Issue 1 - September 2017

T U ES DAY, S EP T EM B ER 19, 2017

Speaking up to stop cheating rings

Homecoming preparation

OPINIONS pages 4-5

FEATURES pages 6-7

VOLUME 59 NO. 1

Football Feature: Jhanvi Patel

Fanservice in Anime

FLIP SIDE page 12

MICHELLE MA

SPORTS pages 10-11

Summer hotspots

FLIP SIDE page 12

The Prospector

CHSPROSPECTOR.COM

Student Newspaper of Cupertino High School

10100 FINCH AVENUE, CUPERTINO, CA 95014

DEPARTMENT OF JUSTICE INVESTIGATES HARVARD

COURTESY OF NAPLES HERALD

KENNETH JEON photo assistant

In a press statement released on Aug. 2, 2017, the Federal Department of Justice stated that it would investigate Harvard University due to a complaint received from the Asian American Coalition for Education (AACE) concerning discrimination against Asian Americans in the admissions process. In a related lawsuit against Harvard regarding affirmative action in college admissions, the plaintiff, an organization called “Students for Fair Admission” requested the records of Monta Vista.

Affirmative action in college admissions has been a controversial issue for quite some time. In November 2014, students for Fair Admission filed a complaint claiming Harvard officials are “employing racially discriminatory policies and procedures in administering the undergraduate admissions program.” The group brought the lawsuit to the local level in Cupertino by demanding the records of four American high schools with large populations of Asian Americans, one of them being Monta Vista.

CHS TEACHER RETURNS FROM CHINA MISSION

“It is definitely something to think about,” CHS senior Joycelin Liaw said. “When you fill out applications, they ask for your race, what you identify as, and that definitely plays a huge factor [in admissions]. I have definitely heard [Asian students] joking about identifying as a minority or as something other than Asian in order to boost their chances.”

The AACE filed a complaint in 2015 against the school for discriminatory practices against Asian American applicants. On Aug. 3, CNN reported that Department of Justice spokesperson, Sarah Isgur Flores, came out with comments concerning this plan: “The posting sought volunteers to investigate one administrative complaint filed by [the AACE] in May 2015 that the prior administration left unresolved.”

These moves “could support a broader effort, seen in the Harvard lawsuit, to reverse a 1978 Supreme Court decision that allowed colleges to consider an applicant’s race as one of many factors in admissions,” CNN reports.

Said Sanika Mahajan, Cupertino alumna and current Harvard freshman, when asked about her experience with race in the admissions process, “I would say that I was pretty careful, espeMICHELLE MA

BIKE CLUB BUILDS REPAIR STATIONS XINYI ZHANG copy editor

GENE KIM business manager

Former Cupertino High School Science teacher Bruce Cheung returns to continue teaching after spending three years in Wuhan, the capital of Hubei Province in south-central China. Prior to his departure in 2013, Cheung taught Chemistry and Chemistry Honors, and was also a co-advisor for the Footprints Christian Club.

During that time, Cheung was active in mobilizing students to stand against social justice issues such as human trafficking.

Initially upon arriving in Wuhan in fall 2013, Cheung taught English at a renowned university to students desiring to study overseas. However, he eventually transitioned to be a part of a social enterprise business startup that focused on providing senior in-home care. “My primary role as the training administrator was to develop a robust bilingual curriculum to equip local caregivers to provide specialized care for the elderly, especially those with illnesses such as Parkinson’s and Alzheimer’s,” Cheung said, addressing China’s overgrowing population. Cheung and his wife, whom he met in Wuhan, also mentored a group of adults who attended

cially private institutions and Ivy Leagues, because obviously, I’ve heard of affirmative action in the past...Many [Asian American students] know it is difficult to stand out when a lot of Asian American students are high achieving.”

Said fellow Harvard freshman and former Cupertino student, Geoffrey Tourette, on his perception of the process, “At the end of the day, it is who they like better on paper. I think [the Harvard administration] did a good job of leaving race out of it, but at the same time I cannot be one hundred percent sure.”

Harvard denies the use of racial quotas in their admissions process. However, they do stand by their efforts to diversify their student body. A document submitted to the Supreme Court in 1978 titled the “Harvard College Admissions Program” states, “In Harvard College admissions the Committee has not set target-quotas...At the same time, the Committee is aware that if Harvard College is to provide a truly heterogeneous environment that reflects the rich diversity of the United States, it cannot be provided without some attention to numbers.”

Nevertheless, the Department of Justice is continuing to investigate.

a local church, counseling them through difficult life decisions and supporting those experiencing difficult personal struggles.

Cheung first became fascinated with China in 2005 when, after college, he taught English at a small language school near the China-North Korean border to students studying to become English translators.

Upon returning to the U.S., Cheung worked as a chemist at a local biotechnology company, and eventually attended graduate school, before coming to teach at CHS. But his experience in China has stayed with him through the years.

While Cheung taught at CHS between 2008 to 2013, he spent some of his summers in Southeast Asia helping to training local scientists on a clean water project. As he became exposed to the very real needs throughout Asia, he gradually began to seriously consider relocating overseas.

During Cheung’s five year career at CHS, he always had a strong heart for raising awareness for social

Bruce Cheung, continued on page 3

Under the leadership of Walk-Bike Cupertino, Cupertino’s Rotary and the Bike Club, a bike repair station was installed at Cupertino High School in mid-June near the staff parking lot facing Finch Avenue. The station at CHS is one of many that have been established across Cupertino in the past year. The stations were built to make bike riding more appealing as a form of transportation and accessible to the citizens and students of Cupertino.

Designed by Dero, a biking infrastructure company, the Dero Fixit serves one biker at a time and features Allen wrenches, screwdrivers, box wrenches, tire levers and a pump, all attached to the station via steel cords. There are also mounting racks on the station for the bikes during maintenance. The Fixit at the CHS campus is red in color.

The offer to install these stations came from Cupertino’s Rotary Club this past spring. The repair stations are part of Walk-Bike Cupertino’s larger plan to create positive changes in Cupertino’s transportation system.

Said assistant principal Geoff Wright, “Larry Dean, a member of the Cupertino Rotary, brought this idea to us and the district. He was the point person who helped fund this project and helped everyone understand [the proposal] and get the approvals from the city.”

After receiving approval from city hall, the Rotary Club of Cupertino and the Fremont Union High School District purchased the

Bike Repair Station, continued on page 3

2

News

The Prospector

September 19, 2017

BRIEFS

The Prospector

S TA F F 2017-2018

ASB Releases Tino Pride Cupertino High School Established 1958 Vol LVIIII, No. 1 | 2017 editors-in-chief allison lo ethan qi news editor santosh muralidaran opinions editor leo rassieur features editor nico chilla lifestyles editor catherine seok sports editor neerali shah flip side editor caroline gee copy editors esha radhakrishnan saagar sanghavi amy zeng xinyi zhang photo editors michelle ma jennifer zaratan online editors edward hsu lily rosen marvin business managers gene kim christina shao news assistants

taha shafiei claire warner

opinions assistants

tal ashkenazi kavya gupta

features assistants

sudyut yuvaraj sydney liao

lifestyles assistants

haejin cho aashna shah

sports assistants

yooni park anthony zhu

flip side assistant

ariana fahri

online assistant

ashley kang

photo crew

kenneth jeon varun shenoy

adviser ann peck Editorial Policy “The Prospector” is an open forum of expression for student editors to inform and educate their readers. It will not be reviewed by or restrained by school officials prior to publication or distribution. Advisors may and should coach and discuss content during the writing process.

The staff of “The Prospector” seeks to recognize individuals, events and ideas and bring news to the Cupertino community in an accurate, professional and unbiased manner. “The Prospector” will not avoid publishing a story solely on the basis of possible dissent or controversy.

If you believe an error has been made or wish to have your opinion expressed in “The Prospector,” please contact us via mail or email. Letters sent become the sole property of “The Prospector” and can be edited for length, clarity or accuracy.

“The Prospector” editorial board reserves the right to accept or reject any ad in accordance with its advertising policy.

Contact Us The Prospector 10100 Finch Avenue Cupertino, CA 95014 prospector.chs@gmail.com

MICHELLE MA photo editor

At the beginning of the school year, students and staff members were introduced to Tino Pride, a new mobile application that allows users to check in to and receive points for school events they attend. In an effort to increase school spirit, ASB Advisor and history teacher Wes Morse worked over the summer with SuperFan, a company that develops customized platforms allowing colleges and universities to “engage and communicate with their fan base” in order to create the Tino Pride app.

Morse originally thought of using a QR code or Google document, but ultimately decided an app would be the easiest method to track activities, which worked out for him because SuperFan sent him an email promoting their services.

Said Morse, “[SuperFan] has a core for their app and they customize it for the school.

I sent them some photos, we worked on a color scheme and then they personalized the app for our school with its own separate app on the App Store.”

Tino Pride displays a variety of school events, such as rallies, sports games, dances and Pioneer days. All Cupertino High School students within a radius of the event can “check in” and earn a number of points for attending. The point values range depending on the event. Once students earn a certain number of points, they are eligible to earn exclusive prizes such as bracelets, spirit socks and shirts. There is also a fan cam where users can post pictures of events, a social platform connected to the twitter feed of Cupertino Athletics, displaying tweets from the page and a leaderboard listing the top 50 individuals with the highest points earned.

The Tino Pride app ranks its users by the highest scores to the lowest scores as well.

Said Senior Hannah Shapiro, who is currently in third place on the leaderboard behind first place anonymous user Godsp3Ed and second place user MasudaBae, “[Tino Pride] is a fun social competition between friends.”

There are approximately seven hundred app users, consisting of students and staff members. People were introduced to the app mainly through social media.

Said Morse, “At freshman orientation we had a station for freshmen to come and take a look [at the app]. We were hoping that social media would help spread the word […] and try to roll it out through word-of-mouth and Pioneer days.”

Despite its vast positive feedback, some suggest improvements.

Said Shapiro, “there’s no real division on staff events and student events so anyone can check into staff events. [Tino Pride] is good, but obviously there are some improvements.”

In addition, Tino Pride is currently available only on the App Store and the Google Play store, limiting its audience to exclusively iPhone and Android users. Since it requires use of the phone’s location tracking feature, some find it difficult to use on non-mobile devices.

While the app may not be perfect, it does give ASB a good idea of who is attending events and gives friends a new way to bond.

Said Shapiro, “My friends like it. They

It is a fun social competition between friends.”

- Hannah Shapiro love getting points and get excited for the spirit gear.”

Tino Pride, through its leaderboard, fan cam and prizes, is a modern way to monitor activities while promoting school spirit.

YEARBOOK The CHS Yearbook, the Nugget, is planning on going to New York for the Columbia Scholastic Press Association (CSPA) National Convention. It is the 94th annual spring convention occurring from March 14-16 at Columbia University. It offers many workshops and classes. This is the first time the Nugget’s staff will attend.

BERKELEY On Aug. 27, clashes between AntiMarxist protestors, black-clad “Antifa” anti-fascists, and far right-wing protestors. Initially, the Berkeley police chief directed his officers to stay away from the park where the violence occured, but later 13 were arrested on many charges. Similar protests occured in Charlottesville and Pheonix.

UTAH On Aug. 24, U.S. Secretary of the Interior Ryan Zinke proposed shrinking the area of four national monuments in the state of Utah. The proposal has sparked criticism from many Native American tribes in the region, who note that the monuments portray their heritage.

The proposal has support from Donald Trump and other Utahns.

YELLOWSTONE Yellowstone National Park in Wyoming is the house of a large pool of magma in Earth’s crust. NASA suggests that when this supervolcano erupts it will destroy the U.S. The supervolcano is expected to erupt in a myriad of years. Nevertheless, NASA is developing strategies to prevent an eruption likely to occur in thousands of years.

Cupertino’s Equity Task Force continues flipside assistant

The Equity Force is partnered with the Gender & Sexuality Alliance Club to combat discrimination on the CHS campus

Cupertino High School recently introduced a new teacher-led program called the Equity Task Force to end discrimination and inequality at Cupertino. Similar programs have sprouted all over the country in many other high schools as well.

The goal of this program is to stop students from being treated differently due to race, gender identity, socioeconomic status or sexual orientation.

The GSA, which provides support and acceptance, is partnering with the Equity Task Force.

The club advisor, Jenna Ray, works with the school and the force to improve their program by combining the voices of the students and teachers.

According to Ray, any comments that attack or isolate students because of their identity that are heard by teachers are reported during the Equity Task Force’s weekly discussion.

Said Ray, “The main goal of each meeting is around the question: What can we do to make everyone on campus feel safe and [be] in the best position to learn?”

The culture in Cupertino High School is

under scrutiny due to the recent hate crimes in the area and offensive graffiti present in nearby schools. Such behavior has kept the school on high alert, especially when incidents including blackface are still occurring.

Last year at Los Gatos High School, a junior asked a sophomore to prom with the invite, “Do u wanna be like a n***a and hang at Prom?” written above a drawing of a lynching. The high school issued a public statement regarding these events as “racially offensive and contrary to the values of inclusion and belonging that are integral to the school culture at Los Gatos High School.”

The principles of the Equity Task Force are simple. Said Ray, “We want students to be able to feel safe and do their best without having to worry about what’s being said about them on campus.

School should never be a place for students to be bullied or to feel in danger.”

When Melissa Leal, a sophomore, discovered the Equity Task Force, she was surprised that the school had taken steps to prevent growth in the

ARIANA FAHRI

discrimination and racism occurring in the last few months.

“I keep hearing how so many schools are more lenient in their policies on discrimination, and I’m glad that Cupertino is doing the opposite,” Leal said.

During the beginning of the school year, the Equity Task Force created slides to teach students how to apologize and treat each other with respect.

Instead of tutorials, the administration replaced tutorials with an advisory period in which students learned many life lessons and advice for the school year. The slides created by the Equity Task Force were shown during advisory.

The task force is also seeking to include students.

With the focus aimed towards the campus climate at Cupertino, the task force is working on promoting a more supportive and welcoming atmosphere.

September 19, 2017

News

The Prospector

Bike Repair Station

Bruce Cheung

stations from the manufacturer. Tino’s Bike Club collaborated with admin to determine a convenient location for the station.

Bike Club Vice President Akilesh Praveen recognizes the vast number of students at Cupertino High who ride bikes. Said Praveen, “I saw someone using [the station] the other day and it made me pretty happy. Students can fix or maintain their bikes, go on rides and enjoy biking more. We live in an area where a lot of people live very close to school and other venues where it is very easy to take a bike… compared to driving biking is cheaper and makes for better exercise, and hey, it is always an adventure.”

Said Wright, “The more bikes there are, the less cars are on the road and the safer it is for everyone [to get around].”

issues. Cheung feels this was one of the factors that also motivated him to move to China and serve overseas. In 2013, Cheung made the decision to relocate to China to help.

“Despite knowing it would be challenging to given the culture and climate of China, I still wanted to go with an open heart to seek out what opportunities were available for me to address the needs I saw. The organization was

continued from page 1

continued from page 1

CHS Gets New Teacher for Culinary Arts Cupertino High School’s newly hired teacher, Kristi Kuehn, news assistant hired to teach culinary arts this year, hopes to improve the school’s JENNIFER ZARATAN culinary program by getting students more involved in school events and introducing new topics and activities to the curriculum.

Kuehn received her undergraduate degree from Cal Poly San Luis Obispo and her Master’s of Science degree in Nutrition at Texas Woman’s University. Since then, Kuehn has conducted several worksite wellness events and nutrition education programs. Additionally, she worked for 20 years as an outreach dietitian at Kaiser, where she did one-on-one counseling with patients who needed to improve their health. Though Kuehn enjoyed her work as a dietitian, she found that she was unable to develop strong connections with her patients.

“As a dietitian, I would see patients only once, and it was hard to establish a relationship and see their growth,” Kuehn said. “The classroom offers a unique opportunity to get to know students and make connections and see what kind of impact their learning and thinking is making in their life.”

Kuehn now teaches two classes of Introduction to Culinary Careers. The primary focus of these courses is to learn about jobs in the CLAIRE WARNER

culinary field, but Kuehn plans to cover other topics as well, such as nutrition and food literacy. She hopes to expand students’ knowledge on how the food choices that they are making affect their health, the environment and the economy. She believes that having general knowledge about nutrition is essential to a robust lifestyle.

“Understanding the nutrients in foods can help [students] to avoid common colds, keep them healthier, help them be better students and stronger and faster athletes. Nutrition really plays a vital role in all aspects of our lives. It is good general knowledge,” Kuehn said.

Junior Brianna Paulino is retaking the class and is already experiencing these changes in the curriculum.

Said Paulino, “Last year we just cooked, we did not talk about food a lot, but this year we are talking more about the nutrition and the values of the food that it gives you by eating it.”

Furthermore, Kuehn hopes to increase the presence of her students on campus by hosting cooking competitions and providing healthy snacks for athletic teams throughout the year. Some students believe that increasing cooking students’ roles at school will have a positive impact.

“Not a lot of people take cooking, and making snacks for athletes would help people acknowledge that it exists,” sophomore Alyssa Hoeke said.

Kuehn is looking forward to the upcoming years at Cupertino.

Said Kuehn, “I wish I could have everybody in [this class] — all of our students from the whole school. I think this class could be really valuable for everybody.”

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birthed out of a desire to meet a dire need in the city and throughout the country, with the hope that this model of customized outwardly care would thrive in all of China,” Cheung said.

Sure enough, Cheung found an organization that had a similar goal in mind.

“One thing I’ve learned is that developing one’s vision, mission, passion and purpose in life can be a very messy process, and it will take time. There is a lot of trial and error involved,” Cheung concluded from his experience.

BRIEFS

APPLE iOS 11 The new iOS 11 includes a “cop button,” where one can click the home button five times to call 911 if in an emergency, rather than be locked out of the phone. It wil also temporarily disable touch ID until one enters the passcode to unlock the phone. iOS 11 also has a drag and drop feature to transfe files between apps on the Apple iPad.

JOSE With the recent Hurricane Harvey in Texas and Louisiana and Hurricane Irma in Florida, a new hurricane, Jose, is forming in the Atlantic Ocean and has already brushed some islands in the Carribbean like Barbuda, Antigua and the Virgin Islands. It is expected to hit the U.S.’s east coast soon.

COMPILED BY SANTOSH MURALIDARAN

Opinions

4

September 19, 2017

THE PRICE OF AMBITION Should CHS limit the number of weighted courses a student can take?

PRO

KAVYA GUPTA

VARUN SHENOY

opinions assistant

photo assistant

TEMAS AP Spanish Language

and Culture

FUNDAMENTALS OF PHYSICS

PAG EAN T

American

Students in the Bay Area are famous for being academically competitive, seemingly trying to take as many Advanced Placement (AP) or honors classes possible, whether it means taking extra classes during the summer or sacrificing electives.

According to a 2016 report by U.S. News, Cupertino High School ranks at No. 48 in California. Our students receive scores nearly 40 percent higher than the state average of 50 percent on college readiness exams. However, the consequences to maintain these high achievements include tremendous pressure from peers and parents to maximize their performance during high school. If the district placed a cap on the number of AP or honors classes a student can take, the ultra-competitive environment at Bay Area schools may be lessened to the benefit of students’ wellbeings.

The Bay Area is known for the amount of competition that its students face. Competition urges students to work harder; however, the negativity that comes with it can be overwhelming.

The pressure to outperform every other student causes overexertion. Putting a limit on the number of AP and honors classes one can take will create an even playing field for everyone, decreasing the amount of competition students face. High schoolers should not have to compare themselves to other students over how many advanced classes that they are capable of taking, and this number should not be the only factor used to judge their potential. Fewer weighted classes in student schedules would leave a notable difference in the amount of homework time spent studying for tests. With more time on their hands, students can focus on extracurricular activities, like joining sports teams or school clubs, which are always popular among colleges. Students can explore and take more classes that pertain to their area of interest if they curb the number of academic classes they take. There is no point in taking an AP simply for the credits; if a student is disinterested in a subject, they should not be pushing themselves to take it. Colleges may want students to challenge themselves in school, but they do not wish to see students overburden themselves with classes that have no objectivity to their interests. The purpose of AP classes are to further knowledge in a particular field, not to take up space in one’s schedule, as it is not realistic to specialize in every subject.

Some may say that taking AP classes prepares students for college. However, many college students usually do not take over three to four classes every semester to make their workloads more manageable. Nearly 66 percent of Cupertino’s student population takes at least one AP course every year, and a high proportion of those students may take up to four, in addition to their regular classes and extracurricular activities. Taking too many advanced classes truly reduces one’s focus from being able to excel in all of their classes concurrently. Establishing a check on the number of weighted classes a student can be enrolled in will ensure major improvements throughout our school. First, we can make a huge difference in the amount of stress that is placed THE on students.

As interschool competition reduces and students find themselves with much more free time, they will also see that a lot of weight has been taken off their shoulders. We will no longer be watching students deprive themselves of sleep and enjoyment. Another advantage is that students can take more classes relating to their area of interest. They can educate themselves on material that is relevant to their fu9 e tures, instead of retaining information that they may not even need. Placing a limit on the number of AP classes in a student’s schedule is a justified step closer to achieving a balanced school Thirteenth environment.

EDITION

CON

In an academically competitive environment like CHS, many argue that Advanced Placement (AP) and honors courses are a key contributor to the constant stress faced by students.

AP classes are based on undergraduate-level curricula designed by the College Board in collaboration with university professors. At the end of the school year, students are tested for mastery on a subject through an AP exam. Many students feel parental and peer pressure to take these such classes to remain on par with others when it comes to college applications. This herd mentality often causes students to overload their courses with AP and honors classes. Critics of these rigorous courses argue that one way to solve this issue is by capping the number of weighted classes a student can take. They believe that preventing students from registering for more than a certain number of advanced classes will avoid unnecessary stress. While this may seem like a good idea at face value, there are many repercussions of such a cap which would ultimately worsen the problems the student body faces rather than solving them.

There are many benefits that AP classes provide: for one, a student earns college credits upon success on an AP test. Although these credits may not go towards a student’s intended major, they may allow the student to skip general elective classes. For example, earning a passing score on the AP U.S. History test can exempt you from a history class at most schools in the UC system. This can potentially save thousands of dollars in tuition, textbooks and time. It is also worth noting that AP and honors classes have a higher weight per semester than regular classes, thereby enabling students to take on more difficult classes without putting their GPA at risk; academic risks ought to be encouraged rather than admonished. AP classes encourage the development of college-level academic skills and are a great way for students to demonstrate to college admissions officers that they can succeed in challenging courses.

By capping the number of AP and honors classes a student can take, the school would effectively penalize those who are academically-focused, diligent and genuinely interested in courses for

707 Number of CHS students who took an AP test during the 2015-2016 school year COURTESY OF CUPERTINO HIGH SCHOOL

1,767 Number of AP tests taken by CHS students during the 20152016 school year COURTESY OF CUPERTINO HIGH SCHOOL

91% Percentage of CHS AP tests receiving a score of 3 or higher for the 2015-2016 school year COURTESY OF COLLEGE BOARD

the sake of those with other priorities. Many students are capable of handling difficult course loads; this new rule would essentially act as an academic handicap. If a cap is placed on weighted classes, any ambitious students will find other means to achieve their goals, many of which could prove to be more stress-inducing.

Apart from AP classes offered in school, there are many outlets for students to pursue university-level coursework. For one, students can self-study for the AP tests by using relevant textbooks and prep materials. Others may also choose to take classes at nearby community colleges to earn transferable credits. Removing the opportunity to take AP classes at Cupertino with a cap would ultimately cause students to seek other ways at extra cost. Overall, a limit on the weighted classes in student schedules would not only be a waste of time for administration, but it would also exacerbate stress problems at CHS. Ambitious students will seek other means to take college-level classes and other students will feel pressured to follow suit.

Proponents of this rule suggest that it would alleviate stress, but this is not necessarily accurate; rather, the stress would instead shift elsewhere. Although it is important that we continue to search for ways to reduce the stress that the majority of students face in our school, capping the number of weighted classes a student can take would be an ineffective approach to reducing stress levels at CHS.

A look into the six class schedule policy at CHS TAL ASHKENAZI opinions assistant

ASHLEY KANG online assistant

As the center of a prolific tech industry, Silicon Valley welcomes another thousand residents every three years, a rate bound to skyrocket with the new Apple campus. On top of that, the prestige of our high-performing school district attracts an overwhelming number of ambitious students from an international range.

Over the past several years, the population influx has put a strain on our school system, as exhibited through Cupertino High School’s unprecedented lack of space. As the flow of students intensifies and an atmosphere of competition grows, students must compete for the classes they want. While in the past many students could easily obtain a full schedule, with the influx we are facing today, the school is now unable to meet these demands. As of today, the six-period policy guarantees six classes for

everyone and reserves a seventh class only for those enrolled in specific programs such as AVID, ELD, Terranova, or Special Education.

While this system ensures that each student receives enough credits to graduate, it limits those who may wish to challenge themselves beyond the required credits.

However, students have been able to enroll in a seventh class despite failing to fulfill the aforementioned criteria, while others who are eligible are not even aware that they can request a seventh. The policy’s details are not always made clear for students to utilize them effectively. Inconsistencies between similar cases make the system difficult to understand for students and parents, especially due to insufficient information surrounding these exceptions. While the guidance department

makes efforts to remain consistent, cases like lottery distributions and students dropping classes, create available space, which is given out on a first come first serve basis.

Said counselor Belinda Olson, “I’m sure exceptions like that happen, and it’s definitely worth letting us know because we want consistency and fairness for all. If that is happening, we want to make sure that all four [counselors] are giving the same message.”

But to achieve consistency, action must be taken on both administration’s and students’ parts. If the students do not understand the complexity of the system, on-and-off exceptions can make the system itself seem unfair or portray the counselors as contradictory.

“I can see where that is confusing on the side of students because it changes every year. It just depends on where the supply and demands are,” Olson said. To counteract the spread of misinformation, students must take it upon themselves to read orientation documents thoroughly and ask clarification questions if they have any. At the same time, it

is also in the counselor’s’ best interests to make the exceptions more consistent and eliminate confusion within the student body.

It is inevitable that Cupertino High School will become increasingly crowded as they accommodate the increasing levels of incoming students. While the six-period policy may seem unfair to some, the influx of students is something neither students nor administration can directly control. Without establishing a reliable means of communication between students and guidance, the existing system will not work smoothly.

To simplify the process, counselors should include justifications for exceptions and enforce the policy’s existing parameters, and students should be more proactive about learning how to use the system to their full potential. If students do not put in as much or more effort to understand the policy, then the counselor’s efforts are wasted. Ultimately, eliminating this confusion would give each student an equal opportunity to pursue the courses in which they are interested.

Opinions

The Prospector

September 19, 2017

5

cheating. TALK SHOWS

THE POLITICS OF LATE-NIGHT

THE CULTURE OF SECRECY SURROUNDING ACADEMIC DISHONESTY STAFF EDITORIAL the prospector staff

Ask any student if they have ever known someone who cheated, and almost everyone will say that they have. Ask anyone if they have ever spoken out against it, however, and the responses will be very different. According to a school-wide survey conducted by The Prospector, 58 percent of CHS students reported having seen another student cheat on a school assessment. Of these students, 93 percent did not report the incident to a staff member.

At Tino, we pride ourselves on being a hardworking community with strong integrity and morals; yet, there is a particular culture deeply embedded in our student body that undermines each of these values. We as a school know that we are above average in many ways — but the desire to uphold that standard often leads students astray.

Recently, Tino has seen multiple instances of academic dishonesty, most notably with Class of 2017’s “Porter” and Class of 2018’s AP U.S. History exam incidents.

The word “porter,” slang originating from “reporter,” was a code word created by students to refer to the sharing of test information. According to anonymous sources, roughly 15-20 seniors were closely involved with “portering” and regularly transmitted test information for various classes. Administrators held investigations but found little evidence, and the students faced no consequences. That same semester, a differ-

tier UCs. These students may be fully capable of succeeding at schools like Brown University and UC Berkeley, but that does not justify dishonest behavior, especially as these students enter institutions with standards of integrity of their own.

As members of the school who strive to uphold Tino’s standards of strong integrity and work ethic, it is frustrating to work hard and see other students receive equal or greater reward by taking unethical shortcuts. Grading curves are not the only thing affected by cheating; the fact that dishonest students can gain the recognition that they do not deserve devalues and dismisses the efforts of students who choose to remain honest.

More often than not, students who are aware of cheating turn a blind eye. It is only during college application season of senior year, when feelings of competition are highest and students tire of watching dishonest peers get into dream schools, do they report cheating cases to school administrators. By the time these cases are reported in the second semester, however, it is significantly more difficult to uncover acts of academic dishonesty.

The fraction of the student body that knows of the cheating ring or knows someone who is involved is large; however, a majority of students are hesitant or unwilling to report what they know. One reason why students are reluctant to come forward, and a contributing factor in why it took two and a half years for “portering” to be discovered by administrators, is the fear of social repercussions.

Of 411 CHS students surveyed . . .

9.1%

of students who saw cheating happen reported it to a staff member . . .

. . . but when the person cheating was their friend, that number was reduced to

2.8%

ent student was caught photographing the AP U.S. History final exam. The student faced consequences from the school, but many affiliated peers suspected for cheating were not caught.

The cheating rings in question, though unrelated to each other, are typically comprised of students from social circles of high-achieving individuals enrolled in numerous advanced classes and extracurricular activities. Although “portering” graduated with the rest of 2017, the cheating culture remains prevalent at Tino.

In addition to using traditional methods of cheating, such as asking peers for answers and discussing tests in the library during lunch, students often rely on more obscure, unconventional methods to avoid being caught by teachers. It is not uncommon for students to sneak extra scantrons home to take notes on them for future exams, pool test questions and answers on a shared Google Doc or memorize entire online test banks. As extreme as these methods may sound, the rings’ success with such methods have allowed the participants to get away with organized, systematic cheating.

A number of students involved in “portering” received acceptances to the nation’s top universities, including Ivy League schools and top-

57.4%

of students report having seen someone cheat on a test

15.3%

of students report having cheated on a major assessment

“When I was trying to report cheating in one of my classes, it seemed like so many people knew it was happening, but no one was willing to talk about it,” senior Deep Sethi said. “Cheating affects everyone, but people still don’t want to come forward because [the people who cheat] are so well-known in our grade that no one wants to [create drama].”

Students react negatively to those who report instances of cheating to school administrators. One student recalled being shunned by friends after reporting a cheating incident to faculty members last year. Other students have expressed a fear of being labelled a “snitch” or a “snake” by peers. We complain when other students get away with cheating — so why do we punish peers for being upstanders and speaking out against it?

Moreover, those who think that reporting cheating is not their business, regardless of how honest they may be in their own studies, are effectively condoning the act of cheating. It is important to understand the distinction between encouraging and enabling academic dishonesty: while bystanders are not responsible for their peers’ lack of integrity, they still carry the weight of not taking action. Wanting to avoid a negative

LEO RASSIEUR opinions editor

“Don’t think of Donald Trump as America’s worst president,” Daily Show host Trevor Noah said in an analysis of Trump’s rhetoric on his Aug. 24 episode. “Think of him as the Academy Award winner for Best Actor in a presidency.” Cue laughter and applause.

These daily character assassinations of President Trump and members of his administration on late-night talk shows hosted by Noah, Colbert, Meyers and company no doubt make for great entertainment and boost network ratings. But their seeming inability to halt the Republican agenda reveals an unfortunate truth. This novel brand of comedic outrage as a form of political commentary is wholly ineffective at reaching the hearts and minds of those not already keen on anti-Trump media. Instead, by catering to a largely-liberal audience through thinly-veiled insults towards Republican politicians in the U.S., late-night entertainment has effectively alienated half of its potential viewer base and exacerbated our nation’s already worsening political divide.

After disparaging Trump on nearly every show, many of these talk show hosts have desensitized Americans to criticism of the president’s actions, and thus normalized his most unacceptable behaviors in the process. Stephen Colbert lambasts Trump for grammaticallyincorrect tweeting.

Samantha Bee frequently portrays Trump as illiterate. “Reality has a wellBill Maher doesn’t hesitate to weaponize vulgarities and ad hominems into known liberal bias.” surges in viewership, calling President Trump “never too rich to be white trash” “a fat old man — Stephen Colbert and with orange face paint pretending to be a blond.” Underneath the layers of satire and theater, it becomes difficult to tell which issues are genuinely pressing; this is all the more ironic when these same late-night hosts accuse Trump of transforming American politics into a TV game show. Their routine outrage is crying wolf, and the consequences of half the nation no longer tuning in to criticism of Trump will worsen as the administration’s transgressions escalate.

This presentation of political news as a dramatized, black-and-white version of the truth has pushed these talk shows’ largely liberal viewer base to ignore the opinions and perspectives of their conservative counterparts. Seth Meyers implies in his critique of the Republican Affordable Care Act repeal attempt that Senate Majority Leader Mitch McConnell wants the elderly to become impoverished and diseased. Noah compares Trump sending troops to combat al-Qaeda to Godzilla pretending to be a city planner.

These distortions of a complex political reality conveniently omit any serious consideration of non-liberal political ideas, attacking the character of policymakers instead.

To be fair, equally problematic political coverage exists on the conservative side of the spectrum — Breitbart and Fox evidence this quite clearly — but this does not serve as a valid excuse. Rather, it should be an opportunity for liberal media to become more credible through nuanced and fair interpretation of political events, perhaps persuading center or conservative-leaning viewers better than it would through a blaringly antiRepublican tone.

Colbert himself put it quite eloquently. “So how did our politics get this poisonous?” he said on the Election Day edition of the Late Show, shortly after Trump was all but confirmed as president-elect. “I think it’s because we overdosed. Especially this year. We drank too much of the poison. You take a little bit of it so you can hate the other side. And it tastes kind of good. And you like how it feels. And there’s a gentle high to the condemnation.”

But nearly a year later in September 2017, you would have trouble finding a single segment in Colbert’s lineup that does not pan the Trump administration with a generous helping of laughter and applause from his studio audience. The balance between straightforward commentary, which risks boring viewers, and dramatized outrage, which suffers in credibility, is a fickle one. But late-night’s current strategy is a losing one that would certainly benefit from a fresh take on political news coverage centered more on nuanced, factual analysis than mere spectacle. reputation is a poor reason to allow other students to have an unfair advantage. We as a school can only expect change if people are willing to come forward.

Said principal Kami Tomberlain, “If we can figure out a way to flip the [mindset] so that there is peer pressure to be honest, that could make a huge difference.

And if we want students to work with integrity and have their efforts recognized without feeling overshadowed by people who are [succeeding] illegitimately, then we are going to need help from the student body.”

Academic dishonesty has far-reaching implications that many people may not consider. How would you feel knowing (or not knowing) that your surgeon

cheated their way through medical school? What about a pilot who cheated their way through the licensing exam? The students who “porter” their way through high school and into top institutions may very well become our doctors, bankers, legislators or even the next president.

The truth about cheating is that it is never going to go away. However, we as a school have the power to establish a community in which students can address these issues more openly and comfortably, and encourage our student culture to be more aware and upstanding. The way we carry ourselves matters, and we alone are responsible for upholding our moral principles. Only then can we hope to embody the community we wish to see.

A hush falls over the audience as the dancers shuffle onto the floor. In matching outfits and synchronized motions, they take their places and freeze in a starting position. Suddenly, the silence is broken by loud, upbeat music, and excited cheers fill the gym once more. With fluidity and grace, the dancers move to the rhythm and awe the crowd with impressive stunts.

features assistant

especially the seniors because we’re so busy.”

For sophomore choreographer Nicole Zera, choosing the right music was the main struggle.

“We have three choreographers with different song tastes, and it’s really hard to agree on a song,” Zera said.

Additionally, creating new, original choreography to represent a class is difficult as the choreographers strive for only the best.

“There are always ways to improve, so I [tend to] backtrack instead of moving forward. I rethink

result,” Shin said.

Homecoming dances are also a great way to meet new people as the time spent practicing together allows everyone to bond and form new friendships.

Said Shin, “Homecoming has been a way for me to interact with people in my class that may be outside of my friend group and it’s one of the few times of the year that I converse and share memories with them.”

Said Sarkar, “Being

Host the Rallies Co me up with themes Make promo material Manage au dio

with the guys is really fun, they’re a great group. Everyone’s just trying to have a good time.”

Although this is a new experience for freshmen, Chu is confident they will deliver a solid performance. “Honestly, I think it’ll be pretty good,” Chu said, smiling.

Choreographers MICHELLE MA are not the only ones hard at work; dancers spend considerable time and effort to overcome obstacles and achieve the final performance.

“The hardest part is doing the moves with the rhythm and putting it all together,” freshman Pooja Sundaram said. “Sometimes [the choreographers] make the moves a bit difficult, but with practice we should be able to get it.”

While it takes considerable perseverance, the experience is worth the effort.

“I just wanted to do something fun,” Sundaram said. “In middle school, we didn’t have anything like this so I wanted to

Write skit script Organize dances Co me up w/ chant Make the decorations JENNIFER ZARATAN

year so it will be funny.”

In addition to all of the hard work that council does, the spirit commissioners have a lot to do to prepare for homecoming as well.

Said senior Rhea Lamba, “ Spirit commissioners make sure every class has its posters ready, all the decorations ready, everything that they need in order to have a good homecoming. They go to every cleanup and setup and make sure that everything is running smoothly.”

Not only do the spirit commissioners help with setting up, they decide the overarching theme, as well as each class’ individual theme.

According to Lamba, ASB starts preparations for Homecoming ,“as soon as positions are formed, which is in April or May.” This year, ASB is incorporating the dual screens in the rally by having “every class show a one minute video at the beginning of the rally,” Lamba said.

All of this hard work and preparation shows during the week of homecoming, when the classes showcase their impressive decorations and spirit in an exciting week for the entire school.

Said sophomore council member Sayesha Chaudhary, “Homecoming is a lot of work and a big time commitment, but it is all worth it in the end because we bond as a class and have fun.”

Class Co uncil

of organizing their first homecoming would be significantly more difficult without the help of their teacher advisors.

Said freshmen advisor and Gov/Econ teacher, Oliver Yeh to the advisors, “We try to support the class council and make sure they have an organized system of leadership and communication to set the stage for the next four years. [Mr. Cho, Mr. Mitchell and I] focus on having a long-term vision and creating new, exciting things rather than doing what everybody else has done. ” On the other side of the coin, it is the seniors’ last homecoming, and they hope to win first place.

Said senior Alex Valeske, one of 2018’s Rally Chairs along with Davin Clark, “I think we’ll do swell as we always do, and there will be more spirit this year since we’re seniors. It’ll be loud and fun because there will be a lot of people participating.”

One of the rally chair’s responsibilities is to write the script for the skit in the rally; as it is their first time in this position, Valeske and Clark hope to improve upon past years.

“Sometimes it’s awkward and uncomfortable,” Valeske said. “It’s recorded so quickly, like they say stuff and you can’t hear it because it’s too fast or there’s no reaction time. We’ll make it good this

Features

SYDNEY LIAO

lifestyles editor

CATHERINE SEOK

JENNIFER ZARATAN

[at homecoming preparations] since we didn’t even know about our council until the last week of August and could not start decorations, but poster-wise we are doing pretty good so far.”

Even with this setback, the freshmen are still optimistic about the outcome of the rally.

Said Dinh, “I think we might have a chance at beating the sophomores.”

It is impossible to imagine a homecoming rally without the impressive posters and balloon arches designed by each class. In the weeks preceding homecoming, council members and their spirited classmates work for hours after school to create these decorations. Each class needs eight posters, a backdrop, a balloon arch, and streamers.

This year, the freshman class has a new strategy to stand out to the judges.

Said Dinh, “We are adding a lot of 3-D effects to our posters this year to distinguish ourselves from the other classes.”

The freshmen’s creativity may surprise the judges and earn them some extra points. But the job

ASB

For many students, Homecoming is one of the most eventful and exciting weeks in the school year. But only few realize all the planning and work that goes into putting on the elaborate shows. For those involved, Homecoming can be one of the busiest and most stressful times of the year. In collaboration with ASB, the class councils assemble decorations, write skits, design promotional material, and manage the sound and lighting for the rallies we know and love. This process is especially difficult for the newly elected freshman council, who start their preparations last.

Said Jonathan Dinh, 2021 Class President, “I definitely think we are at a disadvantage

lifestyles assistant

AASHNA SHAH

sports assistant

ANTHONY ZHU

Excited crowds in this area

Class Poster goes here

6 September 19, 2017

copy editor

AMY ZENG

lifestyles assistant

HAEJIN CHO

Choreographers are dedicated to creating exciting routines for the participants and crowds alike.

Said senior Apurva Sarkar and boys’ dance choreographer, “It takes me a while to prepare the moves. I incorporate dance moves that relate to the lyrics of the song and get the crowd hyped.”

However, organizing dances is often not as smooth as it may seem.

Personal conflicts and lack of motivation often cause issues in the classes.

Said Rachel Shin, a choreographer for the 2018 girls’ dance, “At first, participation rates are low and it’s stressful getting people to participate,

For the Class of 2018, this year will commemorate their last homecoming rally at Cupertino High School.

Senior Sam Berdichevskiy expresses enthusiasm for winning in this competition. Said

Cupertino’s homecoming rallies have always been considered an important tradition that builds school spirits and creates stronger bonds in the community.

Said biology teacher and former Cupertino student Kenji Mitchell, “The rallies were a place where both students and staff socialized together and strengthened our school spirits.”

However, practices and attitudes have changed over the

Berdichevskiy, “It being my last ever homecoming rally, I am excited to go out with a bang and put on an incredible performance that demonstrates to all the lower classes how much us seniors want to win.”

Alongside this excitement is a tinge of melancholy, as seniors remember their p a s t

course of Tino’s history.

“When I was here, my first years weren’t as positive,” Mitchell saud. “The students now all shout out ‘we love freshmen,’ but back then that was definitely not the standard.”

From the Tino Class of ‘73, Guided Studies teacher Nancy Boyle recalls differences in how Homecoming royalty was chosen.

“Before

going back in time

seniors

moves and change them with new ones often,” Sarkar said.

The task of choreographing is especially hard for freshman choreographer Erik Chu, who is a stranger to the dance world completely.

“I’ve never danced; none of [the freshmen choreographers] are dancers,” Chu said. “We watched a lot of YouTube videos [for inspiration].”

Despite these difficulties, the process and the end result are rewarding for all.

“It’s [not about] seeing my choreography be put on display. It’s about seeing my classmates put in effort and be happy with the end

lived around here and [because] more neighbors come to enjoy the football games and socialize with each other.”

Most prominently, Boyle has noticed how the homecoming has expanded over the past decades.

“I think the biggest thing that changed is [Cupertino students] have such a big event the whole week before, and the rallies have a lot more kids involved.”

Many freshmen students are enthusiastic about the upcoming homecoming rally, the first they will ever have experienced.

Said freshman Jiwoo Ha, “I don’t know how big the homecoming rally is, but I have high expectations because the rallies sound quite big.”

Others are markedly less convinced by the excitement surrounding the event.

Said freshman Andrew Chen, “Other freshmen are not interested in the homecoming rally, and I think the reason is that we don’t know when or where this rally takes place.”

The Prospector

homecoming rallies started, we would elect the girls for the Queen but not the boys,” Boyle said. “The boys who escorted these queens were mostly from Key Club.”

Demographic changes in Cupertino have also had an impact on homecoming tradition.

Said Boyle, “We used to get more alumni coming back to the games, probably just because they still

CATHERINE SEOK

three years at CHS. “To be quite honest, I’m somewhat sad and nostalgic,” explained senior Audrey Hou. “I see these freshmen coming in just like I did three years ago, excited and a little confused about homecoming.

And now here I am, looking at them and reminiscing about how excited and confused I was—not saying I’m any less excited now of course.”

experience it for the first time.”

Over the years, the seniors have gained a wealth of experience; the songs and moves are all carefully planned in order for the rally to be enjoyable.

Said senior Mahak Bandi, “Compared to the last few years, we’re taking in people’s opinions and so it’s more of a group effort.

We want to show everyone what 2018 is about.”

Dancers sacrifice lunches and weekends without complaint to perfect moves and learn new ones, and the end result shows these hours of dedication. Similar to the choreographers, the dancers form new relationships with each other.

Said Bandi, “I’ve been a part of the dances all four years of high school because I like to dance in general, and I’ve personally been able to become closer to some people I wouldn’t have if it weren’t for the dances.”

September 19, 2017

Features

7

8

Lifestyles

September 19, 2017

m r u a d l ci d e ing TAHA SHAFIEI news assistant

SAAGAR SANGHAVI copy editor

Imagine being able to bend the laws of physics within your dreams and having complete control over your adventures. For those who do lucid dreaming, this experience is a reality. With lucid dreaming, you can be the maker of your reality. A lucid dream starts off like any other dream, but changes in perspective when the dreamer is aware that he or she is dreaming. The ability to lucid dream depends on the physical structure of the person’s brain and differs for each individual.

The key to lucid dreaming is to separate from one’s emotions as they sleep, as most dreams unintentionally reflect one’s inner desires and thoughts. Lucid dreamers must be able to view themselves at arm’s length. One must be aware of their own thoughts in order to master their mind.

While stress can cause nightmares, it can also serve as a catalyst for lucid dreaming as it allows one to become mentally free. The root of all stress and fear is uncertainty, but instead of worrying about uncertainty, one can weave a unique, creative thread of the strangest and most interesting outcomes in order to cause lucid dreams.

Additionally, physical exhaustion also has an impact on

lucid dreaming. Many people believe that lucid dreaming is when the body is asleep while the mind is awake, thereby putting oneself in a unique state where they experience dreams in a state of consciousness. Allowing the mind to stay in control as the body falls asleep can put one in a state where they are physically asleep but mentally awake. The first time one attempts lucid dreaming, the brain may drift out of control, but consciousness control improves with practice.

Lucid dreaming boasts numerous benefits, including improved efficiency in problem-solving and everyday skills. According to a study conducted at the University of Lincoln in England, having lucid dreams of common, everyday routines improves one’s skills.

Furthermore, lucid dreaming “[improves] depressive symptoms and mental health in general, by giving people a greater sense of selfcontrol.” Admittedly, whether lucid dreaming is related to or responsible for these improvements is questionable, and subjects often failed to recall whether they were consciously aware while dreaming. However, lucid dreamers were significantly better at completing puzzles accurately, and there is speculation that they are more adept at noticing unique details in different situations.

Although lucid dreaming is generally

considered to be harmless, there are associated risks. The most common pitfall with lucid dreaming, which also happens to be its greatest strength, is the side effect of euphoria. Experiences within a lucid dream can create emotions such as joy and sensations of sight and motion, but they can also create sadness, guilt and/ or pain. Additionally, entering a lucid dream may cause sleep paralysis, a state in which one is asleep and dreaming but feels physically awake and cannot move. The dream may also become a hallucination even if one feels physically in control. Finally, an additional side effect of lucid dreaming is that it may be used to escape reality—for those who suffer from a borderline personality disorder or any other mental disorder, lucid dreaming may make it difficult to discern what is real from what is not.

Though it is challenging to master and may come with some undesirable side effects, lucid dreaming can be a valuable and unique skill. Separating consciousness from one’s mind, physically exhausting oneself, keeping a dream diary and focusing on one’s thoughts are useful strategies to achieve lucid dreaming.

Mastery comes with practice, but if you are willing to put in the effort, it is worth a shot.

fanservice in anime NICO CHILLA features editor

On Friday afternoons in Room 401, a group of students meets to discuss a topic that usually lurks inconspicuously in the background of high school life.

“We show different anime each week, and depending on the reactions of students we decide which genre to go into,” AniManga Club president Gillian Yu said. “We usually get 15 or more attendants [at our meetings].”

Fifty percent of the 63 million views garnered by the anime streaming site Crunchyroll last month came from the United States; the site ranks at No. 392 for highest Internet traffic nationally. Furthermore, a Crunchyrollhosted anime expo in Santa Clara last month attracted hundreds of attendees and held autograph sessions, cosplay contests and speaker panels.

“It was pretty crowded there,” senior and event attendee Alex Lau said. “The convention was set up mainly for booths for artists and vendors selling merchandise. I also went to a panel on Sunday and got to meet Domics and some other YouTubers.”

Anime and manga have a powerful presence in the local community. The question is, why does this entertainment genre, which enthralls so many students, seem to avoid the school’s public eye?

This may be explained by the genre’s comfort with sexuality, which often goes beyond what one would consider “higher cultural tolerance” — a concept often discussed in comparisons between Western and foreign entertainment.

Many female characters in anime tend to be scantily-clad and “well-endowed” to a point that is unrealistic, considering the ages of the characters and the laws of physics. This practice, coined “fanservice,” is common in the industry and appears in popular titles like One Piece, Naruto and Bleach. The 2014 anime “Kill La Kill” is perhaps the most audacious example; a community uproar began over the scandalousness of its plot, which features a high school girl who dons “armor” that is more skin than fabric to battle an evil empire of clothing. To be fair, fanservice caters to the interests of both genders, with Anime like “Free” and “Yuri on Ice” that display the idealized male body and insinuate erotic scenarios.

Although this trend is certainly not representative of the anime genre as a whole, its prominence is potentially concerning. Besides the visual aspect, there are many nuances and romantic trends of anime that often have misogynistic undertones. For example, “Sword Art Online” and “Is it Wrong to Pick Up Girls in a Dungeon” are two incredibly popular shows that used a romantic trope involving at least 50 percent of the female cast all competing for the love of the apparently-unaware male protagonist. These trends elevate concerns about the messages sent to the target audience of these shows: youth. From feelings of physical inadequacy to assumptions about male-female interaction, the effects of fanservice have serious implications.

The trouble with immediately writing off these fanservice anime is that the visual and romantic components do not necessarily correlate to the quality of the storylines. While there are some shows that utilize fanservice to mask threadbare plots, many more have intriguing stories. Sexuality is viewed as a viable marketing technique in the industry, often transcending any measure of quality.

Said Yu, “although Yuri on Ice is more angled towards the female fans, I still think the animation and the idea behind the anime are very fascinating. The story and the concept aren’t really affected.”

The debate over the moral grounds of fanservice is one that will continue as the entertainment industry grows. It remains to be seen how the American mainstream media will react as the anime genre continues to collect momentum. Brands like Studio Ghibli, Dragon Ball and Sailor Moon have managed to achieve widespread adoration from American pop culture by avoiding fanservice; this may suggest that the practice will disintegrate over time. However, it is equally possible that American discomfort with sexuality will fade in favor of the genre’s growing popularity.

The Prospector

leftorright?

September 19, 2017

JENN ZARATAN

Lifestyles

9

gaining a new perspective outside political bubbles ETHAN QI editor-in-chief

photo editor

For the past two weeks, two Prospector staffers read exclusively from sources opposite to their political identities. Jenn wrote about her experience as a liberal reading from conservative news sources such as Fox and Breitbart and Ethan his experience as a conservative reading from liberal sources such as the Washington Post and New Yorker. Here are their experiences.

While in the past I have been quick to dismiss Fox News as right-wing propaganda, the truth is that I have never read any of their articles. In fact, the most exposure I have had to conservativeleaning news constitutes of the Wall Street Journal and tidbits I picked up from my grandma’s TV. Conservatives have often accused liberals of situating themselves in an “echo chamber,” with no room for diversity of thought. Although I like to consider myself a fairly open-minded person, I find all my information about political issues from an admittedly left-slanted collection of sources.

To be fair, the media as a whole is rather dominated by liberals, or at the very least, those sided against the current president’s administration; I do not think that my past selection of sources was a direct result of their political leanings as it was of perceived reputation.

Nevertheless, in some ways, I have fallen into the notorious echo chamber after all. Over the past few weeks, I attempted to peer into the opposite side of media bias by reading both news and op-eds from Fox News, The Blaze and BreitBart, all of which have American audiences in the millions.

I have met few vocal and self-identifying conservatives from our community; in an ideal world, I might know a few more willing to offer up their seemingly unpopular opinions. To some degree, the articles I read this month filled some of those gaps as glimpses into the writer’s own perspective (and still, especially after this experiment, I recognize how much conservative opinions vary and that these publications cannot speak for everyone). Some articles checked the blind spots in my knowledge and pushed me to consider other viewpoints. Still, others only solidified my opinions and brought up points I refuted or entirely disagreed with. At the least, reading the articles is what better equipped me to understand the argument.

As someone less knowledgeable and therefore less certain of myself than I wish I could claim, I try to read everything with a grain of salt. Of course, I am not suddenly convinced that the sources I read this month are always reliable or that I should take them as the absolute truth. But to be well informed requires us to open up to other perspectives — not because we always believe in them, but the fact that they exist at all in many people’s minds is reason enough.

As a conservative Asian millennial in California, it is safe to say that I belong in the minority of minorities, so much so that I find myself in the dissenting viewpoint on almost every contentious topic. Being surrounded by such a demographic has always forced me to reconsider and vindicate my opinions. And I am thankful for this opportunity, despite the burden it places on me, as it has allowed me to become more holistic in formulating my perspectives.

To move beyond considering things from two sides, I decided to embark on a three week-long escapade into reading exclusively from sources that have purported liberal biases. Namely, I focused my attention on the Washington Post, the New Yorker and everyone’s favorite, NowThis News. Thus, I would be able to truly immerse myself into what a stereotypical “liberal” might experience.

One of the first things I noticed was the extent to which these sources were anti-right. For example, on the night of Sept. 4, two of the five most-read articles on the Washington Post were articles blatantly criticizing President Trump. While I do not defend the actions of the President, this fact is revealing of those who consume the source, along with those produce it.

As the weeks progressed I became accustomed to reading these sources, and it became increasingly challenging for me to ascertain the “truth.” The sources were reputable and never strayed far from the facts, but the bias I observed stemmed from the presentation of certain facts and the neglect of others. In exercising that bias, media outlets often create dangerous traps for less-than-vigilant readers who take articles at face value; such readers do not know what is perhaps being purposely omitted in their readings and are effectively brainwashed into accepting a particular slant or agenda that is forwarded by these outlets.

Thus, the only way to effectively resist the pseudo-propaganda that is propagated by media — both left and right — is to read from a variety of different slants, perspectives and sources to ensure one does not start taking a specific presentation of facts for granted. However difficult it might be for our society to do so, understanding various perspectives ultimately makes for a more informed citizenry that is not only aware of the issues but capable of participating for the better as well.

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Sports

10

September 19, 2017

TREATING & IDENTIFYING CONCUSSIONS THE IMPORTANCE OF UNDERSTANDING THE MOST COMMON BRAIN INJURY

NEERALI SHAH sports editor

Disclaimer: This article does not contain accredited medical advice, if there is an emergency dial 911.

A concussion, a common injury, is generally described as a mild blow to the head resulting in mediocre to severe cognitive symptoms. However, being able to identify the early symptoms of a concussion is unfortunately not as well understood. In many situations, the impact of an object or another person hitting the athlete’s head is visible, but many fail to identify symptoms or bodily reactions invisible to the eye.

The first way to check for signs of a concussion is by observing pupil dilations. If the victim’s pupils are dilated, find medical attention right away, as this indicates dizziness caused by brain injury. In some rare cases, if the athlete’s eyes were the first point of impact and it is not possible to see the pupils due to swelling around the eye, ask the athlete if they are feeling sensitive to light or sound and if they can remember where they are. If they affirm and state that they cannot remember where they are, it is most likely that they have a concussion.

Additionally, another way to check if an athlete has a concussion is to ask them if they feel any of the following symptoms, all listed in the sports concussion assessment test: headaches, neck pain, dizziness, nausea or vomiting, vision issues, extreme emotional feelings, difficulty concentrating or drowsiness. Re-

Football Feature: CAROLINE GEE flipside editor COURTESY OF MEL GIBSON

JHANVI PATEL | Jhanvi Patel is the only female who plays for the Cupertino High School junior varsity football team, playing the positions of running back and safety

“Teamwork, leadership and communication.”

These are the three traits that sophomore Jhanvi Patel said she learned so far in her first year of playing high school football. Despite the rigor of her positions as running back and safety, Patel stated that her only physical challenge was having to leave her hair open underneath her helmet. Otherwise, Patel’s most difficult obstacle is herself.

All throughout middle school, Patel refrained from participating in school athletics due to her smaller stature.

Said Patel, “I was embarrassed about what people would say about me making [a sports] team and [being] that short because eighth graders are really tall and I was the short one sort of looking up to them.”

But once in high school, Patel found coaches who encouraged her to step outside her self-perpetuated restrictions and back into contact sports. After a season of wrestling, Patel joined football in sophomore year — albeit with some hesitation. At the time, the threat of serious injuries and the fear of being the female outlier gave Patel second thoughts.

“She said she wanted to prove that she can do it,” junior varsity football coach RJ Davis remembered. “And she wanted to try it, and I said there’s nothing wrong with trying something that you want to do. She did say how small she is and how worried she is about going out there and getting hurt. I explained to her our safety precautions and how much money we put into our equipment.”

Once on the team, Patel found camaraderie with her male teammates. Football coaches Davis and Peter Ciotta also smoothed her transition into the male-dominated sport.

member, always consult medical advice before acting for your teammate or athlete.

It is best for an athlete to always see a doctor as soon as possible after the concussion occurs. In the meantime, here are a few home remedies that athletes can try. Begin the recovery process by resting and drinking plenty of fluids. After being diagnosed with a concussion, it is imperative to give the brain time to readjust and regain stability. Another crucial step is to turn off all electronic devices and avoid stressful environments, like school or work.

Typically, the week after a concussion, the athlete will be put on a shortened schedule, only attending one class per day.

Gradually he/she will increase the number of courses they take until they can go through a full school day without feeling any symptoms. Once they have completed this step, they can begin physical exercise. A doctor must clear each stage the athlete has passed — this process of completing “step” and gaining more freedom to do daily activities is referred to as the “return to play” protocol.

Players are sometimes too stubborn to complete the full recovery process. This is not only inadvisable but can also increases chances of death. Following the concussion, a condition called Second Impact Syndrome can develop. It may cause swelling of the brain and possibly lead to death.

During the impact of an object on the athlete’s head, they experience whiplash, where the brain is quickly rocked back and

forth. Generally whiplashes result in a chemical imbalance in the brain, which is why long durations of recovery are needed. To visualize this, imagine a ball floating in a closed container filled with liquid; the container is the head, the ball is the brain, and the liquid is the chemical fluid the brain floats in. When the ball is shaken inside the container, it needs time to return to its previous position. However, if the athlete does not give themselves the right amount of time to recover, the ball will hit the walls of the container again, rendering their brain incapable of functioning normally. Consequently, this may lead to emotional distress, Second Impact Syndrome, chronic migraines, and death.

Jhanvi Patel GYM ETIQUETTE Said Patel, “Coach Ciotta [...] treats me like a daughter, and Coach Davis gave a speech in the beginning when I started; he said [to the team], ‘You have a sister now, and this is my daughter.’ … It felt good because I felt like a part of a team and have a bond with the other players.”

Although Davis was surprised when Patel decided to join football, he never actually had any concerns for her height or gender. In fact, for the four female football players that Davis has coached in the past, he never observed any disadvantage due to gender.

“We’ve had many of kids that were smaller than her in the past and for someone like her as long as you have the heart and the will and the desire to do something, I’m sure you can do anything that you want to do,” Davis said. It’s all based on skill and technique and the heart that you have

“I want to be one of the role models or the influencers to say or do whatever you want.”

- Jhanvi Patel

… if the majority of our football players had as much heart and tenacity to play out on that field, we would have a real good solid team.”

Joining high school sports gradually improved Patel’s self-confidence and enabled her to pursue her personal goals despite the skepticism of others.

“I tell people, I don’t care if I’m short,” Patel said. “I don’t care what people say — just do whatever you want […] I want to be one of the role models or the influencers to say do whatever you want basically.”

Said Davis, who noticed a distinct change in Patel’s attitude, “She’s starting to gain a lot more confidence in herself [and] starting to participate more. She’s doing a lot more participation in side-practice, and I’m really glad to see that she’s starting to get the courage and the confidence in herself.”

There is no doubt that having supportive coaches like Davis and Ciotta has played a crucial role in Patel’s athletic career. Said Patel, “[Coaches] have different thoughts. One might say that you can’t do something [while] the other might say you can. Follow the one who says you can this because they are the one who is right for you.”

AND PROTOCOL SUDYUT YUVARAJ features assistant

Cupertino High School provides its athletic department and students with a well-equipped gym; however, it is important to remember that every gym comes with safety precautions. Certain procedures should be followed so that others remain undisturbed and can make the best of their time.

When asked what he would say to newcomers, junior Vik Singh stated that “one of the things that [he has] learned by experience is to not lift heavy weights without a spotter.” A spotter is someone who can assist you when a heavy weight suddenly becomes too much,preventing serious injuries.

Working out with a spotter or a buddy is one of the easiest ways of staying safe.

Additionally, junior Minh Truong urges newcomers to refer to Coach Bob for lifting safety before attempting to bench press or squat with heavy weights. Learning proper techniques for lifting can also ensure that muscles are used correctly and developed well. One of the best ways to learn is to ask around; as opposed to those who are in the middle of a circuit, people resting between sets are excellent resources.

Truong recommends that “beginners work out their whole body every other day with a break day in between so that their muscles can recover.”

Recovery is an underrated part of working out, and allowing muscles to rest between periods of heavy use can prevent tears and other injuries.

Said Truong, “If people are [at the gym], they should work out, and not just stay there and talk and take up space.”

This is hazardous not only to said people but also to others as they take up space between machines and open space where students might want to use free weights.

Using free weights to train one’s entire body is important, and while the machines may seem tempting, free weights can be better when first starting out. Additionally, putting away free weights is just as important as using them. It is extremely irritating to clean up after someone because they did not bother to re-rack their weights, or re-racked weights improperly. Sandwiching a 10-pound plate between two 45- pound plates is disruptive to someone who wants to access the plate hidden behind the others. Dropping weights should be avoided, especially for machines, as slamming the weights down can be damaging and result in additional expenses.

Putting in maximum effort can lead to some grunts, but there is a massive difference between a soft “hup” and screeching like a banshee. Yelling to a friend who walked in can also be disturbing and irritating to those around you.

Another side effect of working hard is sweating; the gym is by no means the nicest smelling room at school, but carrying a towel and wiping the sweat off of machines and benches after use is important for making the gym a more pleasant environment for other users.

The gym is a great place, but acting respectfully remains important.

September 19, 2017

The Prospector

Sports

11

THE BEST OF BOTH: THE BENEFITS OF

BALACING ACADEMICS & ATHLETICS CHRISTINA SHAO business manager

YOONI PARK sports assistant

In a world with more than a few Advanced Placement classes, an endless list of extracurricular activities and an infinite amount of homework, every minute is valuable. Less time equals less studying, which then usually means poorer grades. However, many students who choose to take difficult classes also take hours away from their days to play sports. Although this could be perceived as counterproductive to academics, for student-athletes, playing a sport not only teaches valuable life lessons, but can also help students de-stress, maximize efficiency and enhance energy, allowing for academic success.

Although sports are both immensely time and energy consuming, playing a sport may actually improve a student’s focus and supply them with an incentive to accomplish their homework.

Said varsity athlete and senior Amie Boyle, “I think playing a sport and being limited on time has helped me to appreciate what free time I have. It has helped me to learn to really utilize the time I have the best I can.”

Sports require an athlete to have sharp memorization, repetition and learning skills — all of which are critical in a classroom. Even with substantial workloads, procrastination is very common across students. However, because of their limited time, student-athletes tend to possess better work habits and efficiency within their tasks.

Said senior Rohan Mohta, a varsity track and field runner, “When I get back home from practice, I am usually pretty tired, so I take a small break … I do my homework in intervals of 30 minutes, take five minute breaks [in between], and keep going until it’s all finished.”

For many students, playing a sport allows them to take a break from their academic stress and instead focus on their practice or game.

“Running is definitely a way to alleviate your stress. It is a time to get better at your sport while also have a great time with your friends for three hours everyday,” Mohta said.

For Boyle, even after she has walked off the court, the excitement and energy of winning a

game can still continue into her study time. With more energy, students are not only in a better mood but also feel more motivated to work and study, thus positively impacting their academics.

Playing a sport and exercising definitely improves one’s physical fitness and health, which directly increases the energy one has throughout the day, consequently reflecting in their daily attitudes. However, athletes gain much more than just physical benefits from playing sports. When playing a sport, student-athletes obtain life lessons and skills that are beneficial to them outside of practices and games, including communication skills and a strong sense of community.

“Playing a sport helps you develop a different kind of skill, like communicating with people and being able to be a potential leader,” English teacher and JV boys tennis coach Christina Masuda said.

While playing a sport, athletes can find themselves within a natural community of teammates, coaches and family members. As a result of better social interactions and stronger relationships, an athlete’s self-esteem may reach a higher level. Participating in a sport can also boost athletes’ leadership skills, as they are more inclined to act as a leader within social situations due to their natural competitive mindsets.

While only a select number of students may end up playing on a collegiate team, many student-athletes still plan on continuing to exercise and play sports after high school, such as playing on a college club or intramural team.

Even after college, many students still plan on exercising or playing sports regularly.

Said Mohta, “Especially during times when your work becomes stressful and a lot of things are coming at you, I feel like any form of physical activity is a great way to really take out that stress you have.”

An athlete’s commitment to their respective sport is significant, having to balance time between daily practices, games, team meetings, bonding events and conditioning. On top of that, student-athletes also have to juggle between homework, projects and studying for tests and quizzes, and of course their social life.

These necessities require athletes to have exceptional time management skills as well as a keen level of focus and determination. Not only do sports provide a student-athlete with physical benefits, but it also supplies them with a skill set that can be advantageous in their everyday lives.

Flip Side

September 19, 2017

12

SEPTEMBER IN PHOTOS KENNETH JEON

BACK TO SCHOOL NIGHT | Math teacher Stacey Jaehnig introduces herself to parents

JENNIFER ZARATAN

MICHELLE MA

BACK TO SCHOOL RALLY | The sophomore class cheers at the first rally of the school year

COURTESY OF JASPER EDBROOKE

JENNIFER ZARATAN

SOLAR ECLIPSE | Students CLUBS FAIRE | Senior Ruwatched the solar eclipse on chi Shah speaks about Future Business Leaders of Monday, Aug. 21 America

STEVENSON RELAYS | Sophomore Tamara Radovic runs for Tino Cross Country

a heat map of where Tino students went this summer

mapping our travels

COMPILED BY LILY ROSEN MARVIN

JENNIFER ZARATAN

breaking the code ESHA RADHAKRISHNAN copy editor

Looking up from a Java W3Schools tutorial I was still struggling to finish, I focused on a teacher assistant ceremoniously reading aloud the last few sentences of Sheryl Sandberg’s women empowering book, Lean In. We had all gathered on the floor of the Symantec lounge to listen to another passionately given sermon on the book while we continued to finish our final projects for Girls Who Code

Symantec.

As I glanced around the room, I noticed three things: one, our TA had started to shed a few tears as he flipped to the last page of Lean In; two, one of the girls had finally gotten her program to compile; and three, someone had spilled my bottle of locally-sourced skim almond milk.

That, I suppose, is the tech community in a nutshell.

I first arrived at Symantec assuming that my summer would be a mundane routine of basic programming. What I did not foresee was the other side of the industry: the creativity, color and chaos that goes behind every line of code.

As an already oppressed, humanitiesinclined eccentric, I didn’t think I fit the bill for success in the tech industry. Even if I could figure out binary or the integration of backend triple interval calculus, I wasn’t sure I could handle working a repetitive day job and having sudoku as my favorite hobby. To me, only “techies” could thrive in careers like computer science.

But over the course of seven weeks, I was struck by how easily my peers, an eclectic hodgepodge of painters, musicians, and Starbucks and boba drinkers (in short, the

exact opposite of my chalked-up version of a “techie”), assimilated into this seemingly selective realm of technology.

One of my friends, a ballet dancer who spoke exclusively through Hamilton lyrics, created a line reading app for theatre kids. I remember her spending her every free moment hunched over a thirty-page API and watching tutorials on Youtube. She wasn’t particularly fond of math or science, and yet, she had the passion and patience to create a functional app.

The moment she got her app to run, the universe doled out a heaping piece of advice; I realized that despite my initial assumptions, I do have the capacity to flourish in the tech industry. My interests aren’t a barrier, they are an opportunity — one where I can take my skills and apply them in the most unique facets of my life.

As Girls Who Code drew to an end, I worried how I would continue coding in an environment away from the comfort of the Symantec lounge. While I’ll certainly miss staging mint raids in the lobby, doing yoga on the company lawn and picking out my beloved locallysourced skim almond milk, I’ve found that all you need to stay in the tech community is a laptop, the drive to learn and a dank W3Schools tutorial.

Next Month: October Tournament of Bands Saturday, Oct. 14

Choir Concerts Tuesday, Oct. 24 Wednesday, Oct. 25

Clubs Day

Thursday, Oct. 26

Blood Drive

Monday, Oct. 30