Opinion

By Darren Yee

                Many upperclassmen students including myself ponder the question: “Why am I only allowed to take a maximum of three AP classes in a school year at Lincoln?” Well, Lincoln is not alone in that matter. 

According to The Progressive Policy Institute, a public policy organization, states, “38% of the schools on our list cap the amount of AP credit they will give students.” 

Abraham Lincoln High School in San Francisco has implemented this measure for a multitude of reasons in my opinion. 

Michael Helms, a counselor here at Lincoln, shares that the AP cap may actually “help with mental health” since it gives young students space for balance between their academic and personal pursuits. 

Lincoln also caps the AP limit to remind colleges during admission that students aren’t deprived of learning, but it’s a strategy set in place to give them more opportunities for enjoying interests outside of school. Younger students are still in their adolescent years, and placing much stress on their minds will certainly affect their overall health, especially when it comes to sleep deprivation at such a pivotal and sensitive time in their lives. Based on personal experience, poor health can lead to poorer performances at school due to cognitive senses malfunctioning. 

In another article from The Knight Time Review, a Charlottesville high school student newspaper, Dr. I suggests, “There are a lot of negative impacts on students who take more than four or five AP classes, such as anxiety and stress levels.” 

This ties into my opinion regarding the management of stress levels for students from workload. Most AP courses place at least an hour of homework and most classes in general give out homework, which accumulates to long hours of course workload on students outside of school hours, which limits the amount of time to be allocated towards other endeavors and interests in their lives such as sports, leadership positions, and community service. The constant bombardment of homework and tests from three APs is more than enough, but removing the limit would require sacrificing the healthy lifestyles that some students hope to achieve. 

A yearlong AP course in high school is equivalent to that of a semester of a college-level course. Why should students be allowed to take six AP courses in a semester when college students aren’t even eligible to? That would be unrealistic and ridiculous. Certain schools like Lincoln also don’t offer an abundance of APs, so there needs to be a distribution for the number of students in certain AP classes to fit everyone’s schedule. 

According to Applerouth, an online test prep tutoring service, more APs don’t lead to greater academic success, but what it does predict is “higher stress levels for students.” 

Students can’t have a balance between their lives outside of school and their academics if they are pressured and stressed by courses that outweigh their allocated schedules toward their interests. 

Outside of AP classes, there are also honors courses that aren’t inclusive of the three AP rules. This means that students can take more than three higher-level course offerings if they choose to enroll in an honors course. On top of that, dual enrollment courses are offered to students at the high school level which can be taken in unison with a combination of AP and honors courses in high school. Put that together and the amount of courses a high schooler could take is capable of surpassing the amount of units college students could take even with a maximum of three APs. 

Students also aren’t required to engage in all three APs if that is what they desire. They are free to take any of the three offerings previously mentioned, and all could give them a higher grade boost. 

Dual enrollment at city colleges is also the only guaranteed way of securing college credits upon completion of the course with a satisfactory grade, which the other two don’t guarantee, which is why it’s an option for high school students in the first place. 

When I think about what the ideal student that colleges desire, I can’t visualize someone who dedicates their entire life to AP classes with no extracurricular interest. 

Students take AP classes in hopes of acquiring college credits, and to challenge themselves to show colleges that they can engage in rigorous classes. 

However, poor efforts from poor mental health can lead to academic incompetencies such as unsatisfactory interpersonal skills and cognitive thinking which may very well be impacted by stress from an overwhelming workload and inconsistent sleeping habits are associated with that. 

All in all, the three AP course limit is set in place in order to prevent students from placing unnecessary burden and stress on their minds, as well as encourage them to pursue personal interests and endeavors outside of school to give them an opportunity to be as well-rounded in academics and personal pursuits as possible. 

Lincoln makes it known that there are also honors courses and dual enrollment offerings to challenge and make themselves the best candidates they could be to colleges by being ambitious learners. I strongly support the measure for the opportunity it gives students to not only focus on school but also on what builds character outside of academics. 

By Lincoln Log Staff

You just graduated high school, the ink on the diploma is still fresh on the paper, and you’ve just moved into your new dorm. Pan in hand, eggs out on the counter, you embrace your inner chef and try to cook. Suddenly, the fire alarm blares as you realize you have burnt your omelet. Once golden eggs, now a pile of black mush in a charred pan. 

Students across America are taught classes in math, sciences, and English, and though those are essential to literacy, the current curriculum lacks basic instruction on realistic adult life. Hence, Lincoln should bring back Home Economics to ensure that students do not suffer at the hands of ramen noodles and dirty laundry for the rest of their lives. 

Home Ec is a class that teaches students about life skills in cooking, sewing, child development, and personal finance. Students can learn how to cook a myriad of dishes like eggs, potatoes, baked goods, and other simple, cheap meals. 

Additional units within the class also teach students how to sew different fabrics with various stitches and how to quickly hem their clothes. The class is also well-known for its lessons on child development, teaching students how to care for and feed babies and toddlers and understand the psychology of babies and toddlers. Recently, Home Ec classes have taught students how to read apartment listings, manage baking accounts, and write checks. 

Although Home Ec began in the mid-20th century as a course geared towards women becoming housewives and running the home, it gradually changed its purpose to educating students of all genders on basic life skills. The class is vital to a student’s ability to live comfortably and independently. It instills confidence in a student by ensuring they feel prepared to leave home away from their caregivers. The class teaches them basic skills to maintain a healthy lifestyle and find financial security. It utilizes kinaesthetic-tactile learning to create long-term muscle memory, so its lessons are innate and implemented daily. 

With the implementation of Home Ec, post-graduate students will never have to worry about burnt omelets and empty bank accounts again. Young people will enter their adult lives ready to take on the meaningful challenges of college and careers without having to worry about general survival needs. 

Many other schools in SFUSD, such as June Jordan, Wallenberg, and Ida B. Wells, still offer cooking/home economics classes, so why shouldn’t Lincoln offer the same choice to its students?

Published on 12/8/23

By Athena Somogyi

The SAT may once have been useful for colleges and students, but now it is simply outdated and superfluous. Admission officers look at SAT scores to determine whether the student is ready for college and as an indicator of potential for life in the professional world. However, what the SAT truly measures is study time and how well-prepared the student is.

While free SAT practice materials are available, those with tutors and classes have an advantage on not just general information, but also test-taking skills. This favors wealthy students who already have good chances at getting into acclaimed colleges. It is true that test prep can only raise one’s score a certain amount, but those points could cause someone to get into a college they otherwise wouldn’t have. 

This test causes additional stress. Not only do students have classes (some of which are APs) to excel in, they also feel as though they have to achieve a high score to get into a good college. Stress is known to have negative effects on one's health, not only causing physical symptoms like headaches, illness, and difficulty sleeping, but also psychological symptoms like anxiety, depression, and a higher likelihood of addiction. In teenagers, these detrimental effects can last their entire lives, and even change their very brains by making them more vulnerable to future stressors.

The SAT isn’t the most effective tool for gauging how well someone will do in their professional life; it only measures specific test-taking skills. Also, if someone has anxiety over tests, their score could paint them as an underachieving student when really their GPA is good and they produce good work outside of tests. While general knowledge is a requirement to do well on the test, much of it is knowing test-taking techniques. These techniques aren’t applicable to areas other than test creation, and most people don’t do that as a job. 

While a perfect solution may not exist, a portfolio of a student’s work is a better alternative. This allows students to fully demonstrate the different aspects of their skills, passions, and hobbies that can determine their success in college and life. If a student isn’t artistically inclined, they can put essays or even test scores that they feel best represents them.

Two main downsides of requiring portfolios as part of the admissions process are the time needed to review them, and the possible bias of the reviewer. Admission officers would have more work to do, causing longer wait times for students to get their acceptance or rejection letters. The other issue of portfolios is the aspect of personal bias from the admissions officers, who may have difficulty judging artwork impartially. 

By Kendra Vo

Hallway lockers should be available to all students at the beginning of the school year. Students, especially those in AP classes, have to carry heavy textbooks, making it more challenging for them to get around. A locker is a convenient place to store textbooks rather than having to bring them back and forth between home and school, which is a hassle when they need these materials for class. 

Some students face issues with their lockers. Julie Payne, a junior at Lincoln, requested a locker at the beginning of the school year and faced multiple difficulties during the process. 

“I went to the office to get the locker combination, and they provided me with five different possible codes, but none of them seemed to work,” she states. 

Payne also mentions that it took several weeks to receive a response regarding the correct code of her locker. Students require a simpler and more efficient locker process.

Morgan Wallace, a peer resources teacher who helps students open their lockers in the hallway, states, “At the beginning of the year, many freshmen struggled with opening their lockers.” 

Wallace explains how every time a student has an issue with their locker, they are told to email Jordan Loey, the school’s assistant principal who runs the locker system. 

He adds, “I haven't seen an official system, and it also seems to put a burden on Mr. Loey.”

 Loey explains how long distance learning has affected the locker system. “We first moved into distance learning in March 2020, and all lockers had personal belongings. In order to prepare for Spring 2021, we had to clear out all the lockers and throw away all belongings.”

Loey implies, “Freshmen have the biggest transitional times.” 

Starting in August 2023, Lincoln freshmen have lockers automatically assigned to them while students in other grades would have to request for one. The entire freshman class and around 100 other students have lockers out of nearly 2000 students at Lincoln High School. 

Loey also mentions, “Everything is on google classroom and everything is centralized.”

Several teachers prefer assigning their students online work rather than physical paperwork. Although some people may find it easier to do work online, paperwork is helpful for engaging students to be active learners. The shift from paperwork to online learning has led teachers to believe lockers are of unnecessary use for students. However, students still need lockers that provide space for their personal belongings, such as lunch, sports uniforms, work materials, musical instruments, and more. 

On the contrary, students frequently use locker visits as a chance to catch up with friends, which may cause them to arrive late for their following class. Students who arrive late to class may find it more difficult to participate in the teachings and disturb the overall learning environment. Distractions are among the numerous difficulties that students come across.  

Another disadvantage of providing lockers for students is the school's concern about what might be stored in them, such as dangerous and forbidden items. Schools must ensure the safety of students and staff. They fear that providing lockers could create opportunities for items that risk the safety of the school’s environment. 

     Despite the issues about getting a locker, like what has happened in spring 2021, students need a space to store their belongings instead of having to carry school materials around school. The benefits of assigning lockers outweigh the withdrawals, and they should be assigned to students at Lincoln automatically. 

By Khoi  Hogan Nguyen

In the realm of American education, no organization evokes as much anger, frustration, and disdain as the College Board. 

While some people might shy away from naming College Board as the “worst company in America,” this label is well-deserved and completely justified for a myriad of reasons. Its monopoly over standardized testing and the college admissions process, as well as its continued effort to mislead the American public about its operations are unspoken crimes that need to be recognized.

The College Board’s iron fist over the college admissions process cannot be understated. Many colleges across the United States, including most competitive colleges, require or accept SAT scores as a factor for admission, thereby pressuring high school students into paying exorbitant fees to take the exam. The same applies to AP exams, which are also nearly universally transferable for credit across higher education institutions. For most students, when it comes to proving academic prowess, little to no alternatives exist other than scoring well on both types of exams. 

However, many studies by different organizations, from “Forbes” to the “New York Times,” have determined that the SAT is not a reliable or accurate measure of intelligence or academic performance. Instead, the research established that higher family income correlates with higher SAT scores, indicating that those who are wealthy and privileged have more access to resources like tutors that allow them to possess a greater advantage on a test meant to be equalizing.

Furthermore, the fact that the SAT was written to prove the racial superiority of White Americans, and in the own words of its author, Carl Brigham, “[to] prevent the continued propagation of defective strains” in the American population, complicates the stated purpose of the SAT. At a time of record immigration to the United States during the 1920s, the SAT was supposed to serve as “evidence” for racists and eugenicists who argued that immigrants were less intelligent and overall inferior to the native-born American population, and therefore should be kept out.
Although the SAT today is clearly not what it was a hundred years ago, the fact that the College Board hasn’t even bothered to recognize that their product, a nationally standardized test that millions of high school students take each year, has origins in a white supremacist movement, is appalling and morally reprehensible. A lie by omission is still a lie.

However, the tide is turning, and universities around the country have begun reconsidering the use of College Board exams as a factor for admission and class placement. Dartmouth College, an Ivy League institution, stopped giving credit to students who score well on AP exams. The University of California, a massive educational system with around 300,000 students enrolled, went SAT test blind for admissions.

College Board’s lies extend far beyond their silence on the SAT. Although it calls itself a nonprofit organization, according to ProPublica’s obtained IRS tax audits, College Board rakes in around a billion dollars a year in revenue. This means that while College Board is legally tax exempt, it manipulates and extorts students and their loved ones by pushing the narrative that the only way to make it to a “good college” is to score well on the SAT and take as many AP exams as possible.

The myth of College Board having high prices because they provide students with a quality education must also be exposed for the lie that it is, as AP classes and curriculum are taught by teachers, however they like. While the cost of standardized tests continue to soar every year along with College Board’s profit, according to the same ProPublica source, the company maintains an investment fund of around 1.6 billion dollars, and the salary of its chief executive officer is seven figures. The money in this hedge fund, located in the Cayman Islands to evade both U.S. tax laws through loopholes and the scrutiny of the public eye, is most likely not going into helping students.

 Instead of acting in the best interest of American students, College Board behaves like an overwhelmingly wealthy monopoly: it profits and panders off the dreams, aspirations, and yes, insecurities, of young teenagers. From the perspective of the high school student, the College Board and its “products” are themselves the physical manifestation of the unfairness and inefficiency of the educational system in this country.

By Kelly Luo

Your teacher just assigned another “Googleable” worksheet, where you could easily find all the answers online. Procrastination becomes apparent and students rely on that one peer who knows all the answers. Most importantly, we now “do it for the sake of doing it.” To reduce unproductive work ethic in students, teachers should transition to utilizing busy work as an opportunity for enhanced education or extra credit, rather than requirement. By doing so, students develop an incentive to learn and review content. 

I like to define busy work as assignments that are repetitive. Students often perceive busy work as, “boring,” “unnecessary,” and “pointless,” because they likely mastered the practiced concept. Instead of spending class time on reviewing topics they have already learned, students would rather allocate their time to prioritize other assignments or tasks. 

Factually, I recognize that busy work is used to practice learned concepts. For example, taking notes on articles related to topics learned in class, or multiple worksheets about the same topic. Without repeated application of topics or facts, we cannot retain information in our brains. Teachers assign repetitive classwork and homework to help students master concepts, which is expected to reflect in their grades and test scores. 

 In AP or Honors courses, students have clear incentives to complete assignments for the sake of learning; preparing for AP exams. Those enrolled in college-level classes tend to harbor heavy workloads, consisting of one-to-two hours of homework a night, per class. These high achieving students are expected to balance time for each of six classes per day, while also maintaining a healthy lifestyle.

Angel Tran, a senior with three AP courses, comments,“busy work is very irritable because looking on google classroom to see that they [teachers] posted the same thing every week, barely switching it up, stresses me out. [It] also makes me feel like I'm wasting important time when I could be studying for other classes.”

Nevertheless, teachers may experience unexpected situations where they cannot physically teach in schools. Similar to students, teachers also encounter human struggles and conflict in schedule with their work and personal lives. Though such circumstances are unfavorable, learning about new topics through worksheets without the presence of an educator is not effective. 

Tran mentions, “I just think the teachers should be the one teaching, and busy work should be more of a practice thing.”

However, for students who learn new subjects easily and quickly, busy work is unnecessary and a waste of time. When it comes to school work, students often have two methods of approach. One - they complete the assignment to practice. Two - they complete the assignment for the grade. 

Matthew Tran, a senior at Lincoln, mentions, “If I already get it [concept], I’m doing it [assignment] with the thought of completing it.”

Although quantity in practice yields better results in assessments, fast-learners would much rather spend class time working on other tasks that have clear due dates.

By Matthew Tran

From tin can houses to a field of jellyfish, the fictional underwater city of Bikini Bottom has always fascinated me. I grew up watching the citizens of Bikini Bottom frown upon Spongebob and his silly acts, but as my siblings laughed at his lack of shame, I sympathized.

“SpongeBob SquarePants” is a children's TV show centered around an optimistic sea sponge named SpongeBob and his starfish best friend. Set at the bottom of the Pacific Ocean in a city called Bikini Bottom, each episode contains themes of friendship and fun. 

As an avid hamburger lover, I would be a regular at the Krusty Krab,the McDonalds of Bikini Bottom. Through my regular visits, I’d fill the pockets of money hungry business owner, Mr. Krabs. Their economy would be kept flowing by my constant stream of purchases, not only through the fast food market, but also through my unhealthy shopping habits. Angry Jack's Shell Emporium would be a weekly pit stop of mine for my hypothetical pet snail—a common pet in the community. 

Aside from my contributions through the market, getting along with citizens would be no issue for me. Specifically, I see myself getting along well with SpongeBob, the sponge himself, as we share similar traits. 

Like SpongeBob, I never minded that I didn’t fit in with stereotypes. Even as a child, rather than joining Boys Sports, I opted for Arts and Crafts, and instead of playing basketball, I was doing gymnastics and listening to Ariana Grande. Despite our differences, we never let them stop us from being our authentic selves.

As a society, we hold the idea that maturing is ditching your toys and putting on your “big boy pants” to take on the world, but I believe that to be false. We shouldn’t leave behind our imagination and creativity in order to come off as mature. It’s possible to be imaginative, creative, and playful without being immature. 

When we lose those traits, we forget one of the most important aspects of life—fun. We need to remember that it is our own happiness that matters the most and proving yourself is not necessary.  

Spongebob’s positivity and ability to find joy in the smallest of things resonated with me and encouraged me to have fun in every moment possible. He taught me that it’s okay to keep my silly toys in the pockets of my “big boy pants” as I navigate throughout the world. 

Despite the significance SpongeBob played in my life, living out my childhood fantasy of calling Bikini Bottom home does have some drawbacks. Yes, my presence could benefit their economy as mentioned earlier, but I cannot breathe underwater. Living in a city where breathing is not something you can do naturally would be extremely inconvenient. To combat this, I could live in an airtight dome and wear an underwater suit like the squirrel character, Sandy Cheeks. But there is an issue that comes with that solution—size. 

It’s as clear as day that I’m a lot larger than the majority of the population, the majority being fish. Being a giant in the city could potentially put citizens at risk and result in my outcasting, but that wouldn’t take away from the beautiful scenery which is a huge part of the Bikini Bottom experience. 

At the end of the day, my presence in the city of Bikini Bottom may be beneficial, but if it isn’t obvious, moving to a fictional underwater city is not plausible. 

I choose to see the world as my Bikini Bottom. It may not be as colorful and bright, but it doesn’t stop me from having fun, nor should it stop you. 

By Justin Chen

Relationships crumble when people become less and less understanding of each other. Whether between friends, family, or a significant other, communication and understanding are imperative to maintaining a healthy relationship—one where both parties feel supported and respected.

In friendships, poor communication can lead to misunderstandings, resentment, and eventually the breakdown of the friendship. In family relationships, it can result in strained interactions and a lack of emotional connection. In romantic relationships, poor communication can lead to increased conflict, decreased trust, and a deterioration of intimacy.

Communication is the process of exchanging thoughts, ideas, and emotions between individuals through verbal and nonverbal means. When people discuss with each other, they are able to connect, building trust between both parties. Strong communication fosters a sense of empathy and mutual respect in relationships, enabling individuals to listen to each other's perspectives and validate their feelings. This understanding creates a supportive and healthy environment, helping to resolve misunderstandings and preventing them from escalating into larger issues that can strain the relationship.

Communication is needed in a relationship when there is any conflict. For instance, a person may hear rumors claiming that their friend is talking behind their back. The rumors are false, but that person does not know. If that individual does not seek closure with their friend about whether the rumors are true or not and instead holds a grudge against them, then their relationship will break. However, if that individual voices their concerns and questions with their friend, they will gain a mutual understanding of the situation.

Although communication may seem simple, it is not always easy. Many factors contribute to a person’s ability to converse effectively, which ultimately affects the longevity and health of their relationships. Several factors that make communication in relationships challenging include poor listening skills, distractions, and a lack of commitment to engage in open and honest discussions.

The absence of communication can lead to blame, relationship anxiety, and feelings of depression. As a result, individuals become distant, growing apart from each other. According to the Marcia Mediation Group’s study, 65% of friendships and romantic relationships that end are attributed to poor communication. This highlights the significant impact that communication has on the overall health of relationships.

According to the FirstThings Organization, a relationship counseling firm, the main reason why people stop communicating is because of anger or unresolved conflict present in the relationship. However, individuals who agree to work with each other can solve communication issues in their relationship.

In order to mend the lack of communication, both parties must be vulnerable and patient with each other, working together as a team. Strategies for improving the presence of communication include practicing active listening by carefully listening to what someone is saying with empathy, expressing oneself clearly by describing emotions and thoughts in detail, seeking clarification when needed, and being open to feedback.

By resolving communication issues, individuals can strengthen their bond, deepen their understanding of each other, and create a more fulfilling relationship. Effective communication can also lead to increased trust, better problem-solving, and a greater sense of emotional connection.

While it is true that communication is not the only factor influencing the health of relationships, it is a crucial component that sets the foundation for understanding, support, and respect. Without mutual and effective discussions, it becomes difficult to navigate conflicts, express needs and desires, and build trust. While other factors, such as shared values and interests, also contribute to relationship health, effective communication is essential for these factors to be properly understood and appreciated.

By Mason Ngo

      Lincoln students and faculty like myself choose to travel by bike, skateboard, electric unicycle, and many other types of small vehicles. They are used for all kinds of trips, from normal commuting to buying food to even shuttling little kids to school. Many, including myself, enjoy traveling in these ways, to the point of becoming habitual and part of our daily lives.

     These vehicles, known as micromobility devices for both electric and non-electric variants, are technically older forms of transportation, some being developed before modern-day cars. They are more climate-friendly, resource-efficient, and fun to use than most other forms of private transportation.

     Gaurav Thayil, a biology teacher who has worked at Lincoln for four years, rides a normal bike to school daily and often travels on foot or by bicycle. He considers himself an environmentalist, though he does not bike and walk solely for this reason.

     “Biking is good exercise; most of my exercise is biking to and from work. I don’t worry about parking in the city. In some ways, it is also more efficient to bike, as it’s faster to bike to school compared to the  bus, said Thayil.

       There is a reduced financial burden from car ownership and less emissions produced overall, in addition to the other benefits of using this mode of transport. The exercise from biking in particular also leads to reduced stress, an improved mood, and many other mental benefits.

        It is for these reasons and the ability to walk and bike that he does not even own a car. He said, “I could buy a car, but between the two of us, her [his wife’s] car is fine [for us two].”

        Personally, I ride an electric bike to school, and I often use it to run other errands such as grocery shopping and laundry. I do so for similar reasons as Thayil: to be more time-efficient and to skip traffic and crowds.

         Students, including myself, can be seen biking, skateboarding, or using a smaller personal vehicle to get to and from school, as well as other destinations. Morgan Hones, a senior and fellow writer for this paper, rides an electric unicycle every day for commutes to school, work, and recreational trips with others.

          “I commute two miles to school and have a 5-mile commute to the other side of the city to my job, where I fix personal electric vehicles. I also ride with a local group that rides personal electric vehicles every Friday," said Hones.

          He is familiar with personal electric vehicles, a form of micromobility that involves motorized vehicles such as electric unicycles, electric kick-scooters, and motorized skateboards. He also repairs these types of vehicles as a job outside of school and often rides with friends for fun as well. It was clear that he is passionate about personal electric vehicles, especially electric unicycles, and that it is a vital part of his daily life.

         He said, “Other than school life, everything else revolves around personal electric vehicles or electric unicycles."

         There are, of course, some limitations to micromobility. I do not bike to certain places or in prolonged rainy conditions for safety reasons. This is something shared with Thayil, who does take the bus to avoid unfamiliar routes and overexertion from bike journeys, especially ones over hills.

         Part of our concerns also include traffic safety, especially with the unsafe situation of city streets and bad driving in San Francisco. Almost everyone has encountered or experienced dangerous actions by drivers, including running stop signs, trying to beat the light, not yielding to pedestrians in crosswalks, and most obviously, speeding.

          City agencies are trying to improve the situation not just for micromobility users but also for people walking and for those taking transit. The Slow Streets Program, started during COVID, for instance, aimed at encouraging slower modes of transport by discouraging through traffic.

         Overall, there are many reasons to prefer micromobility options over driving. Cars, especially the larger vehicles of today, are inefficient space- and climate-wise. Even with a transition to electric cars, many tons of resources are used to create vehicles that often only carry one person at a time. Larger vehicles, such as SUVs in particular, cause more harm due to their larger vehicle size and mass, according to the Center for Disease Control. They also state that higher vehicle speeds also lead to higher chances of dying from being struck by a car.

          Micromobility vehicles in comparison are generally slower vehicles, with many speed-limited to 20 miles per hour and only certain vehicles that can go faster than that. They can all be used for all kinds of trips, whether it be commutes, running errands, or just riding for fun outside. For instance, I have been able to carry heavier groceries with a cheap e-bike, having carried a 25-pound bag of rice, among other things, from an Asian supermarket multiple times without driving or breaking a sweat. 

         Change is most certainly needed to encourage more use of micromobility vehicles. I personally believe Lincoln does need sheltered bike parking for students. Even now, however, it’s possible for many of us to stop driving to work or school every day and substitute some of these trips with the catalog of micromobility options. Hopefully, in the future, more people will be enjoying the outdoors with these modes of transportation.