December Crossword Answers

   For the second time in Princeton High School band history, the Studio Band traveled to London, where they performed and recorded five pieces written by jazz composer Randy Brecker at Abbey Road Studios from December 7 to December 16.
   In preparation for their upcoming trip, Studio Band members worked with the band directors, David Pollack and Joseph Bongiovi, to rehearse pieces and plan the details of the trip. They had to coordinate with airlines for flights, find hotels to stay at, contact tour companies, and collect fees.
   It was especially difficult to prepare in time for this trip due to multiple factors. Not only was the music difficult, the Studio Band members also had very little time to prepare. 
   “We had other concerts and performances to do before we really got to dig into this music. In October, we had a Concert Band concert and then we also [performed at] homecoming. So we had a bunch of other [performances]. We really only spent about a month and a half preparing for this.” Bongiovi said. 
    
    The Studio Band has performed internationally and participated in many competitions. However, the band directors decided to go to London a second time because of the city’s history. Additionally, they were also able to record again at Abbey Road Studios, where popular bands like the Beatles were recorded. They also got the chance to record and play alongside Randy Brecker and his wife, Ada Rovatti. Brecker has won six Grammys over the years, and his wife plays the tenor saxophone. The Studio Band was especially excited to be recording their music. 
   Furthermore, the trip was an excellent opportunity to explore England’s culture and history.
  
   David Pollack explained that trips out of Princeton High School are such an important part of band members’ musical career. They give students many opportunities that they would not otherwise have just performing in the United States. 
    “It was a great opportunity to record [at Abbey Road Studios]. I think it's incredibly important, not only to just explore new locations… and see different cultures, … but also [because] it's important to be able to… take your music that you do every day [at Princeton High School] somewhere else so that other people can experience the music and be a part of it,”  Pollack said. 
   This trip was not only an incredible opportunity to travel and explore, but also an introduction to the world of music that many Studio Band musicians will cherish for the rest of their lives. 
   “This is a real life experience. This is something they'll have to document their entire lives…and they'll always be able to stream it at some point and tell their children and grandchildren ‘This is what I did when I was in high school.’” Bongiovi said.

PHS Studio Band returns to Abbey Road

   For most people, music is an afterthought — a background track while completing chores, finishing up an assignment, or working out. However, for Max Dunlap ’24, music is a central focus in life and a passion he has cultivated all on his own. Whether it be playing his signature instrument, the guitar, in Studio Band or composing music in his own free time, Dunlap is always surrounded by music.

What made you want to play the guitar?

   I was really into rock and roll early on when I was a kid, and I listened to Led Zeppelin and Rolling Stones, so I got really into rock-style playing. That’s what introduced me to the world of guitar, and I kind of just picked it up after that.

What do you like about the guitar as opposed to other instruments?

   I feel like the guitar offers a lot of tones that not a lot of other instruments have. For example, if I’m playing the guitar, I can play anything from metal to punk rock to jazz to blues, whereas other instruments are very tied to just one genre or just one style.

How has playing the guitar influenced your music composition?

   For the majority of the songs I write, I originally write the central theme on guitar and map out everything else around that riff, or melody, or chord progression. So, a lot of my ideas in terms of music composition come from a riff or a chord progression or something that I originally play on guitar.

What got you interested in music composition?

   It was a more interesting way to express music. I felt that when I would play other people’s music that I wasn’t playing my own style. I got really into writing music when I realized I could create things in regards to music and when I started to learn more instruments — learn how to express music through all these instruments — it became easier to write music.

What style of music do you most enjoy composing and why?

   I most enjoy composing orchestral music because you can build up the sound so much easier and you can dynamically create really large, intense moments and really small, quiet moments. You can more freely put a song together by doing that. I’m recording something right now that’s more orchestral — it’ll be out in the next month or two — but producing and composing orchestral pieces is really fun because you can build it up to a larger degree.

How do you express emotions when composing music?

   It’s very similar to performing music, except you have control of exactly the emotions you want to convey. When you’re writing music, when you want to write something happy or sad, anything, you can do so very easily.

Are your composition skills self-taught or did you take lessons? How has this influenced your compositions?

   It is completely self-taught. I have a very small grasp on reading music and I know some music theory, but most of it is just completely self taught — looking up stuff on the internet, learning through YouTube, or other things. But it is primarily noodling around and writing stuff that comes to mind and building off of those things.

Can you describe your music composition process?

   I usually start out with a melody or chord progression that I write out or initially play on guitar or piano, or sometimes bass. Then, I write stuff around that and create new parts and add them, and I add new instruments to build up this larger thing based on this smaller initial riff or melody that I write.

How do you know when a composition is complete and does not need to be revised?

   It’s very difficult to know when something is complete because you always want to add more to it. In my opinion, there isn’t really a composition that can be completely perfect — you’re always going to want to change something or do something with it. So, in my opinion, that point is just when you can sit back, listen to it, and have that  composition stuck in your head for the rest of your day, that’s when you know that was a pretty impactful song or piece.

Are you interested in pursuing a career in the music industry and what’s one challenge and one exciting prospect you anticipate?

   I am interested in pursuing a career in the music industry; however, there’s a smaller chance I’ll be going into something like that, just because it doesn’t bring in the big bucks. But, if I did, an exciting prospect would be the ability to create something as a daily occupation and one challenge would be having to learn more about music theory.

Max Dunlap ’24 explores the freedom of creation through music composition

On the evening of December 7, PHS welcomed author Kim Foster, who spoke about her experiences with food insecurity in America detailed within her new book, “The Meth Lunches: Food and Longing in an American City.” The event was done in collaboration with PHS Food Aid and featured booths set up by local food agencies, including Send Hunger Packing Princeton, the Princeton Mobile Food Pantry, and Arm In Arm, all to spread awareness about widespread food insecurity.

Throughout her presentation, Foster used many personal anecdotes about the issues she hoped to address. One story covered in her presentation was about an adult she met who was abused and starved as a kid, which left her to deal with emotional trauma and an unhealthy aversion to food for the rest of her life.

“Johnny started bagging [my] groceries, and she mentioned off the top of her head that she was locked in the closet [by her mother] as a child without food,” said Foster. “To this day, Johnny works in a supermarket … surrounded by food. She wonders a lot if she deserves to [even] have food. Kids that are hungry get the message that they don't deserve the most basic needs.”

While running a pantry outside her home in Las Vegas during the COVID-19 pandemic, Foster began to connect to the struggles of individuals with food and created an active community effort through Facebook group discussions and word of mouth.

“[I] live in a very socioeconomically diverse neighborhood … and there are people who are really struggling.﻿ At first, I was just putting toilet paper in our little free library and other hoarded goods that no one could get, … like wipes [and] hand sanitizer,” said Foster. “[Then] a bar gave us a fridge. And then, the next thing you know, I'm picking up groceries and it's my full-time job.”

While poverty, addiction, and similar factors might often work to isolate people, Foster observed how food can help build connections between people who might not have much in common and foster relationships that can strengthen communities.

“When we took food to people, we didn't just drop food at people's houses. We stopped, hung out, talked, and heard stories. And so, what that does is it connects that person to the world,” said Foster.  “As a high school student, there's probably nothing that you can do to eradicate poverty in your community, but you can create connections.”

Dr. Andrea Dinan, coordinator of service learning and experiential activities, shared how she wanted to allow students to hear Foster’s message about a topic that often isn’t talked about in Princeton.

“Before I worked at Princeton High School, I was really involved in hunger programs, [so when I read the book], it really just moved me. I reached out to Labyrinth Books in town and they were able to get in contact with [Foster] since she is doing a tour to promote her book,” said Dinan. “I wanted to bring in PHS Food Aid, which is very much involved [with] hunger programs in our community, and PHS Generation One because they work with a lot of under-resourced families in town.”

Yugandhara Luthra ’24, a leader for PHS Food Aid and a member of the panel discussion after Foster’s presentation, believes her talk serves as a reminder of what injustices can lie not only within our own town, but also in other communities across the country.

“For those who live in the Princeton community, we are typically sheltered away from poverty,” said Luthra. “At PHS, we can try to …integrate the concepts and encourage discussions of topics like hunger and poverty in order to create more awareness as well. [Foster’s] talk seemed to serve as a reality check [for] how we view our lives, and if PHS students become exposed to her message, then our school community will truly become more inclusive and open-minded.”

After receiving advance copies of the book and purchasing dozens more after release with the help of the PTO, Dinan shared Foster’s story with teachers around the school. According to Dinan, the book was recently added to the curriculum of multiple English classes at PHS, and community members who came to the talk were encouraged to sign up for future discussions with the various supporting organizations in Princeton.

“AP English [Language and Composition students] are reading the book … and [students] in Contemporary Literature are reading it now as well,” said Dinan. “I'm hoping more students come [to the event] because she wants to gear it towards students and really engage with [them].”

Food insecurity is not the only topic that is addressed in the book though, as Foster also hopes to promote healthier eating habits, which could be especially beneficial for students.  

“Vending machines in schools are really impacting how kids are going to eat for generations. And it's a hard habit to break,” said Foster. “There are [other] things that you can do when you have events at school; start prioritizing home-cooked food over a food truck or ordering from a restaurant, … [or inviting] parents and staff who have cuisines they want to share.”

Overall, Foster’s advice to PHS students is to get out of their comfort zones and try to learn about others in their community through avenues such as food. Most importantly, Foster believes these discussions are catalysts to understanding and helping others.

“We all live in our bubbles, and we tend to hang out with people who are like us,. … so really what I want people to do after they read the book is [to] jump out of their bubbles [for] a little bit and talk to people,” said Foster. “Be open and curious about other[s], and then make a connection.”

Author Kim Foster presents her experience using food to create connections

On December 2, an audience gathered in PHS’ Black Box Theater for the first-ever TedXWitherspoonSt Youth event. Hosted by Elizabeth Tian ’24 and Oliver Huang ’24, the event showcased talks delivered by high school students, college students, and professionals surrounding a central theme: “Change in a Changing World.”

“This theme was created to tackle issues present within society, questions [for] the future, and how we can better tomorrow through our actions today,” said Tian. “The world around us is constantly changing, and it's hard to navigate and define the challenges of change and how to react to them.”

During the night, the speakers detailed the intersections between personal, local, and global change through niche anecdotes. Iniya Karimanal ’26 discussed how to effectively utilize anger to create change, drawing inspiration from her own experiences. As an avid animal lover, Karimanal created a nonprofit sticker business donating to animal shelters, channeling her anger regarding the common euthanization of animals that are not adopted in shelters. 

“I think it’s important to take a more holistic view on anger. A lot of us think of anger, and we think immediately of it being negative and destructive,” said Karimanal. “We can do a better job of extracting positive energy from our anger.” 

Growing up with childhood apraxia of speech, Elina Csapo ’24, another speaker and senior at the Hun School, also talked about how anger can be a useful vessel in creating global change and improvement. In her presentation, Csapo shared how she expressed her frustration in struggling to find a supportive community for kids with hidden disabilities by creating Young Able Voices. Establishing the organization when she was 17, she aims for it to be a safe place for kids with hidden disabilities to connect and find support.
“Having community is something that is very special,” said Csapo. “I hope people take away from my presentation that everyone has a bright future, and to not judge a person by their quirks or their differences.”

With positive feedback from a majority of the audience, many attendees enjoyed the central theme of change that tied all nine presentations together. 

“I really liked how everything was about change and finding positivity in weakness,” said attendee Simryn Patel ’26. “I feel like more people should be introduced to this opportunity.”

The event was not only an insightful experience for audience members, but also a rewarding opportunity for the speakers.

“I [was] able to meet really cool people,” said speaker Priya Brunnermeier ’25, another presenter at the event. “I liked the research ahead of it and [felt] satisfied after knowing that [I was] able to overcome [my] initial fear in the moment.”

Behind the night were months of planning by Tian, Huang, and PHS math teacher Brent Ferguson. Starting in February, they had to navigate the process of obtaining a TEDx license, finding speakers with unique topics, getting sponsors, and contacting photographers and videographers.

“[The] speakers wrote their talks independently, but we provided them with speech coaches and resources to aid them with their talks,” Tian said. “One of our biggest goals with this event was to inspire others to think about change and their futures, whether it be how they react to personal issues or broader issues like climate change or policy.”

Following the success of the event, Tian emphasized its ultimate goal of bringing out underrepresented voices and untold stories, spurring conversations that can create change in the world.

“I loved listening to my speakers present their talks. It felt so rewarding to see them confidently speak their stories on stage to a focused, engaged audience,” said Tian. “It felt like all of their and our hard work paid off.”

PHS holds Inaugural TEDxWitherspoonSt Youth Event

On January 26 and 27, PHS research teacher Mark Eastburn and student Daniela Gonzalez ’24 will attend the Global Education Benchmark Group’s Climate Education Summit at Columbia University to present the PHS Research Program’s efforts to promote diversity while recruiting for their ongoing projects, including their work on using oil derived from black soldier flies to replace the palm oil in soaps and other cosmetics. 
At its core, the program’s goal is to create a climate project that not only attracts more students but also reframes climate change as a solvable problem.

“I've tried to inspire students to take an active role in what they can do within this community to combat climate change. The angle for Columbia is the inclusion-making: finding ways of bringing more students [into the program],” Eastburn said. 

With the black soldier flies soap design, which won first place in the 2021 Mercer County Science Fair and Samsung Solve for Tomorrow Competition, Eastburn and leaders of the research program are currently brainstorming ways to expand soap production to transform it into an entrepreneurial prospect, which would create academically-oriented job opportunities.

“[Samsung] was here yesterday to take a video about how these projects help the students involved [and] how this changed our lives, because this 100 percent [opened] doors for me,” Gonzalez said. 
Gonzalez expresses gratitude for the program and hopes that further presentations will increase the program’s appeal so that her peers can benefit and draw inspiration from it.

“Some students now know that this exists; they [now] know that they can start with
 their own products. This [program] is a way to [make their dreams a reality],” Gonzalez said.

By bringing together people from different passions and interests, the inclusive research community at PHS and the strong support it receives is what allows its participants to flourish together.

“The research program, [is] very successful not only because of the awards that we have gotten, but more importantly … because it includes students who are recent immigrants and students who are really high academic achievers,” said Principal Cecilia Birge.“Not many schools have research programs; it is unique to a handful of schools that are very committed to science.” 

PHS Research Program invited to speak at Columbia University's Climate Education Summit

Navigating a “winding path” before settling at PHS, Anna Rose Gable has been an English as Second Language (ESL) teacher for almost three years. A Rider graduate, her self-proclaimed empathetic approach to education was essential in her path to becoming a vital part of the PHS community. Gable’s progressive teaching style and ability to form connections with students creates a uniquely supportive classroom environment.
Gable credits much of her current attitude toward teaching to early experiences with public school. As a child, she first attended an unconventional public elementary school that encouraged a more holistic approach by allowing young students to learn comfortably and focusing on personal interests and creativity rather than on grades. 
“I went to … an atypical elementary school [that] used a lot of Waldorf and Montessori principles. It was really project-based, … [since] we chose what to do based on our own interests. It was very hands-on and experiential, and we [received] a narrative report card that commented on our areas of strength and growth,” Gable said.
Gable’s transition to a more traditional grades-based system in middle school was a shock since she wasn’t prepared for its impersonality and shallow curriculum. For Gable, the flaws of this traditional system brought about a desire to educate in a manner that works the best for students, rather than just doing the bare minimum.
“My middle school was not great. In most of my classes, we read the textbook, we answered the questions at the end of the textbook chapter, and then we went on to the next chapter,” said Gable. “I was like, ‘I think that this could be better.’ I had kind of made this promise to myself that one day, I would go back and try to make education for older kids a little bit more like my education when I was a little kid.”
 Going through high school, Gable’s interest in education flourished. After graduating from Yale and working as an environmental educator in Atlanta for five years, she relocated to New Jersey for family reasons. Gable then decided to continue her studies at Rider University, choosing to pursue ESL because of her formative experiences working with Atlanta immigrant communities. At Rider, the university curriculum along with the influence of her peers further refined Gable’s values in education and her teaching skills.
Along with two other Rider alumni, she participated in a series of conferences for the New Jersey Education Association. After recognizing the severe lack of subject material concerned with aiding English Language Learners, Gable and her peers decided that their input was needed. Later on, at their second NJEA conference, they presented translanguaging, a central principle in ESL programs.
“Translanguaging is using a student’s first language to help them access the content or the curriculum, but not in the sense that you’re just translating everything,” said Gable. “It’s rather like drawing connections to their first language.”
In addressing the diverse language proficiency levels in her classroom, Gable uses a teaching strategy called differentiation. Recognizing the challenge of reaching every student, she illustrates this approach using assessments. For intermediate-level students, it might involve multiple-choice options, while for more advanced learners, advanced learners, it might instead open-ended questions. To accommodate newcomers, Gable simplifies the process by presenting questions alongside pictures. Her ultimate goal is comprehensibility, an ESL buzzword that denotes the class material’s accessibility.
“The point is … [to] make the content of your class accessible, even if you share no language. … You just need enough support to get to that point,” Gable said. 
Anuar Viruel Lopez ’25, a student in ESL English III with Gable, shared insight on the transformative impact of Gable, shedding light on how Gable’s guidance and support went beyond the classroom.
“I would say something that I learned from her is how to write better [in] my stories and also how to speak better and more formal[ly],” said Lopez. “Something [that] sets her apart is that she actually help[s] us and teach[es] us what to do and what’s wrong. … That’s why she is an amazing teacher.”
Gable’s doctrine of empathy and assistance is broadly felt, as demonstrated by a discussion with Dany Isaí Melchor Garza ’24, another student in Gable’s ESL English III class.
“She is always helping me. I don’t have that many teachers that I can talk [to] about my problems. … She is the only teacher that always hear[s] me and always support[s] me,” Garza said.
Gable highlighted several PHS initiatives aimed at supporting ELL students in an extracurricular fashion similar to how she does in the classroom. She noted a new peer group initiative last year that is conducted in Spanish, emphasizing its inclusivity. Outside of the ESL department, Gable recognized the efforts of the Latinos Unidos Club, where students learning English and their fluent peers can learn from each other and celebrate their diverse backgrounds. 
Reflecting on recent progress at PHS, Gable has noted many positive changes towards incorporated inclusivity, such as the increase in the number of ESL teachers and bilingual aides. However, while the district has greatly improved on this front, she finds that there is still room for more bilingual staff in various departments. 
“For a while, we had a bilingual front office secretary or administrative assistant. And having her meant that if my kid — one of my kids who doesn’t speak English yet — walks in the building and doesn’t know where to go, there’s someone they know they can ask,” Gable said. 
Throughout her time as a teacher, Gable has viewed choice as a guiding principle. She feels that every student’s voice should be heard and that this voice should have the power to choose a path. In the ideal classroom, students would be able to pursue learning to the fullest extent using choice as the guiding principle. Gable believes that utilizing this principle requires empathizing with students	and that using empathy to hear the voices of students is an essential prerequisite towards creating choice.
“I would like for every kid to feel they have choice in their education, to get to choose to work on things that are interesting to them, [and] to feel like they’ve learned something new every day,” said Gable. “I … have an attitude that every kid is worth it and every kid has something to say. … To be a good ESL teacher, you have to believe that everyone has something to contribute.” 

Anna Rose Gable pursues empathy in education as an ESL teacher

From November 1 to 4, around 15 PHS student leaders and chaperones traveled to the Minority Student Achievement Network Student Conference in Madison, Wisconsin. During the four-day event, PHS students participated in thoughtful discussions on social justice issues with other students from around the country. 
	According to Bethany Siddiqu, coordinator of student and family services at PHS and one of the trip’s chaperones, the goals of the conference were twofold. 
“[In] most school districts … there may not be as many students of color, [so] it's really hard for … those students to feel comfortable in the hallways and in class, and to feel represented. So MSAN is an opportunity for not only students but also for teachers and administration … to figure out ways to make their school more inclusive and supported,” Siddiqu said.
Sheena Ash ’25, a PHS junior who joined the district’s MSAN club in 7th grade, came to a similar conclusion, noting that the conference has given her an appreciation for the importance of her work. 
 “It's really integral to building … community in our school and making all of our minority students feel closer together,” said Ash. “I think it's really good that we [get to] represent the school  as intelligent individuals who have voices and opinions on social justice initiatives.”
According to Assistant Principal Rashone Johnson, another part of the program's mission was to encourage minority students to challenge themselves academically.
“It’s about exposure,” said Johnson. “Educating students and letting them know that they are able to do the work and [they] got people that are here to help you with [it].”
One of the biggest parts of the trip was each school’s presentation on a school-specific solution that addresses social justice. In PHS’ case, it was the implementation of a platform called Tiger Talk, created to highlight the achievements of minority students. 
“We want to make sure that in any school district, no matter if it's highly marginalized or diverse, that every single student has a time where they feel seen,” Ash said.
	Another important part of the conference were lectures from minority community leaders. Ash found that MSAN was an opportunity to discuss difficult subjects, like violence and suicide. 
“We had a lot of really personal moments; like, we had a speaker come and talk to talk about … the youth rate of violence and guns and all that stuff. He was talking about his family and all these obituaries that he [was]  doing on the ground. It was a very sad moment. So we wanted to talk to make sure that we all felt … mentally OK, and that … we could still have an uplifted point of view and still focus on a social justice project, despite … hearing such discouraging things,” Ash said
Despite the challenging topics, both Siddiqu and Johnson have good memories from the trip. 
“It was awesome. … I think [the students] did a great job representing themselves and … the school. There is not a single school that left that national conference that does not know who Princeton High School is,” Johnson said. 
For Siddiqu, the best part was seeing MSAN members grow as leaders.
 “I think that's the biggest takeaway, … being excited about what's to come next — what the kids can really do here,” Siddiqu said. 

PHS delegation reflects on impactful MSAN Student Conference

On December 11, PPS Technology Workers filed a petition to create a union to the New Jersey Public Employment Relations Commission (PERC) with OPEIU Local 32 following the Board of Education’s refusal to voluntarily recognize their union.
The ten members of PPS’ Technology department and union organizer Max Bienstock initially sought voluntary recognition from the Board on October 23. 
The PPS technology workers primarily seek to unionize as Princeton Public Schools Technology Association (PPSTA) because of their struggles to service PPS students and staff. The petition cited budgetary constraints, low staffing levels, and workplace conditions, specifically citing how there is only one technician for 1550 students and 300 staff members at PHS.
“There just weren't enough of them to be able to do as good a job as they wanted to, especially now that technology has become such an important part of education,” said Bienstock. “They wanted to have more people in the tech department so that it wasn't each one of them having to work insane hours all the time.”
Although Bienstock said that the technology workers have been disputing these issues for years, BOE President Dafna Kendal claimed otherwise. 
“We had not heard the concerns from this group of employees before,” Kendal said. “They brought up the idea of creating the union and then provided the reasons, but it was the first time the board was aware.”
PPS Technology workers could not be contacted for an interview.
Despite this discrepancy, the biggest reason the Board could not approve the union was a concern that both supervisors and non-supervisors were present in the union, as different types of employees are not able to collectively negotiate.
“We believe that the Public Employment Relations Commission (PERC) —an independent third party with the experience and authority to determine the composition of negotiations units, conduct representation elections, and certify exclusive representatives —should make those determinations,” stated a Board press release on December 11. 
The press release also acknowledged that the Board values and strives to treat all their employees fairly, whether or not they’re part of a union.
If the PPSTA succeeds in being recognized under PERC, the technology workers can negotiate a contract with the BOE. 
“This is an issue that personally [affects] these workers; it has nothing to do with interpersonal griping,” said Bienstock. “It's really all about wanting to better serve the students. We wanted to show that this affects more than just the 10 people.”


The ten members of PPS’ Technology department and union organizer Max Bienstock initially sought voluntary recognition from the Board on October 23.  
Board Statement:
"The Princeton Public Schools Board of Education received notice today that the newly-formed Princeton Public Schools Technology Association (PPSTA) filed a petition for certification with the Public Employment Relations Commission (PERC), although we have yet to receive a copy of the petition itself.
“As the Board had previously advised the PPSTA several weeks ago, we believe that PERC —an independent third party with the experience and authority to determine the composition of negotiations units, conduct representation elections, and certify exclusive representatives —should make those determinations. That is particularly important when there are questions about the makeup of the union, since the Employer-Employee Relations Act generally prohibits supervisors and non-supervisors from being represented in the same collective negotiations unit.
“We value the collaborative working relationships we have with all three unions that already exist in the Princeton Public Schools and we look forward to PERC resolving and deciding this issue. We know that the employment of caring, dedicated, and skilled employees is critical to the Board’s mission of preparing all students to lead lives of joy and purpose as knowledgeable, creative, and compassionate citizens of a global society.  We value all our employees, whether they are in a union or not, and we always strive to treat our employees fairly."

PPS technology workers petition to unionize public schools

   From terrifying podcasts narrating grisly details about stabbings to Netflix series debuting  ruthless serial killers almost every month, the public’s growing obsession with true crime is undeniable. Unsolved murder cases are often treated by social media like they are works of fiction, with amateur “internet sleuths” pointing fingers at innocent people in an attempt to “solve” the case. While it is important for the public to stay aware of dangerous killers and be informed of crime cases, true crime content often prioritizes profit through sensationalizing their cases, leading to a desensitization towards violence.
    People love true crime content; true crime podcasts experienced a 66 percent growth in listeners from 2019 to 2022 according to InsiderRadio. YouTube’s analytics show that true crime content has been viewed over two billion times in 2019, a 30 percent growth from the year before. The desire for consuming true crime content seems innocent; after all, curiosity is perfectly natural, especially when it comes to distressing or disturbing situations. It’s very logical that one might want to know more. However, true crime content often focuses on sensationalizing a case, as the gruesome nature of certain crimes is turned into something marketable for views. For example, in true crime podcasts such as “Killer Queens,” “True Crime and Cocktails,” and “My Favorite Murder,” the discussion of disturbing details becomes coupled with cocktail drinking, makeup sessions, cracking disturbing murder puns, and snacking. The rising popularity of true crime content results in social media algorithms pushing similar content to more viewers, further incentivizing true crime content creators to continue releasing content that can generate clicks. This vicious cycle results in an emotional detachment from crime cases that desensitizes consumers, as they tend to forget that a real person has suffered through every violent detail mentioned in the video or podcast.
   True crime content is often created under the guise of educating and cautioning consumers; however, there is a fine line between being informative and being exploitative. In 2022, Netflix’s biographical thriller titled “Dahmer — Monster: The Jeffrey Dahmer Story” aired and quickly became a sensation. While millions of viewers watched Evan Peter’s portrayal of Jefferey Dahmer on the big screen, a fanbase began to romanticize the character and eventually Dahmer himself, creating fan edits and even sympathy posts for the murderer. With fans’ glorification of the show’s depicted psychopathic behavior, the series served less as an informational film and more as an exploitative spectacle romanticizing Dahmer’s life, with none of its revenue going towards helping the distressed victims’ families. Many of these families have also deemed the film as “retraumatizing”; for example, Rita Isbell, the sister of Errol Lindsay, one of Dahmer's victims, has said that she wasn’t even contacted by Netflix for consent prior to the series’ creation, even though it featured a direct portrayal of her as one of the characters. 
   This exploitative behavior has also been evident in other shows and streaming services. Hulu released the true crime series “The Act” in 2019, based upon the controversial and nuanced case of Gypsy Rose Blanchard, a victim of Munchausen syndrome by proxy (a mental health condition in which the caregiver makes up or causes an illness or injury for the person under their care) from her mother. In desire to escape her mother’s abuse, Blanchard ultimately murdered her mother, later sentenced to ten years of jail time. It was only two years after her conviction that Hulu began production for “The Act.” Blanchard claimed in an interview that the retelling of her story was dramatized and inaccurate, with certain details being altered without her consent and compensation. Her public statements condemning the show were ignored by Hulu, and Blanchard claimed the show’s producers would refuse to pick up her phone calls. Exploitative true crime content is uniquely harmful, as it often rewrites victim’s stories and puts them on blast in front of a wide, global audience. Especially in regard to large studio productions, victims and primary sources are often disregarded and silenced. Cases like Blanchard and Dahmer show the blatant disregard many studios hold for ethical media production, and make it clear that their intentions are to profit instead of spreading awareness. 
   In all forms of true-to-life content in the media, it is important to remember that there are real people behind these stories, and in the case of true crime content, real victims who suffer tremendous physical and psychological trauma as a result. PHS students are constantly exposed to content surrounding real-life tragedies every day, and without this awareness, it’s easy to become desensitized to tragedies and dehumanize its victims. Before consuming any sort of content that contains a degree of real-life violence, it’s important to reflect on if your intentions are to entertain or to inform yourself.

Killing curiosity: the growing obsession with true crime

   All teachers and staff members are tasked with the responsibility of fostering a positive learning environment for their students. Whether that be allowing students to go for walks when they feel anxious in class, asking students what they did over the weekend, or opening up office hours for students to ask questions, a major part of teaching is creating a space for students to feel comfortable in. However, this comfortable environment can begin to crack as students and teachers delve into more sensitive subjects. Body image is not always an explicit topic in our classes but it tends to come up far more frequently than we may realize. A simple comment on a character in a book’s described appearance, the analysis of the human form in an art piece, or even a seemingly harmless joke about the body stirs up the discussion of body image in the minds of students. Discussion of body image can be incredibly triggering to some students leading to body dysmorphia, unhealthy eating habits, and mental health issues. Considering how quickly a discussion of looks can turn into one of body image, it seems that avoiding the subject of bodies all together could be beneficial at PHS. 
   Gym and health classes contain a large majority of the insensitive discussions surrounding body image that happen in school. It is understandable that a class that is intended to encourage health and fitness would bring up the body as a topic, but these discussions are often not handled particularly well. Each year as the holidays come around, our gym and health teachers remind us not to eat too many carbs over the holidays and to make sure we walk off the extra calories. While these reminders to students before the holidays can be helpful, they can also be incredibly triggering. They also fail to take into account the fact that dieting and weight loss may not be healthy options for some students. These comments also perpetuate a harmful norm that weight loss is the ideal solution to body image issues. By idealizing this solution, teachers continue to push that assumption on to students creating even more harmful standards through which students assume they should view themselves.  
   Insensitivity to body image discussions are oftentimes unintentional, speech rooted from previous stereotypes regarding specific body types. For instance, art teachers’ comments on the ideal body figure in sketches, discussing what they think is a “good” or healthy figure or, teachers undermining student’s knowledge on certain “healthy” products because they don’t look fit; these are all instances that one may come across. The idea that weight was an indicator of status comes up in every single history class at least once. However, pointing such a fact out in reference to a historical figure in front of students living in an environment without those body standards can harbor internalization and self comparison. Even the media that teachers chose to show to students can be harmful by implicitly pushing body image standards and harmful norms. It is important to make use of a diverse array of representations to ensure that students do not feel singled out or pressured by the implicit displays of body image in the classroom. 
   Although a comfortable learning environment does stem from our teachers, maintaining respect between students, especially surrounding body image, is the key way to ensure that students feel good in their own skin. Walking through the main intersection at PHS makes every student privy to hundreds of harsh comments, jokes, and implicit ideas that can be incredibly harmful to mental health even by stirring up harmful ideas in students’ heads. It is important that students take even a second to think about the consequences of what they say and how things could be interpreted. In a perfect world, we would eliminate all comments about others’ appearance including compliments on clothing or hairstyle as those comments bring attention back to the body rather than highlighting the merit of those around us. However, this kind of respect between students stems from our teachers leading by example by eliminating harmful comments and opening up the more difficult conversations surrounding body image in a sensitive way. 
   Going forward, our teachers should put a greater emphasis on sensitivity surrounding body image. Before a sensitive lesson, teachers should give students a trigger warning and allow students to leave the room if they are struggling with a certain subject so long as they check in with her before the end of the period. That reflects a level of trust and mutual respect between the teacher and their students. Additionally,  Teachers should also work to include greater representations of all body types so as to not push harmful body image standards on to students. We must speak cognizantly about body image — no one knows what another person can be going through and what even back-handed compliments can trigger.

We must eliminate insensitive body image discussions in schools

   In late 2022, following the release of Chat-GPT 3.0 and its image-based counterpart DALL-E 2.0, an AI revolution took the world by storm. In just under half a year, Open AI, GPT’s parent company, went from less than 100,000 monthly visits to nearly 2 billion. Immediately, dozens of large tech companies, like Amazon and Google, rushed to develop their own AI-powered products. 
   Now, few dispute the power of these tools in applications as diverse as medical diagnoses, autonomous vehicles, and environmental planning. For example, the Brazilian non-profit, PrevisIA, is using AI to identify parts of the Amazon rainforest at risk of deforestation by analyzing vast amounts of satellite data. However, in fields of creative expression, like the visual arts, literature, or music, the use of AI has proved controversial.
   This conflict was central in this year’s SAG-AFTRA and WGA labor strikes, where writers, artists, and actors alike feared that AI was and would continue to be used in place of their own creativity. While the strike was eventually resolved with a provision that dictated that AI could not be used to “undermine a writer’s credit” or “reduce a writer’s compensation,” it nonetheless raised an important question: what is the value of human creativity over AI “creativity”? 
   At the center of the debate is interpretation of creativity. According to influential philosopher Immanuel Kant, it is the “ability to produce works that are “new” and “exemplary.” There, a problem arises. AI, despite appearances, cannot spontaneously create original work—known as Strong Artificial Creativity. Programmer Ada Lovelace proposed that for a computer to possess Strong Artificial Creativity, it must be able to produce results that cannot be explained by its creator.                                              
   However, AI-generated results have a very simple root—the work of human artists that the system was trained on. Essentially, AI is fed millions of samples of human work (without the creator’s consent) and then regurgitates a product according to the prompt it is presented with.  Throughout this process, there is no innovation—AI cannot create truly original work, rather it relies on human ideas. The result is a mass production of art devoid of meaning or thought, which overwhelms the truly new.   
   Unfortunately, corporations seem willing to sacrifice quality in the name of profit margins. In November of 2023, Michael Whelan—an illustrator known for designing book covers for the likes of Stephen King and Brandon Sanderson—told the New York Times that while he doesn’t feel particularly threatened by AI creativity, he believes competing with machine-made art will be “really tough” for younger artists, not necessarily because AI produces stellar results, but because of the high speed and low cost that comes with it. In fact, several publishers have already admitted to using AI-generated art on book covers, and many artists are understandably frustrated over this new development. 
   The sense of pride and accomplishment you feel after standing back and observing an art piece that you created, a product of your own creative mind, is something special. Creativity is our purpose and our pride, the one thing that defines our individuality. So, the thought that this might be replaced by an emotionless machine is not only upsetting, but also terrifying. AI-generated art will never be a true replacement of human art, nor should it be. If the strikes have taught us anything, it’s that while the defense of human creativity may be difficult, it’s surely worth fighting for.

Artificial Ingenuity: Is it AI’s Time to Steal the Creative Spotlight?

   In late November of this year, the White House announced that President Joe Biden will not make an appearance in this year’s United Nations Climate Change Conference, angering and confusing climate activists. This UN conference aims to formulate concrete plans to combat global warming and greenhouse gasses emissions through crucial policy-making. Vice President Kamala Harris has stepped in to fill the seat for the U.S. representative in place of Biden, but the president’s last minute withdrawal from the conference still poses an essential question: What is the role of political and world leaders in taking an active position to combat climate change?
   As a nation, the United States is one of the leading countries in the emission of greenhouse gasses into the atmosphere. According to Statista in 2021, the United States ranked second in a report of countries that produce the most carbon dioxide per capita. Wouldn’t a country that causes so much harm to the environment try to make more of an effort to reverse this damage? While it is true that several of the policies passed under the Biden administration, such as the Inflation Reduction Plan that aims to reduce greenhouse gasses emissions by investing a large sum of money in clean energy, have made steps to improve the state of global climate change, it doesn’t mean that missteps have not occurred. For example, Biden’s approval of the Willow Project — a large oil drilling plan in Alaska — in March of 2023 was an incredibly frustrating decision, especially coming from Biden, who had frequently displayed commitment to combating climate change prior to this occurrence.
   With the UN Climate Change Conference being arguably the most important and impactful environmental conference in the world, bringing together hundreds of world leaders and thousands of participants and representatives, it’s difficult to argue against activists’ criticism of Biden’s sudden withdrawal. Politicians, particularly presidents, must be advocates for climate action, especially in times such as these. This past summer was the hottest one ever recorded according to NASA. Additionally, Maricopa County in Arizona reported over 500 heat-related deaths this summer, and on July 3, the average global temperature reached 62.6 degrees Fahrenheit, the highest ever recorded, according to Science News. At this point, immediate climate action is essential to Earth’s survival, and world leaders must actually carry out the promises they’ve had for decades.
   While Biden’s announcement has shocked and discouraged many people, it would be incorrect to place all the blame on the sitting president of the United States. In fact, many of the Republican politicians who are currently battling for the Republican presidential nomination in the upcoming primary election have plans that are detrimental to the environment. In November, NPR found that all seven of the major GOP candidates agreed that the United States should increase oil drilling as an energy source, with only candidate Chris Christie supporting renewable and clean energy sources such as solar and wind power. Additionally, several candidates, such as Vivek Ramaswamy, have stated their belief that climate change is a “hoax.” It is astonishing that there are climate change deniers who could possibly hold presidential or vice presidential positions in just a year’s time; the irresponsibility of several of these politicians cannot be disregarded.
   While it is the role of world leaders to lead their nation towards a path of environmental consciousness and climate activism, it is ultimately the role of the general public to elect into office politicians who display a genuine devotion towards protecting the planet from the looming effects of climate change. Considering that a significant portion of the current PHS student body will be eligible to vote at the next presidential or even primary election, this issue is about to be in our hands too. When the 2024 ballot box rolls around, it is high time to remember that unless we significantly decrease global temperatures in the next few years, several ecosystems will begin to collapse, and the impact of natural disasters will be more severe than they ever have been. Voting for a candidate who will help or hurt the environment may truly be a life or death decision, for us, and for all other species that roam the Earth.


Hot talk, cold action the climate may be  changing, but policy isn’t

	You open Instagram and click on the first story. “Congrats! My bestie got into Harvard!!!”. You swipe to the next “Class of ’28!” post. You swipe to the next “____ bound, so proud!!” Although you’re genuinely proud of everyone for getting into college, being flooded with congratulations while waiting on your own decisions or after being rejected is not a pleasant combination. 
	Instagram stories to congratulate friends on getting into their dream universities are not completely toxic. It is incredibly special to see seniors take the next step in their lives and get into the university they’ve been dreaming of for many years. Furthermore, senior year is when the cliques start to fall apart, walls break down, and peers who have known each other for as long as thirteen years gain more respect for one another because they can recognize the work that it took to get beyond high school. Seeing each other’s posts is another way the senior class becomes more united over a shared experience that has inevitably caused everyone more stress. 
	However, the congratulatory stories are only heartwarming to an extent. After the flooding of stories, a touching action becomes an obligation for friends and an expectation for the college-bound senior. Nowadays, it seems as if the only way for people to know who got into college is to check Instagram stories or the class decisions page. On big decision days, such as Ivy Day, many seniors find themselves continuously refreshing the page attempting to see who did — or didn't — get in. 
	Considering how normalized it is to post about college acceptances, there is an assumption that people who aren’t being posted for did not get in. But shouldn't we be understanding of the fact that not everyone wants to share their future plans? In a perfect world, we would hope that everyone feels comfortable sharing where they are applying because there wouldn’t be that fear of judgment; However, the desire to conceal college applications prior to decision day is a completely valid approach to avoid judgment. 
	Among the posts, there’s a stark disparity between posts about universities with sub-20 percent acceptance rates versus “less selective” universities. The stories that get the most traction and people that get the most posts are those that are going to these sub-20 acceptances. While these universities are incredibly difficult to be accepted into, there’s no reason to feel ashamed to post about going to schools that are as much of an achievement as getting into 1 percent acceptance schools. As cliche as it is, everyone should genuinely be proud of whatever college they get into. —
	Not only are we flooded with college content on students’ personal Instagram stories, but designated class decisions pages on Instagram constantly update with which college decisions are coming out each day. These pages also post daily about who has gotten in where, continuing to put college on our minds when we may have wanted to go on social media as an outlet for stress in the first place. Granted, getting to congratulate someone you love, respect, or even just see in the hallway on their college decision is an incredibly lovely way of joining together for our last year, getting a constant reminder of people’s plans especially when yours are up in the air adds more stress and feelings of inferiority in a time that is already so full of it. 
	While we shouldn’t necessarily stop posting (we should all be proud of our friends!), we could start to de-stigmatize posting about rejections, or just not posting in the first place. It’s not so bad to value celebrating with friends and family in person, and not feel the obligation to bring the celebration to Instagram. 

Don’t follow the Insta-bandwagon: celebrate college decisions offline

   A year ago in late September, Paulo Barbosa ’25 turned a shared pastime among him and his friends into an established group now known as the Frisbee Club. While this circle of friends has been playing scrimmages together on the front lawn since 2021, they’ve transformed this activity into a formal club, with the aim of collectively improving their skills in a fun environment. 
   Barbosa first found his passion for the sport during his freshman year, when the gym teachers Heather Serverson and Kelsey O’Gorman introduced frisbee to his class. After that moment, Barbosa grew inspired to learn how to play frisbee, and later on, guided members through watching videos, warmups, and scrimmages. 
   “Everybody's been much more excited about frisbee in the Frisbee Club because [we are] going through the same journey improving together,” Barbosa said.
   Within these groups, the club practices their aim and catching, as well as specific throws such as the forehand, backhand, and overhand. 
   “I come around to make sure people are releasing the momentum of the frisbee correctly … [and] fine tune everybody's throw to make it better,” said Barbosa. “Then afterward we get into scrimmage teams, and that helps people practice more on catching and running.”
   While each member is dedicated to enhancing their skills, the club has a wide variety of skill sets, ranging from beginners to experienced players. 
   “We make sure to include everybody fairly and we also evenly balance teams during scrimmages to make sure everybody has a very fun and inclusive time,” said Barbosa. “I also make sure to tell our better members that we should focus more on including the newer people rather than trying to win a game because you want... them [to] have that fun experience with the club.
    Although the Frisbee Club is relatively new, the membership has increased since the Club Fair, where they brought in around 15 more members. With plans to promote the club more on their Instagram page, @phs_ultimate_frisbee_club, Barbosa is determined to share his passion for frisbee with the rest of the student body. 
   “Everybody's really excited to play,” said Barbosa. “I got people emailing me when the next Frisbee Club [meeting] is even though it's really cold, so I think the general well-being and... participant tendency of our members have boosted... because we've been able to fine-tune everything more.”
   One major goal Barbosa is hoping to achieve is for members to play in a more energetic and competitive environment, by joining the American Association of Ultimate Frisbee. With free pinnies and equipment given by the Association, Barbosa plans to use these resources to train before playing in competitions and tournaments. 
   “We've also been recently thinking about setting smaller tournaments between the schools [we’ve talked to] with our members,” said Barbosa. “I know I have a contact in Hun who might be able to help the Princeton Ultimate Frisbee club grow and … maybe we'll make up games with Hun in the future.”
   In addition to playing in a challenging atmosphere, Barbosa aspires for these bonds the club forged to last even after he graduates, carrying on his legacy and determination to share his love for frisbee. 
   “I was just really excited and happy to see so many people [who] wanted to play frisbee and ... get some good exercise in, and I'm really happy that it was Frisbee,” said Barbosa. “I can see ourselves going way farther with this because our team... is just [this] close now.

The full spin of the frisbee club with Paulo Barbosa ’25

“Athletic” has never been a word I would use to describe myself. I wasn’t really great at running, catching, kicking, or any of the skills needed in sports. That’s what made it particularly surprising when two weeks before school began, I found myself at the girls’ soccer tryouts. I hadn’t played soccer in ten years, but I was curious to see if it was possible to turn myself into an “athletic” person. While my immediate response to such a question was no, as is the same for many other high school students, I found that, in reality, such a change was completely achievable. Even though many people consider starting a sport in high school as too many years too late, the truth is that it’s never too late to pick up a new sport, or for that matter, join a high school sports team. 
Coming into a new sport as a high school student can seem daunting, but a lack of experience shouldn’t deter anyone. No matter what your skill level is, if you want to join a sports team in high school, you should — you will always have something to gain and something to offer. 
Besides, there are plenty of other beginners in the Princeton High School athletics program. Teams like junior varsity girls volleyball are mostly made up of beginners who join the team to have fun or to learn a new skill. For many, if not all, of PHS sports teams, junior varsity teams are there as a pipeline for players who might not be ready to play at the varsity level yet but might eventually want to reach that position. This separation of varsity and junior varsity allows for an even skill-level environment, suitable for different groups of players who may be at various points in their athletic careers. This takes away the isolation of being a beginner, an idea that wards many people away from the prospect of joining a high school sports team.
 Due to this separation of skills, junior varsity teams often progress at a slower pace to build a better understanding of the sport. This style of teaching is made for beginners, so if someone with no experience joins, they won’t immediately be thrown into the deep end. For example, when I joined soccer, there were a lot of rules I didn’t understand, as well as skills and practice drills that I had never seen before. My coach and teammates helped me throughout the season, explaining everything I needed to know, which was only possible because of the way junior varsity is structured. Being on a team that was able to take its time really helped, and can help anyone else starting in the same position that I was. 
 	Besides, athleticism and skill isn’t the only thing that coaches look for. For a lot of them, coachability is an extremely important aspect that they seek to find in their athletes. The 2019 NCSA State of Recruiting Report found that 35 percent of college coaches rank character, or coachability, first. I learned through my first season that as long as someone comes into a sport willing to learn and get along with their teammates, they are bound to progress as an athlete and a person. Fitness can be gained through practice, but coachability cannot be taught. 
Starting as a beginner, most of the first-time athletes will find themselves starting on the junior varsity roster. However, starting on a junior varsity team doesn’t necessarily mean they will stay there for the rest of their high school years. Many PHS athletes who are now on varsity teams started their journeys on the junior varsity roster. While reaching the varsity team may not be the end goal for many of these newcomers, the improvement that they gain from just joining the team allows for athletes of all levels to move up. 
When playing a sport regularly, everybody in every skill level gets a chance to improve. Research shows that as little as two weeks of regular exercise can start to reap results. It was hard for me especially, to start exercising after such a long period of time, but I found that once my body got used to my new routine, aspects of the sport that I once found difficult, such as running a warm-up lap without stopping, became easier as time went on. 
	Any high schooler that’s looking to improve their athleticism, or even just be part of a team community, should join a sport. Look online; see what the next available season is and which sports catch your eye. All these well-known benefits to sports — the physical, mental, and social aspects — aren’t by any means out of reach. All it takes is a simple click of a button, some dedication and passion — but most importantly — an open mind. 

Why it's never too late to start a sport

   Layer a sweatshirt on top of a bright-colored tank top paired with some leggings, and boom: an effortless yet elegant look that can keep up with anyone throughout the day, whether they’re at home, school, work, or the gym. A style in which comfort intertwines with style, athleisure has emerged as a fashion statement, becoming more than a mix between athletic and leisure clothing.  Some examples of popular brands who have redefined this look are Lululemon, Nike, Athleta, and Champion. Their staple items include sweatpants, yoga pants, sweaters, hoodies, and sneakers, among other clothing.
     As athleisure continues to dominate the fashion industry, more and more people opt for comfy, convenient, and casual clothing without sacrificing style. It seems pretty obvious why it’s such a hit, but when did it really start picking up steam? 
  	 Origins of athleisure dates back as early as the 1930s when the brand Champion invented the hoodie –– a staple in almost everyone’s closet now –– for their laborers during the chilly winters of New York, as reported by Inc. Magazine in 2019. Another milestone in technology and fashion was reached when a chemical company called DuPont invented spandex in 1958. It is a fabric used commonly in sportswear and athleisure for its comfort, fitted style, and resistance to a variety of stains, including those caused by sweat. With new inventions in the fabric industry and more people inspired to exercise, fitness regimes became more prominent in the 1970s and the lines between athletics and normal attire began to blur. In fact, the word “athleisure” was first used in 1979 to describe clothing for people who wanted to look athletic, according to Tasc Performance. From here, brands dedicated to athleisure, such as Lululemon in 1997, started to form and continue to influence the fashion industry and current trends. 
Since its exponential growth, aided in part by celebrity endorsement, and transition into normalcy, athleisure has been changed to accommodate everyone. As stated by Medium in 2018, many popular aesthetics contain components of athleisure. Take ballet core, for example. Leggings, tank tops, skorts blend seamlessly with lace, leg warmers, and bows to mimic (or romanticize) ballet. Another popular trend is oversized clothing. Hoodies, sweatpants, and sweaters are commonly worn to maximize comfort and perfect… ambiguousness. Either way, athleisure is everywhere, and it isn’t a surprise that it’s also breaking social and gender norms: in this case, the use of men’s leggings. Hugging close to the skin, leggings are traditionally seen as a garment for women. However, they aren’t just flattering, they’re also comfortable and convenient, qualities that have piqued many other peoples’ interests. People have even dubbed this trend as “meggings,” or mens’ leggings, supporting the idea that people should be able to wear what they'd like without being confined to traditional ways. 
With such inclusivity, athleisure isn’t just a passing trend; it’s a sign for change in the fashion world. As more individuals begin to explore their style, unrestricted by the typical gender norms, athleisure has become a way to show empowerment and self-expression. The power of athleisure is on its way in shaping the future of fashion, transforming into a statement piece that celebrates individuality and empowerment. 

Sweating in style: how athleisure has transformed fashion trends

A newcomer to the sport at the age of 9, Shawn Chuang ’24 has worked his way up since to secure a spot on the national Taiwanese Alpine Ski Team. Beyond playing on the team, Chuang alternates between patrolling the National Winter Activity Center and training through racing on its slopes. Chuang is set on strengthening his skills even further back in New Zealand, with plans to return and dedicate his summer to skiing exclusively. Although it hasn’t been an easy road, with learning the basics and navigating the demands of being a student athlete, Chuang remains persistent with his passion for the sport. He is resolute in pursuing his passion during his gap year, aspiring to reach even higher heights and to participate in the Olympics.

How long have you been skiing?
   The very first time I skied was in winter 2015, but it used to be just [during] winter break [and] … it was just a family thing … for fun. I started to seriously ski –– and by that I mean I would go more than once a year –– in my freshman year. ... [During] COVID, [when] we were online, I actually stayed at the mountain for the whole year [and] went up the mountain during lunchtime or after school. ... Even now, like every weekend, I go up to the mountain. For half of the day I'll be racing and half of the day I'll be patrolling.

Do you effectively balance both school and skiing?
   The thing about patrolling is that we usually [are] just sitting … in a little cabin at the top of the mountain. And we only leave or we only have to leave if we get a call. So, while we're waiting for calls, I usually just do homework. ... Last year, [there were even] a few times ... I would do my readings on the ski lift. Also, [I] just don't really sleep, especially last year –– [it] was really bad. ... [But] I'm definitely able to manage my time better this year. 

How do you improve your skills?
   I mean it's going to the gym too much, honestly. … I think a lot of it is not just when you're training [and you] do it absent-mindedly; [I think it’s important to be] always be aware of what your goal is. So for me, for every single run I take, I give myself a specific goal.

How did you first get interested in skiing?
   I grew up in Taiwan, where it doesn't snow. [I first got interested because of] the “We Ski” Wii game [that] my sister [and I] would play. [When I actually tried it], it was something that came more naturally to me than most other sports. I would not consider myself [as] someone who's very athletically inclined [at all], but skiing was just something that I was able to pick up relatively fast, and I really, really love it, so that's just kind of the direction I took. It just took off. 

Do you have any role models that you look up to? If yes, how have they inspired you?
    [There is an] American skier called Mikaela Shiffrin, and she's absolutely insane. There's also this girl called Maggie Lee. She represented Taiwan at the Winter Olympics last season, and I trained with her in New Zealand ... [in] the Chinese national team. ... She's kind of who I look up to, [since I usually think], “I want to be you one day.”

What kinds of competitions have you participated in? And how do you mentally prepare for them?
   I do racing, where it's just timewise. ... There's four different categories of ski racing: small turns, slightly bigger turns, even bigger turns, and [greater] curves. [For] the [two] smaller events, … it's more technical, and the other two we call speed events, because they're the ones where people go 80 to 90 miles per hour shooting on the slopes.

   [Mainly], I just take deep breaths and tell myself it's not that serious. Because for me, [while] I can technically tell people that I'm on the national team, ... I'm still very much a beginner in the sport. So, everything to me right now is a learning experience ... I just do my best. 

Are there any achievements you are proud of?
   Having a race where I represented Taiwan was really cool, [since] the race had some [of] the best [skiers]. I think the guy who won that race was 20th in the world. So obviously, it's beating a lot of role models. And I think honestly, for me, my biggest achievement would just be getting into the sport [professionally] ... because it was something ... I've wanted to do [ever since I started skiing]. I saw racers, and I wanted to do it, but a lot of it was just, “Why would I go to ski racing? … Most ski racers start when they're like 3 years old, and I started when I was 17.”

   There's a bit of a gap there and I put it off for a bit, [since] there were a few teams ... [who told me], “Nah, you're too old. We're not gonna take you.”... And for me, it was having that persistence to finally start doing the sport that I've always really wanted to do. 

What kinds of challenges have you run into, and have you overcome them yet?
   Ski racing is a sport that's very [much based on] nepotism, [because] there's almost zero resources out there publicly available; I remember just trying to figure out what the different events [and] rules were. ... It's really different because if you're trying to get into a sport like soccer, you can just Google [the] rules of soccer and it's really easy to figure it out ... [I think] the biggest challenge would be [the fact that] I don't have the connections with [close friends] or parents who ski race, or [live] in a place where everybody ski races. 

   So just getting the knowledge of how the sport works, how you train, and how you prepare your skis ... was the biggest challenge. ... I reached out to a lot of people, [which includes] Maggie, [who has] been really helpful. I have her contact information [and] regularly [I ask her], “How do I do this?” And it's just finding people who are like this has really helped me overcome these challenges. 

What is it about skiing that you think others should also follow and get into?
    [I’m] not going to lie; it's not a sport where I think most people should try, because it's so deceivingly difficult and, to be very blunt, it's horrendously expensive. ... [Not only is it] physically demanding, but it's also mentally [challenging]. ... [But], if you really love [to] challenge [yourself] and really want to have something where you have to put everything into it …, [then] I think ski racing is a really awesome thing. ... It's a blast and the people are great. 

What are your future goals in skiing? And do you see yourself continuing after high school?
   [I’m] hoping to go to the Olympics one day. ... It's most people’s dream ... [and] right now I'm planning on taking a gap year after high school to ski. ... [I’ve already talked] to some programs and coaches that I've met in New Zealand about different programs around the world — mostly in Europe –– that I can do for the whole year.

Navigating the slopes with Shawn Chuang '24

   Beneath the subtle lights that illuminate the frozen floor of the arena, the scent of sweat and cold air fills the room with anticipation. Yitian Zhao ’24 steps onto the rink along with his teammates. Game on. As the puck glides on the glistening ice, he focuses his eyes on it, anticipating the moment to take a shot. Zhao moves with precision, gaining more momentum as he reaches his goal. The backdrop is filled with nothing but the crowd cheering and the crisp echoes of the skate blades cutting the ice. 
   At a young age of 5, Zhao began his ice hockey career after learning how to skate for 3 years. Inspired by his older sister, a figure skater, Zhao watched her practice and eventually, he grew accustomed to the ice. 
   “It just came down to choosing figure skating or hockey,” said Zhao. “It's a fast paced game, and I also like hitting people––[that’s why I chose hockey.]” 
    Ever since then, Zhao has dedicated much time to the sport, especially towards playing club hockey. While balancing training sessions throughout the week, Zhao would also travel for matches during the weekend. 
   “The local teams aren’t at the highest level, so I would always have to travel to places like Philly to play Tier 1 clubs––and I still do.” said Zhao. 
   Although Zhao’s love for hockey has led him so far, Zhao’s packed schedule posed a challenge. However, Zhao’s determination to pursue his passion ultimately overcame that uncertainty. 
   “I was swamped with schoolwork, and hockey almost became like a chore that I had to do before I could go back home,” said Zhao. “I knew it was going to be a lot of work, but I still enjoyed playing out on the ice with my teammates.”
   Part of the reason Zhao dedicated so much time to hockey was his dad, whose guidance instilled in Zhao to always strive for improvement. 
   “I enjoyed practicing by myself, but it was mainly him who pushed me to where I am now,” said Zhao. “He would take me to all types of practices and tournaments to get some exposure and practice, and even if I sometimes didn't want to, I believe that it has let me get to the skill level I'm at right now.”
   As an upperclassman in the team, Zhao pays it forward by providing advice to his teammates. Drawing from his father's influence, Zhao gives tips on strengthening his teammates’ game. 
   “If you don’t enjoy what you’re doing, you won’t be motivated to improve,” said Zhao. “Outside of motivation, I think that focusing on the basics, like skating and stickhandling, is a must to try and play or get better at the sport. Having a strong foundation will let you build off of it.”
   Some of this advice is based on his own personal experience, and his growth throughout the years. Despite encountering some bumps along the way, his devotion for hockey has triumphed over these obstacles, making way for his performance to flourish, especially within the team.
   “I feel like high school hockey has given me the opportunity to do [improve myself] because the competition is at a lower level than my club teams, so I can be more laid back and try to mess around without much consequence,’ said Zhao. “It's less of a grind to me and I get to mess around with my teammates on the ice and in school as well.” 
   Zhao envisions continuing to play hockey beyond the bounds of the Mercer County Ice Rink, and into a new environment where he can train at a higher level. 
   “I plan to play college hockey. I’m going to try and look for a D3 offer, and maybe try and go D1 if I can,” said Zhao. 
   With the ice hockey season starting again, Zhao is hoping to make his last year on the team a fun, memorable experience. 
   “I love everything about hockey, from the pinging sound of the puck going bar down off the crossbar to the .... action in the game.” said Zhao. “Even if we had a rough home opener, I have high hopes for how the rest of the season will turn out. It would be amazing to end my high school hockey career on a high, and I’m sure that the other seniors would agree, too.”

Athlete of the Month: Yitian Zhao

It’s down to the last ten seconds of the basketball game. Gabrielle Bannett ’24 races down the court with the ball. Finding her opponent, she throws the ball into the air as her teammate guides it into the basket! Princeton wins!
Growing up, Bannett got her love of basketball from her family. Her father was her basketball coach all throughout elementary and middle school.
“He definitely inspired me to stick with [playing basketball], because he always comes to my games to support me,” Bannett said. 
Along with her father, Bannett has had many other people help her and get her to where she is now. In middle school, her basketball coach, Coach Mike Maguire, helped her grow as well.
 “I really looked up to [Maguire],” said Bannett. “He helped me …develop a [deep] love for the game.”
When transitioning to high school basketball, Bannett had an advantage in that she already knew many of the players on the team, since they had played on an Amateur Athletic Union (AAU) basketball team together. 
“It was a little bit of a transition, but everyone was super amazing and welcoming,” Bannett said. “I had so much fun with that team and we made so many great memories together, that [it] really made me want to continue playing basketball in high school.”
Head Coach David Kosaof the PHS girls basketball team noted that when he first saw Bannet play in the seventh grade, Kosa already knew that Bannett was an advanced player in her skillset.
	“Her fundamentals were really strong,” said Kosa. “And you could tell that she had a very strong basketball IQ, and a very strong basketball persona on the court.”
	Luna Bar-Cohen ’25, a teammate alongside Bannett, reaffirms these sentiments. Bar-Cohen has been playing with Bannet since middle school, and she believes that the years they’ve played together has greatly helped their team chemistry.
	“She does so much for our team on and off the court, and [she’s] always willing to go the extra mile for us,” said Bar-Cohen. “In games and practices, Gabby does a great job of seeing everyone on the court and facilitating good ball movement. ... When the team needs [help], we always know we can count on [her].”
	To Bannett, understanding each other and having each other's backs in challenging moments is what really counts. For her, she is grateful that she can trust the rest of her team in big moments, just like they can trust her.
	“We know how to laugh and have fun with each other but we also know when it's time to be serious and work together,” said Bannett. “It’s a good balance that’s important to have in any team environment.”
Now into her last season, Bannet is looking forward to winning something with the PHS team. For her, putting something up on the banner is the team's biggest goal.
	It's my last shot to win something and put something on the banner, So I really hope we can do that this season,” said Bannet. “Coach always says it's banner season, because we have nothing on our banner hanging in the new gym right now. So this is just another opportunity for us to get something new to form.”
	The team's optimism to win a title for PHS is demonstrative of the team's personality and tenacity. For Kosa, this constant belief is not just talk. He notes the work that has been done in the off season.
	“This year has been the most [turnout] that we’ve ever had in the summertime...” said Kosa. “We’ve worked with coach John Torey in strength and conditioning... It's not a surprise where the girls that have improved the most  have been the girls that have been putting in the work during the offseason.”
	While working hard is a must-have mentality for the PHS Girls volleyball team, enjoying yourself is just as important to them. For Bannett, she tries to bring a unified environment to the team, which she knows can help the team further down the road in tough games.
	“Having team lunches on game days and inside jokes are just some of the things that have strengthened our bonds as friends and teammates,” said Bannett. “Over the four years I’ve been on this team, we have always had great chemistry on and off the court.”

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