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Farewell to Journalism

Dear the readers of The Phoenix Flyer:

With sadness in our hearts, we have the unfortunate duty of telling you that this issue will be the final issue of The Phoenix Flyer.

With our longtime advisor Jacob Savishinsky moving on to the new position as the Dean of Students at RAHS and with the increased need for art credit electives as opposed to CTE electives such as Journalism, we have come to the conclusion that there is no possible way of continuing this newspaper to the same high standard. Therefore, we have decided to end the newspaper while it is still at its best.

For the past nine years, The Phoenix Flyer has been honored to represent our school, our students, and our culture. We have strived to serve our school and community, and to do so with integrity. Journalism and journalists have an important responsibility in an open, democratic society, and it has always been the mission of The Phoenix Flyer to uphold the highest professional principles and ethics in our reporting. The work has been challenging and rewarding, and we are grateful for the support of the RAHS community over the years.

Although we are sad to see the newspaper go, we want to thank you, the RAHS community, for being the best readers we could ask for. Seeing students laugh because of a midspread or learn something new because of one of the articles we’ve written make all of the long nights spent editing articles, taking photos, and laying out pages worth it. We are proud to have been an integral part of the RAHS community and we hope you’ve enjoyed reading our newspaper.

Sincerely,

The staff of The RAHS Phoenix Flyer

The 2017-2018 journalism class, posing together on the day of printing the last ever issue of the Phoenix Flyer.

 

 

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Paine Field development promises commercial expansion

Paine Field’s first commercial airport expansion is currently under development by Propeller Airports, an airport development company that focuses on catering to niche markets, providing an alternative to the crowded hallways of larger airports. The development is the result of pioneering efforts by Propeller, which seeks to expand into more regional markets.

“I think this will be the nicest terminal in the United States,” said Propeller CEO Brett Smith. “We’re going to operate 24 flights per day to 20 destinations, with room for roughly 1800 passengers.”

Smith has been interested in aviation since childhood. Opening privatized airports are a natural progression of his passion and the Pacific Northwest provides a great environment for him to do so.

“The people of this county and the people in this state know that the only way forward is to break new ground,” said Smith. “This was supposed to be the airport for Seattle, and here we are 80+ years later, as it was originally intended to be.”

Before being used for military development during WWII, and later by Boeing’s commercial aircraft business, Paine Field had been intended as a passenger airport, similar to Sea-Tac today. Although the size of the facility will be significantly smaller than Sea-Tac. Smith believes that it will be a more luxurious experience.

“Why are we using taxpayer money to fund [the development of airports which] could be done successfully, even better, by the private sector?” said Smith. “It is in my best interest to charge the airlines as least as possible to encourage passengers to use my airport. Ticket prices should be similar to Sea-Tac departures.”

Even though the ticket prices are estimated to be similar to that of Sea-Tac, the new terminal will have amenities that are impossible at larger airports. Designed to be similar to a hotel, it will feature a focus on customer service that is unmatched in other airports.

“There will be valet parking, manned podiums for guests to check in, and a large room with floor to ceiling windows, and fireplaces,” said Smith. “It is designed with the guest experience in mind.”

The planned deluxe terminal is the second of Propeller’s projects, the first in Georgia which is still under development. Opening in the fall, it will be the first of the company’s terminals to open. It will be serviced by Alaska Airlines, Southwest Airlines, and United Airlines, each of which have committed several flights per day to the Everett-based field.

“Paine field already sees about 12 large aircraft flights per day, from Boeing and military flights,” said RAHS junior Nathaniel Vigdor. “If the airlines decide to add more flights, or the terminal decides to expand, it could significantly increase the volume of traffic that the area sees.”

There has been some resistance to the development, but nothing more than should be expected for any industrious expansion near a populated area. Environmental impact studies have shown that the planned number of flights will not excessively affect the environment, but should the number of flights be significantly increased, a reassessment would likely be necessary.

“I think the development is very interesting because it is one of the first of its kind in our area,” said Vigdor. “I hope that the concept will expand more, as it will provide for a close, easily accessible airport for my neighborhood. It is cool that we now have an alternative.”

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Students run for a head start on education

Some students from the 2020 graduating class are planning on pursuing their education outside of RAHS through Running Start. The program provides students an opportunity to, in many cases, take college level courses at their local college whilst still enrolled in high school. Participation includes graduating with an associates degree. Although the choice of where students go to further their education is their decision, the unintended consequences of this will significantly affect the financial support the school receives.
Although many sophomores are unsure if they will participate, it is a looming thought. Sophomore McKenzie Firestone believes Running Start will help her in ways that a regular general education here at RAHS wouldn’t, and that it will open more doors for her.
“Doing Running Start my senior year is the best choice for me because I will have my primary education at RAHS and so I will have that on my resume as well as Running Start,” said Firestone. “So I have the opportunity to get more scholarships, internships and opportunities through the school [RAHS] on top of a year of college credits.”
Running Start does remain a concern, especially because it results in decreasing attendance. School counselor Katie Carper believes students committing to the Running Start program detract from the school’s mission and deviate from commitments the students made at the beginning of their education at RAHS.
“We definitely wouldn’t exist in the same way if kids just came in and did Running Start in huge numbers after two years,” said Carper. “That’s what that commitment is about.”
Math teacher Karen Wilson says that Running Start is detrimental to the school because of its impact on the school’s finances. This is especially important because RAHS is a small community that may not be able to afford loss of student funding and participation.
“Schools get to keep about 7 percent of the cost of the money that would come in from the state to be able to handle their own administrative work of having that person on their roll,” said Wilson, “but then 93 percent of the money goes to the college that they are attending, so [the school does] lose funding.”
Wilson also believes that students must be ready in order to handle an advanced course that jumps two years of high school education.
“Choose wisely because in my opinion, if you are choosing to do Running Start, you are saying that you are so smart and so complete with your education that you can skip two years of high school to jump right into college classes,” said Wilson.
Running Start would also lead to depleting participation in RAHS concentrated electives and curriculums, which form the basis to the schools mission for educating STEM interested minds. For a small school, this participation is necessary to keep the classes going. That being said, Carper feels that the school supports Running Start, even if they encourage students to remain at RAHS.
“We have to support Running Start if students have [already] tried their best to get what they can from Aviation and for whatever reason, Running Start is the best option for them,” said Carper. “Then as of right now, [and this can always change], they go to Running Start from Aviation and remain Raisbeck Aviation students.”
Running Start is a popular topic among the minds of the sophomore class who are doubtful about the program. Sophomore Mekias Kebede believes although it may question student commitments, teachers should provide information for interested students. Regardless, students should prepare well in order to participate in Running Start.
“Running Start is a great program in my opinion that shouldn’t be so hidden from students,” said Kebede, “but it is a program that is entirely dependant on your own needs as a student. So choose wisely and research all your options.”
Kebede recommends the program but only under certain circumstances since it is a concern to a small school. He encourages that participation should be dependent on comfortability in the school environment.
“I would not suggest [it] if you don’t have strong pressing issues with this school limiting your capabilities and not being able to maximize your potential,” said Kebede.
Sophomores Anusha Gani believes the program would enhance her education because of a larger diversity in courses. But, Gani chose not to participate as she realizes the big steps she would have to take in order to succeed.
“I was considering Running Start because of the diversity of the courses, new social environment, and the ability to obtain college credit made it very appealing to me,” said Gani. “However, I am not going to participate in Running Start as you are essentially jumping from a high school sophomore to a college freshman.”

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Athletes look for ways to juggle sports, school

Jones punts the soccer ball back into play at a quarterfinal game in Davis, California for Pacific Northwest Soccer Club
Photo Courtesy of Bernie Jones

In addition to the normal responsibilities of an RAHS student, student athletes who are serious about their sport must find stability between their school work, schedule, and their commitment to their sport.

Sophomore Andy Pham is a swimmer for Tyee High School and the Central Area Aquatics Team (CAAT). Pham has swam most of the breaststroke events throughout his swimming career and has broken many records on his previous team, WhiteWater Aquatics.

“I started swimming on a club team at the age of 12; I loved swimming from the start,” said Pham. “After competing at many state and regional championships, I’ve gained lots of confidence in who I am. I will continue to swim in order to compete at ahigher level and gain more confidence in myself.”

Throughout the high school swimming season, Pham swims 4-5 hours during weekdays.

“Typically, my daily schedule looks like me going to school for periods 1-5. Then, I head over to my high school practice where I swim approximately 2 hours,” said Pham. “Once high school practice is finished, I drive to my club practice to swim another 2-3 hours. Every other weekend, I compete at swim meets for my club team.”

As a committed athlete, Pham plans to continue swimming into college, preferably in Division 1.

“Once I’m finished with my college career, I would like to go into a sports related job,” said Pham.

Sophomore Bernie Jones is a goalkeeper for the Pacific Northwest Soccer Club and Highline High School’s varsity soccer team.

“My whole family is connected to [soccer], like we all play it; it’s just something I was phased into,” said Jones. “My dad would coach and he would carry me around while he coached so since I could walk I’ve played soccer.”

Jones hopes to continue playing soccer in college and possibly beyond.

“Hopefully [I] would be going pro at one point, but I could at least use it to get into a good college,” said Jones.

As a result of Pham’s schedule, he drops his sixth period class just to be able to do high school swimming.

“Students that aren’t athletes often go home and have lots of time to work on homework or even hang out with friends,” said Pham. “That’s not the case with student athletes, because I swim for roughly 4 hours a day, I don’t have those opportunities to start homework early or hang out with my friends on weekdays.”

Pham has to decide carefully which courses he will be taking because he is limited to five per semester.

“In order to graduate with the minimum required credits, I must not fail any classes at all from now till the end of senior year,” said Pham. “I sometimes also have to go over my schedule with Ms. Carper in order to plan out which courses I need to take in order to get the credit I need. Also, losing 6th period as a student athlete means losing opportunities to take new courses that I’m interested in.”

Yet, Pham doesn’t regret his decision to come to RAHS as he acknowledged the repercussions of being a student athlete at RAHS.

“I wanted to pursue better education and more challenging courses,” said Pham. “I understood the consequences of doing high school sports with all of the classes and school work. With that being said, I have to now prioritize my schedule in order to balance my time at RAHS and in the pool.”

Jones, however, only finds difficulty with his schedule during the high school season.

“I don’t think I really have any [time challenges] other than when the high school season comes and I have to leave school early to go play my sport,” said Jones. “It’s kind of stressful then because you don’t have transportation so you have to figure it out on your own.”

Scheduling issues aside, Jones believes that soccer has driven him to work harder in school.

“I’d say [soccer] actually drives you to want to do even better academically because the thing they stress in athletics, especially if you want to get into college and play at a high level, is you need academics first for coaches to look at you,” said Jones.

While sports have their plethora of benefits, academics ultimately come first. In the title ‘student athlete’, student comes before athlete.

“I’d say just understand that sometimes you’re going to have a busy schedule but look towards the greater goal,” said Jones. “I’d say understanding that academics do come first; make sure that’s finished and if there is a day where you’re going to miss practice it’s not going to kill you, you just need to work even harder the next day.”

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Sexual crimes on campus

As the juniors start to scout out colleges and seniors start receiving their acceptance letters, sexual assault on campus needs to be a topic of discussion. According to the Washington Post, in the last four years, one in five women has been a victim of sexual assault in college. Additionally, when prospective students go to research or inquire about the sexual assault statistics, they might not receive much information. When colleges were contacted about sexual assaults during the making of the documentary, the Hunting Ground, approximately 35 out of 37 colleges did not respond.

Senior Alana Willms believes sexual assault is something to be cautious about everywhere, especially around a dangerous area or a university which has a reputation for it.

“I think sexual assault records or history is a good thing to consider if the university has a particular reputation for attacks, but also if it’s in an area that has a high number of attacks,” said Willms. “The reality of the matter is that sexual assault can happen anywhere, not just any certain colleges, so it’s something to just be watchful and careful about anywhere you end up.”

Catie Stukel, RAHS senior, was a student who researched Greek life when she was looking into prospective colleges.

“I know some schools have prevailing Greek life that can have a worse [reputation], I’d say. I applied to Dartmouth but I know that they’ve had a lot of frat horror stories,” said Stukel. “I also applied to Michigan and I know that they recently shut down all Greek life activity.”

Stukel also mentions how sexual assault can occur anywhere and women always have to be on guard for sexual predators.

“I think for any young female, it is kind of always on your radar and I think that’s in any circumstance,” said Stukel.  “I am planning to take a gap year where I’ll be traveling all throughout the world and probably training through Europe so thinking about that, I’ve had a lot of reservations thinking, ‘Okay, if I’m a female, smaller human, travelling around by myself, that probably poses some risks.’ So I don’t think it’s just on college campuses but I think, especially there, the risks can be propagated and inflated.”

Willms adds that the root of the problem may be upbringing and the way men (whom are the majority of predators) think it is okay to act.

“I think it’s more a matter of men [or women] being raised on less than perfect morals and are never taught the correct way to treat others and what REAL consent is,” said Willms.

IN COLLEGE

According to the National Sexual Violence Resource Center, for those who have been assaulted sexually in college, more than 90% of victims do not report their abuse. In the same report, it was found that at one university, 63.3% of males turned themselves in for acts they committed that qualify as rape.

A previously mentioned study by the Washington Post mentioned that, one in five female students in college are sexually assaulted in the US, which is a huge number when one thinks of all the college students in the nation, and the number can only increase worldwide.

Sexual abuse plays a significant influence on educational focus and the lifestyle of the survivor. Almost 31% of rape survivors on campus suffer academically, 21% consider leaving school, and 44% experience problems with peers and friends.

The most shocking statistics is that almost half of these survivors who chose to share with a study conducted by the US Bureau of Justice suffer socially. At this age, it is agreeable to understand that social skills and social lives place not only a huge toll in the lifestyle of younger generations due to societal pressure, but because the benefits that communication results in help when working for the industry.

Willms makes a strong point by relating this back to family and the morality one is based upon, which affects the way one perceives things.

“I think that as a parent, it is your responsibility to drill into your child’s head what consent is, and what it means to have or not have consent,” said Willms, “[otherwise,] children will grow and think it is okay to do things like sexual assault.”

AFTER COLLEGE, HOW HAS IT SHAPED YOU AND WHAT IS YOUR ADVICE?

RAHS Principal Therese Tipton encourages teenage women to speak out if they’ve ever faced these issues, even though it might be intimidating.

‘I think it’s important, for young girls especially, to know that they can have a voice and that they need to stand up for themselves,” said Tipton. “A lot of what is coming out now is men who are harassing or assaulting but also using their power so I can see why if you’re a young lady, new in your position or you’re afraid of your boss or afraid of losing your job, what we’re finding now with it coming to light [is that] it’s good to stand up and put a stop to it.”

Tipton talks about how sexual assault is prominent in press nowadays and how that affects society’s future as a whole.

“It’s another point of history where change is happening,” said Tipton. “You hear politicians, Hollywood, and other celebrities bringing it to the forefront. So I think it’s going to be a positive change and I don’t feel like we’ll go back to the status quo like it was before.”

Tipton discusses advice she has for incoming college students that might be concerned with these situations.

“Don’t be afraid to speak up,” said Tipton. “Be aware of your school’s policies and educate yourself on what it is.”

STATE LAWS, HOW DOES THE PROBLEM LOOK LEGALLY?

There are sex crime laws in place to support victims of sexual assault. But how efficient are they? Charging on rape and sexual assault is often times pursued without strong evidence, which leads the predator to run free most of the time. The Rape, Abuse, & Incest National Network (RAINN) shows in a study that out of 1000 rapes, only 6 rapists are incarcerated. In fact, according to the Bureau of Justice, approximately 23 percent of sexual assaults and rape was reported to the police. In addition to that, the Bureau of Justice said that between 1995 to 2013, females that were in the range of 18 to 24 years old were the most sexually abused demographic.

According to the Clery Center, the Jeanne Clery Act is a “consumer protection law that aims to provide transparency around campus crime policy and statistics.” The act allows victims of sexual assault, as well as of domestic violence and stalking, rights to inclusion of the option for a change of housing, transportation, and course assignment.

It is required that colleges provide access to counseling services, and legal services. Disciplinary proceedings must also be conducted by trained panels. They are necessitated to be fair and must explain procedural rights to both the victim and predator.

But if there is so much protection and provisions, why aren’t enough sexual crimes reported?

According to the National Sexual Assault Hotline, some of the reasons include having a fear of reprisal, believing the crime was not important enough, did not want to get the perpetrator to be punished, and believing the police would not or could not do anything to help.

Sexual misconduct is an epidemic among college and university campuses, and yet many women do not have the confidence and will to speak out and eliminate their fear. This is due to much of the societal pressure we put on women, to fit into a certain type of mold.

BEING AFRAID AND HAVING CONFIDENCE, STANDING UP FOR YOURSELF

Recently, sexual crimes and misconduct have been classified as part of the college “experience”. But does it have to be? Less than 5% of sexual crime victims report the incidents to police or campus safety personnel according to UT counseling and mental health center.

To help eliminate sexual misconduct on campus, and in our communities, victims need to be confident in standing up against it. Campaigns such as online movements, not only empower the community of victims, but they accompany them and make them feel like they matter because they do.

Compassion is the humane character that best used to combat inhumanity.

“People are so uncomfortable talking about it,” said Stukel, “which propagates the issue, which is a problem on it’s own.”

So what can we do about communication when it comes to such an “uncomfortable” and touchy subject? Teamwork, friendships and having a sense of comfort in a community of victims is something that has brought people together to stand up and speak against sexual misconduct in recent months.

An example of this is the #MeToo movement, where famous celebrities are bringing to light how becoming a family of strong women makes more women and victims want to speak against sexual crimes, which results in a cumulation of girls learning that it should be normalized to speak against sexual misconduct as well as reporting it.

Tipton encourages all to be vocal about sexual assault and sexual crimes.

“Find a trusted person at your company or go to law enforcement or what have you so that something can be done but don’t be afraid to speak up,” said Tipton. “Don’t stay silent.”

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2017 Year in Review

Dear readers,

Due to a file uploading error, we accidentally reprinted our center spread feature (pages 6-7) from our last issue, instead of a new “Year in Review” feature we were excited to share with you.

We apologize for the error, and we have posted the current f

eature to our website. We hope you enjoy Issue 4 of the Phoenix Flyer. Thank you for your support!

Year in Review

 

Click here to see a hi-res PDF of this feature:

Year in Review

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Science Olympiad students support middle schoolers

Mentor Alexa Villatoro (left) demonstrates an experiment to mentees for the Crimebusters event.
Photo By: Ryan Lipour

For many years, students from the RAHS Science Olympiad team have been dedicating their time to mentoring Chinook Middle School (CMS) Science Olympiad students.

Scott McComb, the Science Olympiad coach at RAHS, hopes the program will get middle schoolers excited about the competition.

“The goal of the Science Olympiad mentor program is to encourage and inspire other schools to get enthusiastic and be successful at Science Olympiad,” said McComb.

The program is not only benevolent, but also useful for the RAHS Science Olympiad team.

“Part of [the reason we have the program] is because we love Science Olympiad, part of it is not entirely altruistic,” said McComb. “We have a number of people who come from those programs, the middle school program, into our high school program.”

Shawn Connolly, the Science Olympiad coach at CMS believes that student mentors use their past experience with Science Olympiad in helping their mentees.

“The [mentors] do a couple of things,” said Connolly.  “Partly, on these days they help to check in with individual students especially with events that they some experience with. So some of the RAHS students have a lot more experience with crimebusters and they’ve been doing it for 3 years, so they’re getting set up to show some students how to do some of the techniques.”

Student mentors also assist Connolly in the organization of events for the mentees.

“We had a self-invitational competition this past saturday [4 November 2017],” said Connolly, “and a couple of the mentors helped to pull together and organize that and run some of the events as well as find the tests and pull together materials. All that kind of stuff.”

CMS Olympian Raymond Nguyen is an 8th grade mentee who decided to join Science Olympiad and fell in love with the competition.

“I decided to join because it seemed fun and I wanted something to do after school. I also wanted to compete for my school,” said Nguyen. “It’s really fun to work with other people to make stuff and compete around the country.”

Nguyen believes the mentors are beneficial to his success in Science Olympiad.

“I think they’re pretty helpful,” said Nguyen. “One of the mentors that worked on towers awhile ago helped me with the tower build because I had certain parameters that changed up this year, so they gave me some ideas to help make my tower better. They told me how to support the tower and how to use the materials efficiently.”

Mentors’ past notes also helped Nguyen with a study event.

“Another person who did a study event gave me their notes,” said Nguyen, “so I could actually study and see what their studying techniques were.”

RAHS sophomore Olympian Andreah Elvirah, a former Chinook student in the CMS Science Olympiad program, is a mentor.

“I decided to do [the mentor program] because my brother is on the team,” said Elvirah. “I know a lot of the students on the team, so it let me spend more time with them. I also really like Science Olympiad at CMS; it’s a place to make really good friends.”

While the mentor program is only comprised of 3 RAHS Students, CMS alumni also participate.

“Officially, there are only 3 [mentors] from Raisbeck,” said Elvirah. “But some people who used to be on Chinook’s Science Olympiad team still mentor even though they’re not on Aviation’s team.”

RAHS mentors propel their students towards success by creating a useful studying and preparation structure for Chinook students.

“We meet with [Mr. Connolly] and we set up google drives; one between the mentors and one for the students with class material,” said Elvirah. “We also help them organize their notes, and we tutor them in concepts they aren’t grasping yet.”

Axel Elvirah, Andreah Elvirah’s younger brother, is a student at CMS and a mentee.

“I decided to join because my sister encouraged me to,” said Axel, “and because I’m interested in science.”

While Axel doesn’t ask the mentors for help very often, he can see why they are helpful.

“I’m not the type of person who likes getting help from people,” said Axel. “I like solving problems by myself. For other people I can see how a mentor’s help could be useful. But I’ve gotten help from my sister with organizing my notes.”

Axel is also excited about possibly coming to Aviation next school year

“I’m excited about applying to Aviation,” said Axel. “I wanna do Science Olympiad there if I get accepted.”

Senior Erik Harang spearheads the mentor program, initially joining out of interest.

“I think I was just kind of interested,” said Harang. “I mean obviously you have to get the volunteer hours but I was generally just interested in seeing what people were doing at the middle school level for Science Olympiad.”

Harang never experienced Science Olympiad in middle school, but he found it to be intriguing

“I went to Pacific Middle School so we didn’t have a Science Olympiad team,” said Harang. “So I just did robotics in middle school and I really wanted to see what middle school Science Olympiad was about. Once I started I was like ‘oh this is really cool and interesting, I wanna be involved in helping out.’”

Now involved with Science Olympiad at both the high school and middle school level, Harang doesn’t see himself leaving the competition anytime soon.

“To be honest, I really really love Sci Oly,” said Harang. “I’m planning on staying involved even at the college level. I’m not totally sure where I’m going to school but a lot of the schools I’m looking at are still involved in SciOly. I personally just help out of a passion for SciOly and I really like to see young people do well in it as well.”

Being that the program has been active for several years, some mentored students are currently in Science Olympiad at RAHS, bringing their experience from middle school with them.

“In some of the builds events you tangibly get way better but I think beyond that, and more importantly, is that [the mentees] can develop more long term skills they can use,” said Harang.  “We’re now starting to have people who have been in Science Olympiad at CMS and who are now doing Science Olympiad at RAHS and they’ve had all this time to build their skills so they come into Aviation Science Olympiad with a lot of experience.”

One of these mentored students is freshman olympian Noah Dooley.

“I worked with Noah and I think that having the CMS mentors helped him understand his topic which was anatomy,” said Andreah. “It definitely helped him organize all of his notes because anatomy has a lot of information.”

Dooley agrees that the mentors at Chinook assisted in his learning.

“Back in 7th grade, the mentors helped us out with [anatomy] because there were some parts we didn’t understand because they were way over my head,” said Dooley. “The mentors explained the different concepts to us concisely. It was like having an actual teacher in front of you instead of reading off the internet.”

Dooley also believes the program braced him for the workload of RAHS

“I feel really good about my workload now,” said Dooley. “It’s nothing we weren’t told about.”

McComb believes that the program also allows growth for both the mentors and the mentees.

“Well I think anytime you have a chance to ask someone who is just a little bit better than you how to do something there is tremendous growth,” said McComb, “both for the person who is learning as well as the person who is teaching.”

The mentors recent experiences allow for understanding that may not come from a teacher.

“The high school students are close enough in age that they remember what it’s like to be a novice in a way that a teacher may not,” said McComb. “They’ve been doing it for so long it’s like ‘of course you do it this way’, whereas someone who’s just recently learned is like ‘oh actually I remember real clearly when I was in your shoes, these are the things I struggled with.”

Because of this, the mentor program helps both students and mentors.

“And then of course there’s this whole notion that when you teach something it’s actually the best way to learn something. So I think there’s a benefit to both the high school students and middle school students.”

The mentor program also allows mentors to practice their leadership skills.

“[Erik] has always been an amazing student and really diligent,” said McComb. “And I think it really helped him hone his leadership skills, or certainly in the realm of science olympiad. It’s fun to see Andreah and Alexa step up this year. It’s a chance to practice guiding others. It’s a chance to practice being a leader.”

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Midspread Answer Key

  1. Sports (of the mind)
    1. What is the founding year of robotics team? (2006-2007)
    2. What is the founding year of frisbee team? ( 2012)
    3. Who coaches the Sci-Oly study groups? (Mr. Mannion)
    4. Number of Sci-Oly events? (24)
    5. Number of speech and debate events? (14)
    6. How many coaches has the Ultimate team had? (2)
  2. Teachers & Staff
    1. How many founding teachers at AHS in its first year? (4)
    2. Biology is “more of a conceptual science, it’s not always ____ and ______” (Black and White)
    3. What was the first location of AHS? (south seattle community college duwamish campus)
    4. How does Mannion bring sarcastic energy into the room? (Riddles)
    5. What teacher used to own a travel agency? (Ms. Olsen)
    6. Who was the principal before Mrs. Tipton? (Mr. Kelly)
    7. Who was the principal before Mr. Kelly? (Mrs. Gilman)
    8. What 2 staff members at RAHS now have been with the school since it opened?
    9. Mrs. Juarez used to do what with a team from the Special Olympics? (Coach them)
  3. Storyboards (maybe call this “community?”)
    1. What kind of guy is David Storch? (An ordinary one)
    2. Who said “I will prepare and someday my chance will come?” HINT: wore a tall top hat     (third floor) abraham lincoln
    3. Who’s the only astronaut on the RAHS founding board of directors? (bonnie j dunbar)
    4. What are the four propulsion systems? HINT: second floor (fan, compressor, combustor, turbine, second floor)
    5. When was Seatac originally built?? (1944)
    6. “Who said we should avoid the statement that ‘it can’t be done?” (W. E. Boeing)
    7. What is the greatest professional joy? HINT: first floor (where your work, your passion, and your livelihood coincide. Hint:first floor)
    8. Finish the quote: “Pay it Back, _____________.” HINT: said by Dr. Raisbeck (pay it forward, hint: first floor and said by Mr. raisbeck)
    9. Finish the phrase: Know the ______ to win HINT: first floor  (game, hint 1st floor)
    10. Finish the phrase: Don’t be afraid to _____ _______ HINT: third floor (dream big, HINT: third floor)
  4. Random Knowledge
    1. How many students were in the 1st AHS graduating class? (1)
    2. When was the square root of 144 flag put up? (2014)
    3. How many story boards on the third floor reference alaska airlines? (3)
    4. Which graduating class initially donated the spirit rock? (2013-2014)
    5. What was the name and the year the first person go the rolls royce award? HINT: check in the lobby (Griffin Nicoll 2009)
    6. What is the color of the aircraft hanging from the ceiling of RAHS? (red)
    7. Which floor do the teachers live on? (fourth)
    8. What date was the new location of RAHS opened? 17 October 2013
    9. Don’t forget to be _______ (awesome)
Open post

AP scheduling puts a damper on May

With May and AP tests approaching, some of the juniors and seniors of RAHS are tasked with the difficult challenge of taking more than one AP test in a single day.

 

In fact, junior Izzie Torres, who is taking five AP courses, must take four total tests in just two consecutive days.

 

“I really wish they were spread out a bit more because I know just last year, after taking AP Japanese, I was exhausted,” said Torres, “so the second test of the day probably won’t go as well as the first.”

 

Senior Uyen Tran agrees with Torres’ perspective but recognizes that nothing can be done because the schedules are determined by the College Board. She is, however, practicing for her AP Spanish exam.

 

“I would definitely rather have them spread out over three days,” said Tran, “because I know we have a really brief lunch in between, and I don’t know if that’s enough to recuperate, but así es la vida.”

 

The pressure is not only on the actual test day, but the at-home preparation before the AP exams.

 

“If I want to do a little bit of studying the night before,” said Torres, “I have two tests to study for instead of just one.”

 

There are benefits to taking two AP tests in a day: students like Tran will be able to get them over with quicker.

 

“I am taking three tests within two days, so it will be nice just to get them all done together,” said Tran, “and then relax afterwards because I won’t have to worry about another one.”

 

Mary Ciccone-Cook recognizes the inflexibility of AP scheduling due to the fact that all students across the nation must start the test at the same time to prevent cheating.

 

“Part of what they have to deal with is the fact that they have students all over the country taking the test with the different time zones,” said Cook. “They try to schedule it as conveniently as possible but somewhere along the lines, some students are going to have some conflicts.”

 

Because there’s nothing to be done about the scheduling set by the College Board, students should consider the testing schedule while signing up for AP classes.
“They need to look at the testing schedule,” said Cook, “and ask, ‘Do I really want to do this to myself?’”

Open post

2017 Summer Dare

summerdare(edited)All right RAHS students, it’s almost time for summer, and you know what that means! Staying at home, closing the curtains, and sitting on your laptop for three months straight. Okay, maybe a few of you actually have fun plans. But for the rest of you, who are already stocking up on Doritos, the Phoenix Flyer is here to give you incentive to get out the front door!

 

We’ve compiled a list of the best, most fun, enjoyable, happy-time-causing, good-memory-making, hallmark-movie-feeling, Instagram-worthy, big impact, summertastic things to do this break, and the goal is to complete as many as you can. Some dares are worth 1 point, and some are worth 2. The student who gets the most points will receive a 10-person pizza party when they return to school, and a feature about their summer adventure in the Phoenix Flyer!

 

To get points for completing dares, you must have evidence: either video or photographic. One dare per photo please! This can be submitted to the Phoenix Flyer (room 3530) in a printed scrapbook, a google folder shared with ahsphoenixflyer@gmail.com, or on a Facebook, Instagram, or Twitter account dedicated to the dare. Label which dare it is and how many points it’s worth. No photoshop! Submit by (date) for credit. Good luck, and HAGS!

 

1 Point:

  • Somersault all the way down a hill
  • Get a new hairstyle *
  • Recreate a scene from your favorite movie
  • Take a splash in the Seattle Center fountain
  • Ride the Seattle Center monorail
  • Make friends with a stranger’s dog
  • Attend an outdoor concert, play or movie
  • Invent a secret handshake
  • Hang upside-down at a playground
  • Sample the cuisine of a new culture
  • Climb a tree
  • Watch the sunset on a beach
  • Hug a creepy Museum of Flight mannequin
  • Eat a piece of fruit straight from the tree (or bush, whatever)
  • Bake a commemorative cake
  • Draw a sidewalk chalk mural
  • Make a dandelion flower crown
  • Explore a tide pool

 

2 Points:

  • Recreate the scene from Top Gun where Goose dies (has to be in the water)
  • Take a selfie with at least three of the Museum of Flight’s  “Astronauts on the Town”
  • Add an original gum sculpture to the Pike Place gum wall
  • Play house in an Ikea kitchen
  • Stage your future wedding proposal, wedding, or funeral
  • Ride something other than a skateboard or bike at a skatepark
  • Play dress-up at a thrift store
  • Learn a sweet new martial arts move
  • Stage a mime show in public
  • Organize or attend a flash mob
  • Dance to a street musician’s performance
  • Learn a circus craft (unicycle, trapeze, juggling, etc.)
  • Give someone a makeover
  • Make S’mores on a real campfire
  • Make a boat out of found materials and sail it (see directions in Issue 10 of the Phoenix Flyer)

 

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