Volume 44, Issue 2, October 23, 2013

elESTOQUE MONTA VISTA HIGH SCHOOL ELESTOQUE.ORG

4 NEWS

OCTOBER 23, 2013 ISSUE II, VOLUME XLIV

20 ENTERTAINMENT

Dance policy revolution

Serving through music

15 OPINION

33 SPORTS

SparkNotes used right

Heavylifting #swoletrain

YOU MAY NOT see it, but it happens.

25 SPECIAL REPORT

Contents NEWS 4

Will dance policies affect attendance?

7

Students use college counselors

8

Effectiveness of SparkNotes

11

COLUMN: Little Lessons

OPINION 12

Teachers can be bullies, too

14

Do you need a college counselor?

15

SparkNotes helps if not overused

17

16

COLUMN: No Monkey Business

ARTS & ENTERTAINMENT 17 Building a family through dance 20

An animator’s legacy on campus

22

COLUMN: Out of the Blue

23

Serving the community with music

SPECIAL REPORT 25

What bullying looks like at MVHS

29

Resources to remediate bullying

SPORTS 33

Short player, big future

34

Colin Ni | El Estoque

“

COLD CALLING HAS A NEGATIVE CONNOTATION AT OUR SCHOOL. BUT IT SHOULDN’T.

33

12

8

Train to be on the #swoletrain

36

Cheer loses upperclassmen

38

Bond better, play better

39

SPORTSFLASH

Catherine Lockwood | El Estoque

Used with permission of Lyndsay Radnedge at Center Line Soccer

elESTOQUE 21840 McClellan Road Cupertino, CA 95014 mv.el.estoque@gmail.com Editor-in-Chief: Amrutha Dorai Managing Editors: Karen Feng, Jennifer Lee, Athira Penghat, Yashashree Pisolkar Photo Editors: Catherine Lockwood, Colin Ni Copy Editors: Tanisha Dasmunshi, Pranav Parthasarthy Webmaster: Ashish Samaddar News Editors: Maya Murthy, Joyce Varma, Varsha Venkat Sports Editors: Nathan Desai, Mihir Joshi, Sarah Ramos Entertainment Editors: Anjali Bhat, Neesha Venkatesan, Kathleen Yuan Opinion Editors: Ambika Dubey, Daniel Fernandez, Eva Spitzen Special Report Editors: Yuna Lee, Namrata Ramani, Yifei Wu Design Editor: Rhonda Mak Graphics Editor: Shuyi Qi Business Editors: Elia Chen, Robert Sulgit Public Relations Editor: Claire Lu Staff Writers: Alina Abidi, Rochish Ambati, Ashmita Chakraborty, Kristin Chang, Elliot Ki, Colin Kim, Christine Liang, Steven Lim, Alaina Lui, Gabriella Monico, Amol Pande, Neha Ramchandani, Manasa Sanka, Lydia Seo, Ruba Shaik, Harini Shyamsundar, Sophia Tao, Joshua Tsuei, Jady Wei Adviser: Michelle Balmeo Credits Some images in this publication were taken from the stock photography website sxc.hu.

Mission Statement El Estoque is an open forum created for and by students of Monta Vista High School. Opinions expressed in this publication are those of the journalism staff and not of Monta Vista High School or the Fremont Union High School District. The staff seeks to recognize individuals, events, and ideas and bring news to the MVHS community in a manner that is professional, unbiased, and thorough in order to effectively serve our readers. We strive to report accurately, and we will correct any significant error. If you believe such an error has been made, please contact us. Letters of any length should be submitted via email or mail. They may be edited for length or accuracy. Letters cannot be returned and will be published at El Estoque’s discretion. We also reserve the right to reject advertising due to space limitations or decision of the Editorial Board that content of the advertisement conflicts with the mission of the publication.

OCTOBER 25, 2013

Letter from the editor THE BURDEN OF BULLYING

“I

t wasn’t a joke when my ‘best friends’ told me I was antisocial and awkward.”

“It wasn’t a joke when my high-pitched voice was imitated because it sounds ‘funny.’”

“It wasn’t a joke when you told me that I wasn’t really that smart.”

You might think bullying doesn’t happen on campus. And you wouldn’t be alone in that assumption, either — 31 percent of students surveyed stated that they’ve never witnessed bullying at MVHS. The submissions to our “It wasn’t a joke” Tumblr challenge, however, proved otherwise.

Fifteen percent of our 349 survey respondents stated that they had indeed been bullied at one point or another, in one way or another. Statistically, that may not seem like a lot.

But that’s at least 52 people moving through the halls of your school carrying pain and alienation on their shoulders.

It can be hard to share that kind of story. So, in honor of National Bullying Prevention Month, we decided to try a low-risk approach: We gave students an opportunity to submit an anonymous message to elestoque.tumblr.com describing an incident in which they were bullied. The submissions — which were touching and sometimes jarring — proved that social media can be used to raise awareness.

Yet social media can also be used to cyberbully. It happened to 15-year-old Saratoga High School student Audrie Pott, who took her own life last September. And it happened to junior Mane Mikayelyan, who describes how she was cyberbullied through social networking sites in “Light-

en up, it was just a joke,” starting on page 25.

It doesn’t end AMRUTHA DORAI with cyberbullying, though. Senior Zac Burke, also featured in our Special Report, endured physical bullying to the point of experiencing nausea and anxiety. And 36 percent of survey respondents have either witnessed, experienced or carried out verbal bullying.

SIXTY-NINE PERCENT OF 349 SURVEY RESPONDENTS SAID THAT THEY HAVE EITHER BEEN BULLIED, BEEN A BULLY OR WITNESSED BULLYING We hope that reading about the experiences of your classmates and friends will help shed light on a topic that, too often, is oversimplified. We hope also that you take a moment to reflect on your own experiences, whether you have been bullied, witnessed bullying or been a bully.

Awareness is key in the path to prevention: Recognize that, yes, bullying does happen at MVHS, even if you don’t see it. And be aware of the effect that your words and actions can have on those who surround you. As student advocate Richard Prinz explains, the definition of bullying is any activity that makes someone feel victimized. Even if you think it’s a joke, the victim might not.

Bullying happens at MVHS. If we all do our part, though, it doesn’t have to. a.dorai@elestoque.org

Our cover (featuring a photograph by sophomore Colin Ni) as well as the images that appear in our Special Report were inspired by Project Unbreakable, in which survivors of sexual assault are photographed holding a sign featuring the words of their attacker. The project spreads awareness while also bringing some closure to the survivors.

We thought we could do the same for bullying victims at MVHS. Follow us on elestoque. tumblr.com for more behind-the-scenes information.

35

NEWS

STATE of

GRIND

F

irst, it was the waltz in the 1770s.

Then, it was Elvis Presley’s swiveling hips in the 1950s. And since the 1980s, with the spreading popularity of music videos on MTV, it has been “freaking,” a sexually suggestive style of dancing, which found its way from 1980s pop culture into college and high school dances, according to an article from the New York Daily News.

Administrators across the country have done everything from cancelling dances to requiring students to sign contracts, in an attempt to discourage freaking. With new methods to enforce dance policies, MVHS administrators hope to do the same.

But this isn’t the first time. In 2009, administration used spotlights on each corner of the rally court to illuminate the dance floor to discourage students from freaking at the Welcome Back dance.

“We want to create a dance environment that is more in line with our morals at MVHS,” former Dean of Students Denae Moore said in a 2009 El Estoque article.

Moore later added, “If we decrease the amount of freaking, I will consider that a success.”

While each district school has individual dance policies, FUHSD Associate Superintendent Graham Clark believes the purpose of hosting dances is the same. “[It] is really for schools to provide a comfortable, social environment for students to get together and have fun,” Clark said in an email. “A high school dance definitely needs to have more structure and supervision than you might find at an over-21 night club in Las Vegas.”

4

Will the increase in dance regulation affect attendance?

BY COLIN NI

Same policy, new approach Among other preventative measures, this year’s Welcome Back and Homecoming dances marked the introduction of wristbands as a way to track students warned that their methods of dancing were inappropriate. The wristbands were given out to students before they entered the gym; students that were caught breaking the dance policies even after having their wristbands removed as a warning were asked to leave.

Administration would not confirm whether or not any students were dismissed from either dance.

Though the methods of enforcement of dance policies may be new, the policies remained largely unchanged.

“Students are expected to behave appropriately and to refrain from dancing in an inappropriate, unsafe, and/or suggestive manner,” reads the school policy. “Students who exhibit such behavior... may be removed from the dance.”

In response

10,000 students in FUHSD 400 to 700 students attend mixers

2,400

MVHS students

800 to 1000 students attend dances

to changes, 65 percent of 349 surveyed students thought the wristbands were a good idea to implement, but other students thought the ways chaperones and administrators checked on students during dances were too intrusive.

Junior Michael Ligier agrees, to an extent, with the new policies that have been set by administration. He believes that freaking should not be allowed at dances because, in his opinion, it is demeaning and disrespectful to the girl. Although he agrees with the policies, Ligier doesn’t think they are effective.

“They’re trying to change the way [students dance] at school dances without changing the dance itself,” Ligier said. “I don’t think that works; they should instead be changing the [whole] dance.”

Junior Victoria Ngo feels that the methods currently used to enforce the policies, which include closely checking on students and shining flashlights at them, may have a negative effect on the attendance at MVHS dances, as they make students uncomfortable.

This raises an important question: will the new methods of enforcement of dance policies affect attendance?

Stricter enforcement, lower attendance?

The question about dance attendance is one that administrators at Cupertino High School have already thought about.

The number of students attending CHS dances has been decreasing since 2008, according to CHS Assistant Principal Andy Walczak.

“We’ve spent the last two or three years in ASB trying to brainstorm different ideas to promote dances and get kids to come,” Walczak said. “For whatever reason, they’re just not as popular as they were four or five years ago. We can’t put our finger on [the problem].”

Walczak pointed out that the CHS dance policies are less specific than those of MVHS, and that the problem with inappropriate dancing there is less serious, if not nonexistent. As a result, the policies EL ESTOQUE

have remained almost unchanged for the past five years. While CHS does not have a direct “don’t do this” guideline, as Walczak puts it, he believes it is instead more important to have teachers and chaperones active during the dance itself.

The decline in student attendance may have to do with the chaperones being more strict at their dances. In the past year, CHS ASB president senior Annie Boyle has seen chaperones tell students to stop dancing if they were dancing in certain positions, such as bending over more than 90 degrees in front of a partner. Boyle says this is something she had not seen much of before.

But CHS senior Veda Thirumandas thinks there might be another reason for the decline in attendance at their dances — students may simply be going to mixers, dances typically organized by students or clubs, instead.

of students said freaking should not be allowed at dances, and currently, MVHS dances attract more attendees than mixers. MVHS freshman Shivalika Chavan, for example, is tolerant of other students freaking at school dances, but was discouraged from going to a mixer after hearing about how students dance there.

“What they do there [in private events], I have no control over, whether or not I believe in that style of dancing. It’s somewhat immaterial because it’s out of my realm of responsibility,” principal April Scott said. “What happens outside is not my concern. I just hope that there is supervision and some sense of respect for dance partners.”

Will the dance go on?

Although 68 percent of surveyed students thought new policies limiting or banning freaking would result in a decrease in attendance, both the Welcome Back and Homecoming dances had 800 to 1,000

All mixed up The closest upcoming mixer, the “Doin’ it Grand Mixer,” is to be held Nov. 9. According to MVHS sophomore Duncan Levy, one of the students organizing the event, it has no dance-related policies, similar to many other mixers.

“Are you guys tired of lame school dances? You can dress HOWEVER you like,” the description of the Facebook event reads. “Get ready to party it out on this frightful night, with NO dance-related regulations!”

Mixers have fewer or no dance-related regulations because of the absence of a legal obligation. Any activities that do not break city, state or federal laws that occur inside a private event, such as a mixer, cannot be regulated by school or district officials, including teachers and administration; the policies are the organizers’ responsibility to create and enforce.

However, not all students are I agree [with the policies] comfor t able with unto an extent, but the way reg ulat e d they are [enforcing] them dances.

F o r t y is wrong. junior Michael Ligier p erc ent

What position on is your

the

NewDance

policies?

OCTOBER 23, 2013

students in attendance, and the number of students attending dances has been consistent for the past three years, according to Scott. She said students still dance in an inappropriate manner, but that the number of students doing so has definitely decreased compared to previous years.

Despite the changes, only 17 percent of students currently think that the dance policies are “very strictly enforced.” Scott believes that in order to alter how students dance at MVHS dances completely, small and incremental changes must continue to be made.

“If we compared dances this year to dances four or five years ago, they’re significantly different,” Scott said. “Changing the culture of anything takes time; it would be foolish for us to think one [change] is going to turn things around.” c.ni@elestoque.org

I’ve had some students tell me that the type of dancing makes them feel uncomfortable, especially female students. science teacher Lora Lerner

I think administration should reconsider how their actions are toward [students] because they come to students differently than how they perceive their actual message. junior Victoria Ngo

5

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NEWS

Customized Counseling Students choose private counseling to receive more personalized help

BY CLAIRE LU AND JADY WEI

F

our years.

That’s how long she has been in the college counseling system.

The anonymous junior girl is one of the many students partaking in a rapidly flourishing industry feeding off of the college admissions process. It is not uncommon for students, especially in affluent schools and like MVHS, to have a team of college counselors help with procedures ranging from organizing exam preparation to essay coaching to admissions counseling. “[The four years encompassed] a bunch of SAT prep classes, AP prep classes, classes for if you want to self-study APs, a once a month visit to my college counselor and help applying to ten colleges, which includes essay counseling,” the junior said.

Admissions counseling often covers the entire process of packaging the student starting from freshman year. Elite Prep, a national college counseling corporation with a branch in Cupertino, “challenges students to create their individualized plan of action through one-on-one counseling.” From freshman to junior year, college counselors recommend activities to participate in, summer programs to apply to and classes to take. Commencing senior year, the applica-

tion counseling begins, as counselors help students choose colleges, prepare for interviews and polish essays.

Why choose a college counselor?

Most students choose to hire private college counselors in order to receive increased personalized attention and advice, as compared to that received from high school counselors. “[At M V HS], e a c h c o u n selor is responsible for around 600 students, so they devote less time to each student, and they don’t get to know the individual student very well,” sophomore Daniel Zhu, who also receives college counseling, said. “College counselors give you other personal advice about college that applies specifically to you.”

Others hire college counselors due to external motivations, such as parental and peer pressures. Often, the fear of falling behind one’s peers motivates students into seeking extra counseling outside of school. Out of the 52 survey respondents, 30 hired college counselors due to coercion from parents, and 18 hired college counselors because peers around them were receiving extra help from private counselors.

Ashish Samaddar | El Estoque

ONE-ON-ONE: Guidance counselor Shari Schussel speaks with a freshman and her parent about the college application process on Oct. 18. Schussel explains the classes the freshmen are required to take in the coming years.

OCTOBER 23, 2013

[private counseling sites] want parents’ money, and they know that parents will do anything to help their kids be successful, so they target that sensitive spot within parents.”

West notes that it is common for many parents to enroll in a binding course with counseling sites due to the widespread saying that doing so will render their children higher chances of entering an elite college.

“I’ve had kids come back to tell me, ‘Oh no, I have to do this independent project, and Guidance Counselor Kate West someone told me that I have to write a book. And I don’t understand what’s going on!’,” West said. “[These private counselors] are thinking that’s what colleges want and are not focusing on what is truly so great about the students. Colleges don’t want cookie-cutter kids.”

Many students believe that guidance counselors are busy and don’t have time to interact with them, but counselors prioritize to meet with students who have made appointments. It is very common for them to go over college lists and essays with students who wish to acquire the help –– similar to how private counselors aid their students.

“I have students email me essays, and they want me to check out how they’re doing,” West said. “I have a lot of students who will walk through their application –– before they submit it –– with me to make sure that they didn’t forget to include anything.

That’s a bulk of what we work on.”

Ultimately, whether private college counseling is effective is the decision of every individual student. But one thing that West said is universally objective: “If it ever seems too good to be true, it probably is. If there was a magic formula and a magic system to get you in, we would share that with you. But a lot of it is more intangible and subjective.”

Colleges don’t want cookie-cutter kids.

The effectiveness Guidance counselor Kate West believes that there is little need for private college counselors when guidance counselors can provide similar services.

“I feel kind of cynical saying this,” West said, “but I feel like it’s because

c.lu@elestoque.org | j.wei@elestoque.org 7

NEWS

SUPPLEMENTAL

READING Students use SparkNotes in addition to the text to enhance understanding

BY MAYA MURTHY AND JOYCE VARMA

Catherine Lockwood| El Estoque

A

fter an evening of homework, senior Henry Yu has a choice: He can either spend an hour reading the assigned 50 pages for his English class, or he can spend five minutes and find a one page summary of the same 50 pages on SparkNotes.

Yu shuts the book and goes online.

“I use SparkNotes for every book [assigned in] English class, but I don’t use it for every chapter I get — only when there’s a test or quiz or I don’t really get what the chapter is saying, and I just read SparkNotes for reinforcement,” Yu said. “Or the book’s really long; I don’t want to read that.

I’ll use Sparknotes.”

Once the introductory short stories or poetry unit is over, literature classes like American Literature Honors and World Literature start their novels, and students like Yu use SparkNotes — a website that compiles novels, plays and nonfiction into short summaries and corresponding analysis of each chapter — for these assigned readings.

Sophomore Shreya Adloori read the SparkNotes summaries and analysis for “Of Mice and Men” in her freshman year be-

cause she didn’t have time to read the book.

“I didn’t get the specific parts, like details, but I got the overall idea of the chapters,” Adloori said. “With books like ‘Of Mice and Men’ and Shakespeare, the language isn’t very easy to understand, so I didn’t really get anything while reading the book — but when I read the summaries, I could understand a lot more.”

just read the analysis by it self,” Adloori said.

According to teachers, services such as SparkNotes offer only basic summaries and analyses. Summaries leave out important details, and the analyses only offer one perspective on the text. Nava uses these limitations when giving assessments, basing them on details not found on SparkNotes to test if her students are truly reading the novel.

“I’ve moved to doing quote or passage response quizzes [where] I provide a passage, and students need to interpret it,” Nava said. “Sometimes I see evidence and actual language from SparkNotes in those responses, and they are typically not the better responses.”

English teacher Stasophomore Shreya Adloori cey Cler has a different A former student of English teacher Ven- perspective that comes from teaching ELD nessa Nava, Adloori said her performance students . She believes that SparkNotes sumon Nava’s quizzes was poorer when she only maries can be valuable supplements to aid used SparkNotes, than on previous assess- understanding of the text. For example, she ments where she read the text. directs students who are having trouble with “[SparkNotes] is only effective when you Shakespearean language to No Fear Shakeread the book first and then use it to under- speare, which provides a line by line translastand it a little bit more, but it’s not if you tion into modern English.

IT’S ONLY EFFECTIVE WHEN YOU READ THE BOOK FIRST AND THEN USE SPARKNOTES TO UNDERSTAND IT A BIT MORE ... NOT IF YOU JUST READ THE ANALYSIS.

8

EL ESTOQUE

In contrast, 29 percent of students sur“Sparknotes [offers] me, as a teacher, a away from learning and critical thinking. way to offer these kids the ability to under- Nava even considers taking analysis from veyed suggests that students use the analystand Shakespeare for free that I can’t offer SparkNotes without proper citation as cheat- sis portion of SparkNotes and other similar them in the classroom,” Cler said. “My goal ing, and students who are found to be using services as jumping points to form their is to help someone figure out how best to SparkNotes in their assignments are noted own theories and ideas about the text. Yu read. My goal is to motivate someone into in their records as having been academically said that he has been successful with takreading. My goal isn’t to scare the hell out of dishonest. Last year, Nava estimates that she ing ideas from SparkNotes and expanding on cited 15 students for academic dishonesty in them afterward. somebody for not reading.”

“If I got the deeper meaning myself Cler acknowledges that in every class relation to SparkNotes and similar services. without Sparknotes, like I got there will be stuwhat the author was trying to dents who don’t say, then I would branch off read the mateOF THOSE WHO USE SUMMARY TOOLS my opinions [about the text],” rial, and then do Yu said. “Reading Sparknotes not do well on will help get your train of assessments. She thought going.” finds ways to help Despite the potential drawstudents with backs, including academic the problems dishonesty and lower grades, that drive them students continue to use to SparkNotes, SparkNotes and similar sumoften utilizing marizing websites.

SparkNotes itYu said he continues to use self.

SparkNotes without reading “Some of the actual text, though he was PERCENT USE IT TO PERCENT USE IT BECAUSE PERCENT USE IT DUE TO the reasons that doing worse in his literature UNDERSTAND THE TEXT THEY DID NOT HAVE TIME LACK OF INTEREST IN you’re having a class because of it.

FURTHER AFTER READING IT TO READ THE TEXT problem read“Sometimes I [don’t] have ing is that you time to read anything other don’t get bigger than SparkNotes, and I feel like concepts,” Cler WHEN STUDENTS RELIED I did pretty bad on the quizsaid. “If you read PERCENT OF zes,” Yu said. “I think it’s betsomething that SOLELY ON SPARKNOTES ter to get some understanding tells you what to STUDENTS SAY than none, though.” look for, you’re THAT THEY USE In an informal poll, a majorgoing to pick up SPARKNOTES ity of teachers said that while on the bigger they would prefer students concepts, and OR SIMILAR to read the assigned pages, reading is going WEBSITES given a choice between use to be more of a SparkNotes or not reading at successful expeall, they would have students rience for you.” use SparkNotes in preparation One of the PERCENT PERCENT OF PERCENT for certain assignments such as solutions Cler class analysis.

RECEIVED STUDENTS USE suggests is that RECEIVED Using SparkNotes, students struggling stuLOWER SUMMARY HIGHER can gain at least a basic underdents read the GRADES GRADES standing of the context of the chapter summary text, and can still be engaged in on Sparknotes, PERCENT OF class discussions to learn more then read the deeply about the meaning of chapter itself, goSTUDENTS USE the text. Having not read anying back to the ANALYSIS thing, a student would be comsummary again pletely cut off from the conto verify that the versation, having no incoming student underidea about any kinds of ideas stands what occurred. She has also suggested using audio “I understand that with the advent of or themes in the text.

When Yu closes SparkNotes he knows books, reading the modern translation for the Internet, it’s like an inescapable method older texts and talking about reading strate- of intellectual dishonesty,” Nava said. “It that he has finished his reading homework. gies to keep up with and gain a better under- provides an interpretation of the text, and Whether he has gained everything the book standing of the reading material. there are many more interpretations in the had to offer might be a different story.

However, both Cler and Nava agree that text possible and so much more depth and m.murthy@elestoque.org | j.varma@elestoque.org directly taking analysis from SparkNotes critical thinking that can be brought to any is not beneficial to students and takes interpretations of the text.”

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OCTOBER 23, 2013

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EL ESTOQUE

Chick-fil-A-R

d

The US Government and Alex Rodriguez throw temper tantrums

OCTOBER 23, 2013

tion Illustra

doing with his life right now?

He’s so off the grid that I don’t even think the NSA knows what he’s up to.

Meanwhile, you didn’t need to work for the government (oh wait, no one was) to be overwhelmed by the surplus of Rodriguez news. His current problems aren’t exclusive

n.desai@elestoque.org

e Photo

Though my Giants won’t be playing this year, neither will the evil New York Yankees.

to baseball anymore — his actions would be considered absurd in any profession.

Do you remember that Season 3 subplot of “The Office” when Andy punched a hole in the wall and then had to undergo anger management training? Anger-ManagementAndy is where A-Rod stood following the issuing of his suspension. Now, imagine if Andy chose not to go to this mandated training and instead sued Dunder Mifflin for conspiracy. That’s Alex Rodriguez right now.

And the funny thing about Andy is that before this incident, he was the most immature person in the office. He would fall right into Jim’s pranks. He would always do stupid stuff to try to get attention. And, most annoyingly of all, he would suck up to Michael like a baby with a pacifier. Though Rodriguez had always tried to steal the spotlight and even tried to seem like the “good boy” of the league in order to become baseball’s poster child, this lawsuit exposed that his immaturity was the driving factor all along.

Luckily for A-Rod, he — much like the government — will have plenty of time to ponder his decisions.

Seo | El Esto qu

NATHAN DESAI

us on the Chick-fil-A corporate ladder).

And what upset me the most about our Chick-fil-A shutdown is that we were acting so immature about it. Whether or not we have a TV is such a negligible choice, but our argument was causing our entire restaurant to falter. And worst of all, this conflict inconvenienced our loyal customers who only want their obscenely small portions of chicken. Our immaturity was affecting a lot more people than just us, and that’s what upset me about the government shutdown.

However, that governmental distaste is masked by all the amazing stuff going on right now, such as the Major League Baseball postseason. Though my Giants did not qualify this year, neither did the evil New York Yankees, specifically Alex Rodriguez.

Now I know there are hordes (by hordes, I mean tens) of Yankees fans in Cupertino, though I’m sure that number has decreased to the single digits since they missed the playoffs. Nevertheless, the former face of baseball has been quite a mess for a while.

Rodriguez has long been accused of steroid usage, which I can’t complain about since I’m a Giants fan. However, A-Rod hasn’t done a great job of handling all the attention because on Oct. 3, he filed a lawsuit against MLB for attempting to destroy his reputation. This makes complete sense as long as Rodriguez’s next order of business is to hire a babysitter.

He’s clearly upset about the 211game suspension he was dealt back in August, but he should just observe how other players handled steroid accusations. What is Barry Bonds

Lydia

I

believe the famous Benjamin Franklin quote goes like: “Nothing is certain except argumentation and immaturity.” What do you mean that’s not right? Sorry, it’s been difficult to keep track of American history ever since the government shut down.

But honestly, the government shutdown didn’t affect the citizens of Cupertino that much. Sure, it was definitely a national issue that everyone was talking about, but I’m sure some of us will agree that it had only opened up a new brand of jokes. I don’t think Obamacare interests many MVHS students — unless any of them happen to be 26 years old — though some may have been upset that the Panda Cam at the National Zoo shut down. Therefore, since many of you don’t care much little lessons about what had been going on, let me explain.

Disclaimer: I’m no political expert either, so we’re going to struggle through this together. In order to avoid the sleep-triggering words like “economics,” “furlough” and “Congress,” allow me to use an analogy.

Let’s say that you own a fast food restaurant with a friend (as long as that friend is me, and the restaurant is a Chick-fil-A).

In order to keep this restaurant running, you and I have to agree on how much we’re willing to spend — a budget. However, one year you decide to buy a TV to show football games every Sunday, but I proceed to chastise you because Chick-fil-A is closed on Sundays — therefore I ask you to return it. Unfortunately, you’re irresponsible and have lost the receipt, and I close down the Chickfil-A until you return the TV. Therefore, this argument has shut down the restaurant, and now we must wait to get an executive decision from that cow that’s in all the commercials (or whoever is a step above

11

TO MY PARENTS WHO TELL ME I WILL NEVER GET INTO A GOOD COLLEGE TO THE KID WHO TAKES MY LUNCH MONEY TO THE BOY WHO TELLS ME I ALWAYS DRESS LIKE A SLUT TO THE GIRL WHO MAKES FUN OF ME FOR MY SEXUAL ORIENTATION

TO MY TEACHER TO MY FRIEND WHO TELLS ME I’M STUPID TO MY BROTHER WHO ATTACKS ME TO MY SISTER WHO TELLS ME THAT I AM UGLY

12

EL ESTOQUE

OPINION

DEAR TEACHERS,

W

hen a person internalizes their insecurities, Dr Brené Brown argues, vulnerability turns to shame, and is severely detrimental. Shame is the belief that we don’t belong and that some part of our character is defective. Unworthy.

Unwanted.

Bullies exploit vulnerability to shame their victims. And it doesn’t just happen on the quad, the locker room or the internet. It also happens in the classroom.

As we discussed bullying on campus in preparation for this issue we wondered, can teachers be bullies too? The editorial board unanimously agreed.

While several practices came into question, one flew to the forefront of our discussion. Cold calling. Cold calling occurs when teachers call on students who do not volunteer to participate in class. As detailed in a study by Elise J. Dallimore, Julie H. Hertenstein and Marjorie B. Platt, effective cold calling should increase voluntary participation. However, sometimes it has the opposite effect. Students feel discouraged rather than motivated to speak up in class.

When students are mocked or looked down upon for not being able to answer spontaneous questions, especially when this is a regular occurrence, the feeling of humiliation manifests itself in the student’s

she cautions that cold calling should never guidelines and policies. If teachers don’t be used as a “gotcha” in order to punish have definitive, well-reasoned expectations, students for not knowing an answer. Instead, change is necessary. cold calling should check for understanding Just as a victim of bullying cannot remain and guide students to their own solutions. By silent, students must speak out when they feel tailoring questions to the ability of students, threatened, or they cannot expect teachers teachers are able to address student problems to change. A little bit of accountability is and enhance understanding. beneficial. It is a reminder that we can always Yet, improper usage of cold calling can improve. However, when we take teachers’ severely damage students’ ability to learn. feedback as a manifestation of all our flaws, A study conducted by Victoria Talwar and we lose our ability to learn. This is because, Kang Lee in the journal Child Development as Brown argues, with shame our creativity found that when children suffers. Therefore, it is are placed in punitive crucial that teachers be environments, they tend clear, honest and kind to lie about their actions. to their students. The Furthermore, they are interactions necessary more likely to succeed in to nurture a positive lying. learning atmosphere Students who do can only occur when not understand teacher both teachers and practices like cold calling students foster an OPINION OF THE EL ESTOQUE may feel shame, even with honest relationship. proper execution. Unless No teacher enters EDITORIAL BOARD teachers can clearly the profession because communicate the purpose they hate children. of a practice like cold calling, students No teacher purposely hurts students. No will feel trapped. A punitive learning teacher goes out of his or her way to make environment is an ineffective place to learn, the classroom experience miserable, boring and as explained by the aforementioned or frustrating. Policies created in good study, can increase academic dishonesty. faith, like cold calling, inhibit learning when So, how can teachers change their teachers don’t wholeheartedly believe in p r a c t i c e s the validity of their practices. Thus, even to make practices with the best intents can damage students feel students. comfor t able We love our teachers; our intent with in class? this letter was not to chastise. Measures T h e such as cold calling should be used to check answer is not and remind students of their duties, not complicated. to needlessly shame them in front of their It does not peers. By acknowledging and responsibly require new adopting these appropriate practices, we are p r a c t i c e s , becoming more cooperative, constructive or radical changes. It just requires effective community. communication and cooperation to fix problems that arise in the classroom.

Sincerely, Teachers have to be transparent with the The El Estoque Editorial Board reasoning behind their practices. Students must understand why teachers have different

STAFF EDITORIAL

SHAME IS THE BELIEF THAT WE DON’T BELONG AND THAT SOME PART OF OUR CHARACTER IS DEFECTIVE. UNWORTHY. UNWANTED. internal dialogue.

Consequently, cold calling has a negative connotation at our school. But it shouldn’t.

As explained by Kathryn McElwee, a Teacher Advisor for FUHSD, cold calling can aid teachers tremendously. However, OCTOBER 23, 2013

13

OPINION

Should I get a COLLEGE

COUNSELOR ?

BY EVA SPITZEN

With college application deadlines approaching, many students turn to private college counselors in an effort to improve their essays, polish their resumes and gain advice from experienced individuals on which colleges may be right for them. However, college counselors are not neccesarily right for everyone. To find out whether hiring a college counselor is right for you, follow the path below that best describes you.

My GPA, test scores, and extracurricular activities are well above target for my dream school.

My GPA, test scores and extracurricular activities are slightly below or right on target for my dream school.

THINK AGAIN

While this seems extremely promising, it’s actually both illegal and unethical. Betsy Massar, founder of Master Admissions and author of “Admitted: An Interactive Workbook for Getting Into a Top MBA Program,” said that many college counselors either have unethical secret access or practice bribery. Not only would this be a disaster for you if the university you were applying to found out, it’s also immoral.

CONGRATULATIONS!

It looks like you don’t have much to worry about.

THE PRICE ISN’T RIGHT

Seventy-eight percent of students at MVHS who have college counselors spend more than $1,000 on them.

Consider making use of the school guidance counselors instead.

Which of the following resembles your idea of a good college counselor?

According to my test scores, GPA and extracurricular activities, I basically have no chance of getting in to my dream school.

Will give me constructive feedback on essays and reasonable advice on my resume and application while still keeping true to my personality and skills.

Will write my essays for me and help my resume make me look way better than I am.

Makes guarantees that I will get into my dream school and claims to have “inside access.”

Promises to help me present my best self to colleges, but makes no guarantees.

Do you have several thousand dollars to spare?

No

Yes

If the idea appeals to you, consider hiring a college counselor.

IT’S NOT WORTH IT Which type of college counselor seems more appealing to you?

Aside from offering advice on essays and tidying your resume, there’s not much that college counselors can do for you.

Counting on counselors to be college fairy godmothers who’ll get you into extremely selective schools is unrealistic and wasteful.

RECONSIDER

According to a Boston Globe article titled “College Applications Can Be Too Good,” colleges can usually tell when an applicant has gone to college counselors for help — and they don’t like it. Rather than going to a college counselor who will mold you into the same type of applicant as all of his or her other clients, focus on making your application reflective of your own individual personality.

It looks like getting a college counselor would not be in your best interest.

e.spitzen@elestoque.org 14

EL ESTOQUE

sparking knowledge

*

Students who SparkNote should acknowledge the long-term benefits of reading books

BY PRANAV PARTHASARATHY

E

ffective effort. It’s all the craze in classrooms, with teachers reiterating that effective use of resources trumps rote memorization. That statement, however, entails fine print. Only “honest and reputable” sources should be used, but the line between useful and dishonest varies from person to person. Some state that SparkNotes aids students, while others insist that the website abets them by providing resources ripe for plagiarism. The online notation site has the potential for fair and effective use. However, responsible use of SparkNotes requires responsible limitation.

Students should abstain from the spoonfed analysis in all cases except to examine different viewpoints and employ the summary only to clarify dense sections of prose or verse.

Many argue that reading the text verbatim wastes time and online summary serves as a fine substitute. Students have little spare time; why waste it reading unabridged prose or verse when the Internet condenses the heavy subject matter? However, a study conducted by the University of Liverpool counters that claim, stating that Shakespearean verse forces us to think backwards in deciphering complex passages, inspiring a profound reaction. This writing exercises the critical thinking segments of the brain, forcing centers crucial for our cognitive development to expand. Such signatures don’t appear in trials conducted on those who read simple prose.

These results may appear obvious. However,

English teacher Mark Carpenter [Do not] read Sparknotes instead. Look at it as a supplement to understanding. A person who takes vitamins may or may not be healthier than a person who does not take vitamins, but that person should still eat food.

OCTOBER 23, 2013

we must not forget that the brain is a muscle, and the more we expose it to complex literature such as Shakespeare, the more it grows in turn. While those who rely solely on summaries may still achieve — they may even secure A’s on every paper — their compounded cognitive lapses will leave them dependent on SparkNotes and deprive them of the opportunity to further their critical thinking skills.

On the other hand, some situations do justify the use of SparkNotes. Pragmatism should rule when students run low on time, and they should accordingly refer to the website instead, for at least summary allows students to discuss basic tenets of the text the following day. While this may be an elastic justification, students should be cognizant to the consequences of its irresponsible overextension. Ramifications would be proportional to responsibility; as long as moderation is exercised. Regarding the analysis, students should use it in order to enhance, rather than replace, their own perspectives.

In doing so, students have the opportunity to forge a more multi-faceted and complex thesis, combining multiple viewpoints into a cogent whole.

SparkNotes, like any learning tool, has an appropriate niche. It acts as a beneficial additive — a tool used to enhance student understanding by offering a unique, justified opinion ripe for further analysis, an emergency button used when students run short on time and a gateway to the interpretation of complex prose.

Protest against the website may be

English teacher Frank Ruskus [Sparknotes] can help students understand what’s going on in the plot and allow them to access the deeper meaning. A couple of the tools [Sparknotes] offers are very useful in getting students to access the complexities of the text.

condensed into a simple issue: that teachers abhor dishonest shortcuts, and SparkNotes is one such shortcut with potential for misuse. If students wish to use the website, they should weigh cost and benefit, comparing the short-term benefits of using the website against the long-term benefits of sticking to the text.

SparkNotes: * Sparking Knowledge Brain hurt? Try our SparkNotes version of this editorial

Context

As students continue to be assigned challenging novels, many turn to SparkNotes. SparkNotes is a website that offers study guides on various novels and subjects. Students use SparkNotes for a variety of reasons: streamlining study time, refreshing their memory of the plot and establishing some preliminary ideas regarding plot analysis.

Summary and Analysis Parthasarathy begins by outlining the various viewpoints that teachers and students hold regarding SparkNotes.

He continues to argue that SparkNotes is an effective supplementary tool to gain a deeper understanding of challenging novels. Although he concedes that some students use SparkNotes inappropriately, he claims that used in the right way, Sparknotes can enhance understanding.

Study Questions 1. What does Parthasarathy claim are the advantages and disadvantages of using SparkNotes?

2. Explain the significance of the analogy English teacher Mark Carpenter makes between supplements and SparkNotes.

3. Assess the validity of Parthasarathy’s rhetorical claim. p.parthasarathy@elestoque.org

15

OPINION

OPINION

THE ‘SIMPLE TIMES’ It’s your parents’ favorite saying. It’s also their biggest lie There was never a time when There are no such things as “simple times.” people fully appreciated what You know why? they had.

People always want the best. Plus nobody grows into this Superficiality.

Everyone is born with it.

no monkey business

SHUYI QI

I signed up to bring paper cups to a Halloween parTy in elementary school.

They had Flower Designs.

Setting them at the food table, I grabbed a plate of snacks and some orange juice...

In an age before iPhones and dr. Dre headphones...

...and sat down at my table to watch “home alone” on vcr.

apparently, someone who didn’t sign up brought them.

I looked around and saw that everyone had...

And they were larger and sturdier than my dinky flowery cups.

shiny red plastic cups.

it doesn’t matter what it is cars, clothes, iOS software or cups - people always want the best.

The world itself is Simple. it’s the people who are not.

s.qi@elestoque.org OCTOBER 23, 2013

16

soulmates Students with a passion for dance unite to form a family: Urban Soul Movement

T

he two dancers steady themselves, bouncing on their feet, shaking out their limbs to loosen them up. Junior Terry Oh crouches slightly, his hands behind his head.

Senior Thai-Vinh Hyunh’s right hand grips Oh’s arm, left hand grips Oh’s k n e e , and Thai-Vinh lifts himself up parallel to the ground.

His face is scrunched in concentration while he strains his muscles to keep his body, legs and feet off the ground. Relying on Oh’s stability, Thai-Vinh displays a complete sense of trust in his fellow dancer and friend.

This is a familiar sight for many MVHS students. Urban Soul Movement, a dance club on campus, practices in front of watchful eyes everyday. During lunchtime, they occasionally demonstrate various styles of hip-hop in front of the Field House entrance.

They also dance every Friday after school.

For them however, this is not practice. It is simply them spending time with their family away from home.

Originally called B-boy Club, Urban Soul Movement is a group that has existed for six years but has recently gained more prominence. The group changed their name

BY SOPHIA TAO AND NEESHA VENKATESAN PHOTOGRAPHY BY COLIN NI

to USM, each word holding a deliberate significance: “Urban” for their style of hip-hop dance, which originated in New York City on 125th Street, “Soul” because of their passion for dance and “Movement” for the motion involved in dance.

Open invitation The original club existed before members of the current group were even in high school. 2012 a lum nus T hai-Vu

Huynh introduced the group to his younger brother, Thai-Vinh, who is now the treasurer of USM. Thai-Vinh and the other current members of USM met when they started high school. Despite the relatively short amount of time that they have known each other, they

A&E

take pride in their strong sense of camaraderie.

“Dance is my way of connecting with people and expressing myself,” Oh, USM’s social manager, said. “It’s what I love to do with my free time, and it’s basically how I met most of my best friends.”

And even though most of the members have been a part of the group since they began high school, USM is welcoming and open to new members.

Vice president junior Joy Lee transferred to MVHS as a sophomore and did not expect to make a group of such close friends.

When she thinks about USM, one phrase comes to her mind: close-knit.

“When I first came here, I only had a few friends that I knew through our studio, but I just didn’t fit in with them really well,” Lee said. “We all have something in common, and this is what we all like to do. When you dance with someone, you’re sharing your work ethic and skills, and you’re learning off of each other.”

President junior Dillon Chang describes the club as a family. He cannot imagine his high school experience

DEFYING GRAVITY Junior Dillon Chang holds a handstand, a common move in USM routines.

OCTOBER 23, 2013

17 Shuyi Qi and Sophia Tao| El Estoque Photo Illustration

A&E without their support. Because of their closeness, USM does not feel the need to excessively promote their club. Oh said that they did attempt to recruit members when the group first formed, but they do not promote their group as much anymore.

“It’s more of if you want to join [Urban Soul Movement],” Thai-Vinh said.

“We’re just open to anyone.”

However, they do promote the club through their performances. They have performed at several school events in the past few years, such as Octagon’s Cure Cancer Cafe. They also performed at the 2012 Homecoming talent show.

“We usually keep our performances pretty serious, but we’re a pretty weird bunch, and we might as well express that part too,” Chang said. “In one performance, there was a part where [2013 alumnus] Sai Mucharla and Oh slow danced.”

difficulties. According to the members of USM, the most challenging aspect of their performances is meeting deadlines, which requires them to choreograph and practice their dances in a timely manner.

Members recalled that preparing for the 2012 Spring Showcase was a tough experience.

The entire routine was choreographed within junior Dillon Chang a week, and it pushed all of them to their limits. However, there were also some positive results. The experience taught them to be more prepared to give even better performances in the future.

“Making mistakes is not that bad because you learn a lot from it,” Chang said.

“So we’re trying to prepare [for performances] earlier now.”

For USM, the challenges have also brought them much closer together. Regardless of the difficulties the group has faced over the years, they never fail to remember that they are a family.

“The amount of practice makes our bond stronger,” Oh said. “Having fun [during a performance] shows that we are a family, not just a club.”

DANCING IS MY LIFESTYLE, SO I CAN’T QUIT MY LIFE.

Facing challenges together Despite its unique and enjoyable performances, USM has also had its fair share of

A collective passion Aside from being a group of extremely close friends, the members of USM all have an undeniable passion for dance. For Lee, dancing is much more than a hobby.

“I want to [dance] in college, and after that, I want to dance professionally,” Lee said. “I love the atmosphere because [the club members] work so hard, and it inspires me to work hard.”

Similar to Lee, Chang cannot imagine his life without dance. Dance is a way for him to get to know his friends on a level that he is unable to find elsewhere.

“Dancing is my lifestyle, so I can’t quit my life,” Chang said. “And by the way a person dances and how they talk about their dancing, you can tell what kind of person they are, whether they’re cocky, arrogant or just really nice.”

The group’s dedication to dance is what drives their friendship and allows them to be as close as they are.

“I feel like even though all our styles are really different, we all come together in the sense that we’re all really passionate about it,” Lee said. s.tao@elestoque.org | n.venkatesan@elestoque.org

JUST DANCE Junior Terry Oh and senior Thai-Vinh Huynh (above) demonstrate the flagpole freeze. Junior Calvin Chang (above right) demonstrates a breakdancing, or b-boying, move called the windmill. Urban Soul Movement’s members (right) proudly show off their group symbol with a hand sign.

18

EL ESTOQUE

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OCT 26 contact

artclass70@gmail.com or 408-234-6933

for registration or more information

www.sjaart.com

A&E

All ‘Hayao’ Miyazaki, king of animation The retiring director’s legacy leaves a lasting impression on students

by Rhonda Mak and Robert Sulgit

Shuyi Qi | El Estoque Photo Illustration

E

ven if you’ve never heard of Japanese animator, director, manga artist, producer and screenwriter Hayao Miyazaki before, it would be hard not to recognize his work. Students all over campus don Miyazaki merchandise, be it No Face — one of the main characters in his film “Spirited Away”— keychains or Totoro crewnecks.

Students were shocked when they heard that Miyazaki announced that he would be retiring after his next and final film, “The Wind Rises,” to be released to the United States in February 2014. Miyazaki chose to retire because of old age and stress.

He founded Studio Ghibli, which produced all of his popular films like “My Neighbor Totoro,” “Howl’s Moving Castle” and “Spirited Away,” which won an Academy Award for Best Animated Feature in 2003. Despite mentioning retirement several times in the past, Miyazaki is “quite serious” this time around, as he said in a news conference in Tokyo on Sept. 6. Regardless, he has left an imprint on all of his admirers –– including those at MVHS. Senior Blake Nishimoto, though a longtime fan of Miyazaki’s, was one of many students surprised by his announcement.

However, he feels that his retirement is well deserved.

“I grew up watching films like ‘Spirited Away’ and ‘Kiki’s Delivery Service,’” Nishi-

moto said. “I have always liked his films, but I can see why he is retiring now; he is getting old.”

Nishimoto spoke fondly of Studio Ghibli’s partnership with Disney, in the 2008 film “Ponyo.”

“I think that ‘Ponyo’ was a great idea for Miyazaki,” Nishimoto said. “I mean, everyone in Japan loves his films, so it made a lot of sense to bring his style and storytelling to a more American audience.”

Before “Ponyo,” however, Miyazaki had

ton, who shows Studio Ghibli’s “Grave of the Fireflies” to his art students yearly. “Lots of white American kids watch anime and read manga because of him.”

Miyazaki’s popularity made him one of the few filmmakers who was able to sell his movies based on his name, a symbol of his success. His name became a brand.

“Just like how some people say, ‘Oh, it’s a Disney movie, I have to watch it,’ we say, ‘Oh, it’s a Miyazaki movie, I have to watch it,” junior Phoebe Lim said.

His work is characterized by a whimsical style, predominantly hand drawn, though there are computer-generated elements in his animations.

“I feel like his colors are really well blended and earthy,” junior Julia Yu said. “There’s a very distinct way he draws. It’s very free and open.”

Nishimoto’s favorite aspect junior Phoebe Lim of Miyazaki’s films is the worlds that each story takes long since been bringing his work around place in. the world, even the United States. Before Mi“The worlds themselves are in some ways yazaki became prominent, American audithe most important to the story, the way he ences were already watching anime such as combines everyday characters with these “Kimba the White Lion” and reading manga elaborate creatures and fantastic situations, such as “Akira” in the 1980s. A combination the myths that Miyazaki create are better of a growing Asian population in America than the films themselves.” Nishimoto said. and the revival of animation in film paved Many students watched Miyazaki’s films the road to success for Miyazaki. as children, and his work was just as integral “He rode the wave and hit a chord,” said to their childhoods as Walt Disney’s was for art teacher and yearbook adviser Jay Shelothers. While Miyazaki films are usually as-

Just like how some people say, ‘Oh, it’s a Disney movie, I have to watch it,’ we say, ‘Oh, it’s a Miyazaki movie, I have to watch it.’

20

EL ESTOQUE

sociated with childhood for many students, it’s not uncommon for students to revisit his films and find new meaning in his work.

“I like how he portrays Sophie [from ‘Howl’s Moving Castle’],” junior Annie Wang said. “ Even though she was turned into an old lady, she broke the spell by finding her inner beauty. I think that’s really nice because we all need that in society right now.”

Miyazaki is also credited with making films that evoke an intense emotional response from viewers.

“Every single one of his movies can make you go through the whole human range of emotions,” Wang said. “There will be parts when you’re laughing to death, and there will be parts when you’re bawling your eyes out and parts when you’re saying, ‘Whoa, that’s really deep.’ ” Another defining quality of Miyazaki’s work is the music he integrates into his films.

In several of his films, Miyazaki has had composer Joe Hisaishi write the score for many of his films, namely “Spirited Away” and “Howl’s Moving Castle,” which have been well received by fans all around.

“I think his music helps bring the movie to life,” Lim said. “The movie wouldn’t be able to accomplish that without the music.”

According to many students, Miyazaki’s work will be sorely missed and when he steps down, he will leave behind a legacy that has impacted generations. His playful, magical style is unlike any other. r.mak@elestoque.org | r.sulgit@elestoque.org

MIYAZAKI MEANINGS

MIYAZAKI

BY THE NUMBERS WOULD YOU WATCH A MOVIE JUST BECAUSE MIYAZAKI MADE IT?

25% YES

‘TOTORO’ (1988) Prevalent themes: death In “My Neighbor Totoro,” Totoro is interpreted as the god of death, in that only people who are dead or near death can see him and interact with him. Also, it is rumored that both of the main characters are dead, one drowned and the other murdered. The eerie incorporation of death can be disturbing because the film was marketed to young children.

‘SPIRITED AWAY’ (2001)

Prevalent themes: greed, gluttony, coming of age, and generational conflict “Spirited Away” follows the story of Chihiro Ogino as she journeys into a spirit world to lift her parents from a curse that turned them into pigs. The use of the massive pigs represents the family’s greed to traverse into another world as an escape from their own. Miyazaki uses the bathhouse in which the story takes place as a microcosm of diverse characters and lifestyles to blend the story with its many messages.

‘HOWL’S MOVING CASTLE’ (2004)

Kathleen Yuan | El Estoque Photo Illustration

OCTOBER 23, 2013

Prevalent themes: anti-war “Howl’s Moving Castle” is a metaphor for Miyazaki’s antiwar feelings directed at the War in Iraq that was on-going at the time of the film’s release. The characters’ open dislike of the war, as well as the depiction of the destructive quality of war in many scenes made Miyazaki’s opinion of the war clear.

Miyazaki’s intent was to silently protest the war while making a visual representation of Japan’s stance on the Iraqi conflict.

GROWING UP, DID YOU WATCH MIYAZAKI’S MOVIES?

28% 13% 59% YES, SOMETIMES

YES, RELIGOUSLY

NO

This data was gathered from an online survey of 349 respondents.

21

A&E

Preliminary stress Why studying for the PSAT isn’t worth it

Rhonda Mak | El Estoque Illustration

S

o there’s this girl in my dance class — she sits near me but has no idea that I exist — with the usual attributes found in anyone in my classes who has an actual social life.

Seeing how all forms of verbal communication are shot by the pesky fact that I’m a nameless-nobody who sits in a class of 30, I’ve been occupying myself for the past month or so by staring quite intently at the “PSAT” she has written on the back of her left hand. The font is not particularly eye-catching, and the lines are skinny but bold in that “I just wrote this using an old Sharpie” kind of way. Clearly, this “PSAT” was meant to last an age and forever.

But really, if I was going to give myself a semi-permanent tattoo, I assure you it would be much, much cooler. Then again, I’m pretty sure absolutely anything out of would be cooler than the name of a national test.

I mean come on, it’s literally called a “preliminary SAT.” The whole point is to take something that tells you whether you need to spend the rest of junior year in a dark, damp room cramming ten years worth of information, or maybe you just need to brush up a little on the difference between a metaphor and a simile.

Definitely not worthy of a quazipermanent tattoo. Actually, I’m not even

sure it’s worth one of those temporary tattoos with the fairies and unicorns they give away for free at fun-fairs.

The thing is that whatever score my frantic not-friend gets is going to be useless.

As in, I could take a piece of old chemistry homework, draw a big red 100 at the top, submit it to colleges across the country and it would carry the exact same weight as my dance-mate’s sure to be fantabulously amazing PSAT score.

They’d both be worth nothing, if I’ve just inspired a couple of you to get your red pens out. Sophomore scores on the PSAT can’t even be submitted with applications. So really, a sophomore taking the PSAT is taking a pre-pre-SAT. Not to say that the PSAT itself is useless. No, the PSAT is useful, but only as it was meant to be — a way to the blue judge whether a student can concentrate for two hours in a silent room with only their racing heartbeats and without actually having to take the SAT itself.

Notice that nowhere in that last sentence was the word “study” included. If you want to study for a major, life changing exam, go take an actual practice SAT. There’s about six included in every single one of those nifty blue practice books that guarantee super high scores.

MAYA MURTHY

22

And in the end, the only tangible benefit of taking the PSAT is the faint chance that you might become a National Merit Scholar.

I looked it up, and only about 8,000 students across the country end up becoming Merit Scholars after a huge process involving being one of the top scorers on the PSAT, keeping up grades, writing letters and submitting recommendations. This process weeds out the rest of the 1.5 million entrants.

It’s like another college application, but it takes way longer to find out if you made it.

My point isn’t that we shouldn’t be taking the PSAT because we should. But are months of studying really worth it? It would be great to be a National Merit Scholar — being called one of our nation’s best and brightest can open doors to the rest of your life.

But it’s okay if you aren’t. Really. I promise that you can still be wildly successful without a pretty certificate, that you can still be happy if you aren’t one of the 8,000 top students in America. The results of one test can’t change the course of your life.

Not unless you give it that power.

At MVHS, it seems like practicing is all we end up doing. Practice that problem for the test, practice writing in not-chickenscratch, practice that speech you’ll give for your final.

What we don’t need to do is practice for a practice test. m.murthy@elestoque.org EL ESTOQUE

Tugging on

heartstrings

A violin instructor teaches her students to serve the community with music BY ANJALI BHAT

A

metronome ticks at freshman Amritha Anand’s feet as she concentrates on the sheet music in front of her — Charles Dancla’s “Airs Variés” — and rapidly plays the notes on her violin. This is the song her teacher, Xiaoli Chen, has asked her to rehearse for their upcoming recital at the senior center.

“There is nothing better than being able to give your music. To give what you know to the people,” Chen said. “To learn a performing art, and perform for people.”

This is Chen’s fundamental lesson to her students.

She believes in the healing power of music and the responsibility that musicians have in bringing it to the community. Music is joy, and her students — whether they are three or 18 or anywhere in between — understand this.

Chen thinks her students continue to remain so passionate about their music because they play for people who are able to enjoy it too. While she loves to perform, she has never loved standing under bright lights in front of the dark expanse of a concert hall and a faceless audience. She prefers to make music in places where she feels truly appreciated: at retirement communities like Sunny View in Cupertino.

Senior Neha Kidambi is one of Chen’s students. In their four years together, she has found Chen’s enthusiasm unrivaled. She does not think that any other teacher believes so strongly in service through music.

“I’ve definitely learned about having a passion for playing,” Kidambi said. “When [Chen] plays, she has a smile on her face all the time. And when my parents see me at recitals, they want me to be like her, to enjoy music so much.”

To Chen, music means giving back to the community. She first started playing in senior centers when she left her job as a music teacher at Mountain View elementary schools in order to spend more time with her daughter. But when she visited her sister, a

Check elestoque.org/violin on Oct. 30 for coverage of a performance at Merrill Gardens.

former employee at a retirement home, she of the performance, however, everyone aplearned that residents often expressed a de- peared to be in high spirits. sire for entertainment.

“It’s so fun. I don’t think [the residents] “I told them I played violin, and then I are exposed to kids that often,” Anand said. started playing for them,” Chen said. “And “They say that they are stuck in their rooms from their eyes I could tell how much they without much to do. They all get so excited appreciated it.” when they see us coming to play.”

According to Chen, no matter what song Chen’s performing strategy has brought is played — a show tune, a classical piece about visible change. In middle school, or a folk song — the residents always find a Kidambi wondered if she had the comrhythm to clap their hands and tap their toes mitment to learn music like some of her to. She wanted her students to have the same peers. Learning the violin gave her the exper ience answer. In her own words, she is now she did. “a better and more dynamic person.” “ Yo u She now feels empowered by music and incan rent spired to serve the community as her teacher an empty taught her to. recital hall Both Anand and Kidambi feel that to perform Chen’s encouragement helped them overviolin teacher Xiaoli Chen the music,” come a fear of performing in public .

Chen said.

“I do get a little nervous,” Kidambi said.

“But then, the only guests are the parents of “I’ve always found it a little difficult to coorthe students. And they’ve already heard the dinate my brain and my hands together, but students so many times from when they’ve ... part of music is feeling it, and feeling paspracticed. It’s just showing off.” sionate about it. So after I perform I feel like Instead, at the senior center, Chen watch- I’ve felt the music.” a.bhat@elestoque.org es her students become leaders. She notices her students smiling warmly at the residents, carefully taking their hands and leading them to their seats. The residents are often excited to be the chief guests of the event.

A n a n d , Chen’s student for over three years, feels instantly gratified by the residents’ lively applause.

Anjali Bhat | El Estoque She recalls one per for mance DUET TOGETHER Violin teacher Xiaoli Chen and senior Neha where residents appeared bored Kidambi play Pachebel’s “Canon” during a weekly practice at Chen’s and quiet before home. Chen and her students play both popular classical and contemanyone began to porary songs for their recitals. play. At the end

FROM THEIR EYES I COULD TELL HOW MUCH THEY APPRECIATED IT.

OCTOBER 23, 2013

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SPECIAL

J “

Lighten up, it was just a

oke.

Or so they said. But in an environment where words hurt much more than sticks or stones, jokes can go a little too far.

OCTOBER 23, 2013

” 25

SPECIAL

six ita C shm

By A

“

y, N

bort

eha

ata

amr

nd N

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nda

cha Ram

English teacher Stacey Cler

ra hak

Sometimes people are conditioned to accept certain behaviors.”

ani

Ram

miles away from MVHS, Saratoga High School sophomore Audrie Pott went to a small party at a friend’s house. According to the Rolling Stone article “Sexting, Shame and Suicide,” she was drunk, but that did not justify the actions of the three boys who allegedly proceeded to sexually violate Q: Have you ever witnessed her, draw on her exposed body and bullying in any form at MVHS? text pictures of her in that state to their friends. As revealed by her subsequent 31% No 69% Yes online conversations, it was clear that Pott was severely humiliated and alienated by her so-called friends. A week later, she took her life.

Q: How have you SHS is not very different from witnessed bullying?

MVHS; students at both schools are high achievers, get into top-tier colleges and win prestigious awards. But on the other hand, there are students percent percent percent at both schools who are alienated, verbal cyber physical harmed and bullied.

The United States Department of Justice estimates that one in four students across the nation have been victims of bullying. But when students at MVHS were asked whether they believed bullying was prevalent on campus, they responded with comments like “Bullying? Bullying doesn’t happen at Monta Vista.”

ing to student advocate Richard Prinz, bullying is bullying when the victim defines it as so.

English teacher Stacey Cler attributes people’s misconception of bullying at MVHS to their failure to recognize when a joke has become hurtful.

“Sometimes people are conditioned to accept certain behaviors,” Cler said. “I’m sure you’ll find people who don’t necessarily consider what they’re doing as bullying because they don’t look at it that way.”

In other words, bullies often justify their actions as mere joking. Senior Sriram Atluri, who has witnessed the exclusion of minority students from social circles, believes that students often make inappropriate jokes without consideration for the person on the receiving end. Atluri acknowledges that while the bully may fail to recognize the consequences of his or her behavior, the intention is ultimately irrelevant. All that matters is the damage the bully inflicts.

Of the students who have witnessed bullying at MVHS, 30 percent say that it pertains to grades.

Different forms of academic bullying, like the peer pressure students feel in order to remain competitive against their peers, seem to blind students from other methods of harassment at MVHS — including physical and verbal, as well as non-confrontational forms like rumor-spreading and exclusion.

The way it is defined Bullying, according to the Department of Justice, is defined by two major characteristics: “repeated harmful attacks” and “an imbalance of power.” However, accord-

Ask me anything For junior Mane Mikayelyan, the hate started in middle school when she created an account on Formspring.me, a website that allowed anonymous people to

36 26 9

26

EL ESTOQUE

Catherine Lockwood | El Estoque Photo Illustration

Catherine Lockwood | El Estoque Photo Illustration

Colin Ni | El Estoque Photo Illustration

ask questions to users of the site. The website was relatively new at the time and, according to Mikayelyan, very popular. Soon after she made her account, Mikayelyan’s inbox was crowded with offensive messages stating profanities and obscenities regarding her appearance and personal life.

“You’re ugly, you’re fat, you’re a slut — the typical ‘girl’ insults,” Mikayelyan said. “But how could they call me a slut when I was only in middle school?”

She admits that after a while of seeing these derogatory comments posted on her profile, she started to allow them to get to her.

“I started to think, ‘If this many people think that I’m like that, then it must be true,’” she said.

Mikayelyan is not alone in her damaging experience with Formspring. On Feb. 13, 2011, 15-year-old Natasha MacBryde of the United Kingdom committed suicide after receiving malicious comments on her Formspring account. Facing public scrutiny, Formspring was shut down, only to reboot two months later under the name Spring.me.

At MVHS, Mikayelyan says that anonymous haters often targeted her position as a cheerleader because they had something against the team or her personally.

She believes that anonymous people who write hateful comments are insecure, unable to muster the courage to speak their mind directly in front of victims.

While Mikayelyan realized that she couldn’t stop anonymous users from putting negative comments on her profile, she decided to be strong and stand up against the accusations. She acknowledged that many believe

Catherine Lockwood | El Estoque Photo Illustration

Catherine Lockwood | El Estoque Photo Illustration

Stories depicted Above were submitted making accounts and replying by students through Tumblr; however, to hate-filled messages on sites the photos are our own. such as Formspring and Ask.fm is the best way to prevent and all survey statistics come from an stop bullying. online survey of 349 students.

“The reason I answer [every question I get], regardless of how dumb or mean they are, is that I don’t want them to think that ‘she didn’t know what to say, I really got to her,’” Mikayelyan said. “I think that not responding is a form of weakness. If you don’t stand up for yourself, you’re saying that you have nothing to say, and that you don’t know how to respond.”

A joke taken too far While Mikayelyan suffered from anonymous hate, senior Zac Burke was subject to a more physical form of bullying.

Burke transferred to Kennedy Middle School in eighth grade. When he secured a solid group of friends, however, one supposed friend’s hostility quickly shadowed Burke’s excitement at being able to fit in. What started off as rude joking soon spiraled into malicious, anti-Semitic slurs and even physical attacks on Burke. “[The bully] thought that everything was a joke,” Burke said. “He had absolutely no control; he knew no limit.”

Burke believes that he never did anything to cause the bullying and never retaliated when the bully physically hurt him.

For more content visit elestoque. org/bullying

continued on pg. 30 OCTOBER 23, 2013

27

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28

EL ESTOQUE

What can

?

YOU

BY TANISHA DASHMUNSHI AND RUBA SHAIK

if

you are a Teacher

Be aware of students’ interactions and encourage an atmosphere of mutual respect. Speak to the kids separately when trying to understand what happened. Don’t act on assumptions, like accusing students, until you know the whole story. Get involved — speak to the students, or refer them to their guidance counselors or the school psychologists. This ensures that the victim is getting needed support and that the bully is being held accountable. Intervening immediately is the best plan of action.

Take the time to look for signs of your children being bullied, like changes in their behavior. It’s important to be respectful of their feelings, and take care not to minimize the situation. Instead of saying “Just ignore it” or “Just walk away,” take your child seriously if they speak to you. Taking action is always better than the passive approach.

if

you are a Friend

DO

if

you are a PARENT

Don’t be a bystander. If you are aware of the bullying, then you are just as involved. Be willing to step in and stop the bullying, either directly or indirectly. Your silence will in turn give the bully more power. If you are afraid of being targeted or are friends with the bully, you have to be willing to say, “This is more important to me than having friends.” Most of the time you will come out of the situation in a better place.

if you FEEL YOU ARE BECOMING A BULLY If you start to realize that you’re harming people, then you should go to a counselor and get help. Prinz believes that there are often underlying emotional problems that bullies have not dealt with — like having been bullied themselves before — that pushes them to find power. If this is the case then you need to find a way to connect with people in a healthier way, so it’s not a power struggle. Admitting that there is a problem is the first step and after that, you’re on your way to getting help. Bullies tend to make excuses for their actions so that they’re not held accountable for the impact they

OCTOBER 23, 2013

Advice from MVHS Student Advocate Richard Prinz for students who feel bullied, as well as peers, family members and teachers of potential victims

if you FEEL BULLIED The most important thing to do is to talk to someone — your parents and trusted friends or the trained professionals listed below.

Richard Prinz, Student Advocate (408) 366 - 7638 richard_prinz@fuhsd.org Beth Proudfoot*, Psychologist (408) 351 - 1044 beth@childfamilygroup.com Brian Sackett*, Psychologist (408) 257 - 6662 brain@connectingself.com * These psychologists are contributors to MVHS Verdadera and they specialize in issues pertaining to bullying

If you feel uncomfortable speaking to someone, you can remain anonymous and still maintain a support system by seeking help online or through hotlines.

Teen Hotline: (800) 852-8336 Anti-Hate: (408) 279-0111 No Bullying Live Empowered (NoBLE): (855) 8766253. *Bullying crisis chat: http://commongroundhelps.org/ *Online support group: http://teenlineonline.org/ *Recommended by the NoBLE program, which supports victims of bullying by providing counseling services.

t.dasmunshi@elestoque.org | r.shaik@elestoque.org

29

SPECIAL

Catherine Lockwood | El Estoque Photo Illustration

Q: What are MVHS students

continued from pg. 27

He recalls his bully, who usually bullied about? weighed at least 120 pounds more than him, sitting on him grades 30% for an extended period of time, to the point that Burke couldn’t physical appearance 29% breathe. After suffering through months of torment, he felt physically sick — nauseated sexual orientation 11% and anxious — to go to school.

“The final straw for me, ironreligious beliefs 6% ically, was when he stabbed me with a straw, and he stabbed me so hard in the back of the neck that it not only knocked me around but also left bloody marks,” Burke said. “At that point I had been physically and mentally harmed, and I don’t think I deserved any of it.”

Prior to this, Burke had approached his assistant principal in freshman year and pointed out where in the planner his bully had violated the policy on harassment and bullying. The planner reads, “Students who engage harassment or bullying shall be subject to suspension/Sheriff notification and/or expulsion from school” in bold type. Burke insisted his bully had met most of the criteria listed in the planner that recommended expulsion. However, according to Burke, his bully initially faced no consequences.

From a national standpoint, the perceived lack of reaction from the administration is not uncommon. According to a survey conducted by the Department of Justice, 66 percent of victims of bullying felt that their school administration responded poorly to bullying problems.

While the MVHS administration could not comment specifically on Burke’s case, Dean of Students Nico Flores explained the process that the administration takes to resolve a bullying incident. The first goal of the administration is to try to work out the situation by establishing some sort of common ground between the victim and the bully. During this process, all adults involved in the situation — parents, teachers and, if the situation warrants it, the sheriff’s office — will convene to reach an agreement. Only if there is a serious threat to the victim’s safety has the bully violated zero tolerance and faces possible suspension or expulsion. Due to student confidentiality, Flores notes that sometimes a victim will not be notified 30

Catherine Lockwood | El Estoque Photo Illustration

about the consequences faced by the bully.

“Our goal isn’t to punish, it’s to educate,” Flores said.

“Once it starts to become punitive, then I think the lesson isn’t learned.”

Frustrated and having endured physical torment, Burke met with his guidance counselor, who contacted the Sheriff’s Office. The bully was charged with two felonies and had to carry out community service and therapy, in addition to expulsion from the school.

Burke’s story represents the minority of cases at MVHS; only 9 percent of students have witnessed physical bullying Yet, the emotions he felt — the humiliation, the blow to selfconfidence, the frustration — are prevalent regardless of the form of bullying.

In spite of the ordeal that Burke faced, he believes that his experience has shaped him as a person. Burke developed a relationship with the deputy in charge of his case, and describes her as his second mother. With a renewed sense of self-confidence, he fortified his he bully thought desire to become a police officer. that everything He even shared his story at was a joke e had SHS’s memorial for Pott. absolutely no control “I didn’t plan to speak,” Burke he knew no limit said. “I realized that since I had been bullied before — even though it was different people, different situations, the kid who bullied me did physical stuff and committed a crime. I figured I could offer something to her family and the people who knew her.”

Burke’s decision to take action was not easy to make. He had not informed his mother of the situation and was afraid that she would get worried. Furthermore, he feared that telling someone would label him as a snitch and heighten the bullying.

Looking back, Burke believes that telling someone —

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whether a teacher, counselor, friend or administrator — may not undo the damage inflicted by the bully, but confiding in a trusted individual will help you improve the situation.

The bystander effect According to DoSomething, a non-profit that advocates social change, one in four teachers see nothing wrong with bullying and only intervene 4 percent of the time. Cler, however, makes it a point to intervene whenever she notices bullying.

According to Cler, it’s often difficult for a teacher to know where or when to step in, but to remedy this, it is crucial for a teacher to develop a classroom environment conducive to open interaction where students can talk to the teacher without fear.

“As a teacher, you have to be aware of students’ comfort levels, because those are particular to each student, and that’s why it’s important to get to know every student in your class,” Cler said. “Every student’s preferences are very different, and I think you need to try to get to know them and where their comfort zones are.”

Bullying that takes place in the classroom often goes unnoticed because of a lack of communication between students and the teacher. This is due to victims, as well as bystanders, failing to address the situation. According the the Greater Good Science Center at the University of California, Berkeley, bystanders often shy away from a situation because no one else is doing anything about it. No one wants to be the snitch.

Cler also attributes the lack of teacher involvement to the fear of making a situation worse.

“For me, it’s always a gamble — if I insert myself into a situation, it can go either way,” Cler said. “I’m aware that my status as a teacher has the potential to change a situation, so I make it my goal to have a positive effect.”

A victim’s peers are as capable of changing a situation as teachers are. Yet only 33 percent of students at MVHS have intervened, either directly or indirectly, during a bullying incident they witnessed. Burke reflected that most of his friends were absent during his ordeal. Most of them were mutual friends with the bullies, and he does not blame them for not siding with him.

“It’s a really awkward position, being friends with the bully and the victim,” he said. “They knew what was going on, but how could they have mediated? Now we just don’t talk about what happened to me.”

Prinz underscores the value in helping peers out. Seven years ago, he recalls a student who was sexually abused as a freshman and was at the time embarrassed to share her story with anyone. With the encouragement of several friends and the desire to warn other freshman girls about sexual assault, the girl, who was then a senior, organized a “Chicken Soup for the Teenage Soul” panel.

Permeating Rumors “They say she lost her virginity.”

A freshman girl, who spoke to El Estoque on the condition that she remain anonymous, stated that several accusatory rumors have been spread about one of her classmates.

According to the freshman, the bullying started when the victim was in middle school. The freshman said that the bullying was never conducted face-to-face, and that the victim is strongly affected by these baseless accusations but isn’t open about the issue at hand. Although the victim has learned to hide the pain well, the freshman has said that as a witness, she wants to help the victim.

“Sometimes I want to go to the counselor, but I can’t because OCTOBER 23, 2013

Q&A the makings of a bully School psychologist Sheila Altmann describes the psyche of a bully

BY YIFEI WU EL ESTOQUE: What factors cause kids to bully?

Sheila Altmann: Children growing up in abusive environments are more likely to become bullies. [Also,] if you are under pressure, and you need a release, or if you are angry and upset...the nearest and easiest thing you think you can get away with [is] bullying, [and] you strike out there. Anger or frustration or a sense of hopelessness or helplessness can all trigger bullying behavior.

EE: Is there such thing as a “bad kid”? Or are bullies bullies because of their circumstances?

SA: It is both nature and nurture. People are not born bullies, [but] personality is shaped by your temperament as well. [Kids] are born with certain tendencies that can be used either positively or negatively.

EE: Why do students bully?

SA: They often feel higher and more powerful by asserting power over weaker individuals...but underneath, there may be a sense of powerlessness [and] vulnerability.

EE: Do you think that bullies deserve sympathy?

SA: Sometimes they do. Sometimes it is a matter of understanding: why do they do this? It isn’t that it excuses what they do; it is still unacceptable. They need help in understanding themselves, [and] why they do it. We should motivate people in the positive direction instead of in the direction that can [cause kids to] break the law...You can lead the bully to the right path by reinforcing [their] positive side.

EE: How does outside influence play a part?

SA: It could be that either the family doesn’t give strong boundaries or consequences, so the child learns that he can do these things and feel a sense of power...They haven’t learned that their behavior is not appropriate. Or it can be the opposite. [Maybe] the parents are so strict at home that the child feels that he has no control. So when he gets the opportunity [to] have the power over someone else, [it] is very appealing to him because he does not have control in another area of his life.

I know [the victim] doesn’t want to talk about it,” she said.

Flores emphasizes the importance of peers and teachers being a voice for victims. He believes that if a student feels that talking to an administrator is daunting they could consult their counselors, Prinz or even their friends.

“You have to be courageous, and you have to be willing to follow what you know in your heart is the right thing,” he said.

“And it’s not so much what the outcome is going to be… it’s more of ‘I know this is right because it is impacting my life or it’s impacting my friends or it’s impacting my community.’”

The freshman stated that as a bystander herself, she wants other potential bystanders to take a stand against the spreading of rumors. She believes that it’s important to step in especially if the situation becomes this serious even though the victim hasn’t done anything to bring the bullying upon themselves. “[The victim] doesn’t deserve it at all,” she said.

Like the victim, not everyone has someone to talk to, to share their pain with. Not everyone is cognizant of their peers and their feelings. Even though many students who were victims of bullying have learned to overcome what they went through, no one can begin to understand the emotions that drove Pott to take her life. Her bullies, who deny that their actions were bullying, thought that she should lighten up, it was just a joke. But it wasn’t. a.chakraborty@elestoque.org | n.ramchandani@elestoque.org n.ramani@elestoque.org 31

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the

SPORTS

GAME his LIFE of

Injury, size cannot block one junior’s path to the professional field.

BY ELLIOT KI AND SARAH RAMOS

T

owering over the aspiring athlete, junior Amir Bashti’s teammates underestimated him due to his age and smaller size. While Bashti stands at 5’7, many of his teammates on the San Jose Earthquakes Academy are 5’11 or taller. But for Bashti, competing with older and larger players isn’t a matter of intimidation, but of competition and proving his worth. No one would suspect him to be gearing up to play for one of the best colleges in the country. Now committed to Stanford University, Bashti proves this misconception wrong.

Neither Bashti nor his family can recollect a time when he didn’t have a soccer ball underfoot.

“He started [playing at] around age three and a half or four,” said Malek Bashti, Amir’s older brother and player for UC San Diego. “He just started kicking the ball.”

One of Amir’s first tastes of soccer was at age seven when he played for the De Anza Jaguars. He soon moved to the De Anza Force club team, where he met teammate, and junior Brad Ohadi. The two clicked as friends.

“When we were younger Amir was always smaller than everyone else,” Ohadi said, “but he was the toughest guy there, always hitting big guys around.”

Amir didn’t let his size affect his performance, and started playing with San Jose Earthquakes Academy during the summer of his freshman year. When he started with the team, Amir played on a team three years up from his age level. This, however, presented no threat to him. From their days a third graders playing on De Anza Force, Amir and Ohadi strived to play with older players including their brothers.

“We both had older brothers and we looked up to them and wanted to play with them,” Ohadi said, “But since they were two, three age groups up, we couldn’t.”

Malek played for an older age group

Used with permission of Lyndsay Radnedge at Center Line Soccer

AGGRESSION Junior Amir Bashti dribbles past a Portland Timbers Academy defender. His agility and footwork have put his team in scoring position. in the Earthquakes Academy, allowing Amir to play with his brother since they had the same practice schedule.

“It was super cool getting to play with my little brot her,” M a l e k said. “We got to express our relajunior Brad Ohadi tionship on the field.

We always knew what the other wanted to do.”

Aside from experience with the Earthquakes, Amir has invested lots of time working with the Under-14 and Under-15 National Teams. His training with the national teams consists of participating in numerous camps, in domestic locations such as Florida and Los Angeles, as well as in foreign countries including the Netherlands. Recently, he participated in a U-18 camp in Mexico, where he was injured and missed seven months of soccer as a result. Over the course of his recovery, he worked to rebuild mentally and physically to return this year for another chance with the U-18 national team.

However, without soccer, Amir was able

HE WAS THE TOUGHEST GUY THERE, HITTING BIG GUYS AROUND.

October 23, 2013

to focus more on his studies. He estimates he missed at least four weeks of school his freshman year due to soccer-related events.

“When I was injured and wasn’t playing as much soccer, it was easier for me because I had a lot more time,” Amir said. “I have to admit, [missing school] did somewhat affect me, especially freshman year.”

However, Amir found ways to manage his time and achieve success. He tried to finish a large portion of his schoolwork before leaving on soccer trips, but the national camps did allot a few hours every day for players to study.

His dedication leads those close to Amir, including Malek and Ohadi, to see the potential in his soccer career as he readies to play with Stanford.

“He’s going to play at one of the best universities in the country,” Malek said. “Hopefully he’ll be taking [his career] to the professional level.”

While Amir is excited to play on a college team, he makes sure his feet are on the ground and his head stays out of the clouds.

“Anything could happen until then,” Amir said. “It’s my junior year.” e.ki@elestoque.org | s.ramos@elestoque.org 33

SPORTS

FINISH.

Three seniors spot each other to improve their health and strengthen their relationships

Photo used with permission from Karen Yagi

revolves around working as a team.

Whether they need a spotter — someone who can supervise and help power through the exercise — or some motivation, the workout group always knows that someone will be there to help. Even when the group is working out separately, the rest of the weight room is still eager to assist.

“Last year, I actually only worked out by myself because I didn’t want to ask anyone for a spot and it took too long,” Lee said.

“But, the limitation to that is that if you don’t have a spotter, you can’t push yourself because you might fail. And if you fail, you need someone to help you up so you can get to that level.”

Lee, who started working out in eighth grade, believes that reliance is an important key to an efficient workout. When he first began, Lee’s primary motive to work out was to get in shape for football. However, as his trips to the weight room became more frequent, he fit right in with the open nature.

“A lot of people are helping each other out and personally, whenever I go into the weight room, I try to work with someone so I can make them better and make myself better,” Lee said. “Usually you go in there with your friends, someone who you can rely on, so it builds on your current friendship, and you can make new ones with other people in the weight room.”

Though Lee is a veteran lifter, his current workout partners only gained interest in the hobby relatively recently. Doshiro and Yagi both began working out just last year, yet are still extremely committed.

BY NATHAN DESAI & COLIN KIM Doshiro only started his workout routine a few months ago — he began lifting weights during the spring of this year — but he has also found his niche in the weight room. “[The weight room is] kind of where we would hang out, so we just go,” he said. “It’s CHUGGING ALONG: Senior Won Lee lift weights with the help of senior Takuta not like ‘Oh, we have to go work out now.’

Doshiro on Oct. 16. Doshiro, Lee and senior Karen Yagi have developed a strong relation It’s a way of socializing.” from working out in the weight room.

The trio see the weight room as a home — a place where they can be comfortable n their blog swoletrain.tumblr.com, “It’s not just about getting ripped,” and relieve stress — but all three still ensure seniors Takuto Doshiro, Won Lee Doshiro said. “It’s about getting healthy, that their time in the weight room is used efand Karen Yagi end their posts with being healthy and living healthy. And most ficiently. Ten hours of working out each week importantly, having fun. It’s kind of where one word: finish. may add up, but they don’t let constraints “When we are lifting and we’re close to we hang out.” with homework and muscle failure and about to give in, we got Lifting heavy other commitments to finish instead of dropping the weights, so weights, joking cut into their exercise we scream ‘finish’ to each other,” Yagi said. around and motiregimen.

To track their progress and Lee, Doshiro and Yagi are close buddies vating each other to As a player on both find more weight loss tips, who love to work out in the weight room. push harder are part the football and wresThey dedicate two to three hours each day of their daily routine. visit swoletrain.tumblr.com tling teams, Doshiro for five days a week to lifting weights. De- When they go into especially feels the spite the fact that their motivation is to get the weight room, pressure of weightliftin shape, they expressed that lifting weights they expect to see ing time constraints, has more meaning than just building muscles people helping each but always dedicates two to three hours a and bulking up — it is strengthening rela- other with their workouts. While lifting is an day for weightlifting. tionships by helping each other. individual activity, the weight room culture

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“It’s tough on homework, but we deal with it,” Doshiro said. “It’s just part of our schedule.”

As a former competitive runner, Doshiro has experience managing his time, however, he feels the significant difference between running and lifting. Even though running and lifting are both effective methods of working out, running is an aerobic exercise while lifting is anaerobic. Doshiro feels that weightlifting is less tiring but more efficient and than running.

“The way I was running, it was more like a job because it was about winning and setting [personal bests] and breaking records,” he said. “[Running] was more like a chore, but working out, [I] do it for fun.”

Doshiro, Lee and Yagi have all enjoyed their experience working out to such an extent that they created their fitness blog to track their progress. They use the blog for self-motivation, but also use it to encourage

others to work out.

Yagi believes that the best way to stay in shape is simply by sticking to a routine. Her belief is that organization and consistency lead to the best results in the weight room.

“I don’t care if it’s just one muscle group a day or just 30 minutes,” Yagi said.

“We have to be in there every day consistently, instead of trying to hit all six muscle groups in one day and then just not going for the next week.”

Despite the fact that Yagi often finds herself sur rounded senior Karen Yagi by men in the weight room, she doesn’t feel any sense of sexism in the weight room. Instead of being the odd one out, she actually uses this disparity in expectations to her advantage.

“It’s motivating that I’m a girl and [boys] can’t underestimate me because I can [lift] more weights than [them],” she said.

Yagi also finds that these unbalanced

MOTIVATION WILL ONLY LAST FOR THAT SPARK WHEN YOU’RE MOTIVATED, BUT INSPIRATION WILL LAST YOU A LIFETIME.

ALL ABOARD THE SWOLE TRAIN SENIOR TAKUTO DOSHIRO

SENIOR WON LEE

expectations allow her to motivate Doshiro and Lee even further. At times, she even motivates complete strangers by jokingly insulting their routine.

“I can go up to a random kid and be like ‘I can do more than that’,” she said.

Not only is Yagi able to inspire others in the weight room, but she is also able to motivate herself to always try harder. She initially began weightlifting as a way to exercise after she quit playing competitive sports, but Yagi has maintained a steady sense of drive during her year in the weight room.

“Motivation will only last for that spark when you’re motivated, but inspiration will last you a lifetime,” she said.

Doshiro, Lee and Yagi all began lifting for different reasons, but now they all express the same desire in the weight room. Lifting may be an individual exercise, but the open and accepting nature of the weight room provides all three of them with physical and emotional boosts.

And Yagi often finds herself as the one helping her counterparts’ morale with her plethora of inspirational quotes, but there is one that she constantly abides by, both in the weight room and in her daily life.

“If it were easy, everyone would do it.” n.desai@elestoque.org | c.kim@elestoque.org

SENIOR KAREN YAGI

STATISTICS Height: 5’8” Weight: 150 lbs Bench: 235 lbs Squat: 275 lbs Deadlift: 325 lbs Powerclean: 155 lbs

Height: 5’11” Weight: 175 lbs Bench: 265 lbs Squat: 335 lbs Deadlift: 405 lbs Powerclean: 245 lbs

Height: 5’3” Weight: 105 lbs Bench: 85 lbs Squat: 115 lbs Deadlift: 155 lbs Powerclean: 65 lbs

“Find a goal and something that you want to strive towards, and picture yourself being that.”

“It’s worth it in the end because you get the compliments, you look better, it’s healthier for your life and it’s a good way to release stress.”

“Just go in there and don’t be afraid.

Ask a lot of questions because everyone is happy to help you.”

OCTOBER 23, 2013

35

SPORTS

Used with permission of El Valedor

During the 2013 Homecoming game on Sept. 27, varsity cheerleaders stand on their stools. This year’s team has four senior members and two juniors. Last year’s team had two seniors. In recent years, the team has struggled to keep upperclassmen.

CHEER UP

Cheer team struggles to keep upperclassmen due to time and money commitment, strict rules

BY ELIA CHEN AND MANASA SANKA | ADDITIONAL REPORTING BY ALAINA LUI

O

n the spirit team’s senior night last year, as seen in a video of the night on Elestoque.org, only two senior cheerleaders stood on purple stools marked “2013,” while the team stood stock still and attentive, smiles frozen on their faces. This was no accident: by that time last year, only two seniors remained on the cheer team.

In recent years, the cheer team has suffered from a shortage of upperclassmen.

This year’s cheer team has four seniors. Last year’s had two. And of the eight sophomores who cheered last year, only two returned as juniors this year.

The struggle to keep athletes through their senior year would hurt any team. They lose experience. Institutional knowledge.

And, according to multiple sources, it affects

36

the team’s unity and confidence.

Long season, tough rules Time commitment and money are two reasons some upperclassmen are walking away from cheer. According to two current cheerleaders, participation on the team requires more than $5,000 for outfits and competitions and requires hours for practice and games.

“We cheer every game, even away games, for football and basketball,” varsity cheer captain senior Sara Posada said. “And we have practices for various competitions two or more times a week.”

“Cheer becomes your life,” said one current cheerleader, who asked that we not use her name because she worried it would

hurt her team.

For MVHS cheerleaders, the season is basically year-round with tryouts occurring in April and the final competition, Nationals, occurring in March. This has led some team members to question what they might be missing out on. The source above speculates that some other FUHSD schools do not face the same problems with team members quitting because of time since Lynbrook is in the Novice division and Cupertino does not compete.

“I dropped [the team] so that I could take advantage of senior year and try a bunch of new things,” former cheerleader senior Zoe Heringer said, “to figure out what I am really interested in for college and life.”

But other members who have quit the EL ESTOQUE

A wave of change 16

5

7

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Upperclassmen

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Underclassmen

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2011-2012

team attribute the team’s high turnover rate to the team’s rigidity and strict rules for behavior.

“When we practice, the atmosphere is really tense and stressful,” said another former cheerleader, who asked that El Estoque not use her name because she remains friends with current team members.

“It’s not happy and fun.”

Cheerleaders are not permitted to move on their stools during games, according to current and former team members, and they are instructed not to interact with friends in the stands before and after games. Hence, several cheerleaders consider MVHS’ team relatively strict compared to other schools’ teams.

However, many remaining cheerleaders view the team’s expectations as reasonable and think that the cheerleaders who quit should have expected the rules to maintain the team’s image — after all, MVHS portrays the cheerleaders as “represent[ing] the school in many different ways,” according to the spirit website.

Because they “represent the school,” their social activities are monitored by their coach, according to multiple sources. Varsity cheerleading coach Brittany Morales did not reply to several requests to comment for this story. The unnamed current cheerleader above believes this is why many opt to quit the team: to gain more freedom with their social lives. “[Morales] just says [the things she does] OCTOBER 23, 2013

2012-2013

2013-2014

because she wants new people to know that we have a reputation to keep up and she doesn’t want people on the team to give off a bad impression,” she said. “Certain things like people drinking at a party… she doesn’t want that.”

According to Heringer, the penalties for breaking the cheer team’s rules may include being removed from the team or losing one’s place during a game or performance. Most

I dropped... to figure out what i am really interested in for college and life. senior Zoe Heringer

often, however, the cheerleaders do not face any consequences because Morales warns the cheerleaders beforehand, and they listen. “[Morales] just wants to make sure that all her cheerleaders are behaving properly [and] setting a good example,” Posada said.

The show must go on The cheer team’s high upperclassmen turnover rate leads to a

variety of negative consequences for the team. Ideally, the team would like to maintain nearly 30 members each year to stay at their current competition level, according to one source. But high turnover means less experience, and new team members must learn choreography and stunting technique quickly.

“There [used to be a] lot of old members, [so] our stunts became really advanced really quickly because there was only one new person per group,” one current cheerleader said. “This year there are sometimes even three new [members] per group, which takes up time to teach them.”

However, though it takes time to train new members, she is confident that the cheer team will not move down a division because the new people understand how important winning is to the team.

“The team goes on as it usually would,” she said. “[The possibility of moving down a division] was a threat, a warning to work harder from our coach, what could happen to us.”

Whether they leave to save the money, the time, or to pursue other interests, each year, those who quit affect the team that remains.

“It seems like they are really selfish,” the current cheerleader above said. “But obviously it’s a really hard decision for the people who quit, too.” e.chen@elestoque.org | m.sanka@elestoque.org

37

SPORTS

ALL IN ONE Players, coaches share their personal definition of the word ‘team’

BY ROCHISH AMBATI AND JOSHUA TSUEI

S

he steps up to putt, and for a moment, she is alone with her club and the ball.

She looks to the sidelines as her teammate gives a reassuring nod. She turns back, completely focused, and hits the ball, holding her breath as it rolls, seemingly in slow motion, toward the yellow flag. The ball goes in on par. Senior Shruthi Perati turns around and accepts the polite applause of her teammates. Even though she was alone on the field, Perati owes her successful shot, at least in part, to her team.

This connection comes from the bonding of the individual players to create a true team. Team bonding can help the team grow closer on and off the field of play. It often improves the quality of practice and games while creating a sense of unity. Golf, wrongly thought of as not needing this unity, is often seen as an individual sport while Perati argues otherwise.

“There is a lot of ‘team’ in golf because of the emotional support you have for each other,” Perati said. “ When people are playing, you can’t really give them advice on the angle of their shot or their form...that’s considered cheating.”

38

Used with permission of Kirk Flatow

The team may not improve each golfer’s performance in the pool.

“When we are more comfortable with skill level, but it definitely offers support and encouragement through everything each other, we play better,” Anup said. “It’s from after-game snacks to mini-golfing ad- easier for us to accept criticism and improve ventures. That, according to Perati, is just as the way we play when we are close”.

Players and coaches foster a positive important. For junior Anup Sankarraman, team environment by planning team bondthe definition of team is very different.

“A team is a group of people who share ing activities and rituals which aim to build the same goal as you and demand each indi- friendships rather than athletic abilities.

Cross Country Coach Kirk Flatow knows vidual to contribute for each win,” Sankarthe importance of nourishing his team’s reraman said. lationships.

For him, “The practice is going to the goal feel easier because you’re is to win, not out there by yourself, s omet h ing he can only you’re probably going to go faster because you have peodo with his ple to push you when you’re team and a tired likewise you’re going to good team pull someone with you,” Flaenv ironment. The Cross Country coach Kirk Flatow tow said. “So by practicing environment in together you’re sharing energy. water polo directly affects the players’ per- Your bad days are better, and your good formance, so team bonding activities are days are even better.”

Perhaps, as the team’s relation becomes planned occasionally.

“We don’t do anything huge,” Sankarra- stronger, the ball might fly a little straighter man said, “but even little things bring our and go a little bit further, but the effects on the team’s mood will be much greater. team closer together”.

Every year, the water polo team has a Players will be more happy, more motivated speedo run--a day where the team runs and more confident, and when Perati makes across campus wearing nothing but their another putt, she will look at her teammates speedos.

As insignificant toward the and smile. And her smile will grow wider. team’s success as it may seem, the event is r.ambati@elestoque.org | j.tsuei@elestoque.org something for the team to look forward to and plan together which benefits the team’s

YOUR BAD DAYS ARE BETTER AND YOUR GOOD DAYS ARE EVEN BETTER.

EL ESTOQUE

SPORTS FLASH

The past month marked a variety of results for MVHS sports teams. Some including football and girls tennis have sustained an undefeated record in league games. Others like boys water polo and girls volleyball are struggling to find their stride. Each team faces its own respective challenges and looks to end the fall season strong.

BY MIHIR JOSHI Stats accurate as of Oct. 16 For more information on Matador athletics, such as Sports Smarts, Athlete of the Week and Game of the Week, visit elestoque.org/category/sports

Senior Justin Zheng tosses the ball during the 10-11 loss to Palo Alto High School on Oct. 1. The boys water polo team currently has a record of 2-6. They came back to win the away game against Lynbrook High School on Oct. 10 and look forward to multiple rematches, including an away game at Gunn High School on Oct. 31.

Yifei Wu | El Estoque

Coach Colin Anderson brings the team together for a huddle during its game versus Homestead High School on Oct. 3. Girls volleyball has had trouble with their rhythm, and despite a win early on against San Mateo High School on Sept.

21, they’ve gone on to lose every game since, struggling with service returns and switching positions very often. The team currently has a record of 2-12.

Mihir Joshi | El Estoque

Used with permission of Kirk Flatow

Colin Kim | El Estoque

Senior John Hsiao nears the end of his race during the Artichoke Invitational on Oct. 5.

The team has been performing strongly and the enthusiasm of the players extends outside the races the school competes in. Sophomore Namrata Subraminium and freshman Parvathi Mayyappan won in their respective age categories in the San Jose Rock ‘n’ Roll half marathon.

Senior Amelia Strom swings at the ball between the legs of a Cupertino High School defender during the home game on Oct. 1.

The field hockey team has started off the season well with a 3-2 record overall. The team’s new focus on chemistry and on-field com munic at ion has resulted in much stronger performances. m.joshi@elestoque.org

OCTOBER 23, 2013

39

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