Issue 4 - February 2024

BOYS BASKETBALL BOUNCES

BACK Cupertino High School’s Varsity Basketball Team snatches first place in the Santa Clara Valley El Camino league during the 20232024 season

THE PROSPECTOR STAFF

2023-2024

editors-in-chief

Jolie Han

Lisa Zivanic

Sania Mehta

news editors

Andrew Qin

A LETTER FROM THE EDITORS-IN-CHIEF

Evan Lu

Rishita Shah

Alexander Liu

Andrew Qin

Benjamin Liu photo editors

opinions editor

Shaona Das

features editor

Angie Li

investigations editor

Benjamin Liu online editors business manager

sports editors

Alexander Liu

copy editors

Anoushka Gokhale

Joyce Lee

Riya Malik

Shaona Das

Hailey Ryu adviser

Hailey Ryu

Joyce Lee

Katie Kim

Rishita Shah

Anika Rao writers

Amrita Brar, Brian Kuo, Ira Lele, Jeongwoo Choe, Katie Mak, Miya Widman, Nikhil Krishnaswamy, Nitya Dhulipala, Noah Kang, Scarlett Guy, Victoria Hunt, Yeechen Pang, Zain Haseeb

Ann Shriver-Peck

Dear Reader,

Our latest issue celebrates a season of love, as Valentine’s Day sweeps over our communities.

In Celebrating Love Worldwide, we explore the diverse ways romantic love is celebrated globally, from Brazilian Día dos Namorados to South Africa’s honoring of St. Valentine. Katie Kim leads us on this global celebration on page 25.

Our first news story highlights Principal Kami Tomberlain’s passion for spreading the love of literature as she wins the California School Library Association’s Administrative Leadership Award. Her inspirational efforts are detailed by Ira Lele on page 3.

For those seeking their soulmate, Wendy Amick lends wise guidance in matters of the heart as Cupertino High School’s caring college and career advisor. Angie Li provides a glimpse into her matchmaking magic on page 21.

And for pairs already aligned, young entrepreneurs Lyndon Khuc and Elias Bensaid share business secrets that keep their shoe resale venture going strong. Yeechen introduces the dynamic duo on page 23.

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 be come 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 ad vertising policy.

Contact Us: chsprospector@gmail.com

The Prospector 10100 Finch Avenue Cupertino, CA 95014

Love takes root in many forms. May this issue stir your spirit and connect you to what —- and who —- you hold dear.

Yours fondly,

Jolie Han, Sania Mehta and Lisa Zivanic

YEAR OF THE ADMIN

Principal Tomberlain on the impact literature has had on both her personal and professional life

IRA LELE writer

Cupertino High School Principal Kami Tomberlain was awarded the Administrative Leadership Award at the California School Library Association conference in late January. The award recognized Tomberlain for her support of library programs and literacy in schools.

Tomberlain was nominated for the award by CHS Library Media teacher Julia Hedstrom.

“Ms. Tomberlain reminds us that the benefits of reading are multifaceted and profound,” Hedstrom said. “[She] supports our library’s extended hours, allowing us to be open for students before and after school. In addition, she makes sure students have the resources they need, including scholarly databases to help them with their research needs and help prepare them for college and life after high school.”

Tomberlain’s dedication to literature began at a young age.

“If there’s any area of life that has been [present from] the time I

was a little, little girl to now-—the one thread that goes all the way through—-is my love of books and reading,” Tomberlain said.

While Tomberlain did not have the luxury of growing up in an area with a significant volume of books, she discovered alternate methods to access these resources.

Tomberlain’s hometown lacked a library, yet she would travel to the town next over just to find and get books for the week. This habit continued in the classroom. “As an elementary school student, I would walk out with these big stacks of books,” said Tomberlain.

pertino’s English Department, has spent the past decade teaching literature under Tomberlain’s guidance.

“Like many others in our English department, I have learned a tremendous amount from Kami’s experiences as a teacher of English and from the way she personally models a healthy and robust diet of daily reading and reflection,” Masuda said.

be interested in or creating areas where students can collaboratively learn about reading, her devotion to spreading the love of reading has never ceased.

Hedstrom and Tomberlain worked together for several years to create avenues for students to explore literature by implementing pre-made reading selections in the CHS library.

I believe in the power of literature to change lives. “ ”

Tomberlain’s sentiment for literature remained apparent through her life, influencing her work as an English teacher. As principal, she still believes that literacy and libraries are the heart of a school.

“We’re so busy trying to do the things of school, to take the tests and do the right activities that it’s really difficult to find time just to read. Mrs. Hedstrom and I, and libraries before us have always tried to encourage kids to pick something to read that they love and this [award] just confirms that these efforts are valuable,” Tomberlain said.

Strengthening library programs and encouraging students to appreciate novels is a challenging task for administrators. Despite this, Tomberlain’s strong aspirations and commitment to the cause allowed her to approach such roadblocks with resilience, making a lasting impact on CHS’s education curriculum.

Christina Masuda, head of Cu-

Additionally, as an administrator, Tomberlain acknowledges the conflicting opinions on accessibility to literary resources containing radical viewpoints.

“[Some] individuals are looking to control what others have to read. My feeling about books is read what you want. Read what appeals to you and what inspires you. If you don’t like something, put it down,” Tomberlain said.

Tomberlain encourages students from diverse fields of interest to explore the world through reading.

“It’s important to understand the power of literature, and the power of reading in the STEM focused world,” Tomberlain said. “Just because you’re an engineer doesn’t mean you also don’t want to understand what goes on in other parts of the country or other parts of the world or to want empathy. I think that books and literature build empathy.”

In an era where quick entertainment is easily accessible, Tomberlain hopes to reinstill the motivation to read into CHS students. Whether this means introducing students to books they’d

“I’m hoping that Mrs. Hedstrom and I can put together a shelf care recommendation for our spring break [this year]. So that we can say, ‘let’s see how many people we can get to all read this,’” Tomberlain said.

Continuous projects in CHS’s library and adjustments to reading lists within classrooms all come from Tomberlain’s goal of fostering the growth of the student body’s love for literature and reading.

“One of the key attributes of Ms. Tomberlain’s character is that she embraces and lives by the notion that we are forever learning. From one lifelong learner to another, I thank Ms. Tomberlain for supporting reading, always sharing the titles of texts she is currently reading, and believing in the visions of others who will continue this monumentally good work,” Masuda said.

Tomberlain’s devotion to spreading the love of reading reaches all parts of CHS’s community. Inside her weekly newsletters sent out to students, staff and parents, she writes her book recommendations and the novels she’s currently reading.

Said Tomberlain, “I believe in the power of literature to change lives”

ROBOTICS: DISTRICT FACILITY

A

ALEXANDER

LIU sports editor

The Fremont Union High School District recently approved a new state-of-theart robotics facility to be built on Cupertino’s campus by 2025.

A report presented to the FUHSD Board on Nov. 17, 2023, by a team of students and employees outlined plans to repurpose the grass lawn next to the baseball field and tennis courts into a new robotics center for all FUHSD students. Currently, the team is in the process of drafting schematic diagrams before they progress to a more detailed design.

Plans for the robotics center began three years ago. “[It was] brought up by our district robotics students. We had a presentation that was made to the board,” said Faith Carrillo, FUHSD Manager of Bond Operations. Most robotics buildings in FUHSD are multifunctional “Makers’ Labs” or portable rooms built for all-purpose student construction work. The students requested the de-

THE NEW FACILITY WILL FEATURE A 4900 SQ. FT. FIELD ARENA FOR TEAMS TO PREPARE FOR TOURNAMENTS, AS WELL AS A 1200 SQ. FT. MULTIUSE COLLABORATION SPACE.

brand new, state-of-the-art robotics facility is set to be built at CHS

velopment of a purpose-built facility solely for competitive robotics teams.

Said Carrillo, “I do know that we have some very high-caliber robotics teams. And I think they felt like our facilities, compared to other ones they had visited, weren’t meeting their needs.”

The report describes the building as one story with a mezzanine,

14 thousand square feet of workspace, and a complete grass lawn removal and replacement with concrete pavements and landscaping. Sections inside the building include a large field area for testing, a multipurpose, 1200-square-foot workroom and many other amenities. Notable additions include a roll-up door, allowing robots and large parts to be transported in and out of trucks.

In addition, the robotics center requires some changes to the nearby tennis courts to

Cupertino High School was selected over other sites in FUHSD due to its accessibility. Stated Carrillo, “Since Cupertino was more centrally located for all the schools, the location of that grassy area has better access to the parking lot in the street.” A site at Lynbrook was also considered, but because it was at the back of the campus, it was difficult for cars or trucks to reach it.

The robotics facility will be designed by Quattrocchi Kwok Architects, a contractor working with FUHSD. The team plans to incorporate elements like color and architectural style from all FUHSD schools into the building’s design.

make space. One tennis court will be

Any increases in the traffic of students to this area of campus may also require additional planning. However, more precise planning has yet to be established. “On April 23rd, we’ll be presenting the schematic design to the board. Then we begin design development […] all the construction documents, which are hundreds and hundreds of pages.” Even now, details of the building may change and are not set in stone.

moved from row five to a new third row. The parking lot has yet to receive any modifications.

Building construction is expected to begin in March 2025 and end in April 2026. Although it may seem distant, the new robotics center will substantially benefit robotics programs throughout FUHSD

The new robotics facility is expected to be built on the natural grass lawn located between the baseball field and tennis courts.

DESIGN OF BUILDING PROPOSED BY QUATTROCHI KWOK ARCHITECTS

ONE DONE AND

FUHSD in the spotlight as California’s new COVID policy raises a contagious debate

SANIA MEHTA editor-in-chief

The California Department of Public Health stated on Jan. 9, 2024, that students and workers who test positive for COVID-19 can return to school or work after just one day of isolation instead of the former five days, as long as their symptoms improve and they wear a mask.

This new guidance goes directly against the Centers for Disease Control and Prevention’s recommendations of a five-day isolation period for those infected with COVID-19. Many are concerned about how this could affect vulnerable and immunocompromised groups.

Reducing the isolation to just one day means people will likely return to school and work while still contagious. Those with mild or improving symptoms may feel ready to end isolation but could still easily transmit the virus, posing risks especially for vulnerable groups. One study from the University of California, Davis, found that the majority of infected individuals were still contagious after five days. There are also concerns about relying on antigen tests to shorten isolation periods. According to the U.S. Food and Drug Administration, early data from the

NIH RADx program’s preliminary studies of antigen test performance suggests that while these rapid tests can detect Omicron, they may have reduced sensitivity compared to previous variants. This indicates antigen tests are less reliable at identifying Omicron infection compared to earlier versions of the virus. Basing isolation decisions on these tests risks people ending quarantine prematurely while still infectious. More research is needed to fully understand the implications of reduced antigen test sensitivity for Omicron detection. In the meantime, experts caution against over-reliance on rapid tests to shorten isolation periods, given the risks to public health.

amidst the second-biggest COVID-19 surge California has experienced since the Omicron variant emerged. This new wave driven by Omicron subvariants is once again pushing hospitalizations upward. According to state officials, the updated guidance aligns with the latest science on when people with COVID-19 are most infectious. It aims to balance societal risks and benefits, given the need to maintain a functioning society. Reducing isolation guidelines as infections are rising again is particularly concerning to many public health experts who worry it could increase transmission, especially among vulnerable groups. While some argue this supports the economy, many workplaces now offer remote and hybrid options, allowing safer continued isolation for those infected.

GOT COVID?

Isolate: Stay at home. The CDC still recommends 5 days.

Monitor: Keep track of symptoms and seek medical help if they worsen.

Notify: Inform close contacts and follow local health guidelines.

The Fremont Union High School District has yet to discuss whether they will adhere to the state’s new oneday isolation period or keep the current five-day policy. With COVID-19 still widespread, many question if shortening isolation periods sufficiently balances public health interests and productivity. Therefore, the FUHSD district must thoughtfully weigh these factors and listen to the concerns of disabled and immunocompromised students, staff and family members to determine the best path forward

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PREMATURE INTERNET ACCESS IS HARMING KIDS

Examining the negative effects of children accessing the internet at a young age

Iwhere the internet is indispensable in our daily lives, children are the primary demographic for social media platforms and online marketing. As today’s kids are thrust into the world created by technology increasingly earlier than before, their development and upbringings stray considerably far from those of past generations.

In recent months, debate online has sparked discussion on whether the newest generation — children born between 2010 and 2024 — is negatively affected by accessing social media at a young age, and how this is reflected in their behavior and social skills. According to research by Pew Research Center in 2022, 40% of children aged eight to 12 use social media despite most social media platforms having a minimum user age of 13. The majority of Generation Alpha’s internet usage during and after the pandemic increased notably as a result of limited in person socialization.

In recent months, many internet users have expressed their thoughts on how social media trends influence children. One discussion has been widely coined the “ten-year-old Sephora epidemic.” Shoppers and Sephora employees have expressed their concerns regarding children purchasing strong skincare products promoted by older beauty influencers, in addition to their rude interactions with staff and other customers. These products, intended for adult customers, can permanently damage the skin barriers of young children and manifest unhealthy beauty ideals extremely early on.

However, this behavior is not only witnessed in Sephora stores. Teachers have also shared their

experiences with Gen Alpha students.

Said one middle school teacher on TikTok, “Gen Alpha is defiant, aggressive, disrespectful and rude. I teach seventh grade, and they’re still performing at a fourth grade level.”

Said another educator, “I’ve been trying to sound the alarm about Gen Alpha students and their poor behavior in the classrooms, as well as their literacy problems, since May of 2022.”

Although neglectful parenting and increased internet consumption during the pandemic may also be placed at blame for children’s disrespectful behavior, the types of media that children watch and consume are a more important factor. The behavior of the influencers and creators that children follow online imprints into their subconscious, profoundly impacting the way they view the world and the consequences of their actions.

Social media can have some benefits.

Said the US Surgeon General’s Advisory, “Social media can provide benefits for some children, including by serving as a source of connection for youth who are often marginalized, such as the LGBTQ+ community and people with disabilities, providing positive or identity-affirming content, creating a space for self-expression and helping youth feel accepted.”

However, this only holds true when media is consumed by children appropriately and in moderation. In a study conducted by Boston Children’s Digital Wellness Lab in 2022, 46% of adolescents aged 13–17 said social media makes them feel worse about body image, 40% said it makes them feel neither better nor worse, and only 14% said it makes them feel better. From purchasing harmful prod-

ucts intended for adult audiences to consuming content that explores darker themes unsuitable for children, Generation Alpha’s attempts to mature sooner may have had the opposite effect, and may have resulted in stunted growth overall.

Although internet usage is nearly impossible to restrict entirely, parents play an integral role in limiting their children’s time on prevalent and addictive social media platforms like TikTok and Instagram. According to a 2023 study by Common Sense, one-third or more of girls aged 11–15 say they feel “addicted” to certain social media platforms and over half of teenagers report that it would be hard to give up social media. Limiting time on social media while also keeping your child involved and aware will benefit their development in the long-term and help normalize less exposure. An investigation from 2019 by JAMA Psychiatry showed that children who spend more than three hours a day on social media “face double the risk of poor mental health, including experiencing symptoms of depression and anxiety” — yet studies conducted by researchers at the University of Michigan show teenagers spend an average 3.5 hours a day on social media. Although some platforms have implemented features to restrict inappropriate content for younger audiences, many children find loopholes.

Gen Alpha’s behavior stemming from premature exposure to the internet is a prime example of social media’s addictive and toxic effects. It is important that younger generations are not exposed to inappropriate content to ensure that they do not end up developing unhealthy habits learned from social media, behaving inappropriately and using products that are not age appropriate

BY SHAONA DAS

THE FLAWS OF RACE-CONSC

Discussing affirmative action and proposing alternate

JOYCE

LEE | BENJAMIN CHEN copy editor | news + investigations

editor

The Republican Party stands for] ideals like freedom and merit and the pursuit of excellence that you get ahead in this country — not based on the color of your skin, but on the content of your character and your contribution,” Vivek Ramaswamy said at the Trump Campaign Rally in New Hampshire on Jan. 16, describing his perception of Republican values.

The majority of Americans, even the many who are not far-right conservative politicians, would agree with this statement fundamentally. The United States was built on the basis of freedom and equality for all of its people, although it has fallen short numerous times since its founding. The centuries-long discrimination committed against Black Americans, Indigenous Americans, immigrants and many others still affects their descendants to this day. Ignoring the social, economic and political damages embedded in our modern society caused by America’s history of racism would not heal them.

This is the idea behind race-conscious admissions in the college application process, which is part of affirmative action. The President’s Committee on Government Contracts, created by Dwight D. Eisenhower, established in its final 1953 report that affirmative action works to combat indif-

ference towards positive policies of nondiscrimination, which is actually a greater hindrance to equal employment opportunity than overt discrimination. The first official policy of affirmative action dates back to John F. Kennedy’s 1961 Executive Order 10925.

Lyndon B. Johnson’s Executive Order 11246 in 1965 became a key landmark in future federal policies, as it furthered policies for affirmative action in hiring processes in the public sector. Said Johnson in his 1965 commencement address at Howard University, “You do not take a person who, for years, has been hobbled by chains and liberate him, bring him up to the starting line of a race and then say, ‘you are free to compete with all the others,’ and still justly believe that you have been completely fair.” Affirmative action was allowed

in college admissions from 1978 until the Supreme Court’s recent 2023 decisions, which found considering race in university admissions unconstitutional.

Affirmative action in the admissions process has largely impacted diversity in universities. Currently, certain ethnicities are statistically over or underrepresented in college demographics, and race-conscious admissions helped even out these numbers. This was displayed when enrollment rates declined across California after Proposition 209, which prevented racial preferences in admissions, with an especially noticeable decline in Black student enrollment at the University of California, Los Angeles, for the incoming freshman class in 2006. Only 96 students of a freshman class of 4,852, or about

IOUS COLLEGE ADMISSIONS

methods of incorporating diversity on college campuses

2%. Only 96 students of a freshman class of 4,852, or about 2%, were African American — the lowest the school had seen since 1973.

Although affirmative action helped increase the enrollment for minority races, one negative consequence of race-conscious admissions is the overgeneralization of students belonging to a specific race. Giving a person an advantage just because of their race overlooks other important inequities such as family, financial and social struggles that could be defining in the upbringing of an applicant. Some argue that not every individual should be judged by their race, but should instead be evaluated by their skill and background. Just because a certain race is historically marginalized does not mean everyone in that

category has been disadvantaged, or that someone from another historically advantaged group cannot be as disadvantaged.

In addition to overgeneralization, race-conscious admissions should not be the focus of the solution to achieve education equality in college admissions. Instead of giving a group of people who have been systematically excluded or disadvantaged an inclusive advantage at the final stage of education, during college admissions, the focus should be shifted to improvements and support systems in the earlier stages of education.

One major problem that should be addressed is allocating school funds between communities of different socioeconomic classes. School funding is heavily based on local property taxes — the higher

the cost of living in a certain community, the more property tax the local government collects, and the more funding the school gets. This leads to affluent areas having more education resources than poor areas, despite poorer communities needing those resources more. Marginalized and lower-income communities often get fewer resources because their school cannot raise as much funds from property taxes. Additionally, wealthier communities are oftentimes discouraged from funding schools in other lower-income communities as they prefer their tax money to be directed to their children’s education. This forms a detrimental downward spiral for marginalized communities, as they could find trouble improving their financial status due to the fewer educational resources they receive, leading to even less school funding for their local education.

This disparity in the education resources between affluent and marginalized communities should be the main problem for the federal, state and local governments to address. By providing more funds for kindergarten to 12th-grade education in disadvantaged communities, the government can help relieve some structural racial inequity by promoting higher social mobility and improving the fundamentals of their education which encourages more opportunities for higher education.

BOYS BASKETBALL BOUNCES BACK

The Cupertino High School Varsity Basketball Team snatches league champions in the 20232024 season

BRIAN

KUO | NIKHIL KRISHNASWAMY

In the 2022–2023 season, the Cupertino High School varsity boys basketball team struggled to get one more win. This season, the team experienced a drastic record change, winning 19 games out of 20. They also finished off the season by winning league championships with a record of 10 wins and no losses.

This drastic change is due to their senior-heavy team, relentless commitment and continuous practices during the summer and school year.

Flaws in the team’s dynamic contributed to the team’s lack of success last year.

“Last year, we were kind of fighting just to get one win.

“ WE SUPPORT EACH OTHER[...]WE HOLD EACH OTHER ACCOUNTABLE. WE WANT TO WIN FOR EACH OTHER.

There was a separation in the team. We weren’t all connected,” senior and captain Soham Nighojkar said.

Last year the team faced loss after loss, a final season score of three wins and 23 losses.

The team was unhappy with

their performance and were determined to achieve more success in the following season. To accomplish this, the coach and players increased the intensity of their training.

“In the summer and in the spring, right after last year’s season ended, we had to commit a lot of time to practice and fine tuning our offensive and defensive principles,” Nighojkar said.

The team’s post season and summer practices helped maintain the team’s skill level going into the next season, with a stronger, more experienced upperclassman team supporting them. Having a senior heavy team has allowed them to start with and have reserve players that were more experienced and stronger, leading to a better team overall.

But despite their team of mostly experienced seniors, the team has slumps just like any other sports team; times where no one is engaged, motivated, or disciplined. These moments can make or break a team’s performance.

Said Nighojkar, “It’s kind of like [our team’s] ability to get through those kinds of low spots. [Our ability to recover is] way better than last year.”

Having experienced players to push the team through unmotivated slumps was a large reason for the basketball team’s

success, compared to last year.

Senior and captain Justin Yu attributes the team’s success this year to their newfound sense of team unity. After last season the team has bonded over losses and hard work.

“This year, we definitely play well as a team where we support each other,” Yu said. “I think that’s something that we have that other schools don’t have. And that’s what is able to carry us through our games, even during tough games.”

Said Yu, “We hold each other accountable. We want to win for each other.”

The team often had post-practice restaurant outings where they formed a close bond with each other.

After their recent successful season, Nighojkar shares his advice with juniors and sophomores, who are coming back with a legacy to live up to.

Said Nighojkar, “I hope definitely next year, they’ll take some of the things that we seniors kind of [show] this year, and hopefully they can carry it on and do well next year”

THE SEXUALIZATION OF FEMALE SPORTS UNIFORMS

CUPERTINO

Analyzing the gender-based discrepancies in sports uniforms

KATIE MAK | ZAIN HASEEB writers

Female athletes — in high school and beyond — contend with the influence of society’s sexist stereotypes on sports uniforms. Gender roles are a major contribution to the expectations of an athlete’s appearance, which may affect their confidence and performance.

The sexualization of women’s uniforms has been an issue since the 1980s, when women’s uniforms were first introduced to be appealing to men. Uniforms were tight and hugged curves, emphasizing aesthetics over comfort. Male athletic uniforms have been baggier and cover much more of the body. While some female athletes’ uniforms were similar versions of men style uniforms, others were designed to be distinctly “feminine,” as shown in tennis dresses and bras exposing skin, similar to bathing suits, for track and beach volleyball. In 2012, the Badminton World Federation required female elite championship athletes to play tennis in short skirts to look more “feminine and have a nice presentation.”

“ WHAT THEY DON’T UNDERSTAND IS THAT WE HAVE NO CONTROL OVER [OUR UNIFORMS] AT ALL ”

STUDENT ATHLETE

uously rebelling against uniform expectations. At the 2023 FIFA Women’s World Cup, many participants were seen without the traditional white shorts, while at Wimbledon, players wore black shorts under the traditional white dress. Evolution in uniforms has come a long way, considering that lace, ribbons and frilly clothing were required in the US Open in 1971. Three gymnasts in the European Artistic Gymnastics Championships wore full-body unitards rather than the required leotards exposing the leg. Male gymnasts generally wear full-length leg coverings or slightly loose-fitting shorts. These women were among the first to set an example of performing in comfortable sports clothing instead of clothing that appeals to an audience.

“Every gymnast should be able to decide in which type of suit she feels most comfortable — and then do gymnastics,” said gymnast Elisabeth Seitz in an interview with National Public Radio in 2021.

Said the athlete, “Women’s gymnasts wear leotards, which are similar to one-piece bathing suits. And I’ve seen [in Instagram comments] that people sometimes sexualize women for their clothes, and tell them not to wear leotards, but what they don’t understand is that we have no control over it at all.”

Coaches are rarely allowed to provide students with shorts or an alternative for the leotard, making it very difficult to comfortably participate in the sport.

Additionally, the standard uniform for men differs largely from the short leotard for women, with the option of wearing tops and pants available for them, further highlighting the lack of choice for women in this sport. The limiting factor of this uniform only makes it more difficult for people with religious restrictions to participate, as these sports restrict hijabs and non-exposing wear.

Students have often expressed discomfort with such uniforms, especially when some body images are not as widely accepted.

Prestigious sporting events, such as the Olympics, normalize such uniforms for women, who struggle to change these standards. The Norwegian women’s beach handball team protested by wearing shorts instead of bikini bottoms after their complaints were ignored, and they were fined 175 dollars per player in 2021.

Female athletes are contin-

Having to combat sexist standards, the struggles of women in professional athletics echo the struggle of female students at Tino. Sports that typically require short and tight clothes as a uniform leave students with little choice in what they are allowed to wear. A gymnast at Tino shared their struggles with leotards specifically, and how, more often than not, they felt too exposed with little power in deciding what they could wear.

“I feel like gymnasts are expected to be lean but muscular, and wearing a leo is revealing so if you’re not lean and muscular you feel like a failure. Or, if you’re too muscular — I think Simone Biles dealt with this — you’re seen as too masculine,” said the athlete

Photography by Benjamin Liu Edited by Nikhil Krishnaswamy

MIYA WIDMAN writer

Behind the steel doors of the school bathrooms, a sweet scent lingers in the air. The smell of candied fruit and bubblegums fills students’ nostrils with steam from sugary, addictive smoke puffing up the stalls; the presence of vapes consumes the room.

18.2% of high school students in California have used an e-cigarette product, according to Geographic Regions. Among this percent, 13.6% have reported current vape usage. Why has vape usage become so widespread among high school students, and how do underage teens get their hands on a vape in the first place? “Drug and Alcohol Dependence, Volume 229” reveals that vape shops have been the greatest source of vapes for underage teens, with 58.5% of underage vapers purchasing products from these shops. Nearly half of California vape shops do not scan for identification, increasing accessibility to teenagers.

Accessibility is not the only factor that contributes to the immense popularity of vaping among teens; the culture behind vaping also prompts many teens to partake in it. For instance, data from the Truth Initiative, an organization that exposes and amplifies the risks associated with smoking and vaping, has revealed that over eight million youths are exposed to vaping through television shows or movies. Oftentimes, these shows or films glamorize and glorify vaping. For example, the HBO series “Euphoria” has numerous harmful images

Expert Perspectives

of vaping, which have contributed to the unhealthy vaping culture among teens.

Michael Fang is a graduate from the Florida Institute of Technology with a master’s degree in applied behavior analysis and a behavior specialist at Cupertino High School. Said Fang in an interview, “Nicotine use through vaping may be seen as aesthetic or a status symbol, similar to cigarettes. People smoked because it looked cool without considering its side effects until they became addicted.”

Adolescents are also exposed to e-cigarette ads, with five million underage people exposed to them through the Internet and four million displayed in person throughout retail stores. Companies manufacture products that appeal to a younger audience through attractive flavors such as bubblegum or blue raspberry, with 89.4% of youths in 2023 using flavored e-cigarettes rather than plain ones, according to the Centers for Disease Control.

Said CHS school-based therapist Denise Salin, “Because middle school and high school students’ brains are not fully developed, taking in chemicals such as nicotine hinder growth and their ability to develop normally and healthily.”

Nicotine users inhale e-cigarette aerosol containing nicotine and other flavors into their lungs. Flavors consist of chemicals such as diacetyl, which has been linked to lung disease. Heavy metals and ultrafine particles are also found in e-cigarette aerosols. Users who smoke in public spaces put bystanders at risk of breathing in the air they exhale, containing harmful substances.

“A lot of students aren’t aware of the negative impacts until their addiction has developed to a point where it is physically difficult to quit due to the effects of withdrawal,” said Salin. “People who use nicotine aren’t just using it on occasion, but regularly because they have developed a reliance on it.”

18.5% of high school students in California have used an e-cigarette product.

Among them...

13.6% reported current vape usage

A LOT OF STUDENTS AREN’T AWARE OF THE NEGATIVE IMPACTS UNTIL THEIR ADDICITON HAS DEVELOPED TO A POINT WHERE IT IS PHYSICALLY DIFFICULT TO QUIT DUE TO THE EFFECTS OF WITHDRAWAL.

Particularly in young individuals, nicotine can compromise focus, mood regulation and impulse control, increasing the risk of future drug addictions. Once a person is dependent on nicotine, quitting becomes increasingly difficult due to the body’s adaptation to the drugs. In an effort to quit, withdrawal symptoms may include anxiety, trouble sleeping or focus-

ing, irritability and intense cravings for nicotine.

“Realistically, an addiction isn’t something you can just turn on and off; all we can do is build relationships with students struggling to help them seek out a way to overcome their reliance on nicotine,” Fang said.

The normalization of nicotine use and its addictive properties

Student Story

NOAH KANG writer

An anonymous student interview of a previous vape user adheres to Salin’s words.

“I could feel something in my throat and lungs [...] every time I ran, I would get tired and my stamina heavily decreased,” the student said. This is a common experience for numerous vape users, as reported by the Roy Castle Lung Cancer Foundation, which reported that e-cigarette users were 81% more likely to face breathlessness.

The interviewee added how vaping caused them numerous headaches and manifested mood swings throughout their daily routine. The interviewee then revealed the peer pressures behind vaping.

“One time one of my friends was vaping in his car and he guilttripped me and my friends in the car to hit his vape because he felt like he didn’t wanna be the only one hitting the vape,” said the interviewee. “I think I brought myself to quit vaping because me and my friend began noticing that our lungs kind of felt different and since we both did sports, we felt like it was better for us to just quit

together.”

Many nicotine users face similar predicaments to the anonymous interviewee. However, unlike the anonymous interviewee, who claimed to have a much smoother recovery process, many other users experience strenuous rehabilitation. According to Infinite Recovery, a drug rehabilitation center, severe withdrawal symptoms happen in vape users one to three days after “quitting.” Some of these symptoms were headaches, sweating, tremors, restlessness, insomnia, increased appetite, abdominal cramps, difficulty concentrating, digestive issues, strong cravings for nicotine, irritability, moodiness, anxiety and depression. Additionally, full recovery from nicotine addiction could take up to three months. Thus, this difficult recovery process often makes relapse more common among nicotine users. Relapse rates are 47% after a full year of recovery, 36% after two years and 25% after five years, according to The National Library of Medicine, which revealed that vape users could never be truly safe from addiction

contribute to its presence as a widely used stimulant for students. Said Salin, “It makes the body want more, and as the wants increase, nicotine use becomes more and more frequent, and the addiction has developed.” Users do not get the same high they used to but need to continue using it to feel normal

“

I COULD FEEL SOMETHING IN MY THROAT AND LUNGS[...] EVERYTIME I RAN, I WOULD GET TIRED AND MY STAMINA HEAVILY DECREASED ANONYMOUS STUDENT

”

ANIKA RAO business manager

Data from Fremont High School’s vapor sensors reveal that students vape up to 140 times each day in a singular school bathroom. These vapor sensors, installed in all of Fremont High

FUHSD in Action

School’s on-campus bathrooms, were piloted this year, making Fremont the first school in the Fremont Union High School District to have them.

While Cupertino bathrooms only have smoke sensors installed, the frequency of students using electronic cigarettes or vaporizers throughout the school day is projected to be equally as high as Fremont’s e-cigarette usage, putting

“ THE STIGMA AROUND ADDICTION IS DOING MORE HARM THAN GOOD ”

KRISTI KUEHN REALISTICALLY, AN ADDICTION ISNT SOMETING YOU CAN JUST TURN ON AND OFF; ALL WE CAN DO IS BUILD RELATIONSHIPS WITH STUDENTS STRUGGLING TO HELP THEM SEEK OUT A WAY TO OVERCOME THEIR RELIANCE ON NICOTINE

the issue of the teen vaping epidemic on the radars of some teachers at Tino.

Kristi Kuehn, Cupertino High School’s physiology teacher, incorporates addiction into her annual lesson plan while discussing the nervous system, intentionally highlighting the science behind how addictive substances such as nicotine work for her students. Kuehn takes a holistic approach to the topic of substance abuse and addiction. The aptly named ‘Pain and Pleasure’ unit focuses on why drug companies, particularly vape companies, target teenagers at a disproportionate rate and the chemical breakdown of what happens to nerves on nicotine.

She also shares how she lost her nephew at the hands of an addictive substance in order to shine a light on how common addiction is.

“I hope to hear a story of a successful, goal-oriented student who is similar to them, who had a bright future, will help my students to realize that addiction is something that not just certain sectors of our population struggle with, that it really can affect them as well,” Kuehn said on sharing her story with her students.

The district as a whole and individual teachers like Kuehn are working to solve the larger issue behind the district’s vape and drug usage by starting conversations around safe drug usage as well as the dangers of drugs like nicotine.

In the recently piloted Health class taught to 9th graders this school year, topics such as harm reduction and the prevalence of substance addiction are covered in detail. Narcan, an anti-overdose treatment of the chemical compound naloxone, is now readily available on CHS. Additionally, in spaces such as Kuehn’s classroom, students are encouraged to see addiction as a disease rather than a moral failure.

Said Kuehn, “That’s one of the main messages that I want to get out to students taking physiology. The stigma around addiction is doing more harm than good. It’s important to acknowledge that it is a disease that needs to be treated and takes really the effort of everybody who cares and loves about that person.”

Should more data be collected on vape usage in bathrooms across the district, FUHSD will be able to gauge whether or not these measures are effective in ending high rates of vape usage amongst students in the district

College and Career Advisor Mrs. Amick shares about her work and experiences at Cupertino High School

Attitude

editor

From Cupertino High School alum to CHS parent, Wendy Amick found her calling at CHS once again as the College and Career Advisor.

families have and helps teachers and administration with the letters of recommendation process.

A CHS graduate, Amick stud-

Aside from helping seniors with college applications in the fall, Amick also plans many events during the spring, such as the Gold Awards, senior awards and career fair.

“ HELPING [STUDENTS] THROUGH THE PROCESS AND ENSURING [THEM] THAT THERE’S A PATH FOR EVERYBODY [...] REALLY BRINGS SATISFACTION TO ME. ”

WENDY AMICK

students. In 2011, she came to CHS and took part in various positions over the years, before settling as the College and Career Advisor in 2016.

Said Amick, “[I] also start to do presentations for juniors and get them ready to be seniors and [...] mixed in there is helping seniors navigate their decisions, their paths and the [next] steps they need to [take].”

Having personally experienced the college application process as a CHS student, Amick notes the differences and how the process has evolved.

going on as a parent,” Amick said. “When I was here, you submitted [your application], mailed it and then you got mailed back notification of your admission decision. The electronics have changed completely, and even every year that I’ve been doing this there’s [more] changes, so [I] totally understand parents not understanding the process.”

Although Amick has many parts of her job that she enjoys, what she loves most is just being able to assist others.

“I know what [the process] is like as a parent, so when I can answer their questions, it takes away so much anxiety and stress [about] the whole process,” Amick said. “Helping [students] through the process and ensuring [them] that there’s a path for everybody [...] really brings satisfaction to me.”

Attitude Effort Integrity

As College and Career Advisor, Amick’s role involves taking charge of many different activities, most notably helping seniors with college applications, which is something she loves to do.

Although being the only College and Career Advisor for almost 2000 students may seem daunting, Amick does not find the role overwhelming, as she primarily assists seniors. However, with only one of her and nearly 500 seniors, Amick does not have the ability to counsel each student privately or read essays. Instead, she sends out numerous presentations, screencasts and emails with resources to educate students on the application process and what is required of them. Additionally, Amick answers the many questions students and

“When I was here, I applied to three colleges, and now we have students that applied to 15, over 20,” Amick said. “Not as many people were going to college back in my day, and now 70% of our students from Cupertino attend a four-year [university]. [There is] a lot more competition.”

“ I HAVE AN OPEN DOOR [...] ANY STUDENT [OR] STAFF COULD JUST WALK IN AND ASK ME QUESTIONS. IF I CAN HELP, THAT’S WHAT I WANT TO DO

Even though Amick does not have many opportunities to reach out to underclassmen, as most of that responsibility falls to CHS’ guidance counselors, she is willing to work with programs like AVID or student councils if they reach out with ideas.

WENDY AMICK

Additionally, Amick sympathizes with parents who may not have gone through the same process themselves, or are adjusting to the changes.

“I [went] through the process, and I still didn’t know what was

“I really love working with students and answering questions. I have an open door; any student [or] staff could just walk in and ask me questions,” Amick said. “If I can help, that’s what I want to do”

STUDENT EN

Alison Liu

NITYA DHULIPALA

writer

A@meeep_crochets

mid juggling academic responsibilities and extracurriculars, many students have established and managed their own businesses. Among these ambitious individuals is sophomore Alison Liu, the proud owner of a custom crocheting business.

commercializing her creations has been transformative.

“I might as well be able to give it to other people and make a profit,” said Liu. “Also, I can’t keep buying more yarn without making any money.”

customer demands and business obligations can be challenging, potentially tainting Liu’s original motivator — her love for the craft. Nevertheless, Liu’s fear of turning a passion into a monotonous task did not stop her from pursuing it.

Liu’s fascination with crocheting sparked in the spring of 2023. During this period, she showered her family members with plushies, featuring ducks, whales and other animals that she crafted. After realizing that her family had little use for this abundance of stuffed animals, she decided to sell and share her creations with friends and fellow students. Liu advertises her business on Instagram (@ meeep_crochets) and through word of mouth.

For Liu, the transition from crocheting for personal enjoyment to

Despite monetary rewards from months worth of projects, Liu discovered that the demands of running a business often tarnish the satisfaction of creating products to sell. The struggle she faces revolves around the balance of treating crochet as an enjoyable pastime and recognizing it as a serious business venture.

“I think the main challenge is separating business and crochet as my hobby because sometimes

I’ll crochet for fun,” said Liu. “The line between having fun and actually having a business is getting blurry.”

This internal conflict is not just unique to Liu but applies to many aspiring entrepreneurs. Meeting

Liu found her balance by knowing what she needed to prioritize, regardless of the joy the craft brings.

“[Running a business] can be kind of hard sometimes because crocheting is still not my priority like school and extracurriculars are.”

Liu’s journey encapsulates balancing academic responsibilities, extracurricular activities, and business management. As she navigates this terrain, Liu embodies the resilience needed to ensure the longevity of her business and that the pursuit of her craft remains a source of growth instead of compromise for her other responsibilities

PHOTOS | LISA ZIVANIC

TREPENEURS

share their experience starting and owning a business

Lyndon Khuc & Elias Bensaid •••

YEECHEN PANG writer

Scared money doesn’t make money” is the motto of ju- niors Lyndon Khuc and Elias Bensaid when managing their shoe resale business. As the co-founders of Le Sale, Khuc and Bensaid have significantly devel- oped as business owners since they started their company a few months ago.

Bensaid and Khuc’s motiva- tion to create a business stemmed from their desire for financial inde- pendence. The pair’s mutual love for fashion and shoes inspired them to delve into the sneaker re- sale field.

“I figured this would be the perfect opportunity where I could work on my own hours, whenever I want, any time in the day during the week,” Khuc said.

Khuc and Bensaid highlighted the importance of market knowl-

edge and strategic purchasing. Said Khuc, “There’s not one specific domain where you can get the shoes from; you can buy from friends, strangers on the in- ternet or even in stores.”

Khuc and Bensaid’s sourcing strategy involves scouring various platforms, including Facebook Marketplace, to identify potential deals. The pair utilizes the app “GO” to assess the market price of a particular shoe before making a purchase, ensuring that their in- vestments align with their profits.

Once the co-owners acquire a pair of sneakers, they clean and restore it.

“If the soles are turning very yellow, we have a special process for that under a UV light,” Bensaid said.

After the cleaning process, they post it on their Instagram, Le Sales, where customers message them if they are interested in the

shoe. The co-founders have met various kinds of people ranging from high schoolers at Cupertino High School to strangers on the internet.

“You have to learn how to talk to people, and you have to learn how to negotiate. I feel like that’s a very big skill that you have to learn, especially if you want to make something in business,” said Bensaid.

Both juniors place their school work as their top priority, and em- phasize the need to work hard. While they don’t aim for a mas- sive business expansion in high school, their vision extends to col- lege, where they hope to explore similar opportunities in different locations.

“I’d say when you’re running a business like this, be confident in your purchases, know what you’re doing and just be smart,” Khuc said

BY JOLIE HAN

Exploring unique celebrations of love across different cultures

KATIE KIM podcast + social media editor