Nostalgia builds, laziness reigns, and excitement engulfs us. The end of the 2010-2011 year is upon us, and most of us have no idea how it happened. Seniors prepare themselves to embark on the rest of their lives, and freshmen finally prepare to become older, wiser sophomores. The past is behind us, and we can now use everything we’ve learned and accumulated to employ in our individual journeys. This issue of Pulse represents a development on the part of our staff—an accumulation of knowledge, of patience, and of failures and successes. We have used these experiences to mature, to learn, to develop as individuals and as a collective staff. A look back at this year reveals the growth of a more CCA-oriented magazine, which reflects our dedication to maintaining Pulse’s nationally acclaimed standing. On this same note, Pulse is looking toward the future. As I and other seniors depart, we leave behind a highly skilled and passionate staff that will continue to provide news for the CCA student body with the utmost commitment. This is why this last issue of the year is forward-looking. The class of 2011, the last class of CCA’s first generation, is graduating. We leave behind a living, breathing, expanding school, and set off on our own paths. The first part of this issue is dedicated to us—to our personal futures. The college map on the back cover displays the wide array of universities and plans of our graduating seniors. I examine the importance of college majors—whether or not they prepare us for a career, whether or not they really matter for our careers. Some CCA students are choosing to take an alternate route, uncommon in CCA’s college mindset. Lee Brage meets with two students who have untraditional plans—Amy Floit heads to beauty school, and Michael Arsenault to the Peace Corps. Lee herself plans to join the Israeli Defense Forces next year. The second part of this issue focuses on the future of CCA. Perhaps due to its innovation and success, CCA’s popularity has skyrocketed. In years to come, CCA will see to evolutions in projects like the Nest and Quest. Elijah Granet examines a proposed Facilities Improvement Bond, which would add a B Building (to make way for a larger student body), improve the quality of our sports fields, and perhaps build a new middle school. It is apparent that CCA’s future can only be bright. I end my Pulse career confident and proud. I want to thank the Pulse staff and Mr. Black for making Pulse possible, and the CCA student body for zealously reading our hard work. Good luck, CCA! Maia Ferdman

EditorEditor-in-Chief: Maia Ferdman

Online Editor: Tess Wallenstein

News Editor: Nachi Baru

Feature Editor: Jessica Mersten

Opinion Editors: Glenn Borok

Entertainment Editor: Arianna Irwin

Layout Director: Crystal Long

Layout Designer: Jan Carstens

Layout Team: Kailie Dishong, Alison DelNegro

Photo Editor: Daniel Metz

Staff Writers: Lee Brage, Garrett Peterson,

Carly Gutner-Davis, Alex deVleeschauwer, Henry Uhl,

Michael Wang, Hannah Barker, Elijah Granet

Business Team: Joelle Leib, Rithika Verma

Advisor: Christopher Black

staff

Publishing of this issue made possible by CCA ASB. Thanks a bunch, you guys!

Letterfrom

the

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@ editors.pulse@gmail.comccapulseonline.com

5951 Village Center Loop Rd. San Diego, Ca 92130 (858) 350-0253 x 4192

For reader feedback or advertising information please contact Pulse at:

All photos by Daniel Metz except where noted. The opinions expressed by the writers and the content of the advertisements do not necessarily reflect those of Pulse Magazine, Canyon Crest Academy, or the San Dieguito Union High School District.

staff

editors.pulse@gmail.comccapulseonline.com

5951 Village Center Loop Rd. San Diego, Ca 92130 (858) 350-0253 x 4192

All photos by Daniel Metz except where noted.

May 2011 / Vol.6 / Issue 4contentsStudent Profile:Lily Detwiler.............4

Staff:Danssaert.................5

Student Groups:Academic Team.......5

Staff:Meet Your Admin....7

Gang Kids.............12

Katie Scott (12)

Sam theCooking

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ing la

VidaRighty

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page 30Student Art

A Look at the Fire Station Next Door.

page six.

Lily Detwiler, a junior at Canyon Crest Academy, can be seen dancing in Miranda Cosgrove’s music video “Dancing Crazy.” Detwiler dedicates herself to the demanding work of show business as well as being a diligent student. Despite minor difficulties balancing the two, Detwiler works through them, because acting is her dream. “I love acting so much. It really is my main passion and goal and something I really want to do.” At a young age, Detwiler had done commercial workshops to start learning the techniques of the art. However, it was not until she entered fifth grade that she began to act. She received a small part in a musical, despite having no prior experience in singing, and she has loved acting ever since. Detwiler has been greatly involved in the acting business, working in musical theater, acting in plays, and taking on classes. Detwiler participates in the Envision Acting Conservatory Program at CCA, as well as several plays and musicals that CCA has produced such as “Batboy” and “Comedy of Errors.” Detwiler has also been apart of plays and musicals outside of school, furthering her acting career. However, she is currently more focused on film and television acting and feels that her experience on the stage acting has helped her auditioning in television. Detwiler has also had success in areas other than acting. She has sung in two bands, and currently writes music, and she aspires to record one day. A year ago, in Los Angeles, Detwiler was given the opportunity to audition for the prestigious Buchwald Talent Agency. She revealed that “it’s really hard to get an agency… [But] they liked me and took me in right then.” In the past six months, she has been determined to immerse herself into the acting world. “I know it’s so cliché, but you really have to be yourself and you have to go in with a positive mindset.” Detwiler says that this is her attitude when she goes into every audition, and after each audition she just “forgets about it and moves on.” She knows that disappointment may come sometimes, but always looking forward is the key with every audition. Through her agency, she was able to audition for additional casting calls with the help of an online program. This program gave her a chance to dance in Miranda Cosgrove’s music video. Detwiler was very nervous when she auditioned because of the large amount of talent. Much like the show American Idol, she received a number and

waited to be called up. Despite the competition, Detwiler was optimistic. She got the part unusually fast because Cosgrove needed to shoot her music video promptly due to her upcoming tour. Because of this rush, Detwiler’s audition they called her to come back to L.A. and be a part of the music video just three hours after her audition. She describes the overall experience as “surreal and enjoyable.” Aside from being in a music video and participating in several plays, she has acted in a pilot for a new T.V. show

that she hopes to be on television. The show follows three couples in the acting industry business with different

plotlines going on within each couple, dealing with issues relating to the acting world, trying to make it to the big time, despite obstacles. Not only does Detwiler act and sing, she directs. Detwiler’s first experience in directing has been an exhilarating experience for CCA’s One-Act. Her play was an upcoming one-act play based off of the Dr.

Seuss book, “Oh, the Places You’ll Go.” She wrote the play and auditioned the actors herself

with the help of her co-director. The process of auditioning actors was odd to see, since she herself

auditions. She made an emphasis on wanting for people to be real in their acting and not totally transform into their character, but to adapt to it. Detwiler and her co-director and boyfriend, Izzy Pollack used lines from the book, but added music from artists such as Lady Gaga and Adele to modernize the story. Detwiler is very dedicated to her career in acting, but stays committed to school and her education while recognizing the need to balance acting with grades. Though she has her ambitions in acting, she also wants an opportunity to try other endeavors. In the future she hopes to get into UCLA and “delve into an acting major and some sort of television and film production. [I would like to] mostly produce shows, behind the scenes and act as well.” Detwiler feels incredibly fortunate to have great parents and boyfriend, Pollack, who is also an actor, to support her. She firmly stands by and advises that “in everything you do, you have to be yourself, regardless what it is. [Otherwise] You will never be happy that it wasn’t your true self.”

Lily DetwilerBy Rithika Verma

photos courtesy of Lily Detwiler

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Academic TeamBy Glenn Borok & Garrett Peterson

Only seconds remain on the clock and sweat is visible on the brow of every player. The players’ mouths are dry and their hearts race. These last moments will determine which team emerges victorious. This may sound like a description of a CCA sport team’s game. You may be surprised that in fact this description applies to CCA’s Academic Team. For those of you who are not familiar with the Academic Team, here is a brief overview. CCA’s Academic Team competes in the North County Academic League (NACL) Coast Division, which includes schools such as Torrey Pines, San Dieguito Academy, and La Costa Canyon. At the end of the season, the top two varsity teams in each of the NACL’s four divisions advance to the playoffs. Academic Team meets focus on answering scholastic questions as quickly as possible. In meets, there are two different types of questions: toss-ups and bonuses. Toss-up questions can be answered by a single player on either team while bonuses are awarded after a team

correctly answers a toss-up. Also, there are varsity, junior varsity, and freshman teams. Players are assigned to a team based upon their grade level, though in some rare cases a player will be moved to a team above their grade level.

The Academic Team season is currently over with the varsity team placing second in NCAL playoffs. The team went into the playoffs with a considerable amount of skill, resulting in an excellent finish to the season. As Sarah Spiegelman, co-captain, commented, “I think that we have a very strong, well-rounded team. That being said, we are especially strong in science and math.” The varsity team indeed fared very respectably, losing only one match against Torrey Pines at the playoffs. When asked about how his team fared in the playoffs, Brian Shay remarked, “We played some excellent games. I feel that this year our players really came together and made themselves as strong as possible.”

The junior varsity and freshman

tournaments, on the other hand, were held at our own CCA campus. Unfortunately, the junior varsity and freshman teams did not proceed to the playoffs this year. The junior varsity team, coached by history teacher Timothy Stiven, did tie for first in their division. However, the Torrey Pines team’s superior standing with respect to overall points served as the tie breaker. Unfortunately, in the junior varsity and freshman divisions only the first place team advances to the playoffs. The freshmen team, coached by math teacher Joe Shea, also had a successful season finishing at a respectable three wins and one loss. Their record placed them at second in their division.

So now that you have a better understanding of what the CCA Academic Team is, you might consider going to a few meets next year. If you do, you will have the opportunity partake in the heart-pounding experience of watching your fellow CCA students solving an indefinite integral with only seconds left on the clock.

Not all teachers always knew what they wanted to be when they grew up. John Danssaert, a CCA physics teacher, is a prime example. As a young boy living in Solana Beach, he imagined himself doing something that allowed him to be outside and stay active. Danssaert added that he might have liked

By Hannah Barker

to be “a park ranger or something.” Instead, Danssaert ended up majoring in Mechanical Engineering in college and pursued it for eighteen years. It was not until eight years ago that Danssaert switched professions to become a high school physics teacher, credentialed to teach math and science.

Danssaert attended night classes for a year to earn his teaching credentials. Upon completion, he became a student teacher for Physics at La Costa Canyon High School. It was at LCC that Danssaert experienced one of his most memorable and emotional moments as a teacher: “seeing the first seniors graduate and then like realizing that [he] wouldn’t see them again.”

It is hard to imagine that Danssaert had “no thought of actually being a teacher.” It was not until he decided he needed to break from the corporate mold that he considered teaching. In his transition, Danssaert cited that he credits his change of heart partially to his desire to coach, he explains that he “wanted to get into coaching stuff because [he] played a lot of sports” throughout his life. In high school, he enjoyed playing basketball, surfing, and other sports.

Teaching has become more than a

job transition. He has grown to enjoy teaching and admits that he thinks “that a lot of adults get really boring.” As a part of his everyday teaching method, Danssaert tries to make his lessons “fun and light-hearted” in addition to making “jokes a lot [and throwing] things around the room.” However, he values his connections with students more than the everyday lessons. He truly believes that being a teacher is about “really trying and caring about what is being taught, and showing some kind of passion for it.” Danssaert adds that “kids [need to] feel that the teachers care about them.”

All in all, Danssaert’s journey as a teacher “has been an interesting roller coaster ride.” He hopes that every student who leaves his classroom leaves with an “appreciation that whether you’re a scientist or not, there are some really neat ideas to be learned from science or from the people that have developed all of the science ideas we try to get across.” As for the future, Danssaert is tight-lipped. The only thing that he would share is that his journey as a teacher has been a good ride” and he does not know “how long the ride is going to last.”

Dancing with

Danssaert

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A Right-Handed WorldBy Kailie Dishong

Being left-handed isn’t simply just another way to be. Being left or right-handed has to do with how each side of the brain relates to each other. Evidence even supports the idea that there are clear and distinct differences in the way left-handed and right-handed people think. Differences include things like using their right side of their brain to think more. There are obvious disadvantages to being left-handed; from trying to use those infuriating scissors made for right-handed people, to getting pencil smudges all over the side of their hand while writing across paper, lefties seem to have it harder when it comes to everyday activities Although inclined in specific areas, left-handed people mostly have trouble handling objects like power tools, school desks, and computer mice, especially when they are made for right-handed people.According to Scientific American, about fifteen percent of people are left-handed. Among that fifteen percent are plenty of famous people, including President Barack Obama, Paul McCartney, and Benjamin Franklin, who have clearly demonstrated that being left-handed is not a disadvantage. Even our very own CCA teacher, Timothy Stiven, who happens to be dyslexic, is left-handed. Mr. Stiven says “lefties were beaten and shamed out of being left handed just a generation before me, but I love being left-handed.” He adds, “a lot of famous people are left-handed and are very creative as well as artistic.” Though, he says, “writing with a pen is a ‘drag’ [play on words] because you drag your hand across the ink. You learn to become ambidextrous for all things that require the right.” Stiven says. While there are obvious advantages to being right-handed, there do tend to be certain things that come easier to left-handed people. Studies, according

It’s time to unravel the mystery of that station next door. They are behind large wooden doors, through a hallway and around a corner waiting for you to need their help. You pass by them every day; they are firefighters, in our community, put here to

Fire Station RevealedBy Alison DelNegro

protect us. I went beyond the doors to reveal the truth about the firefighters. I was given the opportunity to meet with four out of the twelve firefighters that work at Station 47 located next to CCA, including: chief, Dave Connor, paramedic, Brady Holden, firefighter, Don Green and engineer, Marcus Tarver. These are the four men that work in Division B. They are on call for 24 hours at a time and rotate with Divisions A and C that also live in the station. This station is responsible for the area around Camino del Sur, past Cathedral Catholic High school, down to Highway 56 and wherever assistance is needed. They can be called anywhere at any time for as much time as an hour to a few weeks depending on the situation. They are considered a slow station due to the communities’ characteristics and receive one and a half to two calls a month. Twenty percent of their calls include fires and the other 80% are requiring paramedic attention. On a regular basis the men train, run tests, check equipment and tend to their personal responsibilities. Each worker is required to train for two hours a day. Holden specifically does a lot of studying of new equipment needed for paramedics, new procedures for paramedics and chemical information. Holden and Connor are also the “maids” of the living quarters; they keep the facility clean and take care of the general house work. This station only has one fire engine and it is Tarver’s main job to keep it in good working condition. He runs checks for about an hour everyday on equipment, brakes, the hose and makes sure everything is set in case of a call. It is required by the state for all of the equipment, fire engine and station to be running and functional at all times. The men also do a lot of training, including running tests with the equipment and making sure they know how to use the tools in their training area located near the airport. They also meet with other stations in the area to discuss strategies and techniques of what to do in case of an emergency. Division B receives ten days off a month to live at home with their families. “It is very difficult for us to be away from their families for long periods of time and it does cause a lot of stress.” The main aspect of this is the “different atmospheres between in the station with the other firefighters and at home.” Especially after something terrible has happened on the job, the men find it hard to bounce back and go on with their lives in their home environment. However, at this particular station traumatic incidents are rare. These men need to rely on each other as coworkers and as roommates. They seem to get along with a lot of laughs and good times. However, they are beginning to hear “thank you” less and less from our community. They are ready every day to come help anyone in need and showing our appreciation to these hard working men will really show them that you care.

to Burlington News, show that there are aspects that propel left-handed people above others in things like achieving a higher I.Q., multitasking, adaptability, uniqueness in arts, and sports. The brain is wired so that the left side of the brain controls the right side of the body and vice-versa. This is why, for left-handed people, the right side of their brain is more dominant. The right side of the brain tends to deal with things like creativity, fantasy and imagination due to the fact that the right hemisphere of the brain is the dominant side, and that part of the brain is associated with creative, non-linear thinking. Because of this, lefties are often more creative and artistic. Though this does tend to be common, it may not always be the case. Despite their achievements, there are many misconceptions about left-handed people. People sometimes describe lefties as clumsy or awkward, which can be explained by the large number of right handed tools. Most objects, power tools, door handles, things that we use every day, are made with righties in mind. Another, more extreme misconception of left-handed people is that they will die approximately six to nine years earlier than right-handed people. This idea first came about in a 1991 study that has since been discredited. Doctors say that there is not a specific gene in the body that is the main cause for being a left-handed. Scientists do agree that it is a trait common within families, especially in a pair of twins, where there is an increased chance that one of the two will be more dominant in their left-hand. Though there will be some people that love the fact that they are lefties, there does tend to be occasional irritability about the awkwardness being left-handed entails. When it comes down to it, it’s not the easiest thing in the world to be a lefty. Despite being a minority, it seems like lefties are in their right mind.

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meetadministration

Here at Canyon Crest we have three hard working administrators. They handle administrative tasks like testing and scheduling for all students. You may have seen them walking around campus with their walkie talkies, perhaps on their way to a meeting. One of the two assistant principals her at Canyon Crest is Elise Davies. She was born in San Diego, but moved throughout California as a child. She majored in history but upon ending her studies she decided not to pursue a career as a teacher. Instead she went into business management, working for Enterprise Rent-A-Car, but quit after five months because she could not stand it. Mrs. Davies started volunteering at Torrey Pines High School and found her calling in teaching. She then taught history at Torrey Pines for six years. Three years ago she decided to study administrations, as she did not want to get her master’s degree in history or education. Outside of school, she is a big fan of American Idol and Top Chef. She also loves to travel to tropical locations and has in the past run two marathons. This is Ms. Davies’ first year at CCA. Ms. Davies works with Mrs. Stroud, and each assistant principal monitors half of the student body. Though they do handle discipline, their

responsibilities extend to all sorts of student-related issues. They both help students with learning disabilities, students with psychological issues, and others. They are also responsible for administrating tests and working out, organizing, and executing the master schedule once students have signed up for classes. Mrs. Stroud started working as a teacher in her hometown of New York. She first worked as an administrator of a school in Chapel Hill, North Carolina because she found Advancement Via Individual Determination (AVID), a college preparation program for high school students, there interesting. She fell in love with San Diego after visiting the city for a conference associated with her job. She then applied to several districts in San Diego but found most them would only hire staff from within their district. However, the San Dieguito Unified High School District (SDUHSD) was willing to give her a job. She has now lived in San Diego for thirteen years and has worked at Canyon Crest Academy for four years. Stroud is a passionate movie-goer and is a member of the San Diego Cinema Society. To her, “movies are a great escape and you can just be passive [while watching them] because someone will have a solution.” She also loves to read all genres of books.

Stroud remembers enjoying Catcher in the Rye and Black Boy in high school, and is currently reading the Harry Potter series for the first time. Ms. Stroud also confessed to being a Twilight reader. She was skeptical at first, but found she enjoyed it.

Principal Köhn has lived in San Diego for a little over twenty years. He moved here after he concluded his graduate studies in conducting. His transition to being a teacher occurred over just a few days. On a Thursday he was still a practicing musician and private teacher. However after an interview on Friday, he was hired. By Monday he was teaching music at Coronado High School. When CCA was first being built, he proposed an arts program, Envision, which was approved by the district offices. In his day-to-day responsibilities, Köhn performs tasks similar to the assistant principals; however he has more contact with the district office. Köhn also handles high level conflicts or problems within the school. He was a musician in his past and still loves it. Köhn enjoys going to shows, playing, and listening to music. His favorite genres are jazz and old school R&B. He also loves movies. He prefers classic films but appreciates more recent filmmakers such as the Coen Brothers for their character-heavy productions.

your By Henry Uhl

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Sam the

“I don’t really have culinary

technique. That’s why the term ‘Sam the Cooking Guy’

works...

Cooking Guy8

By Arianna Irwin & Jessica Mersten

Our heads perked up as another person opened the door of Starbucks. It was not him, another false alarm. We sat twiddling our thumbs impatiently waiting to hear his footsteps. As big fans, we wanted everything to be perfect. We switched back from indoor seats to outdoor, rearranging the chairs and tables, our nerves building the whole time. Finally we heard his footsteps, and jolted from our chairs, eager to shake his hand. Only a few minutes later, we found ourselves seated on an outdoor bench, with Sam the Cooking Guy sitting across from us in black framed glasses, worn jeans, and sandals. For those who do not know him, Sam the Cooking Guy host a local cooking show on channel four. After we mistakenly called Sam a chef, he corrected us and defined himself as just a guy who cooks. “I don’t really have culinary technique. That’s why the term ‘Sam the Cooking Guy’ works... To me, a chef has had a lot of culinary education or spent a lot of time in a restaurant. So cooking guy was to let people know that I was just a guy that cooked,” he explained. Sam grew up in Vancouver, Canada, the youngest of four boys and the son of a very talented cook. He played softball, trumpet, and a bit of rugby. As a teenager, he attended Brentwood College, a prestigious Canadian boarding school. Throughout his childhood and until he reached his forties, he had no idea of what he wanted to do with his life. “You know I did stuff because you have to grow up and start making money at some point. I followed one of my brothers through a lot of what he did when he was getting older,” he stated. When his brother studied marketing and moved to Toronto to work for an advertising agency, Sam followed suit. One of the agency’s clients owned a chain of frozen yogurt shops, and Sam and his wife Kelly quickly found themselves in Phoenix, opening a new store. “It was all fun, but there was never anything I did where I was like, ‘Wow I really like that and I’m really happy.’ So I ended up with a series of just jobs. They were okay, I mean before this I was a director of operations at a biotech company, but I was miserable. Miserable.” After he quit his job, Sam decided to host a travel show, despite having no prior TV experience. “It just seemed like I could do this. It would be a normal guy showing how to go to complicated places like Hong Kong and Japan,” he explained. However, Sam’s show was quickly put on hold after September 11, 2001, due to heavy restrictions on travel. But Sam now knew he wanted to be on TV and he needed to find a job. Often home alone watching TV, Sam noticed that TV chefs were creating meals that were difficult to replicate. “I came up with cooking,” he recalled. “I thought ‘What if I just made something easy?’” After creating his concept, Sam scoured Rancho Sante Fe and Fallbrook for studio kitchens that he could use during the show. After finding nothing that suited his tastes, he decided to film in his private home. “One day I decided, ‘I just need to shoot this demo and I am going to do it in my kitchen and we’ll see

how it goes’. It’s supposed to be a show about regular people…the doorbell will ring and the gardeners will make noise outside and it all totally makes the show what it is.” Two times a month, Sam’s kitchen is filled with multiple lights, a camera, and his production team: the cinematographer and editor, Shannon, and the producer, Michelle. Production starts early and finishes later in the day. Occasionally, Sam and his crew film episodes at different locations, such as on the U.S. Midway or in front of his family home in Ontario. One of his favorite episodes was shot outside his home, during a kitchen renovation. “I decided to do a show in the cul-de-sac near our house. Everything that could happen that day did; the garbage man came, the Fed Ex guy came, the contractors came... it was a great show,” he recalls. Even though the show has great local acclaim, Sam hopes to expand his audience nationally. His show currently airs throughout Southern California, Arizona, and parts of the Eastern seaboard. Although he has no current plans for creating a restaurant or expanding his brand name, Sam continues to influence aspiring chefs everywhere through his line of cookbooks and series of live shows. Although he never expected to become a local celebrity, Sam is always happy to meet fans and discuss his latest episodes. “Everyday people come up and say nice things,” he describes with a smile. “I think the biggest compliment I get from somebody is you’re the same on and off TV. I’m only trying to be me.” Outside of his show, Sam enjoys watching the TV show “Chopped” and dreams of collaborating with other talented cooks, such as Jamie Oliver. “He’s got such a cool natural style, I’m really jealous of the kind of stuff he makes,” Sam describes. In the kitchen, Sam cannot cook without his signature ingredient, pepper, and finds inspiration in the flavors of Japan and China. If he were not a chef, Sam believes he would have been happy as an architect, a job he believes is a “great combination of creativity and brains.” To students who wish to also pursue a culinary career, Sam recommends doing something you love. “The reality is that you work like thirty percent of your life, so you better like it, I don’t care what it is,” he remarks. Sam attributes much of his success to simply being passionate about food, like any successful artist. “The musicians who are super successful are the ones who wanted to make amazing music. You got to chase the thing that makes sense. If you’re a great musician, you’ll be famous. Just work on that. I never thought about being famous, about people coming up to me in store, books or ‘The Today Show.’ I wanted people to go, ‘Wow, I can make that guy’s stuff.’” The questions come to an end and we emerge from the interview bigger fans than ever before. The meeting finishes with a few laughs and pictures. As we watch him leave, we can’t help but smile.

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The expansion of Canyon Crest Academy’s athletic program has been a challenge for the last seven years. Knowledge of the existence of actual sports teams at Canyon Crest Academy was scarce. However, our Athletic Director, Brian Baum, proudly stated that “CCA Athletics is [now] well respected across the county in many sports. The success of our programs over the past few years has put us on the ‘Athletic Map’ within the county. We have been well represented in the Valley League and North County Conference with seven league titles out of twelve sports so far this year.” But success, recognition, and respect were not easily attained, and the development and establishment of various competitive teams took years of hard work and many hours of effort and dedication on behalf of student-athletes, coaches, and administrators. For several years, our neighboring high schools, Torrey Pines and Cathedral Catholic, have both drawn crowds and attention from the community, as they have maintained their athletic prowess and reputation as home to some of the counties’ most decorated athletics programs. But little by little, the Carmel

Valley community began to notice the emerging athletic program at CCA, the “small art school” at the end of the road, and the hard work and commitment that so many coaches and players dedicated to the development of competitive sports teams. Katie Twyman, a CCA senior who has participated in six sports recalls that “once CCA girls’ basketball won the CIF championship in 2009, other schools and CCA students acknowledged our athletic accomplishments. [That] was the first time, I felt, that CCA was not looked at as only the ‘art school’ but also an ‘athletic school’”. Chris Black has been coaching the CCA varsity girls’ tennis team for the past six years, and has also been with the boys’ team for seven years. He believes that “every year since the very first, CCA has managed to increase its athletic success. Year after year, new sports are boasting league championships and positive results. It’s pretty exciting to see and a source of real pride for our school, [and] I think there definitely is a school-wide appreciation for how far athletics has come.” Tom Lockhart, Head Coach for the Boys’ Varsity Soccer team for the past six years, stated that “high school

athletics are part of the high school experience. When [the boys’ soccer team] first started a lot of teams saw it as a joke and an easy win. The only way to change those attitudes is to beat them and work hard. The Saints coach told his players that CCA would be the hardest working team they would face this season; keep in mind they play in a league with University City, the CIF Champions. In athletics, the way you earn respect is through your record and what you do in games. We have earned respect because we are a good team who plays the game the right way.” Brittney Meredith, a senior, has participated in the CCA Women’s Softball program since she was a freshman. Since her first year as a player on the team, she “[has] noticed the same trend that a lot of other CCA athletes are likely to acknowl-edge- the fact that [athletics] have gotten more and more competitive. CCA was known for so long as being simply an arts high school, but we are steadily gaining a reputation for sports as well. Judging from the support of this year and last years’ vol-leyball and basketball games, I am certain the students at CCA have started to recog-nize and appreciate our sports teams.” Guy Giubilato, a four-year varsity

We’ve Come A Long WayAthletics

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In athletics, the way you earn respect is through your record and what you do in games“

tennis player, agrees with Meredith, stating that “sports have become more serious. The players are more competitive, the coaches are knowledgeable in strategies and tournaments. CCA sports and recent success is bringing in more banners [and] as multiple sports teams and athletic programs have become more success full, more people have come out to support CCA athletics.” Ryan Johnson, a four year volleyball player, is another senior student-athlete who believes that “the school does an excellent job in recognizing our student athletes and programs through a variety of different resources. The recent success of our teams and students athletes has helped us gain a lot of exposure in local media, North County Times and San Diego Union.” Over the last several years, the competitiveness and success of the athletics program have helped to boost CCA’s attendance at games. As our athletic programs have gained momentum, and students’ awareness of teams’ victories has increased, so has our general school spirit and support for our sports teams. Brian Doyle, a senior and participant in both the Boys’ Varsity Volleyball program and a four-year player for the Boys’ Varsity Soccer team, says “Throughout my time as a CCA athlete, I have seen our sports teams’ success skyrocket...I absolutely feel that kids around school as well as my classmates have started to respect the athletic programs on campus and that appreciation has slowly grown over the years.” Black seems to carry that same perspective of the shift in student awareness and support of athletics at CCA, asserting his opinion that “there definitely is a school-wide appreciation for how far athletics has come and a genuine desire to work with our student-athletes. I definitely feel like my colleagues have supported our teams and my athletes. I think over one-third of our campus plays in a competitive sport, so to say that athletics aren’t an important part of the CCA culture would be a fallacy. While our reputation away from campus may suggest one thing, the numbers

show that athletics are a valuable part of our school’s identity.” Twyman assesses the change in how opponents now view CCA athletics: “Other schools have definitely learned to respect the way we play and compete. As an underclass-man I played against teams from private schools and it was an embarrassment for them to lose to us. But now the other teams realize the competitive nature and talent of our ath-letes and acknowledge the sportsmanship and dedication we have shown to represent CCA as a remarkably multitalented high school. We have also been recognized and ranked in many sports within San Diego and even the country.” Though CCA students may not con-sistently attend all athletic events, senior James Lewis claims that “there are some occasions where it feels as if the student body has truly come together to support our athletic teams in their CIF playoff games or major home games. There have been several games this year where I can recall the energy and passion from the CCA crowds was amazing, and I was so proud to be a Raven!” Lockhart also noticed the increase in school spirit this year, claiming that he “saw an increase in student support [at athletic events] this year, [especially] when we played Tor-rey Pines in a scrimmage. We had 100 fans, give or take, watching a scrimmage. The game meant nothing, and yet CCA students were there supporting boys’ soccer.” Twyman summed up her pride as a Canyon Crest Academy student-athlete, saying “I feel so fortunate to be a Raven and part of a school and community that is so respecting and supportive. It has been a phenomenal ex-perience for me to participate in CCA athlet-ics, and I am so proud to be a part of so many athletic accomplishments. The best part is that this is just the beginning of a recognizable and successful high school athletic program.” And as Baum said, “the CCA community should be very proud of their student athletes and programs; they have come such a long way in seven years. I can only hope that our athletic programs’ success continues in years to come.”

The breakdown of the fall, winter, and spring sports that won banners during the 2010-2011 school year:

Fall SportsGirls VolleyballBoys Water Polo Girls TennisGirls Cross Country

Winter SportsBoys BasketballBoys SoccerGirls Soccer

Spring SportsBoys TennisBoys VolleyballBoys SwimGirls Swim

Banner Winners*2011

11PULSE MAGAZINE . VOLUME 6 . ISSUE 4 . { FOR MORE VISIT : WWW .CCAPULSEONLINE .COM }

Brief cruise through the supposed “hip-hop” radio stations in San Diego (90.3 or 93.3) reveals just how far hip-hop has strayed from the days of NWA and KRS-1. Yet, fear not (Especially feel not the fear of God). Some artists are keeping it real. When it comes to Pusha-T of Clipse, think Chuck Close real. That’s right, superrealist. Pusha-T is one half of the Virginia based hip-hop duo Clipse. His older brother, Malice, forms the other half of the group. Previous work by the Clipse is dominated by one major theme: cocaine. From dealing cocaine, to “ducking the feds”, to spending “dirty money”, Clipse offers a highly detailed picture of the life of “the arrogant drug-dealer.” Despite the risks and obvious dangers of drug use, Pusha-T’s emphasis and glorification of his elicit career path provides for a raw and harsh rap album.Recently, Malice has taken a sabbatical from the recording world after experiencing a religious revelation. His come-to-Jesus was fueled in part by the incarceration

of his longtime manager Anthony (Tony) Gonzalez. As his brother faded from the limelight, Pusha-T was signed to Kanye West’s record label Good. Since then, Pusha-T has been becoming increasingly more active in the hip-hop community. Enter Pusha-T’s mixtape titled, Fear of God. The mixtape is a solid, virtually studio-quality release. Its thirteen tracks feature some artists worthy of mention such as Rick Ross and Pharrell. There is no question, however, that Pusha dominates the show. The quality of Pusha-T rests not only in his intricate word play, but also his flow that places him “in the company of” artists such as Jay-z and Tupac. For those of you who are already fans of Clipse, you have likely already downloaded an enjoyed this new release. For those of you who are not familiar with Clipse or Pusha-T, go on and check out this tape. It’s free, so obtaining is going to only cost a few moments of your precious time.

1. Wiz Khalifa’s “Black and Yellow”“Black and yellow/ Black and yellow/ Black and yellow”I have heard many a repetitive song in my day. This is just ridiculous.

2. Rebecca Black’s “Friday”“We, we, we so excited/We so excited”No one knows how this cover of a classic Bob Dylan song was commissioned. This is the song that got me through the Vietnam War. I was in a helicopter over the jungle in the midst of the Cold War (“Everybody’s Russian”) when Lyndon B. Johnson turned to me and said, “Don’t worry, Crystal. You got this, you got this. Your friend is by your right, ay. I got this. You got this. Now, you know it.” If she does end up at Cathedral next year, one can assume how the first day is going down. “Which seat can she take?”

3. Willow Smith’s “Whip My Hair”“I whip my hair back and forth/ I whip my hair back and forth/ I whip my hair back and forth/ I whip my hair back and forth”Which haters be hatin’ on you, girl? The school bully? What party are you going to? Chuck E. Cheese? Why are you whipping your hair? What does that accomplish?

4. Katy Perry’s “Firework”“Do you ever feel/ Like a plastic bag/ Drifting through the wind/ Wanting to start again?”No, I have not. You already lost me at the first line. Not once in the lowest depths of my upper-middle class teenage girl existence (I’m assuming that’s your audience), not once while mowing down rocky road ice cream on a Friday night in my friend’s room crying over the cute guy in my math class who just asked Becky to prom, have I paused briefly in my bawling to exclaim, “I don’t know, man! I just feel like a plastic bag right now!” No, I have never felt like a plastic bag. No. Just stop.

5. Taylor Swift’s “Mean”“Someday, I’ll be/ Big enough so you can’t hit me/ And all you’re ever gonna be is mean/ Why you gotta be so mean?”It’s been four years since your debut, and you’re still singing about the same thing. Honey babycakes, I really tried to like you, but I just can’t. Your external locus of control is outta control. Back me up here, AP Psych kids. We get it, alright? He’s popular, you’re not. You’re not even in high school anymore (psst, you’re 21! You can drink!). You’re also no longer living in a small town (you’re touring around the world!). So, I really don’t understand why you’re still writing songs about this.

5 Worst Lyrics of the 2010-11 School YearBy Crystal Long

Many of you familiar with the stylings of Hollywood Undead will remember the pure shock that came with the news that Deuce (Aaron Erlichman) had been kicked out of the band. I for one thought that this meant the end of the band as a whole, judging that Deuce really was the backbone of the whole group. However in late 2010 the band hired Danny (Daniel Marrillo) to replace Aaron. At first I, and many other HU fans were skeptical, but then the album American Tragedy came out and proved me wrong. Danny easily replaces Deuce, though he has his ups and downs in this new album. This list will guide you through some songs with a system of squares. ( = Highest, = Lowest)

Been to Hell (3:23) Lyrics are really solid, tells the story

of the hopes of coming to Hollywood

to make your dreams. The beat is very rock instead of rap, however the chorus could use some work.

Apologize (3:27) This song heralds back to the old

HU with a fast party-like beat, in-your-face lyrics and a story of never apologizing for previous behavior.

Comin’ in Hot (3:43) ½ A definite party song, No real

substance to it though. Still worth a listen though and the chorus is definitely memorable.

Comin’ Back Down (3:23) Heart wrenching ballad with

anthemia elements and an amazing chorus. Danny really displays his voice here.

Le Deux (3:45) ½ Extremely similar to a HU classic

Everywhere I go just as much staying power.

By Garrett Peterson

By Alex deVleeschauwer

entertainment

12

Addressing the Issue of Gang Violence in North County.

For most of CCA’s student body, the issue of gang violence seems a distant one, more real in the media and music than it is in the streets of our safe, affluent neighborhoods. Throughout the rest of the county; however, gang involvement is a more concrete and per-vasive reality, and many of those drawn into its tragic vortex of crime and violence are no more than teens, many of whom might blend in seamlessly into our own campus. The process of dealing with both the surface and root causes of juvenile gang involvement is a nuanced and complicated one, according to Jason Rasch, who deals with such a problem on a daily basis in his capacity as supervising officer at the San Diego County Probation Office (which covers Carmel Val-ley). Rasch says that the stereotypical image of gang violence (rival gangs staging cross-town “turf wars”) no longer really applies, and has in fact been a declining problem in the county. Even drug dealing is also no longer the key component in gangs’ money-making ventures, as, in Rasch’s words, “You can only sell narcotics once, but human trafficking, sex trafficking, prostitution…they’re going to go to where the money’s at.” This new reality was demonstrated in mid-April, when 38 gang members from Oceanside, one of the most gang-ridden areas of the county, were indicted by the federal government for run-ning an underage prostituition ring.Tragically, many adult leaders of gangs exploit the justice system’s leniency towards juvenile offenders, who are often put in rehabilitation programs instead of jailed long-term, to involve young people in crimes ranging from drug dealing to robbery, often arming them in the process. On the face of it, gang involvement seems a high-risk, low-rewards proposition,

but there are many powerful cultural and personal motivators driving teens into such circumstances. Many young adults growing up in crime and gang-afflicted areas often have difficult relationships with their families. “To belong to something is often a missing component in their lives at that time”, says Rasch, who also feels cultural pressures (the glorification of gang life in mass media like TV shows and rap music) have led many of the young people he works with to gravitate towards gang life. Even more powerful than pop culture is social influence; teens can “inherit” gang membership from their family, who may have been involved with a certain faction for generations. Rasch explains that “If you’re dealing with ‘Johnny’ who’s not only an ac-tive gang member but whose whole family line has been involved with gangs at some point in time, it’s very difficult to get ‘Johnny’ out of that lifestyle because it’s all he knows.” Rasch and the Probation Office run a variety of programs to help mitigate such problems, with the main focus on intervention,

prevention, and suppression among the 14-25 age group, which is the most susceptible to gang involvement, a process that starts with their families. “Someone needs to acknowl-edge the red flags, and it has got to start in the home”, Rasch says that many parents are blind to or unwilling to accept the reality of their child’s role in gang violence. Ultimately, however, it is the kids themselves who control their destiny when it comes to entering a life of crime, as Rasch bluntly says “If they don’t want it, it’s not going to happen.” Such scenarios can make it very hard for a young gang member to fully “get out” and extract himself from the criminal lifestyle; more than just personally difficult is the potential physical harm that they may en-counter from former rivals who may not rec-ognize or care that they are no longer active. Still, those teenagers who do attempt to end their involvement with gangs may be making the safest choice, as Rasch offers a final piece of advice. “If you’re a teenage gang member, there are only two ways to go; you end up in custody, or you end up in the ground.”

“You can only sell narcotics once, but human trafficking, sex trafficking, prostitution... they’re going to go to where the money’s at ”

PULSE MAGAZINE . VOLUME 6 . ISSUE 4 . { FOR MORE VISIT : WWW .CCAPULSEONLINE .COM }

5 Worst Lyrics of the 2010-11 School YearBy Crystal Long

By Nachi BaruJan Carstens

feature

13

A look at

I took the one less traveled by (and that made all the difference).

Major Matters

Page 19.

Examining whether college majors determine what you are going to

do for the rest of your life

What are those CCA graduates up to now?

Alumni

Page 20.

Yourfuture

Page 15.

The Road Less Traveled

photo by CCA yearbook

photo by Jason Schechter

14

“

As a senior, I have been through the motions of high school. I’ve found organizations and activities that interest me, I’ve honed my skills, and I’ve refined my academic record. However, to this day I cannot answer that ubiquitous question I’ve been hearing since I was seven years old: “What do you want to do when you grow up?” That question stifles me. There is such a wide array of topics that invigorate me, how am I expected to choose one? I’m only seventeen, after all. I was always told that college is a time to explore your interests, but I was skeptical. Because I heard that colleges expect you to major in something, I believed that that major will then automatically turn into the answer to that question. So I became very picky with my prospective majors. I thought, “Well, English won’t lead me anywhere,” and “What if I change my mind about psychology?” I was confused by my peers pursuing Musical Theater, such a specific major, and admired those going into pre-med, for such a commitment. However, despite the many students who believe as I did, your major does not necessarily brand you with a career. Roxanne Farkas, a UCSD career advisor since 2004, works with alumni, undergraduate, and graduate students to find internships and jobs. She discloses that the average adult of this generation will supposedly change jobs fifteen times in their lives. This is not surprising, considering that over half of college students change their major at least once. She says, “I think the myth that students [believe] is that [they] have to choose a major and become that.” When starting at a university, freshmen have various motives for choosing a major. Some choose based on what is most employable, and what will lead to the highest paying job. Others choose based on one thing they were passionate about in high school. Allyson Dexter, a CCA

counselor, says, “Most students don’t know what they want to major in. They’ve been influenced by parents and peers, but they have no idea about their intended plans for their education.” That’s where people like Farkas come in. Undeclared freshmen often visit her to find some sort of direction. “I never select a major for a student,” she says. However, she does administer career assessment tests that measure students’ interests and values. She then has conversations with them to determine the line of work that would fit them best, and what path they must take to get there (i.e. whether graduate school is necessary). A student that meets with their career advisor early on, as opposed to waiting until senior year, then can make a more educated decision as to what path to take. Some “hot jobs right now,” as Farkas describes them, are “in health care, environmental, government, anything with energy, and anything with computer science.” With the exception of some of these fields (which require an educational background), Farkas says “I think all majors can lead to a good opportunity if a student knows how to network correctly.” “It’s about timing and who you know,” she continues. She emphasized websites like LinkedIn.com, which is “like a Facebook, but it’s professional. It’s like an electronic Rolodex.” It includes an electronic resume and a summary of your interests. People can then go on your profile and endorse you by writing recommendations, to which employers then have access. In the age of social media, connections in the business world are essential to getting a job, perhaps even more so than what one studies in college. Dexter emphasizes the importance of “soft skills,” such as “how well you work with others, responsibility, and efficiency.” Farkas continues, “You actually will use interpersonal skills to get you a position that you may

Does your Major Matter?By Maia Ferdman

Page 20.

opinion

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not have an education in.” Skills like communication and writing are important for every job, she notes, more so than a college degree in that subject. “Employers look at your personality. They can intuitively tell what you’re like. They actually look at if you’re a match with their company, and if your values align with what they’re looking for. The main things they look at are if you’re flexible and innovative, and they like younger generations who can create and develop.” She adds that employers want applicants “who are not only academically inclined, but who are interesting. Who can maybe speak a foreign language, or have traveled, who like to draw, who were part of a Frisbee club, who have leadership roles, who take that on not only in high school but also in college.” According to Farkas, these activities and broader backgrounds have a much heavier influence than a person with a relevant major. For most then, your major is what you want to learn for yourself more than it is something to add to your resume. Says Dexter, “College is about learning…My hope is that people [pick a major] based on what their passions are, over ‘I’m good at this’ or ‘[this is] more hirable.’” Dexter herself majored in Human Development, and only later did she get a Master’s degree and pursue counseling. With relation to her own job, she discloses, “I probably won’t do this forever. It’s draining.” Some of her future aspirations include “flipping houses” and opening a wine bar and brewery, both totally unrelated to her focuses in college. Dexter spoke of the difference between broad and specific majors. Broad majors allow for a wide breadth of knowledge, while specific majors can be a boost for either graduate school or one’s resume in a specific field. Minors are also useful. “I think that students should major and minor in two separate things, because you never know... you might not be doing [the same thing] the rest of your life.” Minors can either supplement one’s major (i.e. a degree in International Relations with a minor in another language), or they can be a totally unrelated interest. However, getting a Master’s degree or doctorate can also be used as a chance to go into something specific, while college can merely be a time to

explore. Graduate studies have become increasingly prevalent among college grads, and these degrees will make for more competitive (and qualified) job candidates in a number of fields. However, your major does not have to preface your graduate education. “You could be a Psych major and then a pre-med student,” says Farkas. Then again, not all careers require more school. Farkas advises, “You don’t always have to go back to school. There are programs for accreditation, where you can get a business certificate. For example if you want to do event planning, you don’t need a second degree you just need a certificate.” She herself is training to be a yoga instructor, and is interested in horticulture (gardening), both totally unrelated to her major in Sociology. Internships can provide practical experience within a field. “You start to determine where your career goes once you’ve done internships. Because that is where you’re truly going to decide ‘am I in the right major or do I really want to do this,’” says Farkas. She also suggested to me that should I consider a career in writing, I should investigate the Writer’s Guild, and perhaps visit an event to mingle with writers. That way I can decide if I see myself in that space, and perhaps ask questions about that career. She suggested job shadowing or informational interviews (in which one merely sits down with someone and asks them about their career and what it’s like). “It’s better to first know [if it’s right for you] than to invest the time and money. You can just cut to the chase and not even go that route,” she says. For CCA students with a ways to go until college, Dexter advises to take advantage of the resources offered, such as the Naviance program. She also commends the interdisciplinary nature of CCA: “collaborations between different departments help students make larger connections. Working in conjunction fosters creativity, and future industries are looking for innovative self-starters that don’t wait for directions.” However, she continues, “On another note, I’d like to see CCA have a career day. We push college stuff and we’re great at job preparations, but what it means is that people go on autopilot.” She says students “want me to tell them

Teachers

!Many teachers’ majors do not align with their current careers.

Craig FoxSubject: EnglishUndergrad: University of California, Santa CruzMajor: PhilosophyGrad: San Francisco StateMaster’s: Creative Writing

John DanssaertSubject: Physics, AP Physics B & CUndergrad: University of California, Santa BarbaraMajor: Mechanical EngineeringGrad: Stanford UniversityMaster’s: Mechanical Engineering

Erica WilliamsSubect: ASB, Speech and DebateUndergrad: University of IdahoMajor: EnglishGrad: United States International UniversityMaster’s: Educational Administration

Vikas SrivastavaSubject: MIDI Composition, Recording ArtsUndergrad: University of California, San DiegoMajor: Sociology- Focus on Urban Studies & Ethnic PoliticsGrad: Harvard UniversityMaster’s: Education - Focus on School Design & Diversity

Jason ShanahanSubject: PE, Weight TrainingUndergrad: Cal State NorthridgeMajor: Kinisiology

Tom LockhartSubject: World History, US History, Sociology, Film & SocietyUndergrad: San Diego State UniversityMajor: Political Science

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where they should go to school. That’s a big deal. What they want is to put on blinders and earmuffs.” She says though CCA encourages creativity “not a lot of people bite on that.” She wants students to “take a step back and ask yourself ‘what’s right for me?’ We’re living in a different time. Most successful people didn’t go on a traditional path.” CCA’s own principal, Brian Kohn, majored in music and taught music at Torrey Pines. He soon became one of the founders of CCA, and brought his invention, Envision, with him. With relation to college he says, “Accept the

uncertainty of the next four years. It’s natural, it’s normal, everybody goes through it, don’t beat yourself up because you haven’t figured out the answers to your life in the next four years of college. Because you’re not [going to].” He continued, “It’s not about the grade. And ultimately it’s not about the paycheck, and it’s not about the position.” I certainly took that advice to heart. Because though looking ahead and thinking about what career I want to pursue is important, my major and ultimately, my college years, should resonate with me beyond that. In the next four years I can gain skills (such as leadership and innovative thinking) that will help me develop my identity and simultaneously make me more employable, while finding a major that invigorates me, plain and simple. Says Kohn, “you’re going to get settled into your life soon enough. Don’t be in any hurry.”

Jeannie Chufo Subject: ROP Business Management, AP English Literature, English Honors 9, Creative WritingUndergrad: University of California, San DiegoMajor: Developmental Psychology and World Literature

Jason MoldovanSubject: Honors Geometry, Honors Pre-CalculusUndergrad: University of Texas at AustinMajor: Applied Learning and Development (elementary and middle school education)

Rayna StohlSubject: DanceUndergrad: Southern Methodist University Major: Psychology, World Religion Grad: University of San Diego Master’s: Marriage and Family Therapy

Says Farkas, “I think the myth that students [believe] is that [they] have to choose a major and

become that.”!

.17

With graduation around the corner, excitement is spreading throughout the senior class. With this excitement comes a round of monumental choices. Students are always discussing possible college options, potential career plans, desired locations, etc. Most students in our area typically graduate and go to a four year university or community college, however there are hundreds of different possibilities and options available for each individual. Many students do not realize that there are many alternative options ranging from gap years, year-long programs, and more. Whether it is a little break, or a completely different plan, it can be just as educational as continuing school. It is important to weigh every option be sure that everyone is prepared and ready before they make a decision. According to New York Times, only half of students who enroll into a university in the United States graduated with a bachelor’s degree in 2009. Many students go to college unprepared and unready, and can end up going home and creating more obstacles for the future. Students often forget about every available possibility, and need to make sure they have a plan suited for their individuality. Amy Floit, a senior at CCA, is taking what many would consider an alternative route. After high school, she is planning on attending Makeup Designory, a school of makeup and cosmetics. She will be going to the location in Los Angeles, where she will take a six month course. She says she is an actress and has always been artistic, so she uses makeup as a way to combine the two. She would use makeup to dramaticize her own characters as well as other actors. Ever since a young age she has been doing her friends’ makeup, and says it has always been a pleasure for her. She is not planning on going to college in the future, and Floit says she wants to pursue a career as a full time makeup artist hopefully creating her own line one day. She does know she will eventually need to take classes in business, but for now she does not think college is right for her. When asked why she doesn’t want to go to college, she replies, “I already know what I want to do, and college would just be an extra step that

By Lee Brage

first but realized it was what he wanted to do and gave him support. After high school, Mike will go through nine months of basic training as well as Advanced Individual training. After that he plans on maintaining a job while working on his Military Occupational Skill level. He says he would like to go to school eventually, but prioritizes the military and a steady income. Until he graduates, he is required to go to a military base once a month for physical and basic training. He says that the GI Bill is an option for him, and that he may utilize it to help get him through college. I am also considering not going to college immediately after high school. I’ve never felt particularly

school oriented, and don’t think further schooling would benefit me yet. My main consideration for next year is serving for two years in the Israeli Defense Forces. I’m currently in a program called Garin Tzabar, that helps people from other countries move to Israel and enlist. This program also brings together other people from around the world considering this future together. There are monthly seminars all over the world. I attend one in Los Angeles where we all learn about what choosing this future could bring. The seminar attempts to prepare us for the difficulty and drastic change from home to Israel. Most of my family lives in Israel, and has served before me, as citizens in Israel are required to serve in the military after high school. At eighteen years old, men are required to serve for three years, and women for two. There is basic training for three months, then you get assigned a job. Each soldier takes a course for their respective jobs, and then essentially works for the rest of their service. There are hundreds of jobs, and there is no way to know what job you will get until you enlist. I also recently volunteered in the Israeli Army, which opened my eyes to how fulfilling it could be. There is a unique feeling that occurs when you know you are a part of something much larger than yourself. However, the IDF is also really intimidating, and I am not sure if it is the right path yet. I am also looking into other abroad programs and courses to consider. While college may be the perfect option for some, creating an alternative path could be more beneficial for others. Many people are scared of this option since it seems that the vast majority of students go straight to college. CCA is a very college oriented school, and with its unique schedule and classes many students feel the need to force as many AP classes onto themselves as possible, in order to continue down a strict path to a great school. Students can tend lose sight of everything but grades. While excelling in school and acceptance into college are both wonderful things, it is important to consider all options, not just all schooling options.

I don’t need right now.” She resents the stress that college puts on students, starting from the application process. Floit feels that the expectations for each pupil to be a star are unrealistic and she thinks she will be more successful going straight for her goal instead of going to school because it is the accepted thing to do. A second senior with an unorthodox plan is Michael Arsenault. He is currently in a branch of the army called the National Guard, which is a sector in between active duty and reserve. This means he is not required to be active all the time, but only to satisfy required amounts of service. He will be required to go in for certain amounts of time and do drills and learn. He has been a part of it since November 10, of this year. He discovered this through personal research. He says it serves as an “outlet for [his] patriotism” and he truly wants to help his country. His parents were reluctant at

The Road Less Traveled

19

Trish Hosein’s quirky vocals weave between deep drum beats and intricate string harmonies in her new song, “Lost Like You.” Throughout her three track release, Hosein dabbles in dark melodies while maintaining a level of bounce that keeps listeners captivated by her innovative style. This year, Hosein, a Canyon Crest Academy alum (’08), celebrates the release of her first album, Lost Like You, and an early graduation from the prestigious Berklee College of Music with a dual degree in Songwriting and Music Business. She attributes much of her success to Canyon Crest Academy’s rigorous schedule and the Envision Conservatory program. Hosein’s love of music began at an early age. She recalls, “I started performing for my family when I was really young... I didn’t start writing music until I started playing piano around age twelve.” In the beginning of her sophomore year at CCA, Hosein was admitted to the Envision Vocal Conservatory Program, where she excelled as both a singer and pianist. Vocal Conservatory Director Amy Villanova says Hosein was exceptionally ambitious throughout high school. “She and the other founding members of the vocal conservatory worked very hard to establish a very high standard of performance for the vocal conservatory,” recalls Villanova. “She was never one to shy away from the

spotlight and used that attribute to make herself known on campus as an artistic force to be reckoned with.” After graduating in 2008, Hosein was admitted to the Berklee College of Music. At Berklee, described by Hosein as a “top contemporary school” with “rock, hip hop and a very strong jazz program,” Hosein met many talented professors and students who inspired her to perform some of her own pieces. “It wasn’t until Berklee when one of my teachers said, ‘if you want to be a songwriter you need to write every day,’” says Hosein. Through her classes, she met her current band members Miles Hancock and Ricky Petraglia, who were an integral part of creating her three track compilation. In college, Hosein worked with Petraglia and Hancock to create music that addressed deeper social issues. Unlike many of her young counterparts, Hosein strives to write lyrics regarding subject matter often untouched by mainstream pop artists. “Music is a powerful social tool... for a long, really long time, people haven’t been saying much in their music. Pop music is great, there are your Ke$has and Britneys, but a lot of mainstream people aren’t creating music that has a deeper meaning than that,” she states. Next up for Hosein is touring at high schools, fairs, and local venues from

spring to late summer of this year. “I think high school and college kids are my target audience,” she states. “I think we’re going to cover twenty to twenty-five high schools, and at night we’re going to be playing at other venues.” Her new album, Lost Like You, is available for purchase through online stores such as Amazon and iTunes.

CCA Alumni: Where are they now?

By Jess Mersten

Trish Hosein

Class of 2008

20

CCA Alumni: Where are they now?

Tyler Wolfson was not always a professional race car driver speeding around a track at 180 miles per hour. Just three years ago, he was an average student at CCA, self- described as quiet, shy, and studious. Wolfson, who graduated from CCA in 2008, was on the surf team and the soccer team for two years, and remembers Surf P.E. as his favorite class. Wolfson first discovered his love for racing when he received his driver’s license the day he turned sixteen. “I drove fast to school every day, I was a reckless driver. I got into trouble with Mr. Köhn [Principal] and the police a lot,” says Wolfson, whose first car was a BMW 320 CI. At CCA, Wolfson says that the students, staff and his parents encouraged him to follow his dream of being a racecar driver. The idea of not attending college and becoming a doctor, lawyer, or entrepreneur was foreign to him, but his counselor and fellow CCA students supported his decision to become a professional driver. Wolfson took this advice to heart, and decided to pursue his true passion. After graduating high school, Wolfson attended Cal State Long Beach University to study finance, but decided to take a semester off to try out racing, and he hasn’t returned since. Wolfson then

attended the Skip Barber Racing School in Irvine, where on the first day, he hit a wall backwards and crashed at 180 mph. To his dismay, Wolfson was forced to get back into the car, but now he is thankful that he did. “The adrenaline rush, there’s nothing like it,” Wolfson describes of racing. While in racing school, Wolfson won his first race by a large margin, beating competitors who had been training since age five. Wolfson won Rookie of the Year his first year and was named Champion the next after winning six races, setting two track records, and being named champion of the 2010 MAZDASPEED Challenge, a race that is held annually at his racing school. This winning streak led Wolfson to receive numerous calls from some of the best professional teams in the U.S., including the Chris Smith racing team, which he accepted this January. Wolfson made his professional debut on February 4th at the Rolex 24 in Daytona, a 24 hour, 3,000 miles long race, where he raced with the Chris Smith racing team of three other racers to raise money for Cystic Fibrosis. Wolfson claims racing to be one of the most exciting things he has ever done, and that nothing can compare to the pure rush he feels while racing. A typical race that Wolfson partakes in is typically one to two hours long and the average lap speed is 100 miles per hour. After a race,

Wolfosn says that he feels “dead” because he is so exhausted both physically and mentally. Although technical skills such as hand-eye coordination, endurance, and fearlessness are crucial to racing, Wolfson claims that being business savvy is crucial for a driver to gain sponsorships to afford the expensive sport of racing. “40% is the ability to drive, 50% business savvy, and 10% marketing and self promotion.” Canyon Crest has greatly influenced both Wolfson and his racing career. Rather than attending business school, Wolfson was encouraged to pursue his true passion of racecar driving thanks to the creative and supportive atmosphere here at CCA. “I hope it stays a funky art school,” says Wolfson, “I hope it stays artistic.” So what does it take to be a champion like Wolfson? “Determination, focus, work, and ignoring people who tell you that you can’t do it.”

By Joelle Leib

Tyler Wolfson

Class of 2008

21

Academic Achievement

•Takeclasseswithfaculty whoareexpertsintheirfields.

•TransferfromMiraCosta toeveryCSUandUCcampus, plusprivateuniversities.

•Earndegreesandcertificates thatgetyouagreatcareer.

•Getatransferadvantagewith theHonorsScholarProgram.

Caring Community

•Getthepersonalattention youneedtosucceedin MiraCosta’ssmall-sized classes.

•Achieveyourgoalswith thehelpofMiraCosta’s caringstaffandexcellent supportsystems.

Beautiful Campuses

•EnjoyMiraCosta’sgorgeous campusesthatofferstate-of-the- arttechnologyandadvanced learningenvironments.

•Takeadvantageofbeingcloseto freewaysandtheocean.

MiraCosta College Offers:

“ I love the Honors Program because of the small class sizes, really motivated students and great professors! There are also a lot of events for the honors community, like conferences, volunteer activities and excursions. It’s a great preparation for transfer, and a lot of fun!”

—Liberty McDonald, MiraCosta honors student

www.miracosta.edu(760) 757-2121

www.miracosta.edu(760) 757-2121

MiraCosta College

CHOOSE TO EXCELGet a world-class education at just $26 per unit.

“ Because of the small class size you know your professors and the staff is really supportive. I love MiraCosta so much I even talked my little sister out of going to State —she’s atMiraCosta instead!”

—Kara Placek, MiraCosta sociology graduate who transferred to UCSD “ I’ve really enjoyed all of my

classes and I’ve enjoyed getting a great college education less than ten minutes away from my house.”

—Andrew Pinkard, MiraCostachemistry graduate who transferred to UC Berkeley

Academic Achievement

•Takeclasseswithfaculty whoareexpertsintheirfields.

•TransferfromMiraCosta toeveryCSUandUCcampus, plusprivateuniversities.

•Earndegreesandcertificates thatgetyouagreatcareer.

•Getatransferadvantagewith theHonorsScholarProgram.

Caring Community

•Getthepersonalattention youneedtosucceedin MiraCosta’ssmall-sized classes.

•Achieveyourgoalswith thehelpofMiraCosta’s caringstaffandexcellent supportsystems.

Beautiful Campuses

•EnjoyMiraCosta’sgorgeous campusesthatofferstate-of-the- arttechnologyandadvanced learningenvironments.

•Takeadvantageofbeingcloseto freewaysandtheocean.

MiraCosta College Offers:

“ I love the Honors Program because of the small class sizes, really motivated students and great professors! There are also a lot of events for the honors community, like conferences, volunteer activities and excursions. It’s a great preparation for transfer, and a lot of fun!”

—Liberty McDonald, MiraCosta honors student

www.miracosta.edu(760) 757-2121

www.miracosta.edu(760) 757-2121

MiraCosta College

CHOOSE TO EXCELGet a world-class education at just $26 per unit.

“ Because of the small class size you know your professors and the staff is really supportive. I love MiraCosta so much I even talked my little sister out of going to State —she’s atMiraCosta instead!”

—Kara Placek, MiraCosta sociology graduate who transferred to UCSD “ I’ve really enjoyed all of my

classes and I’ve enjoyed getting a great college education less than ten minutes away from my house.”

—Andrew Pinkard, MiraCostachemistry graduate who transferred to UC Berkeley

A look at the Future of

CCA’s revolutionary student-run cafe, and what it has “in store” for you!

Quest

Page 27.

CCA’s unique science program, and what it will surprise you with next.

CCA’s crazy, unique, indescribable culture. Revealed.

Culture

Page 24.

Facilities

Page 26.

Page 28.

CCA

The revolutionary TED con-ference is coming...To CCA. More inside.

Clearing the rumors surrounding the dis-trict’s proposed bond measure .

photo by Jason Schechter

The people here are…-Smart, determined, and of great passion-Meagan Fry (’12)-Accepting –Thomas Richards (’13)-One. In both senses of the word. We are one in that every last person here chose to be here. We are one in that this school’s culture is that we are a collection of individuals. –Michael Gaughen (Yearbook)-Unique and passionate about what they do. –Amanda Ghosh (’11)-Unique, funny, smart-Sami Kazmi (’13)-Inclusive, tolerant, unique, wise –Kellie Dunkirk (Pyschology teacher)-Dedicated, passionate, enthusiastic –Kaveh Shakeri (Chemistry teacher)

The teachers here are…

-Hector is the Hagrid of CCA –Erik Ackley (’11)-Great. They all find a way to make you want to get up in the morning and go to school. Teachers here also make the classes fun but educational -Anna Kaprina and Emma Clarke (’12)-Crazy awesome –Pablo Loza (’11)-Better than anywhere else-Thomas Richards (’13)-Fresh. They all have a new and exciting outlook. Most of them are funny, which is great when you’re slaving over trigonometry” –Meagan Fry (’12)-More like friends than authority figures –Sara Welge (’11)-Fun. We have each other’s backs. –Kellie Dunkirk (Psychology teacher)-Outstanding. –Dani Aizerman (’14)

As February rolled around, eighth graders throughout the San Dieguito Union High School District decided what high school they will attend for the next four years. Sure, this decision is compared with the endless possibilities with college choices and the stress involved.

However, it got me thinking. What sets CCA apart? What is it that has most of us so unconventionally passionate about our school? Even if we don’t like our school, it’s hard to argue that we’re different somehow. But will it always be that way? It’s obviously different in its four by four schedule, focus on the arts, young life, and focus on technology. But CCA culture goes beyond that. Here is an overview that can give a clearer picture of what CCA has done for students (and alumni).

Yes / No / Hopefully

CCA Cultureby Maia Ferdman

56.5 / 17.4 / 26 %

Will CCA culture continue with a new generation of CCA students?

In my days at CCA I’ve seen…-Controlled, conditioned chaos –David Wendler (‘11)-Teachers getting dunked, pied, and owning students in basketball and dodgeball –Alli Rombach (‘11)-Hipsters -Mounir Lazzouni (‘12)-The most remarkable and talented artists, dancers, musicians, actors, scholars, scientists, writers, athletes, and students who make up the extraordinary high school, CCA!-Katie Twyman (’11)-I’ve seen epic lightsaber fights, a Madhatter, a monster head, mario, luigi, a giant raven named Rupert, a pillowfight, Tim the Enchanter, and much more –Steven Bell (’13)-Ms. Slijk with a box of real human remains –Olivia McGuigan (’12) -The growth of great students in all fields that will peruse great things in life because of the amazing artistic environment and vibe that CCA has. –Daniel Feldman (’11)-The campus at all hours—24 to be exact!” –Erica Williams (ASB advisor)-Lots of things. Unspeakable things. –Sander Dufour (’12)-A guy dancing in a dinosaur suit, and the white stripes couple. –Rachel Monk (’11)-Way too much PDA –Pablo Loza (’11)-…it all. From day one with the gray skies, gray trailers, and doe-eyed froshies wondering if they made a terrible mistake to a gym full of banners, a laundry list of national awards…and A-P-I! –Michael Gaughen (Yearbook advisor)-People dancing in the quad (myself included), random instances of people laying in the quad, wearing kilts, games of twister in the quad, general mayhem” –Hunter Peterson (’11)

Something unique about CCA is...-Envision, ComedySportz, API, The Nest…it’d be easier to say what isn’t unique-Meagan Fry (’12) -The sense of unity. And how hilarious ComedySportz is. –Holly Ravazzolo (’13)-We are all one. We are one collective people—it’s kinda awesome really –Hunter Peterson (‘11)-How multi-cultural and professional the students are. –Trevor York (’14)-You can be yourself. Such an eclectic group of students brings a culture of acceptance. –Kellie Dunkirk (Psychology teacher)-The positive attitudes, that these kids know anything is possible. –Kaveh Shakeri (Chemistry teacher)-Its focus on diversity, enriched music and art programs. –Nora Chang (’12)-Its diversity. –Kyle Branch (’14)-The theater department. –Jason Phillips (’14)-Its warming atmosphere. –Jennifer Bae (’12)

What is CCA culture?-Acceptance of individuals, acceptance of what’s not popular, acceptance across grade levels –Erica Williams (ASB advisor)-Standing out means fitting in –Malia Rappaport (’13)-The ability to express yourself in any way you wish. To go to CCA is to be acceptd and to have an incredible high school experience” –Erik Ackley (‘11)-Coachella, apparently –Rachel Monk (’11)-CCA culture is the unbiased, nom-judging, atmosphere at CCA. In addition, it is the way we handle situations and school. –Josh Bernstein (’13)-You cannot define our culture simply in adjectives. Every student here has their own beliefs and quirks. We thrive in the unity of our differences. –Meagan Fry (’12)-Standing out means fitting in –Malia Rappaport (’13)-Chill. –Christina Ding (’14)-Bohemian, non-conformist. –Nora Chang (’12)

56.5 / 17.4 / 26 %

Do you like CCA asa high school?

100 / 0 %Yes / No

photo by Jason Schechter

25

Could Oprah Winfrey, Anderson Cooper, and Bill Clinton be making a visit to CCA? Such a scenario is not out of the realm of possibility, as a group of CCA students, teachers, and parents are currently working towards the exciting goal of bringing a TEDxYouth event to Canyon Crest on November 20, 2011, International Children’s Day.

TEDxYouth events, inspired by the globally renowned TED conference (www.ted.com), aim to provide inspiration to young people through stirring and enriching presentations given by speakers from a dazzling variety of fields and backgrounds. This year’s central theme is “The World Within Our Grasp”. The event will be aiming to show students that the opportunity to effect great change is very much in their reach, even while they are in high school.

The goal of this conference is the same of any TED, TEDx, or TEDxYouth event; to provide an outlet for relatively obscure causes and movements to grab public attention. A truly successful event will be one that will leave those in the Proscenium on November 20 feeling as if their horizons have been broadened, and the spark in them the passion and motivation necessary to improve their world. In keeping with the spirit of the event, the committee is currently looking to arrange a speaking line-up “heavy on youth”, featuring relatively young adults, and even other high school age students, who are currently making a difference in their communities.

The format of most TEDx conferences will feature these younger speakers making brief, five minute speeches throughout three major, hour long sessions, each of them headlined by a 15-20 minute talk delivered by a keynote speaker, ideally a figure along the lines of former President Clinton. It’s these high-profile appearances that attract the most buzz and attention; the best ones often make their way to the TED website, where speeches routinely attract hundreds of thousands, or even millions, of hits.

Those speaking sessions in turn will be broken up by “expos”, where local companies, organizations, and artists will set up informative stalls and presentations around campus. The theme of youth and its ability to affect change will carry over to the audience who will be assembled at the Proscenium to witness the event in November. The attendees will consist of around 300 high school students from schools all around San Diego County, in an attempt to ensure that the concepts brought to the forefront and discussed at TEDx@YouthSanDiego will provide an inspirational spark for teenagers across the region, and demonstrate to them the truth behind the notion that the world truly does lie within their grasp.

Unfortunately, that means that not everyone who wants to will be able to be physically present at the conference; however, the organizers are working to establish “viewing areas” in places like the Black Box, where people will be able to watch a live video stream of all the talks.

Any students/parents/organizations interested in working with the organizing committee, volunteering at the event, or helping with logistics should contact Christopher Black at christopher.black@sduhsd.net.

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As the Nest staff states on their website, “If you build it, they will come.” And CCA students and faculty have done just that since the Nest’s opening in November of last year, flocking to the Nest before, during, and after school. Now with almost a full school year of experience under their belt, the visionaries behind the Nest have a variety of plans in store for the upcoming school year.

One of Nest’s chief goals is to provide healthier and tastier foods to students throughout the school day. Beginning next fall, the Nest will increase the range of their menu. Aside from best-selling paninis and muffins, look out for additions such as flatbread pizzas, Danish pancakes, breakfast sandwiches, pasta salads, sushi, healthy dessert items, and a variety of new drink options including frozen lemonade. Jeannie Chufo also hopes to expand the Nest’s selection of grab-and-go items, adding organic chips and crackers for a healthier snack alternative. However, the Nest is still unable to sell coffees and teas to students due to a state law. In the upcoming school year, though, Chufo hopes to combat this regulation in order to bring caffeine to the Nest.

Perhaps most whispered about is the possibility of a slide, which would run from the top of the stairs to the front doors of the café, thus providing an alternative and functional route to the Nest. Chufo adds that a slide would embody CCA’s creativity and “encourage a spirit of play and youthfulness” on campus. However, Natalie Allen, Peer Leader and the Nest veteran spearheading the slide project, notes that the slide is not without its logistical difficulties and may take a while to come into fruition. Other local high schools are following in CCA’s footsteps; San Dieguito Academy will be creating their own version of the Nest called “The Corral” in the near future, while La Costa Canyon is hoping to create a campus café of their own. In our own café, Chufo also hopes that the new school year will bring about a profit for the Nest, which could then be donated to a charity of the Nest staff’s choice. Natalie Allen’s hopes that the 2011-12 school year will help to “secure the vibe” of the Nest and allow it to continue its growth “as a place of whimsy and joyful discovery.”

The Nest By Tess Wallenstein

Up and Coming at

Every three years, the Programme for International Student Assessment (PISA) administers a worldwide evaluation of academic performance. Every three years, the United States fails to make top ten. Of 34 countries tested in 2009, the United States ranked 17th in science and 25th in math. In an age where U.S. schools are falling behind in math and science, innovative approaches are coming that will set us back on track to being a dominant player in the science, math, and technology world. Meet Quest.` Quest is a program “designed to provide an opportunity for students of all levels,” to truly “experience what it means to work in a lab.” This is a two part class with Tier I being Research Methods and Tier II being Applied Sciences, taught respectively by Mr. Haas and Ms. Slijk. Between the two, students of any grade level are granted “exposure to the research experience,” preparing “them for the future pursuit of their own research in both high school and college.” Quest is the course for anyone with any interest in science. In Quest “students finally get to see for real what they have been trying for so long to learn from their textbooks.” The classes are composed almost entirely of labs, the same labs that scientists all over the world are doing. Recently for example, students worked with stem cells. While at the moment emphasis seems to gravitate towards life and environmental sciences, physical science components exist and are being expanded. In the future, the courses will aim to “incorporate

topics that interest the specific students of that term.” “The class is always active—not sitting on stools bored out of our minds like many kids feel in school. We help each other out with things and meet similar people. . . I’ve made more friends and gotten to know people a lot better in this class more than any other one I’ve taken. I think that goes for everybody else as well,” Daniel Waizman, junior, explains. “I would definitely recommend it to others, especially if they still aren’t sure what they are interested in. For me, it really concreted the fact that I want to do research in a lab. If you’re lost, it’s one of those classes that will really help you get on track.” Amanda Zhang, senior, adds, “I came into the class expecting to learn a lot more about science than you in traditional classes, and I definitely did. I feel more confident in my abilities to apply science to real life and I feel much more prepared for college and for a possible career in science. I was able to, with a partner, conduct an actual experiment that we took to the local and state science fairs.” As Mr. Haas puts it, “these are exciting times for Quest.” The principles, techniques, and organization of the class may experience shift as the boundaries between the two tiers are drawn and tested. As the class progresses, “outside scientists [may be brought in] to help run the course and perform more specialized techniques.” The opportunities the class brings will only continue to expand. Besides, “where else will you get the chance to make a Barbie bungee jump in class for credit?”

Quest

By Daniel Metz

PULSE MAGAZINE . VOLUME 6 . ISSUE 4 . { FOR MORE VISIT : WWW .CCAPULSEONLINE .COM } 27

When I sat down with San Dieguito Union High School District (SDUHSD) Superintendent Ken Noah to discuss the proposed facilities improvement bond, the rumors were flying. CCA was going to have 2400 students in several years. A middle school would move into CCA. CCA was going to get a football team. CCA was going to become a prison. Etcetera, etcetera. The truth is less simple than these grand pronouncements. First of all, there is no facilities improvement bond—yet. However, a proposal to create a facilities improvement bond, developed by a district-wide committee, is a key part of the San Dieguito Union High School District’s long range facility plan. Developed over the course of a year (2008-2009), the plan was put on hold due to economic constraints in the district. Now, the district has chosen to bring back the plan and present it to the Board of Trustees, which governs the district. Superintendent Noah will work over the next several months to refine that plan, and will return with a recommendation to the district on whether or not to proceed with a bond levy in November 2012. Until then, the district is in limbo over the bond. The proposed bond would be a type of bond known as a general obligation bond or GO bond. A GO bond would mean that every property in the district would be subject to a tax for the life of the bond, which is typically twenty years. Noah says that the bond’s longevity requires the district to use the funds the bond raises to pay for projects with a lasting effect. The amount each property would be taxed depends on the amount of funds called for by the facilities plan. The district’s initial survey of the facilities upgrade placed the price at $370 million, with, $70 million would come from state funding and developer mitigation. The tax would be progressive tax, meaning that each property owner will pay a proportional amount based off their property value, with increasing amounts for more valued properties. This tax differs from a flat tax, with a set proportion for all homeowners, as well as a parcel tax, in which there is a set amount for each property. It is worth noting General Obligation bond money is strictly reserved for facilities and technology. It cannot support either programs or staff. However, it does allow the district to leave more money for other expenditures in their respective accounts, since the facilities upgrade will be funded. The long range plan looks at the needs of every school in the district. The district seeks to examine the facilities and ensure that they can serve students in the SDUHSD community over the next 50-100 years, as well as address increases in the size

of the district, and respond with new facilities. The long range plan examines every school across the district, as well as every community across the district, in an effort to put together a long range strategy to meet the facilities needs of the district for some time. Noah saw the need for this plan before he took office. “When I was a candidate for the position and under consideration to be hired, I did my homework and looked at the district realized that there were some issues relative to growth, relative to aging facilities. I looked for the long range facilities plan for the district and there was not a comprehensive plan. So when I was hired and in the months before I took the position, still back in the spring of 2008, I began directing the staff on the business of facilities to start putting together a description of a process that could put together this long range facilities plan.” (Noah formally became Superintendent in July 2008). Over the coming months, the district will examine the facilities task force’s findings for each school carefully, in an effort to work out a final plan for facilities improvement at each site in the district. Principal Brian Köhn is currently reviewing and refining the district’s plan for CCA, preparing to make a recommendation to the district on what should be considered in a potential bond measure, as is every principal in the district. After each principal has responded to the district, the district will go to the Board of Trustees, and make its recommendation. Although the plans are still in refinement, the district does have some idea of what the bond might mean for CCA. Primarily, the district has identified that it will likely work on an “Athletics Grounds and Facilities Upgrade”. This entails the district taking CCA’s fields, which were never completed, and bringing their existing development to the “next level”, according to Noah. Most likely, the facilities upgrade would involve the addition of a stadium-like field, equipped with artificial turf. The idea is that every high school in the district would have a “stadium field.” This does not necessarily entail the construction of a stadium, but likely means that CCA will get a field of stadium quality. The plan for CCA would also include new construction in the site that would look at the construction of a ‘B’ building. Underneath the grassy expanse between the ‘C’ building and the visitor parking lot lie all the utilities and foundation essential for another full classroom wing, similar to the existing wings. It is important to note that the plans described here are only what the district currently is considering and nothing is set in stone.

Facing New FacilitiesBy Elijah Granet

How a bond measure may make arguably radical changes to

CCA as we know it

news

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The introduction of a new building signals an increase in CCA’s capacity, making an increase in the student body of CCA inevitable. The district has to balance enrollment around the district, in order to prevent schools like Torrey Pines from becoming overcrowded. Another factor is that Canyon Crest is rapidly becoming the district’s most popular school choice. Says Noah, “There are people who want to go there and the question I have is do we have an obligation to create space for people who want- kids and parents- who want to be at that kind of a school?” When asked if an increase in CCA’s size will hurt CCA’s “small school” culture, Noah responded, “I think the culture at Canyon Crest Academy, from my perspective, has been one that has been developed and grown and (this might be heresy in some circles) has less to do with size than it has to do with the attitude and character of the school and what it’s about.” The plan so far also includes the construction of a middle school adjacent to Canyon Crest. The district has the rights to the empty lots next to CCA, acquired via a mitigation agreement with the developer, Pacific Highlands Ranch. The two plots of land are not large enough on their own to fit a middle school, so the district plans to reconfigure the space surrounding CCA, allowing the two plots to be connected. CCA would gain field space in one of the plots, according to the current outline. The plan would also likely see CCA and the middle school having some shared facilities. The district also plans, in accordance with requirements imposed by Pacific Highlands Ranch, to construct new parking and entry capacity to mitigate traffic. Many other requirements hang down on any new construction by the district. Noah quips, “It’s one thing to pass a bond. It’s another thing to get an approval to do projects and that’s true of every single project.” Noah is optimistic that voters will approve the bond. The district conducted some polling in September, which showed that most voters would be willing to vote for it. However, voters often will agree in a poll to a tax, but shrink away at the ballot box. So, for a measure to be successful, high numbers are necessary. The district’s polling results revealed around 62 percent of voters would be willing to vote for a bond, numbers that makes the district think, in Noah’s words, “We’ve really got a shot at it.” The critical demographic the district needs support from to pass a potential bond measure would be voters who don’t have children. According to the district’s rough estimates, only about 27-30% of voters in the district actually have children. To convince those without a stake in the school system to vote for the measure, the district has several talking points that it believes resonate with the childless electorate. The first is the message that the bond measure is an investment in 21st century educational facilities; an investment will pay back as the district fills with better educated graduates, with a better educated workforce. The second is a

more altruistic concept, the idea that someone paid for the voters’ schools, and that voters need to make a contribution back into the system. The third is that money invested in the construction of schools will put people in the SDUHSD community to work, helping invest in community growth. The final one, especially resonant with younger voters, is that every construction project has defined energy efficiency and sustainability goals. This helps make SDUHSD schools more “green”. One example of this is the solar panels constructed as a part of the facilities improvement plan at CCA, but paid for with outside grants. In response to those who would worry about the district responsibly spending the bond money, Noah says that, in a GO bond, there are a multitude of statutorily required oversight committees that ensure that the money is properly spent. He also thinks that some those who object to spending simply don’t want to pay the tax imposed by a GO bond. “My experience with folks has been when it got to the accountability piece is what’s really underneath that is ‘I don’t want to give.’ You’ve got to convince them that the need is there and it’s important to do it, [and] then address the accountability piece of it.”

For a current CCA student, there would be very little immediate effect if the bond does or does not pass. The bond wouldn’t be on the ballot until November of 2012, with construction beginning even later if the bond passes. The first CCA students who would see any benefit from the facilities improvement bond will be the freshman arriving at CCA next year. If the bond is not passed, Noah warns of possible overcrowding issues in the district, issues that might force the district to force families to move their children from CVMS to another middle school, with similar problems occurring in the district’s high school. Noah also says that aging facilities at many of the district’s older

schools would not be repaired or changed, leading to heating and cooling issues among other things. CCA would continue to have its undeveloped fields and the district would be unable to address the often lagging technology in the schools. Without the new money, the district may not be able to afford the next generation technology that has the capacity to revolutionize the education system, according to Noah. CCA is an evolving, living school. The facilities improvement measure proposes radical change to the face of CCA’s campus, and arguably its culture. It is almost certain that current students visiting our campus twenty years from now will not be gazing upon the same facilities nor the same methods of education. Yet, the direction and speed at which CCA changes over the next fifty years will likely be determined over the course of the coming months, as the future of the district comes to a historic junction. CCA’s ultimate trajectory cannot be known at this time, but it can be said that, as contemporaries of the design of the facilities improvement plan, we are witnessing the history of our school being made.

news

PULSE MAGAZINE . VOLUME 6 . ISSUE 4 . { FOR MORE VISIT : WWW .CCAPULSEONLINE .COM } 29

Student Art

Katie Scott (12)

Sean Hnedak (11)

the calendar.

CCA Events.June 8-11 – Envision Theater Thesis Performance June 10 – End of the Year BBQ, Del Mar Fair opensJune 11 – Rock the Canyon, Bruno Mars & Janelle Monae Hooligans in Wonderland at the FairgroundsJune 13-17 – Senior WeekJuly 14-17 – Padres play the Giants at Petco ParkJune 16 – Finals (Minimum Day)June 17 – Finals, Graduation (Minimum Day)June 18, 19 – La Jolla Festival of the ArtsJune 19 – Father’s DayJune 22 – Neon Trees concert at the FairgroundsJune 29 – The Beach Boys at the FairgroundsJuly 2 – Ultra Star Del Mar Highlands 8 Theater due to openJuly 4 – Last day of the Del Mar Fair July 11-15 – Summer Dance Workshop at CCAJuly 21 – 24 – San Diego Comic Con InternationalJuly 30 – Slightly Stoopid at Cricket Wireless AmphitheatreAugust 16 – Death Cab for Cutie at RIMAC ArenaAugust 18 – Conservatory Applications due, Raven Readiness Day for in-coming Seniors and Juniors August 19 – Raven Readiness Day for incoming Sophomores August 1-4 – Padres play the Dodgers at Petco ParkAugust 3, 4 – Athletic Packets dueAugust 22 – Raven Readiness Day for incoming Freshmen and other new studentsAugust 30 – First day of schoolSeptember 5 – Labor DaySeptember 4 – Kings of Leon with Band of Horses play at Cricket Wireless AmphitheatreSeptember 11 – Maia Ferdman’s birthday, Patriot Day

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Mun

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“I think that for many Americans this brings some sort of closure, but personally, I don’t celebrate when someone dies.” -Natalie Bialostozky (junior)

OSAMA BIN LADENWhat does CCA have to say about...

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“I think it’s good, a good symbol for all the people who had relatives that died on 9/11. However I don’t think it changes anything because there will be lots of people who can take over. It doesn’t really make a difference. He wasn’t doing anything anyway.” – Jonathan Shkedy (sophomore)

“He’s dead. We finally got revenge.” –David Kimball (sophomore)

“Well I think it’s pretty cool, but it seems weirdly timed don’t you think? Right when Obama’s starting to get a little less popular, bam! He takes down a terrorist leader. Seems a little too convenient for me, you know what I mean?” –Noah Wells (sophomore)

“Revenge is double-edged sword” –Timothy Stiven (history teacher)

“I think it’s good we got one of our enemies, but I don’t think it’s going to change anything.” –Danielle Jacques (senior)

“I’m glad we’ve taken him out, but we still have a long way to go before achieving peace” –Melanie Broussalian (senior)

“It’s good that he died to stop Al Qaeda, but I do not think that it’s ever a good idea to kill a person.” -Clara Belitz (sophomore)

“Rejoiced and relieved” –Justin Filler (sophomore)

34

Bost

on U

nive

rsity

Erik

Ack

ley

Tory

Sam

pson

Kat

herin

e Sc

ott

Nor

thw

este

rn U

nive

rsity

Chr

istab

el A

gyem

ang

Don

kor

Hal

ey C

arlb

org

Gar

rett

Pete

rson

Inte

rnat

iona

l

Cam

berw

ell C

olle

ge o

f the

Art

sLo

ndon

, Eng

land

Jaso

n A

l-Taa

n

Tem

ple

Uni

vers

ity, J

apan

Cam

pus

Toky

o, Ja

pan

Chi

n Sh

uang

Kun

g

Rom

i Sin

nige

n: G

ap y

ear i

n Is

rael

Lee

Brag

e: Is

rael

i Def

ense

For

ce

Joyc

e Kw

on: S

eoul

, Kor

ea

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ton:

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ia

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2011 College Map

Chico State UniversityTaylor Gornish

Sonoma State UniversityJake BurkeAimee BurlandJason GreensteinCameron HamptonOdessa MaxAlexander SchindlerLucas ThorntonKimia Zommorrodi

University of California, DavisJodi BrennerAllison CalderonEmily CurlKatherine GraingerMuhaymin KhalidGolnar TahririKathryn Twyman

University of California, BerkeleyWilzen Carl BassigRoelof GrootenhuisAlexander GuefenKevin JiaShayna KrevatJill LinJenny MaRachel MonkIvanna PattonPatricia Piedrafita-OrtizLauren SchrimmerChristina Swindlehurst ChanEmma Van Campen

Stanford UniversitySteven Quintero

San Francisco State UniversityKaitlyn FriedkinBrittany JohnsonMaggie MacDowellSamantha Norton

University of San FranciscoRoshan PatelKia Zommorrodi

University of California,Santa CruzSanta Cruz, CaliforniaHanna BaldurstottirTovia Blair-BavlyKatherine BlumDaniella D’AcquistoNick EdelmanCatherine EllwoodTom HyattJonas KintnerMaurice KlatchMichael NashMorgan PiersonStephen RothSageanne SenneffSteven SomachSierra Thernes

California Polytechnic Institute San Luis ObisboJazmin Allen-CollinsMatthew FerrerKyle KruseNathan MinerMadelaine MorrisTaylor PattersonCarli RothRachel TalpalatskyKalei White

University of California, Santa BarbaraMelanie BroussalianCary BruckerLeila ChitayatLuke IrzaEmilio JappelliVanessa Csordas-JenkinsShir KochinskiRachel McCormackRebecca MossJake PickerRachel SteinRachel StoneWally WaldoElliott Wobler

Pomona CollegeMichael Someck

Loyola Marymount UniversitySarah Scherk

University of California,Los AngelesAshley ButlerZicong CaoMaia FerdmanWilliam HoldsworthAndrey MisyutinJordan RaoufpurKarla RenschlerJason SchechterDennis ShenJeremy SmithStephanie SybertSamantha TuTyler WaitAmanda Zhang

University of California, IrvineJordan FleischerTorrey Mercer

Chapman UniversityMakenna SullivanCal State Long Beach

Alexandra AllenGregory ToothacreCal State University San Marcos

Nicholas CandiaEvan GallensonBrenna HallerErik LamkinAllison RombachAustin ThesingMatthew Toothacre

University of California,San DiegoSan Diego, CaliforniaSadaf BehdinAdam EhdieGuy GiubilatoAlexis JacquesDanielle JacquesJerrod JohnsonAlyeska JuarezNicole MinevichKaivon Sobhani

San Diego State UniversityTaylor BrownRyan DilsCharles LamdenJenna MatusBrittney MeredithJustine Petrey-Juarez

Biola UniversityRyan Johnson

California Institute of TechnologyMatthew Clark

California Lutheran UniversityGalen MorrisonMollie Winninger

Cal State FullertonVivianna BarretoLidia MaruskaSage Serrano

Concordia University IrvineJenner Price

University of California, RiversideDarius BeladiGraham Csordas

Mira Costa CollegeDaniel BenreyMatthew BrittSpenser BryantJack BuckleyOscar CaraveoTyler CarterJames DebergAaron HensonJonathan LaneJonathan LozanoSafa MahzariMatthew MarradiKatie MazurkiewiczAllie MoslehpourAlex NewberryCasey SimonsonCameron StengelSideara Wisgreau

Congratulations Class of 2011!

Pepperdine UniversityMatthew AllenSamantha CashMatthew Sugar Cal Poly Pomona

Andrew ArmaoMichael Wahl

Palomar Community CollegeMatthew DinermanKaylee EmersonAdam Utic

Santa Clara UniversityKyra Heenan

Point Loma Nazarene UniversityCarina Kazmierowicz

San Diego Mesa CollegeKenzie KriesmerTyler Quirt

San Francisco Art InstituteFrancisco Lopez

University of Southern CaliforniaEric MintzSolomon MizrachiElias Newman

Mills CollegeLaurel Silberman

Whittier CollegeJames Stafford

Oaksterdam UniversityValerie NguyenThomas TalaricoAndrew Zhou

Grossmont CollegeJennifer Bratman

Bellus Beauty School CosmetologySattish Singh

Saddleback Community CollegeChristina Lewis

Humboldt State UniversityDanielle Baker

Miramar CollegeKevin Bang