   This spring, Studio Vocals showcased their hard work at multiple events, including the Princeton Jazz Festival on April 15, the National Jazz Festival on April 22, and the New Jersey State Jazz Festival on April 29. To accommodate the busy April schedule, Studio Vocals worked on a fast-paced schedule and held multiple practices every week to ensure that they performed their best in all of their events.
   “We have a lot of dedication to making sure that a song is at the best it can be before a performance or a competition. If we need to go over a certain section repeatedly in order for it to be solid, we will,” said Ashley Chen ’23, a member of Studio Vocals.
   Through their hard work and dedication, Studio Vocals were a key element to the jazz performances this month, and through these collaborations, they were given a bigger platform to perform.
   “The plans are to give our studio vocalists more of a period to keep singing as Studio Band and Jazz Ensemble get deeper in the competition season and may or may not be using vocalists,” said PHS Band Director Joseph Bongiovi.
   On top of practicing as a group, the members also rehearse independently. Their hard work allows them to feel confident on stage, a key aspect of an overall good performance.
   “I rehearse a bunch by myself and learn the songs mostly by listening to recordings and singing along to instrumental recording tracks,” said Studio Vocals member Maggie Dooley ’24.
   The group members focus a lot on the technical aspect of performing. To prepare for performances, they rehearsed with microphones beforehand. Being able to blend one’s voice and figure out the correct volume and tone to sing into the microphone can make or break one’s performance.
   “For the competitions, we each have to sing with our own microphones. Although it was a bit scary at first, my ability to blend while on a microphone has definitely improved,” said Vivian Clayton ’24, another member of Studio Vocals.
   While the vocalists initially used rehearsal tracks to learn their parts, the performances themselves were put on with a live rhythm section. To prepare for this, members of Studio Vocals rehearse multiple times with the Studio Band instrumentalists themselves in the time leading up to the performance.
   “Our biggest strength is the fact that most vocal jazz groups don’t have a rhythm section that plays as well as ours. That allows us to have something solid in terms of tempo and harmony to harmonize with,” Bongiovi said.
   From highlighting the songs played by the musicians to guiding them with the actual piece, members of Studio Vocals were a necessity for Princeton’s jazz festival.
   In addition to the pressure that comes with having to learn multiple tracks, performing at a competition in and of itself comes with lots of nerves, so being comfortable on stage is one of the most important parts when performing and competing.
   “Beyond getting the actual notes and rhythms right, our stage presence is hugely important. For the audience, and of course judges, a performance is much better when the singers are engaged with the music and their peers,” Clayton said.
   For many, just being on stage makes them feel gratified. The culmination of one’s hard work with their group can feel very satisfying.
   “After the crazy rehearsal schedules we have and all the hard work we put into our songs, it feels so good to see everything finally together on stage. Even if we don’t win first, being able to perform together is the most rewarding part,” Chen said.
   While Dooley, Clayton, and the rest of the younger members will continue to grow as a group in Studio Vocals, others will soon have to depart from the group as they continue on their personal journey in college.
   “It’s definitely a little sad that this is my last time doing it all. I’ve been doing Studio Vocals since freshman year, it’s been such a big part of my high school life and I can’t imagine not doing it. I’m going to miss the whole working up to competition feeling, the excitement, and the pride we all feel together when we’re done singing the most,” Chen said.

Princeton Studio Vocals prepares to take the stage at Jazz Fest

   As long as film has existed as an artistic medium, the written word has turned into visual spectacle. The first science-fiction film ever made, George Melies’ “A Trip to the Moon” (1902), was a loose adaptation of two Jules Verne novels. Since then, we’ve seen countless books and plays transferred from the page to the screen, fulfilling readers’ desires to see the stories they read come to life. For decades, the same debate has raged over these adaptations: To what extent can they be faithful to the originals? Should they be faithful to the originals? And can an adaptation not only match up to, but transcend the quality of the original?
   While literature is a written medium, film is an audio-visual one, and often, what can be portrayed in one cannot as easily or as convincingly be portrayed in the other. It’s in this transition from the literary form
to the cinematic that most adaptations struggle, and it must be acknowledged that some works are more difficult than others to bring to the screen. For example, novels like Virginia Woolf ’s “To the Lighthouse,” which is centered on a family’s visits to an island in Scotland in the 1900s, would make difficult adaptations, as they are set more so in the psyche of their characters than any physical setting.
   Words can depict things that images can’t, but they can also more easily obscure a reality than film can. When a book deals with a reality that is kept hidden or sugar-coated in its description, visually depicting it can often either ruin the mystery or rob the reader of the veil casted over what is depicted. A prime example is Stanley Kubrick’s adaptation of Vladimir Nabokov’s “Lolita.” In the novel, it is clear that all we read has been filtered through the romantic and charismatic writing of protagonist Humbert Humbert, and the reader has to read between the lines to picture the reality (an underage girl kidnapped and preyed upon) that Humbert sells to the reader. With film adaptations, however, this kind of sugarcoating is harder, because we are able to see what is happening. Kubrick, however, found his own way around this by using a similar strategy in the visual medium: filming, scoring, and writing the movie as if it were a romance, rather than the story of a pedophile. For instance, the film is shot with the glossy diffused lighting most romances and comedies would use on their leading actresses, and the film’s music is built around a catchy pop tune rather than any suggestion of suspense or unease.
   This brings us to the question: In cases where a story can be easily adapted, should a film be faithful to the original? When is it appropriate to take creative liberties? With some stories, sticking close to the books can be an asset: the Harry Potter films did so, and received critical acclaim, as did Francis Ford Coppola’s version of Mario Puzo’s “The Godfather.” Other books, however, are less suitable for close adaptations to the screen, either because of lack of action or public interest (the film adaptation of Penelope Fitzgerald’s “The Bookshop” has this problem). Many successful film adaptations take liberties, sometimes altering the entire core of the source material, and in some cases it is these films that transcend the originals. The French auteur Jean-Luc Godard would often take a story and strip it down to its barest skeleton of a plot, upon which he would add his own ideas, philosophical tangents, and experimentations (his 1965 film “Pierrot le Fou” retains only the idea of a man and woman running away together and betraying each other from the novel on which it is based). Most adaptations don’t go as far as Godard, but in the hands of a skilled director, a novel’s plot is often refashioned to fit the screen better: Steven Spielberg’s adaptations of “Jaws” and “Jurassic Park” are better known than the original novels (which many, indeed, are unaware of) because he knew how to refashion their plots into blockbusters without losing the thematic and emotional core of each story. In “Jurassic Park,” for example, character deaths are removed in the adaptation, and the ordering of scenes is changed to better fit the progression of an action-adventure movie.
   The decision to faithfully adapt a book or take creative liberties rests on the filmmakers’ discretion, and the success of an adaptation depends on their ability to capture the essence of the story in the new medium. Some books may be better suited for the screen than others, and some may require a different approach to achieve a successful adaptation. As long as the core of the story remains intact, filmmakers have the freedom to explore new possibilities and create something that stands on its own as a cinematic work of art. Ultimately, whether an adaptation transcends the original or falls short of expectations is up to the audience to decide, but what remains clear is that the act of adapting literature into film continues to be a fascinating and complex process that challenges artists to find new ways to bring stories to life.

From the page to the screen: adaptations

At Princeton High School, there are plenty of talented students in the field of art, including Heidi Gubser ’23, a flutist in the PHS Orchestra and the first chair in the All-State Band. Gubser is committed to Princeton University. Though she won’t be studying music as her major, she plans on continuing it in her free time as much as possible. Gubser began playing the flute in the summer before sixth grade. Since then, she started playing in an orchestra in middle school and joined PHS Orchestra her sophomore year. In only a few years’ time, she has definitely made her mark in the PHS musical department through her brilliant flute playing. 

What got you into playing the flute?
My mom was the one who got me into playing the flute. She mentioned it once, because she played in high school, so at the moment I didn’t think much of it. However, the summer before sixth grade, she signed me up for lessons. I was quite surprised, but I did really like my teacher. He gave me a lot of scales and such to play and that was kind of what we started with; we first focused on improving my technique and then we moved on to small pieces, and we went from there. This helped me grow to be the player I am now. 

What do you think was the hardest part about playing your winter concert solo, “Chaminade Concertino”?
One of the hard things about it is to play it in a way that sounds fresh, since so many others have played it. Back in freshman year, my understanding of music was so much less complex, I kind of just played music how I thought my teacher wanted me to play it, or tried mimicking recordings. So, this was definitely something new. This piece definitely made me rethink everything about the way I was playing it. I wanted to obtain the feeling of making music and overall improving the quality of my music. 

How was it playing with the orchestra accompaniment?
I started playing in an orchestra in middle school, so I was used to playing in the orchestra, but not as a solo part. So it is completely different playing a solo piece, with the orchestra accompanying you rather than playing along with the orchestra. Currently, I’m part of the PHS Orchestra, and I have been since sophomore year. 


How important is practicing when it comes to becoming a musician? 
Practice is a big part of becoming a musician, and people do recommend practicing every day. The most important part of being a musician is putting in your own time and effort into a craft that you yourself are creating and are passionate about. Sometimes your schedule gets in the way, but it’s important to put that time aside for yourself.

Who would you say are your inspirations?
Definitely my mom is one of them, as she did get me into it. Another I would say is violinist Hilary Hahn. Though there are many musicians in the world, they rarely talk about practice aside from shows, which is something I like about Hilary Hahn, because she shows how to practice. I took inspiration from her 100 days of practice on Instagram, where the challenge was to practice everyday for 100 days, and post a caption with it. I actually recently finished my own 100 days, and this challenge really helped me think about how I was practicing and being more mindful of what I practiced. And she is definitely someone who influenced and taught me so much about being mindful and practicing music. 

What is advice you would give to someone who wants to become a better musician?
I’d say that the most important part of being a musician is putting a lot of careful thought into practice sessions, since that’s the only way we can really improve our musicianship. 

Heidi Gubser ’23 opens up about her musical journey as a flutist

With the beginning of spring comes the celebration of another underrepresented minority in America. Only made official by President Biden two years ago in 2021, National Arab-American Heritage Month recognizes and appreciates the contributions Arab-Americans have made to American culture. Syrian-American advocate Pierre Subeh’s campaign arduously for the acknowledgement of the struggles of Arab-Americans, especially following the anti-Arab sentiments that resulted from the 9/11 attacks. In honor of Subeh’s goal of recognizing Arabic culture and heritage, the theme of this month’s playlist (https://open.spotify.com/playlist/6RwW3DSBFNfRFbFyMR0vcd) is Arabic music and artists.

   To present the variety of Arabic music, we organized songs into different categories: religious (Islamic) songs, Arabic pop songs, and, to celebrate those of Arab descent, American pop songs created by Arab-American artists.

   The most prevalent religion in Arab countries is Islam, so two types of Arabic Islamic songs, nasheeds and maqams, represent the religious contributions Arabs brought to the diversification of U.S. culture. Nasheeds and maqams bring to mind the diversity of faith and religion Arabs have contributed to America through their devotion to religion, predominantly Islam. Nasheeds are a type of Islamic music consisting of hymns that praise Allah, or God, and are generally very simple melodies. “Burdah Maula ya Salli” by Mesut Kurtis, “Ya Adheeman” by Ahmed Bukhatir, and “Who is the Loved One” by Alhaj Hafiz Muhammad Tahir Qadri all follow the theme of nasheeds of praising or thanking Allah and asking for His blessings. While nasheeds are typically geared towards followers of Islam, the singing can be very calming and provides a diversified listening experience for everyone. Maqams, on the other hand, focus more on music than singing and are a type of melody unique to Arabic music. “Maqam Nawa” by Safaafir and “Layali (Mawwal)” by Sabah Fakhri follow typical maqams in their instruments and melodies, but “Persepolis’s Mirage” by Anouar Brahem uses a variety of instruments (including oud, piano, drums, and double bass) to create a more surreal sound while still staying true to the idea of maqams.

   Another well-known genre is Arabic pop music, which deviates from religious songs in its inclusion of female singers. Because it is haram, or forbidden according to the rules of Islam, to hear women sing, there are very few, if any, female singers in Islamic songs; however, there are many in non-religious music, like Arabic pop. “Ser Alyhayah” by Aseel Hameem is a love song, a topic similar to many American pop songs, and “Hatramdan Ramadan” is a song about Ramadan by Donia Samir Ghanem, both of which are very well-known songs by popular female Arab artists. One of the most popular artists in Arabic pop is Mohamed Ramadan; his and Super Sako’s song, “Tik Tok,” an extremely catchy tune named after the app, has become popular in America. 

   American hip-hop, in particular, has been greatly influenced by Arabic music. To highlight Arab artists in mainstream music, there are a myriad of American-pop songs created by Arab-American musicians. Faouzia is an up-and-coming Arab-American artist who has had many viral songs, including “RIP, Love,” which won public acclaim for its combination of Arab influence and music with American pop. In her singing, she employs Arabic trills and tonalities, which she grew up listening to. DJ Khaled, or Khaled Mohamed Khaled, is another Arab-American artist who has released numerous famous songs, one of which is “All I Do Is Win.” Formerly performing under the moniker Arab Attack, DJ Khaled credits his initial interest in music to Arabic music, which he listened to growing up.  Throughout his career, he has additionally attributed his success to his faith in Islam. When asked about his Palestinian roots, he said, “I mean just to be able to say that I’m American Palestinian, that’s so beautiful.” Another especially popular Arab-American artist is Shakira, who has been prevalent in American pop music, namely due to her song, “Wherever, Whenever,” which contributed to her rise in popularity. Despite  people best knowing Shakira as a Colombian artist, she emphasizes her Lebanese heritage in her songs through the instruments and by belly dancing in the choreography. For example, in “Ojos Así,” which includes Arabic lyrics, Shakira included the woodwind mijwiz and the doumbek drum, both of which are Arab instruments.

   While all these Arab artists have undoubtedly contributed to American pop culture, Arabic influence on American culture is often overlooked or ignored entirely. It is important to pay respects to everything that has influenced our culture, and that is why April, as Arab-American Heritage Month, is such an important month. 

The 30 Arabian nights: honoring Arabic culture through music

Preparation time: 20 minutes
Cooking time: 40-50 minutes
Almost every Easter morning, I’m woken up by the rich smell of “Minnie’s Chocolate Cake,” a dessert passed down by a friend of my grandmother and now a traditional item on our display of Easter sweets. It’s a moist cake rich with chocolate flavor and a silky glaze of chocolate ganache. But even this common bakery staple has a few twists to make it special to Easter. Although it is appealing to taste, with its dark coloring of the rich chocolate, we brighten it up with a grass field of Easter eggs on top made out of shaved coconut and colorful mini eggs.
Before spring decorations were added, this cake was developed by my grandmother’s friend Minnie. Being huge fans of anything chocolate, my extended and immediate family have created the tradition of using this recipe for annual holidays, most commonly baking it for Easter. Over the years we’ve tweaked and twisted the recipe for preferred taste and look, while still staying true to its signature structure and flavor.
Although more complicated than the typical boxed cake, the ingredients and instructions of “Minnie’s Chocolate Cake” are very simple. Homemade cakes almost always come out better than store-bought mixes and are more fitting for Easter or any other holiday. But that’s not to say that this cake can only be made for special occasions — my mother and I will sometimes bake it on weeknights at 8:00 p.m. if we’re craving a chocolate dessert to satisfy our sweet tooth. But for a holiday like Easter, its rich chocolate taste, moist texture, beautiful appearance, and effortless assembly make it the perfect dessert.
Ingredients:
Minnie’s Chocolate Cake
- 1 3⁄4 cup of flour
- 2 cups of sugar
- 3⁄4 cup of cocoa powder
- 1 1⁄2 teaspoon of baking soda
- 1 1⁄2 teaspoon of baking powder
- 1 teaspoon of salt
- 2 eggs beaten
- 1 cup of milk
- 1⁄2 cup of any oil (we usually use olive oil) - 2 teaspoons of vanilla extract
- 1 cup of boiling water
Ganache
- 8 ounces of bittersweet or semisweet chocolate (if not in chip form, it should be finely chopped)
- 1 cup of heavy cream
Toppings and Assembling
- 1 cup of unsweetened shaved coconut
- Enough green food coloring to tint the coconut
(personal preference)
Steps:
Minnie’s Chocolate Cake:
Preheat the oven to 350 degrees Fahrenheit. Butter and flour an 8x11-inch square pan or a 13-inch Bundt cake pan.
Whisk together all dry ingredients in a bowl until fully combined.
Whisk together all wet ingredients except the boiling water in a separate bowl until fully combined.
Add the combined dry ingredients into the bowl of wet ingredients and beat well with a whisk until fully incorporated. Stir in the boiling water until fully incorporated. The batter should end up being very thin.
Pour the batter into the pan and place it in the oven to bake for at least 40 minutes (a Bundt should take almost 50 minutes). Before taking the cake out, check to see if it is baked through by sticking a toothpick through the center. If it comes out clean, it is done, but if it doesn’t, it may need a couple more minutes. Be sure not to overbake it.
When it is done, pull it out of the oven and let it cool for at least ten minutes inside the pan. Then let it sit outside of the pan until it is completely cool.
Ganache:
In a small saucepan, heat the heavy cream until it gently simmers (do not let it boil!). After it begins to simmer, take it off the heat.
Pour the hot cream over the chocolate in a separate bowl and let it sit untouched for about two to three minutes. After waiting, whisk together the cream and chocolate until fully combined. It should be glossy and thick. Transfer the cake to a stand or a plate, then pour the ganache over the cake, coating it evenly.
Toppings and Assembling:
Mix the coconut with a few drops of green food coloring in a bowl until it looks like your desired shade of grass. Sprinkle the green coconut onto the cake until it almost completely covers it (again, personal preference).
Place the Cadbury mini eggs evenly over the coconut.
Enjoy!

An Easter dessert: Minnie's chocolate cake

Student Takes: Who would you choose to be a Met Gala co-chair and why

   On March 30 2023, the Federal Security Bureau (FSB) of Russia arrested Wall Street journalist and PHS alum Evan Gershkovich ’10, marking the first Russian detainment of an American journalist on espionage charges since the Cold War. On Monday, April 10, the U.S. State Department deemed Gershkovich as “wrongfully detained.”
   FSB arrested Gershkovich while he was on a reporting trip to Ekaterinburg, Russia. The next day FSB pressed charges of espionage, claiming that Gershkovich was “collecting classified information from a Russian military complex” and “acting on instructions from the American side.” He was ordered into pre-trial detention until at least May 29. 
   “The Wall Street Journal vehemently denies the allegations from the FSB and seeks the immediate release of our trusted and dedicated reporter, Evan Gershkovich,” the Journal said in a statement on March 30. “We stand in solidarity with Evan and his family.”
   Pjotr Sauer, The Guardian’s Russian affairs reporter and Gershkovich’s close colleague, had been talking to him the same morning he was arrested. To Sauer, Gershkovich is an “extremely social [and] kind” person who would be “the kind of guy that you … bring to a party”. 
   After Sauer received a call from Gershkovich’s parents asking about his whereabouts that evening, he was unable to contact Gershkovich that night. 
   “I obviously got worried right away… He's a colleague of ours, he's a friend of ours, we know he's not a spy…We as journalists are trying to talk as much as we can about him, and write as much as we can about him so the world knows,” Sauer said.
   In the Princeton community, Gershkovich was known as a well-rounded student at PHS and the captain of the boys varsity soccer team. In addition, he had been a Tower news and features and sports staff writer. 
   “It has been a difficult morning for Princeton High School alumni, particularly the many PHS soccer players who were close to Mr. Gershkovich,” A PPS press release said. “He is remembered by his peers as being an outstanding student and an exceptional athlete during his time at Princeton High School.” 
   Gym teacher Wayne Sutcliffe coached Gershkovich for four years on the boys varsity soccer team and shared a memorable moment from the 2009 Mercer County Tournament semifinals that attests his leadership and resilience.
   “It was a really tight game and eventually it had to go to penalty kicks. After five kicks, it was still a tie, so it went into sudden death penalty kicks,” Sutcliffe said. “The manager can choose anyone he wants to take the sixth kick and we chose him. He took the same kick in the same spot [as the first time] and converted. We blocked their kick and won the game just like that.”
   Growing up in a bilingual household that spoke both Russian and English, Gerskovich also brought his love for his Russian heritage to the student body at PHS. 
   “In the 90s, everybody watched Nickelodeon and there was a little cartoon called ‘Hey, Arnold’ that a lot of kids watched. But he watched a Russian cartoon and then he would share that with other guys on the soccer team and his friends. That's something that you couldn’t [easily] access in those days,” Sutcliffe said. 
   When Gershkovich first went to work in Russia six years ago for The Moscow Times, the political climate was more cordial towards the west. Over the years, he captured the changes that were occurring, but did not ever think to sacrifice his journalistic integrity.
   “He said that I’m just one of the few [American journalists] left [in Russia]. I know he felt that it was his duty to report. He loved Russian people and he still does,” Ella, Gerkovich’s mother, said in an April 15 Wall Street Journal interview. 
   On April 13, Sergey Lavrov, Russia’s foreign minister, told U.S. media that Russia could be open to a prisoner swap—but only after Gershkovich stands trial. What seems to be yet another prisoner exchange situation almost mirrors how WNBA Basketball player Britney Griner was detained in December 2022 and was eventually released in exchange for arrested Russian arms trader Victor Bout. 
   Gerkovich’s arrest is also part of a growing trend where journalists are being targeted and used by authoritarian countries such as Russia and Iran. Sauer explained that the journalism community feels threatened and outraged by Gershkovich’s arrest. 
   “It's becoming harder to do journalism, to be honest… it seems like journalists are being used more as pawns [and] arrested, kidnapped, etc… The profession is getting harder,” Sauer said.
   PHS Alum Thatcher Foster ’10, Gershkovich’s childhood friend and soccer teammate, created freeevangerkovich.com, alongside Gershkovich’s family and other friends. 
   “It's been amazing how much support there is and how many people want to help. But it's a hard [situation] to help. So I think the website is a really important place for people to stay updated on statuses and provide support, write letters, and also support his family [with the] GoFundMe,” Foster said.
   While Gershkovich’s immediate release is unlikely, Sutcliffe urges onlookers to maintain an optimistic outlook.
   “Evan was always at his best under pressure. So, if I know Evan, and even though I haven't seen him in a long time, I have to think that he's a resilient guy, and that he's okay,” Sutcliffe said.
   Students can amplify Gershkovich’s story by using #IStandWithEvan or #FreeEvan. Letters to Gershkovich can be sent to FreeGershkovich@gmail.com.

PHS Alum Evan Gershkovich ’10 Detained in Russia

   Following the sudden dismissal of Former PHS Principal Frank Chmiel, Dr. Kathie Foster, an educator and a strong supporter of the public school system, assumed the position of Interim Principal at Princeton High School two days before Spring Break. 
   Foster started her educational career as an elementary English teacher in the Robbinsville school district and fell in love with working on the curriculum. This love for curriculum brought her to the administrative side of the district, and eventually led her to the superintendent position. 
   “I was an elementary teacher, and I actually taught every single grade level but kindergarten,” said Foster. “I started to fall in love with middle school students. And so then I really focused on being a middle school teacher and I ended up being an English language arts middle school teacher and loved it until I took the position as assistant principal.”
   Last year, Foster came out of retirement to take up the position of interim assistant superintendent for PPS. After fulfilling her role as interim assistant principal, she was called back to become interim principal in March.
   “I retired as superintendent in 2020 … I was ready to just take a break, rest a bit and really find what's next for me. I did some volunteer work, [for] ‘Dress for Success,’ which is an organization that empowers women, [and also] workshops and resume building---and guess what it was all about---educating and teaching. [Following] that, I knew that I was ready to return [as] I've always been a passionate supporter of public education,” said Foster.
   Foster’s transition has been well received by administrators such as Cecilia Birge, one of three PHS Assistant Principals. 
   “I think her transition has been seamless. Schools are not run by the individual – [they’re] run by a team. And we're very lucky that we have a really good team. She's so mindful of Princeton culture… academically, athletically, artistically, and politically,” said Birge.
   Although students are only just getting to know her, she already has knowledge of the culture at PHS, working as the Assistant Superintendent last year, letting her blend into the current administrative team already at PHS.
   “Dr. Foster is no stranger; she was in the district last year. Students probably did not get a chance to work with her or meet her frequently, but we administrators are very familiar with her…Her leadership is student-centered and kindness focused. She brings in a lot of mindfulness…and wants to meet the students so it's been really great,” said Birge.
   Her familiarity with the PHS community has shown itself clearly to the administrators.
   “There are times that as administrators, we often live in the gray area when it's time to make a decision, but because [Foster] served as superintendent and assistant superintendent for so many years, she's so familiar with the district policies and does not hesitate to make decisions. So I think I can speak for the entire team that we all feel really, really supported,” said Birge
   Foster’s main goal is to have a positive school year. She places a special emphasis on mental health and how to maintain a balance between academic stress and time to regroup. Dr. Foster wants to work with the staff to make sure that everyone understands and supports students in the classroom with mental health. 
   “I know that the school year is almost over, but I want to make sure that students feel emotionally and physically safe, that they’re successful academically, and that they know that people care about them.” 
   One thing Foster loves about the Princeton community is that students are at the center. She also appreciates how passionate the educators are and how they really care about the students that they are teaching. 
   “It’s about activating your voice, you know, empowering students, creating student leaders to go out in the world and contribute. So, I love my work even though I didn't get to interact as much with students. I was able to interact with people and engage with students,” said Foster.
   Instead of sending out morning emails, Dr. Foster will stick to her Sunday night messages. 
   “I know that it may be a disappointment to people, but I’m learning all of these new systems all at once and I am trying to meet with students. We are also looking into the possibility of putting the lunch menu on an app or website to make it easier [for students],” said Foster.
   Foster has also made the decision that this year, students will not be required to wear lanyards, but students are given the choice to adjust to the new system early. While she believes that it would be beneficial, Foster and the Student Advisory Council decided that it would be too big a change this year. 
   “Students, I want to tell you, I’m here for a short time, but I’m here for you fully. I want to be visible, I’m going to champion for you and provide the best end of the year for you. I can guarantee that I am really passionate about making sure that you have a great end of the year,” said Foster.

PHS Profile: Kathie Foster's short time at PHS focuses on student well-being

When it comes to celebrities, fans’ grasp of social conventions seems to slip away, as oftentimes by claiming that they understand their idols, they dehumanize them. We tend to think of respected figures or famous celebrities as being so far removed from real life that it’s impossible to connect with them in a typical person-to-person friendship. Idolizing celebrities is typical for adolescents — after all, just about everyone has a high-profile person they look up to or support. But with the rise of the internet and social media, these seemingly harmless relationships can turn into more nefarious ones.
   The obsessions caused by the idolization of celebrities sometimes develops into full-fledged stalking. In South Korea, the stalking of K-pop celebrities is so common that a term was coined in Korean to describe them: sasaeng fans. Sasaeng fans predominantly consist of teens or young adults encouraged by a heightened exposure to the media. One example of a sasaeng fan is Josh1994, a German fan documented to have harassed and stalked various members of the K-pop group Twice. After publicizing information about her and eventually being rejected, he began to send her death threats. Fortunately, this incident didn’t lead to further violence, but in some cases, it does. In one case, the look-alike of Rosé, a singer from the K-pop group BLACKPINK, was stabbed at an airport by a sasaeng fan for not returning their sentiments. 
   By supporting the tightly-regulated image of celebrities, the public essentially reinforces the false persona that controlling labels have placed on celebrities. In K-pop industries, celebrities are often subjected to unrealistic expectations pertaining to weight and body shape.   Moonbin of the K-pop group ASTRO died allegedly by suicide on April 19, 2023. It is presumed that the industry’s expectations of him combined with the demands of the “Korea wave” were the major factors that led to his death. By continuing to idolize these celebrities, fans reinforce industry standards that oppress them. 
   Constant exposure to celebrities makes comparing them to yourself inevitable. The public often fantasizes and gravitates toward celebrities who seem more humble and funny, like a “regular” person, without realizing that the normalcy of these people is completely fabricated, which creates unachievable standards. The rise of social media has heightened this phenomenon by allowing internet users to be more exposed to celebrities, thus causing teens to have lower self-confidence when they inevitably compare themselves to seemingly perfect influencers. 
   Social media additionally offers a larger platform for celebrities to live more public lives, making them greater topics of obsession. Overexposure to one’s day-to-day experiences are available to anyone, ultimately making it easier to create parasocial connections, which are essentially one-sided relationships. For example, by openly sharing vlogs online or having a very exposed media presence, fans feel more connected and involved in their idols’ lives. Seemingly minor actions can also contribute to this curiosity — the use of second-person voice in vlogs, insider information on the “backstage” events, and even photos taken by celebrities themselves are all personal and inviting. This blurs the line between being a spectator or a friend, resulting in social media users feeling rejected and lonely upon realizing they don’t know their icons as well as they thought.
   Teenagers in general are disproportionately affected by these emotional repercussions of social media. According to a 2018 study by Pew Research, 97 percent of teens have a presence on some social media platform and 45 percent of teens are online constantly, thereby boosting their exposure to celebrities. Because of their large presence on social media, teens more than any other age group are affected by parasocial relationships with celebrities, especially since adolescents in general are always searching for role models. This highlights the larger problem of exposure to social media in children and teens: The importance of online safety is often not thoroughly communicated. The lack of education dedicated towards online safety leaves teens especially vulnerable to the many emotional consequences social media widely causes. Realizing the dangers that can result from carefree exploration of social media is a necessary step in protecting oneself from those consequences, which is why it is imperative to recognize the emotional and physical dangers social media present. To protect ourselves from the adverse affects of social media, we must recognize and caution ourselves against the peril that festers even from behind the screen.


Behind the screen: the problem with idolization in K-pop

   When it comes to celebrities, fans’ grasp of social conventions seems to slip away, as oftentimes by claiming that they understand their idols, they dehumanize them. We tend to think of respected figures or famous celebrities as being so far removed from real life that it’s impossible to connect with them in a typical person-to-person friendship. Idolizing celebrities is typical for adolescents — after all, just about everyone has a high-profile person they look up to or support. But with the rise of the internet and social media, these seemingly harmless relationships can turn into more nefarious ones.
   The obsessions caused by the idolization of celebrities sometimes develops into full-fledged stalking. In South Korea, the stalking of K-pop celebrities is so common that a term was coined in Korean to describe them: sasaeng fans. Sasaeng fans predominantly consist of teens or young adults encouraged by a heightened exposure to the media. One example of a sasaeng fan is Josh1994, a German fan documented to have harassed and stalked various members of the K-pop group Twice. After publicizing information about her and eventually being rejected, he began to send her death threats. Fortunately, this incident didn’t lead to further violence, but in some cases, it does. In one case, the look-alike of Rosé, a singer from the K-pop group BLACKPINK, was stabbed at an airport by a sasaeng fan for not returning their sentiments. 
   By supporting the tightly-regulated image of celebrities, the public essentially reinforces the false persona that controlling labels have placed on celebrities. In K-pop industries, celebrities are often subjected to unrealistic expectations pertaining to weight and body shape.   Moonbin of the K-pop group ASTRO died allegedly by suicide on April 19, 2023. It is presumed that the industry’s expectations of him combined with the demands of the “Korea wave” were the major factors that led to his death. By continuing to idolize these celebrities, fans reinforce industry standards that oppress them. 
   Constant exposure to celebrities makes comparing them to yourself inevitable. The public often fantasizes and gravitates toward celebrities who seem more humble and funny, like a “regular” person, without realizing that the normalcy of these people is completely fabricated, which creates unachievable standards. The rise of social media has heightened this phenomenon by allowing internet users to be more exposed to celebrities, thus causing teens to have lower self-confidence when they inevitably compare themselves to seemingly perfect influencers. 
   Social media additionally offers a larger platform for celebrities to live more public lives, making them greater topics of obsession. Overexposure to one’s day-to-day experiences are available to anyone, ultimately making it easier to create parasocial connections, which are essentially one-sided relationships. For example, by openly sharing vlogs online or having a very exposed media presence, fans feel more connected and involved in their idols’ lives. Seemingly minor actions can also contribute to this curiosity — the use of second-person voice in vlogs, insider information on the “backstage” events, and even photos taken by celebrities themselves are all personal and inviting. This blurs the line between being a spectator or a friend, resulting in social media users feeling rejected and lonely upon realizing they don’t know their icons as well as they thought.
   Teenagers in general are disproportionately affected by these emotional repercussions of social media. According to a 2018 study by Pew Research, 97 percent of teens have a presence on some social media platform and 45 percent of teens are online constantly, thereby boosting their exposure to celebrities. Because of their large presence on social media, teens more than any other age group are affected by parasocial relationships with celebrities, especially since adolescents in general are always searching for role models. This highlights the larger problem of exposure to social media in children and teens: The importance of online safety is often not thoroughly communicated. The lack of education dedicated towards online safety leaves teens especially vulnerable to the many emotional consequences social media widely causes. Realizing the dangers that can result from carefree exploration of social media is a necessary step in protecting oneself from those consequences, which is why it is imperative to recognize the emotional and physical dangers social media present. To protect ourselves from the adverse affects of social media, we must recognize and caution ourselves against the peril that festers even from behind the screen.


The recent indictment of former President Donald Trump has sent shockwaves through the political world. While it remains to be seen whether or not he will be found guilty, the mere fact that a former president has been indicted is a significant development. Trump has pleaded not guilty to over 30 counts of hush-money payments in a recent court case that discusses Trump’s felonies starting from the 2016 presidential election. It is simply unfit for a person of that much status to have such a prominent role in a substantial scandal, and still have political power after the fact. Although we like to think that our political leaders have similar lifestyles to our own, due to their fabrication of a common-man life, we simultaneously hold them on a pedestal, assuming that their language and actions would reflect the high political power that they were able to earn. Ethical leadership must be a subject of discussion when such criminal offenses rise to the surface. The way that this redefines who is suitable for political power extends far beyond the political realm and has the potential to impact leadership across all sectors of society, including schools. 
One of the most significant ways in which Trump’s indictment could change leadership in the future is by setting a new precedent for accountability. For too long, leaders in various industries have been able to act with impunity, knowing that they are unlikely to face any serious consequences for their actions. Trump’s indictment signals that even those at the highest levels of power are not immune to accountability. This message has the potential to trickle down to other sectors, including schools, where administrators and educators may feel emboldened to take a stronger stance on issues of ethics.
However, if Trump is able to get out of the indictment, this scandal could send a different message about leadership in our country. It could suggest that powerful individuals are able to use their influence to avoid facing consequences for their actions. This would be a discouraging message for those who are invested in promoting ethical leadership, particularly in schools.
As PHS continues to undergo leadership transitions, the importance of ethical and accountable leadership has become increasingly clear. It has become exceedingly important that we can rely on the people who are in power to be accountable and reliable, as well as transparent. Just as Trump’s indictment signals the need for accountability at the highest levels of power, our school must work to ensure that their leaders are held accountable for their actions. This includes implementing strong ethical codes of conduct, fostering a culture of transparency and honesty, and ensuring that those who violate ethical standards face appropriate consequences.
Ultimately, the impact of Trump’s indictment on leadership in the future will depend on the outcome of the case. However, regardless of the outcome, this event has already sent a powerful message about the importance of ethical and accountable leadership. As PHS continues to navigate leadership transitions, we must take note of this message and work to ensure that our leaders uphold the highest standards of ethics and integrity.


The indictment ripple effect and the need for ethical leadership

During their time in school, students spend time with numerous teachers, all of whom influence their education in various ways. Every teacher presents themself differently, with some being close confidants for their students and others steering away from personal connections to maintain professionalism at all times. But is there a perfect balance between the two extremes? Can teachers find a way to be a support system for their students, while also ensuring that as an instructor, they do not cross any boundaries? At PHS, we want to ensure that both students and staff feel comfortable at all times, but it’s also important to acknowledge the benefits that personal connections between students and teachers can have at our school. 
On one hand, it is important for teachers to maintain their professionalism, whether in regard to whole class discussions, office hours, or emails. A teacher’s job is to inform and educate, as well as to cultivate a greater understanding and curiosity among their students; all things that cannot be done if a teacher does not take their job seriously. Maintaining professionalism doesn’t inherently mean that educators must wear a suit and tie to school everyday, but it does mean that students and teachers should, at the most basic level, keep their relationships educational. On the teacher’s part, this entails establishing respect for the students, clarifying the rules and expectations for the the course, and ensuring that the students feel comfortable in class. For the students, maintaining an educational relationship can mean following the teacher’s instructions and staying on task; speaking to the teacher as an educator, not a friend; and reciprocating the same respect that teachers show to students. To put it simply, a teacher shouldn’t become a student’s close friend; it would permanently alter the classroom environment and change the teacher’s treatment of both that student and other students in the class. A close relationship could cause preference or favoritism within the class, harming other students. Such a connection between a teacher and their student can also raise reasonable concerns regarding safety. Teachers nationwide have abused their position of power by reaching out to students as a friend and then proceeding to distort and manipulate their relationship. 
Yet, not every teacher is like that. It’s also important to acknowledge how positive such a connection can be. Often when a student has a teacher that they feel comfortable talking to, they go to that teacher for advice. For example, LGBTQ+ students who don’t feel comfortable talking with their parents can use teachers as a source of guidance. In that case, a teacher can be a great person for that student to reach out to. Although on the whole, Princeton is a more accepting environment than many other places in the United States, it is still necessary to understand that many LGBTQ+ students at PHS do not have a supportive family; for these students, having a teacher they can go to for advice or simply act as a listening ear may increase their feeling of self-worth and general happiness. Additionally, if a student has enough trust in their teacher, the student could speak to them about bullying or harassment; teachers can help students out when they have nowhere else to go.
So where does the boundary really lie, and how can both students and teachers find a way to balance out the two ends of this spectrum in a responsible manner? Different methods work for different teachers and schools. Some build a strict appearance in class and then deconstruct said appearance outside of it. Others incorporate both intensity and compassion into their curriculums. Overall, if a student has a teacher they view as a mentor, they know they can trust that person and listen to their advice, but still respect them; this type of relationship allows for both professionalism and a personal connection to coexist. For the people that this type of connection does work for, the balancing act of teacher and confidant is imperative, and the title mentor seems to fit perfectly in between. Although this type of student-teacher relationship might not be ideal in every case, it serves as a midpoint between the two potential extremes, taking advantages from both. At PHS, we should aim to create the most beneficial student-teacher relationships throughout the duration of a student’s high school career, for both parties involved.   


Forming the ideal student-teacher relationship

cheers:
- "young royals" season 3 filming
- the sound of the messenger notification
- pimple patches
- Bella Ramsey's instagram page
- the Met Gala
- SZA going on tour again
- Gym frees

Jeers:
- tower stairwell stench
- mercury in retrograde
- AP season
- Dictionary app on Macbooks
- loud chickens in the courtyard
- broken paper towel machines
- Taylor Swift's breakup with Joe Alwyn

Cheers & Jeers

As the spring season begins, the PHS girls
golf team sets off in full swing for the first time.
The team had made an impressive start to their
first year as a PHS sports team, carrying a 3–0
record so far as they aim to maintain their peak
form heading further into the season. The team
dominated the Lady Bombers Tee Off Classic
Tournament on April 19, achieving first place.
 “We’re gonna have three home matches this
season, which is a lot fewer than we’ve had in the
past. But that’s super exciting, especially because
we get to go on . . . a much nicer course to play with
in the past,” said Madeleine Zang’s ’23, PHS girls
golf team captain.
 This year, the team has seven new additions,
ranging from new players to experienced golfers,
who weren’t on the co-ed team the previous
season.
 “We have a bunch of seniors and a lot of
freshmen I think that signed up. So I think [that
is a] really interesting district team dynamic,”
Zang said.
 Despite the changes in the team roster, they have
developed a strong, dynamic, and supportive
atmosphere, contributing to a tight knit team
culture both on and off the course.
 “I think that [the team has] a really positive vibe,”
said Shreya Gaekwad ’25, one of the new members
of the girls team. “Everyone’s supportive [of] each
other and [we] play as a team.”
 The team practices allow the players to improve
their golf game in an encouraging, yet competitive
atmosphere that motivates the golfers to record
lower scores on the course.
 “I believe I have become more consistent on the
course and I can definitely see that coming from
the fact that I am basically playing on the course
everyday,” said Raima Srivastava ’25, one of the
golfers on the girls golf team. “I can see my score
improving everyday.
Prior to this year, the PHS Golf Team had been coed. Efforts from Zang, as well as the current boys
golf team Coach Patrick Noone, were the backbone
for the start of a separate team.
 “[After the 2021 county tournaments], more girls
showed interest, and the boys golf coach, Patrick
Noone, met with the superintendent over multiple
years to institute a Princeton High School girls golf
team, which was finally approved for this school
year,” said Zang. “I know that I, along with all of
the other members of the golf team, were ecstatic
about having our very own team.”
 Girls golf Coach Jess Monzo is eagerly anticipating
stepping into this new role due to his background
in coaching wrestling, as well as guiding the players
with an encouraging mood.
 “It is extremely polar opposite from the other sport
I coach at PHS. Golf is very laid back and relaxing,
but the mental aspect is very much similar,” said
Monzo. “The truth is in golf you have to continue
to stay positive.”
 While the journey to getting the program into
play has been challenging, the players are making
the most out of this opportunity. As they strive to
level up their game, at the same time, they also look
forward to making valuable memories through
their commitment to golf.
 “A memorable time with the team was playing
‘best ball’ on the course, where you play golf and
play from the best shot,” said Srivastava. “It’s always
such a fun game and we don’t have to worry about
our scores, [since] it’s mostly for practice and fun.”
 What originally started out as a dream has become
a reality for Zang’s senior year season.
 “So far this season, our team has been playing
amazing, and everyone has shown immense team
spirit,” said Zang. “For the future, I hope the
Princeton High School girls golf team continues to
thrive; I know that we are all excited to see how far
our team can go in the game of golf!”

PHS girls golf team kicks off their first season

Taking a deep breath, Katherine Monroe ’23 positions herself on the block. As the pistol fires, she pushes off with force, gaining momentum with every stride she takes. Her eyes are centered on the finish line.
Having been with the track team since sophomore year, Monroe has had time to get settled in, and become a main contributor of the team. While many people think that track and field is an individual sport, Monroe believes that team bonding and group races are just as important as individual ones. Monroe takes to heart that a positive and supportive team environment is crucial to their success. 
	“We all like to listen to music together on the bus [to the New York City Armory Stadium],” said Monroe. “In the past, we liked to get off at rest stops and get food. Everyone's super supportive of each other, taking videos of other peoples races and getting pictures together.”
This continued hard work has also rewarded Monroe on a personal level. A couple of weeks ago, she recorded a 55 meter hurdle in 8.81 seconds, a new school record. To beat the school record, Katherine practiced extensively with Thomas Harrington, an accomplished coach who has won 31 championships. Track is a game measured in milliseconds, so every aspect of her game had to be analyzed, everything from her push off the starting block to her stride length. 
“Breaking the school record was such an exciting achievement and I’m really proud to see my work pay off,” said Monroe. “My coaches deserve so much credit for their help and support too.”
Head Track Coach Benjamin Samara, has been coach since 2012 and seen many great players come through the high school track team. For him, Monroe is up there with the best.
	“Kathrine is not only an amazing leader, but an amazing athlete, and one of the hardest working people we have on our team,” Samara said. “You know that if you give Katherine something [to do], she's gonna do it to the best of her ability.”
Looking forward to the high school track nationals in the spring, Monroe has remained focused on doing well at the meet. The highest competitions require the highest levels of concentration, and with this being her second time at Nationals, Coach Samara feels she knows what she needs to do.
“You have to go confident, and not be scared at Nationals, because it's the best of the best,” said Samara. “It's really just about focusing on your lane and not worrying about the people around you.”
For this year's National qualifications for relay racing, Monroe and the team were able to beat the time by 2 whole seconds, with everyone on the team running record times. With this time, the relay team was able to qualify for the track and field national competition. 
Ishaq Inayat ‘25, who specializes in long jumping, recognizes the impact that Monroe has had on the squad.
 “Katherine is a great captain,” said Inayat. “[she] leads by example through her running.”
Monroe feels blessed to have spent 3 years working with her teammates and coaches. With Nationals on the horizon, Monroe knows there are still more records to be broken.
“I’m really glad that I get to cap off my senior year with such a great group of people,” Monroe said. “Hopefully there will be more personal records and memorable times to come!”


Katherine Monroe ’23: track and field

As soon as the referee drops the puck onto the ice, the players' concentration levels rise. Star forward Cooper Zullo ‘23 takes a deep breath, calming himself. An environment of nervous excitement fills the rink, but it all goes away as soon as the referee blows the whistle. Game on.
   Zullo is used to the atmosphere of a chilly ice rink. Growing up, he fell in love with the sport when he watched field hockey on TV during the 2008 Summer Olympics. Encaptured by the fast paced rhythm of the game, Zullo soon began to enjoy its winter equivalent, ice hockey.
   “I thought it was kind of fun, especially at that age,” said Zullo. “Hockey is [a] super fast [paced sport], and I wanted to try it out, and I’ve loved it ever since.”
   However, Zullo’s family wasn't able to bring Zullo to ice rinks as often, as the family was balancing their time on different sports as well. Zullo had to motivate himself to work hard at the sport, finding ways to practice even when he couldn't train on ice.
   “Hockey forces players who are serious about it, to say, ‘What am I going to do today to try and create an environment for me so I can get better?’” Zullo said. 
   For him, this included playing floor hockey with his net in his backyard as well as roller hockey which uses wheels instead of skates, to help his balance. 	
   While Zullo didn't have much help playing the sport, he did have many people to look up to in his childhood. One of his biggest inspirations growing up was his brother, who played basketball. 
   “It was very easy for me to model myself after him because he was such a hard worker,” Zullo said.
   At Princeton High School, Zullo is trying to become a role model himself for the underclassmen hockey players who are trying to settle in. 
   “I want to create an environment that is inclusive for all teammates while still having fun,” Zullo said. 
   Princeton High School has always been a competitive scene for ice hockey. The school has a long history of winning the Mercer County Tournaments. This year, the boys ice hockey team is currently second in the Colonial Valley Conference, on a three-game winning streak. Zullo’s contributions have been critical to the team, scoring a team high of 27 points, which he hopes to add to this season.
   One of Zullo's biggest attributes is how integral he is to the spirit of the team. Julian Drezner ’23, a forward and key player to the squad, admires the qualities that the team has. Having been with the team since his freshman year, Drezner has seen Zullo’s progress and the influence that he’s had on the team.
   “He's had some ups and downs, some great and some slow, but he’s usually given key points for the team,” Drezner said.
   Rik Johnson, the head coach of the boys hockey team, has also seen the impact of Zullo’s attitude on the team. He recalled the story of how surprised Zullo was to be picked as captain his junior year over other contenders for the position. 
   “When Cooper was named captain, he quickly re-evaluated himself... it put him in the [position] to where he was like, alright, I'm going to have to step up,” Johnson said. 
   Winning the Mercer County Tournament was Zullos main goal to finish the season, and to finish his high school career. Leading the line, Zullo was able to earn his team a place in the final against Hopewell Valley, where an overtime goal from Ethan Garlock clinched the title in a 3-2 victory.
   “It was one of the best feelings in the world and I still can't believe it,” said Zullo, recalling the moment. “For us seniors ending our career in the best possible way really was just so amazing.”
   While capturing the Mercer County tournament has been one of the highlights of the season, Zullo sees this trophy as having a much stronger purpose. He hopes it serves to encourage anybody remotely interested in ice hockey to join the team.   
     “It’s really a no-pressure environment. Our goalie who never played hockey before, plays every game, and enjoys it. All the guys come to have fun for two hours [at practice]. It's a really awesome environment.” Zullo said.


Cooper Zullo ’23: ice hockey

Silence falls across the green as Madeleine Zang ’23 lines up a putt to finish her
round. A step back from the ball, a deep breath, and a smooth stroke. Fi!een feet,
ten feet, five feet, and in. It’s a new course record at Rossmoor Golf Course.
 Zang was introduced to golf early in her life, when her dad took both her and
her sister out to their local country club. There, Zang found a passion for the game.
 “I started playing golf when I was six years old,” said Zang. “From there, afer
playing the weekends, it started to become a more serious extracurricular, that [I]
kind of just chose to continue with it.”
 Despite Zang’s full commitment to golf, she was originally on the fence with what
sport she most wanted to pursue. However, Zang’s decision ultimately came down
to the difference in the nature of golf that set it apart from the others.
 “I’ve tried soccer and I played tennis for a while, and then it was just kind of
choosing between tennis and golf,” said Zang. “I just really liked the individual,
patient nature of golf. Basically, the only person I’m competing
against is myself on the golf course, so I just really like that aspect
of it.”
 Following Zang’s final decision to pursue golf was an
unmatchable focus and determination that got her to where she
is today. Despite getting off to a slow start, she eventually caught
on and hasn’t looked back since.
“Before freshman year . . . I wasn’t that great
at golf. But I worked really hard . . . to just
kind of get to where I am now,” said Zang.
 Zang’s game speaks for itself, and certainly
leaves lasting impressions. Coach Patrick
Noone of the PHS Golf Team noticed her
commitment, talent, and personality first hand
the first time he saw her on the course.
 “I mean, obviously the first impression would be how good of a
golfer [she] was, but it’s more than that,” said Noone. “It’s how good
of a kid she was, and how friendly and how enjoyable she was to
be around, and how she was with all the other teammates on the
team. She’s a great golfer, but an even better person.”
 Zang’s career in golf took a turn in the summer of 2022 when
she committed to the University of Pennsylvania for golf, a
huge step further into her career not only as an athlete, but as a
person as well.
 “It was just really cool [to] be able to talk with coaches [and]
talk with my coach about how to go about pursuing coaches
[and] seeing what schools even want me on their team,”
Zang said. “It was kind of stressful at times, but you
know, [it was] super fun ... I’m really excited.”
While Zang’s high school career in golf may
seem completed, there’s one thing that she has been
chasing since her first season: starting a girls golf
team at PHS. When she joined the golf team her
junior year, she noticed that the school team for golf was
co-ed, and since then, she’s been pushing hard to start up
an individual girls team.
“She’s been the spearhead, me and her have
been a spearhead for getting a girls program
here, and this would be the first year for it,” said
Noone. “So from her hard work [and] by sticking together, [we’ve] been able to get
a girls program her senior year.”
 Starting a golf team is no small feat, but Zang is properly equipped with both the
experience and skills necessary to captain the team.
 “I just definitely think she’s a good leader. She’s very organized, she knows what
she’s doing. She’s also really wanted to start a [girl’s] golf golf team, since we haven’t
had one yet,” said Jacqueline Zang ’25, Zang’s sister and teammate. “She’s definitely
been very proactive in getting everything organized, and having matches, getting
uniforms, [and] making sure it could actually work, because it’s been a work in
progress for a couple of years.”
 With the start of a new season, Zang is hopeful in creating a fun yet competitive
team that can build bonds that last.
 “It’s just a really good opportunity for them to come into the sport,” Zang said. “I
mean, as long as you’re interested and you’re willing to try. I think that’s honestly the
best thing that could happen.” 

Madeleine Zang ’23: golf

How far would you go to achieve the “perfect body”?
South Korea’s newest reality show, “Physical: 100,” delves
into this question with its “Squid Game”-like premise,
striving to discover the “fittest” among 100 contestants
of various body types and builds. From team games to
one-on-one matchups, the challenges are relentless and
the stakes are high, with a cash price of 300 million won
(around 230 thousand U.S. dollars) on the line. While the
games attempt to push each contestant’s willpower and
physical limitations, it also sheds light on the concept of
physical perfection and its impact on society.
Behind the glittering aesthetics and stunning visuals
of Korean content, especially in the recent global
phenomenon of K-pop, lies a relentless pursuit of
perfection. Big entertainment companies not only seek
popstar-worthy skills, such as captivating vocals and
polished dancing moves, but also prioritize appearance,
the major factor in determining if one will make it. In this
highly competitive industry, even
the slightest imperfection is not
tolerable if one cannot meet
the society’s beauty
standards, which includes features like radiant skin, double eyelids, a small
face, and a tall, thin figure. In female idols, an hourglass
body shape is the most desirable, while for males, they
are expected to have a muscular and toned physique.
However, the participants in “Physical: 100” attempt
to debunk the body standard Korea has set and promote
a more inclusive image of the human
body. For example, women show off
their toned muscles and larger frames.
Meanwhile, men who don’t fit into
the traditional mold of a muscular
physique fight proudly in the arena.
They play a role in challenging the
stereotypes of the desired Korean
physique, sending a message to
audiences that it’s important to break
away from the norms.
Unfortunately for K-pop idols,
the pressure to maintain a perfect
appearance extends further than just
the selection process. They face the expectation to maintain
a flawless appearance and youthful image, forcing them
to resort to grueling
gym workouts,
heavy dieting, and
dangerous weight 
loss methods.
According to
Business Insider
in 2019, these
consistent routines
are doing more harm
than good, contrary to
what might appear
on screen. 
However, Korea’s appearance-obsessed culture is
not just limited to the entertainment industry but has
expanded to the rest of the nation. Many Koreans and
other East Asians feel the pressure to conform to to
societal beauty standards, leading to a surge in cosmetic
surgery procedures. As such, South Korea has emerged
as the plastic surgery capital of the world.
This obsession with achieving the ideal
appearance extends beyond facial features
and includes striving for the ideal body type
as well, with the belief that it can build up their
status in society. The link between physical
appearance and success creates a harmful
notion as it builds onto the pervasive issue of
valuing physical attractiveness above all else,
degrading individuals to just their external
features. By placing a high standard and value
on visual appeal, it can claw people from the
inside and set up an unhealthy environment
for adults and youth.
For a show that seeks to find the “perfect body,”
physical perfection isn’t what the challenges attempt to
determine. Instead, it shows viewers the beauty of diverse
body types and celebrates their individual strengths,
challenging the notion of what physical perfection is. No
body type is superior to another, and each individual
excels in different areas of athleticism, whether that is
flexibility, stamina, or speed. In addition, the series forces
people from around the world to look beyond physical
appearance, and instead at one’s devotion, resilience, and
resourcefulness, as they navigate through the matches.
“Physical: 100” offers a refreshing and exhilarating take
on physical competition — one that prioritizes body
positivity, inclusivity, and individuality over the narrow
notions of physical perfection.

“Physical: 100” is not just about attaining the “perfect body”

Ball in hand, pitcher Jonathan Tao ’23 steps up to the mound. He heaves a slider, the
famous pitch of his favorite player, Los Angeles Angels’ Shohei Ohtani. The ball spins
and dips abruptly as it reaches home plate, leaving no time for the batter to get a swing
off. The umpire announces, “Strike three, you’re out!”
 Tao’s grandfather inspired him to begin playing baseball, and talking to him inspired
Tao to keep playing over the years. From Little League games to varsity baseball, Tao’s
grandfather has had a major impact on his
baseball career.
 “My grandpa was a catcher,” said Tao. “I visited him every year... [and he’d] ask, ‘How
are you doing [with baseball]?’’’
 As a pitcher, Tao is the face of the defense. Every play begins with his pitch, so it is
important that he throws a good one. He has a few types of pitches
to choose from, including the fastball and several off-speed
pitches. The speed he gets on his fastball makes it difficult
for batters to hit it, as his aim is to confuse batters as to
where the ball is headed.
 Tao tries to have pitches such as the curveball and slider
come off with more spin and variability, which adds to
Tao’s extensive toolbox while on the mound.
 One of Tao’s biggest assets is his
communication and leadership role on the
team. It’s common to see Tao shouting out instructions
and relaying information from the coach to the
rest of his teammates. Dominic Capuano, head
baseball coach, talked about his admiration for
Tao’s
leadership.
 “Jon has done a good job of being a voice for the
coaches,” said Capuano. “He [gets] the message
across that we are delivering and keeping the
team in line. Being a captain is an extension of
the coaching staff and he has done a good job
with that.”
 Through his supportive words, Tao’s leadership has
carried the team to greater heights and provided a
sense of empowerment for all of his teammates.
Jai Justice ’25, the third base player and pitcher for the
boys varsity team, expressed his admiration for Tao
as well.
 “Jonathan is a great captain for the team. He keeps the
team motivated and is an excellent communicator,”
Justice said.
 Tao’s path to his current spot on the varsity roster
wasn’t without difficulties. A series of shoulder
dislocations early on in his high school career set Tao
back, including one in eighth grade and another in
his sophomore year. But no matter how many times
he got injured, he would always come back to playing
baseball as a result of his dedication and love for the
sport.
 “[Jonathan] has done a good job of putting the
injury out of his mind and just playing free,” said
Capuano. “He’s been a mainstay at the top of our line
up and he could be most vulnerable to reinjury, and
it hasn’t affected him at all.”
 While Tao has always bounced back from his low
points, his baseball career almost came to an early
end.
 “Around ninth grade I was really hard on myself. I even considered quitting
[baseball],” said Tao. “I didn’t quit because I knew that failure was always a part of it,
and so if I wanted to keep playing I had to deal with it.”
 So far, this year’s baseball season has been going well, with Tao and Wes Price ’23
as the co-captains of the PHS boys varsity baseball team. They won their first game
against West Windsor Plainsboro North with authority; the final score was 14–4.
 “Our win against West Windsor North shows that when we put the pieces together,
we play really well,” Tao said.

Jonathan Tao ’23: baseball

At full speed, Reece Gallagher ’23 charges down the field, weaving through a crowd
of defenders. She grips onto her stick, zoning in onto the goal ahead. With one swift
motion, she unleashes the ball at the net, slamming it into the goal. The crowd erupts
into a roar as Gallagher makes her way towards her teammates, victorious. For
Gallagher, this feeling of exhilaration and adrenaline is part of the thrill that comes
with playing the sport she loves.
 There are four positions in lacrosse: offense, defense, midfield, and goalie. Each
position has their own crucial role, so Gallagher makes sure she executes her own
position of offense well. In the 2022-2023 season, Gallagher has already made a total
of six goals and two assists, contributing to the team’s 3–0 record. Besides helping her
teammates with her technical abilities, she also helps coordinate the team dynamic as
one of the co-captains.
 “I’m a very big team player; I like to get everyone involved … we want all of our
voices to be heard, so we just work together. We don’t ever go against each other,”
Gallagher said.
 Gallagher has developed these skills since she began playing lacrosse at six years old.
Injuries such as her sprained Achilles tendon set her
back, but did not stop Gallagher from loving the
sport just the same.
 “It just gets better...[even though] shin splints
have been a bit of an injury
throughout my four years,” Gallagher said.
 A long term-injury would discourage any
athlete, but not Gallagher. In
junior year, she moved from
junior varsity to varsity and
now is one of the captains in
her senior year. She uses her
experience as both a teammate and
captain to play her best during games.
 “I am near the goal usually, and when plays are
going on, or if someone’s making a cut through,
I will pass it to them and they can have an easy
shot,” Gallagher said.
 Part of Gallagher’s responsibilities is to make
everyone feel included. She ensures that every
individual is given the opportunity to
showcase their unique talents, especially
for the freshmen players. She takes it upon
herself to improve the team, both on and off
the field with a system she created.
 “So green [means] you can shoot, red
[means] you can’t. So we’ll go, ‘Green,
Leah!’ or ‘Green, Quinn!’ if they want to,”
Gallagher said.
 With these efficient signals, the team
is able to make split-second decisions
together, score goals, and win games.
Communication is, of course, key, and
Gallagher has honed these skills to lead
the team
effectively. “Reece really stepped up
in the off-season to help organize the
team for winter league and organized
lifting sessions in the weight room... She leads in
a calm and positive manner,” said girls lacrosse Coach Katherine Federico.
With her unparalleled level of experience and devotion to the team, Gallagher has
become a pillar of strength for her teammates when they need it most.
 “Reece is always super supportive and always there to give me advice. She’s always
really organized, both on and off the field,” said Theona Hsu ’24, one of Gallagher’s
teammates on the varsity team.
 As Gallagher continues to grow in her role as captain, she hopes that she is able to use
her leadership skills as she transitions from high school to college.
 “She leads in a calm and positive manner,” said Federico. “I expect her to continue
to play a large role in helping lead the attack and set a positive example to the
underclassmen.”

Reece Gallagher ’23: lacrosse

Taking a deep breath, the athlete stretches and contorts their body into different
positions and angles. The pilates exercise is a great way for the athlete to train their
entire body.
 Pilates, a combination of core exercise and yoga, aims to strengthen the body,
as well as encourage flexibility. After a couple of decades of relative obscurity, the
exercise has seen a resurgence in popularity, especially on TikTok and other social
media sites. The hashtag “pilates” has garnered 5.7
billion views so far on TikTok, and it continues to
grow. John Torrey, the fitness instructor at PHS,
recognized the benefits of this popular trend.
 “Any type of education towards [pilates] would
be beneficial to the students,” said Torrey. “I
certainly think it could be incorporated into the
[school] curriculum.”
 Pilates, which was invented in the 1920s by Joseph
Pilates, has had a long and successful history in
the world of athletics. The fact that it can be done
without any instruments at all shows it’s a cheap
and simple form of exercise that anyone can do.
 The availability of information on the internet
allows for people to be introduced to many new
types of workouts. Pilates is a unique and niche
type of exercise, which newcomers to fitness may
not be aware about. According to Torrey, this kind
of exposure to fitness information is extremely
beneficial.
 “There’s probably a lot more information on the
internet now than when I was your age,” said Torrey.
“I really had to search for books and magazines to learn
how to strength train and do body building.”
 While pilates has many similarities to exercise routines
like yoga, pilates has one key difference which sets it
apart. Unlike yoga, which usually requires the person to
hold a pose, pilates poses are matched with leg and arm
movements, which put strain on the core, adding to the
exercise.
 Because of its accessibility, it has potential to be very
beneficial at PHS, where exercise and working out is very
popular. The PHS fitness room is routinely packed with students during lunch and
after school. Evan Weinstein ’25 goes to the gym after school, and to him, fitness
trends like pilates are great ways to get fit.
 “I think that 99 percent of the time, fitness trends are helpful,” said Weinstein.
“Obviously there are some less helpful or even harmful [trends], but people should
be able to … make decisions for themselves.”
At the PHS fitness center, strength training and yoga are some of the more popular
forms of exercise, which is exactly what pilates is based on. Newcomers to pilates can
get a lot out of just going to the PHS fitness center for a workout.
 One of the benefits of the pilates trend is the sense of community. It’s a common
sight to see people sending positive, and motivational messages in the comment
sections of workout posts. These messages only help to strengthen the community,
and make fitness goers more motivated to work out. To Weinstein, these messages
are nice, but not helpful.
 “I think it’s nice and obviously anyone who says it has nice intentions, but I think
[motivational messages are] becoming overused, diminishing
their meaning,” Weinstein said. Still, Weinstein
understands that these messages can
bring motivation for those who need it.
 Another benefit of pilates and other
fitness trends is that they discourage
sedentariness. With technology taking
up a greater role in people’s lives, fitness
trends inspire people to get moving.
Jordy Paredes ’23 is a regular at the
gym, and understands the significance
of fitness.
 “Hard work will always pay off; just
because others are not pushing doesn’t
mean you should stop,” said Paredes.
“Working out builds mental strength
and physical strength.”
Of course, pilates and internet
fitness trends aren’t all completely
perfect. Students routinely find
that they compare themselves with
others online, creating unrealistic
expectations for themselves, which can lead to
lowered confidence. The desire to see physical results
can lead athletes to consume dangerous substances for
faster gains. For Torrey, understanding what is natural
and healthy is of key importance.
 “[With] the advent of the internet and social media sites like Instagram, there
are a lot more fitness influencers, but you don’t know how credential they are,” said
Torrey. “You don’t know what type of supplements or illegal drugs they’re on to get
in that shape, and a lot of them don’t look like that year round.”
 Because pilates has a wide range of difficulty, it is much more manageable for
newcomers to administer a healthy routine, and not be influenced by questionable
supplements. Overall, pilates is a healthy way to stay fit, and will give you massive
benefits in the long run.

Pilates fitness trend establishes community at PHS 

What is Formula 1?
 Formula 1 is widely considered to be the pinnacle of motorsport
racing. Ten teams with two drivers each compete against one another
every season in a neck to neck race to the finish line. F1 cars can reach
up to speeds of 200 miles per hour, and are the foundation for the
iconic race car roars . From the tropical Singapore street race to the
iconic Monza race track in Italy, F1’s influence, history, and culture has
been growing around the globe.

How do the races work?
 Races usually take place on multiple consecutive weekends, starting with practice on Fridays,
qualifying on Saturdays, and the race on Sundays. Drivers are given Fridays to practice on the track,
as well as a final chance to fine tune their cars for qualifying and the race. On Saturday, the drivers
compete in a qualifying format that determines their starting positions for the race, which can either
make or break their weekend depending on where they start. Starting towards the front usually gives
the driver an advantage, as there are less cars they need to overtake in order to climb towards the
top. Starting further back in the group places the racer at a major disadvantage as it puts the driver
behind more cars, which consequently means more overtakes. Finally, Sunday is the big race, where
the drivers head onto the track and race for as many points as possible. Only the top ten drivers earn
points, however, setting everyone on the grid, even teammates, against one another.

What is the strategy to winning?
 With 20 drivers on the grid, competition flares high when the race arrives. Teams have to use all their
resources to their advantage in order to gain points, which accumulate to their final standing at the end of
the year. Typically, teams will play both of their drivers to their advantage, using various strategies to give
them the edge. Some strategies include using one driver to stall the opposing team while their teammate
who is behind catches up, or giving each other “slipstreams,” which allow for less air resistance, allowing
the car to move faster. Pit stops, used to change tires, also play a big part in determining the rankings.
Formula 1 has three types of tire compounds that the drivers and their teams can choose to use. They
range from soft tires, which allow the car to drive the fastest but last the shortest amount of time, to hard
tires, which drive the slowest but have the longest life-span. In between the two are medium tires, which
is a mix between both the soft and hard tires. Which tires the driver decides to use comes down to the
strategy they choose to play when race day comes around.

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April, 2023 Archives

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