Volume 49, Issue 1, Sept. 26, 2018

Issue I Volume XLIX Monta Vista High School

elESTOQUE NEWS 6

OPINION 16

Undetected student e-cigarette usage is on the rise

MVHS alumni reflect on their experience in high school

FEATURES 20 The psychology behind social media usage

A&E 30

Language teachers incorporate music into their curriculum

SPORTS 36

How MVHS athletes get recruited to top-tier schools

NEWS

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16

SPORTS

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VIVA MEXICO

JUST TEACH IT

BUST A MOVE

Spanish classes take part in a day-long Mexican Independence Day celebration

How teachers get assigned classes

Exploring the rise of popular dance trends

THE MONSTER

WHAT’S THE TEA?

AN INSIDE SCOOP ON BIRD BOOP

Social media unveiling the monsters in people

Community members feed birds in the MVHS staff parking lot

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THE HIDDEN JUUL High school students discuss their experiences with e-cigarettes

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SITE-SEEING Relaunching the new MVHS website

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A&E

OPINION

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12

LOOKING BACK

MVHS alumni evaluate their high school experiences

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SAT SAGA College Board’s SAT exam causes unrest among students and teachers

15

Twitter slang as explained by students

28

SPLASH OF GREEN Recipes to make using avocados this fall

29

A FOREIGN LANGUAGE The reason for songs in language classes

30

LOVE, LAKSHANYAA A letter to feminism from a staff writer

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36

FROM MATADOR TO RECRUIT Sports provide an alternative avenue to college

ATHLETE OF THE MONTH

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Tennis player Leslie Ligier

AROUND THE WORLD Athletes travel out-of-state and country to compete over the summer

34

SPORTS FLASH Reviewing the last month of MVHS sports through photos

39

IN THIS ISSUE FEATURES HOOKED ONLINE

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How social media affects cognition 2

EL ESTOQUE | DECEMBER 2018

HEART REACT How students display romantic relationships on BEHIND THE SCREEN social media Curated lifestyles on social media OFF THE GRID The people who refused social

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LETTER FROM THE EDITORS S

ometime between middle school and early high school, we discovered social media — and all hell broke loose. We spent endless hours trying to gain as many followers as we could, come up with the best captions, make the best photo edits and of course, maintain our following-to-follower ratio.

Our lives revolved around making names for ourselves on social media. This is the photo on my account with the most likes.

Only later were we warned about the negative effects: rotting brains, damaged eyes, wasted time, anything adults could say that might make us use our devices less. We shrugged away the warnings, denying the truth. It’s just for school, we constantly told ourselves.

But social media might be more dangerous than we thought. Without it, we might not feel the same affirmation and satisfaction we do when we receive a like or follow request. On pages 20 through 25, reporters Claire Chang, Laasya Koduru and Sarah Young explore the science behind why we desire more likes and shares.

Aside from the satisfaction, social media has warped our virtual appearances into something different from reality. Some people wear pounds of makeup and take selfies from unconventional angles. Others post pictures of luxury cars or events to portray a superficial lifestyle. On pages 22 and 23, reporters Tyler Cho and Annie Zhang describe how teenagers try to make their lives seem perfect through social media.

At the end of the day, it doesn’t matter how many times our moms tell us to put down our phones and go outside to enjoy the ‘fresh air.’ It doesn’t matter that we know social media makes us egotistical. It doesn’t matter that we’re completely conscious of the fact that we’re throwing time away. Because that’s how we’ve wired our brains.

We’ve grown dependent on these ‘happy’ chemicals, which are released when we use social media. Dopamine and serotonin give us a sense of reward that we find ourselves craving. Stopping social media usage may actually make the situation worse, because without any other form of entertainment to fill the time, our brain will miss these ‘happy’ chemicals.

If someone asked you to make a list of the things you associate with the word ‘addiction,’ it would probably include things like tobacco, alcohol and gambling.

We don’t think of social media as a problem, but maybe it’s time that we take a closer look and analyze the psychology behind our usage. Maybe it’s time that we add it to the list.

Rana Aghababazadeh

Roshan Fernandez

elESTOQUE 21840 McClellan Road Cupertino, CA 95014 mv.el.estoque@gmail.com

Editors-in-chief: Rana Aghababazadeh, Roshan Fernandez Managing editors: Helen Chao, Ruth Feng, Gauri Kaushik Copy editor: Charlotte Chui Design editor: Sara Entezar News editors: Sunjin Chang, Jasmine Lee, Andrea Perng Sports editors: Ankit Gupta, Anish Vasudevan Entertainment editors: Alyssa Hui, Hannah Lee, Jahan Razavi, Emily Xia Opinion editors: Zara Iqbal, Stuti Upadhyay, Claire Yang Feature editors: Claire Chang, Shuvi Jha, Swara Tewari, Jai Uparkar Beats editor: Chelsea Wong Business manager: Zara Iqbal Graphics editor: Sarah Young Visuals editor: Rajas Habbu Staff writers: Ayah Ali-Ahmad, Robert Borrego, Tyler Cho, Lakshanyaa Ganesh, Shivani Gupta, Elena Khan, Laasya Koduru, Sreya Kumar Robert Liu, Tina Low, Iman Malik, Tabitha Mendez, Oishee Misra, Kamyar Moradi, Brandon Ng, Flora Peng, Collin Qian, Dhruvika Randad, Herman Saini, Keshav Taneja, Katerina Pappas, Ishani Singh, Rucha Soman, Claire Wen, Brian Xu, Julia Yang, Annie Zhang Adviser: Julia Satterthwaite

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.

COVER ILLUSTRATION | SARA ENTEZAR

SEPTEMEBER 2018

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AN INSIDE SCOOP ON BIRD POOP Community members feed birds in the MVHS staff parking lot

BY ISHANI SINGH

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“I just watched,” Stiver said. “I wanted s executive assistant Diana Goularte to see what she was doing, so I wasn’t pulled into the staff parking lot for the running out there to stop her from [putting first time since the 2018 graduation the bread out] but I just wanted to see what ceremony, she was shocked by what she saw. her plan was.”

Piles of bread lay under a large lamp post, He says he felt safe enough surrounded by to confront her, though when a flock of birds. he did, her responses were, as “Back in June, Stiver describes, “abrupt and [the staff] started distant.” noticing that there “There wasn’t a lot of were breadcrumbs and emotion coming from her. She popcorn and chunks of was just like ‘yeah, okay. I want bread out there left for to feed [the birds]’ and then the birds, and we didn’t kept walking,” Stiver said. “I know who was doing GUIDANCE COUNSELOR think she was just trying to get it,” Goularte said. away from me. I don’t know; Goularte’s initial CLAY STIVER she just kind of seemed to me suspicion was that this like an old lady who wasn’t was a senior prank. It all there. You know, struggling with some didn’t take long, however, for this to become mental health stuff or something.” a regular occurence.

What has baffled staff members is “Sometimes it would be done in the late that after this confrontation with the afternoon. Sometimes it’d be first thing in woman, the feedings continued. Soon the morning,” Goularte said. “But there was after, another perpetrator, male, was seen no set schedule that the person would come fleeing campus, a new pile of bread freshly and do this.” scattered across the parking lot.

As summer came to a close and other According to Stiver, who was again, an teachers returned to campus, more staff eyewitness, the perpetrator was perhaps in members became aware of the massive his ‘40’s or ‘50’s, caucasian and driving a amounts of food scattered across the staff bicycle with an open popcorn container in parking lot each day, and became upset by his hands onto the campus. He flung the the aftermath of the feedings. contents of wthe container into the parking “Things were starting to get really bad lot and proceeded towards 7-11 for a quick with the bird poop and people were getting stop. It was this stop that allowed Stiver upset that their cars were being messed enough time to catch up to and eventually on, as well as all the buildings on campus,” follow the man to his home, so he could Goularte said. “We obviously [started pass the address on to the administration. getting] more complaints. Sometimes there Few students who are aware of what is not a lot of staff here, but when staff has been happening in the staff parking comes back, there are a lot of cars in the lot; much like the staff, strongly question parking lot, and it was creating more and the sanity of the perpetrator. more of an issue.”

“I [find it] interesting that they wake up The administration reviewed video every morning for the last few months just footage of the perpetrator, but were never to come and feed the birds,” freshman Diya able to catch them in the act. After weeks Iqlas said. “I feel like they have to have to of the staff musing over the identity of the have some kind of reason [for doing this]. culprit, on Wednesday, Aug. 22, guidance Why MVHS? Why not anywhere else? [If counselor Clay Stiver was able to witness I saw this person] I would not approach a feeding. He describes the offender as a them. They could be mentally ill.” petite, gray-haired woman in her late ‘60’s The Sheriff’s department visited the or early ‘70’s, wearing dark glasses and house in an attempt to speak to the man, moving slowly.

TAKE A PHOTO OR SOMETHING. DON’T APPROACH THEM BUT SNAG A PHOTO, SNAG SOME VIDEO. BUST THIS CULPRIT.

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EL ESTOQUE | DECEMBER 2018

but no one answered. Finally, on Thursday, Sept. 6, school resource officer Cory Chau notified the man to discontinue the trespassing and illegal dumping at once, and that he had been caught on video.

Despite the substantial progress in uncovering this mystery, there remains speculation regarding why exactly the perpetrators have been targeting the staff parking lot in the first place. Stiver and Goularte both suspect there are much more apt locations to feed birds than a school parking lot. “[If you’re] going to feed birds, why wouldn’t you just go to a park; go to Memorial Park and feed the geese out there?

It just seems kind of weird to dump them in a parking lot of all places,” Stiver said.

“I thought maybe someone had something against the school for whatever reason. It could be kids driving too fast or something.

You never know. [People get] angry for a lot of weird things.”

Nonetheless, administration urges students to proceed with caution until this enigma is put to rest, once and for all, though that doesn’t mean students aren’t encouraged to help out.

“Just have your eyes and ears open if you see someone with a box of bread dumping it in the parking lot,” Stiver said. “Take a photo or something. Don’t approach them but snag a photo, snag some video. Bust this culprit.”

Since the conversation with the man, no new feedings have occured.

“I just hope that the person doing it listens to the sheriff’s department and doesn’t come back and [that] it’s done and we never have to think about it,” Goularte said. “We jokingly always refer to the guy as ‘The Birdman.’

So hopefully, the Birdman saga at MVHS is over.” e

NEWS

THE HIDDEN JUUL The recent rise of e-cigarettes among high school students slip past the public eye

BY GAURI KAUSHIK AND CHELSEA WONG ADDITIONAL REPORTING BY KAMYAR MORADI

NEWS | SEPTEMBER 2018

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A

few of them were JUULing in a school bathroom when an administrator walked in.

“Oh, it smells good in here. What is it?”

As soon as he heard that, the anonymous junior, who will be referred to as Carson in order to protect his identity, pretended to use the bathroom. He was the only one among his friends who didn’t get in trouble that day, despite the fact that he was the one who had everything with him.

Because of their inconspicuous design, e-cigarettes like JUULs, and their cheaper, sleeker equivalent, Suorins, have become popular among high schoolers. Dubbed the “iPhone” of cigarettes, sales of e-cigarettes have soared over the past few years, partly due to their popularity among teenagers.

According to a press release from the University of Michigan’s Institute of Social Research, in 2017 nearly 19 percent of 12th graders, 16 percent of 10th graders and eight percent of eighth graders were vaping nicotine. The press release also acknowledges that these estimates are lower-bound because many students are unaware of the presence of nicotine in what they vape.

“I quit last year, but I think people that JUUL or Suorin or anything [keep doing it] because just nicotine in general — it’s addicting,” Carson said. “It’s hard to stop.”

LOST IN SMOKE

Physiology teacher Jenna Smith explained that nicotine is a stimulant, which is part of its allure, and it can also be used as an appetite suppressant, another reason some students choose to use it. She also says that it is highly addictive due to the chemicals it excretes in the

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EL ESTOQUE | SEPTEMBER 2018

brain. Each JUUL pod consists of nearly five anonymous student, who will be referred to percent nicotine, around the same amount as Jackson to protect his identity, are among found in an entire pack of cigarettes, and those who are not aware of what is in a according to the New Yorker, it’s reported JUUL pod. Smith echoes Stan’s belief that they are among the majority. that some JUUL users find She recounts that last year, it easy to go through nearly during a section on drugs one pod a day. and how they affect adult “[Nicotine] will affect brains versus teenage brains, your brain, it’ll cause a the lack of knowledge release of glucose,” Smith among her students was said. “It increases blood evident. pressure, it increases heart “I think that students rate, it increases your are not aware at all. The respiratory rate, it actually questions I got were highly suppresses insulin, and so it alarming. It was clear that causes an increase in sugar you had no idea what you in your blood to get you all were actually doing just that jazzy and spazzy.” ‘hey this is what people do Although he used his ANONYMOUS SENIOR and I have no idea how it JUUL nearly every day, an affects me,’” Smith said. anonymous senior, who “So it was exciting, because will be referred to as Stan in order to protect his identity, believes he people were asking and we could talk about this and get more awareness out there, but wasn’t addicted unlike some of his friends.

“When I was using it, I would test, do it was also the like a week ‘cold turkey,’ so not smoking moment of do actually anything at all,” Stan said. “And a few we Not of my friends tried that and they got like know? physical withdrawals, like they would start really.”

Despite sweating and scratching, but I was able to the fact that do it pretty easily.”

Despite this, Stan stopped using his he doesn’t JUUL when he caught himself reaching for b e l i e v e it too often. While Stan says he researched JUULing is the effects of JUULs before he began using them, his friends often don’t know much about what they use.

“Nicotine itself is not as harmful for you as other substances, but it gets you addicted to harmful chemicals within the juice, which is bad for you,” Stan said. “A lot of my friends ask me [either about what I’ve researched], or they don’t really care.”

Both Carson and another

A FEW OF MY FRIENDS TRIED [NOT SMOKING] AND THEY GET PHYSICAL WITHDRAWALS, THEY WOULD START SWEATING AND SCRATCHING.

as harmful as other things teenagers may be doing, like smoking actual cigarettes, Stan cautions against getting addicted, as he believes it may lead to using more harmful substances later in life and had made the decision to quit in the beginning of his senior year when he found himself reaching for it more and more.

“One of my friends recently got caught by his parents, and his parents bought him nicorette gum and nic patches, and now he’s using those a lot too,” Stan said. “It can lead to worse things. But I think by itself, just JUULing … it’s not that bad.”

Smith believes that most students don’t fully understand the effects addictive drugs like nicotine can have on the teenage brain.

“It has that drug of nicotine and in addition to that it has other components in the liquid that includes like glycerol, propylene glycol and you’re like ‘ah, well that sounds healthy’ … not really,” Smith said. “[It also has] benzoic acid and other sorts of flavor things.”

TARGETING TEENS

Although according to both JUUL and Suorin’s websites their products were made for adults who are trying to stop smoking cigarettes, the FDA has recently been looking into whether JUUL has been intentionally steering their marketing tactics towards adolescents.

Earlier this year, FDA commissioner Scott Gottlieb released a statement det a iling the FDA’s new efforts to prevent a d o l e s c e n t e-cigarette use.

“That’s what they kind of market it as, like ‘oh this one tastes like blueberry’ and then you’re like ‘Oh look I’m inhaling blueb er r ie s’ — no you’re not!” Smith said. “You’re inhaling nicotine and glycerol and chemicals and some flavorings.”

According to the New York Times, JUUL received criticism for the names of its JUUL pod flavors, which include sweets like “crème brûlée” — Stan’s favorite — along with mango and other flavors such as “cool cucumber.”

JUUL attempted to address allegations that these flavors attract teenage customers by

dropping the descriptors, changing them to “creme” and “cucumber.” Yet, many, including Stan, still point to JUUL’s unusual flavors as part of the reason e-cigarettes have become popular among youth. “[I think it’s marketed towards teenagers] mostly because of the flavors and stuff, and also it’s like, the new ‘fad’ I guess,” Stan said. “In the 80s, it was cigarettes, and then it was vapes, like mods, and I guess now it’s the smaller, pod systems.”

Peanut butter cookies is Jackson’s favorite flavor of e-cigarette, although he was using lychee at the time. Jackson began using ANONYMOUS e-cigarettes in late 2017, in order to veer away from smoking cigarettes. He still believes that cigarettes taste better, despite the lack in flavor variety, but he knows that he’s among the minority when it comes to adolescents smoking cigarettes. Others, like Stan, find using cigarettes disgusting.

“Smoking has tar in it so it f---s up your lungs,” Jackson said. “It’s harder to get cigs.

You can get them online but no one does that. I stopped smoking cigs, though — I only smoked cigs for a period of three to four weeks and then I stopped.”

On Sept. 11, 2018, the FDA introduced what could be seen as an ultimatum to e-cigarette manufacturers — find a way to regulate teen use or their products will be pulled from the market. Specifically, five lead manufacturers, JUUL, British American Tobacco’s Vuse, Altria’s MarkTen, Imperial Brands’ Blu E-cigs and Japan Tobacco’s Logic, have been ordered to submit plans detailing how they will prevent teens from using their products within the next 60 days.

While e-cigarette technology was at first welcomed by the FDA as a way to lead adult smokers away from cigarettes, their popularity among teenagers have reached epidemic proportions. In a report by the CDC, nearly 12 of every 100 high school students (11.7 percent) reported in 2016 that they used electronic cigarettes in the past 30 days which is an 10.2 percent increase compared to 2011.

After years of inhibiting the use of cigarettes, vaping has driven the largest rise in teenage nicotine use in decades.

According to the U.S. Department of Health and Human Services, for the first time in 2014, the teenage use of e-cigarettes or vaped nicotine has surpassed the number of teenagers that have smoked actual cigarettes — a trend that still continues.

“The FDA cannot tolerate a whole generation of young people becoming addicted to nicotine as a trade off for enabling adults to access these products,” Gottlieb said in a statement.

The legal smoking age in California moved from 18 to 21 in 2016, and more

restrictions were introduced regarding the sales of e-cigarettes and the location of designated smoking areas. But even with new laws, the popularity of smoking still continued to rise among teenagers.

CONCEAL AND CARRY

Jackson also drew to attention to the easy access that minors have to these products.

He was able procure a JUUL for free by taking a picture of the serial code on his friend’s JUUL and then claiming that it was broken and asked for a replacement on the website. He explained that the JUUL website takes little precaution to ensure a legal sale. “[It’s] so easy,” Jackson said.

STUDENT “You just go to their website, fake your age, order one.”

Carson, on the other hand, found ordering one on the website too risky of an approach, and instead took a different route.

“I just got it,” Carson said. “It was super easy because I do some other crap, so I know everyone who JUULs, so I just got it from upperclassmen for free. I wouldn’t risk [ordering it myself] though, I would just buy it from a dealer.”

In addition to being accessible, the inconspicuous, modern design makes e-cigarettes like JUULs and Suorins easy to use at school, perhaps even in class. The ability to easily hide these e-cigarettes is part of the reason Smith beliefs they are marketed towards teenagers.

“Well if you look at them, they’re super colorful, they look like these cool USB cartridges, like ‘check me out,’” Smith said.

“And they’re secretive, so you can get away with it it’s not like ‘look at my giant cigar,’ everybody knows what this is.”

Stan says he has charged his JUUL in class, without much of an attempt to hide it since it looks nearly identical to a USB. They can also easily be slipped into a sleeve or a pocket, which is convenient for taking a hit and hiding them in the classroom or at home.

“You have to ‘zero’ it [if you use it in class],” Stan said. “So no smoke comes out, basically.”

Jackson recounts an incident in which one of his teachers almost caught him as he awkwardly passed his Suorin to a friend during class. The teacher spotted the interaction and gave a concerning look. “[They] basically called my friend over and asked him questions, like ‘what was that?’ It was hella sus,” Jackson said. “It was in his pocket the entire time.”

Despite these close calls, Stan, Carson and Jackson have never been caught with their JUULs. They have always managed to slip it into a pocket or a sleeve at the last minute, and because the effects of the nicotine vapor don’t last like marijuana, there is usually no trace, other than perhaps the subtle smell of mango or crème brûlée. e

[IT’S] SO EASY. YOU JUST GO TO THEIR WEBSITE AND FAKE YOUR AGE.

NEWS | SEPTEMBER 2018

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¡VI VA MÉX ICO!

Spanish classes take part in a day-long Mexican Independence Day celebration

BY ANDREA PERNG

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n a flurry of tap-dancing and skirttwirling, the Mexican folk dance group Ensamble Folclórico Colibrí took the stage on Sept. 14 as part of a Mexican Independence Day celebration involving all Spanish classes as well as students who were in the rally court at lunch.

Several Spanish t e a c h e r s , including M a r i e Aut ran, t o o k part in

Mexican food such as tortilla chips and guacamole after all the dancing was done.

According to Autran, the idea to host Mexican Independence Day celebrations first originated from a collaboration session with Spanish 2 teachers, who wanted to celebrate something from Mexico in order to acquaint students with its culture.

They also wanted to dispel any misconceptions that students may have about Mexican culture, particularly the notion that Cinco de Mayo is the same organizing as Mexican Independence the dayDay. Autran worked with long event. the other Spanish teachers DANCER A l o n g in her department to make MAGDALENA MENDEZ with the sure the celebrations were dance, the not only fun, but also an event also educational opportunity. included Autran first encountered the traditional Grito, Ensamble Folclórico Colibrí at the Mexican where Mexicans Heritage Plaza, located in San Jose, which emulate the battle is where the team rehearses. She presented cry that started the to them the opportunity to come to MVHS Mexican War of and perform several Mexican dances for its Independence, students, and they readily accepted. The as well as maestro for the group, Arturo Magana, e a t i n g is also a teacher, and expressed interest in making his art an educational opportunity as well.

A dancer for Ensamble Folclórico Colibrí, Magdalena Mendez wore a colorful dress and performed a Mexican folk dance with her partner as other dancers tapdanced to the rhythm around them.

Having been in the group for over three years, and dancing for about nine, Mendez has practiced footwork and partner dancing, and learned three songs within the span of two days. She emphasizes the importance of not only preserving Mexican culture, but making it visible.

“It’s important for me and for all of us in the Mexican culture because it’s our heritage,” Mendez said. “We’d like to bring out our culture and not just leave it there where no one will see it. We like to bring out our dancing, singing or any festivals.”

Autran sees the celebrations as not only an educational opportunity, but also

WE’D LIKE TO BRING OUT OUR CULTURE AND NOT JUST LEAVE IT THERE WHERE NO ONE WILL SEE IT. WE LIKE TO BRING OUT OUR DANCING, SINGING OR ANY FESTIVALS.

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EL ESTOQUE | SEPTEMBER 2018

a way to reach out to Mexican students Though the experience of being a leader at the school who may not feel as if their for the Grito initially made him nervous, culture is represented as frequently as, Trinh nonetheless believes the Mexican say, Asian culture. She Independence Day firmly believes that celebrations the Spanish even though Mexican classes hold every year are representation at the a good way for students school is fairly limited, to become immersed in Mexican students should other cultures outside of regardless hold pride their own. He notes that in their heritage like students at MV often Mendez does. celebrate other cultures, “[The Mexican] and a festival for Mexican population [at MVHS] is Independence Day is just very small but we hardly another way of doing so. do anything for them or “I think it’s a pretty to acknowledge their good way to acknowledge culture,” Autran said. “So different cultures,” Trinh this is an opportunity for said. “We do the same us to show them that they thing with other holidays matter, that their culture and stuff too, like SPANISH TEACHER is taken into account. It is sometimes we do stuff MARIE AUTRAN important and something for Lunar New Year in they should be proud of.”

Asian cultures, and that’s Junior Brendan Trinh, who has taken just a good way to gain acknowledgement of Spanish for three years in high school, different histories or stuff like that.” agrees with Autran. As someone who is Although she is only in her first year of more experienced with Spanish than his Spanish, freshman Hannah Baker agrees peers in Spanish 1 and Spanish 2, Trinh was with Trinh. Baker’s mother comes from one of several leaders of the Grito. Trinh Mexico, and she visits Mexico occasionally described being nervous as a leader of such in order to visit family. Additionally, even a historically significant cultural tradition. though her family is Meixcan, Baker has “It’s kind of nerve-wracking,” Trinh said. not celebrated Mexican Independence Day “I just didn’t want to mess [the Grito] up. It prior to the celebration at MVHS, making has a lot of cultural significance.” this her first Mexican Independence Day

THIS IS AN OPPORTUNITY TO SHOW [MEXICAN STUDENTS AT MVHS] THAT THEY MATTER, THAT THEIR CULTURE IS TAKEN INTO ACCOUNT. IT IS IMPORTANT AND SOMETHING THEY SHOULD BE PROUD OF.

celebration. Like Trinh, Baker believes that celebrating holidays from other cultures can help broaden one’s perspective of the world.

“I think [celebrating Mexican Independence Day is] important because you’re able to understand how other cultures celebrate and what they like to do and how you differ from them but also how you’re similar,” Baker said.

Mendez agrees, saying she was honored to dance for MVHS students and spread awareness of her Mexican heritage. Holding a similar view with Autran, she believes the representation of Mexican culture is important for not only Mexicans, but American students as well.

“This school is really amazing,” Mendez said. “I like how you guys all come with your group, and you guys are enjoying this Mexican culture and bringing us and having us here. I’m really glad to be here with you guys.” e

SCAN FOR FURTHER COVERAGE

NEWS | SEPTEMBER 2018

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SITE-SEEING Relaunching the new MVHS website

BY SUNJIN CHANG

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Utile also wanted to find a balance n Friday, September 7, the MVHS portal leads them to School Loop, Infinite website was relaunched after over Campus, FUHSD Foundation and Naviance. between what students needed and what a decade. The proposal for the new For staff, their portal includes School Loop, students preferred. For information students website had been in talks for two Infinite Campus, Outlook Email, AESOP, need, such as research tools and library years prior to the formal relaunch, and Destiny, Naviance and Google Docs. Each hours, she has these posted on the main went into action well over a year ago. The group also contains news tailored to their page. The majority of the books provided reasoning behind the redesign was simple interests. For example, the staff portal will at the library are a compilation of requests — the FUHSD administration wanted a include events like the monthly Pay Day from students. Utile collects resources that students wish the library to uniform layout throughout all the websites Barbecue for staff.

Another reason provide and puts the requests and wanted to convey the spirit of each for the relaunch school site within the district.

SCAN FOR into action. For the students who want to stay up to date on Math and Computer Science teacher was to update its FURTHER style, new books the library offers, Debbie Frazier has been MVHS’ webmaster antiquated did not can now go on the library for the past four years. She annually updates which COVERAGE they homepage and refer to the the staff list and on-campus news, such as previously fit the updated catalog. auditions for plays and the daily bulletin. t e c h n o l o g i c a l l y nature “It’s basically what we think Not only does she handle the backend of the advanced website, but she also offers her assistance of Silicon Valley, according to FUHSD. The students need so we want to make sure we around campus to staff who maintain their district administration decided to streamline have fiction books and things coming in for personal websites for class. For example, she and modernize as well as maintain a your down time and your pleasure reading,” will provide the school domain information professional image on their media platforms. Utile said. “But we also want to make and educate them on how to develop their In order to enforce this change, the district sure that we have the resources for all the websites. Frazier hopes that the new MVHS established design and layout elements of all academic work that you need to do so we try to have a balance of both.” website will be a place where everyone can the websites in the district.

“Most of the things I think we talked Though the new change may take a while easily access information. “[The website is] really public facing about were adopting the same philosophy to adjust to for some, the overall reception so we really want to help the public, the about what’s okay to post and how to post it,” of the website has been positive, according Frazier said. “So [we talked to Frazier. Senior Mehreen Manikkoth’s community, be able to about] design elements like was excited when she first visited the new talk with the school and limited fonts, color schemes, MVHS website as it was much more visually not create a barrier for no clip art, no animated gifs, appealing than before. them,” Frazier said. “We that kind of stuff.”

“I like that the new website includes worked on reorganizing Not only has the main news and calendar updates on the front how things are laid out MVHS website undergone page. It makes it easy to see what’s going and we decided there change, but the MVHS on and what events are coming up without are really three roles, library page has also been having to go through the hassle of finding when you went to the reconstructed.

Library the calendar page like before,” Manikkoth site.” media teacher Laura Utile said. “[However], I would like it more if I Visitors of the site claims that the original knew how to use the new website, [because] tend to be students, library page was outdated at the moment I’m just very confused.” parents or staff. Now, MVHS WEBMASTER and disorganized,with As people gradually adapt to the new each visitor group DEBBIE FRAZIER overflowing text. website, it may become easier to access and has its own portal “There was a lot of words use than before. on the website. For and different pages that you “Everyone should be guided the same students, their portal provides them access to School Loop, had to go to, so we were trying to make it so way in all high schools,” Frazier said. “Not Infinite Campus, Naviance, Google Docs, the front page is easy to see as soon as you that [the website] is all cleaned up, hopefully it’ll work better for everyone.” e Odysseyware and Destiny. For parents, their land on the library page,” Utile said.

WE REALLY WANT TO HELP THE PUBLIC, THE COMMUNITY, BE ABLE TO TALK WITH THE SCHOOL AND NOT CREATE A BARRIER BETWEEN THEM.

10

EL ESTOQUE | SEPTEMBER 2018

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THE MONSTER Students unleash passive-aggressive monsters on social media to deal with their problems

ILLUST

RAT ION

| EMILY

X IA

I

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EL ESTOQUE | SEPTEMBER 2018

t’s midnight and as we scramble to finish homework, we suddenly remember something: we haven’t sent our streaks yet. Panic takes over as we frantically hunt for our phone. Snap, caption, select, send. Thank God most of our streaks lived — that was a close one. Who doesn’t love keeping up their streaks? And here’s the bonus: we can break them whenever we get mad at the other person ... and problem solved! There’s no need to confront the issue directly because hiding behind the ghost icon is so much easier.

Turning to social media after conflicts is a lot more common than we think. The second a relationship turns awry, the petty, passiveaggressive monster inside us urges us to break that streak, click the unfollow or block button, unlike all their pictures and delete all our previous comments on their posts.

It’s like a throwback to kindergarten.

Most of us have experienced an incident involving a dispute about crayons that ended with an enraged 5-year-old breaking the desired crayon instead of adopting the concept of sharing. But we’ve grown past that childish behavior — or so we think.

Most of us are aware that an overuse of social media detracts from authentic, inperson interactions and prevents us from developing more meaningful relationships. In fact, the Pew Research Center has reported that 54 percent of teens text their friends at least once a day, while only 33 percent of them interact with them face-to-face.

As stated by MIT psychologist Sherry Turkle, “We are sacrificing conversation for mere connection.” However, it’s interesting how even though social media can often take away from forming deeper, more personal relationships, the opposite is true when deciding to express our inner, passive-aggressive monsters. Dealing with relationship-related issues is remarkably personal, yet we repeatedly make the choice to deal with these issues on platforms that aren’t face-to-face.

In an age where everything is at our fingertips, the urge to “solve” our confrontation-based issues behind a screen can be hard to resist. According to psychologist and a head of behavioral research Liraz Margalit, “a computer does not require cognitive or emotional involvement, making our interaction with it much easier.”

STAFF EDITORIAL

like a lot of our monsters are on board.

Social media can be beneficial in numerous ways, and can serve as a valuable tool to strengthen connections between people.

However, if we use social media with ill intent, the negative aspects overshadow the positive. Once again, irony comes into play here. Social media’s main goal, when excluding the monsters running rampant, is to help us build connections. We share pictures, videos, tweets and texts to keep each other updated on our lives. It’s unfortunate that this monster takes that away from us by doing the exact opposite and hurting these relationships.

We seem to have little hesitation when it comes to unleashing our passive-aggressive monsters, but too much hesitation when it comes to real-life confrontations. Social media isn’t real life, and we take advantage of this because our monsters thrive so much better behind a screen. Yet problems aren’t going to be solved unless people are bold enough to dissipate the petty ghost within them and reach out in person. We know, drama can escalate quickly and these monsters are always looking for the slightest opportunity to escape — but turning to social media serves only to tangle up the web of complexity rather than unravel it. e

OPINION

If given the choice between hiding but this monster further encourages the behind our social media handles and having desire for revenge — ironically, it’s a social that face-to-face conversation, many of us creature. It clones itself. When dealing with would choose the former. the aggression of a monster, people tend Granted, it’s perfectly okay to remove to reciprocate with their own monster. For someone from our social media because example, when streaks are broken, the we’ve lost touch or just don’t know them. We person on the receiving end would probably all have those 50 followers that seem only block you and consider the matter over with. vaguely familiar.

This reciprocation A Yale University of immature study found that behavior creates we don’t recognize a chain of events about 28 percent that leaves you OPINION OF THE EL ESTOQUE of our Facebook with exponentially friends. However, more drama than EDITORIAL BOARD a problem arises you began with. It’s when we start hard to think ahead blocking and deleting people out of spite as when we first unleash it, but very soon, an a way to indirectly signal our feelings. abundance of monsters thrives among our We break Snapchat streaks and block social platforms. In a survey of 374 students, people — out of sight, out of mind. But, 34 percent believe they have gotten into in reality, these actions do nothing to petty drama through social media, proving resolve the issue. It’s easy to hit ‘block,’ that we’re no strangers to unleashing our but it’s not as easy to forget about the monsters on social media. person and the problem. In fact, according This tendency to seek revenge is to cyberpsychologist Grainne Kirwan, especially prominent when it comes to blocking people on social media can be “a private accounts on Instagram, or “finstas.” hasty, emotion-based response to a stressful Instagram is 56 percent of MVHS students’ event, which may turn a difficult relationship favorite social media (out of a survey of phase into a non-salvageable one.”

363), and 54 percent of MVHS students (out Relationships can get complicated; no of a survey of 374) have a private Instagram two people see eye-to-eye on every single account. Originally, they were created as a issue. However, at the end of the day, way for close friends to share insides jokes relationships should be built on a foundation and the occasional embarrassing picture, of compromise and communication. Hurt yet now, these accounts have added to a feelings and opposing viewpoints can often culture in which people rat each other out, be mended through simple discussion, but snitch, post passive-aggressive content and petty forms of revenge can do the exact are even used as a way to alienate others by opposite — wreck it beyond repair. By promoting a culture of exclusivity. Snapchat opting for the easy way out, we simply limit has copied this trend by recently adding a discussion and may make the problem worse. feature called Private Stories. They too are Feeling ‘vengeful’ is human nature, hopping on this bandwagon, and it seems

47 34

FAVORITESOCIAL MEDIA

Out of a survey of 371 students

Out of a survey of 363 students

%

of students have a private Instagram

% 56% Instagram of students have been 18% Snapchat involved in 18% Facebook petty drama because of 7% Twitter social media

Out of a survey of 374 students

OPINION | SEPTEMBER 2018

13

just teach it How classes are assigned to teachers

BY HELEN CHAO AND CLAIRE WEN

A

s the school year begins, some Sheltered World Literature teacher Stacey students find themselves in a panic. Cler considers the process quite transparent: They’ve completed their back-to- everyone in the department is allowed to see school shopping: fluorescent highlighters and who is teaching what as Clarke fills in the squeaky-clean erasers are packed away, but spreadsheet. Cler does consider herself “the there’s one thing that hasn’t gone perfectly person” chosen to teach Sheltered or ELD to plan: the schedule they’re holding in their classes, but she has no emotional connection hands. Whether it’s a particular class or a to any particular class and would be fine requested free period, their schedule isn’t teaching any English course. completely what they wanted.

“It’s my honor to be a YOU CAN’T Yet, it isn’t just students who teacher,” Cler said. “I love PLEASE ALL THE teaching. You know, I just deal with this dissatisfaction — teachers, too, are sometimes PEOPLE ALL THE love being in the classroom assigned classes they hadn’t being able to teach. I’m TIME. IT’S NEVER [and] expected or necessarily wanted not emotionally attached to a 100 PERECENT. certain topic.” to teach.

According to AP Literature Clarke sends emails asking ENGLISH TEACHER teacher David Clarke, if a certain teacher wants to DAVID CLARKE teachers’ class assignments teach a particular class, but are determined by student preferences both Cler and Clarke acknowledge that for classes. First, students go through the teachers’ preferences are not the main course selection process which allows the priority when it comes to organizing classes. administration to determine how many “My first goal when I optimize [the sections of each class they’ll have. A couple assigning of classes] is I’m going to try and weeks later, department chairs receive an do the greatest good for the greatest number Excel spreadsheet that specifies the number of students,” Clarke said. “Then, I’m going of classes for each course. to try and accommodate the teachers. So On the other side of that process, students always come first.” department chairs and administration send As a result, teachers aren’t necessarily out forms to all the teachers, asking them able to teach all the classes they would like what courses they would like to teach and to teach. their preferred free periods.

“You can’t please all the people all the “There are two ways things are put on time,” Clarke said. “It’s never 100 percent. the schedule,” Clarke said. “One is, there You can’t make everybody happy. It’s are requests the teachers will make, and absolutely impossible to make everybody we try and accommodate them, I want all happy. So what you try and do is make sure my courses after lunch ... or before lunch, or that ever ybody something like that. And other times, there are things which are put up on the schedule right away, and they just stay there.”

For example, all the ELD courses are second period and all the sheltered courses are third period. The department chairs then try to arrange the schedule around these fixed classes.

“So now what we have is this massive [amount of] data where it says, these are the courses that we need to fill for students and the number of sections,” Clarke said. “These are what the teachers want, this is what the department leads and administration has said, all agreed to as to where certain courses need to go ... And then I basically create a spreadsheet, which says, I have, I don’t know, say 20 sections of freshmen [literature] to fill. And then I just say, well, these ... teachers are going to teach freshmen.”

14 EL ESTOQUE | SEPTEMBER 2018

gets something and that everybody gives up something at the same time.”

AP Economics teacher Pete Pelkey has experienced said dissatisfaction. When he first came to MVHS, he was assigned to teach AP Government, a class he wasn’t especially excited about. AP Economics grew in popularity, resulting in Pelkey solely teaching AP Economics. Yet once in a while, he returns to teach government.

“You have to change and you have to embrace it,” Pelkey said. “You can’t think, ‘Oh, I don’t want to do this. I don’t want to do this. I don’t want to do this.’ You gotta go, ‘I’ll do it.’”

Although the system isn’t perfect, Cler isn’t quite sure how it can be improved. She doesn’t fully understand the process herself but is confident that the administrators are doing the best they can do.

Similar to Cler, Pelkey doesn’t know if there’s a better way to assign teachers classes, and it is possible that someone may not be especially interested or the subject they are assigned to. Yet Clarke brings up the point that staff are paid to educate, not necessarily teach only what they want to.

“So that means we need to be willing to sacrifice for [the students ...] and I know it doesn’t always work this way,” Clarke said. “But really, that’s the way it’s supposed to be. We’re supposed to be doing this for [students]. And we’re paid to do it. So because we’re paid and we have an obligation, we need to sometimes do things which make us unhappy.”

Cler has a slightly different point of view.

The amount of happiness she feels teaching does not depend on what specific class she teaches. However, while she strives to be an excellent teacher, she believes it will be better for the kids if there are wide variety of teachers teaching the subject over the years, but ultimately sports the same “for the students” mindset as Clarke.

“Change is always good,” Cler said. “Because we can, you know, like these kids deserve like the best people in the entire world.” e

SAT SAGA College Board’s SAT exam causes unrest

BY BRIAN XU

A

nyone who registers for the SAT exam is informed that the test begins promptly at 8:00 a.m. By 8:20 a.m. of the August 2017 SAT exam, senior Rhea Karandikar began to lose patience. She was fighting her anxiety, her pencils lying untouched on her desk and her test sheets blank, as her proctor rambled through page after page of instructions. Before Karandikar had gotten the chance to start bubbling in her student information, two students rushed into the room, desperate to take the exam in time.

The students’ delay was a result of their poor planning on the exam date, according to Karandikar. She stresses the importance of planning ahead for the day of the exam, but she also values long-term preparation in order to score well on the SAT. Karandikar began studying for the SAT several months in advance, attending a preparation boot camp at Elite, a test preparation center.

Although she is grateful for the preparation, she is unsure whether her decision was entirely beneficial.

“It did raise my score quite a bit,” Karandikar said. “But honestly, if you have the type of discipline to do a practice test every day, it’ll probably raise your score just as much as any boot camp.”

Senior Pallavi Komma has had a similar experience preparing for the SAT exam.

She began to study 12 weeks in advance, spending four hours each week attending a preparation class by Elite and taking practice tests. The classes ended up raising her score by 300 points, but she says she could create nearly the same experience at home.

English teacher Mark Carpenter and math teacher Martin Jennings instructed SAT preparation classes for the PTSA for the 2017-18 school year.

Carpenter finds that the way students prepare for the SAT and the format of the exam has detracted from what the assessment represents.

“I think the SAT is a terrible assessment of how much a student has learned over the course of high school,” Carpenter said. “One’s success on the SAT is dependent on things like their family’s income status, it’s dependent on the level of preparation before the test, it’s dependent on test-taking strategies and it’s dependent on process of elimination and other methods.”

According to Carpenter, preparation and Komma, many privilege are the largest factors impacting students have one’s SAT score. Karandikar agrees that demanded scores SAT scores are inaccurate measures of high to be invalidated, school learning, and as a student, she finds but College Board little overlap between her classes and the has posted an official SAT exam. statement explaining “The SAT is the best measure of how that they will not change good you are at taking the SAT,” Karandikar or cancel student scores. To said. “If you have absolutely Komma, College no high school knowledge in Board should take your brain but you prepare for action resolving the the SAT and you take it, you’re issue with students. going to do well regardless of “It was so weird that what you learn in high school.

College Board would reuse There were so many classes a test,” Komma said. “That’s I took in high school on them for that. If [students] that were genuinely score well now, colleges will interesting to me probably wonder, ‘did she and that I actually cheat? We don’t know if this enjoyed, but the SAT score is really true.’” didn’t even come With a similar perspective, close to covering any Jennings shares that while ENGLISH TEACHER part of it.”

College Board has established MARK CARPENTER For Jennings, the a variety of testing services SAT is a measurement after each SAT exam, such as of cumulative learning. To him, score reports and regrading services, it is cramming is an ineffective strategy failing to provide new test problems to build when preparing for the SAT. off of.

“The intent of the test writers is “Lord knows they get paid plenty,” such that they want to find out how Jennings said. “And they charge us fees much the student knows,” Jennings said. for all kinds of stuff. They have [allowed] “The intent isn’t meant to be cramming students to pay to find out information for the tests. Some preparation as far as about questions and answers that the understanding how the test is structured students missed on their SAT tests. But if and how you function in that setting— they’re going to make money off of this, that kind of information is good then they need to be willing to invest to know ahead of time.” money to keep writing new tests without Despite disliking the using old materials. I don’t know why they SAT’s focus on test-taking wouldn’t have figured that out.” strategies, Carpenter notes Karandikar agrees that College that College Board has Board’s recycling of test problems is attempted to improve the SAT problematic for students who have taken exam in recent years, bringing it the test. To her, the issue should not be closer to practical situations. taken lightly.

“The College Board has “If you’re a nationwide company moved to try to incorporate in charge of all of our scores and more authenticity into the test,” standardized testing, you should have Carpenter said. “They’ve brought it together and not be using the same in the essay, they’ve brought in less tests over and over,” Karandikar focus on obscure vocabulary, said. “There are so many nationwide they’ve gotten rid of the guessing penalt y. students that trust College Board with all of So, they’ve taken steps to improve it … their scores and their AP tests. Obviously, incremental steps.” everyone messes up, but they should have Despite working to improve the SAT enough integrity to run their company exams, College Board recently experienced smoothly, especially since it’s responsible controversy over reusing problems from for so many high school students. Get it its October 2017 exam in Asia on the together, College Board.” e August 2018 exam in the U.S. According to

I THINK THE SAT IS A TERRIBLE ASSESSMENT OF HOW MUCH A STUDENT HAS LEARNED OVER THE COURSE OF HIGH SCHOOL.

OPINION | SEPTEMBER 2018

15

LOOKING BACK

Three MVHS alumni reflect on their high school experience, how it has affected their lives and what they wished they had done differently

BY STUTI UPADHYAY

A

meya Mahajan, MVHS graduating class of 2013, enjoyed classical guitar, was on the swim team, participated in Spanish National Honor Society, Triathlete Music Society, Science National Honor Society and worked as a lifeguard in the summers. Mahajan graduated from Yale with a double major in statistics and economics. After a successful internship at JP Morgan the summer after junior year, Mahajan moved to New York to accept a full-time job at JP Morgan on Wall Street, where he is currently working.

Hayley Chan, class of 2011, had a high school experience enriched by activities like soccer, Ohana and robotics. Chan followed her time at MVHS by attending Purdue University, aiming to become a doctor. She got her bachelor’s degree in biology, and is currently at Boston University, working on her master’s thesis. Concurrently, she is applying for medical school.

Melissa Piling, class of 2013, spent her last two years of high school at MVHS after moving from St. Francis High School (SFHS).

Her time at MVHS was devoted to her academic classes, sports like field hockey and softball a n d

PHOTO USED WITH PERMISSION FROM MELISSA PILING ILLUSTRATION | ZARA IQBAL

16

EL ESTOQUE | SEPTEMBER 2018

your friends, who are like your mentors and actually care to a significant degree about your academic and personal development is really cool.”

Beyond his teachers, Mahajan also really enjoyed the feeling of tight-knit community at MVHS, something he came to appreciate after moving to a big city like New York where building a strong sense of community is more difficult. Whenever he visits home, one of the things that stands out to Mahajan is how present Cupertino and Monta Vista’s sense of community is even today.

“Cupertino is such a small city, it feels like COMMON LIKES AND DISLIKES Although their high school experiences everyone knows everyone else,” Mahajan were drastically different, Mahajan, Chan said. “And that feeling of community and and Piling all appreciated one thing about shared experience, everyone is bonded by having done the MVHS: the teachers.

[MVHS] experience.

“I really liked how some That’s what I miss of the teachers at MVHS most about [MVHS], really cared about you,” feeling like there Chan said. “They were really [were] always people looking out for you ... They who were doing similar were super encouraging things to me around about each student, their me.” passions, their interests.”

As a junior moving Piling echoes from SFHS to MVHS, Chan’s thoughts, Piling noticed a big emphasizing that teachers change in the sense of did a great job about community. She was going an extra step to MELISSA PILING extremely close to her cater to their students.

Piling also expresses that most of friends at MVHS, so much so that she felt her teachers at MVHS treated their like she had a family at school, which created students with respect, not only by an educational environment that allowed her challenging them academically, but to flourish.

“You were allowed to express yourself also by encouraging them to think differently and take advantage of all however you wanted. [Your peers] accepted the opportunities that come with living who you are as a person. When I went to in an innovative environment like the St. Francis, there was a lot of pressure to wear designer clothing, you had to have Ugg Bay Area.

“It’s easy to take your boots or a Juicy jacket, and if didn’t have teachers for granted,” those things you weren’t cool. But at MVHS, Mahajan said. “But it didn’t matter if you had material things.”

Although Mahajan agrees that from remember that all over the country there are national standards MVHS is a diverse place, public high schools he directly contradicts Piling, stating that the everywhere where the type of thinking at MVHS was essentially teachers don’t give the same.

“The problem with [MVHS], and a f---k. They clock in and they clock specifically our part of [the Bay Area], is out, but they’re not that it can be very homogenous at times,” really involved in Mahajan said. “Group thinking is very the activities. The prominent. Once that group consensus fact that there are starts to form, everyone feels obligated adults, who are not to buy into that consensus, and agree with your family, not it for the sake of agreeing. There wasn’t a spending time with her friends. After graduating, Piling attended Sonoma State as a molecular biology major. Currently, Piling is receiving her master’s degree at San Jose State University, where she works in a lab trying to cure hemophilia A. These MVHS alumni had different passions, interests and paths in life.

Regardless of where they are today, five to seven years ago, they all walked down the halls of MVHS.

YOU WERE ALLOWED TO EXPRESS YOURSELF HOWEVER YOU WANTED. [YOUR PEERS] ACCEPTED WHO YOU ARE AS A PERSON... AT MVHS, IT DIDN’T MATTER IF YOU HAD MATERIAL THINGS.

“It’s a big puzzle,” Piling said. “Every to problems in ways not shown in class. day there are new challenges and obstacles And although he acknowledges this way of you have to troubleshoot and brainstorm. So teaching is much harder than the methods I really like that aspect of things, I like the used in high school, he highly recommends logic that goes into it.” it.

Although she admits a sizeable change “In college, they’re trying to train people like switching majors can be difficult, Piling to solve problems of the future,” Mahajan used college as a time to discover and later said. “So at the end of the day ... it’s much pursue a field harder because there’s less guidance, there’s that she truly less examples, you kind of have to figure appreciates. it out and struggle. But that’s the kind of “As a approach that’s valuable when you’re trying doctor, you to arm people to work on the problems of can help the future.” hundreds of people in your career,” EFFECTS ON THE FUTURE Piling said.

Although all three alumni really enjoyed “But when their college experience and were able to you’re in find a family away from home, the transition r e s e a r c h , to college is by no means a small one, A D J U S T I N G T O HAYLEY CHAN if you can according to Mahajan. All three alumni also COLLEGE invent a agree that their time at MVHS played an After graduating, Chan, Mahajan and Piling all had to adapt to novel therapeutic or a new drug you can instrumental role in how they approached college life. Some aspects of college were impact lives of millions, and really make a this transition and their success in college. similar to MVHS, while others drastically huge difference in society. So I think that For example, due to the diversity MVHS, differed. And just as middle schoolers adjust is a big driving force or a big motivator for Piling was able to learn how to deal with to high school, all incoming freshmen must me.” people from different adjust to college.

Mahajan also switched majors in college. backgrounds, greatly “Purdue was pretty similar to MVHS in Although he went to Yale as a biology improving her terms of the rigor and the demand of the major, he realized after just one biology communic at ion academic environment,” Chan said. “But class that it wasn’t for him. He quickly skills. To a what I did not expect was the social and switched majors to applied math certain extent, the geographical environment ... People are with a concentration in statistics, she also super laid back, super nice. It was a culture eventually double majoring in math claims that shock but in a really good way because it and economics. However, unlike both M V H S ’ helped me gain a different perspective and Chan and Piling, his adjustment to competitive not be so on edge whenever I am interacting Yale was anything but simple. and intense with people.”

“It was really brutal,” Mahajan Encouraged by her experience from said. “My freshmen fall was my worst Purdue, Chan eventually began to examine semester there in terms of grades and change a lot of the stressful habits she because the adjustment was really, had picked up from her time at MVHS. really steep … The style of learning “I met a lot of different people who and exercise was a lot more creative basically helped me step out of my comfort problem-solving and a lot less about zone and relax as a person,” Chan said. the volume of problems you can “[The hospitality] in Purdue really rubbed produce in a certain period off on me [in the sense that] I’m a lot more of time.” laid back and not [as] super focused on Mahajan felt that academics.”

MVHS homework Piling, on the other hand, stayed was often very comparatively close to home. Relative to repetitive and her classmates, Piling thought her college required little classes were easy and excelled as a student. application or The adjustment for Piling was due to her critical thinking change in majors. skills. But in his “Ironically, I really struggled with classes at Yale, science like chemistry and biology when Mahajan had I was in high school,” Piling said. “I really a smaller set excelled in classes like history and English ... of problems but it wasn’t until I got to college when the assigned, five sciences kind of clicked for me.” questions for After deciding not to become a nurse, a week for Piling joined multiple labs. She realized she example. Mahajan loved the planning, surprise, understanding says this method and excitement that came with biological forced students to research, eventually switching her major to pick up on tricks and ILLUSTRATION | STUTI UPADHYAY molecular biology. apply techniques

lot of controversial discussion. Disagreeing about stuff ... was not very predominant, and it was almost looked upon in a negative way.

But I think it’s great for progress to disagree on stuff.”

Chan also claims this group mentality created a large amount of stress for students by creating standards that were often unrealistic and unhealthy.

“Back at MVHS, I was pretty stressed out,” Chan said. “I [was] really worried, I was a little too picky and I guess too stressed on being perfect [at] everything … and I really don’t look back fondly on how, if this is still a thing, how people would brag about how little sleep they got.”

IT WAS A CULTURE SHOCK BUT IN A REALLY GOOD WAY BECAUSE IT HELPED ME GAIN A DIFFERENT PERSPECTIVE AND NOT BE SO ON EDGE WHENEVER I AM INTERACTING WITH PEOPLE.

PHOTO USED WITH PERMISSION FROM HAYLEY CHAN

OPINION | SEPTEMBER 2018 17

environment, often seen as a negative, specific instant she realized her high school provided her an advantage in college. career was over.

“I’ve learned a lot from the “It was the night after or the morning competitiveness,” Piling said. “And so it after Senior All Night Party,” Chan said. “I makes me a better student now. I do feel like just remember the sun rising after that night that helped prepare me for college and kind and I’m just like ‘woah, high school is over. of led me to be as driven as I am. It taught That’s it, now it’s the real world, onto bigger me how to study and how to take notes. “ and better things.’ The reality [hit] me; [I] Chan agrees that MVHS helped her am going on to the next step of my life. It develop a strong work ethic. Especially her was weird and scary.” first year at Purdue, the competitiveness of Mahajan explains that nearly all MVHS MVHS carried forward and enabled her to students have dozens of both good and bad stay on top of everything. When things get memories at MVHS, but at the end of the rough, she used her high school experiences day, it is a truly special school. to help her push through.

“It’s bittersweet,” Mahajan said. “There’s “I think deep down it definitely really tough and s----y parts about [MVHS], contributes to my work ethic,” Chan said. and there [are] really great parts about it, but “The transition from high school to college, that’s what makes the experience what it is.” it was a little smoother just because of Chan, Mahajan and Piling all agree on how competitive MVHS one piece of advice: students is. Tying into the whole should not get caught up in Purdue making me the perceived stressful and laid back and less on competitive environment at edge, that has become MVHS. Rather, they should kind of the dominant focus on their well-being and character trait for me. remember to keep things in But then if I really am perspective. Furthermore, challenged to have more each alumni encourages high responsibilities, or the school students to reach academic rigor of being in out and explore what truly a graduate program, [my interests them, even if it is MVHS work ethic], that’s not a commonly accepted my other gear that I turn passion.

AMEYA MAHAJAN on. So it’s definitely there “The advice I and it does help me in that would give is that way.” you naturally Although Mahajan agrees that MVHS become most successful at stuff helped him achieve success in college, you enjoy doing,” Mahajan said. “It he disagrees as to why. To him, the sheer doesn’t really matter what it is — it difficulty of MVHS, in terms of academic matters that you care about it and standards, was hugely beneficial, while the you pursue it relentlessly because competitive environment contributed little you’re passionate about it.” to nothing. Even though transitioning to Piling acknowledges that this Yale was difficult, Mahajan explains that this can be difficult, especially in a adjustment is difficult regardless of what place like MVHS where it feels high school the students came from around like there are very few “right” the country. Although everyone struggled, paths. Still, she encourages his experience at MVHS ultimately enabled students not to get caught up in Mahajan to persevere past that failure. what others say, but rather stay “What MVHS gave me, among other true to what makes them happy things, was a willingness and stubbornness and allows them to express their that you just go at something and try to individuality. figure it out and not give up,” Mahajan said.

“Be open to change” Piling said “[Even] if it takes hours and hours and hours “I think a lot of times you think, and hours ... sometimes you have to throw ‘Oh, I know exactly what I want to yourself into it so that it becomes easier do.’ And then you get to college, and with time. I think MVHS really gave me that it changes, like three different times. much: that energy, that determination to So just I think trying to be open to the take that approach.” idea that things may not go the way you originally planned, and that’s okay.”

Chan supports this idea.

LOOKING BACK AND ADVICE “I think the biggest thing [I would Regardless of the ups and downs at do differently] would be having my MVHS, high school was a memorable own opinion about things,” Chan experience for Chan, Mahajan and Piling and said. “Just because I feel like I got a major factor in the rest of their future. really caught up in the competitive Chan recalls one particular memory atmosphere of MV. I didn’t really that sticks out to her from high school: the think about what I wanted versus what

everybody else was going along with. I felt like if I could do it over I would tell myself to take a moment to think about what I was getting into ... instead of jumping and just because everybody else is.”

Piling encourages students to follow their dreams no matter what, but stay open to dreams and goals changing several times.

“Find someone that’s doing what you want to be doing,” Piling says, “And then try to figure out how they did it. Try to talk to them reach out. Work for it as hard as you want it. I think a lot of people have these big dreams, right? But you can’t imagine all your dreams are going to come true if you’re not working towards them.” e

WHAT MVHS GAVE ME, AMONG OTHER THINGS, WAS A WILLINGNESS AND STUBBORNNESS TO JUST GO AT SOMETHING AND TRY TO FIGURE IT OUT AND NOT GIVE UP.

EL ESTOQUE | SEPTEMBER 2018

PHOTO USED WITH PERMISSION FROM HAYLEY CHAN ILLUSTRATION | STUTI UPADHYAY

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TORTOISE TROUBLES Confronting my inability to be assertive

BY EMILY XIA

I

f I had to compare myself to an animal, I would be a tortoise.

To be completely honest, admitting that is quite embarrassing, as tortoises aren’t exactly the most celebrated role models of the animal kingdom. But I’ve found it to be true — not in the sense that I move slowly (although this is true at times), but rather from the invisible shell on my back, my psychological security blanket.

When tortoises are frightened, they retract their heads and let their shells protect them, like a full suit of armor. Similarly, when I’m challenged or unconfident, I retreat into my comfortable shell and stay there until I feel safe enough to emerge, completely avoiding any potential threat.

I’m not adventurous in the slightest, and I’m perfectly content staying in my shell.

Well, I used to be.

You see, periodically, tortoises will shed their old shells to replace the weakest points.

And although I’ve been able to get by staying inside of my shell for the past 15 years, I’ve come to realize I need to start letting go of it.

In short, I’m on a mission of self-growth.

I’m coming out of my shell.

“I’m sorry.”

This might be my most frequently used phrase. I apologize for everything

and anything. I’m terrified of social confrontation and will do anything to avoid an argument. Thus, “I’m sorry” is one of my favorite sentences from my shell, because if I take the blame, everyone else will be satisfied, right?

In the past, I always thought of this as a worthy sacrifice. In any social situation, if I was worried tensions would increase, I would apologize, even if the problem didn’t have anything to do with me. I always glorified the meaning behind these two words, believing they could solve any problem, when in reality, they didn’t mean much at all unless I acted upon my words.

In fact, by apologizing more, I made real apologies seem less significant.

EMILY XIA While I realize that I over-apologize, I can’t fix this issue until I tackle the larger issue: I’m completely afraid to be assertive.

The ideal me would balance assertiveness with passiveness. In a perfect world, I would be able to speak my mind with confidence while still staying humble and conscious of my faults. However, this has never been me. My bumbling tortoise-self has always been too self-conscious and afraid of

being wrong. As soon as I sense the threat of being challenged and possibly ridiculed, I’m back in my shell, unable to approach the outside world.

In my defense, society has completely distorted the definition of assertiveness.

I’m constantly worried that my opinions will be completely disregarded because frankly, they have been. I’m “too young” and my brain hasn’t developed enough to fully understand the subject, or I’m “too innocent” to comprehend the true meaning.

The demands are completely contradictory — it’s good to speak your mind and be confident, but you cannot, under any circumstances, overstep boundaries.

Oh, and also make sure to contribute your thoughts, but don’t disagree with others and cause conflict. My entire life has been a supposed paradox, and I am constantly forced to translate these clashing sentiments into sensible behavior. What am I supposed to do?

News flash: just because my opinions might change in the future doesn’t mean the ones that I have now are meaningless.

I have ideas. I have opinions. I have meaningful thoughts. I’m just too much of a coward to express them. But I am a writer, and as a writer, it’s my duty to shed light on the opinions of others. How am I supposed to do that if I can’t properly assert my own?

The answer lays outside my comfort zone — I have to actively share my opinions. I can’t spend my life hiding in the dark, waiting for the opportune moment for me to jump out and share my thoughts. No, that’s what the hare does. And we all know that the hare didn’t win.

Instead, I have to start introducing my ideas, patiently letting them absorb into the minds of my peers. And if they disagree, that’s just more room for growth on my part. I will welcome change and debate, and I will expect others to do the same for me.

After all, slow and steady wins the race.

Don’t get me wrong. I’m nowhere near completely shedding my shell. But I’m starting to poke my head into the world, and I’m not planning to bring it back in. e

COMING OUT OF MY SHELL

ILLUSTRATION | EMILY XIA

OPINION | SEPTEMBER 2018

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PHOTO | ROSHAN FERNANDEZ

HOOKED ONLINE How social media affects cognition

BY CLAIRE CHANG, LAASYA KODURU, SARAH YOUNG

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EL ESTOQUE | SEPTEMBER 2018

OFF THE GRID J

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µMeet the people who refuse to use social media

BY JAI UPARKAR

FEATURES

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ramodh Srihari had always been a bright student, scoring at the top of his class. Then, he got his first phone, changing his orderly schedule. From then on, Srihari’s time was swallowed by his addictive pastime. It started with endless games — Clash of Clans and Clash Royale, then Instagram and other social media. His phone disturbed his daily routine, consuming his mind to the point where academics were his second priority.

Social media has a large impact on American society.

On average, Americans check their phones 80 times a day or every 12 minutes. According to a study of 2,000 people by the technology company Asurion, the longest the average person can go without their phone is four hours. Sophomore Lydia Lu can easily relate to this idea, claiming she picks up her phone over 25 times a day, curious to find out what is happening in her friends’ lives. “[Social media] has definitely changed my life, because I use it a lot now,” Lu said. “I can’t imagine before when I didn’t have it.”

Similarly, Srihari finds himself pulling out his phone between classes to scroll through Instagram, even though there may be nothing new to look at. He thinks he spends an hour every day scrolling through social media.

But Lu and Srihari, according to the Asurion study, probably pick up their phones much more often than they think they do.

unior Ashley Tom received her first effects outweigh the small iPhone in ninth grade, finally graduating benefits. from candy bars and flip phones. She “It’s not much the social made her first personal email in seventh media that annoys me,” Jennings grade. Yet Tom still doesn’t have any social said. “What annoys me is that media accounts. people are oblivious to what’s According to the Pew Research Center going on around them and are in 2014 and 2015, 94 percent of teenagers in focused on what’s on their phone. the United States have a mobile device and 71 They’re so connected to those percent say they use multiple different social posts, those media interactions, media platforms. that they aren’t available for the Despite the overwhelming presence of social interactions that are right around media today, there are people like Tom who them.” steer clear of social media due to their own Jennings is also concerned beliefs on the use of social media and its effect with the privacy aspect of social media. on their life.

Due to this, he does not want to share “My parents think that having social media personal information about himself online. is distracting,” Tom said. “I agree [with them]: Similarly, Tom also mentions how her mom once you get on your phone, is suspicious of the content it’s sort of hard to get off on the internet, which may SOCIAL MEDIA IS VERY [of it].” influence her daughter CASUAL. I PREFER TO HAVE According to The negatively. It’s one reason SERIOUS CONVERSATIONS Washington Post, teens why Tom’s parents ABOUT THINGS I’M spend about nine hours have access to all of her INTERESTED IN; MAYBE every day consuming media passwords, to monitor the INVESTING MY TIME IN for enjoyment. However, things Tom signs up for.

HOBBIES RATHER THAN senior Cindy Guan would Both Guan and Tom SOCIAL MEDIA. rather spend time doing use email and texting something productive that as their primary source SENIOR CINDY GUAN she cares about, like art, of communication. Tom rather than waste her hours further explained how on social media. connecting with her friends has proved to “Social media is very casual – it invites you to be difficult at times, because she doesn’t be casual,” Guan said. “I prefer to have serious have a data plan and can only text people conversations about things I’m interested in, who have an iPhone. maybe investing my time in hobbies rather than “I didn’t know what ‘smh’ or ‘lmao’ social media.” meant [when I got my phone], so I would Despite having an overall negative outlook have to constantly Google everything up on social media, Guan admires productive and then at that point it was more of a uses of social media, like posting or watching hassle trying to decode stuff,” Tom said. instructional videos on YouTube and artwork “I felt how people who were disconnected on Pinterest. However, Guan mentions she’s from other people felt ... because you can’t never been a social person and credits this [keep up with] the world because once you reason for not joining social media; she prefers stop you are disconnected, and it’s hard to spending time by herself. Due to her introverted reconnect.” personality, she never really found a use for Many MVHS students use social media social media in her life. for school purposes; there are Facebook “In elementary school I used to be a really groups for classes to ask questions about shy person,” Guan said. “I didn’t really like upcoming tests, content and instructions for putting myself out there, and that sort of passes an assignment. into my dislike of social media [now].” “[The internet is] like an open can of Similar to Guan, math teacher Martin worms, because you can do [anything] on Jennings explains that social media is not a the internet,” Tom said. productive use of his time. He’d rather spend Guan agrees that the internet can be quality time with his friends and family, consuming, as a few minutes a day can creating, as he says, “real human connections.” quickly manifest into an addiction. She “I don’t want to spend my time sitting on the believes that the internet and social media phone, looking at posts that are written from I should be used cautiously. don’t know [where],” Jennings said. “I’d rather “If you’re on social media, then you talk to my friends, or play with my friends, or can talk with other people about your see my friends.” experiences,” Guan said. “It’s like enriching Jennings acknowledges the benefits of social yourself through conversation. It’s also very media, such as the ability to stay in touch with convenient if you want information ... but it people. However, he believes that the negative does not mean that you should use [it] all the time.” e

FEATURES | SEPTEMBER 2018

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Serotonin is crucial to the body’s function.

HOW SOCIAL MEDIA CHANGES THE According to Medical News Today, serotonin BRAIN The real culprit for absentmindedly deficiency can cause depression, while excess serotonin can cause agitation and checking one’s phone is increase in heart serotonin. According to rate. Serotonin is Verywell Mind, an online linked to these resource that provides symptoms since guidance on how to it regulates the improve mental health dopaminergic and find balance, social system which OF STUDENTS PICK UP media use increases the plays a part production of serotonin, THEIR PHONE MORE in behavioral a neurotransmitter that THAN 20 TIMES PER DAY actions. When often is referred to as the dopaminergic *ACCORDING TO A SURVEY OF 372 STUDENTS the “happy” chemical. system is limited Neurotransmitters such by serotonin, as serotonin are chemical it becomes messengers that carry and balance signals between neurons and other hyperactive, increasing aggressive impulses.

However, serotonin is not the only nerve cells in the body. They can affect both physical and psychological factors including neurotransmitter that plays a role in social media addiction — dopamine has a hand mood and heart rate.

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in this issue as well. The driving force behind many of the brain’s functions, dopamine creates a pleasurable high when desired actions are performed. Dopamine, directly involved with movement, memory, reinforcement and reward, causes people to constantly check their phones to satiate their desire for technology.

While both neurotransmitters correlate with how a person experiences pleasure, serotonin affects mood, whereas dopamine is related to reward-motivated behavior.

The psychology of the current generation’s interaction with social media is coming to the forefront of the discussion about its lasting impact on humanity.

THE START OF AN ADDICTION Social media can become addictive because it activates specific neurotransmitters like dopamine. Dopamine is notable for being in charge of reward-

HEART REACT How students choose to portray their romantic relationships on social media

BY ROSHAN FERNANDEZ

S

enior Jacquelyn Loretto treats her my god,’” Loretto said. “As time goes on, Instagram account as a collection of you mature in the relationship and you memories. Though her posts appear mature as a person yourself, and then it kind to be normal pictures, for her, it’s about the of settles down.” moment behind the photo. So, when she Senior Apoorv Pachori agrees with posts a photo of her relationship, it’s so she Loretto, explaining that he has also can save the moment. witnessed social “I like photos media being used to because they’re brag about or show I FEEL LIKE A RELATIONSHIP memories for me,” off a relationship.

IS SOMETHING THAT YOU Loretto said. “When “People want to AND A PERSON SHARE, I post [them], it’s make it seem like AND NOT SOMETHING like from a dance or their relationship YOU AND A PERSON SHARE an anniversary, and is the best thing, WITH EVERYONE ELSE. IT’S then [it becomes] like like ‘I’m having so BETWEEN YOU TWO AND a symbol for what much fun with my IT’S NOT BETWEEN YOU that picture came significant other,’” AND THE WHOLE WORLD TO from, that memory.”

Pachori said. “But if KNOW ABOUT THAT. IT’S THE Though she does you really are, then INTERPERSONAL DETAILS not post something you’re not posting THAT REALLY MAKE IT WHAT every time she is with pictures about it [all IT IS. her significant other, the time].” she understands T h e s e SENIOR ANSH SHRIVASTAVA why some other viewpoints are social media users applicable to choose to do so. However, she understands Pachori’s own relationship –– he explains how frequently posting about a significant that he doesn’t often post pictures of it on other may be perceived as ‘overhyping’ a his public account. However, he uses his relationship. private account, which includes only close “Sometimes people do overhype it friends, for more personal posts such as on because it’s new for them and it’s like ‘oh anniversaries.

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EL ESTOQUE | SEPTEMBER 2018

“It’s sort of like a happy birthday post, it’s comparable but it’s not the same thing,” Pachori said. “I’m not showing off and saying ‘We’ve been dating for six months.’”

However, senior Ansh Shrivastava prefers only occasional posts about his relationship –– besides that, he would rather keep his relationship private, between him and his significant other.

“When you’re posting about it online it’s nice, but it also dulls the whole ‘one-on-one’ aspect of [your relationship],” Shrivastava said.

And after a relationship ends, Shrivastava feels there is no need to delete the past posts. He feels that deleting those isn’t being one’s genuine self.

“If you break up with someone, the memories are still there,” Shrivastava said.

“Deleting posts makes it seem like it was all artificial, like no one has flaws. Everyone has flaws, they break up, they go back [together]; deleting that makes it feel fake.”

Pachori and Loretto share different opinions on this matter –– Pachori wants his social media to represent the current version of himself. Therefore, he says he would delete posts sfrom relationships if they no longer apply to his current situation. Loretto, however, simply believes people should do whatever is best for their unique situation.

based behavior; however, it would be more not used to getting pleasures regularly, so accurate to call it a mediator between desire therefore they look forward to these things, or they simply do not want to work toward and motivation.

Dopamine is released naturally based long-term pleasures, and instead strive for upon feelings of pleasure but can also be short-term pleasures.”

When people activated via stimulants, receive likes on such as certain medications, a post or gain types of food or music. That SOMETIMES THE followers, dopamine being said, a constant release NEGATIVE EFFECTS in the ventral of dopamine can become AREN’T IMMEDIATE tegmental area addictive and result in an AND SO WE DON’T (VTA) of the brain is increase of impulsive behavior.

SEE A PROBLEM. activated, resulting According to senior Pranav in feelings of reward.

Shenoy, the addictive nature STUDENT ADVOCATE Student advocate of social media affects many RICHARD PRINZ Richard Prinz people. He thinks that status has worked with updates and getting likes or students who have followers are a form of shortbecome addicted to social media or other term pleasure.

“On a small scale, that’s fine, but to devote types of technology.

“The thing with addictions is you do it your life to short-term pleasures is not really a good thing,” Shenoy said. “Either they are a little bit and then you want more, so you

start doing it more and more and then it’s on your mind a lot like, ‘Oh, I want to go do it.

I want to do that.’ So then it becomes even more difficult to stop it or change it,” Prinz said. “Sometimes the negative effects aren’t immediate and so we don’t see a problem.”

Prinz believes that frequent usage of technology can also correlate to the formation of an addiction.

“It depends on how it’s being used and how often, because people get addicted,” Prinz said. “This morning I was hearing about somebody’s brother who’s in eighth grade who’s addicted to a video game. He’s very much like, this is his life, this what he wants to do all the time. That’s usually part of the definition of a disorder when it starts to interfere with your functioning, your work or your school work.”

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“I think people have their reasons to [delete posts], because sometimes relationships are hard, and breakups are hard, and it’s hard to see a reminder,” Loretto said. “It’s whatever you feel like is the most comfortable to move on and move past it.”

But as a whole, Loretto, Pachori and Shrivastava all agree that posting relationship photos is okay, as long as it is done in moderation.

“I feel like a relationship is something that you and a person share, and not something you and a person share with everyone else,” Shrivastava said. “It’s between you two and it’s not between you and the whole world to know about that. It’s the interpersonal details that really make it what it is.” e

PHOTO ILLUSTRATION | ROSHAN FERNANDEZ

FEATURES | SEPTEMBER 2018

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With the rise of social media in modern society, specialists like MVHS psychologist Sheila Altmann have taken attempts to counteract what she labels media platforms’ harmful effects.

“If it is at a level where, say, we as professionals feel that is unhealthy, we would encourage parents to do something to actually limit it,” Altmann said. “But again, when you limit [social media], you have to realize you have to have something to replace it with. If that’s a person’s only source of entertainment, then when you take it away they may just fall into a deeper depression.”

media does not affect her personally.

“I know that with a lot of people, they compare themselves to how many followers they have compared to this person, or how many likes [they have],” Lu said. “I know it causes self-esteem issues, but for me it doesn’t really affect me. Generally I’m not really sad when I don’t get a lot of likes on this picture, because it doesn’t really matter.”

Although it may not impact her personally, Lu reflects the same MASLOW’S HIERARCHY AND sentiment that Altmann shared: SENSE OF BELONGING people are getting affirmation and Altmann believes that increased a sense of belonging from social teenage reliance on social media media. Srihari, however, does not can be explained by Abraham share this sentiment.

Maslow’s hierarchy of needs.

“I think I don’t really notice [likes “On Maslow’s hierarchy of and followers] because I don’t post needs, sense a lot, but when of belonging I do, it’s kind of is one of the annoying to see all biggest needs, the notifications,” and belonging Srihari said. “I might be think I disabled s y nony mous c o m m e n t OF STUDENTS w i t h notifications. It’s aff ir mat io n , ” nice [to see likes] BELIEVE SOCIAL Altmann said. but it doesn’t help MEDIA CAN DEVELOP “If you’re you in any way. I INTO AN ADDICTION accepted, realized that. Why that’s a sense do you want to *According to a survey of belonging, look at that?” of 375 students and we may Srihari and be reaching Lu both see the out further volatility of social and further to get that kind of media and how it can be beneficial affirmation.” and detrimental. Balancing this Altmann also believes this need double-edged sword is something to belong is prevalent in teenagers, that needs to be sought after by and she says Erik Erikson’s everyone, according to Prinz. psychosocial stages can be used “Social media is like a shovel. to explain this idea. According to You can dig holes and you can plant Erikson, teenagers are in the stage things and grow things,” Prinz said. of “Identity and Role Confusion” “You can use the tool constructively and are constantly trying to fit into or you can take the shovel and hit their society in hopes of proving somebody over the head with it, their identity as worthy to those [and it becomes] a weapon and [is] around them. harmful.” e Social media becomes an ubiquitous source for affirmation and belonging, having multiple apps that share a similar system of likes and followers. Altmann thinks the reason why social media has become so important in this development of belonging and need for affirmation is because it computes senses of belonging into measurable numbers.

Yet, Lu maintains that getting likes and gaining followers on social

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EL ESTOQUE | SEPTEMBER 2018

BEHIND THE SCREEN Students discuss their curated lifestyles and identities on social media

BY TYLER CHO AND ANNIE ZHANG

A

s he stood in the familiar back alley, the memories of all the hours he had spent skating with friends came rushing back. The simple background of the alley was seemingly fit for a photoshoot, the off-white and beige colors in beautiful contrast with the dark colors of the outfit he had coordinated. Flutters of excitement and anxiety skipped around in his mind in anticipation of the challenge that lay ahead of him.

Unfolding the black shirt that his friend brought him from France, junior Vinay Sangamalli hesitated for just a second. As nice as the shirt was, it was a far cry away from his usual brands, like Bape and Supreme. Taking a photo in the alley with such a simplistic outfit would be a move out of his comfort zone.

But after taking that picture, he knew in that moment the experience would be an event he would remember.

Before running an Instagram account with an accumulation of over 600 followers, Sangamalli says his account was initially just a collection of random posts, disregarding what others thought about his account. But after a change of heart, he archived the more important posts and began posting less often, more meaningfully. Posts now record memories that carry significant value to Sangamalli; what was once an account filled with spam pictures had become his outlet, a creative way to express himself through fashion photography.

“Everything I post speaks to me,” Sangamalli said. “I started seeing photos as an art, a form of self-expression. So even if we go to the same spot and take photos there, the photo that I take would be completely different from a photo that you would try to take.”

For senior Vincent Tran, social media platforms are used as “one big hub” to connect people around the world; he uses such platforms to communicate with his friends in southern California, engage with people and make new friends. However, Tran self-admittedly portrays a curated lifestyle and believes that social media platforms inaccurately represent a user’s real life.

“People online, they hear of me sometimes before they actually meet me,” Tran said. “On Instagram, there’s always quick add features and stuff so people can just be like ‘Oh, recommended, follow this person.’ It’s a matter of how you want to be seen.”

To extend this idea, Sangamalli agrees with Tran that social media doesn’t represent an

individual’s essence in its entirety. Rather, Additionally, Prinz believes that he believes that these platforms are an relationships initiated online cannot extension of a user’s curated lifestyle. substitute the quality that real life interaction “I don’t judge people or have negative supplies. He notes that physical interaction feelings about anyone who does that,” is vital for an individual’s wellbeing, Sangamalli said. “To me each person’s referencing studies on children and personal account is how they choose to express interactions with students. themselves: how they document memories, “If you’re in front of your screen and good experiences, fun they had doing things you’re having relationships on the screen, with their friends. And everybody will do then you’re not practicing having them in that in their own way.” real life and being there with the person Student advocate Richard Prinz agrees and interacting in that way,” Prinz said. “I that it’s logical see addictions, and then and reasonable for neglect other TO ME, EACH PERSON’S [students] people to curate their parts of their life, like ACCOUNT IS HOW THEY CHOOSE their studies and their lifestyles on social TO EXPRESS THEMSELVES: HOW sleep. You get so lost in media. To him, it is THEY DOCUMENT MEMORIES it that it starts causing the responsibility of [AND] GOOD EXPERIENCES. the poster’s audience physical problems.”

JUNIOR VINAY SANGAMALLI to realize that what Contrary to Prinz’s they see is a mere comment about peer snapshot, a mere scrap of everything that comparison and detrimental effects, junior goes on in somebody’s life.

Heather Bassman says her page is solely for “Studies show there’s a lot of depression herself and not catered to others. from social media, and it’s because people “I probably don’t look good in most of think their lives are not as good as others’, the stuff I post,” Bassman said. “But I post that their life isn’t as good as the people they it because the event had a sentimental are watching,” Prinz said. “Everybody’s lives value to me, not because it’s for aesthetic. are full of happy moments and sad moments For Snapchat, a lot of it is just posting stuff and difficulty and things to celebrate, but I do on the daily, even if nobody really people aren’t going to go and say, ‘Oh, look cares. And for Instagram, even if it’s kind of at all my garbage.’” embarrassing, it’s more fun.”

On the other hand, Tran and Sangamalli are conscious of the criteria and the relevance of social image when uploading posts for their respective photography accounts.

Sangamalli explains that he holdshimself to high standards. Likewise, Tran believes that whatever he posts needs to reflect his “selfstandards.”

This sense of awareness is shared collectively; if Sangamalli is dissatisfied with a photo, he won’t post it, and won’t hesitate to take anything down at a moment’s notice.

However, slightly similar to Bassman, his posts are posted for himself.

“I don’t want to offend anyone on social media, but other than that I’ll post anything I like,” Sangamalli said. “I don’t believe that fear of judgement or anything like that should stop you from posting what you want. It’s your social media, your free expression, your creativity. It shouldn’t be limited by what other people think.”

Ultimately, Tran says that online platforms cannot replace socializing in real life. “[Instagram] might say a couple things about where a person has been and what they’ve done, but it’s not everything,” Tran said. “Nothing is going to replace a real faceto-face interaction or a conversation.” e

PHOTO ILLUSTRATION | TYLER CHO

FEATURES | SEPTEMBER 2018

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BUST A MOVE Examining the rise of popular dance trends

BY SARA ENTEZAR AND RUCHA SOMAN

W

ith a step and a spin, a jump or a shake, infectious dance crazes have worked their way into the mainstream.

Sweeping the feet of not only celebrities such as Odell Beckham Jr., Will Smith and Ciara, popular dances have also exhausted talk show hosts and — in an odd twist — been performed in presidential campaigns.

However, while Hillary Clinton’s dab on The Ellen Show racked over 1.7 million views on Facebook and Odell Beckham Jr.’s Shiggy Challenge is approaching 10 million views on Instagram, many of the contagious dance moves that spread through social media platforms stem from humble beginnings.

“IT’S FUN TO BE AT THE YMCA” “YMCA” was released in 1978 by the Village People, an American disco group with the popular song featured on its third studio album “Cruisin’,” and soared to the top of music charts in both the United States and the United Kingdom. The hit single held a catchy tune and rhythmic structure, but it’s actually a song about the virtues of the Young Men’s Christian Association and was commonly dictated as a celebration of the organization’s hook-up popularity for gay men, according to The Spin.

Yet, the song retains its success to this day; many sporting events continue to run the track as excited crowds sing along, disregarding the controversial and explicit message that was originally interpreted.

What seems to create the uproar among event-goers had not been so much the song itself, but rather the simple choreography that went with it, adapted shortly after the song’s success.

“The kids from Dick Clark’s ‘American Bandstand’ actually started the hand motions because we weren’t smart enough to come up with that,” singer Ray Simpson of Village People said in an interview on Oprah Winfrey’s “Where are They Now?” “We decided that was good, let’s put it in the show.”

The rest was history. As “YMCA” topped the charts in the late 1970s, its unprecedented dance routine became ingrained in American culture, along with other popular dance-along songs that followed. Contrasting “YMCA” as the moves for the dance were adapted for the dance were adapted alongside the song’s production, the Spanish dance song “Macarena” appeared on Los del Rio’s

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1993 album “A mí me gusta,” exploding opening the doors on international charts, rousing weddings, for many dances sporting events and parties ever since. The to be accessible dance is featured in their music video, with a and go viral. Soulja number of young women bouncing along to Boy, who made the 10 moves that make up the choreography. The Superman an Dance teacher Dasha Plaza explains that international furor, dance moves accompanying popular tracks attributed his fame to are nothing new. Plaza recalls some of the the Internet after he posted most memorable hits from the 80s, 90s and the music video for “Crank early 2000s, reminiscing on the viral hits that That” on YouTube. animated national television decades back.

“I was the first rapper to get “Anywhere from Michael Jackson to line signed strictly off the Internet, the dancing and the Macarena — [those dances first to sell millions of copies of music went] viral, but not so much [because of] that I’d already uploaded for free,” Soulja the Internet, but because of [other] media,” Boy told L.A. Weekly a decade after the Plaza said. “Before, it was MTV [that] was release of “Crank That.” big, so I think that’s how it was shared Soulja Boy reflects on how social media [during those years]; that’s how I learned has affected the music and dance industry, [them].” especially for Dance-along songs have u p - a n d - c o m i ng ANYWHERE FROM MICHAEL artists. yet to skip a beat since, JACKSON TO LINE DANCING stirring up the youth with The “I have major AND THE MACARENA — label meetings Superman of 2007, Stanky [THOSE DANCES WENT] and they tell me Leg of 2009, The Dougie of VIRAL, BUT NOT SO that the blueprint 2010 and dozens more in the MUCH [BECAUSE OF] THE for new artists is last decade. As the dance INTERNET, BUT BECAUSE the one I wrote,” moves paired with “YMCA.” OF [OTHER] MEDIA, HOW Soulja Boy said. took the nation by storm in an IT WAS SHARED [DURING “They need to be incidental ascendancy, other THOSE YEARS]; THAT’S HOW heavy on Twitter, dances had their fair share of I LEARNED [THEM]. unrecognizable intimacy; the Fa c e b o o k , dances arose from an inside Instagram, joke among friends to later DANCE TEACHER DASHA PLAZA Snapchat. When I gain worldwide recognition. came out nobody was doing YouTube videos or video blogs; now everyone does.”

GET OUT OF THE CAR AND DANCE A recent dance craze, created by comedian An upsurge of media outlets introduced Shiggy and popularized by football player in the early and mid 2010s enticed Millenials Odell Beckham Jr. via Instagram, has served to shift their sources of entertainment away as a model for where viral dance moves are from cable television, including the then- headed. “Do The Shiggy,” as Beckham Jr. popular MTV. The media network, popular dubbed it, is a short choreographed jig that for spreading then-hit dance moves via is performed alongside Drake’s “In My music videos, had a 34 percent decline in Feelings.” The dance has also been dubbed viewership from 2013 to 2015, according to by many social media users as the “In My Nielsen studies.

Feelings Challenge” or “Kiki Challenge.”

Social media continues to dominate The dance includes getting out of Internet landscapes: 78 percent of 18- to a vehicle, usually while still in transit, 24-year-olds use Snapchat, 71 percent and performing the boisterous moves. It Instagram and 45 percent Twitter, according had caught the attention of Drake, who to 2018 Pew Research Center reports. attributes the song’s success to Shiggy Through the extensive influence of these and paid homage to the moves, featuring networks, viral dances shimmy their way Shiggy and the dance in the official music into parties and events around the nation. video for “In My Feelings.” The hashtag YouTube was founded in 2004 by Chad #inmyfeelingschallenge has over 600,000 Hurley, Steve Chen and Jawed Karim, posts on Instagram and continues to grow as

THE NEW REALITY

The MVHS community decided to join in on the #inmyfeelingschallenge, using its popularity as a promotional opportunity.

MV Bhangra recycled the challenge, fusing the original challenge’s music and movements with traditional Bhangra as a way to promote their club online.

Senior and Bhangra captain Priya Gundavajhala explains how using a viral challenge abetted their advertising; the video had more than a 1,000 views on junior and captain Ishani Singh’s

Facebook post. Gundavajhala viewed social media as the most promising platform for the promotional video to be accessed by a large majority of people, as many MVHS students frequent social media. Bhangra had to work quickly to produce the video.

“We wanted to kind of jump on that train before [it died] and we wanted to give our best shot at [promoting] this team,” Gundavajhala said. “We wanted to do something different than the usual promo that dance teams do.”

The trends were not only seen at MVHS while advertising clubs, but also at school dances. Students who attended the Welcome Back Dance relived older viral dances, moving along to the well-versed choreographies of Beyonce’s “All The Single Ladies (Put a Ring on It),” Flo Rida’s “Low” and Soulja Boy’s “Crank That.” When the songs played, the dancers could be seen pointing at their ring fingers, squatting down and doing the signature Soulja Boy Superman. Although the songs’ peaks were over a decade old, the dances had retained their iconic reputations.

Dance and pop culture references can also be seen in MVHS’s choir programs.

Choral director Shari Summers reflects on her previous experimental motions, some of which take inspiration from iconic viral dances, such as incorporating hand motions from the Macarena. More modern viral dances, including the dab, which originated from Georgia’s hip-hop scene in 2015, have also been incorporated by students.

“Sometimes they’ll throw in something [relating to pop culture] trying to be a funny novelty, like the dab thing,” Summers said.

Plaza, who incorporates viral dances such as the Shoot and Flossing in her own studio, has witnessed just how influential social media has been for viral dance moves beyond just her dance team. A couple of her friends, she mentions, have been able to get their big break from a viral dance they posted on social media.

“So they started posting their stuff online and [began as a] regular, unknown Bay Area artist,” Plaza said. “One of them choreographed for J Lo’s Vegas show. Another one is teaching all over internationally at every dance convention.

And that’s just because it was the thing of the Internet.”

As students continue to incorporate viral dance trends in their choreographies and dance culture, platforms for sharing them have only increased in accessibility. What was once modeled after a four-letter dance choreography has since evolved into unique renditions of viral moves. e

A&E

social media stars and Instagram users get out of their cars to dance along.

PHOTO | RUCHA SOMAN

A & E | SEPTEMBER 2018

27

WHAT’S THE TEA? Twitter slang as explained by students

BY RUTH FENG

‘TEA’

Junior Maya Tate has had a Twitter account for a year, where she has seen slang emerge such as “wig, tea, memes and appropriated slang.” Tate believes a lot of these words originated from the black community and that it’s become especially appropriated within the white queer community, saying “people need to be aware of where it comes from.” Since Tate doesn’t like to use this slang, she hesitantly defined ‘tea’ as, “spill the tea, basically, give us the details, the gossip.”

‘SNATCHED’

Senior Heta Joshi is part of the vibrant and influential K-pop community on Twitter. Her top three groups are BTS, LOONA and NCT. She remembers when American boy group fandoms like Five Seconds of Summer and One Direction took Twitter by storm in late 2016, when internet slang started gaining momentum. Joshi defines ‘snatched’ as “when your ‘fave’ does something out of the ordinary or something special and you’re like, ‘oh, I don’t have any hair on my head anymore.’” Basically, someone’s actions surprised you so much that they have snatched your full attention.

‘SLAY’

Freshman Sahil Goel does not use any social media. However, he has heard internet slang being used in real life. On several occasions, he has heard his sister say “you gotta slay harder than that,” which he explains is something you would say just for fun, without any significant meaning. However, Urban Dictionary defines the more widely accepted definition of this word as “killed it, succeeded in something amazing.”

A

round 6,000 tweets are sent out per second, 350,000 tweets per minute and 500 million tweets per day. From Jimmy Kimmel’s “Mean Tweets” segment to updates being launched at the speed of light during presidential debates, it’s inevitable that slang would emerge from this fast-paced form of social media. Linguists argue that social media is changing the way people speak, birthing more “acronyms, abbreviations and neologisms” that allow for an informal, casual expression of their thoughts.

Social media is fast-paced and confusing, so students tried their best to break it down with context. After all, you are limited to 280 characters.

PHOTO ILLUSTRATION | RUTH FENG

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‘SNAPPED’

Sophomore Pallavi Srinivas follows the entire cast of Stranger Things, Youtube stars James Charles and Jeffree Star. Srinivas and her friends often say “sister snapped,” a term she believes was made popular by James Charles. Srinivas defines ‘snapped’ as “shook, finding out something that’s shocking.” When Srinivas hears about something big that happened to someone, her friends will say “sister snapped.”

‘SISTER’

Sophomore Viha Srinivas checks Instagram around 20 times a day, usually checking up on Youtube star James Charles. Srinivas also watches other Youtube personalities such as the Dolan twins and Emma Chamberlain.

Srinivas defines ‘sister’ as, “if I call her sister, [she’s] someone who’s really close to me, a friend.”

Splash of Green Recipes to make using avocados this fall

BY ROBERT LIU

A

s a year-round staple in California, avocados are a fruit that can serve a variety of purposes. Not only do they add a pleasant, creamy kick to any recipe, avocados also boast high concentrations of minerals, vitamins and antioxidants, making them a healthy addition.

Here are a few ways to make the most of this fruit.

Smoothie

Ice Cream

Avocado Cheesecake

After a hot day, this refreshing smoothie powerhouse can be ready in minutes. Not only is it rich in flavor, but the various vitamins and myriad of health benefits associated with avocados can also combat dry skin and increase fiber concentrations.

Avocados can present a simple yet enjoyable take on the classic dessert by providing a creamy, luscious taste. Rich in health benefits, enjoying this dish can boost your body’s vitamin and mineral concentration.

Mixing the perfect cream for a cake may seem complicated for some, but this no-bake avocado cheesecake recipe can simplify making such a dessert. Cheesecake provides a perfect medium between a cake and pie; the rich, creamy cheese mixture and hearty crust provide great imitation to a traditional cake. Make your own no-bake cheesecake with avocados.

Ingredients: 1 ripe avocado 1 banana 1 cup milk 1/2 cup Greek yogurt 3 tablespoons honey 8 ice cubes Recipe: 1) Halve the avocado, removing the pit and scooping out flesh.

2) Combine avocado flesh, banana, milk, yogurt, honey and ice cubes in a blender, pureeing until smooth.

3) Enjoy afterwards or refrigerate until consumption.

SOURCE | MINIMALISTBAKER.COM

Ingredients: 3 ripe avocados 1 tablespoon of lemon juice 1 1/2 cups of whole milk 1/2 cup sugar 1 cup heavy cream Recipe: 1) Cut the avocados in half, remove pits and scoop out the flesh.

2) Place avocado, lemon juice, milk and sugar in a blender and puree on high speed for about two minutes, until smooth.

3) Reduce blender speed to low and slowly add in 1 cup of heavy cream. Continue blending until all the cream has been incorporated.

4) Remove mixture from blender and freeze in an airtight container for four to six hours, until it reaches 40 degrees Fahrenheit.

5) Remove from freezer and enjoy.

SOURCE | ALTONBROWN.COM

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IL

ST LU

ON TI RA

ER OB |R

IU

Ingredients: 3 ripe avocados 12 ounces cream cheese 3/4 cup white sugar 1 1/2 cups heavy cream 1/2 cup lime juice 1 1/2 tablespoons of lime zest 1 1/2 cups graham cracker crumbs 1/4 cup granulated white sugar 4 tablespoons melted butter Recipe: 1) Combine graham cracker crumbs, 1/4 cup of sugar and butter in a bowl. Mix until all the ingredients are evenly combined.

2) Pour crumb mixture into the bottom of a nine-inch cake pan, then press to compact the crumbs so that it becomes a solid crust.

Refrigerate crust for at least one hour prior to pouring in filling.

3) In a large bowl, using a hand mixer, beat cream cheese, sugar and a pinch of salt until smooth and fluffy, three minutes. Add avocados and beat until smooth.

4) Add heavy cream, lime juice and lime zest. Beat for two to three minutes more, until stiff peaks form.

5) Transfer filling to cooled pie crust and garnish with lime zest. Freeze for 4 to 5 hours, until solid, then enjoy after removing from freezer.

SOURCE | DELISH.COM

ILLUSTRATION | ROBERT LIU

A & E | SEPTEMBER 2018

29

A FOREIGN MELODY MVHS world language teachers explain their reasons for using songs to teach

BY ALYSSA HUI AND JAHAN RAZAVI

“

ILLUST R

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AT ION | JA

H A N RA

EL ESTOQUE | SEPTEMBER 2018

Z AV I

Q

ue Vida La Mia.” “La vie du bon côté.” “Ai wo bie zou.” These are just a sample of songs that can be heard through the walls of world language classrooms. Despite the differences between the languages, one thing they share is music.

Many language teachers teach their students different songs in order to help them learn the language and connect with the culture.

According to Spanish teacher Molly Guadiamos, using songs in the classroom can help with many different aspects of learning a language. The meaning of the song can be interpreted, helping with grammar and vocabulary. It can also help students learn the language in a more native fashion.

“We can go over the meaning of the song, so we can have them take something that’s authentic and figure out what it means,” Guadiamos said. “Songs also tend to use vocabulary or expressions that we haven’t learned in the classroom, so it’s a way to fill in some extra, more native [and] natural Spanish that the textbook didn’t present. It fills in some gaps on vo cabular y a n d usage.”

Junior Sonali Merch ia, currently in Spanish 4 Honors, agrees with Guadiamos.

She finds that when she sings along, she has better pronunciation and accent.

“When you sing, because you’re singing along to someone else who’s actually singing, it forces you to use or attempt to mimic their accent or their style of speaking,” Merchia said. “We speak differently than native speakers.”

French teacher Sarah Finck describes how music can solidify the accent since music is more memorable.

“It’s really a great way to solidify accent, to hear the rhythm of the language and

to have to mimic the way the singers are singing,” Finck said. “Music sticks in your head, so I have students who semesters or years later will say, ‘Oh I remember that expression from a song we did three years ago.’”

While singing songs can help with pronunciation in languages like Spanish and French, Chinese teacher I-Chu Chang explains that in languages like Chinese, which uses different tones, music isn’t the best way to help with pronunciation.

“Chinese is a tone language – we have four tones, neutral tones,” Chang said.

“When we sing it kinda goes with the melody, so it doesn’t really help with tones.

Maybe to some degree but not necessarily in Chinese language. Especially [since] we focus on tones and you don’t get to hear the difference between tones when we sing.”

Despite not helping much with pronunciation, music can still provide other types of aid when learning Chinese. She also explains how if students become interested in the songs, they are more encouraged to learn more.

“I usually pick songs with lyrics that contain the vocabulary or the grammar structure we learn in the class,” Chang said.

“That’s number one because there are so many songs, some of the Chinese songs are too difficult for our students to learn, so for the songs I pick, I think that’s going to help them for sure. Also, even for the songs that are difficult, if they are interested, they will try to figure out the meaning of the song.”

For instance, Chang also recalls when some of her students liked listening to a certain artist and bought their album.

Although they didn’t know everything the artist was singing, they were willing to figure out the meaning.

However, this is not the main reason Chang uses music in class. She points out that music can help students continue their interest in the language long after taking the class. Specifically, if a student likes a certain style of music, then he or she will continue listening and hopefully learn more beyond high school. This is why when picking what songs to play in class, Chang selects different artists and styles of music.

“I think if I can get them interested in learning Chinese songs it’ll become lifelong learning for them,” Chang said. “When I introduce songs, I try to bring in different [types of songs] so hopefully everyone will like a singer or a particular style and they

will continue finding the music. Even if they said. “Bringing them in just adds another leave our program, they will hopefully get to aspect.” continue listening to the music and at least Finck also notices this and describes maintain their chinese to some degree.” how music can be a nice break between Guadiamos agrees that music can get serious vocabulary and grammar activities, the students more interested in the music allowing students to have some fun. In beyond learning the language. She believes fact, to keep things exciting, Finck has little that music can help students connect with competitions between classes to motivate the culture. For example, if students are her students to improve their pronunciation. visiting a different country, they’re reminded “When I have multiple sections of one of the songs they learned in class. level, ... I have a playful competition of how “Music is a huge part well each class of any culture, and latin sings, volume culture music is very and mastery big,” Guadiamos said. “I of the words,” think it’s great to have Finck said. “Of our students listening course, there are to the same song that some parts that Latino kids might be are fast, but it’s a listening to. Then they non-threatening have that in common. Or way, I think, if they’re travelling and to get them all it’s something they might to engage in hear. I think kids make a something like lot of connections.” that.”

In fact, Chang Merchia feels JUNIOR SONALI MERCHIA describes her past the same way, students who had explaining that experiences after high she feels no school, where songs allowed them to pressure to get things right. resonate with the culture.

“It’s nice to listen to a song where there’s “Until today, I receive emails from old no pressure, the person’s not going to ask students saying ‘Hey, I went to China’ or ‘I you for anything,” Merchia said. “If you went to Taiwan last week. I had a business trip and people took me to karaoke,’” Chang said. “‘And then I sang the song you taught me and they were impressed.’”

Many students listen to music they learned in their language classes for pleasure, according to Guadiamos. She recalls a student who had attended concert because she had played a song from that group in class. Guadiamos also remembers a parent who talked to her during a back to school night.

“I had one mom come to tell me, because I talked about using music in class, she said her son still, even though he’s not taking Spanish right now, listens to music in Spanish and sings along with them,” Guadiamos said.

According to Finck, today’s technology makes learning with music outside of the language class easier.

“Now, with all the streaming services, I know that a lot of students pick the song that we have and find a lot of other associated [songs],” Finck said. “I think that some students get even more into that, even after they stopped taking the language, they [can] keep listening.”

Aside from getting students more interested in the language and culture, Guadiamos explains how music brings another element into the classroom, rather than just using the textbook or workbook.

“The enjoyment level with music is better than a conversation or dialogue, since we do a lot of those in the textbook,” Guadiamos

IT’S NICE TO LISTEN TO A SONG WHERE THERE’S NO PRESSURE, THE PERSON’S NOT GOING TO ASK YOU FOR ANYTHING. IF YOU HAVE LYRICS IN FRONT OF YOU, YOU CAN JUST TRY IT, AND IF YOU FAIL, NO ONE REALLY CARES BECAUSE IT’S DIFFICULT.

have lyrics in front of you, you can just try it, and if you fail, no one really cares because it’s difficult.”

Guadiamos agrees, noticing how students are often excited to learn new songs. According to a survey of 370 students, 68 percent like learning songs in their language classes.

“The bottom line is students really enjoy it,” Guadiamos said. “Once they’ve gone through the song, know what it means, learn pronunciation and practice with that, they sing along. That’s also a good stress reliever [...] and brings the class a little alive. Usually, the students look forward to the music.”

Overall, Finck feels that music can bring out different people, be a fun stress reliever and bring the class to life.

“I hope that it’s a little relaxing and it gets [everybody] engaged and everyone’s voice is heard, but it’s different because it’s not their ideas, they’re just singing along,” Finck said. “The music can sweep you up into the language and the culture.” e

What’s your opinion on language teachers using music in the classroom?

31% Strongly Like 37% Like 29% No Opinion 1% Dislike 2% Strongly Dislike

According to a poll of 374 students.

A & E | SEPTEMBER 2018

31

DEAR FEMINISM, A letter to my fierce friend

BY LAKSHANYAA GANESH

I

remember the first time we met like it was yesterday, only I didn’t know your name or what you stood for at the time.

I apologize on behalf of my third grade self, as I wasn’t (and still am not) the most observant person. I do remember sitting in class, happily reading in the corner, when this boy came and sat near me. Now, I would’ve rather eaten brussel sprouts with every meal for the rest of my life than initiate a conversation. Yet curiosity got the best of me, as I caught him picking up “Junie B Jones and The Stupid Smelly Bus” out of the corner of my eye.

My momentary hesitation and fear of human contact vanished as I got up to sit next to him. Before I could say anything, he quickly stuffed the book back into the bookshelf as his so-called “friends” approached. I remember them sauntering towards us in V formation, in all their 8-yearold glory. His attempt at hiding his love for what I then considered classic literature was in vain, because the leader of their pack was quick to point and laugh, urging all of his goons to join in.

“Look! He’s reading a GIRL book!” he exclaimed, and my soon-to-be friend looked down at his hands and picked at his skin in shame.

I remember a peculiar feeling of rage creeping up from the pit of my stomach and intertwining itself in my ribcage. The way that boy said “girl” like it was akin to profanity, made me feel

ILLUSTRATION | OISHEE MISRA

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EL ESTOQUE | SEPTEMBER 2018

disgusting. It was the first time I’d felt that feeling, but it certainly wouldn’t be the last.

It forced me to clench my skirt in my fists as I slowly got up to face the group.

“There is No. Such. Thing. As a GIRL’S BOOK!” I bellowed, with a lot more strength in my tiny 4’3” body than I expected. I didn’t know it at the time, but I realize now that you were the one that gave me that strength.

You stood by me and gave me a voice I could use to fight for what I believed in.

As the years went on, I wrapped myself in your embrace again and again. You came to me in various different forms, some more sparkly and shiny than others.

You were embodied in the fictional characters I looked up to — Hermione Granger, Annabeth Chase, Katniss Everdeen — the classic females on screen and paper that showed me and my female peers that we didn’t have to be the dainty, agreeable princesses that needed to be rescued all the time. They showed us it was okay to be messy, loud, smart, controversial and selfreliant.

You were embodied in the women on TV who stood up for their rights and equality against all odds. Women like Malala Yousafzai, who was shot to be silenced but instead rose up and fought 10 times harder for the right to an education for all women. Women like Emma Watson, who didn’t just teach girls that they could be smart, beautiful, kind and outspoken by playing Hermione in the Harry Potter films, but also through her avid activism in her projects outside the movie theater. Women like Rowan Blanchard, someone who’s 16 with a platform that reaches millions, who isn’t afraid to speak about sexual identity and intersectional equality and

topics that adults claim we’re “too young” to have an opinion on.

You were embodied in the women of our history books, through Susan B. Anthony and Joan of Arc and Indira Gandhi and tons of other women who’ve paved the way for the world we live in.

Yo u ’ v e inspired so many people and have created so much positive change, but I still need to acknowledge the darker side LAKSHANYAA GANESH of you. There have been, and still are, many people who’ve fought for the wrong things in your name. Your name stirs up a lot of controversy and shame, for reasons that all boil down to one thing: People think you’re overrated. They think you’ve been changed and morphed into something ugly, something not worth fighting for. People, men and women alike, claim they don’t need you because we now live in a world where the fight for equality isn’t necessary anymore. They think people who fight in your name, especially people like me who are privileged and live in first world countries, are making a big deal out of nothing.

At one point, I was one of those people.

The only ideals relating to you that I was exposed to were ideals promoting misandry over equality, encouraging the invalidation and degradation of men. I saw “feminist culture” as a culture that promoted immodesty and glorified the sex industry, while disregarding women of color, queer and trans women and women of any other minority group.

Thankfully, now I’m able to acknowledge the ugly sides of you and still call myself a proud feminist. I’m able to promote ideas of equity and equality for all, regardless of race, gender or sexual identity. Your name, to me, means “the radical notion that women are people,” as so eloquently phrased by activist Cheris Kramarae. You’ve helped me realize that my gender doesn’t define or dictate any roles that I need to play in society, and you give me the strength I need to use my voice to fight passionately for what I believe in. For that, I need you, I thank you, I love you.

Love, Lakshanyaa e

LOVE, LAKSHANYAA

LESLIE LIGIER

BY ANISH VASUDEVAN

SPORTS

ATHLETE OF THE MONTH

L

4 6-3 3

eading the charge of MVHS girls tennis is senior Leslie Ligier, who has been the top singles player on the varsity team for the past four years. At age 12, Ligier started competing in tournaments, and later realized the opportunity to become a college athlete. Ligier has participated in the Donovan showcase, which is a tournament with the nation’s college bound players in both Southern California and Philadelphia. To learn more about Ligier’s journey to playing college tennis read the article on page 3637.

YEARS ON VARSITY

SEASON RECORD

STAR RECRUIT PHOTO BY TABITHA MENDEZ

SPORTS | SEPTEMBER 2018

33

AROUND THE WORLD A look into athletes who travelled throughout the country and world for summer competitions

BY ANISH VASUDEVAN AND RAJAS HABBU

F

or some MVHS athletes, the season is not enough. For others, the school doesn’t offer the sport they play. Athletes combat these barriers by participating in camps and competitions during summer break to experience new cultures, compete at higher levels and potentially increase their rank in the country.

RIDING ALL THE WAY TO SOUTH KOREA JUNIOR AIDAN MCNEIL Junior Aidan McNeil has been biking and competing in triathlons for more than half his life. He takes after his parents, his mom being a triathlete, and his dad a professional cyclist. After years of practice, McNeil was finally able to showcase his skill and prove that he is ready for higher competition.

At the age of six, McNeil ran his first triathlon — Silicon Valley Kids Triathlon at Deanza college. Since McNeil did not have a liking for the running and swimming portions of the race, he decided to try bike racing and has been going to competitions around the country and globe ever since.

Fast forward to 2017, through selection races across the country including ones in Arizona and New Mexico, McNeil climbed his way onto the USA cycling 15-16 national team. Last year, the team invited McNeil to participates in their European tour where they competed in countries like the Netherlands, Germany and Belgium.

McNeil was invited this year to the South Korea tour which took place from August 31 to September 4. Teams ranged from France and Finland to Kazakhstan.

“We stayed on the same floor as the French and Dutch team,” McNeil said. “Even though we all don’t speak the same language, you can still kind of communicate and have fun.”

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EL ESTOQUE | SEPTEMBER 2018

FIGHTING THROUGH THE COMPETITION FRESHMAN TRINAV CHAUDHARI Freshman Trinav Chaudhuri embraced the pressure participating in a karate competition in Rio De Janeiro, Brazil. Five judges watching his every move. Representing his country on the world stage.

From sparring to showcasing weapons, karate requires a unique set of skills. Starting at age four, Chaudhari quickly made his way to the top of the sport. At age 11, Chaudhari had earned his black belt and started getting into competitions at his dojo.

“The dojo I went to had a competition team which my brother was on and my mom would just take me with him,” Chaudhari said. “I joined the team and started winning a lot more, so I started going to other competitions outside that dojo.”

To qualify for the competition in Brazil, Chaudhari had to go through a round of regional and national competitions. Chaudhari won regionals in Yuba City and then headed to Reno for nationals in July. At nationals, Chaudhari competed in the 14-15 age division. To guarantee a spot in the international competition, Chaudhari had to place in the top two. He placed second and headed to Brazil in late August, but was unable to medal in Rio.

ONTO THE NEXT LEVEL SENIOR GAUTHAM DASARI Going into last summer, senior Gautham Dasari had a championship win on his back. The MVHS boys volleyball team had just won the NorCal championships, beating Clovis High School in five sets and being the first to do it at MVHS. Dasari saw this win as a stepping stone in his career and hoped that it would further his chances of playing in college. He would later go to a university in Boston for an invitational camp.

“When I contacted the coach, he basically told me to go to the camp as an opportunity just for him to see me play,” Dasari said. “It’s also a learning experience because they’re college coaches, and they can teach a lot of skills.”

Dasari plays competitive volleyball at Mountain View Volleyball Club which is considered to be one of the top clubs in the nation. Competitive club teams all over the nation partake in a national tournament, known as Junior Olympics. At this tournament, many college coaches are seen scouting players.

“[At] nationals [there are] a lot of games going on with your team that they can’t really individually analyze [how] you’re playing,” Dasari said.

“By me going to the camp, I guess it allows coaches not just from [the camp], [but] from other schools who attend that camp to help out to get a good understanding of how I play.”

With new skills and techniques taught by other coaches, Dasari was able to get a feel of what playing college volleyball may look like.

“I was able to experiment and try to implement those techniques into my game” Dasari said.“[I] learned a lot of techniques

OVER THE BOUNDARY FRESHMAN KESHAV BALAJI Every weekend next to the Cupertino Library, adults and children notice the same display of bright white clothing scattered around the field adjacent to the parking lot. On this field, kids like freshmen Keshav Balaji play cricket for California Cricket Academy (CCA) as their parents eagerly watch on the side.

“I was three when I learned how to play cricket and I used to go around the house with a plastic bat and ball just for fun,” Balaji said.

“When I was six my dad took me to the CCA summer camp and I loved it and I continued playing since then.”

After that summer camp, Balaji became a full member of the academy and it opened opportunities to play outside of the library. Each year the U.S. sends one cricket team composed of kids under 14 to England to compete in exhibition matches against their best clubs.

Two years ago, Balaji joined them on a trip to Taunton, a city in Southwestern England.

“We went to England twice for the international competition there,” Balaji said. “[We participated in] the intercounty championships in Taunton. We had six matches there, part of two tournaments.”

Through travelling and living with his teammates for long times on end, Balaji got closer with his them and recalls his experiences with them.

“Other than touring Lord’s (a famous cricket ground), we just roamed around London, in Piccadilly, before the start of the tournament,” Balaji said. “We learnt a lot about appreciating our teammates and encouraging them if things didn’t go their way during the matches.”

Balaji’s team won all six matches and got first place in the competition. Even though Balaji has stopped playing cricket, CCA continues to make the trip every year testing themselves against the world’s best. e

from a different coaches perspective.”

SPORTS | SEPTEMBER 2018 35

W

FROM MATADOR TO RECRUIT Sports serve as an alternative avenue to get into college

BY RANA AGHABABAZADEH AND JULIA YANG

PHOTO COURTESY OF ALLISON MORGAN

A

s college application season dawns on the class of 2019, many hopeful students wonder if they’ve satisfied the admissions offices of their favorite schools. Students scramble to excel on their standardized tests and bring up their GPA. But what many don’t know is that there’s an alternative for getting into college, and that’s just what some MVHS athletes are doing.

At the age of 12, senior Leslie Ligier started playing competitive tennis, crediting her ability to succeed now to the work she put in when she was younger. Later, however, around the age of 15, she started to consider the possibility of playing tennis in college.

The idea didn’t excite her at first. In fact, she almost felt pressured.

But Ligier’s mindset shifted, and she found ways to combat the stress of becoming a college athlete.

“Working out a lot more and exercising really helped relieve my stress,” Ligier said.

“Then after all that work, I started consulting coaches, and that’s where I am today.”

Ligier is currently working to get recruited by a Division I or Division III school. For tennis, the process begins sophomore year, unlike some other sports which start later.

Players can contact coaches, but coaches don’t contact players until their junior year.

According to Ligier, the earlier stages of the process involves making a name for yourself.

Later on, recruiters come to watch matches.

Ligier has played in the Donovan Showcase in both Philadelphia and Southern California in December 2017 and July 2018,

36

EL ESTOQUE | SEPTEMBER 2018

respectively. There, she was able to meet and connect with coaches from several universities.

“After that, you really start to create a bond with the coaches, and you start to feel which ones you kind of connect with more,” Ligier said.

As for what kind of college environment Ligier is looking for, she has visited various colleges and contacted coaches there. After visiting schools like Swarthmore College, a small, private liberal arts school, and schools like UC Irvine, a big, public research university, Ligier says she wants to attend a school in between.

“I realized that somewhere in the middle would be the best for me and I’m looking for colleges that have LESLIE LIGIER like resources that can help me as well,” Ligier said. “Like students who are not only competitive, but are also willing to work hard and make you better too.”

For other sports such as swimming, the college recruitment process begins junior year. As a varsity swimmer since her freshman year, junior Bianca Yongyuth has also been looking to get recruited.

From a young age, Yongyuth swam competitively. She admits that when she was

little, the incentive to win came along with the prizes, such as ribbons or cookies. But soon the discussion of blue ribbons versus red ended, and she started to hear coaches and parents talk about the potential of playing sports in college. She then started her path to getting recruited.

Though she took a brief interest in Division III schools, Yongyuth says that she hopes to swim for a Division I school along the coasts. Due to changes in the swimming recruiting policy as of April 2018, Yongyuth can start flying out to colleges for visits now, as a junior. These visits involve staying with players, meeting the team and touring campus.

“I talked to a [Division III] coach at UChicago, and I was really interested in that college, but then I realized I’d rather swim for [Division I],” Yongyuth said. “I also think I would really like to stay around any coast, California or Texas, or the East Coast ... I would really like to be around water.”

In order to get players like Ligier or Yongyuth recruited, college coaches often communicate with the coach of the high school team.

Boys varsity volleyball head coach Paul Chiu is coming up on his ninth year of coaching the team. Over these years, four

YOU REALLY START TO CREATE A BOND WITH THE COACHES, AND YOU START TO FEEL WHICH ONES YOU KIND OF CONNECT WITH MORE.

former MVHS players, as well as Chiu’s son, have been recruited by colleges.

Chiu’s approach to helping his athletes with the recruitment process goes in steps.

“My first job is making sure the athlete is matched up, and I try to help them match up with what they want to study and where they want to go to school and I make sure that they have that identified first,” Chiu said.

The team has all their games recorded, letting players create their own highlight reels to send to colleges, which is informative to coaches when looking for players for their team. But Chiu admits that skill is only part of getting recruited.

“They want good character kids, so skill [is important], and then for schools such as NYU, you need the brains so that you’re academically eligible as well and they want kids who are comfortable and who will work hard,” Chiu said. “They care about character quite a bit.”

Some colleges make a few exceptions if students have extreme skill that allow them to overlook character, but ultimately, they look for students who can be good teammates and have the right attitude.

“More often than not, a college coach will have a discussion with me about a player and I’ll be asked to write a letter of recommendation or support the player during the admission process,” Chiu said.

“And since I know some of the college coaches, sometimes I’ll have discussions with them and approach them to potentially promote the Monta Vista kids or have an indepth discussion with them about the kids.”

Chiu also describes the difference

between different divisions. Schools like NYU and MIT allow for more balance between being a student and an athlete, whereas other schools value the sport over academics, according to Chiu.

“If you play Division I college sports, it’s a job. The time requirement is year-round, there’s a lot more mandatory activities,” Chiu said. “Depending on the nature of the school, they will value the sport over academics.”

Although Yongyuth still has two school years left before graduating, she looks forward to swimming on a college team, especially because of what current college athletes have told her.

“They say the atmosphere is really amazing because everyone’s a team player and they’re really invested in each other,” Yongyuth said. “I know that the commitment is more [than high school], even during the season you also have to train outside with those people, but even though it’s so much commitment I do like how invested everyone is in each other.”

As for Ligier, who’s in her final year of high school, her hopes of playing tennis at a collegiate level inch nearer. She believes that the college experience offers an atmosphere that high school sports can’t match.

“I think I’m most excited for the team aspect of college tennis,” Ligier said. “Tennis is such an individual sport that it would be really amazing to surround myself with people who are super supportive of each other and push each other to be better rather than be surrounded by people trying to sabotage you like in junior tennis.” e

RECRUITING TIMELINE TENNIS & SWIMMING GRADE

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10

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11

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12

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research prospective schools build relationships with coach by making calls, sending letters, emails make unofficial visits follow-up with coaches invite coaches to matches narrow down schools list make unofficial visits follow-up with coaches make official visits (five maximum) apply to the schools sign and commit to a school and program

info from nspasports.org PHOTO | EL ESTOQUE

PHOTO | EL ESTOQUE

PHOTOS COURTESY OF BIANCA YONGYUTH

SPORTS | SEPTEMBER 2018

37

IDOL NO MORE

Why I wasn’t inspired when I met Roger Federer

I

thought meeting Roger Federer would change my life.

Roger Federer is considered by many to be the best tennis player of all time, holding the greatest number of Grand Slams for men and collecting 20 Majors in the Open Era, an era of tennis after 1968 when professionals could compete with amateurs in Grand Slams. He held the number one position in the world for the most amount of weeks on tour. And at the age of 37, when most athletes retire, he is still considered to be at the top of his game. He’s like the Michael Phelps of swimming, the Michael Jordan of basketball, or the Pele of soccer— everyone knows who he is — and he’s adored by fans for his humble attitude, poise and elegance on and off the court, as well as his recordbreaking achievements.

I was stuck in traffic when coming to school on a Wednesday morning, listening to my dad drone on about the news, when I heard a notification alert on my phone. It was my coach. The text read, “I need you to be a ball kid for Roger’s match on March 5th.

Can you make it?” I thought it was a joke.

I looked at the text for two solid minutes, sitting in s i l e n c e , mulling my thoughts before telling my dad. He responded with shock and amazement, shaking his head in disbelief.

The idea of meeting my idol seemed so unimaginable and insane that I was an emotional mess. I had watched Roger play for most of my life, witnessing his growth into one of the greatest. It was Roger’s shot making ability and cleverness on the court which initially captivated me. The way he played the game was like no other.

He invented tactics, like the SABR (Sneak

Attack By Roger), he defied his age, and his fearlessness on the court was a quality that I always admired about him. From that day, Jan. 31, 2018, to be specific, I started to dream about the endless possibilities of interacting with Roger Federer.

I thought being on the same court and breathing the same air as him would be a turning point in my tennis career, a memory that would motivate me every day to be a better athlete. I had always been captivated

by Roger’s elegance, by his focus and his composure. But truth be told, meeting Roger Federer was not as exciting as I thought.

I thought it would be life-changing. I really did. But somehow watching him play didn’t impress me as much as I thought it would.

The romanticized version of him washed away, and he was no longer untouchable.

The experience ruined Roger for me because I saw he was human. I saw him make mistakes I would make in a match. I thought Roger’s game had always embodied perfection and precision, but when I saw him play, I didn’t see I had believed that JAI UPARKAR that. meeting my role model would change my life for the better, making the experience something that would push me to achieve unimaginable motivation and success.

I’m not saying he isn’t good —he’s one of the best— but because I had idolized him for so long that the idea of him seemed impenetrable and

LESSONS FROM THE COURT

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EL ESTOQUE | SEPTEMBER 2018

seeing a kink in his armor was disappointing.

But nonetheless the experience was one of a lifetime and I still remember his dominating presence; he emitted this powerful aura of confidence and grace. I was intimidated just standing next to him.

While I came out of that match disappointed with my experience, I have never taken it for granted. His footwork was graceful and so elegant; it looked as if he was gliding on water. The placement of his shots and efficiency of his movement were so precise that he didn’t even break a sweat.

I still remember the SAP Center packed with tennis fans from all over the country to watch one of the greatest players of all time play. The stadium lights shining above Roger made him seem like an angel descending down from the heavens, while the crowd erupted with applause at every one of Roger’s movements. And here I was, next to him, next to my idol — wondering why I wasn’t feeling the same fervor.

Looking back at this experience six months later, I can still vividly picture it the emotions behind being a ball kid for Roger. Even though I was not inspired by my role model, my motivation for the game hasn’t stopped.

Exper iences like these on and off the court remind me that I don’t need to e depend on others to do well or be inspired. I can do that all by myself.

THE ROMANTICIZED VERSION OF HIM WASHED AWAY AND HE WAS NO LONGER UNTOUCHABLE.

SPOrTS FLASH Junior Ranya Pendyala pursues the ball on defense against a Leigh HS forward.

The Matadors lost 0-6 despite playing hard, and look to turn the tide this season after an 0-4 start.

Senior Cheto Vasquez scrambles to avoid Cupertino HS defenders in the annual Helmet game. The Matadors were defeated 42-15.

However, MVHS is currently ranked first in their league.

PHOTO | ANKIT GUPTA

PHOTO:| KAMYAR MORADI

++++++++W Senior Bill Deacon fights for the Kevin ball against a Junior Mathew Cupertino tips the ballHS overdefender. the net boysboys watervolleyball polo lost inWhile MVHS’ 4-3 against Cupertino HS, match against Bellarmine their is The currently CP on record March 3. team The team is currently is6-3. currently ranked seventh in their insecond the nation, with a league league and looking record of 9-1.to reach CCS.

PHOTO | RANA AGHABABAZADEH

PHOTO | ANKIT GUPTA

Sophomore Alyssa Junior Karina Wang Umino lobsa warmup the ball rallies during to up serve against against before her match Homestead HS. The Milpitas HS. This year, team lost 3-1, and are the MVHS badminton still has looking for their team maintained a first league of the winning recordwin of 10-0. season.

SPORTS | September 2018

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