Students engage in lesson

In English teacher Kathleen Mathis’ classes, she is always creating new and innovative ways to enhance the learning experience for students and to add more fun and entertainment in classroom lessons.

This year, English classes will take part in a hallway game that goes along with lessons based on the play Julius Caesar by William Shakespeare. The activity is in updated version of what took place past school year. While Mathis’ and Justina Butera’s English classes read Julius Caesar, the teacher’s thought of a new way to review material from the book.

“We were learning about the forms of persuasion in Julius Caesar and put together a game that would put those skills and terms to use in a competitive way,” Mathis said.

The idea for the game came from the Food Network show “Guy’s Grocery Games” where the culinary skills of contestants are put to the test as they race through store food aisles collecting items.

Mathis’ version of the game last year featured two mini-shopping carts where students formed teams and then ran up and down the English hallway collecting pieces of paper with forms of persuasion written on them.

After collecting the paper slips, groups had 10 minutes to prepare an impromptu speech where they had to implement all of the terms they collected into their speech.

Although the game was successful last year, the teachers looked to change up the game this year to make it more similar to “Guy’s Grocery Games.”

“I realized that the shopping carts alone didn’t really make a good grocery game,” Mathis said. “I wanted to have something where cans of food would have the paper slips attached to them rather than having students collect the paper slips alone.”

Additionally, along with the help Tech Specialist Jennifer Cory, more students will be able to participate as the game will include four shopping carts this year which have been borrowed from a local Trader Joe’s store.

Not only will the game this year further aid students in their learning, but cans that have been collected by students will be donated to the AHS Pantry located in the Parent Resource Center.

“We thought that if we were going to bring in food, we should also put it towards a good cause,” Mathis said.

With over 500 cans and boxes of non-perishable foods already brought in to be donated by English students,

items will be collected until Spring break. Additionally, Trader Joe’s will be donated $50 worth of non-perishable food items to the Food Pantry as well.

“I love that students are excited that they have the opportunity to help others in a fun way,” Mathis said.




OVER TESTING

As he prepares to wrap-up his high school career, senior Abbey Yared looks forward to the summer and spending the next four years at the University of Virginia. However, he finds his path blocked by an all too familiar object, standardized testing.

Throughout high school, Yared has grown accustomed to the standardized testing environment. Whether it has been Standards of Learning (SOL) testing, the SAT, ACT or the upcoming IB Exams, he has learned and adapted to the nature of such exams.

Nonetheless, after dealing with the test-taking process for a decade, it begs the question: “Was it worth it?”

Although Yared feels that he was over tested throughout high school, changes are on the way.

With the state reducing the number of required SOLs and colleges beginning to place less emphasis on the SAT, actions have been taken to combat over testing. The purpose of standardized tests, particularly the SOL is to assess if students are meeting requirements set by the state for various subjects including mathematics, English, science and social studies.

This past year, the state changed and the wording and requirements regarding the SOLs. With the new changes, students are now prohibited from taking an SOL if they have met their SOL requirements for graduation.

Before this change was implemented, students were expected to take the SOL if they were in a course that was associated with the test. Now, students will only take the SOL if they have not met the SOL graduation requirement for that subject area or for their student selected SOL.

Additionally, the requirements for students who entered the ninth grade in 2018-19 school year have different requirements than before. For the standard diploma, students need to earn a total five verified credits, a decrease from the previous requirement of six verified credits.

Requirements for the Advanced Studies diploma drastically changed on the verified credits end as well as the number of verified credits has been lowered from nine to five.

“The SOL is not becoming less emphasized,” Director of Student Services Jennifer Crump-Strawderman said. “The SOL pass rates are one of many requirements for our state accreditation, so they can’t be less emphasized.”

With less testing requirements, students are being relieved of having to prepare for as many examinations.

“I think the change is that the state does not want to unnecessarily test students,” Crump-Strawderman said. “So they have made adjustments to when students should test but the tests and results are still as important as they were in previous years.”

Students do not agree with the notion that this kind of testing the most efficient way of evaluating their progress year by year.

“I honestly think that the amount of time we as students put in during class and at home should be valued more

than a few hours of exams at the end of each year,” Yared said. “I understand that we’re tested to see if we’re meeting standards, but there are more effective ways judge that.”

With many students finding their interests in one or two subjects, it appears to be excessive to overly test students in subjects that they will not have future interest in, whether it be in college or as a potential career path.

“For me, I find most of my interest in history and engineering,” Yared said. “It’s still important to learn and gain knowledge in other subjects and classes, but I don’t think everything needs to be focused on equally.”

Evidently, standardized testing is not only limited to the SOL as students still face many other forms of examination. Every school year, high school students spend endless hours stressing over one three-letter test that can define their collegiate futures: the SAT.

Originally introduced in 1926, the SAT has been a major factor in determining student acceptance into universities and colleges after high school. Not only are student scores used as part of the decision to accept an applicant to a college, but they are also used in awarding merit-based scholarships.

With this being the case, a countless amount of students spend time studying and preparing for the exam, particularly during their junior and senior years of high school.

Student study methods typically include using online practice tests released or made available by the College Board (the organization that administers the SAT), using practice books and study guides, or even preparing for the exam with a tutor.

“When I was getting ready to take the SAT, I used multiple forms of preparation,” senior Reade Sherif said. “The practice tests online were probably the most helpful thing and my tutor helped me work through tutor helped me work through questions as well.”

Students find themselves using guided practice questions online and also learning tips on taking the SAT from these same sources such as Khan Academy.

“Khan Academy was a pretty useful for test preparation because it explains how to solve and also provides a faster way of completing the questions,” senior Alex Brennan said.

Despite the historical importance of the SAT in the college application process, many schools are making changes to the value the test has in determining if a student should be accepted or not.

As of September, there have been more than 1,000 accredited, bachelor degree granting institutions that have become test-optional. If a school is test-optional, that means that the decision to send SAT scores to the school for consideration with a college application is left completely up to the applicant.

There are a number of highly ranked test optional schools including: the University of Chicago, George Washington University, the University of Iowa, Wake Forest University, etc.

In addition, Score Choice, program implemented by the College Board, allows students who have taken the SAT multiple times to select and submit their only best scores to colleges.

With score choice, students can select their best score from the evidence-based reading and writing section and their best score from the mathematics section.

“I think the SAT as a requirement does not help in evaluating a student,” senior Izzy Yahia said. “A different form of standardized testing such as subject tests where students study for and take the subject test that they are most likely to major in would be a good replacement.”

Another form of standardized testing which is mostly relevant to high school seniors and juniors are IB

Exams. In order to earn an IB credit for a respective IB course, students must not only pass the course, but also earn a certain score on the exam.

These tests are much more rigorous as they are based on international standards and are associated with higher level courses. Despite the rigor, there are multiple benefits to not only the courses but the exams as well.

“Some of the topics that appear in the exams will be pretty relevant for students who take higher level math courses in college,” IB Math teacher Evaristo Martins said.

“Taking the exams is beneficial because colleges do like to see students taking IB and AP exams.”

In addition to becoming familiar with material they will see again in college, students also have the opportunity to earn college credits by taking IB exams.

With the many forms of standardized testing, it is a mixed bag as far as benefits and drawbacks. Although the significance of valid arguments against over testing and the stress associated with studying, many forms of standardized testing in general will remain intact for the foreseeable future.




Students view heart surgery

Senior Cort Hollis was cranky about having to be at school by 6:45 a.m. but he still had excitement running through his veins. Along with the rest of the Human Anatomy class students taught by Marcia Bellamy, he was a short bus ride away from seeing a cardiovascular surgery at Inova Heart and Vascular Institute.

This is thanks to the Dome Experience program in the Center for Learning and Innovation. Students can see direct views of procedures with the “Dome,” a special viewing platform above the operating room.

“I was expecting the kind of viewing room in Grey’s Anatomy,” senior Jennifer Chavez said. “In reality, the room we were in had rolling chairs and windows that showed the operating room.”
Students were at the edge of their seats during the procedure.

“We saw every detail of a four-hour surgery with every second being entertaining,” Hollis said.

In particular, the class watched a coronary artery bypass surgery, sometimes called CABG (pronounced “cabbage”). The process reroutes blood around clogged arteries to improve blood flow. In order to do this, the surgeon harvests veins from the patient’s leg.

“The patient essentially provides their own spare parts,” Bellamy said.

Viewers learned things that they couldn’t have in a traditional classroom.

“The heart is way smaller in real life than the models we saw in class,” Chavez said.

Hollis benefited in a different way.

“I had already learned most of what was involved in the surgery, but it all made sense and was solidified in my brain after the surgery as a visual learner,” Hollis said.

Seeing what it takes to complete surgery and how many people are involved gave students a fresh perspective.

“It was so interesting because I got to see the different types of people that are in the operation room like the lead surgeon, anesthesiologist and nurse practitioner,” Chavez said.

Hollis was able to make connections between medical television shows and his personal surgical experience.

“There are fewer mishaps, but the humor is 100% there,” Hollis said. “The lead surgeon was wearing cowboy boots during his operations and he also likes to listen to lithium music.”

Hollis said he encourages anybody else to jump at this amazing opportunity of a field trip, but that’s not the only reason he took the Human Anatomy course.

“Although the surgery is for sure a highlight, I am mostly interested in the complexity of how humans work,” Hollis said.

With multiple days reserved for the visits and a maximum of 25 students each day, Bellamy was able to see the same procedure two days in a row as a chaperone.

“I was fascinated by the similarities as well as differences in the work of different doctors,” Bellamy said. Surgeons sometimes have the option to use their preferred techniques instead of sticking to a script.

The Dome Experience, although free, is always in extremely high demand.

“This was a fascinating experience, but it was very difficult to secure a date,” Bellamy said. Luckily, she has already secured a reservation for March 2020 so that next year’s Human Anatomy classes can experience the very same surgical brilliance.




Senior Career Fair to take place

Throughout their high school careers, students often do not have the opportunity to thoroughly plan for the future and evaluate potential career paths. Usually caught up with studying, homework and projects, it is rare for students to be able to take these things into consideration.

However, the English department is attempting to change that narrative in order to better prepare students for what lies ahead of them. The first step they have taken in doing this is by planning and organizing the first ever Career Fair at AHS.

The fair which will be attended by English 12 students will be held during Pride Time on Jan. 29 in the cafeteria.

Approximately 60 community members with various career backgrounds will be volunteering at the fair and will be meeting with small groups of students consisting of between three and five students per group.

“We are hoping that students will be able to make connections with the volunteers,” English teacher Kathleen Mathis said. “We’ve tried our best to match students up with people in their field of interest as much as possible.”

Volunteers at the Career Fair come from a wide range of career jobs and positions including franchise owners and small business owners as well as individuals that work in accounting, IT, management, education and more.

“We’ve got a wide range of experience from our volunteers,” Mathis said.

Students have been working hard to prepare their resumes, cover letters and e-portfolios as well as work samples that they completed throughout their high school career so that they can present to the volunteers what they have created and get receive feedback both career wise and portfolio wise.

“I’m excited about the career fair because I feel like it will give us students confidence for the future,” senior Sam Abourakty said. “I’m looking forward to receiving feedback because I really want to do well in my future and the volunteers at the fair can take me to the next level.”




Science Fair: ready for blast off

Throughout the past few months, students have spent time trading in their binders and homework for lab coats and safety goggles. However, this process has been taking place in a timely fashion for some but in a last-minute manner for others.

Sophomore Eva Gomez stayed ahead of the herd with her Science Fair partner when working on her project.

“We tried to get everything done early and worked together very well,” Gomez said.

Senior Maisha Maliha, who had to complete two Science Fair projects due to her double enrollment in science classes, is in a more complicated situation.

“I used my time wisely for physics, but for my biology project, I’ve been running into a lot of problems,” Maliha said.

It took a lot of work to get to the point of project completion. Gomez started working on her project months ago, but ran into some obstacles.

“We messed up the first time, so she had to redo the rest of the experiment by herself, which I made up for by doing the abstract and other paperwork by myself,” Gomez said.

In addition to having problems with her biology project, Maliha also needs to complete extra assignments that go along with the project portion due to being an IB diploma candidate.

“The science fair projects are also internal assessments, so I have to write a paper too,” Maliha said.

The Science Fair process has changed over the years. Two years ago, there used to be a school fair in the cafeteria where all of the projects were presented.

“That gets to be problematic, especially when you build in snow days and the huge crowds of people, so now what we do is we have team fairs,” Chemistry teacher Nancy Kaegi said.

Although Maliha has not yet found out if she’s been selected for the Science Fair, Gomez and her partner found out on Jan. 7 that they were selected for the schoolwide science fair via a Google Classroom announcement.

“There were some really good projects, so I wasn’t really expecting getting selected,” Gomez said.

Some students are thrown in a loop in juggling their need for practice and other obligations.

“We aren’t really preparing because we’re both really busy right now. When there is time, we do talk about what we are going to do to make out project better and stand out,” Gomez said.

Students who place first, second or third in the biology, chemistry or physics in the school Science Fair will then have the opportunity to move on to the Regional Science Fair, which will be taking place at Robinson Secondary School.




Check out these MYP projects

How do you bake the perfect delicacy? Call the right football play? Travel to the moon? Build a functional plane? Every year, sophomores complete a MYP Personal Research Project, otherwise known as a Passion Project. 10th grade English teachers first introduce the concept to students with a sole question: “If you could come to school and learn about anything you wanted, what would you choose?”The project contains three components: the journal, the product and the report. While the journals are an opportunity to keep track of progress, and the report is a detailed summary of research and reflections, the product is where students’ creativity can truly thrive. It can take any form a student wants (like a video, book, song, experiment or game) in order to best communicate the findings.

After in-class presentations, teachers select a few projects to participate in the MYP fair. It took place on Jan. 17, during W4. Although the fair was previously located in Clausen Hall, it was in the library this year. Although crowded, the fair hosted brilliant projects about topics ranging from video games to historical landmarks. “My students learned from one another and enjoyed seeing the projects their peers created,” English 10 and 10 Honors teacher Justina Butera said.

Although one MYP fair is over, another is to come, this time comprising of English 10 Honors students. These students are still in the research phase of their projects but hopefully, their hard work will come to fruition later this year in their own presentations.

How to Play the Ronroco, by Ana Triana

Triana chose to do her project on the ronroco because she has always wanted to learn how to play an uncommon instrument. On top of that, her father has a background in ronroco music and has served as a teacher in the past few months.

She pushed herself to practice the instrument everyday and to keep track of what she needed to improve upon. Fortunately, the hard work paid off in time for the MYP fair.

“I was nervous because it’s not easy for me to present in front of many people, especially in a language that I am still learning,” Triana said. Yet, she was excited to show her classmates the final results of her project for the rewarding culmination of time and effort that it was.

“Maybe my final presentation would have been better if I learned a better song for my product,” Triana said in retrospect. Her advice to others doing the MYP project in the future is that they should find something they are passionate about, so that it will be fun instead of like a chore.

Welcome to League of Legends, by Patrick Miro

Miro did his project on League of Legends to prove that it’s fun and still popular to a lot of people. When presenting, he was nervous that people wouldn’t care about the game. However, as he kept talking, Miro found that people became intrigued and asked a lot of questions.

He only had the slightest of regrets about his project. “I would put moments of highly skilled players playing against each other so that people can see how competitive it can be,” Miro said.

Miro advised that those doing the project in the future should just be themselves. “I’ve been playing League of Legends for ten years now and I’m still addicted to the game. I want people to know why I love the game and keep playing it.”

The History of Sneakers, by Ayaz Ahmed

Ahmed decided to discuss sneakers for his project because of their hidden depths. “I love the backstory behind them and how a pair of sneakers can be sold for thousands of dollars,” he said.

Although he was really organized with his project, Ahmed still had a few things left to do in overtime. Perhaps the project was worth the wait though, with its composition of a video, paper cutouts of shoe logos and sneakers, and a raffle for a pair of shoes.

“I knew my project was going to be amazing, so I personally asked my teacher if I could go first and show the class something they never really learn about in school,” Ahmed said.

He attributes his success to fellow sophomore Ryan Leach for providing information about sneakers that couldn’t just be found on the Internet, and to his English teacher Justina Butera for helping him stay organized and giving him inspiration on how to execute his research.

Ahmed proudly declared that his project was perfect in his eyes and he wouldn’t change a thing.

What It Takes to Play College Soccer in the NCAA, by Madison Cruz

Cruz learned what it takes to play soccer in the NCAA because of her own dream to be able to do so. Looking back, she said she regrets not adding more visuals and pictures to appeal to the audience. Finishing her project before the due date, Cruz was excited to present her project because she wanted to inform others about a topic that interested her.

“Coach O, as my high school soccer coach, helped me understand the foundations of playing soccer in college,” Cruz said when asked who gave her guidance during her research.

Cruz’s advice to others doing the MYP project in the years to come is to make the project easier to accomplish by choosing an important topic.




IB Diploma graduate ceremony held

IB Diploma candidates generally have the hardest course rigor and schedules of the entire student body at AHS. Along with balancing both Higher Level and Standard Level IB courses, IB Diploma candidates also have to enroll in the required Theory of Knowledge class and many are also participants in clubs and sports.

Students complete all of this course work in order to receive the coveted IB Diploma. However, candidates do not officially receive the diploma until the following school year, when they have already graduated from high school. This is because in order to receive the diploma, candidates must earn certain scores on their IB Exams in which scores are not released until the summer.

IB Diploma candidates from the Atoms Class of 2018 attended the International Baccalaureate Graduate Forum and Recognition ceremony on Jan. 7. Students officially received their diplomas at the ceremony held in the auditorium.

“It would have been nice to receive the IB Diploma at the same time as our high school diploma,” alumna Ruth Mekonnen said. “But I didn’t mind having to come back because it gave me an excuse to visit teachers and students.”

The Class of 2018 featured a total of 46 IB Diploma graduates. The ceremony began with a panel from the IB Diploma graduates in which they discussed the impact of IIB on their college experiences. IB Diploma coordinator Linda Bradshaw then recognized the Class of 2018. The faculty speaker for the event was IB Theory of Knowledge and History instructor, Timothy Kelly.

This was followed by a speech from the Graduate Speaker Marina Chen and then the awarding of certificates.

“I think that the IB program as a whole was definitely beneficial,” Mekonnen said. “Most college classes are handled the same way as IB Classes so having that foundation provides an advantage. I was able to figure out good study techniques and how to manage my time better.”

Diploma recipients reflected on the benefits of the program now being college students and dealing with even more difficult curriculum.

“The IB Diploma program taught me how to better navigate ways through educational tools such as researching and writing,” alumna Binqi Chen said. “Receiving the diploma isn’t about the paper that you receive but rather the growth and the benefits its gives you in standing out on college applications.”




Use these free apps to succeed in school

Todoist

This app helps students manage seemingly never ending amounts of homework. Todoist keeps track of everything, from just homework assignments to also long term projects. Organizing assignments into a list, and being able to add due dates, subjects and descriptions, ensures users don’t forget to complete anything.

Students can also build up a streak for every day they finish their daily goal of tasks and also view their daily and weekly progress.

Todoist is not only used for school, but for home, too. For instance, it can have reminders about chores, books to read and shows to catch up on. Using this app gives anyone the chance to build long lasting habits and academic and personal goals. The theme can also be changed to a Night Theme.

“This app really helps me, it’s like an online agenda,” Junior Ashley Reyes Rosales said. “When I first downloaded the app I was really confused on how to use it but the app has a lot of instructions and it gives you a couple of tips to get you started on developing organizational skills.”

StudyBlue

Instead of spending hours writing flashcards just to lose them the day of a test, StudyBlue can be used to access study materials seamlessly at home, school or on the go. Not only flashcards but also study guides and notes can be created, enhanced with audio and images and shared with friends. Students can track their progress using study reminders and self quizzes. If another person’s flashcards are similar to the topic needed, then it can be duplicated to a new set with the option of adding more terms. StudyBlue also has the potential to be useful to teachers. Teachers can use this app to make quizzes for students, or flashcards and extra notes to help students prepare for tests.

“I always use StudyBlue for studying for quizzes and tests,” sophomore Ayaz Ahmed said. “The app lets you join classes that have multiple flashcards and study tools. I think this app is really good for me, because I’m not the best at making flashcards and I could just go on this app and use and study someone else’s premade, neatly organized flashcards.”

Socratic

The days of flipping through textbooks to get notes and homework answers are over. This app helps students get homework help in all of their classes in a quick easy way. Socratic helps get information on all subjects like Math, Science, English, and more.

For this app, all students have to do is take a picture of any type of question or manually type it and then the app instantly gives step by step explanations, definitions, graphics, and videos.

The app uses strong text recognition technology which is a type of technology that recognizes text inside an image.

The app is well designed and the results are presented in the form of vertical cards.

“Once I started using Socratic I stopped searching things on Google,” sophomore Heather Garcia said. “This app is a super fast way for finding useful information and I don’t even have to look that hard. It’s like having a virtual tutor in your pocket.”

DMV Genie

Get ready for the car, motorcycle, or CDL learner’s permit and driver’s license test the right way. DMV Genie helps prepare students for the test with questions that are based on their state’s official driver’s manual.

This app gives detailed explanations and helps students understand when they get a question wrong. There are many difficulty levels that they can choose. Students can skip as many questions as they like and the app test stops as soon as they reach a passing or failing score.

By downloading this app and taking the practice test students are sure not to have any surprises when they take the actual test.

“DMV Genie was a great app to use when I was getting ready to prepare for my learner’s permit test,” senior Onik Anwar said. “The app had a lot of cool stuff to help me study like the personalized challenge which is a test that was made up of my missed questions from all my practice tests.”

Tinycards

From the makers of Duolingo comes a fun new way to prepare for a test and memorize vocabulary. Tinycards has over 10,000 flashcards on languages, history, sciences, and more.

In addition to offering thousands of already made flashcards with adorable pictures to make sure learning is appealing, it lets students create their own flashcards and share them with others.

Tinycards adapts to students learning with a technique called spaced repetition. Sometimes people might forget what they learned over time, so the app resurfaces the flashcards they’ve mastered. The app also notices which cards students struggle with and keeps reshuffling those throughout the flashcards until they consistently get them right.

“I used Tinycards a lot when I was in Spanish 1,” freshman Stephanie Manco said. “It is mostly for spanish beginners, but I still use it even though I’m in Spanish 3, just for a quick refresher to make sure I don’t forget the Spanish 1 material.”

Photomath

Whether you’re struggling or simply want to improve in math this app might be your new best friend. Photomath can read and solve math problems ranging from arithmetic to calculus. All students have to do is scan the problem or question with their phone camera and the app instantly gives answers to the solution and different ways to solve it.

There is a calculator in the app where it allows students to fix a problem if it gets scanned wrong or they can just type it straight into the calculator with the same results. There is also a notebook feature which is a log of all the problems the student ever did, but it can be cleared.

“Photomath got me through both my Algebra classes,” senior Chadwick James Gore said. “I used the app to get detailed instructions on things I didn’t understand and to check my homework for any mistakes.”




“Five Feet Apart” leaves readers touched

“Human touch. Our first form of communication. We need that touch from the one we love, almost as much as we need air to breathe. I never understood the importance of touch, his touch… until I couldn’t have it.”

Seventeen-year-old Stella Grant has cystic fibrosis, a life-threatening disorder that damages the lungs and digestive system. Despite her out of control lungs, she likes to be in control of every other aspect of her life. That explains why it’s full of routines and boundaries. She has been in and out of hospitals most of her life, and the one thing she has made sure to do her whole life is to keep herself away from anyone who can ruin her chances for a lung transplant.

That becomes a problem after she meets Will Newman, a rebellious and charming teen with the same illness as her. Will couldn’t care less about the treatments for his Burkholderia Cepacia, a more severe form of cystic fibrosis that took him off the lung transplant list. All he wants to be in control of is getting out of his clinical drug trials and the hospital.

They must stay six feet apart at all times, no exceptions. The only way for them to stay alive is to stay apart, but they have an instant connection. As their feelings intensify, so does their desire to break the rules and embrace their feelings for each other. Suddenly being six feet apart doesn’t feel like protection. It feels like punishment.

This book immediately grabbed my attention with its intricate cover and the fact that it is a young adult fiction, which is one of my favorite genres. Rachael Lippincott wrote a well plotted and well written book. The storyline was captivating and kept me from putting the book down.

I knew that Will and Stella were doomed from the start because they are not able to touch each other and this makes the book bittersweet. The last few chapters are heartbreaking, as I was expecting.

The story is told in alternating perspective between Stella and Will and I enjoyed both perspectives. These perspectives taught me multiple things about cystic fibrosis.

At the beginning of the book Stella seemed like a headstrong girl who always wanted to get through her illness and live but later it gets revealed that she was ready to die all along until her older sister Abby died. We find out that Stella has survivor’s guilt and that the only reason she is trying so hard to live is that she feels her divorced parents will fall apart if their only remaining child dies. Will believes that there is no hope for him and instead of being in a hospital, he should be out exploring the world. After he meets Stella, he realizes that he wants to live. He starts doing his treatments and enjoying life at the hospital.

I really liked the character development in this book. At first, Will seemed like a sarcastic rebel, but as I got to know him, he became more of a complex character with a soft interior. Stella learns to live a little and not always be consumed by her treatments. Both these characters learn from each other and become better people after their experiences with one another.

Five Feet Apart is soon to be a major motion picture starring Cole Sprouse and Haley Lu Richardson, and directed by Justin Baldoni. I can’t wait to see the movie when it comes out March 2019.




Golden Hour opens door to student creativity

The Filament Literary Magazine and the Atoms Writing Center hosted the monthly Golden Hour creative writing event on Nov. 27. The Writing Center was open from 3-4 p.m. after school as students had the opportunity to express themselves through writing.

As students entered the Writing Center, they picked up writing prompts that provided them with an idea to write about during Golden Hour. The prompts included were imaginative such as “Arctic: Look to the snow-covered north and find some inspiration in it” and “Drinks on Me: Write a poem or short story that takes place at a bar.”

“I like the idea of picking up a prompt as I walk into the writing center because it’s sometimes hard to come up with something to write about,” senior Izzudeen Yahia said. “The prompts are written in a way that allows me to use my imagination to come up with something really creative and different.”

Students participating in Golden Hour do not have to write about their selected prompt. Rather, they can write about anything they wish that can be anything from a poem, story, play, or free write.

After about 45 minutes of writing, students are called on to share their work that they’ve written out loud with the group.

“I really like when students are confident enough to share their work with the group,” English teacher Justina Butera said. “I like to hear what students come up with because I’m a writer myself and I sometimes get ideas from students.”

Throughout the school day, students generally do not have the opportunities to express themselves through writing in class. Since its launch last school year, the Golden Hour event has aimed to give students this opening.

“They [students] have the freedom to express themselves creatively which they don’t always get the chance to do in English class,” Butera said. “I also think it’s nice to have an environment where you’re surrounded by other writers and students who share that passion for creativity.”

In addition, multiple English teachers provide extra credit to students who attend the Golden Hour event.

“Overall, it’s just a cool thing to do to sit down and write about prompts in unique ways,” Yahia said. “The extra credit opportunity is just another positive to an already considerable activity.”

Golden Hour will continue taking place throughout the school year on the last Tuesday of every month. The AWC and Filament will advertise the event prior to its taking place.

“I think that it’s really helpful for students to have a place to write where there are no requirements and nobody is telling them what they need to write about,” Butera said.




Atoms Writing Center holds interest meeting

The Atoms Writing Center will be holding an interest meeting for students interested in becoming a tutor on Nov. 28 in room 274. Pizza and refreshments will be served to all those who attend.

The Atoms Writing Center has provided students with help and assistance on all types of recent written assignments in recent years. The writing center is typically open during R5 and  W4/Pride Time for any students to be tutored and aided with their written assignments.

The interesting meeting will cover the requirements for tutors and the typical workings and functions of the Atoms Writing Center.

“We decided to hold a meeting for all the potential Writing Center tutors that met the requirements, a teacher’s recommendation and is in a good standing academically,” Atoms Writing Center tutor Neyda Villatoro said.

The writing center will also be making new changes this school year with tutoring on assignments outside of the english subject.

“We also talked about the changes we are making like how we are moving beyond just working on English assignments. We are also available to help with science research paper, math papers and history papers  and basically anything that requires writing you need help with we can provide.”




Should FCPS make holiday breaks longer?

Going to school for consecutive months can get overwhelming. This might cause students many health issues if they don’t begin to take care of themselves and value their health over their academics.

A solution to this issue is that students need to have a longer break during the holiday season in order to allow students to rest up and maintain good mental health. Currently students in FCPS for Thanksgiving break get from November 21 to November 23 off, for Winter break get from December 24 to January 4 off, and for Spring break get from April 15 to April 19 off. At the end of quarters student get a day or so off, as well. For example, some schools in Creede District Colorado, only go to school four days a week.

“I don’t really have time to think about my health and mental health, because I’m so focused on getting good grades,” sophomore Kristina Regmi said.

Many students spend a lot of time stressing over achieving good grades and not paying attention to  how academics are affecting their mental health. Students become concerned about the amount of homework that is due and the tests that they have each week. This leads to students staying up late at night and finishing assignments.

Sleep deprivation can put students at risk of heart issues such as heart disease, heart attacks, heart failure and irregular heartbeat. With the presence of sleep deprivation, individuals will also potentially be at risk of high blood pressure, stroke and diabetes. These are only a few things that can occur to someone if they don’t get enough sleep and conditions that students need to be aware of.

Stress can have many effects on your body, such as, headaches, muscle tension or pain, chest pain, fatigue, stomach pain, and sleep problems. Stress can also have effects on your mood, such as, anxiety, restlessness, lack of motivation or focus, feeling overwhelmed, irritability or anger and sadness or depression. Additionally, stress can also affect someone’s behavior, such as, overeating or under-eating, angry outbursts, drug or alcohol abuse, tobacco use, social withdrawal, and exercising less often.

All of these potentially long-term health issues may have serious effects on students. Individuals  can be suffering from any of these things or have the symptoms and not think that it is anything serious or they might not know.

Having longer holiday breaks would give students time to not stress and enjoy themselves. It would also allow students to rest their minds and lessen focus on school. Having breaks would benefits students greatly and reduce the risk rate of having any issues.

“If we had longer breaks I would finally have some time to myself and not be stressing myself out every day,” freshman Ibrahim Osman said. Fairfax County Public Schools should take all those things into consideration and make at least one of the holiday breaks longer. Thanksgiving break, Winter break, Spring Break, or Summer break can all be made a little bit longer to reduce the stress and pressure that students feel.