The Matador: Issue 3 - November 13, 2019

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WEDNESDAY, NOVEMBER 13, 2019

NEWS

Hernandez set to retire after 35 years at AUSD

BY LEANE CHE After working at the district for 35 years and working 16 of them as the bookroom clerk, Jill Hernandez will be retiring on Dec. 30. Although she will not continue working after winter break, she will assist the school with the transition into the second semester.

While Hernandez has no concrete p o s t -r e t i r e m e n t p l a n s , s h e h o p e s to find volunteer opportunities to continue helping her community.

“I have a granddaughter [who is] in the navy in Virginia, and she has a baby, so I will probably visit her,” Hernandez said.

“I have nine great-grandkids, so I’m going to be doing a lot of babysitting. I’m also going to help my husband with military displays by going to different high schools.”

Hernandez has been employed since she was in the ninth grade. Before her position on campus, Hernandez had many jobs within the district.

“In my senior year, I worked for AUSD in the audio-visual department where teachers would come and pick up films,” Hernandez said. “I moved on to the curriculum lab where teachers would come and make projects. I worked there for many years and that position also closed, so from there, I became the bookroom clerk.”

Hernandez’s love for working with children began when her mother started to support foster youth. Her mother came to work with over 103 kids in the foster youth program.

“I have a special heart when it comes to kids and helping them because I’ve seen a lot that kids could go through, so I try my best to be there for them,” Hernandez said. “If it wasn’t for the kids, I don’t think I would’ve enjoyed my job as much as I do. The students are very caring, respectful, and just come and hang out with me. I will miss them terribly.”

PHOTO BY MEGAN TIEU

Jill Hernandez, following her retirement, offers to return and train the new bookroom clerk on their roles, among which includes clearing students on PowerSchool with a “tagged” status due to them owing money for overdue or damaged books.

Between checking in and out a minimum of 13,000 books at the beginning and the end of the school year, Hernandez has to repair damaged books, organize bookshelves, distribute and collect fines, transport books downstairs, and barcode and process incoming textbooks. “[Hernandez] is working every single day, not just putting away books or assigning,” junior Ruby Guan said. “She’s filing and doing stuff for other schools too. I will be very sad when she leaves, but she’s

been working since she was a teenager and is now at retirement age. She has never gotten a break, so I think it’s well deserved, and I am very happy for her.”

Over the years, students have created strong bonds with her through volunteering, sharing stories, and eating lunch together. Hernandez knew she could not leave without saying goodbye to the students, so she posted a letter in the bookroom to inform everyone about her retirement and express her gratitude.

Colleagues were saddened by the news.

“We work very well together and she has helped me, and I have helped her in the past 16 years,” librarian Lorraine Tom said. “I will miss coming in and seeing her every morning, having lunch, and our conversations.”

The administration and district are searching for someone to take over the bookroom after Hernandez retires.

Acknowledging the workload behind the job, Hernandez has offered to come back to help train the new bookroom clerk.

ASB card offers new discounts

PHOTO BY TANVI MAI

The current ASB card label, created by the ASB Spirit Day Committee, allows students to receive discounts at school-related activities such as dances and football games.

BY IRENE YUE ASB is working on a new community card that students can purchase to earn discounts at food and drink restaurants around Alhambra and San Gabriel.

The Spirit Day Committee of ASB has been working on the card since the beginning of the school year.

“Our inspiration for the card came from [other schools] like Mark Keppel and Alhambra,” Spirit Day Committee leader senior Kelly Yu said. “[They had] their ASB cards, including discounts at local businesses [for] forever, so that’s why we wanted to do the same and provide San Gabriel students that same benefit.”

ASB has been working in collaboration to distribute the card with Assistant Principal of Business and Activities Diana Diaz-Ferguson and vendors such as Twisteas, Kai Ramen, and Swirlz Creamery.

ASB adviser Cecilia Revilla and the Spirit Day Committee encountered the challenge concerning the distribution process, such as the distance from vendors to the school. “[Distributing] the cards goes through the activities office,” Revilla said, “but we’ve been working with Mrs. Ferguson. Our Spirit Day Committee has been working really hard on it to try to get different people around the community to give discounts to merchandise or food-related things.”

Since ASB is in charge of approving fundraiser requests and school activities like the College Fair and ICC meetings, money gained from the ASB card will fund these activities in addition to plays and sport games.

Students will be able to show that they have purchased the card from the student bank by a new symbol added to their ID card. ASB currently does not have a release date for the additional feature.

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NEWS

California first to mandate later school start times

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WEDNESDAY, NOVEMBER 13, 2019

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briefs Administration confronts coyote complaints

BY LEANE CHE

For decades, areas on campus including the baseball and football fields have been inhabited by coyotes.

The administration is seeking new methods to mitigate the situation.

Preventative measures, such as the use of Critter Ridder, an animal repellent, and the removal of Acacia throughout campus have been taken. Facilities are requesting the removal of the remainder of the plant and hiring trapping services.

The administration advises students and staff to avoid feeding the coyotes, dispose garbage in appropriate containers, and inform administration of any coyote sightings on campus.

PHOTO BY TANVI MAI

Students of the track team leave the track after practice. With the later school start bill, it is likely that practice times will be pushed back further, which causes concern as the day gets darker earlier due to daylight savings.

BY MELODY ZHANG

Senate Bill 328, also known as the later school start bill, was signed on Oct. 13 by Governor Gavin Newsom and will make California the first state to mandate later start times for schools. The law take effect in 2022-23, and high schools will be required to start the school day at 8:30 a.m. or later.

A s t u d y d o n e b y t h e Am e r i c a n Academy of Pediatrics explains that it is easier for adolescents to stay awake late at night. Evidence strongly implies that earlier start times contribute to lack of sleep and circadian rhythm disruption for high school students. The law seeks to address this issue of sleep deprivation.

“There is a community and a group of people who truly believe a later start for teens will lead to better things for them, like higher achievement and

more sleep,” Principal Debbie Stone said.

With the bell schedule adjustment will come changes in transportation services for students.

“It’s a big thing for San Gabriel High School because 80% of [our] students are not community students,” Stone said.

“Students rely on bus transportation.”

For some students, this law may allow for more time to sleep. However, this may not be true for others, depending on their personal schedules.

“I might go home later and that will give me less time to do stuff that I need to do, which is inconvenient,” freshman My Phan said. “If I didn’t have a sport then I think it’d be okay, but since I do, I don’t really support the bill.”

School faculty will also experience a shift in their work schedules t o a c c o m o d a t e w i t h t h e l a w.

“With any kind of large systemic changes there are going to be growing pains, ” English teacher Melissa BishopMagallanes said, “Nothing gets rolled out [easily] the first time around.”

The district will have to cooperate and discuss future changes with unions and the Almont League as it prepares to complete the transition by no later than July 1, 2022. An alternate deadline is when a school’s collective bargaining agreement with its employers end, according to a statement issued by AUSD Superintendent Denise R. Jaramillo and the AUSD Board of Education.

“We don’t know how it will work out, but we will make sure it transitions well,” AUSD Board President Robert L. Gin said. “We [have] two to three years to plan for it and work with our unions, then it will be implemented.”

SAT, ACT validity questioned amidst admissions scandals

BY ANDREW LAM

O p e r a t i o n Va r s i t y B l u e s , a n investigation into falsified test scores, has brought to light ongoing questions concerning the equity and security of the SAT and ACT. As a result, prominent universities such as the University of Chicago and many institutions on the East Coast have become test-optional in order to receive a greater diversity of applicants.

College adviser Janae López said that Operation Varsity Blues has made people question the security and fairness of the tests.

“Even without the admissions scandal, requiring standardized tests is still an equity issue because not everyone has the resources to do really well on these tests,” López said.

On the other hand, junior Michael Wong said that the standardized tests should be kept because they are objective a n d d i s p l a y a c a d e m i c c a p a b i l i t y.

“Standardized testing evens out the playing field [and] it’s another display of your academic preparedness for college,” Wong said, “and removing that is going to hinder [that] display of preparedness.”

One of the alternatives to the SAT and ACT is the use of the statepaid Smarter Balanced Assessment Consortium (SBAC) as the new standardized test for college admissions.

“If they substituted [the SBAC for] the SAT and ACT it would be

Book Club begins new chapter

BY WALLY LAN

Encouraging students to develop a passion for books, Book Club aims to “create a culture of reading” and revive reading as a hobby through introducing different genres of books to new and old readers.

“We have socratic seminars where we talk about our opinions and thoughts about what is happening in the book,” junior Jennifer Diep said.

Tthe club also plans to visit bookstores such as The Last Bookstore. Meetings are held every Monday during lunch in P-109.

CTM Club teaches technology skills

BY BRANDON TRAN

Computer Technology Matadors (CTM) Club was revived this year after a period of inactivity due to a lack of members. It teaches students about computer science and technology.

Members learn programming skills and how to use computer applications such as Photoshop.

“We’ve been holding Python workshops as well as introducing ourselves to the competitions available, such as CyberPatriot,” senior club president Jessie Li said.

Meetings are held every Monday during lunch in E-120.

Poetry Out Loud inspires newfound courage

BY TIFFANY NGUYGEN

PHOTO BY MEGAN TIEU

The 2019 college admission scandals involved many parents hiring test takers to take the SAT and ACT for their child and bribing athletics directors to lie about their child’s involvement in a sport with the intention of making their child seem like a more favorable applicant. more convenient and affordable for everybody,” School Counselor Devin Vergo said. “My worry with the SBAC is how that [is] going to impact what [teachers] need to teach because the focus is really on the test content.”

Another option is the complete removal of standardized testing in favor of an admission system that selects students based on their high school GPA and extracurricular activities.

Principal Debbie Stone said that this alternative, if implemented, would not

be as objective as a standardized test.

“Students in one area may not have as many resources and would not be able to have certain clubs, like an Academic Decathlon team,” Stone said, “compared to a school with a demographic that could pour more money in.”

These questions and changes have prompted the UC schools to form a task force to evaluate these tests. It is expected to report its recommendations on changing admission testing policies for the SAT and ACT early next year.

Poets of all grades came together on Oct. 29 to perform in the 10th annual Poetry Out Loud competition i n t h e Mu l t i - P u r p o s e R o o m .

The top performers advancing to the Tri-City District Finals are seniors Mehran Alam, Monica Chen, Qisen Lin, and Elsie Wang, and junior Emily Chen. Sophomore Michelle Wu said that she found the experience of competing worthwhile.

“I used to be very anxious when it came to public speaking and revealing my emotions,” Wu said. “With the help of poetry, it became easier because a lot of people can relate to your struggles through your performances.”

The Tri-City District Finals is being held today from 4 to 5:30 p.m. at Alhambra High School’s Little Theater.

To read the full articles, visit www.thematadorsghs.us.

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WEDNESDAY, NOVEMBER 13, 2019

Hiding “mai” smile

opinions

Editorial

Account restriction jeopardizes student work Tanvi Mai

A

Say cheese

smile is something people remember, love, and find comfort in. But not for me.

I grew up hating pictures of myself and always opted out of saying, “Cheese!” when it came to taking photos.

I never really embraced exposing what was beneath. I was scared and insecure about my smile.

As early as the seventh grade, I began to notice the imperfections of my uneven smile. This uneven smile that still haunts me today appeared in all my photos. It never really bothered me until my family members began to consistently point it out. They would always ask me, “Why are you smiling like that?” or the continuous, “Stop messing around and smile.” I confronted my parents about this and revealed my insecurity to them, but they only prolonged the invisalign treatment believing that my teeth would fix itself in time.

I suffered most of my teenage years feeling ashamed of my smile because it wasn’t like anyone else’s. I grew jealous of others and how they can just show their teeth without shame. I hated the way I looked in pictures, growing to hold a negative self image of myself. To make things worse, new friends would point out my smile and asked why I would smile that way, leading to evading pictures or looking at myself. My self-consciousness magnified in high school, leading me to beg my parents for Invisalign.

I was so happy that the ugly smile I had would never appear in pictures again, and I looked forward to having a “normal” smile. I was told that the treatment would last for just over a year.

From that day, I waited patiently for the process to end. After days, weeks, and months of hard, painful replacements of Invisalign retainers, I still saw no visible change. It wasn’t until after the treatment I realized my teeth were still the same as they were before. The day after, I was left crying in my bed, sad and feeling helpless as if all those years of pain were for nothing. Heartbroken, I had to wear useless retainers for three years simply hoping that my teeth did not shift and make my smile worse than it already was.

My retainers felt useless, as if it was dead weight that I couldn’t simply get rid of on me the entire time.

As the years progressed I grew used to my imperfect features; people around me became used to my smile and so did I. When senior year rolled by, I decided to join newspaper and become a photographer. I wanted to take pictures of people and see others enjoy their smile: a way to hide behind the camera but still be part of the “photo.” I met someone who said that I had a cute smile, and that meant a lot to me. She told me that I should smile more often and there should be nothing to be ashamed about.

Those words really stuck by me, and that was when I truly began to accept myself for who I am.

Lately, people have been saying that my smile is nice, which really touches my heart. I’ve begun to realize that there’s no way to change it. The people I’ve become friends with lifted me up and helped me embrace my imperfections. Looking at myself now, I don’t focus on a crooked smile; I think about how lucky I am to have great friends that accept me for who I am. Cheese!

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riginally, Chromebooks allowed students to access their personal email accounts as well as their school accounts, but starting this year, the school placed a restriction that forces students to use only the district provided account on schoolregulated Chromebooks. This leaves students unable to work on online assignments and puts them at an educational disadvantage.

The new limitation takes away the opportunity for students to use a separate account. Students may need to use personal accounts to receive emails from organizations such as the College Board, and restricting access could cause students to miss out on valuable opportunities. When applying for scholarships and college, students often prefer to use their personal email to receive messages and to complete college applications.

School accounts will be deleted after graduation; for this reason, some students prefer to use their personal email to complete work. If students have documents retaining crucial information in their school account and the account is later removed,

they lose access to the information.

While intended to prevent students from viewing inappropriate websites, school Wi-Fi already restricts web pages. If students are unable to view a website while using their school email, they would not be able to see the same website on their personal email either. Using a school account does not solely restrict these pages; it is the Wi-Fi that does. Essentially, the change is unnecessary since students are already limited with they have access to.

This also poses a problem if the school accounts are malfunctioning, as it does not allow students to use their school email from personal devices. While students can log in using their school account on Chromebooks, as it is directly linked to the school, they will be unable to do so on cell phones. Even if they are able to work during class on Chromebooks, it would all be for naught as this same work would be inaccessible from home. Despite the work being saved in the school account, when students cannot log in to their school account from home,

they are incapable of finishing the work.

While this restriction is being enforced to protect students, it is also limiting because it demonstrates how little students are trusted. Teenagers are pushed to be responsible, to contribute to the community around them, yet they are not treated like they are capable of doing so.

The district should reverse the restriction on personal account access on Chromebooks. Students should be allowed to use their personal emails if they cannot access school accounts outside of the classroom to complete work.

The mission statement of Alhambra Unified School District states that it aims for students to become productive members in a diverse society. If it truly wants students to be successful, working adults, the district needs to start trusting students and treating them as the adults they are becoming.

Reinstating the use of personal accounts would show that district administrators acknowledge that high school students are maturing and are trustworthy.

Restriction projects low efficiency

BY WINNEFER WU

School year rushes students’ learning

BY MYTAM LE

I

n California, the law states that students must attend school for 180 days.

With this limited amount of time, it is difficult for students to fully comprehend and absorb the information, even though they are expected to do so. Thus, the state should implement an increase in school days to help students take in the information they are given.

With only 180 days, students are forced to move from subject to subject, even though they may not have fully obtain a grasp of each lesson, due to the strict schedule teachers have to follow. If the school year was longer, there would be more time in the schedule for hands-on activities and projects for the students to experience a different method of learning, instead of the traditional lectures, homework, and tests. These different activities would help engage the students who have a difficult time learning with only lectures, homework assignments, and tests.

Balsz Elementary School District in Phoenix has extended its school year

from 180 to 200 days. With its prolonged school year, the district has seen much improvement. For example, the district has seen much improvement in the state testing and the failing rates are dropping. This shows that a longer school year is more

effective for the student’s learning, and that the students absorb the information more effectively when they have more time. This in turn, helps them be more successful in the upcoming school year.

Although many students may not want a longer school year because they find school boring and exhausting, the extended year would allow for more time for interactive projects, experiments, and student collaboration, which would allow school to be more engaging. A longer, more fun school year could essentially counteract the idea that school is boring, making the students more encouraged to go to school and be more involved when they are learning.

Because of the limited time, teachers have difficulty making sure that their students have adequate knowledge to move onto the next grade. If school is a place for students to learn and if they are forced to proceed to a new topic, without fully comprehending the previous topic, then there should not be a need for school. Therefore, the state government should raise the number of school days to at least 200 days. This will give more time for teachers to cover each lesson thoroughly and implement enjoyable projects and activities.

ILUSTRATION BY MYTAM LE

DISCLAIMER: THE OPINIONS EXPRESSED ARE THOSE OF THE ATTRIBUTED WRITER. ARTICLES WITHOUT BYLINES ARE THE OPINION OF THE STAFF.

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OPINIONS

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WEDNESDAY, NOVEMBER 13, 2019

Late start beneficial for some, not for others PRO

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teenagers.

The teenage brain cannot properly function without at least eight hours of sleep. Sleeping less than the recommended amount can lead students to be unfocused in class, receive poor grades, get into more vehicle accidents, and develop depression or anxiety.

The delay could help fill this sleeping gap.

According to the National Institutions of Health, students with later start times were reportedly more alert and engaged. Their GPAs and test scores increased, and students showed less signs of depression and behavioral misconduct. A study also revealed a 16.5 % decrease in teen-driven vehicle accidents.

Teenagers are biologically wired to sleep and wake up later than adults. Most have trouble falling asleep before 11 p.m., and many students have to wake up at least at 7 a.m. in order to attend school on time. The issue is, most stay up late because of schoolwork and/or wake up earlier because of their morning routines or zero period. In this system, many teenagers cannot receive enough sleep.

One issue with later start times is commuting. The opposition could argue that most parents’ work schedules align with the current school schedules. The change would force students to wait longer before school. However, parents can negotiate with employers to push shifts back. The law is recognized on a state scale; thus, employers should be receptive to these requests.

Students can also utilize other modes of transportation. The school offers buses in the morning that accommodate those who arrive for either zero or first periods. They are easily accessible and do not currently require a pass. Those who do not live near the stops may live close enough to walk or carpool.

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his change for later start times, however, is not as productive as it may sound because it can disrupt students’ daily schedules.

With the later start times, the school day will also end later, which disturbs the current flow of the academic schedule. For instance, when it becomes the norm for most students to end school at 3:30 p.m., students’ after-school activities will also be pushed back half an hour. This leaves students no choice but to do their homework even later, which takes away precious hours of sleep.

Also, just because students start school later, it does not mean they will be able to arrive at school later. Parents, if unable to change their work schedules to accommodate with the new law, will be forced to drop their children off at school early—what is the point of having a later start time if some students are forced to arrive early anyway?

Students who arrive at a time that works with their parents’ schedules will actually be losing sleep, since they will be forced to sleep later without the advantage of sleeping in.

Some may argue that the new law acts in favor of the majority of students who consider themselves night owls, allowing them to complete schoolwork during their prime time. Although this may be true, students may use this law to justify their unhealthy habit of sleeping past midnight. So, while this law was enacted in an attempt to allow students to get more sleep, it will likely lead to fewer hours of sleep.

In order to give students a real opportunity to get more sleep, the school day should be shorter, paired with more school days to meet the required hours of school per year. The late start times would be more effective if school ended at the same time as it does now. That way, some students would be allowed to wake up later, and all students will have ample time to complete their work and participate in their extracurricular activities.

ILLUSTRATION BY ZHOU YE XIN

The Matador Bullring

THE MATADOR Editors-in-Chief, Print

Lauren Ballesteros

Editor-in-Chief, Digital

Kimberly Quiocho

Managing Editor News Editors

Opinions Editors Focus Editors Life and Art Editors Sports Editor

Features Editors Copy Editors Photo/Video Editors Graphics Editor

Business Managers Media Managers

Wendy Chau

BY LAUREN BALLESTEROS

overnor Gavin Newsom recently passed a law stating that Californian high schools must start no earlier than 8:30 a.m. by July 1, 2022. This law is completely reasonable because sleep is vital for growing

What are your thoughts on the school’s account restrictions?

Elsie Wang

“

Katie Phan

Wally Lan

Melody Zhang Aaron Lu

Sally Pham

Chelsea Nguyen Zhou Ye Xin

It is a good thing to have online restrictions because it allows students to stay more focused on work and not [be distracted by] games.”

-Kelly Phan, 9th grade

Ivy Ho

Ken Yu

Eric Mai

Andrew Lam Qilin Li

Amanda Lerma Brandon Tran Tanvi Mai

Megan Tieu

“

All websites should be open to students because if they are trying to access a website for homework, then it will be a problem for them to be productive [in class].”

-Michelle Garcia, 10th grade

Winnefer Wu

Wendy Chau

Cissy Lu

“

Mytam Le

Tiffany Nguygen

Lily Cam

Leane Che

Tammy Vuong Adviser

“End” of discouragement

CON

BY LILY CAM

Reporters

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Irene Yue

Hanna Jalawan

The Matador is published monthly by the journalism class of San Gabriel High School. 1,000 copies per issue are published at CA WEB PRINT Inc. The Matador is a public forum for student expression and highly encourages responses in reaction to issues discussed in the paper. The opinions expressed are those of the writers, not the faculty or administration. Articles without bylines are the opinion of the staff. Submit comments as a letter to the editor, signed (anonymity is guaranteed if requested), to H-2, or Ms. Jalawan’s mailbox.

“

The school’s online restrictions are unfair because there are some videos that are not inappropriate and are relevant to the topic, but the school doesn’t let students [access those websites].”

-James Chau, 11th grade

The school should be more lenient with its online restrictions so that students could get more accurate information, instead of biased [information from] unblocked sites.”

-Matthew Abutaha, 12th grade PHOTOS BY TANVI MAI

INTERVIEWS BY WENDY CHAU

Crushing expectations

I

am no stranger to expectations.

The self-imposed pressure to fulfill the expectations of others felt like walking through a dark tunnel, suffocating in severe stress and self-hatred. I constantly reminded myself that these expectations were to ensure that I accomplish my goals.

Though my parents never directly verbalized their expectations for me, they would share stories of my relatives’ admissions into competitive schools or their pursuits of prestigious careers.

The implications that they wanted to see the same successes from me were transparent. After constantly being questioned by my parents and relatives on what my intended career was, I undesirably answered to their liking that I’d pursue a career in the medical field.

I wanted my parents to be proud.

In exchange for their never-ending sacrifices, I’d stay committed to meeting these expectations. My parents were working day and night, ensuring that I had no other worries other than my education.

The expectations prompted me to hold myself accountable for every careless mistake I’ve made, every person I’ve disappointed, and every opportunity I’ve missed. Dwelling on these failures, I told myself hurtful words that shattered my self-worth.

I witnessed my mental health declining. I was stressed, sleep-deprived, and prone to direct my anger to those who didn’t deserve it. 3 a.m. breakdowns before an AP Chemistry test—the ink in my notes smeared with tears—and strenuous all-nighters are vividly imprinted in my memories. Frustrated, I always wondered why my hard work never paid off.

Eventually, the opinions and expectations of others—not just my parents—became greater priorities than my own needs. It was heartbreaking whenever a friend neglected to recognize my hard work and perceived my successes as pure coincidences, that I was undeserving of such successes.

Reality hit me. It wasn’t fair to measure my self-worth with unrealistic standards. I had to realize that mistakes and failures are stepping stones— catalysts to becoming the best me I can be. I was determined to prevent my irrational fear of disappointing others from taking over. Slowly, I forgave myself for the little mistakes I made, gave myself credit where it was due, and understood that I didn’t need recognition from others to define me. Whenever I encountered failure, I shut out words of discouragement in my head, knowing that mistakes were bound to happen.

I eventually broke the news to my parents that I didn’t want to pursue a career in the medical field, knowing I’d be unhappy chasing my parents’ dreams rather than my own. Supportively, they reminded me that my happiness should always be put first and that they were already proud of the immense effort I put into school. I now have faith that with my perseverance and hardwork, I will continue to make them proud no matter what I choose to pursue.

I see the person I was then and the person I am now. I’m proud of this changed mindset where happiness is and will always be a priority of mine.

thematadorsghs.us

WEDNESDAY, NOVEMBER 13, 2019

RESOURCES

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National Suicide Prevention Line www.suicidepreventionlifeline.org/ 1-800-273-8255 Active 24/7 The Trevor Project www.thetrevorproject.org/trvr_ support_center/self-injury/ 1-866-488-7386 Active 24/7

FOCUS

SOURCES: MENTAL HEALTH AMERICA AND AMERICAN JOURNAL OF PUBLIC HEALTH

Crisis Text Line www.crisistextline.org/selfharm Text CONNECT to 741741 Active 24/7

ROAD TO

RECOVERY ENDURING DIFFICULTIES, SENIOR KENNETH NGUYEN HEALS FROM SELF-HARM.

ARTICLE BY KIMBERLY QUIOCHO PHOTO ILLUSTRATION BY TANVI MAI MODEL: KENNETH NGUYEN

N f h c s

The matador

FOCUS

1 IN 5

females self-harm

1 IN 7

males self-harm

90%

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of people who engage in selfharm start during their teen or preadolescent years

thematadorsghs.us

WEDNESDAY, NOVEMBER 13, 2019

AROUND TWO MILLION

cases of selfharm are reported annually in the U.S.

WARNING: THE FOLLOWING MAY CONTAIN SENSITIVE TOPICS TO CERTAIN READERS.

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enior Kenneth Nguyen often hid behind a smile, afraid to show vulnerability to his friends and family. On top of struggling with the constant pressure to do well academically and his issues at home, Nguyen felt isolated.

He thought that his relationship with his parents was abnormally hostile. At home, he felt alone on both a physical and emotional level. Nguyen’s parents would leave him home alone often, s o m e t i m e s e ven m ov in g to different states without him.

“I’m living with my mother, stepfather, and half brother. It’s like they don’t look at me as family; sometimes they don’t look at me at all. Even if they came home everyday, it felt as if I was alone the entire time.” his growing feeling of loneliness and need to relieve his frustrations led him to self-harm.

Nguyen’s first experience was at the end of his freshman year, after a heated argument that lasted hours between his stepfather and sister. It was a conversation about allowing her to get a car that spiraled into his stepfather threatening to kick the two out if they truly wanted the independence they sought. It was a moment of compulsion for Nguyen, who already had thoughts of selfharm on his mind.

“The moment I did it, I realized that I shouldn’t have. The next week was horrible because I couldn’t do anything

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with the part of myself I injured. I had to hide what I did.” espite regretting his decision to self-harm, Nguyen continued to suffer from dark thoughts, constantly feeding into his own negativity. His mental state only worsened in his junior year when he moved in with his grandparents and began commuting to school from their house in Lincoln Heights.

“Before I became a junior, my sister left for college.

It was just me alone. When I did it again, there wasn’t an argument that pushed me over the edge. It was just a very weird week, those ones where you just feel sad for no reason. I was getting into the hypothetical. If my grandparents vanished or if they died for any reason, then I would just be alone. I was afraid that I wouldn’t have anyone.”

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“

I didn’t want anyone to say stuff like ‘you should go to a therapist’ or to ‘get some help’ because it felt like something that I could handle by myself.”

Nguyen did not choose to seek help when he was self-harming in fear of appearing weak to his peers. He felt as if the pain would pass sooner or later if he bottled up his feelings.

“I didn’t want anyone to say stuff like ‘you should go to a therapist’ or to ‘get some help‘ because it felt like something that I could handle by myself.“ However, Nguyen now wishes he would have sought professional help when he was feeling the most vulnerable. As time passed, Nguyen began to acknowledge that self-harming was an ineffective coping mechanism as it would leave him feeling worse about

himself than before.

“Self-harming doesn’t actually help. A lot of it stems from anger when you actually do it because you’re angry at someone or something that happened to you. You just take that anger out on yourself.”

After revealing his anxieties and worries to his closest friends, Nguyen started to have hope in himself to recover. They offered support and validation when he was going through his depressive states, taking his mind off things by playing video games with him.

“It helps having people you can actually confide in— people who can empathize and sympathize with you. It’s so much easier to say something rather than just hold it in and think about it because that pressure builds up.”

Nguyen no longer self-harms and actively pursues a happier lifestyle. He eventually gained a new sense of purpose by participating in extracurricular activities and being a member of Colorguard allowed him to meet new people and feel less isolated.

“Recovery has been a steady process. I’ve somewhat reached the point in my life where I don’t want to selfharm because I know I’ll be losing too much.” ow that Nguyen is in a better place in his life, he wants students going through similar situations to seek help if they consider self-harming. He said that self-harming will always end in regret and people should instead find others to put their trust in other people, both friends and professionals.

“I know that people who self-harm have heard this a couple thousand times but trust me: it doesn’t help. You feel like you did something to counteract the issue, but in reality, you dig yourself a deeper hole.”

If you or someone you know is a victim of self-harm, use the following resources. For help on campus, reach out to Peer Counseling, Gateway to Success counselors, school counselors, school psychologists, teachers, or the nurse.

N

DISCLAIMER: These articles do not and cannot constitute professional advice. If you have a psychiatric emergency, call your doctor or 911 immediately. Please seek a doctor or medical professional for guidance.

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thematadorsghs.us WEDNESDAY, NOVEMBER 13, 2019

The Matador

LIfe and art

Krohn aspires to start a barber enterprise

BY TIFFANY NGUYGEN

On a regular day, junior Max Krohn balances school work with a passion that has solidified into a side-hustle—hairstyling.

Since his initial desire to cut hair two years ago, the young barber has progressed exponentially in skill and technique.

After consistently being disappointed with his haircuts, Krohn realized that he could do a better job himself. Teaching himself through online videos, Krohn’s small hobby then escalated to a part-time occupation when his friends asked for haircuts. Krohn now charges $10 per haircut and earns about $150 per month working as a barber.

“Hairstyling is a way to support myself for now,” Krohn said, “but eventually I would like to pay back my mom for everything she has done for me.”

Since announcing this as his career aspiration, Krohn’s parents have shown continuous support. Now, Krohn’s parents are funding his path to cosmetology school, which is the reason why the money he earns from styling hair is important to him.

“My mom is going to put me through cosmetology school,” Krohn said. “I’m going to also be pitching in for tuition with the money that I’m making.”

During Krohn’s temporary stay in Mexico with his family, he worked as a barber.

Unlike the U.S., Mexico does not enforce strict qualifications to professionally pursue a barber career, according to Krohn.

“In the U.S., you need to go to

PHOTO ILLUSTRATION BY MEGAN TIEU

Within the past two years, junior Max Krohn’s hobby for hairstyling has turned from a simple passion to a career aspiration. “I want to make my barber shop unique and make it like an enterprise,” Krohn said. cosmetology school,” Krohn said. “You need to get your certificate and put in around 1,500 hours into cutting hair under a teacher’s supervision.”

Although the requirements seem daunting, the young barber wants to attend Alhambra Beauty College. Krohn plans to also expand his skillset as a barber. Some of

his goals include trying his hand at dyeing and perming hair and practicing trims on longer hair. After cosmetology school, Krohn wants to start his own barber shop in the San Gabriel Valley area and “expand it worldwide.”

“I want to make my barber shop unique and make it like an enterprise,” Krohn said.

After gaining years of hairstyling experience, Krohn has grown to love doing fades on his customers the most. A few months ago, he started occasionally posting content of his work on his Instagram account (@_m.a.d__m.a.x_) and continues to add photographs and videos of completed cuts, fades, and dye jobs.

Matador Muse

Masked He was a boy She was a girl Can I make it anymore obvious?

He was a punk And she would make herself believe that they were complete opposites Because, you know, opposites...

She would consult LoveCalculator.com She would listen to every love song, trying to fit in his name somewhere in every verse She would spend hours, scrolling into the endless depth of Zodiac compatibilities She would grasp the simulated desire Untangle a fist full of wires And construct an entire world To contain all the love she had left to lose Because it felt so nice, oh so nice Chasing an artificial light under the star filled sky Humming the promise of forever A song with lyrics she could never learn Because infatuation was a distraction From an unpredictable future From a father I thought I loved Who warned me to only love others behind solid walls Besides family of course Yet traded 15 years of fading memories for nights of empty pleasure And I smirk as my father spits threats from his mouth his words cut deep but my crushes keep me numb.

I return everyday to layers of pointless “like like” To imagined dances and fan fiction loves To “ship” names like Jangel and Jelly Adding details to my porcelain mask.

BY JASMINE FLORES, 11 If you would like to submit a poem or artwork to the Matador, visit H2 or email sghsthematador@gmail.com

The matador

Life AND ART

Figueroa skates stylishly into comfort, confidence, creativity

BY IVY HO

While many students from school get around in cars or on foot, senior Karen Figueroa can manage to get herself anywhere with just a pair of roller skates.

Despite facing various dangers while roller skating since she received her first pair of skates from her dad in fifth grade, such as having a roller rink cleared for her after a bad fall and almost skating off a pier, Figueroa figured that it would be a fun method of getting around when she was thinking of ways to get to work.

“Roller skating is something that allows you to fully be in the moment,” Figueroa said. “You have to fully be aware of your surroundings, your body, your balance and your headspace. It’s helped me branch out, and I often do it when I’m in a rut.”

She learned how to roller skate on her own and with the help of her cousin’s girlfriend, who continues to motivate her to improve at roller skating. She also keeps tips she has received from professionals in mind whenever she practices anywhere—at skate parks, roller rinks, in her house, her backyard—wherever she can find a good ground.

“I don’t struggle nearly as much a s I u s e d t o, ” Fi g u e r o a s a i d , “ b u t I can remember back when I was falling a lot and just staying on the floor for a while to absorb the pain

a n d t h en ju st giggle ab ou t it. I t’s hard to learn balance, but after that, e v e r y t h i n g i s s o m u c h e a s i e r. As soon as I learned that it was all just weight distribution—like ‘if I move my weight towards here, I’ll end up spinning or if I shift my foot inwards, I can do this,’ it became a lot less complicated.”

Although roller skating was far from easy for her when she first started, eventually after tons of practice, it became an activity that puts her at ease.

“

Roller skating is something that allows you to fully be in the moment.”

“Roller skating has brought me a lot of confidence and makes me feel pretty in a way that I hadn’t felt before,” Figueroa said. “When I roller skate, I feel radiant and just lighter than usual, I feel self security in the sense that I’m in control of where I’m going and what I’m doing at that very moment.”

Furthermore, Figueroa thinks of roller skating as a way to express herself through the clothes she w e a r s w h e n r o l l e r s k a t i n g. S h e i s particularly fond of wearing vintage clothing from the 80s and 90s.

“Everyone around me at rinks

always has the coolest clothes and they look so unapologetic about being so bright and bold, which i s s o m e t h i n g I a b s o l u t e l y a d o r e, ” Figueroa said. “Roller skating would give me a reason to get dolled up in my bell bottoms and flashy earrings.

I get the freedom to dress the way I want to because at school, I shy away from dressing the way I would like to.”

Besides being a form of transportation, boosting her confidence, and providing a creative outlet for self-expression, roller skating has ultimately changed Figueroa’s life.

“This hobby has taught me to be patient with myself and to just treat myself kindly,” Figueroa said. “It’s pushed me to not be afraid of messing up a little or looking a little silly sometimes because the outcome is always so delightful.”

She plans to continue roller skating for fun as she is inspired by other girls on Instagram who post videos of themselves skating, pushing her to always keep on practicing.

“I know it’s something I want to keep doing. In the future, I want to join a derby team and roll dance, so I can be one of those pros at Venice,” Figueroa said.

She recommends roller skating to anyone who just wants a little laugh or just to learn something new as all it takes is a pair of roller skates, safety gear, and lots of practice.

thematadorsghs.us

wednesday, NOVEMBER 13, 2019

9

Starbucks releases seasonal drinks

BY KATIE PHAN

On Nov. 7, Starbucks’s holiday drinks made a return to stores. All five are available hot, iced, or as a frappuccino.

Peppermint Mocha:

The peppermint mocha is essentially a candy cane in a cup. It screams the holidays and has a very pronounced peppermint flavor. It is really similar to a peppermint hot chocolate, just more sophisticated with the addition of espresso.

Toasted White Chocolate Mocha: The toasted white chocolate mocha tastes almost identical to the regular white chocolate mocha. There is nothing special about it and it doesn’t scream the holidays either. Its flavor profile is just sweet.

Caramel Brulee Latte: The caramel brulee latte does not taste too far off from the typical caramel frappe. However, the caramel brulee latte has a rich, buttery taste.

While the caramel frappe has that white sugar taste to it, the caramel brulee has a deeper flavor profile, resembling a creme brulee. It is not as sickeningly sweet as the regular caramel latte.

Chestnut Praline Latte: The chestnut praline latte is probably my favorite holiday drink. It is not as sweet as the other drinks and it has a really nice nutty flavor that compliments the coffee flavor. It probably has the most flavor out all of the drinks as you get hints of spices like clove and cinnamon.

Eggnog Latte: I was not that impressed with the eggnog latte.

It just tasted like a very milky coffee, almost as if it were instant coffee and not espressobased. The drink has a subtle eggnog flavor, but it does not exactly have any stronger flavors except for the sprinkle of nutmeg. Overall, it is a pretty muted drink with nothing bold about it.

PHOTOS BY MEGAN TIEU AND TANVI MAI

GRAPHICS BY WINNEFER WU

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THE MATADOR

WEDNESDAY, NOVEMBER 13, 2019

Freshman football sweeps competition, wins tournament

SPORTS 2019-20 Fall Sports Scoreboard BOYS FOOTBALL

VARSITY

PHOTO COURTESY OF STEVEN VALDIVIA

(L) 6 - 33

VS SCHURR

(L) 20 - 56

VS MONTEBELLO

(L) 0 - 35

GIRLS TENNIS

In eighth grade, senior wide receiver and safety Steven Valdivia quit basketball in pursuit of football.

VARSITY

Rising star: Steven Valdivia

BY IVY HO

After receiving a flyer to try out for the school football team in eighth grade, senior Steven Valdivia has found himself scoring touchdowns on the field ever since.

Although he played basketball since elementary school, joining football was what gave him a sense of brotherhood within his team.

“Football was just something I was able to enjoy with my friends,” Valdivia said. “Now I’m able to call my teammates my brothers because I know that at the end of the day, they’re going to have my back. They’ve pushed me to be the best individual I can be, not only on the field but in the weight room and classroom.”

Being on the football team, he found a new passion and was able to learn various life lessons that he believes were critical to much of his success on the field.

“At first, my perspective on sports was just to have fun and enjoy what I love doing,” Valdivia said. “Now, that’s one half of football, but the other half is the lessons you learn from being in the weight room, the field, and even the classroom.

Without the hard work and perseverance, there will be no improvements.”

Moreover, the football head coach, Kevin Encinas, pushed the team to remain diligent during practices and games, which is the reason why Valdivia has always had a strong mindset.

“I’ve learned that nothing is given in life,” Valdivia said. “We were taught that we need to really work hard and to have grit because if we just sit around all day and expect things to come into our hands, we aren’t going to go anywhere in life.”

As a result, even after injuring his ankle in his junior year and being out for an entire season, he began to work even harder during spring training as he went into his final football season, which ultimately paid off.

“My proudest moment would have to be my last game of my senior year,” Valdivia said. “I gave it my all. Stat-wise, I managed to play one of the best games of my career and I performed really well in front of one of the East Los Angeles College coaches. l made three touchdowns, an interception, and a good amount of tackles.”

Although playing high school football has officially come to an end for Valdivia, he knows that this will definitely not be the last time he will play football.

“After this year’s season, I’ve seen a glimpse of what I can do and it has me wondering about what I can do with a full offseason,” Valdivia said. “I know that I have the potential to do something in football. Now it’s just everyone’s turn to see if my name will be heard of or not.”

VS ALHAMBRA

VS MONTEBELLO

(W) 9 - 9

@ ALHAMBRA

(L) 5 - 13

VS SCHURR

(W) 10 - 8

@ ARROYO

(L) 5 - 13

CROSS COUNTRY

VARSITY

PHOTO COURTESY OF FRESHMAN FOOTBALL TEAM

Winning their game against Alhambra High School 28-6 on Oct. 17, the freshman football team raises a finger indicating it is number one.

BY LEANE CHE

After enduring countless hours of vigorous practice, the freshman football team won the title of league champion on Nov. 1. This was the first time freshman football has won a league tournament.

Facing its first loss of the season against Montclair High School on Aug. 22, the team became motivated to navigate through their mistakes and to improve on its sportsmanship.

“The first game [the team] lost, but [it] immediately took the loss as a learning experience,” head football coach Kevin Encinas said. “They did extra conditioning and got the team to really buy in. Ever since then, they were all pretty much wins.”

During their practices, the coaches conducted drills that taught them how

to work together and communicate with each other. The coaches ran a drill called the triple option, which took a lot of repetition, practice, and discipline.

“It was challenging in the beginning because we had to run a lot of laps,” quarterback and wide receiver Emil Toro said. “We had to give 110% and learn discipline [because] we were determined to win league. The whole team worked hard and was committed.”

Throughout the season, the team members encouraged each other to not dwell on their mistakes and keep their heads in the game.

“We play over each other’s strengths, so if one person slacked off, the team will pick up the slack,” receiver and c o n t a i n e r Ti j a n i D a l e y s a i d . “ We could improve on communication.”

Once the team won its league

BOYS GIRLS

FROSH/SOPH BOYS GIRLS

4TH 4TH 2ND 2ND

tournament, it was ecstatic because all of its hard work paid off.

“Winning league felt really exciting and accomplishing because we were the underdogs,” captain Aaron Hampton said.

“On our final game against Montebello, I was nervous because that game determined whether we were going to win or lose league.”

Witnessing how well the team played this year, Encinas believes that it is capable of winning league every year if the team puts in the work during summer practice. “[The key to winning] was the remarkable team effort,” Encinas said. “All the other teams had really good players, but this team was a whole team. It took every single player from the starters to the backups to the coaches.”

Andrade recovers from surgery, ready to play baseball

PHOTO ILLUSTRATION BY MEGAN TIEU

Junior Paulino Andrade took a break from baseball due to his injury last February, but he is looking to step back into the field once he recovers from surgery.

BY IRENE YUE

Looking forward to baseball season, junior Paulino Andrade attends practice aiming to perform better each and every day. However, an unexpected injury arose.

“During baseball season last February, a teammate stepped on my foot with a cleat,” Andrade said, “which caused parts of my toenail to break.”

Thinking that it was a minor injury, Andrade continued to practice. His foot started to swell after a progressive amount of sprints, and he decided to talk to his coaches about the injury.

“During baseball season [it] wasn’t that bad,” Andrade said. “Around August when I joined cross country [was] when I had to fix my injury because we noticed that my foot was getting too swelled up

and that my nail had cracked inside.”

Due to his injury, Andrade could not participate in the season. It was tough for him to run long distances as a time, and he felt guilty that he could not participate.

“I was actually really bummed out,” Andrade said, “because other members of my team were on the field and I wasn’t.”

Andrade overcame the injury and got back onto the field. He took steps to recover, such as resting his foot more and placing less stress on his toes while running. After talking with his coaches, he was able to work his schedule out and was placed out of season.

“My coaches have been really flexible with me,” Andrade said. “They tell me they’d rather have me sit this out and not get hurt than have me hurt myself more and go out there.”

Andrade underwent surgery on Oct. 17 and has been resting in preparation for the new season ever since. Although he was unable to participate in the cross country season, he is exhilarated to return to the baseball field.

“Since [I talked to] my coaches, I haven’t been able to play,” Andrade said, “but over a couple of weeks, I will be able to play for [the new season], which I’m excited about.”

The matador

FEATURES

thematadorsghs.us WEDNESDAY, NOVEMBER 13, 2019

11

Tap dancing: Ulloa’s rejuvenating outlet

BY QILIN LI

Rhythmic taps echo around the room as math teacher Leah Ulloa moves to the beat of the music. With every tap, her burdens lessen and a smile begins to appear on her face. After a long day in the classroom, it is exactly what she needs.

Throughout her life Ulloa has practiced tap among other dance variations as a child, joining her high school cheer team, and even attending Zumba classes as an adult. “[When you tap dance] as a child, there’s just something about your feet and making noises that brings happiness,” Ulloa said.

“I think [that feeling] had a connection to me, [and] I felt like maybe something was missing. When [I came] back to it, it fulfilled something in me.”

Partially motivated by her experiences dancing as a child, Ulloa signed up for tap dancing classes in the summer of 2017. Ever since then, she has been attending classes twice a week while also performing at various gigs with her dance troupe, The Tapitalists.

“I went to New York a couple of years ago [and] was listening to a jazz performance,” Ulloa said. “They had a tap dancer in the group and after watching, I [felt] like I really needed to get back into tap dancing again because it made me feel so happy.”

Ulloa finds immense relief and pleasure in dancing, being thrilled to have found a hobby and community that allow her to remain expressive.

“It’s a good balance between work and [my] personal life,” Ulloa said. “If you have frustrations, you can literally stomp them out of your body. On days that I’m really tired, I find that the tapping is even more fulfilling

PHOTO COURTESY OF LEAH ULLOA

Math teacher Leah Ulloa (left) and her dance troupe, The Tapitalists, performed at the Echo Park Rising Festival in September and are currently anticipating a series of their own shows this month at the Fremont Centre Theatre. “It’s getting to be a little stressful as we’re rehearsing for the show,” Ulloa said, “but I’m looking forward to it.” because you can leave all the tiredness and get everything out of your system.”

While she danced, overthinking posed a prominent challenge to Ulloa, as her head can often “get in the way” of what her feet want to do. However, she learned to confront and manage these troubles.

“Sometimes I get stuck in my head too much [while practicing] and I’ll doubt myself,” Ulloa said, “[but] I had an opportunity to meet Savion Glover, one of the most iconic tap dancers and a [huge] inspiration of mine.

He gave me advice to get out of my head and

let my feet do what they want to do. After hearing that, it moved a road block out of the way, and [I realized] not to force things.”

Aside from the comfort and valuable lessons dancing brings to her, Ulloa has made meaningful connections with other dancers.

They created traditions of eating dinner every Wednesday before their classes.

“I really like going for the dancing but [definitely] also for the friendships,” Ulloa said. “I’ve made some really strong friendships with the other women I dance with—they’re my best friends. The community and space

just feels very special and safe.”

With the myriad of appeals tap dancing has to offer, Ulloa has no intentions of stopping anytime soon, especially as she prepares for several upcoming shows with her group.

“Tap dancing is a part of me now,” Ulloa said. “What I love about it is that you can continue to do it your whole life. In order to stay happy, healthy, sane, and balanced, you’ve got to have a hobby—an outlet, something that you really enjoy. It’s never too late to find that thing [and] start learning something new.”

Chau overcomes rough patch

BY TAMMY VUONG

PHOTO COURTESY OF MINDY CHAU

Junior Mindy Chau tried to finish her assignments for online school but became less motivated over time. “The hardest part was getting up to do the work,” Chau said. “At one point, I didn’t want to do or care about anything.”

Junior Mindy Chau steps into her first period class, taking a seat at her desk right before the bell rings. On a day like this four years ago, she would still be lying around in her bed, working on an online assignment.

From seventh to eighth grade, Chau was enrolled in an online school, with all lessons accessible from her laptop. She made this switch to distance herself from a negative environment, deeming it necessary for her own benefit.

“I mostly joined online school to get a breather and a new environment,” Chau said. “My parents didn’t want a chance of me going back to the unwelcoming atmosphere I experienced in middle school.”

Despite her attempts to surround herself with more positive people, Chau’s online schooling worsened her discomfort in social situations. Her schooling held optional church meetings to socialize with other online school students, but she struggled to make friends, causing her to become depressed.

“I couldn’t trust anyone and I hated being around people,” Chau said. “I tried to remember how to laugh, tried to forget everything that hurt me. It was honestly really hard, so I just gave up and resorted to constantly hiding in the bathroom every time I had to stay at the meet-ups.”

Chau’s parents were understanding of her difficulties toward socializing and made an effort to support her.

“My dad understood and often took me with him to get coffee or hot chocolate, or read in the nearby library, until the meetup ended,” Chau said. “On some days, he insisted I try to socialize and left me at the church.”

Regardless of the obstacles that came with online schooling, there were several perks. Chau enjoyed the freedom of waking up at any time and working on assignments without a certain due date, helping alleviate her stress.

“I did different amounts of work as my mood felt like it,” Chau said. “It was a nice sort of freedom compared to traditional schools: sleeping and waking up when I

pleased and no heavy pressure from tests or projects.”

After heavy contemplation and mixed feelings about online schooling, she decided to switch to SGHS after eighth grade and has been attending public school ever since. With this decision, Chau became more sociable after meeting new people.

“I probably never would have changed and would have stayed quiet if it weren’t for my friend Wendy,” Chau said. “She is such an amazing and strong girl who stretched her hand out to me in freshman year, accepted me, and drew me into her group. A large part of me now is all because of her, and I owe her so much for that.”

Chau does not regret her choice of resuming public school, as she has become happier after finding an accepting community.

“While I’ve met one bad apple, I’ve met so many wonderful people in my years here who reminded me of what there is to love about life,” Chau said. “They showed me how to smile again.”

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thematadorsghs.us

WEDNESDAY, NOVEMBER 13, 2019

The matador

FEAtures

Duong circuits through research program

BY ELSIE WANG

I

t was a completely new experience. Stepping into an unfamiliar room, aligned with working stations, mixers, testers, and shelves of preserved chemicals, senior George Duong had no idea what was in store for him, but he knew that he had to be ready for anything.

During the summer, Duong shadowed a graduate student in the Laboratory for Energy and Storage Conversion at University of California, San Diego.

With an interest in chemistry, Duong worked with zinc silver batteries and nanocells, an environment different from an average classroom.

“The lab setting was a lot more serious,” Duong said. “The people who were in that lab wanted to be there. It was very strict, but there was still a lot of fun thrown around: we made conversations back and forth in the lab to help pass the time. Even though it was a very professional atmosphere, it was an atmosphere I enjoyed.”

One of Duong’s favorite memories was when his mentor assigned him a side project to build an LED glove and route it to a battery for a presentation.

“It was the most fun I had in the lab because the responsibility was held on me,” Duong said. “I had my own time and the resources to do it instead of having him tell me what to do and watch over my every step. I had more independence.”

However, the first week of the internship proved difficult for Duong. Because the lab took on more advanced and complicated

topics, Duong had to write a report and learn physics and chemistry concepts he had never touched on before.

“I had to use the concepts of what I learned in school and build upon it heavily to focus on one specific aspect,” Duong said. “It was very hard because I didn’t have Internet access all the time. I was lucky that my mentor gave me useful links and brought me to a level where I could understand what we were doing.”

Despite dealing with unfamiliar concepts and lacking internet for the entire summer, Duong adapted to his circumstances, planning his time efficiently and working at Internet cafes.

“Doing this got my foot in the door so I know I have something credible to speak for myself now,” Duong said. “I think it’s more than a stepping stone into college, more than something that gives you instant gratification like a job. I wouldn’t have done it any other way.”

Duong hopes to further his study in college by taking up research internships and working for different companies. He advises anyone interested in doing research to take opportunities wherever they can, even if they are not sure.

“From this experience, I learned that I don’t like analysis-based research,” Duong said. “I like more development-based research. The biggest piece of advice someone told me is that before you enter or take your first job, it’s best to try things out. That way you know what you like and don’t like.”

‘Luong’ing to help others

BY SALLY PHAM

W

hen senior Winni Luong returns home after a long day at school, she turns on the television to her favorite show, Grey’s Anatomy. Regularly tuning into the series after school has left an unforgettable impression on her.

“I became interested in the medical field after watching Grey’s Anatomy,” Luong said. “I was impressed with how much knowledge the doctors [on the show] had to be able to treat people with extreme injuries.”

The suspenseful surgical processes and moments of achievement depicted on the show inspired her to become a hero like the television doctors. She joined Medical Careers Academy (MCA) her sophomore year to dive deeper into the medical field. Through the program, Luong was introduced to the different types of healthrelated careers and explored her choices through mentorships, job shadowings, and internships.

“I took advantage of the opportunities MCA gave me and signed up for a Career and Technical Education (CTE) class on emergency medical response,” Luong said. “I honestly thought the class was really helpful [because] I learned more about what to do during emergencies.”

The CTE class taught Luong the fundamentals of becoming an emergency medical responder. She learned how to perform CPR and how to treat heat strokes, seizures, triage, and poison cases.

“I was able to apply the knowledge I gained from the CTE class at the Tournament of Roses Parade where I worked at a first aid station and provided assistance to those who got injured

PHOTOS BY MEGAN TIEU GRAPHICS BY WINNEFER WU

during the parade,” Luong said.

“Fortunately, no one was seriously injured at my station, but I did treat a sprained ankle.”

The knowledge she acquired from the CTE class and the Tournament of Roses Parade qualified her to partake in many different internships, including ones at Atherton Baptist Homes, Dr. Chen’s Obstetrics and Gynaecology (OBGYN) Office, Boys and Girls Club, and Fortanasce Neurology Center.

“From these internships, I was able to explore many different types of health careers and learn about the various types of tests used to diagnose a patient’s condition,” Luong said.

During her time at Atherton, Luong bonded with the elderly and learned about their lives from the stories they told. In Dr. Chen’s OBGYN Office, she did clinical work, and in Fortanasce Neurology Center, she took the blood pressure and pulse of patients. However, none of these internships were an ideal fit for Luong until her internship at the Boys and Girls Club. There, she discovered her passion for taking care of children.

“Interning at the Boys and Girls Club was a great experience because I was able to take care of a bunch of kids and create bonds with them,” Luong said. “The energy and positivity that the kids resonated really made my day.”