  Beginning on November sixth, HackPHS 2022, a multi-day student-organized programming competition hosted at Princeton High School, brought with it more than 300 students entirely in person for the first time since the start of the COVID pandemic.
   HackPHS is free to enter and open for all students to participate in. During the event, participants are encouraged to form teams and work on a coding or robotics project of their choosing. These projects are judged at the end of the twenty-four hours, with the winners receiving a number of prizes. For participants who don’t feel as comfortable with coding, they can opt to not create a project, and instead attend a wide variety of fun, inclusive, events and lectures that take place throughout the event.
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   “I went my freshman year not having any coding knowledge at all, and I still had a bunch of fun because I was able to attend intros to languages such as Java and Python. And then also other fun activities, like a chess tournament and trivia,” said Davita Wrone ’23, a design and technology organizer for HackPHS. 
   This year’s HackPHS was successful in many ways, with over one hundred people in attendance, and an overall positive participant response. 
   “I just felt like it was really fun because I got to stay overnight and just work in the school for the entire day,” said Sophia Tsang ’23, a participant at HackPHS. “There were a lot of snacks, and a lot of events and lectures that even if you're not interested in computer science, were fun to listen to. Also just being able to look at other people's projects was really fun.”
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  While HackPHS first started as an in-person event, it was, like many other things, forced to move to an online format in 2020 as a result of the pandemic. The following year, while it returned to being held partially in person, only PHS students were allowed to attend, and many students still opted to participate virtually. HackPHS 2022 marked the first time that the event has been held fully in person since the start of the pandemic. Along with bringing back a sense of normalcy, having all of the participants in one place again had many other benefits. 
   “I think just being able to talk face to face with other students just made communication a lot easier. Also, I think people just like the experience of being able to stay overnight,” said Shrey Khetan ’24, a logistics organizer for HackPHS. “Also when you're online, it's harder to run some of the activities. So I think [being in person] makes the workshops and activities more fun.”
   Along with the return to a fully in-person format came a number of challenges for the Organizers of the event. On top of the predictable problems that come with the organization of sponsors and almost twenty unique activities, one problem stood out above the rest: turnout. 
   “This year had a smaller turnout than some of the other previous in-person years and I think that's because of those two online years. Increasing that, and getting the word out more … will probably be a way to improve,” Wrone said. 
   Aside from low attendance numbers, nothing went significantly wrong at this year’s event. Because of this, as they look into the future, the organizers of HackPHS hope to emulate the success of this year in its future installations. 
   “I think that this year was successful because everyone enjoyed their time, and we didn't have any problems,” said Khetan. “Maybe we're gonna try for next year to raise some more money so we can have some better prizes for the people. But other than that, we're probably going to follow a similar layout as we have this year.”

HackPHS returns fully in person, the first time since 2019


  Emanuel Noyola ’23 eyes the soccer ball as it is passed between two players on the other team. With calculated motions, Noyola swiftly intercepts and dribbles it towards the opposing team’s goal. Quickening the pace of his steps, he fixes his gaze on the goalie and launches the ball at the goal. Roaring cheers erupt from the crowd as the ball hits the back of the net.
   All athletes make mistakes in their lives, but only the good ones will learn to overcome them and become better. Varsity Boys Soccer Midfielder Emanuel Noyola ’23 shows that despite having obstacles in the process, he uses his passion and persistence to achieve success. 
   Watching his uncles’ soccer games as a child contributed to Emanuel Noyola’s interest in soccer. He started playing when he was nine, and only played soccer throughout his childhood and he’s continued through high school. 
   Noyola’s talent, consistency, and commitment to the game lead to his influential performance on the field: becoming a varsity team member in his sophomore year and now an indispensable player on the boys varsity soccer team. 
   “He's very humble. He lets his play do the talking. He's a man of few words, but he makes a lot of very smart plays, and it makes you trust him,” said teammate Jack Serxner ’23.
   Playing successfully at a varsity level does not come without doubts. After missing an opportunity to score an important goal in one of his sophomore year games, Noyola was in doubt of his career in soccer. However, he remembered his motivation to play when he was younger and realized that the desire he had to continue playing outweighed his mistake. As a result, Noyola persevered and continued his role on the soccer team. 
   “I told myself to not quit because I know how good I can be and I don’t want to put my time into waste. I just needed to keep working hard and get better,” Noyola said. 
   Noyola continued to dedicate his time to improving his soccer skills and learning from his coaches and captains. In his junior year he took more of a leadership role as an upperclassman, challenging himself to be more assertive on the field and be a role model for the younger players. 
   “He has developed a lot of confidence over the years as a player, ” said Serxner. “He demands the ball more on the field. He has the belief in himself that he can make amazing plays on the field.”
  Not only is Noyola a hardworking athlete who always seeks to improve himself, but he has also shown strong abilities in supporting his teammates. As a senior on the team, Noyola tries to help his teammates and assist them for more scoring opportunities.
   “In our first game against Trenton this season, he had the assists to Azariah Breitman. And we ended up winning one nil [zero]. He did a really good job of controlling the midfield…[and] played a huge part in this first goal we scored,” Serxner said.
   Noyola wishes to continue playing soccer in college, and as an athlete who has gained many experiences from his plays, he has advice for the incoming and current younger athletes of the PHS soccer team. 
   “Keep on going and focus on your own self. Don’t let the circumstances and other people put you down. Always work hard to improve yourself and also help the people around you,” Noyola said.  




Atheletes of the Month Emanuel  Noyola  ’23:  soccer               

Starting this year, the PHS Student Council will consist not only of elected members, but also of a general body, which will be open for all students to join.  This move, made by  both  the  advisors  as  well  as  elected  members,  hopes  to  create  a  more  inclusive  and  engaging  environment  in  the student council. The general body will attend weekly meetings along with the current Student Council members, allowing its members to have a prominent voice.
Student Council has been an organization at PHS for a long time; however, for most of the time that it has existed, it  has  been  significantly  influenced  by  the  leadership  of  its advisors. Due to the limited number of students in the council, it has struggled to put on all of its normal events, including the Homecoming and Prom dances, and relied on advisors as a result. Jennifer Li, PHS Mathematics Teacher, took the role of advisor for the council just over a year ago, and since then, she has made it one of her primary goals to make the student council more student-led.
“During my first four years at PHS, I saw that the group was very advisor-led,” said Li. “There were a lot of meetings that  the  student  body  president  ended  up  running.  I’m  trying  to  make  that  happen  more  for  this  school  year  and having the presidents create the agenda and also run meetings rather than the advisor.”
Li  hopes  that  the  creation  of  a  general  body  for  the  Student Council will help aid the council in the planning of their events. This would mean that with the addition of the general body, a decreased workload will allow student council members to exhibit more leadership skills and rely less on the advisors.
“It’s  a  lot  of  work  for  only  20-something  students  and  then the four or five advisors to create, plan, and execute all these events alone. So I thought that we should allow students  to  join  the  Student  Council,  to  just  have  more  students, really, for all these events,” Li said.
The  existence  of  the  general  body  will  also  provide  a  way for students who wouldn’t normally participate in the council to get involved in school events. Additionally, as not every student who runs is able to win their election, the existence of the general body will ensure that all are now able to participate in the council regardless.
"The general body will allow us to get more ideas from students  who  might  not  feel  like  they  want  to  have  an  elected  position  with  the  Student  Council,  and  to  have  the  full  responsibility  of  being  an  elected  member,”  said  Li. “This means that they can still be a part of the group and have ideas heard.”
Along  with  helping  put  on  planning-intensive  events,  the  creation  of  a  general  body  for  the  Student  Council  is  also  hoped  to  help  the  Student  Council  improve  their  outreach  efforts.  It  will  achieve  this  by  making  it  easier  for  students  to  get  involved  in  Student  Council-related  activities if they want to. 
“I think that the general body will allow the community to be more involved, and learn more about what the Student Council actually does, because not very many people are on  it.  So  with  general  body  members,  we  can  hopefully  have a wider outreach,” said Ashlena Brown ’24, president of her class.While  the  Student  Council  general  body  has  only  had  a  couple  meetings  since  its  creation,  it  already  has  been successful at achieving its goal of building a greater connection  between  the  student  body  and  the  student  council. “I  thought  it  was  cool  taking  part  in  student  council  decisions,  as  someone  outside  of  the  council,”  said  Finn  Neuneier ’24, a member of the general body. “I’m excited to work with them to help plan events in the future.

Creation of a Student Council general body hopes to increase student engagement


Rita Rafalovsky:
Why are you interested in running for the school board?
I'm interested in running for the school board for the most important reason: to improve the quality of education that we have here. 

What issues do you believe the district needs to address for education?
If you look at the proficiency scores at the state level before and after COVID, our scores are, in math in particular, well below our neighboring schools, which are Montgomery and West Windsor. I refuse to think that our kids are any less smart than the kids that are in the neighboring schools. There's something else that's going on and we need to figure out what that is to address it, not just for math but well-rounded education.  

What are your top priorities for the school?
In addition to education, mental health is no less important. We need to bring in psychiatrists or psychologists who are experts in this area to create an assessment for us and also some goals about where we need to be [in mental health] and how we will actually make sure that our kids are doing well.

What differentiates you from other candidates?
I am a first-generation immigrant. I came here when I was eight years old. I learned English here and I was definitely below the poverty line for quite a few years. I went through the whole ESL experience and was put in some of the worst classes because I didn’t speak the language. So I definitely have a lot of sympathy and understanding towards the kids that have been there. I feel like we are not leveraging the intellectual capital of the community that we have here. I would love that we create some kind of metrics around it, and to create these champions so that we sort of have a pipeline of kids in our school district. 

Susan Kanter:
Why are you interested in running for the school board?
I ran the first time after I retired from work and I was involved with a lot of nonprofits. But I was PTO president at PHS for seven years. I wanted to run for a second term, maybe one that’s not as dominated by the pandemic.

What are your top priorities for the school?
The most important issue is to have the supports in place for health and wellness. I feel that even more so because I want to make sure kids are making those connections that they lost during the pandemic. The new movement space that they’re going to incorporate into the gym and into the learning classes, alongside the new schedule, really gives people time to both have physical wellness and to relax their brain. [The new space and schedule] make people happy and more productive. 

What experiences prepared you to serve as the school board member?
I saw the work with thBll Committee, which changed the start time and the schedule for student wellness. Student Wellness was one of my big issues. I also had been involved in the facilities and the development of the referendum. And I had become interested and gone to a lot of meetings for the board and committees. So I felt like I had a lot of knowledge to bring.

What issues do you believe the district needs to address for education?
We want to put in support so that every student feels they have someone that they can talk to. [For students with challenging academic schedules], they need to do it in a healthy way so that they can sleep while participating in extracurriculars that they might enjoy. We have to find that balance for each student between academic challenges  and finding courses that they're just interested in. Bringing them joy and taking care of themselves is equally important to me.

Dafna Kendal:
Why are you interested in running for the school board?
I think the most important thing that I can do with my time is help to see that the school district is well-run. I'm really proud of some of the things I’ve done. For example, I was on the board when we moved the start time at the high school back to 8:20. Andonly 12% of high schools in the country start later than that. [Being on the school board] means having the opportunity to do things that really affect students. That brings me a lot of joy and makes me want to continue to serve on the board.

What are your top priorities for the school?
We're a very well regarded school district and I want to ensure that continues. I want to make sure that all kids have the opportunities they need. 

Experiences that prepared you to serve as the school board member?
I have six years of experience as a board member. I'm currently the board president. I've served as board vice president and I have been on every board committee. So I have a lot of experience. With all the turnover and administration, I think it's important to have board members who know how we have done things so that we continue the traditions that are very important here in Princeton.

What issues do you believe the district needs to address for education?
One thing I like to do is just make sure there's more representation of kids of color and kids with special needs in higher level classes. We just reviewed the data from last year and there were only three black kids who took AP exams. And that's not representative of the student body and we have to do better. I think we have to look at the prerequisites [for courses], for example and just make sure they are not too burdensome to limit students from choosing courses that they want to take. 


Deborah Bronfeld:
Why are you interested in running for the school board?
I feel like I'm anything but status quo. I just want to keep improving [the district]. The pandemic definitely changed the direction of what we wanted to do, and what we could focus on. There’s a lot more that I want to work on. 

Experiences that prepared you to serve as the school board member?
I went to public school. I’ve worked a lot in nonprofits and I feel a lot of nonprofit work is helping people and listening. I worked for an organization called Dress for Success, where we gave women business attire to go on interviews, and we set up a lot of interviewing. I’ve worked for a couple of food banks. So I feel that my past with these nonprofits is a big part of me and I always want to help. Being on the board, I can speak for those that maybe cannot. 

What issues do you believe the district needs to address for education?
We just need to make sure we have the teachers that are really there to teach you. I do know a couple people that stopped me and said they were just so impressed with the teachers on back to school night.  I remember [parents from back to school night] saying that these teachers really want to teach their kids. Teachers just have this breadth of what they want to teach and they’re here to teach. 

What differentiates you from other candidates?
I really speak my mind. I have voted no a lot. I know many of my board members never vote no. You know what, I'm not afraid to speak my mind. I'm really not and I'm not afraid to say ‘I don't think this is the right direction.’ And I will always tell you why I'm voting a certain way. 


Meet the candidates! Princeton Public Schools school board election

 Great athletes have a passion and purpose for what they do — they are focused and determined to get better every day and set goals that they actively pursue. Varsity Football Co-Captain Jack Callahan ’23, shows that passion and purpose can help overcome life obstacles to achieve success. 
   Callahan was introduced to football under the influence of his family. Coming from a family of football fans, he had much exposure to the sport before he started playing himself. 
   “I’ve enjoyed watching football games for a long time, [and] my dad watches football all the time,” Callahan said. 
   With this devotion for football in mind, Callahan started playing football in eighth grade and joined the football team at PHS. Despite having little experience when he joined, Callahan knew the necessity of hard work. He put a lot of effort into training himself to become better, working on footwork and practicing catches
   “Jack’s a hard worker that's just committed and ready to work at practice [...] He’s a quiet kid, but [based on] the amount of work he puts into playing, you could tell he's definitely passionate [about it],” said Varsity Football Co-Captain Tyler Goldberg ’24. 
   While improving his own individual skills, Callahan learned the importance of teamwork in football games. His most memorable game was played against Bishop Eustace High School in his sophomore year. Defying many people’s expectations, PHS won on a two-point conversion, which is a play a team attempts after a touchdown instead of kicking the ball. 
   “My teammates made that moment [the] most memorable,” said Callahan. “It was just so fun being around the whole team, [everyone] got excited. We were all 100 percent zoned in on the game.”
   However, along with unforgettable victories, football comes with the possibilities of sustaining serious injuries. Callahan encountered his greatest obstacle last year when he broke his femur bone toward the end of the season. 
   “He came such a long way from that [injury]. That was like a serious injury. And I didn't really [expect] he would come back. [It] is tough because [when] you break your femur, some people will choose to just quit,” Goldberg said.
   But Callahan stayed in. And he came back, faster than everyone expected, focused on improving further than where he was before his injury. 
   “I never thought about quitting. [I overcame it] by rehabilitating my leg, going to physical therapy, and getting back with the team as soon as possible,” Callahan said.
   His Coach, Brandon Willaims, commends Jack for his persistence in the face of his injury. 
   “Jack's biggest strength is his resilience. Coming into his senior year I didn’t know how Jack was going to perform after coming off such a gruesome injury, but  he has shown that he wouldn’t let an injury hold him back. Thus far in his senior season he has been an outstanding left tackle and even better defensive end with him catching interceptions and forcing fumbles” Williams said. 
   Having been named team captain this year, Jack has become a role model for the younger players. He has taken full responsibility into helping them develop their skills and passion for football. 
   “Just stay passionate, stay focused. The time will come. It’ll be fun,” Callahan said.
   The PHS Football Team looked forward to the Homecoming game against their old rival Bishop Eustace on September 23.
   “We’re very prepared. All the guys have been working hard. I really just want to win,” Callahan said. 
   Even though Callahan is still not sure whether he will be playing professional football in the near future for college, he will always be dedicated and passionate about football.   
   “I never aspired to be like [any professional player] when I’m playing. I just [play] because I love the sport,” Callahan said. 


Jack Callahan ’23: football


The start of the 2021 school year marked the tenth year of  teaching  for  PHS  Science  Teacher  Jacqueline  Katz.  Since  2012,  Katz  has  inspired  numerous  students  at  the  high school with her enthusiasm and appreciation for the sciences.
Katz neither thought she was going to major in science nor  pursue  a  career  in  teaching.  In  fact,  she  originally  applied  to  college  as  an  English  major.  Nevertheless,  as  a  competitive  dancer  in  her  childhood,  Katz  had  been  introduced to anatomy and nutrition at a young age. As a result of this, not long into her freshman year of college, she switched to a biochemistry major and, through tutoring, found an unforeseen passion for teaching.  
“When  I  left  high  school,  I  wanted  to  be  as  far  away  from school as I could be. I was like, I don’t want to deal with people all the time, I want to be in a lab,” said Katz. “Halfway through college, I started tutoring a lot and loved it. So I totally changed majors, and I’m very happy I did.” 
Now  as  a  successful  science  teacher  at  PHS,  Katz  has  taught  primarily  biology,  but  also  a  number  of  other  science courses including Chemistry I, AP Anatomy and Physiology,  and  the  Research  Program.  Shawn  Chuang  ’24, a former student of one of Katz’s Biology Accelerated classes, spoke highly of Katz’s attitude in class.
“She  is  always  really  helpful  and  a  great  person  to  be  around. I’m able to crack jokes with her, which really helps make [the classroom] environment comfortable. She’s [also] very knowledgeable on the subject and always willing to answer any question,” Chuang said. 
One major part of Katz’s time teaching at PHS has been her involvement in the Research Program. Katz was the first teacher to oversee the program, which has since grown from  only  her  and  eight  students  to  three  teachers  and  over 60 students. The three-year Research Program gives students an opportunity to follow their passions outside of  the  conventional  curriculum  and  allows  students  to  develop critical thinking skills along the way. In addition to  the  success  that  many  students  have  achieved  during  this  program,  Katz  has  found  this  program  especially  beneficial for herself. 
“I get to learn so much [through the Research Program]. My  focus  has  always  been  biology  and  mostly  cellular  biology;  we  have  students  researching  lobsters,  crayfish,  and even pigeons. I learn something new with every project [and]  it  always  keeps  me  excited  and  makes  my  job  feel  fresh and different every day,” Katz said.
As a result of Katz’s dedication and passion for education, she  was  recently  awarded  a  prestigious  position  at  the  Library of Congress under the title of the Albert Einstein Distinguished  Educators  Fellowship.  While  this  new  position will mean that Katz will not be at PHS for the next year, she hopes to return in September 2023.
“What the program does is it selects educators and then places  them  in  federal  agencies  in  Washington,  D.C.  So  I’ll  be  placed  in  the  Library  of  Congress  next  year,”  said  Katz. “It’s an 11-month commitment to relocate to D.C., and I will be working in the Library of Congress with their primary source documents. My main goal will be to build out materials for science classes, which is really cool.”
When Katz is not busy teaching science, she also enjoys coaching teams from the PHS Odyssey of the Mind, a club focused on creative problem-solving.
“Odyssey  of  the  Mind  is  definitely  one  of  my  favorite    parts  of  my  job.  It’s  a  crazy  club  and  I  love  it  because  I  always learn something new from my students. They have    always done really well with it and we’ve  been able to travel to the World Finals four or five times,” Katz said.
Outside of school, Katz enjoys running half marathons with fellow teachers Alexis Custer and Jennifer Smolyn, baking,  cooking,  and  reading.  During  the  summertime,  Katz also works at a breakfast restaurant by the beach to take a break from her teaching job.
While  Katz  enjoys  her  current  position  as  a  teacher  at  PHS,  she  is  taking  courses  to  hopefully  obtain  her  administrative certification and one day achieve her career goal  of  becoming  a  supervisor.  On  a  personal  note,  she  also hopes to run a full marathon with Smolyn one day.
Katz appreciates that, despite all the changes that have occurred in the last year, her students have worked hard and stayed flexible.
“My  students  have  really  helped  me  stay  creative  and  stay positive because everyone’s always got a question or something interesting to say. I’ll read [my students’] work and [they]’ll bring up a new perspective. It just makes me realize that we’re still learning, we’re still moving forward. As long as I remind myself of that, I’ll roll with whatever punches they throw at us.”


Jacqueline Katz brings her love for science to the classroom

 On March 1, 2022, after four years of planning and two years of construction, the new PHS Tiger Cafe opened for the first time. The new cafe was part of a $26.9 million referendum passed in 2018 which allowed construction to begin in 2020. Although the cafe was previously planned to open in late 2020, progress was halted after the COVID-19 pandemic began.

   The cafe is located on the first floor and takes the place of the former school store, which sold common school supplies and school merchandise. Now, the store sells a variety of food and drinks, including cookies, chips, smoothies, pretzels, and coffee, all things not offered in the main cafeteria.

   “The big difference is that everything [at the cafeteria] has to be compliant with the USDA’s guidelines, and complete all the components of a lunch,” said Monique Graber, Food Services Director at the Princeton High School. “So we're selling all those different components down here at the main cafeteria with our main entrees, vegetables, fruits, and milk. But [at the new cafe], we are still compliant with school nutrition, but can sell snack items instead.”

   Unlike the main cafeteria, the new cafe is open during both the regular lunch period and one period after lunch, as well as during F Day Tiger Time. 

   “The goal was to have an area where kids could go, not during the lunch period, and kind of get snacks and other grab-and-go options,” said Graber. “Maybe when they were in between classes, or maybe during Tiger Time when the cafeteria wasn't open.”

   In general, the cafe aims to cut down on the line at the main cafeteria and provide a more accessible and convenient eating location for both staff and students. Additionally, the new cafe hopes to alleviate the risk of spreading COVID-19 that arises from the long lines at the regular cafeteria. For students, these new options and the smaller lines at the main cafeteria have not gone unnoticed.

   “I think [the new cafe] has its pros because it can take away a huge line that forms in the cafeteria where the vast majority [of students] get their food,” said Aiden Linkov ’24. “I think that [the line] is the main issue of the cafeteria that needs to be addressed, and if the school can find more ways to reduce the line that they have, then [getting lunch] will be more convenient.” 

   David Xu ’25 appreciates how the cafe allows him to eat something different every once in a while.

“Sometimes the food becomes repetitive with sandwiches and pasta everyday. Going to the new cafe makes lunch and sitting with your friends more enjoyable,” Xu said.

   So far, the cafe has been popular with the students, and Graber and the rest of the PHS Dining Services leadership team hope to keep it that way. 

   “If you guys keep telling us what you want, we can forward that to the principals and we can make stuff happen,'' said Graber. “Keep on letting us know what your thoughts are!”

New Tiger Cafe opens at PHS

We all rely on the media to find role models and inspiration for our day to day lives. However, many girls, including many at PHS, grow up without seeing any women that look like themselves in the media. Thankfully, many women, such as poet Amanda Gorman, singer Alicia Keys, and actress America Ferrera are working to change societal norms and misogyny in the industry to ensure following generations of women don’t have to face underrepresentation in the media. From when we were younger girls to now, these women have impacted our views on feminism and representation. 

Amanda Gorman is currently the youngest inaugural poet in U.S. history. However, her success did not come without challenges. For example, as a child, she had a speech impediment, and she currently has an auditory processing disorder. When I first learned this, I rewatched her recitation of “The Hill We Climb,” where I could not hear any sign of a speech impediment. As a woman of color myself, it was comforting to see someone that had her own challenges during her childhood was able to overcome them and gain such notability. At 16, she experienced her first success when she became the Youth Poet Laureate of Los Angeles. Since the 2021 inauguration of Joe Biden, she’s experienced great success, with two of her books achieving best-seller status. I remember when I first watched her during the inauguration; at first, I couldn’t fathom how much work she must have had to put in as a woman of color to recite a poem in a place where people like her had always been unwelcome. However, I soon simply enjoyed the poem and its message, all the while amazed that a person of color was being recognized for her creativity and talent. In 2014, Gorman reported that she “aspires to be a human rights advocate” and pursued this by founding a nonprofit in 2016 called “One Pen One Page,” which strives to eliminate inequality through education. Gorman is an inspiration to many, including myself. Her success as a young woman makes me realize that my age doesn’t prevent me from reaching milestones. She serves as a role model for girls of all races, especially those at PHS, to look up to. She uses her voice to talk about her experiences with racism and sexism, intertwining her two identities to influence her work. 



Alicia Keys: Singer

Alicia Keys is a singer most known for her R&B songs including “Empire State of Mind,” “Girl on Fire,” and “If I Ain’t Got You.” Keys is a very outspoken activist and she has always connected this to her lyrics. Though she has multiple songs that beautifully express her personal feelings towards hardships in equality, I think the one that I resonate the most with is a classic, “Girl on Fire.” Though it may be considered “basic” to think of Alicia Keys and instantly connect that thought with “Girl on Fire,” I personally believe it is her most empowering song because of its lack of personality. Unlike some of her other popular songs, “Girl on Fire” uses no personal pronouns, making it applicable to any and every girl. The lyrics label her as “just a girl,” but throughout the song this “Girl on Fire” escapes a messed up world and creates new beginnings. There is no specific criteria to be the “Girl on Fire,” presenting a timeless message to every woman that they all have what it takes to influence the world and to find great success. Though it may be considered one of Keys’ most overplayed songs, I believe that “Girl on Fire” is one of her most influential, because it made every girl believe in themselves and the power they hold. 

I also personally resonate with “Empire State of Mind.” The song launches you into NYC, “the City that Never Sleeps”, and makes you feel like you could accomplish anything if you put your mind to it. Sometimes I like sitting alone in my room and trying (and failing) to hit the high notes. Overall, the song just makes me feel empowered and I never get tired of it. 



America Ferrera: Actress

America Ferrera is a Honduran-American actress, most known for her breakthrough roles in Ugly Betty, Superstore, and The Sisterhood of the Traveling Pants. Since the beginning of her career at 15, she has heard people tell her to be “more latina” in order to fit stereotypical roles of latina side-characters. Because of the prejudice she has faced in the industry, America has made it a point to be a role model for other girls to be themselves, and not the mold that others want them to fit. As a latina myself, watching Ferrera’s 2019 Ted Talk on “My Identity is a Superpower, Not an Obstacle” was so inspiring because she has been fighting to end clichés of ethnic people playing stereotypical side-characters for nearly 20 years and consistently continues to make that her first priority in terms of work. Even in 2000s teen dramas, which are notoriously known for lacking in diversity, she has starred as main characters who reflect herself, and not what the world expects of her. When Ferrera said that her being the first and only Latina to win an Emmy for Outstanding Lead Actress in a Comedy Series “is not a point of pride, that is a point of deep frustration,” I think the perspective I have always had on award shows changed a lot because I began to take more notice of how milestones in the entertainment industry are really a sign of getting rid of a stigma that shouldn’t have been there in the first place. Ferrera won that Emmy 15 years ago, and no Latina has won it since. Now however, many companies have been much more aware and have taken a lot more action on the need for more diversity, Ferrera’s “win” is a clear example that there is still a long way to go, and it is people like her who are paving the path to success.

The emergence of female artists in the media

Ever since high school, Janine Giammanco knew that she had an interest in chemistry. Now, as a chemistry teacher at Princeton High School, she uses her passion for education in order to try and push her students to be the best they can be.  

   “I had an excellent chemistry teacher in high school who really sparked my interest in science, to the point where I started as a chemistry major in college,” said Giammanco.

   Her passion for chemistry didn’t translate in a lab setting, so she decided to pursue a job with a more social aspect. 

   “When I started working in a lab, in a college, I just decided it wasn't for me,” said Giammanco. “I wanted to be with people, and I really enjoyed working with kids.”

   Giammanco strives to make her class as engaging as possible. Yuyi Liu ‘24, a student in her Chemistry I Accelerated class, appreciates her teaching style.

   “There are many interactive discussions and demonstrations during class, which engages students in the content. Giammanco extends class contents in applying it to the real world. During our studies of the chemical elements, we conducted further research on where the materials in cell phones come from…Then we put our research into a project, where we explained why constantly upgrading cell phones is harmful to the environment, connecting our research and studies of chemical elements,” Liu said. 

   ​​While many teachers found the pandemic to have a negative impact on their teaching, Giammanco remained optimistic. For example, posting instructional videos online allowed her to focus on projects and group work instead of instruction at the board. The new free time was then focused towards group work, projects, labs, all of which had been removed in the last couple of years, leading to a more student-centered learning environment. With her passion to push her students, Giammanco wants to truly understand what each student needs in order to have an optimal learning environment. 

   “I have a well run classroom and set high expectations so that students can push themselves, but at the same time, making sure that you're treating them fairly in terms of what is going on in their life. The hardest part is striking that balance between setting high standards and meeting individual needs.”

   “She really understands things in general…if you're really stressed about something, she's really patient with you,” said Lauren Girouard ‘24, a student in Giammanco’s Chemistry I class. 

   While the job can be hard, it comes with benefits that make it all worthwhile in the end. Through her relationships and connections with her students, Giammanco was able to build one of her most memorable experiences. At her wedding, she invited Cat’s Meow, an a cappella group at PHS, to sing at her service.  

   “My favorite part of being a teacher is getting to know the students and I love to see them grow from the beginning of the school year,” Giammanco said. “I really do love my interactions with the kids every day.”

Janine Giammanco shares her passion for chemistry with students

In late January, New Jersey Governor Phil Murphy signed state bill S-4021/A-6100, which mandates that all New Jersey schools teach Asian-American history as a part of the core curriculum, making New Jersey the second state to mandate the teaching of Asian American history. The passing of this bill represented the culmination of efforts to get the bill passed before the NJ legislature ended session for the year. The goal of the bill was to require school districts to provide instruction on the history and contributions of Asian Americans and Pacific Islanders in social studies curriculums.

   The bill was conceived as a response to the rising anti-Asian hate crimes throughout the continuing pandemic. Its proponents noticed how little Asian American history was being taught in schools and realized that legislative support was critical to making a meaningful change. 

   “It’s similar to social studies legislation that was passed in the last year that first included LGBTQ representation and disability representation. This feels like another step [towards] making sure that Asian American Pacific Islander history is involved in our K–12 curriculum,” said Patricia Manhart, a Social Studies teacher at PHS. 

   The passing of this bill will have far-reaching consequences for New Jersey students. First and foremost, this bill hopes to help Asian-American students feel more represented in the classroom. Soorya Baliga ‘22, a student at PHS who spoke at multiple events organized by Make Us Visible NJ, a main proponent of the bill, believes that the bill will both help in students’ learning as well as in changing their perceptions about society around them. 

   “I'm half-Indian, and looking back, even to elementary school, I remember most clearly the picture books that featured Indian protagonists. It's just so important to include that representation,” said Baliga.

   Now that the bill is passed though, the next challenge will be ensuring its effective implementation. Ngan Le ‘23, an organizational supporter for the bill who helped it gain the required signatures, believes that the bill will lose its impact if Asian-American history is not actually implemented into everyday teaching. 

   “This is definitely a first step, … but the impact really comes with how we deal with the implementation,” said Le. “Now, if we set high standards for it, … if we make it clear what our demands are, we will make something out of it. If we don't, then it'll just be another bill that is just there that no one looks at.”

   While this bill does signify progress for Asian Americans, more can still be done to improve inclusivity in curriculums all across the nation. However, instead of the state legislature, Manhart believes that improving the classroom experience for all students is the College Board’s responsibility now. 

   “AP history [curriculums] have an impact that goes beyond just the state of New Jersey … I'm sure [the curriculum] is relatively representative or diverse, but if this kind of initiative was put into the College Board, that would have a really wide impact on students and go beyond just the state of New Jersey,” Manhart said. 

   In the end though, this bill will change what history curriculums look like in the coming years, impacting students at schools all across the state. Baliga believes that this bill will be beneficial regardless of how much more still needs to be done.

   “It really indicates that those in political positions of power are thinking of and considering [Asian American and Pacific Islander] students more than ever before, [which] I think is really important,” Baliga said.

NJ mandates the teaching of Asian-American history

On January 25, Princeton Public Schools passed a $17.5 million facilities referendum with many goals, including the repairing and refurbishing of the current roofing at Princeton High School as well as the roofs of other schools across the district.

“Most [roofs] have a life of usually around 20 to 25 years,” said Matthew Bouldin, PPS Business Administrator.

“One of the best ways to fund projects like [repairing them] is through referendums.”

The referendum also aims to help the school become more eco-friendly moving into the future.“Hopefully, [the referendum would] also lay the groundwork to make [the roofs] solar panels ready,” said Frank Chmiel, PHS Principle.The current referendum is aimed specifically at roofing across the district. However, repairing heating, ventilation, and air conditioning equipment is also of concern for the district.

“On the roof, equipment takes a lot of wear and tear,” said Bouldin. “In general, any kind of mechanical system like that doesn’t have an endless life, unfortunately.”

While past referendum projects such as the fitness center have been more oriented towards students than teachers, the current referendum aims to help both groups. By fixing the roofs of the high school, teachers will be able to teach without having to worry about inconveniences such as water leaks during rainfalls.“

Because we have flat roofs, snow collects up there, [and] rain could collect up there,” said Chmiel. “So, there are just spots where our custodial staff [expects] leaks to happen.”

Unlike past facilities projects, completing the current roofing project will be no small task. This is because roofs are very difficult to repair, and require that all construction will have to be completed when students aren’t in class. Matthew Chen and Anika Hadap,CONTRIBUTING WRITERS“Roofs are uniquely difficult, and that work has to be done in the summer,” said Bouldin. “It’s going to be at least three summers, at least, maybe possibly four summers.”

Difficulty in repairing roofs was not the only challenge facing this referendum, though. Like most activities and projects over the past few years, the pandemic has hindered facilities repairs. Multiple hired contractors getting COVID-19 was an obstacle, causing a setback in both construction and equipment supply. Luckily though, the construction was not significantly slowed by these setbacks.“

Roofing installation has been under a little bit of short supply over the last 12 months,” said Bouldin. “But COVID luckily hasn’t had a huge negative impact, at least on the work we have been doing.”

Despite the obstacles and setbacks that will inevitably come, in the end, the referendum will benefit both the district and the school community. Bouldin believes the final result will be worth the wait for the students and teachers.“

[The referendum] will help students live and learn in a better environment,” Bouldin said.

$17.5 million referendum prepares PHS for the future

Whether it be on the street or on the runway, fashion is everywhere. Many students at PHS are immersed in it, but if you ask them where their favorite styles came from many would not be sure. In honor of Black History Month and celebrating fashion origins, we have gathered some of the most influential fashion styles, comebacks, trends, and accessories that emerged from Black culture and icons like Destiny’s Child and Diana Ross.

Streetwear arose from the hip-hop movement, which emerged in the Bronx during the 1980s as a new style of music and dance, eventually becoming a prominent part of black culture. It was originally created as a response to whiteness being the standard of the “ideal citizen” in the 1950s–60s. Eventually, streetwear became the visual form of hip-hop and rap culture, pushing boundaries that allowed the Black community to express culture and style without conforming to what was “acceptable” at the time. It became even more integrated in the fashion industry with the emergence of luxury, high-end streetwear brands such as Off-White, a Milan-based and Black-owned fashion house founded by the late Virgil Abloh. Streetwear has evolved since its beginnings and has elevated to become a strong influence in fashion.

Y2K is shorthand for “the year 2000,” and it is making a comeback! Staple pieces like lace camisoles, low rise jeans, metallic clothing, baguette bags, and butterfly hair clips were linked to the mid-1990s to early-2000s era, inspiring the Y2K style that began right when the Internet started booming. Many would think that this vogue surfaced with Bratz dolls or “Mean Girls” but in truth, it was Black culture – specifically Black artists – that shaped the aesthetic into the phenomenon it is today. Michael and Janet Jackson wearing shiny and futuristic clothing in their music video “Scream,” Black girl groups like Destiny’s Child sporting vivid tank tops and low-waisted jeans, and rapper Missy Elliott in athleisure are all examples of this.

Velour tracksuits were the new norm in the 2000s with brands like Juicy Couture and Baby Phat being in the spotlight. Like tracksuits, scripted necklaces were also associated with the Y2K era. A notable example is when Carrie Bradshaw wore a nameplate necklace in “Sex in the City,” inspiring people to join the trend. However, this trend truly originated from Black and brown kids, and it was popular within their communities much earlier on. The scripted necklaces were a way for people to express themselves and their identity; a symbol of pride in their culture. Y2K is one of the prominent aesthetics of the past few decades, and it wouldn’t have been possible without Black culture.

Sneakers as we now know them made their first appearance in the 1970s and became a trend around a decade later. Originally, they were made for only playing sports, but that all changed when Michael Jordan launched his Air Jordans line, produced with Nike, in 1985, causing the popularity of sneakers to surge in hip-hop culture. Even now, Jordans are still sought after. These sneakers are featured prominently in the music industry by Black artists in their everyday wear and performances. Sneakers have become so popular because of Black culture to the point that they are spotted globally.

Bucket hats are the perfect versatile and stylish accessory. At first, like trainers, bucket hats were only for practical use. Fishermen used them as protection from rain and soldiers wore them in combat. As the mod subculture of soul-loving hippies known for their love of motorized scooters and fashion rose to prominence in London, the bucket hat took on a more refined and elegant style and quickly spread throughout Great Britain. However, it was the bucket hat’s incorporation into Black culture that made it rise in prominence. Icons like Rihanna, who paired a pink bucket hat with a Dior slip dress, and LL Cool J, who is known for his red Kangol bucket hat, contributed to the beginning of this newfound trend. Now, luxury brands like Dior and Prada sell them in a variety of patterns and textures. Bucket hats may not have been invented by Black culture, but it’s because of Black culture that more and more people are adding bucket hats as an essential piece to their outfits.

Hoop earrings are some of the most common accessories today, but they have been a symbol of Black women’s empowerment since the 1920s. The large and lavish jewelry piece was created in the fourth century in North Africa (around Sudan). Centuries later, Black women in the United States chose to use this piece of their heritage to showcase their beauty. Beginning in the 1920s–60s, hoop earrings were worn by activists for civil rights and Black power. However, later in the 1970s–90s they became associated with music and were showcased on Black disco and soul artists such as Diana Ross and Evelyn “Champagne” King. As different genres became more popular, hoop earrings were later seen on many rap and hip-hop artists. Additionally, hoop earrings have been a symbol of power and feminism pioneered by Black women, especially in the last century. In recent years, they have influenced people of all ethnicities and races.

With their colorful, glossy, and bold designs, pictures of acrylic nails on Pinterest are often the first we save to show our friends. Today, they are considered to be a fashionable statement. However, in the late 20th century, many people considered wearing acrylic nails “cheap” and “trashy.” Over time, they were shown off in the media by influential people like famous runner Florence Griffith Joyner (Flo Jo), who showed off vibrant patriotic colors through acrylic nails at prominent races in the 1980s. With this prominent appearance of acrylic nails in the media, they eventually became more mainstream and popular. From famous celebrities such as Lizzo to people in our day to day lives, acrylics can be seen everywhere. This trend was made possible by Black women who normalized and popularized them.

The overlooked origins of fashion

“Your friend just completed a run. Go give them kudos!”

As soon as I come back from my daily afternoon workout, my phone lights up with notifications. While I complete my afternoon post-workout stretch, I simultaneously scroll through Strava. Strava is an app that allows athletes to track their own activity and see their friends’ progress, creating healthy competition between teammates and athletes across the globe. People of all ages, athletic abilities, and sports pop up on my feed. The posts are as diverse as the people who share them: They may consist of song lyrics, long rambling streams of consciousness, an adorable dog sighting, or a love letter to a pair of shorts. Many titles and descriptions go far beyond just describing their activity as they give greater insight into their lives. This app for so-called mentally tough athletes can get very personal.

When athletes upload their activities, the app can track distance, time, and repetitions. “Likes” are measured in “kudos,” and the more interesting the caption or more important the race, the greater the amount of kudos. Strava is mainly designed for individual sports like running, swimming, and biking, where the activity is continuous and the competition is mainly individual. Although Strava is not very far-reaching as a social media platform, it provides athletes a far more personal support system that offers social and physical benefits, unlike mainstream platforms such as Instagram and Snapchat.

Part of the reason I love Strava is its unique ability to connect athletes across sports. While I primarily run, I am inspired by the determination and drive of swimmers, bikers, and even triathletes. As a runner, I am aware of the kind of training and mindset the sport requires, so the best part about Strava is getting to see other athletes’ training schedules and how hard they work for their sports. When I befriended some swimmers and bikers through initially commenting on their posts, and later meeting them in person, we decided to start a Strava training group to log our activities. After seeing how much everyone enjoyed their own sport, we were persuaded to try each other’s. I have since tried biking for far longer than I am used to and have discovered that it is very enjoyable. To further push my training, my group intends to do an adventure triathlon in a couple of months. We have created a Strava group to log mileage and time for this endeavor and to hold members accountable for sufficiently preparing to compete in the triathlon. As we all have been focused on our own sports, it was crucial at first that we mimicked each other’s training plans since a triathlon requires training across running, biking, and swimming. This increased sense of accountability has helped all of us tremendously in staying motivated.

The special thing about Strava is being able to see the different ideas, thoughts, feelings, and experiences people have while doing their activities. It is difficult to know what goes on in a teammate’s head during a workout. While one person in a group might struggle during a run, others could have had a great time and think the run is easy. After workouts, when our heavy breathing limits conversation, checking on Strava is a great way to reflect on the run, learn from peers, and identify ways we can improve. If someone is upset after a bad race or elated after a win, a teammate may mention it on a Strava post. Seeing the comments under my workout creates an unexplainable connection and sparks real life empathy and support. Strava also allows people to see the training and activities of professional athletes, making role models accessible. It is amazing to see that at any level, athletes have high and lows within training plans and workouts. As a massive sports science nerd, I enjoy following their training and progress, being able to see their workouts, and more importantly, mentality while training. Every athlete should download Strava to have a built-in support group of motivated athletes who are elated to give “kudos” to your workout every day.

Wenya Huan's Work