Shaona Das, Noah Kang, Katie Kim, Brian Kuo, Joyce Lee, Evelyn Liao, Alexander Liu, Benjamin Liu, Hailey Ryu
advisor
Ann Shriver-Peck
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A LETTER FROM THE EDITORS-IN-CHIEF
Dear Reader,
As we wrap up the school year, summer seems to draw closer with each day. Sandy beaches, blazing sunshine, long-awaited freedom, are just within reach — provided we survive the hectic month of dreaded AP testing and finals.
In light of the recent closings of Joann’s and Party City, Hailey Ryu and Rebecca Wawda explore the impacts these closures have had on the CHS community on page 4.
As many seniors reflect on their four years at CHS, Amrita Brar explores a student’s reality in comparison to the “perfect” high school experience that many envision in their freshman year.
Bringing the issue to a close on page 28, Alexander Liu and Cathy Wu’s comic depicts the life of a capybara at CHS, from cheering each other on at rallies to spending time with friends at boba spots.
This issue, first-year staffers took on new roles, curating elaborate spreads and composing in-depth articles. We are incredibly proud to present to you our class’ second and final junior issue, and we’re endlessly grateful for all the junior staffers’ hard work.
Sincerely,
Victorka Hunt, Nikhil Krishnaswamy, Katie Mak
business,” small business owner Carol Sharisky said. “Now, there’s nobody to fill that hole, because Hobby Lobby and Walmart and Michaels — they don’t have the selection, and they don’t have the prices.”
Party City, a party supply store, also filed for bankruptcy a second time in December 2024 and is closing all stores across the nation after 40 years in business. Party City has been a go-to store for many leadership students looking to buy rally materials in bulk, including balloons and streamers. Losing a central store for these materials forces students to seek alternatives.
“I think that it’s extra hard that Party City is closing, because typically when I’m looking for balloons, Party City is the one place that has [them],” Class of 2027 President Eva Chen said. “And if I go to Target and other places, they don’t usually have it in stock.”
Not only is Party City a go-to store for council members, it is also a store that community members have visited to buy party supplies for loved ones or Halloween costumes annually.
“I feel really bummed, because [...] when I think of Party City, I just get so many nostalgic memories,” Chen said. “I remember going there when I was a kid for party supplies for my birthday parties. [...] I think I just have a lot [...] of memories associated with that place and I’m really sad that it’s closing”
“I THINK IT EVOLVED FROM SOMETHING I WOULD USE FOR BIRTHDAY PARTIES, LIKE SILLY CHILDHOOD MEMORIES, AND THEN IT EVOLVED, AS I GOT INTO STUDENT COUNCIL BECAUSE WE STARTED TO USE IT FOR A BUNCH OF DIFFERENT EVENTS.
VTA STRIKE
Exploring the VTA strike’s impacts on students and workers’ rights
MIYA WIDMAN lifestyles editor
The Santa Clara Valley Transportation Authority bus system accounts for a large portion of daily life for many students and staff across Cupertino and Santa Clara County. On March 3, however, a strike sponsored by the Amalgamated Transit Union left them stranded and unable to get to school or work. The strike has significantly affected nearly 100,000 commuters throughout the county. Sparked by unresolved conversations regarding pay, benefits and working conditions, more than 1,500 VTA employees went on strike, calling it the Local 265 ATU strike. Negotiations between the union and VTA management have not produced a resolution, making this the first VTA strike in decades.
California Governor Gavin Newsom has also been pressured to intervene in the conflict, but thus far, the strike continues to affect the transport system throughout the region.
Cupertino High School students dependent on VTA have been hit especially hard by the strike regarding their commute to school. One such student, who has been a VTA regular since
her freshman year, discussed her difficulties adjusting to the strike with bus transportation suddenly out of the picture. Said junior Livia Aschheim, “The first day that it was happening, I didn’t know that they were on a strike. I just kept waiting because the bus does run fairly regularly. I ended up missing my first two periods because I didn’t know what to do.”
Students who rely on VTA were forced to develop alternative means of getting to school, most commonly walking, biking or getting a ride from a family member. “My mom has been giving me a ride to school,” Aschheim continued, “but I still walk home every now and then.”
The strike not only limits people’s available modes of transportation, but it also makes their lives more stressful and inconvenient. While some students have successfully been able to find substitutes, others have had to deal with the financial burden of utilizing private services such as Uber or other rideshare arrangements.
“It isn’t just about money — it’s about time and convenience,” Aschheim said. “Walking takes forever, and when the weather is bad, it makes things even worse.”
Despite the hassle, community members and students have started to understand the strike’s significance, especially regarding the ongoing fight for improved
IT’S WONDERFUL THAT PEOPLE ARE ADVOCATING FOR WORKERS’ RIGHTS AND UNIONS.
LIVIA ASCHHEIM “ “
work conditions.
“Even though it impacts me, I’m really glad they are doing it, and I really support them. I think especially under this particular administration, it’s wonderful that people are advocating for workers’ rights and unions.”
As of Friday, March 28, the VTA system is fully back up and running, after over two weeks of unserved transportation lines. This restoration, however, excludes the light rail service, which remains shut down due
to a lack of employees.
The VTA experienced approximately $76,000 in losses each day the strike persisted and services were frozen. The strike was cut short as a result of a ruling two days prior, where the members of the union contradicted the “no-strike clause” in their work contracts. A preliminary injunction was issued, and workers were ultimately sent back to their jobs in the VTA.
The strike’s end was a huge relief to commuters all across the
county, particularly students who depended on public transit to attend school. The disruption raised a critical debate over worker rights and the need for union interventions, even as the difficulties of instantaneous service unavailability were put into focus. Other than its logistical impacts, the strike emphasized the value of fair working conditions and individuals’ regular utilization of public services, setting the stage for the return of VTA workers
ARE
DENTISTS
Exploring society’s negative depiction of dentists
ROSA LEE, NOAH KANG
business manager | writer
The suffocating smell of latex gloves, threatening razor noises and menacing needles form an all-too-familiar concoction of nightmares: the dentist’s office. But why? Why is society so irrationally terrified of dentists, despite their charitable duty of healing patients’ teeth?
Society’s negative depiction of dentists is excessive: from children’s books about tooth-extracting “monsters” to illogical fears at the clinic, being a dentist is oddly stigmatized. It is an unfair reality that although they perform crucial, life-saving duties just like firefighters and doctors, their work is often overshadowed by negative stereotypes.
Both the entertainment industry and human behavior patterns perpetuate these stereotypes, instilling fear in people starting from a young age and persisting into adulthood.
A classic example of dental horror is seen in the film “Little Shop of Horrors.” The movie features a sadistic dentist, Orin
Scrivello, who is frequently shown cackling at his patients and behaving in a chaotic manner. Scrivello’s theme song, “I’m a Dentist,”
“SON, BE A DENTIST, PEOPLE WILL PAY YOU TO BE INHUMANE LITTLE SHOP OF HORRORS
“
ten use “Señor Wooly” videos to teach kids Spanish, and “La Dentista” is no exception. Considering this, “La Dentista” shows how portraying dentists as monsters is becoming an unfortunate norm in children’s education.
aggravates the negative portrayal of dentists. The chorus contains the disturbing lyrics, “Son, be a dentist, people will pay you to be inhumane” and “I am your dentist, and I get off on the pain I inflict.”
Looking at a milder example, the children’s song “La Dentista” by Señor Wooly focuses on a monstrous-looking dentist who chases after two little girls. Teachers of-
Surprisingly, even some prominent movies and TV shows stereotype dentists. The popular movie “Charlie and the Chocolate Factory” depicts Willy Wonka’s father as a cruel dentist. Willy’s father forces him to wear oversized, uncomfortable braces and bans him from eating any form of sugar. The main issues that stem from this dramatization are the biases and negative notions engraved in people’s minds. Even though viewers can distinguish Wonka’s father as an exaggeration of dentists in real life, repetition of and constant exposure to distorted ideas only harms viewers’ subconscious images of dentists.
However, this negative perception of dentists is not only exacerbated by the entertainment industry. Oftentimes, it is fueled by the innate fears of particular environmental cues at the den-
VILLAINIZE ?
tist’s office. For instance, dentists’ tools create threatening sounds and an unsettling atmosphere that incites fear and alertness. Said a report by Maple Dental Health, “Activities such as drilling sounds, smells and sights of instruments used by dentists all add up to create an uncomfortable atmosphere, which can then lead to avoidance
behavior among patients.”
Due to human nature and behavioral instincts, the villainization of dentists can unintentionally occur. Nonetheless, it is crucial to realize that dentists play an invaluable role in society and healthcare, and they should be treated with respect and dignity
emotional support. Mental health professionals typically caution against using them as such, as AI lacks the ability to form the same human connection a therapist and client would.
That said, individuals with social anxiety or who struggle to open up on sensitive topics may prefer not to receive help from a human therapist. Instead, they may want a confidential outlet free of judgment. Artificial intelligence often provides that very resource.
The physical and financial accessibility also makes artificial intelligence an appealing resource for many. With “chatbots,” users are able to find a social outlet which consistently responds in a matter of seconds without cost — something people cannot find in traditional therapists or relationships.
Though the convenience and financial accessibility of AI tools make
them a sufficient choice for
many, it is important to consider human perspectives when addressing emotional situations. Seeking help from other humans, whether online or in person, may provide a more reliable solution to sensitive questions, even if it is not quite as efficient as a ChatGPT-generated response. Although AI can be generally reliable in answering questions, its advice should not be blindly followed and people should exercise caution when using AI tools
BECAUSE THERE ARE SO MANY POTENTIAL SOURCES OF BIAS, IT IS EXTREME- LY DIFFICULT TO MITIGATE, MEANING THAT AI CANNOT BE RELIED ON AS THE OBJECTIVE SOURCE THAT MANY VIEWITAS. JOYCELEE
TECHS
Cupertino nail technicians share their experiences running a small business
KATIE KIM writer
Ally Yang
Scenes from the animated television series “Arcane” glow on a screen as sophomore Ally Yang begins to carefully paint a set of Arcane-inspired nails — one of her favorite creations. Drawing from her own creativity rather than replicating existing nail designs, Yang blends artistic skill with originality to bring each nail to life.
As an artist since
childhood, Yang broadened her creative pursuits into nail art in April 2024 after finding inspiration from her friends in the art community. For her birthday that year, she received her first nail kit to experiment. With a strong foundation in traditional art, transitioning into nail design felt natural.
Yang initially designed presson nail sets exclusively for close friends, but expanded her customer platform as the small business grew in demand. Promoting her work on Instagram (@alleycatnailstudio) and TikTok (@alleycat.nailstudio), Yang takes custom orders through Google Forms and direct messages. Prices are from $20 to $50, depending on the complexity of her designs — an accessible price
range for most students. Looking for ways to improve her skills, she regularly connects with other experienced nail artists online, from whom she learns new techniques and business tips through a supportive community. “ I think [social media] is really cool because I get to meet a lot of other nail creators,” Yang said. “That’s a really great thing about content creation that I really enjoy.”
While Yang often finds inspiration for her nail designs on Pinterest and other creators, like @allycoolcattt and @innerbloom.nails on Instagram, she ensures each set of nails portrays originality and reflects her own unique twist. Said Yang, “I’ve been trying to be outside of the box and I try to take inspiration from everywhere.”
However, the process is inevitably time-intensive. Simpler sets can take one to six hours, while more complex designs require a minimum of four hours to complete.
Balancing school with running a business is a challenge that Yang has learned to overcome by establishing innovative approaches to stay on top of academics. Yang is effectively able to prioritize academics with her business by integrating audio learning into her schedule. For instance, she currently self-studies for the AP Psychology exam by listening to educational podcasts and videos while working on nail sets.
Having an online business also comes with logistical hurdles, such as remotely sizing nails for customers. Yang addresses this by requesting customers to send photos of their nails next to a quarter for scale.
For Yang, nail art is not just a way to monetize her work, but to intersect her love for art and entrepreneurship. Now several months into her business, Yang reflects on how far she has come, admitting she wishes she had started even earlier. She carries advice for aspiring nail techs and business owners: “I would say for anybody who wants to start, look online for advice. I think a lot of what I learned was people posting online, like a lot of YouTubers I looked at who provided guides and advice,” said Yang. “It’s really great to listen to other people who are way more experienced.”
Roselyn Lee
Intricate chrome lines shimmer on greyblue and white nails.
Freshman
Roselyn Lee is most proud of this
nail design, specially crafted for her older sister.
Lee’s interest in nail art began after her parents prohibited her from getting her nails done professionally. Determined to take matters into her own hands, she started nail art in September 2024. A close friend also introduced her to the idea of making nail designs, sparking a hobby that quickly became a business.
Lee purchased her first nail kit to practice on family and friends with.
Lee’s first set took four hours — the most time consuming one to complete to this day. With artistic experience dating back to age six and skills gained from watching YouTube and TikTok tutorials, Lee soon felt confident enough to expand beyond her inner circle of clients.
To launch her business, she first showcased her work on Instagram (@nailzbyrosey), while her sisters’ friends helped spread the word. Many of Lee’s customers book appointments for special events, like proms and winter formals. She only accepts appointments on the weekends and works from home, spending about two hours per session. She charges approximately $25 per set — an affordable price for most students in search of high-quality nails.
Maintaining a nail business was not always easy. “Finding the funds to keep buying materials is really expensive,” said Lee. “And learning how
to do dif- ferent nails and learning all different types of nails that [customers] want.”
As she continues to grow as a nail artist and business owner, Lee has learned several valuable lessons, primarily regarding the importance of financial awareness. “I’d say I charge really low even though the materials are really expensive, so know your worth,” Lee said.
Lee’s dedication to nail art has helped her improve her skills as an artist. Said Lee, “It’s really detailed work. Nails are small, so it helped me with paintings and with precision.”
Currently, Lee has temporarily paused taking appointments, in order to focus on school and prioritize her academics, but she plans to resume her business in the summer. Lee also hopes to establish a more consistent and stable business schedule in the future
a GUIDE GUIDANCE COUNSELORS
Experiences and advice from CHS’s guidance counseling team
NIKHIL KRISHNASWAMY editor-in-chief
GREGG BUIE, A-F
Gregg Buie has been working as a Cupertino High School guidance counselor for the past 29 years, and he plans to retire next year. Throughout his several decades working at CHS, Buie has encouraged students to remain fo cused on their own strengths. “Students here should realize they don’t need to compare themselves. Everyone has unique skills and gifts,” he said. Apart from supporting stu dents academically, he cher ishes supporting students in their extracurricular activi ties. Buie has always enjoyed
TAMARA EMMERT, Li-R
Tamara Emmert describes her role as unpredictable.
“There isn’t a typical day,” Emmert said, explaining that substitute teaching and addressing students’ needs often fill her schedule.
A former Silicon Valley recruiting consultant, Emmert recalls shifting her career into counseling after encouragement from re-
Since making the career change, Emmert has found a variety of ways to support students beyond academics. She coached junior varsity girls volleyball this past fall and often connects with students through casual, lighthearted
something to make them smile,” she said.
Emmert emphasized that a challenge in her role is communicating with parents. “Students are right on board—they know what they need to do. The hard part is getting parents to trust that their kids know what they’re
Flipped Classrooms
Exploring the flipped classroom teaching strategy
Traditional Classrooms
Traditional classrooms have a predetermined schedule and curriculum, where class time is spent on lectures delivered by a teacher, and further enhancement of the knowledge is done through homework. This style of teaching typically has rows of forward-facing desks to ensure that student attention is directed towards the teacher.
Literature teacher Olga Hazeghi prefers a traditional classroom because it introduces new information in class, ensuring that it reaches all students regardless of their willingness to complete homework outside of class. Hazeghi prefers lectures for important topics such as writing essay introductions, body paragraph structure and quote analysis.
Another ex- ample of a tra- ditional class - room is Intro - duction to Bi- ology. All
students are required to take Biology in freshman year, so it is vital that the course establishes a strong foundation for success in future science classes. The class structure consists of a video introducing the topic followed by a short presentation, and the remainder of class time is devoted to activities and projects.
Though Andrew Goldenkranz, who teaches Biology and AP Environmental Science, prefers flipped classrooms to traditional ones, he recognizes the constraints preventing Introduction to Biology from becoming a flipped class. Communication between Cupertino High School and its feeder schools is limited, so teachers have little information about student needs and their educational background. The traditional structure of the course allows teachers to become familiar with their students and understand their individual needs. Some students may struggle with the heavier workload of a flipped classroom, so the slower-paced traditional structure of Introduction to Biology ensures that all students perform well.
Over the past 36 years, the Introduction to Biology curriculum has been revised four times to make the content more approachable to students. The most recent
revision occurred five years ago, aiming to simplify the course, integrate the newly established Next Generation Science Standards, and streamline teaching. District-wide workshops were created to train teachers to implement these standards in their classrooms. Their efforts have been largely successful, as the fail rate of Introduction to Biology has dropped from 8% to 2% in the past seven years.
The COVID-19 pandemic also allowed traditional classroom teachers to refine their teaching methods. Online tools such as Zoom features were used to gauge students’ comprehension.
“I remember the chat was super helpful [because] I could quickly get data points from a lot of students. [...] I could [see that] these kids are getting it. These ones are a little bit confused,” Hazeghi said. “That was actually really helpful because I don’t normally get that kind of data in person.”
Blended Classrooms
Chemistry Honors teacher David Chen uses a blended approach to education. He assigns sections of the textbook to supplement the lectures given during class.
Said Chen, “I try my best to explain [the] topics in class, and my hope is that students can fill in the gaps when they go home and do [...] their [class readings].”
Chen also emphasizes the importance of learning to read textbooks.
According to Chen, many higher education teachers agree that textbooks are becoming obsolete among students, for most turn to Google or Artificial Intelligence chatbots when encountering a difficult concept.
rick allows students to exercise these skills by encouraging them to critique writing and debate as a class.
“ IT’S REALLY IMPORTANT THAT CLASSROOM TIME IS PRESERVED FOR STUDENTS TO PROCESS, WRITE, TALK, CREATE [AND] DO GROUP WORK — THAT’S REALLY WHERE STUDENTS LEARN, AND THAT’S [...] WHERE THE ENJOYMENT OF LEARNING. COMES FROM
”
GREG MERRICK
“The advent of moving education into online sources [...] has really reduced the need for students to go out and seek physical sources,” said Chen. “Part of my goal is not just to enforce the chemistry knowledge, but [to also] enforce the habit and understanding of how to engage with resources.”
Literature teacher Greg Merrick bases his teaching methods on Constructivism, a learning theory coined by Jean Piaget in the late 20th century. This theory states that a person’s knowledge is determined by their past experiences, and actively building off of those experiences by thinking critically is necessary for the person to learn. In an educational setting, this translates to the fact that the most effective way for students to learn is by actively analyzing the text instead of passively listening to lectures. Mer-
Said Merrick, “It’s really important that classroom time is preserved for students to process, write, talk, create [and] do group work — that’s re - ally where stu - dents learn, and that’s [...] where the en- joyment of learning comes from.”
Student Perspective
The transition from freshman to sophomore year might be surprising for students, as it is the first time many of them are exposed to the flipped classroom model and are required to complete textbook reading before coming to class.
“When I’m reading the textbook and I have a question, I can’t ask someone immediately, and that doesn’t feel that good,” said junior Luna Wang. “I like it better when the teacher lectures, and you can just raise your hand and ask a question.”
Adjusting to this new process
can seem tedious at first, as students have to leave enough time at home to learn the material and clarify areas of confusion. However, this can lead to students simply not completing the reading because they are already busy and might not have to submit any assignments based on it.
“Especially junior year, we don’t really have time to go learn on our own,” said Wang. “It feels lower priority, because there’s nothing you have to finish in time. You just have to read the textbook [and] take notes [...] versus if it’s an in-class lecture, you already have time blocked out for you to learn.”
While some classes can be flexible in regard to reading completion, classes like Advanced Placement United States History rely on content being learned before class due to the immense amount of information packed into little time.
“You only have so much time to jot down the specifics that you have to remember,” said Wang. “So it is very helpful to have a textbook that you can take detailed notes on, and then the teacher helps you remember it by giving you fun stories or pictures.”
Cupertino High School’s classrooms use a variety of teaching methods depending on the structure, subject and pace of the course. Flipped classrooms reverse the traditional method of in-class instruction and practice for homework, while blended classrooms use techniques from both. When choosing the right structure, it is essential to take both the course curriculum and student opinions into account
Sexualization Of Professional Athletes
NITYA DHULIPALA opinions editor
The line between admiration and objectification of athletes is increasingly blurring, turning players from competitors into celebrities, influencers and — at times — objects of obsession. While increased media coverage and popularity can showcase their talent, it also contributes to a problematic culture of hyper-sexualization.
While the sexualization of athletes has always been a concern, social media platforms have drastically expanded the issue. Many professional athletes’ fanbases are often driven not just by their skill but also by their appearance. This admiration frequently turns into objectification, reducing them to mere symbols of physical attraction rather than recognizing their talents and hard work.
A notable example of this issue surfaced when Alex Wennberg, a pro-fessional athlete who previously played for the Seattle Kraken of the National Hockey League, became the subject of widespread online objectification. This controversy arose when TikTok’s BookTok community began using Wennberg as a fancast” for a fictional character in the hockey romance series “Jacksonville Rays,” fixating on him in violating ways. bi bla
Famous BookTok influencer
Kierra Lewis made particularly inappropriate comments about Wennberg, some of which include her praying to be turned into ice so he could “glide” on her and urging him to “krack [her] back,” on a platform with over a million followers. This community on TikTok immediately coined the latter phrase and it became so widespread that his team itself eventually joined in on the trend.
However, both Wennberg and his wife, Felicia Wennberg, spoke out against the growing objectification. Mrs. Wennberg condemned the explicit comments on Instagram, stating that fans had overstepped many boundaries and were exhibiting predatory behavior.
Mr. Wennberg himself followed up with a statement emphasizing the personal toll this took on his family.
“The aggressive language about
real life players is too much,” Mr. Wennberg posted on his Instagram story. “It has turned into daily and weekly comments on our personal social media. This is not something we support or want our child to grow up with. All we ask for is a little respect and common sense moving forward. We can all take a joke and funny comments but when it turns personal and into something bigger that affects our family, we need to tell you that we’ve had enough.”
Even author Emily Rath disapproved of how some fans dramatically crossed the line.
The Kraken’s initial participation in the trend also raised concerns about the role of organizations in enabling objectification. By engaging with this content and providing a plat form for it, the team inadver tently con tributed to the normal ization of this behavior.
“They weren’t treating him like a hockey player or even like a fictional boyfriend,” Rath said. “You just saw them sexually fantasizing about him in crass and inappropriate ways in a public forum.”
Kournikova herself has spoken about the harmful perception directly.
“Hey, there is nothing I can do to change people’s minds,” Kournikova said. “If they want to see me that way, they will.
YOU JUST SAW THEM SEXUALLY FANTASIZING ABOUT HIM IN CRASS AND IN- NAPROPRIATE WAYS.
EMILY RATH
This contro versy also raised a larger concern about online communities treating athletes as untouch able figures rather than individuals with personal lives and boundaries.
This problem is prevalent in more than just social media platforms. Another example of athlete objectification is seen with former professional tennis player Anna Kournikova. Despite Kournikova’s successful doubles career, where she reached No. 1 in the world and won Grand Slam titles with her partner Martina Hingis, her legacy on the court is often overshadowed by her off-court image. Media coverage often focused on her looks rather than her athletic skill, making a fanbase more interested in her physical appearance than her matches. Kournikova eventually became one of the most recognized names in tennis during the late 1990s and early 2000s, but for degrading reasons.
Kournikova was consistently ranked among the most searched women on the internet, and ads and magazines frequently played up her sexuality. Even now, when Kournikova is typed into a search engine, the title of “Model” appears before her career as an athlete.
Sometimes, when I do great, it’s, ‘Oh, after all she can play,’ or, ‘Finally she shows more than her looks. I mean, please!”
Despite her long-standing career decorated with achievements, her case is a prime example of how hypersexualization can influence public opinion and how female athletes are marketed and remembered.
Additionally, this hyper-sexualization prioritizes looks, popularizing athletes who are conventionally attractive while sidelining more skilled athletes who do not fit beauty standards. This contributes to “pretty privilege,” where aesthetic appeal unfairly influences who gets media attention, sponsorships and fan admiration.
For high school students, understanding how casual comments and seemingly harmless fan edits contribute to the normalization of objectification is crucial. While fandoms and appreciation for athletes are natural, reducing them to their physical attractiveness overshadows their contributions to their sport and often places the individual in uncomfortable positions
SHAONA DAS writer
Whether flipping on a balance beam or dancing in rallies, Cupertino High School senior Samyuktha Kumaran has broken boundaries throughout her athletic career. Juggling club gymnastics, high school gymnastics, and a Bollywood dance team is a feat that Kumaran makes look easy.
Kumaran has trained in gymnastics since she was eight years old, but held a strong love for the sport even before officially starting classes.
“I’ve always liked gymnastics. I was doing it before I was actually in classes — I would be swinging around the bars or doing cartwheels,” Kumaran said. “It’s just a passion. I’ve never felt like I had to put much effort to really like the sport, so dedicating nine hours of my time per week for it was not that hard.”
Kumaran began competing in club gymnastics as a high school freshman, spending one year at West Valley Gymnastics and later switching to Airborne, where she currently competes at the Xcel Platinum level. Kumaran recently competed in the State Championships, placing first on vault and beam and second on bars and floor.
Later that year, Kumaran also joined CHS’s varsity gymnastics team. She has qualified for the Central Coast Section playoffs every year since and won CHS’s Most Valuable Player as a junior.
This year, Kumaran joined CHS’s Bollywood dance team, Dhadkan — a decision motivated by her experience in the dance aspect of gymnastics.
“After three years of full routines from gymnastics, I realized that I liked dancing. In junior year, I did the [Homecoming] rally dances, and
when I did that again for senior year, I figured, ‘Why not do dance that’s closer to my roots?’ and Dhadkan was there,” Kumaran said.
Kumaran currently juggles all three experiences at once.
“I just don’t have free weekends anymore. I’m either at a competition for club gymnastics or I’m at a show for dhadkan,” Kumaran said. “I have morning practices, and then I have club gymnastics practices and school gymnastics practices. […] I definitely have been more tired in general.”
Unlike many extracurricular sports, club gymnastics doesn’t
ney, particularly on beam.
“When it comes to beam and being that high off the floor, plus people watching every step of your move–because of this, the more afraid you get, the shakier you get, the more mistakes you make and the more deductions you get. So, it’s kind of a cycle that keeps going on with beam. But if I tune everything out and pretend it’s a practice, I end up doing better,” Kumaran said.
have an off-season break. As a result, Kumaran hasfaced various injuries that have
Since gymnastics takes years to develop conditioning and skill, there is a large stigma around starting at an older age, which guides the decision for most gymnasts to begin the sport during adolescence. As someone who hasn’t followed this track and started her gymnastics career later on, Kumaran con -
served as obstacles in her career.
“My two biggest [injuries] are when I sprained my ankle and had to be in a boot for three weeks, and the chronic back pain,” Kumaran said. “I can’t take a break long enough to heal from my back, specifically, because I do think that requires more attention. But if I miss longer than, like, two weeks of practice, it’s gonna be hard.”
Because of the injury-prone nature of the sport, navigating the anxiety that comes with the significant dangers of gymnastics has been a big part of Kumaran’s jour-
stantly works to break these boundaries by looking up to athletes who have broken this stigma, such as Simone Biles.
Despite such challenges, Kumaran has been able to persevere and succeed in her sports. She will be attending the Xcel Platinum Regional competition in early May, where she’ll be competing against athletes from all over California, Arizona and other neighboring states. She will then be competing in her final Central Coast Championships for CHS’s team
be harmful if taken too seriously. People may judge others prematurely merely based on their zodiac sign, under the assumption that they know what traits and behaviors make up their personality.
Astrology can provide comfort to those who believe in it, offering a sense of clarity and predictability in an unpredictable world. Believing in zodiac signs can give people a framework to better understand themselves and their surroundings, calming anxiety associated with the unknown. They are also useful in helping identify strengths and weaknesses, creating a
time of one’s birth do not have any proven influence on a person. Unlike biology or physics, astrology does not rely on testable hypotheses or experiments, causing it to face criticism from the scientific community for its inability to produce measurable results. However, some rely on synthetic materials like YouTube videos or Instagram reels made by unreliable sources to dictate their expectations of people’s characteristics. While these videos aren’t scientifically proven to be accurate, people tend to rely on such videos as a way of self-reflec - tion and
greater self-understanding and awareness of one’s place in the universe.
Said Cupertino High School literature teacher Jenny Padgett, “We all want to feel like we have some special quality that connects us to something bigger, [...] and I think that for a lot of people who are interested in astrology, they feel a connection to the universe, [...] that there is some intentionality in the universe, that it isn’t completely random and meaningless.”
While people may use astrology as guidance and reassurance to predict future events and decisions, many believe it is a scam and doubt its legitimacy. The positions of celestial bodies at the
justification of certain decisions.
“I think sometimes the burden of choice is really difficult, and I think sometimes in its worst usage people use astrology to either justify behaviors or avoid being responsible for making decisions,” Padgett said. “Again, I don’t think that was ever really the intended purpose of it, but I think that for a lot of people who might find themselves using it that way, I think there’s a lot of burden that comes with responsibility of freedom and liberation and being responsible for the decisions we make.”
Many question the validity of
astrology due to its lack of empirical scientific evidence. Its core ideas cannot be conclusively proven wrong, which makes the subject difficult to test and refine through observation and experimentation. Critics argue that since astrology is based on arbitrary classification rather than verifiable data, it should simply be dismissed as fake.
As astrology gains popularity through social media, it is important to approach it cautiously and with the understanding that while it may offer personal insight and reassurance, it should not be used to create assumptions about human behavior or aid in large decisions. Astrology’s value lies more in its ability to prompt introspection than in its power to foreshadow the future or set a certain standard of living
Exploring the reality of “dupes” and their ethical and quality concerns
KATIE MAK, CHLOE CHOE editor-in-chief
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marketer
Identical appearance, near-matching functionality — yet vastly different prices. Why spend $150 on an authentic pair of shoes when the same satisfaction is achievable for just $20? Sure, knockoffs do come with potential downsides — compromised durability, questionable safety and a hint of moral uncertainty. Nevertheless, the desire to experience luxury can be fulfilled without the hefty price tag. Welcome to the world of “dupes,” where “inspiration” comes with only a fraction of the price.
Dupes — short for duplicates — are products designed to replicate an original article without properly addressing the license and copying trademarks. While dupes offer an affordable alternative to many customers, their surge in popularity raises concerns about ethical ambiguity and quality. Throughout recent years, the total amount of counterfeit goods sold annually has exceeded $1.7 trillion, and counterfeit products have led to the loss of 2.5 million jobs worldwide. American businesses
and customers have made the greatest contribution to the counterfeit market, purchasing over 60% of all products.
Dupes are created in two main forms: replicas and copycat designs. Replicas are deliberately designed to deceive customers by imitating genuine products. Due to trademark infringement — theft of brands or logos, without authorized permission — and deception of consumers, replicas are considered unlawful. On the other hand, copycat designs involve appropriation of existing designs without explicitly duplicating trademarks or logos. Because they mimic the overall aesthetic more subtly, copycat designs often avoid legal repercussions. Unlike music or literature, where plagiarism is strictly prohibited, fashion and design are not fully protected under United States copyright laws. The “Useful Article Doctrine” outlined by Section 101 of the Copyright Act states, “a useful article, in and of itself, does not enjoy copyright protection.” The “Fair Use Doctrine” further underlines the permission for the use of copyrighted material under specific cir -
cumstances.
Throughout the years, the neglect of this act has led to the surge of dupes, with consumers often taking pride in their involvement in dupe culture. Social media influencers, paid by the sellers of dupes, largely contribute to this shift in ethical practices. By effectively advertising dupes, they succeed in garnering interest and reaching millions of fans worldwide. As a result, the use of influencer marketing plays a major role in completely shifting society’s attitude towards dupes and reducing counterfeit issues for brand owners. This creates the possibility of dupes becoming an acceptable standard.
Currently, the most problematic dupes of many industries are often copycat designs. Although companies are permitted to impose legal action against a product indistinguishable from their original brand, many of these dupes strategically navigate legal definitions, avoiding direct infringement.
Regardless of the unethicality and legal repercussions, dupes never fail to appeal to most consumers.
Dupes extend across a wide range of categories, including fashion, beauty, technology products and home goods. A shared attribute among these dupes is their effort to mimic high-end luxury brands and on-trend, sought-after items.
While the appeal of knockoffs is often associated with affordability as well, the underlying cognition of desiring such items can be illustrated through the psychology of human aspiration. The creation of dupes utilizes the psychological and natural behaviors of humans to attract more customers. According to a report on “The Psychology of Lookalikes” by Ernie Bell, it is human instinct to immediately trust a product because of previous experiences with other products. In addition, some believe that certain dupes are produced by the same factories as the original products, further justifying the ethicality of counterfeit products.
Conversely, many concerns arise within dupes. They do not undergo the same thorough processes of testing and designing as the original products, and the labor conditions required to achieve desirable retail prices are concerningly harsh. Due to the extremely low price of dupes, suspicion is raised about the safety and quality of the products.
Human desires can be categorized into five levels of demands — basic needs, which encompasses survival
necessities, social desires, linked with the need of external validation and a sense of belonging, intellectual desires, also known as pursuit of knowledge, emotional desires, correlating with the need for love and recognition and transcendental desires, which are philosophical pursuits. Such consumer behavior derives from proximate causes, incorporating immediate social,
IT
IS VITAL TO MAINTAIN A BALANCE BETWEEN ACCESSIBLE PRICE POINTS AND ETHICAL PRACTICES TO PRESERVE EACH DESIGNER’S ORIGINALITY AND ARTISTRY.
CHLOE
CHOE, KATIE MAK
cognitive and emotional explanations, identified by the evolutionary origins of behaviors.
According to the Journal of Marketing Research, consumer motivations for buying replicas are driven by social-adjustive and value-expressive instincts. Social-adjustive consumers, the target market of fraudulent industries, use luxury items to gain social approval. On the contrary, value-expressive consumers purchase luxury goods to express personal values, and are less likely to buy counterfeit products at the outset. For social-adjustive consumers, moral beliefs have a weak influence on the purchase of replicas. Because customers primarily make decisions
based on the desire to enhance their social status, their motivations easily override the negative moral beliefs about counterfeiting.
As the creation of dupes continues to grow, customers must take a step back and recognize the ethical implications and challenges that come with purchasing infringing products. While dupes are often alternatives to highend products, they perpetuate unethical practices, exploit creative labor and reflect a consumer culture focused simply on brand name and label rather than quality and functionality. In a world where creativity and monetary value come to meet, it is vital to maintain a balance between accessible price points and ethical practices to preserve each designer’s originality and artistry
A staffer’s perspective of expectations versus realities of the high school experience
THE “PERFECT” HIGH SCHOOL EXPERIENCE
AMRITA BRAR arts & culture editor
Saudade — an untranslatable Portuguese word describing the feeling of nostalgia for experiences that will never happen, and an emotion I have grappled with incessantly over the past three years. Entering high school at 14 with stars in my eyes, I had big dreams for the next four years of my life. Throughout elementary and middle school, nearly every form of media that I consumed portrayed an idealized image of high school. Books, movies, TV shows and music all contributed to the unrealistic standards constantly hammered into my young mind. Shows like “Girl Meets World” and book series like “To All the Boys I’ve Loved Before” all emphasized the same things over and over: a best friend, a perfect relationship, straight-A grades. Over time, I began to believe that these were things I needed — checkboxes I needed to tick — in order to have an enjoyable high school experience. After losing my dad right before sixth grade started, I barely had a moment to catch my breath before being thrown into the turbulence and isolation of the pandemic. In turn, my middle school years were fairly atypical. I spent most of them waiting for a new beginning, a fresh start — something high school had become synonymous with in my mind. For me, high school was an opportunity for redemption — to live my teenage years to the full-
est and take back the childhood that had been somewhat lost. Then freshman year began, and it was jarring to finally be somewhere that had always seemed so foreign. But high school wasn’t a different planet — no magical switch was flipped, nor did my circumstances completely transform. I found myself, not for the first time, wishing for something bigger and better than what I had. For years, I continued to desperately clutch onto the grandiose standards I had set for both myself and those around me, and I continued to be let down. Now, at 16 and rapidly approaching my senior year, I’ve had to learn to adapt and slowly release my initial, rigid expectations. Often, popular media depicts high school as one of the best times of our lives and the days that we’ll miss when we’re older. With this in mind, I’ve spent much of the last three years trying to make the most of everything, constantly afraid that I’m running out of time to “fix” my high school experience before I graduate. But as I clicked the red button to submit my course selection for the final time, I was no longer filled with the trepidation of the past — the heavy pressure to have this year be “the one,” the year where I got everything I wanted. Rather, I felt a renewed hope unfurling its petals inside of me: a deeply-rooted faith that even if my final year of high school isn’t perfect, it’ll turn out exactly the way it’s meant to be.
I now realize that it’s okay to feel like high school has been unfulfilling in ways — especially when you see others who seemingly achieve everything you want with ease. Over the past three years, I have created hundreds of core memories. Perfect moments exist everywhere around us all the
time — whether it’s sharing a laugh with a friend you never expected to meet or getting an A on a test you thought you flunked. The definition of a “good,” “normal” or even “perfect” high school experience can be whatever you make of it. Your experience doesn’t need to fit a certain mold or fulfill specific criteria in order to be meaningful. I’ve come to realize that the “perfect” moment I’ve anticipated for so long, the one in which everything would finally align with the fantasies I held onto so dearly growing up, is nothing more than that — a fantasy. And that’s OK.
Even though high school hasn’t been exactly what I had hoped for, life has forged on. I can’t reverse the clock or get a do-over, but I no longer want to. This chapter of my life has been valuable in its own right and has taught me a multitude of lessons about myself. I know now that everyone I’ve met and everything I’ve been through, whether it’s been amazing or awful or something in between, has made me the person writing this today.
High school comprises four crucial years for us to learn about ourselves and the world around us, and everyone does that in different ways and at a different pace. I have made peace with the fact that trying to curate the perfect high school experience is an ultimately fruitless endeavor, and one that will only end in disappointment. What’s far more important is rolling with the punches and taking small victories where you can get them — after all, although the word “saudade” may not be universally understood, the ability to find happiness in the present moment certainly is
