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Science department gains a significant figure

Brandyn Mannion and his wife Erin Coté celebrated their engagement with their black lab german shepard mix Vader.

With Garett Shiroma’s departure as the chemistry teacher, the 2017-18 school year brings with it a new arrival, Brandyn Mannion, who brings professionalism, humor, and enthusiasm to the chemistry classroom.

Mannion’s first two years of teaching were in Baltimore, Maryland at the Academy for College and Career Exploration, and last year he taught at Global Connections High School in SeaTac. Currently in his fourth year of teaching, Mannion admits RAHS’ culture is different from his past experiences.

“This is the first school I’ve been at where the students are extraordinarily focused on academics,” said Mannion, “so that’s a nice change for me.”

Being in this different environment, Mannion expects to grow as a teacher.

“I kind of look at it as honing the other side of my craft,” said Mannion. “I have dealt with the low end of the spectrum, so to speak, such as high-needs kids. Not that there aren’t high need kids at RAHS, but it’s the other side of the spectrum where everybody is super motivated and I don’t have to play the game of ‘c’mon, let’s get to our work.’ It’s just kind of strengthening a different facet of my teaching.”

Now that Mannion is teaching at RAHS, his first few months have allowed him to develop close bonds with the students and teachers, such as science teacher Scott McComb, with whom he works closely co-advising Science Olympiad.

“Mr. Mannion is a consummate professional and really easy to work with,” said McComb. “He’s engaged, enthusiastic, funny, and he brings really nice energy to the work.”

Students like Riley Stonesifer are excited at the prospect of working with Mannion and actually understanding the concepts that he is teaching.

“I want to learn chemistry because I have no prior experience,” said Stonesifer. “Honestly, I’m excited to understand what the topic is about.”

Students, such as senior Carolyn Ta, in addition, appreciate the sarcastic energy that Mannion brings to the classroom in the form of riddles.

“I’ve gotten to the point where I know when to laugh because you can never tell,” said Ta. “Those riddles make me happy. As a senior, thank you!”

As a student at the University of Washington, Mannion participated in the Dream Project, helping low-income first-generation students apply for college, which encouraged him to enter into the field of teaching science.

“A lot of kids were turned off by negative experiences in a science class towards science fields,” said Mannion. “That was essentially the catalyst that made me want to change that at least for a certain subset of students.”

Mannion’s years of teaching have not been all fun and games, for he has had his share of negative teaching experiences. After a student pushed an old man down at a bus station, two adult male white teachers began beating the student up behind the school while Mannion called 911.

“It was one of those situations where there’s really no way to prepare yourself,” said Mannion. “I knew what was going on was incredibly wrong and I thought, this was my naivety, ‘the police will be here really quickly to break it up’ but they weren’t.”

Mannion’s personal life, with his wife Erin and black lab german shepard mix, Vader, makes an interesting contrast to his persona at school.

“I like to spend time with my wife and my dog,” said Mannion. “My wife and I recently bought a house last year so we are doing a lot of fixing up, such as pulling ivy out of the ground and between rocks. If there’s ever a need for community service and a bunch of kids want to pull ivy out of my yard, that’s a-okay with me.”

When he’s not at school, Mannion keeps himself busy with a wide array of activities.

“I enjoy biking during the summer when it’s not raining, reading a good book, and drinking a lot of cups of coffee,” said Mannion.

There have been plenty of teaching moments, in addition, that have brought a smile to Mannion’s face.

“[A bird] got stuck in my room, pooped all over the place, and then died, so I had to pick it up with a dog poop bag and throw it in the trash,” said Mannion. “[My students] wondered what was on the desks, I told them not to touch it.”

In his second year of teaching, moreover, one of Mannion’s students found a snake in the hallway. After the snake escaped into one of the lockers, it disappeared for the night, only to be rediscovered the next day.

“My assistant principal, this short, squat, balding white dude, captured the snake underneath one of those home depot buckets and just sat on it yelling ‘there’s nothing to see, go back to class,’” said Mannion. “That kept me going for months.”

For the full story, please ask Mannion himself.

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Interns fly into new career paths

RAHS senior Brynne Hunt stands with her peers at Blue Origin.

Students at RAHS ready themselves for future careers by gaining work experience through summer internships.

RAHS senior Brynne Hunt started her summer with an internship at Blue Origin, working in a field she hopes to pursue. Blue Origin, a leading company in rocket and space endeavors, provided her with familiarity in the rocket science industry and helped guide her post high school aspirations.

“I went in there with an open mind and ended up really enjoying my summer,” said Hunt. “I was in an environment where my ideas and contributions were really well respected, and being in an environment like that really helped me confirm that this is an industry that I really wanted to be in.”

Readily entering an internship on the magnitude such as Blue Origin is a daunting task for any high school student. That level of commitment for Hunt served as an opportunity to reevaluate her goals.

“Coming out of the school last year I was a little lost, and spending the summer at Blue Origin confirmed that, ‘okay I need to get back on my grind,’ and work really hard,” said Hunt. “If I want to make a contribution to the space industry, then this is what I need to do.”

At her specific internship, Hunt was able to explore the different authorities in rocket design and hone in on her specific interests while contributing to the building and designing of the Blue Origin rockets.

“I know I want to work in space and I’ve known that for a really long time,” said Hunt. “Being in an environment where all the disciplines that are in rocket design are there, [I could] basically go and learn anything from any part of the rocket.”

Coming out of the Internship and into senior year, Hunt has more drive to succeed and works for a purpose, so after college she can work in the space industry. RAHS junior Sydney Brusnighan experienced a similar exposure in her internship at Alaska Airlines working on the simulations for the 737.

“My internship made me more interested in going into engineering because it has so many different parts to it,” said Brusnighan. “They designed the simulations using computer modeling, they’d also repair parts of the simulators, which is really cool, and they’d also deal with the people – all the pilots that came in [and they would help them].”

All the moving parts that came together in the one job was an aspect that appealed to Brusnighan, especially the engineering and 3D model components, both of which she wishes to pursue.
“I didn’t really know how computer modeling would fit into a lot of different parts of aviation, and I didn’t really know which one would be interesting to me, then seeing it through simulations was really cool,” said Brusnighan. “I think that combination of aviation and digital modeling was a really interesting thing that I could probably get into in the future.”

Brusnighan was especially interested in the modeling aspect of the simulations as it combined her interest in engineering with digital modeling.

“The digital modeling of what you’re seeing in the simulation was really cool to me because I always wanted to do something like working at Pixar, or something with computer generated images,” said Brusnighan. “Doing that was really cool and it really interested me and showed me a more practical side of how I could do that in the future.”

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New CAD teacher brings new format to class

Senior James Mitchell assembles a 3D printer for use in class.

The Engineering Design II class, with a focus on computer-aided design (CAD) and manufacturing, is taught by Michael Gudor and allows returning students to choose projects that interest them. These projects range from 3D printing fidget spinners to making 3D printers.

Michael Gudor was asked to teach the new class to take advantage of the school’s machine shop.

“The CAD class came about because some teachers were talking last year about how we could better utilize the shop space with all the tools that we have at our disposal,” said Gudor. “They went to Mrs. Tipton and asked ‘why don’t we teach this production type class?’”

The new class has less emphasis on the textbook and focuses more on individual projects.

“They would finish the book, or not; finishing the book is not paramount to me,” said Gudor. “Having kids use what they are learning is paramount.”

Gudor wants students to learn from producing something instead of just doing what a textbook says.

“Like a traditional CAD class we will still [work with] the textbook,” said Gudor. “There are lessons on how to use the program but what I’m trying to do is find natural breaks where students would stop doing the book and try to produce something in class.”

RAHS senior James Mitchell is looking forward to using the skills he learned previously when he first took the class to efficiently do his project.

“I’m technically a year two student so I know CAD quite well,” said Mitchell, “so I’m taking the skills that I have and applying them to this project that I’m doing.”

Mitchell ordered and assembled a 3D printer kit in order to get funding for another 3D printer of his own design.

“What I’ve been doing in class is researching components and building it,” said Mitchell. “We just ordered a kit off of Amazon because PTSA doesn’t want to fund my exact project until we have at least one working printer. My current project is supposed to be inspired by the 3D printer [built from the kit].”

The freedom of the class is what many of the second year students look forward to throughout the year.

“I really enjoy the freedom of the class,” said Mitchell, “as a year two student we can basically work on anything we’re going to learn from, so I’m seeing this project as something I can use as a tool to make parts for the next thing.”

Principal Therese Tipton is glad to see the class become more STEM-oriented and teach skills that could be used outside of the class.

“The class definitely aligns with our school goals of providing project-based, hands-on learning, STEM, and connections to industry,” said Tipton. “Students will be providing real-world applications and they [will] utilize a variety of skills.”

The new class also had a lot of interest from students and teachers last year.

“This past spring when students selected their course requests, there was a very large interest to have two sections [of CAD],” said Tipton. “The master schedule committee worked on placing two classes in our schedule.”

It was a combination of teacher and student forces that brought about the second CAD class.

“The new class idea came out of a collaborative work team of teachers this past spring around how teachers could take the basic CAD design class and then enhance it with hands-on projects,” said Tipton. “We then gathered student interest and had a very positive response about the proposed idea.”

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Natalie Suarez launches Environmental Club at RAHS

After members were elected into executive positions Natalie Suarez and the Environmental Club have their second meeting.

RAHS sophomore Natalie Suarez has started a new Environmental Club that strives to make the Earth a better place through recycling and composting.

Environmental Club is an afterschool activity for students who strive for a better future for Earth,” said Suarez. “In the club, we will participate in many activities. Our main goal for this school year is to improve upon the recycling at our school and introduce compost.”

Suarez has already made a few plans for what students will be able to do in the club.

“I see a future of beach and river cleanups, informational poster making, plastic water bottle removal, and waste audits,” said Suarez.

After Suarez jump started the club with her new ideas, she is looking forward to member contributions.

“We will do many activities in Environmental Club,” said Suarez. “We will be focusing on bringing more recycling and compost to the school initially but after that it depends on the interests of the members.”

Something Suarez feels strongly about is saving the environment to help the future.

“We want future generations not to be burdened with problems from the past,” said Suarez, “and you can’t just say you care about the environment but not follow it with any action.”

Students in Environmental Club not only plan to help save the environment, but the club also gives students volunteer hours.

“You do not need to apply for the club, all are welcome to every meeting and you can join anytime throughout the school year,” said Suarez. “It is also a great way to get community service credits.”

Suarez is interested on taking more steps to make RAHS a “green school,” starting with the King County Green School Program. RAHS is currently at level 1 in the King County Green School Program.

I am interested in registering Raisbeck in the King County Green School Program and getting to level 2 or 3,” said Suarez.

Suarez is determined and excited to not only make the world for future generations a better environment to live in but to see how RAHS will improve.

“I am motivated by the future,” said Suarez. “I am so excited to see how much Raisbeck will improve throughout this school year and future years.”

Sophomore Davie Anne Ross is a member of Environmental Club. She enjoyed being in Environmental Club because it allows students to get to know each other better.

“We were able to bond as a team and as a group and we’ve actually made plans for the future,” said Ross, “and we have a lot of ideas that people are on board with.”

Just like Suarez, Ross strives to make Earth a better environment for the future of people and the environment.

“I definitely am an advocate for combatting climate change,” said Ross. “I don’t know how anyone could be opposed to that.”

Ross is highly supportive on Suarez’s plans for the club and so are the other students who are in the club.

“I know that she does good work and that she’s passionate about this as well and a lot of other people in this club are passionate,” said Ross. “I see it as a way that we can represent Raisbeck as a platform for saving the environment.”

Ross’s goal for the club is to get people to be more aware of what is happening to the environment so people could help contribute to the environment in a positive way.

“I want our entire school to become more passionate and more aware about our contributions to our failing climate and failing environment,” said Ross. “I want my contributions to cause other people to become more aware and cautious.”

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Auction kicked off to a great start

Freshman drops his heat shield for science test, made from materials that are funded by the auction

On Saturday 4 Nov. 2017, businesses, families, partners, and students will gather in the Great Gallery for the 2017 RAHS Auction to help fund the school. Auction chair Heidi Gottshall is in charge of organizing the auction this year.

“It’s a lot of details, coordination, organization, and no one wants to say that because you don’t want to scare people away from doing this,” said Gottshall. “However, if you have a committed team of parents who are willing to share the load, it’s manageable.”

The Auction is crucial to the school, and PTSA puts in so much effort in order to raise the money that RAHS utilizes for almost everything.

“It’s been almost a year long process, it is a long time commitment, we want to do well,” said Gottshall. “You can pick it up 6 months ahead of time you know, but it’s challenging, but we’ve been laying the ground, so it’s a time commitment.”

It’s important to help such an impactful event that plays an significant part in everything kids do here at school.

“We need to raise anywhere from at the minimum about $160,000 dollars to support the variety of programs,” said Gottshall, “and this is beyond the teams and clubs. This goes into raising money that supports scholarships and the Phoenix Flyer. It supports all the social events like graduation parties, ice cream socials, and some technology support.”

Donations ensure that the Auction can be successful for the PTSA.

“Without donations we don’t have an auction [and] at this state, we’re kinda low,” said Gottshall, “people tend to wait until the last minute, but we need about 350 items, so that would be my encouragement, come up with an activity, you can collect money, $3-4 a student, [and] purchase a day at Laserquest or Wild Waves.”

Attendees are encouraged to bring friends and families. RAHS office receptionist Theda Hiranaka is also excited about the event and is bringing along her husband.

“I am always enthusiastic about an evening out with my husband,” said Hiranaka, “and we both enjoy greatly being a part of raising money for RAHS.”

Students are not the only people who benefit from the money raised, the RAHS teachers and staff also get what they need for working with students in the classroom.

“As a staff member I am well supported by the PTSA for staff appreciation luncheons and dinners when we need to stay late for Curriculum Nights and Information Nights,” said Hiranaka. “PTSA also makes $500 available to each teacher to utilize for teaching and instruction in their classrooms.”

Hiranaka is planning on donating to the auction, and she will do so in an accessible and easy way that anyone else can also do too.  

“I buy five $25 gift cards to various places and arrange them as a bouquet,” said Hiranaka.

“We bid on the item and sometimes buy it back because we do not want it to go for less than its full value.”

Sophomore Davie Anne Ross is going to be helping out by playing the string ensemble for the attendees of the auction.

“It’s very laid back,” said Ross, “but nonetheless, any opportunity to play for an audience is a good one in my book.”

To many students and staff, including Ross, there is significance in participating in helping out the school.

“To volunteer for the auction means I get to help my school and clubs I participated in earn the funds to compete and remain active,” said Ross.

There are so many different ways to contribute, and it all comes back to support the RAHS family.

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RAHS students create solutions on keeping printing identities safe

Overwhelmed with frustration, RAHS sophomore Ayan Hersi contemplates why the printer did not fully project her essay.

Towards the end of the year, some students resorted to stealing printing ID’s because they were low on money, which left many with drained accounts as well.

RAHS sophomore Ayan Hersi had a lot of expectations for the new school especially since her acceptance into RAHS opened many doors for her to learn how to network, and engage in the aerospace, and engineering industry.

“I thought we’d have better laptops,” said Hersi, “and not a lot of printer problems, because I thought it was a tech friendly school.”

Hersi thought the technology would be better since it was a highly advertised school, but towards the end of the year, she was assigned a final assignment which required a printer, only to realize that she was out of money.

“I didn’t know people were using my account to print,” said Hersi. “When I went to print it didn’t work. My assignment was late and I got 50 percent.”

It was a devastating time for her, since she had never been in a situation like that. Hersi who was originally a part of the Seattle School District, never had permission to use the printers, they were only accessed by teachers and the administration. Her drained account caught her by surprise.

“It was one of the worst days of my life,” said Hersi.

Hersi, who is now a sophomore, has been more careful with who she shares her printing ID with — if at all, but RAHS graduate, Robyn McLuen, disagrees with Hersi’s opinions.

I never used the printer’s much, aside from an essay here and there,” said McLuen. “My friends were very respectful, and asked first because they knew what it was like to have someone drain their account.”

RAHS also built a completely new building for their students where most importantly the technology was improved. Having printers that the students could easily access was something the school and the students were adjusting to.

“My first year at Aviation was our first year in the new building, so naturally there were some issues as people tried to figure out how to get the technology to work properly,” said McLuen. “Last year, my senior year, they lowered the printing limit because the school was using a lot of paper.”

The printing limit made it much harder for McLuen to work at school, so she did most of her printing at home, which gave her friends opportunities to use her account. Occasionally, she’d lend her account information to people who were really desperate, even if she did not know them personally.

“When people I knew started hitting their limits, I let them use my account because it was practically untouched,” said McLuen. “It was a really simple solution to a problem that would end affecting grades.”

Although McLuen was generous as to who used her account, she knew the responsibility she was taking, and warns all about sharing one’s identification with others.

“People don’t always think through their actions, and sometimes your friends won’t be considerate of you,” said McLuen. “It’s your job to decide if you want to trust someone with your number, or who to trust with your number.”

The RAHS administration has made improvements to make sure the scandals are reduced. Last year, it was required to have student ID cards on the laptops which made it much easier for people to steal identities since the printing ID numbers were located on it. Now, RAHS students have their own card that only shows their name.

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RAHS team returns from Florida victorious

The RAHS ISSDC team gathers at the John F. Kennedy Space Center before they present their final project.

The International Space Settlement Design Challenge (ISSDC) drew teams from all over the world to gather in Titusville, Florida. An RAHS team collaborated with foreign representatives, leading to their first place win in late July, 2017.

The RAHS team consisted of nine students, including senior Grace Zoppi.

“Last year we were really lucky to be invited to the competition,” said Zoppi. “About two weeks before school ended, the school was contacted by the founder of the competition, Anita Gale, a former NASA engineer. She invited our school to the international finals at Kennedy Space Center, in hopes to spread interest in the competition.”

Zoppi had an excellent learning experience, believing the ISSDC provided her and her teammates with knowledge for working with space and engineering fields in the future.

“We were tasked with designing a settlement on Venus to house 10,000 permanent residents and 1,000 visitors,” said Zoppi. “This gave us a taste of working on a large scale engineering project with a large team, conditions that are common among engineering in the industry.”

Sophomore Jon Wick enjoyed the reality of the challenge and how it was not a common space competition; it actually required engineering.

“We had to do all the math behind it: the stress calculations for the structure, we had to figure out what it was going to cost, how were we going to get the resources there,” said Wick, “so it was actually super realistic and it’s not just some fantasy space station we’re building. We had to figure out all the logistics behind it.”

The competition brought about the collaboration of groups from all over the world. The four main groups were formed by combining separate foreign teams.

“Each team had around sixty students from different schools and countries,” said Zoppi. “We were placed on the Grumbo (Grumman + Boeing) Aerospace Team with other high-schoolers from India, China, Romania, and the United States (Colorado and Texas).”

Junior Evan Grilley thought the competition was a win-win situation, due to making foreign connections with fellow STEM enthusiasts.

“Not only am I interested in space, science, and engineering,” said Grilley, “but there was also the prospect of competing with large teams of people from around the world.”

RAHS representatives brought along Big History and AP U.S. History teacher, Michelle Juarez. She brought the main concept of the competition back to Raisbeck, relating it to their classes which also focused on STEM.

“They [had] to give a presentation to a group of professionals and there is a winner chosen,” said Juarez. “In some ways it really matched well to what we do here at school.”

Junior Cooper LeComp enjoyed the competition because of the collaboration of students from around the world.

“Working with other teams around the world was really great,” said LeComp. “Everyone interacted really well, and everyone, no matter where they lived was able to work together for a common goal.”

Because the RAHS team was working with teams from different countries, communication was crucial.

“We had to work with everyone from around the world in order to create the models for them,” said Wick. “It was kind of hard interacting with each other with the language barrier.”

Despite the challenging language barrier, the students still found working with people of different cultures to be a great experience.

“I really learned that everyone is able to work together, and to not judge people by their country’s politics,” said LeComp.

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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)
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Museum of Flight dedicates safety exhibit to J. Kenneth Higgins

Museum of Flight (MoF) visitors enjoy the new aviation safety exhibit that is dedicated to J. Kenneth Higgins.

The Museum of Flight (MoF) opened up its new safety exhibit dedicated to the late J. Kenneth Higgins, a Boeing Vice-President of Flight Operations in the context of testing and validation, on 13 Oct. The display was a result of a collaboration between the MoF staff and Higgins’ widow, Sandy Higgins.

Mrs. Higgins first got the idea for the exhibit after looking through some of Mr. Higgins’ work after he passed away. She wanted to be able to honor her husband while simultaneously supporting the MoF.

“Twenty years ago, when we first saw an attorney for estate planning, Ken identified a few charities he wanted to support [and] the Museum of Flight was first on his list,” said Mrs. Higgins. “When I heard some of Ken’s co-workers talk about Ken after his death, they frequently mentioned his devotion to the topic. It seemed logical to approach the Museum about their interest in an exhibit that focused on aviation safety.”

The exhibit has several key features that correspond to the topic of flight safety. Lead exhibit developer Cody Othoudt looks forward to the different aspects of the display.

“There will be an introduction display in the Great Gallery that includes an introduction panel to the exhibit, two cases of safety related artifacts, and an interactive touch screen that will demonstrate innovations in aviation safety since 1903,” said Othoudt.

One unique aspect of the exhibit is that it is throughout the Museum and not in a sectioned out area.

“There will also be large display panels in the Aviation Pavilion around some of our most iconic aircraft,” said Othoudt. “These panels focus on specific safety innovations in technology and policy during different time periods represented by aircraft on display.”

The exhibit’s range of information throughout time is one of the things Othoudt is most proud of.

“[I am most proud of the exhibit’s] ability to educate our visitors about the safety innovations throughout the past 100 plus years that has made aviation one of the safest modes of transportation,” said Othoudt. “A theme that we heard repeatedly from our industry experts was ‘safety transcends competition’, meaning that the safety of passengers is more important than our performing your competitors.”

The gathering and compressing of the information to include in the exhibit was definitely a challenge for the Museum exhibit team.

“I would say the most difficult aspect of this exhibit was determining which stories to tell,” said Othoudt. “As with many of our exhibits, the amount of information we want [to] include is often more than we are able to fit [in] any given display area. Determining which stories to tell, and unfortunately which ones to exclude, was probably the most difficult part of this exhibit.”

John Purvis, a retired Boeing flight safety head, was close to Mr. Higgins and was involved in the development process of the exhibit.

“To me, it is important because, as far as we know, this is the only dedicated safety exhibit in an aviation museum,” said Purvis. “I’ve never seen a safety exhibit in any of the aviation museums I have visited so this may well be a ‘first.’”

As for the RAHS community’s interest, pilot-in-training sophomore Cooper Stukel is interested in what the exhibit has to offer. Flying planes taught him to be safe and careful while operating any plane he flies.

“The most important protocols I follow as a student pilot is making sure the plane is in good condition before every flight,” says Stukel. “I have a lot of regard because if there’s something not working, I don’t want to find it out in the air.”

Desiring pilot RAHS senior Sameer Romani, is curious about the safety showcase because of how much the aviation industry has evolved and how the exhibit will showcase that visually.

“I’d love to attend the exhibit for the following reason: when aviation as a whole progresses, so does every aspect involved with it, from how we board the airplane, to how an airplane is designed, and to how flight safety is implemented in aviation,” said Romani. “I’d attend to learn not only about how flight safety is implemented in the modern society, but how it evolved from what it once was”

Likewise, RAHS Aviation Law instructor Troy Hoehne is appealed by the exhibit. He teaches a unit on accident investigation and believes that it would be extremely helpful to the unit.

“I very much encourage a strong relationship between us and the Museum,” said Hoehne. “They have resources that we can use in the classroom, so why not?”

Aspiring aerospace engineer, sophomore Arianna Montoya, is also extremely interested in the exhibit, but is focused more on the hidden stories of how engineers overcame challenges.

“I would personally love to learn more about how safety plays a role into popular aircraft because it would give me more insight [into] what the thought process of an engineer is,” says Montoya. “Knowing what safety challenges engineers of certain planes had to overcome is a very interesting topic.”

Mrs. Higgins’ experience of working with the Museum of Flight was pleasant.

“Really good organizations attract really good talent — people who are passionate about the purpose or product,” said Mrs. Higgins. “The Museum of Flight has an excellent staff who are not only creative but also very people-centric and socially smart. It was a joy to work with every one of them!”

As for the experiences within the MoF community, Othoudt believes the adventure behind the exhibit has been extremely educational for him.

“A few major themes developed out of this exhibit that I thought were quite interesting,” said Othoudt. “There is a change happening in the aviation industry from a reactionary approach to a proactive approach regarding flight safety using vast amounts of data available. The general public’s attitude towards flight has also changed from apprehension to expectation throughout the decades as new technology like jet engines was introduced.”

Othoudt would recommend the display to his friends and family, regardless of being apart of the development team.

“I think the safety of commercial aviation is something that we all have a connection with,” said Othoudt. “This exhibit is a great way to learn about the technologies, policies, and individuals that have contributed to the safety of commercial aviation that we all rely on.”

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Lion Dance emerges at RAHS

David Nguyen coaches the members of the new Lion Dance club at RAHS

Started by David Nguyen, Lion Dance Club is a new addition to the clubs at RAHS that takes place after school. This unique club offers credit opportunities for students and diversifies the culture at RAHS.

Junior David Nguyen is passionate about encouraging a cultural mindset at RAHS.

“I believe culture is important at Raisbeck,” said Nguyen. “It’s one of the my influencers to create Lion Dance here, because our school is not made of just one ethnic background; our school and Seattle are defined by many different backgrounds.”

Lion Dance has a large Asian cultural background. Nguyen hopes that the Lion Dance can show a unique artistic heritage.

“The culture side has the heritage and the art aspect,” said Nguyen. “The costume is [mostly] hand made. The entire thing requires a person not just a machine; it has a human side.”

Lion dance has made its stance at RAHS; being a part of Lion Dance allows members to become close and build a family.  

“It’s kind of a part of my roots and who I am as an Asian-American,” said Nguyen. “Another thing that really kept me going with it for all these years is that once you’re a part of a team, or any team really, but more so with Lion Dance, me and my other members become like a family.”

Nguyen, in particular, enjoys making people happy when he and his team perform.

“Another thing that drives me is the smiles on peoples faces when we do it and how people like it when we dance,” said Nguyen.

Sophomore Thomas Zemene has never heard of the club and is on edge about having it at RAHS.

“I think it is somewhat useful especially to the people involved in that culture,” said Zemene, “but at the same time I think it’s kind of weird putting something tied to one culture in a school filled with different types of people and what not.”

Lion Dance is a way to add culture to RAHS but some students, like Zemene, think there should be more culture tied clubs to accommodate multiple cultures.

“I think it is kind of important to understand the culture’s perspective on life and what not,” said Zemene. “It’s pretty interesting.”

Sophomore Mia Baerg and member of Lion Dance. She believes joining the club has many significant benefits.

“When David recommended the club to me,” said Baerg, “I was interested because it sounded fun, and I could get my PE credit at the same time.”

Lion Dance, like other clubs, takes time and commitment. Bearg sees the club as an opportunity to earn credit.

“Lion Dance Club is an awesome opportunity,” said Baerg. “It’s a convenient way to earn either art or PE credit! The club mostly meets after school on Wednesdays, from 3:30-5.”

Even though Lion Dance is new, it has brought a sense of community to its members. Baerg also sees the club as a way for her to improve her time management skills and earn credit.

“Since another activity has been added to my schedule, time management is key.” said Baerg. “The club has helped me be accountable for my school work, and be more organized,”

Lion Dance members are already seeing benefits. It gives the members something to look forward to every week.

“My experience in the club so far has been lively and enjoyable, and I look forward to going every Wednesday,” said Baerg.

Lion Dance, as a club, is seen as a great way of learning about traditional Chinese culture and earning credit by its members. It is a new addition to the RAHS culture and creates something students can look forward to, hopefully there will be more.

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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?’”

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