The Prospector Junior Issue 1

OPINIONS: Are high school relationships worth it?

SPORTS: Destinee Nagtalon

LIFESTYLES: Handmade jewelry

THE PROSPECTOR CUPERTINO HIGH SCHOOL’S

VOLUME 52 NO. 6

10100 FINCH AVENUE, CUPERTINO CA

School rennovation updates

ONLINE AT WWW.CHSPROSPECTOR.ORG

MAY 6, 2011

Incident raises questions about the true definitions of academic dishonesty

10/1/2011 Estimated start of demolition of softball/ soccer field

5/15/2011 Estimated date of completion of renovated football field

1.5 years Until the Wagon Wheel is no longer the temporary Weight Room

New track features: State of the art track, enhanced artificial turf, multi-purpose fields, bleachers, stadium lights and bathrooms.

COMPILED BY JACKIE BREUER

KEVIN CHU AND VICTORIA DUAN

REGINA HONG news assistant

W

ithin the last three weeks, several students in American Literature Honors have been caught for turning in unfinished essays to the academic plagiarism detector, which is also known as Turnitin.com. Although this is not necessarily true for all, many students claim that the pressure to write exemplary essays by a certain time to submit to Turnitin.com triggers such actions of academic dishonesty. Some teachers on campus usually require students to turn in their essays by a given time order to have their papers graded while others are more lenient about setting a specific time.

Teachers at CHS use this site to check for plagiarism issues on written

assignments, but students have tried to beat the system by turning in unpolished essays with either minor or major edits. Minor edits consisted of changing a few words to a couple sentences because students didn’t have their essays ready by 12 AM, which led them to continue editing even after submitting their papers. On the other hands, major edits include turning in a completely distinctive essay as a hard copy to the teacher.

After teachers in the English Department noticed the blatantly different drafts of essays, they meticulously compared them.

Said English teacher Ann Peck, “I honestly want to trust all my students and it’s rather time-consuming for me to go through both versions of the essays, but now, I have to check them because of what has happened.” see TURNITIN, pg 2

Moneymaking Goodwill: Business and Charity unite with FBLA’s new microfinace project ANAND HEMMADY news assistant

In April, the Future Business Leaders of America club, also known as FBLA, started a microfinance project by partnering with KIVA, an online microfinance company. Microfinance is the process of lending small loans without collateral to those who need it. The recipient of the loan can then invest the money in a business and generate a consistent income, which will allow him or her to pay the loan back to the benefactor and eventually collect savings. In the process, members will learn about business concepts while improving the lives of those who cannot do so themselves.

FBLA members split up into groups of six and, with the help of two or three officers, selected a recipient from KIVA’s online list. They will try to raise as much money as the recipient needs and will send him or her the money through KIVA. Eventually,

the recipient will reimburse the students.

Said senior FBLA Co-President Haley Chen, “This program will involve us loaning money to small business owners in third world countries through donations, which will give them the opportunity to let their businesses succeed.”

FBLA’s leadership wants to provide the club members with an opportunity to work toward the helping others while allowing them to learn more about business.

“This project is unique because it’s more than just charity.

Students are learning sound financial principles by doing all this.

They learn how to make changes in the world while making money and learning,” said senior FBLA Co-President Kwan-Keat Ang. The learning experience that this project provides is especially useful for a subject like business.

Said Chen, “Business is about doing. Members can read all they want out of books, but ultimately the best way to learn about

business is hands-on learning. This project provides an opportunity for club members to learn business effectively.”

This project will also show club members that business can be charitable and will shoot down the generalization that all businesses are greedy.

“Typically, most people don’t think of businesses as charitable,” said sophomore FBLA officer Danny Kim. “People think that businesses and businesspeople always try to steal as much money from others as possible. Business in general is seen as something corrupt. This project defies this stereotype by allowing students to help out people in bad financial conditions while also allowing them to make money.”

The KIVA microfinance program provides FBLA members with business experience and the opportunity to do good. It is a unique project that will make a lasting impact on those who participate in it.

2the Prospector 2010-2011 STAFF

Key Club’s DCON Canceled A glitch in hotel booking prevented Key Club members from attentding convention, however the club’s achievements were still recognized NATALIE HOANG lifestyles assistant

Cupertino High School Established 1958 Vol LIl., No. 6 | 2011

editors-in-chief eric jang news editor virena galotra opinions editor sindhu gnanasambandan features editor azadeh rongere in-depth editors nikhil kanthi alya omar lifestyles editor abhishek zaveri sports editor sunwoo jeong photo editors jesse zhou copy editors victoria duan madhuri sathish business manager jackie breuer

FEBRUARY 11, 2011

THE PROSPECTOR

Every spring 4,000 Key Club members and advisers from California, Nevada and Hawaii gather at district convention, also known as DCON. The annual convention is held to recognize every school’s Key Club for their achievements, give leadership workshops and the chance to elect the upcoming term’s executive board. However, for the first time, Cupertino’s Key Club was not in attendance.

Due to paperwork complications and miscommunications with the hotel, Cupertino Key Club’s trip to the convention in Anaheim was cancelled.

Chris Dam, president of Key Club clarifies, “Since there were miscommunications with the hotel, it was hard to find a different hotel that was approved by Key Club International. When the hotel never gave us a concrete reason as to the error in our booking of rooms, Administration felt it was unsafe.”

Key Club members are recognized on a point system based on their overall participation in the club through attending meetings and the community service events offered on a weekly basis. These points go towards their eligibility to not only attend DCON but also win awards at the end of the year.

Cupertino’s absence at DCON was not only a disappointment for many members who looked forward to being rewarded for their participation, but also a lost opportunity for a select few student’s hard work to be recognized. Each year the convention holds a talent show where the top six acts within the Key Clubs in the entire state of California, Nevada and Hawaii are chosen to perform. Cu-

pertino had a talent act choreographed by senior Sheng Poon and juniors Jomel Bautista and Grace Kim. Their performance featured the aforementioned as well as seven other students, two of which attend another school. Cupertino Key Club’s talent act was chosen as first place overall to be presented at the talent show. However, with the inability to go, the group was unable to display their talents.

“DCON is important to the club because it’s a chance for the members to be awarded for their service throughout the year,” Chris Dam said.

“Our club was considered to be one of the strongest clubs within the area and we represent a large portion of the Key Club’s within our area. it gives our members an opportunity to become stronger leaders within our community, and helps them find who they really are creating new friendships and realizing that there are many individuals who love serving the community as much as we do.”

However, the cancellation did not keep Cupertino Key Club’s accomplishments from going unrecognized. Not only did the club win the prestigious Distinguished Club Award, but Dam received an Outstanding President and sophomore James Chen as Outstanding Secretary. Though Cupertino’s absence at DCON was a loss in terms of being able to meet members around the district and participate in the talent show, the strength and accomplishments of the club stay standing. Meanwhile, the opportunity to attend district convention in spring of 2012 in Santa Clara awaits next spring.

Turnitin.com: (cont. pg 1) Teachers claim that there are two reasons for their emphasis on the need for strict deadlines, such as 12 a.m. As growing teenagers, students should try to get as much sleep as possible. Additionally, this is another way of training students in preparation for the rigors of college.

English teacher Adrienne Harber said, “In college, students will be required to meet stringent deadlines, and I think CHS is supporting its students by getting them used to the process. In fact as a proponent of this process, I require my students to print out their receipts with the full essay, so I know that I have the final copy without having to look for it online.”

Also, there are many students who agree that teachers should assign a specific due time.

Said senior Yuri Iwai, “Teachers are not machines, so they will listen to you if you notify them beforehand that you are struggling to meet the due date. Who knows?

They may even give you an extension.”

However, there are also those who are not content with the time limit given to them.

Said senior Fernando Castro, “By knowing that I only had a certain number of hours to finish, I often felt rushed and I was tempted to turn in incomplete versions of my essay, hoping that my teacher wouldn’t check.”

Others students, particularly upperclassmen, mention the fact that they are either already burdened by work from all their other challenging classes, such as AP or honors courses and their extracurricular activities outside of school.

Said junior Mary Johnson*, “Teachers should understand that we have other classes and activities to balance out in our lives. I also think it’s ironic how teachers are punishing their students for trying to make their essays even better.”

Although some students question why teachers have established such deadlines, teachers find it frustrating that they have to check if the hard copies students turn in match those submitted to Turnitin.com. The temptation for students to continue working on their essays past the midnight Turnitin.com deadline still remains.

NAMES CHANGED FOR PRIVACY

news anand hemmady assistants regina hong harini jaganathan opinions kevin chu assistants amar kantipudi anthony kao gun ho lee features emily cheng assistants alyssa williams tess wu lifestyles michelle cheung assistants natalie hoang natasha sharma in-depth jackie breuer assistants vani mulkareddy jamin shih sports fred han assistants joanna lee willie wang adviser ann 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, ideasand 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 e-mail. Letters sent become tbe 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 The Prospector 10100 Finch Avenue Cupertino, CA 95014 prospector.chs @gmail.com

Charity meets YouTube — TheCharityTube 1. Toxic

Top Ten most popular videos

Student creates YouTube channel to bring awareness to disaster in Japan and fund relief MICHELLE CHEUNG lifestyles assistant

(Cover by Lydia Baik): 2,048 views

2. Jesus Take The Wheel

(Cover by: Andrew Phomvongsa): 1,172 views

3. Favorite Girl

(Cover by Brian Shin): 892 views

4. Please Don’t Go

(Cover by: Andrew Phomvongsa and Koki Horinaka): 884 views

5. Who Says

(Cover by Takuma Matsui): 873

6. Help Japan

(Stop Motion Video by Vivian Yoon): 871 views

7. Apathy

(Original Song by Yiann Chou) : 743 views

8.That Should Be Me

(Cover by Alexus Phomvongsa): 685 views

9. Arms

(Cover by Jenny Dinh) : 637 views

10. What If

(Cover by Joanna Sun, Lisa Nguyen, and Vicky Hsiao): 629 views *views as of May 2, 2011 COMPILED BY MICHELLE CHEUNG

T

he recent earthquake and tsunami in Japan inspired sophomore Brian Shin to start TheCharityTube, a non-profit organization through Youtube.

Created on Feb. 12 this year, the organization allows anyone to upload a video showcasing talents such as singing, onto its channel. For every 100 views per uploaded video, TheCharityTube donates one dollar to an awareness program.

It is currently directing its proceeds to Help Japan, a project they started whose purpose is to donate money to help Japan recover. Their website, http://www.thecharitytube.org, states that their ultimate mission is to raise awareness and monetary support for nonprofit organizations around the world in addition to showcasing the extraordinary talents of ordinary YouTubers.

In addition to the money earned from the amount of video views, TheCharityTube has also received money through donations from individuals will also be donated to Japan via the Japanese Red Cross for Help Japan. The video submissions for this project ended on April 30, 2011 and the project itself ends on May 7, 2011, but there are many more to come.

Shin, Chief Executive Officer of TheCharityTube, along with a group of peers (juniors Sally Kim, Ashley Park, Andrew Phomvongsa, sophomores David Won, Irina Kim, Ophelia Ding and alumnis Elaine Won) are working to raise money through car washes and other fundraisers to donate to TheCharityTube until they have enough views (a couple thousand per video) for YouTube to partner with them. The

potential partnership depends on the popularity of TheCharityTube and a continuous stream of video submissions and views. YouTube’s nonprofit program partnership with TheCharityTube would mean that YouTube itself would donate money to the cause that they support.

“When Brian came to me with the idea of TheCharityTube, I honestly felt like it had a future as an organization that can make a difference,” said junior Sally Kim, Chief Financial Officer of TheCharityTube. “The ability to let anyone out there upload a video because they care shows the positivity that is meant to radiate from this project. Watch a video; it’s too easy.”

YouTube users such as junior Andrew Phomvongsa and alumnus Lydia Baik have submitted song covers to the TheCharityTube that have already reached over 1,000 views. The number of views on their videos continues to climb as more people become aware of TheCharityTube.

“I don’t even have that many views on my YouTube channel so it was good to see that people watched and liked it,” Phomvongsa said. “It’s great that being able to do something so simple and accessible can help their projected cause.

Either you can make a video, or you watch them; there’s not much work to be done, but you still get to help.”

As TheCharityTube’s slogan states, “One video makes all the difference.” The popular art of posting song covers onto YouTube is now contributing to the worldwide effort of helping the struggling country recover.

With each view and each donation, TheCharityTube moves one step closer to their ultimate goal of promoting relief efforts in Japan.

MAY 6, 2011

3

THE PROSPECTOR

2011 Japan Bowl focuses on disaster VICTORIA DUAN copy editor

The National Japan Bowl competition, an annual competition held for high school students studying the Japanese language, is a unique experience that tests the competitors’ overall knowledge of the country of Japan.

Since Cupertino High School’s debut in the competition three years ago, constant developments and changes have been observed each following year. The 2011 event was especially distinctive, as it was focused mainly on the effects of the recent earthquake and tsunami that struck Japan.

Each spring, students chosen from approximately 40 different schools around the nation congregate in Washington, D.C. to participate in the two-day long Japan Bowl event. Competitions are split into three levels: level II, level III and level IV. These levels directly correspond to the Japanese class the students are currently enrolled in, with a few exceptions. Level one students cannot participate in the event while level four and level five students compete together in the IV competition.

Only three groups of students from each school are eligible for the competition, one group for each level of the competition. At Cupertino, competitive quiz-bowls are used to select the top three students from each level to participate in the event.

But Japan Bowl is not simply about vying for a medal in the fierce quiz-show like trials. Students enjoy a colorful compilation of cultural activities during their stay in D.C. In recent years, students have taken part in koto (a traditional Japanese instrument) performances, samurai boot camps, rakugo (storytelling) sessions and faux tea ceremonies.

In light of the disaster in Japan, the 2011 student representatives not only engaged in the usual allotted activities, but also took part in events more centered toward showing support toward Japanese citizens.

“The actual content of the competition was only somewhat altered- there were a few questions on earthquake faults and ocean currents,” sophomore Laura Kao, a second time Japan Bowl competitor said. “But the overall event was focused on the earthquake and tsunami in Japan. They had fundraisers and crane folding and poster making.”

Each of the participating schools was given two weeks prior to the Japan Bowl event to design and construct a message board that showed their support to the Japanese citizens. In Washington D.C., a video of the various message boards from the different schools was made and sent to affected places in Japan. Cupertino’s message board consisted of the outlines of each participant’s hands paired with their signatures.

“We traced our hands to make it seem like we were reaching toward them. We also wrote messages in English and Japanese, and even managed to incorporate the Japanese flag into our design,” Kao said.

The differences did not end there though.

“One of the moderators of Japan Bowl went up on stage and told us a little bit about her family, since her family lived in an area that was affected, and there was a whole story of how her family had to evacuate,” said Japanese teacher Yukari Kawano. “She gave us a personal, first person perspective of the experience that was very moving. I think it painted a vivid picture for all the students there of how terrifying it was.”

The video, message boards and speech played a major role in the 2011 Japan Bowl competition, raising awareness of the tragedy between the students and teachers present. The support shown by American students thousands of miles from Japan will be marked and perceived as a spark of hope to Japanese citizens in the years to come. The National Japan Bowl competition, an undoubtedly influential event, was further enhanced this year by incorporating the effects of the recent disaster in Japan into its itinerary.

Dear Reader, Smell something different? This is the first of the two “Junior Issues” that we publish this year, in which current staff members try out for the designing, copy-editing and leadership positions. Junior issue is a time for experimenting in design style and a fresh batch of talent so expect to see some new flavors.

I know that these are trying times: AP tests are no fun and second-semester grades are solidifying like fat from a stew left overnight. But there’s the warm summer weather and the end-of-year fast approaching to melt away all your worries (watch out for flower girls in your royal prom pictures though).

But I hope that you do enjoy this sixth issue of the Prospector—take a break from studying and enjoy at the final product of our junior editors’ hard work!

Sincerely, Eric Jang Editor-In-Chief

opinions

Jump off the relationship ship, soar to success in the academic airplane

46%

JAMIN SHIH opinions assistant ANTHONY KAO opinions assistant

of students are in or have had a relationship in high school

42%

of students regret having had a relationship during their high school years COMPILED BY JAMIN SHIH AND ALYSSA WILLIAMS 93 STUDENTS POLLED

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We, Anthony Kao and Jamin Shih, your chiseled, six-pack laden authors, are sexy. We are very sexy. So sexy, in fact, that we have been getting girls right, left, top and bottom. Throughout our long and distinguished high school careers, we have been the very epitomes of relationship success!

And although you might not be as sexy as we are, we would like to offer you some tips on how to get your game on properly.

However, by “properly”, we do not exactly mean what you think we mean.

You see, although the two of us have been nothing but extremely lucky in our dating endeavors, we have been anything but lucky in our academic lives. Our GPAs are not quite as sexy as our toned bodies.

So, yes, we now have some regrets.

We have come to realize the main problem with high school relationships — the inherent emotional instability they can incur distracts from what is actually important: academics.

The idealized perfect ‘high school sweetheart’ scenario may be everpresent in the media, but the vast majority of high school relationships end badly. Both parties tend to be too immature to keep long-lasting relationships by overlooking minor character flaws. Thus, what was once a blossoming bond quickly becomes half a dozen angry Tumblr posts.

However, the battlefield of broken hearts leaves scars that sting far worse than a Tumblr jab. It gnaws at intellectual motivation and emotional stability, two elements necessary for academic success. This victimization causes

SINDHU GNANASAMBANDAN

a severe drop in academic performance — trust us, we have totally experienced it.

Our faltering grades probably boil down to the AP class we did not take or the lunch period we did not spend in the bathroom stall with a textbook. In fact, all that time put into our unmemorable relationships was wasted.

So, what exactly is the point of these relationships when the drawbacks outweigh the benefits? Aside from the biological purposes of dating, there is no easy answer. Relationship advocates claim they supplement the personal growth and learning that high school is supposed to provide. And while, yes, relationships can be a great way to connect with others, dating so early and so often can distract not only from academics, but self-identity.

The largest risk concerns the second party as that other person will also suffer consequences. High school relationships, or the pursuit of them, tend to lead to a lot of unrequited love — and a lot of whining.

Both of these are quite undesirable. Though, of course, we cannot relate because we are so sexy. In an environment as stressful and packed with tests like school, the last thing we all need to create unbalance is unrequited love. That being said, your Tumblr followers will probably find it inconvenient to hear about your unrequited love through dark poems and a playlist of self-pity music.

So…about getting your game on? We told you we did not mean it in the traditional sense. The game we are talking about is not just about dating; it includes the more important academic aspect of high school and self-respect and identity too. High school relationships have the unfortunate tendency to fall apart and, like having a social life, sometimes are not worth it. When it comes down to it, a fleeting burst of happiness is not worth higher academic success, or bothering friends until they no longer wish to associate. We are not saying relationships are inherently bad and students should refuse to take part at any cost, but they are perhaps better saved when everyone is more mature there is less at stake.

Follow your

H

WILLIE WANG opinions assistant

Even in high school it is better to have loved and lost than it is to have never loved at all. Despite AP classes and SAT tutors, the amount of time spent in a school romance is worth every minute. Yes, keeping your grades up and improving your SAT score is important, but one must not overlook the lessons taught by a significant other. With its own types of tests, homework assignments and studying, building a relationship is an important experience of high school. It’s a journey full of laughter, tears and memories.

Even after all the pain, frustration and heartache when it ends, it is still worth it.

There are some things that you can only do with your other half in high school. In a good relationship, you must be comfortable with one another and accept each other’s quirky interests or obsessions. If you are lucky, your boyfriend or girlfriend may end up being that person with whom you can do things you cannot do with anyone else, such as dress

up as Harry and Ginny to go see The Deathly Hallows Part 1 on opening night. There is nothing cuter than a couple of die-hard Harry Potter fans cosplaying together, whereas friends, no matter how much they love you, are a lot less enthusiastic when it comes to sessions of Harry Potter trivia and proclamations of having twin cores.

On a more serious note, the odyssey of inside jokes and arguments you embark on with your significant other results in something very valuable in high school: the further discovery of oneself. When you spend so much time with another person, they notice things that others, including yourself, do not. Whether it is a simple case of road rage or a nasty habit of guilt tripping others, a healthy relationship can resolve all types of flaws. It may cause harsh fights, but all in all the benefit of selfimprovement is there.

Of course, there is always a final destination for a relationship.

In high school it is the inevitable truth that a couple will either end in heartbreak or, in rare but happy cases, go on to be married as high school sweethearts. Most relationships are not so lucky, and in the end all the irreplaceable memories, hilarious inside jokes and romantic moments become part of the past. However, the lessons learned, experience gained and optimistic remembrance of the good times is a pretty fair trade.

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In the end, payoffs of high school relationships outweigh detriments

SINDHU GNANASAMBANDAN

MAY 6, 2011

THE PROSPECTOR

opinions

5

Staff editorial

Affirmative Action Out-dated and out-weighted

With college results out and seniors either screaming for joy or mourning over what could have been, it is hard not to think about factors of admission that are simply out of our control. Despite our seemingly progressive, equity-based society, programs like Affirmative Action actually do little to help those in fiscal need. In fact, Affirmative Action is a counterintuitive paradox, for it often hinders those in need while blindly “assisting” those who do not really require the assistance. Therefore, for the common good, Affirmative Action should be changed from its current definition of “benefiting an underrepresented group based on race, color, religion, gender and/or origin” and instead be based off of income so that those who are truly in need may receive the assistance that they deserve.

It is evident that any subject involving race or gender is a sensitive one and thus, these factors must be taken into account; however, we must realize that race and gender only mean so much in the bigger scheme of things. Affirmative Action (AA for short) was established in 1965 in an attempt to reconcile the injustices blacks faced throughout history. Back then, AA actually helped many families simply due to the fact that it assisted those emerging from an era full of racial discrimination. But half a century later, AA has barely changed to suit current times. Affirmative Action was and still is meant to help those in need and most people, by all means, support that. As a progressive society, we are all for equality and fairness; however, changing times require changing rules and unfortunately, that has not been the case.

For example, these days, despite racism still being relatively prevalent in society, people cannot easily get away with it in a professional setting. Gone are the days in which employers can legally turn down qualified applicants just because of race or religion. Though much of this change is due to the effects of Affirmative Action, it is important to realize that we as a society must progress to the next step.

It is simply not fair to use Affirmative Action in the favor of minorities in the case that they themselves are relatively well off. The point of AA was to give belittled and impoverished minorities a fighting chance, but now, after many have gotten up on their feet and are living prosperous lives, it does not make sense to give them a boost simply because of their race. The fundamentals of AA played a pivotal role in decreasing racial discrimination in the United States; however, it must be acknowledged that 50 years later, AA, in essence, is actually being racist by trying to reduce racism.

There is no simple solution to this fiasco. It will not be fair to simply remove AA while it is also not fair to let it continue based on current applications. And this, dear readers, is why AA should be modified so that it targets income rather than race. If Affirmative Action was based on income alone, it would not matter where you are from or what color your skin is. Instead, all that matters are the opportunities you had growing up in your specific income group. This way, a poor white student would receive a boost rather than a rich black student, ergo proving to be million-folds more effective.

In essence, Affirmative Action has good intentions; however, its execution is rather poor. Instead of trying to help minorities regardless of their economic status, providing assistance, in addition to financial aid, to low income families would give everyone an equal opportunity to show the world what they can do.

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CARTOON BY ERIC JANG

5.00 days of summer

Students strive to shape their summers into yet another element of their college applications ERIC JANG editor-in-chief

You should know that this isn’t a love story.

I hardly remember anything from the summers of my childhood except for the fact that they were really hot and boring. I would play with LEGOs until time stopped, water the lawn until the grass drowned and build pillow forts to hide from mosquitoes while visiting family in Taiwan.

Fast forward five years. My entire summer was spent taking classes and preparing for the SAT. I ended up having to wake up earlier every day than I do on school days for my internship, which in itself must have violated some kind of natural law. I have not visited my grandparents in over four years on account of class schedule conflicts. Even now I am starting to miss endless summer boredom.

Granted, my situation might be a bit extreme. If fortunate, some might be spared some five days of freedom before succumbing to the pressure of academic success and hitting the SAT books again. This trend of being productive over the summer begs the question of whether students get real breaks anymore. Summer is no longer the carefree bliss it once was — it is now a season of writing college essays, buffing up transcripts and studying for standardized tests. Its surprising that only four years ago, a summer vacation might have been spent visiting family, rolling in the grass or staring at the wall all day if one so pleases. Today summer has be-

come an extension of the school year cleverly disguised as a vacation — intermittent gasps of breath in a sea of extracurriculars and the need to get ahead.

This is not to say that one should forgo all brain activity and reject productive activities. “Getting ahead” mentality over the summer often entails experiences that prepare students for college or the workforce. A summer job teaches maturity and real world experiences in dealing with people, money and organization. Summer science and leadership programs are also beneficial, allowing students to take their talents to the next level unhindered by the demands schoolwork.

But enlightening as these activities may be (with the exception of standardized tests), watching a fellow peer take a De Anza class over the summer still puts pressure on the student to keep up with the rat race of colleges and careers.

Well, take a break then, one might say. Unfortunately, such a siesta is merely a fleeting gratification soon followed by an urgency to catch up with responsibilities that we did not know existed and to make important decisions that will shape our careers and lives. Childhood — a time when “the future” seemed distant — is dead (or terminally ill for the lucky ones).

As the saying goes, there is no sense in beating a dead horse. Let go of the illusion that summer is stress-free paradise, and instead focus on the rewards of growing up— financial independence and hopefully a career that can be enjoyed during all seasons.

Accept the estival days for what they are, because the best summer vacation you will ever have has already passed you by.

features

MAY 6, 2011

6

ALTERNATIVE SCHO Homeschooling vs.

Highschooling

Educational Supplement

Tutoring organizations provide unique assistance

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HARINI JAGANATHAN news assistant

W

hen senior Charissa McManis was ten, she had the luxury of rolling out of bed, popping a DVD into her DVD player and “going to school.” While this lax image of homeschooling is the predominant stereotype, McManis experienced a few different types of homeschooling, some of which negated this image. After not being able to attend her desired public school, McManis’ parents opted to have her homeschooled.

Having gone through both public schooling and a few homeschooling styles, she said that there are several distinct advantages

a n d disadvantages to each.

Between 4th and 6th grade McManis participated in “video school.” Every day, she watched a DVD of a teacher teaching a class.

Although this was a virtual experience, McManis still took notes, listened to lectures and participated in the discussions like in a real classroom. She found that she could shorten her school day by fast forwarding through the concepts she understood.

Conversely, she had the ability to rewind and go through more difficult material as many times as she needed. McManis says that she was able to go through video-schooling without too much difficulty.

“My parents were always willing to help me, but I was pretty independent, so the teachers on the videos and my textbooks were pretty much all I needed,” she said.

When McManis was in middle school, she combined homeschooling and regular schooling at Live Oak Academy, a private institution.

She attended a conventional school two days a week and homeschooled the rest of the school days.

This was significantly more rigorous than video schooling, as McManis started her school at 7 a.m. and finished her homework at

7 p.m. This style of homeschooling emphasized classical education, so McManis had the opportunity to take Latin and Logic.

Although she only spent two days per week at a physical school, the time she spent in the classroom involved more one-on-one time with teachers. On the days she was at home, she was able to manage and direct her own time somewhat freely.

“I got to take breaks when I felt like it, eat whenever I wanted to, wear my pj’s all day and my family had more flexibility when going on vacations,” McManis said.

Despite these advantages, Mc-

Manis did experience some disadvantages to homeschooling. She felt that the decreased opportunity for social interaction, the lack of school sports and relaxed attitude of the teachers were a few drawbacks.

“I was nearly always the only one in my class to turn in my work on time, and the teachers didn’t seem to care that much regardless,” she said.

McManis started at Cupertino during her freshman year, and was overwhelmed at the size of the student body. The transition back into public school was dramatic for her.

“It was especially difficult for me because I did not attend Cupertino’s local middle schools, so I didn’t really know anyone or what to do with myself at first,” she said.

McManis eventually acclimated after becoming more involved in after-school sports.

She finds that homeschooling allowed her to become more independent and have a broader education. Although she had more flexibility in her schedule, the lack of rigidity was sometimes a disadvantage. The lack of a social atmosphere in homeschooling was also a disadvantage. Overall, McManis finds it difficult to choose homeschooling over public schooling or vice-versa.

Both styles have their strengths and weaknesses.

A

Co

SINDHU GNANA opinions editor

“You better pick up t you’ll end up at De An to having heard somethi word “De Anza” has bec ure” — a sort of Cuper is far from deserved; De cation, ranking within th United States. In fact, m resource that many high tage of during both sum Senior Albab Noor summer in order to ex sneak peek at the college “Teachers pay far less lectures and you are pre time,” Noor said. “Also, t race, which we are accus Also, Noor comme manding nature of cours es offered at Cupertino.

Senior Leo Liu secon Mission College. Howe

Tutoring GUN HO LEE opinions assistant

Soon after the e dents mill in front for Success. Most academic enrichm signments before l time to understand crowd, such as sen they know, and in that are so importa Of the questio swer 80%. The 20% not from lack of kn tive answer.

“It’s difficult to pect because every ence. One tutee m another might hav bers,” Nguyen said

PO

“High school is the be als learn how to prope

-Alex Verhovski (

MAY 6, 2011

OOLING:

THE PROSPECTOR

features

7

Students find ways to further and supplement their education away from the traditional classroom setting

An early start to higher education

w o N s i e r u t The Fu

oncurrent enrollment allows students to access various classes

Middle College opens doors for high school student

ASAMBANDAN

MADHURI SATHISH copy editor

that book and get your face in it, or nza.” One too many of us can attest ing along those lines. Somehow, the come synonymous to the word “failrtino slang. This reputation, though, e Anza is a great place to further eduhe top 50 community colleges in the most all community classes are a great h school students are taking advanmmer and fall night classes. took Psychology at De Anza last xplore his interest while getting a ge experience. s attention to you, they just give you etty much on your own most of the there is much diversity, not just with stomed to, but with age as well.” ented on the significantly less deses when compared to the AP class-

nds this as he took physics classes at ever, he also mentioned a monoto-

nous atmosphere.

“The teaching style is power point after power point of formulas. We use cheat just plug and chug for the most part.” Liu said. “That being said, if you would like a class on your transcript to have a more competitive application for college or you are truly interested in a subject, this resource can and should be taken advantage of.”

As far as teachers go, it is hard to beat the lot we have at Tino. But community college professors may come quite close. Junior Kevin Qiao took calculus C and D and is currently taking a course on differential equations and talks of how his professors are competent and quite interesting.

“My Calculus C/D teacher was interesting, almost like Timmreck,” Qiao said, “He would tell stories too, some of them even on par with Timmreck stories.”

Overall, Community Colleges are a resource that should be considered as means to build a college application or delve into topics that interest you. It offers many enrichment opportunities that our school cannot afford to extend to us. As you begin contemplating how to spend those six w e e k s ahead of you, make sure to put De Anza in the hat.

lp e h f l e S =Teaching others allows tutors to enhance their own skills JESSE ZHOU

end-of-school bell rings, dozens of stut of the library for the Student Center t line up to check in for two hours of ment, eager to complete homework asleaving school, or perhaps to take more d that elusive math proof. Others in the nior Alan Nguyen, come to share what return, practice the interpersonal skills ant in this global society. ons he is asked, he can confidently an% that he cannot answer, however, stem nowledge, but out of the lack of a defini-

o approach the topics from just one asy teacher has a slightly different prefermight want a more creative one, whereas ve a teacher who hates attention grabd.

In guiding his students, Nguyen has observed numerous writing styles and different ways of presenting material.

“It’s really helped me open my mind and not be too inflexible in academics. There is not just one way to approach something. Whenever I’m stuck on some assignment, I think back to how I’ve advised my tutees and pull from that experience,” Nguyen said.

It is apparent that these tutor-tutee interactions benefit not only those who need the help, but also those who give it.

“I’m putting myself in my tutee’s position and listening to my own advice. It’s almost like peer editing with myself,” Nguyen said.

As student tutors such as Nguyen demonstrate, teaching is indeed the highest form of learning.

O L L

“

I am actually enjoying studying; it doesn’t even seem like a chore anymore.

cause they want to be there, while the disruptive students don’t even bother to show up to class other than on test dates. By taking my classes with these college students, the classes become a lot more fun and a lot more serious,” she said.

Khouderchah currently takes Chemistry 1B, Nutrition 10, Music 1A and indoor soccer.

However, transferring to a college campus did not completely deprive Khouderchah of high school experiences. She took advantage of the fact that as

dle College was a major decision for Khouderchah, she is content and appreciates the opportunities that Middle College has granted her, and she recommends the program to any high school student interested in experiencing the college atmosphere.

Do you think the high school experience is crucial to succeed in life?

“It isn’t only high school where people are petty or rude. High school is our chance to develop as much immunity to disrespectful people as possible.”

- Julia Seaton (10)

eta test for adult life where individuerly interact with each other.”

(11)

M

any high school students look forward to college as a more-than-welcome opportunity to get away from home and finally experience some freedom, but for junior Christy Khouderchah, college embodies the chance to get ahead.

Khouderchah wanted to acquaint herself with the college environment early on, and she found that Middle College let her take her education to the next level.

Middle College is a program that allows high school students to take all their classes on the De Anza Community College campus. These classes include the Middle College class itself, which is a combined American literature and history course specially created for high school students. The rest of a high school student’s schedule consists of regular college courses, for which they must sign up individually and may vary depending on the student’s interests. Middle College operates under De Anza’s quarter system, a sharp contrast to the high school semester system, so students must learn to adapt quickly.

Khouderchah explained that while there was no single reason for her transfer, she cherished being able to attend classes with college students.

“Taking classes with college students [is] different since all of the students attending class [are] there be-

a Middle College student, she may still participate in high school extracurricular activities. In the fall, she trained with the cross country team while simultaneously adjusting to her recent transfer.

Middle College also offers students a greater degree of independence. Most professors make homework optional, putting pressure on students to study and play a more active role in their educations; they should regard homework as a study aid. This gives the high school students participating in the program a closer look at what college will be like.

“For the few teachers that check homework, it only serves as a cushion for our grades. Since the majority of the class grade is based on quizzes [and] exams, the teachers are easily able to see who does and does not study,” Khouderchah said.

Although such pressure can be stressful, Khouderchah feels that the Middle College system has given her a chance to mature academically and provided her with more confidence about her future.

“The most surprising thing about Middle College is that I am actually enjoying studying ; it doesn’t even seem like a chore anymore. Instead of worrying about the grades, I am more concerned with learning and understanding key concepts. I definitely feel like I will be more successf ul now,” she said.

Even though attending Mid-

126 POLLED COMPILED BY AZADEH RONGERE

Yes 65%

No 35%

“There is so much drama in high school that I think someone could be just fine without being forced to be put through it.”

- Chloe Woods (10)

lifestyles

the absence of

MAY 6, 2011

ORIGINALITY

ARK MUSIC FACTORY: THE UNTALENTED RISING TO FAME JOANNA LEE sports assistant

With an influx of rising young stars entering the media and becoming overnight sensations, it seems the fundamental elements that originally craft a talented star are beginning to diminish. Society no longer glorifies the one who has it all — looks, personality and, most importantly, talent — but rather awards arguably undeserving people with a chance in the limelight. Nowadays, a person’s looks only need to be marketable, the personality can at most be decent (but paired with an excellent publicist) and talent can be compromised with money and resources. So what does it take to become a star in today’s media? Not a whole lot of originality, that is for sure.

Becoming a star only requires a proper and strategic use of resources. Suppose it has been a lifelong dream of yours to follow the path of pop stars like Justin Bieber but you never considered the possibility that this dream could become a reality. Good news — if someone has a huge chunk of cash lying around, he or she can easily invest it into companies like ARK Music Factory that have turned the dream of becoming the next Bieber into a business.

The artists (or their parents) pay ARK $2,000 to $4,000 and then ARK writes, produces and promotes music for the aspiring stars. ARK recently gained notoriety when critics deemed one of its songs, Rebeca Black’s “Friday” — which quickly went viral — the “worst song ever.” In her debut song, Black weaves excitement for the weekend and wanting to have a good time into a catchy, upbeat tune. Numerous celebrities, including Steven Colbert and Jimmy Fallon, have created parodies and covers of Black’s youthful song, as it sweeps thenation like an epidemic. People laugh when they first heard the song because it is relatively meaningless and the singing is not up to par, and people continue to laugh when they hear it again in a parody.

Though the message of the song is elementary, people still mockingly sing their hearts out whenever they hear the song. “Friday” has even made its way onto the school dance playlist and has got everybody shouting the lyrics. People mutter in frustration about how terrible the song is and make jokes in the infinite array of “Friday” parodies, yet every time the song plays, they just cannot help but sing along. It’s infectious. “Friday” has accumulated over 100 million views on YouTube in just a little over a month. The more views a video has, the more money the person who made the video will make. Imagine how much she has already earned. Who is laughing now?

Becoming a star in today’s media certainly does not take much, so to speak. You just need a catchy tune and some cash.

MEDIA

CAFE PRESS:

We are told from the very start to meet as many unique indviduals as possible. However, peer pressure and pop culture are slowly boxing in our creativity, preventing us from expressing ourselves freely. If this continues, it will effectively make us no better than clones.

JESSE ZHOU

COMBATING THE LOSS OF CREATIVITY KEVIN CHU opinions assistant

People used to sew their own clothes and build their own furniture. Today’s far-flung supply chains have further increased the practicality of buying ready-made apparel and housewares. Lately, however, mass production has been spawning mass conformity left and right. It stands in the way of our originality. What can save us?

Lack of originality arises from factory procedures, and in the past several years there have been numerous attempts to tweak mass production of goods from sneakers to gobstoppers in an attempt to deliver “mass customization” and “the one-to-one future,” in which every consumer receives unique treatment tuned to their individual tastes.

An intriguing experiment with mass production of this scope involves CafePress, a company established in 1999 that allows anyone with rudimentary command of a computer and a credit card the opportunity to, as the site blatantly states, “make your own stuff.” You can print your own designs or slogans onto a variety of commodities provided by CafePress: T-shirts, hoodies, teddy bears, yoga mats, pillows, clocks, shot glasses and so on. According to the company, over two million people or companies have used its services to create more than 18 million “unique items.” Here is individuality on a mass scale.

The diversity of products offered is sprawling, and aside from serving as a way for the consumer to construct products of their liking, CafePress is often used as a virtual boutique for other websites. Popular designs promoted on CafePress include items from the Bacon Ribbon Store, which offers products showing a strip of bacon twisted into a ribbon and a slogan about “obesity awareness,” and even “Lord of the Idiots” bumper stickers.

The new version of mass customization does not seek to turn back the clock to the era of do-ityourself publications. In a sense it is a middle path between the two; it allows individuality that is not difficult to achieve.

CafePress plays to that sentiment, and to another. While it is entertaining to design “unique” items with relative ease and no particular knowledge of production details, it is even more exciting to sell those products to other people. True individuality is a little lonely, and conformity is easier to swallow if you are an originator rather than a follower.

THE “REEL” VS. THE REAL

REALITY

Spotted: Wealthy, unflappable and polished girls perched atop steps of the New York Metropolitan. Decked out in Dior and pretty in Prada, these girls do not mess around. They hangout with the who’s who and dash around with their versions of Ken (Barbie’s go-to guy). This stereotype is one of many created to portray typical high school students on television — jocks, cheerleaders, stoners, geeks, drama kids and preps. Real high school, however, is entirely different from media creations.

TV shows such as “Gossip Girl” and “90210” are often about partying, drugs, cheating, backstabbing and revenge. 26-year-old actors play the roles of “regular” 16-year-olds and set an unrealistic standard for kids to live up to.

Real students, however, cope with self-image issues and fitting in with their peers. They also worry about grades, SAT scores and extracurricular activities. While teenage soap operas are widely popular and engaging, they send warped images of high school to teens and are far removed from reality.

NATASHA SHARMA

SINDHU GNANASAMBANDAN

8

MAY 6, 2011

lifestyles

THE PROSPECTOR

RED INTEGRATION:

9

Student creates and sells hand-made jewelry through online website VIRENA GALOTRA news editor

JAMIN SHIH

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IN THE PROCESS Ahmed creating one of his hand bracelets, adding detail to the beads of the design.

Make it the Summer You’ll Never Forget!

JAMIN SHIH

Not many people own a pair of earrings shaped like padlocks or have a necklace in the shape of a video game controller. However, there are those who simply love the unique jewelry created by senior Sam Ahmed. He is known for his whimsical jewelry pieces modeled after everyday objects.

What started as a creative outlet has now grown into a successful business. Ahmed has a passion for art, and has been making crafts ever since he can remember. His talent was recognized when he gifted his creations to his friends who received them with enthusiasm. When he saw another student selling jewelry at school, he was motivated to do the same. Ahmed began selling his creations fall of 2010.

Said Ahmed, “It was kind of an experiment to see if I could make money and sell something and it actually grew…now I actually make a lot of money off of it.”

He now runs his business off his Tumblr account, http://redintegration.tumblr.com, where he posts the pictures and prices of his creations online. Potential customers can then

contact him to place an order. Apart from his own playful designs, Ahmed makes custom pieces designed by the individual ordering them. The types of jewelry he sells range from necklaces to rings. Some of his other charming designs include Tetris blocks, clocks and bananas. He uses clay to handcraft each piece of jewelry then finishes them with paint. A completed product can take a while to make, ranging over the course of a few hours, depending on its complexity and size. This factor then determines the price of each piece, which varies from $5 to $20. He also makes trinkets of items ranging from Wii remotes and Game Boys to traditional bracelets and necklace designs.

Whether it is an requested design or personally inspired piece, Ahmed is passionate in creating his jewelry.

After high school, Ahmed plans to continue his business. He enjoys that he can make a profit from simply doing what he loves. Even though he does not consider each piece a masterpiece, he believes his business and efforts to be worthwhile.

Said Ahmed, “Not everything I make is something that I’m in love with but…I have to pay for prom somehow.”

sports

MAY 6, 2011

10

Jessica Clausen: A word with the new athletic trainer SUNWOO JEONG sports editor

Q: How long have you practiced sports medicine and where did you learn?

I have been involved with athletic training since the Fall of 2006 when I entered the undergraduate Athletic Training Education Program at the University of Delaware. For four years I worked with many different teams and types of athletes. I then graduated in the Spring of 2010. Having been accepted into the Post Professional Athletic Training Education Program at San Jose State University, I moved to California to begin the pursuit of my masters degree in Athletic Training.

Q: What do you enjoy about sports medicine?

ARSH BUCH

CRICKET | Junior Arsh Buch in the motion of bowling the ball to the batter., trying to hit the wicket to get the batter on the other side out.

Cricket craze on campus NIKHIL KANTHI in-depth editor

There is force behind the word ‘touchdown’. There is perseverance behind the words ‘home run’. There is pride behind the word ‘goal’. There is a newfound passion behind the word ‘six’, as cricket joins the pantheon of popular sports on campus.

In cricket, a six is the greatest number of runs a player can make per ball, and billions of people cheered their favorite players as hundreds of sixes were made during the 2011 Cricket World Cup. A handful of those billion were fellow students who stayed up all night to follow the cricket match.

Junior Arsh Buch, a professional cricket player, said, “I think the cricket craze has definitely increased due to the World Cup, and some of the craze will stay.”

The craze seemed to break all the natural laws of high school. Even in class, many students popped out their iPhones and iPod Touches to follow the matches, which lasted long into the morning. As the World Cup neared its highly-anticipated and climatic final, cricket ruled the lives of its ardent fans.

“I saw a lot of people who had probably never played cricket talk about it, and whenever I went on Facebook, there were a lot of statuses about India winning the World Cup,” Buch said. However, because the next World Cup isn’t for

another four years, it may seem that cricket’s international stardom was a fluke.

Buch argued that since cricket is such an enjoyable sport, it will retain the popularity it has gotten.

“It is enjoyable because it is for everyone, no matter what size or strength. While a lot of people might think it is very long and tedious, it is actually very exciting and jampacked in its duration,” Buch said.

Cricket is fun not only because of the various modes of play, but also because of its appealing workout rhythm.

Players tend to stay fit and active year-round. Even when the season is over, Buch works out to stay in shape.

“As a professional player, the most important thing to do is to keep fit during the off-season, when it is raining and everything,” Buch said.

Like basketball, conditioning is a constant for cricket players. The cardiovascular and muscular training that Buch undergoes with his fellow cricketeers keeps him in shape.

Cricket may not have the hardcore fan base of soccer, and overnight cricket matches may not be as glamorous as Superbowl bashes, but the sport is gaining incredible support on campus. As more and more people are introduced to cricket, the fervor will soon pick up. One day, Dusty will do his dance after a Pioneer hits a six on the field.

One of the things that I enjoy most about sports medicine is being able to understand the different requirements of sport placed on an athlete and how they affect the athlete. I think it is exciting that when that understanding is combined with a mechanism of injury, I can find what the specific injury is and how to treat it (and when I can’t, be able to provide the resources to point the athlete in the right direction of where to get a more definitive answer).

Q: What made you want to be an athletic trainer at Cupertino?

The athletic training program I am in at San Jose State University offers graduate assistantships to its students. We are then assigned to various sites throughout the bay area, and I was assigned to Cupertino High School.

Q: What is your favorite part of being an athletic trainer?

I’ve always loved watching and playing sports, and wanted to stay involved with them after high school and college. Athletic training provides that, as well as the opportunity to have a working environment that is always changing. On any given day I may be working on paperwork, inundated with injured athletes, outside on the sidelines of a game, or travelling with a team… and the dynamics of each of these are always changing themselves. This is very important to me, because I remember from when I was younger thinking about how most careers are indoors and involve working with the same people everyday doing the same monotonous tasks, and that just wasn’t for me. I wanted to do something that would help people and have some sort of positive impact on them. When athletes get hurt, it takes a toll on them physically and mentally. I try my best to do what I can to address each athlete’s injury, provide an explanation detailing the physiology involved, and what may have been the cause. A better understanding of what’s going on can be very reassuring, as opposed to blindly hoping that a pain magically goes away, and enable the athlete to make better decisions in taking care of themselves.

Q: What do you want to teach to student-athletes during your stay at Cupertino as the athletic trainer?

Undefeated in the making Athletes profess the feeling of never losing

An understanding of the injuries that they may have and why they got injured in the first place. Having this understanding can help the athlete make better decisions regarding that injury and potentially how to help prevent it from reoccurring.

FLAWLESS

“Playing really well during the season or going undefeated for a certain period of time is very satisfying as an athlete. It shows that the time and commitment put into practicing and playing the sport have paid off.”

-Gokul Natesan junior

“The team bonded in a way that nobody else can understand unless you were on the team. I felt a great deal of accomplishment knowing that I have my teammates support and hard work.”

“It was exhilarating to go out everyday knowing that every other team was chasing us. Every game had a sense of consequence and we went out there, driven to keep it going.”

-Youseph Pavlovic, sophomore

-David Neys senior

JESSE ZHOU

sports

THE PROSPECTOR

MAY 6, 2011

11

The Power of Destinee

JESSE ZHOU photo editor

Her mind is cool and collected as she distinctly remembers her favorite combo: Sweep first, then “choke” the enemy. She scours her mind for the techniques she has learned, and decides that she must attack frequently in order to prevail. She knows that her opponent is from the other side of the world, and therefore a worthy person to fight.

However, as she stares into the eyes of her adversary, she realizes that she must rely on the determination she has slowly accumulated over the years to win.

These thoughts are what go through junior Destinee Nagtalon’s mind before each of her intense judo matches. Even though her thinking process might seem a tad aggressive, Nagtalon, a judo expert, uses it to help her prevail against all other contenders in a competition.

DESTINEE NAGTALON

JUDO | The referee (above) starts the match as Nagtalon gets ready to fight her opponent. Nagtalon faces her opponenet (bottom right), looking for a way to take her down. Nagtalon (bottom left) takes down her opponent to secure the win.

MELANIE PARAYNO

DESTINEE NAGTALON

Her experience in judo has ultimately shaped her character into one filled with perseverance and outgoingness.

“Judo has made me a lot tougher, in a sense, because before I was really shy,” said Nagtalon. “Now, I can stand up to anything if I really needed to. It’s really taught me to be more aggressive.”

This resolve helps Nagtalon grow more skilled in her craft. After many years of exhausting work, she uses this acquired grit to prepare for nationwide and international tournaments. However, “prepare” can be a bit of an understatement; Nagtalon practices judo two hours each day, four days a week, while also lifting jaw-dropping amounts of weights outside of practice.

Although she admits being so focused on judo all the time does get physically and mentally arduous, her work is undoubtedly rewarding: Nagtalon has been given a chance to participate in judo tournaments around the globe, two of which have been hosted in Hungary and El Salvador. Other prestigious tournaments still invite her every now and then, and when she goes to compete, she shows her rivals the full extent of the solid willpower she has gained over her long odyssey in judo.

Sometimes Nagtalon’s friends misunderstand her way of life. According to Nagtalon, judo can be intimidating to many students who do not truly know about it. Those students subsequently give Nagtalon admiration for her sport and for her unending focus in her performances. However, as the optimistic, jubilant girl she is, Nagtalon tries to help tweak the perspectives of her peers by explaining the concepts and techniques used in judo. By doing so, she hopes to make her sport less menacing to other students.

“It’s beyond an on-the-surface thing,” said Nagtalon with a laugh. “People ask, ‘Can you kill someone?’ No, it’s not like that. You can put someone unconscious only if you really need to... but really, it’s just judo.”

Her meticulous movements on the judo mat are a phenomenon to many, and what causes her desire for excellence in her craft leaves her fellow peers dumbfounded. Nevertheless, Destinee Nagtalon, the high school prodigy of judo, is determined to succeed at her sport while also being an exemplary fighter in both body and spirit. As she triumphs over her fellow competitors, she knows that her determination will grow and her destiny of being one of the best judo fighters in the world will come to fruition.

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photoessay

MAY 7, 2011

is that a

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Teacher Trinket?

You probably expect your teachers’ classrooms to be generally identical. However, if you actually walk into any classroom here at school, you will see many items that you may not find anywhere else. For example, if you walk into science teacher Allannah Ujifusa’s room, you might see a preponderance of disease-related stuffed animals, and a cute, fuzzy common-cold virus might catch your eye (middle right). On the other hand, if you decide to tour English teacher Nikki Merrick’s classroom, you might get a chance to see the collection of little shoes she has up front (top left). Taking a stroll in History teacher Jeff Rosado’s room will give you a front-row view of his more than noticeable pedestal of freedom (bottom left), while viewing English teacher Teresa Filice’s room will let you see her intimidating unicorn of justice (middle left). You might even go into science teacher Gavin Goes’s classroom and look at his autographed skateboards from the ‘80s (top right). Of course, these items are just a few examples of “trinkets” that can be found here on campus, which says a lot about the eccentricity and awesomeness of our school’s staff. That is why you should lower your expectations next time you walk into a new classroom... You never know what your teacher may have.