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Senior Showcase Showdown

Senior Hannah Kaiser explains details of her engine rebuild project to Dr. Edgerton during the Senior Showcase.
Photo By: Semay Alazar

Despite some speculation on whether or not the Senior Showcase had enough participants, the event, which occurred on 30 and 31 May 2018, featured several impressive projects such as rebuilt cars, scratch-built go-karts, and auto-piloted drones.
RAHS senior Alex March presented his project, a restoration of a 1968 Ford Mustang, to staff, students, and visitors during the showcase.
“It was a project I intended to do anyway,” said March, “it went very well and there was a lot of support coming from everyone.”
In addition to accomplishing his goal, March believes the Senior Showcase is a great way to display students’ interests and ideas.
“It sparked conversation with people during and after the Showcase,” said March, “and at the end of it I have a running Mustang I can drive.”
March believes the Senior Showcase was a great way to see impressive ideas and projects developed by his peers while being an easy and rewarding experience for those participating.
“I was very impressed by Teo’s Go-Kart,” said March, “it was really cool to see that he built it entirely from scratch, and to see it there in person was a good experience.”
Even though she was not a participant, RAHS senior Helena Cassam found the Showcase an impressive display of students’ projects.
“It was really cool to see what our fellow classmates have been doing all year,” said Cassam, “and how their own personal interests and passions can play a role in those projects.”
One such project was the rebuild and restoration of a Ford 302 engine from an F-150 by RAHS seniors Brandon Santillan and Hannah Kaiser.
“It was a huge learning experience for both of us,” says Kaiser. “It was really interesting seeing all the people coming in who knew things about engines we could talk to, or that didn’t and we could teach.”
Santillan believes that while the project was tough at points, the Senior Showcase was a worthwhile and beneficial project.
“It was an extremely hard project and it took some getting used to putting in the late hours after school,” said Santillan, “but the senior project really put it into place and gave us a reason to re-build it for a cause.”
Santillan and Kaiser both believe that the senior project has taught valuable life skills to use in the real world.
“Certainly this taught us a lot about being able to take a step back and look at what’s happening in a large-scale project,” said Santillan, “but it also taught us a lot about teamwork and being able to work together effectively.”
Santillan, March, and Kaiser all highly recommend that students seriously consider participating in the Showcase.
“You need to start early,” said Santillan, “but it’s absolutely something that’s taught me a ton about engines and cars that I’ll keep using for the rest of my life.”
Cassam also recommends that future students participate in the Showcase.
“It’s something I actually regret not doing,” said Cassam. “It isn’t hard to do especially if you’re already working on projects and it’s a good experience with the possibility of scholarships as well.”
The winners of the Senior Showcase and the prizes they’ve won will be announced on 7 June, and any underclassman interested in participating in future years can visit Ms. Wombold for more information.

ASP Seniors say goodbye

John Dulski stands among his fellow classmates in the first year of ASP after receiving his diploma, pose for a photo after a wonderful presentation.
Photo By: Will Garren

The Museum of Flight’s (MoF) Aeronautical Science Pathway (ASP) is saying goodbye to its senior students, the first graduating class to go through both years of the program. On Tuesday, 5 Jun. 2018 the inaugural class will have a graduation ceremony from the program they have worked hard in.

Michael Graham is a teacher for the first year students, high school juniors, at the MoF. He feels like the students are fortunate to be given this opportunity.

“I want these students to take away a few things,” said Graham. “1, free college credit. College is expensive, any sort of help is worth pursuing. 2, I want them to find a way to make their passion a career. 3, I want them to realize how lucky they are to have programs like this. Our goal is to give these students a head start on that career path.”

Senior Hunter Whitlock is in the ASP graduating class of 2017-18, and has been a part of it since its inaugural year. Whitlock learned about the program through his connection with the Vice President of Education at the MoF, Reba Gilman.

“I saw it as a opportunity and Ms. Gilman, the cofounder/former principal of RAHS, was looking for people to join the program,” said Whitlock. “I was friends with her from that, so that is how I found out about it. The museum was looking to start the program and looking for people to test out the program. They needed a group of students to provide the feedback and be the inaugural class. So I didn’t initially join the program because of itself but because Ms. Gilman. I stayed because it is a great opportunity and I earned all the credits the first year.”

This year was junior John Dulski’s first year in the ASP program, he has learned a lot from being in the ASP program and had many opportunities from joining this class.

“Some valuable lessons that I have learned is mostly regarding soft skills, group work, as well as public speaking. We also have had some presentations that we had to perform in front of the MoF executives,” said Dulski. “Adding [onto] to that, we have had many opportunities to connect with industry professionals at events such as the AIAA brunches that they have every few months or so.”

Changes are being made next year in the ASP program to spread time to other aspects of the class.

“Next year we will be changing the format of year,” said Graham. “Instead of having three classes back to back during a semester we will be combining 3 classes to look like 1 semester long class. This will allow us to do a lot more for each class and allow for more simulator time.”

The program comes with a lot of benefits, the most significant to Whitlock being the college credits.

“I earned all 60 credits, 30 last year and 30 this year, and most of them are transferring to the college I’m going to,” said Whitlock. “Combined with my AP classes I’m also taking, I will be starting as a second semester student. I got a year and half off college because of ASP and AP classes.”

Whitlock learned valuable life skills other than aeronautical science from being in the program. Students that are dedicated have to give up their time and effort to success with high quality.

“Hard work and time management [are] a big lesson I learned and I also learned my limits,” said Whitlock. “Last year I tried to do Science Olympiad as a zero period and I took ASP after school, so it kept me at school for 12 hrs a day, not including homework. So this year I dropped Science Olympiad to do ASP more effectively.”

ASP gives students the feeling of what being in college is like with real instructors rather than being in a normal high school class.

“[ASP is] improving me academically, just getting me used to how a college course works because they are taught by Green River instructors,” said Whitlock. “It is not like AP [classes] where you see the teacher everyday at the high school, it’s actual college professors.”

The program caught Dulski’s attention because it directly connects with the aviation field and industry, even more so than RAHS.

“The best part of joining the ASP program is that you get not only to be around people that are interested in aviation, but also that you get [to] take many more classes relating to aviation that I would not have found at this school,” said Dulski. “Best of all, you get credit for all of these classes (for me a high school GPA booster as well as a money saver in college).”

Dulski has to find a flexible schedule to handle school at RAHS and the ASP program, but overall it was worth the time and effort.

“Usually, I would have to take the bus home, so I would actually spend the same amount of time on the bus as I would in class. If one does join I would recommend on not doing a 6th period so that you have some time off before ASP begins,” said Dulski. “I would recommend for people to join ASP because it not only is about the passion of flying, it also grants you 60 college credits if you do it two years (so you save a good deal of money).”

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A new dean in town

Vice Principal Tremain Holloway discusses the tasks the Dean of Students will take responsibility for in RAHS with future Dean, Jacob Savishinsky.
Photo By: Chloe Cho

With Assistant Principal Tremain Holloway heading off to become a co-principal at Highline High School next year, RAHS is in need of a new administrator. That’s where Jacob Savishinsky, current RAHS literature and social studies teacher is stepping in. Savishinsky will be the Dean of Students for the 2018-2019 school year.
Savishinsky received confirmation of his new position on 9 May 2018 and immediately informed students of the change. He will be utilizing this position to fulfill an internship in administration through a program correlated with the Highline School District at Western Washington University.
“Ms. Tipton knew that I was in a graduate program to get my principal’s certificate,” said Savishinsky, “it was just the perfect combination of my need and the school’s need.”
Principal Therese Tipton plays a large part in figuring out what the Dean of Students will do to aid the school as needed.
“Off the top of my head, his biggest role will be really to support all of our students on campus [and to] help with academic support,” said Tipton. “We’ll do a lot of the tasks and responsibilities of really important work that the Assistant Principal Mr. Holloway did,” said Tipton. “Helping coordinate assessments, there’s always supervision type things, a lot of just really supportive roles.”
Even though the Dean of Students does not evaluate teachers as an Assistant Principal does, Tipton will give Savishinsky administrative tasks to provide him opportunities for experience in the field.
“He’ll also be learning a lot of things like budgeting and school management and attendance,” said Tipton, “just the myriad of things that school administrators do to support the whole community.”
The Dean of Students is a very flexible job so it allows Tipton to assign Savishinsky tasks which match the school’s current needs.
“One of the most important responsibilities is just to be available for unexpected needs that come up,” said Savishinsky.
Savishinsky will also be taking care of disciplinary needs and making plans for standardized testing.
“On a more practical level I will probably be handling a lot of discipline; what little discipline there is at this school will probably come my way,” said Savishinsky. “I will coordinate all of our annual testing, HBA, SBA, PSAT, SAT, [and] AP tests.”
Savishinsky believes that being Dean of Students will improve his managerial skills and give him a foundation of knowledge for a future job in administration.
“It’s a great opportunity to learn a lot of what I need to learn about being an administrator and getting a chance to [do] things I’ve never done,” said Savishinsky.
The reason why the assistant principal’s position is not being filled by another assistant principal is simple: RAHS does not have enough financial support to pay for one.
“With [Holloway’s] departure, we weren’t funded here for another assistant principal, we were only funded for the Dean of Students position,” said Savishinsky.
Currently as a full time teacher and a full time student, Savishinsky has a lot on his plate. Next year, however, becoming Dean of Students will help Savishinsky fulfill his requirements for his internship in administration, meaning that instead of being an administrator, a full time student, and an intern, he will only have to be an administrator and a full time student.
“A lot of the work the Dean of Students does is work I need to do for my administrative certificate anyway,” said Savishinsky, “so the school benefits from me needing to do that work on the schools behalf and I benefit because instead of working three jobs I only have to work two.”
Savishinsky wants students to know that this is his first experience with an administrative role and he wants to keep those connections with his prior students.
“I do want everyone to know that this is a learning position for me,” said Savishinsky. “I’m not coming in here as the master of this role [and] I hope people will both support and forgive me.”
Savishinsky wanted to depart from his teaching role with students knowing that the decisions he makes as Dean of Students will be made be because he genuinely cares about the school.
“I’m bound to make some mistakes and I hope people can see that I’m doing what I’m doing and making the choices that I make because I love this school and I really want what’s best for it,” said Savishinsky.

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RAHS gets a makeover

Junior Gracie Murray shows off her fashionable, in-dress code outfit for a warm weather day.
Photo By: Semay Alazar

Every year, minor edits are made to the RAHS dress code. But on 16 May 2018, the RAHS administration implemented big changes to the student handbook, including an AP Testing section and a Spirit Day section. In addition to all of these changes, the 2018-19 dress code will be entirely gender neutral.
Junior Nico Wilson became a member of the committee that helped form the new dress code because he felt it was important to share his insights, rather than being silently frustrated.
“I want to have a say in what kids get to wear,” said Wilson, “because no one else was going to take initiative. [I] was thinking ‘why not just take this easy opportunity to have a say in next years’ dress code?’ because I think we all care about it.”
While some may find the changes unnecessary, they were made for the sake of clarity and consistency.
“A lot of the changes this year in terms of wording were to make it simple, and to make it easy to follow so that there wasn’t so much verbiage and grey areas,” said Wilson. “We wanted to make it more clear so that people weren’t wasting time arguing with teachers about what they can and cannot wear.”
One of those grey areas that the dress code hasn’t really specified before is AP testing days. Without strict guidelines for these days, many students have taken the liberty to dress in casual or comfy clothing. The updated dress code provides directions for testing days in order for students to clearly know what is allowed.
“Students must comply with casual Friday dress standards: No leggings, No sweats, No pajama bottoms, No shorts,” according to the latest edition of the Student Handbook.
Even though he has yet to take an AP test, Freshman Noah Dooley will have to abide by these new standards when he does take them.
“I firmly believe that the dress code should be way looser for all major testing days,” said Dooley. “If the students are going to be going through miserable testing then they should at least be able to be comfortable when doing it. The students are going to be sitting still in an uncomfortable chair for a long period of time.”
While certain dress standards have been enforced by teachers during spirit weeks in prior years, this is the first version of the student handbook to include a specific spirit day section. It prohibits leggings, shorts, pajamas, and any other clothing that disrupts the learning environment.
Even though the intent was to make the expectations for attire more clear, Dooley feels as though the Spirit Day section subtracts from the purpose of the spirited event, and may have added a new grey area to the code.
“I think that the restrictions put in place are taking away from the fun of spirit week,” said Dooley. “I feel like the part that says ‘no clothing that otherwise disrupts the students learning environment,’ is going to be enforced however administration wants. It isn’t really defined so they can pick and choose what isn’t good for a students learning environment.”
In hopes to make the new dress code less biased against any gender, the new dress code is not gendered at all, and students are happy about it. Although, Dooley feels as though there are still some inconsistencies.
“In concept, I think that the idea is awesome. It will make the dress code be more fairly enforced for everybody,” said Dooley. “However, no guy is gonna wear a skirt to school. If skirts are allowed then shorts should also be allowed with the exact same restrictions.”
Despite any issues he still has with the dress code, Dooley feels that overall it is an improvement from prior years.
“I think that the dress code is going to be abided by a bit more. The part where it says that you can wear any solid color non-graphic t-shirt underneath an open button-up seems like its gonna be the new go-to thing to wear,” said Dooley. “Little things like this that are more relaxed make it easier for students, making it more likely that they will abide by the dress code.”

The school year is almost over, but the fun isn’t

As the school year comes to a close, RAHS busies itself with a multitude of end of the year celebrations and events.
RAHS principal Therese Tipton is excited about all of the events that will occur in June.
“We’ve actually created this [calendar], and I’ve shared this with our ASB because I meet with them every week,” said Tipton.“The end of the year [is] really cool because even for a small school we have a lot of really neat traditions.”
After SBAC testing was completed on 24 May 2018, end of the year events, such as award assemblies, began to come in.
“There’s all of the testing stuff obviously,” said Tipton, “but we have the freshman-sophomore awards assembly, the junior-senior awards assembly, we have the senior scholarship awards, and we have the all-school end of year assembly”
Some big events that have happened very recently include the 7 June 2018 all school awards assembly and the 7 June 2018 release of the yearbooks.
Another important event that occurred was the new iteration of the school lip dub on 8 June 2018. Kenny Pham, RAHS junior and ASB president, came up with the idea.
“The lip dub is a filmed video of participants lip syncing to songs while walking through the entire school.” said Pham. “As they walk around, everybody else in the school will be in the sidelines cheering and representing their clubs.”
The lip dub included fun songs like “Glorious” by Macklemore, “September” by the band Earth Fire & Wind and “Finesse” by Bruno Mars & Cardi B, featuring the entire school.
“Students who signed up to participate as lip dubbers will be lip syncing to songs as they walk through the entire school with clubs and students in the sidelines,” said Pham. “I’m going to be filming the lip dubbers go through the first floor, third floor, then second floor, through locations they were assigned to.”
The final cut of the lip dub video will be presented to the RAHS community on the last day of school.
“An edited, finished version of the lip dub will then be shown to the entire school,” said Pham, “most likely during the last day of school assembly. It’s a really awesome way to celebrate the end of the year in my opinion.”
An exciting part of the lip dub is the importance it holds to the connectedness of the school.
“As they walk around, everybody else in the school will be in the sidelines cheering and representing their clubs.” said Pham. “It’s a fun end of the year video to create with the entire school to celebrate the amazing community we’ve built with each other as RAHS students.”

Article planning and outlining – This is a required, graded assignment

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The Space Between

(Left to Right) Therese Tipton, Anne Simpson, Brynne Hunt, Sheryl and James Raisbeck, and Matt Hayes stand near the plaque to promote the new addition to RAHS.
Photo By: Chloe Cho

‘Cosmic Lady’, the oil mural painted by Sheryl Raisbeck, was opened for viewing on 14 May 2018 in the gravel firelane between RAHS and the Museum of Flight near the parking lot. This location is now labeled ‘The Space Between’ and designates a new physical connection between RAHS and the Museum of Flight, allowing for students to traverse between the two locations easily.
As CEO of the Museum of Flight, Matt Hayes felt that something had to be changed in order to connect the Museum and RAHS.
“The connection between the highschool and the Museum has always been there, but the physical connection has not been,” said Hayes. “And so creating something that could inspire the students and create that physical connection almost seemed obvious once we thought of it.”
Hayes is proud to have students interested in aviation on his campus and wanted there to be an easier way of moving between the Museum and RAHS.
“We’ve always had a great connection,” said Hayes. “We’re so proud to have you, the students, and the faculty to be on our campus, but there never was an easy way of moving between one to the other. It was like 2 countries right next to each other without a bridge or border crossing or anything.”
Hayes believes having art as the physical bridge provides more inspiration than a fence.
“When we came up with a concept of trying to come up with a physical bridge between the highschool and the museum itself, we couldn’t think of a better way of doing it than to actually have some artwork so it wasn’t just a piece of concrete or a couple fences but something that could help inspire.”
Sheryl Raisbeck wanted to make sure that the community realizes that art is everywhere, even in science.
“As far as what I want people to take away from these paintings is that I want you to think that art is everywhere in your life,” said Ms. Raisbeck. “That life and science have been tied forever, and that all arts and sciences can work together and nothing happens unless there’s the viewer, or the doer, or the learner, or the teacher.”
Ms. Raisbeck decided to paint this image because of her husband, James Raisbeck, who believed that it would connect to our school.
“The inspiration of the painting is hubble imagery, this is the galaxy M-82. The red coming out of there is ionized hydrogen blowing out out of the galaxy. But to me, it kinda reminds me of a Valentino model,” said Ms. Raisbeck. “James suggested that I do this painting here because phoenix is your mascot, phoenix rising. This painting reminded him of that.”
Working with oil isn’t an easy task. Ms. Raisbeck had to work with the properties of oil, good and bad.
“It was mostly trying to make gloppy oil look like gas, to make sure that I was letting layers dry so that I wouldn’t have mud,” said Ms. Raisbeck, “In an oil painting there’s refractions going on, so light that comes into these bubbles get bent, and then when light comes back out of the painting these lights rays [allow] you to see different, subtle layers”
Overall, Ms. Raisbeck wants others to realize there is more than just themselves
“I’m hoping that if there is an interaction in the school and someone notices something and maybe thinks of something else besides themselves, that’s probably cool,” said Ms. Raisbeck.
Students are now allowed to freely walk to the Museum of Flight’s Aviation Pavilion from the lobby of RAHS.

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Process for choosing new classes going well?

Aviation Theatre students are practicing their last choreo before the class is removed with new classes being introduced in the Fall of 2018.
Photo By: Zak Sleeth

RAHS will see new classes introduced in the Fall of 2018. These new classes are being added due to student interest data gathered by the district. Classes such as Photojournalism and UAS will be added which allows students to explore new pathways.
During the spring of 2018, students filled out a survey regarding classes that may intrigue them. With all the responses, Principal Therese Tipton and her team came together to discuss the results.
“Earlier this year there was a district wide survey about courses kids are interested in and then we always have teachers that are interested in pursuing passions that they have,” said Tipton. “So everything kind of all comes together and we have a strategic planning team on campus lead by Mr. Joshi who takes all that information and says ‘alright if we want to add something new, what do we not teach?’”
The strategic planning team looks at all aspects and considers the interest in each class to decide what will be added.
“There is a whole process that goes through how many sections we have,” said Tipton. “We know where student interest is, where teacher interest is, what fits in with the mission and vision of our school. We had a lot of students interested in photography, so we want to add that because starting from the class of 2021 students need two art credits.”
Teacher Nikhil Joshi and his planning team came up with many questions that would help guide them towards their final decisions.
“There were issues relating to some gaps in our program that we wanted to fill,” said Joshi. “Also figuring out what teachers actually wanted to teach. Do they still want to teach the same things? Do they want to teach something new? Whether we needed new classes? Who will be the best fit for that? We also needed to take into account staff who were possibly leaving the school and also take into account the possibility of some extra headcount.”
While trying to figure out what they should do, the team found a weakness in the engineering program at the school.
“Well we have always had a great science program and a full math program, but we surprisingly were deficient in some ways on the engineering side,” said Joshi. “Although we have engineering heavy classes and clubs like Robotics and Science Olympiad, Flight by Design and Aerospace Engineering were part engineering courses. When Gudor started teaching CAD and added in the manufacturing, there was an opportunity to fill in that gap.”
Besides just adding in new classes, the team also focuses on how to expand existing classes to cover a broader range of interests.
“We have a programming class but there was huge interest in taking ‘that’s great, I’m just programming. So how do I apply it?’,” said Tipton. “So for example, we use to just have a CAD class and last year around this time, Mr. Gudor was like ‘why do just CAD, why don’t we expand it so that students can not only create their own designs but then actually replicate that with the 3D printers.”
Teacher Marcie Wombold, another member of the planning team, values the ability of teachers to instruct in multiple fields, since there are many challenges associated. This has made the process of assigning teachers easier for the team.
“I enjoyed the process of reviewing registration numbers to make sure and schedule in the right number of periods for each class,” said Wombold. “It was a fun challenge to find ways to balance the teaching load in the teams, and provided a variety of classes for our students. I appreciated how qualified our faculty are that many of them are endorsed in multiple disciplines, allowing them to teach in other areas outside of the core.”
Wombold, like Joshi and Tipton, is thrilled and proud of the new classes being added into RAHS.
“I’m particularly excited to add the computer science course for our students,” said Wombold, “as well as creative options such as photojournalism.”

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School ends, internships commence

Senior Brynne Hunt poses in front of the Blue Origin logo while participating in a 2017 summer internship.
Photo Courtesy of: Brynne Hunt

Many RAHS students have applied and are preparing for internships during the 2018 summer. The internships provide a great learning opportunities to students exploring and learning about their future careers.
RAHS Junior Aivy Nguyen is interning for an orthodontics clinic and is hoping to learn more about her future career as an orthodontist.
“I am going to be working at Povolny Orthodontics in Southcenter. I’m interested in orthodontics so he offered me a position as a sterilization technician and basically that’s making sure that all the dental instruments are sterilized completely, cleaning up the stations, and welcoming in patients to the offices.”
Nguyen has begun her training sessions and has already learned much about the field of orthodontics.
“I’ve already learned a lot so far [from the training session], and so I hope to learn a lot more,” said Nguyen. “The orthodontist there has already taught me about teeth movement and patient care.”
Nguyen has found her internship incredibly helpful as it is providing a great learning experience for her career goals
“Because I want to be an orthodontist when I’m older and go into the orthodontics industry, it will be super helpful to be familiar with the office and all the instrument,” said Nguyen. “Also, having experience interacting with patients and welcoming people will be super helpful, and it looks good on resumes.”
Senior Brynne Hunt is excited to return to Blue Origin, where she previously had a successful experience as an intern.
“This summer, I will be interning for Blue Origin for the second time,” said Hunt. “I am going to be working on small engine testing and reliability upgrades until August when I leave for Purdue University.”
Hunt believes that Blue Origin offers a great experience for people looking to go into commercial space exploration to develop professional connections.
“I applied to Blue Origin at the end of Junior year because I have always been really interested in space and rockets and that’s [where] I eventually want to be working, in the commercial space industry,” said Hunt. “I thought that this would be a good stepping stone for making connections.”
Hunt loves the modern and friendly environment at Blue Origin, and feels that they offer a great attitude towards accomplishing tasks.
“I love the company, I love the culture and atmosphere, and so I’m always excited to go back,” said Hunt. “But I am nervous that I don’t have a lot of time before going to college.”
Hunt gained many new skills working at Blue Origin and hopes to have another great experience.
“This summer, I am hoping to get more technical skills since I will be working test stands, and so that’s what I think I’ll get this time,” said Hunt. “Last summer, I learned what the company is all about and what they hope to do in space.”
Career Choices teacher Renee Olsen is continuously looking for as many chances as possible to set students up with internships. She is hoping to find as many possible internships that could appeal to the interests of students at RAHS.
“There will be more [internships] coming too as we continue to work on them, Girls Who Code, Girls Rock Math,” said Olsen. “We keep searching for new opportunities.”
Olsen thinks that Hobart Machining is a great learning experience for students looking for a busy, yet beneficial internship.
“Another internship that I really like is Hobart Machining. It’s a smaller company but they do a huge business,” said Olsen. “I like how they bring someone into the company, they then set the student up with business cards, an office, and a desk. They really put their interns to work and they get to try a little of everything.”
“Another internship that I really like is Hobart Machining. It’s a smaller company but they do a huge business,” said Olsen. “I like how they bring someone into the company, they then set the student up with business cards, an office, and a desk. They really put their interns to work and they get to try a little of everything.”
If you are interested in finding an internship, be sure to visit the Career Center or talk to Ms. Carper for advice, opportunities, and information about them.

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AP testing? More like AP stressing

Henry Crockett encourages studying for AP tests months before.
Photo By: Zak Sleeth

As the 2018 school year comes to an end, the AP testing due date slowly approaches, building stress for juniors and seniors. As for students who plan on taking the AP test next year, learning from those with experience is essential.

Junior Kenny Pham believes that there is a lot there is to do to prepare, like reviewing all of the years work.

“There’s definitely a lot of time that needs to be put in in order to prepare for an AP test,” said Pham. “For my AP U.S. History test, I’ve been re-reading every individual section of one of our major study guides.”

Reviewing isn’t the only strategy available to prepare for testing. Pham also did practice tests.

“I’ve also been going through practice tests at home in order to test my knowledge while also getting a feel for the time limit that comes with these tests,” said Pham.

With 3 AP classes and 3 AP tests under his belt, Senior Henry Crockett understands why cramming is the biggest mistake students make.

“The biggest thing is avoiding cramming,” said Crockett. “if you are forcing yourself [to] stay up and pulling all nighters studying for the test, when it comes test day you will not do well because you will be tired and exhausted.”

Although some students believe they’re able to cram it all last minute, Crockett understands that the entire year’s worth of material cannot be covered in a few days.

“If you say ‘it’s in the next 3 days and I’m going to start studying’, you will not be able to cover the entire years material on time,” said Crockett.

Although Crockett experienced problems near the end of the school year, he believes that they could have been prevented.

“Overall I think that if I had stayed more on top of my class work in that specific class and did a lot of self studying, I would have improved my score,” said Crockett.

AP chemistry teacher, Brandyn Mannion, believes that being clear about the expectations of the test from the start will allow them to be the most prepared.

“Sugar coating things isn’t helpful for the AP Test,” said Mannion. “The test is what it is. I find it much more helpful to be upfront with students about what they’ll need to know instead of surprising them right before the test.”

Even if Mr. Mannion does try his best to prepare his students, students should always be practicing and getting better.

“Practice, practice, practice,” said Mannion, “do a bunch of multiple choice practice problems, and as many free response questions as you can get your hands on!”

As someone who understands how it feels to go through AP testing, Crockett realized that the feelings of stress were short-lived.

“Honestly it wasn’t that stressful once I got in it,” said Crockett. “Leading up to it, it was definitely stressful. I was worried about it; it was a brand new thing. It wasn’t any harder than the SAT, it was a little easier in my opinion. So once you get into the test, you don’t worry about it that much.”

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Aviation Law dives into end-of-semester project

Senior and student of Aviation Law, Michael Alden shares his ideas with fellow RAHS students, and seeks feedback to help with his project.
Photo By: Zak Sleeth

Troy Hoehne’s Aviation Law class consists of students interested in learning about what happens behind the scenes of all things aviation, specifically regarding to the laws and regulations surrounding the industry. The class is now in the process of working on a large project, where students must come up with compelling reasons to continue service at small, local airports. They must research the services and opportunities the local airports and the surrounding community offer, and the impact losing commercial aviation would have if it were lost. When all research is gathered, students will draft, edit, and revise a formal presentation to a simulated council of airline officials.

Sophomore Arianna Montoya is a student of Aviation Law has helped deepen her understanding of the aviation industry, including learning aboutions [FAR] book which is a book of regulations in aviation,” said Montoya. “More recently, our work has been preparing [us] for our upcoming semester project.”t the many laws and regulations in place for the aviation industry. Students will put all of this knowledge to good use in the upcoming project.

“In Aviation Law we have been mostly learning things in the Federal Aviation Regula

Sophomore Carson Klein believes that projects working with real world issues are very beneficial to learning and using in the future.

“I would say that the most important part is [that] it requires us to consider real world issues, said Klein. “Each group was given a real airport for the project, and that fact alone makes it closer to a more real-world scenario.”

The Aviation Law class is now diving into the end-of-semester project, which will use all of the knowledge that they have obtained throughout the semester to complete their project. Sophomore Alex Lam hopes to use his experience from this project to do better in the Environmental Challenge Project.

“I feel like this project will help introduce me to some of the issues I will have to address during the Environmental Challenge Project,” said Lam. “I think it is giving us Aviation Law kids a good background on doing a project like this before jumping straight into the Environmental Challenge Project.

The notorious Environmental Challenge Project has begun for all RAHS sophomores. Working on a large scale project and presenting it to professionals in the industry gives students in Aviation Law beneficial additional experience for the Environmental Challenge Project.

“This project seems very interesting and student/self led so I am excited to figure out a solution on my own and with my group,” said Montoya. “Since I am a sophomore and will also be doing the ECP I feel like this project will be very helpful to put things in perspective on how we can fix problems at the SeaTac airport as well.”

The principles and issues that the students will be introduced to while working on this airport project is fairly similar to the Environmental Challenge Project, which also has to do with coming up with resolutions to airport problems. This could help the sophomores by introducing them to a similar project prior to the ECP. Also they could utilize the information and knowledge that they gain from this project and use it in the ECP.

Open post

New classes coming to RAHS next year

Mrs. McGuire works on a draft of next years schedule.
Photo By: Will Garren

Next school year, while the core part of the schedule will be the same, new classes will be added.
Over the past year, Office Manager Trish McGuire has been working on the new schedule.
“There are many new classes possibly being added for next year,” said McGuire.
There are a large variety of potential new classes being added to next year’s roster.
“Some of the new classes might include “Photography, Physics, Unmanned Aerial Systems, and two programming classes,” said McGuire.
Even though he is a senior, Sameer Romani is excited that some of these classes are being added to the RAHS curriculum.
“I think that the addition of Unmanned Aerial Systems would be very beneficial and fit the model of RAHS well,” said senior Sameer Romani.
Changes like this tend to shake up the school environment quite a bit. Additionally, teachers are being helpful and informing McGuire of the optimal time for classes
“I have not had any teachers ask to set their own schedules. I have had a few teachers ‘recommend’ what would work for them,” said McGuire. “I always welcome teachers to let me know what works for them. Sometimes it works out, sometimes it doesn’t.”
There have also been no new teachers hired at the school which means that the schedule for next year will stay relatively similar to what is currently in place this year.
However, according to RAHS advisor Carper, “most of the staff would love to go back to the old schedule.”
The old schedule had advisory immediately following lunch on block days, but was changed for teachers to have longer breaks.
“We can advocate for that,” said Carper, “but there are certain things in our contract that we’re not allowed to change.”
Next year’s schedule is constantly being evaluated by staff members.
“Typically Mrs. Tipton, Mr. Holloway and a couple teachers who are interested will start coming up with ideas, brainstorming about what worked this year and what didn’t,” said Carper.
After a basic rough draft is done, other staff members look over it to make sure it encompases each teacher’s constraints. It’s also important to make sure the schedule is feasible.
“That would be me, Mrs. Tranholt, Mrs. McGuire and administrators that look at it and try to figure out how realistic it is, as well as the amount of teachers we have, and their constraints,” said Carper.
Dealing with the schedule is a hard task, especially when teachers are busy during the year dealing with students.
“It kind of all comes down to funding. In a small school we have fewer teachers and fewer courses so you kind of have to accept that there’s no schedule that’s going to work for everybody,” said Carper.
Hopefully with the funding the school has, a schedule with variety and fun engaging classes will be created for next year.

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