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WEDNESDAY, DECEMBER 11, 2019
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Farber presents “The Power of Hope”
PHOTO BY MEGAN TIEU
The district band of Alhambra, Mark Keppel, and San Gabriel High School performed for the 2019-20 Rose Parade President Laura Farber (middle) in the arena on Dec. 3. Farber received gifts from junior Bebe Tran (right) and the drum major of Mark Keppel High School, senior Genevieve Chin. BY MELODY ZHANG
The 2019-20 President of the Rose Parade Laura Farber visited campus to meet and attend a performance by the district band, consisting of San Gabriel, Alhambra, and
Mark Keppel High Schools on Dec. 3. During her visit, Farber gave a presentation on the 2020 Rose Parade theme and held a question and answer session in the Multipurpose Room. Born in Buenos Aires, Argentina, Farber
left for the United States with her family, leaving the Dirty War that was taking place. An alumna of Alhambra High School and a graduate of UCLA and Georgetown University, Farber has volunteered for the Rose Parade for 26 years and is the third
NEWS woman and the first Latina to be president of the Rose Parade. “Wanting to be diverse and inclusive is something that you prioritize when you come from a diverse background,” Farber said. The district band, after participating in the Rose Parade in 2009, was chosen once again, in consideration of musicality, talent, and number of times the band was featured in the parade. “We took into account whether we thought the band would be representative of diversity, and Alhambra [Unified School District] certainly qualified for that,” Farber said. The theme for the 2020 Rose Parade is called “The Power of Hope.” Developed a few years ago, Farber said that the theme was inspired by what the country represented, a beacon of hope. “Hope is dignity and respect and joy and happiness and aspiration and achievement,” Farber said. “You can aspire to do better and in turn inspire others to reach higher, and what’s beautiful about hope is that it never quits.” The largest number of international bands in the parade will be participating, from countries such as Costa Rica, El Salvador, Denmark, and Japan. “I thought it was very important to have our diverse world represented on the largest international [parade],” Farber said. Farber hopes the Rose Parade will serve as a reminder that everyone comes from different walks of life and to embrace and celebrate that. “I’d like to leave people with the power of hope,” Farber said, “hope that nobody can ever take away from them, hope for our future, hope for this amazing country to come together and for the world to come together as humans.”
Washington Post names school staff diverse
BY TIFFANY NGUYGEN
Recognized for the staff ethnic diversity, the school was observed by Washington Post journalist Laura Meckler on Dec. 6. The selected classes included those of English teacher Virigina Vasquez, math teacher Gabriel Ybarra, and science teachers Davina Dominguez and Yvonne Lopez. Although students were distracted by the cameraman taking photos of them engaging in typical classwork activities, junior Christian Rios considered the visit to be a positive experience and hopes the school will be observed again in the future. “I feel like people should be more aware of the positive effects that a diverse staff has,” Rios said. “When you have a diverse staff advising students, you have students who are taught through many different perspectives.” The teacher population among campus is comprised of 38.8% Caucasian, 38.1% Asian, 24.7% Latino, and 1.1% African American individuals who help keep the school running, according to a 2016 accreditation report of the school conducted by the Western Association
of Schools and College. “We have a great and caring staff,” Amy Wu, Assistant Principal of Instruction, said. “The diversity brings the ‘cherry on top’.” Vasquez also sees the diverse staff as a beneficial opportunity for students to see themselves reflected in their mentors when they come to school. “[Students and staff] can connect through shared experiences and similar backgrounds,” Vasquez said. “This [unity] helps build relationships where teachers will go out of their way to go to games and be involved in the school community.” Senior Michelle Thi anticipates that the publication of the article will help shine a light on what makes the staff unique and open further discussion on how the school can be improved. “I think that it’ll have a positive effect on the Washington Post readers, because with all the other schools that have been mentioned by the journalist, our school stood out,” Thi said. Principal Debbie Stone hopes that staff will be inspired and motivated to “know that we’re doing good work for students.”
NEWS
The matador
Administration introduces BRAVO Bucks
Alhambra Unified School District (AUSD) is collaborating with the Alhambra Firefighters Association, the city of Alhambra, and the YMCA of the West San Gabriel Valley to host the 27th annual Spark of Love Toy Drive with the goal of collecting toys and sports equipment for children in need. Students can drop off donations at select locations during business hours including the Alhambra Fire Department, City Hall, Civic Center Library, Chamber of Commerce, and AUSD building by Dec. 20. The Business and Activities Office will also be accepting items until Dec. 17.
ASB cancels Class Council application extensions BY LEANE CHE
PHOTO ILLUSTRATION BY LILY CAM
Junior Miguel Sanchez turns in four BRAVO cards to the raffle box in the counseling office. Sanchez received one card from math teacher Sheree Mar for being on task during class. “BRAVO cards really encourage students to stay in line,” junior Miguel Sanchez said. “I always participate and help out in class. Now, because of BRAVO cards, my teachers acknowledge me.” However, the usage of BRAVO Bucks has not been yielding positive results for others. “Some students show good behavior, but I feel like they do it for the card, not for the
sake of being good,” math teacher Sheree Mar said. “Some don’t really care about being on task or paying attention, so I think perfecting the BRAVO system takes time.” In the future, the PBIS team hopes to host monthly raffles. By 2021, the team will open a BRAVO student store next to the College and Career Center, named El Mercado, for students to exchange BRAVO Bucks for snacks and other items.
PHOTOS COURTESY OF STANLEY LI
Team Pleffermint members sophomores Sophia Quach, James San, Sokseyrey Sun, My Nguyen, William Chung, and Andy Duong were awarded certificates for winning second place (right) by constructing a mini football launcher (left).
Members from Mathematics Engineering Science Achievement (MESA) Club competed in the STEM on the Sidelines competition at Dignity Health Sports Park on Dec. 8. The competition consisted of a total of 34 teams, comprised of more than 150 students from 26 different high schools. The objective was to build a mini football launcher that was powered by a Raspberry Pi microcontroller. The team that had the farthest distance and the highest accuracy won. Team Pleffermint members included sophomores Sophia Quach, James San, Sokseyrey Sun, My Nguyen, William Chung, and Andy Duong.
briefs BY TIFFANY NGUYGEN
SG competes, places at STEM on the Sidelines competition
BY LEANE CHE
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Spark of Love Toy Drive brings Christmas spirit
BY LILY CAM
Be Respectful, Safe, Actively Engaged, Responsible (BRAVO) Cards, an acknowledgement card system, was implemented last month by the school Positive Behavioral Interventions and Supports (PBIS) team to promote expected behavior in students and facilitate positive interactions. Behaviors are listed in the BRAVO behavioral matrix and include “keeping the environment clean.” By following the matrix, students can receive cards from staff members and turn them in at the counseling office by tomorrow after school to participate in the first raffle. Fifty students have a chance to win the grand prize, a pair of Apple Airpods, or other prizes such as Hydro Flask water bottles or Chick-fil-A vouchers. “At first, people were thrown off by BRAVO cards because we don’t have a culture on campus where students are actively acknowledged,” school psychologist and PBIS member Frank Tobias said. “We want to make sure the social and emotional needs of kids are being met.” The idea was part of an initiative to acknowledge expected behavior in students, a concept proven effective by many psychologists. PBIS took inspiration from former school counselor Jing Wu. Wu pitched the idea of having ‘BRAVO’ or ‘OLÉ’ Cards. She created the acronyms to emphasize the culture of the school mascot, the matador. “We voted on using ‘BRAVO’ and tied BRAVO Bucks into our matrix, which is the BRAVO outline,” Tobias said. “Then, our principal, Debbie Stone, went, ‘Why don’t we start saying this is the BRAVO way?’ BRAVO Cards picked up momentum from there.” Some staff members and students claim that BRAVO Bucks are effective.
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WEDNESDAY, DECEMBER 11, 2019
“Students were required to build a circuit using motors and other 3D printed, lasercut, or fabricated components to build their device,” Marvin Maldonado, director of STEM education at the University of California Irvine, said. “They also had to do a little bit of coding.” Team Pleffermint’s launcher was able to launch the football around 20-25 feet. They won first place in the Los Angeles County and second place overall. The entire team was awestruck once their team was called to the stage to receive their certificates. “No one in our group stood up when our names were called for a solid 10 seconds,” San said. “We were extremely shocked, because our project wasn’t the
best looking and the process of building it was neglected.” The team members had been working on the project for two months, but their schedules did not line up. Thus, it resulted in them submitting a video of their nonfunctional launcher. “After we submitted the video of our broken project, we decided to rebuild it, so I went to Mr. Mason’s to quickly cut out the wood,” San said. “We went to Sophia’s house and stayed there for seven hours for two to three days to complete it.” Pleffermint members were invited to attend the Chargers home game on Dec. 15, where they will be recognized and given field access.
Due to complaints towards the lack of ethnic diversity in Sophomore Class Council (SOPHCC), ASB decided to extend the deadline for all class council applications to Friday. However, that decision was revoked in a meeting on Dec. 9 with the administrators and the ASB adviser, Cecilia Revilla. Revilla declined to comment about the decision. All class council applications were due yesterday by the end of lunch, and voting for the Executive Board, Freshman Class Council, and SOPHCC will now take place today through Friday during lunch.
Letters to Santa help grant children’s wishes BY LEANE CHE
PE teacher Carla Fujimoto gathered a group of teachers to participate in Macy’s Believe campaign by having students write letters to Santa. With every letter dropped off at any Macy’s location or sent online, Macy’s will donate $1 to the MakeA-Wish Foundation, up to $1 million. “We were having a Christmas party and Jerry Arnold, [a former employee], had a grandson that had cancer at 7 [years old],” Fujimoto said. “He was granted a wish through Makea-Wish, so they asked me if I would get students to write letters to Santa.” Fujimoto exceeded her goal of collecting $1,000 with the help of students. The campaign will end on Dec. 23.
Auditions held for upcoming spring musical BY TIFFANY NGUYGEN
Drama teacher Kelsey McNeilly announced that the school’s next play will be “Little Shop of Horrors.” Auditions were held on Dec. 5, 6, and 9, and the casting will be released before the beginning of winter break. Once the cast has rehearsed, the play will run from March 18 to 20. “[The musical] is about [a] downtrodden guy who finds [a] mysterious plant and little does he know,” McNeilly said. “The only way to make the plant grow is to feed it human blood.”
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WEDNESDAY, DECEMBER 11, 2019
Al“lu”ding to happiness
opinions
Editorial
E-books: smart solution to hard copies Cissy Lu Letting loose
I
grew up in an average household with two parents who supported me unconditionally. They knew it was important for me to pick my life choices and find my passions. My parents never forced me to pursue their dreams instead of mine, therefore they didn’t have strict expectations. However, because my parents never pressured me to become a doctor or lawyer like everyone else, I felt the need to push myself as hard as my peers, who always seemed to be working very hard, and I looked up to them for that. I set standards and expectations for myself. Every time I reached my expectations, I would raise them even higher, not only in academics but in everything that I did. That included applying myself to my extracurricular activities. I foresaw a preventable decline, but I thought everything was going well at the time. After years of setting expectations after expectations, I put myself in a spot where they were almost impossible to reach. Since I wasn’t able to reach my standards, I started despising my own work, whether it be schoolwork or my hobbies. I hated myself and picked on myself for the little things that I did wrong. I know people make mistakes, but I kept telling myself that I shouldn’t make the same mistakes twice. I stopped doing the things I used to love because I was so agitated with my results, which I deeply regret. I quit doing extracurricular activities such as playing the violin, singing in a choir, and drawing since I was disappointed in my own work and art. I became extremely self-conscious about my words, thoughts, and actions, affecting how I communicated and impacting my social life. I was unsatisfied with myself. I worried about my relationships, all the things happening in life, and how I was doing in school. I kept worrying about all the things that I shouldn’t have worried about. To me, it was selfish, but it was what I needed to reflect on. I always put others before myself, but I realized that caring for others and myself can both be of the same priority. After realizing all the harm that I caused not only to myself but my friends and family as well, I wanted to change my perspective. I took the whole summer to think about myself for once. Becoming content with myself has always been very difficult and challenging, but rediscovering myself and being who I want to be makes being satisfied with myself easier. Learning to accept myself for the way I am is still a huge challenge that I must overcome in order to be content with my life, but I’ve made huge progress. I try not to think about my actions as much and I’ve become a little spontaneous at times. I have friends, family, and teachers who accept me for me. I am very grateful for them as good influences and never failing to be there when I need them.
T
o carry textbooks around is quite burdensome, especially without the availability of lockers. Assigning online textbooks is a more convenient option for students because they are easy to carry and access. Schools spend an excessive amount of money on textbooks, which can be a waste when there is a cheaper alternative. According to Applied Educational Systems, a team dedicated to helping education, textbook costs increase four times faster than inflation. Many students may not have any electronics devices; therefore textbooks are still around. However, online textbooks have the potential to save the school from spending unnecessary funds on hard copies. The expenses used for printed textbooks could be used for something more worthwhile, for instance Chromebooks or laptops. Textbooks add unnecessary weight to students’ backpacks and can
cause a lot of pain; not to mention, heavy backpacks can cause lifelong orthopedic damage and chronic back pain, leading to a miserable future ahead for the students. However, online textbooks are available on electronic devices that are not as troublesome to carry around. The process of making physical textbooks cuts down 125 million trees per year and releases 4.4 million tons of carbon dioxide. Using online textbooks can help reduce the energy used for book production and disposal of old books, as well as save trees from destruction because of the paper that is being used to print them. As a result, online textbooks are a better alternative than printed textbooks for the environment. Students are prohibited from writing in traditional textbooks because they must return the textbooks to the school in the same condition. However, online textbooks allow students to not only access the
plentiful resources but also annotate and highlight electronically as they please. This benefits students because online annotating and highlighting saves time since students usually type faster than writing. Having the option to mark texts encourages active engagement and facilitates learning. Even though some students may not have internet access at home or have an electronic device, online textbooks can be downloaded at school and students can ask to borrow an electronic device from school. Students could also go to the library and use the computers and electronic devices. There will still be some physical copies of the textbook for students who do not want to read online. The school should distribute online textbooks instead of physical textbooks to students by communicating the benefits of an online textbook to district administration.
Printed textbooks weigh down students BY ZHOU YE XIN
Constructively criticizing BRAVO Cards BY WENDY CHAU
I
n hopes of improving the school community and strengthening relationships, the Positive Behavior Interventions and Supports (PBIS) team created a new system that was recently implemented: BRAVO Cards. In this system, teachers and staff reward students who display ideal behavior with BRAVO Cards, used for students to participate in a raffle. Although this system has great potential to fulfill its purpose, there are issues found within it that need to be resolved. One of the transparent issues with the system is the lack of consistency when it comes to the staff’s process of handing out BRAVO Cards. While some teachers frequently give out BRAVO Cards, others rarely acknowledge students who clearly deserve them. So, earning BRAVO Cards can be unfair: a student’s chances of receiving them solely depend on the teachers or staff who actively distribute BRAVO Cards. This may discourage students from striving to earn them. Students will not feel the need to make
an effort when they are aware that their teacher does not frequently recognize students. With increased teacher participation and a consistent system of handing out BRAVO Cards, students would be driven
to put in their best efforts in the school environment, not feel discouraged, and understand that they are all capable of receiving one. Improvements would ensure that every student has an equal opportunity. This motivates students to
begin initiating positive relationships with others through means of expected behavior. BRAVO Cards encourage the positive building of relationships between students and staff. They help students understand that their efforts do not go unseen, and the incentives prompt students to want to be better members of their school community. Although this is true, another problem regarding the system is the difficulty to recognize the efforts of those who are always on task and follow the behavioral matrix daily. This dilemma poses a problem as to how all students can be acknowledged for their daily efforts in school—not simply those who showcase drastic changes or happened to fulfill a task from the behavioral expectations. One solution is requiring all teachers to select a student each week who demonstrates consistent effort in their classroom environment. This would not only recognize those who exhibit consistent hard work throughout the week, but it would also create a tradition where students are driven to work hard in class to earn recognition and a BRAVO Card. ILLUSTRATION BY WINNEFER WU
DISCLAIMER: THE OPINIONS EXPRESSED ARE THOSE OF THE ATTRIBUTED WRITER. ARTICLES WITHOUT BYLINES ARE THE OPINION OF THE STAFF.
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OPINIONS
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WEDNESDAY, DECEMBER 11, 2019
School boundary lines burden families BY LEANE CHE
W
here people reside determines which public school their children will attend. In many ways, this makes sense because students should not be making long commutes to school. However, many current boundary lines are defeating their purpose. In the district, boundary lines for high schools are configured inefficiently. Students living across from San Gabriel High School (SGHS) are not qualified to attend SGHS and are zoned to a farther school. Although it is illogical, rewriting the boundary lines would not help because many families would no longer qualify for their desired school and parents’ efforts would be wasted. In addition, location-based schooling impacts family finances. According to Senator Elizabeth Warren of Massachusetts’s book, The Two-Income Trap, location-based schooling drives
couples to take on larger mortgages to gain access to desirable public schools. In turn, this causes parents to pour their income into expensive homes, leaving
them vulnerable to financial collapse. Students would also undergo difficult emotional adjustments if the boundary lines were changed. They would be even more stressed from moving, separated
from their friends, and forced to adapt to a new environment. A study published by the American Academy of Child and Adolescent Psychiatry found that moving schools may lead to feelings of low self-esteem and a sense of social defeat. Additionally, the feeling of being excluded from the majority could also render physiological consequences. Although a system where parents can choose which school their children attend may sound pleasant, there are limited slots at each school. It makes sense that schools prioritize those who live closer and pay taxes; however, awareness of the downsides of location-based public schooling would encourage policymakers to consider alternatives. Arizona, for example, allowed families to take a portion of the state’s allotted spending on their child’s education to use it on individualized options such as tutors. If California followed that direction, it would increase accountability for public schools and give parents an escape from inadequate school systems. ILLUSTRATION BY ZHOU YE XIN
SAT: shallow measure of intelligence BY MEGAN TIEU
T
he College Board advertises the SAT as a sufficient indicator of how prepared a student is for college, and it is important to remember that SAT scores are just that: they are only meant to reflect college readiness, not intelligence. SAT exams have a history of favoring higher socioeconomic classes. The same holds true today when there are some families willing to pay hundreds of dollars for SAT prep courses that promise to boost a student’s score. Students who are unable to afford these SAT workshops are at a disadvantage because they do not have access to the same resources, and therefore, may end up with a lower score. Furthermore, students with testtaking anxiety might receive scores that underestimate their academic capabilities. It is not uncommon for students to spend
months studying for this big test, only to get a case of bad nerves and underperform. Anxiety should not influence how colleges assess a student’s readiness.
Others may argue that the SAT is a good method of measuring intelligence because it tests students on how proficient they are in applying math formulas, using
reasoning to arrive at a conclusion, and analyzing text. While this is true to a certain extent, these are skills that can be mastered through practice, determination, and effort, which all correlate to college readiness but not intelligence Therefore, it is reasonable to conclude that the SAT does predict how ready a student is for college but not how smart they are. In conclusion, students should take their SAT scores with a grain of salt, as these exams do not indicate anything regarding a test taker’s intellect. Likewise, colleges should not make the SAT—or any standardized test—the deciding factor of if a student should be accepted or not because these scores can easily be influenced by economic status and anxiety levels. Instead, colleges should pay more attention to a student’s extracurricular activities, GPA, class rank, essays, and recommendation letters to determine if the student is a good fit for their school. ILLUSTRATION BY ZHOU YE XIN
THE MATADOR Editors-in-Chief, Print
Lauren Ballesteros
Editor-in-Chief, Digital
Kimberly Quiocho
Elsie Wang Managing Editor News Editors
The Matador Bullring
How well do standardized tests reflect a student’s intelligence?
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Katie Phan Wally Lan Melody Zhang
Opinions Editors
Aaron Lu Sally Pham
Focus Editors
Chelsea Nguyen Zhou Ye Xin Ivy Ho
Life and Art Editors
Ken Yu Sports Editor Features Editors
Eric Mai Andrew Lam Qilin Li
Copy Editors
Amanda Lerma Brandon Tran
Photo/Video Editors
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Tanvi Mai
Graphics Editor
Winnefer Wu
Business Managers
Wendy Chau Cissy Lu
Media Managers
Mytam Le Tiffany Nguygen
Reporters
Lily Cam Leane Che Tammy Vuong Irene Yue
Adviser
Hanna Jalawan
The Matador is published monthly by the journalism class of San Gabriel High School. 1,000 copies per issue are published at CA WEB PRINT Inc. The Matador is a public forum for student expression and highly encourages responses in reaction to issues discussed in the paper. The opinions expressed are those of the writers, not the faculty or administration. Articles without bylines are the opinion of the staff. Submit comments as a letter to the editor, signed (anonymity is guaranteed if requested), to H-2, or Ms. Jalawan’s mailbox.
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-Emily Tram, 9th grade
I think standardized tests are necessary because without them, it [would be] hard to see if students are actually learning or not.” -Jessy Garcia, 10th grade
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Megan Tieu
I don’t think scores define your intelligence. If you don’t do well, you just need to practice more; it doesn’t mean that you’re not smart.
I think that standardized tests do not reflect how critically you can think but, rather, just how well you can memorize.” -Michelle Diaz, 11th grade
Standardized tests are not accurate because there are other aspects that can [be used] to measure intelligence, such as GPA and extracurriculars.” -Anthony Li, 12th grade
INTERVIEWS BY QILIN LI AND TAMMY VUONG
PHOTOS BY MEGAN TIEU AND TAMMY VUONG
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Barely “ho”lding on
Ivy Ho Accepting imperfection
I
f you asked me to draw a straight line without a ruler or a perfect circle without a compass, I’d be able to do both with minimal effort. Although that may sound impressive, the truth is my brain was always wired this way—I can’t help but automatically focus on the littlest details. Ever since I was little, I’ve always felt the need to make everything perfect. Some of my most vivid childhood memories include putting misplaced items back on their shelves while shopping. My parents told me even as a toddler, I was neatly arranging toys and bursting into tears whenever someone knocked down even a single figure. I spent my childhood wondering why my parents always criticized me for being so meticulous. As I grew older, I realized I had obsessive-compulsive disorder (OCD), explaining my drive to do things over and over until I’m content. These days, I don’t cry over knocked down toys, or go out of my way to put misplaced items back on shelves, but I still try to perfect other aspects of my life. I began to manage my OCD after it got out of hand in junior year. Almost every night, I’d be up until 3 a.m. redoing notes, erasing diagrams until they looked like ones in textbooks, and going all out on PowerPoint projects. I wanted each of my assignments to look more impressive than the last. As a result, my physical health suffered: the lack of sleep caused chronic inflammation in my immune system, and my mental health declined as I never felt satisfied even if my work clearly displayed my persistent efforts. Eventually, I stopped turning assignments in, assuming my teachers would be disappointed to see assignments less well-done as they were at the start of the year. My grades dropped as I prioritized perfection over completion. However, things changed when my mom scheduled an appointment for us to meet with my counselor when she found out I was failing half of my classes. I opened up to them about how I was struggling in school due to a number of reasons, one of which was not knowing how to handle OCD. My counselor advised that I tell my teachers why I was falling behind and over the next few weeks, she’d call me in to check on my progress of making up assignments. From weekly visits and advice on how to manage my time better from teachers, I began figuring out ways to deal with my OCD. On the second to last day of junior year, a conversation with my favorite teacher set my mindset for the following summer at a college program and my senior year. Despite not doing too well in her class, she was willing to listen to my problems and completely understood why I was overwhelmed with it all. Most of the things Mrs. Wright told me that day ultimately changed the way I go about things in life now, but one quote in particular sticks with me every day: “It doesn’t have to be perfect. As long as you did your best and you know that, that’s all that really matters.”
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WEDNESDAY, December 11, 2019
The matador
OVER THE YEARS, GAMING HAS DRASTICALLY TAKEN THE WORLD BY STORM. STUDENTS AND STAFF EXPRESS THEIR PASSION AND INTEREST FOR VIDEO GAMES.
FOCUS
WHAT ARE YOUR THOUGHTS ON THE GAMING COMMUNITY?
Popular competition games League of Legends 2019 Prize Pool for LoL World Champions (24 teams): $2.2 million A multi-player battle-arena game in which a massive roster of unique champions play in different competitive game modes.
Overwatch 2019 Prize Pool for Overwatch League Grand Finals: $3.5 million A team-based multi-player first-person shooter featuring intense five-on-five matches with a diverse roster of heros.
Hearthstone 2019 Prize Pool for StarLadder Berlin Major (24 teams): $1 million Boasting around 2,881 playable cards, Hearthstone allows players to experiment and tailor their decks in this turn-based card game. Players duke it out in a one-onone match of skill and knowledge to win against their opponents.
Super Smash Bros. Ultimate (SSB Ultimate) 2019 Prize Pool for Smash Ultimate Summit 2 (16 players): $50 thousand SSB Ultimate is the latest battleground for several tournaments surrounding the established franchise. With 74 fighters on the roster, the competitive stage has WRITTEN BY KEN YU PHOTOS BY “Top Ten Mario Characters” by Ant3001 CC/BY “Leaque of Legends” by Hyke, Boutaib Yassine CC/BY “Overwatch: Reflections” by Miki Montllo CC/BY “Ancient Kobold” by Vsevolod Slavutych CC/BY GRAPHIC BY ZHOU YE XIN
GAMING EVOLUT TIME BY CHELSEA NGUYEN
From board surfaces to virtual reality, the advancement of technology has led to the publication of more refined games. Video games were originally designed to appear as two dimensional. Controlling the movements of a single character was limited to commands such as up, down, forward, and backward. Created by William Higinbotham, what is thought to be the first recorded video game was named Tennis for Two in 1958. The device could only display a number of curves and bouncing a ball. With these resources, Higinbotham came up with the release of a virtual tennis game that quickly captured the attention of the public. The making of electronic sports or eSports would garner quite an audience over the decades. It is a multiplayer and or individual competition solely based on a specific game. The first eSports tournament held was for Space Wars in 1972. The establishment of tournaments has greatly impacted the gaming industry. Receiving positive comments from around the world, players have gained the opportunity to connect with one another through their passion. Whether focusing on characters or tactics, it has sparked endless conversations
between team Players be by tapping a than using th Programmed Operation, th first to have m Improvem define the wa their daily li suddenly be surreal bac characters o features. Ins local arcade, instantly from Technolo gamers to e entertainme and gadgets. devices, pla upgrading of According population ha the world as o billion dollar of games, sho previous year New relea worldwide an passion in th
The matador
FOCUS
PLAYER ONE
“
[Communicating with friends] depends [on] if it’s multiplayer or if it’s one-on-one. Talking to people is fun, and if you’re talking to people and playing the game, what more do you want than that?
XANDER NAVARRO, 9
PLAYER TWO I think gaming is a platform where many different people from many parts of the world can come together, make friendships, and learn new things from each other. [I made a lot of friends] from League of Legends and Overwatch. DANNY THACH, 10
PLAYER THREE I’m able to gain a lot of life skills like how to communicate with people, how to organize a team, and how to focus on your objectives. Even from really bad situations, you learn how to work under stress and pressure, how to [cope] with hurtful comments, and how to recover after a loss.
LI LI, 11
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WEDNESDAY, december 11, 2019
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PLAYER FOUR I enjoy playing Osu! and Minecraft the most. There are so many games out there that are designed to anyone’s liking, which is what I love about it. I think what makes the gaming community so interesting is the fact that there are so many games out there curated for different types of people.
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DONNA TU, 12
GAME ON
TION OVER
ms and individuals. egan to compete with one another away on separate screens rather he same one in 1973. Created by d Logic for Automatic Teaching he game Empire was one of the multiplayer options. ment after improvement helped ay many see and use gaming in ives. Two-dimensional graphics ecame three-dimensional, with ckgrounds to accommodate of realistic and or animated stead of waiting for a turn at a video games can now be played m the tap of a finger. ogy has cleared out a path for enjoy the highest quality of ent by providing new software From retro consoles to handheld ayers have experienced the f the industry over time. g to a Newzoo study, the gaming as skyrocketed to 2.5 billion across of this year. Along with that, $152 rs contributed to the purchasing owing an increase of 9.6% from rs. ases continue to motivate gamers nd provide careers out of their he entertainment business.
DEFEATING FOES, MAKING FRIENDSHIPS BY MYTAM LE
As science teacher Alan Tran watches his best friend struggle for hours on Legend of Zelda: Ocarina of Time , he quickly gives advice on how to defeat the boss. His friend finally completes the last level, appreciating Tran for his words of wisdom. Tran has always found the colorful images and unique storytelling in games attractive. He has played a variety of games from his childhood to now, including Kirby Dreamland Two , Final Fantasy Seven, and Guild Wars. “Gaming stands out from other hobbies due to the
high level of worldwide competition,” Tran said. “There is a huge community everywhere you look.” P l a y i n g ga m e s h a s b e e n a w a y f o r Tr a n t o m e e t n e w p e o p l e a n d build relationships. He has made new friendships and even met his fiancé due to gaming. Through gaming, they have created various memorable moments together that Tran still cherishes. “My best friend and I have a lot of inside jokes because of stupid things that happen in games,” Tran said. “Whenever we say ‘masterful play,’ we know something stupid is about to happen.” Although their playing styles are different, with Tran being meticulous in his moves and his best friend being more extreme in his, they have built a strong bond. “Sometimes we work really well together and sometimes we have horrible, horrible antisynergy like in League of Legends,” Tran said. “He keeps things fresh, and except for when he infuriates me, he makes the game enjoyable.” Furthermore, gaming helped Tran create a PHOTO BY TANVI MAI
stronger connection with his fiancé. They met playing Guild Wars , as he created a Discord with different players in an attempt to level up. They started as friends, but their friendship later began to mean more to Tran. “Two of the other guild members said, ‘She has a boyfriend,’” Tran said. “It turns out they were talking about a guy she was trying to farm with. In the back of my head, I was slightly jealous. After that, I realized I had feelings for her. I was like, ‘That’s not good. Whatever, I’ll just ask her out.’” They dated long-distance for a few months because she lived in Italy at the time. Tran later decided to fly her to America and she eventually moved in with him. “It’s nice to have the same hobby as your partner because then you could spend more time with each other,” Tran said. “You have similar interests, and get to enjoy your time together.” Tran has received offers to play competitively for League of Legends, but he decided that gaming as a job takes the fun out of playing. However, he competed in competitions throughout his college years. Tran gives advice to those who wish to make a job out of gaming. “You got to have the right personality and right drive for it and learn to adapt to change because games get less popular,” Tran said. “You have to learn to adapt [to] it over time.”
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The Matador
sports
Szeto seizes seasonal sports opportunities BY AMANDA LERMA
Senior Wesly Szeto leaps into the air with his racket raised high above his head as his arm stretches out to mark where his ‘jump smash’ shot will land. “This shot requires a lot of energy, but since I’m a player [who] can put power [in]to my shots, I’m known for my powerful ‘smashes.’ The ‘jump smash’ is definitely my signature shot.”
Senior Wesley Szeto’s family pushed him into in order to find the opponents’ weaknesses.” athletics, resulting in his current placement on He looked up to and learned from his the football, badminton, and track and field teams. teammates in football and track and field to Szeto embraced his love for badminton and began improve. training at a club for three hours every day. “A lot of them have more knowledge and After winning multiple tournaments and strategy than I do,” Szeto said. “When they got the earning a high ranking in U.S. badminton age chance to help me during my games, I took the categories U11, U13, U15, and U17, Szeto was able advice and applied it when I played.” to start playing competitively at national and Since there are completely different international tournaments. He acknowledges that atmospheres among the three sports, Szeto it taught him how to improve his technique and experiences various levels of intensity and teamwork as he learned his weaknesses. teamwork, all the while playing at his peak “By playing too performance. aggressive[ly], I fatigue and “ Fo o t b a l l i s a drain myself out causing me to different environment hit unnecessary shots or miss “I like being an athlete, and because those people shots that even a beginner are mentally tough can hit,” Szeto said. “In order I love doing things that and physically tough,” to regain my stamina I would Szeto said. “You’re try to slow the game down by require a lot of energy.” going to be out there playing less aggressively and against guys hitting taking small breathers after you and tackling you. each round.” Badminton is an indoor sport that’s more [about] Despite winning multiple tournaments and technique and stamina and endurance. For track making improvements in badminton, Szeto and field, it’s all you, it’s just you because I’m in wanted to expand his athletic abilities and decided throws, so it’s however you perform.” to participate in more sports. He joined football Szeto transformed his life through sports, from but felt as if he could do more, inspiring him to sitting down on his computer the entire day to join the track and field team. actively participating in multiple sports. He credits “I like being an athlete, and I love doing things his coaches for training him to be successful and that require a lot of energy,” Szeto said. “My pushing him to do his best. favorite [thing] is to compete against players who “I was a couch potato before I started playing are as good as me. It’s always fun to see what their sports,” Szeto said. “Playing sports helped me keep capabilities are. Since I’m playing against someone fit; if I hadn’t played sports, I would probably be who I’ve never played before, the game becomes twice my size. It also taught me many lessons like harder, but it’s fun for me because I always have a practice makes [perfect] and never quit because strategy and a set of shots I like to do each round [then] you’ll never get anywhere in life.”
PHOTO BY TANVI MAI
PHOTO BY MEGAN TIEU
Senior Noel Cabrera hopes to enter collegiate baseball teams with his family’s support.
Cabrera: built for baseball BY TIFFANY NGUYGEN
From an early age, senior Noel Cabrera was always playing sports—from basketball to football to soccer to baseball. However, growing up in Little League, he feels his best out on the baseball field. “Whenever I get on the field to play baseball, I just know I’m in the right spot,” Cabrera said. “I like that it isn’t a fast game— the tempo is real nice and easy. Even if you make a mistake, that’s okay because there’s still way more innings to go.” The skills and life lessons Cabrera gains from baseball, as well as the people in his life, are what motivated him to keep playing even after he was too old for Little League. “My Little League coach always told me
never to give up because he believed I had something great within me when it came to baseball,” Cabrera said. “He told me that I could go far if I’m willing to put in the work.” Besides his coach, his parents have been supportive of his journey of pursuing baseball. “My dad coached me for about six or seven seasons, so he was the one who saw me put in all the work, grow with the sport, and get better at it over time,” Cabrera said. “If there was ever a practice at night, even during the winter when it was around 40 degrees Fahrenheit, my mom would be that one mom still sitting in the bleachers just watching me practice.” Cabrera says his mom inspires him to keep playing because of the amount of effort she puts in for him to be able to make it to as many games as he can. “It never mattered where the game was,” Cabrera said. “If the game was far away and I knew I was going to be late, my mom would rush me there as fast as she could. When I was in Little League, every time I got ready for a game, she’d always have my jersey, socks, and hat on my bed waiting for me.” Cabrera frequently attends Dodgers games and watches baseball videos to improve. “When I’m trying to work on a certain thing and I watch someone during a Dodgers game, I’ll try doing it their way or adjust my way,” Cabrera said. “Most people only watch baseball in September or October, but I’m one of those people who watch it at the end of March once it starts.” Cabrera has future plans for his baseball career after he graduates high school, hoping to improve further. “My mom and my dad put in so much time for me to play baseball that I can’t let the work go to waste,” Cabrera said. “They worked hard for me to be somebody. I plan to make it to at least the Minor League. My goal right now is just to hopefully land somewhere in college baseball.”
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WEDNESDAY, DECEMBER 11, 2019
9
Winter Sports Season Previews
PHOTOS BY TANVI MAI AND MEGAN TIEU
(Left) Junior Andrew Chea dashes past his opponent, protecting the basketball by dribbling it to his side. (Top right) Junior Meloney Ly hops to block a shot from her opponent (15) in a scrimmage match between the girls basketball teams. (Bottom right) During practice, freshman Jasmine Ly attempts to score while being chased by senior Denise Jimenez, senior Emily Phung, and freshman Jocelyn Chau.
Boys Basketball BY BRANDON TRAN
The boys basketball team is practicing to ensure it is in its best condition before the start of the winter season. “We do a lot of defensive slides,” junior shooting guard Dylan Castro said. “We also run a lot. We run over our plays so we will know what to do during our game.” Team members are looking forward to the start of their games. “I’m excited about the season getting started and the senior night, especially since it’s my last year,” senior point guard Elton Luu said. They emphasize that the team needs a strong bond to play well and to enjoy playing. “It’s pretty fun to be on the team if you enjoy basketball,” Luu said. “Especially because
my teammates are very funny.” The team is also facing difficulties as seniors Elton Luu, Terry Lin, Michael Hang, and Andy Fong are unable to play. “We are having some injuries right now,” Castro said. “I’m pretty sure we have four players out right now, so we are running into the season shorthand.” However, they are expected to recuperate and play this season. “Terry, Andy, and Elton should be coming back soon,” Castro said. “Michael will probably be out for another month.” Even so, players are also hopeful for this season and are doing their best to prepare. “I want to do my part for the team to help them win games,” sophomore post player Alan Olvera said. “We just have to have good chemistry in order to succeed.”
Girls Basketball BY WALLY LAN
SUMMARY: With the goal of winning first place in the league for the upcoming winter season, the girls varsity basketball team has been practicing daily, participating in summer and fall league at Rosemead High School and playing in the Mark Keppel Tournament. The varsity captains aim to build team chemistry by rebuilding and growing trust with each other because half of the team was from the junior varsity team last season. EXPECTATION: “As a captain, my goal for this team this year is to get us to attempt and put up a fight to get first place,” senior varsity captain Denise Jimenez said. “This will be done by putting in the extra work that many of us have been doing for the past
BOYS SOCCER
PHOTO BY MEGAN TIEU
Junior right-wing Michael Bonneau prepares to score a goal as he travels across the matador field. BY TANVI MAI
SUMMARY: The boy’s varsity soccer team hopes to improve its league ranking and win future games. “I feel like we are going to do a lot better than we have before because of our new coach,” senior Joshua Gamboa said. “He is serious, and he is all about it.
He can take the program somewhere.” Gamboa believes that there are high chances of reaching CIF. “We started off well, a lot better than previous years: morals [are] a lot better, conditioning is good, technical work, everything,” Gamboa said. “Our coach taught us stuff we didn’t know, and I think that’s a good thing.” STRENGTHS: Senior William Velasco feels a strong and solid connection with his teammates, which will help the team members play well with one another on the field. “We have really good chemistry because a lot of us started as freshmen,” Velasco said. “We are up to varsity this year, [and] we have a young team. It’s good because we have a lot of growth to do, and we can develop over time.” KEY PLAYERS: “As of now, there’s some young talent coming up, we just need to polish them a little bit, in the future, there will be. I don’t have any names but there are some guys,” Coach Ramon tktk said.
three years.” “My expectations for the team are for us to have fun and play hard every game,” Tan said. “No loss should be taken harshly [but should serve] more or less as a lesson to improve. It’s all about the work put in on and off the court.” PROGRESS: The team is currently 3-4 in pre-season, which it believes is the time where they “prepare for the challenges that lie ahead for league in January and February.” “The main challenge I have faced as a captain is struggling to speak up on the court,” senior varsity captain Leah Tan said. “At first, I was a very shy person and always followed along with other captains… But now that I am captain this year, I had to find ways to communicate with all my teammates.”
GIRLS SOCCER
PHOTO BY MEGAN TIEU
Sophomore wing defense Ashlee Hernandez passes the ball to her teammates during an exercise. BY TANVI MAI
SUMMARY: Despite the slow start to the season, girls soccer improved its previous year’s record. This year’s varsity captain senior Ariana Arellano strives to at least win five games, hoping to beat each school at least one time. “I really hope we can win more,”
Arellano said. “People think we’re not good just because we don’t win. We have won two games so far, compared to last year when we only won one.” To strengthen the team, Coach Melissa Castellanos began their season earlier than other winter sports. “We started practicing since September and already had a set team by October,” Castellanos said. “Before the season started, I already have been working with all the girls.” STRENGTHS: Arellano feels as though the team members’ connection is stronger than ever before, allowing them to win their games. “We have a really close bond, compared to last year [where] there was no strong bond,” Arellano said. “We learned to communicate more, and on the field, we feel more comfortable around one another.” Castellanos feels that dedication and commitment are key to the team’s success. “[The girls] are always here, no hiccups. They are committed, rain or shine,” Castellanos said.
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THE MATADOR
WEDNESDAY, DECEMBER 11, 2019
Life and art
Review: Frozen 2 stands out from prequel BY MEGAN TIEU
Taking place three years after the f i r s t m o v i e, Fr o z e n 2 f o l l o w s E l s a (voiced by Idina Menzel), Anna (voiced by Kristen Bell), Olaf (voiced by Josh Gad), Kristoff (voiced by Jonathan Groff), and Sven (voiced by Jonathon Groff) as they explore a mysterious enchanted forest that holds magical p o w e r s i n t h e s h a p e o f a i r, w a t e r, fire, and earth spirits. Together, they discover the truth about the Kingdom of Arendelle’s past, encounter the Northuldra tribe living in the forest, and learn more about where Elsa’s powers came from. Although the movie’s target audience is children, there are aspects that older audiences can enjoy as well. For example, one standout scene is when Kristoff jumps into a musical number that is reminiscent of an ‘80s ballad, from the song’s lyrics, tone, and presentation. The song, titled “Lost in the Woods,” is amusing to watch with its unexpectedly dramatic visuals, undoubtedly inspired by the legendary band Queen. Moreover, Kristoff and Olaf are given small character arcs that ultimately do not contribute much to the movie other than providing comedic relief. Kristoff is conflicted about how he is going to propose to Anna, while Olaf undergoes an existential crisis. With all of these subplots going on, the soundtrack felt like the only thing really tying these
PHOTO BY DISNEY CC/BY
Frozen 2, directed by Jennifer Lee and Chris Buck, was released on Nov. 22 six years after the release of the first movie. individual conflicts into a film. With a much more complex storyline than the first movie, Frozen 2 should have had a longer running time. For starters, the first 10 minutes dive straight into the nitty gritty details of Elsa and Anna’s parents’ past and their experience in the enchanted forest. Plus, there is hardly enough breathing
DIY Candy Sleigh As the holidays come around, many are in the spirit of giving, but their wallet holds them back. Here is an easy and cheap do-it-yourself gift to give to friends and family. Supplies: A flat candy bar (e.g. Kit Kat, Hershey’s chocolate bar) Two candy canes Various candies (e.g. Peppermints, Jolly Ranchers, or Hershey’s Miniature Chocolate Candy) Hot glue sticks Hot glue gun Ribbon Chocolate Santa This is a great gift for anyone with a sweet tooth. First, begin with a candy bar, and glue two candy canes onto the chocolate bar parallel from each other with hot glue with the curved parts facing the same direction. Stack an assortment of candy into a pyramid shape with hot glue. To finish the sleigh, tie a nice big bow around it and put a small chocolate Santa in the back.
WRITTEN BY MYTAM LE GRAPHIC BY WINNEFER WU
room in between all the emotionally heavy scenes. An extended playing time would have been the perfect solution to the movie’s convoluted plot, which is in desperate need of more time to develop organically. Overall, Frozen 2 is a great film that is, in some ways, better than the first. It has a fantastic soundtrack
and contains remarkable character development for Elsa. However, the ending seemed a bit too perfect and unrealistic, given that there were hardly any negative consequences of Elsa and Anna’s rash decisions. That being said, Frozen 2 is still worth watching, considering how different it is from the first one.
Gingerbread Recipe
Ingredients
½ cup unsalted butter ½ cup white or brown sugar ½ cup molasses 1 large egg 2 teaspoons vanilla extract 2¼ cups all purpose flour ¾ teaspoon baking soda ½ teaspoon salt 1½ teaspoons ground ginger 1½ teaspoons ground cinnamon ¼ teaspoon ground cloves ¼ teaspoon ground nutmeg Candies Sprinkles
Instructions
1. Combine unsalted butter stick with white or brown sugar in mixing bowl. Using mixer, beat until well-creamed. 2. Add molasses. Beat until combined. 3. Crack large egg into mix. Add vanilla extract. 4. In separate bowl, whisk together flour, baking soda, salt, ginger, cinnamon, cloves, and nutmeg. 5. Set mixer to low speed, gradually add dry ingredients to mixture until combined. 6. Shape dough into ball using
a spatula. Wrap in plastic wrap. Chill for at least three hours or overnight. 7. Once dough has chilled, preheat oven to 375 degrees Fahrenheit. 8. Spread flour on flat surface and on dough. Use rolling pin to flatten dough to ¼” thickness. 9. Cut out shapes using a gingerbread man cookie cutter. 10. Transfer shapes to parchment paper-lined cookie sheet, put in oven, and bake for 8-10 minutes. 11. Decorate with candies and sprinkles and enjoy. WRITTEN BY KIMBERLY QUIOCHO GRAPHIC BY WINNEFER WU
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WEDNESDAY, DECEMBER 11, 2019
11
Traveling opens ‘Huynh’-dow to world
WHAT’S THE
WORD? FAMOUS HALLWAY QUOTES OVERHEARD BY THE MATADOR STAFF
“People say that the North and South Pole are the same, but really, there’s a whole world of difference between them.”
“Sleigh my name, sleigh my name.”
PHOTO COURTESY OF JIMMY HUYNH
Assistant math teacher Jimmy Huynh poses with a deer, one of the many in Japan’s Nara Park. There, Huynh fed herds of deer with crackers, which he purchased from park employees.
“Oh, deer.”
“If you were a reindeer, you’d be Rudolph because you’re special.”
“Why are elves so sad? Because they have low elf-esteem.”
“What did the AP World History teacher tell Rudolph before giving him his test? You’ll go down in AP World History.”
“My Christmas tree is a car air freshener.”
BY LILY CAM
Jet lag kicks in as assistant math teacher Jimmy Huynh returns from his Thanksgiving break trip to Taiwan. The trip introduced him to a completely new world, one that constituted a variety of night market dumplings, stinky tofu, boba, and shaved ice. “Every night my friends and I went to a different night market,” Huynh said. “We ate so many fried foods to the point where I would get a sore throat.” Prior to Taiwan, Huynh traveled to 14 other countries, including Czech Republic, China, Morocco, Sweden, and Thailand, as well as five U.S. states, such as Washington. He considers traveling to be a way of life. “I did things I’ve never done before, such as bungee-jumping in Peru [and] eating snails in Morocco,” Huynh said. “Through traveling, you get to see different cultures, foods, and hear different languages—it’s just an eyeopening experience.” The traveler first experienced international culture in 2012 when he visited his home country Cambodia to mourn the loss of his late grandmother. However, he was very closeminded and did not enjoy his experience there. “I was like, ‘Cambodia is such a dirty country,’” Huynh said. “I didn’t want to eat
their food, I didn’t want to talk to the people.” After flying to Denmark and then Sweden in November 2015, his outlook changed. He traveled alone, walking from city to city, but ended up befriending many other tourists from places such as Austria and California. “I became addicted to traveling,” Huynh said. “Every summer, Thanksgiving, or winter break, I would travel.” His most memorable trip was in November 2016 in Japan. In Tokyo, he and his friends dressed up as Mario Kart characters and drove Go Karts around a race track with their tour guide. While in Kyoto, they immersed themselves in Japanese culture by visiting various temples, shrines, a bamboo forest, a monkey park, and a deer park. They also observed sea life at an aquarium in the port city of Osaka. “Japan was my favorite country because the people are really nice, the food is so good, and it’s super clean” Huynh said. “I’m into anime so I really like the culture too.” Although he describes his experiences abroad as mostly positive, Huynh had a nearfatal experience in Hawaii in the summer of 2017. The ground was slippery from rain as he was hiking the Haiku Stairs, or Stairway to Heaven, with a group of tourists. He rushed down the steps and slipped.
PHOTO COURTESY OF JIMMY HUYNH
At Ippudo Ramen in Japan, Huynh ordered a bowl of ramen from a vending machine containing seaweed, spring onion, pickled vegetables, and meat. “If I didn’t catch the railing, I would have kept sliding down the mountain and died,” Huynh said. “However, I would still hike it again but wear better shoes because I didn’t have the right pair.” In the future, Huynh plans to explore the East Coast, a region he has never visited. He wants to observe life in New York and Chicago, and he advises others to travel as well. “To those who are scared of traveling, I think you should just do it,” Huynh said. “You will love traveling; it’s one of the things I live for now.”
Naisanguansri collects ‘em all BY ANDREW LAM
PHOTO ILLUSTRATION BY MEGAN TIEU
Sophomore Thanakrit Naisanguansri poses with a few of his Pokémon cards. He started his collection in fifth grade and is continuing to expand it. “Right now, I don’t think that I would stop collecting. Maybe in the future, I will not be able to keep up with all the new cards that are coming out,” Naisanguansri said.
Gathering in the living room, sophomore Thanakrit Naisanguansri and his cousins sit in a circle, ready to play a card game. Instead of the typical diamonds or spades on his cards, there are Pokémon, and Naisanguansri immediately begins to map out a strategy against his opponents. Naisanguansri has been expanding his Pokémon card collection since the fifth grade, amassing over 1,000 cards. “I first started collecting them when I got them as a Christmas present,” Naisanguansri said. “I thought they looked cool, and I asked for more. Then, I really got into collecting these cards as a hobby.” Pokémon cards have not only become a personal hobby but have helped him make new friends, serving as a shared interest. “I was pretty shy in seventh grade, and I didn’t really talk to anyone,” Naisanguansri said. “I was kind of opening up during that time, and the first person I decided to talk to also happened to like Pokémon. It’s definitely made me more open to the idea of talking to the people in my classes.”
Naisanguansri’s hobby has also evolved into a cherished pasttime he shares with his family that has deepened and strengthened their bond. “Pokémon is a hobby that connects my family because, when I’m over at my cousins’ house on vacation, playing with Pokémon cards tends to be the main thing we do,” Naisanguansri said. “Having a shared hobby is really good at showing how similar we are, not just in blood but in interests.”
In his four-inch binder of Pokémon cards, his favorite card is an exclusive Pikachu card he got from watching Pokémon: I Choose You . Naisanguansri vividly recalls the memory of watching the movie with all his family and the closeness he felt with them. “That card has a special family moment with it because it helped us come closer,” Naisanguansri said. “Whenever I look at that card, I remember how good that moment was with family.”
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WEDNESDAY, DECEMBER 11, 2019
FEAtures
Sigala sisters share their twin-dividuality
I
n sixth grade, sophomores Franchesca and Isabella Sigala lined up their backpacks outside the classroom for recess. When they came back, they sat in each other’s seats and tricked the teacher until she called on Isabella, when another student shouted, “Miss, you know that’s not her, right? She’s over there.” The sisters are identical twins and they spend most days together because they have the exact same class schedule. Despite spending the majority of their time in each other’s company, they try to be independent characters in the family, creating a unique way of interaction among the two. “If we’re making fun of our brother, [Franchesca] doesn’t even have to say anything out loud,” Isabella said. “I already know what she’s thinking. It’s not twin telepathy, but it’s kind of like it.” Isabella has developed her own individual role within the family. She is seen as the “troublemaker” for pulling pranks in the household. “Even my parents confuse our names,” Isabella said. “Especially when they’re mad at [Franchesca], they’ll say my name first [because] I’m the troublemaker.” Beyond having distinguished themselves as individuals, the sisters have also differentiated themselves as a set of
twins, having dynamics unlike traditionally affectionate pairs. “Other twins will hug and spend time with each other,” Isabella said, “but I don’t even let her hug me. We’re sisters and we acknowledge that, but we’re not super close.” Their relationship stays positive even with competition between them to impress their parents. “It’s difficult because we always want to be the best child we could be to our parents,” Franchesca said. Because they were born into a competitive family, the drive to be better runs in their blood. The fight to be the better child has brought about moments where either twin feels frustrated. “I’ll get annoyed because my parents would favor her more,” Isabella said. “Sometimes, it’s not good for us but it’s mostly healthy competition. We don’t hold grudges.” Despite their mutual competitiveness and any minor disputes they may have, they are each aware and appreciative of the role the other plays in their life. “Sometimes you need your space, but you always have your twin,” Franchesca said. “It’s pretty cool because on the other hand you have someone to talk to.”
Franchesca Sigala, 10
Isabella Sigala, 10
Lizbeth Alcaraz, 10 Sandra Alcaraz, 10
Q: How would you describe your experience as a twin?
Kelly and Ronnie Du TKTK
A: “It feels good having a twin because, no matter what, she’s there for me. I can break down and just go cry to her and have her tell me everything is going to be okay. I want her to know that whatever she decides to do, I’m going to be right here supporting her.”
A: “It’s fun having a twin because she’s my best friend. I’m never alone because I have her, and I know she will always have my back. I know that I [will] always have someone there next to me no matter what, and if I need a shoulder to cry on, I can go to her without a second thought.”
Q: What has been the most memorable moment with your twin? A: “The first memorable thing with my sister was in preschool when my teacher tried to make her go into the classroom, saying ‘Liz go inside,’ and I told my teacher ‘I’m over here’ and they would always confuse [us with each other]. I feel that is always going to be my first memorable moment with her because now we all laugh about it.”
A: “My most memorable moment with my twin would have to be when we turned 15 and had our quinceañera because I got to celebrate it with my best friend.”
Edwin Liang, 11
Q: What is your favorite memory with each other? A: “We used to build blanket forts with our bunk beds since we could slip the blankets underneath the top mattress. We would read books, build random buildings out of Legos or play Mario Party with our Nintendo DS.”
A: “I remember waking up at 8 a.m. every Saturday to watch cartoons, and I would wake her up to have her watch with me. It was nice because I had someone to talk to [who] understands [me] since we’re the same age.”
Q: What is the best part about being twins? A: “We share a lot of the same memories and experiences since we were both enrolled in the same activities at the same time. It was never lonely when we had swimming lessons, piano lessons, Chinese schools, or Taekwondo lessons, which made it more enjoyable. We were also in a lot of the same classes in elementary school, so we would help each other [with work] at home.”
A: “Some people don’t have anyone to talk to at home or everyone else is busy. If they do have siblings, they [sometimes] don’t understand ot care. I think that having someone the same age as you and being able to talk to them can change your outlook on many things.”
Q: Are people surprised when they find out you two are twins?
Q: How have disputes affected your relationship? A: “I have had disputes with my sister many times but in the end, it all works out. We usually have a fight and then we’ll laugh [it off]. I think that us disputing once in a while help us grow our relationship because in the end, we both talk it out and see why we had the argument.”
Ellie Liang, 11
A: “My twin and I argue a lot about little things, but it’s because we spend so much time together. We have four classes together, we are both on cheer, and we get annoyed by each other but we make up that same hour.”
PHOTOS BY MEGAN TIEU, COURTESY OF EDWIN LIANG, ELLIE LIANG ARTICLE BY ERIC MAI INTERVIEWS BY MEGAN TIEU, TAMMY VUONG
A: “People are usually surprised because we don’t have any similar distinguishing features. We also have completely opposite personalities because Edwin’s more talkative and outgoing while I’m more reserved. He’s one minute older than me, and it used to shock people in elementary and middle school since we had such a big height difference.”
A : “ Ye s , i t s u r p r i s e s m o s t people because they’ve never seen fraternal twins of opposite gender and it usually isn’t obvious because we don’t look alike. People usually only see the similarities after we tell them we’re twins.”