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THE

hoofprint

www.whshoofprint.com VOLUME 46, ISSUE 1 Sept. 24, 2013

“To commemorate 9/11 and have a sense of community in Walnut, we placed 3000 flags. It’s important to do every year because it shows that our community spirit comes together for the nation, and recognizes the national event. It’s always good for everyone to know what happens in our country and to remember the past. Everyone was feeling respectful during the event.” - Misha Stouklov, 11 PHOTO BY EUNICE PANG


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table of contents

table of contents

editorial

IT’S WHO WE ARE

news

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Students commemorate 9/11 with decorative flags.

feature

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Freshman Bianca Camacho creates wire trees.

arts

opinion

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Should teachers give extra credit to students who turn in bathroom passes?

in-depth

scene

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The Improv captains held their first show in the MPR on Sept. 20.

sports

10 16 18 What effect does transportation have on students?

M.Y.O Sushi gives a different approach to a sushi restaurant.

Junior Andrew Coronado spearheads the ground game.

MISSION STATEMENT

We, the Hoofprint staff, strive to inform the student body in an accurate, timely and objective manner. While we take responsibility for the legitimacy of our reporting, we also recognize the freedom of the press and speech given to us under California Education Code 48907. We seek to reflect the diversity of the school and to be an open forum that encourages student expression and discussion. Through our coverage, we hope to represent the distinct character of the Walnut community.

STAFF

Staff Writers: Andraes Arteaga, Jezebel Cardenas, Anabelle Chang, Crystal Chang, Emily Chen, Cherie Chu, Samantha Gomes, Kent Hsieh, Caroline Huang, Michael Hyun, Sajid Iqbal, Daniela Kim, Austin Lam, Jessica Lee, Doris Li, Serena Lin, Susan Lin, Aurora Ling, Elaine Liu, Sarah Liu, Cynthia Lu, Jason Luna, Gabrielle Manuit, Ashlyn Montoya, Eunice Pang, Nikita Patel, Joshua Shen, Lisa Shen, Caroline Shih, Deanna Trang, Terrence Tsou, Morgan Valdez, Sabrina Wan, Alexa Wong, Bryan Wong, Brian Wu, Kevin Wu, Aaron Yong, Yolanda Yu, Anthony Zhang, Laura Zhang, Maxwell Zhu Print Editors-in-Chief: Jessica Wang, Candee Yuan Online Editor-in-Chief: Alvin Wan Managing Editors: Janzen Alejo, Tiffany DIep Copy Editor: Nathan Au-Yeung News Editors: Alison Chang, Michelle Chang Opinion Editors: Jackson Deng, Spencer Wu Feature Editors: Brandon Ng, Jessica You In-Depth Editor: Mary Zhang

Arts Editors: Chantel Chan, Ashley Xu Reviews Editor: Megan Wu Sports Editors: Bryan Wong, Ted Zhu Business Managers: Janzen Alejo, Tiffany Diep, Jefferey Huang Photo Editor: Belle Sun Tech Team Leader: Jackie Sotoodeh Tech Team Editors: Anita Chuen, Derek Wan

We, the Hoofprint newspaper, are an official student-run publication. Our mission is two-fold. We hope to, first, accurately inform the student body of current events around the community, and, second, to provide an open forum for our students to express their views and opinions. The Hoofprint covers all things Walnut in news, feature, or opinion formats. Each is the collaborative effort of a different set of staffers, editors, and managers, but all our content is, nevertheless, held to the same journalistic standard. The editorial is meant to highlight and examine an event or situation the Publications staff deems especially important. The Hoofprint is a self-funded organization, and our business managers and adviser oversee our finances. We will continue to publish varied content throughout the year, with a print issue produced approximately once every six weeks for a total of six issues. The online (whshoofprint.com) is the newspaper’s grounds for experimentation, with expanded multimedia coverage and various interactive features. Our website is an independent publication, but is coordinated with and does not replace the print paper. We hope to engage our students with the increased efficiency and connectivity that a website can provide. Online content, which includes stories, videos, photo galleries and more, is brought to you daily. In addition, we have expanded to social networks to further engage our audience, through media like Facebook pages (facebook.com/whshoofprint, facebook. com/whspublications) and Instagram (instagr.am/ whspublications), to which we are making both renewed and newfound commitments. It is important for us to recognize, however, that our voice is only as loud as yours. Thus, we encourage you to play a part in this forum by not only forming your own views on the topics we present, but also by contributing to our paper through your emails (sent to letters@whshoofprint.com). Past contributors include guest opinion writers and cartoonists. Ideas and suggestions are always welcome, and we strongly urge you to express your honest opinions. This newspaper, run by fellow members of your Walnut High School community, hopes to bring relevant and thought-provoking stories to its constituents and encourage readers to reflect and contribute. We want not only to report but also to hear what you have to say. Only then, can we truly call this dynamic and interactive publishing medium, the Hoofprint. Ω

CONTACT Business Information For all ad and business inquiries, please email whshoofprint.business@gmail.com. Walnut High School 400 N. Pierre Rd. Walnut, CA 91789 (909) 594-1333 Extension 34251


the hoofprint

september 24, 2013

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Clubs recruit new members at school fair

During Club Fair, clubs were organized by categories into days based on type, including service, ethnicity, hobbies, and occupation. Michelle Chang News editor The annual Club Fair is taking place from Monday, Sept. 22 to Friday, Sept. 27 for clubs to recruit new members and allow students to see what clubs are offered on campus. “I’m hoping that a lot of people join and that they get more involved in school because we want people all over the school to be involved. We want people who are like, ‘Oh, I don’t care about school’ to be involved. We hope the new clubs out here bring justice to the unity of the school,” ASB member sophomore Tiffany Casarez said. About 85 clubs will participate in the five-day event, in which each day is organized by various categories, including major service clubs, ethnic clubs, hobby clubs, and career clubs. As opposed to last year, Monday was for major service clubs with more members to ensure that smaller clubs would have equal opportunities for attention. “There’s a lot more clubs this year because we’re a little more lenient. Basically, the days are more split up.

We changed it up, and we decided to put the big clubs on Monday,” InterClub Council Commissioner senior Daphne Ha said. Club members were able to showcase their clubs’ purposes and promote themselves to prospective members. “Club Fair is a really great outlet for us to get our message out there and give us more exposure, especially because we’re a pretty new club. I feel proud because our club is the first to bring up religion in school and provide a place for us to have these discussions about atheism in school,” Americans United member senior Brandon Ho. Clubs tried to get people to come to their booth by passing out candy, holding posters, saying chants, or even having members wear penguin suits. “It feels good to help out my club by wearing this penguin suit to attract attention. I’m pretty happy to be able to represent my club and do anything that I can to help get more people to join ECGA,” Environmental Care and Global Awareness (ECGA) Public Relations officer sophomore Casby Wang said. Ω

PHOTOS BY ANTHONY ZHANG AND BELLE SUN

CLUBS FOR LIFE (CLOCKWISE FROM LEFT): Academic Program Design history teacher Justin Panlilio

Tutorial provides additional help Astronomy Club As the school year begins, students and teachers make adjustments to the new schedule, which includes an extra block day and three days with tutorial. offers new lessons

Club officers plan to teach the basics of astronomy.

Nikita Patel Staff writer

Starting this year, the school has made changes with the bell schedule by replacing enrichment with tutorial, a 40 minute period for students to go to any class in which they need help. “I think [the administration was] trying to address [the students’] needs and make sure that everyone is successful in every class. If the students have time to get additional help, then it makes sense that they would do better in their classes,” Spanish teacher Diana De La CruzWilds said. Most students use the 40 minute period to get one-on-one help from teachers, make up tests, finish homework, or work on projects. “The new schedule makes the classes more fast paced and easier to keep up on, plus in tutorial you get stuff done,” senior Kris Dywer said. “I think it’s being used productively most of the time, although I can’t say for everyone.” However, instead of taking advantage of the time tutorial gives, some students socialize with friends. “I used to just go [study], but sometimes I’d get lazy, and eventually I’d go with a friend to a class and I end up talking to them,” sophomore Jane Kim said. Aside from tutorial, other changes have been made, such as

Anabelle Chang Staff writer

PHOTO BY ALISON CHANG

TUTOR TIME:

shortened block periods and the addition of a Thursday block day. Several teachers are also arranging the schedule for their classes’ needs. “For a foreign language class it’s difficult because I was used to integrating speaking, writing, reading, and listening activities into one day,” De La Cruz-Wilds said. “But now with the shorter schedule, I run out of time, so I have to push it over into the next day.” Mondays are now shortened by an hour to allow collaboration, a 50 minute period for teachers to meet. This conflicts with the schedules of students involved in sports as they need to stay after school for practice while their coaches are in

collaboration. “Since I’m in sports, the schedule for us is a little bit slow. Instead of having a sixth period on Mondays, we have to stay in here right until five o’clock,” Dywer said. “[The new schedule] is weird but I’ve adjusted to weird stuff at this school.” Ω

Astronomy Club will hold weekly lessons to help members build a foundation on astronomy and understand the information presented at meetings. “In my first year, people didn’t know much about astronomy, [so] I think this will help people get a better grasp on astronomy,” secretary junior Ariana Yea said. During meetings, president senior Vanessa Chou will teach 10-15 minute lessons through PowerPoint presentation. The topics include black holes and nebulas.

“This is a way of ‘bridging the gap’ between the members. You might have some people who are really knowledgeable of the solar system and the laws of physics, and others who don’t know much about it,” Chou said. The officers hope that the lessons will encourage members to participate more in discussions about current events, such as new scientific discoveries. “Learning should be applicable to the world, not just memorizing concepts. You can’t just learn from reading out of a textbook. You need to engage and discuss current events,” officer senior Michael Wang said. Ω


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news

opinion feature in-depth arts scene sports

Students examine case

Students taking the PBS class are using a more hands-on approach by conducting experiments in an extensive investigation on a fictional death.

Mock Trial restructures team This year, Mock Trial has cut down to one team to maximize productivity and quality of practices. Doris Li Staff writer

Serena Lin Staff writer The International Baccalaureate Career-related Certificate (IBCC) program’s Principles of the Biomedical Sciences (PBS) classes have started a six-month investigation about the death of a woman named Anna Garcia. “I did not expect a crime scene investigation-type thing at the beginning, but it seemed interesting. I’m having fun with it, although it gets a bit confusing at times,” sophomore Daniel Kong said. “What I like most about the case PHOTO BY SERENA LIN is the suspense that is behind her CRIME SCENE: During PBS class, sophomores Matthew Foung and death, and each experiment we do brings us one step closer to solving the mystery.” Students are to play the role more about the case, so we can PBS class focuses more on hands-on of crime scene investigators to keep changing our theories and go activities and experiments rather examine key information gathered further into the investigation while than textbook work. from interviews of Anna Garcia’s also learning about biology and “Rather than lecturing, I’m friends, family members, and people chemistry sciences,” sophomore more of a guide to students. It of interest. Afterward, students will Maria Sy said. “The class has a makes you have to think critically play the role of forensic scientists lot more activities than a regular of yourself as a teacher. They kind by analyzing each piece of evidence science class, and it’s also a lot more of have to investigate on their own. collected from the crime scene to find interesting because we can actually Usually you give answers and it’s out what happened at the victim’s apply that knowledge into different repeated, but this course requires house and to identify potential activities and see how it would be in students to find their own answers,” suspects. the field.” PBS teacher Bryan Andriese said. Ω “Through the labs, we learn Unlike other science classes, the

that everyone who competes is willing to put in the work. “Everyone on the team is talented, The Mock Trial team, but for the competition, Mock Trial established last year, has undergone a needs to be their number one priority. restructuring and organizing process We know that we need to run things that will help the team improve its more smoothly, have everyone at chances at competition and be more practice and really aim to win. Last productive with the time it spends year, our goals were to have fun and preparing for competitions. do okay,” junior Alisha Greene said. “Last year “I think everyone was our first year, this year sees how and as with any “I think everyone this incredibly tough creation, flaws is, year sees how incredibly competition surfaced. We and we all want to tough competition is, and represent Walnut didn’t know what to expect, and the we all want to represent well.” lack of experience The team’s Walnut well.” and knowledge adviser, Spanish was easily seen teacher Jazmin -Alisha Greene, 11 Zelaya, when we were is going through our committed to practices,” junior being more Shahar Syed said. “ E v e r y o n e involved in managing the team by was learning at the same time, and taking attendance and separating obviously that created difficulties. I attorneys and witnesses during guess people didn’t take Mock Trial practice. seriously enough. Everybody needs “I didn’t really know how I to be committed if you want to make was going to do it [last year]. It was it work.” difficult, especially with two teams, With the commitment issues of to get everyone to be organized,” last year’s two teams in mind, the Zelaya said. “I hope that being more leaders decided to have only one organized will help them go further, competing team this year to ensure because I know they can.” Ω

Clubs commemorate 9/11

In order to remember the people who died in the 9/11 attacks, various clubs came together to create a memorial using three thousand American flags. Sabrina Wan Staff writer Students gathered after school on Tuesday, Sept. 10 to commemorate those who died from the 9/11 attack. They planted ornamental American flags in the shape of the numbers “911” on the campus lawn to honor victims of the attack 12 years ago. “It makes you think about the people who were actually affected during 9/11. It’s a good way to [be] aware of what happened so people didn’t die for no reason,” UnitedMed cabinet member junior Erica Su said. This year, members of UnitedMed, Teen Republicans, and Young Democrats collaborated to put this project into place. “We have to remember that the people who died on that day weren’t just firefighters and police officers, there were people from all different fields and 90 different countries,” UnitedMed and Teen Republicans president junior Timothy Yeung said. “We want to incorporate all the different people who were involved in different fields. I think it’s patriotic [and] an honor to help pass on this memory to other people.” As club members set flags in the grass, ABC News came to the event to interview students who participated. “I was not expecting something so professional. It was more nerve-

PHOTO BY EUNICE PANG

HONORING VICTIMS: UnitedMed and Teen Republicans president junior Timothy Yeung, who organized the event,

wracking because this interview would get to more people than just the people in our school. It blew my mind; it was humbling to be interviewed,” Teen Republican president junior Abraham Walayat said. Last year, only members from Teen Republicans and National Honor Society worked together for the event. “This year, we had smaller clubs who worked together for the event, but more people showed up anyways. Remembering the attacks is not just about us. It’s about students coming

together to remember something that impacted them,” Walayat said. To improve next year’s project, members plan to plant more flags, move the location of the memorial, and expand the use of social media to encourage more participation. “Perhaps next year, we can have more clubs helping out to show that it’s not just politicians who need to be aware of this, it’s everyone,” Yeung said. “Hopefully, people will see the true meaning of what happened, [so] that it’s not just something that they learned in a history textbook.” Ω


the hoofprint

september 24, 2013

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Walnut High School

From dawn ‘til dusk

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The men and women behind our daily school lives. They are why we can come to school. They keep our facilities running. This is the dedicated team of people whom we know as our school custodians. COMPILED BY ALISON CHANG, MICHELLE CHANG, AND JESSICA WANG

John Archer 1.What is the most rewarding part of your job? The most rewarding part of the job thus far is when a student comes up to me and tells me, “Mr. John, thank you for cleaning my stuff.”

PHOTOS BY ALISON CHANG AND BELLE SUN

BEHIND THE SCENES (FROM LEFT): Day shift custodian Gumercindo Chavez works on his daily trash run by going around to each of his assigned classrooms. | Custodians participate in the daily overlap meeting between the day and night shifts at 2 p.m. in the staff lounge room. Staff members go over the tasks that must be completed for the day. | Night shift custodian John Archer prepares his gloves to begin his daily route around the campus.

Athletics Director Jerry Person Athletics Director Jerry Person collaborates with Operations Manager Jeff Peiten to organize preparation and cleanup of sports games and other events. Two locker room attendants, one for the girls’ room and one for the boys’, are in charge of maintaining the locker room and its restrooms, along with handing out equipment for Physical Education classes.

After all of the sports games, the custodial staff usually remains for an hour and a half to clean bleachers, restrooms, and the stadium. “The larger the crowd, the longer they stay because of snack bar and trash and cleanup. They do a good job of staying after and doing all that work to make sure the venue is the same way it was as when we started. Any time we need somebody, they’re on the radio [to] come help out,” Athletic Director Jerry Person said. Ω

Activities Director Andy Schultz Activities Director Andy Schultz is in charge of communicating with the custodial staff in making sure that ASB events, including Club Fair, pep rallies, and dances, are set up and cleaned up. To set up certain ASB events, Schultz gives Peiten, who will then divide the work for the custodians, a layout of what needs to be done. ASB members also contribute in setting up and cleaning up these events.

“I tell my kids that if they are creating the mess, then they also need to clean up the mess. The custodians will help us do that, but it’s a group effort,” Schultz said. “I think students just need to know that our custodians are really hard-working people who have ownership in the school and really want the school to look nice for all of the kids. The school doesn’t just happen to look nice; it looks nice because there’s people here who care to make it look nice, and that starts with the custodians.” Ω

Operations Manager Jeff P. Operations Manager Jeff P. oversees the entire school campus. His duties include directing the custodians, coordinating between different divisions, emergency management and overseeing repairs or any long-term projects. Each custodian is responsible for fulfilling setup or cleanup duties of an area of the school. “They take a lot of pride in the school and their areas because they’re all assigned a certain area of responsibility. Each staff member has a predetermined route,” P. said.” Sometimes a route will completely change or just a portion of it will just change, so it will evolve, depending on who is on staff.” The day shift, which is from 6 a.m. to 2:30 p.m., has five custodial staff members who focus on cleaning the exterior of the

campus. The night shift, from 2 p.m. to 10:30 p.m., has nine staff members who do a thorough cleaning of the school, including taking out trash, disinfecting desks, and cleaning white boards. “During the day you’ll notice the impact they have is just picking up after the campus and the students. At night is when they really get involved and detailed with restrooms and disinfecting and sanitizing the campus,” P. said. In anticipation of testing, custodians can be responsible for over 400 students. “I would say that the impact they have is tremendous. Sometimes, it does go unnoticed. Students are used to how great this place looks. They don’t know how it happens, but it just happens,” P. said. Ω

2. How has graduating from Walnut High School affected your view of your job? I graduated from this high school in 1979. It’s my fourth year working at this high school and I’ve been working with the district for seven years. It’s a lot different from when I went to school here. There’s more buildings, it’s more modernized. When I grew up here, almost all of the parking lot was fields.

Walnut High School: from start to finish 6:00 a.m. 6:45 a.m.

Day custodians begin their shift and unlock all the WHS gates and restrooms. They clean assigned sections of the school’s campus, including duties like taking out the trash and make sure that everything is ready to go for the day.

10:30 a.m.

The custodians clean up the student bathrooms.

12:00 p.m.

Day custodians clean up the trash near the lunch area.

12:45 p.m.

After lunch, the custodians clean the student bathrooms again.

2:00 p.m.

All day and night custodians attend the overlap meeting to organize the work that needs to be done for the day.

3:00 p.m.

They finish cleaning up after the lunch area during their trash run.

4:00 p.m.

Day custodian Francisco Espinosa

The custodians begin a more detailed cleaning of each of their assigned sections, focusing more on the interior. They infect desks, wash windows and carpets, and empty out each classroom’s trash.

6:00 p.m.

Any preparation for events happening that night or the next day must begin as custodians set up and prepare.

8:00 p.m.

The custodians finish cleaning up each of their assigned areas. The lead custodian, Mary Lou Vargas, checks up on inventory.

9:00 p.m.

They lock up all the school gates and the student parking lot.

10:30 p.m.

The night custodians end their shift. PHOTOS BY ALISON CHANG AND AARON YONG


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news

opinion

feature in-depth arts scene sports

Read-do summertime

Reading is usually regarded as a boring and taxing chore, but students should learn not only to accept, but also to appreciate this activity. Spencer Wu Opinion editor Considering you’re holding a newspaper in your hand, it’s safe to assume that you are familiar with reading. From looking at cereal box labels in the morning to understanding complex passages in English literature during class, many things we do revolve around this simple yet essential task. But the art is becoming less and less appreciated by students. As most of us know, it is important to hone our reading and critical analysis skills over the summer. This is the easiest and most straightforward way to get us prepared for the upcoming school year since some students spend the hiatus with their brains dormant. More students should devote more of their time to summer reading, and yes, that might mean cracking open Nectar in a Sieve few weeks earlier in the summer. If they don’t, not only would their scantron be covered in marks but they would miss out on an opportunity to gain new ideas and thoughts. Summer reading, or reading in general, is intended to spark interest in students, not discourage them.

I get that it’s hard to inspire an interest in reading if the general attitude toward it is boredom or apathy. For example, I found Postman’s book, Amusing Ourselves to Death, to be a challenging read so much so that I dub it “Confusing Ourselves to Death,” mostly because of all the real world applications we had to comprehend. I did think the book was a clever insight on how we are so absorbed in technology, but the complex diction and intricate syntax may have gone over a few of our heads. Even though we are faced with a difficult task, we should attack it head on, not put it off to the last few weeks of our vacation. Too often, students put off reading until the last week and use Sparknotes as a supplement, not as a complement, to understanding the text. The main purpose of summer reading is to give students something to do over summer break. We should look at it as an opportunity to learn, not a taxing burden we must undertake. That way, not only would the students enjoy the activity more, they would also absorb more information, make stronger connections, and delve into the book deeper. Ultimately, what I’m saying is read. Read this, read that, read anything (but preferably read the rest of this newspaper). Ω

Partici-point in classes

The classroom setting thrives on active participation and ideas. However, more and more students seem to prefer to remain quiet during discussion. Alvin Wan Online Editor-inChief We all know that being told “no” isn’t so great. Being told you’re wrong is worse. Hearing both of these at once though, in front of all of your classmates, is probably moderately embarrassing at the least. Tell me you don’t cringe every time you’re corrected - your teachers wouldn’t believe it. Not without reason either. To some extent, teachers expect this type of experience. Put frankly, this is precisely how knowledge is ingrained in you - you don’t forget the undesirable memory. If you mess up an answer with all your peers as witnesses, you likely won’t be getting that question wrong in the future. According to a research report by Elizabeth Kensinger of Boston College, “It is logical that attention would be focused on potentially threatening information.” With it, however, also comes the (hopefully) more desirable tidbit of knowledge. Some teachers reward only correct answers in class; others reward any and all participation. It should be the latter - that is, any and all participation should be rewarded.

There is definitely merit to rewarding only correct answers - wrong answers shouldn’t be praised and there needs to be motivation for answering correctly. However, by rewarding all participation, teachers can encourage participation in general. Rewarding everyone builds a mentality that “it’s okay” to be wrong. Of course, this result could be taken two ways. First, opponents argue this is a poor mentality to encourage. Being wrong is not okay. However, without voicing this wrong answer, how can teachers combat flawed knowledge to begin with? In other words, the okay-to-be-wrong mentality needs to exist regardless, in one of two forms - either in the head, or vocally. We must encourage participation and understand that teachers can only correct students if their thoughts are expressed vocally. Taken in a more positive light, the mentality builds a stronger willingness to participate in class. By not discriminating against wrong answers, teachers are building an environment that encourages participation as a whole - not just “correct” participation. Of course, The reality of life is that wrong answers outside of the classroom are not rewarded. Of course not. Jeopardy wouldn’t work and spelling bees would go

nowhere. However, in the classroom, teachers would be rewarding the fact that students participated - not the act of getting an answer correct. In these differing scenarios, the “real world’s” purpose is to assess, in order to determine a winner or victor. In the classroom however, the purpose of participation is to enforce learning and not to find a winner. The ultimate goal of participation is to help students learn, rather than test what students have already learned. According to author Ron Kurtus, “Class participation consists of answering questions from the teacher and in being involved in class discussions. It is part of the learning process.” Participation in general is what helps you learn, and according to Kurtus, is not most effective as a daily assessment technique - it’s best as a “part of the learning process”. In this way, we can start where we need to. Encourage participation to begin with. After all, being told “no” still isn’t great. Being wrong isn’t either. Still, what matters more is that teachers have recognized your risk and are supportive of participation in general for the sake of student learning. Even then, on the chance that you might get the question correct, tell me that you don’t like to hear that you’re rightyour teachers wouldn’t believe it. Ω

Pass the points, please Teachers offer incentive bonus points to students who turn in bathroom passes at the end of the semester. Are these kinds of exchanges okay? Jackson Deng Opinion editor As most will agree, going to the restroom is as basic a human need as it gets. It’s strange then, that some classes reward students for not using the bathroom during class, with systems in which unused passes are traded at the end of the semester for coveted extra credit points. Students should be graded based on their ability to perform well in school, not on their ability to hold it in during class. While I have nothing against extra credit (in fact I actually rather appreciate it, teachers), a grade boost for doing an extra project, completing more work, reciting another speech – these are all activities that are relevant to a student’s learning experience and I feel are legitimate sources of extra credit if a teacher decides to offer it. Opportunities for extra credit should be limited to educational topics, and while leaving during a lecture may injure the student’s understanding of the topic, the student’s grade

should speak for itself without letting bonus points get in the way. We shouldn’t need extra credit to be used as an incentive to not use the bathroom, as any negative effects of missing class will show themselves; a bathroom break should have little effect on the student’s grade besides a little missed class time.

Students who wouldn’t have used the restroom to get out of class are now discouraged from going even when they do need to go. Some will argue that the incentive of points for passes is a necessary evil, to motivate students to not leave class too often. Unfortunately, this sort of policy targets exactly the wrong students. Those that are extremely serious about their grades, the kinds of students who might give up restroom privileges in exchange for boosts in

their scores for example, are the type who likely wouldn’t have abused restroom privileges anyways. Those who are more lax, the kind who would willingly surrender bonus points for trips to the restroom, face less discouragement to leaving the classroom. Granted, most students will fall into a middle ground between these two extremes; most people are neither grade fanatics nor frequent truants, but the basic problem remains: students who wouldn’t have used the restroom to get out of class are now discouraged from going even when they do need to go. I can understand that it can be frustrating to have students leave class too often, but offering bonus points for bathroom passes is not the way to prevent it. To be clear, I don’t think that using passes or sign-in sheets to check bathroom use is a bad idea in itself - it would be difficult to teach anything if students could leave whenever they wanted to without any sort of regulation in place. It’s just when students are forced to choose between a better grade or using the restroom, it should be obvious that the points for passes system isn’t working. Ω EDITORIAL CARTOON BY MARY ZHANG


hoofprint

september 24, 2013

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Club redundant redundancy

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JESS SAYIN’

Impact distinguishes clubs from one another, despite their common goals.

Many students with immigrant parents are raised in bilingual homes. Make the effort to remain in touch with your heritage.

EDITORIAL CARTOON BY CRYSTAL CHANG

Jessica Wang Editor-inChief

Jefferey Huang Business manager People are told that clubs are the door to opportunity and enrichment. But as so many clubs begin to resemble each other (namely service clubs), each one seems less meaningful and less effective. As the school approves more and more similar clubs, we think that each must have some larger defining aspect that sets it apart from the others. As clubs are increasingly being promoted with the same purposes and the same goals, it becomes clear that the distinguishing factor is in the effect, not the purpose, of every individual club. Although superficially, the overlap in general goals of clubs may make these clubs seem purposeless, they ultimately have different effects that justify their existence. Service clubs aim to provide students with an opportunity for, well, service. However, the increase

in clubs banks on the fact that there’s more than one way to serve your community. Three different clubs will find you three different ways to enjoy your morning coffee. Paint Club aims to better the community through painting houses, ECGA does so through conservation, and Hoops For Hope does so through sports. Although they all provide opportunities for service, they clearly diverge in their methods of doing so. As for clubs like Interact and Key Club, the differences may not be as clear. Every year during Club Fair, freshmen ask what the main differences are between the two, and every year, upperclassmen are unable to provide a confident response. However, the split of those interested in community service between the two clubs helps to alleviate the inefficiencies of having so many kids in one club. More importantly, we must consider the impact of the club on ourselves and not just the impact of the club on the community. Keeping Interact and Key Club separate

gives their respective members more opportunities to take on responsibilities. If a volunteer wants to take initiative and organize a fundraiser for Key Club, an equivalent opportunity is present in Interact. Volunteers can thus take on more leadership roles on their respective clubs. By increasing the number of meaningful leadership roles available, the number of possibilities for development and growth for students increases as well. These subtle factors are hard to notice, but they are undeniably there. In spite of all of the similarities in these clubs’ purposes, they do have vastly different effects, granting us access to hundreds of possibilities to accomplish what we broadly call “community service.” I’ll be the first to admit that it’s easy for us to dismiss certain clubs on campus as unnecessary or redundant, but they really aren’t. Like all of us though, I just need a reminder that doing so would be to neglect the unique efforts and opportunities represented by each and every one of them. Ω

Q&A: Do a majority of clubs serve a similar purpose? “Clubs have more leadership opportunities. Since they don’t always do the same projects, it provides different experiences. - Vince Hung, 9

“I think Interact and Key Club are basically the same, but they keep people busy. You can meet new people and socialize.” - Sarah Hassan, 10

“I feel that this is good because it offers a lot of options for people. They have a lot of different choices.” - Eric Wong, 11

“They serve a purpose to teach people things that aren’t regularly taught in any classes on school campus. - Aleck Dahl, 12

A few weeks ago at the dinner table the discussion turned to my mom’s college days. She told me about her classes, meeting my dad, gaining fifteen pounds drinking soda every day during her first few months in America. “One time daddy’s car got burgered,” she said. I nearly choked on my rice. Actually, I did choke on my rice, laughing so hard. My parents laughed too when they realized after a few moments that she had meant to say that the car had been burglarized. My whole life I’ve nitpicked at my parents’ grammar. They don’t seem to mind - they actually encourage it. I felt something different that time, though. I felt bad for the first time, always taking jabs at their choppy English. I still can’t get the image a couple of delinquents chucking halfcooked patties at an old Buick out of my head, but I realized that 1) my parents have spent decades trying to perfect their second language, and 2) even though I helped with that effort, I may have hurt them too. I sometimes wonder if they ever feel bad about me not being able to speak fluent Mandarin. I know I feel guilty, considering the fact that half my friends do (and

that half is the Chinese half). I didn’t grow up in China. I feel disconnected from that rich culture and I really wish I had a larger piece of it with me. I went to Chinese school for eight years and cheated my way through it. I regret that. To this day all I know how to write is things like table, friend, cow, and numbers. I guess this makes me a bit hypocritical, drawing attention to other people’s language mishaps when I have trouble speaking my native tongue. I was raised with mostly English (and the nownearly-obsolete Shanghainese dialect), but if I had the chance to go back in time and try a little harder with Mandarin, I would in a heartbeat. I never really considered how my parents must have felt when their own blob of a child started correcting their English, after years of their constant struggle to improve at it. For all I know, it could have been pride, but there could have just as easily been a pang of sadness or something. What I do know is that at least now, they use every chance they have to get me to proofread an email before it’s sent to a coworker, or remind them of which verb tense to use in various situations, and I respect that. I hope it’s not too late. I can’t write Chinese, but I can speak it, however not as fluently as I’d like to. To do that, I’ll have to wear mom and dad’s shoes for quite a while. But it’ll be worth it.

HOW TO GET YOUR OPINIONS PUBLISHED:

COMPILED BY BRIAN WU

1.

2.

Type a full-length reply to a particular article or situation on campus and email to letter@whshoofprint.com, or draw a sample comic or political cartoon in black ink and turn it into Ms. Chai in D-1. Include your name, grade, first period class, and phone number. (Anonymous letters will not be published.)


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opinion

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VS

The two sides of tutorial

With the new schedule format in the 2013-2014 school year, there have been many changes to adapt to, the greatest one being the introduction of tutorial. For three days a week, students can ask any teacher in their schedule for assistance. EDITORIAL CARTOONS BY GABRIELLE MANUIT

Anthony Zhang Staff writer An hour a week, 40 a school year. That’s how much time was invested into extended block last year. But what did we actually gain from all that extra instructional time? History review sessions when what you really needed was extra help in geometry. Time to get ahead on English homework when you had to catch up in chemistry. A rare free period. Of course, not all extended blocks were inefficient uses of our time, but those that were made extended block a drawn-out waste of time. The newly implemented tutorial period is fixing this problem by giving teachers and students the choices to make the most use of their additional freedom. Club meetings, sports practices, and other outside commitments often fill our lunches and after school time, closing up slots of time that we often need for getting extra help. Tutorial counters this issue by forcing open a window of time during which students are most likely to be free from their other activities and teachers are accessible. Yes, extended block attempted to do the same thing, but the key is that with tutorial, students are free to take full advantage of the time set aside, as they can visit any class they need help in. Extended block on the other hand, forces the student to stay in a class they may

or may not need additional instruction in. While the old schedule had a sort of “one size fits all” mentality, tutorial remedies this by offering a chance at an individualized class schedule for each and every student. Still, even though tutorial offers us a chance to get extra help, will everyone take advantage of that? Of course not. Is that necessarily a bad thing? Maybe not. According to a study performed at the University of Illinois, brief diversions from a task can dramatically improve focus on subsequent tasks. Block periods are long. After over an hour of continuous instruction, our minds become fatigued and unresponsive to new information. Extended block, which often consisted of mainly of more time dedicated to lecturing and work, did nothing to alleviate this. Tutorial, however, does. Whether we use tutorial to do homework, get help, sketch, nap, or read, we’re giving ourselves an opportunity to free up our minds, to mentally recharge so we can walk into our next class ready to learn. In the end, giving us, the students, control of what we do with those 40 minutes means we get to decide exactly how beneficial tutorial is. For some of us, the time is going to be completely wasted--that’s unavoidable. However, that doesn’t mean we should disregard all that the rest of us possibly stand to gain from tutorial. The advantages of tutorial far outweigh the risks it poses. Tutorial offers so much to those who will use it, and if we use it properly, we will end up better rested, better educated students. Ω

Maxwell Zhu Staff writer With the new school year, perhaps the most noticeable arrival on campus is the new bell schedule, which includes tutorial periods that allow students to go to whichever class they choose. While tutorial itself is still imperfect, the new schedule also has plenty of holes in it that really aren’t student-friendly. First of all, there’s the issue of not using tutorial for what it’s meant to be used for. Most tutorial periods, there are kids working on homework due that day. I understand that finishing uncompleted homework is one of the intentions behind tutorial, but using tutorial almost everyday as a “personal procrastination period” is taking things a bit too far. Sure, some teachers don’t mind, but the fact that we’re giving students 40 minutes during school isn’t helping to stop procrastination. Procrastination is not a habit we should be enabling, but sadly, tutorial periods are doing exactly that. With tutorial, however, also comes a new bell schedule. An unfortunate consequence of this new bell schedule is that because teachers don’t see all their classes on Tuesday to Thursday and have shorter periods on Monday, they have a tendency to schedule their tests on Fridays. As a result students are swamped

because all of their tests are scheduled on one day. In the previous extended block schedule, teachers could schedule tests on Thursdays if need be, therefore eliminating the need for all tests to be on Fridays. Finally, another downside that tutorial brings is the loss of late starts. The time we have lost during late starts is replaced by school ending an hour earlier on Mondays. On the surface, this seems like a fair trade off: four hours less of school per month vs. one hour less of school per week. Unless of course, you play a sport. Or ride a bus. Or have afternoon lab. All these groups of people cannot take advantage of that hour off, since athletes end up staying longer for practice, students who ride the bus have to wait an extra hour, and afternoon lab students still have to wait until 4 p.m. just like before. Late starts, on the other hand, were something everyone was able to enjoy, even if you had a zero period. In the end, it’s not that tutorial itself is extremely flawed (in fact I quite like it, though I’m sure a little fine-tuning wouldn’t hurt), it’s just that the repercussions tutorial brings such as the facilitation of procrastination, abundance of Friday tests, and the absence of late starts, far outweigh any of the positive aspects. A transition from the previous, rigid, extended block schedule isn’t necessarily a bad idea, but seeing as how the current tutorial schedule is both inefficient and counterproductive, there’s got to be a better way than this to do it. Ω

Q&A: Is the new addition of tutorial in our daily schedule helpful for students on campus? “I

have

time

to

COMPILED BY EMILY CHEN AND SPENCER WU


the hoofprint

september 24, 2013

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9

Creating art from wires and beads Bianca Camacho sells wire trees as decorations to her friends and family. She creates art with wires and beads. Elaine Liu Staff writer She searches for the correct materials around her cluttered desk, covered with boxes of colorful beads and cases of wire as she checks her order form from a recent customer. Sophomore Bianca Camacho’s love for drawing and scenery eventually led her to bring these drawings to life in wire, by creating trees using wires and beads. “I found some wire in my dad’s garage, and I thought it would be a waste to just leave them in there. He wasn’t doing anything with them, so I searched online for ‘wire arts’, and I found trees. I like to draw, so when I’m drawing I draw trees in the background. I wanted to make trees 3-D somehow, so i just made them. I think that trees symbolize the life in the world, so making them for room decoration just makes me happy,” Camacho said. Camacho sells these trees starting at $3, the prices ranging depending on the size and number of beads on the trees. “My friends tell me that they’re too cheap, but I want people to have them, because they’re really pretty, so I don’t mind if its kind of too cheap for how much effort went into making these. Since the first part of making the the trees is really technical, like

sorting out the beads, it actually takes a lot of time,” Camacho said. “I have to ask myself questions like, ‘Oh is this the right amount of purple and green beads?’ so they look nice and then I have to put the beads on the wire, which requires a lot of twisting, especially the tree trunks, which take a huge deal of

“ I found some wire in my dad’s garage, and I thought it would be a waste to just leave them in there.” -Bianca Camacho, 10

w i r e to make.” One strand of wire is 14 inches, which Camacho bends in half to loop the beads through, so every 100 bead tree requires 1,400 inches of wire just for the branches. Dedicated to her work, Camacho wants to expand her hobby into a side business later on, and plans on continuing making wire crafts throughout high school. “I hope these trees are selling,” Camacho said. “It’s not just for the money. It makes me happy, knowing that people are happy and appreciating the things I work so hard on.” Ω

PHOTO BY BIANCA CAMACHO

NASA space artwork reaches the stars Harrison Chang places second in an international art contest.

REACHING THE STARS: Harrison Chang poses with his mom in front of his artwork.

Jessica You Feature editor Close your eyes and just picture the outcome. Stroke by stroke, the artwork slowly comes to life. This is not your typical artwork though; freshman Harrison Chang turned in his masterpiece and won second place in the international “Humans in Space Art” contest sponsored by NASA. PHOTO BY HARRISON CHANG

“I wanted to challenge myself and see where I was among other students my age,” Chang said. Having already competed internationally before, Chang knew he was competing against many equally as qualified contestants. “At first, I felt like I had no chance because there were so many people,” Chang said. “And also because I had competed [before] but I never won.” Chang received his art idea from his teacher. “My biggest inspiration was my teacher,” Chang said. “I wanted to do what he does. [He’s] a character designer and I wanted to be like him when I grew up.” After spending over a week on the artwork, Chang felt rewarded for his hard work. “I’m glad I did it,” Chang said. “I felt very proud and surprised [that my hard work paid off].” Because of this competition, Chang is looking into a possibility of a career in art. “I’m not sure if I will make a living out of art, but I enjoy it,” Chang said.Ω

Ask Peter Pan Page

Junior Brian Pan creates a Facebook page to better connect with the student body. Aurora Ling Staff writer A notification pops up on the screen. He looks onto the computer screen and finds a question about next week’s activities. Junior Brian Pan takes a glance at the ASB calendar, types up a response within the comment section, and promptly answers the question. From Facebook “like” pages to twitter updates, social media has greatly increased the amount of communication and awareness between occurring events and the students at Walnut High. To continue this effort, junior ASB vice president Brian Pan has created an ask page on Facebook to update students on school activities and allow them to ask questions about events. “This page is a bridge, a connection between people and ASB. It goes both ways. They can provide me with feedback and opinion and I’ll

provide ASB with [what they say],” Pan said. “There were a lot who responded; there were a lot of likes.” Pan started the page in an effort to unite the students on a greater level and particularly to expand knowledge of school events. “I want to reach out to a wider spectrum of people and basically give everyone a voice. I intend to update people who aren’t usually connected at school about certain events that are happening” Pan said. “People have ask forms and I thought I could do that.” Trying to connect students of all grade levels, the page was particularly directed toward freshmen and sophomores in order to integrate them more into the school. “I actually expected more people [to utilize it]. I don’t have as many freshmen as I expected to have,” Pan said. “The feedback has been going well. I’m relatively happy with it. I hope to inform others and in that case my goal will be accomplished.”Ω


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news opinion feature

in-depth

19% of students walk to school

This is how we get to school.

How far have we come in coming to school?

19% of students walk to school

of these students:

78% of students drive or are driven to school

26% 9th grade boys

1% of students bike to school

Before the age of efficient transportation, our main means of getting to and from school was walking. Imagine a world in which the majority of people still stroll to their destinations. Scary, isn’t it? Nowadays, instead of walking to Walnut High, students have the option of riding a bus to school, an easier and more efficient alternative. Also, the use of bicycles and skateboards has become more apparent since these methods of transportation cut down the time it takes to get around. The car, our most common method of transportation, is arguably our most convenient way of getting around. So the next time road rage is building up inside, think about all the troubles the vehicle has saved us. -Spencer Wu, Opinion editor

2% of students take the bus to school

17% 9th grade girls

In a class of 30 students, approximately 23 drive or are driven to school.

12%

of students do have a driver’s license

of the students with a license,

Did you know?

50% are seniors

Traffic lights originated in the 1830’s as signals for the railroad industry. The colors used back then weren’t the same as the green, yellow and red we use now. Back then: red meant stop, green meant caution, and white meant go.

5% are sophomores

sources: cnn.comand wikihow.com

45% are juniors

Choose your station wisely

Tune the radio to 91.5 FM and bask in the glory of Beethoven’s 9th. Studies have shown that “aggressive music makes people aggressive”, so skip the rock station. Or you can flip to an interesting talk show that will keep your mind off the maddeningly slow climb forward. A little sound goes a long way, even if your car doesn’t.

2. It starts with the night before.

22.5% 11th grade boys 17% 11th grade girls

4% 12th 0.5% grade 12th boys grade girls

live up to 1 away from school 26% ofmilestudents of students live up to 2-5 46% miles away from school students live 6-15 away from school 20% ofmiles students live 16-20 miles 5% ofaway from school students live 21+ away from school 3% ofmiles

Do to as you would have them do unto you.

Treat fellow drivers how you would like to be treated. Being courteous to other drivers allow you to have a more positive drive.

4. Avoid distractions.

Don’t talk on the phone, text message, eat, or do any other distracting tasks while you drive. This could cause you to be caught off guard by other drivers’ actions, fueling your road rage while endangering the lives of others.

Think you can keep pace with me?

3 3 8 0

Sophomore

6 0 3 0

(Not including physical

(Not including physical

education)

education)

This averages out to about 1.69 miles, which the same distance as 7 laps around a track field.

This averages out to about 3.02 miles. Walking three miles burns approximately 195 calories.

Junior

6 1 1 0 This averages out to about 3.06 miles, which amounts to walking 36 city blocks.

Senior

4 1 7 3 This averages out to about 2.09 miles, which, waiting for traffic lights, would would take around 25 minutes to walk.

compiled by Farhan Kamdar, Nikita Patel, Jacqueline Sotoodeh, Aaron Yong

“I like being driven to school because I can have conversations with my mom. We talk about plans for the weekend. The car ride also gives me a chance to talk to my sister.” -Samantha Gonzalez, 9 “I am driven to school and I like how it is the fastest and easiest way to get to school I don’t have to walk to school and ” -Calvin Kou, 10 “Bike rides give me the freedom of setting my own schedule. It’s a great way to wake up and start the day. Riding my bike means my parents don’t have to spend time driving me the short distance to school.” -James Li, 11 “I take the bus because I don’t have someone to drive me. If I would like to ride a bike because i would be on my own and I wouldn’t have to rely on anyone.” -Kimberly Maqueda, 12

On average, it takes students 11 minutes to get to school 28%

15%

take 1630 mins

Consider this the next time you come to school

sources: freakonomics.com, mentalfloss.com

About 25% of all morning traffic congestion is related to parents driving their children to school

3%

take 3160 mins

53%

take 6-15 mins

1%

School buses are designed to be safer than passenger vehicles. The bodies are made of steel and the windows are made of laminated glass.

take 1+ hour

sources: about.com, saferoutesinfo.org, freakonomics.com, sciencenordic.com, mentalfloss.com, nationgeographic.com

We asked students from each grade to wear a pedometer for a full seven hour school day and averaged the number of footsteps the meter recorded. Here are the results:

Freshman

Q

What do you think of how you get to school?

all statistics based on survey of 322 students

take 1-5 mins

11

?

Since 2001, the number of students who walk and bike was down around 13% compared to students in 1969. Nowadays, the rates are even lower. Students who live within 1 mile of the school have a 50% less chance of walking.

The distance we live from school

Make sure to get enough sleep because the lack of it is the number one cause of crankiness. And according to the National Sleep Foundation, sleepiness makes us prone to annoyance, resentment, and anger.

3.

Did you know?

43% are girls 57% are boys

9% 10th grade 4% boys 10th grade girls

of students do not have a driver’s license

78%

4 handy tips to prevent road rage 1.

september 24, 2013

Ω the hoofprint

arts scene sports

Bicycles currently displace over 238 million gallons of gasoline per year, by replacing car trips with bicycle trips.

To burn off 1 plain M&M candy, you would need to walk the length of a football field. And every minute you choose to walk instead of drive you add about 1 minute to the end of your life.

Over the years

Teachers once needed to get to school too. Here is how they got school when they were in our shoes and what they think about it now. compiled by Allison Chang, Farhan Kamdar, Doris Li, Aurora Ling, Derek Wan

1960-1964 “When I was in high school, I walked to school until I was a senior and I could occasionally drive my parents’ car. I remember two or three times where everyday I walked.”

-Mike Nelson

1968-1971

2001 - 2005

“My mother never drove me to school. I walked everyday and senior year, I maybe once drive my dad’s 1958 red Thunderbird. April 1970 was the first Earth Day and everyone rode bikes that day.”

-Rita Puzo

“I carpooled with my friend and so his mom and my mom would take turns to take us, and then my junior year, I started driving. It was pretty fun. I enjoyed it because it was less lonely.”

-Jonathan Wood

2003-2006 “I was driven to school in my freshman and sophomore years. Later I drove myself. I think that pretty much, the same exact modes of transportation are present.”

-Katelyn Burke


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Can I eat it? Nope. They’re actually earrings. Office Assistant Tamar Landin has been collecting novelty earrings that resemble food for many years to entertain the students. Sabrina Wan Staff writer

PHOTO BY SABRINA WAN

Eye candy Tasty? Not really. This pair of earrings is just one of many of Ms. Landin’s food-shaped earrings that she makes as a favorite pastime.

She opens her drawer and thinks to herself, “Cotton candy, cake, or cookies?” While some may prefer to eat these, Tamar Landin enjoys collecting food look-alikes as novelty earrings. Her collection, which started a little over a year ago, mainly consists of food related items that resemble those also sold at the ASB snack window. “Originally, I wanted to buy stuff sold in the store and that’s kind of how it started. From there, I just saw other things and said, ‘Oh my god, that’s so cute’ and so that’s kind of where it took off from there,” Landin said. Landin’s wide assortment of foods range from M&M’s to actual size circus animal cookies. Her collection has become so unique that it has been the talk of the school among students. “The kids love to see what I’m wearing everyday, and then they vote on what they like best or not,” Landin said. “I love the [collection]

and you know why? Because it brings smiles to the kids’ faces. They love it and now I’m known as the lady with the earrings.” With over thirty pairs of earrings, Landin continues to enlarge her arsenal of ear jewelry by shopping at Claire’s, a beauty boutique, and on Ebay- all mostly under $6. “I go on Ebay and I’ll [type] ‘cinnamon roll earrings’ and whatever comes up for cinnamon rolls, I’ll look to see what’s realistic,” Landin said. Aside from expanding, Landin also uses her collection to communicate and get to know people better. “It becomes like an icebreaker,” Landin said. “Sometimes some of the kids come in and they’re really shy and I’ll say, ‘Hey do you guys like my earrings today?’ and I get them talking.” Students constantly ask questions about her hobby. “It’s also inspirational for me; it makes me feel good when they feel good,” Landin said. “I love the kids and I love everybody, so I have a lot of fun.” Ω

Eyes on the prize: working their way to the top

Juniors Angie Jodjana and Kyle Ng compete together as a team in poomsae competitions for their local taekwondo team. Gabrielle Manuit Staff writer Deep breath, stances ready. Though the duo’s cold stares are directed ahead of them, Juniors Angie Jodjana and Kyle Ng have their sights set on one thing: first place. They represent their dojang’s poomsae team, where they showcase a selection of forms in front of the judges. They compete in various competitions in the world class junior pairs division with hopes of making it to the World Championships. “Since we really only do three tournaments a year, it’s very nerve-wracking,” Jodjana said. “Especially at Nationals, the only thing that’s kind of running through our minds is that we’re aiming to get first so we can represent the US.” Being a part of the poomsae team has been an integral part of both Jodjana and Ng’s lives by giving them the opportunity to work closely with a team that is also greatly dedicated to the sport. “It’s actually been a big part of my life. It’s helped shaped my personality,” said Ng. “Without it, I can’t be fully me. Being part of the team had taught me to

enjoy the time we spend training because you never know when your career is going to end and how much it was a part of your life.” Fighting their way to the top, Jodjana and Ng have each matured in their own ways. “It’s helped me grow as a competitor, knowing that all of us are kind of going through the same nerves and jitters on competition day,” said Jodjana. “And you know that whatever the result is, the team always has your back.” But even though the two are no strangers to competitions, working in pairs proves to be very different from competing individually, since the two must often make a compromise between their contrasting styles when it comes to form. “It’s definitely a challenge because it brings a lot of argument between us,” said Ng. “We understand there will always be these arguments. Without them them we can’t move on to the next level because it’s impossible for any one of us not to give our opinion but through this our communication improves and we can better ourselves to advance even higher.” Once in front of the judges, Jodjana and Ng experience

PHOTO COURTESY OF ANGIE JODJANA

FIGHTING THEIR WAY TO THE TOP: Juniors Angie Jodjana and Kyle Ng prepare for their next competion. added pressure because they not only have themselves to worry about, but also each other. “[The pairs division] is different because you have to always make sure you’re in sync with your partner, but you also have the thought of, ‘If I make a really big mistake I don’t only drag myself down, but also my partner,’” Ng said.

With a common goal in mind, Jodjana and Ng continue to persevere and focus their energy on performing their best, continously striving to improve their technique. “Yes, you will have moments where you think you’re getting nowhere, but Master always says to keep going and don’t stop because you’ll see your progress start rising up

again,” Jodjana said. “When you’re actually doing the form it’s like ‘Hey. this is the last shot, so just go for it.’ Once you kind of get over the nerves, then you feel more confident. [One of my goals is] to show everyone out there that even if you have little experience, [with] a lot of faith and a whole buttload of training you can fly high and get to your dream.”Ω


the hoofprint september 24, 2013

13

?

Dedication and effort in the making of a storybook

After two years of hard work and creativity, senior Tiffany Liu publishes her storybook for children full of her own illustrations.

Lisa Shen Staff writer Laying down her pencil, ideas running through her mind, senior Tiffany Liu pieces together a children’s book. Looking at the artwork she personally drew, she figures out the perfect placement for each page. “The book I wrote is mainly based off of, metaphorically, dark and light. There are a lot of metaphors involved. In a lot of children’s books, it’s pretty normal for them to perceive darkness as a bad thing instead of telling kids that there’s a reason to have a balance for both, which is why they coexist. So I wanted to write a story about that, “ said senior Tiffany Liu. Inspired by her sister, Liu started her children’s book as a sophomore and completed it by the time she became a senior. She was also well aware of the extent of her capability: she knew she could do it. “I was in class doodling characters, and my sister said ‘Oh

you should write a story about this.’ There was also this aspect involved where you sit down and say ‘I can write a children’s book if I wanted to. I just have to put in the time for it.’ So why not give it a go?” Liu said. Apart from her sister, Liu did not have a concrete figure of inspiration; the project was essentially started on her own terms. “By self-publishing, I had complete creative control as well as a hefty percentage of profits without having a publisher take a large cut. The only main downside to this is that I have to do all the advertising and promoting by myself without having the convenient connections that a company would provide me with, ” Liu said. Liu had set clear insights and was motivated from the start; she knew what she had to do, but the obstacles that awaited her served as a constant reminder to be consistent, and not rush, her priorities. “I really liked seeing the final product--it’s great when you get the book in the mail,” Liu said. “And it feels really legitimate in your hands.“ Ω PHOTO BY TIFFANY LIU

Gliding on ice: figure skating her way to Nationals

Freshman Elizabeth Nguyen has been ice skating since she was 6 years old and has competed in 5 national championships.

A dream to surpass her idol

Brian Wu Staff writer

Question: What do you wear for the competitions?

Some people watch their favorite athletes on television and adore them, while others dream about making their dream a reality and competing in championships. However, there are few who actually pursue their dreams and strive to become stars. For freshman Elizabeth Nguyen, watching professional figure skater Michelle Kwan in the Olympics was truly inspiring. When Nguyen was six years old she decided start her career in figure skating. “When I was small I saw the Olympics on the television and I was interested because I was watching Michelle Kwan and I saw how happy she was,” freshman Elizabeth Nguyen said. “She looked so confident and she was very powerful out there. She was playing with the audience and really enjoying what she was doing.” With growing potential at her young age, she made it into the US Nationals five times, placing 3rd in the

Answer: “I wear a competition dress with real diamonds all over the dress, except for the skirt, because judges like things that dazzle.” Question: How did you feel when you first received that dress? Answer: “I was excited because measuring a dresse is fun and my mom added many decorations to it. The diamonds made it really unique.”

PHOTO COURTESY OF ELIZABETH NGYUEN

2013 January Novice Championships. Nguyen would go up by herself into the rink and stand in the spotlight waiting for her queue to start and impress the judges and the audience. “I enjoy learning new jumps

“I was interested because I was watching Michelle Kwan and I saw how happy she was.” - Elizabeth Ngyuen, 9 and accomplishing spins.I have to concentrate, and I try to like be myself out there. I warm up by doing jumps and stretches outside. Usually when I’m with my coaches, they make me close my eyes and visualize myself doing my program. I felt really nervous, but

I wanted to show the judges what I could really do,” Nguyen said. Nguyen’s ice skating career originally started as a form of leisure. As she started to take lessons though, she found herself trying to balance out her time between training and school. “When I first started, I wanted to do it for fun, but then I joined a group class. I changed coaches and then it got much more competitive from there,” Ngyuen said. “[Ice skating] makes me more hardworking, makes me think because my schedule is a lot tighter, so I have to learn how to work harder and faster.” She felt nervous and shocked going into the US Nationals for the first time in her career but in the 2013 Championships she felt calm, confident, and comfortable in competing against the best the nation has to offer. “I felt more pressured when it was my first time, and I was scared too. But now this time I felt more confident, sometimes I felt shaky because my jumps were inconsistent, but I was ready to go and I knew what I was doing,” Ngyuen said.Ω


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news

opinion feature in-depth

arts

scene sports

Choir prepares Ryan Milligan assists Marching for Cabaret Night Band choreography and visuals Cabaret Night will be held from Sept. 27-28, and the singers are incorporating more solos. Nathan Au-Yeung Copy editor Choir will host its annual Cabaret Night on Sept. 27-28 and will add a twist this year by featuring less prominent singers to showcase the diverse and abundant singing talent of the organization. Instead of having the most wellknown members perform, Choir has decided on showcasing more solos to allow the audience a chance to hear Choir’s variety of unique voices. “There’s a lot of new faces and talent doing solos this year because most - Dylan people expect the best people to do solos, but there was a lot of competition for solos, so you know they’re going to be good,” Women’s Ensemble member senior Anita Wang said. Choir members aim to perfect their performances through the usual way: practice. “We just kept singing over and over and we just learn by practicing. Someone came to help us be more inspiring and have more fun when we’re singing by making us pretend to sing into a hairbrush,” Mustang Singers member freshman Brittany

Mark said. The song choice for Cabaret Night is tailored accordingly to Choir’s musical style and will include “Touch the Sky” by Brave, “What Makes You Beautiful” by One Direction, and the traditional “Cabaret” from the musical of the same name. “This year we’re doing more fun songs for Cabaret. We’re doing an Adele mashup and we’re pretty excited for that. Usually in Women’s Choir we don’t get to sing a lot of Top 40 or pop stuff, so in the past few years our cabaret songs have been less popular. This year the audience will actually know them,” Wang said. With a mix Chng, 12 of veterans and newcomers singing in this year’s Cabaret Night, Choir members are expecting a synchronized performance that can integrate all the voices to make a show to remember. “I think the new members will bring something new to the stage. New members bring new personalities to the choir, which affects how we bond on and off the stage,” Chamber Singers member senior Dylan Chng said. “We perform better onstage because of the chemistry we’ve developed.” Ω

“New members bring new personalities to the choir, which affects how we bond on and off the stage.”

Anatomy of the

Ryan Milligan was hired to incorporate different styles that he had previously taught to create a more polished formation for marching band.

MARCHING TO THE BEAT: Visual Captain Head Ryan Milligan supervises marching band’s

practice and helps correct the hand formation of sophomore Dennis Tran. PHOTO BY ASHLEY XU

Aurora Ling Staff writer To make the field show more modern and competitive, the directors of the Blue Thunder Marching Band recently hired Visual Captain Head Ryan Milligan to supervise the choreography and visuals throughout the show. “Plans on coaching marching band are all about one primary goal. Perfection,” Milligan said. “Coaching any school that’s unfamiliar with my style is always a slow start. So my goal this year is to get the students into my style of teaching and hopefully they respond with open minds so we can all achieve the goal of getting as close to perfection as possible.” Having been exposed to many

Cheerleader

COMPILED BY ASHLEY XU AND CHANTEL CHAN

makeup hair

| makeup for games has to be natural | for competition, apply smoky eyeshadow with light pink blush, and berry colored lipstain - no lip gloss allowed | always have hair in a ponytail with a side part | incorporate a blue and gold bow into the hairband

stunts

| liberty - flyer balances on one leg and pulls a scorpion, or any other stunt | basket toss - cheerleader is thrown into the air and does a toe touch basket or a pike basket | ragdoll - group stunt that involves tossing a cheerleader back and forth

shoes

| white Nikes with baby blue inserts in the Nike logo | has to be washed often and kept clean for games and competitions

different teaching styles himself, Milligan’s style of teaching is a mixing pot of all those he has experienced. “For Walnut I have to be a little more on the serious side because the rehearsal pace depends on how much of the show needs to be touched upon. I do, however, tend to throw some cheesy jokes at them in the middle of a serious talk to keep the attention,” Milligan said. “When I’m on the field teaching I use a lot of energy moving around.” Since he has been working with students and teachers for many years, he understands the demands that need to be met for the band to reach its potential. “I like to do a “rep” (repetition), say two to three things, then they reset and do it again. It keeps the

brains active,” Milligan said. “I want them to keep up with the quicker pace of the rehearsal. The only way to get a band this [large] to get better is to constantly be working on and off the field. I take nothing less than 100 percent effort and will never ask them to go over that margin.” Thanks to the help and direction of Milligan, the band has made a lot of progress, preparing for the upcoming competitions starting in November. “This band has discovered that I don’t take mediocrity well and I get excited when they do anything to full potential. We finished our opener in five days—a feat that apparently has never been achieved in the past,” Milligan said. “It gave me confidence that I’m going to be a great fit for this program.” Ω

WHO IT’S WE ARE Q: What are some phrases you hear a lot in practice? A: [During practice], we hear “sharper” a lot, meaning to hit your moves. You hear it every day, but it does help to be constantly reminded. Each move has to be defined. Julie Banagale, 11 Q: What type of look are you guys going for in the uniforms this year? A: We tried a more modern look for the past two years. Our uniforms [before] were more old fashioned with pleated skirts and turtlenecks. This year our skirts are straight and it’s more of a fitted look. Diana Chavez, 12 Q: What would be some of your hardest stunts? A: The difficult ones come with the stunt routines, like the rag doll, [which after] we practice becomes innate to us. It’s harder because they’re simultaneously one after another. We all have to cooperate with each other to be successful. Nathalie Tabunar, 12 PHOTO BY ASHLEY XU


Improv Show IN PHOTOS the hoofprint september 24, 2013

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PHOTOS BY BELLE SUN AND YOLANDA YU

THE GREATEST GAME SHOW EVER (CLOCKWISE): Seniors Joseph Lacanilao, TJ Freedman, Andrew Acosta, and Jared Lindsay join together for a performance. | Acosta, Freedman, Lindsay, and Jonathan Kim arm wrestle in the game of “Hands.” | Lacanilao spins the wheel of games with sophomore Isabel Garay. | Acosta and Jerry Knox act out boy band practice in the game of “Four Square” by break dancing. | Lindsay and Kim act out a scene in the game of “Hands.” | Seniors Aldo Lemcke and Joshua Lopez were invited onstage to participate with Acosta and Freedman in the game of “Moving Statues.” | The audience raises their hands eagerly when Lacanilao asks for willing participants onstage.

Colorguard and Marching “The Greatest Game Show Ever” annual Improv Show was held on Friday, Sept. 20, but instead of Band perform at LA Fair The performing as they usually do with four teams competing against each Marching Band and Colorguard competed in the LA fair on Sept. 20 for a spot in the Rose Parade.

other, the four captains decided to improvise individually.

Caroline Shih Staff writer

Ashley Xu Arts editor

Marching Band and Colorguard participated in a competition parade on Thursday, Sept. 20 at the LA county fair that would determine who would be able to perform at the annual Rose Parade. “I felt that we did fairly well, regardless if we won or not,” Colorguard member junior Christine Malicdem said. “I’m pretty sure most of band and color guard were pretty content with our performance.” Though the prospect of one of their first competitions may have been nerve-wracking for new band members such as sophomore Linette Tang, they were able to put that aside and focus on the routine. “I had the usual first performance nerves since you want to start off the year on a good note. We weren’t perfect, but for the first performance, there weren’t any drops and that’s impressive,” Tang said. Because it took place at the fair, the tension of the competition was easily dispelled by the stands featuring games and fried foods. “It was great being able to hang out with friends. We get to work

on our connection with each other during the competition, and we also get to have fun and release ourselves from the pressure,” sophomore Alexander Baybay said. Their performance at the fair is a good guideline for how to improve for competitions that take place later in the season. “This experience taught me the importance of teamwork,” senior Angela Ko said. “On the video, we could see the movement of every person, and when one person lifted the horn up early, it was obvious for the audience. It’s not important to focus on your own techniques, but to help others as well. Band is a unity, and we are ‘one band, one sound’.” Marching Band and Colorguard are both hopeful as to the outcome of the performance. “Seeing a trophy with our school’s name on it proves to us that we did a spectacular job of entertaining everyone and that we gave a performance worth the work we put into it,” junior Jackie Gonzalez said. “We work as a one time band, meaning we do it right and give it our full 100% the first time so it can only get better from there.” Ω

Improv held its annual Improv Show, “The Greatest Game Show Ever” in the MPR on Friday, Sept. 20. Seniors Jonathan Kim, Jared Lindsay, Andrew Acosta, TJ Freedman, and host Joseph Lacanilao entertained the audience with various interactive games. Since Improv became a club this year, the captains settled on having this show to introduce and expand its membership. Instead of having four teams compete against one another as in prior shows, Improv modeled its show after the popular game show “Whose Line Is It Anyway?” in which four players improvise throughout the entire night. “All of us were very nervous, mainly because we didn’t know what to expect, but also excited at the same time. It’s very nerve-wracking when we’re about to perform because we want the audience to give good suggestions,” Acosta said. “The only thing we feared is the audience not being able to stay entertained for an hour and a half of us performing, but nerves are good. We use the nerves as excitement to fuel us into having a

good and funny show.” The captains spent an extensive amount of time formatting, promoting, and rehearsing despite being unaware of what suggestions the audience may raise. One unexpected crowd-pleaser happened during “Four Square”, when Jerry Knox improvised and break danced with the captains onstage. “What was going through my head was, this could be really fun or this could be really embarrassing, and I was really nervous not knowing which way it’d go,” Knox said. “I think it turned out okay because I could just do a little goofy dance and be silly.” Unlike shows that allow room for complete preparation, improv lacks the freedom to rely solely on memorization, leaving the audience a more authentic performance. “If you were there, you may have noticed sometimes we did get stuck onstage. Those moments are some of the funniest moments, especially for the audience, because we don’t really have any idea of what to do,” Lindsay said. “In improv, you need to be able to let yourself be made fun of. You have to take risks. You have to connect with the others onstage. If

one of us gets stuck, there are three other people onstage to back us up and catch us if we fall. It’s a give kind of performance. We play off one another.” Working with each other in a comedic environment does get difficult, especially when the members, with their own individual styles, attempt to form a coherent performance. “We all have something great and funny to contribute, but sometimes, there’s more than one great idea, and we have trouble finding solutions,” Freedman said. Improv Show’s successful change is largely attributed to their friendship, and each member is proud of the effort they contributed. “These guys are my buds. There is never a dull scene when I’m working with the guys. They are the top of the top in terms of improv and comedy at our school, and it’s an honor working with them for this show,” Kim said. “I felt really proud of us five that night. We’ve been planning this thing since the end of junior year. It’s really nice knowing that people appreciate and enjoyed what we gave that night.” Ω


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A Unique Twist on Traditional Sushi

What if you could pick the ingredients for a sushi roll and enjoy it minutes later? Resembling a Japanese version of Chipotle, M.Y.O. Sushi offers just that along with other choices. PHOTO BY SERENA LIN

Chantel Chan Arts editor M.Y.O. Sushi? I know what you’re thinking. It’s just one of the many identical sushi restaurants you can find practically anywhere. Don’t be so quick to judge, though. Although the restaurant’s food is not particularly notable, the unique experience sure is. Located in the Quail Ridge shopping center across from Nogales High School, it wasn’t too hard to find the place. The decorations were modern and artsy, and the restaurant even had a café-like feel to it, not at all mirroring the image of a traditional Japanese restaurant that

I had expected to see. There were also only a few people there, which I thought was a nice surprise, since I didn’t have to wait long to order. When I went to place my order, I found that the restaurant was run like a service line. You paid upfront at the counter and seated yourself. The service, however, was very different from that of a fast food place. The workers were all very friendly, ready to assist you with anything you might need and checking to make sure you were doing alright. What astounded me the most was the no-tips policy the restaurant promoted. It definitely made me appreciate the restaurant’s hard work to ensure the happiness

of its customers. One of the specials of the restaurant was a “make your own sushi” meal, where you determine what you want to put in your sushi. You first select a style of meal (ranging from a sushi bowl, roll, or burrito), one protein, three ingredients, and then a sauce all at a decent price of $10. If you’re looking for a place that has great service, will provide you with a special experience, and has food at a fair price, then you should definitely try M.Y.O. Sushi. However, if you are searching for quality food to satisfy your hunger, then it may not be the best choice. Ω

Make your own sushi roll This “make your own sushi” roll consists of spicy tuna, spinach, avocado, and pickled daikon. Falling short, the overwhelming amount of seasoning overpowered the flavor of other ingredients, and the tuna did not taste fresh. However, the side dishes were cleverly presented and satisfying.

Wrap n’ Roll Cool down at the Ice Bar Wrap n’ Roll offers a unique buffet with a variety of Pakistani-style food. Michelle Chang News editor I will be the first to admit that I am usually hesitant to try new foods that are outside of the “bubble” of foods I am familiar with. However, Wrap n’ Roll Kabob House got rid of all of my previous doubts in experimenting with the unfamiliar. Located in Brea, the restaurant features a tasty Pakistani cuisine made from fresh ingredients that will surely impress new customers. I visited Wrap n’ Roll Kabob House with my dad on a Saturday, when the restaurant offers a $13.75 buffet special. I didn’t expect the waiters to pay too much attention to me, but they were extremely friendly in taking away my plates and checking up on me to make sure that I was enjoying my meal. The most interesting aspect of my experience was the chance to taste foods from a culture that I normally would not eat from. Although I can’t compare this restaurant to other restaurants that also offer Pakistani cuisine, I can say that the food was

delicious. The dishes had unique flavors and I was pleasantly surprised with the wonderful food. Wrap n’ Roll’s hospitable environment and friendly service create an ideal setting for a relaxed meal. The restaurant’s delicious Pakistani dishes are perfect for people who are looking to step out of their normal routines and try something a little different. Ω

PHOTO BY MICHELLE CHANG

A DIFFERENT CULTURAL TASTE: With a wide selection of dishes, the Pakistani buffet offers choices such as naan, chicken tikka curry, lamb curry, and roasted potatoes.

If your feeling the heat from this hot weather, then come down to The Ice Bar for fruit popsicles made with all-natural ingeredients. Sabrina Wan Staff writer With so many things to do in the sun in this hot weather, it is nearly impossible to escape the sticky sweat trickling down your back. So I decided to beat the heat with a visit to The Ice Bar, a dessert parlor specializing in real fruit popsicles. Located in an office building on a residential street, The Ice Bar can be easily dismissed and unseen. After what seemed like minutes of circling the streets, my dad finally found the shop and we were surprised to find it almost empty. The dessert parlor had a lot of natural lighting that added to the neutral-colored decor, which also emphasized the coolness of the place. The workers behind the counter were very friendly and explained the process of ordering the popsicles. There were four types of popsicles of which you could choose your choice of toppings. I got the Korean pear blueberry in the House style as well as the Nutella bananas & cream, also in House

style. The workers then decorate the popsicles right before your very eyes with unique toppings such as fresh herbs and jasmine powder. Their fruit pops are made of all natural ingredients and real fruits, which was a total plus for me. However, the pear popsicle was on the bland side and the flavor was only enhanced when eaten with the mint leaves. Since there were real fruit chunks in them, the popsicle also had the mushy texture of a pear. Next, I tried the Nutella banana pop and was much more satisfied. It had a very rich banana flavor that was complimented well by the smooth dark chocolate. The dried banana topping added a nice crunch and a pinch of sea salt gave a surprising kick to the whole thing. The popsicles were a bit overpriced just for being “pretty”, but since they were made with fresh hand-peeled fruits, they were definitely worth it. The ice pops were very refreshing and opened me up to bizarre combinations of new exotic and tropical flavors. Despite being a little pricey

and lacking sweetness for some of their popsicles, The Ice Bar stands out as unique and creative. If you are up to trying something new, or just looking to satisfy your taste buds, come to The Ice Bar. Ω

PHOTO BY SABRINA WAN

ICE IT UP: Topped with fruits, fresh herbs, and jasmine powder, these fruit pops are made with fresh, all-natural ingredients.


the hoofprint september 24, 2013

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Battle of the Year

With the plot of a cliche dance movie, “Battle of the Year” incorporates creative choreography but follows a predictable storyline.

Anita Chuen Tech team

The dancers were in-sync, and I caught myself smiling because of

B-boying, hip hop and dancing mixed in with overused graphics and inappropriate language, all thrown into a cliche storyline. This sums up the 3D dance movie, Battle of the Year. The movie had great choreography and dancers, but the storyline was shallow and typical of a dance movie. “Battle of the Year” is about a former basketball coach and b-boy who is hired to train an all new American dream team to take back the trophy for America after losing 15 years in a row at the international dance tournament called Battle of the Year, or BOTY. It follows selfcentered dancers who discover the importance of teamwork through

battle. I enjoyed watching how dance was used to enhance the development of teamwork among the competitive dancers throughout the movie. In general, the plot was cliche and onthe-surface. In addition, the constant the overuse of the words “swag” and “dope” made me facepalm frequently throughout the movie. The only elements that were different from other dance movies were the absence of romance and the emphasis on

from their goal of winning BOTY. The dancing in the movie was exciting and intense in that it incorporates moves that one would not expect to see, even from the professional dancers that starred in the movie such as Dominic Sandoval and Victor Kim from Quest Crew.

commitment and brotherhood. The combined efforts of the members to form a team, along with the intense and powerful acting, made certain scenes heart warming. Since there were many dancers

Featuring video lectures in several subjects, Crash Course is an entertaining yet informative source for high school material.

the spotlight over 13 members. If you are one to enjoy great dancing over poor plot development, then this movie will capture your attention. However, the expectation for an innovative story falls short

PHOTO COURTESY OF CRASH COURSE

Megan Wu Scene editor

PHOTO COURTESY OF WIKIPEDIA.ORG

With her soulful voice and R&B pop, Ariana Grande impresses with her album, “Yours Truly.”

After being awed by Ariana Grande’s voice from listening to her various song covers on YouTube, I had pretty high expectations for her first album, “Yours Truly.” Thankfully, she did not disappoint. Unlike some popular artists, Grande maintains her originality and sets herself apart from the others with her catchy R&Bpop tunes and heartfelt lyrics. With a voice that’s reminiscent of Mariah Carey’s vocals, Grande expresses her wide range of sound (especially the high pitched notes) throughout her album. Her originality is also shown through her opening song, “Honeymoon Avenue,” which begins with a unique mixture of violin and acappella. “Honeymoon Avenue” stands out with its emotional lyrics that describe Grande’s yearning to go back to the carefree love in her currently strained relationship. Her meaningful lyrics and beautiful voice make her songs that much more worth listening to, and this defines her as not just a Nickelodeon-child star-turned-singer, but as an artist with true talent. Another favorite song of mine is “Tattooed Heart,” a soulful song that features R&B sounds as well as elements from modern pop. Right from the start of the song, I felt myself connecting to the memorable

Crash Course

given more screen time than others.

Ariana Grande: “Yours Truly” Alison Chang News editor

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beat and snapping along to its jazzy rhythm. However, some of the songs on “Yours Truly” do not really show off her voice in the best way possible, and listeners are left with only an average song. For example, “The Way” is a bit too repetitive for my taste and not as outstanding as some of her other tracks, despite its popularity on the radio. Grande has proven her obvious potential and talent. As “Yours Truly” unsurprisingly continues to top the charts, Grande will have to face high expectations due to her great start. I greatly recommend “Yours Truly” to everyone, and Grande’s soulful style and amazing voice will tattoo her listeners’ hearts in no time. Ω

PHOTO USED WITH PERMISSION OF AP IMAGES

I think it’s safe to say that we’ve all experienced it: that moment when the teacher’s words just don’t seem to be processing in our minds. Whether it’s due to 3 a.m. cramming, an uninvited episode of daydreaming, or simply our inability to understand the concept, there are times when we find ourselves desperately wanting to replay, pause, or hear a different explanation of the lecture. This is where Crash Course comes in handy. A popular YouTube channel among high-school students, Crash Course features numerous videos covering topics like science, history, and literature. With their videos averaging to about 11 minutes each, co-founders John and Hank Green pack an hour of standard class material into an entertaining presentation that is brief, informative, and accurate. The visual aspects of the videos are notably attractive as well - bold, simple, artistic, and colorful, each “video cover” follows a signature design that varies according to topic.

Numerous animated figures and pop-ups, more commonly seen in the sciences, provide demonstrations for viewers in an entertaining and helpful style. What sets the Green brothers’ channel apart from others is not its convenience and detailed lectures, but rather the brothers’ enthusiasm and entertaining remarks. Utilizing cleverly-written scripts, they weave humor throughout their videos with both originality and relevance to the topic. Conversational yet informative, fast-paced yet clear, their likable attitudes and unforced humor become defining elements of their videos. With over 170 videos, the Green brothers’ informative lectures in Chemistry, World History, and other subjects have allowed their channel to be established as a go-to source for many high school students. Using what can be dull class material, Crash Course’s videos present an effective style of learning filled with both entertainment and knowledge while integrating a unique blend of creativity, humor, and visual appeal. So if you haven’t heard of it yet, why not give it a try? Ω

Animation Crash Course’s colorful animations and visual designs are yet another compelling aspect of their channel, providing both entertainment and visual demonstrations. Simple and creative, they are seen more commonly in the sciences and range from animated figures, molecular interaction, and much more. PHOTO COURTESY OF CRASH COURSE


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Girls golf splits meets Polite recognized Girls varsity golf took home one victory and one loss in its two meets against as a Walnut hero rival Diamond Bar to stay tied for first place in the Hacienda League. Cross country Coach Jim Polite was honored at the LA County Fair for his community service.

By Alison Chang News editor Varsity girls golf defeated Diamond Bar 186-197 at Royal Vista Golf Course on Tuesday, Sept. 17. “Even though we have a really young team, we’re still able to kick butt. I felt pretty confident that we were going to win,” junior Serena Hou said. “As a team, I feel like we’re stronger [and] closer than Diamond Bar’s team.” With junior Patricia Wong carding three-under and freshman Anabelle Chang scoring a oneunder 34, the match swayed in the Mustangs’ favor early on. “Not only did I have a feeling that we were going to lead, I had a feeling that it was our day because it’s our home course, and we have some very talented players,” golf coach Cecil Woods said. “I think it was a great accomplishment for such a young team to accomplish so much in a short period of time.” To prepare for the rivalry match, the girls practiced approach shots and putting the day before, which ultimately gave them the advantage. “I think the Diamond Bar team thought that we weren’t that good this year, and [they assumed] it would be an easy win for them. They didn’t really practice and kind of had their guard down, which is

By Brandon Ng Feature Editor

PHOTO BY ANDRAES ARTEAGA

APPROACHING VICTORY: through on her approach shot from the fairway on the par-4 fourth. why we beat them by so much,” sophomore Rebecca Harcourt said. For this match, playing partners were switched to make the girls more comfortable with who they were playing with. “I remember last year, it didn’t really feel like competitive golf with who I was partnered with, so I didn’t play that well,” Hou said. “But now that I’m paired up with Patricia [Wong], I think it’s more

serious, and I’m more focused. Despite a loss against the Brahmas on the following Thursday with scores of 199-203, the team of three years has high hopes of sharing the co-league champions title. “Our discipline and our ability to do the things that we practiced allowed us to win [on Tuesday],” Woods said. “I think if we play and keep our composure, we’d have a better chance than any team.” Ω

Coach Jim Polite has racked up numerous achievements in his tenure here at Walnut. He led the 1988 boys cross country team to win the state championship. He has a widely attended invitational named after him. And now, he just added another one to the list. The Los Angeles County Fair awarded Polite with the “Community Hero of Walnut Award” on Thursday, Sept. 19. “I’ve been in the community for a long time, and I’ve coached the sports for all those years,” Polite said. “And they’re saying that I’m a volunteer -- a community volunteer that’s done things for the kids and the community. I thought it was a nice gesture on somebody’s part.” Attributed to his 47 continuous years of service, the award celebrates the community’s volunteers, humanitarians, students, neighbors and organizations who make their city a better place to live. “The history of Walnut runs through him. He brings a lot of history and tradition to the [sports] program. It’s good to have that stability and history in your program,” athletic director Jerry Person said. “He’s got

a unique way with talking to and counseling kids; the kids respect him and he’s been consistent.” Although Coach Polite places heavy emphasis on continuous improvement in sports, he also makes it a point to help students with activities outside of school as well. “He’s an overall mentor. He helps me now with English. He’s not just there to coach you, he’s there to have fun with you and interact with you. He’s a guiding figure, not just a coach,” junior Millen Trujillo said. “He’s not just a person that you meet at practice and then forget about. He’s someone you can always talk to.” Former students remember Coach Polite for his positive attitude through his years of teaching at Walnut. His emphasis on personal growth and pursuit of a passion has endeared him to his student-athletes. “Most coaches just want to win and only care about winning. They only put the good players out there and bench or cut the rest of the team,” class of 2013 alumni Jeff Peng said. “But Coach Polite gives everyone a chance. He believes in everyone. He doesn’t care if you aren’t the best runner out there, as long as you’re giving him your best shot. He puts you out there in a race and lets you race to your heart’s content.” Ω

Nakamine recruited by Chivas USA Major League Soccer club Chivas USA signed junior Jonathan Nakamine to play for its youth academy on the boys 15/16 team.

By Bryan Wong Sports Editor

Thousands of players. Hundreds of athletic backgrounds. One goal. Every year, middle and high school soccer athletes from across the nation gather at the Bell Gardens Sports Complex all with one common objective -- to see their name printed on Chivas USA Academy’s team roster. Out of the hundreds who tried out for the team, junior Jonathan Nakamine was one of the 18 players selected by various United States Soccer Federation coaches to play on Chivas USA Academy’s boys 15 and 16 team. “There’s a long process of trying out, where [Chivas] chooses the players, and then you go sign a contract saying you’ll stay with them for a year,” Nakamine said. “The style of play definitely makes you think faster; you have to move quicker, and they push you to strive [for] better.” The academy is the youth program of Chivas USA, a professional Major League Soccer club. As part of the Chivas USA Academy, Nakamine undergoes professional training and competes against other major league

soccer academies from across the nation, such as LA Galaxy and Arsenal FC. The academy’s first games of the season were against the Portland Timbers on Saturday, Sept. 21 and the Seattle Sounders thenext day on Sept. 22. ““I believe I’ve gained more confidence as a player and have certainly gained a lot of knowledge from the coaches which I try to apply on the soccer field,” Nakamine said. Playing for the youth team exposes Nakamine to many prominent college and U.S. scouts and gives him the opportunity to potentially sign a contract to play on Chivas USA’s first team. He will have the chance to demonstrate his skill on the field to college scouts at a Florida showcase later this season. “Exposure definitely makes you compete harder and train harder,” Nakamine said. “It gives you a goal to try to impress the scouts. You’re always competing with the person next to you. It really motivates me and makes me want to work harder.” Because of CIF rules, Nakamine had to quit Walnut’s varsity soccer team in order to play for the academy. However, his choice al-

SPLIT THE DEFENSE: Nakamine pushes past his defender to shield the ball in a Chivas practice game. PHOTO COURTESY OF JONATHAN NAKAMINE

lowed him to take his talents to a national level and further improve himself as a player through the academy’s professional training. “Unfortunately, soccer isn’t as important for high school like basketball and football are,” Nakamine said. “I chose Chivas because we are exposed to national scouts and college scouts and because we are given the

opportunities to compete against other Major League Soccer academies.” Nakamine decided to play for the Chivas USA Academy not only to pursue his passion for the game, but also with the hope of gaining a scholarship to play for a top tier Division 1 university. “I’m hoping to get a scholarship maybe through soccer so I can

get into a good school. I’ve always wanted to go to UCLA, but if I get a scholarship to any school, I’ll go to [it],” Nakamine said. “I expect myself to keep working hard every game, no matter what obstacles I go through. I want to stay focused on soccer, not to get distracted off anything else, [and] to keep working hard and try to fight for my position.” Ω


Ω the hoofprint

september 24, 2013

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Football beats Claremont

Varsity football knocked off heavy favorite Claremont to claim its first victory. By Joshua Shen and Ted Zhu Staff writer and Sports editor

immediately Walnut capitalized on a Claremont three-andVarsity football took home its out. Running back junior first season victory by defeating Andrew Coronado ran Claremont 42-35 at home on Friday, for a ten yard touchdown, Sept. 13. The higher ranked Claremont which gave Walnut a lead of 35-14. wasn’t enough to overcome Walnut’s “Our whole offensive line defensive line and running game. and pass blocking did really “We executed the game plan and well. This is the first time I the boys came out and played with think we actually played like emotion. That was something that we a complete family,” Clark said. lacked before and emotion is a big The fourth quarter began part of football,” to slip away head coach Mike for Claremont O’Shields said. “We were when linebacker The game senior David predicted to lose H e r n a n d e z started slow, with both teams against Claremont, but intercepted a floating struggling to get and ran it in for we didn’t. It just shows pass first downs. But a 16 yard that we can beat touchdown, making with 8:30 left in the quarter, senior 42-20. higher ranked teams.” the “ score Chase Clark ran [ T h e for a one yard interception] caused touchdown to a huge momentum David Hernandez, 12 put the Mustangs shift and it got the ahead 7-0. crowd excited. “It’s always good to get That play helped the team do a lot momentum early in the game. That better. We got more confidence was my first touchdown of the season. in the defense, so we started It’s always a great feeling,” Clark said. concentrating more on the game and In the second quarter, Walnut making big plays,” Hernandez said. took full charge of the game. The The game seemed to be over, Mustangs scored 21 points in but all of a sudden Claremont started the quarter, including a 36 yard mounting a comeback. It scored touchdown catch by wide receiver two touchdowns, with one off of an senior Rene Mcgowen to end the half. onside kick recovery. After a failed “We shut them down in the third down by Walnut, Claremont first half and they hardly got any took the ball back with three yards. I’m proud of the defense, we minutes left on the clock. However, a stepped it up this week,” defensive third down stop by linebacker junior back junior Matt Magallanez said. Christian Robinson and a fourth The second half started and down pass deflection by Magallanez

BALANCED ATTACK (CLOCKWISE FROM TOP): Junior running back Andrew Coronado evades a tackler. | Senior wide receiver Chase Clark elevates to haul in the touchdown. | Senior running sealed the victory for Walnut, 42-35. “I think this game was a wake up call because the first two games we lost, but now that we won, we have more motivation to win games,”

Anatomy of a Play

“I saw the middle of the lane was open, so I hit it. When the ball was in the air, I jumped, my eyes wide open staring at the ball, and I caught it. It was the best feeling.” -Chase Clark, 12

1

Chase Clark (#6) lines up to the right of the offensive tackle, in the “Phantom” formation.

Hernandez said. “I think our season will be better. We were predicted to lose against Claremont, but we didn’t. It just shows that we can beat higher ranked teams.” Ω

PHOTO BY ANDRAES ARTEAGA AND KENT HSIEH

With 10:52 left in the 2nd quarter, quarterback sophomore Micah Maes connected with running back senior Chase Clark for a 16 yard touchdown.

2

Clark runs a post route, slipping behind the linebackers toward open space in the endzone.

3

Clark reaches out, snagging the 16 yard reception for a touchdown to put Walnut up 14-7. PHOTOS BY ANDRAES ARTEAGA


Ω hoofprint

september 24, 2013

Girls tennis defeats South Hills

Walnut earns its third consecutive preseason victory of the year in a home game. Jacqueline Sotoodeh Tech team leader Girls varsity tennis eked out a preseason victory at home against South Hills 10-8 overall on Monday, Sept. 16. In the singles category, senior Kassie Troung and junior Jackie Sotoodeh swept all three of their individual matches to take six out of nine singles matches for Walnut. Comparatively, the doubles teams struggled, taking four out of the nine matches. “ For success this season, we need to find the right combination of girls to beat schools like Diamond Bar and Rowland. This game shows that we still need to work on our doubles if we want to be number one in the Hacienda League,” coach Lee Shiomoto said. One attempted arrangement was junior Allison Peng and senior Jocelyn Wang, who won two out of three matches, defeating the number two and three South Hills doubles teams with scores of 6-2 and 6-3. The victories helped secure the victory for the Mustangs after they dropped singles matches earlier on in the game. “I think just more practice and having confidence in yourself and in each other will help us get better. I practiced my serves [during practices] so during the game, my

20

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VARSITY SPRING SPORTS SCOREBOARD GIRLS TENNIS

9/10- @ Sunny Hills 6-12 L 9/12- vs. Bonita 9-9, 81-68 W 9/13- vs. Alta Loma 15-3 W 9/16- vs. South Hills 10-8 W 9/17- @ West Covina 15-3 W

GIRLS GOLF 9/11- @ La Quinta 265-262 L 9/12- @ Oak Christian 264-261 L 9/13- @ Mira Costa 231-261 W 9/17- vs. Diamond Bar 186-197 W 9/19- @ Diamond Bar 199-203 L

PHOTO BY ANTHONY ZHANG

VOLLEYBALL

9/5 Gladstone Tournament vs. Pomona Catholic 2-0 W vs. St. Paul 2-1 W vs. Gladstone 2-1 L vs. Rio Hondo Prep 2-0 L 9/10- @ Bishop Amat 1-3 L 9/17- @ South Hills 3-0 L

CROSS COUNTRY 9/10- Midweek Madness Paula Ochoa/Jessica Gallardo37.42 Alejandra Avila/Melanie Deciga38.09 9/15- Fastback Shootout Millen Trujillo- 9:53.64 Melanie Deciga- 12:42.96 Daniel Harrigan-Cota- 10:13.87 Jessica Gallardo- 12:16.78

EYES ON THE BALL: Junior Mindy Huang swings at the oncoming shot. serves were in and I also practiced lobbing so the volleyer couldn’t get the ball,” Peng said. “The team is awesome this year, we are all close to each other and we try to fix other teammates mistakes during practice so that helps us improve a lot.” Senior Olivia Wang and her partner senior Vanessa Chou won one out of three matches, defeating the number three South Hills doubles team with a score of 7-6. Though the pair lost four games in

a row, they eventually came back to win the set in a tiebreaker and take home the victory clincher. “I didn’t play very well the first game, but I got better and more motivated the second game,” Wang said. “The team’s success depends on our mentality, I think we have the potential to do well but we really need to boost our confidence. To do well in the league this year, the team is going to need a positive and confident mentality and we can’t slack off.” Ω

FOOTBALL 8/30- vs. Don Lugo 0-27 L 9/7- @ Troy 7-33 L 9/13- vs. Claremont 42-35 W 9/20- @ Covina 14-42 L

BOYS WATER POLO 9/7- Ayala Tournament vs. Rancho Cucumonga 8-10 L vs. Upland 11-10 W vs. Temecula Valley 16-9 W vs. Ayala 10-9 W

The Hoofprint 2013 September  

Walnut High School Newspaper September Issue

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