Stagg Line 2014-15

10.5

the linestaggSept. 12, 2014Vol. 58 Issue 1

A.A Stagg High1621 Brookside

Stockton, CA 95207

EXPONENTIAL GROWTHCrowded math classes make it hard to sum it up

Opening up opportunities

Junior Mika Ola-cio tries to get her geometry work done despite the dis-tractions of an over packed classroom.

Mika Olacio works hard to silence out the classroom and focus on passing her Geometry class. Despite the “annoying kids” asking “irrelevant questions,” the junior is determined. She has had Sandra Ozornio as a teacher since her freshman year. This year she has Ozornio for two periods, Algebra 3-4 and Geometry. Sixth period (Geometry) is the noisiest for her. “Only a handful of the kids do the work.” She is a part of that handful. Olacio has attempted to switch out into a less impacted class. However, all of the other math classes are also highly impacted. The problem of crowded math classes is affecting many students. The greatest concern is whether a new teacher will be added to the Math Department. If the district cannot provide a new teacher, Principal Andre Phillips proposed the idea of paying one of the current teachers to teach during their prep. However, as of right now all the math teachers have fifth period prep. They now use the time to go over lesson plans and problem solve one by one. Taking one of the teacher’s classes would cause that teacher to be left out of contributing to department decisions. It is clear that almost all levels of math, outside of honors and Advanced Placement, are impacted. But overages are seen more extensively in the geometry classes. The common answer that administrators, teachers, and counselors say is, “We are waiting on the district.” The problem extends deeper. Math, like English, is a requirement to graduate. Students need the proper math class to fulfill their graduation requirements. According to Phillips, 250 students must be impacted by overages in order for the district to step in and hire a new math teacher. The numbers are now around 90 to 100, he said. Julie Backster, math teacher, had a total of 182 students at the start of the school year in all of her classes. “In general, it’s worked out okay,” she said. “But students don’t get enough individual help.” “There’s a bigger problem in the geometry level,” Sandra Ozornio, another math teacher, said. “It is already hard having Common Core, and now I can’t get to all of (my students).” Many times, the blame gets put on the counselors. However, according to Phillips, the counselors are only responsible for keeping students on track to graduate. It is not within the counselors’ jurisdiction to add a new teacher, nor are they able to take a student out of a class due to size, especially if the student needs the class to graduate. And size is not the only issue. When

Senior Angie Peraz con-centrates as she is trying to figure out the answer to the ques-tion on her map testing.

The Chromebooks are here and it’s time to “tech on.” High schools in the Stockton Unified School District are late on receiving new technology as opposed to the elementary schools. The elementary schools have already had laptops and tablets for years as younger students have been considered a priority over high school students. This is because of how important early exposure is. But, younger students are not expected to do what high schoolers do. They are not expected to type up as many papers, nor do they have to fill out the copious amounts of applications, or make quite as many PowerPoints as high schoolers do. Because of the expectations set, many students without computers struggle to find ways to complete their assignments. They had the homework center last year, but so far this year that has not been an option. Many classes have used the chromebooks for MAP testing but have not seen the full extent to which they can or will be used. Students also had to sign a contract stating how they would treat the laptops. The contract also informs students of what to do and what not to do in the case that something happens to them.

“Tech on” does not require you to sign a contract because you are using your own device at the teacher’s discretion. Katherine Ortiz, a sophomore, enjoys using the Chromebooks. “This is just easier. It’s so much faster than the computers we have now,” she said. Plenty of students have experienced the slow boot-up times the desktops here have, so this could be a great improvement. She is conflicted as she enjoyed leaving the classroom for a while before sitting in a desk facing a computer screen for hours.

Walking to the computer labs gave her brain a welcome break and refreshed her for the upcoming session, but she also found it frustrating if those labs weren’t accessible and they had to return to class. Not everyone loves the new technology, though. “I don’t know why we even got them (Chromebooks),” sophomore Erykah Smith said. “They’re just more computers that do the same thing the other computers did.” Smith did not enjoy using the computers,

claiming they were “flimsy.” She expressed her distaste for the aesthetic design of the laptop as well as having a hard time seeing the actual computer screen because there was a glare on it. Something that wouldn’t happen in the darker rooms designated for the computers. However, she does enjoy using “tech on” immensely. She uses it in Audrey Weir-Graham’s class predominantly, only having barely used it in other classes at all. Smith does use this tool academically but admitted

to misusing the opportunity enough times that she laughed when she said “I text when it’s on, sometimes, not all the time, but sometimes.” This is what some teachers were afraid of. Weir-Graham is widely known for using “tech on” constantly, expecting the students to take initiative and search for information they do not have so when she calls on them, they already know the answer. She frequently says, “Google it” in response to “I don’t know.” In this way, students might find it valuable academically. It is much faster to find specific information through a quick Google search rather than a lengthy “skim” through a textbook, let alone when looking for information that isn’t there in the first place. Many teachers and students are hoping this will improve the school overall, and benefit the students’ educations. In Jill Offield’s algebra class, they do not have a class set of calculators. Using “tech on” allows her students to use their phones if they do not own or forgot to being a calculator. Offield said, “This new concept (“tech on”) can definitely benefit this school, but what it does for the students depends on them.”

there is a problem this complex, many things have to be taken into account. Are there enough desks for every student? What are the long term and short term effects of overages? How are the students reacting to it? Understanding that it is impossible for administrators to choose how many teachers the school receives is key in unfolding the issue.

Schools get teaching positions based on enrollment. Yet, it is not always a frustrating time in these math classes. Ozornio described one busy day recently. “Second period during one of the activities all of the students were confused for a few minutes. Then one student got it and showed it to someone else. Then she showed it to someone else and

everybody else got it. But it doesn’t always work that way because sometimes there are a lot of students who need more help.” Math Department Chair Andrew Walter has the same plans as Phillips to try and get another teacher to take on their prep. “We are kind of trapped in the middle,” he said. “The situation is everyone needs math to graduate.”

SANDRA OZORNIO

Geometry/Algebra 3-4

• Total # of students: 178

• Average #/class: 35.6

• Highest # in a class: 38

JULIE BACKSTER

Geometry/Algebra 1-2




TERRY VANDERHOOFVENGeometry/Algebra 1-2




Chromebooks, ‘tech on’ policy expand learning

Coastal CleanupCoastal Cleanup will be Sept. 20 from 9:00 a.m. to noon. Those wishing to participate should meet in the front of the school.To participate, get a release form from Marcus Sher-man in F-6.

HomecomingHomecoming will be next Friday, Sept. 19, which will be a minimum day. After school there will be a carnival from 12:30 to 2:00. The next day is the homecoming dance from 7 p.m. to 10.

SAT/ACT sign-upToday is the last day to reg-ister for the Oct. 11 SAT. Next Friday, Sept. 19, is the last day to Oct. 25 ACT by Sept. 19. Students who are interested and who qualify for reduced lunch, should see their counselor.

esmeraldamascorro

Complex numbers

phillicityuriarte-jones

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PHOTO BY ESMERALDAMASCORRO

PHOTO BY ESMERALDAMASCORRO

average backpack weight*

weightMORE

More classes daily,

The new 1-6 schedule on Mondays, Tuesdays, and Fridays now requires students to bring more books each day. Textbooks and other notebooks are the main culprits to adding weight to students’ backpacks.

*Average backpack contains6 three-subject notebooks1 composition book2 novels 1 planner 2 folders Pencil pouch (with pencils, pens, highlighters, etc.)

GRAPHIC BY ANGEL GONZALEZ AND ARACELI VALENCIA

LBS

A. A. Stagg High1621 Brookside

Stockton, CA 95207

Editorial PolicyThe Stagg Line newspa-per is published month-ly and distributed free to students and staff members. Our web-site staggonline.net is updated regularly with online exclusives.

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The staff editorial, which appears at the top of this page, reflects the opinion of the entire staff and therefore is not signed. A personal column is signed and reflects the writer’s point of view.

Readers are welcome to submit letters for publi-cation regarding a story published or any school issue. We will make every effort to print any letter that is not libelous. Letters longer than 250 words may be edited for length. Let-ters must be signed to be printed. Letters may be given to a staff mem-ber, delivered to A-10 or emailed to [email protected].

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f 20 consecutive All American rankings.

f Hall of Fame f First Place Best of

Show five times f National Newspaper

Pacemaker Award seven times

Stagg Line journalists over the years have won many awards and scholarships, including California Journalist of the Year, National Story of the Year and National Photo of the Year.

EditorsJada Johnson

Devin Wickstromco editors in chiefVeronica Vargo

web editorMarcella Hawkins

news editorMichealla Foules

opinion editorAlexus Plascencia

features editorBaylin Moran

entertainment editorAraceli Valencia

sports editorEsmeralda Mascorro

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copy editor

ReportersMatteo Danforth

Jenifer FloresSathina FloresLouis FuentezJerry Garcia

Fernando GonzalezCeline Lopez

My’Kayla MooreTrisha NewmanEstefany NunezVanessa SalcedoArriana SmithLuci Tomas

Phillicity Uriarte-Jones

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opinionthe linestagg2 Sept. 12, 2014

Editorial

AP Spanish lacks materials

Internet improves ability to connect

Internet hinders healthy lifestyle

A student can easily be con-fused when walking into an Advanced Placement

class. The rigor, the structure, and the higher-level thinking is a dif-ferent world from regular courses, and this makes AP a tough chal-lenge. Now, imagine it in Spanish. The AP Spanish course is a different breed from regular class-es; it combines AP rigor with the challenge of another language. The reason for speaking Spanish the whole period is to of course learn it, but more importantly it helps the students prepare for a specific portion of the exam, which is answering several ques-tions based on a given dialogue. A regular first or second-year language class teaches Spanish or French through English. Not AP. Almost every story, paragraph, sentence, and word is spoken in

Spanish, and that’s including side conversations (well, most of them anyway). The woman who brought this class back to campus is Raquel Chavez-Avina, the AP Spanish teacher. It’s a good thing she can keep a conversation going for so long because her class has no books. That’s right: No books in an AP class. Chavez-Avina pushed for this course and is using the resources she has to help the students reach their goal, which is mainly to pass the AP exam. Although this is a good thing, her resources are mainly the Internet and the students’ note-books, not textbooks. This is a problem adminis-tration must address because the sooner the class gets their text-books, the better their chances are at passing the exam.

Several Spanish-speaking stu-dents took the AP exam last year, which helped start the class for the current year. The course will familiarize the AP Spanish exam with the student population, in-cluding non-native speakers, and make it a clear option to take; in previous years students had to pursue the test without the op-tion of learning the material in a classroom. This option gives administra-tion, at either the site or district level, a new task: Get textbooks. Chavez-Avina is already suc-ceeding with her class without the use of textbooks, but imagine what she could accomplish with them. In classes such as AP Lan-guage and Composition and U.S. History, textbooks are the main sources for learning — they’re used almost everyday. AP Span-

ish is no different. Although the exam has a speaking portion, there is also a multiple-choice and writing section; the textbooks will give the students who aren’t fluent in Spanish a better chance of passing the latter portions of the test. The class started on campus, so it’s understandable that they don’t have all of the materials, but it puts pressure on administration to help the class get the needed sources soon. AP books act as a guidebook for students and having this tool will increase the chances of pass-ing for students. Chavez-Avina pushed for this course and has done her part. Now it’s up to administration to further support her. And this isn’t saying they aren’t, but imagine how much stronger the class will be once they have their textbooks.

Imagine spending most of your day browsing the web. Do you search

for your favorite athlete or do you simply look at social media for hours? Those who spend a lot of time on the Internet tend to be separated from family. This is a problem be-cause there are people who are always behind a com-puter screen or cellphone either texting or playing games. If you choose to spend your time on the computer or phone, you should instead use this time more productively by communicating with your family. Many people spend time on social media, constantly checking Twitter, Facebook, and Instagram. Doing this can interfere with school work and distract students from learning the standards in school. According to a study conducted by Paul Kirschner and Aryn Karpinski, students who use social networking sites while learning had a 3.06 grade-point average, while-

students who don’t had a 3.82 GPA. The solution would be to check social media less frequently so students are more focused on their school work. Lingering on the Internet could affect a student’s physical and mental health. According to researchers at Michigan State University, using multiple electronics could lead to symptoms of anxiety and depression. A resolution to these health problems is reducing the amount of time spent surfing the web. Being on the com-puter is beneficial when using it for the right reason, but not for an extended amount of time, due to health issues. Although Twitter, Facebook and Instagram are useful apps to connect with friends, it involves no face-to-face communication. The interaction between people takes up a big part of our lives which can be used to prepare for college and job interviews. If we are not skilled in this area it will be hard to present ourselves in the real world. Not interacting in person may lower your social intelligence and ability to talk to people one-on-one. This is the biggest skill many people are lacking when using apps. Cyberbullying is a problematic system that occurs throughout numerous social media websites like Face-book. Cyberbullying occurs on Facebook because of those

who start rumors and name calling. Once again, to prevent things like this from happen-ing, we can take action by setting boundaries which limit ourselves from using social media too often. Texting is popular, but if a person becomes accus-tomed to the shorthand style of writing, it may begin to show up in school assignments. The ability to text comes in handy when contacting family and friends. Commonly misspelled words are: you, there, your, and are. It would be best to try to avoid misspelling these words in future assignments because once it becomes a habit it will affect students’ grades. Instead of spending two hours on YouTube or Face-book, get in the routine of minimizing that amount of time by completing your homework in one of those two hours. Even though the Internet is valuable when it comes to research, the distraction of students being on social media can cause a decrease in grades, less interaction with people, addiction and health problems. Just remember the next time you have the urge to spend hours on the Internet checking social media, limit the time you spend because it can really make a difference in overall time and health.

The Internet. It’s in our homes, our jobs, our schools, even our back

pockets. But it was not always this way. When first invented by the Ad-vanced Research Projects Agency, by the original name of Advanced Research Projects Agency Network, or ARPANET, the most public-ity it had was a rumor of it being made to prevent a nuclear war. What was originally intended for a war soon hit Cambridge, Massachusetts, in March 1970. Not long afterwards in 1973, a transatlantic satellite link connected to the Norwegian Seismic Array, making Norway the first country to be con-nected to the Internet outside the United States. Now, students can use the Internet to ask their teachers questions, interact with other people from around the world, or simply download their favorite music. Not only has it become an easy access to en-tertainment, but also to knowledge and communi-cation. Schools are beginning to realize this. Five years ago, when the world began to keep a phone in hand at all times, it was the schools that now had to prevent students from being dis-tracted. However, it is no secret that our electron-ics can actually be used as classroom tools. “Don’t take my word for it, go Google it!” So-cial Studies Department Chair Audrey Weir-Gra-ham said as she has her students look things up in class. Previously, students gained information from very limited resources such as school, books, and family. Now information is accessible all over the

Internet with just a click of a but-ton. Social life gets globalized due to the massive amount of available information on the web, making social networks a good method to link with people from all around the world and as an easy access to information about different cul-tures and even religions. “I have recognized that the Inter-net can be good and evil,” business teacher Ron Tankersley said. “You can gain a lot of information quick,

and connect with people, but it can also allow you to become vulnerable because the information is dispersed so widely and quickly. “It is very important to be careful of the information you put on the social media and other parts of the Internet. “Keep your image and reputation protected. Be careful of what you post!” As long as we protect our privacy and our reputation, we can use the internet to become our own engineers, cosmetologists, or problem solvers. All there is to do is open a search engine.From learning to fix a bike tire to watching make-up tutorials, the answers are all there. Going to a bike shop or even a salon is no longer a necessity. Since the outbreak of the Internet, its motto has always been, “Internet is for everyone.” Every person with a phone, computer, or library card has easy access to quick information, which is the main source of improvement in every person’s life. The Internet has changed the world in ways that people do not even understand. And with this we are growing, progressing, and moving forward.

vanessasalcedo

lucitomas

ART BY MARLEENE PHEAV

.

A police officer is a member of an orga-nized force responsible for detecting and preventing crime and maintain-

ing public order. The police serve local areas and aid the general public when any one person is in need of lawful assistance. So if the police force is supposed to protect local areas, what’s with the sudden upgrade from a pistol-and-flashlight uni-form to a full-bodied military get-up? Police are supposed to dress appropri-ately for their jobs. When a person sees a police officer, they are supposed to feel reassured that the law is nearby to protect the civil rights of the people. Lately, they have been bulking up too much on their uniform wear. The rise of so much gear on any single cop is not a good idea as it tends to agitate crowds of people and cause a deterioration of the trust between communities and their police force. The media picked up on this issue especially during the re-cent case in Ferguson, Missouri, involving the shooting of Michael Brown. While the case focused mainly on the victimization of Brown, it branched off to create a whole new topic addressing the Ferguson

police wearing so much gear, making them closely resemble the military. A big question that was raised here was how the local police forces were obtaining the military wear and how were they affording it? That kind of heavy wear surely doesn’t come cheap, and when a police department manages to equip its entire force with it, the question of money has to come into consideration. According to an article written by journalist Sam Stein of the Huffington Post, even President Obama spoke out on the issue in an announcement from the White House, urging an investigation into

the funding of the military weapons by local police departments.True, sometimes heavy garb is necessary.

When protests get to the point that they may start to look ugly, police take the initiative to call in the National Guard before any one of their members gets injured on duty, especially by aggravated civilians during those heated protests. The Federal Bureau of Investigation released data concluding the deaths of 95 law enforcement officers who were killed in the line of duty in 2012. Of those deaths, 48 were intentional. An additional estimation of 53,000 other officers were assaulted the same year, about 14,600 intentionally injured. The heavy garb is only a precaution of outbreaking riots, but protesters tend to be insulted and provoked to act violently upon

seeing it because they instantly associate it with an oncoming riot. More often than not, it isn’t even the protestors who are the cause of the problem, but a separate group of looters taking advantage of the protest to break into and steal from local businesses. Their reaction is in response to the media coverage that is in control, unjustifiably painting pictures inside people’s heads and wrongfully convincing them that immediate militarization is now the only way the police force will automatically behave when being confronted by any problem. Our local Stockton Police Department is considering purchasing body cameras for their police officers to wear, according to a recent article published by reporter Ben Deci of Fox40 News. The article mentioned the cameras’ resourcefulness as a source of credible surveillance footage during a riot in Stockton a year ago. While the cameras aren’t exactly considered a pathway to a mil-itarized police force, they certainly are a step up in advancing police wear. Heavy military wear is not a bad thing when used for the rea-sons they were made, to protect those in the military. But when it is used by local police, in a small town, and against protesters, then there is no doubt that the residents of that town will be angered and start to lose their respect for their police. It isn’t a crime to bulk up on protective gear, but it really should not be done by local police when it isn’t necessary.

“

“

the linestagg 3Sept. 12, 2014 opinionProtecting rights or preparing for war?

Spotlight eating away celebritiesThe day Robin Williams

died, I began to think about all of movies that

made me laugh endlessly. Yes I was sad, but a smile came upon my face as I remem-bered his performance in “Dead Poets Society,” the chills that surfaced every inch of my skin when he spoke of poetry being the reason in which we live. Then, I was guilt ridden. How long had it been since I’d even said his name, let alone watched one of his movies? And now that he is gone I find myself reminiscing. What kind of life is that? One year, because of a hot movie, a person can be the most loved being on earth.

But that love fades. It fades so quickly that the once celebrated celebrity becomes the shadow of whoever has stolen the spotlight, leaving them wondering the same thing I wondered the day Williams died: What happened? How did this happen? Why did this happen? It is all too easy for fans to forget about our once cherished celebrities. But they never forget. They remember the fandom awards, the sold out shows, the

box office hits. They remember how loved they felt by people whom they did not even know. They become ma-chines trying to please their fans. They remember, and we, we all too easily forget. I used to look at celebrities

like Michael Jackson, Whitney Houston, and Lindsay Lohan and wonder why, if they had so much money, they had chosen drugs over their own life. But it’s obvious to me now. Strip away the fans, the Gram-mys, the popularity, and what’s left? Broken human beings. Human beings. None of the lux-uries — the house, the car, the diamonds and plaques — mean anything because we’re human. What do we need to sus-tain life? We need love. Once celebrities receive the false love called fandemonium, they latch on with such a tight clutch that they suffocate themselves. Their job is to please. Everyday, they live for mil-lions of people. I can’t help but wonder if any celebrities truly enjoy what they do. Could they have been

chosen to be in the spotlight be-cause that’s what they were good at? Or is it just what makes them money? Fame chose them, so they chose fame. The sad thing is, once they are in, there is no turning back. No one says this on TV. No one talks about the severity of emotions celebrities endure simply by living. Yes, they chose this lifestyle, but who is ever told not to be famous? No one. We see the fancy cars, the big houses, the beautiful couple and think that life is what we want. It’s not what I want. And when I hear my peers saying that they want to be Vine famous, or have a billion subscribers on YouTube, I shake my head in disappointment. For too long we’ve persecuted and blamed celebrities for their ac-tions. Never once have we lived a day in their lives, supported them like we do our family. Yet we feel the ache in our hearts when they die. We cry. We mourn. But it’s too late then. It shouldn’t be this way. The powerful play goes on after death. What will my verse be, Mr. Williams? My voice will be my verse. And my verse will be my identity. And being content with my own life is all the fame I need.

Time has ultimately brought change to the way police uniforms look. Different weapons were added and others removed to improve the performance of the police force. But it wasn’t un-

til the Ferguson Police Department dressed in full-bodied military armor that the nation began to pay attention to the growing prob-lem of police wearing too much protective gear before it’s even necessary, grinding down once-clear distinctions between local law enforcement and foreign defense.

What’s so great about fame?

People idolize [celebrities]. [Their] privacy is invaded but it is what it is.”Emiliano Nevarez

Anastajia Craig

junior

junior

jadajohnson

nuviacervantes

Police offi-cers dressed

up in mili-tary attire in preparation for the 2008 Republican Convention

in St. Paul, Minnesota.

In recent years, local

police have purchased

huge amounts of

military gear.

Tragedy of Ferguson brings attention to police attire


INFOGRAPHIC BY JERRY GARCIA AND NUVIA CERVANTES

GRAPHIC BY JADA JOHNSON

By Tony Webster (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons

As [celebrities] move on they see there’s nothing great about it.”

Ð 95 officers were killed on duty in 2012

Ð 48 officers were killed intentionally, 47 on accident

Ð 53,000 others were assaulted

Ð About 14,600 of those assaulted were intentionally injured

Ð Both male and female officers were targeted

Ð The officers were various different ethnicities

Ð Of the officers injured, various forms of weaponry we used against them, including personal weapons, firearms, knives, and other sharp cutting instruments

Ð 100 officers were killed in the line of duty in 2013

Ð 58,000 police on average are assaulted every year

Ð An estimate of 15,600 police are injured every year

Ð 1,501 police officers were killed in the last decade

RISKY BUSINESSNUMBER OF DEATHS/

INCIDENTSWHO

DIED?

SOURCES: (TOP) FBI.GOV (BOTTOM) NLEOMF.COM

featuresthe linestagg4 Sept. 12, 2014

GRAPHIC BY JENIFER FLORES

Seniors are stressed with college applications and the search for college scholarships. Juniors, just a year away from applications, are preparing for the SATs. Graduating from high school brings the challenge of deciding one’s future. What do I want to do with my life? Where do I even start? It’s common to ponder on things like this, but now there’s no need to worry. “We help with your first step,” said Susan Suarez, guidance technician. “Our focus is transitioning seniors into colleges, universities, trade schools, and so much more.” Directing oneself onto a career path could lead to many conflicting choices. There are so many options to choose from when deciding what to do for the rest of one’s life. Now students on campus have access to help for their “life altering” decisions with the start of an active program. The College and Career Center, which is open three days a week during lunch and after school, assists students as they transition from high school to higher education, the workforce, or military. Counselors and Suarez are providing information for college workshops and applications, career counseling, SATs and ACTs, and many more opportunities that will set students on the course to succeed. During the end of last year, the program was beginning to plant its roots. Now it’s up and running in the library, providing

students with college brochures, scholarship applications, and stacks of informational flyers. Against the wall, there are shelves filled with pamphlets of college information, waiting to be grabbed by anxious students. The Preliminary Scholastic Assessment Test is coming up this October, so the College and Career Center is starting to allow students to sign up and apply for a fee waiver. At lunch, students flood into the center, eager to sign up and to ask Suarez questions. Junior Christina Rodriguez was one of the first students rushing to apply for the PSAT. She appreciates the time that staff members are putting in at

the center to allow students to get information without constantly disrupting the counselors at work. “For people who don’t have these resources at home, they can get it here at school and have a mentor walk them through applications,” she said. Guidance counselors encourage students to review their transcript with their counselor and seek additional help, especially to guide one’s career in high school and beyond. “College should be your first priority,” Kevin Oki, S3 Grant Coordinator, said. He emphasizes that although one might choose a career in

the military, it is vital to attend college first. Taking college courses means higher-level skills, and that means a higher military status. It doesn’t just apply for the military, but careers in general. “We want to bring that awareness right now,” Oki said. “When you get to that senior level, you want to be set.” Suarez can be found in the library on Tuesdays, Wednesdays, and Thursdays from 11:00 a.m. to 12:30 p.m. and from 1:00 p.m. to 2:30 p.m. “This is the best support system you can get,” Oki said. “After this, there’s no one.”

Teaching is considered a very stressful job. Science has proved that stress strains your heart muscles by putting more hor-mones in your heart and blood vessels. The blood vessels get con-stricted and your heart pumps faster. Having to pump all that blood into such a small blood vessel strains your heart. Stress is harmful to people. Tuan Ton, math teacher, has had a lot of health issues in the years that have made him absent. “He got sick and he was out the whole second semester,” said Andres Andrade, senior. “I had him two years, both times he ditched us. It was alright until winter break.” Then substitutes took over Ton’s class. Talking about the subs An-drade said “Mr. P? I didn’t un-derstand it.” But Mia Cardoza, a senior, said, “People just used that peri-od for a free one.” When asked, she said, “It doesn’t affect me. Math has always been easy. My grade didn’t drop, it actually improved because Ms. Backster actually taught the subject we needed to be taught.” The absences Ton has come as a result of a heart attack. He also had to have a quadruple bypass surgery in 1995. This happens when coronary arteries, which

give the heart its own blood for oxygen, get blocked. Sometimes the blockage can be removed by changing one’s diet or working out. If not, doctors can take ar-teries from the patient’s legs and actually redirect the blood flow around the blockage, bypassing it. This surgery limits the amount of time that Ton can be at school. The less strain on Ton’s heart the better because it has al-ready when through so much. He cannot be in stressful places for too long because it makes him have chest pain. In one instance, he collapsed in class and was rushed to the hospital. His student were left wondering what happened and what they

were to do. Ton’s heart attack hit him hard, like it would most people. He wondered how this could happen to him since he stays fit and has a good diet. The doctors said that it was hereditary. Ton had no idea because his father died when he was young. Since it is hereditary, some of his brothers may have it, too, but not show any symptoms. “It sucks. I understand, but he could’ve planned it out with another sub,” Cardoza said “I like Mr. Ton. He (cracks) me up. He wasn’t there, but when he was he actually taught the material.” “I understand you get sick, but you should consider not teaching,” Andrade said. So Ton keeps trying to stay healthy. He builds up his health be-fore school begins. When school begins the stress and things don’t immediately overcome him. But the days slowly start to add on to his stress. His cup finally overflows and he has a strand of absences until he can finally recover his strength. “I always try to see if I can do it,” Ton said regarding the first weeks. Ton continues to teach the freshman class by trying to keep them in line and keep his cool.

PHOTO BY MARLEENE PHEAVSusan Suarez teaches students about college options and scholarships in the library. The program she’s in charge of was started this school year.

Ton’s health makes it hard to complete the year

Class of ’74 to visit a changed campus

Imagine a campus with a designated spot where students could “take a puff” between class-es, or graduating on a football field. The Class of 1974 didn’t have to picture this, they lived it. It’s no secret that things have changed since then, but all the students since are still walking on the same ground they did. Once a person’s four years are up they will also be alumni forever con-nected to one another. The Class of ‘74 will re-unite for their reunion at St. Basil’s Hall, Saturday, Sept. 27. However, the previous day they will be on campus, hoping for a pep-rally that will allow them the opportunity to really talk to students about college and life af-ter school. Then, to wrap things up Sunday, there will be a family picnic at the park. Jayna Powell, who was Com-missioner of Student Activities in ‘74, is not only anticipating but also helping to organize the gath-ering. “I really wanted to reconnect with the school,” she said. “I took on organizing the reunion be-cause it’s really important to me.”Powell and the rest of the alumni are excited to tour the campus. They are anxious to see all the new sports facilities. Her class had to go to the University of Pa-cific’s football field. She also wants to make sure they give back to the school. The Class of ‘74 alumni have

already raised $750 for their alma mater. “I really feel like we need to give back to Stagg,” Powell said. “It’s important to us.” The senior class was very close with their principal, C. T. Haan, and they were devastated to hear of his passing last year. “He knew all of us and we al-ways just called him CT,” Powell said. “He stayed in contact with his students long after we gradu-ated.” Stagg had seven periods and offered a variety of different class-es back then, such as home eco-nomics, drivers education and even had a debate team. Powell felt offering drivers education at school was really useful. If students didn’t have the money they could get a head start and take the courses anyways. She also describes the car-simulators they used and how

it helped students get the feel of a real car but without the danger or nerves. The Class of ‘74 gave a lot, even back then. Their class plant-ed the garden center in between the F- and G-wings. Beside that, each year around the holiday sea-son they would see which club could collect the most food cans and make the ultimate can-castle. Along with giving back, they also started traditions that, believe it or not, still take place on campus today. They were the class who witnessed the first ever powder puff game. Susan Johnson, who has been on the reunion committee ever since graduation, speaks on behalf of her entire class. “We appreciate our time there and the wonderful edu-cation we received,” she said. “Many of us are still friends after all this time.”

More resources, more guidance, less stressCollege and Career Center is now

running efficiently for students in need

SOURCE: CLASS OF 1973 ARCHON YEARBOOK

PHOTO BY ARACELI VALENCIAMath teacher Tuan Ton continues to manage his teaching despite his health issues.

Allison Ho

Red Cross president

Get to know your officers

Rudy Silva“One day I picked up a pencil and found out I can draw.” Silva pre-fers black and white drawings be-cause color doesn’t complement the senior’s art work. “I learned to shade on my own.” He feels that it reflects his personality.

Ever since Brawley, junior,visited France this summer. Col-lecting buttons has been her new hobby. “I want to collect one from every place I go to.”

MESA president

Amanda Brawley

MESA off campus director

Selena MagallanesMagallanes, senior, collected Littlest Pet Shops when she was younger. She once had over 200, but gave them away to family. “I kept my favorite, Blue.”

Martha Valencia

NHS president

Club leaders are known for their dedicationto community service, but some of them havetalents and hobbies outside of the clubs they lead.

Valencia has written four books,with about 35 chapters each. In order to reach her goal of publishing the books, the junior takes Advanced Placement classes and uses feedback from other writers to improve her own writing.

Red Cross vice president

Being a fashion designer was al-ways Ho’s dream as a kid, and as the senior grew older she decided to make something happen. Ho takes old clothing and fabric to recreate new things. “I wanted something unique that no one else had.”

angelgonzalezarrianasmith

marleenepheav

the linestagg 5Sept. 12, 2014 features

GRAPHIC BY ARACELI VALENCIA AND VERONICA VARGO

For a student like Alexis Lonzano, senior, there is nothing more important than learning English. However, since the cut of the Newcomer Program two years ago, which engaged non-English speaking high schoolers in four hours of highly intensive English learning, this aspiration is becoming more and more insurmountable. Lonzano came to Stockton a month ago with his father from Tijuana with a small bag of clothes and a bounty of dreams to learn English and go to college. “I can understand but my speaking ability is ‘un poco,’” the senior said through a translator. Lonzano has come to comprehend and apply some phrases, but has a small perception on speaking English. Although he is learning for one hour during

school, this just isn’t doing enough for him and other non-English speakers. In 2002, the Newcomer program was established to teach English to those just arriving to America, with no grasp on the language. With just those four hours a day of English learning, students were able to power through the class, and within an average of six months, they take the California English Language Development Test. The CELDT is designed to assess the student’s reading, writing, speaking, and listening of the English language to determine if they are ready to be integrated into other classes. To much surprise, however, the program was cut in 2012 after losing the funding, leaving English learners with only one hour to learn the language and a more difficult time passing the CELDT. “It would be better for us if we had the four hours instead,” Lonzano said, through a translator, after hearing of the four hour to one hour change. Lonzano was in a state of shock after hearing that the Newcomer Program was no longer in use. Homar Juarez, who had taught the class, notices the big difference this has caused. “Without the program, the students are lost and they aren’t adapting as well as the ones that had the four hours.” Juarez describes how many of the students he used to teach are now suffering since the change in hours. Even though he doesn’t have CELDT scores to assess and correlate, he has observed the huge contrasts that have occurred since the cut. Despite hearing this news, Lonzano cruises nonchalantly through school. Coming with his father on work visas alone, he has a finite amount

of time left in the United States. When asked how many months he’ll be staying, through a translator, he sadly replied, “I don’t know… It could be one, it could be two, or it could be three.” Even though Lonzano has a much more

predominant chance of returning to Tijuana rather than staying, other students that are currently in the class and future non-English speakers will continue to struggle to pass that CELDT with only one hour of English learning.

PHOTO BY JERRY GARCIAAlexis Lonzano, senior, is pictured in his Exit Exam English class. He came with his dad to Stockton from Tijuana a month ago.

‘Students are lost without it’Newcomer Program cut leads to decreased learning time

“Without the program, students aren’t adapting as well.”

Homar JuarezELD teacher

“I’m looking forward to the football games.”

“I’m looking forward to getting to know the students and establishing

myself as an educator.”

“What I’m looking forward to this year is everything; the fantastic students, wonderful activities and great staff.”

“I’m looking forward to getting to know the

students and see what talent they have.”

“I’m looking forward to producing a show that will be stellar and show off talents of the students.”

TeachersnewOutlooknew

It’s not only a new school year. It’s a new environment for these seven individ-uals who relocated from all over. For some, a stable classroom is normal. For others, it’s a break from constant substituting. These are their responses when asked what they are looking forward to this year.

Erin McDonald, English

“(What) I’m looking forward to this year at Stagg is to

have my students doing more hands-on, meaningful learning activities that motivate them to improve their behavior as well as their academic experience.”

Roger Gutierrez,Special Education

Marc Glassberg,English

Lowell Tuckerman,English

Mary Stoner,English

“I’ve been moved many times. I’m looking for a place to be-

long.”Chuzin Vang,

Art

Eugene Hubl, Social Science

mattdanforth

entertainmentthe linestagg6 Sept. 12, 2014

Treacherous trends

Movie makeup or movie magic? It’s amazing how both of these special effects come together and create movies that are visually enchanting. Digital effects are becoming more popular in movies than special effects makeup. Remember the movie “The Exorcist,” how makeup was used to make that gruesome, demonic face? Or the pale white face of the misunderstood Edward Scissorhands? Well, now digital effects are making their way onto faces like in “Batman: The Dark Knight.” Instead of making burn marks, like it’s been done before in “A Nightmare on Elm Street,” the creators chose to digitally create the image of Two-Faced’s burned skin. These two effects seem to be competing for the spotlight, but if they worked together instead of trying to outdo the other, the movie would benefit in a big way. Of course, a movie can have amazing visuals, but if the plot is weak then those visuals are wasted. Take “Avatar” for example. The movie was visually impressive, but the storyline was generic. It would have been an amazing movie if the graphics and the plot were on the same level. However, if the effects are bad it can distract the viewer throughout the whole movie. In one scene from “The Legend of Hercules,” for example, a lion jumped out from the screen. The lion’s graphics were so horrible that it distracted me from enjoying the rest of the movie. The movie’s plot wasn’t actually that bad, but the lion’s image just kept popping back into my head, reminding me of how juvenile it was. The close attention to detail in special effects makeup has gotten the job done for years, from the ravenous shark in “Jaws” to the grumpy face of the Grinch. Special effects makeup has played a big role in moving movies towards digital effects. It has laid the groundwork for the digital effects and it has given it the chance to improve it. However, the makeup has also gotten better in time. It has grown from looking like thick, red, corn syrup blood leaving the bottle to thin, dark, crimson blood just leaving the body. Digital effects have tried to be better by upping the ante and creating whole worlds, like Wonderland. The entire setting is digitally made as are some of the characters, like Tweedle Dee and Tweedle Dum. Actors simply put on suits that capture their movements and the rest is created graphically. The craziness of the Mad Hatter was done using makeup. This is an example of a movie where digital and makeup effects come together and create a film that delivers both visually and insightfully. Each of these effects has its area of expertise. Special effects makeup is mainly seen in scary movies, especially older ones, or some science fiction movies. Digital, however, can be much more diverse. It can create oceans, outer space, natural disasters, and the list continues. It has even made its way onto the horror scene. Special effects are responsible for that gut wrenching feeling you get when you see a body contorting in inhuman ways or hands of forsaken souls reaching up from hell trying to grab you and pull you back with them. Both of these effects have their strengths, but ultimately they work best together with a good plot.

Makeup for movies versus digital effects

Thump, thump, thump. Aesthetic Perfection was introduced to me by the song “Under Your Skin” from the album “All Beauty Destroyed.” I instantly fell in love with the soft lullaby that holds an exotic and dark twist. The slow pulse similar to a heartbeat mixed with an animalistic howling gives it a carnal and hypnotic tone helping to keep the listener at a frenzy of enjoyment. Listeners really define the animalistic characteristics of the song when they hear, “Without thinking I take what I want...” giving them the image of something that lacks resistance and that goes off of a primal instinct. You will be taken away by how the song will draw your attention away from everything else and feel as if you were in some trance of dedication to the song. Searching for more, the song “Antibody” from the album “‘Til Death” was the next instant favor. Considering the contrast in the tone and theme of the music, it was almost dumbfounding to realize that it was for a fact the same artist, Aesthetic Perfection.

Even though this tune was more automated it was still astounding. The fast pace gives off a punchy and sort of in-your-face feeling that just makes a person want to dance. There is a repetition, however, with the song “Under Your Skin,” which is the heartbeat that has now changed to a heart monitor. Listeners will notice that there is a drastic change from his other songs when the lyrics are brought by and show the self loathing that Daniel Graves seems to have for himself. “So like a coward I ran/ Just like I always do/ Don’t waste the cure on me,” allows the key point “Antibody” to be more than just a title. He expresses how if it weren’t for the listeners he would be nothing and he feels that, “you’re more than just somebody.” Aesthetic Perfection shows such a wide variety of style, while still holding meanings that are different than the usual “shots, shots, shots, shots, everybody...” and so forth. It gets the listener thinking and allows them to feel that they aren’t the only ones to feel certain ways. They try to reach out to different sounds to grab the attention and keep the listener engaged and wanting more. So far they haven’t disappointed.

Continuing with the phenomenal tunes and variety that Aesthetic Perfection has to provide, the song “The Dark Half,” also from their album “‘Til Death,” shows yet another style while still holding the electronic theme. This song is similar to “Antibody” in the sense of an upbeat, “Hey, let’s dance!” tune, but still being unique in its own way. Less autotune and more anger is felt on how Graves sings the heartfelt lyrics. It goes on about how we all seem to be hiding an inner psychosis, a mad side. A more (like “Under Your Skin”) animalistic, carnal side to the personality. “Beauty digs its hole” implies he feels this other side, his true nature and that it is ugly. It’s everything he can do to hide it, to fight it, to keep it in check. “Why must I be a fraud? Why must I be a show? Why can’t I be content? To reap the seeds I’ve sown?” all explains he does feel it’s his true personality. The harder he fights, the more it resists and wants out. These songs try to reach out with messages that some people feel, and feel maybe wrong about, but will allow those people to know that it’s okay, they aren’t alone and that dark sides and abnormalities are in fact normal.

Not so well known electronic band becomes a new favoriteAesthetic Perfection takes over

“Chubby Bunny,” they say, stuffing their mouth with yet an-other fluffy white marshmallow to see how much they can fit in their already over-packed cheeks. This is just one example of the many silly challenges upon the Interweb. It definitely has come to a whole different level. There’s no doubt that the Internet and so-cial media have influenced us im-mensely. But as of now, it’s how we find out what is going on. News gets delivered predom-inantly through social media. Be-cause of this, the news delivered is “fun and trendy,” such as the challenges that spread like wild-fire. YouTubers are the ones who start the chain reaction, with their thousands of subscribers and millions of views. At times it gets so popular that even news anchors begin to cover the sto-ries. It gets shared on Facebook, Twitter, Tumblr, Myspace — ba-sically everywhere to show their friends and family, continuing the chain reaction. Eager to find new experienc-es, young people are usually the ones to take on the bizarre chal-lenges with the mindset that it’ll be fun. Sophomore Erykah Smith challenged herself to accept both the Saltine and the Chubby Bun-

ny challenge. When attempting the Chub-by Bunny challenge, the partici-pants say “Chubby Bunny” after each time they place a big marsh-mallow in their mouths, making the game harder with each addi-tion. The same concept goes with the Saltine challenge, where the goal is to be able to eat six saltine crackers all at once in under 60 seconds with-out water. “ T h e marshmallows were just the keypoint. I have a small mouth!” Smith said. S m i t h laughed and enjoyed the food while do-ing the chal-lenges. She was able to hold 8 marshmallows during the Chubby Bunny chal-lenge. “It was fun. It’s just, like, who made this up and why? I don’t get it,” Smith said. Television host Daniel Tosh even included a segment of video clips on “Tosh.0” that featured many people testing their limits with the banana and Sprite chal-lenge. Participants must be able to withstand the chemical reac-tion between the two bananas and the liter of Sprite without

purging. Some have even taken it to an extreme by going on a roll-ercoaster after eating the combi-nation. The results were disgust-ing. “I did the cinnamon chal-lenge to win $5,” sophomore Daniel Rodriguez said. “It was a bet!” Rodriguez decided to test his abilities when it came to swallowing a spoonful of ground

cinnamon along with the other thousands of people entertaining the Internet. He was in the seventh grade when he heard about it and brought it up with his friends at lunch to laugh about. After school one day, Rodriguez and three other friends walked to a friend’s house to record them-selves attempting to swallow a tablespoon of ground cinnamon. “The one who could swallow it would get $5,” Rodriguez said.

“We drank water before — like idiots — which just made it even worse. I was gagging so much and my mouth was super dry, like the desert during the summer,” Rodriguez said. “It was dumb, but funny. My friend’s dogs tried to eat it and my friend threw up.” Rodriguez ended up being the only one who could keep the powder in his mouth, so he won the reward and a video of him and his friends doing the cinnamon challenge was posted online. Another challenge that has crazed people is the salt and ice challenge. Sophomore Jordyn Garcia decided to do this challenge after seeing many of her peers trying it out. The point is to put salt on your skin, topped by an ice cube, and see how long one can endure the eventual burning sensation. “I made sure do it on my leg because I didn’t want anyone to see the scar and ask about it,” Garcia said. To this day, that scar she received two years ago is only now starting to fade. “I just did it for fun and it didn’t turn out as fun,” Garcia said. “Now I just laugh about it. It’s a funny story to tell.” No matter the circumstanc-es, later on we’ll be able to reflect on what we did as young teenag-ers — especially if it was choking on substances to entertain the In-ternet.

“I just did it for fun and it didn’t turn out as fun.”

Jordyn Garciasophomore

Dumb challenges can leave damage

Montage of albums Aesthetic Perfection

Overall, none of the albums have been a let down. Each has its own twist and almost a new sound leaving what to hear a surprise and a pleasure.

PHOTO BY VANESSA SALCEDOSophomores Javier Nunez and Erykah Smith face off in a Chubby Bunny challenge to see who can fit the most marshmal-lows in their mouths and claim victory over the idiotic challenge.


marcellahawkins

baylinmoran

estefanynunez

Highlights the

Here are some of Grajeda’s key moments. To see more, Google “Hector Grajeda USSDA”

Age 15 - joined San Juan Academy

team

Age 3 - started playing soccer for Atlas team

Age 4 - won �irst trophy with Atlas

Age 7 - joined Stockton Monarcas

team

Age 16 - went to Chile to train/play

with Everton

sports the linestagg 7Sept. 12, 2014

(Clockwise from top left) Hector Grajeda, junior, has won trophies for soccer from a very young age. Although his main position is goalie, he does come on to the field to fill several positions for his club teams. Before practices and games, Gra-jeda focuses on the sport to ensure he isn’t distracted.

PHOTOS COURTESY OF LISA BURNS

‘No days off’ celinelopez

He has the whole field in his view. Behind the players, behind the game in progress is where he stands, ready. All the other noise is drowned out and time is standing still when he sees that ball hurling toward him. Goal. After two long halves with extra time, the op-posing team scored on him. Then, within the last minute of the second half, his team, the Stockton Monarcas, scored to tie the game. In order to de-termine the winner, both teams went into a penalty shoot-out. Nervous for the outcome, he blocked the first three goals from the opposing team, win-ning the championship game. As a goalie, he makes sure he’s always focused. There’s always one thing set in mind. On and off the field, his eye is on the ball, ready to block out anything that gets in his way of a perfect game. Hector Grajeda will not let anything get in the way of his goal. The junior has played for 13 years, and aspires to play professionally. During his sophomore year, he was scouted to play with the football club Ever-ton, based in Viña del Mar, Chile, training with them for the first two weeks, and then with a youth team. For four months, he lived in Chile with a coach and other players on the team, but without his family. “For the first couple weeks, it was hard,” he said. At first, being in a foreign place with unfamil-iar people was difficult adjusting to, but Grajeda said the other players made him feel comfortable. From that experience, he’s confident that he’ll be emotionally prepared for the next time he’s ever given an opportunity like that. The time may not be too long from now, as Everton wants him to play

for them when he turns 18. The level of training with a professional team, Grajeda says, is more challenging than he’s ever ex-perienced, and he became a better player as a re-sult. His experience in Chile taught him a lot about a new culture and life outside of his normal sur-roundings. During the school year, Grajeda plays for San Juan Academy in Sacramento, training on Mon-days, Wednesdays, Thursdays, and Saturdays. The days he’s not training are spent practicing with his older brothers. “So, basically, no days off,” he said. For Graje-da, priorities revolve around “just school and soccer and family.” He managed to maintain straight A’s throughout his freshman and sophomore years, bal-ancing honors classes and soccer practices. While he wants to become a professional goalie, Grajeda said his second option would be to play college soc-cer at Stanford, while studying to be an engineer. Winning, he says, is “one of the best feelings.” Although Grajeda realizes his saves as the team’s goalie helped them win, he makes sure to give the same amount of credit to winning to his team-mates, saying “it was a team effort.” Grajeda recognizes that “not every game is go-ing to be perfect,” and that sometimes he makes mistakes, or doesn’t perform to his abilities. These mistakes drive him to improve on his skills, and be-come better in the process. “If you don’t make mis-takes,” he said. “You can’t become a better player.” The goalie isn’t one to brag about his skills. Even asking him if he’s good brings an embarrassed smile to his face. “I don’t like to say that I’m good,” Grajeda said. “I like to show people.”

She was almost a profession-al volleyball player in Brazil but missed her chance because of a number so simple as her age. She didn’t dwell. She picked herself up and decided this wasn’t the end of her life in volleyball. She left Brazil to come to California and pursue her dream of becoming a coach of the sport she still loved. Though she has been here for less than a year, Beta Taylor, JV assistant head coach, has had many struggles with English be-cause it is not her first language. “It was hard to transition myself as I did have to learn a new language because of volley-ball,” she said. Taylor did have to go right from her native tongue to one that was a lot more difficult. She thought she was never going to learn but somehow she urged and pushed so she could do something she loved. “At first I thought she going to be really weird and that we were going to do bad this year because she could barely under-stand us,” Vernesha Shaw, JV player, said. “But as time went

on I really liked the way she coached.” Now Shaw has really been put out as one of the top candi-dates for her position as captain on the team. “Now I really think that we will do good,” said Taylor. “But for me and the girls it is really just a learning step.” Though it is her first year, Taylor would like to go and have one of her best seasons that she could. “It was hard transition be-cause I don’t really understand the (high school) rules because there are many differences than the professional,” she said. Taylor was able to have her own team to coach as Stagg which gave her a challenge and she accepted it. She was just willing to take an assistant coaching job but got the head coaching job and was able to take the JV team, then molded it into her team. “I honestly thought that I was going to have a lot more challenges with coming to Cal-ifornia but with my hard work I was finally able to go through them and now my future just awaits for me,” she said.

He’s accustomed to being the quarterback’s right hand man — the wide receiver. But it’s a new season, a new league, and he’s the new quarterback. Lavante Bushnell, a junior, has the weight of the school on his shoulders and the pressure of his fellow teammates to take the reigning TCAL champions to league and ultimately to playoffs. “It’s a lot of pressure trying to fill in big shoes because of our last quarterback,” Bushnell said. The job Wayne Brooks did as last year’s start-ing quarterback will be hard to compete with. Bushnell did what he had to do and filled the void no one else could. “We had no other quarterback so I stepped up.” Preparation for his new position started this summer, spending every day putting in the work that it would take to get him where he is now. “He works hard. From the first day to now, he’s im-proved,” junior Kevin Johnson, one of his wide receiv-ers, said. “This summer we went through a rough patch with me dropping the balls. I’m grateful that he trusts me now and when he does throw me the ball I’m going to make something happen.” “His experience level (at quarterback) is not that great. He can work on every aspect, and that’s the great thing about Lavante — he’s willing to work,” Don Nor-ton, varsity head coach, said. “I know he would rather be at receiver but we’re doing what we have to do.” The unsettling loss to Lincoln on Friday, Aug. 29, didn’t give the team the right kick-off for the season, but Bushnell has managed to keep a positive mindset, to “get as many wins as we can, play as a team, and get to playoffs.”

Playing football since he was 6-years-old, he has some expe-rience with the position, but not at this level. He played for the Pop Warner team, Lathrop Steelers and spent his freshman year playing at Weston Ranch.

“It was hard at first because we weren’t connected,” Bushnell said. He now feels that his team is more cohe-

sive. “My receivers Michael Thompson and Kevin John-son link well with catching the ball,” Bushnell said. “They’re a good part of running routes.”

His teammates feel strongly connected to Bushnell, both as a teammate on the field and a

friend. Though he may doubt himself, his receivers and coaches know otherwise. “I love him at quarterback, we zone in on the field, he’s versatile,” junior Michael Thomp-son, one of his receivers, said. “Me and Lavante

have a strong relationship on the field and it’s still growing.”

While nothing is guaranteed from week to week, by the looks of how the season is rolling out, Bushnell

may very well be the quarterback to stay. “Lavante has done such a great job, it’d be hard to let him go,” Norton said.

The pressure is on for this junior but he seems to be taking the new position with ease. Bushnell has two

goals for the season: for the team to become more unified and to make it to playoffs.

“We just have to get a spark from some-thing and get on a roll,” Bushnell said.

Varsity quarterback has big cleats to fill

PHOTO BY ARACELI VALENCIA

trishanewman

louisfuentez

Brazilian JV coach

changes the game

The transition from Brazil to

California

GRAPHIC BY ARACELI VALENCIA AND CELINE LOPEZ

GRAPHIC BY MY’KAYLA MOORE, VERONICA VARGO, AND JERRY GARCIA

JV assistant coach Beta Taylor hopes to pursue her dream as a volleyball coach by learning to adapt to her new surroundings.

Grajeda balances traveling soccer team, honors courses

PHOTO BY ESMERALDA MASCORRO

newsthe linestagg8 Sept. 12, 2014

District makes up for lost grant

In previous years, after school for some students meant a time to study, recover credits, or hang out with friends. Now, the vibe of the campus after school is very different, with the three after-school programs missing. This year, Stockton Unified School District did not receive the ASSETS grant again, leaving programs like Apex, the Homework Center, and El Concilio without any funding. “I’m still looking in our budget to see if we have any money,” Principal Andre Phillips said. Supplied from the district’s own funding, nine hours a week are being allotted for the Homework Center and Apex to be used for 36 weeks. Last year, 36 hours a week were available for the whole school year with the ASSETS grant. El Concilio, however, is “done,” Phillips said.Students are both worried and disappointed by these cuts. Juniors Martha Valencia and Ruth Garcia-Espino agree that the limited amount of hours funded for the Homework Center doesn’t allow students enough time to use the resources efficiently. Valencia is especially worried that during finals week, a usually hectic time for the Homework Center, the limited hours along with limited computers will make it “10 times worse.” The Homework Center aided many students

throughout the year, and Valencia and Garcia-Espino frequently went there to study and work on projects. “I don’t always have access to a computer,” Garcia-Espino said. “So the Homework Center was really beneficial to have at times like those.” James Kramer, junior, liked going to El Concilio because it was a “positive environment” to hang out at after school while waiting for his ride that came at 3:30. “I feel like I no longer have a place to go after school,” he said. “Now that we don’t have any place to go after school, what do they expect us to do after school without getting in trouble?” Since the services to provide a recreational center after school are unavailable, Assistant Principal Linda Roberts has been encouraging students to go home after school. Athletes, however, are welcome to stay. Roberts recognizes the problem not having El Concilio creates, agreeing that it’s absolutely a concern. “We are responsible for students’ safety,” she said. “We need a place (for students to go after school).” Senior Aylin Murillo is one of many who wishes that the Apex program could be in place now. Last year, she failed Honors U.S. History, and now she is taking the class again for a semester this year. “If we still had Apex (from the beginning of the

year), I could’ve been done with it by now, instead of having to waste a class period,” Murillo said. Instead of retaking U.S. History, Murillo said she would’ve taken Anatomy. Now, she fears that she won’t be able to take Anatomy second semester since she will miss a lot first semester. Murillo is considering art or being a teacher’s assistant for the remainder of the year, but doesn’t want to have to take a class that is usually disruptive or will not help her prepare for college. Although she understands it’s her fault for failing, Murillo still wishes she still had the option to recover credits outside of her normal school schedule. Guidance Chair Chan Sam says that students may have access to recover credits from home when the program starts back up. This way, “self-motivated” students can do the work on their own from home, Phillips said, and only have to show up to Apex days for tests. Students who need more support can take the Apex class. Seniors who need to make up credits will be the priority. As of now, Phillips, administration and counselors are working together to figure out how to spread out the hours more efficiently, despite the little funding that is there. “Every year, they cut the budgets,” Phillips said. “You know how it is.”

“I don’t always have access to a computer, so the Homework Center was really beneficial. ”Ruth Garcia-Espino

junior

A conflict is more than a mere disagreement — it is a situation in which people perceive a threat to their well being, whether that threat is physical or emotional. On campus, conflict mediation is a returning program that last year was dormant due to lack of mediators and funding. The program is aimed toward the resolving issues before reaching a violent state. Conflict mediation is organized by Healthy Start coordinator Judy Rauzi. She has been in charge for 12 years and the program has grown throughout the years. This year they threw a Suicide Awareness Day on Sept. 10 that is a part of the Suicide Awareness Month. They will also be planning anti-bullying assemblies for freshmen in October. Those selected to join conflict mediation are called mediators and participated in a one-day summer training in August. The conflict mediators are students that were recommended by staff and work along Rauzi either in the class period or “on call.” The class is still small, but the mediators on call are constantly available. Their training consists of having to act out different situations that might occur when in session with a student. Sophomore Alexis Reyes said that one of the scenarios was about a crazy ex and the boyfriend. Jordan Farmer, a senior, recalled another that was about a good/bad person. The rigorous training coached them how to calm down the situation and guide them in resolving the conflict by discussing it.The majority of the conflicts brought up to the mediators are about social media, misunderstandings, bullying, and physical fights. The conflict mediators go by a specific process

where the disputant agrees to follow the terms given before being able to share with the mediator. Senior mediators Jose Chavez, Mariah Posada, and Farmer said that their mission this year is to help students overcome problems around campus, have fewer fights, less gossip, and no bullying, truly embracing what being a mediator means. “I feel like when I’m in conflict mediation I have the skill to help them,” Farmer said, “and at the end of the day I feel right. I know I did a good deed.” Being one of the youngest, Reyes said she feels pressured at times. She said, “I don’t want to mess up. I want to make my team proud — Mrs. Rauzi proud.” She joined because she loves helping others. “It’s a good feeling that I can’t explain,” Reyes said, “and I’ve been through a lot. I can’t tell them how to do it, but I can walk through it with them.” Due to the incline of suicide threats spiked by the recent celebrity suicides, mediators were to attend a Suicide Prevention Training. They were educated on how to examine the source of the suicidal thoughts and help the student come to terms with themselves, rather than taking their own life. The instruction fostered the idea of a “You Matter” campaign that will highlight each individuals unique qualities. Conflict Mediation is in the process of starting the campaign which will be held on Mondays with the title “Every Monday Matters.” With the help of the mediators, Rauzi said she feels more balanced and more refreshed with the revival of the once dormant program. Mediators are available throughout the day and are prepared to make campus less violent and more positive.Reyes said, “I know our generation can make a change.”

Mediators back to influence change

AP Spanish works around no materials A long, three-year process. Through organizing, recruiting and training, Spanish teacher Raquel Chavez-Avina has finally gotten what she longed for — the Advanced Placement Spanish class. But before every rainbow, there’s rain. Because of funding, Chavez-Avina’s class has no district-adopted materials to teach from other than what she can photocopy. “Having to plan and research is more difficult,” she said. Chavez-

Avina uses the Internet and work she has accumulated over the years to teach her students. Although the time spent on having to come up with her own lesson plans is time-consuming, she sees AP Spanish as an opportunity for the students to improve their Spanish skills. With limited materials to learn from, fluent Spanish speaker Giacomo Abdallah sees the aspect of being able to learn further into the culture. “Learning from the materials only gets you so far,” the junior said. “Learning from the culture gets you more in depth.” Adballah is comfortable with learning directly from Chavez-Avina. Without books there’s no worry about “catching up.” It’s being taken at one’s own pace. When Adballah heard about AP Spanish, he wanted to continue on to expand his knowledge from what he learned in Fluent Spanish 3-4. Money is an issue. The class isn’t. With cooperative students, and Chavez-Avina carefully planning out what needs to be taught, both students and teacher expect the class to run smoothly. Chavez-Avina sees the AP course as being taught freely as long as the six subjects on the AP test are covered. Although having materials to work with would be less stressful, Chavez-Avina is moving forward using her training and expertise. “I have wonderful friends throughout California to help,” she said. Transferring in from Brookside Christian High School, junior Destynee McCullum took the class in hopes of becoming more fluent and working on her speaking and understanding skills. “There’s a lot more leniency with teaching without a book,” she said. And although McCullum isn’t complaining, thinking about the

AP test makes her nervous because with books she’s able to study and take them with her. “It’s a little more pressure because I’m used to having a book.” “Last year while we tried getting the class started, I was a part of helping out to get more people to join,” junior Ferdie Montoya said. Despite the fact that Montoya is a fluent Spanish speaker, he took the class with hopes of having a challenge. “Even though we’re fluent we don’t know everything about the language,” he said. “There’s always something to learn.”

sathinaflores and veronicavargo

alexusplascencia

celinelopez

PHOTO BY ALEXUS PLASCENCIA

GRAPHIC BY JERRY GARCIA

Apex, Homework Center to return on limited basis

(left) Junior Giacomo Abdallah gets help on his project from teach-er Raquel Chavez.(right) Senior Mariana Gonzalez and junior Oliver Perez present immi-gration laws.PHOTO BY VERONICA VARGO

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Stagg Line 2014-15