Issue 5 - March 2023

THE PROSPECTOR STAFF

2022-2023

editors-in-chief

Jolie Han

Taruna Anil

Rishita Shah

news editor

Andrew Qin

opinions editor

Alexander Liu

features editor

Anika Rao

lifestyles editors

Angie Li

Riya Malik

investigations editor

Benjamin Liu

sports editor

Hailey Ryu

postscript editor

Eliana Aschheim

copy editors

Anoushka Gokhale

Alisha Sankhe

Joyce Lee

Shaona Das

photo editor

Evelyn Liao

online editors

Sania Mehta

Lisa Zivanic

Katie Kim

Evan Lu

Shaona Das

business manager

Sania Mehta writers

Aashin, Caroline Cheng, Katelyn Chu, Kevin Jia, Prithika Sundar, Rajasi Laddha, Saniya

Laungani, Soha Roy, Stefaniya Nava, Tanvee Sai, Theresa Nguyen

A LETTER FROM THE EDITORS-IN-CHIEF

Dear Reader,

Spring has sprung! As the days get longer and the weather grows warmer, the Cupertino community experiences a metamorphosis – except our fifty-thousand-person city cannot be characterized by a single butterfly.

If there is one thing the beginning of spring has taught us, it is that the switching of seasons is not always pleasant. Sometimes, it comes with unexpected flooding and uprooted trees. On page 6, Lisa Zivanic and Rajasi Laddha examine the changing of seasons within the Fremont Union High School District as they uncover the impacts of the declining enrollment.

On the flipside, as class sizes are shrinking at school, the mistreatment of school facilities is on the rise. Kevin Jia, Shaona Das, and Hailey Ryu investigate the cleanliness and sanitation of Cupertino High School from the perspectives of students, staff, and the facility manager on page 20.

advisors

Ann Peck, Brian Hazle

Editorial Policy

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

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

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

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Despite these challenges, change is inevitable and can lead to greater things, like a butterfly, a flower, or a new state-mandated course at Cupertino High School. On page 4, Benjamin Liu discusses the implementation of a new Ethnic Studies and Health Class.

As we welcome the arrival of spring and the changes that come with it, let us work together to overcome challenges and create a brighter future for our community.

Sincerely,

Jolie Han, Rishita Shah, Taruna Anil

ETHNIC STUDIES AND HEALTH CLASS

What the new state mandated course will look like at Tino

BENJAMIN LIU investigations editor

Each campus in the Fremont Union High School District will pilot new ethnic studies and health classes in the 2023-2024 school year. The pilot classes will be two separate semester-long courses and will be taught to around 30 ninthgrade students. After the trial phase, the course will be available to all students in the upcoming years.

The semester-long health course will cover topics like mental, social and physical health as well as nutrition, alcohol, drug use and safety.

Kristi Kuehn, a science teacher at Cupertino is a pilot teacher for health and part of the curricu-

lum development team for the new class.

“[The health class] is creating an amazing opportunity for all freshmen to be learning and focusing on health for the first time,” said Kuehn.

The health class will teach students to address health issues that are present on campus. For example, the course will cover students’ struggles with mental health, which rose to be-

communicate about their health.

“[The health course] will create a caring climate for students that are coming into Cupertino High chool for the first time,” Kuehn said. “Ultimately, we hope that it helps students improve their health and experience in high school.”

come a prominent problem among high schoolers after the pandemic. The course will connect students with resources available on our campus and also enable students to

Unlike the health class, the new ethnic studies class is mandated by state law. On October 8th, 2021, California Governor Gavin Newsom signed the Assembly Bill 101. This makes the one-semester course in ethnic studies a public high school graduation requirement for all students, starting with the class of 2030.

In a letter addressing the California State Assembly, Newsom wrote, “Ethnic studies courses enable students to learn their own stories, and those of their class-

“ [THE HEALTH COURSE] WILL CREATE A CARING CLIMATE FOR STUDENTS THAT ARE COMING INTO CUPERTINO HIGH SCHOOL ”

KRISTI KUEHN

mates, and a number of studies have shown that these courses boost student achievement over the long run — especially among students of color.”

“Ethnic studies is typically misunderstood. I think a lot of times people think [that in] ethnic studies, you’re just studying ethnicities. But that’s actually not what it’s about.” said Oliver Yeh, a social studies teacher and the ethnic studies pilot teacher at Cupertino. “Ethnic studies is more of a framework of how you analyze and think about systems of power.”

The FUHSD set a general guideline for how each unit of the course will be taught instead of assigning specific ethnicities to the

course. This allows each school to adjust its course to match its student body, serving as two things that Yeh describes as “the mirror” and “the window”. The mirror allows students to see themselves in their studies.

To adjust to the ethnicity most commonly presented at CHS, the course content will include studies on South and East Asian populations. Furthermore, the window ensures that the curriculum will also cover other minority groups, enabling students to see outside of their experiences and explore perspectives that are different from their own.

Identity and community are two major themes that students in the ethnic studies course will examine. Students will analyze various aspects of identity with activities such as analyzing biographies and bringing in items from their families that represent their identity. Additionally, students will discuss topics like “what makes up a community?” And “how can one as an individual or as a group benefit their community?”

A group of teachers, classified staff, administrators, and other educators throughout FUHSD collaborated to

make these two classes come to FUHSD. This group includes the pilot teachers, who will be the first people in FUHSD to teach the new class; the curriculum development team, who will design the course structure according to state standards; and the advisory team, who will provide feedback on the course’s development.

Detailed plans for the course are still in development, but the teams will work together to execute the pilot program successfully and smoothly integrate ethnic studies into students’ high school course selection

ENROL DECLININ LMENT

The causes and impacts of declining enrollment and what it means for students

pandemic and its resulting immigration restrictions.

Over the last 15 years, Fremont Union High School District has experienced a decline in enrollment across all five FUHSD campuses.

“For next year, [FUHSD] is looking at an enrollment decline of about 600 students. That’s larger probably than what we’ve had in the last 15 years, or I would say, in general, through the late 2000s,”

“Next year, we’re the largest drop, but last year was somebody else. So it just depends on the year, [but] I think we’re all in about the same boat. Overall, we’re going to end up in the middle,” Tomberlain said.

FUHSD is set to drop a record

600

students in the 2023-2024 year

Superintendent Graham Clark said. “I would say the largest decreases are at the biggest schools, but all of the schools have over a 100 student decline except Lynbrook, which has like 49 [student decline].”

Cupertino High School Principal Kami Tomberlain relayed similar thoughts in regard to CHS’ enrollment rates. She attributed this decline in part to the decreasing birth rate, inflation — especially increased housing costs — the

“Most people are having children later in life. And then a lot of them are having fewer children. So you know, before, if the average was like 2.2 children per couple, now [it] is something less than that,” Clark said.

Clark mentioned Proposition 13 initiated a decline in housing turnover, as residents are less inclined to sell their houses to avoid property tax appraisal.

Said Clark, “What happens is a neighborhood that maybe had a lot of kids like

30 or 40 years ago just has fewer kids these days.” He further explained how the available housing, with studio and one-bedroom apartments mainly being built in the district area, has decreased the number of incoming families with children.

FUHSD began transferring students across campuses to maintain balance. The district aims to keep all five schools at 1,800 student capacity or more.

“The reason why is we want to be able to offer the same courses at all high schools,” Clark said. “Sometimes it’s harder to offer all of the elective courses because you just don’t have enough people who would take it.”

The district had previously transferred students to Lynbrook High School through a supplemental school assignment program. This

RAJASI LADDHA | LISA ZIVANIC writer | podcast editor

LMENT AT

Tino Enrollment Statistics

22-23 Student Population: ~1900 students

Expected 23-24 Population: ~1700 students

FUHSD

school year, the district relocated 30 students from Homestead High School to Monta Vista High School through an application and plans to repeat this for the next four years. Said Clark, “We’re probably going to try to keep transferring kids to keep the schools balanced and keep them in the same enrollment band where they can offer all the courses that we feel they should offer.”

CHS faced different issues with the predicted enrollment decline. At the start of the school year, CHS experi -

enced class overcrowding — courses above or over capacity — and students were given alternate classes. For the 2022-2023 school year, 338 sections — single class periods — were allocated to CHS. District-assigned section quantities are determined by a demographer that provides anticipated enrollments.

“We were projected to have about 100 students drop from the year before this year. So we were staffed for that number of students, so about 100 fewer than we had the year be-

fore. However, we had 36 more students than expected, and so that’s what caused some of the overcrowding in some places or needing to open a second section,” said Tomberlain.

CHS and Lynbrook experienced a shortage of teachers due to the overprediction of the decline.

“There were [staff] that left that didn’t get replaced or we have some people that are on split sites,” said Tomberlain. “For example, Mr. [Norman] Tsai is teaching part-time here and part-time at Lynbrook to accommodate the needs of both sites.”

Through such strategies like split sites for teachers and transfer opportunities for students, Clark, Tomberlain and other FUHSD administrators are working to combat the enrollment decline and keep each campus running smoothly

THE DIGITIZATION OF

FROM THE PERSPECTIVES OF TEACHERS AND STUDENTS

Whether it be for writing essays, translating words or watching videos to supplement instruction, technology is used regularly in Tino classrooms. An inherent consequence of practicing different forms of digital learning is the debate about too much or too little.

Students and teachers at Tino have strong opinions regarding our digital learning style and what, if anything, we should change to gain the most benefits for the students and teachers.

Kiki Canton, a level 1 and 4H Spanish teacher utilizes technology to find authentic and relevant resources

for her students to help supplement their learning. Digital exams and schoolwork also make giving her students feedback a faster process.

“Now you get your scores immediately and know whether or not you need to work on the skill, or if you’ve mastered it before the test. So for formative assessments, in particular, I really value technology,” Canton said.

The use of digital learning, however, comes with many caveats: distractions, plagiarism, and less interpersonal learning are all complications that interfere with a smooth classroom environment.

Canton has incorporated methods to manage student technology use in class. Phone policies, lockdown browser, and only necessary laptop use are all ways she ensures digital learning is a productive process. For her, these methods have been extremely successful, and her students agree:

“I will have students at the end of the year, that’ll say– ‘this is the class where I feel like I got to know most people. I actually had real conversations.’”

She utilizes technology alongside verbal and written instruction, but focuses on the traditional method, especially for writing exams

“I WILL HAVE STUDENTS AT THE END OF THE YEAR, SAY: ‘I ACTUALLY HAD REAL CONVERSATIONS’ ” KIKI CANTON

RIYA MALIK lifestyles editor

SCHOOLWORK

that are similar to what the AP demands.

“I’m not opposed to getting help or using a dictionary using resources [...] but I want to see true samples of writing,” Canton said, “It’s too tempting not to use a translator or something like that.”

The pandemic revolutionized the way teachers and students use technology in many ways; however, Canton still believes that while technology has its various benefits, its purpose should always be to enhance learning, not be the default option used in classrooms.

Most students generally find themselves on the other side of the argument: digital learning is easier and more convenient.

Saranya Raghavendra, a junior at Tino, agrees that technology comes with its ups and downs in classrooms, but ultimately, it is a resource that significantly improves student learning.

Said Raghavendra, “[Technology] is a lot more organized. Everything’s more orderly. I don’t have to search through folders for papers, and then there are a lot more tools I can use with it.”

She states that Schoology provides a convenient place to look at

all upcoming work and tests and plan, keeping students like her on track. She does not believe, however, that classes need to take drastic measures to transform our digital learning environment.

“I think the balance is pretty good. I think there are a lot of papers sometimes, but sometimes it is easier to work on paper,” said Raghavendra.

Classes like math are more effectively conducted on paper, which makes technology obsolete in advancing instruction.

To prevent issues like distractions when using technology in classrooms, students like Raghavendra have many methods to stay focused.

“You can put yourself on Do Not Disturb mode [...] open a new window specifically for one thing. Try to minimize the number of ways you can get distracted.”

Raghavendra argues that the issues that come with technology are evident regardless of the use of digital learning in classrooms, such as plagiarism and distraction.

“Technology is not inherently

dangerous. And it’s not inherently cheating, you know, it’s just the way people use it. And the way people use paper can pose the same challenges,” Raghavendra said.

According to her, the balance between digital learning and traditional, paper-style learning is okay, because each student learns differently; having both methods available is the best way to ensure each student has access to their method.

Currently, all classes at Tino rely on some degree of digital learning, but whether we increase or decrease our use of technology in our education is a question dependent on the students and teachers it affects

The Need for Cross-department Communication

Examining how the current system of collaboration between teachers can be improved

SANIA MEHTA | AASHIN business manager | writer

Effective communication is an integral aspect of any organization, and the same holds true for educational institutions. The term cross-department communication refers to the exchange of ideas, information and resources between teachers from different departments within a school.

In regards to cross-department communication, Advanced Placement U.S. History teacher, Blair Liquigan-Pador said, “When we’re talking about student scheduling, there’s not a lot of communication across departments. There’s actually none.”

material in different ways. However, when students are confronted with a disconnected curriculum, they are denied that ideal learning experience.

American Literature Honors teacher Zachary Jacobs often suggested implementing teams for teachers of the respective

TALKING ABOUT STUDENT SCHEDULING, THERE’S NOT A LOT OF COMMUNICATION ACROSS DEPARTMENTS. THERE’S ACTUALLY NONE.

nicate, they can ensure that their lessons align with one another.

Previously, CHS offered a course known as World Core for high school sophomores. THe course involved a team of teachers who co-taught an English-history class and shared the same group of students. This led to many dual assessments – meaning a project or paper that counted for a grade in both classes.

In a school, teachers work tirelessly to provide students with the best possible learning experience. Cross-department communication will bestow additional support to students as they will be learning the same concepts and skills across various subjects, which reinforces their understanding and allows them to engage with the

grades to collaborate with each other. However, this becomes an issue when many students take courses that stray from the traditional path, making it difficult to truly create a system that takes all of these outliers into account.

In the matter of explicit benefits, cross-department communication ensures consistency in the curriculum. When teachers from separate departments commu-

“Students liked it because we made connections across the classes. It was also half the work as you completed one assignment for both classes as opposed to two,” Jacobs said. Unfortunately, the class was dropped during the pandemic as it was challenging as well as unmanageable to compile large teams to organize and plan the curriculum. There are currently no plans to bring the class back – however, Jacobs touches upon a class offered at other neighboring high schools called American Studies. The course essentially follows the same concept but for juniors instead of sophomores.

Additionally, cross-department communication fosters collaboration among teachers. When

“ WHEN WE’RE

BLAIR LIQUIGAN PADOR ”

ers work together, they can share their knowledge and expertise and help one another develop distinctive teaching strategies. This can lead to more effective teaching and learning, a benefit to both the teachers as well as their students.

In theory, this sounds manageable, but it proves more difficult in practice. Said Pador, “We’ve tried

tion within departments. Instead, Pador often implements polls and conducts checkins to gauge student stress levels during certain periods. Furthermore, when students approach her expressing concerns about their overwhelming workload on one day, Pador offers the opportunity to either take it earlier or later than the set date in order to accommodate her students’ needs.

Lastly, cross-department communication can assist teachers in identifying students who may be struggling academically or socially. Before the FUHSD district made the switch to Schoology, all operations were conducted on a platform called School Loop. In the previous learning management system, an effective method of collaboration was conducted through the “intervention” function.

information about the students who struggle in their classes. Jacobs believes inserting this function into Schoology will greatly streamline the system and improve communication among the teachers of a certain student. This can help teachers recognize patterns of behavior or academic performance that may be indicative of a larger issue and can allow them to intervene early to provide support to the affected student.

to come up with a conflict calendar in the past, and that just didn’t necessarily work out due to curriculum changes and instruction needing to be modified. So, it was hard to maintain.” Teachers are constantly inundated with information and have their hands full with weekly meetings within their respective departments; therefore, integrating the curriculums of other subjects into their own is far simpler in theory than practice.

Currently, as Pador mentioned, there is little-to-none communica-

“I typically would use the button if I were noticing something either academically, but more often, I’d use it for social, emotional things,” Jacobs said. “If somebody looked really tired or upset, I would click the button that sends a blast out to all their current teachers with a message like, ‘Hey, I noticed this, what have you seen?’ And then it gives us a chance to check in with observations.”

When teachers from different departments communicate with each other, they can communicate

Cross-department communication among teachers is essential for educational institutions. It promotes consistency in the curriculum, collaboration among teachers, early identification of struggling students and helps teachers stay up-to-date on developments in their field. Pador believes implementing a monthly discussion revolving around this subject could potentially benefit students all over campus. Simply having a conversation about large tests and project deadlines will help teachers account for workloads and make scheduling assignments more convenient for their

students

“

IF SOMEBODY LOOKED REALLY TIRED OR UPSET, I WOULD CLICK THE BUTTON THAT SENDS A BLAST OUT TO ALL THEIR CURRENT TEACHERS WITH A MESSAGE LIKE, ‘HEY, I NOTICED THIS, WHAT HAVE YOU SEEN?’ AND THEN IT GIVES US A CHANCE TO CHECK IN WITH OBSERVATIONS.

ZACHARY JACOBS

“

WE’VE TRIED TO COME UP WITH A CONFLICT CALENDAR IN THE PAST, AND THAT JUST DIDN’T NECESSARILY WORK OUT DUE TO CURRICULUM CHANGES AND INSTRUCTION NEEDING TO BE MODIFIED. SO, IT WAS HARD TO MAINTAIN.

BLAIR LIQUIGAN PADOR

Content Creators @ TINO

A look into the life of various content creators at Cupertino High School

KATIE KIM video editor

Although many content creators publicly reveal their identities, some prefer to remain anonymous. One student at CHS runs an art Instagram account that has amassed close to 10,000 followers. The account mostly contains posts digitally drawn fan art of popular media, such as characters from the role-playing game Genshin Impact.

The student only divulged their ownership of the account to their close friends and family because they did not want people to associate who they were with their art.

“I don’t want my whole personality to be ‘that art kid who draws in class,’” the student said.

The artist plans to keep their account anonymous even in the future. They believe that having a public online persona will make it difficult for them to separate themself from their art if people who know them in real life become aware of their ownership of the account. They also believe it would not benefit them if they ever revealed themself. Said the artist, “I feel like [my account] won’t really expand if I do tell anyone.”

The content creator does not care much about their follower count but finds it difficult to maintain a consistent posting schedule. Lack of motivation to create content and schoolwork affect their consistency in posting.

Said the artist, “My art account isn’t really a priority compared to school, so it’s usually at the very back of my mind”

Vyshnavi

Following the path of content creation after graduation is untraditional for most students at Cupertino High School. Social media platforms like Tiktok, Instagram and Youtube allow students to easily showcase their talents in various fields and allow them to share their creations with a wider audience than just the student body.

“Being public relations for Tino Dhadkan, I already had a lot of experience with filming and whipping my camera out any time something entertaining happened,” student Vyshnavi Nallandagi said. Vlogging is not just about producing content; it allows those to document their lives and memories, which can be viewed later.

Vlogging is a creative outlet for those interested in videography or storytelling, “To me, I believe [vlogging is] an art form. It is the way I express myself and what I enjoy doing,” said Nallandagi. Vloggers use various editing techniques to craft their videos into a cohesive narrative. This process involves selecting the most compelling footage, adding transitions between scenes and incorporating text and graphics to supplement the storytelling.

Beyond these technical aspects, vlogging is a form of personal expression and creativity. Vloggers have the freedom to share their thoughts, opinions and experiences in a unique way that reflects their personality and perspectives.

“It gives people [a chance] to see me, for me. That is one of the joys I find in vlogging.” Said Vyshnavi Nallandagi.

Becoming a content creator offers high school students a chance to join a community and connect with like-minded individuals. Nallandagi plans to continue vlogging in the future by posting videos of her day-to-day life alongside event videos

STEFANIYA NAVA writer

Senior Alexander Silva, also known as Xullmain, is a student by day and a rapper by night. Silva’s journey started in eighth grade when he realized his talent and passion for creating music. “I remember just being on Discord with my friends, freestyling, messing around. Then I was like, ‘Oh shoot, some of this actually sounds kind of good. So what if I recorded it?’”

To Silva, his rap and beats are mostly humorous creations, but sometimes less so. “I do like to make a lot of joke songs with all the music I’ve been dropping with my friends, but I feel like there are glimpses of what can actually be a full project.” For example, one of Silva’s songs includes him freestyling a love song for Margot Robbie, a famous Hollywood actress. Other works that Silva published on Soundcloud and other applications include trap beats based on anime fights and different themes.

Silva dedicated a lot of time to rapping as well. “I feel like every other day I’m actively working on something. So probably seven to eight hours per week.” said Silva.

Silva frequently mentions his friends, who support him as he creates his music. Silva said, “I always go to my friend’s house, and he’s the one who has all the good equipment. Yesterday, I was at his house for three, four hours. I think all my friends are super supportive of what I do, especially when I show them what I’ve been working on.”

Curiously, Silva’s musical artist identity is a secret mission. “My family actually doesn’t know about my music. Yeah. It’s like I’m living two different lives.”

Outside of his music, however, Silva aspires to become a nurse in the future. “I’m gonna go to college, I’m gonna get all my credentials… over summer I’m gonna focus on being happy first, and then getting ready for school.”

Silva sees his content creation as a hobby instead of a full-time endeavor. Silva explained, “It’s a big time-consuming thing. I’m not really focusing on it completely, I’m putting school and extracurriculars first instead of my hobby because I can see how dirty it can be. I put the stuff that I enjoy last”

ALEXANDER LIU

opinions editor

LIFESTYLES

TARUNA ANIL print editor-in-chief

WRITER’S NOTE: It is important to acknowledge that Black music history is multifaceted and cannot be constrained to one article. If you want to add any contributions, submit a Letter to the Editor.

From the trailblazers of jazz and blues music to the R&B and rap icons of 2023, Black women are the backbone of the music we listen to today. But these changemakers’ influence too often goes unnoticed by music giants and the general public. With Nicki Minaj’s 10 nominations at the Grammy’s without a single win — despite raging commercial success and critical acclaim — to the meme responses after Megan Thee Stallion was shot, Black women are faced with instances of disrespect almost constantly. These are only a few recent examples, but prejudice against Black women, whether covert or overt, runs deep in the blood of the industry.

Misogynoir, a combination of the words “misogyny” and “black” in French, helps explain this phenomenon. Defined as discrimination and prejudice against Black women, it was coined by feminist writer Moya Bailey to discuss misogyny against Black women in Hip Hop. Common instances of misogynoir include artists going uncredited for their contributions to music, the lack of empathy for Black women and degradation by their male counterparts.

“The world treats Black women as a resource,” Juliana Pache, a contributor for The Fader magazine, said. “A lot of us know that the world will only value us if we are producing something, which

probably contributes to why we work so hard. We go above and beyond in everything that we do.”

Black female musicians are often reduced down to one characteristic or trope — hypersexual, empowering or androgynous, to name a few. Breaking this mold generally results in an unempathetic public response. The most recent and notable example is the social media reaction to Tory Lanez shooting Megan thee Stallion. Even before speaking out about who shot her, she was the butt of many jokes and memes online and showed heinous disrespect. Treva Lindsley, a professor at the Ohio State University spe-

tory.

The Blues genre originated in the Deep South around the mid19th century, stemming from the oral traditions of enslaved persons and ultimately finding a more concrete form through musicians’ individual choices. Mamie Smith, a Black female artist from Cincinnati, was the first African American to make Blues recordings. Her initial success created the Blues craze in the U.S., though Mamie Smith failed to find commercial success after. Today, the influence of Blues music can be found in modern genres such as R&B, Hip Hop, and Rock N Roll. But Mamie Smith was laid to rest in an unmarked grave for 67 years, unrecognized by the general public as a pioneer in modern music and overshadowed by the male Blues musicians that came after her.

cializing in women’s, gender, and sexuality studies, attributes the public reaction to the archetype the media has forced onto Megan thee Stallion.

“She has a persona as ‘thee Stallion,’ is assertive, dynamic, a ‘take control’ person, and she’s the ‘hot girl coach,’ so she’s not allowed any vulnerability,” Lindsley said in an interview for Vox. “There’s no sense of needing to protect Megan.”

But the disrespect does not stop online — it seeps into how we recall music history. Even in a genre pioneered by Black Americans, the women who gave the genre a platform are disregarded as a significant part of music his-

The examples presented illustrate the importance of understanding the roots behind the music we listen to today and of challenging the way many perceive Black women. The next time you shuffle your playlist — whether your favorite genre is KPop, R&B, Rock or Hip Hop — think about the Black women who transformed these genres. Remember the influences of Missy Elliot, Queen Latifah, Billie Holiday, Lauryn Hill, Mamie Smith, Billie Holiday and countless other Black women who changed the game. Remember all facets of their character and legacy, not just the stereotypes placed on them. The more we say the names of the Black artists that many overlook, the more we cement their places in music history

“ BLACK FEMALE MUSICIANS ARE OFTEN REDUCED DOWN TO ONE CHARACTERISTIC OR TROPE

TARUNA ANIL

BY RIYA MALIK

GENDER EQUALITY NEEDS AN

ANIKA RAO features editor

A critique on the underwhelming and outdated criteria

In the past few years, gender equity in the film industry has soared to heights that were previously unheard of, but Hollywood still has a long way to go to achieve a truly equal industry. Despite the increase in performative feminism in movies and TV shows, the outdated criteria of what makes a film ‘not-sexist’ sets the bar too low, rendering it ineffective in progressing women’s status on the silver screen.

The #MeToo and #TimesUp movements called out influential Hollywood directors for their harassment and exploitation of their female colleagues and marked a shift in the way many filmmakers began portraying women in their projects. Directors and screenwriters began to refrain from blatant objectification of female characters in their dialogues and instead poured their energy into meeting standards of supposed feminism set by antiquated critiques of film and social media from earlier decades. The most notable examples of this include the Bechdel test and the newly-coined term “female gaze”.

The Bechdel test, which Hollywood accepts as the baseline re-

quirement for a film to be deemed “not sexist” or “feminist” mandates that a body of work must have at least two female characters who have at least one conversation unrelated to a male character. Although the test sets a subordinate bar for filmmakers, the website bechdeltest.com reveals that a staggering 40% of films made in recent years have failed this test. This statistic seems even more barren considering that a movie

passing the Bechdel test does not necessarily make it a film that authentically embodies gender equality.

Some less popular means to measure the presence of gender equity in a film are the rating systems of F and A. Both were created to remedy gender inequality, but due to both systems being somewhat rare and irrelevant in Hollywood, neither of these rating methods have made any acceleration towards gender equity in Hollywood, leaving the Bechdel test as the only widely known measure of sexism in a film.

The absence of prominent and adequate measures of fem-

IN HOLLYWOOD UPGRADE

that Hollywood uses to define films as gender equal

inism in the film industry has devastating consequences on both on-screen representation and how women are treated behind the cameras. Even though there has been a conscious effort to reduce overt sexism in scripts, women’s characterization in media leaves much to be desired. Because the Bechdel test is the only threshold most producers use to verify that their film cannot be accused of sexism, the characterization behind these on-screen women is never examined further than what is deemed necessary. When these women are written by men, directed by men and created for an audience of men, female characterization is rarely given a second glance, much less reexamined.

Flat characterization strips female characters of any personality and values outside of the archetype they have been confined to. Natasha Romanoff from the MCU, Kiara Carrera from Outer Banks and Jessica Day from New Girl are all examples of women being confined to archetypes rather than being written as real people. Aside from the dialogue they write for these characters being unbearable at times, Hollywood writers forcing their female characters into these tropes creates harmful and impractical ideals for the women watching these to live up to.

Aside from the issue of representation on-screen, few women are given the opportunity to tell their stories in executive positions of power. Variety Magazine notes

that only 9% of the directors of the top 100-grossing movies made in 2022 were women, and women of color were under 3% of the total. The Guardian also reports that, on average, female directors earn only 73% of what a studio would typically pay a male director. With lower pay and blatant disrespect from their coworkers, women are largely barred from sharing their

car recently for Best Director, becoming the first woman of color to do so. In light of female directors like Zhao, Ava DuVernay and Greta Gerwig gaining more recognition, the improvement in gender equality seems promising for the future of film.

Regardless, there is much more to be done in terms of Hollywood’s standards of gender equality and, unfortunately, change is not happening fast enough. Hollywood’s best bet forof a remedy is allowing more women in the writing rooms, executive boards and directors’ chairs instead of settling for Hollywood’s lackluster standards of gender equality both on and off-screen

experiences onscreen. Aside from the uncommon F rating, there are no markers nor measures of women-directed media, leading to no incentive for Hollywood to evolve. While it is not enough, some progress has been made in creating gender equal films. Female main characters and films directed by women are being given more opportunities and recognition. Chloé Zhao, a Chinese-American director, won an Os-

DIRECTOR

“[...]THERE ARE NO MARKERS NOR MEASURES OF WOMEN-DIRECTED MEDIA, LEADING TO NO INCENTIVE FOR HOLLYWOOD TO EVOLVE

ANIKA RAO

TINO’S CLEANLINESS AND SANITATION

Examining the sanitary condition of Cupertino High School from the outlook of students, staffs, and the facility manager

STUDENT OPINIONS

SHAONA DAS

social media editor, copy editor

Cupertino High School’s neighboring hallway to the 800s wing is notorious amongst students for its pungent odor. While the area’s strong smell was a laugh for students at first, they quickly became distraught upon realizing that the issue was persistent.

“I think everyone has noticed that the hallway is really smelly,” junior Karan Jha said. “I’ve debated bringing an air freshener [to school] to relieve my nose from the pain it’s had to go through.”

The strong scent has been detected at various other locations across CHS’ campus as well. It has hindered many students’ ability to partake in school-based activities.

Senior Rishab Sanjay recalled how his dance team, Dhadkan, was unable to host a morning practice in the cafeteria due to the pervasive odor.

“The smell started to get worse and followed us everywhere we went,” Sanjay said. “We sent three boys to run upstairs and get all [of our] belongings, and finally relocated to the wagon wheel.”

In addition to the acrid smell that overtakes various areas at CHS, students have expressed discomfort with the poor condition and mis treatment of the restrooms on campus.

“The bathrooms at school always have urine on the toilet seat, notflushed waste [and] stray toilet paper,” Jha said. “The boy’s bathrooms in the 6000s and 7000s buildings have no locks on the stall. [They] must’ve been ripped out during the devious lick trend.”

Students have reportedly witnessed unused tampons and pads being stuck to the ceilings and walls of the women’s restrooms, an act that has depleted CHS’ free supply of menstrual products.

“The mistreatment [of restrooms] makes [them] really uncomfortable and gross for other students to use,” Jha

THE MISTREATMENT [OF RESTROOMS] MAKES [THEM] REALLY UNCOMFORTABLE AND GROSS FOR OTHER STUDENTS TO USE [...] I WISH PEOPLE HAD BETTER BATHROOM ETIQUETTE

“

KARAN JHA

THE SMELL STARTED TO GET WORSE AND FOLLOWED US EVERYWHERE WE WENT

RISHAB SANJAY

STAFF/TEACHERS

KEVIN JIA writer

Cupertino High School, also known as Tino, has long been regarded as a clean and well-maintained campus. . However, like any educational institution, it faces various sanitary issues that may impact the health, safety, and comfort of its students, staff, and visitors. In this investigation, we sought the perspectives of Assistant Principal Steven. Puccinelli, and AP Environmental Science teacher Andrew Goldenkranz, who is a member of the district’s initiative for sustainability and resource management.

One of the most common issues that emerged during the interviews was odd odors in certain areas of the campus.

When sewer gasses are noticeable, the source is likely a clogged pipe, Mr. Goldenkranz said.

These clogged

pipes are said to be caused by root growth, which is more likely to happen during a wet winter.

Said Mr. Puccinelli, “By the 700s hallway, there’s our main sewer line, and there will sometimes be sewer off-gassing that smells like sulfur, so that’s the smell I’m aware of.”

Overflowing trash cans were another issue that was mentioned. While they acknowledged that the custodial and cafe staff work hard

were some initial concerns about gas leaks, heating and air conditioning, and ventilation. However, these issues were quickly addressed by the school administration.

Campus sanitation and cleanliness is maintained at or above acceptable standards, Mr. Puccinelli said.

to keep the campus clean, some suggested that students could do more to help.

Said Mr. Goldenkranz, “We rely

“I haven’t identified it as a problem saying the campus is dirty and unsanitary, especially since it hasn’t come up from teachers complaining that it is a problem,” he said. When it comes to promoting healthy and sustainable habits among students, teachers and staff members agreed that proper handwashing, waste disposal, and cleaning protocols are essential. Soap and water are the preferred option for handwashing, while hand sanitizer is considered suitable for medical providers who are constantly moving from room to room. It was also suggested that students could benefit from more guidance on how to properly separate and dispose of waste.

Overall, our investigation revealed that Tino has a relatively clean environment, there are some areas where improvements could be made. The perspectives of teachers and staff highlight the importance of continued vigilance and action to address any sanitary issues that may arise. Additionally, promoting healthy and sustainable habits among students through education and training can help to create a cleaner and safer campus for all

MY HUNCH IS THAT STUDENTS WILL WANT MOST STUDENTS TO DO THE RIGHT THING, BUT THEY JUST NEED A LITTLE BIT OF GUIDANCE ON HOW TO DO IT ANDREW GOLDENKRANZ

From the tampons hanging on the ceiling in the girl’s bathroom to the infamous smelly hallway, the condition of some facilities at Cupertino High School don’t go unnoticed. Behind all the sanitary issues, facilities managers work hard to handle the inner workings of Tino to keep facilities in the best condition.

Josh Kiernan, Cupertino’s facilities manager, addresses the most common sanitary issues across campus. Said Kiernan through an email interview, “The biggest issue is trash and making sure the disposed items no matter what they are [are] placed in the correct receptacles.” Principal Kami Tomberlain also wrote in an email, “I walked into a bathroom on Tuesday night to find tampons stuck to the ceiling. I see students dropping trash or leaving trash behind when there are waste bins very near.”

According to Kiernan, there are many different factors that contribute to these issues – it’s hard to name just a few. “If everyone would utilize the correct receptacles depending on the items that need to be disposed of no matter if it’s around campus or in the restrooms I feel that the process would be much smoother and this would help with the overall cleanliness of CHS.” said Kiernan. The equipment needed for students to dispose of their trash is provided throughout campus,

FACILITY MANAGER

including trash cans and the new disposal bins in girl’s restrooms in each stall.

HAILEY RYU sports editor

Not only are there issues with the way students mistreat facilities, Tino’s facilities have issues themselves. The hallway next to the 800’s wing is prominent for its unpleasant smell. The smell is not caused by Tino’s sewage system, which Kiernan explains. Said Kiernan, “The smell is because the wind is blocked by the buildings and creates a pocket so the smell is trapped in that area. We have done our best to seal the smell in the sewer but it doesn’t always work.”

Staff and custodians are always working hard to keep Tino clean for students, and although there may not be solutions to all problems such as the hallway, there are many ways that our facilities have improved. Said Kiernan, “We keep the best interest of students and staff in mind as well as all regulations when trying to address the problem. My team will implement and report back as to if the issue was fixed, improved or made worse. It takes many people to keep this campus clean”

This picture of tampons thrown on the roof is an example of improper use of school provided resources.

WE KEEP THE BEST INTEREST OF STUDENTS AND STAFF IN MIND AS WELL AS ALL REGULATIONS WHEN TRYING TO ADDRESS THE PROBLEM

JOSH KIERNAN

ERIC SUN

ATHLETE OF THE MONTH

Golf athlete Eric Sun shares his athletic journey and future

PRITHIKA SUNDAR writer

Junior Eric Sun spends his days attending classes at Cupertino High School, while making hole in one’s as a competitive golf player. Playing golf since the age of three years old, Sun has been able to develop and perfect his golfing skills throughout his childhood to now. When Sun’s dad used to play golf, he took Sun with him once he was old enough, igniting Sun’s golf journey. Throughout his childhood, Sun has moved across countries as an athlete, coming to Cupertino during late 2019 to early 2020. Sun talks about how back in Canada, he felt like a big fish in a small pond, winning tournaments often.

After moving to Cupertino, Sun says, “The environment was much more competitive, as I pushed myself to work harder.”

As a competitive athlete, Sun undergoes training both at school and outside of school. Aside from school practices, where he connects and works with the other Cupertino athletes and coaches, Sun has a professional coach in Monterey. Sun meets with this coach before or after school practices, and even

coaches, Sun has a professional coach in Monterey. Sun meets with this coach before or after school practices, and even on weekends to improve his skill set. Sun undergoes both technical training and conditioning, both key factors that support his golf game.

primarily on sharpening skills, whereas in football, there is a balance between skills and conditioning.

In a typical week in his life, Sun has school matches on Tuesdays and Thursdays, preparing for those through practices held on Mondays, all ranging from two to three hours. In addition to this, Sun takes lessons outside of school and practices consistently throughout the week on his own. When asked how he balances academics with athletics, Sun responds that communication is key and staying on top of his school work is his main priority.

As Sun has been continuing his golf journey for over a decade, he has had many different experiences throughout his tournaments and practices. When asked for the most memorable aspect he has learned from golf, he talks about the stereotypes around the sport regarding the lack of diversity as he says, “Golf is a lot more diverse than people think it is, I’ve met a lot of interesting people throughout my playing career.”

Sun has made many personal connections through this sport, as most of his best friends were met through playing golf. Playing in both tournaments or just casual rounds with his friends have brought Sun a lot of unforgettable memories that he will cherish throughout his life.

Before shifting his focus purely to golf, Sun played a variety of sports like hockey, track and football. During his freshman year, Sun took part in football conditioning after speaking to Coach Oswald.

Sun explains how golf is focused

“Often I do work during the car ride to my golf practices, finding any time that I can and using it to the best of my abilities.”

For the 2023 Cupertino golf season, Sun says his coach sets goals for his team and him to meet during each match. Sun is hoping for the team to collectively qualify for the CCS tournament.

As co-captain of the Cupertino Golf team, Braden Monroe, is both a teammate and friend to Sun.

Monroe says, “Now that he’s my co-captain this year, it’s cool to see that we have a lot of similar ideas when it comes to helping teammates, running practices, and more. I’ve actually known Eric for as long as he’s been at Tino, so I’ve seen him change over time. He’s definitely become more confident with himself and his ideas, which is really fun and inspiring to see.”

Sun hopes to continue playing golf in the future as a college athlete, taking his journey in as it progresses

“

GOLF IS A LOT MORE DIVERSE THAN PEOPLE THINK IT IS, I’VE MET A LOT OF INTERESTING PEOPLE THROUGHOUT MY PLAYING CAREER

ERIC SUN

THE CO$T OF THE GAME

Evaluating the necessity of student-paid sports fees

ALISHA SANKHE | RISHITA SHAH copy editor | online editor-in-chief

Juggling daily practice, school, and home life often comes at a huge expense to the academic and personal lives of student-athletes. However, another largely overlooked aspect is the literal, financial expense of participation in school sports. The costs associated with being a member of a school sports team are not as widely publicized as the glory of winning a game or making finals at a district competition, and can often add up to an unexpectedly significant amount. With these considerable fees in mind, many ask the question: how much of it is really necessary?

From a student athlete’s perspective, the answer to this question remains hazy. One school sport in particular that is often referred to when sports fees are discussed is dance. Although known for their outstanding rally performances, sparkling costumes and excellence in national competitions, the CHS Golden Spurs

also pay a 300 dollar monthly fee to support these costly aspects of their sport. Additionally, for the most part, it is unclear what exactly these fees are allocated for. Said former Golden Spurs dancer Mariana Martinez Flores, “There was no transparency as to where the three-hundred dollars went.” Despite this, it is important to note that certain sports do cost far more than others. For example, dance is considered an expensive school sport, especially considering that the majority of the cost is covered by the dancers’ families. This is understandable, however, when taking all aspects of the dance team into consideration. On this, Martinez Flores stated, “I don’t know if [the fees] were unnecessary for sure [...] but when you do take into account that we were taking buses to Disneyland, we have all of our competition uniforms, costume de-

sign and all that, I’d say that it definitely did make sense that we were paying that much. But at the same time, it should be much lower.”

Athletic Director, Scott Stevens, provides his own input on how athletics are funded at Cupertino High School. From the apparent “nonexistence” of athletic boosters in Cupertino High Schools, sports are forced to turn to self-fundraising to create a team fund. When asked about nonessential gear such as team hoodies and new uniforms, Stevens explains how allocating the team fund works in these specific cases. “Anything that’s nonessential for playing the sport is typically paid for by the team itself. So if they’ve had a fundraiser and they have their own ASB account, and they’ve got money there, they can spend it the way that they want to.” In other cases, such as essential items, the athletics department or school pitches in to make sure sports are provided with their gear. Stevens uses this year’s baseball team as an example, due to their lack of funds to purchase baseballs, hence nailing the costs on the athletic department itself rather than the team. Another pivotal criterion in deciding how team funds are allocated is the sport itself. “Clearly, the most expensive sport is football.” Stevens reflects on how much gear and how many

“

I DON’T KNOW IF [THE FEES] WERE UNNECESSARY FOR SURE [...] BUT WHEN YOU DO TAKE INTO ACCOUNT THAT WE WERE TAKING BUSES TO DISNEYLAND, WE HAVE ALL OF OUR COMPETITION UNIFORMS, COSTUME DESIGN AND ALL THAT, I’D SAY THAT IT DEFINITELY DID MAKE SENSE THAT WE WERE PAYING THAT MUCH ”

MARIANA MARTINEZ FLORES

“

CLEARLY, THE MOST EXPENSIVE SPORT IS FOOTBALL ” SCOTT STEVENS

players make up the CHS Football team, and how a higher proportion of funds fall to them outside of self-fundraisers such as Vertical Raise and donations from the teams and boosters. For teams with higher travel costs, such as cheer and the Golden Spurs dance team, a lot of their traveling funds come out of donations, as Martinez Flores uncovered. “Both of those groups [cheer and dance] had some travel involved that was out of town to go to certain events, as well. I think they were just in Florida. So that money that they’re raising is primarily, from my knowledge, from donations.”

Given the high fee prices for certain sports at CHS, it can be easy to label these costs as unnecessary, but it is important to consider every aspect of a sport before coming to a conclusion. Hopefully, in the future, however, Tino sports can see a larger portion of these expenses covered by school funding

TINOLYMPICS

The new sporting event that replaced Powderpuff

CAROLINE CHENG writer

The decades-old tradition of Powderpuff has been retired in favor of the Tinolympics — a multi-event class competition that lasts several weeks and includes teams from all four classes.

The games of the first Tinolympics feature capture the flag, competitive cheer, tug-of-war and rowing. The CHS Associated Student Body sanctions the games, which are happening throughout second semester.

ASB’s athletics commission created Tinolympics to replace Powderpuff, a class competition where girls play flag football and boys cheer, after receiving negative feedback from the event in 2022.

“We thought Powderpuff wasn’t a good representation of the sports and inclusivity our school offers,” said Baran Abbasi, an ASB athletics commissioner

The commission began planning for Tinolympics in October. The months of planning involved many steps from selecting events and dates to organizing supplies and finalizing rules and logistics. Once completed, the commission presented its plan to the ASB class, which voted to accept.

Tinolympics was promoted through class Instagram accounts and school-wide announcements, giving all students the opportunity to join their class team and participate in events of their choice.

Many students enjoyed participating in the events. Justin Yu, member of the junior class’ capture the flag team, described the fun he had with his team, which was fueled by their competitiveness.

“We didn’t have a plan or anything, so it was pretty much just free for all,” said Yu. “However, it ended up working out because we ended up winning the whole thing.”

Abbasi found hosting Tinolympics rewarding after seeing the school’s involvement in it.

“[Seeing] other people enjoying an event we spent a lot of time and effort planning made me especially happy,” said Abbasi.

So far, the juniors have won capture the flag and competitive cheer, and the seniors have won tug-of-war. The juniors have 215 points, the seniors have 150 points, the freshfolk have 65 points and the sophomores have 50 points

Through the Screen

Staffer Tanvee Sai reflects on the work of Mindy Kaling and its effect on their life

TANVEE SAI writer

The Mindy Project” opens with a montage of Mindy Lahiri growing up watching scenes from famous romantic comedies and quoting them. This was the montage of my childhood growing up watching Mindy Kaling.

Mindy Kaling was a present person in my childhood. I grew up listening to my mom cackling as she read Kaling’s humorous autobiography “Why Not Me?” Cracking up at each comedic line, she would tell me, “You HAVE to read this when you grow up!”

I never did end up reading it, but in 2020, the comedy-drama show “Never Have I Ever” was released. I saw myself in the show’s main character, Devi Vishwakumar, a South Asian high schooler struggling to find confidence in her identity and fit in to her community.

I began to fall deeply in love with Mindy Kaling’s shows, watching “The Mindy Project,” and then rewatching it immediately after. I began seeing Mindy Kaling as a role model who paved a path for South Asians in the media. I followed her Instagram, kept up with her projects and made sure I watched them all.

In the first season of Never Have I Ever, Devi reluctantly attends a puja1, where she attempts to connect with other teens through her disinterest, but is met with their contrasting enjoyment in the event. This scene made me rethink my perspective of my culture, wondering if I should be hating it as Devi had, or learn to love and appreciate it as the other teens did.

I continued to admire Kaling and her work. One night, I sat down to rewatch an episode of The Mindy Project, and noticed something peculiar. During the episode, Mindy Lahiri, the protagonist of the show, falls in love with the fifth white man in a row after making a joke about Lord Ganesha, a Hindu god.

As I watched this scene, I thought about Mindy Lahiri’s character, and her tendency to ignore

her Hindu culture unless convenient. I noticed how other characters in the show would constantly comment on Lahiri’s boisterous personality or her large figure: both parts of myself that I was learning to love. I thought about Devi’s irritation at the puja, and how it made me rethink my perspective on my own identity, and wondered if I should be loving this show if the writing conveys such detrimental ideas.

Although characters like Mindy Lahiri and Devi Vishwakumar made me feel empowered, I realized that through their dialogue alone, they set the Indian community far behind the path that Mindy Kaling attempted to pave. What the characters say about themselves ruin the fact that they are a brown face on a TV screen, and instead normalize hating oneself as an Indian.

Growing up learning to admire Mindy Kaling made me feel obligated to defend her through these past few months, but I have realized that her media can have both detrimental and positive impacts. Sometimes, comedians write jokes to heal their own trauma and move past their own experiences, and the way I see it, Mindy Kaling is doing the same. Although what she creates can set the Indian community far back, I can still see myself in her through my strug-

gles as a South Asian woman trying to succeed in an industry dominated by white men.

Mindy Kaling’s mind and her writing, although riddled with internalized racism, come from a place that many people of color in America have been in at some point in their lives. When I was young, I was conditioned to be ashamed of my culture, and the same can be said for many and most people in the US who look like me. Mindy Kaling’s media, although contributing to this, is not the root of the problem.

We must encourage people to be intrigued and immersed in their cultures from a young age, surrounding ourselves with people who come from similar backgrounds in order to learn from these communities. We cannot stay in this loop of internalized racism and self hatred that is seen in Mindy Kaling’s shows, we need to instead be the generation that breaks it

1Indian religious prayer ceremony

TANVEE SAI they/them “

I CAN STILL SEE MYSELF IN HER THROUGH MY STRUGGLES AS A SOUTH ASIAN WOMAN TRYING TO MAKE IT IN A WORLD THAT IS DOMINATED BY WHITE MEN ”

TANVEE SAI

“ IT MADE ME RETHINK MY PERSPECTIVE ON MY OWN IDENTITY, AND WONDERED IF I SHOULD BE LOVING THIS SHOW IF THE WRITING CONVEYS SUCH DETRIMENTAL IDEAS ”

TANVEE SAI

WHAT IS... CHS?

Taking a look at some of Cupertino High School’s staff members.

BY EVELYN LIAO photo editor

WHO IS MELINA NAFRADA?

POSITION: ASSISTANT PRINCIPAL

FAVORITE TV SHOW: FRIENDS

FAVORITE SPORTS TEAMS: LAS VEGAS RAIDERS, SAN FRANCISCO GIANTS AND THE GOLDEN STATE WARRIORS

DID YOU KNOW?

SHE LOVES TO ATTEND CONCERTS

WHO IS STEVEN PUCCINELLI?

POSITION:

VICE PRINCIPAL+ BOYS WATER POLO ASSISTANT COACH

FAVORITE TV SHOW: THE SIMPSONS

FAVORITE SPORTS TEAMS: SAN JOSE SHARKS

DID YOU KNOW?

HE COLLECTS MAGIC THE GATHERING CARDS

WHO IS KAMI TOMBERLAIN?

POSITION: PRINCIPAL

FAVORITE TV SHOW: BRITISH CRIME DRAMAS AND 90’S ROMCOMS

FAVORITE SPORTS TEAMS: GOLDEN STATE WARRIORS AND SAN FRANCISCO GIANTS

DID YOU KNOW? IN HIGH SCHOOL, SHE WAS IN THE STUDENT PUBLICACTION, STUDENT GOVERNMENT AND CHEER TEAM

Photo is courtesy of The Prospector.

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