Issue 3 - December 2017

T U ES DAY, D E C EM B ER 5, 2017

Alleviating Poaching

OPINIONS page 4

VOLUME 60 NO. 3

Why do we drop classes?

Visual art at Tino

The 90s are back!

INSIGHTS page 12

FEATURES pages 8 & 9

LIFESTYLES page 11

Separation Anxiety

FLIPSIDE page 16

The Prospector

CHSPROSPECTOR.COM

Student Newspaper of Cupertino High School

10100 FINCH AVENUE, CUPERTINO, CA 95014

CHINESE TEACHER YING JIN RECEIVES AWARD FOR HER WORK AT TINO HS

CHS CONSTRUCTION UPDATE AND PLANS

GENE KIM business manager MICHELLE MA

ALL PHOTOS BY JENN ZARATAN

JENN ZARATAN photo editor

Almost four years after unveiling a project that drastically changed the school’s look, Cupertino High School nears the end of another wave of construction. Along with the most obvious addition, a massive two-story structure, the school has been working on temporary housing and a “black box” performing arts theater.

The completion of the building, originally set for the end of first semester, is now projected to be in February due to construction delays. Comprised of a central science building connected to a second surrounding structure, it holds a total of 30 classrooms, replacing the 14 that sat in the same plot not two years ago. The expansion seeks to address Cupertino’s population issues; three years ago, a FUHSD report predicted an increase of 260 students by 2018.

Just this month, the administration and staff held meetings to work out who will be switching rooms; the outer building has yet to be determined. Many of the life science teachers will be moving into it, while most of the chemistry classes and AP sciences will remain in the 500s wing. Said AP Physics teacher Charles Williams, “The idea is that things that require a lot of dangerous chemicals, we didn’t want to separate. Things that were a bit lighter, like the freshman biology class, we would move into the new building.”

Williams’ classes will be moving out from his shared room in the 400s wing, but whether Physics will be moved into the new building or the existing 500s wing is still to be decided. If the new projected timeline goes as planned, the moving process will start and finish during Winter Break.

“We’re moving racks of equipment in Physics, so it would be magic to move it all in seamlessly. But everybody’s working on this together, and many of us will be there over break to make it happen,” Williams said.

In addition to floor-to-ceiling windows and a new courtyard, the building boasts new facilities for special programs such as robotics. Williams is also the advisor for Tino’s robotics team, the Gold Strikers.

“We have a much larger facility. It looks like an actual industrial laboratory, so it’s going to be much easier for us to keep organized. It has a very high ceiling, which helps because the robots have a tendency to reach high,” Williams said. “[AP Chemistry teacher Larry Demuth] and I gave input early on, both for the science wing and for robotics. We got everything from the electrical power, to the internet connectivity, to the floor we need.”

The drama program also gained new facilities. Back in October, the construction crew already finished renovating the Tots Center into a new black box theater. Unlike the Robert L. Gomez center, the new theater will allow for a 360 degree experience, with the stage in the center of a curved

audience. The Tots Center was opened in the late 90s, as a district daycare for teachers’ and students’ children. It was later leased to a private company before closing down. Prior to that, the space was for an auto shop elective.

Said senior and CAT members Sam Kernaghan, “It’s really exciting. [Acting in the black box theater] is completely different, because you have to cater to a whole different kind of audience. Most of the time you can just project out, but [in the black box theater] there’s a lot more movement.”

CAT has yet to make definite plans, but the Robert L. Gomez theater will still be used for musicals and other theater productions. The black box theater, on the other hand, offers a tighter space for smaller productions; for example, many of the scenes CAT prepares for literature classes will no longer have to be performed in classrooms or the library.

It also doubles as space for Drama classes.

“It’s been great because we have an actual rehearsal space, rather than a cramped classroom where we had to be more quiet because ASB was next door,” said Kernaghan. “[We couldn’t always use the Robert L. Gomez theater] because we share it with every other arts program, so there’s been times we had to rehearse for plays in the cafeteria.”

The Board of Trustees approved the entirety of the construction plans back in April of 2016, as part of “Measure K” for a budget of over $38 million. The cost surpasses the 2014 project for the library, cafeteria and College and Career center, which came up to about $20 million. For both projects, the district hired Blach Construction and Quattrocchi Kwok Architects, which designed the new building with similarities that provide some consistency with the student union and quad. Measure K also included construction projects for each of the other five FUHSD schools, as well as district site, technology and program allocations.

Come early next semester, students will finally get a chance to see the outcome of what has been a noticeable and sometimes distracting part of campus, as the last of the construction comes to an end.

FUTURE CAMPUS LOOK: COURTESY OF FREMONT UNION HIGH SCHOOL DISTRICT

EXPECTED LOOK AFTER CONTRUCTION IS COMPLETE | The new building is likely to be two stories with classrooms upstairs and downstairs and will feature bridged pathways. There will also be trees planted and many classes will have windows

YING JIN | Ying Jin teaches her Chinese class by employing visuals

The American Council on the Teaching of Foreign Languages (ACTFL) awarded CHS Chinese teacher Ying Jin the national teacher of the year seat for 2018. The ACTFL is a nation-wide organization which aims to enhance the foreign language teaching and learning experience across the country. Consisting of more than 12,500 educators, administrators and government workers, the ACTFL helps to set standards for foreign language curriculum, as well as provide proficiency guidelines for students learning a foreign language. Being widely regarded as a very influential and vital organization, much excitement followed when ACTFL announced Jin as the Teacher of the Year for 2018. “It was a really big surprise for me,” Jin said. “ACTFL is the organization that sets the standards for foreign language curriculum for the whole country. On the one hand, I was really happy and excited, and on the other, I felt that a new door had opened for me.”

Jin was first nominated as Teacher of the Year for California, then was selected as one of five regional nominations. Jin, along with the four other finalists, was interviewed by ACTFL committee members and asked to deliver an advocacy speech. Finally, during a convention held in Nashville, Tennessee earlier this month, to which more than 7000 educators attended, the ACTFL announced that Jin was selected to be the national Teacher of the Year. “It was a long and rigorous process.” said Jin. As the Teacher of the Year, Jin will have a major role in promoting and educating our society about the importance of World Language learning. Jin will be able to share her stories of how World Language education has shaped her life and the lives of her students for the better. Jin will take part in conferences, travel to Washington D.C. and even meet with national legislatures to develop new ways to improve foreign language learning in the nation.

Jin will also travel to each of the five regions of the U.S. and share her personal teaching methods with educators nationwide. “I am really happy and excited. I also know that I will learn a lot, and I think it will be really fun. I am sure it will be an exciting and busy year,” Jin said.

At CHS, Jin feels that building a safe community within her classroom greatly enriches the students’ learning experiences. Jin also feels that beyond academics, it is important to establish a personal connection with her students. “My job is to create a united group for my students, who come from a lot of different circum

Ying Jin ACTFL Award, continued on page 2

News The Prospector

S TA F F 2017-2018

The Prospector

To ease students’ stress and bolster school spirit, Cupertino High School Associate Student Body (ASB) now requires each commissioner to host at least one activity-filled “fun day” CHRISTINA SHAO insights editor/business manager

Cupertino High School Established 1958 Vol LX, No. 3 | 2017 editors-in-chief allison lo ethan qi news editor santosh muralidaran opinions editor leo rassieur features editor nico chilla lifestyles editor catherine seok insights editor christina shao sports editor neerali shah flip side editor caroline gee copy editors esha radhakrishnan saagar sanghavi xinyi zhang amy zeng online editors edward hsu lily rosen marvin photo editors michelle ma jenn zaratan 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

December 5, 2017

CUPERTINO ASB BEGINS FUN DAYS As the bell signals the start of brunch, you push your way through the crowds and head for the quad. Bubbles are drifting towards the sky, and you wonder what special occasion this day may be. A nearby ASB member says that it is a “fun day” — a new tradition started by ASB. These fun days allow students to participate in entertaining activities that help them de-stress and lighten up the mood around the school. Past fun days have included the bubbles day, Color War Wednesday competition, and Halloween pumpkin hunt for candy.

Said ASB Executive President Aditya Prabhu, “A common theme for ASB is: ‘how can we address student stress?’ We can plan a good Winter Formal, we can have good rallies, but what do we do in between? I think that is where these fun days come in.

We have to be active throughout the year, and fun days are an excellent way to connect all the major events by planning smaller ones.”

Members of ASB work in small groups of two or three to come up with an idea for an activity.

Once a plan is formed and its details developed, either the advisor, Wes Morse, or the ASB Executive Council approve it. Then, the groups work together to set the plan into action by gathering materials and promoting the event.

Said freshman class council member Vinayak Bagdi, “Each ASB member has to do at least one fun day per school year. Since we are representing the school, we have to be actively involved somehow. However, we are not doing these fun days just because we are required to — it is because we want to give back to the school.”

With Winter Formal around the corner, Bagdi and juniors Grace Till and Ethan Hsiao decided to hand out hot chocolate to the first 50 students who

NEWS BRIEFS

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signed up for Winter Formal.

Said Bagdi, “The hot chocolate is a way to increase hype for students who want to buy tickets and also an incentive to buy the tickets earlier. It won’t make a huge impact on students’ daily lives, but it’s something positive to help line their day up.”

The day before Thanksgiving, Nov. 22, students gathered in the quad during brunch to compete in the age-old tradition of bobbing for apples.

Planned by seniors Prabhu and Saagar Sanghavi, the event had two representatives from each class compete with those from other classes. Each participant had a bin filled with water and three apples, and the winning class would be the one whose two representatives transferred the floating apples to another bucket the fastest while only using their mouths. After many faces had been drenched with water, the crowd cheered when seniors Sohan Vichare and Leo Ho succeeded in moving their apples to the bucket. The freshman class participants also celebrated a success but took longer than the seniors.

“It’s stressful times for a lot of people right now. Seniors have college apps. Juniors are undergoing stress from AP classes. Sophomores and freshmen are still trying to adjust to the school, meet new teachers, and make new friends. The goal for school events and the goal for all of these fun days is just to make your high school experience a little less stressed,” Prabhu said.

ASB will continue to hold “fun days” throughout the rest of the school year, striving to help decrease academic stress. Its members and advisor hope to establish this tradition of giving back to the school for future years.

Said Prabhu, “Cupertino is especially a stressful environment. Participate in events. Try going out to things if you have time. Don’t be so gradeoriented or you’re going to miss out on some of the fun chapters of your life. Make these last four years of school fun.”

SPOTLIGHT:

BUBBLE DAY On Oct. 27, 2017, ASB commmissioner Ruchi Shah hosted a “Bubble Day” featuring bubble wands, bubble machines, and huge bins of bubble solution. The event was held in the quad at Cupertino High School, and music was played.

JENN ZARATAN

BUBBLE WANDS | Students create bubbles during bubble day at the CHS quad using bubble wands

The purpose of this day was to allow students to de-stress by having them pop, blow, and watch bubbles.

Bubble Day was one of the first ASB fun days this year and there are many more to come!

Stay tuned for more ASB Fun Days!

CHS CODE BLUE

CALIF. NEW LAW

CHS SPORTS DAY

On Thursday, November 16, Principal Kami Tomberlain called a campus-wide “Shelter in Place,” or Code Blue. Students and teachers were asked to lock their rooms and continue class. After a short time, school resumed as normal. As this occurred a day after the schoolwide “Run Hide Defend” drill, students and teachers were well-rehearsed on safety procedures.

California now legally recognizes a third gender for state residents who identify as neither male nor female. The Gender Recognition Act, signed by Gov. Jerry Brown, will allow residents to change their gender on official documents and birth certificates to the “nonbinary” option. Also, court orders or proof of clinical treatment will no longer be necessary for a change of gender.

On Tuesday, Nov. 21, fall sports teams held Sports Awards Night in the Robert L. Gomez theater. The athlete of the season was awarded to senior Alex Bruckhaus for his performance in varsity football. Varsity letters, certificates and cookies were handed out to athletes in the cafeteria after the event.

letter from the editors

Ying Jin ACTFL Award continued from page 1

Dear reader, The goal of our paper has always been to increase students’ awareness and to report accurately on the current issues and concerns of our school. Yet we cannot achieve these goals unless we are open to discussion.

The growth in our student community, in both size and diversity, leaves room for a more conscientious and deliberate effort to reflect and understand ourselves.

Many accuse Silicon Valley of being a “bubble,” and in acknowledgement of that, we recognize the need to tackle the underpinnings of social and cultural developments. Seeing as The Prospector is the student newspaper, we must continuously seek to better capture the student experience and its evolving attitudes.

Our paper is growing. For several years now, we’ve stuck with our six-section format, but we have found that it is time to expand. Amidst these tumultuous times, with change being the only constant, it only becomes more important to think and reflect critically on what goes on around us. With our new section, we hope to encapsulate that very idea — and we hope you’ll enjoy it too.

- Allison Lo & Ethan Qi Editors-in-Chief

stances. I want to know my students, their personal interests, how learning Chinese may affect their career goals or academic goals. And I also want my students to know me on a personal basis.”

Many students have expressed their appreciation for having Jin as their Chinese teacher. They feel that Jin is able to make the class not only educational, but thoroughly enjoyable as well through her involved teaching style and enthusiasm for teaching the language.

“Our teacher is very nice,” sophomore Kyle Shum said. “She really cares about her students, and helps us improve our characters.”

“She also incorporates a lot of games,” sophomore Melissa Shum said. “so it is a lot of fun.”

Upon hearing the news of Jin’s national award, her students enthusiastically congratulated their teacher. “We were really excited. Our class made a video together to congratulate her for the award,” Melissa Shum said.

Ultimately, Jin feels very grateful towards the community she has found in the students and faculty at CHS. Said Jin, “I feel so fortunate to be a part of this supportive and collaborative community. All my teacher friends are very supportive, and I am also very grateful for the support I have received from my administrators and my students. I just want Tino to know that I am very grateful for all of the congratulations. It’s really beyond words.”

YING JIN WAS CONGRATULATED BY CHS STUDENTS AND STAFF FOR BEING THE FIRST AWARD RECIPIENT FROM OUR SCHOOL

News

The Prospector

December 5, 2017

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AFTER YEARS OF DEBATE, AUSTRALIA IS AT THE VERGE OF ALLOWING LEGAL SAME-SEX MARRIAGE NATION-WIDE 61.6 percent of 12.7 million Australians support same-sex marriage, while 38.4 percent are still opposed to its legalization

HAEJIN CHO lifestyles assistant COURTESY OF DAVID JACKMANSON

2009 | Same-sex marriage supporters rally at the state library of Victoria in Southern Australia

LIBERALS: “GAY MARRIAGE IS A NATURAL HUMAN RIGHT.” COURTESY OF GREG WOOD

2012 | For the Australian National Day of Action for Marriage Equality, women rally to show support for gay and lesbian marriage legalization

On Nov. 15, when Australian Bureau of Statistics revealed its results from its poll asking respondents about their opinion on legalizing same-sex marriage, 61.6 percent of 12.7 million Australian voters were in favor of passing the bill for marriage equality, while 38.4 percent were against it. Although the majority of the voters who voted “Yes” appear dominant over the “No” party, disputes and protests expressing their opinions have been showing up since the poll opened on Sept. 12.

Same-sex marriage has been an ongoing issue in Australia for several years; in fact, almost 22 bills dealing with gay marriage rights have been introduced to the Australian government. Marriage Bill 1961, the first law mentioning the topic on March 22 of 1961, was against same-sex marriage, but pro-marriage equality citizens later mobilized to pass more amendments standing up for the LGBT community. After the years of debates on expanding their legal recognition, a wide range of reforms was made in 2008 and 2009 to provide equal entitlements for same-sex couples in areas such as employment, taxation and security. However, some Australian citizens regard these amendments as insufficient for establishing genuine equality and ensuring LGBTQ+ rights. In 2013, Tony Abbott was elected prime minister of Australia, openly denouncing same-sex marriage, but later stating that it be debated in the government and the result respected.

Pro-same-sex marriage rallies have occurred many times in Australian history, with major ones occurring in 2009, 2012 and recently in 2017 following the survey results. Hence, there is strong support for same-sex marriage legalization in Australia. The majority of Australians who voted “yes” for the new legislation have claimed that very little will change in society as a result, with regard to citizens’ ability to marry regardless of sexual orientation.

Said CHS sophomore Sue Chiang, “I think [same sex marriage] is a human right that shouldn’t even be debated at all. People who oppose [same sex marriage] have very

different upbringings, and I think they don’t consider the freedom of diversity.”

Sophomore Chiyo McMullan, who is half Australian, said, “ I think it is great that more and more countries are allowing same-sex marriage because homosexuality is something that should not be looked down on.”

Ebony Drohan, a woman living in Victoria, Australia, has been wanting to tie the knot with her girlfriend and be formally recognized by the government for a long time.

“I’m trying to stay positive, but it’s getting harder,” said Drohan in an interview with CNN during the voting period. “I always hear friends talk about their weddings.

I’m happy for them, but we feel a bit different and left out.

It’s become a bit confronting at work at times.”

Conversely, some conservative Australian churches have posed tremendous opposition to passing the same-sex marriage bill, predicting possible threats to their preferred interpretation of Christianity. Many of these religious arguments are reminiscent of those which rang throughout the U.S. leading up to 2015, and are particularly convincing for those for whom religion is a fixture of daily life.

“Some people I thought were my friends and supported me are voting ‘no’ because of religious reasons,” Drohan said.

Polls conducted by the Washington Post have shown signs of decline in religiosity. In 1966, 88 percent of Australians admitted they were Christians, but by 2016, that number fell to only 52 percent. Because of the continuing recession of Christianity in Australia, some church leaders refuse to accept same-sex marriage out of the protection of their religion; they respect the idea of giving everybody equal rights but cannot break away from the conventional beliefs of Christianity.

Both political powers in the Australian Parliament, Labor and the Coalition, are aiming to either pass or invalidate the law by Dec. 7, with the majority of Australians hoping for the former.

COURTESY OF WILLIAM WEST

2017 | Supporters of same-sex marriage celebrate the result of the survey favoring legalization in Sydney

CHURCHES: “MARRIAGE IS BETWEEN MEN & WOMEN ONLY.”

COURTESY OF DEPT. OF FOREIGN AFFAIRS & TRADE

2013 | Tony Abbott becomes the new prime minister of Australia, and he was personally opposed to same-sex marriage legalization

TRANSPLANTS

CALIF. SHOOTING

NYC MARATHONS

LYFE KITCHEN CO.

The world’s first human head transplant will soon be performed in China by Italian doctor Sergio Canavero and Chinese doctor Xiaoping Ren. They have rehearsed the procedure in an 18-hour operation on human cadavers, but not on living humans. If successful, this would be a groundbreaking procedure for the medicine field; however, many are concerned with its ethics.

On Nov. 14, Kevin Neal tragically took the lives of five and injured many others when he went on a shooting rampage at Rancho Tehama Elementary School. After killing his wife, Neal killed a neighbor whom he previously had conflicts with, then stole a truck and fired randomly. The administration was quick to go on lockdown; shortly thereafter, police killed the shooter.

For the first time in forty years, an American woman has won the New York City Marathon. Shalane Flanagan, a 36 year old runner from Massachusetts finished the marathon in 2 hours 26 minutes 53 seconds, beating three-time champion Mary Keitany of Kenya by a narrow 1 minute and 1 second. She was the first woman to win the marathon since Miki Gorman in 1977.

LYFE Kitchen, the healthy eating restaurant, closed permanently on Monday, November 13. Located on Main Street, Cupertino, walking distance from Cupertino High School, LYFE shut its doors after only 20 months in business. Several CHS students worked part-time at LYFE, a popular eatery amongst the student body. The LYFE Kitchen in Palo Alto remains open.

COMPILED BY MICHELLE MA

FUHSD Launches Kidpool Carpooling App KENNETH JEON photo assistant

The Fremont Union High School District and Pogo Inc. approved contracts on Oct. 17 to develop a mobile application based carpool facilitation system for parents and students. The system will be implemented into Cupertino High School this year as a test run for the project.

The program, the Kidpool Pilot Project, has parents use Pogo’s app to organize carpools for their kids to transport them to and from school and other related activities. Parents sign up for a group set up by the participating school to create a small online community. Parents can find and communicate with other parents to arrange these carpools based on home address and desired destinations.

A Cupertino City staff report states “The goal is to make it easy for busy parents to organize convenient, reliable alternative transportation options for their children.”

Councilman Rod Sinks stated in an interview with News Clad, “It’s so dangerous [...] Each automotive we will get off the street is a win and probably represents a safer technique of getting to high school for pedestrians and bike riders. I feel this can be a danger properly value taking.”

The staff report states, “Cupertino High was selected because of its strong [Safe Routes to School] program, congestion issues, and potential for expansion at nearby elementary school

locations.” Staff are also contemplating extending the pilot to the nearby Hyde Middle School.

Cupertino, the school district, and CHS have formed a partnership to operate the project. Fremont Union’s affiliate superintendent of companies providers, Christine Mallory, said in an interview with News Clad, “The varsity district actually appreci-

The goal is to make it easy for busy parents to organize convenient and reliable alternative transportation for their children [in FUHSD].”

- Cupertino City Staff Report ates the partnerships we have now with the town.”

The report notes that Seattle-based startup, Pogo, Inc., was chosen due to the fact that it owns the only app that provides optional background checks for its users.

Costs for the project will not exceed $10,000 from the city. The report states “cost includes setup and licensing for two school sites and the cost of optional background checks for up to 500 users.” FUSD will also be paying for Pogo’s licensing fee of

$500 per school.

The report also acknowledges potential risks in safety presented by the program. The city ultimately placed the responsibility of risk on the parent user. “It is a parent’s choice and responsibility to make the decision with whom to share personal information and with whom to establish a walk-pool, bike-pool, or carpool. Pogo app users do so voluntarily, without compensation, and at their own risk,” the report states, “CMO staff believe the risk is low given the small scope of the pilot, strong user terms of service language, and messaging that parents are responsible for vetting drivers and deciding who to trust with their children.”

Currently, the app is being used at 12 private schools throughout the Pacific Northwest and Orange County. The official launch date of the pilot at Cupertino is not yet determined, but it is planned to be implemented this year and produce results

by August of 2018.

JENN ZARATAN

MORNING TRAFFIC | Morning Traffic is a concern for many, which could be significantly mitigated through the use of this app ensuring many families carpool

Opinions

4

December 5, 2017

AFRICA DOESN’T NEED SAVING.

How American exceptionalism perpetuates the myth of African victimhood VARUN SHENOY photo assistant

To quote “The Daily Show” host Trevor Noah, “To a lot of Americans, Africa is just one giant village full of AIDS, huts and starving children.” Despite the fact that Africa occupies a fifth of the world’s landmass, the vast majority of Americans continue to create generalizations about it as a single perpetually impoverished nation which requires monetary assistance from developed, firstworld countries. While some of these assertions are grounded in truth, others perpetuate societal problems that plague Africa today. By creating vast generalizations, we allow Africa to fall victim to a new era of economic colonialism, labelled “neocolonialism” by many.

Let us take a look at a key trait most Americans attribute to Africa as a whole: internal conflict.

Africa is composed of 53 individual nations, each with their unique people and circumstances. Six civil wars are currently taking place in Africa, primarily in Central Africa. In these countries, corruption, hunger and poverty are more rampant than anywhere else on the continent, so these countries appear frequently in the news — western watchers would rather feel superior than to recognize the relative success of the less violent African nations. As a result, Western media fixates on these six nations and simply ignores the rest. They portray the despair, hopelessness and famine that these specific people face as embodiments of Africa entirely, causing the western world to sympathize and pity Africa as a whole. That sympathy is then converted to charity in the form of medicine for the sick, food for the poor and monetary contributions for public education and welfare.

Counterintuitively, however, foreign aid is highly detrimental to Africa’s economy. Temporary fiscal relief does not create real wealth for a nation; the wealth of a nation can only grow if citizens work hard and create wealth through industry and trade. This requires motivation and stable economic relations. Assistance from outsiders strips the economic incentive to innovate and thus prevents many African nations from succeeding. If a nation loses self-initiative, it will fall into the vicious cycle of requiring more and more foreign aid to support its civilians. Providing food and supplies to the impoverished helps them greatly in the short term, but it ultimately does not generate any wealth for them. In essence, any external economic aid that an African nation receives treats the symptoms of the problems rather than the problems themselves. And in placing bandages on the open wounds that are the poor economic structures of the least developed African nations, we deprive them of the opportunity to experience substantial reform.

Individual donations to African charities are a small percent of the problem. International economic institutions often act as tools for the first world to exploit the lesser developed areas of the world. For instance, the International Monetary Fund and World Bank provide loans to African countries. While this may seem as a great way to stimulate the economy, heavy interest rates make them impossible to repay for poor nations. The hegemonic powers that allow for such exploitation

are mostly concerned with their bottom line and international image, two factors that do not rely on sustainable economic growth resulting from their loans.

So how can we solve Africa’s problems without foreign involvement? First, we need to fund innovation in Africa. As a country, we need to invest in their businesses and universities. Greedy investors seeking immense gains are essential to kickstarting the production of wealth in developing nations. Startups and research are critical to driving long-term innovation, providing stable jobs and wealth to those in need. Every successful nation is led by their entrepreneurs and scientists, individuals who strive to change the status quo for the better. Proper foreign investment would ensure the steady and rapid growth of these institutions and help to raise living standards for all those in the country. One such nation doing so is the United Kingdom. In 2014, the UK started a program called the Newton Fund in order to provide development in the science and business sectors of several developing African nations. If more people take the step towards funding Africa rather than providing short-term foreign aid, these generalizations that have plagued Africa may finally prove inaccurate.

To achieve this feat, we need to change our current perception of Africa to accommodate for its diversity and eliminate any generalizations that we have stretched to summarize the state of the entire continent. The media is too focused on the parts of Africa that would evoke emotions of sympathy and sadness in the general American: civil wars, political revolutions, viral diseases, villages that seem uncivilized in comparison to modern society and poverty all make for better television than the rather mundane economic successes that are common throughout the continent. As Americans, we cannot simply blame mainstream media for perpetuating these tropes about the African continent in the first place. The fact that Afro-pessimism is rarely discussed at all is a consequence of American media consumers not being aware of the misconceptions being directed toward them, and the root psychological causes of these generalizations. Americans enjoy feeling exceptional, and have historically considered themselves the greatest nation on the planet; in doing so, they have subconsciously attempted to subjugate the rest of the world’s population.

Although indirect, generalizations are a key cause for why many African countries are doing poorly economically. Pitying them and providing them with generous amounts of charity leaves them in a cycle where they become simply too reliant on insidious foreign aid. The only way to break free is to foster long term wealth through smart foreign investments in place of assistance.

Even from a non-economic standpoint, it is illogical to all of African stories, places and people under one huge umbrella. Again, Africa is a continent with 53 individual countries. Its geography is diverse, ranging from tropical rainforests to arid deserts. Africa is both linguistically and culturally diverse, possessing upwards of 2000 native languages and 3000 different ethnic groups. Generalizations are used as a tool to simplify a concept into a simple idea. This is not possible with Africa.

Any generalization made toward Africa will never be completely correct, only serving to reify it as a source of Western superiority rather than a group of human societies and cultures deserving of our recognition and respect.

ANIMAL POACHING

TAL ASHKENAZI opinions assistant

Many Americans do not view poaching poached in the U.S. are from Europe and rather as a problem, and for many regions in the U.S., distant countries, which pay up to 50,000 dolit is not a priority. But for some states, illegal lars for animal livers and other organs. Howhunting is having a significant toll on the eco- ever, the illegality of such transactions has only system. Hunters kill predator and prey alike served to inflate prices. The parallels to prohileaving wildlife without food and a source of bition are quite apparent: both bans ultimately population control. Modern-day poaching in proved futile and allowed illicit trading to prolifthe U.S. targets a few breeds of animals, specifi- erate. If animal breeding centers are allowed to cally: black bears and deer. There are a few ways breed animals and legally sell animal organs, the to stop poaching and even profit in the process. black market will become a less accessible and First, states must reduce the profitability of more expensive option. The logic is simple: at a poaching. Devaluing poaching can be achieved similar cost, people would rather purchase aniin two ways: Legalize trade and hunting of oth- mal organs legally than illegally, and marijuana erwise poached animals and/or legalize breed- legalization advocates have made the same aring. Meanwhile, states can regulate and ensure guments. Destroying illegal trade deals is not humane conditions for animals being bred. Ad- the only benefit of legalizing breeding centers, ditionally, federal and local governments can tax though. Breeding centers can create an excess the breeding industry. This means that there will population of animals that are currently endanbe more funds for rangers and nature programs gered. This human-assisted population growth that educate people to love wild animals rather allows for more animals to be produced in centhan kill them. ters without introducing too much competition The first step to ridding America of to the ecosystem. poaching is, counterintuitively, to Of course, breeding centers legalize breeding. Currently need to have a level of ensured in America it is illegal to quality and humane treatprivately breed certain ment of the animals bred animals for sale. The there. Regulating animal list includes combreeding can help almonly poached leviate the poaching animals such as burden on wild aniEstimated value, in billions, bears, deer, and mals while ensurof the global illicit wildlife and sharks. The ing the humane plantlife market main buyers treatment of aniof animals mals in captiviCOURTESY OF UNITED NATIONS ENVIRONMENT PROGRAMME

$177

ty. Treatment of animals would need to abide by laws and inspections to ensure the quality of life for the animals they breed — in other words, there has to be a measurable improvement for the animals for which the U.S. would now allow the wholesale breeding and exploitation of. Of course regulations and inspections would cost money, but this burden can be paid by licensing fees, regulatory fees, and taxes imposed on the industry.

The Axolotl — a salamander that lives its life without going through metamorphosis — bears testimony to the merits of breeding in order to save an endangered species. The population of wild Axolotl, which lives almost exclusively in central Mexico, is on the verge of extinction, with fewer than 1,200 Axolotls left in the wild. What’s currently saving the species is that Axolotls are being privately bred as pets.

Axolotls are perfect examples of how a separate population in captivity can help save animals from extinction, at the minimum buying legislators and ecologists time to develop more comprehensive solutions to the poaching problem.

We already breed animals as pets and to kill for meat, leather, fur, etc. How would extending breeding laws to poached and endangered species conflict with what we already legally do to cows, chickens, fish, and other animals bred and killed in captivity? While legalizing hunting these endangered animals sounds disastrous, the actual effect of it will prove to increase population growth, not reduce it.

Another significant benefit to legalizing breeding centers is the tax money that comes from a breeding industry. As we have seen with the marijuana industry in states that have legalized and regulated the drug, tax revenue can be quite substantial. This can be transferred into ed-

ucational programs about environmental issues.

Poaching fines bring in far less revenue, and with an increase in the conservation budget, lawmakers will more realistically be able to maintain oversight of the legal breeding centers. Therefore, creating animal breeding sites can lead to a better situation for animals and the people that live in the communities.

All this is not to say that the recent presidential proposal allowing the importation of ivory would be beneficial. The whole point of legalizing Number of breeding centers is years, in millions, since the current to reduce poachglobal rate of ing in the U.S. species extinction, and worldwide. equivalent to the America must be extinction rate of the dinosaurs mindful as to how external COURTESY OF BROOKINGS sources attain INSTITUTION their goods.

As poached animals in the U.S. continue to fall onto endangered species lists, we can put a stop to poaching and rebuild these populations by legalizing breeding centers that abide by strict regulations to ensure proper treatment of animals that would otherwise be poached to extinction. We should follow in the footsteps of those who put an end to prohibition and the criminalization of marijuana possession by legalizing animal breeding. Until humans understand that poaching is unethical, fulfilling demand is a great way get rid or the black market and eventually rid the world of it entirely.

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Opinions

The Prospector

SANCTUARY FOR NONE December 5, 2017

California governor Jerry Brown’s move for sanctuary statehood rewards the violation of federal law NICO CHILLA features editor

Suppose, for a moment, that you are a Mexican tenant farmer.

For many generations, you have benefited from an isolated Mexican corn and grain trade. But recently, the North American Free Trade Agreement has allowed American agricultural corporations to import subsidized produce into your country and monopolize your industry. You are left with an unprofitable farm and a decision to either attempt to scrape by with low-paying jobs from U.S. corporations or immigrate to find work in the U.S. However, the choice is not so simple. As far as U.S. immigration policy is concerned, you are not wanted. The U.S. allows immigrants based on an immigration quota that your country has surpassed and employable skills that you do not have. And voila, the illegal immigration dilemma emerges; it is no one’s fault and has no easy solution. However, encouraging illegal border crossing to continue, as California’s “sanctuary state” legislation threatens to do, will only intensify the problem. Instead of impeding lawful immigration procedures, Americans must focus on reforming existent immigration policy to reflect economic demand and cultural tolerance.

California’s Senate Bill no. 54, signed by Jerry Brown on Oct. 5 and taking effect in Jan., will cease immigration law enforcement on the state level. The amendment prevents California law enforcement from holding and questioning individuals for violation of immigration policy. In addition to this, it requires that state authorities withhold information on undocumented immigrants from federal authorities. The bill does not, however, have the power to restrain federal instruments like Immigrations and Customs Enforcement (ICE) from arresting and deporting individuals on their own.

While California does have the constitutional right to abstain from cooperating on federal efforts, this amendment will make life worse for many Californians. Although California has acknowledged national policy, it is unwilling to actually enforce it. This contradiction creates difficulty in addressing the long-term issue of United States immigration code. The poor tenant farmers making their way across the U.S.-Mexico border have moral integrity;

Americans have available jobs in unskilled labor, which some immigrants need to survive. The question to ask is not “What can we do to protect them from the law,” but rather, “What can we change about the law so that it benefits them?” For example, a survey of illegal immigrants conducted in 2014 found that many are not even interested in permanent immigration.

Said USC Professor Emily Ryo, “When I asked about an ideal immigration system, almost unanimously they [wanted] a system to allow them to legally and temporarily migrate in order to work, and then to return home to their families.”

In fact, the H-2 visa provisions in United States immigration policy allow for this exact system: employers can petition to allow workers to cross the border on a temporary basis to perform unskilled labor, if it is proven there are insufficient American workers to take the positions. However, employers must spend thousands of dollars on job advertising in the U.S. to prove this point, and once they do, there is still a host of complicated bureaucratic procedures to make the ratification process lengthy and challenging. The result is that businesses often favor illegal immigration. Americans who claim to want fairer immigration laws should push to change these labor regulations to make the process easier for employers and workers.

“Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tossed to me, I lift my lamp beside the golden door!” This inscription on our most famous symbol of immigration frequently becomes a component of pro-illegal-immigration rhetoric. Notice the denomination here — the idea of encouraging people to cross the border through unauthorized means and offering access to easier citizenship pathways is not the same as a “pro-immigration” argument. The moral and economic injustice of outright refusal to welcome immigrants is irrefutable. However, it must also be acknowledged that the law only retains its power if Americans are willing to enforce all instances of it.

While Americans are not wrong in expressing empathy for illegal immigrants, this feeling is misdirected. As long as there is an economic demand cheap labor, the left should promote immigration reform rather than open borders.

WHAT IS A SANCTUARY STATE? Normally, when state or local law enforcement officials receive a request from Immigration and Customs Enforcement to detain a suspected illegal immigrant . . .

ICE DETAINER REQUEST for

JANE DOE Please maintain custody of Jane Doe for forty-eight (48) hours in addition to her current duration of detainment to allow the Department of Homeland Security to carry out deportation proceedings.

. . . they can choose whether to honor it or deny it.

ICE

In a sanctuary state, officials are prohibited from honoring an ICE detainer request . . .

ICE

ICE

ICE

DETAINER REQUEST for

DETAINER REQUEST for

DETAINER REQUEST for

CATHERINE SEOK

ASHLEY KANG

Please maintain custody of Neerali

Please maintain custody of Catherine

Please maintain custody of Ashley Kang

Shah for forty-eight (48) hours in

NEERALI SHAH

Seok for forty-eight (48) hours in

for forty-eight (48) hours in addition

addition to her current duration of

addition to her current duration of

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detainment to allow the Department

detainment to allow the Department

to allow the Department of Homeland

of Homeland Security to carry out

of Homeland Security to carry out

Security to carry out deportation

deportation proceedings.

deportation proceedings.

proceedings.

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. . . making it more difficult for ICE to complete the deportation process for a suspected illegal immigrant.

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ICE

The Illusion of Wealth KAVYA GUPTA opinions assistant

EDWARD HSU online editor

“Of course you can afford it, you live in Cupertino.” This tired phrase is indicative of a highly pervasive misconception held by students at Cupertino High School — that everyone living here is born into a life of financial prosperity and stability.

Of course, in an area with high-caliber schools and a low crime rate, it is easy for someone local to believe that families here have the same privileges that they do. However, considering the variety of jobs outside of the engineering field and the median cost of living in the Bay Area, this standard is certainly not applicable to everyone in Silicon Valley.

Perhaps the most prominent assumption among students in this area is that the general population is rather wealthy and makes enough money for casual spending. Although the Silicon Valley has on average higher salaries compared to the rest of the country, this assumption is not necessarily true for all families in the Bay Area. In fact, 37.8 percent of students in Santa Clara County qualify for free or reduced-price lunches, demonstrating that there are still families of lower socioeconomic status in the community. While it is certainly not wrong for upper-middle and higher class families to spend their

money freely, the assumption that everyone is wealthy enough to afford the newest phone or be in on the latest fashion trends marginalizes low-income students in the school community, further perpetuating the assumption that people in the Silicon Valley are wealthy.

The range of household incomes in the Bay Area varies greatly, from $50,000 to nearly $120,000 annually. By understanding this statistic, one can easily understand how unjustified to presume that all families make an exorbitant amount of money. Many seem to forget the fact that not everyone in the community has a six-figure income. The reality is that students in Silicon Valley come from a vast spectrum of socioeconomic backgrounds, and to assume otherwise is to be ignorant.

Many students think everyone’s parents specialize in engineering, doctoring, law or other high-income careers, which underlies the notion that everyone makes the same amount of money. But there is a large number of jobs that exist in the background of the community and remain overshadowed by the most culturally accepted jobs. These are often jobs that do not make the same amount of money as jobs based in STEM but still have an appreciable impact on those who live in Silicon Valley. When we pass by nameless Cupertino residents on the street, it is sometimes hard to forget that their life stories may not boil down to the commonly-held images that we have for ourselves.

Outside of Cupertino, the rest of the country has stereotyped our city to be a highend, wealthy setting. This is not untrue, but nevertheless, Silicon Valley is depicted as a place where everybody is

well-off and gets things easily throughout their lives. This picture leaves out the high expenses of living, eating and education that make life difficult for many residents.

For some, the conclusion is obvious: the student community of Cupertino High School is diverse in not only race and religion, but also in socioeconomic status. Others do not share the same mindset, and even those who do often have a hard time internalizing the true diversity of the community. Instead, there are many who behave disrespectfully, whether intentionally or not, towards those less fortunate than them. Oftentimes, this is done out of sheer ignorance of the socioeconomic variance of Cupertino.

Admittedly, students at Cupertino High School and other schools in the community are already tolerant of many different types of people. Those seemingly harmless statements we make about how we are all financially privileged, our parents all work in high-profit industries, or the idea that most of our lives are easy are not only wide generalizations, but can be insensitive to people who do not fit into that mold. If this sort of toxic attitude permeates throughout the rest of the community, ostracization of these “lessdesirable” people will be sure to follow.

6

December 5, 2017

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Features

8

December 5, 2017

XINYI ZHANG copy editor

For those who stick with it, art is seldom a passion kept on the down-low. Whether it is through developing a portfolio or participation in clubs, competitions, internships or startups, aspiring student artists are always look for chances to demonstrate their interest and talent to their communities. Through their engagement with peers, colleges, businesses and the general art community, student artists refine their artistic and communication skills while they discover the challenges and rewards prominent with any vocation.

In her art studio, sophomore Gauri Thirumandas drops paint through a fine mesh and a template onto a blank t-shirt. This process, silk screening, is a stenciling technique involving the decoration of fabric with colored paint. Gauri runs a small service whereby she creates cus-

SYDNEY LIAO features assistant

All artists, from amateurs to professionals, have one experience in common: suffering from lack of inspiration and motivation. Each individual has a unique way of addressing these creative blocks and finding inspiration.

For junior Ruth Lee, working with artists from around the world is one of the best parts of the art process. “What mainly keeps me motivated is my passion for art and how much I love the people I get to work with.” Lee said.

On the other hand, freshman and digital artist Pooja Sundaram finds that the joy of creating is motivation itself. “I’ve always loved to create with my hands, and art is something I would do to cope with my problems,” Sundaram said.

tom designs for t-shirts. The design templates are handmade; Thirumandas either thinks up the design by herself or follows suggestions submitted by her client.

Thirumandas started designing t-shirts in fourth grade but established her business much later. “It was more of an interest, it started when I designed a shirt for my sister for her sixteenth birthday, and then I made a bunch for my friends. There were other friends who wanted my designs and were willing to buy them, so I just started

TA

ne HA ws SH as AF sis tan IEI thi t sg

from there,” Thirumandas said.

Like Thirumandas, junior Ruth Lee works in an art-related business. However, Lee is an intern for a nonprofit called Art Prof. Over the summer, Lee attended an art program at the Rhode Island School of Design. After the program, one of Lee’s professors, Clara Lieu, invited her to a three-month internship term at her company.

Art Prof caters to teenagers looking to develop their talents for the journey ahead. Said Lee, “Basically, [Art Prof] provides an online art community for emerging artists and people who are working on their art portfolios. We have a lot of video tutorials, material descriptions and online courses in areas such as crayon drawing and charcoal. We also offer portfolio reviews.”

Working online from home, Lee creates content for the website, such as video scripts, columns featuring student artists and audio clips.

art roup is ma Am d ny is n t’s sk ecid o f o i ota ll an e to rm wh ng th o pac bly d h tak of e ex are art e in d e to g. Sa iffere lp th AP S pres seri ists t a m id em tu sio ou ha n eve ore seni t from bui dio A n. Fo sly i t sur or ld nv ro ry sl r r pac Mo ow p and Art 1 a pr t, a c exam este und o ou u e w nda ace, AP -4 f p d ith y o bu Stu in s essio rse d le, so in th s, the ho f ev t sin dio eve nal esi me eir re w w er gn ar p r c A c e th y tw e a n rt st al wa ortfo ed t mem hose e o e l u y b o n i ink w o s, d e d of week proj ent J one . AP evelo rs of ou s, u S e o p r id we ct is lie S f w tudi an eas rea due wei hic o A h , lly r .” ne in AP “I wa bein t ed g s S u to tud sed pic io k u Ar po t ur

At first, most of Sundaram’s inspiration was drawn from anime and manga artists, but over time, she was introduced to other digital artists through platforms such as Instagram and DeviantArt. Last year, she took her passion for art further and showcased her work on her Instagram profile, @popaints.

According to Sundaram, the art process is both rewarding and frustrating. As with any creative endeavor, making art involves occasional slumps in creativity, when ideas don’t flow as smoothly. While there is no defined remedy, many people turn to their surroundings for inspiration. “When I lack creativity, I like to observe nature and animals to spark an idea. Pinterest and Instagram are also great platforms to look at,” Sundaram said.

For senior Meghna Anil, her classmates in

Lee’s int continue ule.

Lee the scho classes f instructi program through Said have to nitely ta I guess, b For own set Canada, staying while ke interns a but none ence.”

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in a ne g o g d kin yin ly ta ye d l u f st entia r the e o r s v e yea re es te ov Twel e a h a . t o to nts cre ges nd ast stude they y jud arou , c r t lve ces g b ed con rt In AP a e pie corin , craft r twe d c e s n s , h rse g; t for clas oth ol a x cou r lon May ne in g. An scho AP e yea t in re do oosin e of or the nall sen ces a t’s ch outsid es f ditio pie artis one e com g. Ad the are d e tim udgin es, en th for j W h itally dig

art are a useful resource for encouragement and guidance.

“I actually ask the advice of my AP classmates,” Anil said. “They really help out a lot because often time they can provide a fresh perspective. When you are stuck in a rut staring at the same piece for two weeks, [my classmates] who have never seen it can provide a new perspective.”

In contrast, senior Alex Gorvitovskiy prefers to avoid outside influences.

“I try to isolate myself from the rest of the class,” Gorvitovskiy said. “I find value in being as true to myself as possible.”

For students taking visual art, especially at the higher levels, coming up with ideas quickly is crucial. Said Art Department lead Alice Cunningham, “I always encourage students to walk

Whe same p never a a new p

around the room and look at othe work, which might give them ano to go. Sometimes, we’ll put thing which helps inspire them.”

Additionally, Cunningham dents to explore beyond the classr ternet is a great source to see what

ternship ends this month, but she has plans to e working for Art Prof depending on her sched-

career enhanced her orientation in the numerous branches of art. Said Thirumandas of her college plans, “I want to focus on designing, maybe something graphic designing or web designing, but not specifically art. My experience in designing t-shirts have definitely prepared me for that.”

Despite having worked at Art Prof for three months, Lee nonetheless fostered a strong affinity for outreach and collaboration. “I want to doublemajor in graphic design and communications, and go into the marketing field; I’m hoping not only to improve my skills in graphic design but also to incorporate it into the community and engage with others who are also passionate.”

e and Thirumandas do not take art classes at ool. Thirumandas has taken extracurricular art for over seven years, but Lee hasn’t had official ion besides the occasional summer course or m. Both of them have picked up important skills h their professional ventures. d Thirumandas, “It’s a really meticulous job; you be really patient when designing, so it has defiaught me to be more patient and careful as well, because [painting the design] is a risky process.” r Lee, working at a larger business includes its t of hurdles. “We have members from China, , all over the US and other places… it’s tough on top of things and meeting the deadlines eeping communications with all of the other and my professor, even though it’s all online… etheless it has been a very good learning experi-

“I started planning my portfolio, a lot of the new pieces, last year, but I’ve gone a lot more aggressively as the time gets closer to the deadline.”

the art world, what people are doing today and what people have done in the past,” Cunningham said. “Then it’s about combining these elements to make it your own.”

students is through a yearly museum field trip with the Art 3, 4 and AP classes.

“It’s essential to see what other people are doing,” senior and AP Studio Art student Alex Gorvitovskiy said.

“As an artist, you have to base [your work] off of modern ideas. Or, if you want to make progress in something, you have to take what has already been made and challenge it.”

advises sturoom. “The Int’s out there in

-Meghna Anil

volves most of the stuff that we interact with, like every laptop and every computer.”

As to how he will incorporate his art background into the field, Gorvitovskiy said, “[Industrial design is] visual work. It’s also experimentation. It’s going to be a very new subject to me, like going on to college, because I haven’t worked much with, you know, making shoes.”

As someone who thrives with taking risks, Gorvitovskiy is enthusiastic to approach prompts in unconventional ways. “UCLA (University of California Los Angeles)’s art program, which is amazing, have one prompt which is “red and blue” this year, so basically you have to have a piece and it can either include the colors red and blue or include the idea of red and blue and it’s pretty broad,” Gorvitovskiy said. “That’s kind of the only prompt that you’re given and everything else can be as vague or as centered as you want as possible.”

A key aspect of art portfolios is a student’s foundation, which presents a student’s mastery over the basic use of all mediums. In addition, portfolios usually include specialized pieces that showcase an applicant’s area of focus.

Said senior Justin Sze, who is planning to major in architecture, “Your portfolio pieces [should be] geared towards your major. If I do architecture, I’ll have my foundation, and then I’ll show pieces of my drawings of buildings and show I’m interested and proactive.”

An AP Art student, Sze has decided to pursue an art major instead of applying to specialized art schools. Sze gleans inspiration from drawing Hong Kong style architecture and favors graphite and pen as his choice of medium. One of his first choice colleges is California Polytechnic State University, San Luis Obispo, which ranks second in the nation in architecture.

“I was at a Cal Poly architecture workshop camp during the summer, and they introduced [me to] the route architecture,” Sze said. “Everything lines up with Cal Poly — it’s affordable, it’s good and it’s in-state.”

Fortunately, regardless of their college plans, all AP Art students began compiling a portfolio in Art 3 in preparation for the AP exam.

Many of these pieces, especially foundational ones, can be used for college portfolios.

Said Sze, “I can tell you a good art piece usually takes 36 hours; ‘okay’ ones are maybe 20 to 24, something like that.”

tice. They have projects that they have to do to build this foundation.”

Students are rewarded with more artistic freedom as they progress through the courses. Said Cunningham, “In Art 3, 4, and AP, it’s a little more self-directed. There are prompts [that students must follow], but students come up with what materials they use based on what they’re interested in.”

One way the Art Department cultivates creativity in

en you are stuck in a rut staring at the piece for two weeks, [my classmates] have actually really seen it, so they can provide perspective.”

er people’s artother direction gs up on walls,

-Alex Gorvitovskiy

wo rk

sa gra Tin re ma the dual o’s A iled AP ly g rt b in to ai pro “In Studi n the ranch show o Cu jects Art Ar skil offe case l s t rs p tal nnin to b 1 an t. he cou hysi en yn c r t, b gham uild t d Ar eed ses al qu he t 2 ut s t a h i , t any id. r sk th o h at ality. on “So ill l ere and allo e c me ev are le t w st e an l p he ud get eop s,” Ar prett int ent be le ha t D y d en s t tte i sity o e r a ve a part recte of t s litt me d om le ty n eth bit t lea pes ing mo d A of if t re in lice he y p nate rac -

9

Let’s be honest: the majority of us seniors don’t actually crack down on our college apps until somewhere around Auflip side editor gust. For students planning to pursue art in college, however, the application process begins over a year in advance.

In addition to the usual letters of recommendation and essays, prospective art majors or those applying to art schools must also compile a portfolio of their artwork. Some colleges require eight to ten pieces, while others ask for up to 20. Fortunately, applicants can start preparing their portfolio before senior year.

Said senior and AP Art student Alex Gorvitovskiy, “I started planning my portfolio, a lot of the new pieces, last year, but I’ve gone a lot more aggressively as the time gets closer to the deadline.”

Gorvitovskiy is applying to both traditional universities and some art colleges, with an intent to major in industrial design. Said Gorvitovskiy, “Industrial design kind of inCAROLINE GEE

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Features

The Prospector

December 5, 2017

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SPECIAL ED. TECHNOLOGY

PEPPERMINT BR OWN IES

The holidays are coming which means that candy canes are back in season!

This easy peppermint brownie recipe takes under an hour to make and is great for Christmas gifts or sitting by the fire with a cup of hot chocolate.

Ingredients:

4 large eggs 2 teaspoons peppermint extract 2 sticks unsalted butter 1¾ cups light brown sugar ¾ cup all-purpose flour 1 teaspoon sea salt 1 pound chopped bittersweet chocolate 4 candy canes

Directions:

1. Preheat oven to 350 degrees.

2. Line a 9 x 13 in. baking pan with parchment paper 3. Combine 2/3 pounds of chopped bittersweet chocolate with 2 sticks of unsalted butter. Heat until melted, let cool.

4. In a separate bowl, mix the remaining 1/3 pound of chocolate and 2 teaspoons of peppermint extract. Melt and cool as well.

5. Whisk 4 eggs and 1 3/4 cups of brown sugar until combined in a separate bowl. Whisk in the chocolate and butter mixture until glossy and thick.

6. Sprinkle ¾ cup flour and 1 teaspoon salt in and stir.

7. Spread the batter in your baking pan and add the chocolate-peppermint mixture on top and swirl in with a knife.

8. Bake for 15 mins.

9. Sprinkle 4 crushed candy canes over top and bake for 10-15 more mins.

10. Bake until a toothpick poked in comes out with only a few moist crumbs.

11. Let cool, cut into squares, and serve!

ANTHONY ZHU, COURTESY OF FOOD NETWORK

ASHLEY KANG online assistant

AMY ZENG copy editor

Aided by rapid advancements in technology, disabled students at Cupertino High School are supplied with the means to succeed by the Fremont Union High School District. According to Special Education teacher Rachel Shahrivar, “technology [in the classroom] promotes autonomy and independence” and her primary responsibility as a special educator is making those devices accessible for the students who need them. The Learning Center, where students in the Special Education department learn to overcome social and academic obstacles, employs technology to enhance learning rather than invasive assistance.

Students who have trouble with expression rely on alternative augmentative communication (AAC) devices, such as tablets, on which users download specific programs according to their needs.

For example, a student who has difficulty conveying their thoughts can communicate through an app containing various verbal expressions, such as “I need help” or “How are you?”. At the click of a button, they can express their needs and requests to the intended audience who may otherwise have trouble understanding what they are trying to say. More complex phrases can be customized in a simple drag-and-drop style to fit any conversation.

The flexibility and ease of such tools have made significant strides in the way students with disabilities can communicate with the people around them without being misunderstood or depending too heavily on personal assistance.

Said Shahrivar, “I’ve noticed that AAC devices have really improved the language of some of the students who need it. Sometimes when they’re looking to write down a word, rather than asking an adult to help them, they’ll go into their iPad and look for the

word that they’re searching for, and copy the word from that.”

To help students properly identify and implement behavioral skills, video modelling is a method Special Education teachers use to help differentiate inappropriate versus appropriate behavior, while also respecting the students’ independent use of self-control.

Said Shahrivar, “For some of our students, the computers are the absolute most reinforcing thing in the class, and that has helped our students’ behavior a lot. We either take a video of a student completing an action or a task in an appropriate way, or behaving in an inappropriate way, and then show that to the students, which helps them solidify, ‘so this is what it looks like to do this in a good way, and this is what it looks like when I did it in a bad way, and that probably wasn’t a good choice.’”

By providing an explicit visual to exemplify the expected behavior, video models make a rather abstract concept a little more concrete in the minds of disabled students who would greatly benefit from learning visually rather than through auditory, literary or kinesthetic techniques.

I n addition to these forms of technology, Shahrivar implements familiar applications as well; what may be considered as ordinary devices play a larger role in the special education curriculum.

For example, students use FaceTime to contact parents or even behavior specialists, check the weather app to take precaution from thunder or lightning, play music in class to relax, practice for choir performances and work on computer skills by learning how to type online.

Utilizing technology to aid in special needs classrooms is clearly beneficial in teaching the skills necessary to function in an increasingly mobile world. As the role of technology continues to advance, Special Education teachers will find more to supplement their lessons with, and students will find their education more enriching. It is safe to say that there is a promising future for the education of disabled students.

December 5, 2017

Lifestyles

The Prospector

why Kaur should be called out for her appropriation of generational trauma and the commodification of emotion in her work outdid herself. She went on to publish 200 more poems about oppression and generational trauma in copy editor her second book, ‘the sun and her flowers.” The success of her first book convinced Kaur that her rhetoIf you had asked me who my favorite poet was ric regarding these topics is welcome, and that it is two months ago, I would have said Cardi B. If you her prerogative to act as the mouthpiece for Indian had asked me this question after the release of New women in what she seems to perceive as a homogeYork Times best-selling author Rupi Kaur’s second neous literary space. book, the sun and her flowers, I still would have said The purpose of this criticism is not to condemn Cardi B. Rupi Kaur for using her minority status as an appeal After accusing Instagram of institutional mifor publicity, but to point out that it is unfair to capisogyny for taking down a picture of herself lying in talize on the suffering of a group of people while bed with menstruation blood stains on her sweatportraying it as one’s own. Instead of applauding her pants, the Indian-born Canadian poet garnered for treating these issues as personal tragedies, we much publicity and support from both news agenmust hold Kaur accountable for her words as a concies and the Instagram community, propelling her structive audience. Only then is there hope of prothen-mediocre following on the platform into the moting authentic diversity in mainstream culture. millions. Later that year, the rhetorical studies maWhile her word choice in portraying love and jor brokered a contract with Andrews McMeel Pubfemininity incites strong emotions in readers, the lishing and re-released her originally self-published poems themselves are often shallow and vacuous. book of poems that glides over cavernous themes of “we all move forward when / we recognize how relove, loss, suffering, feminism, culture and identity. silient / and striking the women / around us are.”

With the launch of her second collection of Here, there is no room for further analysis; the poems, as well as the influx of “trendy” Instagram poem is self-explanatory and has no contemplative pictures of her book posed next to white cups of attributes aside from the few seconds it took to realize that this sentence is, indeed, a poem. In essence, it is nothing more than a feel-good, vapid platitude sold as insightful poetry. Thus, in the majority of her work, it is clear that Kaur only doles out agreeable sentiments that fail to spark educational discourse, all the - Esha Radhakrishnan while developing the ego of a celebrity. When Kaur does attempt to speak on her personal experiences, she is vague and oversimplifies her coffee, fairy lights and roses, I cannot help but feel language of emotions for the sake of relatability on that Kaur’s poetry is not as genuine and insightful as media platforms. In the process, Kaur’s endeavors everyone believes it to be. to format her experiences on a universal frequency Under the FAQ section of her website, Kaur wherein readers from a multitude of demographics explains her motive for writing about abuse and can identify with a 25-year old female Instagram sexuality in her first book, milk and honey: “We star simply dilutes her core message. Realistically, know sexual violence intimately. We experience it is impossible to relate to such a broad audience alarming rates of rape. From thousands of years of without zooming out of the minute details of the shame and oppression. From the community and actual experience. from colonizer after colonizer [...] it is generations Kaur has substituted purple prose under the of pain embedded into our souls.” guise of poetry. While not necessarily bad, it only In this context, Kaur uses “we” to refer to the wastes literary space that could potentially be occucollective South Asian community — but as sevpied by a more authentic poet. Nevertheless, enjoyeral critics have already pointed out, not only is it ing poetry remains subjective; it is an art form in its inappropriate to generalize the narrative of a comown right and it is not in our power to dictate what munity from colonial India while draping a shroud should be commended and what should not. But of perpetual trauma and helplessness over them, but for us, as participants of the literary incubator that Kaur’s poetry seems all the more insincere coming embraces and critiques the work of new and old artfrom a young, privileged woman who groups quips ists alike, we must realize that it on millennial heartbreak in the same category. is our responsibility to push After receiving international praise for ostenauthors to be authentic, sibly overcoming societal barriers and discussing concrete, challenging, these controversial issues in milk and honey, Kaur and interesting — in a way that Rupi Kaur is not, but Cardi B is.

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the

ESHA RADHAKRISHNAN

[It] is unfair to capitalize on the suffering of a group of people while portraying it as her own.

red bottoms bloody shoes money moves rubik’s cube

cardi b - esha radhakrishnan

are back CATHERINE SEOK lifestyles editor

mom jeans Mom jeans – they’re iconic and comfortable. The high rise jeans started to make a comeback in recent years as many tossed their restricting skinny jeans and reached for the hiphugging, airy pants. Styled with a crop top or a tucked in turtleneck, the mom jeans have come back for all seasons.

bucket hats I’m not sure why bucket hats are back, but I’m not complaining. Recent rappers have popularized the 90s trend, and many celebrities have jumped on the style as well.

chokers Chokers have been on a steady rise since 2016 after nearly two decades of being considered “tacky.” From flashy chokers with large charms to simple black bands, there’s no doubt that they’re here to stay for a while.

combat boots It’s a wonder to me that combat boots were considered “unfashionable” at some point. They’re durable (the soles are sturdy) and they’re easy to style since they come in numerous materials and colors.

flannels Flannels have become a closet staple – whether you choose to layer them or wrap them around your waist, flannels have become an easy way to wrap an outfit together. They’re versatile and easy to style, making them perfect for both lazy days and days you want to look a little more dressed up.

jean overalls Jean overalls are a blessing to this earth. They make you a fashionista yet they’re incredibly comfortable. (Bonus: they have pockets!) Whether you choose to wear them with the straps up or straps down, jean overalls make for an effortless yet fashionable outfit.

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Insights

December 5, 2017 Investigations

TO DROP OR NOT TO DROP? LEO RASSIEUR opinions editor

SUDYUT YUVARAJ features assistant

XINYI ZHANG copy editor

Most students at Tino are free to take any course they choose for the next school year, but particular course selections can have unforeseen consequences once students actually find themselves in the class. If a student is overwhelmed by a course, they may choose to remove it permanently from their schedule, erasing their grades and stopping further participation. This year, students had until Oct. 6, 2017 to drop a class if they did not want it to be marked on their transcript.

The social climate of Tino greatly affects students’ willingness to drop a class. Said junior Adhavan Tiruthani, “People gen-

An inside look at Tino’s culture of dropping classes

erally look at those who drop classes and feel that they are either bad at planning their schedules or are unable to step up to a challenging workload.”

The belief that people who drop classes are inferior to their peers often pushes students to continue with a course for which they have little interest or time. Moreover, indecisiveness coupled with peer pressure can lead to students miss the drop deadline, thus forcing them to either remain in the class or have a permanent mark on their transcript. Due to the influx of students in recent years, those who drop classes but still need course credits often must take community college courses, which can be inconvenient or impossible for some students’ schedules.

Despite the opinions of their peers, students have varying motivations for dropping courses and may not even regret leaving a class they originally signed up for. Said senior Joycelin Liaw, who dropped A P

Spanish this year, “I felt that the class was largely focused on preparing for the AP Spanish exam. As I already had a language credit from taking AP Chinese, I did not necessarily have to take the test. Because it was so test-focused, I did not feel like I was learning Spanish so much as test-taking tips.”

The administration at Tino is very active throughout the drop process. Guidance counselor Michele Avvakumovits often interacts with students who are considering dropping and is thus well-aware of students’ motivations.

Said Avvakumovits, “Sometimes, a student comes in to drop just because they did badly on a single test, or they may feel that a class is too hard or time-demanding. Sometimes they want to drop levels; other times, as with the case of many advanced science courses like AP Chemistry, they have no option to change to another class so they want to drop the subject entirely.”

Avvakumovits acknowledges that some reasons are more legitimate than others. Similarly, Algebra 2/Trig and AP Calculus B/C teacher Mark St. John notes that students sometimes make poor decisions selecting classes.

Said St. John, “Reasons [for students dropping] fell into two categories; we had a number of students who clearly signed up for the wrong course [based on their prior experience]. The other category was students who dropped the class because they assumed that if they did not get an A on the first test or they didn’t get a B, they could never get to an A or a B [in the class]. Here at this school, we teach the idea of a growth mindset, the idea that if you work on something, you get better at it. Therefore, when we see students abandon a class in the first two or three weeks simply because they did not get a high grade on the first quiz or test, that is really concerning.”

What next?

For Liaw, enrolling in the course and dropping it later were wise choices, as experiencing what a class is like firsthand is crucial to making an informed decision whether or not to stay.

Said Liaw, “[Dropping AP Spanish] has relieved stress. It is one less class I have to prepare for, and I can also spend that free period doing homework or college applications.”

Gaining academic freedom is also a reward for students who decide to drop a class. Said a student who dropped Japanese 4H/5 and wished to remain anonymous, “I decided to self-study to take the Japanese SAT subject test instead. Through self-studying, I have more control over what I’m learning and proceed at a pace that’s more manageable.”

Inevitably, students who drop also face the reactions of their peers and their parents. For the most part, students’ friends and family are accepting of their decision; even though they may not believe that dropping is completely beneficial, they recognize that everyone has different academic needs.

Said Liaw, “Most of my peers have been pretty supportive; a few of them have done the same thing.

My parents were okay with it, but they had a similar concern [to mine] — what if this makes me seem less competent because other people are taking an AP class that [I am not]?”

Cupertino’s administration, the third party in the scheme of dropping classes, works to make the process as smooth as possible. As a body, they often reschedule those who have dropped classes to another class, offer advice to students and help students with future course selections — which may involve searching for a more suitable course at a community college.

Said assistant principal Andy Walczak, “We

would rather that kids realize they’re taking too much [and act on it] than have them get stressed out over it.”

The number of students in each class is of great importance to the school; too few or too many students in a class can harm the productivity of a learning environment. To place students who have dropped a course into that of a different level, administrators must analyze the number of available spots in each class. The assistant principals and secretaries monitor the class sizes and try to keep them as consistent as possible throughout the year, taking measures both prior and after the school year.

“We build the [original] schedule knowing that [students] will drop down. For example, we keep Precalculus Honors classes bigger, as some will drop down to Math Analysis, and we make Math Analysis classes a little bit smaller [to leave room for additional students],” Walczak said.

What does this mean?

The culture and attitudes surrounding dropping classes at CHS are complex, especially for a competitive school environment like Tino’s where students eagerly fill their schedules with challenging courses and extracurriculars. While dropping classes relieves stress for students and allows them to tailor their schedules, the administration faces the challenge of tending to the needs of many students and reorganizing many classes. Although the effects of dropping are different for everyone involved, the process holds a constant and ubiquitous presence at the early stages of every new semester.

Insights

The Prospector

December 5, 2017

13

Perspectives

https://cupertino.schoolloop.com

Error 404: Motivation Not Found Step 3: Get words down on your essays.

EDWARD HSU online editor

If you’re a senior, at this point of the semester, you’re probably applying to college — and perhaps on the verge of collapsing.

Troubleshooting Steps

Keep in mind that writing is a process, and first drafts are never perfect. Giving yourself enough time to redraft and think out your thoughts is crucial to a well-crafted essay. To stay on top of the application process, set a reasonable goal for yourself each day.

Step 4: Get out of the house occasionally.

Here are some tips to help you survive the home stretch before your second semester of senior year. If you’re not a senior — don’t worry, these tips can apply to anyone!

Regardless of whether you like to spend time alone or with other people, don’t forget about the friends and family members who are there to support you. Spending time with people you value and a change of surroundings may help you refocus on your work.

Step 1: Create checkpoints to help you meet your deadlines.

Step 5: Take frequent breaks.

Breaking things down into steps can help make that lab report or English essay less intimidating. Set deadlines for yourself and write these down. Writing what you want to accomplish down on paper will help you hold yourself accountable.

Working for long periods of time often curbs your productivity. In fact, studies show that our brains can only focus for 90-120 minutes at a time. Make sure to plan your work time with short, frequent breaks to maximize your productivity.

Step 2: Finish your homework earlier in the day.

Step 6: Treat yourself.

You’ve just spend the entire afternoon surfing Facebook or taking a nap. Come 11:00 p.m., you still haven’t started on any of your homework assignments due tomorrow. Do you yawn the moment you take out your binder? Strive to complete most of your work earlier in the day — and leave the fun time for later.

Rewarding yourself is just as important as being productive and putting out effective work. Treating yourself to a cup of boba or even a five-minute break will give you the motivation to continue, especially after a long day of school.

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If you have a funny teacher who asks the class which version of the test they should hand out, reply “no.” In 2013, Congress passed a law mandating that students be able to opt out of the final examination if given the opportunity to by their teacher. You will be exempt from taking the final and receive a full score in the grade book.

Snapshots from the life of a tino student CHRISTINA SHAO

insights editor/business

The deadly Tino desert

Math

3

If you’re not going to do well in a class anyway, you should consider making a witty design on the scantron instead — your teacher will give you bonus points for your humor and sincerity.

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If you have a lab practical and your teacher turns off your Bunsen burner, turn it on again. He or she is trying to use reverse psychology to trick you into performing the lab incorrectly. It isn’t actually a safety hazard to mix all those chemicals and heat them to 150 degrees Celsius.

If you have a Socratic seminar, jump in whenever possible by asking “So what you’re saying is ___,” then proceed to repeat verbatim what the previous speaker said. Your teacher will notice that you’re paying close attention and give you a full score.

LEO RASSIEUR opinions editor

7

According to federal law, if your teacher fails to arrive at the classroom within fifteen minutes of the late bell, everyone is free to leave and will receive a full score on the final. The night before your final, paint your classroom to make it seem like a construction zone. Your teacher will be frazzled and not know where their classroom has gone.

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A neat strategy for doing well on a final you didn’t prepare for is to stare at your teacher the entire time and repeatedly wink and raise your eyebrows until they notice you. They will feel impressed and give you an A on the final.

Number of Studen ts Asleep

Rush to the store to get chocolates two weeks before finals so you can beat everyone else trying to bribe their teacher into bumping a 71 percent to a 90 percent.

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Finals season is the most decisive moment of the semester, potentially making or breaking your grade — but who are we kidding, an 84 percent isn’t “borderline.” Regardless, here are a few foolproof ways you can ace all of your classes.

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Sports

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December 5, 2017

SPOTLIGHT ON FANTASY SPORTS

The background and competition of fantasy sports among Cupertino students and staff CLAIRE WARNER news assistant

There is no denying the existence of fantasy sports. Many of us are aware of several Cupertino High School staff members and students who check on their fantasy teams throughout the day, have conversations with each other about their best fantasy players, and compete for bragging rights. However, many of those who are not involved in this pastime lack basic knowledge of what fantasy sports are.

In fantasy sports, participants can create leagues with a group of friends, in which each participant drafts real, professional athletes for their specific team. A fantasy team’s success is dependent on the success of individual players in actual competitions.

Throughout the season, participants can drop low-performing individuals and recruit new ones.

“Fantasy is like simulating an actual game. If you can’t play the actual game or if you don’t have the time, fantasy is a great way to get exposure to a sport,” said junior Saketh Ayala. “It’s a great way to know more about which players are dominating a sport or who to follow and catch up with, especially if your [local] team sucks.”

Junior Aastha Upadhyay, a member of the fantasy basketball community, claims she started playing because a friend of hers wanted to start a league and needed more members.

“It’s pretty fun. I’ll check in on it at least once a day. It’s something to look forward to,” Upadhyay said. “[Our league] placed bets and stuff. In the end, the person who ends up losing the most games is probably going to have water balloons or eggs thrown

at them.”

Although she thoroughly enjoys fantasy basketball, Upadhyay is occasionally frustrated with the rules. “My favorite player is Dwayne Wade, who’s in Cleveland right now. He’s old now, so he’s not super great statistically, but he was my favorite two or three years ago. I had him on

59.3 million Two-thirds of fantasy sports players are male

The number of fantasy sports players in 2017

66% 34%

my team, but he only got me eight points, so I had to drop him.”

A study conducted by the Fantasy Sports Trade Association found that roughly 12.6 million people in the United States and Canada played fantasy sports in 2005, which has grown to 59.3

million in 2017. There is no single apparent reason for the tremendous rise in fantasy sports participants, but for World Core teachers Kevin Morgan and Sean Coleman, the friendly competition of fantasy sports is what makes the activity so appealing.

Teachers Morgan and Coleman are arguably the most entertaining duo of fantasy sports players at Cupertino. Coleman, who has played fantasy football since third grade, has years of experience in this department. Similarly, Morgan has played fantasy football for several years with a group of friends. Coleman and Morgan are now onto their fourth year playing in the same fantasy league.

“There’s competition between us, or the occasional trash talk. Sometimes Mr. Coleman might walk into his classroom, and there will be a note on his whiteboard about a win from me or a loss for him,” Morgan said. “I left Mr. Coleman a note in his mailbox in the office one time after he suffered a pretty hard loss.

I put it in a folder so he would open it and think it’s something important. When he opened it it was just a meme making fun of how he lost.”

Said Coleman, “And I, in response to that, created a full-on calendar for Mr. Morgan where each month had a picture and a caption of different ways in which his team let him down.”

When asked about his favorite aspect of fantasy football, said Morgan, “It’s not often that you [and your friends] can get together and play a game of basketball or a round of golf or something along those lines. When you get to compete against your friends every week in fantasy football even when you are in different states or different areas, I think that camaraderie amongst a league and friends is pretty cool.”

Learning how to play and coach NEERALI SHAH sports editor

Athletes often work hard for years to transform themselves into the strong sports players.

After all this hard work, some give back to their community and help the next generation fulfill their passions for athletics. Regardless of their incentive to teach sports, this cycle of learning, mastering and teaching is the best way for an individual to truly appreciate their game.

Junior and varsity girls soccer player Anjali Sankar, dedicates countless hours to practicing her game as well as coaching youth soccer. Sankar volunteers for a recreational youth girls team in the AYSO soccer league. This developmental youth soccer program gives young children the opportunity to build a strong foundation in soccer by teaching them the fundamentals of teamwork, dribbling and shooting. Sankar holds practice twice a week and coaches over the weekends; she began coaching in eighth grade on another recreational soccer team.

Sankar describes coaching as a gradual

learning experience, which she hopes will help her later on life. Said Sankar, “I learned how to communicate with younger kids, and it’s similar to what I want to do in the future, which is to become a teacher.”

Even though she plays and coaches soccer, Sankar does not compare the experiences with each other because the levels of athleticism and skill are different for the youth level.

However, she has learned a lot about herself through coaching.

Said Sankar, “I learned to be more patient, and dealing with little kids is a completely new experience for me. Usually, I am working with girls that are my age or older, but now I have to reconstruct the game to a much simpler level for my little girls.”

Similarly, junior and varsity girls volleyball player Kaitlin Linne coached the JV boys volleyball team last season, and she will be soon preparing for the upcoming volleyball season this January. Linne has been playing volleyball for the past five years and started coaching her first season of volleyball

COURTESY OF KIMBERELY WILLIAMS

ANJALI SANKAR | Sankar’s team poses for a team photo after the end of the fall season

COURTESY OF LESLEY WILLIAMS

GIRLS VOLLEYBALL | Junior Kaitlin Linne swings for an attack against Everett Alvarez High School

last spring. Coaching another team was a game changer for her, and she is grateful for the opportunity to analyze and learn more about her sport. Some of the most important aspects of volleyball Linne was exposed to were positional training and team dynamics.

As a junior varsity assistant coach, Linne watched and lead the players through their journey as high school players.

Said Linne, “At a JV level, it’s more about getting the boys accustomed to the fundamentals of the sport and solidifying a strong foundation for them to play off of on the varsity level, so it was really rewarding for me to be able to get see them develop as players.”

Linne has seen herself transform into a different player and has learned why and how her past and current make the decisions they make to increase team dynamics during games.

During the season she tried to implement techniques that would help her a player because she understands how and when the team is most

receptive to changing advice. Linne, overall, has gained patience, understanding, and a more accepting view of volleyball from her first season of coaching.

Linne’s experience has been rewarding in every aspects and anticipates yet another productive season with her boys, “I was able spread the love of the sport I enjoy to play to people that are just beginning to play or are simply starting to play. I was able to do something I love and help other people. In the coming season I hope to see my old boys grow, and hope to see them use their skills and their heart and desire to get them into CCS.” Both Sankar and Linne have developed their passions for their respective sports more by coaching and giving back to society with their in depth knowledge of their sports. Sankar and Linne continue to work hard as athletes and as coaches, and hope to see their game as well as their players’ game improve in the coming years.

The Prospector

December 5, 2017

Sports

15

MARCHING BAND RECOVERS FROM TOB CANCELLATION SAAGAR SANGHAVI copy editor

As a result of the poor air quality, Cupertino’s annual Tournament of Bands, or TOB, was cancelled this year in order to protect the health and safety of the community.

“Tournament of Bands was a running tradition for over 40 years; unfortunately, this year was the first time ever that it was cancelled,” senior and drum major Rohan Mohta said. “TOB is a great time for our audience to see what we have accomplished and enjoy the performances of other bands, and generally, it is a great way for the band to profit.”

As the band’s largest fundraiser, the financial repercussions of the cancellation were minimized thanks to the support of the district.

“Tournament of Bands is a fundraiser for the [band program]. We usually make between $12,000 and $15,000, and that usually goes towards paying for staff and marching instruments,” Band Booster president Ed Siarot said.

“The superintendent made the decision that we had to cancel Tournament of Bands. Thankfully, we didn’t lose anything because the superintendent promised to reimburse us for any losses.

The district has funds for situations like this, and [the band boosters] have savings, too.”

“Band is primarily funded through parents,” Siarot said. “TOB just helps for purchasing some equipment and paying staff. We didn’t take a loss, really.”

The cancellation was heartbreaking for the band members and planning committee who look forward to this event every year.

Said Mohta, “The band was disappointed because we could not showcase our hard work and commitment that we’ve possessed since day

MARCHING BAND | The Cupertino marching band performs at the Vintage Reserve Band Review in Napa, Calif. on Nov. 11.

Feature: Aditya Kankariya ARIANA FAHRI flip side assistant

COURTESY OF SQUASH ON FIRE

SQUASH | Senior Aditya Kankariya competes against Aman Sanger in the final round of a tournament in Washington, D.C.

Senior Aditya Kankariya spends most of his time practicing an uncommon sport called squash. It can be played as a singles or doubles game and players alternate hits on either of the court’s four walls.

Players earn points when their opponent does not return a hit or is unable to stop the ball from bouncing twice. Many liken it to “tennis against a wall.” Despite squash being a individual sport, points are collectively added from every person’s match to form the team’s overall score.

Many of Kankariya’s favorite memories revolve around playing squash. Said Kankariya, “I picked it up from my dad.

One day when I was seven, I picked up his racket and went on court. From then on, he sent me to lessons.”

Kankariya goes to practice six days a week for two hours. When he is not playing solo, he is working on specific skills and improving his technique with his coach. It comes as no surprise that ath-

letes are forced to manage their time more efficiently because their schedule has to fit in practices and competitions.

Kankariya is no different in this aspect.

However, unlike other school sports, his games involve long-distance commutes. He travels to the East Coast five to six times to participate in national tournaments.

“Sometimes, I have to miss school because I will fly out to games on the East Coast over the weekend. That means missing Friday and sometimes Thursday too,” Kankariya said.

Despite, the difficulties that lie in missing school and having to make up assignments, Said Kankariya, “my experiences in working hard in squash has taught me to stick with it and keep going.” He believes playing squash has taught him to be more resilient to challenges in his everyday life and comes in handy in tough classes.

Kankariya said, “a lot of people say you have to compromise between playing sports and school, but it hasn’t been that way for me with good time management.”

Playing squash has taken him around the world to compete against others at the same level.

“I got to go to the Netherlands, to play in the Dutch Junior Open, and got exposed to a lot of different playing styles,” Kankariya said about his latest competition abroad this past summer. During this trip, he ranked eleventh out of sixty-four players in the boys under 19 category, which he participated in for the first time.

Kankariya plans to continue playing in college and is focusing on East Coast schools. While more West Coast colleges have started offering it as a school sport, it is not as established as the teams on the East Coast.

Said Kankariya, “One thing I am looking forward to in college is the team aspect, where I will be playing matches not only for myself, but also the teams and the university.”

one of band camp. It was especially heartbreaking for the seniors, as that would have been our last TOB. I was sad that TOB got cancelled because it’s one of the only times our home crowd can see our show, and I felt bad that they had to miss out.”

“It takes a year of planning to do Tournament of Bands,” Siarot said. “It was sad for all of us, but the plan is still on for next year.”

Despite the challenges and disappointment, the band finished the rest of the season strong.

“Every week, we learned something new or got better at something, ultimately leading up to our best performance in Stockton, at our final competition,” Mohta said. “We don’t allow any obstacles to stop us, whether it’s rain, heat, fatigue, lack of practice or electronic malfunction. Oftentimes, when we see an obstacle, we want to prove that we are bigger than it. What differentiates ourselves from other bands is our ability to be resilient.”

“Our schedule was interesting this year, with practices being rained out, a football game being added, and the Veterans’ Day Parade and the Napa Review being on the same day. But regardless of circumstance, we would always go out there and do our best,” Mohta said.

MARTIAL ARTS PROGRAM SANTOSH MURALIDARAN news editor

Curry; the school places everyone in the same class. Though this may seem to be ineffective given some students will be at higher belts than others, Roberts has noticed a different dynamic in her classroom.

Said Roberts, “It is better [having one cohesive class for all belts]; you have to be patient if you are a higher belt, but what I find is that upper belts provide leadership for the lower belts. The lower belts benefit from having the extra instruction and leadership, and the upper belts benefit from being able to give that extra leadership and instruction.”

Roberts additionally has broad goals for the class’s future.

Said Roberts, “I am hoping PE Martial Arts expands [to all of FUHSD], I do not want to be the only one because it is a wonderful program, and I think the more [students], the better.”

Despite the class’s popularity, like any class, there are some students who do not have any passion for the subject.

Said Curry, recalling moments when she was enrolled in the class, “There were some students who were just doing it for the PE credits and were not motivated.”

Roberts notices this as well. However, she remains optimistic. “If students can get to a point in their personal lives where they can come around and start to buy into this idea of being engaged and learning, it can be life-changing. I hold onto hope that that will happen, and sometimes it does.”

After a tasty lunch and one period of learning, you are in your 7th period class, but instead of taking out a sheet of paper and pencil and jotting down notes, you practice a sidekick and right punch after briefly watching your teacher demonstrate each move to you and the rest of the class; because, in this class, your instructor says: “I have a really personal relationship with my students — I am punching or choking them, and they do the same to me, they will punch me or choke me to practice. I do not stand there and talk to them; I am doing the activities with them.” A couple years ago, CHS teacher Julia Roberts started a year-long PE Martial Arts class where students learn and do basic forms in Taekwondo; basic Judo positions, defenses, attacks, and self-defense techniques; and regular conditioning and fitness activities, all while earning 10 PE credits. The class is not offered in any other schools in the Bay Area.

The class features a belt program that does not affect the letter grades offered at the end of each semester. “[In my class] we use an adultranking belt system. Typically students can get their green belt during their first year,” Roberts said. However, many students may advance to higher belts if they continue to stay in the class for an additional year. Students are then often given the opportunity to advance to a red belt, and in their third year, the option to test for their black belts.

Last year, senior Claire Curry became the first student to earn a black belt in the CHS Martial Arts program.

Said Curry, “[in the class] I gained a lot of confidence. I was able to defend myself and it gave me something to participate in that I really appreciated.”

However, JENN ZARATAN there are no separate classes for MARTIAL ARTS | Martial arts instructor Julia Roberts hands Margaret Chin her higher belts like next belt after Chin successfully passes her test

Flip Side

December 5, 2017

16

NOVEMBER IN PHOTOS JENN ZARATAN

MICHELLE MA

THANKSGIVING LUNCH | The English Learning Department collaborates with International Club to host the event

YOGA DAY | Future Business Leaders of America organizes a free yoga session to help students destress

JENN ZARATAN

LITTLE SHOP OF HORRORS | Senior Kayshav Prakash plays Mr. Mushnik for the Cupertino Actors Theatre

JENN ZARATAN

FALL SPORTS AWARDS NIGHT | Nancy Boyle distributes varsity letters and stars to recognized athletes

JENN ZARATAN

THANK YOU CARDS | Senior Sam Berdichevskiy receives a blank card from Tino’s Associated Student Body

quote MY TEACHER Draw lines to match the quote with the correct teacher.

Visit www.chsprospector.com for the answers!

“Lemme go ask Mr. Cheng.”

“Do something fun and nonacademic this weekend!”

“We are a team!”

“tráfico perfecto”

Kris Risic

“We’re not good enough to be communists.”

Allannah Ujifusa Kelly Roush

“Make good choices.”

Daniel Bacher Sean Bui

“This isn’t too hard if you visualize it.”

Kimberlee Morgan Jenny Padgett

“Finger push-ups!”

Larry Demuth

December and January Choir Holiday Concert

Start of 2nd Semester

Winter Formal

Powderpuff Final

Thursday, Dec. 14

separation anxiety ETHAN QI editor-in-chief

COMPILED BY AASHNA SHAH

Thursday, Dec. 7 - Friday, Dec. 8

JENN ZARATAN

Tuesday, Jan. 2

Wednesday, Jan. 31

COURTESY OF @AMBROSHASHVILI OF WEHEARTIT.COM

I guess I’ve always been a “good” child. Growing up, my parents had certain expectations for me—straight A’s, certain achievements, and eventual admissions to several schools. While I always had my qualms with these standards, for the most part, I aimed to meet them.

A decade later and looking back, I’ve found that much of my motivation to achieve was grounded in factors outside of myself. Sure, I worked for myself so that I would have a better future and whatnot.

But at the same time, I worked for my parents. In many ways, academic achievement was my way of “paying my dues” to them, my way of validating myself in their eyes. Additionally, I was driven by the fear of disappointment, both in myself and from others.

And as we all approach the early application deadline, I find myself growing increasingly anxious toward the decision that I’ve worked so hard to recieve. Thinking about December 15 has almost become a surreal experience; it would be the judgment day—the ultimate validation or greatest failure of my life.

In lieu of this, many of my close friends and peers have rallied in my support. I’m grateful for their encouragement over the years; that someone cares for me enough to have a stake, or can take time out of their days to listen to me, is humbling and uplifting.

In elementary and middle school, it was, “oh, of course you’ll get in; you’re a legacy!”While it’s somewhat changed now, the premise has largely remained the same. Though well-intentioned, I can’t help but feel the sort of indirect pressure that it places on my application decision. If rejected *knock on wood,* it’s almost as if I failed everyone that has spurred me on, not to mention myself as well. And it might be presumptuous for me to think that I mean so much to others, but in my mind, their words of encouragement are affirmations of the pressures that are already there. In fact, in just one day while writing this, I was told by four different people that I wouldn’t need to worry about other colleges because I was getting into my early regardless.

It’s more or less the same case in my family as well. When I visited China last year, I heard relatives and grandparents tell me how excited they were for me to finally attend college, and how I was going to follow my parents’ successes and make them proud. Once again, the good-natured intentions served to compound the stress that already played such a big part in my life.

Yet I can’t condemn this pressure. The successes that I have had, and a large part of who I’m proud to be, have been products of these very expectations. But as I approach the upcoming deadline, I have learned to be more mindful of separating myself from the expectations of others. This means holding those standards at arms-length and applying them in a healthy way toward my endeavors. Even if I don’t get in, it’s the college’s loss, not mine. Because ultimately, it’s my happiness, not theirs.