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The Cardinal Times Winter 2021 Issue

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Since

1897

The Cardinal Times

Vol. 125

Winter Issue

© WINTER, 2021 • Cardinaltimes.org • Lincoln High School • Portland, OR 97205

In this issue...

History of protest art

Puño y Letra

Opinion: Schools

re-opening

Frogs of the PNW

P. 4

P. 9

P. 10

P. 12

TOP LEFT/MIDDLE RIGHT: Imagery of protest art from the downtown protests this year. Read

about the history of this art on page 4. Photos by KATE HADDON

TOP RIGHT: Lia Godino talks about how race is discussed at Lincoln on page 3. Photo by LIA

GODINO

BOTTOM LEFT: ASU reviews various bubble tea locations. Read about how Bubble-n Tea ranks on

page 9. Photo by JAKE YUN

@Cardinaltimes @Cardinaltimes @Thecardinaltimes


PAGE 2 • The Cardinal Times, WINTER, 2021 NEWS

Wilson High School changes name to Wells-Barnett

By KATLYN KENNY AND MAX ED-

WARDS

This year, PPS has started to take part in

a project they are calling, “Renaming and

Redefining PPS Spaces: Centering the Experience

of Black, Native, and Students of

Color Through A Racial Equity Design Process.”

“The first step toward changing the climate

of this high school is by changing

its name. We can’t hope to be an anti-racist

environment when our namesake was

pro-racist,” said Wells-Barnett High School

junior Nura Salah.

All nine high schools in the Portland

Public Schools (PPS) district are named after

past leaders of the United States, almost

half of which were slave owners. When

these schools were founded in the 19th and

20th centuries, their names did not appear

problematic to the public eye. In fact, they

were thought to be honoring leaders of our

country. Today, the true stories of these

controversial figures in American history

have been revealed, and are much more

questionable than the PPS schools’ founders

originally believed.

The renaming and redefining project

focused first on Wilson High School,

which PPS has officially renamed to Ida

B. Wells-Barnett High School, in order to

help dismantle systems of oppression in

the education system. Students and staff

at Wells-Barnett have been attempting to

rename the school for the last few years.

The current project finally got its start this

year after the protests sparked by George

Floyd’s murder in the spring.

Ida B. Wells-Barnett was a Black investigative

journalist and early civil rights

leader born into slavery. She documented

lynching in the US in the 1890s, and was

praised by leaders like Frederick Douglass

for her work.

President Woodrow Wilson, the school’s

namesake, allowed segregation in federal

positions. He also threw civil rights leader

William Monroe Trotter out of the Oval

Office in 1914. Additionally, after his appointment,

Wilson fired 15 out of the 17 total

African American supervisors in federal

office, replacing them with white people. To

continue the hiring of only white people,

the federal government started requiring

photographs with job applications in 1914.

Wilson was also sympathetic to the Ku Klux

Klan, describing them as “men half outlawed,

denied the suffrage, without hope

of justice in courts”, and playing the movie

“Birth of a Nation,” which glorified the

KKK, inside the white house. Additionally,

Wilson rejected the racial equality clause at

the Treaty of Versailles.

“The short of it is that Wilson [was] not

a person who embodied the qualities and

aspirations that we have as a school, particularly

with regards to creating an inclusive,

supportive community where all students

regardless of race, gender, religion, etc.

feel welcomed and safe and supported,”

Wells-Barnett Principal Filip Hristic said.

The school’s aim is to “educate young

The outside of PPS’ Woodrow Wilson High School. Over the past year, the “Renaming and Redefining

PPS Spaces” project has worked to find a new name for the school.

By BETSY HAMMOND

people in every capacity-mind, body and

spirit.” Since last June, students and teachers

have gathered over 6,000 signatures

with the aim to change the school’s name.

The project was run by a committee of

eight students and eight adults, including

Principal Hristic and a PPS official. This

group was selected anonymously out of 120

people who applied in an effort to make the

committee as unbiased as possible.

Nura Salah was one of the eight students

selected.

Continued on cardinaltimes.org

Despite the pandemic, seniors apply internationally

By ISABELLA LO

Whether for credit or preparation, International

Baccalaureate (IB) classes can

be helpful for students looking to apply to

college. Since IB is an international program,

it can be especially useful for those

who wish to apply to universities outside of

the U.S.

An October survey found that despite the

COVID-19 pandemic, 53 percent of 2,700

surveyed prospective international students

“still expect to be traveling abroad to

study on campus.”

Senior Jillian St. John, a full-IB student,

plans to attend school in the United Kingdom

(U.K.) next year. She has applied to

five universities in the U.K. through the

Universities and Colleges Admissions Service

(UCAS) system, including the University

of St. Andrews, the University of Edinburgh

and Cambridge University.

St. John went to England with a friend

during spring break and toured some universities.

“I really loved England,” she said. “I

loved the atmosphere and the people, and

university there is a lot more affordable

than it is here in the U.S.”

According to an article from Top Universities,

international undergraduate tuition

in the U.K. ranges from about $14,000 to

$53,000. However, while schools in the

U.S. may have similar costs, most U.K. universities

last three years for undergraduate

studies and one year for a master’s degree,

as opposed to four and two years respectively

in the U.S.

St. John also described the differences

between the university systems of the United

States and the U.K.

“Here in the U.S., you apply to a school,

whereas in the U.K. you apply to a specific

program in that university,” she said.

“You have to apply to similar or the same

programs in each school because you only

write one personal statement that gets sent

to all the schools.”

According to St. John, qualifications for

acceptance are also different for schools in

the U.K.

“They do not ask at all about volunteering

or school activities,” she said. “They ask

about employment and that is it.”

Another full-IB student, senior Thijmen

Nelissen, is applying to a variety of schools

in the Netherlands. Originally born in the

Netherlands, Nelissen is looking forward to

returning.

Although he originally planned to apply

to Dutch-only programs, he has decided

to apply to university colleges, which are

offered in English and are usually part of

larger, well-known schools.

“These programs let you choose from a

wide variety of subjects, and as I don’t really

know exactly what I want to study yet,

this seems perfect for me,” Nelissen said.

He also described some differences with

the application process.

“There is no such thing as standardized

testing in the Netherlands, so it’s almost

never required when applying,” he said.

For St. John, there is pressure to get certain

scores on her IB tests.

“Almost all of your offers from U.K. universities

will be conditional offers,” she

said. This means students are accepted

assuming they meet certain requirements,

like test scores. If the student does not receive

the assumed score, their acceptance

can be rescinded.

Some seniors, such as Thijmen Nelissen and Jillian St. John, are applying to schools in Europe,

Canada, and the rest of the world.

Graphic by MICHELLE YAMAMOTO

Nelissen believes the rigor of the IB program

will help him be more prepared for

college courses. He explained that the IB

diploma will not help him get college credit,

but it is recognized by the schools he is

applying to.

“With a regular American high school

diploma, you often have to do extra work

or even, in some cases, do an extra year of

community college before being able to apply

in the Netherlands,” he said.

Both seniors say they are looking forward

to going overseas, but will miss their

friends and family.

“I am looking forward to being in Europe

and just being in a new country, being able

to explore new places and meet new people,”

St. John said. “I am nervous about

being so far from my family and friends,

especially my kitten Louis.”

Continued on cardinaltimes.org


FEATURES The Cardinal Times, WINTER, 2021 • PAGE 3

How race-based discussions are held in Lincoln classrooms

By GABBY SHAFFER AND ABBY

YIUM

Junior Lia Godino, pictured here, believes that

teachers need to have more discussions about

race, and praises the ones who incorporate these

conversations when they can.

Photo courtesy of LIA GODINO

While students and teachers report there

have been an increase in race-based discussions

this year, some students believe the

conversations have not been meaningful.

American Sign Language (ASL) teacher

Ben Malbin makes an effort to have these

discussions in his classrooms. Malbin is a

member of Lincoln’s Equity Team and argues

that racial equity is crucial in classrooms.

He started working on the team

soon after he joined Lincoln’s staff in 2015,

but it had been running for over five years

prior to his arrival.

“I think that racial equity is the most important

thing that we can be doing in classrooms

to fight systemic racism that exists

at every level of our society, in our country

and many others,” says Malbin.

The equity work Malbin refers to includes

having discussions about race during class.

He says these conversations are frequent in

his classes.

Junior Janiah Casey, a student in one of

Malbin’s ASL classes, explains what a successful

discussion looks like.

“[When we do have] conversations about

race, we have a transition, we have a time to

take a deep breath, we have a time to talk it

out,” she says.

Casey, along with sophomore Siri Izora,

are in the discussion-based Critical Race

Studies (CRS) 1-2 class.

While Izora and other CRS students sign

up to learn more about race related issues

and have discussions, teachers and students

do not seem to share that motivation

in some of their other classes .

“It seems more like something that we

kind of have to do just because it’s something

we should,” says Izora, “but not

like people genuinely want to do it or see

the benefit of having the conversations in

class.”

Some students report that class discussions

about race move quickly into the

day’s lesson without any time to absorb

possibly triggering information or process

their emotions.

“I feel like teachers cover it, but they

don’t know how to transition into another

topic. And that kind of bothers me,” Casey

says.

While these discussions can be difficult

By CATE BIKALES AND LEELA

MORENO

According to the Oregon Department of

Education, white teachers made up 84% of

the teaching population at Lincoln during

the 2019-2020 school year.

Math teacher Ricardo Alonso, who identifies

as Afro-Cuban, is one of the few teachers

of color at Lincoln.

“My personal experience has been good,”

Alonso said. “I believe I am treated fairly by

admin, staff and students, and [I] have not

had any experience of overt racism directed

to me. I understand that [has] not been the

experience of everyone like me.”

According to a 2016 study, students of

all races— white, Black, Latino and Asian—

have more positive perceptions of their

teachers of color than they do of their white

teachers. So, why don’t U.S. schools have

more diverse teaching staffs?

The U.S. Department of Education predicts

that, by 2024, students of color will

make up 56% of the student body in public

schools. Yet, a 2017-18 survey conducted

by Education Week estimated that 79.3% of

public school teachers are white.

“I’ve never worked anywhere so white, I

mean, co-workers and students,” said Trevor

Todd, who racially identifies as white

and is an IB and Dual Language Spanish

teacher.

In the 2019-2020 school year, Hispanic-identifying

teachers made up eight

percent of the teaching population at Lincoln,

followed by four percent of multiracial-identifying

teachers and two percent

of both Asian and Black/African American-identifying

teachers. There were no

American Indian/Alaska Native or Native

Hawaiian/Pacific Islander-identifying

teachers.

“We obviously need to be more intentional

about hiring racially/ethnically/

culturally/nationality diverse faculty members,”

said Spanish teacher Pablo DiPascuale,

who identifies as Hispanic-White.

Some Lincoln teachers believe that

this lack of diversity in the teaching staff

throughout Portland Public Schools (PPS)

is due to the fact that Portland– the whitest

metropolitan city in America– is not appealing

to many teachers of color.

“I feel that even though there is not much

diversity in our city, the neighborhoods

are very racially segregated and therefore

schools demographics show such segregation

because of current school boundaries,”

he said. “I believe that the city and state

should do something about housing affordability

and zoning so that our neighborhoods

are more racially and economically

diverse. That will have an impact in school

demographics.”

Chris Buehler, a white-identifying social

studies teacher, agreed.

“Portland isn’t super diverse and PPS has

struggled to recruit teachers of color,” he

said.

Principal Peyton Chapman also recognized

that, in recent years, Lincoln has not

been able to hire many positions due to declining

enrollment caused by redistricting.

“Despite this challenge, we have worked

with the Lincoln Foundation to help create

positions that didn’t exist whenever we’ve

Janiah Casey is a Junior in Malbin’s ASL class as well as a student in Critical Race Studies.

Photo by ANDREW LE

to have, Izora believes the importance of

these discussions outweighs the discomfort

that can come with them.

“I don’t think [a race-based discussion]

being uncomfortable is a bad thing,” says

Izora. “I think you’re supposed to be uncomfortable

when talking about race.”

Casey agrees.

“I feel like [teachers are] more so walking

on eggshells, because they don’t want to say

the wrong thing,” she says.

Junior Lia Godino feels that conversations

about race are not happening enough,

although teachers do try to incorporate

these conversations when they can.

Lincoln’s 2019 demographics for staff and students broken down by race. The school, already one of

the whitest in Portland, has an even smaller percentage of teachers of color.

Graphic by HOLDEN KILBANE

“I think teachers try when it is [applicable],

they’ll try to make the conversation

happen. But I would like to do more of it,”

says Godino.

Students suggest that another important

step is providing more opportunities for

students of color to speak.

“I think making spaces for students of

color to be able to talk about everything

that’s going on right now [is really important],”

says Izora. “There is a lot [going on],

and I feel like the conversations aren’t happening

enough.”

Teachers reflect on lack of diversity in Lincoln staff

had the opportunity to hire diverse teachers,”

Chapman said.

“PPS, and [Lincoln], needs everyone’s

help to increase the diversity of our applicant

pools, especially during a state and national

teachers shortage.”

Continued on cardinaltimes.org


PAGE 4 • The Cardinal Times, WINTER, 2021 ARTS

Protest art in downtown Portland

By MEI XU

In addition to protests that fill the streets

of cities with citizens, art has been used

throughout history as a form of sharing

opinion expression.

Activists and artists such as Keith Haring

have used art to break down stereotypes

during the AIDS crisis during the 1980s. In

1986, Native American performance artist

James Luna installed himself as a museum

artifact as passers-by probed and reacted

to his body, an act that brought attention to

the ways modern museums have portrayed

Native Americans as extinct. In 2018, the

famous Bansky graffitied a garage in Port

Talbot, Wales to criticize the uncontrolled

air pollution in the industrial town.

Art is a vital, yet often overlooked, driving

force in prompting the public to think

about issues in a way that is experiential

and personal. Accessible to anyone who

has an idea, a canvas and paint, protest art

has been at the forefront of the many Black

Lives Matter demonstrations that have

been persisting throughout Portland since

this summer.

COUNTER-CLOCKWISE FROM TOP RIGHT: A mural in front of Louis Vuitton in Downtown Portland

by Damon Smyth (@damonsmythart on Instagram) reads “Portland: Stand Up.” Photo by LEELA

MORENO. A mural in Downtown Portland, by Andrea Cenon and Bernadette Little (@andreacenon

and @youcancallmebernie on Instagram) shares a quote from Langston Hughes. Photo by KATE

HADDON. A mural near Pioneer Courthouse Square reads “DON’T SHOOT.” Photo by LEELA

MORENO. A mural reads “keep fighting” and “no justice, no peace” in Downtown Portland by Tiana

Greene, @tianamgreene on Instagram. Photo by LEELA MORENO. A “Power II The People” mural

on the boarded-up entrance to Louis Vuitton in Downtown Portland. Photo by LEELA MORENO. A

Black Lives Matter Mural near Pioneer Courthouse Square. Photo by LEELA MORENO. A mural in

Downtown Portland reads “Liberty and Death.” PHOTO by KATE HADDON. Street art near Pioneer

Courthouse Square reads “Praying 4 Those Better Days.” Photo by KATE HADDON. A Black Lives

Matter mural near Pioneer Courthouse Square by artist Robert McKizzie, @robert_art00 on Instagram.

Photo by KATE HADDON. A Black Lives Matter Mural near Pioneer Courthouse Square. Photo by

LEELA MORENO.


CULTURE The Cardinal Times, WINTER, 2021 • PAGE 5

Looking forward post-covid

By HENRY REULAND

From buffets to handshakes, COVID-19

has taken away so many aspects of the life

we all considered normal just 12 months

ago. As vaccines start rolling out to the

public and the conclusion of the pandemic

possibly seems within reach, it is hard

not to look forward to getting back some of

the things we lost. Members of the Lincoln

community are joining in the anticipation

of a return to the things we love.

For Sophomore Aarav Shah, he will be

looking forward to reuniting with his family

across seas.

“I really want to be able to go to India,”

said Shah. “Almost all of my family lives in

one city there.”

With that family over 6,000 miles away,

it has been tough to maintain his relationships

for the duration of COVID-19.

“I feel like I’m losing my bond with them,

and I can’t wait to recreate that connection

when I finally get to see them,” said Shah.

Shah is not the only one patiently awaiting

the opportunity to see family when the

pandemic allows it. Travel restrictions and

quarantine policies have restricted family

visits in millions of households. Many are

looking forward to seeing family members

that they have missed for so long when it is

safe to do so. Sophomore Trevor Dix is one

of those people.

“My family used to come up from [Corvallis]

for Thanksgiving and Christmas and

not having them here has been hard,” said

Dix. “Hopefully we can go down and see

them more soon.”

Dix is also excited to do more simple

things when the pandemic is under control.

“It sounds [basic], but just walking downtown

with a group of friends is something I

am looking forward to,” said Dix.

For Dix, visiting local businesses and establishments

is something he can’t wait to

do. Similar to Dix, English teacher Barbara

Brown can’t wait to go and visit some of her

favorite stores.

“[I am looking forward] to going to thrift

stores again,” said Brown. “I used to go with

my daughters, or my friends, or myself.”

Thrifting for Brown was a constant in her

pre-COVID life, and now it is missing from

her daily routine.

“I am a long time thrifter, and I miss it so

much,” said Brown.

Like thrifting for Brown, many people

have realized the vast number of small

things that we used to take for granted.

Things that we may have previously regarded

as a given in our lives may be appreciated

much more when we return to them. The

simple actions of hugging a friend or grabbing

a bag of chips at Westside now seem

like distant but warm memories. When we

return to some normalcy, these seemingly

tiny things may seem a lot more special.

For junior Morgan Aldersea, her MAX

rides to school provided her with relaxation

she didn’t know she needed.

“It was my time to destress and plan

my day while listening to my music, bopping

my head,” said Aldersea. “That time is

something I can’t wait to have again.”

Aldersea is also looking forward to attending

school sporting events again. As

a photographer for the Lincoln Yearbook,

Aldersea misses taking photos and being a

part of the atmosphere as the school came

together as a community during these

events.

“Not having those events right now is really

awful, because I don’t get to make as

many cool memories and capture them,”

said Aldersea.

Getting together as a community and

feeling each other’s presence is something

almost all members of the Lincoln community

can’t wait to return to.

“I really miss the energy of the school and

the classes,” said Brown.

There are certain things that online

school can never have, and that true classroom

and community feeling simply cannot

be simulated online.

“I truly am looking forward to getting

back to a group of people in a classroom,

challenging each other, making each other

laugh, making each other think,” Brown

said.

From big to small, there are an endless

amount of things that Lincoln students and

staff are looking forward to once COVID-19

allows for them to happen. These desires

and hopes can help keep up a positive attitude

during straining times. No one knows

where this pandemic will take us, but the

Lincoln community is ready to return to

normalcy.

The Queen’s Gambit: a check-in on

Netflix’s new hit miniseries

By OWEN ADAMS

WARNING: SPOILERS

The Queen’s Gambit– released worldwide

on Netflix on Oct. 23– is a show-stopping

retelling of Walter Tevis’ 1983 novel.

The show took the world by storm, grabbing

the attention of over 62 million Netflix

accounts in the first 28 days after its

release. It features a well developed plot,

brought to life using brilliant cinematography

work and a cast of talented individuals.

The story follows the life of Beth Harmon,

an orphaned chess prodigy who is

taught by the janitor at her orphanage. After

being adopted at age 15, Beth quickly

enters the world of competitive chess and

travels the country, and later the world, all

culminating in a win at the World Chess

Championship in Moscow, Russia.

Beth’s character is a refreshing taste of

reality in media. She isn’t a tomboy just

because she’s intellectual and independent.

She likes to shop, dance, etc., but also has

a deep passion and understanding for the

game of chess, two things that shouldn’t be,

but often are in movies and television with

strong female leads, mutually exclusive.

The Queen’s Gambit also shines a light on

the cultural shortcomings of American society.

More specifically, it focuses on many

Americans’ ingrained belief that our customs

are superior to those of other countries.

In chess this is no different. As Benny

Watts– a friend of Beth– asks her, “Do you

know why [the Russians] are the best players

in the world?... It’s because they play together

as a team. Us Americans, we all work

alone because we’re all such individualists.

We don’t like to let anyone help us.” Going

deeper than the surface of Edgy Chess, here

The Queen’s Gambit shows fatal flaws within

our country’s morals and values.

Beth, not exempt from being a victim to

US individualism, is held back by this key

character trait until her final match in the

World Championships with a feared chess

player named Vasily Borgov. It is there that

she is aided by several of her companions

that she met through competitive chess and

who helped her on her journey to accept the

help of others and become her best self.

This show wouldn’t be half of what it is

without the cast and crew that brought it to

life. Many up and coming and famous performers

were included; most notably Anya

Taylor-Joy (Beth Harmon), Thomas Brodie-Sangster

(Benny Watts), Harry Melling

(Harry Beltik) and many more.

Director Scott Frank and director of cinematography

Stephen Meizler create amazing

shots of their talented actors and actresses

that intrigue and immerse viewers

through enticing cinematography. For example,

the show opens by giving a glimpse

of halfway through the series, with Beth

waking up fully clothed in a filled bathtub.

While the premise is intriguing on its own,

the use of murky lighting in Beth’s hotel

room, as well as a minimal, yet eerie, presence

of sound, come together to create a

sense of panic in the watcher from the getgo.

This pattern of drama fueled by a desire

to find out more is what kept viewers

like me engaged in this limited series so

heartily; shots showing Beth explaining her

matches move-by-move without revealing

Beth Harmon is a prodigy who must work through the traumas of her past to reap the rewards of her

future in competitive chess.

Courtesy of WIKIBOOKS

their outcomes really keep you on your toes

as well, showing that what made this show

truly pop was its ability to keep you guessing.

The Queen’s Gambit is a well thoughtout,

written and executed film adaptation

that immerses viewers in its plot using

great character arcs and satisfying resolutions,

really setting this show apart from

the rest.


PAGE 6 • The Cardinal Times, WINTER 2021

Cats prove to be purr-fect distraction for online

classes

By MEI XU AND KATLYN KENNEY

While online school may not provide the

perks of socialization, it does have one benefit:

cat cameos.

Since online learning restarted in September,

many students have noticed an

influx of appearances from pets, particularly

cats. From the occasional tail wave to a

meow interrupting a sentence, household

cats have taken their place on screen.

Junior Evan Russell has two cats named

Bread Pudding and Muffin. They are both

around four months young. While Bread

Pudding is more camera-shy and is more

accustomed to interacting with Russell’s

sister, Muffin is the opposite.

“Muffin tries to sit right in front of my

face quite often. Unfortunately, that means

sitting on the keyboard sometimes, and she

has hit keys which have messed up whatever

I was working on,” said Russell.

Though managing Bread Pudding and

Muffin can sometimes be a hassle, they

have become a comforting part of Russell’s

online school experience.

“Overall, it is nice to have them sleep on

my lap during class, since I can pet them,

but it usually does get uncomfortable after

about an hour,” said Russell.

Junior Ike Salinsky can relate. He currently

has two cats, a tuxedo cat named

Dexter and a tabby cat named Luna.

Salinsky describes his cats as having juxtaposing

personalities.

“Dexter always wants attention and is

very needy and Luna would rather stay

away from people most of the time,” he

said.

Another thing to know about Dexter, other

than the fact that he loves the spotlight,

is that he loves cheese.

“[Dexter] also does this weird thing

where if he hears me open string cheese he

will run to me and stand on his hind legs

until I give him some of it. There was one

class where he decided that he wanted to sit

on my back, so he jumped up onto me,” said

Salinsky.

Despite the cheese antics, Dexter’s and

Luna’s presence have even alleviated an aspect

of the anti-socialness of online school.

“One of the worst things about online

school is that it’s lonely. It’s a full school

day of sitting alone in your room. Having

my cats around doesn’t replace the friends

that I’m used to having, but it definitely

makes it more bearable,” stated Salinsky.

Even teachers enjoy their presence.

ABOVE: Biology teacher Maureen Kenny’s cats,

Gingerale and Dr. Pepper, have been a welcome

addition to weekly classes.

Courtesy of MAUREEN KENNY

“My math teacher [Aisha] Beck loves

cats...Whenever she sees a cat she will stop

the class and ask the student what the cat’s

name is. Once she knows the cat’s name

whenever she sees it she’ll say ‘oh there’s

Dexter’ or something along those lines. I

think everyone needs a break from the monotony

of online school sometimes and cats

doing dumb things on kids’ cameras can be

a welcome distraction at times,” Salinsky

said.

Senior Soren Westrey’s cats also get lots

of attention from Ms. Beck, as well as his

English teacher Jordan Gutlerner.

“Ms. Beck has a strong affinity for cats

and will often ask to see them at the start of

classes. In my English class with Mr. Gutlerner,

after a few pets all ended up on the

screen, [Mr.] Gutlerner invited everyone to

show and talk about their pets, including

himself,” said Westrey.

Westrey and his twin, Leo, have a total of

three cats.

“Neptune is an old orange tabby. Silcox

and Jupiter are two sisters. They are both

black,” explained Westrey.

All three have a tendency for interrupting

class frequently, around once every two

days.

Continued on Cardinaltimes.org

New school social workers’ impact

immediately felt

By CATE BIKALES

Symptoms of anxiety disorder and depressive

disorder increased considerably

in the United States during April through

June of 2020, compared with the same period

in 2019, according to a study done by

the Centers for Disease Control and Prevention

(CDC). This same study reports

that one in four young adults– ages 18 to

24– have struggled with suicidal thoughts

since the coronavirus hit.

Fortunately, the Portland Public Schools

(PPS) district was able to begin hiring

school social workers, who help directly

with these issues, just days before the pandemic

began.

School social workers “work directly with

school administrations as well as students

and families, providing leadership in forming

school discipline policies, mental health

intervention, crisis management, and support

services,” according to the National

Association of Social Workers.

“What I love about school social work is

that it really creates less barriers for kids

to access [mental health resources]... We

can provide that frontline response– free of

cost– that can help link kids up with more

help for the future,” said Kate Allen, Social

Worker on Special Assignment for PPS. “I

also think it’s very rare that you have access

to somebody in your school building that’s

100% confidential– except for mandatory

reporting requirements– and that really

knows your day-to-day school world.”

Allen trains and orients social workers in

the PPS district to help them problem solve

and find mental health resources for their

students. Her position, as well as the 45

social worker positions around the district

that were created and filled this year, would

not exist without the passage of the Student

Success Act (SSA).

The SSA was signed into law by Oregon

Governor Kate Brown on May 20, 2019. At

the heart of the SSA is a “commitment to

improving access [to mental health support,

among other things,]... for students

who have been historically underserved in

the education system,” according to the Oregon

Department of Education. When fully

implemented, the SSA is expected to invest

$2 billion into Oregon education every two

years.

“How schools use this permanent funding

differs from school district to school

district, but for the first time in Oregon,

we’re really seeing social workers being

hired,” Allen said.

Because of the SSA, Lincoln was given a

full-time social worker position. The school

was able to hire two part-time social workers:

Giovanna Bocanegra and Judy Herzberg.

“[Lincoln should feel] so fortunate to

have Bocanegra and Herzberg,” Allen said.

“These two social workers are actually two

of our most highly qualified of the whole

team. Both of them are really highly trained

mental health therapists.”

ABOVE: Judy Herzberg is one of two new social

workers at Lincoln. Because of increased anxiety

and depression rates due to the COVID-19

pandemic, social workers are more benefical than

ever.

Courtesy of JUDY HERZBERG

Bocanegra previously worked as a social

worker at elementary and middle schools in

Denver, Colo. and and Minneapolis, Minn.,

but was hired this year to work 20 hours a

week at Lincoln.

Herzberg has been part of the Lincoln

community for a while. She did her social

work internship at Lincoln in 2010, and

a few years later got hired to work at the

school for one day each week. She held this

position for the past five years until getting

hired part-time– 20 hours a week– this

year.

“Lincoln has always had a fond place in

my heart,” Herzberg said. “I’m lucky that I

got to stay.”

Bocanegra and Herzberg work to support

students so they can be successful in both

school and life.

“We help connect students with what

they need,” Bocanegra said. “For example,

if a student finds out that she’s pregnant,

we can work with them and connect them

[with the resources they need]. If a student

is houseless, or if they don’t have an

adequate place to live, then we can connect

them to housing support. If there’s a student

of color and they are looking for a specific

service like a therapist of color, then

we do our best to find that for them.”

Unfortunately, the pandemic has made

it difficult to feel connected with students.

“A lot of what we do stems from having

a relationship with a family or a student

or a teacher,” Bocanegra said. “With distance

learning, it’s a little bit harder to form

these relationships, especially being new to

school. We are trying to overcome that, but

it’s harder to make real connections when

you have to be on a screen and talk about

such personal issues.”

Continued on Cardinaltimes.org


URES The Cardinal Times, WINTER 2021 • PAGE 7

Alumni Corner: The Harvard Crimson’s

new managing editor, James Bikales

By CLAIRE YOO

When Lincoln alumnus James Bikales

started high school, he had no idea about

what the future would bring. Now, he is the

managing editor of The Harvard Crimson.

Bikales, who was editor-in-chief of The

Cardinal Times, went through many stages

of his high school, and college years to

shape who he is today.

Although Bikales first joined The Cardinal

Times after taking Mass Communications

as a freshman with no previous experience

in journalism, he was determined

to branch out and try new things. Needless

to say, the decision has made a substantial

impact on his life.

“The Cardinal Times (CT) was definitely

a huge part of my high school experience

and I wouldn’t have joined The Crimson

without it, so I am definitely [not] where

I am without that,” said Bikales. “In fact,

I don’t know if I would’ve gotten into Harvard

without that because a lot of my college

applications were on [the CT], so [it]

was a huge part of my high school experience

and definitely shaped my college one.”

One of the biggest influencers of growth

for Bikales during his years on The Cardinal

Times staff were his advisers– especially

David Bailey.

“I didn’t have any journalism experience,

and I didn’t really know much about

it besides reading the news, but Mr. Bailey

helped me, and I will always remember his

philosophy of finding the ‘unicorn in the

garden,’ which basically meant you have to

find the hidden stories,” said Bikales. “That

really helped me over time as a reporter

when I started. At first, I was picking up

the story ideas that other people suggested,

but over time, I started coming up with my

own, and I think that was what helped me

become the editor.”

After his time on the CT, Bikales was accepted

into Harvard University. While double-majoring

in government and East Asian

studies, Bikales stuck with journalism by

joining The Harvard Crimson, not knowing

the opportunity that this experience would

present to him.

“The people there are incredibly motivated

so it was really inspiring for me because

I wasn’t sure if I wanted to go [on in]

journalism, but now after working on The

Crimson, it made me sure that that’s what I

want to pursue in the future,” said Bikales.

Like many newspapers, The Crimson

gives their reporters one topic to write

about for the entire year, called a “beat.”

For Bikales, his beat for his first year on

staff was about labor– more specifically, labor

unions created by Harvard employees.

Since these were topics he hadn’t known

much about previously, Bikales learned a

lot covering labor and really enjoyed it.

“This year, I am covering the faculty administration

at Harvard, which is essentially

sort of like controversies involving the

faculty and how the faculty government is

run,” said Bikales.

From Bikales’ experience, being willing

to put in time and effort while taking

initiative has helped him progress at The

Crimson. The paper has a national reach,

and Bikales appreciates his colleague’s professionalism.

“We’re definitely respected by the Harvard

administration and the staff because

we always treat things and handle ourselves

professionally, so that was definitely a jump

[in terms of] understanding that there’s

higher standards because we do have a national

audience,” said Bikales. “There was

definitely a lot to learn, but having all those

very motivated people around me was very

inspiring and made me want to continue

my work.”

As a Lincoln student, Bikales’ overall experience

was enjoyable and a time of personal

growth.

“I did the International Baccalaureate

(IB) program and I think that prepared

me very well for the classes at Harvard. I

know that some people feel like the IB program

doesn’t prepare you that well, but that

wasn’t my experience. I felt that coming

into freshman year, it was definitely a big

jump, but the workload wasn’t impossible,

the assignments weren’t impossible, so I

felt very well prepared,” said Bikales.

ABOVE: Lincoln alum James Bikales poses

at Harvard University. Bikales was recently

named the new managing editor of The Harvard

Crimson, which is the nation’s oldest continuously

published daily college newspaper.

Courtesy of JAMES BIKALES

Aside from The Cardinal Times, he also

credited his other extracurriculars, like

Constitution Team and Speech and Debate.

“I ended up majoring in government

and East Asian Studies, both of which were

because of Lincoln experiences– government

mainly because of Constitution Team

and East Asian Studies mainly because of

studying Chinese at Lincoln for all four

years,” Bikales said.

One article Bikales wrote at Lincoln in

particular, he thinks, helped prepare him

well for a journalism career.

“I had the opportunity at The Cardinal

Times to write my first investigative reporting

piece,” said Bikales. “It was called

‘Abused and Afraid’ and it was about some

instances of sexual misconduct [at Lincoln]

in the previous decade or so. That was an

incredibly formative experience. I worked

for six months on the story and that sort of

made me interested in investigative reporting,

and I’ve been able to continue that at

The Crimson.”

His experience on this topic carried onto

The Crimson when he wrote a five-monthlong

piece about sexual misconduct concerning

Harvard staff.

“That was really impactful and showed

me the real value in journalism, but I was

able to start seeing that at The Cardinal

Times because of some of the articles we

did,” said Bikales.

Bikales’ biggest piece of advice for a journalism

career is always pushing and pursuing

stories relentlessly. He believes that

journalism is really all about hearing about

an issue and being able to expand on the

whole context of the issue while putting it

into words.

“Always keep pushing on stories, always

keep looking for the new story, and even

beyond your reporting, you can make a big

impact if you take initiative in your newsroom,”

said Bikales. “Don’t just go with the

requirements but have a natural curiosity

to look into issues more deeply or think

about an issue in a different way.”

Bikales also recommended that, no matter

what you want to pursue, it is best to

always take your chances and apply to anything

you’re interested in, even if it seems

unlikely.

“If you don’t apply to something, you

won’t even have a shot at it,” he said.

Bikales offered some words of encouragement

for current students.

“I definitely hope that people are doing

OK at Lincoln, but even in normal times

you are going to run into a lot of stress at

Lincoln. A lot of stress in college as well,

but I think that you always have to find the

things that bring you joy,” said Bikales. “So

if you are struggling in a year and you can’t

find your direction, I’d say to join a new

club that you might be remotely interested

in, or take a class that is outside the box a

little bit.

“Just because school is really stressful

doesn’t mean you have to get rid of all the

fun stuff in your life but in fact, I found that

figuring out the fun things in your life is actually

helpful to the school experience,” he

said.

Let’s Talk Mental Health

By GRACIE PIXTON

Drained.

This is how so many Lincoln students describe

feeling right now. Many have run out

of mental energy and stamina. The events

that have taken place over the last year

have left many of us emotionally and mentally

exhausted.

My name is Gracie Pixton and I am a

senior here at Lincoln High School. I have

been passionately advocating and writing

about mental health for The Cardinal

Times staff since my junior year. Some of

my previous pieces have included “Op-Ed:

Lincoln needs to do more to support students’

mental health,” “Quarantine takes a

toll on the mental health of students” and

“Lincoln advocates for mental health at

first wellness fair.”

Through the process of writing these

articles, I have learned much about mental

health in general and the mental state

of students specifically within the Lincoln

community.

It is no secret that Lincoln is a hypercompetitive

school in which students are

constantly pushing themselves to excel.

The International Baccalaureate (IB) program

is rigorous and, for many students,

overwhelming. Lincoln’s intense academic

nature has morphed as we have transitioned

to online school, and students’

mental health challenges have changed as

well.

As a senior who has attended this school

for the entirety of my high school career, I

have been a witness to the mental health

challenges that students at this school face

and have battled some of them myself.

There are things that I learned along the

way, advice that was given to me and resources

that were shared that I now hope

to pass along to the rest of the Lincoln community.

In this column, I will be diving deeper

into the many mental health challenges

faced by Lincoln students such as anxiety,

depression and eating disorders, as well as

providing resources to combat these challenges.

We are fortunate to have many resources

within the Lincoln community that I will be

using to help provide reliable information

to students. Lincoln’s nurse Mary Johnson

(Nurse Mary) has graciously offered

to share her expertise with me and provide

support for the writing of this column.

I am excited to take on this project and to

be able to explore a topic which, like many

Lincoln students, I am so passionate about.


PAGE 8 • The Cardinal Times, WINTER, 2021

ARTS & CULTURE

Celebrities and influencers:

What’s the difference?

By AVERY HELLBERG

Tik Tok, Instagram, YouTube, Twitch.

What do these four things have in common?

Yes, each is a social media platform with

millions of users from all around the world.

More importantly, however, these apps

(along with many others) have enabled the

creation of a recent phenomenon: social

media influencers.

Whether someone gets popular for doing

15-second dances on Tik Tok or streaming

for hours on Twitch, they are dubbed an

“influencer.”

But what is an influencer, really? And

how is an influencer different from a celebrity?

Depending on what generation you’re

asking, celebrity and influencer may be

synonymous.

Simply put, a celebrity is a famous person.

Who you define as a famous person is

more subjective. Actors, professional athletes,

singers, TV personalities and more

are eligible for the “celebrity” title. In our

particular society and culture, those in

the entertainment industry are most wellknown

for being celebrities.

Celebrities are often categorized in lists,

using A-D rankings to help differentiate

status. Although it’s debateable where a

certain celebrity falls within the A-D list, an

A-list celebrity is more than just a household

name. Becoming a famous actor, athlete

or singer requires a lot of talent and

luck.

For influencers, there is no specific categorization.

A social media influencer can

be defined as a “user on social media who

has established credibility in a specific industry.

A social media influencer has access

to a large audience and can persuade others

by virtue of their authenticity and reach,”

according to Pixlee.

So where is the line drawn between celebrity

and social media influencer?

Wired magazine says that “influencer

culture, as we know it today, is inextricably

tied to consumerism and the rise of technology.”

While most celebrities have agents

or managers that help negotiate salaries,

there is no “middle man” between an influencer

and who pays them.

For example, in the case of YouTubers,

their salaries are reliant on Google Adsense

and sponsorships. Influencers are getting

paid to sell you something, and if they

don’t, they don’t get paid.

In addition to how they are paid, proximity

to fans is another difference between celebrities

and influencers. In most cases, influencers

manages themselves, so there are

no degrees of separation between a fan and

an influencer. While an actor may release a

movie and read reviews after the fact, the

second a TikToker posts a video or an Instagrammer

posts a picture, the consumer

can give feedback.

What makes an influencer more appealing

to the younger generation is that influencers

have reliability and realness that

celebrities don’t.

A 2016 Think with Google study revealed

that “70% of teenage Youtube subscribers

say they relate to Youtube creators more

than traditional celebrities.”

Celebrity culture has always revolved

around luxury, glitz and glamour. Influencers

are everyday people that just happened

to garner an audience for one reason or

another. Influencers can become popular

for anything whether that be posting videos,

gaming or giving a makeup tutorial.

Because all you really need to become an

influencer is an app and a device to post

content with, hypothetically, anyone can

become an influencer. Teenagers favor being

able to relate and connect with another

person who is seemingly projecting an

average life. Celebrities are untouchable,

while influencers are accessible.

Social media influencers also have the

power to affect the spending habits of their

followers. In the same Think with Google

study, “6 in 10 Youtube subscribers would

follow advice on what to buy from their

favorite creator over their favorite TV or

movie personality.”

Over recent years, large brands have

started to notice the effectiveness of influencer

marketing. In February 2020, along

with the star-studded cast of celebrities

that were featured in the Sabra hummus

Superbowl commercial, social media influencer

Charli D’amelio made a cameo. Energy

drink brand Bang Energy relies almost

With the rise of influencers in the past few years,

the question emerges of what an influencer

actually is, and how do they compare to the

people we consider celebrities?

Graphic by HOLDEN KILBANE

entirely on social media and influencer

marketing and has become the #1 overall

growth beverage in the entire non-alcoholic

beverage industry, according to NeoReach.

The social media revolution has completely

changed the dynamics of celebrity

and marketing culture. Influencers are extremely

profitable marketing powerhouses.

With the recent rise of social media influencers,

don’t expect them to be going anywhere

anytime soon.

Difficulty of TV prodution during COVID-19

By SKYLAR DEBOSE

Producing a TV show has always been a

lot of work, but before COVID-19, worrying

about causing an outbreak of a deadly virus

while filming wasn’t a concern. Today, it is.

When COVID was declared a national

emergency on Mar. 13, everything paused.

Most people were quarantined at home for

weeks, even months. While stuck at home

with not a lot to do, many of us relied on

entertainment to occupy ourselves.

Since COVID paused the production of

many shows, many people found themselves

rewatching classics with plenty

of seasons. Some began binge-watching

shows that they might not bother watching

during “normal times,” like the Netflix documentary

Tiger King.

Tiger King is about Joe Exotic, a former

zoo operator and tiger owner. The show

gained a lot of attention at the beginning of

quarantine, and was filled with many things

that made people say “this can’t be real.”

Tiger King’s craziness distracted people

from the virus that was keeping them inside

their homes.

“I don’t really think that I would have

watched Tiger King if I was not at home.

The only reason why I watched it was because

I had nothing to do and it was getting

a lot of hype,” said sophomore Ava Rispler.

Many teenagers have used TV and social

media to pass time during quarantine. After

a couple of months of being stuck at home,

however, some students started to run out

of shows that fit their viewing standards.

“Sometimes I found myself watching

shows that I didn’t actually enjoy,” said junior

Ike Salinsky. Salinsky was convinced

by a friend to watch H2O: Just Add Water,

a show about three teenage girls who are

secretly mermaids.

When we do find shows that we enjoy, it’s

easy to become connected and binge-watch

them. With limited access to the outside

world, quarantine made this even easier.

“I found myself getting attached to a lot

of reality TV shows,” said sophomore Ava

Rispler. So far her favorite show to bingewatch

has been Netflix reality TV show,

Love is Blind.

After a few months of dealing with the

virus, show production resumed again

when California Governor Gavin Newsom

announced Hollywood would reopen in

mid-June. However, many restrictions and

guidelines were put in place.

Different shows took different approaches

in order to ensure that they would please

their audiences while keeping the cast and

crew healthy. Game shows and competitions

like America’s Got Talent, Wheel of

Fortune, and Jeopardy! found it fairly easy

to follow social distancing guidelines.

On America’s Got Talent, Judges Simon

Cast and crew of Euphoria wear masks when off-set, while filming for special episodes.

Courtesy of EDDIE CHEN

Cowell, Howie Mandel, Heidi Klum, Sofia

Vergara and host Terry Crews kept 6-foot

distances while filming and wore masks

when off-camera.

Contestants and hosts on Wheel of Fortune

and Jeopardy! used similar approaches

by increasing the distance between contestants.

According to Vulture, the Wheel

of Fortune wheel was even redesigned to

provide “proper social distancing between

contestants.”

Physical contact and intimate scenes

are mainstays of dramas and soap operas.

Amidst the pandemic, these types of shows

have had to find ways to limit intimate contact

and to social distance as much as possible.

Continued on Cardinaltimes.org


ARTS & CULTURE The Cardinal Times, WINTER, 2021 • PAGE 9

Written by JOEL REYES, Translated by LUCIA ABALLAY and ALEX HADDON

There are times when one desires to accomplish

every one of their dreams that

they have in mind and meet their goals of

helping their family move forward. A better

future for my family and I was what I

desired. When I was seven years old, I

started working because I knew what my

family was going through financially at the

time and I had decided to help with a little

money. As the years went on, our situation

remained the same and we did not see how

we would triumph over our difficulties. December

arrived, the time to be with family,

together and united; my aunt was already

preparing the tamales and torrejas for New

Years, and we spent Christmas as a family,

happy about the new year that was approaching.

The celebration was going well, until on

Dec. 29 news arrived that would take away

our excitement to welcome the new year

with joy. My father had passed away that

very night. It was news that broke all of us

into a thousand pieces. We had to accept

that he was going to rest in peace and that

we would never see him again. I had to gain

strength to continue fighting for my family

and each of my goals, but as time went on,

our situation did not improve, and when

we got to 2019, I had gotten to the point

where I had to work all day long and study

at night. It was barely enough. Still, I was

always sure that I would succeed in life.

As the months went on, I no longer wanted

to be stuck in the same struggle. One

Sunday, I was selling frijoles at a market.

Standing next to big sacks and surrounded

by the smell of vegetables, the idea of emigrating

to the United States crossed my

mind. It was quite a difficult decision to

make, it was even more difficult to leave my

mother and little brother behind, but I had

to accept the opportunity and decided that

I was going to emigrate to the U.S..

Later that week, I told a cousin that I

was going to emigrate and he replied with

sadness on his face that he wanted to go

too. I was moved because I would no longer

have to travel alone. During that week

and with the proceeds from the sale of the

frijoles, I managed to collect 5,000 lempiras.

It was little, about $200, but with that

we had enough to leave Honduras. Our trip

was set for Tuesday, May 28, something

exciting but simultaneously sad for our

families. When Monday arrived, I had to

prepare the things that I was going to travel

with that day. I put a deodorant and a lot of

underwear in my backpack, and included a

sweater for the cold.

My mother was working and by the time

she got home at five in the afternoon, I had

everything ready to go. Saying goodbye to

my mother broke my heart, and seeing her

cry was very difficult for me, but I could not

turn back because I did not want to continue

in the same situation. She looked at me

with a sad face and told me not to leave her

abandoned. I gave her a big hug and told

her how much I loved her before I left for

my cousin’s house because I would sleep

there before leaving the next day at dawn.

It was 4 a.m. and we were ready to leave

and take the risky migratory path. We took

the first bus in Siguatepeque and I looked

back with tears in my eyes, remembering

the memories of this place. Getting on the

bus was the hardest moment of the whole

trip because when I traveled to San Pedro

I had always gone with my mother to

My name is Joel Reyes, and I am from

Honduras. I will tell you about my journey

emigrating from my country to the United

States.

visit her family, but that day she was not

with me and it made me sad to know that

I would not see her again. I had to gather

up my strength and give it my all to be able

to fulfill my purpose of reaching the United

States. The bus would take us to San Pedro

Sula, which was where the bus terminal for

getting to Guatemala was located.

The moment we arrived at the terminal

we went to buy a whole roast chicken. It was

the most delicious thing in the world—and

the last food made in Honduras that I ever

tasted in my life—and it was what we were

going to bring with us to eat on the way.

We boarded our bus at 9 a.m. and left for

Guatemala. Hours passed and we arrived

at the border at 5 p.m.. I had to go around

the border crossing because I would be undocumented

in Guatemala and could not

officially register myself. There was a little

road that could be used for a few quetzales,

basically a toll. We arrived at a place called

Chiquimula, where we stayed to sleep in a

house that helps immigrants, and they provided

us with food and a place to rest.

At dawn we left for our next destination

of Santa Elena, which took us eight hours to

get to by bus. When we arrived, we rested

for the hour before our next bus left. Tears

started rolling down my face once again at

the thought of having left behind my family.

I called my mom for the first time since

I had left Honduras. I trusted in God that I

would make it to my destination.

It was time to take the next bus that

would take me to the Mexican border and

it was a long six hours. The trip had been

quite complicated, but I was in Los Naranjos

on the Mexican border, where we had

arrived in the course of the night. There

Joel Reyes crossed many borders with his cousin

when he emigrated form Honduras to the USA.

Photo By JOEL REYES

was nothing to cover us and we looked for

some cardboard from the hardware store

across the street and slept under a covered

area. Those were moments of sadness and

we were hit by a big storm that soaked all

the clothes we were wearing. Damn! What

luck.

The next day some people told us to

give them 100 Mexican pesos to take us to

Mexico and we agreed to what they said.

While we went to Mexico, we had to go in

a boat for two hours down the river. In the

river, we saw crocodiles of all sizes. They

looked like demons; I was very afraid that

one of these ferocious green animals was

going to follow us until we were able to get

to Mexico. In Mexico, the situation was already

more complicated because we had to

be more careful because of everything we

would have to face from then on.

Continued on Cardinaltimes.org

Asian Student Union’s bubble tea rundown

By CATE BIKALES AND MICHELLE YAMAMOTO Five Flavors 4/5

Lincoln Asian Student Union is an affinity group for Asian-identifying students to meet,

participate in Asian cultural activities and discuss relevant Asian-related topics.

This month, we asked some of our members to review different bubble tea shops around

Portland.

The classic bubble tea is a tea-based drink which includes tapioca pearls– chewy balls

made of tapioca starch– or a wide variety of other toppings. Bubble tea can come in many

different forms and flavors, ranging from an original milk tea to a watermelon-mango

smoothie! If you’ve never tasted it before, it’s definitely worth it, for both the taste and the

experience.

At each shop, our members ordered the Original Milk Tea with 50% sweetness and tapioca

pearls. They based their reviews of the tea and the shop on the following criteria:

1. Tea quality

2. Flavor

3. Tapioca pearl texture

4. Atmosphere of the shop

5. COVID-19 adjustments

Bubble N Tea 4.5/5

By Jake Yun

Tucked into a pocket of the long-stretching street of food in Beaverton is Bubble N Tea.

After maneuvering through the rather tight parking area, you are immediately welcomed

into a well-lit and well-scented cafe with wooden decor. The ambience itself is warm and

homey, with friendly staff and lively background music; furthermore, they have adjusted

to COVID-19 regulations, with marked off waiting spots and an outdoor seating area. The

tea itself is creamy, aromatic and flavorful, and additional flavors such as their Matcha

and Jasmine items will give a cleaner flavor profile, strangely resembling a bar of soap.

The star of the show, boba, might be their best quality. The texture is firm and chewy with

no signs of hardening, surpassing a simple description of tapioca lumps with its simplistically

sweet flavor within each pearl. In under five minutes, you can be on your way– tea in

hand– to your next food destination.

By Michelle Yamamoto

Down the street from Sunset High School lies Five Flavors, your go-to spot for bubble

tea and Asian snacks, like popcorn chicken and taiyaki. Located in a small strip mall with

a large parking lot, finding parking by Five Flavors is an easy task. The decor in the shop

is nothing spectacular; aside from a few plants and posters, the space appears more functional

than aesthetic. A table barrier ensures guests are only allowed in the front of the

shop to maintain proper social distancing, and transactions are digital and contact-free

through systems like Venmo and Paypal. Inside the shop, you’ll find an extensive menu

of teas and smoothies, with a range of toppings from jellies to boba. At 50% sweetness,

the classic milk tea is close to perfect, with the ideal balance of smooth and bitter tastes.

With various options of dairy-free milks for our lactose-intolerant friends, the default lactose-free

creamer lent itself to a milk tea with a velvety and creamy texture. Each boba

pearl is equally satisfying, from the wonderfully chewy texture to the subtle sweet taste

inside. Five Flavors nails every detail, down to the small pieces of ice that keep your tea

cold without watering it down. If you choose to pair your tea with their popcorn chicken,

be warned that a spice level 1 is enough to leave your eyes watering. Around 15 minutes

from downtown, Five Flavors is a great spot to grab simple, but effective boba drinks at a

reasonable price.

Ding Tea 4/5

By Lark Zabel

Ding Tea is located right across the street from Portland State University (PSU), and

kitty corner to the PSU food carts. On weekdays, street parking is mostly open, so you

don’t have to go through the hassle of finding a lot! Walking in, the atmosphere is friendly

and the decor bright and minimalistic. On the far wall there are many Pusheen prints,

which enhanced my experience quite a bit. As for COVID-19 adjustments, they have a

plastic partition separating the customers from shop workers, no indoor seating and Apple

Pay, which is great for contactless payment. After ordering, my bubble tea was ready

within minutes. The boba was perfectly soft and chewy, but I wish the tea flavor had shone

through more. Other than that, the staff were helpful and the cup shape (cylindrical but

rounded on the bottom) was very cute!

Continued on Cardinaltimes.org


PAGE 10 • The Cardinal Times, WINTER, 2021 EDITORIALS

Students need more support during

distance learning

By THE CARDINAL TIMES EDITORIAL BOARD

Online school. The bane of current students’

existence.

The “one size fits all” model does not

work for most things in life, so why should

it be expected to work for distance learning?

As the months drag on, online school

has taken a toll on our wellbeing and mental

health.

The two essential items needed for online

school success are a computer and stable

Wi-Fi (emphasis on the “stable”). With entire

families under the same roof all sharing

the same Wi-Fi while trying to either work

or learn, inconsistent Wi-Fi is a commonality.

While Lincoln has provided 42 WiFi

Hotspots and 86 Chromebooks since Aug.

15, many students don’t necessarily need

these items because they already have them

at home, but the quality isn’t up to par with

what online school demands. While there

isn’t much that the school can do regarding

a student’s personal situations, it’s important

they understand the different circumstances.

Having an entire family under one roof

can also draw focus away from school at the

most important times. Having family members

to take care of, lacking a quiet space

or having to share a computer can all affect

students’ ability to focus during class. Before

the pandemic, many students relied on

school to be a safe and distraction-free environment,

something they can’t have while

at home all day.

This is a foreign situation for everyone

involved. Expecting hundreds of regular

students to essentially begin homeschooling

is a difficult task.

Additionally, the amount of work given

is incredibly inconsistent across the board.

While some teachers are treating this year

like any other, and teaching complete curriculums,

others have yet to even assign

homework. These disparities are particularly

concerning because the levels that students

will be at next year will be completely

scattered.

As for what the school and district can do,

one step is being more transparent about

the fate of in-person and online school.

While there is an established plan as of

late January, students, teachers and other

faculty members are still not always on the

same page about distance and in-person

learning. A lot of students are still holding

out hope to have some semblance of an

in-person school year, but is that even possible

for everyone?

A key aspect of learning is the connection

students form with their teachers. With a

variety of other stressors on our minds, getting

to know our teachers or letting them

get to know us is not on the forefront of our

minds. It’s difficult to ask a teacher for the

help we need without having anything but

a transactional relationship as the foundation.

Another challenge students face with virtual

learning is connection (or lack thereof)

to our peers and community. When you sit

at home alone all day staring at a screen,

The editorial board argues that Lincoln’s distance learning model is not supporting students. For more

information on the Cardinal Times Editorial Board, see page 11.

Photo by ROGER HASTING

it feels very isolating from the rest of the

school. Lincoln prides itself in our sense of

community, but we all feel so disconnected

at a time when connection means everything

to us.

While students are still doing distance

learning, we ask that administrators and

teachers consider the efficacy of meetings

outside of scheduled class time for

students. These extra meetings should be

more meaningful for students; asking for

student input before hosting additional

meetings is crucial.

Giving students time to build connections

with each other and simply just talk

could go miles, especially if you are new or

unfamiliar with the people in your classes.

We would like to emphasize the importance

of connecting with students on a regular

basis.

We understand that this is a challenging

time for everyone; however the excuse that

we are all learning as we go is not sufficient

anymore because the students are the main

individuals who are suffering the consequences.

Lincoln’s team of counselors are available

to meet and support students and families

in a number of ways. The counseling

team wants to emphasize that if you are

having any issues or concerns, they are here

to support you and students can and should

reach out.

Op-ed: Biden’s win does not

erase racism

By LEELA MORENO

This opinion is part of Moreno’s and Skylar

DeBose’s new series, We Are Not Alone, which

seeks to elevate experiences and opinions of

people of color in the Lincoln community. Read

more at Cardinaltimes.org

Graphic by HOLDEN KILBANE

We are not in a “post-racial” world.

The results of one election do not dismantle

the systemic racism that has been

embedded in the United States since white

colonizers first arrived. With the election of

former President Barack Obama, the first

Black president, came the hope for a society

that had moved past race. While Obama’s

election represented a monumental success

in the Black community and communities

of color in general, in many ways, that one

step forward led to two steps back. Each

move that Obama made was counteracted

with accusations of him being a liar or

un-American. “We know the march is not

yet over; we know the race is not yet won,”

Obama said during a speech at the Edmund

Pettus Bridge in Selma, Ala..

When President-elect Joe Biden and

Vice President-elect Kamala Harris won

the 2020 election, many people took to the

streets to once again celebrate the idea of

a post-racial United States and justice for

all. Although I am glad to see that an actively

and openly racist man will no longer be

president come January, I have found the

need to exercise caution.

It’s frightening to think that 47% of the

country didn’t vote to elect Joe Biden and

Kamala Harris. 47% of the nation voted for

a blatant racist. They voted for a president

that is supported by the KKK. They voted

for white supremacy and against human

rights. Those that voted for Trump don’t

just disappear. They didn’t when Obama

was elected, and they won’t when Biden

and Harris take office.

It is also important to recognize that, although

we as a country are getting a much

needed upgrade, we did not elect perfect

people.

I am grateful to see a woman of color in a

position of power, but Harris’ identity does

not mean that she has not perpetuated a

system of racial injustice. As Attorney General

of California, Harris did not do enough

to address police brutality. She declined to

investigate the police murders of two Black

men. Additionally, Harris did not support

a state bill that would have required the

attorney general to appoint a prosecutor to

specialize in investigating the use of deadly

force by police.

Biden has also been portrayed as something

of a white savior by the Democratic

Party and in the mainstream media. As a

moderate, appealing, white, male Democrat,

he has been used to balance out the

strength and controversy of people of color

in higher office. Many don’t know his vast

history of racist actions. Biden described

the desegregation of school as racist, opposed

“forced busing” and described African

American felons as “predators” and

unfit for rehabilitation. While these actions

and statements were all over 20 years ago,

they are inexcusable. Many choose to overlook

them, but I do not, and I urge others to

not turn a blind eye.

In order for our country to grow, we cannot

close our minds or turn the other way.

We cannot pick and choose when to confront

racism; it is a constant fight. We, the

people of this country, are a crucial check

on the government, and we must hold our

politicians accountable to their campaign

promises. The United States cannot be a

“more perfect union” if we continue to idolize

politicians and disregard their past actions.


EDITORIALS The Cardinal Times, WINTER, 2021 • PAGE 11

It’s too early to return students

en masse to Portland high

schools

By THE CARDINAL TIMES EDITORIAL BOARD

The Cardinal Times Editorial Board argues that, while distance learning is far from perfect, it is much

too early to return to in person-learning.

Photo courtesy of HEATHER BACK and KAISER PERMANENTE

The Cardinal Times Editorial Board is made up of staff members who

do original research and debate with each other to come to a consensus

on various issues that we feel are important and pressing to our

community. Editorials represent the views of the current CT editorial

board for the 2020-21 school year, made up of Cole Pressler, Cate

Bikales, Gabby Shaffer, Avery Hellberg, Leela Moreno and Kate Haddon.

The board does not speak for any other individual reporters or

editors on the publication.

We would like to acknowledge that none of our board’s members have

been severely affected by the coronavirus. We are speaking from a

place of privilege but believe that our message is in the best interest of

the wider Lincoln community.

On Dec. 23, Oregon Gov. Kate Brown

announced she would ease statewide restrictions

placed on school districts with

the goal of having students back on campus

by Feb. 15.

Statewide, schools were shut down in

mid-March when there were only dozens of

estimated cases. Now, Oregon is averaging

over 700 daily. We think a mass re-entry of

students into high schools seems unsafe,

especially as the new, more contagious

strain of the virus begins to spread.

On Jan. 22, the Lincoln administration

team held a listening session where they released

their proposed plan to bring 10 students

into school once a week on Wednesdays,

focusing first on seniors who are not

on track to graduate. If the plan is successful,

Lincoln may consider bringing back up

to 40 students a week to receive limited

in-person learning.

“We support Lincoln’s

current plan. We also

believe that after seniors,

Lincoln should focus on

English Language Learners

and students in the Special

Education department.”

~ Cardinal Times Editorial Board

We support Lincoln’s current plan. We

also believe that, after seniors, Lincoln

should focus on English Language Learners

and students in the Special Education

department.

We acknowledge that distance learning

has been far from ideal for most students.

Instruction via a screen can never match

the instruction we would receive in person.

For those who have trouble focusing,

or need one-on-one interaction with their

teachers and peers, distance learning has

proven even more challenging.

But returning to fully in-person instruction,

which many students seem to be

pushing for, would be far worse.

For some schools, especially private and

rural schools, returning to in-person learning,

or attempting a hybrid model, may be

a good idea if they have both the resources

and space to efficiently attempt a return.

But in one of the highest-spending and

most mismanaged school districts in the

United States, it seems unlikely that PPS

has the funds to achieve their current reopening

requirements.

The physical Lincoln building can be described,

at its best, as sub-par, and, at its

worst, a major health violation. Crumbling

walls, a basement lacking proper ventilation

and a cafeteria that only fits several

dozen students comfortably has defined

Lincoln for a generation of students.

In an ideal world, we would already have

a building and classrooms with proper

ventilation, and bathrooms that could potentially

be used safely, but the building

doesn’t have basic amenities, even without

a pandemic.

Additionally, for the next several years,

Lincoln will be without a field, meaning

that outdoor space is limited to the patio

and the courtyard. This is hardly enough

room for hundreds of unmasked students

to social distance during lunch.

Without proper social distancing, each

member of the Lincoln community would

need to be fully vaccinated before returning

to campus. By diverting vaccines - and

hundreds of tests for students after an inevitable

outbreak - from people that need

them, PPS would be wasting resources and

money, not to mention unnecessarily putting

students, teachers and staff in danger.

Tests are not abundant, and people need

these tests much more than those of us who

can safely be at home and learn online.

Aside from the waste of resources that

frequent testing would bring, so many lingering

logistical questions are virtually impossible

to answer. Is it worth abandoning

the current online learning system only to

revert to it in one month or two weeks, or

however long we’ll last before an inevitable

outbreak? How can we ensure that the

entire school would be thoroughly cleaned

and sanitized between each rotation of students

entering to reduce any potential risk

of virus transmission?

Administrators have immense pressure

from Gov. Brown and many parents to

bring students back to school.

In a survey conducted by the Lincoln

administration earlier this month, almost

45% of students surveyed answered “yes”

when asked if they wanted Lincoln to pursue

a hybrid-model schedule second semester.

This is where we inherently disagree– in

our eyes, if the system “doesn’t work,” it

won’t be worth it. Just one student’s death

is not worth it. Worrying about the health

of ourselves, our friends and our family is

not worth it. If it goes poorly in any fashion,

and any number of students contract

COVID-19 and become sick or die, or pass

the disease to a family member who becomes

sick or dies, it will be seen, in our

eyes, as a failure on the part of the Oregon

Department of Education (ODE) and PPS

to protect us.

We all want to go back to school. Those

of us on the Editorial Board who are seniors

have only been in high school in-person for

two and a half years. But when we do return,

it cannot be hastily done. It cannot be

rushed. It must be done safely and conservatively,

with thought and care, or we run

the risk of more loss in this year of unimaginable

losses.

The Cardinal Times

Established in 1897, The Cardinal Times is a

forum for student expression. We are the oldest

continually published high school newspaper

west of the Mississippi River. Letters to

the editor can be submitted in Room 122 or to

thecardinaltimespdx@gmail.com.

Editors

Cole Pressler, Editor-in-chief; Cate Bikales and

Gabby Shaffer, Managing Print Editor; Hadley

Steele, Managing Digital Editor; Digital; Claire

Yoo, Michelle Yamamoto, Holden Kilbane,

Annika Wang, Visuals/Design; Sydney Ward,

Isabella Lo, News/Features; Kate Haddon,

Eirini Schoinas, Sports; Avery Hellberg, Mei

Xu, Jaden Schiffhauer, Arts/Culture; Amanda

Ngo, Social Media; Gabe Rosenfield, Podcast

Editor; Kenzie Ward, Photo Editor

Business manager

Xander Levine

Reporters/photographers

Redding Longaker, Max Edwards, Skylar

DeBose, Tabitha Lee, Owen Adams, Abby

Yium, Henry Reuland, Leela Moreno, Devyn

McMillen, Katlyn Kenney, Gracie Pixton

Adviser: Mary Rechner

Corrections

While we strive to be as accurate as possible,

mistakes happen. Please contact us. We believe

it is important to set the record straight,

and we will correct in this space as needed.

Keep in touch

Send a letter to the editor. Advertise your

business. Contact us at thecardinaltimespdx@

gmail.com or on Facebook, Twitter, Instagram

or Snapchat, @cardinaltimes.


PAGE 12 • The Cardinal Times, WINTER, 2021 TAILFEATHER

Top 10 Frog Species of the Pacific Northwest

By OWEN ADAMS

As COVID-19 rages on, the only real escape from constantly being at home is being able to venture out into the wilderness. In doing so, many of us have

found a new passion for adventure. Some of us have even seen the majestic animals that roam in and around our state. Today I bring you a ribbit-ing list of my

favorite of those animals: the frog. Let’s ‘hop’ into this review of the 10 best species of our amphibious friends living right in our backyard.

10. Northern leopard frog

First on my list is the Northern leopard

frog. Generally around 11 centimeters long,

this is a pretty big frog. This is, of course, a

plus in my opinion because the more frog

there is, the more there is to admire. A special

characteristic about the Northern leopard

frog is that it has a special type of cell

that is a potential cure for cancer. Despite

this, I’ve had to rate this frog No. 10 on the

list because this species has a long snout

and a calculated gaze that is very disconcerting

for the average passerby.

9. Oregon spotted frog

Next, we have the Oregon spotted frog: a

fairly basic species of frog mainly found in

and around Southwest Oregon. There really

isn’t much to say about this creature. It is

exactly what you’d think of when somebody

says “frog.” There isn’t anything wrong

with this frog exactly, I just had to put it so

far down on this list because it doesn’t really

have any pizzaz.

8. American bullfrog

Another classic, the American bullfrog.

This frog can be found all over the country,

but because the species also finds a home

in the Pacific Northwest, I felt it had to be

taken into consideration. It is the heftiest of

the frogs we are looking at today, coming in

at around 15 centimeters in length, which,

again, I find to be a plus when judging

frogs. However, there are two main downsides

to this beast.

First, it is an invasive species. The bullfrog

was introduced to the Western U.S.

as prey and has since established itself by

slipping away from its potential captors.

Its introduction and spread hurts our local

ecosystems and can even affect some of the

other frog species on this list by disrupting

their food chains.

Second, the bullfrog is another pretty

simple and common frog species as they

go, and thus a somewhat bland addition to

the list.

7. Columbia spotted frog

A variation of the Oregon spotted frog,

the Columbia spotted frog is a much lankier

frog with webbed toes to help it swim

through swamps and ponds. This frog has

very interesting markings, most notably a

white stripe that goes over its top lip. This

gives this species a slight resemblance to

Gomez Addams, so take that as you will.

The biggest subtractor to this frog’s overall

score, however, is how unnervingly long its

legs are in relation to how small its body is.

6. Foothill yellow-legged frog

A frog that is small in stature but emits

a concrete, larger-than-life resolve is the

foothill yellow-legged frog. Found primarily

in Southern Oregon, adults of this species

are easily spotted because they tend to

have a yellow coloration on their legs. I really

have nothing bad to say about this frog;

it is a compact size, can protect itself from

fungal infections and gives you a sense of

confidence when looking into its bulging

green eyes. An overall solid creature.

5. Rocky Mountain tailed frog

This frog is unique because of its distinct

tail feature. It is the only species of frog that

has one, and it is used for mating while in

streams and rivers. However, what really

makes this species stand out to me isn’t its

unique mating habits, but rather how small

they are. This species is barely larger than a

dime, and yet they still have the strength to

reside in moving bodies of water.

4. Northern red-legged frog

Living in a shroud of mystery, the Northern

red-legged frog isn’t heavily documented.

We do, however, know three things: 1),

This frog can live almost anywhere, showing

strong adaptability; 2), It has a weak

call that makes an “uh-uh-uh-uh-uh…”

sound which reminds me of a little kid trying

to describe a dream they had; and 3),

they look really cool; their skin is very red

with tasteful black accents. The main thing

I have to say about this frog is that there

isn’t much to say at all.

3. Great Basin spadefoot

While this addition to the list is technically

a toad, I felt I had to include it on the

basis that it’s very cool. The Great Basin

spadefoot is as resilient as an amphibian

can get. It lives in cold and dry temperatures,

fights off rattlesnakes, coyotes and

owls, and it lives in holes it digs with the

sharp spades on its legs.

However, this toad has one fatal flaw in

my eyes: in order to protect from predators,

it creates skin secretions that ward off

foes. Sadly, these secretions cause burning

allergic reactions to humans. This means

that, no matter how much we all don’t want

it to be true, kissing this toad would turn

you into a blubbering mess as opposed to

a princess.

10: Photo by RYAN HODNETT

9: Photo by MID-COLUMBIA

RIVER REFUGE 8: Photo by

CARL D. HOWE 7: Photo by

SEAN NEILSON 6: Photo by

RICK KUYPER 5: Photo by

OREGON CAVES 4: Photo by

OREGON DEPARTMENT OF

FISH AND WILDLIFE 3: Photo

by NATIONAL PARK SERVICE 2:

Photo by JIM CONRAD 1: Photo

by GREG SCHECHTER

2. Pacific tree frog

The Pacific tree frog is a fascinating

frog. It was dubbed the “State Amphibian

of Washington” in 2007 by

the state legislature, and it’s very clear

why. Sitting at two inches in length,

male Pacific tree frogs are quite the

gentlemen. They serenade potential

mates with a guttural “ooh-yeeh”

sound emanating from their “throat

sack,” stretchy skin under their throat

that expands so that greater depth and

sound can come out of such a small

creature. Their only drawback is that

their hands look like melted versions

of those sticky hands that you get at

arcades.

1. Cascades frog

Capping off this list is the Cascades frog.

This species is generally found near bodies

of water or marshes throughout the Cascades,

but can also be found in volcanic areas

of peaks. Additionally, these frogs can

adeptly defend themselves when attacked

by a slew of predatory species such as coyotes,

raccoons, snakes and several types of

birds. They do this through skin secretion,

which has the potential to cure diseases

such as E. coli and can potentially have

therapeutic benefits. However, the skin secretions

also can thin blood and decrease

blood oxygen levels in humans when not

mixed with other chemicals to dilute their

toxic properties. Overall, a top-notch frog,

but it can definitely kill you if you’re not

careful.

To conclude, I’d like to make two things

clear.

First, all frogs are wonderful, so, while

this list exists, there is no reason to value

any frog you see in the world less or more

than another.

Second, this isn’t a complete list of frogs

in the Pacific Northwest, but it should

hopefully give you a reason to go explore

our corner of the country with some knowledge

about the wonders of it. You never

know what (frogs) you might find.

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