Girls’ Volleyball

Football

MVP: Andrew Prior (12)MIP: Rishi Agarwal (12)CA: Daniel Krigel (12)

MVP: Tyler Wilson (12)MIP: Harrison Waschura (11)CA: Gavin Kerr (12)

MVP: Alice Li (11)MIP: Natalie Wilson (12)CA: Mari Haraguchi (12)

—Compiled by Monica Cai

MVP: Elizabeth Anderson (12)MIP: Katie Rose Skelly (12)CA: Soumya Kannan (12), Melissa Barr (12)

MVP: Julia Maggioncalda (12)MIP: Allison Doerpinghaus (12)CA: Alyn Shen (12)

Girls’ Tennis

MVP: James Strnad (12) MIP: Kevin Sharp (11)CA: Robert Kato (12)

Sports22 THEORACLE

5Steps

PinningTo

with sophomoreCadence Lee

Turn him onto him back using a basic half-nelson, which is when you use the leverage of your arm against the opponent’s head and shoulder to turn them over.

3Break him down by using a spiral ride. Use a combination of twisting motion and leg and arm pressure to flatten the opponent onto the mat.

Hold the opponent’s shoulder blades firmly on the mat for two seconds, then he is pinned.

Set up an attack by continuously moving your feet and doing fakes.

5—Compiled by Eileen Qian

1

4Photo by Kyle Zhu

Tackle his legs in order to knock him down.2

It’s a Friday night, and I find myself on the prowl for vampires, werewolves and other mystical creatures of the night at the Vampire Masquerade. Why, you may ask? Well, that’s what I asked myself too that night.

To learn more about the Vampire Masquerade, a LARPing (live action role play) group based in Mountain View, I shadowed staff member Ralph Lacy, who has been playing for a little over 18 years. “Essentially, what you need to know is that LARPing is basically a more grown up version of Cowboys and Indians with a few darker strains of fun,” he said. “In Vampire Masquerade, this society resides next to ours. As vampires, though, we try to avoid being noticed by humans and really it is more like a political play for power in each individual clan or maybe even control for the whole city itself.” In other words, this LARPing game is like a soap opera with constant drama and action.

Before I continue, I have to admit I did walk in with quite a few prejudices. What was I going to find, a group of 30-year-old virgins? Overexcited pimply teenagers? Nevertheless, I walked in, ready to spend four hours of my Friday night with freaky fake creatures of the night. And, boy, did they give me a shock when I first met them. I was instantly surrounded by a sea of forty or fifty black coats in varying degrees of costumes.

“Hi, I’m Annie. Are you guys the…”“We have found us a feast tonight,

clans!”Each player had created a thorough

identity, complete with statistics, char-acteristics, abilities and attributes, all of which was written in small character books. Over my four hours as a vampire, I encountered several in-depth characters ranging from a deranged 16-year-old to a redneck genius, complete with dirty overalls and a flashing moose hat. In real-ity, both characters were played by people in their late 20s.

When getting down to the nitty gritty and the most basic understanding of the game, a vampire’s goal is to maintain as much of his humanity as possible due to his immortality. In doing so, the players of the game create their own plot lines with each other by communicating through online forums. These plot lines can vary from holding philisophical debates among themselves or full-on battles between the clans.

To feed oneself as a vampire, it would depend on the amount of activity one does as a vampire. In this particular game, feeding would consist of the Prince, the controller of the game, doling out blood beads to the vampires who need it.

To participate in this particular game of LARPing, one can go to masquerade.endo.com. All participants must be of legal con-senting age (18 or older) or obtain parental permission to the darker elements of the game.

—Tran, a senior, is a Busi-ness/Circulation Manager.

Students take a look into eclectic pastimes

“Paddles up,” the drummer yelled as I placed the paddle one inch above the calm water. “Take it away!”

My paddle entered the water and pulled a large stroke, helping to propel the boat forward. The large dragonhead at the front of the row-boat seemed intimidating enough, let alone the amount of power needed to row it. I immediately regretted getting myself in to this. As I attempted to keep synchronized with the other rowers, I felt completely lost. Muscles I didn’t even know existed burned, and I felt like an awkward fish out of w a t e r . “The goal is [to move] the boat together as a team to d e v e l - op the rhythm of the

boat,” coach Angela Toy said. The idea

seemed completely foreign to me.

On this crisp Saturday morning, a time I usu-ally use to procrastinate on homework or catch up on

missed television episodes, I was engaged in a completely different activity: dragon boating. Heading into the free lesson offered in Foster

City every Saturday at 10:30 a.m., I equated dragon boating

with what I saw on shows like “The Amazing Race” and “Eye on the Bay”. However, dragon boating is in no way a modern development.

Originating in ancient China over 2000 years ago, dragon boating is a team sport that involves 20 paddlers, a steersperson and a drummer. Dragon boating finally made its way to the Bay Area in 1996 when the San Francisco Bay Area Dragon Boating Team (BAD) was created as part of the Pacific Dragon Boat Association. BAD sponsors both national and international com-petitions, and has competed against teams from all around the world. BAD has four to six teams that usually compete in races, which include a beginners crew, high school teams, mostly from Lincoln High School, a co-ed crew, an all-men crew, an all-women crew and a crew consisting of people 40 years old and over.

As exhilarating as dragon boating is, if a team does not work together, races will not end in a win. A paddler must firmly grasp their paddle, maneu-ver his body back and forth with each stroke (an action I constantly received correction on) and keep in time with the rowers in the first row. The

rower must also focus on their breathing to keep up and stay in time.

Concentration is also key. As the lesson progressed, I learned to ignore the ice cold

water numbing my hands and focus on the calls made by Coach Toy: “Up, up, up,” to speed up the rate of each stroke; and “let it ride,” the cue for relaxation, the easiest and probably the most appreciated call a dragon boat team hears.

By the end of the lesson, although my legs felt noodley and my heart was pounding, I was pumped up. Dragon boating is the type of sport that brings out competitive spirit and the desire to push oneself out of one’s comfort zone. I would definitely encourage anyone interested to check out this racing team and other dragon boating opportunities at bayareadragons.org

—Cliff, a senior, is a reporter.

For anyone who considers himself to be clumsy or un-coordinated, an activity called slacklining may be able to help. In this unique sport, participants set up slacklines, usually one inch wide in diameter, and use their sense of balance to walk across it with their bare feet. While this may automatically evoke images of tightrope walking that is often seen in circuses, slacklining is different in that the ropes are much looser. The sport also gives the athlete the opportunity to try out different rope tensions as well as rope lengths, giving the athlete much more variety to work with than with tightrope walking.

Slacklining is not an easy sport to pick up, as one needs not only an extraordinary sense of balance but also a lot of patience. For the majority of people, the first experience will just be a series of wild arm swings followed by a full-body fall to the side. Fortunately, the lines are generally set up a few feet above ground, so falling off the rope is relatively harmless. Many beginners find it discomforting that the

st reng th and agility required for other sports do not apply to this sport at all. The only way to improve is to practice and find strategies and tricks to stay focused, such as taking slow steps from toe to heel, finding a focus point and keeping one’s arms stretched out.

While the sport may be frustrating at first, it provides benefits to the slackliners. For instance, for Leila Andrews, a member of the Bay Area Slacklining group, the sport ef-fectively relieves stress. “Slacklining requires a completely calm frame of mind,” Andrews said. “It is one of the few times I can really clear my thoughts and stresses and com-pletely focus on one task. It is a great way to relax and sync the body and mind.”

For those who are more experienced with slacklining and comfortable with their abilities, there is also a subculture of slacklining called tricklining, where people use shorter two-inch wide lines and combine their balance and creativ-ity to perform jumps and other acrobatics. Some common tricks include doing front flips, backflips and sitting on the rope. Two ropes can also be set up, increasing the variety

of performable tricks. People can jump from one rope to another or

even do push-ups. Although the activity is uncommon amd eccentric,

there is a Bay Area Slacklining group consisting of over 100 members. According to Bryce Jasmer, the event organizer of the group, the events are great places to practice and meet other slacklining enthusiasts. “What makes it unique is that there is a very small community of people that are into slacklining,” Jasmer said. “We get lots of people walking by that are curious about it.” Jasmer encourages anyone who is interested in the sport to try it in a local park or join the meetup group. He offers some valuable advice for begin-ners who may be frustrated with the difficulty of the sport. “Be patient with yourself,” Jasmer said. You’re not going to be able to slackline right away. But if you keep at it long enough, you’ll start taking three or four steps without fall-ing. Practice some more and you’ll extend that out to five or six steps. Before you know [it], you’ll be able to make it all the way across the line.”

For those interested in slacklining, the Bay Area Slacklin-ing group organizes meetups through www.meetup.com/Bay-Area-Slacklining.

23Monday, December 12, 2011Entertainment

Vampire LARPing Dragon Boating

Courtesy of www.taotaotasi.comWendy Qiu

Slacklining

Wendy QiuTop left: A leather clad LARPer battles it out with a fellow member in an intense competition of rock-paper-scissors. Top Middle: Intricately painted dragon boats await, juxtapositioned at the docks for the next dragon boating race. Top Right: A LARPer wields his paper melee card as his weapon of choice in an intense battle to the death.

Annie Tran Megan Cliff

Eileen QianSports editor

Entertainment24 THEORACLE

Directions: 1. Mix cinnamon, applesauce, glue and spices. Add more applesauce and glue if the

dough is too dry, but make sure it’s not too sticky. 2. Let sit for a few minutes, then use cookie cutters to cut holiday-themed shapes into

the dough.3. Make a hole at the top of the shape with a pencil to hang the with a ribbon.4. Bake for several hours at 200 F and afterwards, decorate with paint markers and insert

the ribbon for hanging.

Directions:

1. If the feather has a long stem on it you will need to cut it until it is only an inch long. 2. Next, cut your flexible jewelry wire so that it is at least five inches long. You will be wrapping this around the top of the feather. 3. Take the wire and make a small loop on one end of it.

4. Pull the loop over the feather’s end, and then pinch the jewelry wire so it is tight-ly around the feather.

5. Begin to wrap the wire around the top of the feather, covering the plastic stem. Wrap tightly so that the wire can’t move.

6. Once all of the plastic is covered, secure the end of the wire by tucking it under a coil once, and then form another small loop sticking up.

7. Take one of your earring loops and open up the ring end with your pliers.

8. Finally, slip the wire loop onto the ear-ring loop and then close the loop with the pliers. Repeat the process with an-other feather, and now you have a pair of earrings to give away as a holiday gift.

Directions:1. Preheat the oven to 325 F, then grease the bottom and sides of a 9-inch by 9-inch spring-

form pan.2. Mix crust’s ingredients in a medium bowl until thoroughly combined, and press into the

bottom of the prepared pan. Set aside.3. Mix the cream cheese and sugar for the filling with an electric mixer at a medium speed

until the mixture is airy and smooth. Add eggs, one at a time, mixing completely after each addition. Add the vanilla extract and mix until blended.

4. Pour the mixture into the prepared pan. Bake about 40 minutes or until a toothpick inserted into the cake comes out clean and the center of the cheesecake is just set. Turn off the oven, leave door slightly ajar and let the cheesecake cool completely.

5. Stir together sugar and one tablespoon of water in a small saucepan. Bring to a boil over medium-high heat. Let boil until amber in color, about three minutes. Immediately stir in butter. Remove from heat and stir in cream. Set aside and let cool to room tempera-ture.

6. Pour caramel over the cooled cheesecake. Sprinkle with pecans and sea salt. Refriger-ate until serving.

If making the crust or the topping is too time-consuming or difficult, pre-made graham cracker crusts and caramel syrup can be purchased at your local supermarket and work as great substitutes. A healthier version of the cheese-cake can also be created by using nonfat cream cheese. Now, with some cre-ativity and a little bit of help from the grocery store, you too can make holiday baking a breeze.

DIY Gifts

DIY Recipes

Directions:1. Grease the bottom of a frying pan, then melt the soy flakes in the pan on medium

heat to make the wax.2. Turn the heat down, then mix the fragrance oil into the wax. Add wax dye if you

want to make a colorful candle as opposed to a white one.3. Use super glue to attach the wick to the bottom of a jar, and after that pour the wax

into the jar while holding the wick straight up.4. Trim the wick so it is at the desired length.

DIYOrnaments

Salted Caramel Pecan Cheesecake

Feather Earrings

Soy CandlesCinnamon Ornaments

—Compiled by Emily Yao

—Compiled by Zoe Weisner

—Compiled by Amrita Moitra

Homemade Activities Bring Holiday Cheer

Filling:• 32 ounces cream cheese,

softened• 1 cup granulated sugar• 1 large egg yolk• 3 eggs• 1 tsp. vanilla extract

Caramel Topping:• 1 cup granulated sugar• 4 tbls. unsalted butter• ½ cup heavy cream• 1 cup coarsely chopped

pecans• 1 large pinch of sea salt

Not only are these cinnamon orna-ments easy to make, but they function as great air fresheners, filling the room with nice aromas.

Don’t let experts like Martha Stewart scare you away from contributing to the next holiday potluck. Wow your friends and family with this decadent dessert.

Ingredients: Crust:• 1 1/4 cup graham cracker

crumbs• 4 tbls. unsalted butter,

melted• 3 tbls. granulated sugar

Emily Yao

Samantha Donat

Amrita Moitra

Ingredients:• 1 cup ground cinnamon• 3/4 cups applesauce• 2 tbls. glue

• 1 to 2 tbls. desired spices (like nut-meg or cloves)

• Cookie cutters

Ingredients:• 2 cups soy flakes• 16 oz. fragrance oil• Wax dye (optional)

• Super glue• Candle wick

Materials:• Craft/plastic feathers • Earring loops

• Bendable jewelry wire• Needle nose pliers(All supplies found at craft stores)

Courtesy of Wikimedia Commons

This season, feather earrings have been a much sought-after accessory, and have been seen on popular television shows such as Glee.

When soy candles burn, they do not produce soot and therefore are better for the environment. They also burn for a longer period of time, and re-lease a better smell.

DIYDecorations

Entertainment 25Monday, December 12, 2011

The Oracle hits the mall for holiday season

There may not be any snow or colorful lights on the houses in my neighborhood, but from the recent increase of Christmas movies and ads for holiday sales on TV, I can tell that the holidays are fast ap-proaching. And, as always, with the joy of the holidays comes the stress of holiday shopping.

This year, I began my shopping expedition by fan-tasizing about the excite-ment on my fa mi ly a nd friends’ faces as they rip through wrapping paper and find the perfect gift, bought with only them in mind. However, a f ter enter-ing the mall, my excite-ment was soon replaced with a feeling of anxi-ety as I was pushed and shoved by t h e m a s s i v e a m o u n t o f people who, l i k e m e , decided to w a i t u nt i l the last min-ute to buy gifts for their loved ones.

Tr y i n g t o k e e p calm among the aggres-sive shoppers, I entered the first store I saw, and immediately saw a beauti-ful necklace that would suit me perfectly. However, I realized with a sinking feel-ing that I could only get the necklace if I didn’t get a gift for one of my friends. Finally, I ended up buying the necklace as a gift. But then, in the last moment, I decided to go a little outside of my budget and buy something else for her to keep that beautiful necklace for myself.

After this, my guilt from buying the necklace propelled me from the store and I started walking around the mall to find some gifts. This part of shopping is always the longest for me, as every

year, I am confident that I will know what to buy only when I see it and that a list would only bog me down. Sadly, this belief in my intuition for gift shop-ping never seems to pull through. After wandering around for a bit, I decided to form a mental list, thinking “So-and-so loves Harry Potter; let’s see if I can find a wand,” or “This person enjoys baking, so if I run across any interesting baking tools I should get them.”

At first, this mental list worked like a charm. I found things that I myself would be thrilled to have, and, knowing how eerily similar many of my friends and

family members are to me, I patted myself on the back for finding the perfect presents. This is when I got into my shopping stride, buying one gift after another and getting happier and happier as the weight of the shopping bags in my hand

increase.However, at the end of my shop-

ping trip, I realized t h a t , d e s p i t e m y

fabulous men-ta l check l ist ,

I ’ d f o r g o t-ten s ome -

one a nd , to com-p o u n d

the prob-lem, my sup-

p l y o f m o n e y had been largely de-

pleted. Torn be-tween facing an empty wallet and my friends’ dis-appoint ment , I paced from store

to store to see if there were any sales or discount items I could get as a gift. After a few minutes of this, I sucked up my pride and asked my mother if I could borrow some money to buy the last few gifts I needed.

I did feel a little guilty about spend-ing so much money, but I figured it was worth the smile on my friends’ faces when they see their gifts. Because, in the end, that’s what holidays are about: bringing happiness and joy to others and being with loved ones.

I don’t like to shop. But when that time of year for holiday shopping rolls around, a boy has to do what he has to do. I knew I had to get presents for my family and friends, so I took the time to go shopping with a friend to prepare for the holidays.     Being a boy at my age, my guy friends don’t really expect a gift from me. Society has made gift-giving a form of vulnerability and sensitivity that is generally frowned upon in the “bro” com-munity.

I decided to try and find something simple that jok-ingly poked fun at my friend’s particular love interest at the time to satisfy the male com-pulsive need to harass each other over girls. As for the ladies, I would find a gift play-ing on one of our in-side jokes.

It bothers me that some people can spend a whole day window shopping to only come home empty-handed, so I made it clear that I wanted this trip to be productive. My friend and I headed to the mall in hopes of finding the perfect gifts. Being the stingy person that I am, I felt reluctant to buy things that were more expensive than the quality Costco-brand items that I usually buy for myself.

But after a few purchases and a cou-ple swipes of my card, I felt less guilty. I stopped thinking about the money that I was spending, but rather the joy I would be bringing into other peoples’ lives. Along with the credit card, I gath-ered the few clusters of bills I had left from Chinese New Year and wiped out

my savings. Shopping this time of year is always

hectic and I braced myself for the crowded stores and long lines. I had an idea of what I was going to get: a basketball for my dad, a stuffed animal for my sister and a scented candle for my mom.

I didn’t realize however, the variety of choices for each gift: basketballs of different brands and specialized for different basketball-playing occasions.

At Build-A-Bear, there were so many different kinds of stuffed animals, each with excessive amounts of frivolous accessories. Ultimately, the most difficult buy was the scented candle for my mom. As I entered Bath and Body

Works, I was immediately bombarded with an assault of

fruity scents. Standing there, I could feel the store’s

aromas quickly draining away all the manliness I had left in me. Looking

for the candle seemed even harder, because each candle had its own story behind it, including the exotic

place its ingredients were harvested from, the

intricate process in making the candle and the different

moods and feelings it could generate within a person. In the end, I chose a lavender-scented candle in hopes that its purported calming

abilities would work their magic on my mom.       We left that day with

empty pockets and bags filled to the brim with gifts. I

realized afterward that a simple chore of buying gifts could take up an entire day of shopping. When I left, I pictured in my head the surprised faces on my family and friends’ faces when they received the gifts. Just that thought alone reassured me that the day I had spent at the mall was completely worth it.

Then I realized that I would have to do it all again next year.

Wayland Fong

—Shiv, a senior, is a Managing Editor. —Fong, a junior, is a reporter.

Divya Shiv

How to make winter break in Palo Alto interesting

Lisa Wu

—Compiled by Ellen Lee

1. Take the Caltrain to Union Square in San Francisco and do some holiday shopping.

2. Pretend it’s snowing and run outside of your house screaming with glee.

3. Take the biggest thermos you can find to Philz Cof-fee and get it fulled up for the price of a small cup.

4. Make grass-frost snow angels early in the morning.5. Build a gingerbread house with leftover Halloween

candy (see November issue of The Oracle).6. Go “LARPing” or Live Action Role Playing at the

Vampire Masquerade, located on Castro Street in Mountain View (see pg. 23).

7. Volunteer at a soup kitchen and share the holiday cheer.

8. Go to a Half Moon Bay beach and get a nice tan... Just kidding!

9. Camp outside on Christmas Eve and watch the sky for Santa & Co.

10. Go door-to-door caroling with all your friends, but only sing non-holiday related music.

Lisa Wu

Entertainment26THEORACLE

Classical Music

Elsa ChuCenterfold Editor

Senior stage manager Nikolaj Sorensen collects audi-tion forms and offers cheese puffs to hopeful thespians at the beginning of auditions for the spring show, “The Merchant of Venice”. The students pace around the green room, eyes looking up towards the ceiling as their lips frantically mouth the lines of Shakespeare.

William Shakespeare’s “The Merchant of Venice” tells the tale of an Italian merchant, Antonio, who strikes a deal with a Jewish moneylender, Shylock, to borrow 3,000 ducats for Antonio’s friend, Bassanio. In the play, Shylock resents Antonio for his anti-Semetic behavior and, as part of the deal, tells the two Italians that if the loan is not repaid in three months, he will take a pound of f lesh from Antonio. The borrowed money will fund Bassanio’s courtship to Portia, a rich heiress whose father’s will has strange instructions for her marriage. She must marry the man who chooses correctly from three caskets: one with gold, one with silver and one with lead. If he chooses incorrectly, however, he may never marry at all. Portia is uninterested with all of her suitors, but fondly remembers Bassanio, who visited her long ago.

The story weaves between the characters’ relation-ships and explores the effects of friendships. Director Jim Shelby, along with Technical Director Kristen Lo, made the choice to transfer the setting to Wall Street in 2008, right before the stock market crash. However, they maintained the text’s native Shakespearean to juxtapose the economic situations of scrooges. “Our job is to make the play relevant today,” Shelby said. “It’s a challenging play that deals with anti-Semitism and hypocrisy and the hubris of wealthy people. The things that happen to Shylock, an angry bitter Jew in a Christian society that reviles him, would shock people. It has comedy, it has romance, but in our hands, it’s a drama.”

While working with Lo, Shelby thought about how to make the story resonate in a modern setting. To make his students understand anti-Semitism in today’s world, Rabbi David Booth, from Congregation Kol Emeth, a conservative synagogue in Los Altos, will come to talk with the cast and crew once rehearsals start. “It’s to get

our noses rubbed in [the play],” Shelby said, “so we can understand that fear makes us do horrible things, and that human beings do terrible things when they’re afraid.”

The struggle with moral righteousness in the play makes the audition process trying for most. “Auditions are stressful because no matter what, you could always get up there and forget what you were planning on doing,” sophomore Tatiana Boyle said. When it comes to Shake-speare, lines can be especially confusing and it can take a lot of practice before getting the hang of the language. To address this complication, Shelby gave the scripts to the potential cast members one week ahead of time. “The lines the characters have are like puzzles,” Shelby said. “The journey is in solving the puzzles. Shakespeare is hard and some people hate it, but people aren’t going to audition if they hate it, so there’s lots of energy and poten-tial.” Though Shelby doesn’t require them to memorize the script, some choose to do so to focus their complete attention on the audition itself, their word inf lection, body language and facial expressions.

However, when the actors stepped on the stage, their traces of anxiety disappeared. For senior Blake Vesey, although this was his tenth audition, but he was still anx-ious. “I feel a little bit nervous, but it’s a normal part of the auditioning process,” Vesey said. “Going through the motions again, you always feel a little nervous. Are they going to like my choices? Do I have all my lines down? In the end, you go up on stage and you perform and it is what it is. The most important thing about auditions is to keep composure, have con-fidence and keep going through the motions.” However, freshman Aus-tin Traver thinks differ-ently. “This is my f irst play, and I’m going to give it my all,” Traver said. “If I’m the best for the part, I’ll be cast. I don’t expect

anything more than that.”Shelby himself doesn’t enjoy auditions, despite the

necessity for them. “It’s a very special time when people are putting themselves on the line. I am an actor and I know what it feels like. You do your very best but it’s out of your control,” Shelby said. “You don’t know if you’ll get what you want, but if you go for it, you get a chance. If you don’t take a risk there’s no way you can ever get it.”

Unusual music genres permeate The Oracle staffers’ playlistsHardcore Hip-Hop

Though I don’t look like the average rap junkie, my music library is dominated by hip-hop. It’s a genre that’s growing vastly, and it’s divided into several sub-genres. There’s the indie-rap style of Mac Miller, the old school flow of The Notorious B.I.G. and the lyrical styles of Lupe Fiasco. The different variations to hip-hop are end-less, but the most underrated style of rap is hardcore hip-hop.

In the 1980s, the style was launched by artists such as Run D.M.C and Public Enemy. Even though I live in Palo Alto, the “street life” lyrics bring me back to my times growing up in East Menlo Park. Run D.M.C. is a household name that many rec-ognize, and I have no shame in giving their album, “Raising Hell,” a full play through. It did, after all, go double platinum.

The genre blew up in the 1990s as N.W.A., and The Wu-Tang Clan I took over the hip-hop scene. I loved the confidence that they all brought to the table, with their controversial lyrics and “gangsta rap” men-tality. N.W.A. was the first rap group that I was really into. I can recite 90 percent of their lyrics, but only when I am by myself, because I’m not sure that belting “F*** the Police” is appropriate in public.

When I’m not in a anti-establishment mood, I flip on the hypnotizing beat of

“C.R.E.A.M.” by The Wu-Tang Clan. Their flow is so captivating and creative that I have to repeat the song a few times just to enjoy every aspect that it has to offer.

The hard hitting bass lines and catchy hooks draw me in, but it’s only when I get deeper into the song that I realize that these rappers have the ability to be lyrical geniuses. The most famous of these rap-pers is Eminem, who is explicit, creative, unorthodox and controversial. These words don’t even begin to describe what Eminem has done with his lyrics. In “Fast Lane” (feat. Royce Da 5’9”), Eminem spits,

“Catch me in my Mercedes/bumpin’ Ice Ice Baby/

Screamin’ Shady til I die/ like a half a pair of dice, life’s crazy”

To those counting, that is a quadruple entendre. He sets up the literal use of dice with rolling in his Mercedes and rolling a pair of dice. There’s the white rapper reference with the Vanilla Ice single, “Ice Ice Baby”, and then he gets a little more creative. For example, replace dice with dies and ‘half ’ the dies, and you have ‘Shady til I die’. Eminem closes off this quad with ‘half a pair of dice’ which sounds like ‘have a paradise’.

That wordplay is just a sample of the lyri-cal contents that hardcore rap has to offer. It takes a specific mood, but hardcore hip-hop is a piece of art that can be appreciated for the meaning and thoughtfulness behind the block shaking beats, and catchy hook and samples.

I take pride in my extensive collection of hip hop, pop, rap and the typical middle school “alternative” rock, but I would have to say the hidden gem of my iTunes library is probably the music no one listens to. On a cloudy day or when I’m in the mood to be inspired, I look to classical music and the multiple theatrical scores I own. These are the tunes with no words and lots of instru-ments—the type of music I would be called a dork for listening to.

As a pianist, my favorite type of classical music to listen to is played on the piano. I like opening up Pandora, selecting “River Flows In You” by Yiruma and seeing what comes up. The typical music that pops up is flowing, emotional, melodic pieces that would accompany a scene in a movie where the guy finally tells the girl he loves her, or when a little boy and his soldier father are finally reunited. It is sad, wistful, joyous and nostalgic all at the same time and perfect for when I am in a particularly reflective mood.

I also love listening to the music that I have played before—the masterpieces of composers like Bach, Beethoven, Mozart and my personal favorite, Chopin. Beethoven and Mozart are for when I’m feeling a ener-getic and want to keep my spirits up, while Chopin is for those chilly winter afternoons where all I want to do is snuggle with my

Snuggie and watch “Love Actually.” Whenever I need inspiration, I look to

scores from film soundtracks. My personal favorites are those from the “Harry Pot-ter” series, the “Pirates of the Caribbean” series and “The Chronicles of Narnia” se-ries, all of which involve lots of strings, my second favorite instruments. In each movie soundtrack, you’re sure to find a few incred-ibly uplifting songs, whether it be “Battle” by Harry Gregson-Williams (“Chronicles of Narnia: The Lion, The Witch and The Ward-robe”) or “Statues” by Alexandre Desplat (“Harry Potter and the Deathly Hallows Part Two”). Crank the volume up while listening to these songs, and you’re sure to feel like you can do anything. The music envelops and overwhelms you with its deep, over-drawn notes and quickening rhythms. For a second, it’s like you’re fighting to the death or leading a weary expedition home. It can make whatever you are doing seem deep and meaningful, which is why I usually listen to scores while I write my college essays.

We never see this type of music on, say, iTunes’ top downloads, but it’s equally as amazing and powerful as radio hits. It serves a different purpose from making us want to dance or pumping us up, but in my opinion, the role it plays is so much more important. It stirs emotions, brings forth memories and can make listeners feel like there’s something more in front of them than just a computer screen and some MP3 files. It is music that touches the soul, as cheesy as that sounds, and the most valuable part of my iTunes col-lection.

—Cai, a senior, is a Managing Editor.—Bullwinkle, a junior, is an

Entertainment Editor.

Come see a modern setting of the “Merchant of Venice,” playing March 8 to 10 and March 14 to 17.

Top left: Sophomore Jenny Salwitz delivers her audition. Top right: Sophomore Dennis Machevsky hopes to impress Director Jim Shelby with his performance. Bot-tom: Shelby warms up with his students before “The Merchant of Venice” audition.

Kyle Zhu

The Oracle delves into “The Merchant of Venice” auditions

Monica Cai Boot Bullwinkle

Entertainment 27Monday, December 12, 2011

In “Hugo,” Martin Scorsese conveys a child-like fas-cination with cinema, utilizing his knowledge of the techniques developed since the beginning of motion pictures to galvanize emotional response. His enchant-ment with films distinguishes every one of his fea-tures; in this respect, his adaptation of Brian Selznick’s “The Invention of Hugo Cabret” for a young audience seems fitting. Asa Butterfield stars as the eponymous Hugo, a young clock-keeper determined to finish the uncompleted automaton belonging to his deceased fa-ther (Jude Law). Butterfield successfully emulates silent film star Buster Keaton in both facial expressions and movement while dodging the hapless Inspector Gustav (Sacha Baron Cohen, with a performance both amus-ing and heartbreaking), who tries over the course of the film to bring Hugo to the orphanage. While the 3-D format seems distracting at times, it works for the most part, especially when cinematographer Robert Rich-ardson keeps both the foreground and background of the image in focus. With countless homages, an abundance of well-drawn characters, and lots of fun throughout, “Hugo’s” charm matches that of Pixar films and exceeds expectations as a movie for all ages.

Rated PG for mild thematic material, some ac-tion/peril and smoking.

Winter movie releases sure to please viewers, Oscar voters“The Descendants” deserves all the accolades it

will inevitably garner over the course of the coming awards season, but that merely serves as an irrelevant corollary to the film’s intelligence, impeccability and depth. Director Alexander Payne’s first film since the widely acclaimed “Sideways” stands on its own as a parable for familial involvement and forgiveness. George Clooney delivers a subtle tour de force of a performance, portraying a wealthy, royal-blooded Hawaiian lawyer who bonds with his two daughters after his wife suffers a debilitating injury. “The De-scendants” features strong performances from almost the entire cast, but the technical aspects also deserve credit. Young filmmakers should take notice of editor Kevin Tent’s use of transitions, including the immacu-lately configured cross dissolves and a single screen wipe that adds adrenaline and reveals the psychology of the characters. “The Descendants” serves as a more quiet alternative to most contemporary pictures, using a more methodical approach to the action and char-acters on screen. In this feature, Payne demonstrates himself once again as a cinematic architect standing among the best in the industry.

Rated R for language including some sexual ref-erences.

“We Bought a Zoo” serves as innocent, feel-good family fare, succeeding as a crowd pleaser in the same vein of director Cameron Crowe’s previous efforts. Matt Damon portrays Benjamin Mee, a widowed journalist who moves with his two children to a zoo in disrepair, inhabited by 47 different animal species and a few loyal workers. Movies with similar subject matter often try too hard to be cute, resulting in a diminished visceral impact on the viewer. While this kind of emotional overreaching seems present in “We Bought a Zoo” to a certain extent, the witty, idiosyncratic script concoct-ed by Crowe and screenwriter Aline Brosh McKenna avoids pitfalls and reaches greater depths. Damon, with a role similar to his part in Steven Soderbergh’s “Con-tagion,” delivers a performance of surprising weight, al-lowing the film to function further as a family drama. One scene towards the middle is particularly wrought with poignancy, accentuated by cinematographer Ro-drigo Prieto’s use of a hand-held camera to reveal the rift that results from the death of a family member. De-spite the presence of a few flaws, “We Bought a Zoo” hits all the right notes, working as a film to mark for this holiday season.

Rated PG for language and some thematic ele-ments.

December:Concerts &

Album Releases

December 20Common

“The Dream, The believer”

December 13The Kooks, The fillmore,

San Francisco

January 19Dashboard Confessional,

Slim’s, San Francisco

January 30Kid Cudi

“WZRD”

—Compiled by Boot Bullwinkle and Samantha Donat

Restaurant puts modern twist on French cuisineYilin Liang

Centerfold Editor

Don’t let the name fool you. A new fixture on University Ave., Paris Baguette may evoke images of quaint, slightly bro-ken-down Parisian cafes, but this brightly lit Asian fusion bakery conforms to the modern, high-tech aesthetic of its regular customers. Part of a large chain of baker-ies that first began in Korea, Paris Baguette currently has 15 stores open in the United States, the majority of which are located in California. The University Ave. location of-fers both indoor and outdoor seating, as well as free Wifi for customers.

Upon entering the bakery, one is tempted by the plush booth seats. There is an island counter, as well as a wall filled with baked buns and breads. In this section, one can find anything from French baguettes to conch pies. Following standard procedure, one picks up a wooden tray and tongs selects their desired items for purchase.

Small tags indicate the names and prices of all the fare. There is also a display case filled with small slices of cake and whole cakes. Behind the cashier counter, Paris Baguette employees bake the items they sell in store. Though the most popular foods at Paris Baguette are sweet pastries and cakes, they also offer coffee and sandwiches for those who are craving something more sa-vory.

After a long and diffi-cult decision, I purchased a Tiki Tower cake slice ($4.50) and a Strawberry Cream Pastry ($2.75). The Tiki Tower cake was an elaborately decorated tiramisu-style cake, leav-ing me plenty of choco-late decoration to munch on along with the dessert itself. Enclosed within a thick, angular container, the cake was surprisingly good. However, for the price I paid, I expected a more extraordinary con-coction. The ladyfingers, while not too dry, did not taste like they had been dipped in coffee for long enough and there was too much emphasis on the marscapone and not enough on the ladyfingers.

I thoroughly enjoyed the Strawberry Cream Pastry. However, the more savory and crispy crust was the right balance to the cream inside the pastry. The strawberries, however, were withered or not ripe enough.

I found the Paris Baguette sales staff, clad in berets and black and white striped shirts, friendly and helpful. They were knowledge-able about the foods and could offer me the advice I needed.

I would certainly suggest Paris Baguette to anyone who has a sweet tooth. The bak-ery itself is very open and a great place to catch up with friends. However, because of its central location and the constant flow of customers, the noise caliber can get a little high; so do not completely forgo your favor-ite study spot yet. It is also extremely easy to take goods to go.

One thing to remember when going to Paris Baguette is to not be afraid to branch out. There is a large variety of baked sweets

but many of their foods, such as breads baked with red bean in them, sweet potato buns and buns with hot dogs baked inside them, are not ordinarily found in other bak-eries in this area.

Paris Baguette is certainly a unique res-taurant, offering a wide array of tasty Pari-sian cuisine.

We Bought A Zoo Hugo The Descendants

December 29Wiz Khalifa

“O.N.I.F.C”

—Compiled by Cooper Aspegren

Wendy QiuLeft: The classy architecture and comfy seating within Paris Baguette. Top Right: Paris Baguette is already well-known for its croissants and other fresh pastries. Bottom Right: Some of the restaurant’s tasty desserts.

Entertainment28 Monday, December 12, 2011

Lucy OyerEntertainment Editor

Every Sunday morning the blocks of California

Avenue between El Camino and Ash Street come alive with a vivacious farmer’s market featuring an impres-sive array of vendors and entertainment. Not only can one find local produce and artisan crafts, but also a multitude of stalls hawking artisanal grocery items. Choices range from more traditional goods, such as gourmet crepes, to innovative new culinary concepts such as RawDaddy’s Vegan Cone Food.

The prepared food stalls are clustered near the Ash Street end of the market, and it is impossible to pass by without sampling a few things. In particular, the vendors at East and West Afghan Foods are especially insistent that you sample their bolani, a type of stuffed flatbread and sauces. However, it isn’t just the joys of selling stuffed flatbread that draws vendors like Rahim Kakar to work at the farmer’s market. “I like to trade with other vendors, talk to people who normally would never talk to me,” Kakar, a native of Herat, Afghani-stan, said. “We get to break down the stereotypes of Afghanistan that many people have; that our food is spicy or that we are terrorists.” Based out of Concord,

East and West Afghan Foods began producing their bolanis out of a garage, selling them at a few markets a week. They soon expanded and now sell a selection of their products in local grocery stores including Whole Foods, Mollie Stone’s and Costco, as well as on their website: bolaniandsauce.com.

Additionally, for those craving seafood, H&H Fresh Fish has been offering farmer’s market customers a variety of sustainable fish products for three years. The company is based in Santa Cruz and obtains their fish from many sources. Not only do they send two of their own boats out of the Santa Cruz harbor, but they also look to local fishermen who have extra fish to sell. Their smoked fish is prepared at an off site smoke house. “The fish in the farmer’s market is the only reason I eat fish,” junior Devyani Bhadkamkar said. “The fish makes a delightful, fresh addition to our Sunday dinner.” She often prepares the fresh fish by frying it in olive oil and seasoning it with lemon juice and a parsley garnish. H&H’s most popular offerings include black cod and wild king salmon; however, if you are looking to use these for a holiday meal, be sure to arrive early as they frequently sell out.

Cheese connoisseurs are sure to recognize the name Cowgirl Creamery from cheese counters at grocery

stores nationwide. Despite this success, the Petaluma-based company continues to peddle their organic pasteurized all cow’s milk cheeses at area markets. “We sell at farmer’s markets to support our local com-munities and to encourage local agriculture,” Cowgirl Creamery vendor Angie Daniel said. Their cheeses are award-winning, but for those looking for an affordable option, the cost of 20 plus dollars per pound may make one hesitate.

Adding to the festiveness of the market is a handful of live performers, including musicians and a balloon man who serve as a pleasant backdrop to the shopping experience. “The market has a friendly and welcoming atmosphere, and they give out really good samples,” Bhadkamkar said. After purchasing a meal of tra-ditional tamales from the Oaxacan Kitchen stall or perhaps a sweet treat from Barlovento Chocolates, one can take a seat at one of the tables in the middle of the market and enjoy.

Top left: Freshly-caught salmon for sale at H&H Fisheries. Top Right: A colorful array of Big Paw flavored olive oils including basil garlic, lemon and sage. Bottom Left: Canned delicacies are on display at Happy Girl Kitchen Co. Bottom Right: An organic produce vendor offers special Christmas apples.

Photos by Wendy Qiu

California Ave. Farmer’s Market offers range of foods

The market takes place every Sunday morning, rain or shine; on California Avenue from 9 a.m.

to 1 pm. Prices vary by stall.