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VAPING IS AN EPIDEMIC SPREADING THROUGH LINCOLN

By: Nicole Chan

The few of the many confiscated vape pens from the dean’s office. 

Photo By: Nicole Chan

 

Schools around the United States teach of the dangers and consequences of smoking cigarettes, so we, as students, are discouraged to smoke. However, around the mid-2000s, e-cigarettes became a trend that made markets for e-cigarettes skyrocket, and “vaping” became more apparent in 2015 when a new brand of e-cigarettes, Juul, was advertised. Just like all e-cigarettes, Juul was announced by most anti-e-cigarette organizations to be a “better alternative” to smoking standard cigarettes. However, scientific research and statistics prove that Juuls have more health consequences than typical cigarettes. 

 

Vape addiction at Lincoln is still quite common but has slightly decreased due to a strict school-wide regulation, which states that it is forbidden to bring cigarettes, e-cigarettes, or any form of inhalant device to school. Although it is not as apparent, there are people who still vape. Students who vape can usually be seen at bus stops after school or in bathrooms during lunch. 

 

The dean’s office secretary, Bridgette Torres, states, “I think it’s still relevant...Students still use vape pens because of the smell; it’s easier to hide, less noticeable, or at least, students think it is; but because of the staff’s awareness, it isn’t as ‘less noticeable’ as they think it is.” 

 

Truth Initiative, the largest nonprofit health organization in the US, states that high schoolers in 2017 vaped 10.2% more than they did in 2011. 

 

“Some of the things that’s appealing about it, or I would think is the use of technology, so it’s essentially like an electronic device, which makes it seem cool,” explains Child Health Outreach Worker, Ian Enriquez. “...The aerosol it produces is like, softer, I think, than smoke, so I can see how people believe it’s somehow not as bad.”  

 

The various flavors that vape brands produce entice not only teenagers but also children under the legal age for smoking. 

 

There are many outlets for helping with addiction; from a friend’s or counselor’s guidance to trying to gradually quit vaping by slowly decreasing the intake. There are also many addiction outreach programs to help with addiction. The attempt to quit vaping is incredibly difficult, but not impossible.

 

 

MEET NICHOLAS WYSOCKI, OUR NEW PEER RESOURCE TEACHER FOR THE 2019-2020 SCHOOL YEAR 

By: Sage Leverman

Mr. Wysocki taking a snapshot of something in the distance.

 

After 11 years of teaching Peer Resources, Morgan Wallace received a special opportunity to take a sabbatical leave to travel for a year. Nicholas Wysocki, former history teacher at Presidio, stepped up as this year’s peer resources teacher! Nicholas Wysocki is excited to take on his one year offer as a Peer Resource teacher.

 

From March, Wysocki knew that he wanted a change from being a history teacher at Presidio Middle School. A year was enough for him to decide what he wanted to teach next. An offer came up from Presidio’s Peer Resource teacher (Amber Jones) for a chance to step in Wallace’s place as a Peer Resource teacher. Wysocki took the offer and in the summer of 2019, he trained at CCSF with many other Peer resource teachers to learn about what students do, what peer resources is about, and to get a feel of the class environments.

 

He now teaches fourth and sixth period Peer Resources. Wysocki also teaches third and fifth period mediation program, which is owned by peer resources, a class of 3-4 previous peer resource students helping students solve conflicts.

 

When comparing teaching at Presidio Middle School to teaching at Lincoln high school he says there’s “an equal balance”, however, he prefers the technology at Presidio with the newer high tech computers and projectors that they have, but he enjoys the Lincoln environment more. Wysocki says the students make him feel more comfortable and he sees himself building relationships with students to create a strong bond. His goal this year as a peer resource teacher is “to build great relationships with students and eventually carry out a project”, the project being about a focal group each of his class will chose to represent. Wysocki has had a great experience at Lincoln so far and is ready to take on the year. 

 

Aside from his the opportunity to teach Peer Resources this year 2019-2020, Wysocki has a lot to say, and wants to introduce himself. On september 20th, 2019, Wysocki says “I’m just a teacher giving back to the place I grew up in and I'm hoping to get people to achieve their goal whether if there students or adults”. 

 

Wysocki also adds, “I want people to know i’m pretty chill, being honest”, and also has high expectations for peer resources this year. 

 

Growing up, Wysocki didn’t know what he wanted to do, but he had an idea, and just like his work ethic he strives for a better change, how to best suit him, so he can work his best. Wysocki is very friendly and you can greet him in room 143. 

 

The chance to do a group interview with three of his students in his third period mediation program came up, and Yesenia Reyes describes him as “a nice teacher and understands our needs”. 

 

Next, Samantha Barecenas added “he works hard even in tough situations” (referring to all the classroom switches he had because they didn’t give him the old peer resource class back to him). 

 

At last, Odalis Irineos said “he’s nice and supportive and he tries to make you understand subjects, and explains subjects”. Nicholas has high hopes for his only year teaching peers and hopes to learn from this experience.

 

 

LINCOLN CHEMISTRY TEACHER STRIVES TO GIVE STUDENTS THE FAIREST EDUCATION POSSIBLE

By: Gordon Liang

Ms. Landa assists student seeking help after school.

Photo By: Gordon Liang

 

“Ms. Landa is a rough teacher.” “Ms. Landa keeps us in late.” “Ms. Landa follows me to class.” Whether or not we’ve had Asya Landa as a teacher, we have all at one point heard these complaints. Many have feared the thought of stepping into her classroom, and yet some of us choose to tackle the challenge. However, few of us have wondered exactly why Landa pushes her students as much as she does. 

 

Landa’s motivation to teach came from when she herself was a student. She saw that her friends were not receiving equal treatment in the education department because of their social class. This motivated her to become an educator to fix the wrongs that she has seen. Landa’s background is what made her a big proponent for equal education.

 

She states, “I’m from a poor family. Somebody [else] is from a poor family. It just doesn’t matter. Kids are kids… I don’t care who [their parents] are. I need to bring them to satisfaction. Period.” 

 

Landa is most notorious for her policy of using time outside of the given class time to educate her students. While most see the policy as laborious and pesky, Landa sees it as a method to catch up. 

 

Landa says, “I keep them here because this is what they don't do at home and I try to compensate [for that].”

 

Many of Landa’s students use time during lunch and after school to keep up with the demanding tasks that Chemistry class brings. With this extra time, Landa wants to make sure that her students are pushed to their educational limit.

 

According to Landa, “If students come to school, it’s my obligation to do everything that is possible [so] that students improve… Yes, it takes time. You can’t think scientifically overnight.”

 

Despite the strenuous hours put in her students’ education, Landa still draws backlash amongst the student gossip chains.

 

Lucas Dong, a former student who dropped Landa’s class, says, “She assigned all the work for you to read at home… She didn’t teach much in class. Which [was] kind of the point of the class.”

 

Students know that Landa has good intentions but they disagree with her methods nonetheless. Yet, Landa remains stringent about her teaching and disregards comments about her methods.

 

She responds, “You cannot know a person in eight months. You will never trust them and I know this.”

 

 

ACTIVISM CLUB AIMS TO IGNITE ACTION AMONG ALHS STUDENT-ACTIVISTS

By: Ella Fino


Activism Club members talking to ALHS students at Club Registration

Photo By: Jonathan Mesler

 

A new club has taken shape this year at Lincoln in room 21C, and their agenda is loud and clear: political awareness is vital. ALHS Activism Club’s objective is uniting a multitude of impending issues and brainstorming ways to combat them. The main goal of the club is to fill what they perceive as a “void” in the world of youth activism at Lincoln. Hence their name, Activism Club is taking on big issues such as political involvement and climate change along with creating an outlet for students to have a voice in the world. 

 

Co-founder and senior, Michaela Mesler says, “...We have a focus on gun violence, seeing as we are largely affected by this because of youth deaths...and school shootings…” 

 

“...We will provide resources for students to take part in current events like pre voting forms and dates of protests/marches...”

 

One of the most distinctive resources that California high school students can take advantage of is the ability to pre-register to vote at age 16. As a way to encourage political awareness, the club provides pre-registering forms to students at Lincoln who meet the age requirements.

 

Club member and freshman Joyce Liang says, “...it is important to let...[students]...know that as individuals, everyone of us will be impacted by today’s climate…”

 

Meeting in room 21C every other Tuesday, this brand new club hopes to attract students from all backgrounds in an effort to create a space for student-activists to meet and discuss current events. 

 

Francy Wentker, Senior and co-founder says, “...I hope [students] can realize that every little thing does help...whether that’s signing up to vote or even just starting a school club...everything has an impact, and everyone has a voice.” 

 

Activism Club aims to provide resources for students and to spread awareness regarding our political and environmental climate. The members strive to ignite the start of an educated generation, even if it starts with just four high schoolers from San Francisco.

 

 

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This page was last updated on October 31, 2019