april 2015 jesuit crusader

Volume LXII, Issue VI Jesuit High School • Portland, Oregon April, 2015

Bonus coverage, updated news, sports scores, reviews and more 24/7 at www.jesuitcrusader.org

@jc_newspaper Jesuit Crusader Newspaper @JCTVportland

Opinion........10-12

Arts.....................13

Lifestyle........14-15

Back....................16

JESUIT CRUSADERwww.jesuitcrusader.org

INDEXNews.................2

Features.........3-5

Sports............6-7

Center............8-9

Diversifying Jesuit through transportation methods

President Gladstone announces 2016 retirement

Tommy Mulfur, ’16

How necessary is “Proma”?4

The Evolution of Hamlet Page 13

Vine’s societal impactPage 14

Green WeekPage 8-9

Mira Petrillo, ’16

After eleven years as Jesuit’s president, John Gladstone announces that he will be stepping down June 2016 to spend time with his family and begin his retirement.

A few weeks ago Jesuit’s community learned of a huge loss coming at the

end of the 2016 school year. Our beloved president, John Glad-stone, will be stepping down. After being involved in Je-suit schools in one way or another for 49 years, 11 of those being here at Jesuit, Mr. Gladstone decided that it was sadly time to move on. “I started as a Latin teach-er my senior year of college at Xavier and have been working in different positions at Jesuit

schools ever since,” Mr. Glad-stone said. “I’ve loved all of it, but I’m 68 now. After 49 years, it’s time to be done.” While he began at a Jesu-it high school in Ohio, he soon had traveled the country coast-to-coast for various jobs involved in schools. He held many different jobs in that time, from teaching to being re-sponsible for a whole school’s facility and fiscal security. For the past 11 years, Mr. Gladstone has been at the foundation of Jesuit work-ing under the title of Presi-

dent but making a much larg-er impact in the community thsn a typical president would. The day-to-day activities of the school’s President may be a mystery to the students. “I don’t know what my day-to-day looks like either,” joked Mr. Gladstone. “Most of my day-to-day work is making sure our school maintains its mission as Catholic school. I spend a lot of time working with the Board of Trustees. I’m also responsi-ble for the fiscal stability of the school and for the overall fund-raising for the school. I end up

spending 40-50 percent of my time on fundraising and during a campaign close to 70-80 percent of my time is spent fundraising.” Mr. Gladstone’s incredible work allows Jesuit to be able to do a lot of the special things that make Jesuit the place that it is. While he loves his work, he miss-es the day-to-day interactions with students that come with a more student-involved position. That does not slow Mr. Glad-stone from being at as many Je-suit events he can be and mak-ing meaningful relationships with many of the students.

....“Mr. Gladstone has always been there for me in every way,” junior Ariana Wiltjer said. “When we just need to talk, he’ll make time for students no matter how busy he is. He is personally invested in the well-being of ev-ery student at Jesuit. Mr. Glad-stone embodies the Jesuit spirit; he is truly a man for others.” .....Mr. Gladstone is one of the students’ favorites and his im-pact is felt by students every day. In every big and small way, Mr. Gladstone’s presence will be enjoyed and cherished more than ever in the coming year.

From North Portland to Southeast Portland to Hillsboro to Oregon

City to Gresham, students come from all over the map to attend Jesuit High School. Diversity, in one way, is estab-lished by the many places Jesu-it students come from, and the diversity that is created this way benefits every student traveling a long way to come to school as well as those living close. But are there ways to in-crease the diversity at Jesuit that has not been explored yet? A bus going from Northeast Portland, Southeast Portland and Hillsboro to Jesuit has been discussed by the admin-istration and could possibly

increase the diversity at Jesuit. In concept, the bus would al-low for prospective students who could not afford trans-portation to Jesuit every day as well as help students who currently spend a lot of time on public transportation each day. The buses would hopeful-ly make more eighth graders consider Jesuit for high school. “We have diversity commit-tees that have been discussing [providing buses for students living far from Jesuit] for quite a while,” Diversity Di-rector David Blue said. “My belief is we would create a greater opportunity by hav-ing a place where students meet in the mornings and a bus going back after school

at 3 and another after sports.” Other Jesuit schools around the country as well as other Portland private schools pro-vide transportation for their students, according to Blue. “OES does this by increas-es everyone’s tuition with the idea that everyone ben-efits from diversity, but the question is would it be worth it?” said Principal Paul Ho-gan. “I think there are other kids that would come to Je-suit, but the other challenge is what time do you have it leave because so many students do after-school activities.”.....The cost is the main con-cern with the possibility of transportation. It would in-crease everyone’s tuition by a

notable amount, which can be a touchy subject for most peo-ple, especially if they are not the ones using the transporta-tion. Another concern is what time they would pick up after school because of sports and other after school activities. Although Jesuit doesn’t pro-vide buses, the Saint Andrew Nativity School answered the need for transportation for stu-dents living in Northeast Port-land about 4 or 5 years ago, and since has been working with the students and parents to pro-vide a bus that drives a number of students to Jesuit each day. Though this has been a great addition to Jesuit, it only holds 16 students and comes only in the mornings and not on Tues-

days. It also requires a volunteer driver. Blue is unsure how long the SAN bus system will last. .....Students currently taking public transportation home ev-ery day face long, stressful rides and possibly unsafe situations. “I live in northeast Portland, and I ride the bus home almost every day,” junior Phoebe Mol said. “It takes me about an hour and a half to get home and adds a lot of my stress to my life.” ....Buses provided for Jesuit students would help increase diversity while also taking stress out of current students’ lives. ....“I honestly think that if we could have transporta-tion for students it would add to the fabric of Jesuit High School,” Mr. Blue said.

Courtesy Jesuit photography

News IApril, 2015 JESUIT CRUSADER Editor: Ashley Mepham

A.M.D.G.


Asian American Youth Leader-ship Conference This is Jesuit’s first year at-tending the Asian American Youth Leadership Conference, which is occurring from 8am to 5pm at a Jesuit school. Transpor-tation will be provided. “You find out how your cul-ture plays a part in society,” Cam-eron said.“You figure out your identity as an Asian American and how you identify with both the Asian and American culture.” Students participate in group activities and listen actively to speakers affirming the role of Asian Americans in the U.S. cul-ture. “It affirms you are important, not just some kind of mutt who is mixed into the American soci-ety. You have a role and diversity only make you stronger because you have so many different ele-ments to your character,” Cam-eron said. For more information on how to apply, contact Mr. Blue and check out the Diversity Of-fice.

Asian American Youth Leader-ship Summit Sunday, April 19 through Mon-day, April 20, the Asian American Youth Leadership Summit is be-ing held at Seattle Prep. It hap-pens every two years. “The Asian American Youth Leadership Summit is where all

the Northwest Jesuit Schools such as Gonzaga Prep, Seattle Prep, Bellarmine, and our school, Jesuit come together to celebrate the different ethnicities of Asian culture, Chinese or Japanese, you don’t have to be completely one or or the other to come,” senior Jana Amparo said. The two-day experience be-gins with ice breakers, games, and an open microphone. Following this, speakers come to educate the attendees as to how they can integrate their culture into soci-ety. “The goal of the conference is to cultivate Asian culture and bring it together with the diverse American culture,” Amparo said. The event is an incredible opportunity to encounter new in-dividuals and create long lasting friendships in spite of distance. “It’s a really nice experience to connect with students from different schools,”Amparo said. “You feel like you have another family, not just within Jesuit schools but within a community of Asian American youth.” For more information on how to apply, contact Mr. Blue and check out the Diversity Of-fice.

MUN Conference April 9-11, the annual state-wide MUN (Model United Na-tions) Conference was held at the Hilton in Eugene. Normally it is held at University of Oregon. However, due to renovations

occurring there, the conference moved locations. At the confer-ence, students debated global is-sues and learned more about the world around them. “The conference emulates the processes undertaking at the actual United Nations with a Sec-retariat board and committees ranging from Global Security to Health and Human Services. Each committee is required to submit resolutions of ideas they have to solve global problems,” senior Uma Doshi said. The three day event is dif-ferent every year, and students from all over Oregon join to-gether to debate certain topics, such as Weapons of Mass De-struction. Students use their pre-vious knowledge to provide sug-gestions and eventually propose a resolution to the General As-sembly. Additionally, each group of students is assigned a country. This year, Jesuit was assigned Ja-pan and Denmark. “Personally, MUN has made me much more aware of what goes on in the world,” said Doshi. “The discussions and position papers that have to be written require a level of inter-national awareness that is only beneficial. Furthermore, MUN requires making statements and debating in a committee with up to 100 other students, and allows students to be able to form and articulate opinions while im-proving on their public speaking abilities.”

Every year at Jesuit all activi-ties are cancelled for Good Friday, Holy Saturday and

Easter. Although most years it does not have much of an effect on ma-jor Jesuit events, this year Oregon re-gionals were held on Easter weekend, affecting the Crusaderbot’s ability to compete in the regional competition The Catholic church and Jesuit High School have had a long-stand-ing rule regarding activities on Good Friday, Holy Saturday and Easter. “As a Catholic School, that’s why the Jesuits started schools,” Principal Paul Hogan said, “It wasn’t to get kids into good colleg-es, and to have fun basketball games or even robotics teams, it was to help people to grow in their faith and rea-son and intellect but Good Friday the triduum (Good Friday, Holy Saturday and Easter) is the most sacred time of the year and to honor that we don’t participate in school activities.” As a Catholic school, Jesuit honors the most holy days of the year for Catholics by refraining from participation in any activities, even if that means missing impor-tant games, meets or competitions. “That [lack of activities] some-

times makes it difficult when in the secular world, there are events and ac-tivities, so in my reelection there was a few years ago the model U.N con-vention fell on Good Friday and Holy Saturday couldn’t go, didn’t do it, this year the robotics regionals for some reason unfortunately I can’t believe they scheduled it for Good Friday and Holy Saturday,” Principal Hogan said. Meanwhile, the Robotics team has worked, prepared for competitions all year, and is now unable to attend regionals. Despite this disappoint-ment, they understand the conflict. “I think [the rules] in place for a good reason. It’s a shame that the com-petition was scheduled for that day but I understand the school’s motives for it,” junior Nicolas Shuvay said. “I think that no competitions on Easter weekend is a good policy because it stresses the re-ligious nature of our school,” ju-nior Quinn McDonald said. If the team was at all disappoint-ed that they were unable to partici-pate in a major competition due to Jesuit’s rules about Easter, no one said anything. The only thoughts expressed by the team directly af-fected by the rule this year were their appreciation for our school’s loyalty to their Catholic beliefs.

Robotics team rallies

What is the criteria for the Jesuit placement exam?Olivia Glaser, ’16

Emery Hanel, ’17

Every enrolled Jesuit stu-dent will, at some point in their eighth grade year, sit

for the placement exam––but very few students actually understand the test’s basic logistics and processes. The placement exam is comprised of six major sections: writing, quantita-tive reasoning, verbal, reading, math, and language. The sections range in timing, but the whole test takes around three hours, according to Jesuit Admis-sions Director Miss Erin DeKlotz. From taking the placement test at Jesuit her eighth-grade year of Cedar Park middle school, Junior Maggie Clare compares it to the standardized exams she received pe-riodically throughout grade school. It was just kind of like any other standardized test that I’d ever taken,” Clare said. “Public schools do the OAK testing, which is basically standardized testing. So it was pretty run-of-the-mill.” But Clare’s complacency com-ing into the exam, she readily admits, was also due to a general disinterest in attending Jesuit at that time in her high school search. For students who have determined Jesuit as the only school for them, the testing experi-ence might have been slightly different. These nerves, however, might of-ten be misplaced. As Jesuit’s Academic Vice Principal Mr. Chris Smart empha-sizes, a student’s score does not affect their admission or rejection from any of Oregon’s local private schools, a process

which is based on more relevant factors. “Whether you score in the 99th percen-tile on the placement exam, or whether you score in the 60th percentile is not go-ing affect whether you get into Jesuit or not,” Mr. Smart said. “We have a host of other criteria we look at: grades, recom-mendations, Catholic school versus non-Catholic school, Catholic versus non-Catholic, connection to the school, etc.” But that doesn’t mean a student’s score is completely taken out the picture in the admissions process. A student’s performance, coupled with other aca-demic indicators such as GPA, reveals trends that can help admissions officers make general inferences about an appli-cant and their ability to succeed at Jesuit. The key to determining these trends lie in the evaluations of the placement exam, which reflects a students aptitude in a given sub-ject area, not his or her achievement. “There’s a difference between ap-titude and achievement,” DeKlotz said. “Aptitude shows your potential, and achievement shows what you’ve actually learned or achieved. So you might have a really high potential or aptitude, but if you’re in a low perform-ing school, your achievement scores might be lower than your potential.” The admissions office often sees this specific trend among students from financially unstable schools. Such students are ideal candidates for admis-sion, as Jesuit can offer them the tools and opportunities to achieve while

they already have the potential to do so. Another trend DeKlotz often en-counters occurs with lower aptitude scores and higher achievement scores, pointing to a diligent student who has actually “over-achieved” his or her apti-tude. Likewise, high aptitude scores and low grades illustrate a trend towards un-derachievement, a student fails to act on their potential to succeed. A low score on the placement exam can also alert admissions officers to a deeper investigation of the applicant’s ac-ademic record, but does not bar student from admission into Jesuit––the school does not require a minimum score. Neither does a particularly high score guarantee admission into Jesuit. In fact, as DeKlotz states, some of the highest scoring eighth-graders might ultimately be denied admission, while other stu-dents with lower scores are accepted. Upon reviewing the hundreds of applications each year, admissions of-ficers have to look beyond test scores. Students admitted to Jesuit must have the potential to “achieve” in all areas of the profile, bringing to the school something more than a score. “We have such a vibrant community here, and we would lose something if all we did was look at test scores. Kids bring all sorts of gifts to Jesuit,” DeKlotz said. “We have kids that have a passion for music and drama, kids that have a passion for athletics, kids that have a passion for journalism, mock trial, ro-botics, art, campus ministry, people that

are super strong spiritually and faith-ful in whatever religion they practice.” These type of assorted talents of-ten can’t be tested and scored on a percentile basis. The placement exam reflects a student’s abilities in a me-dium of multiple-choice answers, not his or her capacity for innovation out-side of the math or English classroom. How can the placement exam ca-ter to these types of creative thinkers? With this question in mind, three years ago DeKlotz created a “pilot” test sec-tion intended to measure student’s cre-ative thinking capacity, which she gave to a group of around 30 eighth grad-ers at the end of their placement exam. “I felt that there was not a lot of room in this test for creative thinkers, for people who think outside the box, divergent thinkers,” DeKlotz said. “I felt it would be a good way to include their skills in the test. And I still agree… we have a lot of really great creative thinkers, and it’s not going to show.” Before administering the single sheet of paper, DeKlotz assured the test tak-ers that their performance on this por-tion of the exam would not be used in calculating their overall score or course placement. The ‘test section’ had a large blank rectangle, with a set of directions at the top asking students to name all the different ways they could use a brick. Common Reponses involved something along the lines of “break a window” or “build a house”, while the more creative answers included

“write with it” or “make a new friend”. Even still, the test didn’t quite ful-fill its purpose, as the responses among students were often too similar with too few “distinguishing characteris-tics” to determine an appreciable dif-ference in levels of creative thinking. So it would seem only fair to sim-ply do away with the whole place-ment exam, as it only appeals to one segment of the student population. As Smart explains, the necessity for both the placement and challenge exams arise from a diverse student population. Because Jesuit accepts students from over 60 middle schools, there is no way to establish what Smart refers to as “horizontal alignment” between the feeder schools. In other words, Jesuit has no way to ensure that a stu-dent’s educational experience and op-portunity at one school matches that of another student from a different school. While the placement exam might offer trends and information useful to admissions officers on a general level, Smart also emphasizes that the exam most importantly serves as a tool for students and parents to determine the correct course load, and for the schools as it organizes each student’s schedule. “Placement test scores enable us to put students in the right classes,” Smart said. “We look at those placement test scores, we look at their transcripts, and we also give students the option to chal-lenge because we don’t know what the curricula are across our feeder schools.”

Avery LeClaire, ’17

Students attend youth conferences

Courtesy of Jesuit Robotics TeamRobotics Team competes in recent tournament before Easter.

What is the point of learning this? This question, usu-

ally asked by a number of contemptuous students who struggle with the concept of work, may actually hold merit. Think of the count-less times Jesuit’s halls have been filled with students cram-ming for final exams. People can hardly retain that informa-tion for the duration of the 90 minute test, let alone the rest of their lives. If education is sup-posed to give students integral knowledge for their futures, why is a high school’s cur-riculum suited for short term memory rather than long term? “The hope and goal is that the longer-lived desire for learning is instilled in students,” history teacher Mr. Jerry Hahn said. “I’ve had a lot of students come back to me and say ‘I first learned that in your class’

which is pretty gratifying as a teacher, but I’m also a realist.” Teachers use the in-stitutionalized system of quiz-zes, tests, and final exams to create short-term goals and in the long-term limits the us-ability of the knowledge. Cognitive scientists Dan Willingham and Rob-

ert Bjork have been thinking about the issue of how mem-ory works for several decades. So, why might students for-get things they’ve been taught? Will-ingham suggests a number of reasons: 1. Attention: you can’t re-member things you haven’t paid sus-tained attention to in working memory. 2. Storage: you have paid attention, but it hasn’t made it into long-term memory— it never struck. 3. Usage: you can’t re-member things that no longer reside in long-term memory— they have faded through disuse. 4. Transfer: your process by which things are drawn from long-term memory is prone to failure: trans-fer is difficult, because it’s difficult to apply abstractions to new situations. So, when teachers grumble that students don’t re-member their Trig Functions, even though they learned it last year in PreCalculus, the ques-tions needed to be asked are: have they really learned it? Have they really been taught with suf-ficient time, focus and attention? Have they sufficiently revisited it? Have they consolidated it in their minds? Have they mas-tered it? Have they locked it in their long-term memories? If the true impetus of learning is retention, critical steps must be taken to ensure

that goal. It seems the main rea-son pupils find it so hard to re-member content is that our cur-riculum and assessments aren’t designed with memory in mind. A great illustration of how counterintuitive the testing ef-fect is comes from David Didau: “Which of these study pat-terns is more likely to re-sult in long-term learning?1. study study study study – test2. study study study test – test3. study study test test – test4. study test test test – test Most of us will pick 1. It just feels right, doesn’t it? Spaced repetitions of study are bound to result in better results, right? Wrong. The most successful pat-tern is in fact No. 4. Having just one study session, followed by three short testing sessions—and then a final assessment— will out perform any other pat-tern. Who would have thought?” Although including memory retention in our current curricu-lum is needed, the educational system in place provides a foun-dation for continued learning. “Three years from now, are you going to remem-ber how many members there are in the European Commis-sion?” Mr. Hahn said. “You might not, but hopefully you’ll know where to get that information.”

Though many people choose to neglect the issue that has

been prevalent in the Port-land- Metro area, home-lessness remains a problem throughout our nation, espe-cially in our own backyard. Ten years ago, federal hous-ing officials constructed a plan with over 300 American communities to end chronic homelessness, the 10-year plan, which entailed local com-munity leaders creating plans to get people off the streets. But this plan ultimately failed to provide adequate help for many American com-munities it intended to aid. Among such families were those in Portland, where the homeless population has not made a significant drop during that 10 year period. “The last count showed almost 4,000 homeless men, women and children in Mult-nomah County, and experts estimate the actual number of people who are sleeping outdoors, in shelters, in their cars, in temporary transi-tional housing or on someone else’s couch may be four times that,” Anna Griffin said in Our Homelessness Crisis. “That’s be-cause homelessness in Port-land is, to a greater degree

than most other U.S. cities, actually a housing problem.” Peace and Justice, a required theology class for juniors and seniors, focuses on educat-ing students on issues of in-justice, such as homelessness. There are several obsta-cles which facilitate the issue of homelessness. According to Ms. Myers, the number one leading cause of homelessness is a lack of affordable housing. Myers also noted that Port-land specifically, the issue of affordable housing dates back to the renovation of the Pearl District in North West Port-land. The Pearl District used to consist of single room oc-cupancy buildings (SROs). This is essentially a form of housing where one to two people are housed in an indi-vidual room, usually occupied by people with fixed incomes. These SROs were completely torn down and refurbished into high-end apartments, condos, and office buildings, the type of housing that com-prises much of the Pearl to-day. This renovation led to the development of an immense part of our city, though it also had consequences with the loss of affordable housing. Mayor Caps, who was the mayor at the time, asked the developers to be sure to make a

commitment to rebuild the af-fordable housing units around the city, which did happen, but the amount of affordable housing complexes that were built did not fully replace the affordable housing that was lost during the renovation. There are many organiza-tions in Portland who aim to-wards providing shelter and support for those in need, in-cluding more affordable hous-ing and temporary shelters. Home Forward is an agen-cy in Portland dating back to 1941, whose goal is to provide affordable housing and so-cial services to those in need. “There is a shortage of af-fordable housing in Portland, and if we had enough to meet the need we could end home-lessness,” Shelly Marchesi from Home Forward said. “Even people working full time can have a hard time paying rent in the Portland area because of the high cost of housing here.” The cost of living in Port-land has risen to an extent that makes it difficult for even those who do have a full time job to find affordable hous-ing. In turn, the increasing cost of living has resulted in more and more people liv-ing pay check to pay check or on the streets of Portland. The homeless population of-

ten is subjected to harmful ste-reotypes, pre-judged by those with a bias against the home-less. These prejudices margin-alize those who are without a home from society and further-more affect the way they are treated by citizens and thought of as outcasts, without a voice. “It’s not that people are lazy and they don’t want to get off the streets,” Ms. Myers said. “They don’t have access to a lot of the opportunities that we take for granted. People on the streets are human beings, who have a story to tell, and I think the first step is to stand in their shoes and imagine what it would be like to live day in and day out on the streets

in the weather we experience trying to find a safe place.” The majority of time when people encounter the home-less, there is often a sense of intimidation, disrespect, or disregard. There is an attitude towards the homeless where they are treated as if they are not as human as the people we surround ourselves with each day. It is easier for people to avoid the homeless and the in-justices that it creates, rather than facing the issue and tak-ing steps to help the problem. “I hope when we see people on the streets, we can see their humanity, and imagine at one time they were somebody’s baby girl or boy,” Ms. Myers said.

Features IApril, 2015 JESUIT CRUSADER Editor: Olivia Glaser

Memory Retention: What are we learning for?Naod Aynalem, ’15

A.M.D.G.

Page

3

Facing homelessness in our own backyardSophia Forstag, ’15


Socity often influences even the young to marginalize homeless. Courtesy Google

Courtesy Olivia Glaser, ’16

Features IIApril, 2015 JESUIT CRUSADER Editor: Rebecca Pfluger

A.M.D.G.

Page

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Social media inhibits students’ relationships

Teen drivers taking extra measures to ensure safety

A ccording to the U.S. National Highway Traffic Safety Admin-

istration, every 60 seconds a car accident occurs in the U.S. As ten percent of the nation’s population, teenagers are re-sponsible for at least twelve percent of fatal car crashes. Over 5,000 drivers from age sixteen to twenty will lose their life as a result of a car crash and 400,000 teens will be severely injured per year. Each time a teenager gets in their car and drives, for every mile driven, their chances of crashing increase four times (car-accidents.com). Unfortunately, tragic sto-ries of teen car accidents have become prevalent in many-communities in the nation. Unless more is done to edu-cate and prevent crashes, road traffic injuries will become the fifth leading cause of death world-wide (asirt.org). Dean of students, Ms. Elaine Forde gives insight into what it will take for teens to take driving seriously: “Unfortunately it will take their first car accident and hopefully only their car is hurt. Or a friend or family member getting into an accident,” Ms. Forde said. “The recent teen-agers involved in accidents from West Linn and Oregon City has made students slow down.”

The reality of fatal car crashes have affected several students from all over Oregon and has become more appar-ent, especially within the past year. Any accident reported pertaining teens becomes a reminder and reiterates the significance of being respon-sible while driving. There are several ways to prevent car ac-cidents. Some are as simple as slowing down. “I know that if I’m in a situation where I can’t see well or there’s a bicyclist, I’ll slow down,” junior Sierra Kizzier said. “You have to be aware of your surroundings or someone will get hurt. It’s good to dou-ble check review and side mir-rors, as well as blind spots.” Oregon has made several laws regarding teens to ensure safe driving. Several are aware of the six month rule, but many forget that no more than three passengers under the age of twenty are allowed in the vehicle until a year has passed (oregonlaws.org). The chances of a driver getting into an ac-cident increases by one-hun-dred percent each time they, or a passenger, get into the car (Oregon.gov). “I know so many people who don’t take the six month rule seriously,” senior Kristie Chau said. “They don’t con-sider friends to be distrac-tions. ” Another major concern re-

garding not only teens but all drivers, is being distracted while driving. Despite being declared illegal, the use of a cell-phone, whether it be talk-ing or texting, occurs on a daily basis. “It’s common for people to text and drive, especially at a red light. They think it is okay because the car is not in mo-tion,” Ms. Forde said. “Unless the police are cracking down and writing tickets, no one seems to worry about the road or the other cars.” Safe driving is encouraged and enforced everywhere. Je-suit has taken precautions and aims to educate their stu-dents on the importance of safe driving through assem-blies such as SKID, or having students watch informative videos. In any of the student-designated parking lots, stu-dents can receive JUGS for various reasons: parking over lines, driving too fast, pulling out in front of someone who has the right of way, or not waiting for pedestrians. “I think the presentations Jesuit has held regarding safe driving have definitely helped,” Chau said. “Safe driving is a topic that should be reiterated and discussed numerous times. Everyone, not just teens, should be edu-cated on the importance of safe driving.” Being aware and educated

on Oregon driving laws and the consequences of breaking them can reduce the chance of getting into a car accident. Aside from taking drivers ed-ucation, there are several ways to gain knowledge on how to deal with dangerous driving situations such as listening to advice from experienced drivers. Researching car-ac-cident statistics can serve as a constant reminder on how

something simple as texting or talking on the phone, can turn into a dire situation while driving. “Take drivers education,” Ms. Forde said. “Drive with your parents or a trusted adult in the car as much as you can, even beyond the required hours. The accidents are real. Driving is serious. Wear your seat belts and do not text and drive!”

Samantha Louie, ’16

Brigid Kelley, ’15

Courtesy Google.com

Social media, in its sim-plest terms, is meant as a way to connect people.

But often times, and in my ex-perience, it does the opposite of that. Not even 10 years ago did this term even exist. Social media is “forms of electronic communication through which users create online communi-ties to share information, ideas, personal messages, and oth-er content,” according to the Merriam Websters Dictionary. High school is a dramatic, difficult, and influential time for any student. Now add on the rise of the ‘online persona’ and it is common for students to feel like they have many facets to keep up. People get caught up in their number of followers and likes on a picture on Instagram or a Tweet, yet the whole concept of social media seems to have gotten lost in the Newsfeed. “Kids who have a problem relating socially have found a way to avoid learning those skills, and I don’t think that’s a good thing at all,” said Mi-chael S. Broder, Ph.D., who is a renowned psychologist and bestselling author. He appeared in an article on CBSDC.com. Relationships can be built

and broken by social media. The brief connections made at school can be strengthened by an online presence, and by constantly staying informed about each other, friends can develop a naturally closer bond. But on the other hand, students can be drawn to over drama-tize situations, read too much into a tweet or post, and even end friendships due to issues that were completely online. “I was drawn to all these ac-counts my freshman year in high school just because most of my friends had them and it was a good way to stay in the loop and continue to stay informed on special events,” junior Emily Holman said. “I see social media impacting the relationships be-tween high schoolers in a mostly negative way because instead of confronting people, high schoolers post about differences with others on social media.” While many students have some form of social media, whether Facebook, Snapchat, Instagram, or Twitter, some students choose to not have anything at all. “I don’t have and never have had any social media. It has been really hard at times, and some-times I feel left out, but I am

a genuinely happier person be-cause of it,” senior Audriana Bolton said. “I chose not to be involved in social media be-cause I find that it makes high school students, especially, very competitive with each other. My friends say that they feel worse about themselves after scrolling through their dash-board or opening Snapchats because everybody’s life seems so perfect compared to theirs.” While not everyone will choose to completely forgo an online presence, limiting the amount of time on social media can really effect their attitude. Lemoyne College profes-sor of psychology Krystine Batcho, who was also noted in the article “Psychologist: Social Media Causing A ‘Dis-tancing Phenomena’ To Take Place” from CBSDC.com. com-mented on this issue of social media impacting relationships. “There’s no doubt that when social media is used in place of real connections, that it can men-tally cause a number of things to happen to them,” Batcho said. “Many people are talking about an addiction to social media and that people have become dependent on it. It has brought

on anxiety and has made some people feel nervous or wor-ried when they can’t access it.” It is important that students understand how social media impacts their relationships since here at Jesuit there is a large consumption of time spent on iPads. Especially during the high school developmental time when students are figuring out the so-cial scene, hiding away on com-puters, iPads, and smartphones will not eliminate the challenges, but only procrastinate them. “When people have to com-

municate face-to-face less, it not only places strains on re-lationships because of mis-communication and struggles communicating, but allows people to not show their whole selves to the people they care about,” senior Dylan Hite said. When students focus on fol-lowing up with friends, instead of who didn’t follow them back on Instagram, the use of social media can become more of tool to guide of relationships, rather than the sole provider of mak-ing and maintaining friendships.

Courtesy Brigid Kelley,’15

Edison High School alumni and cur-rent faculty member

Kate Fellows Russell is one of many of whom Edison has helped to find their way. Kate Fellows was born Jan. 20, 1982 in Portland, Oregon. For elementary school and middle school, she attended the Portland Waldorf School. During her kindergarten year, her par-ents noticed she was having a harder time learning how to read. They were trying to find the answer as to why, at her age, Kate’s siblings were reading and she wasn’t. They got their answer when at age seven, Kate was diagnosed with dyslexia. Upon diagnosis, doctors told her parents that she was so dyslexic that she wouldn’t be able to read anything except stop signs and other street signs. She was labeled to be functionally illiterate. Fortu-nately for her, going to Wal-dorf helped to ease the se-verity of her growing pains when it came to reading. “Waldorf was and still is an arts and creativity based private school that sets its curriculum in a unique way,” Fellows Russell said. “It was nice because they didn’t teach reading until third grade and I was really late to read, so I would have been behind longer if I was in a public school because ev-erybody else learned to read in 3rd grade and I didn’t learn to read until sixth grade. I was less behind in general because I was at a more creative school.” While being at Wal-dorf lessened the gap of her learning curve, it failed to free her from being fre-quently bullied, an experi-ence that Kate unfortunately shares with Edison stu-dents both past and present. “I got bullied a lot be-cause I was young and awk-

ward,” Fellows Russell said. “Some of it was that I wasn’t as strong academically. By the end of my eighth grade year I was a really good reader, but through middle school I wasn’t a good read-er and I think they could tell that I was getting extra help, that I was being tutored, and that I was being pulled out of class for math help. I was also really young for my age, so as they were getting interested in dating, I was still kind of this big dork.” In eighth grade, when getting retested for dyslexia, Kate was diagnosed with ADHD. With both dyslex-ia and ADHD in her back pocket, Kate and her parents were searching for a high school that would accom-modate to her needs while at the same time prepare her for something other than just a vocation upon graduation. “I qualified for special ed-ucation but they didn’t have special education back then that was really college prep,” Kate said. “If you got spe-cial education services then they weren’t necessarily pre-paring you for college and if I didn’t get special services it was going to be hard for me to take tests at the same time as everybody else along with other things of that nature.” Fellows Russell and her parents came upon Edi-son and after she visited she could sense that Edi-son was the place where she could finally start to put everything together. “The great thing about Edison High School is I felt like the kids were really known by the teachers, so they really knew what was going on,” Fellows Russell said. “I felt like even though it was just a day, that it was a place where if I did the work, I could get good grades. In junior high I would work really hard and still fail the homework, still fail the tests, and still fail the projects. I just couldn’t figure it out and

I felt like Edison helped me figure out how to make all the work I was doing equate to really good grades.” Russell ended up attend-ing Edison for two years. During her tenure, she branched out, participat-ing in student council and peer helpers, writing for the paper, playing in the band, and taking classes over at Jesuit. The two years at Edison gave her more than an educational experience. “There were such posi-tive role models and teach-ers here that it allowed me to be the kind of student I always wanted to be,” Kate Fellows Russell said. “I came in feeling that I wasn’t a great student and I very quickly realized that oh, I am a good student and I can keep pushing myself.” After her two years at Edison, she finished out high school at a boarding school on the east coast. Post-graduation, she got a bachelor’s degree in politi-cal theory from The College of Wooster, and two masters in special education from American University and Vanderbilt University. When asked how she was able to overcome and accomplish so much, she will be quick to point out that her success is tied back to something Edi-son taught her how to do. “I learned how to work at Edison,” Fellows Rus-sell said. Before, I felt like homework wasn’t doable and I got to Edison and felt that homework was doable. I learned how to do it and figured out that if you do your homework consistently and you do well on tests, you get all this positive feedback and that was reinforcing for me. You get to have a much more positive adult-like at-mosphere in high school if you behave like an adult.” For Fellows Russell and other successful alumni, Ed-ison High School continues to illuminate their potential.

One day out of every year, Jesuit’s cam-pus gets much wiser

as the school is filled with our beloved grandparents. This year that day happened to be April 17, the highly an-ticipated Grandparents Day. This impressive day is put on by many at Jesuit, from the administrators who or-ganize the event to the staff that set up the event itself. “Grandparents Day began at Jesuit High School over 10 years ago,” Ms. Ashley Amato said. “It’s a special day and cel-ebration for us to show our grandparents how grateful we are to have them in our lives. The morning is filled with a breakfast, mass and student performances and provides grandparents and grand-children the opportunity to spend quality time together.” While only junior and fresh-man brought their grand-parents because of space ca-pacity and safety, the school was still packed to the brim with excitement and joy. “I love grandparents day!” junior Demaree Barton said. “Freshman year it was so much fun seeing everybody with their grandparents. I’m just ex-

cited for another day like that.” The day of brunch and tour-ing the school with grandpar-ents is one of many students favorite days of the year. Leav-ing the seniors and sopho-mores that are not able to par-ticipate are left sad and lonely. “I wish it was every year,” sophomore Edward Mur-phy said. “I love my grandpar-ents, they rock! Getting to have brunch and walk around with them was sweet. I feel like that should be something that hap-pens every year, not every other.” Murphy is not alone in those feelings as many students have expressed a desire for a yearly date with their elderly friends. Despite these feelings from much of the student body, an all-school grandparents day simply could not work. The planning and logistics of the day would be impossible. This smaller scale grandparents day, around 350 grandparents on campus that morning, leads to a special day for those involved. “I don’t get to see my grand-parents a ton so it’s nice to know that I have a day with them no matter what.” junior Grace Hor-necker said. “That is one of the special days I get with them, it’s a fun way to spend a day. Some-thing I’ll remember forever.”

Features IIIApril, 2015 JESUIT CRUSADER Editor: Coyle Dummgian

Teacher illuminates potentialJarrett Bernhardt, ’15

A.M.D.G.

Page

5

Tommy Mulfur, ’16Grateful for grandparents

Service is an integral part of Jesuit education. It sets the foundation for

the lives students are encour-aged to live to be “men and women for others.” This pil-lar of Jesuit education does not just apply to students. It also offers staff a chance to re-flect on the values they teach. Each year the faculty and staff at Jesuit attend a day retreat, and every other year this retreat is focused on ser-vice. The staff set out to work at 19 different agencies, many of the same agencies that stu-dents have worked with during their Christian Service projects. “Every year on the Tuesday following President’s Day, Jesuit has a retreat day for faculty and staff,” Mr. Allen said, who is in charge of the retreat. “In the past 5 years or so we have developed this into a pattern of one year being more educational and reflective and the next being a more active Service Retreat, and these two types alternate year after year.” In the classroom, Jesuit teachers hope to foster students’ gifts which will enable them to have a positive impact on so-ciety later in their life. All Je-suit classes, whether Religion or English, attempt to share some

message of bringing justice into the world. Christian Service is the way most students engage in these teachings. Students work with disparaged members of society, then reflect on their ex-periences to grow in their own beliefs. The staff service retreat has this same objective, to help teachers and staff recognize the needs that are around us, and work to address those problems. “You can’t teach what you don’t know,” Mr. Allen said. “If we are going to pass on ser-vice, than we need to have ex-perience. A lot of people here know the value of service, it’s important to us. We take time to make sure we don’t just teach it, but also practice it.” The Jesuit staff service retreat aims to establish the same val-ues in faculty members that stu-dents are taught. Everyone in the world is created with the same rights, and everyone in the world should have the opportunity to live with dignity and respect. “Service is who we are,” Mr. Hogan said, the principal of Je-suit. We are here to serve other people, especially those who are marginalized. We try to send forth three hundred students every year who have been in-formed about injustices in the world, and who are deeply dedi-cated to the values of service.”

Ms. Fellows Russell helps students during a study session at Thomas Edison High School.

Staff serve the community

Courtesy CMD Photography

Connor Chapman, ’16


To some it may seem that win-ning sports is of

the upmost importance to the Jesuit community, but rather Jesuit seeks more to teach sportsman-ship values to its students through competition. Just like every other school in Oregon, Jesuit follows rules re-garding sportsmanship and crowd control giv-en out by the Oregon Association of Ath-letics, or the OSAA. “We follow all of the OSAA’s rules very strictly,” English teacher and proctor Mr. Conrad Reinhardt said. “All the proctors are trained by Mr. Hughes before the school year and then we go over it with Mrs. Forde.” The OSAA hand-book asks that Oregon school administrators en-sure that students act in a sportsmanlike manner toward their opponents. This means that all cheers should be given in sup-port of one’s team, and not given in a derogatory way toward the opposing team. The handbook also states that negatively sig-

naling out a specific player from a team is prohibited. Violations of these rules could result in the postponement of future events that the Ex-ecutive Director of the OSAA deems could result in a dangerous or disorder-ly outcome. The OSAA Executive Board also has the power to monitor an event or cancel it entirely. While the host schools aren’t fully re-sponsible for the guest team’s crowd control, the OSAA encourages host schools to help make a positive atmosphere at all sporting events. Deco-rations such as balloons and signs in support of a team, positive cheers, and small noise makers such

as the ringing of a bell after a touchdown are all deemed correct uses of school spirit by the OSAA. “We are to moni-tor our fans and make the supervisor for the oppos-ing team know when their team is cheering inappro-priately,” dean of students Ms. Elaine Forde said. Jesuit provides staff proctors for var-sity football, basketball, volleyball, lacrosse, and soccer games. At other games, like JV basket-ball, there is a gym moni-tor and security around to keep fans from acting out. If any Jesuit sport makes it to the playoffs, however, there will be proctors at every game. “A lot of times

when you first get to a game, you start talking to the kids.” Reinhardt said. “And sometimes that back-and-forth sets the whole tone for the game.” Students should realize that the proctors aren’t there to prevent them from having fun, but rather are there to en-courage positive support for sports teams. The proctors enjoy support-ing Jesuit athletics and being able to see students outside the classroom. “I think that’s why a lot of [teachers] do it, so that we can get to know the students in a different way and con-tinue to build the com-munity,” Reinhardt said.

Sports IApril, 2015 JESUIT CRUSADER Editor: Tommy Mulflur


A.M.D.G.

Page

6

Amie Hookland, ’15

Game administrators attempt to teach sportsmanship within rules

Discovering the history behind the famous Knight Gymnasium

The Knight Gym has been a host to a number of

incredible events over its years here at Jesuit High School. Basketball, Volleyball, masses and graduations have all tak-en place at this historic site. Despite it being used as a site for mass and graduation, Knight Gym is ultimately the home for Jesuit Basketball. “One of my favorite memories is the come-from-behind men’s basketball win in 2012 to secure league title over Westview” athletic direc-tor Mr. Mike Hughes said. The Knight Gym holds different basketball memories for everyone from coaches to play-ers to students sitting in the student section. “My favorite memory at Knight Gym would be the first game of this year against Jef-

ferson high school. It was my first game as varsity starter in Knight Gym and we went out and beat a team no one expected us to,” senior Ryan McEvoy said. Knight Gym is named after Nike co-founder Phil Knight who has been consistent in giving donations to Je-suit High School. Knight also had a son who came through Jesuit by the name of Travis Knight, who was in Mrs. Milton’s junior English class. The gym is a reminder of the impact the Knight family had on Jesuit. “When the fans show up, and it’s time to play on a Friday night, there’s no better gym in the state.” McEvoy said. The gym has been called home by many, from NBA play-er Michael Dunleavy to current Duck play-ers Doug Brenner and Henry Mondeaux. Knight

gym has been not only a home to basketball play-ers, but leaders as well. The gym was home to a speech by Lech Walesa, Polish hu-man right activist and Nobel Peace Prize recipi-ent. It also held Oregon Supreme Court sessions according to Athletic Di-rector Mike Hughes. Fur-thermore, it is a home to multicultural dances and ceremonies performed during multicultural week. It serves as a time machine for some as

through one’s years they will begin their freshman orientation in the Knight Gym and graduate from the same spot. The Jesuit experience comes full cir-cle and when one is asked about Jesuit it is easy to assume Knight Gym is one of the first images to pop inside their mind. The gym has evolved from a basket-ball court to a cultural landmark over the years and it is easy to say that trend will continue to progress over the years.

Courtesy of Jesuit Photography

Courtesy of Jesuit Photography

Spring Sports Scoreboard

Golf

Softball

Tennis

Track & Field

BaseballJesuit 4, Lake Oswego 6Jesuit 3, Lakeridge 2Jesuit 6, Sunset 5Jesuit 12, Sunset 4Jesuit 1, Southridge 2Jesuit 0, Westview 2

Jesuit 12, Newberg 0Jesuit 1, Oregon City 5Jesuit 10, Central Catholic 2Jesuit 1, West Linn 0Jesuit 2, Tigard 4Jesuit 17, Sunset 3

Jesuit 107, Sunset 38 Jesuit 114, Aloha 31Jesuit 95, Southridge 50

Men

Jesuit 84, Sunset 61Jesuit 116, Aloha 29Jesuit 102, Southridge 43

Women

Lacrosse

Jesuit 13, Palo Verde 17 Jesuit 9, Mercer Island 10Jesuit 11, Cordonado Red 13Jesuit 8. Central Catholic 6Jesuit 11, Southridge 4Jesuit 9, Lakeridge 10

Men

Jesuit 9, Oregon City 8Jesuit 15, Cemtury 1Jesuit 6, West Linn 10Jesuit 15, Southridge 0Jesuit 18, Westview 3Jesuit 13, Sunset 2

Women

Men Women

Jesuit 298, Sunset 304 Jesuit 300, Susnet 306Jesuit 280, Westview 305

Current Standings:Sunset 46Westview 42Jesuit 38Beaverton 30

(4-2)

(3-0)

(4-4)

Men Women

Jesuit 8, Aloha 0 Jesuit 7, Westview 1Jesuit 4 (10), Sunset 4 (9)Jesuit 8, Southridge 0

Jesuit 8, Aloha 0Jesuit 8, Westview 0Jesuit 6, Sunet 2Jesuit 5, Lincoln 3Jesuit 8, Southridge 0

(4-0) (5-0)

Munch Madness Wrap Up

(3-0) (3-0)

(7-4) (10-3)

Greatest Moment: When newly named ‘halfcourt Hart-meier’ hit one of the greatest shots in basketball history. As he stepped back towards midcourt the crowd grew rest-less in anticipation. Then he let it fly, shooting himself and his team into the Munch Madness history books forever.

The Cause: At points throughout the tournament, it’s easy to get lost in the competition and forget what the tournament is really about: helping others. This year the benefactor of the event was St. Vincent DePaul food bank. The $2,000 check that they recieved from Jesu-it High School will help them continue to give incred-ible aid to the people in our area that need it the most.The Winners: The Shooters from first lunch took home this years crown with a deep roster consistenting of all se-niors: Ryan McEvoy, Nathan Hartmeier, Nebz Fekede, Lexi Dixon and Olivia Coleman. After clinching the fi-nal game; McEvoy summed up what the event means to him, “It was a life changing experience. When I look back on my life, this will be a moment that defiines my legacy. I just want to thanks my teamates, coaches, and God.”

Dane Strength, ’15

Sports II Page

7JESUIT CRUSADER Editor: Andy BryanApril, 2015

Jack Taylor, ’15

A.M.D.G.

Andy Bryan, ’15

Charlie Landgraf taking the road less traveled

Bonus coverage, upload news. sports scores, reviews and more 24/7 at www.jesuitcrusader.org

Seahawks breaking barriers in player evaluation

With the 2015 NFL Draft swiftly approaching, teams are tirelessly

crafting their draft boards and conducting in-depth background checks on potential players of interest. Rumors fly rampantly throughout social media as ex-perts try to connect franchises to certain players. These rumors, however, must be taken with a grain of salt as many are manu-factured by players’ agents, trying to raise hype around their client. In the midst of the cha-os lies the front office of the Se-attle Seahawks: a quiet pocket in a perfect storm waiting to burst. The Seattle Seahawks, led by General Manager John Schnei-der and Head Coach/Vice Presi-dent Pete Carroll, are notorious for being the best kept secret dur-ing draft preparations. Rarely does any news leak out of Seattle as the front office keeps an air-tight seal on all of their operations. How-ever, this low buzz does not in any way indicate what is truly go-ing on behind the scenes. Since Schneider and Carroll came to the Pacific Northwest five years ago, the ‘Hawks have turned 37 draft picks into 52 via trades on draft day. Their philosophy is simple in a sense -though almost impossible to do well- yet the Seahawks seem to execute to perfection every time. The Seahawks’ front of-fice spends myriad time scouting thousands of players from univer-sities all over the country, carefully compiling a draft board of over 5000 athletes (even though only

about 250 end up drafted) with the players they like the most at the top of the board. Once the draft rolls around and it is time for the Seahawks to make a selection, they check their board for who has al-ready been picked and cross them off. From there they do one of two things: Draft the best player avail-able on their board as a whole, or take the best player available at a certain position before a steep drop-off in talent at said position. This strategy is safe and effective and is sometimes even commonplace in the NFL. So how do the Seahawks set them-selves apart? It is in their player evaluations that the Seahawks have the edge. Head Coach Pete Carroll puts enormous empha-sis on not just learning about an athlete as a player, but also about who they are as a person. Carroll is notorious for asking prospects questions in topics like romance, sleep patterns, work ethic, video game skills, and even once former Indiana receiver Cody Latimer tweeted that he had been asked about “What type of women I am interested in”. The reason behind the Seahawks seemingly excessive due diligence is actually the desire to attain perfection. Carroll wants to build the perfect football team, and to do so, the team must do ex-tensive research to determine if a prospect will strive in their system. Carroll has noted that, “We messed up a few times in the past. We selected a few play-ers who just weren’t right for the team and we are one hundred percent dedicated to fixing it.” On top of their pre-mier-level scouting (Carroll was

notorious, when he was at USC for being a great player evalua-tor), the Seahawks have their own personal secret weapon that not a single other NFL team has their hands on: the SPARQ system. The SPARQ system, which stands for Speed, Power, Reaction, Agil-ity, and Quickness, was developed by Zach Whitman, a writer for popular Seahawks website Field-Gulls, that incorporates physical and athletic traits (i.e., arm length, forty yard dash time, vertical and broad jumps, height, weight, etc.) into a mathematical equation that in short produces a value between negative 3 and positive 3 on a nor-mal distribution graph represent-ing a players athletic ability com-pared to rest of the NFL (3 being the top 1 percent of NFL athletes, -3 being the bottom 1 percent), us-ing the “League average athlete” as a score of 1. Using 1 as the mean, the score is then plotted on the graph and however many standard deviations the player’s number is away from the mean, that conveys the players athletic ability. The equation is incredibly convoluted and complicated, but the bottom line is that it shows essentially how good of an athlete a player is. So how does this equa-tion relate to the Seahawks and their success? It has helped Carroll and Schneider identify many “hid-den gems” in the draft, players who would normally be overlooked or deemed undraftable because they didn’t have the college pedigree to back them up. It was incredibly frowned upon by the league when the Hawks selected Rice Tight End Luke Willson in the 5th round, a player who only had 12 career re-

ceptions and played sparingly for a Rice team that was already re-garded as mediocre. However, the Seahawks noted that Willson was the highest testing SPARQ player on their board so they swooped him up. Two years later, and he is the Seahawks active leader in re-ceptions for a TE. Another prime case of a highly rated SPARQ ath-lete being passed over by the rest of the league, but deemed by the Seahawks as a “future Pro-Bowl-er”, was with a former Stanford Cornerback. His name? All-Pro and Pro-Bowl cornerback Richard Sherman. While these are just two examples of their strategy, they still perfectly illustrate the Seahawks “new wave” draft innovation. The most controversial aspect of the team’s outlook on the draft is that they do not care who you are or what your back-ground is, if you can consitantly produce on the field, there is a place for you on the team. In 2012 the Seahawks selected West Virgina defensive end Bruce Ir-vin in the 1st round, a player who had completely fallen off most team’s draft boards due to char-acter concerns and past arrests. However, resulting from the in-tensive pre-draft preperations and research of the front office, the team was confident enough that they could shape Irvin and fix his behavior. The same can be said about the Hawks’ 2013 5th round pick, LSU CB Thar-old Simon, who’s pre-draft re-sume was littered with red flags, including being charged with a DUI on draft night. While all other 31 teams passed on him, the Se-ahawks simply saw a player who

would fit perfectly into their sys-tem. After both picks, the team was heavily scruitinized for “em-bracing what is wrong with the NFL” (i.e., violence, arrests, set-ting a bad example for youth, etc.), yet now in 2015 both players are key parts of the team’s core. The Seahawks have showed an unparralleled ability to find players that fit their system regardless of their background or if they came from a prestigious program. Their message remains simple: growing complacent after recent success (back-to-back Su-per Bowl appearences, including a 2014 victory) is not an option. After dealing a first-round pick to Minnesota for Percy Harvin, the team immediately saw that he did not fit in with the team’s camara-derie at all and shipped him off to the Jets for a 7th round pick. While most teams would hold on to Har-vin solely based on the amount they gave up for him, the Seahawks recognized their failure and moved on for the benfit of the team. Once again: complacency is not an option for staying one step ahead. The Seahawks are con-tinuously pushing the boundar-ies and norms set by the rest of the NFL. In fact, John Schnei-der and Pete Carroll may find a place in League history as be-ing the most effective front of-fice pairing of all time. With the 2015 NFL draft right around the corner, look for the Seahawks to once again prove why they are, without a doubt, the most bril-liant team in the NFL. A storm is brewing in the heart of Se-attle, so take caution, because on April 31st it just may hit.

Charlie Landgraf, class of 2014, has spent this last year as a fifth-year senior

attending Hotchkiss boarding school based out of Lakeville, CT. If you followed Jesuit sports last season, you know the name Char-lie Landgraf. Landgraf made a big impact on the football field as well as in the Jesuit community. Not to anyone’s surprise, he is having the same impact over at Hotch-kiss playing for the Bearcats. “One area where I’ve al-ready seen growth from last year, literally and figuratively, is across the offensive and defensive lines,” Football Coach Danny Smith said. “A combination of experienced returners and PGs like Charlie Landgraf ’15 and Peter Leary ’15 should help the Bearcats.” During his time at Je-suit Landgraf only participated in Football and Track, but this year at Hotchkiss he has been playing for their varsity basketball team. Life at Hotchkiss is ex-tremely different than life at Je-suit. For starters, the students live on campus in 13 separate dormi-

tories. Landgraf is surrounded by individuals from all around the country at Hotchkiss, an experi-ence not many high school stu-dents can relate to. The biggest reward was in Landgraf ’s expo-sure to a wide variety of cultures. “Being able to meet kids from all over the world, and making friends from places like Ghana, Nepal, China, and the U.K. has been incredibly reward-ing” Landgraf said. “The transi-

tion academically was challeng-ing at first as I had to get used to much smaller classes. Usually, around 7-10 kids in a class, sit-ting around a harkness table in-stead of in rows like Jesuit. The classes are centered on discussion and the grades are determined by exams and papers, rather than a lecture followed by homework.” The transition from the competitive 6A metro league has also been a bigger change. As op-

posed to playing sports with the kids Landgraf played with his whole life, he now suits up with in-dividuals from around the world. This diverse unit of student-ath-letes has made for an interesting and well-rounded team. Every athlete comes in having learned a different playstyle, and that only adds to the experience. Landgraf added he had made friends with students from Houston, Miami, and other places around the globe.

“Week in and week out the competition was very strong, and I think I became a much better offensive line-man. It was an adjustment learning a new offense” Land-graf said. “Hotchkiss runs a much more spread, no hud-dle type offense compared to Jesuit’s power run game.” Overall, it seems the fifth year senior experience for Landgraf has been more than rewarding. An uncommon route, proving to be remark-ably beneficial, gave Landgraf the tools he needed to thrive. So much so, that Landgraf has been invited to play for the top tier University of Oregon Ducks next season. Needless

to say, Landgraf has had a major impact on both of the high school’s he attended. An unorthodox path resulted in his road to success. “All in all my postgradu-ate year at Hotchkiss has been a memorable experience” Landgraf said. “I am excited to be return-ing home to the west coast to play for such a special team like the Ducks, but I am very grate-ful for my time at Hotchkiss.”

Charlie Landgraf, posing with the Hotchkiss basketball team, transferred to CN to continue his sports career

Schedule for Green Week Monday April 20, 2015

Earn a raffle ticket by using the recycling center in the cafeteriaTake the Green pledge, “High Five for the Environment,” during lunch

Tuesday April 21, 2015

Brown Bag in the Black Box: “Last Hours” raffle tickets given for attendingRaffle tickets for reusable lunch bags

Take the Green Pledge, “High Five for the Environment”

Thursday April 23, 2015

Carpool Day: Sweats/flip flops pass for bringing in parent note for carpooling/ riding bike

“Last Hours” brown bag in the by Ignatian Teach-In studentsFriday April 24, 2015

Sweats/Flip Flop Day: for students who carpooled/ rode bike on ThursdayRaffle tickets for using reusable water bottle

AP Environmental Science Brown Bag in the choir room

Wednesday April 22, 2015Earth Day!

Brown Bag: Ignatian Teach-In students “Environmental Justice” raffle tickets for attending

Earn a raffle ticket by dressing up as Earth, Wind, Fire, Water

Being recognized as a National Green Ribbon School was a great honor for Jesuit, but to most stu-

dents it is just a title. A lot of students may be wondering, what did this award really do for the school? Back on April 22 2014, Jesuit High School was recognized as one of 48 schools in the United States to receive the National Green Ribbon School Award. “It is a federal recognition of the Unit-ed States Department of Education for schools that demonstrate commitment to sustainable efforts,” said Sustainability Committee Co-Chair and physics teacher, Ms. Jenny Kuenz. To be recognized, the school must cov-er three areas, including: reducing environ-mental impact and costs, improving the health and wellness of schools, students, and staff, and providing an environmental education, which teaches many disciplines and is especially good at effectively incor-porating STEM, civic skills, and green ca-reer pathways (United States Department of Education). The school displayed qualities from all of these three areas, thanks to the hard work of the Green Team/Service Club, maintenance crew, staff, and Sustainabili-ty Committee led by Mrs. Kuenz and Sra.

Shelburne. Because of this, the school was fortunate enough to be recognized by the United States Department of Education for all the hard work that has been put into it. What students may not know is how the school has made changes over the past year to ensure that Jesuit is an environmen-tally friendly school. Since the award last year, there have been quite a few chang-es around campus, both little and small, including: new drinking fountains around campus, more recycling bins, monitoring photocopy use, the faculty use durable dishes, less paper with iPads, and a new recycling center in the Student Center. “I think all the changes are very good for the environment,” sophomore Anna Wanner said. “The changes that they are providing are really helping the school.” Since winning the award, students may think that things have remained the same since we have already been recognized as green, and there is not much more we can do. This award is one that a school can only ever win once. But there are so many simple things that the school can do in benefit of the environment, and not just to win an award. They are pushing chang-es the sake of a greener campus. These small changes can be found all over cam-pus. As little as they may seem, the littlest things help to make the environment a

greener place. “There haven’t been very many major changes yet,” Mrs. Kuenz said. “But the school is looking through a new lens since winning the award.” There are also things that the school is preparing to do in the future to main-tain a green environment. One of these things is the school rolled out a carpooling website April 17 to kick off Green Week. Students and parents will receive an email letting them know where to find it on the portal. They also made a promise for fu-ture green building and decisions for any plans in the coming years that they decide to make. Also, there are small things that stu-dents may not have noticed. The new wa-ter fountains around campus provide stu-dents with filtered cold water, and counts how much water is saved by filling up with water bottles. There have also been trash-cans removed from hallways so students don’t throw away paper and a new recy-cling center has been put into the cafeteria for students to throw away their lunch in a green manner. All of these decisions for the future are really going to help the school. Jesuit High School has proved that even after winning this award, they are still making sure that Jesuit is a safe and green environment for everyone to enjoy.

Green Ribbon School Award changesRebecca Pfluger, ’17

With green week just around the corner, the Green Team Service Club has been busy with prepara-tions for the week, in addition to their usual events. The Green Team is a club at Jesuit that focuses on making our school as environmentally friend-ly as possible. They are known for activities such as bottle cap collecting, battery collecting, and producing a new recycling center in the cafeteria. “Our basic mission is to have in-school service opportunities and outside-of-school service op-portunities for people in the Je-suit Community to get involved

in,” senior and president of the Green Team Service Club Isabel Klein said. “It’s about making our own school green and also making kids aware of what they can do.” The Green Team has been around for a while at Jesuit. Last year’s Green Week was the big-gest so far, and the team hopes for the same response this year as last year. “Last year was the year we started to make it a big deal and we really started to get people in-volved, especially the students,” Klein said. Living up to all the hype from last year could be tricky, but not

for the Green Team. They have been extensively planning green week for quite a while. “We met as leaders and we met with students in the AP Environ-mental Science class to think of different ways to promote what green week is,” senior and lead-er Christian Meader said. “For green week, we are planning on making a video to promote things such as the new recycling cen-ter in the cafeteria. Each day we will have brown bags lunches and other competitions and incen-tives to recycle. We also plan on talking to the science teachers to make things more accessible for students to have access to.”

What does the “Green Team” do?

How do you join the Green Team/Service Club?Recent events such as the “The Green Ribbon Award” have fueled club growth. The club has now grown to about 40 members each week, but there is always room for more. To be a member of Green Team, students must meet on Tuesday mornings for meetings as well as fulfill a combined time of 5 hours of service inside and outside of school.What is the Green Team/Service Club?The Green Team/Service Club is a club at Jesuit that meets most Tuesday morn-ings in room 26 in Sophomore hall. The GT/SC talks about ways to keep the school and community “green.”

by Ashley Mepham, ’17

Green Week

In 2013, Jesuit was proclaimed a Green Ribbon School by the U.S. Department of Education,

an award that considers a school’s environmental impact as well as the environmental education provided by the school. The eco-friendly Elorriaga build-ing, efforts of the Green Team and AP Environmental Science students attempt to make Jesuit eco-friendly school; however, the average stu-dent’s mind seems to be absent from the responsibility of caring for the earth. Walking down the hallway on an average day at Jesuit, the use of plas-tic water bottles are prominent; few students will be seen carpooling in the morning, and the lunch time gar-bage cans are often full of recyclable materials. “Kids are very irresponsible about their garbage. Jesuit does not empha-size recycling during lunch enough or not enough people care,” junior Hei-di Olyaei said. In a survey, 5 out of 6 students agreed with Olyaei, saying that Jesu-it students do not do enough to de-crease garbage during lunch. Fresh-man Lena Colson confirms this

claim. “I don’t really find recycling during lunch a high priority. I just don’t re-ally think about it. I’m all for help-ing the planet when I can, but during lunch I just throw everything in the trash,” Colson said. The recently-built recycle center by the vending machines in the lunch room attempted to decrease recycla-ble materials going into the trash. It has places to recycle cans, bottles, pa-per and even plastic bags. The issue with it, however, seems to be the lack of education on what goes where. “There is a recycling center?” se-nior Kelley Qu said, proving the lack of awareness around the recycling center. Additionally, even after plastic wa-ter bottles were banned in the student center in 2014, Jesuit students contin-ue to use disposable water bottles. “Honestly, for my family, using plastic water bottles are very conve-nient, so I do not usually use a re-usable water bottle. I do when I am at home but rarely at school,” junior Andrew Koontz said. This Green Week, the Green Team with the help of IT will release a carpool app to possibly increase the

amount of students who carpool. This app uses location services to show students living close togeth-er, attempting to motivate students to carpool. Carpooling for a Jesuit student is not easy with after school sports and other commitments. “My sister and I try to carpool, but it’s hard because I participate in certain after school activities and she does not,” Olyaei said. Besides these few daily problems, Jesuit is working toward a more envi-ronmentally friendly school. “I think that the Jesuit is always trying to make an effort to be more environmentally friendly,” Green Team leader Isabel Klein said. “For example, the Elorriaga building has so many amazing “green” amenities. I also think that the administration and faculty are concerned with the environmental safety of the students and I also think that they do their best to educate us on our environ-mental footprint.” Jesuit did deserve the Green Rib-bon award because of their efforts over the past few years, but to live up to it, students need to be more thoughtful of the environment in their daily lives.

Environmentally “green” attitude Mira Petrillo, ’16Schedule for Green Week

Monday April 20, 2015

Earn a raffle ticket by using the recycling center in the cafeteriaTake the Green pledge, “High Five for the Environment,” during lunch

Tuesday April 21, 2015

Brown Bag in the Black Box: “Last Hours” raffle tickets given for attendingRaffle tickets for reusable lunch bags

Take the Green Pledge, “High Five for the Environment”

Thursday April 23, 2015

Carpool Day: Sweats/flip flops pass for bringing in parent note for carpooling/ riding bike

“Last Hours” brown bag in the by Ignatian Teach-In studentsFriday April 24, 2015

Sweats/Flip Flop Day: for students who carpooled/ rode bike on ThursdayRaffle tickets for using reusable water bottle

AP Environmental Science Brown Bag in the choir room

Wednesday April 22, 2015Earth Day!

Brown Bag: Ignatian Teach-In students “Environmental Justice” raffle tickets for attending

Earn a raffle ticket by dressing up as Earth, Wind, Fire, Water

Green WeekThe Elorriaga building’s “green” impactSiobahn Salzman, ’15

The official ground breaking for the Gold LEED certified Elorriaga Center for Science and Mathematics was on 10

June 2010 and was dedicated and blessed on 4 April 2011 by Archbishop John Vlazny. The Elorriaga Center for Science and Math-ematics was built to replace the small, 50-year old outdated science classrooms. Henry Fitz-gibbon ’72, partnered with Soderstrom Archi-tects, designed the 17,821 sq. ft. building. When John and Lois Elorriaga met with President John Gladstone in ’09, they ex-pressed a desire to help Jesuit meet their grow-ing need for a state-of-the-art educational fa-cility. The previous science classrooms were located where the Dieringer administrative of-fices currently stand. At the dedication, John Gladstone talked about the importance of the Elorriaga’s lead seven-figure gift to the building. “Johnnie [his grandson ’07] said we need it, and Lois and I said we wanted to do it,” said John Elorriaga. “It’s permanent and will be there for our grandchildren and youth in the community.” In addition to the first gift from the Elor-riagas, support from many parents, Alumni, grandparents, friends, foundations, and coop-erations helped Jesuit High School reach 100% of the project funding goal. Jesuit received five major gifts ranging from $200,000- $500,000 from the following donors: Mary Clark, Mike ’68 and Tracey Clark, Jeff and Sandy Jones, the Brooke family (in memory of John Brooke ’84), Greg and Roxanne Specht, and The MJ Murdock Charitable Trust. Despite the economic downturn of ’08, our

generous community came together and raised $5.7 million to make the Elorriaga Center for Science and Mathematics a reality. “Jesuit High School will be forever grate-ful to the Elorriaga family for their leadership, financial resources, and commitment to our community,” said Diane Salzman, Interim Vice President for Development. The LEED (Leadership in Energy & Envi-ronmental Design) Rating System is a certifica-tion program created by the US Green Build-ing Council in 1993. It is the industry standard for rating high-performance green buildings. LEED consists of four levels of certification in listed order of lowest to highest: silver, gold, & platinum. They are ranked by how many benefits such as water, energy, and material conservation it provides for the certified build-ing. Since the Elorriaga Center for Science and Mathematics is Gold LEED certified and not Platinum LEED certified, it does not have an air conditioning system. “The cooling system in the building is pas-sive, which means it cools the building with cool air at night and the concrete slab on the roof absorbs heat and keeps it from radiating in throughout the day,” said Mr. Schaal, biology teacher in the Elorriaga Center. Overall, the building is equipped with low-flow fixtures and water conserving plumbing result in 30% less water used in the building, Variable Air Volume (VAV) Units control the amount of fresh air and heat delivered to each room, Night Air Flush, at night air within the building is replaced with cooler outside air from vents built into second floor cabinetry. Concrete Thermal Masses, explained by Mr. Schaal, are large concrete slabs that were add-

ed to the ceilings to help maintain a constant temperature in the building, Solar panels were installed on roof to help offset energy used by the building, solar-rated windows were in-stalled to balance heating in the cooler months, block solar heating in the warmer months, and provides abundant lighting, a combination of high efficiency compact fluorescent, LED, or F32T8 lamps significantly reduce the amount of power used for lighting. The building is an Environmentally Friend-ly Building for Materials and 20% of the ma-terials used for construction were extracted, harvested, or recovered within 500 miles of the school. At least 50% of the wood-based material and products are certified with the Forest Stewardship Council’s principles and criteria for wood building components, which encourages environmentally responsible forest management. The average expected pay off for com-mercially used solar panels is 17.5 years and the lifespan of them is 25 years. The Initial dilem-ma for getting solar panels was the excess cost and questionable benefits in a short period of time. Jesuit will make profit within the last 8 years of the solar panel’s lifespan. During the summer the building generates more energy which is recorded as a credit. The credit for summer ’13 was $376.39 and in ’14 it was $186.95. In the fall and winter the build-ing generates less energy which is recorded as a charge. For ’13 the charge in the fall was $312.38. For ’14 the charge in fall was $387.08 and winter was $786.21. In winter ’15 the charge was $685.73. The consumption of natural gases, electrici-ty and solar production are tracked on a weekly, monthly, and day-to-day graph located on the

JESUIT CRUSADERApril, 2015

10


Editor: Conor Chapman aand Sydney Monfries

Opinion IA grand goodbye to Mr. Gladstone

Page

Age Quod Agis: Doing what we do

M illennials have been the most studied gen-eration to date. Now

that they have transit ioned to adulthood, researchers are moving their focus to genera-tion Z, the newest generation. The bir th dates of Genera-tion Z vary. Some say it includes people born from the late 90’s to the present. Others say it begins after 2005. However, unti l clear generational traits emerge it is unlikely a con-crete date wil l be determined. Similar to how Millennials were different from the gen-erations that preceded them, Generation Z is predicted to be different from Millenni-als. But the question is how? They both grew up in a digi-tal revolution and are consid-

ered technological ly proficient; however, Generation Z is learn-ing how to navigate technology more efficiently and safely. It ’s safe to say Generation Z wil l be the tech saviest generation to date. Generation Z has the ben-efit of learning from the mis-takes of the Internet revolution. Unlike the generation that precedes them text isn’t the only way to communicate. Skype, Snapchat, Facetime, and Gam-ing networks al l demonstrate technological interaction is more adept to this generation. According to New York Times author Alexandra Le-vit , “Gen Z’ers are being schooled in emotional intel-l igence from a young age”. It is unknown how this im-mediate and constant abil-ity to interact wil l define Gen Z’ers. However the l i tt le data that has emerged among Gen-eration Z indicates that the abil i ty to concentrate wil l be significantly lower due to the how fast information can be attained, and thus com-munication ski l ls wil l suffer. A significant change from the mil lennial generation is

that Generation Z wil l be-gin looking for jobs in a healthier economy, a factor that seems to impact how Generation Z wil l learn to seize career opportunit ies. According to BBC, Gen Z’ers saw the effect of a dire economic crisis and now that they are transit ioning into college we can expect to see people who are more skeptical and more real ist ic about career opportunit ies. “They are already out in the world, curious and driven” Levita said, “In-vestigating how to obtain relevant professional ex-perience before college”. Among the many questions arising about Generation Z, the most popular seems to be “what wil l they be named?”. “Everyone wants to be the first to come up with the name,” said demogra-pher Cheryl Russel l in an interview with USA Today. Whatever Generation Z is named, and whatever traits end up defining it , i t ’s clear Generation Z has the power to do great things.

Sydney Monfries, ’15

Editorial Staff

Jesuit’s Latin motto of Age Quod Agis means “Do well whatever you. do,” a motivating mantra that drives

...students to achieve quality work with integrity in mind. While the school pro-motes students to challenge their intel-lectual, athletic, and artistic abilities, some students decide to tackle multiple ad-vanced courses accompanied by numer-ous hours of practice to fulfill their duty to excellence, only to suffer mental upset. “I think Age Quod Agis is really prominent in some people’s lives,” senior Charvi Bhargava said. “However, with Jesuit being such a prestigious school in so many aspects, I think it can put unprece-dented amounts of pressure on people.” Known for rigorous education and honorable sports programs, Jesuit’s reputation lies in the hands of its fu-ture generations. For students willing

to uphold this tradition of excellence, overwhelming stress tends to build, causing mental breakdowns and other nervous eruptions. As a means of al-leviating this stress, some students choose to take “mental health days” by staying home from school and spending leisure time for themselves. “These mental health days exist at Je-suit because the school’s demanding na-ture combined with expectations from parents and competition with classmates produces a constantly highly stressful environment,” junior Ian Elsenbach said. “These skip days differ from skip days at other schools because they com-bat burning-out instead of boredom.” As the school engenders a sense of merit, administrators and staff members sympathize with students struggling to maintain their collectiv-ity by providing outlets to guidance counselors and comforting teachers. “Often it’s hard to admit that one needs help at a school where so many students are so competitive,” Bhargava said. “But Jesuit is quite unique in that there are so many faculty members, like Mrs. DeKlotz, who people can go to if they need help or just want someone to talk to.” The motto encourages that students first understand their capabilities and lim-

its before immersing themselves into a frenzy of activities. Instead of endorsing the idea of being the best, Jesuit prompts its inhabitants to be their personal best. “Part of the educational experience of while you’re going through school is learning about yourself and learning to deal with those pressures that you put upon yourself,” said Ken Potter, head varsity football coach and school coun-selor. “I think mental breakdowns are when you’re overwhelmed with so many things and you’re thinking about how can I get all of this stuff done and meet the expectations that either I have for myself, my parents have for me, or I as-sume the school has for me.” Jesuit’s creed encourages students to reach for higher standards, but not at the cost of one’s mental sta-bility. As schoolwork and sports activities begin to challenge stu-dents’ intellectual, physical, and artistic abilities, the expectation is for them to tap into their bril-liance and aim for achievable goals that overcome their adversities. “When it comes back to Age Quod Agis, it doesn’t say ‘do more than you’re ever capable of doing,’” coach Ken Potter said. “It’s what you decide to do, do it the best you can.”

Welcoming a new generation

Heran Mamo, ’15

The motto hanging high in the Knight gym for students to see, and live out in everything that they do.

Courtesy Conor Chapman, ’16

O n March 20th, 2015, Pres i-dent Glad-

stone issued a PA announcement that near ly broke the stu-dent body’s hear t : next year wi l l be his last year at Jesuit High School . After e leven successful years in off ice as pres i -dent , Mr. Gladstone decided that i t was t ime to say goodbye in order to spend ex-tended t ime with family and enjoy ret i rement . As Mr. Gladstone’s voice came over the loud speaker at the end of f i rst per iod Friday, the students of room 43 looked around at each other in half bewi lder-ment , half distraught . And when the bel l rang and we a l l walked out , we could hear the hal l -way er upt with Jesuit s t u d e n t s — f r e s h m a n to senior—saying how much they would miss the cheerful g reet ings and casual compliments that Mr. Gladstone is so wel l known for. Of course, as hard as i t i s to hear this news for the school community, i t i s surely just as diff icul t for Mr. Gladstone to leave Je-sui t . Time and t ime again, he has expressed his profound and genuine love for this school and the people who are a par t of i t . Time and t ime again, Jesui t s tudents and staff have re-sponded by giv ing that uncondit ional love r ight back to him. So, yes. I t ’s tr ue: Mr. Gladstone wi l l be leaving next year. And because of that wi l l we forever have a hole in the hear t of the school—the assem-bl ies, masses, hal lways, and day to day school l i fe wi l l fee l the loss of an incredible educator, administrator, men-tor, and role-model . We cannot ignore how poignant ly we wi l l fee l the loss of his moving speeches, his smi l ing face, and his role as the man we a l l know wi l l go above and beyond to give back to the school that has

g iven so much to him. Whi le we might need some t ime to la-ment , we as a commu-nity have the choice to take this news as we want to, and to react in a way that celebrates his contr ibut ions to and role at Jesuit . Just because Mr. Gladstone wi l l be gone from the day to day school- l i fe here at Jesu-i t , he wi l l in no way be gone from our commu-nity. We wi l l undoubt-edly see him at mass-es, spor t ing events, and other impor tant events for the school . Mr. Gladstone’s presence and impact wi l l extend far beyond a framed photo in Up-per Ar r upe—we wi l l be able to remember and commemorate Mr. Gladstone’s t ime at Je-sui t through ever ything we do. Because Mr. Gladstone has g iven so much to us in regards, our accomplishments are a direct ref lect ion of the love, dedicat ion, and leadership he has devoted to the school . This news, whi le in i t ia l ly saddening, is not what wi l l de-f ine us as a commu-nity or Mr. Gladstone. In tr ue Gladstone fashion, we should ap-proach this news as openly as poss ible, and cher ish his remaining t ime by recogniz ing his presence ever ywhere we can. We s imply want to let Mr. Gladstone know that ever ything he has done for us, be i t host ing large lun-cheons or smil ing at us between classes, wi l l s tay with us regard-less of whether or not he is physica l ly here. And so, we as a school would l ike to offer two smal l yet s incere words direct ly to you, Mr. Gladstone: thank you. For the past e leven year, you have ser ved Jesuit , and so now i t i s our turn to ser ve you. Whi le we know i t could never repay you for a l l you have brought this school , we would l ike to conclude by of-fer ing two s imple words direct ly to you, Mr. Gladstone: thank you.

JESUIT CRUSADERApril, 2015

A.M.D.G. 11


Editor: Mira Petrillo

Opinion II

As the cost of higher education continues to rise faster than the in-

flation rate, students’ grasp of the value of education seems to inversely decline. With the number of college gradu-ates growing daily, students are expected to at least attend college to obtain financial se-curity. However, this seem-ingly straight paved road to the American Dream blinds students, shifting their focus away from the learning at hand to creating the semblance of the perfect Common App. “Unfortunately, I think stu-dents just memorize facts and key points to do well on tests in high school, and especially at Jesuit,” senior Alex Baker said, “I think that high school education has evolved into

something where your accom-plishments are seen collectively as your GPA, test scores, and activities, rather than individual accomplishments.” With many sights set on prestigious, highly selective universities, students focus on attaining straight A’s at any cost and getting near-perfect test scores. The passion and appre-ciation for subjects in school wane while mindless memoriza-tion increases. “Part of getting into college is taking the SAT or the ACT,” Carol Wyatt, Vice Principal of Professional Development and Instructional Technology said. “Part of getting into college is getting good grades and so to say students are too occupied with [grades] is true but not fair because students have to be. That’s what you told them to do.” Many students no longer find core classes interesting and would rather spend their time learning other subjects or doing other things. “My friends and I have cer-tain subjects we enjoy learn-ing, but we are also forced to sit through classes we have no

interest in,” sophomore Emily Borst said. The only motivation for stu-dents to get through these class-es they loathe is the promise of getting into a “good” college, and the requirements of a high GPA that goes into gaining ac-ceptance at these institutions. This focus of attaining good grades seems to unfortunately also have detrimental effects on students’ self-worth. “Kids are so focused about grades, sometimes, they’ve for-gotten about learning,” Carol Wyatt said. “Sometimes it’s sad that things are so grade focused, partly not so much because I care about grades, it’s because I think so many students measure themselves and who they are based on what their grades are.” Though many students would rather focus on Crossy Roads or other iPad games, a few Jesuit students with the will to learn remain. “[Instead of playing games], I’m usually engaged in my learning and I enjoy what I’m learning,” sophomore Nihar Doshi said. As Jesuit High School is a college preparatory school, the

main goal is to prepare students for higher learning, which in-cludes making students take mandatory core classes and get-ting them into college. “It would be silly to think that going to college doesn’t matter and that you can just learn what you’re passionate about and just jump through the hoops of aca-demia,” Wyatt said. Even with 26% of the world’s adults illiterate, some

students at Jesuit can’t appreci-ate the education they receive at Jesuit and see the work load as a chore rather than an oppor-tunity. “I believe students feel like education is a requirement not a privilege,” Borst said. Is it time that students shift their attitude on learning? How can we inspire students to see the value of their education and reignite their curiosity?

Students’ priorities shift from passion to passing Coco Pool, ’15

Page

T eens across the world are suffering from a com-mon yet played down

health problem: sleep depriva-tion. According to the National Sleep Foundation sleep is just as important to good health as eating well or exercising.

On average teenagers need 9 ¼ hours of sleep a night for the highest brain function and devel-opment, yet the average teen gets fewer than 7 hours of sleep every night. Factors leading to this lack of sleep including hectic sched-ules, schoolwork and early school start times all interfere with teen’s ability to get a full night of sleep. At Jesuit, school start time poses as a major issue for a lot of students’ sleep patterns. Bio-logical changes put most teens on a later sleep-wake clock result-ing in the body thinking it is the middle of the night when they are waking up at 6 in the morning. “More mature adolescents have a

later circadian rhythm timing based on melatonin secretions in saliva samples,” Dr. Mary A. Carska-don from Brown University said. This means that melatonin, hu-man’s natural sleep aid puts teens to sleep later at night and stops secret-ing the hormone later in the morn-ing, causing a lapse in brain func-tion in the early hours of the day. Jesuit also must consider the varying distances of stu-dents home. Some people need three minutes to get to school and others need over an hour. “It is just hard for me to get up in the morning because I live in Happy Valley so it takes me at least 50 minutes every morning without

traffic,” senior Dylan Ruesch said. Granted, people do take on the responsibility of getting up early in the morning regardless of where they live by going to a private school. Students could easily avoid the issue by attend-ing their local public school. The topic of sleep in teens has been a hot topic for many years and in 1999 Rep. Zoe Lof-gren took action in her state of California to try and combat an issue that was affecting students across the country and presumably around the world. She introduced House Congressional Resolution 135 in hope that it would encour-age schools and school districts

across the country to move start times no earlier than 8:30am. Jesuit’s students are faced with tough schedules, especially in midst of the variety of ex-tracurricular activities the stu-dent body participates in, yet because of this fact, students are pushed to manage sched-ules more efficiently and make the most of the time they have. Dr. Mary A. Carskadon fin-ished her statement saying, “given that the primary focus of educa-tion is to maximize human poten-tial, then a new task before us is to ensure that the conditions in which learning takes place address the very biology of our learners.”

Editor-in-Chief:............... Marianne DolanEditor-at-Large:............... Brigid KelleyJunior Editor-in-chief:... Emily PrebleManaging Editor:........... Sydney Monfries

Teacher: Dan FalknerStaff Box

Features Editor:............. Coyle DummiganNews Editor:................... Olivia GlaserSports Editor:.................. Andy BryanOpinion Editor:.............. Naod AynalemArts Editor:...................... Amie HooklandLifestyle Editors:............ Sam Louie ........... Katie Kelley

Staff Writers: Jared Bernhardt, Conor Chapman, Sanya Cowal, Sophia Forstag, Emery Hanel, Av-ery LeClair, Heran Mamo, Ashley Mepham, Tommy Mulflur, Mira Petrillo, Rebecca Pfluger, Coco Pool, Dane Strength, Jack Taylor, Marie Van Ryselberghe, Hannah Winterling, Siobhan Salzman

Advertising Manager: Katie KelleySubscriptions Manager: Amie Hookland

The Jesuit Crusader strives to educate, inform, and entertain the student body and community, featur-ing events that affect them both directly and indirectly. The staff intends to adopt an objective perspec-tive in order to publish news. Reporters accept full responsibility for all content published.

Coyle Dummigan, ’15

Courtesy Jesuit Photography

Adolencent sleep cycles continue to decrease Katie Kilpatrick tutors Ellie Sears for National Honors Society.

One third of the United States is either black, Native American, Asian,

Pacific Islander, Hispanic or La-tina, however these diverse demo-graphics are excluded from the mass media when the ideals of “american beauty” are depicted. It can be said that the fashion industry plays an impactful role in defining beauty, especially for im-pressionable adolescents. “Young girls are heavily influ-enced by the media”, senior Ke-ara Vu said. “They automatically compare themselves to the wom-en they see on TV, magazines, and fashion shows.” In the past, the media has re-ceived scrutiny for promoting negative body image issues to girls and causing many to develop eating disorders in order to meet their standards of beauty. Howev-er, what has failed to be addressed is the subliminal ways in which the media, especially the fashion industry, is discriminating races from being represented and pro-moting contemporary racism. Today we live in a culture which strongly adheres to the idea that, “racism is over”. Not only is it over, but if one mentions that

they are at a disadvantage because of their race, they are “pulling the race card.” This blind and stubborn approach has allowed subliminal messages to go by un-noticed and influence Americans perceptions of beauty. The lack of diverse eth-nic representation in the fashion industry is strongly shown in ar-eas such as modeling. Images of white women dominate the media as it attempts to set the standards for what women should look like. This constantly excludes women of color, making the main-s t r e a m p e r c e p -tion of b e a u t y u n a t -ta in-ab le f o r n o n -w h i t e A m e r i -cans. For example, the last issue of V o g u e , one of the most p o p u l a r magazines in the nation, had 272 ads featur-ing white models while only hav-ing 38 ad featuring a model any other ethnicity than Caucasian. This lack of diversity isn’t just a problem in print but also extends into online media sources. For example, Brandy Melville, a fashion brand, doesn’t feature one women of color on

their site which contains hundreds of pictures of models posing in clothing. This poor representation of diversity in the fashion indus-try reflects a wide-spread, deep-seated idea of beauty in American society. In the rare occurrence in which an influential women of color is finally represented in mass media, they are still not able to fully rep-resent the beauty of their ethnic-ity. This is primarily because of the increasingly popular practice of “white-washing,” the photo manipulation w h i c h

makes the complexion of indi-viduals appear lighter than they actually are. This has often oc-curred among the most influen-tial women of color in the media, such as Beyonce, Jennifer Lopez, and Rihanna. Companies such as L’oreal and Elle Magazine have re-cently been condemned for white-washing women of color in their

advertising campaigns and making them appear to be “whiter.” Being featured on a magazine cover is one of the most presti-gious offers one could be given as a celebrated individual and these are often reserved for the most beautiful and influential people in the media. The wide-spread lack of diversity in the fashion industry can again be exemplified through this position of power. In a re-cent experiment by The Fashion Spot, 44 major print publications around the globe were assessed to see who exactly is given the honor

of a mag-a z i n e cover. It was found t h a t o u t of all o f t h e

models pictures on the covers, 567 of

them were

w h i t e whereas only 119 were any ethnic-ity other than caucasian. So what impact does this lack of diversity have on the American society and defining what is beau-tiful? When teenage girls spend hours browsing through online stores or magazines filled with beautiful, skinny, caucasian wom-en, a sense of how beauty is de-

fined in American society begins to develop. “It makes me think that there is the only one standard of beau-ty”, senior Mary Makowski said. “The media makes it seem like if I do not fit this, than I wouldn’t fit their standard of beautiful”. Without diverse beautiful women of different ethnicities present in these forms of mass media, non-caucasian women are unable to see beautiful women similar to them presented. Although progress is being made to begin to diversify the fashion industry, it is extremely slow and almost stagnant. For example, in 2008, 87% of the models in The New York Fashion Week were Caucasian and this year that percentage changed to 79% and the unofficial theme of the week was diversity. In addition, the 2014 issues of Vogue set a record when 4 of the magazines that year featured men and women of color on the cover. In 2011 and in 2012, there was only one issue that fea-tured a non-white person on the cover and in 2013 there were two. Images of white women domi-nate the media as it attempts to set the standards for what women should look like. This image con-stantly excludes women of color, making the mainstream percep-tion of beauty unattainable for non-white Americans. To change these perceptions, the media first must be made aware of the sub-liminal ways they are promoting this, whether it be conscious or subconscious, and readers should realize how prevalent of a prob-lem this is.

Page

12 Opinion III April, 2015 JESUIT CRUSADER Editor: Naod Aynalem

A.M.D.G.

Is racism integrated in today’s contemporary fashion?

Hannah Winterling, ’15

At a college preparatory school like Jesuit, college doesn’t simply denote undergradu-

ate education; it is the embodiment of the future. In an environment where the vast majority of students pursue higher education, for many, college is not an option but rather an expectation. While such an intense focus on higher education results in benefits, it also fosters a culture of mispercep-tions, misperceptions I fell victim to as I grappled with the overwhelming task of college apps. Like many Jesuit students, prestige remained an elusive aspect of my ide-al college experience. Sites such as U.S. News World and Report and College Confidential tainted my perspective; rather than unique institutions with

varied strengths and quirks, I began to see schools through the lense of the ranking system. The pressure I felt to get into a high-tier school felt overwhelming as I spent hours re-reading my essays and awaiting December. I started to correlate my own personal self-worth and intelli-gence with where I would get in. Like many seniors awaiting results, I felt weighed down with anxiety: my future de-pended on an email. And then I received a letter. The thin kind. I couldn’t help but feel fool-ish for hav-ing such high aspiration. A school with over 20 percent acceptance rate ranked in the top twenty de-ferred me, and then, that ranking felt like a cut-off. I thought that if I couldn’t get into somewhere in the top 20, I had no hope for getting into a school in the top 10 with an 8 percent ac-

ceptance. However, two days later I received a wake-up call when the words “Congratulations!” flashed up on the screen. Instantly, all my efforts and years of hard work felt validated. However, once the initial excite-ment settled, I came to a realiza-tion: my acceptance didn’t make me any smarter or more accomplished. My deferral didn’t diminish my ac-

complishments and hard work. The truth is that college is an arbitrary process; no such official deeming of worthiness exists, no matter how wholistic a college’s admissions process claims to be. Hard work and accomplishments definitely impact where one gets in. However, regardless of admission

results, such hard work and accom-plishments remain the same. No rejection can take away the work put into the four years of high school. Even a high school transcript itself, the focus of ad-missions decisions, is not a direct reflection of one’s intelligence. Rather, it illustrates one’s hard work and degree of understand-ing in a certain class. Even beyond

GPA, a multitude of factors be-yond the control of the applicant affect admissions decisions. Still, in the face of the arbitrary admissions pro-cess, the academ-ic culture at Je-suit can place an overemphasis on

acceptance into such schools when ultimately the arbitrary process is an inaccurate means of validation. The U.S. News and World Report rankings, while seeming like hard facts, factors in arbitrary aspects such as student survey re-sponses. Additionally, it gives sig-nificant weight to the selectivity of

a school. While selective schools often have strong academic envi-ronments, a low admit rate is not a guarantee of quality. Still, the rank-ings treat such factors as such. Additionally, the rankings are aimed to provide a definitive rank-ing for the broad population; they don’t focus on what’s best for the individual. Each school has its academic philosophy, opportuni-ties, and campus culture. If such aspects are incongruent with one’s own desires, perhaps it is the wrong school. Ultimately, what truly matters is not the appearance of the school but its fit for you. While a presiti-gious school can offer benefits for networking and job prospects, a state school in no will inhibit your future career if you work with the same work ethic you have devel-oped in high school. While college is such a central facet of the academic culture, the pressure to get into prestigious schools is based on fickle assump-tions. What truly matters is not the prestige, not the admissions results, but rather what you accomplish now during your high school career and in the future.

Marianne Dolan, ’15

College acceptance does not equal self-worth

“Instantly, all my efforts and years of hard work felt validated. However, once the initial excitement settled, I came to a realization: my acceptance didn’t make me any smarter or more

accomplished.”


With college decisions fast approaching, seniors consider their passions as

they create paths to pursue in college and throughout life. Some featured se-niors strive to pursue the arts in college. Senior Isabel Klein, a leader of Jesuit’s drama club, plans to study theatre in college. “It’s always been my pas-sion and I realized, if I don’t do it now, when am I ever going to do it?” Klein said. “I knew I wanted to study some-thing I was really interested in, and I know that it’s such a tough business to get into but I definitely have the drive, and I guess I just love doing it.” With hopes of becoming a professional actor, Klein has applied to numerous art schools in CA, NY and Texas. Other than the standard college applications, Klein completed a separate application listing her pre-vious theatre experience and then traveled to each of the schools she applied to for in-person auditions. The live auditions typically consisted of a serious and comedic monologue and sometimes an ad-ditional song, all of which lasted for a maximum of 15 minutes. For her monologues Klein performed an Ophelia monologue by Shakespeare, one from “Picasso at the Lapin Ag-ile” by Steve Martin and another from “Stop Kiss” by Diana Son. Her songs were “Some Things are Meant to Be” from “Little Women” and “Pulled” from “The Addams Family.” Klein encourages other students to pursue the arts in college. “Totally go for it,” she said. “I know it’s cheesy but you only have one life… If you’re really invested in something and you love it, then there should be nothing stopping you.” Similarly pursuing act-ing in college, senior Jon Mat-ter hopes to double major in musical theatre and education. “I’m interested in musical theatre because it’s something that I love to do,” Matter said. “It combines three different disciplines that come together to make this one beautiful

thing. I want to be able to pursue that in some facet for the rest of my life.” Matter is considering schools such as Millikin University, Marymount Manhattan, Elon Uni-versity, NYU, Ithaca and Emerson. In addition to regular applications and live auditions, some of his school op-tions required a “prescreen” in which the applicant sends in videos of them-selves singing, acting and dancing. “From prescreen, [ad-mission committees] decide whether they want you to audi-tion at their school,” Matter said. Matter performed Leaf’s monologue from “The 25th An-nual Putnam County Spelling Bee” and sang “Any Dream will Do” from “Joseph and the Technicol-or Dreamcoat” as well as “Proud of your Boy” from “Aladdin.” Matter describes the musical theatre audi-tion process as “intense.” “It’s really intimidating but you just have to remember it’s an audition,” Matter said. “They know you’re nervous. No one else has really been through this either, and they want you to succeed.” In addition to Mat-ter, senior Cameron Murvihill is also interested in music and he intends to study music in college. “No matter where I’m going, I’m going to be do-ing a lot of music,” Murvihill said. His current first choice school is Berklee Col-lege of Music in Boston. “It’s mostly a contempo-rary school that focuses on the music industry and becoming an artist in the industry, so if I’m able to get in then I will probably go there,” Murvihill said. Murvihill has always had a love for music and describes play-ing music as “fun and fulfilling.” “It’s always been a part of my life,” Murvihill said. “It makes sense to me, I’ve always been around it and I really love doing it.” Like Klein and Mat-ter, Murvihill also has a live au-dition aspect of his application

to music programs where he plays his music live at a school. “Applying to music school is not easy and going to mu-sic school is not easy,” Murvihill said. “Pretty much any program is going to have a serious jazz ele-ment. I’m trying to learn jazz re-ally fast before my auditions which are coming at me really quickly.” Although it isn’t easy, Mur-vihill encourages other students inter-ested in pursuing music to “just do it.” “If you’re not trying to do it with your whole being then it’s not going to happen,” Murvihill said. “There’s no room in trying to be an artist for not being an artist.” Senior Hudson Paine also supports pursuing the arts in college. “I’m interested in the arts because I think it’s cool to cre-ate things that evoke emotion in other people and that make people happy,” Paine said. “Something that can change somebody else’s life is re-ally interesting and inspiring to me.” Paine plans on pur-suing industrial design, or product design, in college. “It’s pretty much the design and creation of prod-ucts and things that you use in your everyday life,” he said. Paine hopes to go to a school with strengths in design and engineering. “Hopefully I’ll be able to go to Northwestern because they have an amazing engineer-ing and design program sort of synthesis,” Paine said. He is also considering Cal Poly and UCSD. In addition to product de-sign, Paine also has an interest in film. “If I go to a college that has a film program, I’ll probably end up taking a few classes in it and see-ing if I enjoy it,” he said. “But the film industry is so challenging right now it’s easy to get stuck being a produc-tion assistant and just getting coffee for the production staff every day.” Paine currently wants to double major in in-dustrial design and engineering.

Just off their success from “In the Heights,” the drama pro-gram is ready to wow audi-

ences again with a new interpreta-tion of the timeless play Hamlet.

The theater program decided to change it up a little bit and go with a play by Shakespeare, after selecting a modern and new play for the winter. “It’s been a long time since we’ve done a Shakespeare pro-duction,” director Jeff Hall said. The cast members are also very excited to be working with Hamlet. “I’m excited to work with the Shakespearian language. I’ve never done something like this before,” junior Lizzy Rees said. “Hamlet is well-known. We’re doing a fresh take on it, but it will be really appealing to this high school audience as well as a larger audience.” The play also conveniently ties in with the drama department’s theme for this year: Seeking Connections. “This year’s drama theme is about seeking connections, and Ham-let is a story about isolation,” Hall said. “It’s about a character who loses a connection and struggles to find it.” However, this isn’t your average production of Hamlet. The cast and crew have decided to change a few aspects of the play and modernize it. After all, the play was written more than 400 years ago. “The intent of this whole production is to keep the same mes-sage of what Shakespeare intended when he wrote Hamlet, but at the same time we want to modernize the show and make sure it’s relevant to a newer audience,” junior Will Grimme said. The problem with doing a Shakespearian play is that they are very long, and Hamlet is actually one of his longest. It can sometimes be around three and a half hours. The depart-ment knows that is too long, so every-

one is working very hard to shorten it. “We’re honoring Shake-speare’s original text but we’re short-ening it to 90 minutes,” Rees said. However, it is impor-tant for the drama program that they stay consistent to Shakespeare and his overall purpose and intent. “We’re messing with a lot, but we’re not messing with the lan-guage,” Hall said. “We’re very consis-tent with Shakespeare’s language and Shakespeare’s story, and yet we’re going to play with everything from sequence and different elements of the plot that aren’t on point with the plot today, as they were back in Shakespeare’s day.” Another thing the cast and crew are working on right now is the set and stage. They know they want to change things up, but they haven’t quite figured out how yet. Just as with any other theatre pro-duction, they’re going to have to get creative to fully execute their vision. “We’re running into a couple problems with the seat-ing, so we’re still trying to figure out how it will work,” Grimme said. But not to worry because they will have it figured out shortly. They know that once they have it down it will be perfect. For now all that can be said without giving too much away is: “It’s definitely go-ing to be more intimate,” Rees said. “It’s going to be really ac-tion oriented and really exciting.” Overall, the whole drama department is very excited for the spring production of Hamlet. Al-though they are figuring out the details of the play now, they know it will be great, and they can’t wait to perform it. “I’m excited to see how we’re going to modernize a play that is hundreds and hundreds of years old and project it onto a modern audience,” Grimme said.

Arts IPage

13JESUIT CRUSADER Editor: Sanya CowalApril, 2015

Katie Kelley, ’16

A.M.D.G.


The state competition for Drama is unlike any other state competition that Jesuit

participates in. The weekend consists of a day of competing in addition to a day of workshops in which the stu-dents from each high school participat-ing get a chance to meet one another. Although the weekend is technically a competition, the events throughout the weekend bond the schools more than they cause ri-valry. Both nights of the compe-tition there is a themed dance in which all the thespians dress up in crazy costumes and have a blast. “It is a really fun week-end for all the thespians to come together and connect in the larger community,” junior Carolyn Con-nell said. “I am really looking for-ward to attending it again this year!” Connell competed in the state competition last year in a large group musical which allowed her to experience the competition for the first time. Although she is not participating in it this year, Connell will go to state with

her fellow Jesuit thespians to support as well as partake in the day of workshops. The events at the competition range from individual musicals to pan-tomime to dramatic duos. The events preformed at the state competition have qualified for state after being performed at regionals. The thespians performing at state have worked tirelessly to produce the work they will compete with at state. Jack Levis, a junior, is per-forming in two different acts in the state competition. He is perform-ing a solo musical as well as a dra-matic duo with junior Lizzy Rees. “[The dramatic duo] is one of the most intense scenes that I have ever done and I could not have asked for any better partner than Lizzy,” Levis said. “She is really incredible.” The relationship Jack and Lizzy have formed throughout their years involved in the Jesuit drama de-partment is similar to many other life-long friendships made between fellow thespians at Jesuit. The state competi-tion for drama is a wonderful chance for Jesuit’s drama department to bond as well as meet and bond with thespi-ans from other high schools in Oregon.

“Hamlet” evolves

Seniors pursue college art programsKatie Kelley, ’16

Ashley Mepham, ’17

Courtesy Brian Sheerin, ’17Senior Cameron Murvihill practices guitar and plans to pursue music in college next year.Sanya Cowal, ’17

Hamlet evolves at Jesuit

Drama competes at state

Lifestyle IApril, 2015 JESUIT CRUSADER Editor: Sam Louie

Coco Pool, ’15

A.M.D.G.


Marianne Dolan, ’15How to: ask someone to a dance Perfect your prom night

The floor begins to tremble. The room becomes

shrouded in darkness. A build-up of anxi-ety ensues as everyone knows the inevitable: the apocalypse is about to begin. Close. It’s time for senior prom. The pinnacle of high school dances, prom for many is not merely a dance, but a l ifestyle. To prepare for such an important l ife-altering event, the essentials have to be covered. With a (non-orange) spray tan, that is. Along such natural l ines, the secret to the perfect prom expe-rience is right down B e a v e r t o n - H i l l s d a l e Highway: New Sea-sons. The friendly grocery store is more than just a delicious place to spend inordi-nate amounts of mon-ey on food. In fact, it ’s the top destina-tion for al l your prom needs. Securing a l imo on prom weekend can be difficult . And not to mention a fiend to the environment. Go the organic route, buy

some corn from the produce section for fuel, and select the ideal vehicle for trans-portation: a shopping car t. It requires no stops to the gas sta-tion, has four wheels, and is sure to turn heads. Plus, it ’s good ex-ercise. It ’s important to look your absolute best for such an im-portant day. While New Sea-sons may be no Nor-dstrom, there are some definite fash-ion finds available. If feeling crafty, you can even make your dress out of the fabric from the totes sold by the check-out stand. Then, you can avoid the pitfal l of a prom experience: walking into a dance and see-ing someone wearing the same dress but only better. No one wil l be spotted in your masterpiece. Additionally, if you want a more natural sun-kissed glow rath-er than becoming the next Oompa Loompa doppelganger, fear not. This one-stop-shop has everything

you would need. In-cluding an organic tan. Again, the produce aisle will be your friend as you get the key ingredient of car-rots. For an additional health boost and add-ed nutrients for the skin, add some grated raw kale to the tan-ning solution. Then place the solution into a juicer. Once juiced, place it into spray bot-tle. Begin spraying all over. Once fully saturat-ed, stand completely sti l l for 27 minutes and 34 seconds to al-low for optimal dry-ing conditions. Going the organic route with car rots, your spray tan nightmares can be put to rest. As can all your wor-ries, as whatever you need there is a 99.9782 percent chance that New Seasons has it. Just keep everything in perspective and know what to priori-tize. Prom is the most important moment in your life and nothing will ever surpass it. Keep your priorities straight.

1. Candles spelling out “Prom” or “Sader” are trite. C’mon crusaders unleash your creativity! Instead of a collection of tea lights, create and burn a Burning Man-esque effigy for your date!

2. Disguise a dance proposal as a jury sum-mons letter and mail it to your date. Your ap-parent interest in the judicial system coupled with your DIY skills will surely impress!

3. If you know you don’t have a shot with your potential date, don’t give them the op-tion to say no! Create a GSoogle survey with the answer choices: Yes! Absolutely! and Most definitely!

4. Looking for a senior boy to go to a dance with? Have no fear and look no further! Naod Aynalem has promised to go with the bold Crusader that asks him first.

Social media and humor: new trends take over VineEmily Preble, ’16

Stand-up comedy often features jokes about race. Comedians throw

in quips about racial quirks or highlight the sensitivities surrounding their culture in a relatively tasteful way. These jokes balance the reality of the subject matter as well as the boundaries of what is con-sidered appropriate and are able to achieve their desired level of humor. To say that the racial jokes on Vine, a six sec-ond video recording app, ac-complish the same thing could not be further from the truth. Recently, Vine has asserted itself as the ideal platform for up-and-coming comedians to display their jokes on social media. Although they only have six seconds to record their video, the app users are immediately notified if they ‘made it big’ in the Vine hu-mor world based on the num-ber of likes and revines they get. The more people that see the Vine, the more likes the video receives and the more profiles repost the video on their own account. In fact, if the Vine is funny enough, it has the potential to be fea-tured on the “popular page”.

The “popular page” of the Vine app only airs the best of the best, or videos that re-ceive at least fifty thousand likes. During its early stages, the popular page debuted vid-eos of trick basketball shots or corny puns that included lyrics from a popular song. If a new user were to visit the popular page today, however, they would see that the sub-ject matter of the videos has drastically shifted away from classic humor and more to-wards jokes that utilize racial stereotypes in an extremely offensive way. “A lot of popular Viners use racial stereotypes as their jokes to get a lot of likes and favorites and make money off the app,” junior Rachel Phan said. “It’s clear that they’re overusing these stereotypes and perpetuating them for another generation when re-ally there are other ways to be funny and comedic without enabling the growth of ste-reotypes.” This is not to say that some of the videos on the app aren’t funny. Many Vines on the pop-ular page do include jokes that recognize the line and how close racial jokes should get to it. Even so, this does not

eliminate the fact that many of the videos still do include racist and sexist comments and are receiving hundreds of thousands of views, likes, and revines everyday. “I think Vine perpetuates racial stereotypes specifically because of the media popu-lar vines use,” junior Will Grimme said. “While it is cer-tainly appropriate and in many cases beneficial for people to make jokes or make light of differences between each oth-er or highlight specific aspects of their culture, the problem is the humor on vine has de-volved to a point where rather than highlight specific parts of your culture and derive humor from that, the social, ethnic, or political groups are simply becoming the butt of the joke rather than the con-duit of vine humor.” Too often, the videos re-ceiving the most views are ones that contain highly de-rogatory comments about the user’s race. Viners have seem-ingly adopted the notion that extreme deprecation of a cul-ture is acceptable so long as they can associate with the jokes as well. What most other app users do not realize, how-ever, is that the compounding

of racially incorrect videos is adding up to a much greater detriment to those it affects. “Any media that is not bring-ing us together and is making differences between us and is making one person specifical-ly defined by their race, or so-cioeconomic status, or ethnic group is not beneficial to the community that Jesuit is try-ing to create,” Grimme said. “It may seem like a distant problem, but it really impacts us all on a large scale.” Although it is easy to dis-regard Vine’s perpetuation of social stereotypes as the problem of someone else, the simple act of viewing the vid-eo grants it a “loop notifica-tion,” or a counting device at the corner of the screen that indicates how many times the Vine has been watched. By as-sociating with videos that use racist content as the source of their jokes, users worldwide are ultimately contributing to this constant perpetuation as well. “If you see these things enough, and you’re not ques-tioning it, do you really think that it’s not impacting you?” Peace and Justice teacher Ms. Angela Steiert said. “Even if you’re not part of it, the more

stereotypes that are perpetu-ated impact people who aren’t even looking at those things because they have to live in a world filled with other peo-ple’s prejudice.” Vine’s and other social me-dia sites in general, option for anonymity largely con-tributes to its ability to foster the popularity of racist jokes. Without an identity connected to the thousands of likes and revines, users are able to dem-onstrate their support of rac-ism all while remaining name-less and unaccountable, which has proven to be a dangerous combination. “What anonymity allows for is a social structure that is without a weight or justice sys-tem and I would say a general lack of ethical thinking and the dearth of it has allowed people to be able to make a lot of choices without think-ing about the consequences of their actions,” Ms. Steiert said. “The reality is, if you had to put your name to it, would you say that that is your belief ? It is that part of social media that allows a really dangerous power to go to people who are often purposefully doing what they know is wrong and hurt-ful and harmful.”

Courtesy Sydney Monfries, ’15

Senioritis DiagnosisAre you a senior?

YES!!! (thank goodness)If only...

sure feels like it

Are you a junior?

yes...

NOOO

These 17 seconds you spent reading this should have been spent starting the common app. What are you doing with your life? You be�er know in six months when �lling out what major you are. No ma�er what you think, the junior paper is only the start. You still have so much to do.

How often do you have all of your homework done by �rst period?

Don’t kid yourself.

Haven’t looked at my planner since January.

Planning on doing it during bio.

Why?...You are as rare as a Dilly bar at lunch. Your’re the type of person who reminds the teacher that we have home-work. While many work during lucnh to �nish assignments due �fth period, you are that person working on something due �fth period tomorrow. Your motivation is like that of a freshman on the �rst day of school: confused but e�cient.

Already done about a week ago.

Count this as your doctor’s note. Let’s face it. Chances are you are more concerned about the Bachelor �nale than the results of your last math exam. Your days of stressing over the latest assignment are as gone as the times of gaming on your iPad during break.

Work hard, play harder

While your degree of caring may vary with the weather, your amount of sleep, the quality of your playlist, and even how on-point your out�t is, in the end you will still �nish your homework. Or make a valiant e�ort to. Even if it’s during odd hours of the night and/or morning or while you are watching your favor-ite show on Net�ix.

Lifestyle IIApril, 2015 JESUIT CRUSADER Editor: Brigid Kelley

A.M.D.G.

Page

15

Brigid Kelley, ’15


As senior Tom Murphy aptly stated, “a loss of caring and a loss of motivation” has

swept across the Jesuit campus with the arrival of spring. With the season for good weather fast approaching––paired with wide-spread academic burnout––a large portion of the Jesuit population has submitted to a state of passive defeat, forced to settle with “just scraping by” instead of the standard of “probably passing.” The high school student demo-graphic often falls at the greatest risk of catching this spring fever, and all students are encouraged to take self-quarantine upon developing any of the highly contagious symptoms. As junior Megan Lim explains, the clearest indication that you have come down with a severe case of spring fe-ver is an unparalleled level of lethargy. Those under unusually high levels of stress are in increased danger, as the ailment seems thrive within high-pres-sure environments. Of course, the spring fever out-break is only a minor problem aggra-vating the far larger issue, a dilemma infamously known as senioritis. Like the name implies, senioritis most prominently manifests among high school seniors, particularly in the sec-ond semester of their final year here at Jesuit. The symptoms are almost identical to that of spring fever: fatigue, weariness, and a work ethic that would shock (or maybe not) your grandparents. Senior Jolie Maddock likens senioritis to run-ning a marathon. “You start out thinking ‘I can do this! I’ve trained for this’ and spring really fast,” Maddock said. “Then when you get to the end, you can see the finish line, but you realize you really have no energy left. You’re really hoping you can

get there, but you’re just not quite as sure as when you started.” Senioritis, however, differs from spring fever in one important way: it can hit anytime, anywhere. There are no age limits, no geographical boundaries, no defining characteristics among victims. In short, absolutely no one is safe––no, not even underclassmen. Murphy has witnessed many of his own own peers suffer from what he de-scribed as “early onset senioritis,” a vari-ation of the ailment beginning anytime from sophomore to junior year. Freshmen, you can’t count yourselves out either. Lim describes herself as one of the not unheard of extreme early on-set cases, in a stroke of coincidence con-tracting senioritis her first year at Jesuit. “I would say I’ve had senioritis since second semester freshman year,” Lim said. “I think my freshman self would be wondering why I’m not constantly studying now, but at some point I guess I just got tired.” But don’t submit into a 5-hour Net-flix marathon of defeat just yet: there are always a few lucky students who glide through high school with minimal symptoms, an exclusive group Murphy counts himself among. “It’s really just started setting in this year at the end of first semester and be-ginning of second semester,” Murphy said. “It hasn’t progressed very far with me yet, so I still care, just less.” Even still, Murphy recognizes that senioritis has decreased his performance quality while simultaneously increasing his rate of procrastination, a sentiment both Lim and Maddock also empha-sized. While modern science has failed to provide a quantifiable cure, members of the Jesuit community have one viable option left. In Maddock’s sim-plistic yet inspirational words, “Reach high, but expect medium achieve-ment. But at the same time, reach for the stars.”

Seniorit is strikesOlivia Glaser, ’16

When students first start seriously looking at col-leges, the question of lo-

cation is one of the first factors. Yet, the concept of a far-off destination for college may not be the best fit if students overlook key factors. Fi-nance of college is one important aspect to also consider. Jesuit High School is blessed with a college counseling department that helps students recognize many factors that they want in their spe-cific college experience: location, size of school, educational pro-grams, and a religious environment among others. Mrs. Carol Maier, one of the specialized college counselors, helps students everyday throughout the year on these types of questions. College is an “adjustment to tran-sitions,” Maier said. “Some students are more adept at adapting to new situations, and find that being in a new situation is exciting and chal-lenging, but on the other hand they

are 18 and haven’t had a lot of ex-perience yet.” “Sometimes doing that so distant from home is a bigger challenge than they are ready for,”Maier said. “Particularly as the newness wears off and the novelty wears away.” For one recent Jesuit alum, Anne Elorriaga ‘13, it took just that. By October of her freshman year she already knew that the atmosphere she was in at the University of Arizona wasn’t what she wanted in her college experi-ence. “The party atmosphere was overwhelming and frustrating,” Elorriaga said. “As a journalism major I was unimpressed with the program and felt as though paying out of state even with a scholarship was not worth the education I was receiving. Furthermore, University of Arizona roughly has 40,000 stu-dents and that campus size was too big for me.” Elorriaga looked at all aspects

when making the decision to trans-fer. Something that manystudents don’t realize is the social aspect to college. The position of partying, Greek life, and even the size of the school can all affect how students live outside of the class-room.

School size is just a number until students visit the university or get a chance to experience what that is actually like. “When applying to schools I said I wanted to be on a larger campus, but once at Arizona Irealized 40,000 is much bigger in reality than I originally thought,” Elorriaga said. “I think the biggest reason I left Arizona was due to

the non-academic experience the school emphasized.” Elorriaga made the decision to switch to the University of Oregon after her freshman year, but doesn’t regret going out of state her fresh-man year. “I learned so much being far

away,” Elorriaga said. “I had to be truly inde-pendent and I learned life-lessons that I would not have learned going to in-state school fresh out of high school. As well, I know that I would of regretted originally attending in-

state school right of high school. I would of played the “what if ” game with myself.” A challenging aspect of going to college is living independently from parents, and some students don’t re-alize the difficulty in this adjustment until they have already left the state in the fall. Also, there is the factor of cost of travel when someone goes far

away for school. Some families may be in situations where the students cannot fly across the country for every holiday. “Sometimes people at distant colleges, find that they can’t be alone during holidays,” Maier said. “So being around friends and family for holidays is a plus. While the decision to go in vs. out of state for the college experi-ence really goes down to the student and their family, it is important to look at all factors that go into life at college when making this big deci-sion. But also, this is not a decision that is concrete, and like Elorriaga students can transfer and adjust if they realize they aren’t in the proper atmosphere they need to be in. College is the first of many big decisions that seniors in high school face, but it isn’t the only decision that matters. By looking at all fac-tors in a university or institution, the choice to go and study what inter-ests you and what you can make a career of is crucial.

How much is distance a challenge for college choice?

College is an “adjustment to transitions,” Maier said. “Some students are more adept at adapting to new situations

The BackApril, 2015 JESUIT CRUSADER Editor: Emery Hanel

Noah MonahanMark Mueller


Jesuit auction puppy tradition halted by protestors

Last Spring, Jesuit’s tradition of auctioning off a puppy came to an abrupt end after dog breeders nation-wide got wind of the practice and voiced their opposition. For over decades the “auction puppy” had been a big-ticket item at the annual Jesuit Auction Gala and fund-raiser, typically raising between $7,000 and $10,000. However, last year, members of the auc-tion committee decided to pull the money-making puppy from the auction after being sub-jected to weeks of negative let-ters, emails, phone calls, a so-cial media campaign launched against the school and even on campus visits from protesters. Members of the auc-tion committee believe that the choice of breed for last auc-tion gala was what gained the school so much extra attention. After much research, including discussions with spe-cific Jesuit families planning to bid on the dog, the auction committee decided on hav-ing a Bernese Mountain Dog. The choice of this unique breed, one that requires spe-cial care due to its large size, caught the eye of many Ber-nese Mountain Dog breeders. “I think the choice of dog attracted a certain contin-gent of people who were strong-ly opposed to it being in our auction.” Jesuit Communica-tions Director, Mrs. Tuenge said. “However, I think if these folks had known that we’d auctioned dogs before, their reaction would be the same,” Mrs. Salzman, Jesuit Direc-tor of Development, added. Those opposed to Je-suit’s practice claimed to be concerned about a dog ending up in an unfit home with a fam-ily not vetted to take care of the dog, specifically a family not aware of the extra care a Ber-

nese Mountain Dog would need. “Buying a dog at auc-tion provides no protection for the puppy that it will be well cared for, will receive proper veterinary care, or that the owner knows anything about how to raise a puppy,” Presi-dent of the Bernese Mountain Dog Club of Oregon, Debby Jones, wrote in a letter to Je-suit auction administrators. Jones’ letter expressed a concern commonly echoed throughout hundreds of oth-er complaints: an assumption that Jesuit’s auctioning prac-tice did not include a screen-ing process of potential dog owners like many “responsible” breeders have. “Respon-sible breeders would never al-low one of their puppies to be auctioned,” Jones wrote. “They spend a great deal of effort to en-sure that a puppy will be placed in a suitable home. We feel that any breeder who would donate a puppy for auction does not have the welfare of the dog as a priority and is inter-ested only in the money - or when donating to the auction, the advertising it would bring.” Although Jesuit does have a vetting process in screen-ing potential bidders prior to the auction, Tuenge explained how many of the people voicing their opposition refused to believe it. “The letters, emails, and calls weren’t just ‘hey we wish we could talk about this,’ but they were very long and bel-ligerent, difficult to respond to,” Tuenge said. “We did respond with a standard response that we put a lot of thought into, letting them know what our practice

was, the fact that these animals get placed in terrific homes - we have a list of at least 10 that have ended up in great homes - but they didn’t want to hear that. There was no convincing them because they were so wedded to their opinions that they didn’t want to believe that we have a vetting process and these ani-mals end up in fantastic homes.” In the past, Jesuit’s process of choosing a breed has been primarily influenced by families in the community telling the auction staff that they are interested in bidding on a specific breed. Prior to ac-quiring a puppy, Jesuit auction staff works hard to line up mul-

tiple potential families to en-sure the success of the auction and the welfare of the puppy. “Past breeders who have provided dogs for the auc-tion have been known to the Jesuit community and have felt comfortable with us auction-ing a dog because they know how careful we have been about marketing the puppy, mak-ing sure we have people vetted prior to the auction,” Salzman said. “We don’t just offer the dog to anyone that is interested on auction night. We do a lot of work to determine who the families are that will be bid-ding on the dog. We don’t ran-domly just choose a dog and

say we’re going to put it up for auction. There’s a lot of work that goes on behind the scenes.” Jesuit has yet to have an issue with a dog ending up in an unfit home, however the auction committee has always felt confident in their ability to find the dog a loving fam-ily in the event that the high-est bidder changes their mind. “We’ve been fortunate in the past in that the auction chairs that have helped with procuring the dog are major dog lovers and have articulated that they themselves would like the dog if something were to hap-pen,” Salzman said. “We’ve al-ways felt confident that if for

some reason it did not work out, we could place the dog with one of our co-chairs or one of our auction board members.” “Also we’ve had good rela-tionships with the breeders,” Tu-enge added. “The breeder is a big resource and if we were not able to find a home for the dog, we would

work with that breeder to find a good place for that dog. We’ve always had good relationships with the breeders up until this last year when a breeder said ‘no’ and went on to disseminate us.” Protesters also went to the media and started contacting Jesuit sponsors. “That was probably the straw that broke the camel’s back,” Salzman said explain-ing the ultimate reason Jesuit ended up pulling the dog from the auction. “We need to have sponsors in advance to be able to support the auction and be successful. We have to respect them and our donors and in no way do we want to put them

in a compromised position.” “Or risk the auc-tion, risk them showing up the night of the auction,” Tuenge added. “There were threats.” To add to the chaos, all this protest commotion came about during the final two weeks leading up to the auction. “If we had gone through with keeping the dog and they followed through with their threats of showing up on auction night, the media would most likely have come as well, making an even bigger deal out of this,” Tuenge said. “We would’ve had to spend a lot more time, effort, and stress on this situation, which would have compromised us from being able to focus on the event, the pur-pose of the event and the mon-ey that we needed to raise [to support the JHS community].” The incessant pro-tests via social media came across on Jesuit’s personal Facebook page - almost lead-ing Tuenge to delete the ac-count entirely - and on a separate page titled “Stop Auc-tioning Puppies for Charity.” Along with issu-ing a statement to the media and a standard response to all emails and letters address-ing Jesuit’s own vetting pro-cess, auction coordinators announced their decision to drop the dog from the auction. This year Jesuit will not auction off a dog at the May 2nd auction. “We don’t know what we’re going to do in the future, but we want to remain open to the idea of having an auction puppy,” Tuenge said. “It’s been a really positive experience in the past and it’s benefitted not only the puppy, but the school. Each year we will evaluate it, but for the amount of time and energy we had to spend on the situation last year, it likely would not be worth it this year.”

Marie Van Rysselberghe, ‘15

Staff BoxEditor-in-Chief:............... Marianne DolanEditor-at-Large:............... Brigid KelleyJunior Editor-in-chief:... Emily PrebleManaging Editor:........... Sydney Monfries

Features Editor:............. Coyle DummiganNews Editor:................... Olivia GlaserSports Editor:.................. Andy BryanOpinion Editor:.............. Naod AynalemArts Editor:...................... Amie HooklandLifestyle Editors:............ Sam Louie ........... Katie Kelley

The Jesuit Crusader strives to educate, inform, and entertain the student body and community, fea-turing events that affect them both directly and indirectly. The staff intends to adopt an objective perspective in order to publish news. Reporters accept full responsibility for all content published.

Staff Writers: Jarrett Bern-hardt, Conor Chapman, Sanya Cowal, Sophia Forstag, Emery Hanel, Avery LeClair, Heran Mamo, Ashley Mepham, Tommy Mulflur, Mira Petrillo, Rebecca Pfluger, Coco Pool, Dane Strength, Jack Taylor, Marie Van Ryselberghe, Hannah Winterling, Siobhan Salzman

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