Issue 3 - December 2025

THE PROSPECTOR

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NEWS OPINIONS

California Redistrict-

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ISSUE 3, 1, VOL 68 66 DEC. 2025

FEATURES

IN THIS ISSUE

news

SNAP Shutdown....................... 04 California Redistricting Referendum.............................. 06

opinions

Caged in the School System.... 08

22:

Pain or Performance?............... 10

features

Shruthi Gowrishankar................ 12 Jill Hirsh..................................... 14

investigations

sports

The Hidden Cost of College Applications.............................. 16

10: Pain or Performance?

The Hidden Cost of

16: College Applications The Power of Visualization......... 20 Athlete of the Month: Bailey Watson....................................... 22

lifestyles

Clicking Back: The Rise of Digital Cameras.................................... 24

postscript

A C(r)apy Christmas.................. 28 Finals Mind Breakdown............. 30

Tino Wrapped: Estimation Edition........................................ 30 Tino Wrapped:

FRONT COVER DESIGNED BY NIKHIL KRISHNASWAMY BACK COVER DESIGNED BY NIKHIL KRISHNASWAMY

30: Estimation Edition

THE PROSPECTOR

STAFF 2025-2026

editors-in-chief Amrita Brar Nitya Dhulipala managing editors Miya Widman Nikhil Krishnaswamy news editor Laura Chen opinions editor Ashley Qi features editors Celine Zhang Saba Sharifolnasabi investigations editor Madalina Zheng lifestyles editors Atrisa Rahgozar Katie Mak postscript editor Cathy Wu copy editors Angela Kim Ashley Qi Celine Zhang Laura Chen

sports editor Rebecca Wawda social media managers Chloe Choe Nimrit Gandhi online editors Angela Kim Atrisa Rahgozar Chloe Choe Mason Lien Nimrit Gandhi Saba Sharifolnasabi Zain Haseeb writers Alina Tie, Anderson Chang, Annika Bagga, Anuj Shah, Calista Fu, Cecilia Zhou, Chloe Han, Elaine Chen, Emily Chen, Hana Widman, Izumi Rubin, James Li, Kayla Lee, Netra Dsouza, Nishaant Sinha, Rola Ali, Sarah Kim, Sophia Yee, Srinika Joshi, Zoe Jerajani, Zoe Wang

advisor Ann Shriver-Peck Editorial Policy “The Prospector” is an open forum of expression for student editors to inform and educate their readers. It will not be reviewed by or restrained by school officials prior to publication or distribution. Advisors may and should coach and discuss content during the writing process.

The staff of “The Prospector” seeks to recognize individuals, events and ideas and bring news to the Cupertino community in an accurate, professional and unbiased manner. “The Prospector” will not avoid publishing a story solely on the basis of possible dissent or controversy.

If you believe an error has been made or wish to have your opinion expressed in “The Prospector,” please contact us via mail or email. Letters sent become the sole property of “The Prospector” and can be edited for length, clarity or accuracy.

“The Prospector” editorial board reserves the right to accept or reject any ad in accordance with its advertising policy.

Contact Us: chsprospector@gmail.com The Prospector 10100 Finch Avenue Cupertino, CA 95014

A LETTER FROM THE EDITORS-IN-CHIEF Dear readers, As finals approach and all students are collectively pushing to the finish line, we hope you can find a sense of comfort in the shared experiences that connect all of us on campus.

In these last few weeks of the semester, the pace slows just enough for The Prospector staffers to take stock of where we’ve been and where we’re headed.

In this issue, we reflect on both the highs and lows of the high school experience. On page 30, Laura Chen revisits first semester’s routines, highlights, and everyday challenges as we reach the school year’s halfway mark and look ahead to what’s next.

On page 4, Ashley Qi and Chloe Choe examine the SNAP Benefits Shutdown and its ripple effects within the Cupertino community, highlighting how national policy decisions shape local lived realities.

On page 24, Annika Bagga, Netra Dsouza, and Sarah Kim explore the resurgence of digital cameras and the nostalgia-fueled media culture shaping our generation, presented through a multimedia package.

As this semester comes to a close and a new year of learning, growth and discovery begins, we hope these stories offer you clarity and moments of reflection. Thank you for supporting The Prospector and for continuing to engage with the narratives our staff works hard to bring to life.

With love, Amrita Brar, Nitya Dhulipala, Miya Widman, Nikhil Krishnaswamy

NEWS

SNAP SHUTDOWN

How the government shutdown impacted SNAP, the supplemental nutrition assistance program, for families across the country ASHLEY QI, CHLOE CHOE

O

opinions editor | multimedia editor

4 | DESIGNED BY LAURA CHEN

n Nov. 1, 2025, Supplemental Nutrition Assistance Program benefits were halted for over 42 million Americans. SNAP, known as CalFresh in California, is a program that provides monthly food benefits to low-income households. While SNAP is federally administered, states are responsible for maintaining operations and issuing food assistance.

November SNAP

benefits were paused after the United States government entered a federal shutdown on Oct. 1, 2025 — a 43-day hiatus that marked the longest shutdown in the nation’s history. The shutdown was a result of congressional deadlock, meaning lawmakers were unable to reach an agreement regarding appropriation bills that allocate funding for federal agencies and programs. When appropriation bills have not been passed, Congress may pass continuing resolutions —- a temporary bill that resumes government funds until completion of regular appropriation acts. By the end of the U.S. government’s fiscal year

on Sept. 30, however, neither appropriation bills nor continuing resolutions had been passed. When this lack of authorized funding occurs, the government is forced into a shutdown. Following the beginning of the government shutdown, regular federal funding — that is, primarily health and human service programs including SNAP benefits — expired throughout the duration of the shutdown.

SNAP provides eligible households with an Electronic Benefits Transfer card. The EBT card acts as a debit card that individuals may use at authorized retailers to purchase food. During the 2024 fiscal year, SNAP served an average of 41.7 million people per month — approximately 12.3% of all U.S. residents. That same year, SNAP supported approximately 14% of California’s population, with state benefits totaling $12.22 billion.

On Oct. 10 — 10 days into the government shutdown — the United States Department of Agriculture directed states to hold off issuing November SNAP benefits due to insufficient funds.

In response, California and 24 other states filed a lawsuit against the Trump administration in an effort to force the use of emergency reserve funds to cover costs for food benefits.

Two federal courts ruled in the

boxes were made freely available for pickup to any affected families in the district.

On Nov. 10, the Senate passed H.R. 5371 — a bill that marked the end of the government shutd o w n .

A l s o known as the “Continuing Appropriations, A gric u ltu re , Legislative Branch, Military Construction and Veterans Affairs, and Extensions Act, 2026,” the H.R. 5371 bill provides continuing appropriations for numerous federal agencies through Jan. 30, 2026. With federal funding agreed upon, government services reopened after President Donald Trump approved the legislation on Nov. 12.

Following the signing of the FY26 Appropriations Act — a bill passed to fund government agencies and programs for the 2026 fiscal year — all November CalFresh benefits have been restored. Furthermore, the end of the government shutdown ensured the extension of full SNAP benefits through September 2026

TIMELINE OF SHUTDOWN Shutdown Begins.........Oct. 1 U.S government enters a shutdown due to a deadlock regarding funding Benefits Halted............Oct. 10 November SNAP benefits are scheduled to be held off States Sue.....................Oct. 28 States sue the Trump administration to urge the use of emergency reserve funds for food benefits Court rulings..............Oct. 31 Two federal courts rule in favor of the states Appeal is filed...............Nov. 6 The Trump administration files an appeal to keep payments frozen Administrative stay......Nov. 7 Supreme court issues a temporary stay Shutdown Ends..........Nov. 12 Government shutdown ends and SNAP funding is reinstated TOTAL

43 days

NEWS | 5

states’ favor, both finding that the federal government was mandated to make contingency funds available for SNAP. Gov. Gavin Newsom also deployed the California National Guard to support food distribution, and fast-tracked $80 million in state funds to go toward food banks.

Despite the federal courts’ rulings to continue SNAP funding, the Trump Administration filed an appeal on Nov. 6, asking that payments stay frozen while the government was shut down. The United States 1st Circuit Court of Appeals did not immediately issue a ruling on the motion. As a result, on Nov. 7, Supreme Court Justice Ketanji Brown Jackson issued an administrative stay — a temporary order that pauses enforcement of lower-court rulings while an appeals court deliberates. This stay lifted the deadline for the federal government to fund SNAP benefits in full. On Nov. 11, the Supreme Court then extended the administrative stay. On Nov. 13, however, the Trump Administration withdrew its appeal, as SNAP funding was reinstated with the end of the shutdown.

During the government shutdown, many CalFresh recipients were unable to satisfy their immediate needs, leading to a surge in demand for alternative options like local food banks during this period of uncertainty. Second Harvest of Silicon Valley led the effort to support the Santa Clara and San Mateo communities, providing food distribution sites throughout the area.

Fremont Union High School District also offered support for families affected by the apprehension surrounding SNAP benefits.

FUHSD Nutrition Services prepared grocery-style meal boxes, which contained both fresh produce and shelf-stable items. These

CALIFORNIA REDISTRICTING REFERENDUM Examining the impacts of Proposition 50, a measure that passed in the November special election, which redraws California’s congressional district map

6 | THE PROSPECTOR

MAP FROM CALIFORNIA SECRETARY OF STATE | Several regions, shown here on the existing congressional district map, that will be affected by Proposition 50’s redistricting: Sacramento Valley, Placer County, San Joaquin Valley, Riverside County, Orange County, Temecula Valley, east San Diego County

County Lines District Lines

HANA WIDMAN, KAYLA LEE

O writers

n Nov. 4, 2025, California residents voted in a special election to pass Proposition 50, a measure that will authorize changes to the state’s congressional district maps.

Proposition 50 was originally introduced to the California legislature on Aug. 18, 2025. This decision was influenced by Texas passing a new congressional map, which aimed to gain five Republican seats in the House of Representatives. California Gov. Gavin Newsom and other Democratic lawmakers proposed that California gerrymander its own congressional

were also spent on advertisements opposing the movement.

For some California voters, Proposition 50 presents an important political step, while for others, fair representation is at risk. According to statistics by CBS News, voters in support of Proposition 50 feel strongly that the change is an important step for California in response to redistricting in other states, especially the most recent Texas redistricting.

Those against Proposition 50 argue that the map drawings were conducted MAP FROM CALIFORNIA by an independent SECRETARY OF STATE | commission and took Proposed map of Calipower away from the fornia’s congressional people. Some also districts fear that the new separation of districts will cause a social divide among California’s cities and counties.

Proposition 50 brings many changes. As districts are redrawn, many residents may find themselves in a new congressional district, meaning they would be represented by a different member of Congress.

Proposition 50 will not have as much of an impact. successfully passed after the Nov. These maps would take effect in 4 special election, with approxi2026 and be used until the 2030 mately 64% of voters approving.

U.S. Census.

While some counties had clear Financially, the campaign sur- decisions, others were left with a rounding Proposition 50 is the most close vote. NBC Bay Area reported expensive in California’s history at that counties such as Santa Clara, approximately $200 million. Many Alameda and Santa Cruz showed residents were engaged in the strong support for Proposition 50, campaigning, donating hundreds with an average range of 70-80% of and thousands of dollars in support residents in those districts voting in of the proposition. Although this favor. Further inland and rural counproposition was widely supported ties, such as Fresno County and and well funded, tens of millions Lake County were more divided

NEWS | 7

districts in order to offset districting changes in Texas, leading to the creation of Proposition 50.

Typically, California’s congressional district maps are determined by the California Citizens Redistricting Commission, a state agency that draws the boundaries of California’s state legislative and U.S. congressional districts following the decennial census. However, this year, Proposition 50 authorizes legislation to draw new congressional district maps, replacing those that had been created by the CCRC. This proposition will cause the CCRC to divert from the standard 10-year redistricting cycle, since the newly drawn maps will take effect roughly halfway through the decade.

The new maps created for Prop-

osition 50 are targeting five Republican-held seats in Congress, as well as aiming to decrease competition in swing districts. The odds of Republicans being elected in each district will be lowered by the new map, because districts with a majority of right-leaning voters will be broken up. Parts of these former districts will be incorporated into far left-leaning districts on the new map, where Republican votes

OPINIONS

CAGED IN THE SCHOOL SYSTEM Exploring ways to make learning more engaging and relevant for students

A

lifestyles editor

8 | DESIGNED BY ASHLEY QI

s technology continues to progress and the job market rapidly evolves, a change in the education system is crucial, now more than ever. With an increase in artificial intelligence used in the learning process, as well as accessibility to technology, information has become significantly democratized.

This calls for a change — class time must be used more valuably to better prepare students for their futures.

With this in mind, courses should go beyond the required material and incorporate structured time to develop the soft skills that students will carry after high school.

The exchange of information is no longer as important, and the time spent in class must transition to incorporate more opportunities for students to exercise their skill sets and engage with one another.

Traditionally, courses are

structured with lectures, discussion, textbook readings and worksheets, with the aim of solidifying the concepts taught. Students often get caught up in the need to overload with content knowledge, simply for the sake of an upcoming test.

This only bene f i t s short-term, and not in the long run, as students often forget that information and how to apply it, ultimately losing out on the opportunity to build their skill sets.

With a repetitive structure, students tend to lose interest in the curriculum, as they begin to view it as a transac-

tional p r o cess — inputting content, memorizing it, and then regurgitating it — rather

than an opportunity to build the soft skills that will stay with them beyond the classroom.

“

BEING A LIFELONG LEARNER, IT MAKES THINGS MORE FUN; AND IT’S TRANSLATABLE TO ANY INDUSTRY OR MAJOR OR CLASS.

OLIVER YEH

“

KATIE MAK

However, this system should be modified, and schools must recognize the importance of building valuable skillsets to better prepare students facing rapidly changing workplaces. According to Forbes, 48% of college graduates felt unprepared to apply for entry-level positions in their fields. This can be traced back to the flaws in traditional learning, where specific content knowledge is emphasized, instead of applicable skills.

The essential skills that students must have in order to succeed in any environment, including school and workplaces, range from communication, problem-solving, empa-

thinking and problem-solving skills through trial and error. Hands-on learning also allows students to exercise collaboration and communication— when expressing their ideas, listening to others and discussing solutions.

T h i s type of learning creates memorable experiences when students get a chance to directly work with materials, solidifying connections between theoretical concepts and practical applications. This contrasts with students idly trying to focus on lecture

non-traditional.

after lecture, which fails to k e e p students actively engaged.

Schools must recognize the essential skill sets that students need to develop, and implement engaging opportunities within the curriculum that effectively incor-

Additionally, hands-on experiences and failure are vital in the process of developing and honing skills, as those lessons will truly stick. From exploring simulations to crafting models, students hone their critical

porate these skills. This shifts the focus from solely test scores and content to including real-world applications of knowl-

edge, preparing students beyond the classroom.

Establishing this skills-focused system does not solely require redesigning curriculum — it also requires teachers to foster growth-oriented environments where students feel at ease to take risks and make mistakes within their learning. For Yeh, he strives to maintain a mindset of continuously learning, to keep growing as a person.

Said Yeh, “[I hope] that creates a culture not just about getting stuff done or an accomplishment, but more like a process of learning together. [...] When there’s that culture of being a lifelong learner, it makes things more fun, and it’s translatable to any industry or major or class.”

The journey of learning, whether facing failures or successes, is where true knowledge comes from and remains. Students not only learn more about themselves, but also better develop valuable real-world skills, working through abstract ideas and turning them into lasting lessons

OPINIONS | 9

thy and collaboration. According to America Succeeds, 85% of job success stems from these skills.

This places a greater emphasis on the need for schools to implement opportunities to help students develop these soft skills, which are missed out on in traditional settings.

Said AP US Government & Politics and AP Economics teacher Oliver Yeh, “Being able to communicate clearly, [whether] verbally, through writing, through other media or means; [...] I think being able to express yourself is really important.”

To build these skills into lessons, Yeh often starts classes off with a discussion to get the class warmed up and to interact with one another. In his class, these warm-up questions are often related to the course content or act as a way to stimulate discussion about current events and how policies affect our lives. Yeh also introduces pathways that are non-linear to present an open-minded mindset to students, through showing motivational videos or discussing careers that are considered

Examining the problematic legacy of the “tortured artist” trope in media ZAIN HASEEB, ZOE WANG

C

in-depth editor | writer

andlelight flickers in the background. Spilled ink bleeds through the page.

Red paint trails down painted fingertips. Reel after reel, #torturedartist fills the captions as the comments praise the pain and suffering put on display as a work of art.

Throughout the media, tortured artists are often glorified, placed

“

IF A MAN [...] UNTOUCHED BY THE MADNESS OF THE MUSES, [BELIEVES] THAT TECHNIQUE ALONE WILL MAKE HIM A GOOD POET, HE AND HIS SANE COMPOSITIONS NEVER REACH PERFECTION.

10 | THE PROSPECTOR

SOCRATES

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on a pedestal to be admired by aspiring artists as the epitome of art. Essentially, it is the idea of an artist whose art is inspired by or contributes to their struggles with mental illness. The trope romanticizes the perception of suffering and the idea that creativity is derived from torment or madness.

Historically, many famous artists have been known for their genius bordering on madness.

This trope can be traced back to the ancient Greeks, following the teachings of influential philosophers such as Plato and Socrates, who made many arguments in favor of a divine madness. “If a

man [...] untouched by the madness of the Muses, [believes] that technique alone will make him a good poet, he and his sane compositions never reach perfection.”

Both Socrates and Plato argue that madness is not a flaw, but a necessary state for certain pursuits, especially in the arts. Since then, numerous famous artists who have also suffered this divine madness are still praised for the dark allure of their works.

The years following the original teachings of Socrates and Plato saw a rise in tortured artists. In the Romantic era, at 18 years old, Mary Shelley wrote her classic “Frankenstein,” which pioneered the science fiction genre.

Behind the scenes, however, her life was shrouded in death — only one of her five children survived past childhood, and after her husband drowned, she kept his heart on her desk. In the post-impressionist era, there is Vincent van Gogh, the epitome of the tortured artist, suffering from bipolar disorder and borderline personality disorder. As his mental health declined, his art began to feature darker, muddier colors depicting distorted figures, reflecting his inner turmoil. Moving into modernism, in 1963, Sylvia Plath published her famous novel “The Bell Jar,” which uncovered the gruesome societal pressures faced by women in the 1950s — she committed suicide just weeks later.

Her writings explored themes of depression, anxiety and emotional turmoil, giving readers an honest

look into her personal life as she grappled with her mental health.

A common thread in all these classics is the tragic tale that accompanies them, which many have accepted to be the driving factor of their superiority. Despite the tragic stories and unhealthy lifestyles of these artists, the trope still remains immensely popular, w h i c h begs the ques-

tion: W h a t causes this infatuation with tortured artists?

Human emotion, for one, might be to blame.

It is widely recognized t h a t people are instinctively drawn to works that evoke strong

emotions. Research indicates that emotional experiences, particularly negative ones, are preserved in people’s memories much longer than neutral experiences. Catharsis, for example, is a crucial factor.

Experiencing sadness through a fictional medium allows for emotional release in a controlled environment without the same real-life consequences as other mediums.

Involvement with such media, however, could even be explained by something as simple as the fact that a strong emotional response makes a fictional work feel more realistic, increasing a person’s c o n nection

and artistically. Essentially, romanticizing tragic artworks to validate the self, and how the consumption of sadder media outdoes the consumption of more lighthearted ones, due to this popular notion.

Because many artists have a background of suffering, mental illness or trauma, the media often concludes that mental illness and suffering are the reasons for the production of good works. Even though these artists used their pain to inspire many of their works, it ultimately discourages seeking a healthier lifestyle in order to maintain this belief in “divine madness.” This concept remains prevalent in many cultural references today that glamorize self-destructive behavior, painting it as a gift or something exclusive to chosen ones, making it extremely harmful to viewers. Viewers might also internalize the idea that they must be in pain in order to be interesting or to produce worthwhile art.

Most importantly, it undermines the work of other artists, because it gives the impression that good art does not come from hard work or genuine skill, but stems instead from madness and suffering.

Suffering and trauma are not — and should not be — prerequisites to creating good art. Art is inherently a subjective experience and a crucial form of self-expression that should never lift one voice over another. People can honor the voices of those who led unfortunate lives by appreciating their art, but not by viewing suffering as a necessary step to truly becoming an artist. Ultimately, it is not the tortured artist we must destroy, but the pedestal

OPINIONS | 11

t o

with t h e narrative.

According research conducted by Profes-

sors Joydeep Bhattacharya and Alan Pickering of the Psychology Department at Goldsmiths, along with student Kaile Smith, creativity and suffering might have a relationship opposite to how the media portrays it. The study, which sampled the mental states and creative behavior of 290 creative professionals, found that participants were increasingly creative in both their work and everyday life when they felt a strong sense of well-being and positive emotions.

This contradicts the idea that art needs to be rooted in suffering in order to be considered real and valuable, affirming the works akin to others, which remain beloved classics despite having a strong positive message.

Likewise, van Gogh’s painting “Sunflowers” shows that his creativity wasn’t solely a product of suffering. Supported by his brother’s love, he created joyful works as well. His pain was his usual source of inspiration, and his art was a way for him to express his struggles, but this correlation does not imply causation. Despite being the epitome of the tortured artist, all his works, whether forged in pain or born from love, were beautiful masterpieces, suggesting that his genius may not have stemmed from pain after all. His legacy thus suggests that his artistic genius rose not simply from pain, but from a full range of human experience.

Therefore, the only explanation left for the obsession with the tortured artist is that pain feels more authentic. This belief creates the need to perform sadness, or to feel you have enough grief in order to be relevant, both socially

FEATURES

Senior Shruthi Gowrishankar’s vibrant artistic journey NIMRIT GANDHI

W

12 | DESIGNED BY CELINE ZHANG

spotlight editor

ith a delicate stroke of her paintbrush upon her white canvas, Cupertino High School senior Shruthi Gowrishankar is ready to create yet another beautifully designed art piece consisting of rich and vibrant expression. Art is a prominent passion that Gowrishankar dedicates about 20 hours each week to, ensuring quality pieces are made. She is very open to spreading her creative talents through art commissions that she has had open for about a year. However, to Gowrishankar, art is more than just a business — it is a valuable form of expression, providing a channel for her to convey her own personal experiences as well as those of her clients.

Gowrishankar’s passion bloomed when she was a child, and her creativity is still growing today. She has been doing art since she could pick up a pencil — since about 4 years old. As her artistic skill

continued to blossom, Gowrishankar’s love for art took a step further in middle school, when she decided to take it more seriously and delve into it as a passion. Gowrishankar’s art journey has taken her very far — as an esteemed artist, Gowrishankar has won numerous awards for her artwork, placing both

nationally and regionally in the Scholastic Art Competition multiple times. Gowrishankar spends her time creating all types of artwork, ranging from colorful canvas paintings to intricate murals painted on walls. Most of her artwork typically leans toward a painting medium with a distinctively bright and vivid style.

“I think the more I did art, the more a style just naturally came to me,” Gowrishankar said. “And once I realized that, it was kind of just, ‘Okay, how do I further incorporate this style into my works? Or how do I further expand it?’”

Initially, Gowrishankar enjoyed making pieces for friends and family, often in the form of gifts, but it was not a business she tried to advertise. Art w a s more of a way for Gowrishankar to indulge in her passion with minimal consideration of the monetary aspect, and to take joy in portraying beautiful moments and sharing them with friends and family. Her personal artwork often centers around her own experiences.

She incorporates snippets from her childhood, finding

joy in this process as she reflects on childhood moments. However, she transitioned into a more business-focused approach when she officially opened up her commissions last year. For Gowrishankar, this was a good way to spread her creativity and expression among a wider audience, while also making money. Her commissions often capture personal moments and experiences of those buying her pieces.

“Parts of [the art business] I really enjoy are the fact that someone’s trusting me to bring something they like to life,” Gowrishankar said. “The idea of

“

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FEATURES | 13

being a vessel in some sort of way for someone’s interests — it’s kind of cool, because I can also incorporate my own style into it.”

Currently, Gowrishankar’s sales reach the audience of high school students and friends, often in the form of small pieces for customers to hang up.

However, Gowrishankar is interested in expanding her platform to adults, who would be willing to pay more money for her art pieces. But beyond the transactional aspect of her business, Gowrishankar’s genuine love for providing a creative outlet

for others does not go unnoticed. finding meaning and building Gowrishankar feels conflicted connections through creative purabout viewing art as just a busi- suits. One particularly memorable ness, instead placing more value moment for Gowrishankar was on the creative creating and selling expression ingraduation cap THE IDEA OF BE- paintings last year volved in each ING A VESSEL IN SOME for the Class of 2025 artwork.

SORT OF WAY FOR seniors. Behind the Said GowSOMEONE’S INTERESTS sales and money rishankar, “I — IT’S KIND OF COOL, she made, the true don’t really like BECAUSE I CAN ALSO value behind these the whole idea INCORPORATE MY OWN pieces was the intiof art as a busiSTYLE INTO IT. ness, just bemacy of this project. cause I do think “A lot of my SHRUTHI GOWRISHANKAR it’s something friends were seniors that everyone last year, so it was should be able to express and en- more of a personal thing as well,” joy.”

Gowrishankar said. “Just creEven though Gowrishankar ating artwork for friends in earns money from commis- general […] it’s nice to be sions, the true value a part of that personal of her art busi- environment” ness lies in

JAMES LI, ROLA ALI

14 | DESIGNED BY SABA SHARIFOLNASABI

writers

J

i l l Hirsh a n d her

e n semble take their places in front of an anticipating crowd. The speakers hum, lights flare and an electrified chord hits the audience. The stage is far from a classical orchestra, but transforms into a medley of rock and roll nostalgia.

Hirsh’s performance on the

stage reflects a lifetime devoted to music. Before becoming Cupertino High School’s orchestra director, Hirsh had already built a dynamic music career. Hirsh is a San José State University alumna with a double major in music education and performance. She has spent years playing instruments, performing in a wide range of ensembles and teaching. Her early musical development included time with the Southern California Youth Philharmonic. After earning a degree in music, Hirsh continued to pursue opportunities to perform.

Her professional work spans from ensembles like the Cambrian Symphony Orchestra, New Music Ensemble Disrupt and the Mariachi Oro Azul.

Hirsh was exposed to music at the young age of five. She began her journey with piano lessons,

Orchestra director Jill Hirsh channels her diverse musical journey to inspire students plemented by composers, this setting encourages improvisation and adaptation with electric instruments. One of the main things they do is play renditions of old rock music. For Hirsh, playing this genre offers a contrast to orchest r a l work, giving her access to a new realm of creative freedom.

“There are built-in solo sections to the music so we can improvise and take solos, which is really fun. I really enjoy that,” Hirsh said.

W i t h a surplus of commitments, Hirsh has frequently had to reject opportunities in order to balance her present career, especially now that she teaches the CHS orchestra year-round. To Hirsh, this is not entirely a loss. Looking back, she feels that she has fueled her passion through teaching.

“I had subbed [in a professional orchestra] last year while I was in the credential program, and I realized that I don’t actually want to pursue [the job],” Hirsh said.

“I am much happier just teaching high school and doing a few o t h er things rather than trying to also work towards earning a symphony job while teaching.”

With countless performances, years of education and experiences, Hirsh applies many of

her own breakthroughs directly in the classroom. One important lesson she carries is to always keep an open mind, whether she is teaching or performing.

“You are collaborating with people a lot in teaching and in performing music, and so being able to admit when you are wrong and to really listen to others and their ideas, to be open-minded, and to ask questions [is really important],” Hirsh said.

F o r Hirsh, her ultimate goal is to convey her love and passion for music to her students. She hopes that they also find joy in exploring music, making it themselves and look to continue staying involved in any way, regardless of whether they pursue a career in music.

Her advice is simple: “Don’t q u i t , ” H i r s h said.

“It doesn’t mean you have to do it as a career, b u t don’t stop playing”

FEATURES NEWS| |15 7

motivated by curiosity. By fourth grade, she tried the violin, but after watching her brother try the cello, she felt more drawn to that instrument. It was not until sixth grade that she finally picked up the cello herself, which has now become her chief instrument.

While Hirsh is best known as a cellist, she has spent years mastering a wide range of string instruments like the violin and viola, adapting to the distinct techniques that each one demands.

She explained that switching between viola, cello, bass, and guitar requires rebuilding fundamental skills.

“Learning violin was also a challenge, learning vibrato and a whole new set of techniques, but it was enjoyable.

It was really fun, and I have not mastered it yet,” Hirsh said.

That continued effort is central to how she teaches. Hirsh notes that the hardest part is not the instrument itself, but the discipline required to improve. Because she is still working through the same hurdles her students face, from techniques like vibrato to producing a resonant tone, she feels better equipped to guide them through their refinement.

“There’s always something better to improve or grow or develop. Studying how to get better at something keeps me busy,” Hirsh said.

By applying this mindset with her students, she is not just a performer but an adaptable educator.

One of Hirsh’s most unique musical experiences is performing with the Renegade Orchestra, a rock and roll ensemble that blends string instruments with electric guitars, bass and drums.

In contrast to traditional orchestras, which follow guidelines im-

16 | DESIGNED BY MADALINA ZHENG

INVESTIGATIONS

Exploring the financial and emotional strain students face during application season

O writers

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send free score reports up to four schools, but only during registration season and before their scores are released. Following this is an extra charge of around $12 to $15 per school, which can accumulate rapidly. CHS schoolbased therapist, Christopher Hickey, notes that the standard in the current environment is to apply to between 10 to 20 schools.

“The application costs themselves are somewhere between $60 to $95 per application,” CHS senior Reva Ukkadam said. “If you’re applying to at least 10 schools, that’s already $1,000.”

Some students also choose to engage in test preparation programs and private counseling to increase their odds of acceptance.

Survey results show that CHS students generally attend at least one outside-of-school tutoring class.

PrepMaven, an online tutoring and college advice service, explains that these elite tutoring courses can range from $40 to $100 hourly. According to HelloCollege, an expert online admissions consultant, students may seek independent college counseling options for persona l -

INVESTIGATIONS | 17

According to a survey of 18 participants conducted by The Prosn the surface, the college pector, the estimated number of registration dashboard AP tests that CHS students plan to appears simple — but take in high school is around 8.5 what seems like a single “Sub- exams. This amounts to a total of mit Application” button is built on about $1,100 in AP expenses per months of stress, student. commitment and In addition to BUT IF A STUDENT payment. In the AP tests, stanHAS ANY FINANCIAL dardized assesscurrent world of HARDSHIPS, WE, CU- ments such as the academics, colPERTINO HIGH SCHOOL, Preliminary SAT, lege applications STILL WANT THEM TO SAT and ACT furdefine the high PARTICIPATE [...] STU- ther measure a school experiDENTS JUST NEED TO student’s academence, but each LET US KNOW AND ic abilities in comAdvanced PlaceWE’RE GOING TO MAKE parison to national ment exam and IT HAPPEN. SAT registration standards. While comes with a price not all schools reTAMARA EMMERT tag — one that quire such admiscosts upwards of sion tests, a strong hundreds of dollars, countless exam score strengthens an applihours and significant emotional cation by providing evidence of energy. academic achievement. Beyond Financial Costs gauging an individual’s aptitude, The cost of the col- some colleges may examine stanlege application pro- dardized test results when decidcess is most visible ing scholarship eligibility, making in standardized tests. the PSAT, SAT and ACT exams AP classes and ex- vital aspects of the application ams allow students to process. enroll in college-level Yet, similar to APs, securing courses and demonstrate these scores is not free. Test fees academic rigor. Thus, for are expensive, with the PSAT costmany students at Cupertino High ing $45, the SAT costing $80 and School, registering for numerous the ACT costing $68 to $97. FurAP exams is viewed as the norm. thermore, based on The ProspecHowever, an extensive list of tor’s survey, 89% of students have AP tests often leads to an equally taken the PSAT once or twice, and lengthy receipt of exam expenses. 45% of students report taking the For Fremont Union High School SAT more than once. Upon totalDistrict students, the cost of one ing the expenses, students will AP exam varies from $125 to $135. typically spend close to $200 These prices have no signs of re- on these assessments. ducing — instead, they are continEven after a test is takuously rising to even greater num- en, the costs do not end. bers, as demonstrated by trends Sending SAT scores to shown by Total Registration, an in- colleges is an intricate ternet college registration service. process: students may CECILIA ZHOU, EMILY CHEN

18 | THE PROSPECTOR

ized attention — sessions ranging from $100 to $300 per hour.

These f i nan-

cial pressures highlight the strain placed on families by the admissions system, leading to disparities between households of differing financial backgrounds. A Harvard study in 2023 found that the children of the wealthiest 1% of the population were thirteen times more likely to score above a 1300 on the SAT than lower-income families.

This reflects the unequal access to long-term preparation, tutoring classes and high-quality schools that those from lower-income families face. Research conducted in the Journal of Consulting and Clinical Psychology found a lower extracurricular participation rate for students of financially disadvantaged households, as many are unable to afford paid activities.

Because college admissions expect applicants to have a strong extracurricular involvement, the system is disadvantageous to students of lower socioeconomic backgrounds.

Nevertheless, there are solutions in place to solve the issue of financial disparities. Scholar-

ship opportunities for select colleges provide a chance to lighten the economic burden, and these awards can vary from small prizes of a few thousand dollars up to full rides. Former CHS wellness center counselor, Natalie Rodriguez, states that to apply, students can contact the College and Career Center at CHS to assist in determining eligibility qualifications. She also emphasizes the importance of the visibility of these financial resources for students, describing her personal perspective as a former counselor at Ohlone College.

Said Rodriguez, “There was one year where $10,000 went untouched simply because nobody applied because nobody knew about it. Giving that [scholarship] information to students gives them a sense of relief.”

L i k e w i s e , F U H S D offers financial aid to students buying school items, such as the AP, PSAT and SAT tests.

To apply, students must complete the FUHSD Income Eligibility Form and the Free and Reduced Meal Application. These resources allow students to purchase exams at discounted prices

— just $10 for financially qualified students.

“But if a student has any financial hardships, we, Cupertino High School, still want them to participate,” school counselor Tamara Emmert said. “[...] Students just need to let us know, and we’re going to make it happen.”

Emotional Costs Financial costs are not the only hefty price students are expected to pay. For students from low-income households, the college admissions process places an emotional and psychological burden on their shoulders. While application fees, test costs and travel expenses add up quickly, the underlying toll — stress, anxiety and the insecurity of being at a disadvantage, linger even after applications are submitted.

Beyond the financial and emotional strain, the admissions process also demands a significant investment of time and effort. For many students, especially those juggling academics, family responsibilities and parttime jobs, the extensive commitment towards extracurriculars and test preparations can quickly become overwhelming.

“I was in a lucky spot because I really liked all the extracurriculars that I did at school — whether that was clubs or academics. I tried my best to stay positive and find ways to enjoy it.

But I did dedicate almost all of my

time to those things, partially because I did enjoy doing them, but also because they are important to keep on pursuing,” Ukkadam reflected.

Even when students have a genuine passion for their activities, the pressure to excel in every aspect can be very time-consuming. As the number of extracurriculars steadily increases, maintaining balance becomes difficult.

For some students, dedication towards these activities starts to diminish, and every club, sport and activity becomes a piece of the puzzle, fitting together to create the ideal college application. Said CHS junior Rosa Lee, “If they’re not genuinely passionate about it [extracurricular], it probably won’t get them that far anyway. You need a passion to keep going with something you like. I think those who really enjoy the extracurricular activities they do will reflect on their application because they’ll probably get farther.”

Alongside personal challenges, social expectations further burden students.

The culture of being able to do it all drives students

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INVESTIGATIONS | 19

towards unrealistic goals and ultimately fosters a competitive environment, feeling compelled to keep up with the accomplishments of their peers.

“I think the

pressure mostly comes from ed by Ellucian states that 61% of school, and my parents want me students say financial stress negto go to a good college, but I think atively affects their education. a lot of it is because of the peer “It can add up to a lot, [finanpressure from school, and seeing cial challenges] coupled with the a lot of different people succeed. anxiety of trying to still perform That makes you think, I have to do well in their current courses,” Roall this, and go to a good college, driguez said. too,” Lee said.

Indeed, stu“It’s common dents who are for students to burdened with fiYOU NEED A PASSION compare themnancial stress rouTO KEEP GOING WITH tinely feel guilty selves with their SOMETHING YOU LIKE. for adding finanpeers,” school I THINK THOSE WHO cial strain to their therapist Denise REALLY ENJOY THE EX- families.

Salin said. “This Over TRACURRICULAR THEY time, these strugcan have a negDO WILL REFLECT ON gles can manifest ative impact on THEIR APPLICATION BE- into mental health well-being beCAUSE THEY’LL PROBA- challenges. A surcause students BLY GET FARTHER. often feel discourvey conducted aged, anxious, or

by Grand Rising ROSA LEE ashamed if they Behavioral Health aren’t doing as found that 78% well academically.” of high school students’ mental For many students, navigat- health was negatively impacted ing an admissions system built by financial stress. around resources they lack Ultimately, the cost of colmeans battling the feeling lege applications extends far beof being behind before yond financial means — it is also the process even begins. a test of time, effort and emotional The fact that resources resilience. From exams and apsuch as tutoring classes, plication fees to tutoring classes counselors and extra test and extracurricular commitments, attempts are available to students often feel pressured to those who can pay plac- follow a fixed path, participating es more pressure on stu- in supplemental activities not out dents who cannot. of passion but out of obligation to Furthermore, a study strengthen their applications. For

by Junior Achievement those who come from low-income United States of America families, the pressure is greater, finds that 74% of students without the same access to outare currently stressed side resources — they start at a about their family’s eco- disadvantage. Thus, it begs the nomic situation and view question: If the system meant to it as a barrier to reaching create opportunities favors those their goals. Additionally, a with privileged backgrounds, how nationwide survey conduct- can higher education truly be attainable for all?

SPORTS ANGELA KIM

A

online opinions editor

ll athletes subconsciously experience images of missed opportunities, mistakes, injuries and losses. Sports visualization gives athletes control

as the thrill of victory or excitement. Additionally, the brain releases dopamine when an athlete visualizes a successful outcome as if they had actually achieved the reward. Visualization can also sharpen an athlete’s focus immediately before executing a certain action or performance.

“It’s a good way to get yourself in the mood to go on the floor and

back to scientific reasoning. The National Institute of Health, the leading agency for biomedical and health research in the United States, provides insight into guided imagery training. The effectiveness of these training sessions depends on their frequency, duration and consistency. During these sessions, athletes picture specific scenarios such as stand-

THE POWER VISUALIZAT VISUALIZAT 20 | DESIGNED BY REBECCA WAWDA

Take five and dive into how athletes use visualization

by replacing negative images with purposeful mental practice that strengthens performance and leads to success.

Visualization in sports exists in numerous forms, including process, outcome and motivational visualization. Process visualization is the mental rehearsal of a sport as the athlete breaks down a skill into specific steps to improve future performance. Outcome visualization is a form of visualization in sports that involves the athlete imagining their desired outcome, such as scoring the winning goal or crossing the finish line.

Athletes use motivational visualization, another form of visualization, to boost confidence by visualizing specific emotions, such

dance in front of a bunch of judg- ing at the starting line while expees or [an] audience,” said Cuper- riencing the emotions they might feel, as well as imagining a perfect performance.

IT’S A GOOD WAY TO Regular sessions are said to enhance athletic performance by GET YOURSELF IN THE reinforcing certain neuromuscular MOOD TO GO ON THE pathways and cognitive processFLOOR AND DANCE IN es. Visualization strengthens neuFRONT OF A BUNCH OF ral pathways by activating similar JUDGES OR [AN] AUDIbrain regions as the physical acENCE. tions being pictured, improving KAILEY RYU the mind-muscle connection, the conscious focus on a specific tino High School junior Kailey Ryu. muscle to increase its engage“It does help in a way that even ment. though it helps with confidence, The CHS Golden Spurs Dance it also helps with being in the mo- Team implements visualization ment.” into their practices to ensure that The impact that visualization the team is prepared for their has on athletes can be traced competition season.

“

””

“We sometimes huddle up in visualizes success, positive exa circle during pectations are creatcompetitions or ed and consequently practices to reI THINK VISUALIZATION lead to improved perally think about formance.

IS PARTIALLY A PLACEthe facials that “I think visualizaBO EFFECT AND ALSO tion is partially a plawe want to do,” HAS A PHYSICAL AS- cebo effect and also Ryu said. “We PECT. put the music has a physical ason by the side, pect because when JAELYN JENSEN and we look at you visualize

“

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lyn Jensen.

As athletes continue to push for maximum success, visualization remains one of the most effective tools to transform worry and doubt into confidence and a mindset ready to succeed

ER OF ATION ATION yourself doing something a n d actual-

ly make it happen, it’s a physical difference that you are making for yourself,” said CHS junior Jae-

SPORTS | 21

each other and dance it in our head, and I think that really helps with utilizing the visualization to target other aspects other than just dancing with movement.”

The placebo effect, where an outcome results from an individual’s belief in a treatm e n t rather than the treatment itself, is also prevalent in visualization. When an athlete

ATHLETE OF THE MONTH Take a shot and read about Bailey Watson’s hockey journey

SOPHIA YEE

22 | THE PROSPECTOR

writer

I

t is the same superstitious ritual every time she gears up to hit the rink. Sitting in the corner of the locker room, there go the knee pads. Right, left. Lacing up her skates. Right foot, left foot. Strapping her goalie pads. Right, then left again. The meticulous method is a strategy in itself. For Bailey Watson, the 15-year-old ice hockey phenom, even suiting up is a deliberate part of her game plan on the ice.

As a rising star, Watson began skating at just 2 or 3 years old and started her athletic career in ice hockey at 4. As a kid, she found herself captivated by the upper-division girls positioned as goalies. Now, Watson stands

b e side them, accumuing a total

of

lat14

championship titles, 12 finalist titles and over 30 Most Valuable Player nominations for her performance as a goalie.

“So from eight [years old] to now, I’ve been a goalie, and it’s a lot of fun,” Watson said. “I’ve definitely had my ups and downs.”

Watson currently competes in travel ice hockey with the Pacific Girls Hockey League. Only a sophomore, Watson plays alongside 18 and 19-year-olds in the Tier II 19U AA division and receives regular invites to Tier I practices, the highest level in the San Jose Junior Sharks Program. Her high save rate of 93% is comparable to professional-level standards.

Every month, Watson plays in four games in the PGHL tournament, gaining opportunities to compete all across the country, from Portland, Oregon to Buffalo, New York. Aside from her time in the San Jose Junior Sharks, Watson has practiced with the Anaheim Lady Ducks, an elite girls youth program, and has trained with professionals, Division I athletes and former hockey Olympians. Watson supplements her ice hockey training with field hockey, playing for her club team and Cupertino High School’s Varsity Girls Field Hockey in the fall.

With her hectic athletic career, Watson strives to maximize her

training, cultivating an off-ice work ethic to elevate her performance on the rink.

“I’ll do extra lessons, and I am at home a lot. I do hand-eye coordination training, and right before a game, I usually also do handeye coordination training, and I’ll visualize,” Watson said.

In addition to her physical conditioning, Watson must keep up with the mental resilience her position demands. As the final line of defense, the goalie assumes a tremendous amount of responsibility in their team’s execution, making split-second decisions that determine the team’s score. Goaltending requires immense concentration and adaptability, so hesitation is not an option. Watson knows this all too well and has struggled to keep from internalizing such pressure.

“I’ve always had those moments where it’s my fault, and I feel like my team doesn’t like me, or that I didn’t help them out, and that definitely can affect me mentally,” Watson said.

“

BUT THAT’S THE THING ABOUT GOALIES — YOU HAVE TO HAVE A WALL MINDSET.

BAILEY WATSON

”

Watson’s former experiences have taught her that she falls out of love with ice hockey when she overwhelms herself with practices and mistakes. Maintaining composure and letting go of her faults

with a quick recovery time has allowed Watson to refocus on the plays ahead and to recover for her next save.

“But that’s the thing with goalies — you have to have a wall mindset,” Watson said. “It’s like you can’t think about the bad things until the very end of the game, because if you’re thinking about that, you’re just gonna get more down on yourself.”

Beyond mental discipline, ice hockey reinforces a powerful lesson about teamwork, a message that Watson has embraced in her dual roles as an individual player and a team member. In reflecting on her ice hockey journey, Watson aims to cherish her final four years of league ice hockey, embracing its challenges, life lessons, community and milestones along the way

SPORTS | 23

LIFESTYLES

CLICKING BACK: THE RISE OF DIGICAMS Exploring the resurgence of digital cameras as well as their distinct qualities within this age of technology ANNIKA BAGGA, NETRA DSOUZA, SARAH KIM

G 24 | DESIGNED BY KATIE MAK

writers

athering with your friends at Winter Formal, you head toward the dramatically lit photo booth backdrop.

You quickly pose together and get ready to take photos. “Smile!” calls the person capturing the photo. Only they do not whip out an iPhone. Instead, they pull a small, vintage-like digital camera out of their bag, and an audible yet soft click fills the air.

Until 2020, compact pointand-shoot digital cameras were considered outdated technology. However, they have evolved to become a new and preferred way to take photos. Many Cupertino High School students own a digital camera, and a large number of pictures recently posted on social media have been uploaded from these devices. The repopularization of digital cameras is linked to several factors,

including their high-quality image production and retro vibe.

Prior to the invention of iPhones, digital cameras were the mainstream photography device. Their straightforward features and high-resolution photos made them a more convenient option than film cameras. As people no longer needed to wait for their photos to develop, the digital camera market soared in the early 2000s, with camera brands such as Canon and Nikon leading the industry.

“Switching from film to digital was a game changer,” CHS Associated Student Body advisor Kent Paris said. “Growing up, everything was film, so you took as many photos as you could and had to wait for them to be developed to then see them.”

The invention of the iPhone in 2007 introduced a new level of convenience. Not only was the device compact and allowed for easier communication, but the

iPhone’s extensive photo-taking features also caused millions to make the switch. There was no longer the need to carry around a digital camera when the iPhone included almost every photographic feature one could think of. By 2011, camera sales had declined sharply, and by 2015, the iPhone was the most-used camera on the popular photo-sharing app Flickr.

“The camera quality and the lack of internet access on a phone made it so you carried both a cell phone and a digital camera,” Paris said. “It was when the first smartphone came out that you were able to carry less.”

The return of digital cameras resulted from the broader resurgence of the “Year 2000,” or “Y2K,” aesthetic. This reflects a common pattern in pop culture in which old trends tend to resurface two decades later, adjusting to today’s style. In 2020, early-2000s fashion and styles quickly gained traction on social media and ap-

: nient features. For most people, it would be impractical to carry another device when a smartphone has all the necessary features.

While a smartphone promises convenience, digital cameras provide advantages that lar again. This phones cannot PEOPLE WANT TO phenomenon is replicate. They DOCUMENT THEIR MEM- especially noticeoffer superior able among Gen image quality, ORIES IN A WAY THEY Z, a generation manual controls FEEL MEMORIES SHOULD that embraces for lighting and LOOK LIKE — NOSTAL- nostalgia while flash effects and GIC, WHICH IS WHY DIG- valuing authentica unique aesthet- ITAL CAMERAS ARE PER- ity. The Y2K aesic that stands out FECT SINCE YOU CAN’T thetic represents on social media REALLY DO THE SAME ON a broader shift platforms.

More A PHONE. away from conveimportantly, using nience and toward AAYUSH DAS a physical camera more meaningful encourages more experiences.

By intentional photography — rath- choosing digital cameras, Gen er than just taking pictures, peo- Z is not rejecting technology, but ple are forced to consider the engaging with it more thoughtfulsubject and composition of their ly — proving that trends somephotos more carefully. times have more value than most The resurgence of digital people realize cameras exemplifies the cycle of cultural trends — the idea that what was once outdated will eventually become popu-

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LIFESTYLES | 25

pealed to members of Generation Z. As the aesthetic grew in popularity, other elements such as music and technology also resurfaced — leading to the eventual comeback of digital cameras.

Today, digital cameras have reclaimed their place as the preferred method for capturing photos, and this shift is accompanied by concrete advantages.

According to Statista, a global intelligence platform, the digital camera market worldwide is going to reach $24.4 billion in 2025.

Perks such as better image quality, affordability and straightforward design have made them attractive to students and young adults.

Said sophomore Aayush Das, “People want to document their memories in a way they feel memories should look like — nostalgic, which is why digital cameras are perfect since you can’t really do the same on a phone.”

Some might argue that digital cameras are unnecessary as smartphones already offer high-quality cameras, built-in editing tools and other conve-

26 | DESIGNED BY ATRISA RAHGOZAR

LIFESTYLES | 27

POSTSCRIPT

MADALINA ZHENG

28 | DESIGNED BY CATHY WU

investigations editor

Even capybaras celebrate the holiday season...

POSTSCRIPT | 29

An unnecessarily specific timeline of student tendencies during finals

STUDYING

r

Pa

nic M et

e

writer

Forget every single concept you still managed to remember during the test as you walk out of the classroom

PTSD

IZUMI RUBIN

At 8:01 p.m., realize you missed your opportunity to start studying by a minute — decide you’ll unfortunately have to wait until 8:30 p.m. instead

Walk over to the other room to get your textbook and notebook — consider that your daily exercise and reward yourself with 30 minutes of scrolling

Have an existential crisis in the last 2 minutes of the test and rewrite all your answers

Try to memorize the problems you didn’t know so you can bombard Google with questions later

Gaslight yourself into thinking that the test was easy, so you can tell the people who are about to take the test that it was light

Have an epiphany three days later where all your dumb mistakes hit you in the shower

WAITING...

Post-Test Subconscious Delusion

Question why it’s taking a month for your score to be posted when it was an online multiple-choice test

Days of Refreshing Schoology Hourly

LAURA CHEN

30 | THE PROSPECTOR

news editor

1

% average grade on a physics c test: _____

Take a guess for each of these Tino

3 2 ____ lunch hours

____ hours spent in school

Doodle in the margins of your homework to reassure yourself that if all else fails, you can become an artist

Remember exactly where the answer was in your notes and what the teacher’s slide looked like, but completely forget what the answer actually was

Start skipping questions you don’t know, and get a panic attack at the end of the test after realizing that you skipped over half the questions

FINALS DAY

Start reading your notes but realize that you can’t understand a single word of your handwriting — question whether you even wrote your notes in English

Watch 10 Crash Courses on YouTube and pray that it’s enough of an overview to carry you through the test

Learn that the tests were graded a week ago, but your teacher just hasn’t released the scores yet

Wait an extra week to get your scores because one person was absent and hasn’t taken the make-up test yet

____ minutes spent in rallies

facts! Answers can be found at the bottom

____ sports games played

6

____ copies of prospector read

POSTSCRIPT | 31

5

1. 72%; 2. 52 hours; 3. 528 hours, 4. 154 games; 5. 375 minutes; 6. 2100 copies

4

Get the test back and be shocked that your teacher accepted the fictional story you invented to justify your answer

BREAK!

Make or (Psychologically) Break Day