Issue 7 - May 2019 by The Prospector

8 | FEATURES

14 | OPINIONS

24 | SPORTS

A Spotlight on Students who Play Nature-Related Sports

Schools Should be Evaluated on Campus Culture and Student Wellness

A Feature on Teen Coaches at Cupertino High School

16 | LIFESTYLES The Toxicity of “Anti-SelfCare” Culture

CONTENTS news Clean Water and Storm Protection Program...................................04 The Princess Project.................05 Jonathan Dinh’s Pad Initiative....06

features Students Who Engage in Nature-Related Sports..............08

opinions Pro/Con: Schools Increasingly Take on Parental Roles.............12 Schools Should be Evaluated on Campus Culture and Student Wellness..................................14

lifestyles Analysis of BTS’ Unexpected Rise to Fame..................................16

sports Feature on Teen Coaches at Cupertino High School..............24 Athlete of the Month: Tennis Player Ryan Hsieh.....................26

perspectives Cards Against Humanity: Tino Edition.....................................28

The Toxicity of Fair-Weather Friends....................................18

Staffer’s Short Story: Not a Couch Potato.....................................29

Normalization of Anti-Self-Care Habits.....................................19

postscript

investigations

Guide: Which Troubled Student Are You?.......................................30

What is the Purpose of School?..................................20

Column: Jeffrey Xiong’s Passion for Stargazing..........................31

COVER PAGES DESIGN BY ASHLEY KANG CONTENTS DESIGN BY KAVYA GUPTA

A LETTER FROM THE EDITORS-IN-CHIEF Dear reader, Although the magazine you’re reading right now may not look like The Prospector you’re familiar with, we can assure you it is — with a few exceptions. As first-time editors-in-chief, we wanted to reinvent the look of our magazine with a bold new font and a clean back-cover. But our aesthetic isn’t all that’s changed. This issue, we’ve mustered the courage to take a few daunting first steps, one of which has been a venture into broadcast journalism with our very first episode of The Prospector Podcast! Hosted by Tal Ashkenazi, Kenneth Jeon, Ariana Fahri and Sanat Singhal, the pilot has debuted on Soundcloud and The Prospector website for all CHS students, teachers, and administration to enjoy. We’ve also revitalized our instagram which you can follow at @chs.prospector for regular student news coverage and updated our website at chsprospector.com with online-exclusive content and a school-wide brainstorming form for anyone to submit their ideas. For print, our investigative team confronted the task of revisiting a question we’ve all either hastily overlooked or privately ruminated at some point in our academic careers: What is the purpose of school? Turn to page 20 to explore the responses of students and staff from interviews and surveys conducted by Aashna Shah, Ariana Fahri, Sanat Singhal and Santosh Muralidaran. As midterms, AP tests, finals and last-ditch SAT attempts inundate the final months of our 2018-2019 school year, we’ll inevitably fall victim to the rhythms of self-destructive behavior — choosing school over sleep, enduring arduous all-nighters, and guzzling cup after cup of coffee or tea. We can only hope that this issue may provide some form of relief to anyone who might need it. Warmly,

Ashley Kang, Kavya Gupta, and Yooni Park

The Prospector

STAFF

2018-2019 editors-in-chief ashley kang kavya gupta yooni park

business manager kenneth jeon

news editor sarah pollans

online editors anthony zhu ariana fahri jeffrey xiong

opinions editor lawrence fan

news assistant leo rassieur

features editor alexandria hunt

opinions assistant casper wu

lifestyles editor stella jia

features assistant christina shao

sports editor darshini vijayakumar

lifestyles assistant tal ashkenazi

investigations editor angela ma sanat singhal

sports assistant neerali shah

perspectives editor keerthi lakshmanan postscript editor aashna shah copy editors kenneth jeon suchetha kalluri photo editors brandon hong taha shafiei sydney liao

investigations assistant santosh muralidaran perspectives assistant esha radhakrishnan postscript assistant claire warner online assistant varun shenoy advisor 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

NEWS

Clean Water and Storm Protection Program

how cupertino plans to prevent storm drains from clogging CLAIRE WARNER postscript assistant

ESHA RADHAKRISHNAN perspectives assistant

The city of Cupertino expects to charge city residents a property-based fee to offset the expenses of the Clean Water and Storm Protection Program (CWSPP) not met by the current $12 per household payment. According to the city of Cupertino, the CWSPP maintains more than 4,300 manholes, catch basins and outflows, as well as 90 miles of piping. Catch basins, or storm drains, can be particularly problematic during and after heavy showers that carry debris from impervious surfaces. Debris can become trapped in catch basins, preventing the natural flow of rainwater through these entry points. This can result in flooding, making it difficult and unsafe for vehicles and pedestrians to pass. Additionally, the rain carries unwanted substances, called runoff, from residential areas, parking lots, and streets into these catch basins. Runoff contains pollutants such as particulate matter, chemical fertilizers, litter, and motor oil that travel through catch basins directly into local creeks leading to the bay. To limit flooding and contamination, the city of Cupertino maintains the storm drainage system by sweeping streets and installing trash-capture devices that prevent unwanted materials from

PHOTO BY BRANDON HONG

flowing into streams and rivers. Said Environmental Science Teacher Susan DesJardin, “If there are toxins like heavy metals [in runoff], those are persistent in the environment; they don’t break down, and they can cause problems for wildlife. Also, if people use too much fertilizer, often that gets washed [into storm drains] and that can cause eutrophication and algae blooms.” Eutrophication is the process by which excessive nutrients infiltrate bodies of water and cause oxygen depletion. Due to high maintenance costs, the city plans to charge Cupertino residents an additional fee. Each Cupertino household currently pays a $12 fee to support the CWSPP. According to Cupertino, this fee generates approximately $379,000 of revenue per year. However, the revenue generated by the current fee has not been sufficient in covering the costs of the program in recent years. This fiscal year, the CWSPP is estimated to cost $1.197 million, and as a result, the city plans to charge residents an additional fee. The new payment will vary by property size, with the fee increasing as lot size increases. According to the city, a single family living in an average-sized lot will pay $44.42 on top of the pre-existing $12 fee to support the program. “I think there will be some angst in [increasing the fee] that much that fast,” City Council Member Jon Robert Willey said at the City Council Meeting on March 5. “The all-at-one-time increase seems to me to not be what the residents would be going for.”

PHOTO BY TAHA SHAFIEI

ss e c n i r P e Th Project

ALEXANDRIA HUNT features editor

KENNETH JEON copy editor

With Senior Prom season just around the corner, many students have or are currently searching for their prom dresses. However, prom dress prices soar high and are not necessarily affordable. Recognizing this issue, The Princess Project, a non-profit organization, provides free prom dresses and accessories to high school teens. Founded in 2002, The Princess Project aims to provide free prom dresses and accessories to high school teens who otherwise would not be able to access these items. With the help of over 3500 volunteers, The Princess Project has given away over 35,000 dresses to high school students from its four locations situated in San Francisco, Silicon Valley, San Diego, and Sonoma County.. These dress giveaway events are typically held during the months of March and April, which is close to prom season for many schools. Cupertino students often found out about The Princess Project through friends, as well as an email from CHS staff alerting students who may be apprehensive about the high costs of dresses and want to consider alternative options. Said an anonymous junior, “I decided to go to prom [very] late so all the dresses left were too expensive [at $200+] and none were in my size.” Senior Megan Kam shared similar sentiments. Said Kam, “I don’t see the purpose in buying dresses for hun-

Non-Profit Organization Offers Free Prom Dresses to Teenagers

dreds of dollars, which is kind of a ridiculous price. It’s a free dress and a really great opportunity.” In order to get a dress from this non-profit organization, one first selects a “dress giveaway date” on The Princess Project website and signs a waiver. After arriving at the specific dress giveaway location, the attendee has approximately 30 minutes to select a dress and 15 minutes to choose accessories to go along with it. Said anonymous, “Finding a dress was fun but stressful, as we only had 30 minutes to pick our dress. Time went by quickly … I was frantic at the end.” Consistent with the positive experiences that the anonymous junior had receiving a dress, many other dress receivers have left positive testimonials on The Princess Project’s website as well. Said an anonymous user, “Wearing the dress made me feel like a princess, but more than anything, I think it was just so magical, that just with a mere 30 minutes and a dress, I changed. I felt like a princess because….of the kindness, I saw in people.” Similarly, the anonymous junior comments, “Emotionally, finding a dress was such a relief. I was so happy to actually find a dress that fit me the right way … when I found my dress I was ecstatic.” Happy with their selections, several participants would recommend other students to get a dress from The Princess Project, both because of its inventory and its service. Said Kam, “Even if somebody had to dress for some other dance or event, I recommend going because they have very nice dresses and it’s a cool experience.”

GO WITH THE FL W

how jonathan dinh started a school-wide menstural pad initiative

LEO RASSIEUR news assistant

In March, Sophomore Jonathan Dinh spearheaded an initiative to incorporate free menstrual pads in the girls’ restrooms on campus at Cupertino High School. Dinh will be next year’s ASB Secretary. “I was visiting

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brother at Cal Poly, and they had [pads] there in the bathrooms, and I was like, ‘That’s a really good idea, I’m surprised our school doesn’t do this.’ So I went back and I brought it up to ASB, and I was like, ‘We provide toilet paper that everyone uses. Why wouldn’t we provide things that half the school is going to use too?’” Dinh said. When Junior Jane Lee discovered the menstrual pads in a restroom, she was initially surprised, yet appreciative of the project. “I think it was really surprising to me that a sophomore guy would be putting that much effort into something like menstrual pads. But thinking back on it,

it’s such a thoughtful thing to have around campus, and knowing that one of our students has enough thoughtfulness and enough compassion to do this for other students is really encouraging,” Lee said. For Dinh, the motivation for the project was clear from the outset. “It’s something that a lot of people need, and it

~Jo

be provided to them. Literally half the school needs these, and it shouldn’t be something that’s viewed as weird or gross,” Dinh said. Math and PE Teacher Julia Roberts also had a positive reaction toward the pads being available in restrooms. “Women have periods. Everyone knows it’s a fact, so I’ve just been out about it. I think your generation is so much

healthier in its approach to it, and I think adults—my generation—we freak out about it,” Roberts said. With menstrual pads now freely accessible at CHS, Dinh believes that this sentiment ought to be taken further. “The next step is implementing it to other schools, maybe making it a district-wide thing. And right now, they’re coming out of the ASB budget and not the school budget, or a facilities budget,” Dinh said. Roberts identified another potential area of improvement for CHS. “I personally think that we should have all non-gendered restrooms. In the Victorian Era, it was considered that women were fragile and weak, and that we needed a place to escape from the horrors of the masculine world. So [bathrooms] had to be gendered, because that was the whole point—that women would have this oasis that happened to have a toilet in it. Now we sort of take it for granted,” Roberts said. Lee will serve with Dinh on the ASB Executive Team next school year. “I think we should use Jonathan as a role model to be more considerate of other people and think about issues that are under the surface. Right now, our vision [for next year] is crafted upon Tino as a loving family. ‘Love’ may be a strong word, but it’s something super moving and super strong that a lot of people are missing or don’t have enough of. I think what Jonathan has demonstrated has really come in parallel with our goals for next year,” Lee said. PHOTO BY TAHA SHAFIEI

FEATURES

Outdoor sports The Adventurous Lives of CHS Students 8

Srinidhi naidu surfer

SYDNEY LIAO photo editor

In 2018, California named surfing as its official state sport. For centuries, surfing has attracted numerous individuals across the world, eager to experience the exhilaration and thrill of riding waves. Sophomore Srinidhi Naidu is one of those people, who has maintained her passion for the sport despite her distance from the ocean. Naidu and her family used to live in Santa Cruz. Even after they moved away, they continued to vis- “Surfing teaches it the area throughout the year and you to be comevery summer. The proximity of pletely aware of the ocean and her early fascination with water influenced her decision your surroundto pursue surfing. ings and mindSaid Naidu, “Some family friends in Santa Cruz taught ful.” me. I learned during the summer between fourth and fifth grade. I didn’t really have any motivations to start, I just thought it would be fun.” Naidu eagerly awaits breaks and weekends, during which she can surf. Although she does not practice on a daily basis, she utilizes the times w h e n she finds herself up in Santa Cruz, or even Hawaii, to improve at the sport. “ We go to

Hawaii about every two years. It’s my favorite place and my dad’s too,” Naidu said. The sport has thrown obstacles at Naidu, primarily reflected in her struggle with paddling. It is difficult to brave the cold and paddle away from the shore, especially in places like Santa Cruz, whose waters are extremely cold year round. “Even with a wetsuit it gets really difficult to paddle out far,” Naidu said. But she is not discouraged, stating “I think the only way to overcome anything is to just practice.” Through these challenges, Naidu has acquired many skills applicable to daily life. Said Naidu, “Surfing really teaches you to be completely aware of your surroundings and really mindful. Especially in surfing, where you’re basically in the middle of nowhere, it’s necessary to be mindful of your surroundings, and to be aware of the weather, wind direction, wave cycles, and how those conditions affect the time you should take off.” Naidu is inspired by professional surfers Noah Beschen and Barron Mamiya, both natives of Oahu. She admires their dedication to the sport and—though she does not plan to pursue surfing professionally—their resolve to make a living out of something they are passionate about. “I think it’s amazing that they get to surf as a career and continue their sport as more than just a hobby.”

COURTESY OF SRINIDHI NAIDU

Daniel Seo Rock Climber

CHRISTINA SHAO features assistant

NEERALI SHAH sports assistant

Sophomore Daniel Seo has been working towards his goal of becoming an Olympic sport climber for the past six years. He began training indoors with his friends at Planet Granite, and now competes on their team. After gaining some mastery on the indoor walls, he branched out to tackling more challenging outdoor walls. Climbing has taken Seo all across the country and he has been greatly impacted by the community of rock climbers. While rock climbing is not a very popular sport at Cupertino High School, he has taken initiative to learn the art of soaring dozens of feet in the air while hanging on through the sheer friction between the rocks and his fingers. Seo was first introduced to rock climbing through his friends. Though the prospect of hanging off a rock wall seemed frightening at first, he soon fell in love with the sport. Seo began training at Planet Granite, where he now practices 20 to 25 hours per week in a competitive team. Said Seo, “My friends have been climbing for years now, way past me. They just took me on these trips, and [outdoors] is definitely way more dangerous than indoors. But the environment and the community you’re always climbing with is just amazing.” COURTESY OF DANIEL SEO

Rock climbing will become an Olympic sport for the first time in the 2020 Games in Tokyo. The event will consist of three different disciplines — Lead, Speed and Bouldering — each with different routes and ways of timing. While Lead and Speed climbing make use of belay ropes as a safeguard, Bouldering, on the other hand, does not use ropes and simply uses a special mattress to stop falls. The scores from these three competitions will determine the overall winner of the event. Traveling throughout the country to places such as Tennessee, Utah and Georgia, Seo has met a variety of people from different communities. Although he oftentimes misses many days of school for his climbing competitions and ends up with large amounts of make-up work, he believes the sport is worth the sacrifice. Said Seo, “[Rock climbing] is something that I have a drive for, and it just pushes me every day. It’s something I can actually aim for, hopefully for some big things in the future … It’s so different from all the other sports and really unique. I think you really just have to try it.” One day, the sophomore hopes he will be able to climb his way to the Olympics. When asked what inspires and motivates him towards his goals, “Just follow your dreams,” he replied.

“[Rock climbing] is something that I have a drive for, and it just pushes me every day.”

Lillian kann Equestrian

ANGELA MA investigations editor

While most students at Cupertino play football, tennis or catch riding where you draw a horse to swim and dance, junaior Lillian Kann rides horses. For most of ride for the day. her life Kann rode horses: from the carnival ponies to the plas“You don’t really know the horse at all, tic horses on merry-go-rounds, riding horses characterized her you get on the horse you draw and have to be able childhood. Kann started riding to frame and perform on it,” in sixth grade and has been pracexplained Kann. “Riding gave me a ticing ever since. Kann is apart of the Interscho“I don’t know why I got into lastic Equestrian Associations (IEA) sense of involvehorseback riding, I just did,” which consists of middle school and ment and commuKann said. high school riders throughout the na By riding, she was able tion. Kann has poured countless hours nity. At the barn, to find a unique sense of belonginto practice so she could perfect her we empathize with ing. craft and shape her character. She was “Riding gave me a sense of named 2nd high point in the region, each other.” involvement and community. meaning she had the second-most At the barn, we empathize with amount of points throughout all her each other. We all share expericompetitions. ences and everyone will feel for you. Like we all under“Riding helped me build my self confidence and it is realstand the pain of getting a crappy horse and the ly nice to see how all my hard work is paying off,” said Kann. excitement of a really good one,“ Kann competes with the Stanford Woodside High explained Kann. School team, which scored exceptionally well at Zones Even though she has pracplaced 1st at Regionals, and as their first rider, she ticed riding for several years, Kann will be going to Nationals in Pennsylactually joined a team and started vania. competitively showing this year. Kann was able to fit something Because Kann does not own her own unique into her life that most people horse, she does not compete in competifind difficult, and can enjoy the intions often seen on TV. She participates in valuable experiences it offers. COURTESY OF LILLIAN KANN

OPINIONS

Evaluating Schools Based on Student Wellness

SANAT SINGHAL investigations editor

VARUN SHENOY online assistant

Peter Drucker, American management consultant, educator, and author, once declared “what gets measured gets managed.” This well-known phenomenon is visible across the board —- people that track their spending, manage their money, companies that measure employee satisfaction, improve it and schools that measure grades take measures to promote academic success. While student wellness has seemed to gain priority in the education system, especially in the Fremont Union school district, schools continue to be evaluated solely on their academic status. In light of this, it is crucial that schools are evaluated and funded based primarily on metrics of student wellness like sleep, exercise, time spent with friends and family, signs of stress/anxiety/depression, not merely test scores. Evaluating and prioritizing achievement above all else is not merely restricted to education, but is a reflection of the prevailing attitude in our country. The seemingly elusive notions of well-being and happiness fall to the wayside when confronted with cold hard numbers. Instead of trying to change the human need for measurables, it is wiser to channel this mentality towards improving mental health, by measuring it.

Infinite

Very High

High

Stress Level

“Instead of trying to change the human need for measurables, it is wiser to channel this mentality towards improving mental health, by measuring it.” To understand how student wellness can be incorporated into school evaluations, it is important to see what schools are currently doing to make a positive impact on the mental health of their students. For example, CHS has delayed school start times by half an hour, added additional tutorial periods, and introduced meditation in P.E. courses, among many other changes. The goal of these modifications was to account for teenage predisposition to sleep at a later time than adults, provide flexible time for students to communicate with their teachers, and stress the importance of mental health in an academic setting, respectively. However, certain solutions aimed at improving mental health have come with their drawbacks. To provide additional tutorial time, CHS switched to a four-day block schedule. Students attend any class a maximum of three times in a given week. While the remaining time spent in the class is the same, teachers have undoubtedly had a difficult time engaging students during the long block periods. This lack of focus makes students have to cover a lot more educational ground themselves outside of class, leading to more stress. There is not enough evidence to gauge the effectiveness of these changes, and they do not attack the root cause of student’s problems; the system incentivizing grades and scares above all else. By instituting an annual student wellness survey, schools could be evaluated and ranked on metrics of student wellness such as student sleep, sense of satisfaction, sense of community, family time, etc. This data then incentives schools to improve their ranking and evaluation, set concrete objectives, and identify the areas to target. The test would be similar to the one all students participated in earlier this year as part of a research study. If the primary reason for stress at CHS is a result of taking heavy course loads and not leaving time for relaxation as determined by a mental health assessment, CHS admin could implement a more aggressive and helpful solution, such as limiting the number of honors or AP classes a student can take at a time. This type of data-driven decision making would enable students to succeed academically while maintaining their mental wellbeing.

Should Schools Assume STELLA JIA online assistant

PRO

Legally, a parent is someone who protects and maintains their child. However, the responsibility of parenthood rarely ends there, as parents are expected to be emotionally present by providing children with mental support. Essential parental traits include listening to one’s child’s needs and supporting them through rough patches. Though these traits are traditionally reserved solely for parents, it is vital for teachers to carry these parental responsibilities towards their students. An adolescent mind is not fully developed and therefore is prone to changes from the influence of their surroundings. Parents will likely have a significant impact on their child’s emerging perspectives, but the prevalence of school in a child’s life means teachers probably will as well. The relationship between a student and a teacher is a unique concept. Teachers have a lot of control over students and the decisions they make now and in the future. Students spend close to eights hours at school each weekday, which means they are surrounded by the influence of their teachers on a daily schedule. Any good habit can be developed through regular exposure, and with students being around their teachers so often, it is crucial for teachers to represent the ideals of a mentor and role model and consequently mimic those responsibilities of a parent. A parent must act in the best interest of their child, whether it be providing them with more independence or disciplining them. Along with the attention teachers give students in class, they should also be emotionally available to the student outside of that time. High schoolers specifically in our area are crammed daily with thoughts about standardized testing,

grades and college. Though guidance counselors are undoubtedly a great way students can discuss these problems and stresses the relationship one has with a teacher is more personal. Teachers see their students almost every day for close to nine months allowing them to develop a particular influence on the students. They are more accustomed to each student and their strengths and weaknesses which is why they should take on the responsibilities as those of a parent. Students may also feel a little more comfortable conversing with teachers rather than other adults on campus because of the daily exposure they have to them. If a student were to come to a teacher regarding a personal problem, they should respond in a patient manner and help aid the student with future steps. Teachers have a significant amount of power to shape the next generation. By incorporating life lessons or sharing some wisdom from their own experiences, it helps prepare students for a bright future ahead. Keep in mind; teachers should not be a replacement for one’s parent, preferably a mentor who adopts traits similar to those parents would have. Some may argue that, teachers having a more parental role in students lives will take away the responsibilities a parent has for their child resulting in more conflict. However, teachers are not taking over the part of a parent; instead a second parental figurehead one can look up to outside of home. Having an adult on campus that understands their struggle and provides a good figure of influence can further help students become better people in the present and for the future.

Greater Parental Roles? TAL ASHKENAZI copy editor

CON

School has an undeniable impact on children and teenager’s growth and development. They can be incredible places of support, community building, friendship, and they serve as useful bubbles in which students can grow into themselves before needing to journey into the real world. School, however, can not take the place of a student’s parent, and attempts to take a more parental role with students would be very misguided. The biggest issues with schools attempting to take a more traditionally parental role is that schools simply do not have the resources to treat every student equally. Becoming a parent to all students at school would mean getting to know each student, trying to understand them, and disciplining students when such situations arise. An understanding and attention for all students would be an immensely difficult feat and it would also be impossible to maintain year to year. Addressing each student equally and being able to build closer connections would not only be impossible within the context and time offered by a school day, but also emotionally exhausting for teachers that have lives and problems of their own. The current student-school dynamic at Cupertino is not perfect or effective for every student, but when students truly need help, they have resources to access and willing, empathetic teachers to talk to. Along with the guidance counselors, if a student has an important or urgent issue, they can go to the student advocate and talk through their issues. Cupertino has already taken actions to help students

confront and deal with some of their problems in a healthy manner, but there is always room to expand current programs. If Cupertino was to advertise such services more feverishly, more students would likely take advantage of them, and the school would not need to encroach on parental roles or force teachers to become student’s therapists. Schools taking a more parental approach to how they treat students also robs responsible parents of their role of educators themselves. When the values of a parent and the school do not align, the school could cause more harm than good. If the school was to take over a parental role and confront values, religion, political, or moral issues in a manner that was unbiased — an impossible feat since schools are run by fallible human beings — this would not be an issue, but schools are not unbiased. Being fed information by any authority is bad, but schools serves as a place where students are forced to think more critically about what they have learned at home and have their ideas challenged and tested by learning facts, not other opinions. For schools to start a more value centered curriculum leaves far too much room for a few biased teachers and administrators to instill their beliefs upon students without discussion. Allowing parents to discuss religious and value based issues with their children and creating a learning, fact and discussion based environment for students would allow them to question their own beliefs and would be far more beneficial then trying to actively take part in creating the value system that students abide by.

LIFESTYLES

rise To AN ANALYSIS ON BTS’

ASHLEY KANG editor-in-chief

Last week, BTS’ latest music video, ‘Boy With Luv ’ Feat. Halsey broke Youtube records as the most-viewed 24-hour-debut in history with a total of 74.6 million views — an unprecedented feat not just for online video, but for the popularization of non-English-speaking music in a predominantly English-speaking industry. To briefly rundown BTS’ most recent accomplishments: they are the first Kpop group to win Top Social Artist award (thrice in a row) at the Billboard Music Awards, first South Korean band to debut an album at No. 1 on the Billboard Hot 200, and — perhaps most importantly — the youngest citizens to ever receive an Order of Cultural Merit by the South Korean government. In 2019 alone, BTS performed live on SNL, presented at the Grammys, emerged as one of TIME Magazine’s 100 Most Influential People, performed in sold-out stadium shows for their world tour, and celebrated their latest album release, Map of the Soul: Persona (includ-

How do musicians from small Asian countries like Korea appear on the global scene? And how did BTS, in particular, rise to such prominence in the US’ elusive and hypercompetitive music market despite finding lackluster reception at home? ing collaborations with Halsey and Ed Sheeran) which peaked at #8 on Billboard’s Hot 100 list. The group’s unprecedented rise to global fame, while impressive, was never foreseen as a likely prospect in their rookie years. After enduring a rigorous studio audition process at Big Hit Entertainment — then a little-known South Korean label — the septet debuted in 2013 as “Bantansonyeondan”, packaged under a superimposed concept of old-school gangster rap. Initially, the group suffered unfettered hostility from the South Korean public who objected to their departure from the status quo and ruthlessly criticized members for failing to satisf y beauty standards traditionally expected of idols. And yet, in spite of these challenges, BTS has climbed to the top. Their status as global phenomena is partic-

ularly significant in that it was earned despite the group having faced constant mockery and ridicule by an overwhelming majority of their target audience. How do musicians from small Asian countries like Korea appear on the global scene? And how did BTS, in particular, rise to such prominence in the US’ elusive and hy percompetitive music market despite finding lackluster reception at home? To preface this analysis, it is first necessary to contextualize BTS’ success alongside Kpop’s rising popularity in the international market. Since the ’90s, Hallyu (The Korean Wave) and cult-like fandoms have set a precedent in carrying South Korean pop culture across national and cultural borders through artists like PSY, 2NE1, and BIGBANG, to name a few. Since then, contemporary forms of Kpop have been hybridized by foreign influence and popularized by the digital age. The result is a globalized version of South Korean culture that is made palatable to an international audience and can be consumed quickly on a

COURTESY OF TWITTER USER @HARU130613_

o fame UNEXPECTED SUCCESS

global scale. Although this transcultural hybridity is an effective marketing tactic, tailoring Korean music to appeal to the widest audience possible risks sacrificing artistic integrity for the hopes of attracting more listeners. BTS is culpable of fueling this paradigm of globalization, of sacrificing particular cultural elements for globally p o p u lar ones — and have lost aspects of their authenticity in doing so. It would be inaccurate to claim that a large part of the band’s success can also be attributed to its career coinciding with the popularization of social media. So expansive is BTS’ presence online that they have gained more influence than the most prominent of public figures, surpassing names like Justin Bieber and Twitter’s most notorious user, Donald Trump, as the most tweeted celebrity for two years in a row. Their tactical use of online interaction is effective in marketing the product — their music, personas, and sense of community — to an international fanbase. BTS’ online presence is also pivotal in giving fans a more active role in their success. A decade ago, the personalities of idols served primarily as canvases for their fans’ ambivalent projections, but

with the advent of social media, a completely different dynamic has emerged. Unlike most K-idols who are prohibited from sharing personal content online, the members of BTS are given more agency to express their private thoughts and personalities on platforms like Twitter and V Live. Creating this sense of intimacy — whether genuine or not — makes fans, collectively named ARMY, feel closer, more involved, and more invested in the celebrity and their achievements. W hether it be voting for them on websites, setting goals to stream their music as often as possible, or compiling funny clips in “BTS crack videos,” fans put a serious amount of effort to ensure the group’s success. Most importantly, they are one of the first to use their influence as a means to speak up about critical, and sometimes uncomfortable issues such as societal injustice, workaholism, and the pressure young people have to face in achievement-oriented societies like Korea. Leader Namjoon Kim, for one, gave a speech to the UN General Assembly at the launch of Generation Unlimited, a campaign aimed at empowering youth. “I want to hear your voice, and I want to hear your conviction. No matter who you are, where you’re from, your skin color, or gender identity: speak yourself,” he urged listeners, a message that resonates in the group’s latest album, Map of the Soul: Persona. The group also imbues their music with socially critical content; “No More Dream,” for example, is a rebellious ode to teen apathy and a rejection of Korean traditionalism, while “Dope” celebrates the fruits of their endless grind. This conscious messaging diverges from those of many Kpop artists who sing about superficial topics if any topic at all. The band’s deep and questioning content, rebellion against the status quo and discussion of mental health is a refreshing change from the manufactured realm of Kpop. Historically, major labels — including JYP, SM and YG — have barely given artists the freedom to participate in songwriting out of fear that such involvement would interfere with their formulaic success-strategy or taint the more polished image they work diligently to maintain. Big Hit, on the other hand, has evidently reaped the fruits of allowing more creative freedom regarding the anxieties of today ’s youth. In BTS’ rap series Cypher 4, the refrain reads, “I love, I love, I love myself / I know, I know, I know myself.’ If not for the expansion of music that is culturally specific to South Korea, BTS is using their influence to teach young people — the ones most inclined to grapple with self-hatred — to start considering what self-love means.

BRANDON HONG

T photo editor

he occasional, “Hey, you good?” is a phrase that we take for granted. In a school environment where students often lack the time to check in with themselves, it is crucial that others take time out of their day to consider their good friends. When your state of mind appears fair and breezy, it is easy to overlook the little qualities that every friendship has to offer. However, when things get rough, friendship qualities become pronounced and obvious. These tough situations help you to find who your real friends are, and assign labels such as“the fair-weather friend” for people who only offer support when nothing is wrong. Regardless of grade, all high school students encounter a torrent of assignments such as projects, tests, homework, extracurricular activities and personal issues to deal with every week. With a troubling forecast ahead, it is common for students to surround themselves with a circl of close friends to help them endure life. There can be many flaws in this support system, with the biggest of them all being the “fair-weather friend.” This friend compromises the well-being and stability of individuals who rely on a support mechanism of friends by presenting themselves like an attractive bar of real authentic gold, only to turn out to be fool’s gold. Similar to expecting sunny weather only to step outside and realize it is cloudy, when we reach for help to only realize that the help is not there, life be-

comes hopeless and disappointing, sometimes to the point of a downward spiral of mental and physical issues. Finding the ideal support system presents its own set of roadblocks, especially at Cupertino High School: a school where many students attribute high value to their performance in classes, leaving no time to live as social organisms. While performance in school may be the “number one” priority for people at this age, we need to learn to set aside time for human interaction. This interaction allows us to put down the AP textbook to learn about others, just as we would the quadratic formula. After using

the formula repeatedly through the four years of high school, we work towards mastering the art of friendship until the right type of people surround us. Spending time with each other is the only way to create genuine human relationships that will help overcome the different kinds of storms that will eventually arrive in both predictable and unpredictable fashions. To avoid becoming a “fair weather friend” yourself, be sure to check in with the people you care about as often as possible. Even the most simple of interactions can create genuine friendship within the stressful environment that Cupertino High School can subject you to. Everybody makes mistakes and encountering the possible toxicities of fair-weather friends is inevitable. The best you can do is take a moment out of your day to give away some kindness.

C u p e r t i n o H i g h S c h o o l N o r m a l i z e s t h e O p p o s i t e o f S e l f- C a re KAVYA GUPTA editor-in-chief

SARAH POLLANS

F news editor

ace masks, bath bombs, Netflix-bingeing and solo-mukbangs are all essentials for what is widely considered modern selfcare. But here in Cupertino High School, the larger details are often overlooked. We consistently fail to make a communal effort to help look after ourselves and others and stay healthy in both the emotional and physical senses. Instead, students make a competition out of unhealthy physical and mental habits and the extent to which we self-deteriorate. Whether it comes in the form of exaggerating mental illnesses, comparing abnormal sleep schedules, and even glorifying alcohol or drug use as an option of escape from stress and discontentment, they are some of the most common conversations heard around campus. Throughout the school, it is very likely that you will hear students speaking to their friends and classmates about how they pulled all-nighters finishing essays or studying for their AP Chemistry tests. 11:00 p.m. turnitin. com deadlines serve as no deterrent to procrastinating students determined to crank out their essays within 12 measly, exhausting hours. Just as many will compare bedtimes, others dramatize panic attacks, constantly breaking down in tears of frustration or sadness. Hoping to fit into the stereotypical mold of the “depressed Bay Area high schooler,” they shrug it off, labeling their negative mental illnesses as necessary evils that come with being hard-working students in Silicon Valley. That is not where it ends, however. Jokes aside, even the mere suggestion of taking sleeping pills, using marijuana or drinking alcohol is

encouragement for dangerous behavior to desperate students who do not always know better. Peer-pressure makes the greatest contribution to student stress in our school, as students compare themselves and their work habits to those of the others surrounding them. Sleeping ‘early’ or actually on time is held up as a symbol of too little studying and not enough effort. To flaunt their extensive (and usually ineffective) study habits, students scoff at peers who do not hold a similar dependence on caffeine or medication as themselves, thus implicating true self-care with a negative

ue to stay up until 3:00 a.m. cramming essays and labs, they will continue to do nothing but that throughout their entire lives, ultimately causing sleep deprivation, anxiety and overall poor quality of life. The reality of it is, when students go the extra mile now to save themselves the effort for their future careers, they are doing the exact opposite in terms of their mental health. For everyone anywhere, mental health should be, above all, a priority. But Bay Area students simply cast this fact aside, and the only question we should be asking ourselves is why. The truth of it is, it does not mat-

PEER-PRESSURE MAKES THE GREATEST CONTRIBUTION TO STUDENT STRESS IN OUR SCHOOL- -AS OTHERS COMPARE THEMSELVES AND THEIR WORK HABITS TO THAT OF THE THOSE SURROUNDING THEM. label. Furthermore, students often mislabel “treat yourself ” culture as selfcare. Treating yourself usually entails splurging on mountains of unhealthy Lays products, cups of boba, expensive skin products, and premium Netflix accounts. However, no amount of peeloff face masks is going to cover up the shadows surrounding a student’s eyes as they sacrifice sleep for their Harry Potter marathons. A midnight meal of hot Cheetos and Arizona tea does not make up for skipping dinner in favor of homework. This “anti-self-care” mindset and these poor life choices are going to have nothing but negative effects on students’ futures. If students contin-

ter how successful you are in the future: it is simply irrelevant. The number of square feet in your house will not outweigh the price of your medication. The number of high-end cars you own will not outweigh the price of therapy sessions. And the number of digits in your salary will definitely not outweigh the symptoms of depression and anxiety. It all adds up. Just as we all should know left from right, students should know when their actions will have negative psychological effects on their future. Students should know how to care for themselves, not how far they can push themselves. Students should know how to lead the best life they can and nothing short of it.

INVESTIGATIONS

o n i d E f u t o u l cation o v E e th all of L A H these “necesSANAT SING itor ed ns io sities.” “For investigat w con hundreds of There are a fe orld we go t h o u s a n d s cepts in the w n educated ithout seri- of years, childre our entire life w ugh self-dig — ones themselves thro in on ti es qu y sl ation,” ou d. We rected play and explor te an gr r fo ke Gray, we ta sleep, according to Dr. Peter e w t, ea e w breathe, sor and aualk, and we research profes w e w k, ea sp e . It was w s been thor of Free to Learn ha It . ol ho sc ntur y go to s that only in the 16th ce d in m r ou to drilled in of schooling make up the that the idea s ct pe as e es th hold. The e. We have started to take lif of on ti da foun revolution them. agricultural ng oi d d pe op never st it a need at it is almost brought with th l ra tu na so ’s It us, obediat one point for laborers. Th k in th to e rr to kids biza rtake in ence was drilled in pa y rl la gu re ot we did n

from a young age. The narrative quickly changed from free play to servitude. In short order, a variety of factors gave rise to the adoption of mandatory and universal education. Schools began using the same brute force methods employed in fields and factories. They emphasized rote memorization and repetition of material. Techniques such as beatings kids were often used to force students into compliance. While these methods have since evolved, the structure and base as-

sumptions stand. The ring of a bell dictates a student’s movements, subjects the same, and what they learn is decided by professional educators. This leaves little to no room for student’s to express their individuality, creativity or to play. School is a place of work and is advertised as such. The institution has successfully managed to draw a line between learning and enjoyment. So much so, it is hard to fathom that once upon a time the two were inextricably linked.

Teacher's Perspectives AASHNA SHAH postscript editor

In a randomized survey conducted by The Prospector, when students were asked how often they wondered about the purpose of school (one indicating not at all and six meaning to the extremely often), a majority of the respondents voted for high numbers, suggesting that they wonder quite often what the purpose of school truly is. According to Algebra and Calculus teacher Anna Jackson, “I think that the purpose of school is to teach students academics, but also life skills through academics. I think the hope there is that by exposing them to different subjects and different activities that it will spark some kind of interest or passion in your life so that you can develop some kind of career in the future.” When asked what she hopes students take away from her classes, Jackson responded, “In my class, I’m hoping that a couple of things are happening - I think a lot of times students think that math is this really difficult subject and I’m hoping that through my teaching, they’re seeing that seemingly difficult concepts and skills can really be mastered through focus and determination and hard work. And I’m hoping that my students have a lot of fun in my class - I feel sometimes that math can be perceived as this really boring subject, but I’m hoping that the energy that I bring to class inspires [my students] to work hard and see a sort of light in math that might inspire them. Or let them know that math isn’t their thing, that’s fine too!” When asked whether they agree with the statement

that they care more about getting good grades rather than learning and understanding material, 65.4% of the student population agreed. Said Jackson, “I completely understand why students do that. I think that the reason why students focus more on their grades and test scores is because of the top-down pressure. When you think about what you’re going to be doing next after high school, you’re probably going to be thinking about going to college, and when you’re thinking about going to college, I think that there’s an extreme pressure here to get into the elite colleges. And what are the elite colleges looking for? They’re looking for top grades, top SAT and ACT scores, and your involvement in a lot of different things.” Jackson emphasizes the importance of focusing on, not only academics, but also life skills throughout high school. “I don’t think many students realize that there are a lot of soft skills in life that really advance you and your career. It’s not about just having the content knowledge like the work skills, it’s also about knowing how to navigate relationships in your life and knowing how to socialize and interact with people and relate with people. However, Jackson emphasizes the importance of focusing on mastering one or two skills, rather than trying to do as much as humanly possible. Said Jackson, “In all reality, I think that every student that I have ever worked with that has gotten into an elite college has not only been a good student, but has focused on one or two things that they have found a love in and passion for. They have gone all the way with those one or two things. It’s not about doing everything. It’s about doing one or two things that you really excel at.”

s e iv t c e p s r e P t n e Stud ore a b o ut

h a n c o nt e n t at

gp m gra des , e investigations assistant a “go od” ARIANA FAHRI business manager s t u d e n t gets h grades and to the right col- hig “I just want enough credits to go “bad” students freshman wrote as a ous nym ano an ,” job am dre a for grades.” lege What does get low ing ask n stio que e ons resp free a a response to Parashar is critical of what do you hope to school mean to you personally and this type of mentality by The Prospector. vey sur ized dom ran a in it? from gain eves it leads to beege”, “I hope and beli coll to me nt , ay thw “pa ed ond resp s ent Other stud in false senses of achievelief cola to r ove me carr y bad or good stuto gain a degree and a GPA that will adding “though there is nothing like e thre ut abo and re”, futu my for lege that will prepare me dents.” “college” followed by for (what they responses were merely the world However, not everyone who aims A number. nothing else. r a) high GPA values solely the GP side con com a as e eriz that they care more In what many students would charact An anonymous junior who selected erCup st mo t tha ng risi urp also responded to petitive environment, it is uns the grade they receive in their classes es grad by y aril prim en tino High School students are driv a free response question stating nity to s. ege coll d goo nd l to me means having the opportu and the desire to atte hoo “Sc se cho ondents learning the skills I In fact, 65.4 percent of 133 total resp prepare myself for the future and the ut abo re mo care y knowledge and “Yes” when asked whether the ld need in college. I hope to gain wou unir the n tha ic aspect.” (GPA), erstanding in a social and academ grade they receive in their classes und ful use an in it they can use high GPA would inderstanding of the material and how While the student understands a . ing sett m sroo ission into colleges, out-of-clas crease his chances of gaining adm ya Ana ior Sen Said with expansive hope to still leave high school y the ool sch e Parashar, “Th e they enroll in said knowledge that will help them onc system judges you on responsible citizens the basis colleges. ents. “We need Parashar expressed similar sentim of of the world, our surschool to [teach us to be] be aware or hypothesize about roundings, history and, to know building character the future.” if the current Many students, however, are unclear fully achieve that as, education they receive at CHS will they were learning in when asked if they believed what m in the future, 51.1 school would positively impact the ewhat” or “I percent of respondents chose “som res sco boosting test don’t know”. SANTOSH MURALIDARAN

what students think admin's goal is

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SPORTS

TEEN COACHES

AT TINO

JORDAN CHEW LAWRENCE FAN opinions editor

With over 50 members, it can be overwhelming for Coach Armstrong, the head coach, to instruct everybody on Cupertino High School’s track and field team. Moreover, there are many smaller events within track and field, including sprints, long distance, jumps, and throwing events, making the team even more difficult to coach. As a result, veteran athletes have stepped up to help their peers develop in their respective events, acting as the informal coach of their section. A senior and track and field member for all four years of high school, Jordan Chew is one of these students, assisting coach Armstrong during practices and leading his section. Chew specializes in the long jump and triple jump, where he fills in the role of coach for his teammates. Having done track and field since seventh grade, Chew has gained a wealth of knowledge that he now shares with his peers to ensure their success. As a coach, Chew leads the jumpers in jump-prep exercises and equipment setup and aids the jumpers with their form. Said Chew, “I record [the jumpers] and take the video and look at how the beginning of the jump is… a lot of it is kind of regurgitating information that Coach Armstrong has given to us.” Unlike an adult coach, Chew and his peers are very similar an age, which makes

his experience in guiding novice athletes a lot different. Being on the same team, Chew describes his relationship with jumpers to be more like “a group of friends” rather than a typical teacher-student relationship. “I don’t present [advice] in the same way that Coach Armstrong would, and it becomes more suggestive rather than commanding… My approach ends up being much more like letting them find out what works them because I know that I’m not perfect,” said Chew. As a student coach, Chew faces various challenges are unique to coaching others similar in age. For example, he finds it challenging to coach the more experienced jumpers since they are skilled jumpers in their own right, but he tries his best to offer ideas and advice. While the younger, less experienced jumpers are easier to coach, Chew is sometimes frustrated when they do

not take his advice, but is sympathetic as he has been in the same position. In the future, Chew is not planning to compete in track and field on a college level, although he is considering doing it recreationally. However, he has enjoyed and learned a lot from the opportunity of being a coach, and he is considering to come back as an assistant coach. “I think that I’m really happy with the way our team turned out especially after Coach Shawny, [the former jumping coach], left we no longer kind of had that direct coaching support. It kind of shows how a lot of us are really resilient and put in a lot of effort and ultimately that can make just as much difference. You can help yourself and help each other just as much as a teacher or a coach can, and I think that’s really cool,” said Chew.

PHOTO BY SYDNEY LIAO

JESSICA CHOI CASPER WU opinions assistant

With only one coach responsible for both the Varsity and Junior Varsity badminton team this year, senior Jessica Choi stepped up to help lead her team. Said Choi, “I wouldn’t necessarily call myself a coach, my actual title is JV Captain but a lot of times I have to coach or teach the kids proper form and what they’re doing wrong … On game days especially, [our coach] focuses on the varsity matches while I cover the JV matches.” Whatever her official title maybe, Choi has spent the past season doing everything from helping younger teammates finetune footwork in practice to advising on gameday lineup strategy. However, these duties also included multiple learning opportunities that have tested her leadership ability. Said Choi, “We had a tough situation within our JV team towards the middle of the season. People were saying how JV doesn’t matter and no one cares about them. I was shocked. Because guess what? They’re our future varsity players and they matter just as much as our current ones.” Responding to this development, Choi went on to ensure that all JV players felt valued. Talking to each one individually and writing positive blurbs about highlights from their matches, Choi soon saw a shift in

the team’s overall attitude. Said Choi, “I told them that we’re going to show everyone how good we are. The best part is that it wasn’t just me, but all the kids [began] supporting one another.” Although Choi has been challenged in her efforts to create a safe and welcoming environment for all badminton players, her actual coaching ability is recognized by her badminton peers as she maintains a reputation as a strict, competitive captain. Said Choi, “I did not have that many challenges when I coached [ JV] in general. From the beginning, my co-captain, Akash Praveen, was light and humorous, but for me, I straight up told them that I’m the strict one and I think it scared them quite a bit. But as the season went on, I started connecting with each individual which allowed me to gain more respect I think. At times, I get messages from some of my kids just asking for life advice in general which kind of shows how much we respect and trust one another.” While Choi proved herself an able leader repeatedly throughout the season, her 20 to 24 hour per week commitment to badminton did not leave her unscathed. Said Choi, “My JV kids always joke around saying that I’m practically a dead

person since they know that I barely have time to focus on my academics. There are some days when I just sit down at tournament desks studying because I don’t have time to finish it.” Nevertheless, Choi has enjoyed this season and is grateful for the learning opportunity as well as the help she has received from other valuable team players such as Co-Captain Akash Praveen. Said Choi, “I loved being able to help the kids grow into better players. They call me Stress-ica, but words can’t express how thankful and proud I am of our JV Team. Monta Vista better watch out next year though, these kids will actually beat them.”

"The best part is that it wasn’ t just me, but all the kids [began] support ing one another."”” PHOTO BY SYDNEY LIAO

serving up wins FRESHMAN RYAN HSIEH’S JOURNEY TO VARSITY SINGLES 1

KEERTHI LAKSHMANAN perspectives editor

With the boys’ high school tennis season in full swing, the athlete playing varsity singles one is a freshman: Ryan Hsieh. Hsieh, therefore, occupies the highest position on the team. Despite being the youngest, he enjoys being a part of the school team. Said Hsieh, “I think it’s really cool, because I’m the only [freshman].” Hsieh does not feel pressured to be on varsity, and rather believes it makes for a more engaging and dimensional experience. Previously, he participated on Miller Middle School’s varsity team for three years, but not on a club team outside of school. Hsieh, however, has been playing tennis since he was seven. “My dad got me into it,” explained Hsieh. “He taught me at first and then I sort of picked up on it.” They practice two hours every night, his dad serving as his coach and source of support. Hsieh’s dad also comes out to every tennis match to spectate, afterward adding feedback on Hsieh’s performance and helping him improve. Hsieh plays in tournaments frequently, usually twice a month. While there are numerous levels to extracurricular tournaments, such as National and Sectional ones, he is currently choosing to participate in opens—competitions available to the public regardless of one’s skill as a professional or an ama-

teur—-in order to better his ranking. The higher his ranking, the higher level tournaments he will be able to participate in down the line. Said Hsieh, “I like tennis because it really teaches you to be independent because you’re on the court by yourself and you have no one else to blame but yourself if you lose.” Of course, there are always challenging aspects. With the school season especially, it is never certain how long a tennis match might run. Balancing academic and athletic life can become difficult— Hsieh believes it’s necessary to have strong time management skills with his homework load. Furthermore, tournaments are often high-pressure environments. Hsieh feels that stress as the main obstacle in tennis. But the consistent practice and diligence Hsieh contributes to his sport is paying off; along with his spot on Cupertino’s team, Hsieh ranks 59th on sports company Head’s California recruitment list. It also places him as 66th in the Southwest, and 337th in the nation. Looking into the future, Hsieh plans to continue tennis in college. His dedication will no doubt carry him far.

“ You have no one else to blame but yourself if you lose.”

1 PHOTO BY SYDNEY LIAO

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PERSPECTIVES

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YOONI PARK editor-in-chief

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not a couch potato a short story on following your dreams

ANTHONY ZHU online editor

It was Friday, and I had just bombed my physics quiz. With all but I’m fairly sure she was part greyhound. I had blown through the tests, projects, and practices next week, I knew I wasn’t getting half my dough at this point, and I knew that taking in a dog was a break from this for a long time. I was flunking all of my classes probably going to cost me some more, so it was time to find a job. There was a grocery store nearby and I got a job working as a – I had a C and a few B’s but when you’re in Cupertino, that’s basiclerk. Not a lot of people came by, so it was a pretcally flunking. I’ve been saving up money for quite a ty chill job, and the people that did come while from my part-time job at a fast food were generally very amicable. The restaurant, money from relatives, and grocery store was too far to walk, a few small side hustles. I didn’t but the job was nice since the know what I was going to owner lived nearby and use that money on, but it he drove me everyday, was always nice to have and I could buy what I that personal financial needed at discountindependence – and ed prices. Outside it was pretty large of my job, I was amount of personal able to pursue a financial indepennew hobby, my dence. I had always true passion: pothought about runG tato farming. There ning away from CuCOURTESY OF SEEKPN was a small plot of pertino, but it wasn’t land outside of my until that Friday that I house and with some seriously considered it. seed pieces, I started my I packed two suitcases, my very own potato farm. The Northface backpack, and got thing I loved most about potaa Uber to the train station. My toes was all the wonderful, different parents were picking up my uncle at things that they could become: french fries, the airport so they had no idea what I was baked potatoes, hash browns, mashed potatoes, doing. I turned off location sharing on my phone so they couldn’t find me; I would text them or give them a call when chips, roasted potatoes, and so much more. Potatoes also have a lot of the vitamins, nutrients, and carbohydrates necessary to stay hapI felt like it. I went to the train station, and bought a pass. I was gonna take py and healthy. Everyday, I would go out to my tiny farm and Apple the Amtrak route to Idaho, Boise. Once there, it was only a short would follow me around. I actually met her while she was following hitchhike and walk until I got to a small town called Irwin. I had the sandwich in my hand, and she begged me for a piece. She really done some research, and Irwin seemed like a pretty nice place, and was a good dog – probably the best dog out there. As the days passed, I was getting more sleep, and eating way the real estate prices weren’t that high. I was going to have to cut down from my expensive Silicon Valley lifestyle. Plus, it was located more than usual. Although my own potatoes weren’t ready to eat, I in Eastern Idaho, the perfect place to grow potatoes. There was this had a meal with some type of potato dish at least once day, from the one man, who I knew as Joe, that owned quite a few of the houses in potatoes I bought from the local grocery store. As I slowly set into a the area. There was quaint, 1-story house I had my eye on, and we routine, I had more time on my hands to reflect and think. I started hashed out a rent-to-buy system in a matter of hours. Once I signed to miss my family, and I thought a lot about contacting them, but I the papers, I moved in and started to settle in. I grabbed a bite at the couldn’t bring myself to do it. I think my mother always knew that I local bistro, and made a note to find the whereabouts of the nearest had thoughts about leaving Cupertino, so she probably understood grocery store. My move was still new and exciting, and before that why I had to. I left a note, so my family wouldn’t completely freak day was over, I took a huge step in making myself at home: finding a out. I don’t think a lot about my family these days, but companion for my solitude. Her name was Apple, and she was such whenever I do, I feel really sad. I do think it’ll be alright, a beautiful, loyal creature. She was a mutt, and I wasn’t actually sure and that I’ll be able to visit them some day again.

POSTSCRIPT

Which troubled student are you? DARSHINI VIJAYAKUMAR sports editor

the procrastinator zzz zzz

the attention seeker

I’ll do it later

You constantly find yourself saying, “five more minutes”. You find yourself being perpetually overwhelmed by the amount of work you have at two in the morning. You are easily distracted and can jump from doing homework to scrolling through Instagram and Facebook for endless hours.

You text your friends before school every morning for reassurance that your outfit looks great or your hair is “on point” You feel the urge to speak out about a problem in your personal life that is completely unrelated to the conversation. You have the constant desire to gain approval from friends and crave comments on your social media posts, and you can go as far as telling people to like your posts.

the complainer

the perfectionist

Yuck bleh meh You always seem to be viewing life in a rather dark lens, and tend to point out the negatives and are constantly told by friends to “look on the bright side” or “positivity is key” You can be set off into a long conversation by the slightest things, whether it be that you actually had to do work in your class that day or the fact that no one is listening to you complain. You find yourself frequently having rant sessions at three in the morning with a friend over text, always “spilling the tea.”

You find yourself unable to take your hands off of that one project until the lines are straight and the coloring is stunning. You spend hours on assignments, but always turn them in late, and freak out when TurnItIn spots 2% of plagiarism. You continue to search for perfection in external things, aiming for the straight A’s on the SchoolLoop screen, but deep down inside you never feel perfect yourself.

eyes on the skies how stargazing has impacted me

JEFFREY XIONG online editor

The air is crisp, cool and smells faintly of moist dirt, a brisk breeze quickly carrying away any other odor. Save for a dimly lit room across the street and the porchlight on my doorsteps, there’s no light to be seen. Well, I lied. Orion and Cassiopeia hang and scoot along the track of night, circling slowly around the North Star. Looking up, there are not just 2 lights sitting with me and m y coffee on the curb. There’s hun-

dreds just a little farther away. Chronic sleep loss does indeed suck a lot — perpetual tiredness, headaches, random pains and a general dislike for pretty much anything that

at the sky for a bit and going back inside, but as with most things, I ended up scrolling through several (many several) Wikipedia pages on constellations. After some time, more and more constellations became recognizable and familiar to me. But seeing shapes in stars is not the primary reason why I love stargazing. My passion for stargazing is fueled by its position, both physically and mentally, away from work at a desk in front of a laptop and a phone. This mental and physical distance provides calming isolation and comfort. It is a special experience finding something to enjoy in unenjoyable times, to find solace in inconsolable emptiness, evoking not necessarily joy, but rather saudade or sehnsucht: a deep melancholic pining for ever more and everything else, hopefully as distant as the heavens themselves. Propelled forward by a desire for more bittersweet longing, I have begun experimenting with different hobbies: ukulele, gardening, and so on — though never quite as long-lasting, just helpful in developing broader interests. However you power through the seemingly endless pile of work, whether it be through chugging copious quantities of coffee, power-napping through class, or just finding the primal willpower to finish studying, there will always be something to find relief in. Learn a thing or two from the little lights that glow so bright in such endless darkness — the little things to look to to guide us in through dark times, whatever that may be.

“It is a special experience finding something to enjoy in unenjoyable times, to find solace in inconsolable emptiness.”

exists until the next time you fall asleep — and I desperately needed an outlet, preferably one that did not involve work or studying and could be done at night without making my neighbors call the cops. I found one through stargazing. Though my general disdain for everything that doesn’t involve being unconscious still persists, I have found solace through this peculiar hobby. The general problem with watching the stars is that they tend to be just a tad invisible during the day — with the sun being a giant ball of anger and all — so it’s generally something that you could only do at night. Unfortunately, night time is prime AP Physics cramming time, generally not time to look at some shiny dots in the sky. But cramming endlessly, in addition to sleep loss, gets tiresome and I begin to lose focus. One cold December night — technically very early morning — when I stepped outside with an obligatory cup of coffee to get some fresh air, I looked up: and I saw the stars. At such early hours, there is little light pollution. And though the night sky is still far from crystal clear, it becomes far easier to see the hanging constellations. At the beginning, stargazing for me meant looking