The Prospector (September 30, 2011) by The Prospector

THE PROSPECTOR

FEATURES: Overwhelming pressure to fill bigger shoes

VOLUME 53 NO. 1

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FLIP SIDE: Anthony brothers’ secret talent

SEPTEMBER 30, 2011

New teachers adjust to their new jobs at JENNIFER FOUNDS

LYNN HSIEH

NEIL SALAZAR

STEPHANIE FAN

JAMES HILL

JENNA RAY

VICTORIA DUAN copy editor

o accommodate the sudden surge in student population, the administration has added many new teachers to the school’s staff. These teachers, with their varying teaching experiences and different backgrounds make them valuable additions to the school. A couple of these additions include first-year teachers, such as literature teacher Carley Stavis, she is returning to campus after teaching as a student teacher under freshman literature teacher Rachel Crawford last year. Though she is no stranger to the school, Stavis notes that there are many differences between her experiences this year and last year, the most prominent being the amount of homework assignments she has to grade. “I went from teaching two classes last year for one semester to five classes this year,” Stavis said. She now teaches Voices of Modern Culture (VMC) in addition to freshman literature. Another familiar face is literature teachLESLY SANTOS

CARLY STAVIS

LIZAHORAIDA AGUILAR

CAROLINE SCHWEIKERT

er Kelly Bavor, who has returned to campus this year after three years of living and studying abroad at the London School of Economics and Political Science. Her experiences in London have strengthened the connection to the the subjects she teaches. “While I was living abroad, I had the opportunity to study history in greater depth and also to visit some of the places we learn about in World Core — like Israel, South Africa, Egypt, Turkey, Japan and most of Western Europe,” Bavor said. This year she is teaching two periods of sophomore World History, and is looking forward to sharing with her classes the knowledge and experiences she gained from living and studying in London. Other teachers who are new to campus find that their previous backgrounds have altered their skills in teaching. French teacher Laurel Garceau is certified to teach both French and English. Not only has she taught French in the States, but she has also taught English in both France KELLY BAVOR

LAUREL GARCEAU

and Canada. She feels that teaching in these diverse environments has impacted the way she teaches and has taught her how to deal with different types of students. “I always have to get a feel of how the students are and that particular school’s expectations of their students,” Garceau said. “Some places are stricter than others and this impacts how the students act. When I taught in Canada, I was teaching English to non-native speakers at a private school and the students were very disrespectful and poorly behaved. I came in to that job in November and it was very difficult to change the behaviors they had developed with the teacher who was there before me.” Some of the more noticeable differences for most teachers included both the school’s population and the students’ attitudes. Said literature teacher Jenna Ray, who formerly taught at James Logan High School, “My classes at James Logan averaged about 36 students, but one class had as many as 42 students. With a class that large my lessons would take twice as long because I would have to answer twice as many questions!” Special Education teacher Neil Salazar and Spanish teacher Lesly Santos both noted that despite the differences in campus size and environment, this school is quite similar to their former schools. Salazar’s former school, Oceana High School, had 600 students, while Santos’ school, Leadership Prep School, had a student body of 400. “At Lynbrook it seems that everyone is very focused on academics, so I think it’s fun to come here and see students with a wider range of different interests,” academic communications teacher Caroline Schweikert, a former teacher at Lynbrook High School, said. Though these new teachers are still adjusting to an unfamiliar and new campus, with their diverse experiences and backgrounds, they are valuable new additions that will guide students through their academic careers.

Administration cracks down on excessive tardies to increase class time JESSE ZHOU features editor

Spikes in truancy and unexcused absences within the last school year have been troublesome for administrators and teachers. In an effort to combat future spikes, the administration has established a new tardy policy the 2011-2012 school year, with one reason being to reduce the loss of class time for both teachers and students. The policy specifically states that ten or more unexcused tardies in all of one’s classes combined can result in Saturday School, and the loss of campus and dance privileges. The tardy count is reset after every grading period. Some exceptions are made when certain fiascos happen, such as the recent shooting at Pasha’s Market, which shows that the policy is made to be flexible around certain situations people may face. However, the policy is ultimately made to decrease the profound number of tardies from reasons like truancy or oversleeping. “There is a sizable group of students who are late to school,” Assistant Principal Andy Walczak said. “The teach-

ers and us administrators thought there was a lot of class time being missed, and that there were a lot of interruptions. All encompassing, the tardy policy is trying to create consequences for students who are frequently tardy.” While the administrators’ intentions are for the best, the increased student population has caused traffic jams in the morning around Finch Avenue. Some students believe that this alone makes the policy unjust. “I have to drive to school… It’s the only way I can get to school because it takes me 40 minutes to walk, and my brother uses the [only] bike,” junior Rinoka Sato said. “Suddenly, there’s so much traffic compared to last year. The new tardy policy really sets in.” While the increased population can be easily noticed by everyone, administrators reason that external factors like an increased student population should not be the reason that one is late to class. From their perspective, it should be a student’s own responsibility to adjust to such factors, instead of pinning the blame on other sources. The new tardy policy has definitely caused some unrest in the students who have experienced the leni-

ency of last year’s tardy policy. The end of the first-grading period will show administrators if this updated version of the policy has improved attendance, or if they will need to make further adjustments to combat tardiness.

CAUSE OF TARDINESS| The large population increase impacts the morning traffic making it even more difficult to arrive to school on time.

2 NEWS

SEPTERMBER 30, 2011

THE PROSPECTOR

the Prospector Math teacher Charles Williams establishes teaching method via YouTube 2011-2012 the videos, Williams discusses topSTAFF VIRENA GALOTRA ics, explains definitions and encourfeatures assistant

Cupertino High School Established 1958 Vol LIIl., No. 1 | 2011

editors-in-chief eric jang harini jaganathan news editor azadeh rongere opinions editor sindhu gnanasambandan features editor jesse zhou lifestyles editor natasha sharma sports editors sunwoo jeong abhishek zaveri flip side editors alya omar michelle cheung copy editors kevin chu victoria duan madhuri sathish business manager virena galotra

news chris yoon assistants anna huang opinions nikhil kanthi assistants laura kao features virena galotra assistants katie martin lifestyles hong suh assistants jason chen sports christopher tracey assistants anand hemmady flipside chris cai assistants

adviser ann peck

Most students listen to lectures in class and receive homework on a daily basis. However students who have Mr. Williams as their mathematics teacher walk into class prepared to do practice problems based on concepts they learned from lectures they watched the night before. Williams’ experiences teaching calculus for the first time last year inspired him to adapt a new system of teaching math that he hopes will help students learn the material he teaches more thoroughly. Last year, Williams noted that students who did practice problems for homework — problems that would often appear on tests — still performed poorly on tests. He realized that students could get a better understanding of how to solve these problems in class, where they could work with a large group of students. This became the basis for his new teaching method; students now study the material at home and put the concepts to use at school. “Basically it’s flipping around what is classical: what is coursework and what is homework,” Williams said of his new system. In class, students get the opportunity to work through problems with the assistance of Williams and their peers. For homework each night, they are required to listen to two or three 10 to 15 minute lectures that Williams posts on YouTube. In

ages students to pause the videos and work on some practice problems while following the curriculum of the book. Students jot down their questions and demonstrate their understanding of the concepts in the videos as well as show the work done on practice problems rather than taking notes on the subject matter of the video. The students are covering the same material in the same amount of time as the students in his class did last year. The videos are simple and Williams said, “I call [them] authentically rustic because I don’t want to come up with stuff that has high production value, because then people are going to watch them like they watch MTV videos.” Instead, the videos feature Williams talking about mathematical concepts while demonstrating them on his computer screen. He wants students to feel like they are having a conversation with him while watching the videos. Although a few students have had difficulty adjusting to the new system, Williams has received generally positive feedback from his classes. Said his calculus student junior Luke Shih, “I enjoy the notes and how you are able to pause his lectures and do them at your own pace.” Williams also notes that this method is more effective in his Calculus classes than his Algebra 2 classes because the students are older and more mature.

JASON CHEN

MODERN CLASSWORK| Williams helps senior Arsh Buch with his “homework”

Another one of his calculus students, senior Natasha Chitnis, said, “I really like it because it is unique – no other teacher I’ve had has ever done this before. And it seems to be working because he explains his concepts in detail through his videos and he’s always there to answer any questions you have.” This new system requires

more work from the teacher. However, Williams is happy to spend the 30 to 45 minutes per day needed to make each video because he believes changes need to be made to the current classroom system to increase learning proficiency among studen “I want to deliver instructions more efficiently to my students [and] set up a better learning environment and I think this [method] may be it,” Williams said.

Cementing a Pioneer’s Legacy: Brick project enables sentimentality MADHURI SATHISH copy editor

In addition to the construction work that is taking place on each of its campuses, the district is now orchestrating an engraved bricks project that will allow students, parents, teachers and alumni to leave a more permanent mark on their schools. The engraved bricks program gives present, past and future pioneers — or even community members — the opportunity to help finish the entrance plaza archway at the football stadium. Said Assistant Principal Andy Walczak, who helped bring the project to this school, “Not everyone is totally sentimental about their high school years, but we want to tap into the people that had a good experience, that may be sentimental about their friends or their siblings that

were here or a particular teacher that they really enjoyed, and they can honor them that way.” By contributing to this project, people who truly enjoyed their time in high school will be able to leave something behind that will always be there for them, their friends or their families when they come back to visit. In addition, teachers can buy bricks for their departments and athletes can buy them for their sports teams, in order to honor the unique contributions they have made to the school. There are two options to choose from while buying bricks, which interested donors can do at chs. engravedbricks.com. A four-by-eight brick costs $175, while an eight-by-eight brick costs $325. Donors have a great deal of freedom with the inscriptions they want on their bricks; they must simply type their desired message on the provided lines, as long as their engravings are within the limit. According to Walczak, the money raised through

the donor brick project will go back into ASB, after which it will be used for student activities. There is no specified end date for the program yet, but when it is over, the construction crews on campus at the time will complete the archway. Meanwhile, Walczak said that he is currently working on another undertaking. “Fremont [High School] framed every single panoramic picture that they’ve had since 1929, so I’m trying to do the same for Cupertino. I wanted something that people can come back and look at, so once we get the new building done out front… we’ll have a place for people to see these pictures,” Walczak said. During the next few years, the campus will be seeing various renovations that will enable students to reminisce about their four years here, and the engraved bricks are simply the beginning of a legacy in progress.

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, ideasand 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 e-mail. Letters sent become tbe 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. COURTESY OF ANDY WALCZACK

BRICK PLAN | The bricks will be around the checkered boxes in the diagram at the field

THE PAVED PATH | The donor bricks will be installed at both football entrances

3 Lisa Hart leaves literature department to become new guidance counselor THE PROSPECTOR

SEPTERMBER 30, 2011

HARINI JAGANATHAN editor-in-chief

Former English and AVID teacher Lisa Hart will be filling in as a guidance counselor for the rest of the year. For this school year, Hart has replaced Belinda Olson, who left at the end of last year on maternity leave.She finds that she enjoys the unique school position she now holds and the diversity of her work. Hart taught an AVID class for the past three years and she said that her motivation for becoming a counselor was her experiences working with AVID students. Hart said that she found working with students one-on-one in AVID rewarding, and those interactions with them fueled her interest to become a counselor. “I’ve been following the same students for the past three years and teaching them the past three years has been rare, because normally you don’t have the same students every year and I think I just developed a different relationship with them,” Hart said. “I was able to help them on a more personal level and I was able to talk with them more one-onone them I could as an English teacher.” Hart’s commitment to her

AVID class almost prevented her from taking the counselor position. “That’s actually the one reason I wasn’t going to be the counselor this year, because I didn’t want to leave them,” she said. “They were my motivation for becoming a counselor because our main goal in that class is to get them extra help in their classes to get them to college.” Hart’s former AVID class is currently being taught by Kristin Kakes. Hart has been pursuing her counseling credential at San Jose State University since the start of the school year and she hopes to be certified in two years. “I like to be a lifelong learner, and that’s another reason I want to do this position, because you’re learning but in a whole different way,” she said. Hart finds that working as a counselor allows her to work on different kinds of tasks and with a variety of new people “I’m learning how things operate in the office, how things operate in other departments because as an English teacher, you don’t really know what goes on in other departments, so this has been good, because I’ve been able to work with more teachers and administrators and custodians than ever before,” Hart said. “I’ve been

JASON CHEN

HART’S NEW OFFICE | Lisa Hart currently fills the position of guidance counselor during the course of the new school year.

able to see how this school operates in a completely different way.” Hart will be a counselor for the duration of the school year, but whether she will continue in this position after this

NEWS BRIEF: Construction updates ERIC JANG editor-in-chief

Campus-wide renovation projects funded by the Measure B Bond have started to become tangible in select areas on campus, as new bathrooms are scheduled to be ready by mid-October. A number of new PE facilities will be completed by second semester, and further projects are well along the way. These renovations are the first steps of a major effort to expand the school’s facilities for a rising student population. Projects to be completed second semester include a press box for the football field, a rubber track and a renovated weight room that houses a team room, classrooms for PE and additional bathrooms. The football team is already practicing on a new synthetic field. Measure B — the “School Improvement Bond of 2008” — will provide the funding for improvement of school facilities based on the

BATHROOMS | Finished mid October

Letter from the Editors Dear Reader, You hold in your hands the first issue of The Prospector for the 2011-2012 school year. The Prospector is produced by the Journalism class and delivers to the students, faculty and the rest of the school community. For those of you who are interested in joining The Prospector staff, there will be a competitive application process in the spring. Meanwhile, please enjoy the ten issues that we will publish during the

individual needs of each school in the Fremont Union district. The school proposes a number of construction projects to respond to the issues of antiquated structures and decreasing space for classrooms, school activities and administrative offices. A two-story building built in the location of the cafeteria is estimated to be completed in two to three years. This complex will house the cafeteria, library, career center and guidance offices. Members of the public, school staff and students have collaborated with architects to capture a Tino feel in the design of these new facilities. “It’s really important to us to keep students as a part of this process — it’s really their building” Assistant Principal John Rodriguez said. In addition to making room for increased populations, outdated bathroom facilities are being renovated to be ADA-compliant (accessible by children with disabilities). These bathrooms will be the first of many improved, larger facilities to accommodate the rapidly increasing student population.

FOOTBALL FIELD | Finished mid October

course of the school year. In this issue, we take a closer look at the problems of overshadowing among students, the reasons behind the implementation of the tardy policy and our editorial board’s take on it. The Prospector is now proud to introduce a new regular section, Flip Side, to expand our coverage of the diversity of the school. Enjoy and please recycle! Eric Jang and Harini Jaganathan Editors-in-Chief

year

remains a question. “I’m in the [counseling] program, so I’m going to look to get a job, but the program is a couple of years,” she said. “I still won’t be done at the end of this

year so, probably what’ll happen is I’ll go back to teaching English, and when I’m completely done with the program, then I can start seeing if there are more permanent positions.”

OPINIONS

SEPTEMBER 30, 2011

CHRIS CAI

Climbing up to the Ivies demands bills, not skills HONG SUH lifestyles assistant

s college acceptance rates plummet, high school students are scrambling to gain whatever advantage they can in the race to a higher education. Private college counselors have sprung up in the past few years to meet the demand of college-savvy students and parents. Sorry, what’s that? Did I forget a word in my first sentence? Oh. What I meant to say was wealthy high school students. According to Collegeboard, there was a 23% difference between the postsecondary enrollment rates of students with family incomes higher than $88,230 and lower than $35,000 in 2008. Though students of lower family income are the ones more desperately in need of counseling service, they are usually the ones placed in districts where counselors are scarce. In contrast, students adorned with more than enough assets to attend college have the superfluous option of paying more for a private counselor. While it is only reasonable that well-off students have the right to utilize extra resources at their disposal, less fortunate students are left in the dust as a result of the unfair competition. Private college counselors who oversee every aspect of their students’ academic lives also violate the integrity of the college application system. Many counselors and counseling companies offer to guide the student throughout the whole application process in an attempt to optimize the probability of acceptance. Colleges want an accurate portrayal

of the student as demonstrated by the student, not by a third party that seeks to pander to the supposed equation for college acceptance. These services threaten the equality that colleges want to offer to their applicants. We can eliminate this inequality by directing our attention and funds to improving public high school counseling services. To equalize the displacement private counselors have caused in secondary education, public schools should invest more in their own counselors. Guidance counselor Michele Avvakumovits said, “I always think there’s more that we could be doing, because case loads are really high... one of the things I’d love to do more is one-on-one counseling. We [counselors] are always trying to brainstorm how we can reach more students.” All students, including financially troubled ones, will benefit from counselors who genuinely care about their education, like Avvakumovits. After all, that is the reason why students seek private counselors: they simply want an informed professional to care about and work toward bettering their education. And if after that, wealthier students still wish to refer to private counselors, then so be it. At least students will be competing on a more level playing field. While the American education system purports that it is encouraging the spirit of egalitarianism, the new industry of private college counseling is doing nothing to support equal opportunity. It only encourages and perpetuates the economic gap between the wealthy and the poor. Investing more in public counseling services can reduce the inequitable effects of independent counselors. All students, regardless of their income brackets, deserve the right to enough resources to gain admission to college if they possess the ability and meet the requirements.

An estimated 2.5 million people are in forced labor (including sexual exploitation) at any given time as a result of human trafficking. (www.unglobal impact.com)

School: It’s a small world after all ABHISHEK ZAVERI sports editor

I know there are various dilemmas throughout the world of which I am unaware, such as world conflicts, genocide, poverty, politics and so on. But is it necessary for me to understand these problems? There are stacks of “How To Score A 2400” and “How To Get Into College 101” textbooks sitting around my room, that I have to work through and read entirely. If I reach a score of 2400, I will stand out from the rest of my class, and have a sure chance at those Ivy League schools — you know those elite schools that will guarantee a life of affluence and abundance, also known as happiness. This is the only path to euphoria, a path that involves me using the “tunnel vision” method. In this method, I block out the ongoing events of the world around me to focus on the one and only thing that matters: me. This method works perfectly for someone as ambitious as me. My ambitions aren’t typical either. All I want is an Ivy League diploma, a couple of fancy cars, a few houses by the Caribbean and a steady job. And by steady, I mean reeking in profits from countries with names that I

can’t pronounce. In order to achieve all this, I must make a few sacrifices. Being oblivious to my global surroundings is indeed one of them. I can’t worry about the Libyan civil war causing over 30,000 casualties while I am attempting to memorize facts about the American Civil War in APUSH – which by the way resulted in approximately 720,000 casualties. Though I’ll be eligible to vote in the upcoming presidential election, I’ll be too busy applying for an internship at a Cupertino City Council office in order to diversify my college resume. I’m merely setting my priorities straight, which a young, ambitious man like me must accomplish. My peers are asking me to contribute to a worthy cause. I cannot take part in helping those in Sudan experiencing war — this act of goodwill does not augment my community service hours. I have to complete those 80 community service hours in order to achieve the illustrious Service Award! I would rather work as a gift shop clerk at the nearest hospital. I have no time to be aware. I’m sure there are others who have the willpower to formulate solutions to these dire problems. Am I selfish for thinking this way? No, I am simply being practical. This is how I will triumph against the competition, who are too busy worrying about global problems such as the obviously unattainable world peace issue. Ignorance, in this case, is truly bliss.

Since 1990, Australian, North American and European countries have shipped over five million tonnes of toxic wastes to Asia as part of the international waste trade. (www.greenleft.org)

There is a famine in Somalia (and all of West Africa). Four million people are in crisis, with 750,000 people at risk of death in the coming four months if not for adequate response. (www.bbc.co.uk)

COMPILED BY SUNWOO JEONG AND SINDHU GNANASAMBANDAN

SEPTEMBER 30, 2011

THE PROSPECTOR

The age old textbook replaced by Facebook ANNA HUANG news assistant

Almost everyone will, at one point or another, need help with schoolwork. Friends, study guides and Google have been traditional resources when confronted with this problem, but the latest solution to which students have been turning is Facebook. Joining Facebook groups, though seemingly convenient, is actually counterproductive as it is an inefficient use of time and oftentimes results in questionable behavior that may, by some definitions, fall under cheating. Anyone who has been active on Facebook lately will have noticed the dramatic increase in Cupertino High School online study groups since this past summer. As of publication, the AP Biology group is currently the largest, with 107 members, while AP Chemistry and AP U.S. History are tied for second with around 70 each. There is even a semi-satirical “study group” devoted to Weight Training. The fact that a parody has already been made suggests that these groups are now straddling the line between commonplace and excessive. The most common argument against these groups is that they come uncomfortably close to violating the district’s academic integrity policy. By definition, “using the views, opinions, or insights of others without proper acknowledgement” can be considered a form of dishonesty. While teachers do encourage teamwork, there is a difference between working with a few friends to solve a difficult problem and copying work from Facebook that was produced by other students. A number of the

groups are completely open to the public, which means that any teacher or administrator can access them and see exactly how much information is being shared. As numerous lectures on Internet safety have drilled into our brains: when in doubt, don’t. The definitions of collaboration and cheating differ from class to class, teacher to teacher, therefore it is always better to play it safe than to unintentionally expose yourself to incriminating situations. Besides the cheating factor, the reality is that these groups are just not that helpful. Junior Richard Liaw, who is a member of four Facebook groups, says that they serve more of psychological need than an academic one. “They provide a sense of safety,” Liaw said. “Everyone has some sort of anxiety when doing academic work and being part of study groups provides a security net.” While it’s true that some directions can be maddeningly ambiguous, there’s no need to consult 60 other people about whether or not page 76 has to be memorized — if you have to ask, you probably should. One person’s anxiety can be the spark that starts a panic, and in the end, it’s nothing more than the blind leading the blind, and no one knows for sure what they are doing. You may be saved today by a classmate’s helpful hint, but what happens when “the genius” slips up? Contacting three trustworthy people will usually do the trick, and can be accomplished without scrolling through pages of nonsense to find one useful line. Everyone wants to feel assured, especially when it comes to something as stressful as school. Study groups are so weighed down by useless speculation and the threat of academic dishonesty that any help they might provide is canceled out by a million meaningless notifications and petty annoyances.

Staff Editorial

Tick, tock, on the block, and the tardies don’t stop

n the past few years, the school has not had an official tardy policy and the problem of tardiness was left to the teachers to solve on their own. Unfortunately with the rising population of students at our school, the number of tardies has also increased significantly to the point that it is no longer acceptable. The school’s solution to the problem is a new school wide policy with more severe punishments. The new tardy policy is a justified reaction to the situation; however, the administration’s solution to this problem is slightly flawed. The administration is attempting to do what they believe will be beneficial for both the teachers and the students. The student’s education is a service offered by the teachers and it is to the student’s own benefit that they make the most of their class time. In addition, being late to a class is insulting to the teachers who are there to help the students. The school is trying to eliminate this problem by providing stricter punishment for being tardy. They are justified in doing so, but Wednesday morning detentions and Saturday school are not the only solutions to the problem. While the tardy policy may be fitting for the students who do not care enough to get to school on time, it does little service to the majority of students who are tardy for reasons beyond their control. With the rising population of the student body, the number of cars driving to school in the morn-

ings has increased significantly. This unrelenting flood of traffic is a major factor that prevents students from getting to school on time. There is no way that the traffic is going to disappear on its own and the fact that each incoming freshmen class grows in size is not going to make the tardy situation better either. Since traffic is an underlying cause of the tardiness problem, the new tardy policy should address this. The administration is trying to motivate students to be punctual by establishing punishments for being tardy; however, negative reinforcement does not provide enough motivation for students to figure out their own way to conquer traffic and their personal reasons for being tardy. The school already rewards students with ice-cream for high star test scores, and recognizes those on Honor Roll. There is no reason why we should not reward students who are consistently on time. If the school were to provide positive reinforcement by providing rewards for being punctual, students will be more motivated to surmount the traffic issue themselves. Students will be able to come up with their own solutions if they are provided with a motivation to be punctual. Neither the tardy policy nor the traffic issues have apparent solutions, but perhaps it is unnecessary to come up with one. With positive reinforcement, the administration can motivate students to find their own ways to avoid traffic; with positive reinforcement the administration would be better able to solve both problems.

FEATURES T H E

O N E S

W H O

SEPTEMBER 30, 2011

F E E L

O V E R SHADOWED It does not matter what you do. It always looms over you like a specter, haunting you no matter where you go, unnerving you as its presence overwhelms you, saddening you as it mercilessly outdoes your every achievement. Your efforts to banish it are futile, and your attempts to rise above it are likewise shot down. You, my troubled friend, are overshadowed. Whether one is outshone in one’s grades, athletics or social life does not matter. Overshadowing is overshadowing, and it hurts regardless of the reason. Feeling overshadowed is a painful emotion to live with. Being constantly compared to someone who one is not is never easy. Trying to fill shoes bigger than one’s own is depressing. Indeed, there are many people at school who are overshadowed. WRITTEN BY ANAND HEMMADY

PARENTS COMPARISONS DAMAGE SELF-CONFIDENCE CHRISTOPHER TRACEY sports assistant

“Your brother had five AP classes junior year, with A’s and B’s in all of them. Why do you have a C in Algebra 1?” Students find their parents comparing them to their older siblings because it is a way to encourage them to improve their grades or behavior. If they feel like they have big shoes to fill, then they will try harder to match their older siblings’ performance. The younger sibling feels obligated to achieve the same grades in the same classes his or her brother or sister took. EN CH “They usually try to make me follow in her N O JAS footsteps, so if she attends a certain club or she takes a certain class, especially a higher class, they push me to take those classes,” sophomore Ashley Liu said. “When I don’t get the same grades in those classes, they think that it’s easy, maybe even obvious, that I should get A’s in those classes just because my sister did.” However, Liu finds that this degrading method is not effective. “She and I are complete opposites,” Liu said. “It doesn’t work, because our parents expect us to be the same, and we’re not.” When Liu and her family converse, her

sister criticizes her, and her parents do the same. Her older sibling gets more respect because she has more “experience.” Most teenagers cannot be like their older siblings, especially if they are comfortable with their ways already. Some might have difficulty changing their mindsets from their daily routine. Students think their parents compare them with their sibling because they believe that by doing so, it encourages their kids to work harder. Nonetheless, parents often use criticism, rather than praise. “It’s never positive. They never say, ‘Oh, you are so much better than your sister.’ It’s always the negatives that make them compare [us],” sophomore Gene Wang said. Comparing siblings adversely affects self-confidence. When brothers or sisters do not live up to their older siblings’ standards, they may feel less capable than and inferior to them. Their parents aggressively trying to make them change just makes the kid feel inadequate. “I know my sister is a different person, and if she’s better than me, so what? I can’t help it,” Wang said. When brothers or sisters set a high standard that the younger siblings cannot meet, the consequences include lower self-esteem. “So why do you have a C?” his mom asks. “Because,” he says, “I am in seventh grade.”

Do you overshado your older

n I e v i L e W s The Shadow

arents still p d n ra g y M ith my grades… w d re eshman a fr p , m sa o g c n s o y v a m o lw h a “I’m er.” Alexus P rt a sm is r] e th think [my bro e and I m n a th r e tt e b going to be s y a lw related a ic is m e d d n a ie c fr a y in m d “I know in school an im h t a e u, junior b h r C e v e in n v e ly K b a b .” can pro beat him to y tr ’t n o d subjects, so I y not to tr I . e m to t e rshadowing] g e v o o, senior e n h u [t k t O le o ir ’t H n o d .” o g “I normally just letting it m I’ … h c u m o think about it to RA KAO

COMPILED BY LAU

No 58%

COMPILED BY SU 112 STUDENTS WITH

THE PROSPECTOR

SEPTEMBER 30, 2011

A LOADED SCHEDULE: IS IT WISE? CHRIS YOON news assistant

Having grown in Germany and attending Frankfurt American High School, teacher Chin Song balanced numerous AP classes with after-school activities, sports and volunteer work. On the other hand, math teacher Mark St. John, born in Barbados, grew up in a completely different environment with a unique education system. Now, the two accomplished individuals are teachers, bringing their opinions from past experiences to this diverse society. Song, having achieved so much during his teenage years, believes that the key ingredient for high school students is balance. “I’m all for balance,” Song said. “However, that balance is different for each person. There are people who can take five AP classes and play sports and play music and balance family life and get rest. They are busy… but can they do it? Yes.” This simple yet powerful idea of balance comes from Song’s own experience as a

five-sport athlete taking many honors and AP courses. Although he admitted that it was not easy and that he had to work hard, Song was never stressed by his workload. “I think time management has a lot to do with it,” Song said. He remembers studying on the bus, in the car and even between his wrestling matches to make time and keep up with his academics while still enjoying his teenage years. Having gone to school halfway around the world from Song, St. John has a different opinion on the issue of students overloading themselves with too much work. He believes that students should be realistic when choosing the amount of work they undertake and recognize the importance of rest and afterschool activities. Furthermore, he wishes that a limit would be imposed on the number of AP classes a student can take. “I don’t believe that eight AP classes tells me anything more about a person’s aptitude than four AP classes. It is unnecessary to take eight AP classes to demonstrate that you are a good thinker.” St. John also emphasized that it is

counterproductive for a hundred people to assume that they will get into colleges like Stanford and MIT. In reality, he said, no more than five people will be accepted by an Ivy league college. Although the two teachers have different viewpoints on student workloads, they both value the importance of self-reflection. Students should take the time to understand the true reason, motive and purpose behind their academic escapades. Losing sleep over one’s passion is worthwhile, whereas staying up to reach someone else’s goal is futile. “The magic lies in knowing where your limits are,” Song said.

RIS

To shine or not to shine?

OLDER SIBLINGS: FILLING BIG SHOES CH

MAR TIN

IN ART

KATIE

UNWOO JEONG H SIBLINGS POLLED

IE M

Yes 42%

One can feel the intimidating presence of the huge red banners the moment he or she sets foot in the gym. They are adorned with the names of the best Cupertino athletes. Study them for a minute, and it is hard not to notice that three girls with the same last name have received a place on this banner. Now, their younger sister is feeling the pressure. Anyone with a sibling can attest to the struggles of rivalry, including sophomore Annie Boyle, the aforementioned younger sister. Boyle plays varsity volleyball and soccer, and runs track and field. All three of her older sisters have played and excelled at soccer and track. But from the exterior, it is impossible to detect any stress Boyle may be feeling. With her infectious giggle and easy smile, she makes light of her situation. “People come up to me all the time and say, ‘Oh, I saw Stacie and Melanie and Katie on the athlete of the year poster. You’ll be next!’” she said with a laugh. Despite these difficult-toachieve stakes, Boyle is “proud of [her sisters].” “Their success makes me want to be better and push myself to live up to the bar they set,” she said. Boyle admits that it is difficult to have people constantly compare her to her sisters, but she does not let anyone’s expectations get in the way of her own athleticism. With all the interests that she and her sisters share, how does Boyle differentiate herself from the bunch? “That’s a tough one,” KAT

u feel owed by r sibling?

KATIE MARTIN features assistant

she said. “I guess I’m the crazy, really loud one.” But then again, “everyone is in their own way.” Not every sibling rivalry story is one of dispute over similar talents. While Annie and her sisters are rivals in the same field, sophomore Richard Chung and his sister Vanessa, a senior, have completely different interests. Richard is a starting setter on the varsity volleyball team and Vanessa is an accomplished artist. Their contrasting skills do not prevent rivalry though. “It’s kind of a competition,” Richard said. “She acknowledges that I’m good at sports, but she’s good at art and creative stuff. We’re jealous of each other’s traits.” Both Chung and Boyle agree that the competition motivates them to try harder at their respective fields. Additionally, Chung believes that the rivalry between him and his sister helps them to better understand each other. “I get her to play sports, and she tries to get me to be creative,” he said. “When I ask for help, she tells me to try it first. She encourages me.” Sibling rivalry, though sometimes a pain, can be tolerable. It’s all about how one views it. Chung and Boyle have extremely talented sisters, but they harness the competition and use it to improve their skills. A little bit of rivalry is healthy in any sibling dynamic, as they both have shown. By focusing on their own accomplishments rather than comparing, Chung and Boyle are able to maintain solid relationships with their siblings.

I was either standing in your shadow, or blocking your light ; Though I kept trying, I could not get it right.

-Don Henley founder of the rock ban d “Eagles” from the song “not enou gh love in this world”

LIFESTYLES

SEPTEMBER 30, 2011

NAV GATING

THE MORNING TRAFFIC Ten ways to get to school on time 1. Set an alarm: Whether it blasts your favorite tune or “cock a doodle do” make sure it gets you up and out of bed! 2. Shower in the night: This will give you 20 extra minutes of precious sleep in the morning. 3. Stretch for one minute after getting out of bed: This will get your blood flowing and you will be able to move at a faster pace. 4. Pick your outfit the night before: You will not blankly stare at your clothes wondering what to wear. 5. Splash your face with cold water: This will refresh your eyes and skin and wash all of the tiredness away! 6. Eat your breakfast on the go: Carry a commuter mug with hot coffee or milk and grab a slice of toast for a quick and easy meal. 7. Pack your bag now: That way you will not forget any folders or worksheets and it will keep you from scrambling around the house looking for homework. 8. Leave the house early enough to have five minutes to spare before class: You will not have to worry about being tardy with the extra time. Five minutes can be the difference between tardiness and punctuality. 9. Get dropped off a block away: You will be able to avoid getting stuck in trafficheavy areas. 10. Use routes that are less congested: You will have an easier time maneuvering through traffic. COMPILED BY NATASHA SHARMA

CHRIS TRACEY

VICTORIA DUAN

Luxury brands market the memories KEVIN CHU copy editor

While perceptions of luxury differ with regard to socio-economic levels, the best definition of an extravagant good in American society lies in a brand’s positioning as the best of the best. Products that offer some functional use are almost always linked to a brand. In effect, the brand acts like the “Good Housekeeping Seal of Approval,” telling consumers that the promoted product is practical and elevated above its more ordinary competitors. Still, Voss water, bottled in a cylindrical glass at an artesian source in Southern Norway, functions as drinking water, as does Aquafina’s pure water. However, Voss does so with more style and prestige. The brand, Voss, is the emblem indicating that this brand of bottled water is of higher caliber than all the rest. Looking beyond the aquatic arena, there are high-end brands in diverse categories of discretionary purchases. In the aftermath of the global recession, students and teachers tend to shy away from purchases they perceive as too extravagant though different consumers have different perceptions of extravagance. A real-life example of the concept of consumers’ belonging to a brand is student loyalty to Moleskine notebooks manufactured by Moleskine Srl, an Italian company based in Mi-

lan. A worldwide network of enthusiasts have even pledged exclusive allegianceto Moleskine products, lavishing praise on the superior quality of the acidfree paper and fashion conforming to English novelist Bruce Chatwin’s descriptions of notebooks he used on his travels. Luxury brands evoke a strong and lasting image in the consumers’ heart sand minds, and are incorporated into their identities. To Juliet Schor, senior lecturer and Director of Women’s Studies at Harvard University, consumerism is a competitive sport in which people participate with their classmates or co-workers, families, neighbors and friends. In “The Overspent American,” Schor gives a nod to the role of emotional gratification in cosmetic purchases, stating that women shell out hundreds and thousands for cosmetic products with dubious effectiveness because, even in cosmetics, there is a structure of one-upwomanship. In the final analysis, the consumer defines luxury. For one consumer, at one income level, with a passion for some aspect of his or her life gourmet cooking, fashion, music or crafts a particular item, brand or product might be considered a luxury. For another, the same might be a total waste, or it may not be extravagant enough. The perceptions, values and experiences of the consumer create a sliding scale in which luxury products and brands, just like all discretionary expenditures, are measured. JASON CHEN

THE PROSPECTOR

SEPTEMBER 30, 2011

CHICKEN

FEATHERS

New hair accessory trends on campus LAURA KAO opinions assistant

lumes of both neutral and vibrant colors peek through curtains of brown, black and blond, adding a subtle touch of glamour: feather hair extensions. This recent feather extension trend is heavily based on visual appeal and its peculiar background does not affect the trend’s popularity. Since the beginning of this year, young girls and women started noticing this new feather hair extension trend on celebrities such as “Glee” actress Jenna Ushkowitz, Selena Gomez and Ke$ha. Now, hints of this nation-wide trend are seen on campus. Just like feather patterns help attract fish, these fly extensions are attracting the attention of girls and women nationwide. Quite often, trends are spotted in magazines, on celebrities and on everyday people. Those who notice these unique displays of style start incorporating the trend into their own fashion. Students cite Seventeen Magazine’s cover of Lucy Hale, who plays Aria in the ABC Family show “Pretty Little Liars,” as their source of inspiration as well as other celebrities. Other students stated that they had seen many other girls sporting colorful feathers in their hair. “It looks like highlights…[but] I think it’s more creative,” sophomore Masha Yelsukova said. These popular feather extensions, known as “hackle,” are made of the saddle feathers of roosters, or feathers found on the backside. Fly fishermen commonly use hackle as bait for fish. Though at first only available through professional

means, hair supply stores are now going through their stocks of fly ties. These rooster feathers are attached to the hair with crimp beads or temporary clip-ons. “Permanent” feather extensions can last up to three months and can endure washing, brushing, blow drying, straightening and curling. People can buy their own Do-it-yourself feather extensions from various hair supply shops and online stores such as Amazon or eBay. Students seem to agree that the feather extension trend is a unique idea. Some students bought feather clip-ons at regular apparel stores such as Hot Topic while others get permanent feather extensions put in at professional hair supply shops in shopping centers and outlets such as Santana Row. However, most students who follow this trend did not know much about the origin of the fad when asked. “I heard about the gross chicken feather plucking thing…[but] I just really like peacock feathers,” senior Shaina Lumish said. Lumish’s indifference to the trend’s background shows that wherever the origin may be and whatever other information might be behind the style, all that seems to matter is the look. “[The background of the feather trend] doesn’t matter as long as it looks good and fits your personality… If you’re not the type to wear feathers, then don’t,” Yelsukova said. These chic feather extensions, regardless of their background, have captured the attention of young girls and women who have seen celebrities and other peers sporting feathers in their hair.

Check Out Dusty’s Twitter: @DustythePioneer

SPORTS

SEPTEMBER 30, 2011

football games: a social experience NIKHIL KANTHI opinions assistant

At football games, the players are not the only ones competing. Here, everybody has their game face on, down to the last parent and cheering spectator in the bleachers. To some attendees, watching football is a game, and one must always play the game with the attitude of a champion. The truth is that I don’t understand football games enough to appreciate the endless drilling of plays or the constantly changing strategy during the game. I suspect that I am not the only one. Many of the other spectators are happy just to see their friends at the end of a long week, and are impartial to who actually wins. The social experience is a fundamental part of every football game. There is a poetic ring to attending games where one sits on the cold bleach-

HOME

SOCIAL EVENT VS. SPORTING EVENT

ers with friends, eating hot “band potatoes” on a cool Friday evening. Despite the chill and blinding lights, the energy of the hundreds of spectators excited about one thing or another is bound to get me excited as well. Football is clearly a stimulus for social interactions. I feel a bit silly when I jump up and down upon every goal, but the crowd’s spirit is contagious so I jump until my legs turn to rubber. Only the players and most avid fans would understand the details of the game, how close the ball drops are, how uncomfortable the players must be feeling or how frightening it is to run 100 yards with an entire team on your tail. But even if we cannot comprehend football for all its technical details, it is a high school experience worthy of any bucket list. By attending games, we find enjoyment in baked potatoes and companionship, whether we understand football or not.

GUEST

POLL: Do you prefer Homecoming on the weekend?

49 % polled said “NO”

YES

19 % polled said “YES”

32 % polled said “NEUTRAL”

neutral COMPILED BY SUNWOO JEONG 217 POLLED

Where’s the love for the linebacker? SINDHU GNANASAMBANDAN opinions editor ANAND HEMMADY sports assistant

There are many aspects of football that some simply cannot understand while wearing a foam finger on the comfy Tino bleachers. For those who have never donned the Cupertino football uniform, high school football means little more than a Friday evening or Saturday afternoon pastime. For football players, however, the game means much more. These players spend hours toiling on the field, trying to give the school something to cheer about. In spite of all this hard work, football players are frequently put down by other students. Football’s intensity is evident in the frequency and duration of its practices. Players start working out in January to prepare for the season. Once weather permits, they begin spring and later summer practices. These practices are four days a week and last three hours each day. The week right before school is not a designated break. Instead, it is aptly named “hell week” as players spend seven hours each day on the field. When school starts, football keeps the same rigorous schedule in addition to a game on either Friday or Saturday. To top it all off, players have to endure weather that is consistently above 80 degrees.

Football’s rigor is also reflected in the high amount of injuries that players sustain. The team has already experienced ankle, knee, thumb, and shin injuries, as well as a concussion and a hairline fracture on the ankle. “I bruised my growth plate on my shoulder during a hitting drill on the second day of practice. I dropped my shoulder into Jesse and as soon as I hit, there was a sharp pain in it. My arm went numb. I have been out six weeks since then during which I had a bunch of MR-Is and X-rays. This sort of thing happens to many of us,” sophomore Josh Lollis said. The physical aspect, as grueling as it sounds, may come second to the mental capacity required to play this sport. The mental focus required to keep up with a game as fast paced as football is indeed tremendous. Said Christopher Oswald, football coach, “Playing football is like trying to learn a foreign language while someone is hitting you on the head. You have to be aware of what’s going on, you have to understand all the terminology we throw at you, and the whole time you’re getting tackled or you’re sprinting while you’re sweating under 15 pounds of equipment in the sun.” Senior Abdelwahab Bourai echoed Oswald’s sentiments, saying, “Football players can hardly be generalized as ‘dumb jocks’.” Even though football players dedicate enormous amounts of time and put their bodies at risk just to improve in their sport, they feel that the school does not appreciate their efforts. Bourai, as a new recruit to the team, has experienced

life both in the stands and on the field. He is shocked by the attitudes that others now show him. “I did not expect this negativity when I joined. When you wear the Cupertino jersey, you stand out, you represent a team... a team that hasn’t been up to standards lately, which is partly due to the lack of support. People I have known for three years look at me differently when I walk around in that jersey. And it is not necessarily a good ‘differently’,” Bourai said. This opinion is shared by many others on the team as well. Many players feel that the school judges them for every loss and completely disregards all the hard work that the players put in into practice and conditioning. Said senior Alex Wakefield, “We work hard because we want to win...because if we don’t win Friday night, the school who already thinks we are a bad team only solidifies its opinion.” Each day on the field is a battle and no game is easily won. Wakefield and Bourai believe that students at school frequently insult the team because the students themselves have not experienced these aspects of football. Furthermore, some students have unrealistic expectations for the team. “People expect us to turn our team around so fast but really, it has been only [one full season] since we got a new head coach. It takes longer to turn a program around,” senior Dominic Allred said. Some support is their simple request for us. Hard work does not show up on a list of numbers, and football players feel that it is time for the school to learn that and appreciate the players for their dedication and sacrifices.

THE PROSPECTOR

SEPTEMBER 30, 2011

New eyewear elicits complaints AZADEH RONGERE news editor

JASON CHEN

ON THE FIELD Senior Niema Sharfi is utilizing the new masks during a game. The new masks protect the player’s eyes from possible injuries from their opponents’ hockey sticks.

The National Federation of State High School Association (NFHS) now requires protective eyewear for all high school field hockey players, even though their protection is minimal, they are in limited supply and they are prone to more injuries. In the beginning of January in Indianapolis, Indiana, representatives from ten different national regions met to enhance the field hockey rule book, including Christine Couteau, the umpire chair at the Northern California Field Hockey Association (NCFHA). They held their annual discussion about the positives and negatives of requiring protective eyewear, and they still concluded with a unanimous vote against mandating the eyewear. However, on April 15, 2011, the board members of NFHS feared that eye injuries would have liability to their organization; therefore, they

it actually is; thus, many players may be inclined to let their guard down, believing they are completely protected when they are not. Furthermore, since all high schools in the country averaging to about 64,000 field hockey players are obligated to sport this protective eyewear, brands are struggling to satisfy this sudden national demand. Seeing as most districts cannot afford this protective eyewear within the four months’ notice, teams without protective eyewear must forfeit their preseason and season games until they have the eyewear. Schools that are privileged enough to supply more than the required ten protective eyewear for each combined Varsity and Junior Varsity team, have benevolently offered to share their protective eyewear with other schools. “Coaches in our league are being extremely cooperative by loaning the protective eyewear so that each team can fully appreciate field hockey,” said Couteau. Hopefully, the majority of schools in our country will not be negatively impacted by this new protective eyewear and they will continue to appreciate field hockey to its fullest.

mandated the protective eyewear by overruling its representatives’ prior decision. Couteau, local referee and representative of NFHS for our region, pleaded that based on her experience as a player for pristine clubs in France and England, a player on the French National Team for 15 years and a participant in four European Cups and one World Cup, the eyewear is unessential and provided limited protection from uncommon injuries. “Eye injuries occur very rarely. I’ve heard of only two catastrophic face injuries in 15 years nationally,” explains Couteau. Not only is protective eyewear unnecessary, but it also cause more injuries. The protective eyewear consists of thick metal bars surrounding the eyes and threaded through goggle boundaries. Therefore, the bars go across the eye line enabling tunnel vision. This inablility to see can cause field hockey players to neglect the surrounding players, and this neglect facilitates extremely hazardous stick injuries. According to Couteau, the protective eye wear is advertised to be more defensive than

PROS OF MASK:

CONS OF MASK:

- Protects from serious injuries to facial area

- Very uncomfortable fit - Hard to see through the barriers of mask

- Protects eyes from puck and hockey sticks

O AS

UPCOMING SPORTS EVENTS October 3rd: Girls Tennis vs. Harker @ Blackford October 4th: Girls Tennis @ Santa Clara Boys and Girls Water Polo vs. Fremont Field Hockey vs. Live Oak October 6th: Girls Volleyball vs. Wilcox @ Tino Field Hockey @ Leland October 7th: Football @ Fremont October 11th: Field Hockey @ Monta Vista Girls Tennis vs. Los Gatos Girls Volleyball @ Milpitas High October 15th: Homecoming Game Vs. Lynbrook

FLIP SIDE

September 30, 2011

SEPTEMBER IN PHOTOS

PHOTOS BY JASON CHEN

VICTORY| The girls varsity volleyball team celebrates after a win against Santa Teresa High School. HAMLET| Robert Burton (seated) and Scott Maxwell perform a scene of Shakespeare’s Hamlet for AP Literature students. RUN, FORREST, RUN| Rinoka Sato dashes out three miles in a cross country meet at Toro Park, Salinas, California. DANCING QUEENS| Rena Wang and Miracle Santiago, shown practicing the junior homecoming girl’s dance, are among many students that are preparing for Spirit Week. WE’VE GOT SPIRIT| Cupertino’s cheer team pump up students at the Welcome Back Rally.

Anthony twins set sight on world jump roping competition JASON CHEN lifestyles assistant

magine running an excruciating seven mile road run during Cross Country before going straight to jump rope practice. Then it is dinner, shower time, and homework until about 10:30 p.m. before it is bed time. This is the daily life of Peter and Thomas Anthony, and it sounds absolutely grueling. The twins are magically capable of balancing sports activities with school, and still be able to excel at both. Though the Anthony brothers are commonly known for their fast mile times, only a handful of people know about their hidden talent: they are nationally ranked jump ropers. They have won various awards in Regional and National competitions, and this year, they have a shot at making World Trials. “A long time ago, my mom saw a kid in a program for the activity center in Santa Clara after we did ‘Jump Rope for Heart’ [a fundraiser in which kids jump roped for pledge money] in kindergarten,” Peter said. He and his brother’s career began a f t e r taking several introductory classes at the age of seven or eight. The twins eventually joined their jump rope team, currently named “Sol Jumpers” and consisting of approximately 25 jumpers who practice regularly to

prepare for competitions. There are a variety of events that the jumpers compete in, and several are based on team effort. “We compete in teams for Double Dutch, relays, speed, freestyle and others,” Peter said. Though the twins do not have a preferred event, Peter has a dislike for freestyle. Participating in such a unique sport comes with a price in regards to finding other competitors. “At Regionals, our team doesn’t have any competition, so I basically won all my events. At Nationals, I placed in a few events, and earned a second place medal,” Peter adds. As the twins are both avid runners, jump roping has impacted their running career positively. Jump roping helps the runners build endurance and prevent injuries. “Jump roping really strengthens the ankles and the legs, so it’s better for running in stability so you don’t roll your ankle that much,” Thomas explains. The two are aiming to compete in the biannual World Trials, which will be held at Ohio in January 2012. Through diligence and long hours of practice, the boys are looking forward to a new and successful season.

JASON CHEN

NEXT MONTH: OCTOBER Comedy Hour Show

Friday, October 6th (7:00 p.m.)

Homecoming Dance

Saturday, October 15th (9:30 p.m.)

Tournament of the Bands

Blood Drive

Homecoming Rally

Choir Concert

PSAT

End of Grading Period

Homecoming Game

Halloween

Saturday, October 8th (10:00 a.m.) Friday, October 14th Saturday, October 15th (all day) Saturday, October 15th (12:00 p.m.)

truth and wisdom

CHRIS CAI

Tuesday, October 25th Tuesday & Wednesday, October 25th &26th (7:00 p.m.) Friday, October 28th

Monday, October 31st

Most lipstick contains strong traces of fish scales. A 6.5 ton satellite plummeted into Earth on September 23.

Hosni Mubarak, former dictator of Egypt, is currently on trial for both corruption during his rule and involvement in killing over 1,000 protesters in the January revolution.

The dot over the letter i is called a “tittle”. On average,12 newborns will be given to the wrong parents, daily.

Alya Omar

Get it together BLOBIDYBLOBIDYCLICK. I am sitting on the floor in my kitchen, pressing my cheek against the cold door of the dishwasher when the boiler clicks. I push my body up to make the tea that’s going to save me on this dark morning. It’s 4:13 a.m. The only people awake on this side of the planet are Taco Bell employees. And Ke$ha. And me, because I care about Hester Prynne’s bosom and woke up early to write my essay about it. But I brush aside the idea that such a sleeping pattern is abnormal and assure myself that I have my life in order, and that I am just fine. Aside from the fact that I’m not taking care of myself, that is. Then the clock hits me in the eyeballs and I realize that not only is it now 5:31 in the morning, but also that I’ve accomplished nothing except an exceptionally high score in Hassee Bounce on Neopets. Panic infects my bloodstream and in an effort to stop the low groan of exhaustion dulling my brain, I drop my forehead into my hands. I leave it there. All that’s waiting for me is my room, a picture of clothes, sticky cutlery and hangers vomited across the floor by an unknown hurricane. The frustration I have towards Messy Alya of the Previous Morning turns into a concern for Potentially Insane Alya That Has Been Living my Life Thus Far. Because honestly, at what dark point in my life did I decide that it would be a good idea to drop gummy bears into the mug of tea in my closet, just to see if they would be ginormous gummy behemoths by the time I remembered I put them there? Why don’t I possess the willpower if not the common freaking sense to put the mountain of washed socks into my drawer instead of stuffing them into my tangled atrocity of a bed? And how is it possible that my housecleaner cleaned it all only yesterday? Does she actually exist? It’s because I’m busy, I reassure myself. Everyday, Life asks me a question: Would I rather finish my homework and show everyone in the outside world that I am a bright, studious person? Or would I like to clean and organize my desktop to motivate myself to do the work that I would then have no time to complete? The answer is easy. So my pants accumulate on my floor. My towels drape themselves on my lamp. I’m exhausted. Right on time, in swoops the mental breakdown. I’m knee-deep in chaos and I can’t walk through it anyway because I busted my kneecap in volleyball and am forced to totter around like a pathetic little pirate. I can count the hours I’ve slept in the past three days on my left hand but not on my right because I sprained my thumb in volleyball last week and Oh. My. God. Elmer’s glue can’t fix me now. Five Hour Energy can’t fix me now. I don’t have my life in order. I now recognize that my body and brain need a serious self-hug and my priorities need a serious makeover. A life ruled by only obligations is a life that isn’t going to last very long. So this is the sign to put down the textbooks and take care of yourself. This is permission to stop memorizing the functions of enzymes long enough to clean your room, Skype your brother and chew it over with Twix. Because yes, you do need a moment. It doesn’t matter if you use the moment to do something significant or use it to do nothing at all; all that matters is that you do. So next time Life asks you to choose between Chapter Four or a nap, be nice to yourself and get in bed. Remember to remove the hangers.