www.whshoofprint.com VOLUME 47, ISSUE 1 Oct. 02, 2014
Walnut beat Baldwin Park in an emotional victory, coming back from a 0-21 disadvantage to win the game, 35-28. “It was a great win; we were down 21 to nothing and we still managed to pull off the win. Nobody believed in us, and we proved them wrong.” Sanwal Awan, 11 PHOTO BY MEGAN WU
Ω the hoofprint
2 TABLE OF CONTENTS
TABLE OF CONTENTS 3. LONGFORM: MR. LIM
14. INVESTIGATIVE REPORTING
18. SPORTS 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 we are a public forum for student expression and discussion. Through our coverage, we hope to represent the distinct character of Walnut High School and the Walnut Community.
Staff Writers: Andraes Arteaga, Jezebel Cardenes, Crystal Chang, Brian Chen, Emily Chen, Emily (Yuanhui) Chen, Kelly Chen, Olivia Chiang, Jocelyn Chow, Sophia Ding, Michelle Feng, Airi Gonzalez, Kent Hsieh, Sajid Iqbal, Brandon Lai, Albert Law, Jessica Lee, Vivian Lee, Doris Li, James Li, Ashley Lin, Serena Lin, Elaine Liu, Jonathan Liu, Sarah Liu, Kyle Loc, Cynthia Lu, Jason Luna, Katie Nguyen, Irene Ornelas, Eric Peng, Belle Sun, Shahar Syed, Amanda Taing, Jeffrey Tran, Sean Wang, Brandon Win, Megan Wu, Aaron Yong, Anna Yu, Yolanda Yu, Laura Zhang, Maxwell Zhu Editors-in-Chief: Spencer Wu, Mary Zhang, Ted Zhu Managers: Anita Chuen, Ashlyn Montoya Copy Editor: Gabrielle Manuit Photo Editor: Anthony Zhang Business Managers: Anabelle Chang, Anita Chuen, Jefferey Huang Sports Editors: Joshua Shen, Brian Wu Opinion Editors: Michelle Chang, Samantha Gomes
For all business/ad inquiries, email email@example.com
Investigative Reporting Editors: Chantel Chan, Brandon Ng In-Depth Editor: Cherie Chu Feature Editors: Alison Chang, Bryan Wong Arts Editors: Caroline Huang, Sabrina Wan Scene Editor: Nikita Patel Tech Team Leader: Derek Wan Tech Team: Austin Lam, Lisa Shen, Jackie Sotoodeh, Adviser: Rebecca Chai
Walnut High School 400 N. Pierre Rd. Walnut, CA 91789 (909) 594-1333 x34251
SOCIAL MEDIA for www.whshoofprint.com @whspublications
We, the Hoofprint, are an official studentproduced publication. As an entity, we aim to serve as a designated public forum for students to freely disseminate information and express their ideas. Under the rights delegated by the First Amendment and California Education Code 48907, the Hoofprint operates without prior review and produces content that reflects the views of the student body within legal and ethical bounds. Our student editorial board assume complete legal liability for the content of the publication. Our award-winning newspaper has been established as a designated public forum for students to inform and educate their readers. It has also been established for the discussion of issues of concern to their audience. Our student journalists use print and electronic media to report news and events, communicate with other students and individuals, ask questions and gather material to meet their news-gathering and research needs. Our website (www.whshoofprint.com) is an independent publication, but is coordinated with and does not replace the print paper. We hope that the website, along with our Facebook (WHS Publications), Instagram (whspublications) and Twitter (@WalnutHS_news and @WalnutHS_ sports) will provide content daily and in an
easily accessible manner, while also providing expanded opportunities for interaction with our readers. Online content, which includes stories, videos, photo galleries and more, is brought to the student population daily. In short, our multimedia platforms serve as alternative outlets to reach out to and share the stories of our student body. Electronic media produced by The Hoofprint is entitled to the same protections— and subjected to the same freedoms and responsibilities—as media produced for print publication. As such, they are not subject to prior review. These include, but are not limited to posts, videos and tweets. Our online website, www.whshoofprint.com, along with our Facebook, Instagram and Twitter pages, update content on a daily basis and is used to better connect with the student body. Here at The Hoofprint, we try to reflect the voice of the student body as best as we can. Therefore, we are open to all types of feedback. We can be reached at firstname.lastname@example.org or at Room D-1. These contributions can come in form of student-produced articles, editorial cartoons and guest opinion writers, and we strongly urge student participation in order to encompass the entire scope of Walnut High School and the Walnut community. Ω
october 2, 2014
More than just a teacher He’s just a chemistry teacher, right? By Ted Zhu Editor-in-chief
hemistry teacher Garrett Lim is the type of guy who never basks in the glory. He ducks and shuns praise as if it were a pestering fly. He doesn’t accept that praise for him exists, even if he were to trip, face-plant, and break his nose against it. Seriously. Just look at this: “When you were at the All-Star teacher reception, sitting there listening to Cal Ripken Jr. talk, what was going through your mind?” “It was really cool the whole time I was there. But I kept thinking ‘This is something you throw for really important people’ and they’re treating us [teachers] like we’re really important people. But I didn’t think I was important enough for this. I kept looking around, and wondering if there was some kind of celebrity he was talking to.” Oh, Mr. Lim. If only he knew. “I was so scared when I first went into his [AP Chemistry] class. I mean, he’s the best,” junior Patrick Utz said. “Mr. Lim always stayed humble. He’s still extremely friendly and kind to all his students and past students,” senior Chelsea Rivera said. “He makes a lot of sacrifices for the sake of his students, such as opening the door during lunch for questions or staying after school or reaching out to students,” Daniel Tsai (alumna ‘14) said. “What’s most incredible to me was that he felt those sacrifices were just what he had to do. It was the right thing to do for him, and it’s not something we see [often] with other teachers.” ---So it comes as no surprise to many that such a teacher would be chosen as an MLB All-Star Teacher. Former student Tsai, also a dedicated baseball fan, nominated Garrett with the help of another former student, Jin Zhang (alumnae ‘14). Tsai bonded with Mr. Lim over their common love of baseball, frequently discussing the latest news and updates during tutorial and lunch. “At first, I didn’t expect much of the nomination, and when I didn’t get any news I even joked with Daniel, ‘I guess my story wasn’t cool enough,’” Mr. Lim said. “But then they started emailing me a bunch of questions for background checks and information and I finally got the email notifying me that I had been chosen as one of the 90 [candidates].” Mr. Lim was chosen as one of three finalists to potentially represent the Chicago White Sox, his favorite team. To become the final representative who would appear at the 2014 MLB All-Star Game, teachers had to win in a voting process. Students and friends shared links on social media of Mr. Lim’s nomination and ultimately, he was selected as one of 30 teachers chosen from 7000 nominations nationally. “He has the type of personality that makes you forget that he’s our teacher, and because of the way we look at him, we see Mr. Lim as our friend trying to help us get through a difficult class, not an enemy we’re trying to beat. So I think when people were voting for Mr. Lim, it was really about voting for a friend who helps us, which really helped,” Tsai said. Principal Jeff Jordan and math and sciences dean Barbie Cole were just a few of the many who congratulated him on his victory. “I said that he put Walnut on the map,” his wife Nancy said. Mr. Lim looked up when she said that. “No, no, no.” ---On Sunday July 13, Mr. Lim and Nancy were chauffeured to the LAX Airport where they were flown with the teacher representative for the Angels to Minneapolis, the 2014 host site of the MLB All-Star Game. There, they arrived and checked in at the Hyatt Regency Hotel, where the MLB All-Star players were also staying. “We really had no idea what to expect. When we got there, we saw a bunch of huge signs saying ‘People Magazine All-Star Teachers’ and I was being really silly at first, telling Mr. Lim to...” Continued at at whshoofprint.com
october 2, 2014
The man behind the strings Music director Buddy Clements was recently named a Grammy Music Educator Semifinalist.
COMPILED BY LISA SHEN
Getting Buckets Several teachers “chill out” with the Amyotrophic Lateral Sclerosis (ALS) Ice Bucket Challenge and nominate others to do the same.
Belle Sun Manager Behind each field show, each student who practices scales relentlessly and each recital proudly stands Dr. Buddy Clements, who has poured hours upon hours of commitment toward the music program. After 31 years of teaching music and learning from his students, Dr. Buddy Clements has been named a Grammy Music Educator Semifinalist for the 2015 Grammy Music Educator Award. Out of 7,000 nominees across the nation, 25 educators have been chosen as semifinalists to have the chance to win $6,000. “[To be a semi-finalist is] a big honor. We try to be creative about our teaching approach and reach a broad spectrum of music. I get to be involved in music almost every day of my life and you’d think I’d get sick of it, but I just don’t because there’s so many different kinds of music and ways of being expressive,” Clements said. Clements took over the program 31 years ago. Thirteen years later, Corey Wicks joined him in cultivating one of the largest music programs in the district. Through years of support and collective effort from several different people who believe in the music program, it continues to grow with over 200 members. “I think we have a pretty exceptional music program and
Tech guidin’ the way Seniors Albert Chai, Ricci Lam, Andrew Lee and Joe Li teach people how to use tech programs with their guidebook “The Guide to Master Your PC.”
Coach Mike O’Shields
PHOTO BY MEGAN WU
THIS IS MY FORTE: For 31 years, Clements has led the band and orchestra along with music teacher Corey Wicks. This year, Clements was selected out of 7,000 nominees to be one of the 25 semifinalists for the 2015 Grammy Music Educator Award. over 31 years, it’s gotten remarkably better. The principals, district, and community have been very supportive of music. My students motivate me to want to give more and my colleagues are so supportive. It makes me want to do better and be more like them,” Clements said. His start as a music teacher wasn’t pleasant. But after taking several years off from teaching and earning his master’s degree in performance, Clements attended a band camp that inspired him to give teaching another try. His teaching career soon developed into a passion-driven expedition after a few opportunities were given to him. “I think it’s worked out really well for me because it’s exactly what I should be doing. [Mr. Wicks and I]
want as many kids to be involved in music as possible because it’s really more about trying to share the joy of music and how music can change peoples’ lives or touch their souls. It’s just a great thing to be involved in for your whole life,” Clements said. His drive and passion for teaching comes from his students, who have been a major source of inspiration for Clements. “The music program is unique in that you get a kid that is a dinky, squirrely freshman that is barely tootin’ a horn and then you just see them grow and mature. That’s such an amazing transition. It’s the greatest thing to be a part of that but it’s the hardest thing because then they leave. That’s the way it is, I know that, but it’s tough because you love
these students.” Overall, Clements sees music as a life-changing source of empowerment and perspective for his students. “I want them to see how important music is in the world. Music builds bridges. There are people who can’t understand each other but the one thing we can all understand is music. It’s the arts that help tear down walls that people build. That’s a big thing for students to learn—about how powerful music can be. I want them to know how special [it is to] perform. They all have talent. It may be in different levels but they all have a gift that they can share with other people,” Clements said. Ω Continued at whshoofprint.com
Alison Chang Feature editor
we teach others, we learn from the whole process as well. I thought I would learn more about myself and my abilities,” Li said.
“The guide basically summarizes what we’re going to teach. It is a manual designed to be all a person needs to know how to productively use a computer,” Li said. “We aim to either pass on the company to the next generation of computer whizzes or merge with an existing company.” The idea first came from Chai, who is proficient with computers and needed a way to earn CAS hours, but the project has slowly grown to encompass more than just volunteer hours. “It’s evolved into something more than just the CAS hours. It’s grown into more than that. It affects us personally and we really see the effect we have; I can see that they aren’t lost in computers anymore, and we teach them not to be afraid and embrace what’s changing in the world.” Ω Continued at whshoofprint.com
Writing a 213-page guide to computer use takes patience - seniors Joe Li, Albert Chai, Andrew Lee and Ricci Lam know that all too well. After beginning the research process in July 2013, the four seniors spent an entire year compiling a comprehensive computer literacy guide for their website, computerliteracyinitiative. org, with intentions to teach people of all ages about computer basics, software features, system maintenance and system hardware. Now officially recognized as a nonprofit organization, they spend their free time teaching at senior citizen homes and public libraries. “I felt like this would be an eyeopening experience and a change in which we would be the ones teaching rather than learning. But even though
We teach them not to be afraid, and embrace what’s changing in the world. Albert Chai, 12
The guide, titled “The Guide to Master Your PC,” offers an indepth look at different uses of the computer, such as Microsoft Office, photo editing and system shortcuts. Users can download the guide on the website as a free resource for anyone looking to learn more about computer use.
“The kids were excited, and I was called out by the head coach of West Covina. He called me out on the San Gabriel Tribune. The whole football team was excited; it was a team building type thing. I think [the ALS Challenge] brings exposure to the disease and raises money and awareness. It raised awareness for me too.”
Teacher Jerry Knox “I did it in the summer so no one knew about it, but I did put a video on Facebook. Some people think that you should do the challenge and donate, but I think you should put ice on your head or donate, not both. I was just too cheap and didn’t pay.”
Principal Jeff Jordan “It was a really great way to expose the country to raise money for the cause. [Mr. Person and I] did it with the football team. They were all fired up and excited, because they got to do it too.The best part was challenging the superintendent next, and that led to a rippling effect.” PHOTOS COURTESY OF JEFF JORDAN, JERRY KNOX AND MICHAEL O’SHIELDS.
52. feature FEATURE
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PHOTO COURTESY OF JUSTINE WEN
Makeup done by Jessie Stella Verroca. a freelance makeup/hair stylist trained at Tony and Guy Hairdressing Academy in Santa Monica
MODEL ON THE CATWALK
“One of the clothing brands I’ve noticed that I wear in a lot of portfolio shoots is H&M. I’m pretty sure there’s other brands, but that’s like the one brand that I seem to always be wearing.”
After recently making the move from Minneapolis, MN to Los Angeles, junior Justine Wen seeks brand new modeling opportunities with Wilhelmina Models. Megan Wu Staff writer Her name is Justine Wen: the junior you might have seen laughing in your fourth period French class, or in an Ugg advertising campaign. On an average day at school, she’ll be wearing a gray sweater, shorts, and flip flops - but at work, you can find her in heels, professional makeup and brand name clothes for the camera. She’ll go through endless photoshoots, sport the newest fashions and strut down the catwalk with a cool confidence that puts other high schoolers to shame. Although the confidence Wen shows in the classroom and modeling world seems effortless, it was her involvement in modeling that allowed her to overcome her shy nature. “It definitely took a lot to put myself out there because submitting myself to that first agency was just nerve wracking,” Wen said. “But you
get away from the fear of being shy and you start to learn a lot about yourself; you learn that it’s not worth it being shy and you really have to just put yourself out there. When you get into that industry, you meet so many new people and you make connections. It’s not an experience that anybody can get.” Wen moved from Minneapolis, MN this summer, so she’s a new face to Walnut and to the Los Angeles modeling industry. However, she has already signed with an agency called Wilhemina, created a portfolio with photographer Stevie Mada and landed a job with Ugg within a week. “Back in Minnesota, it was more limited, but here, there are a lot of companies and clients - many people that want different people,” Wen said. “I signed with my agency for a week and the next week I already had a job with Ugg - it was just like that. Normally, that doesn’t happen, especially with a new face, so I was just like, ‘Oh my god! I just
signed with them for like a week and now I’m working!’” Her career as a model began in her freshman year when she attended a six-month course at Barbizon Modeling and Acting school. Since then, she’s been contacted for multiple photoshoots and grown accustomed to the brush of professional makeup artists and shutter clicks of photographers, experiences that have also boosted her confidence. “My most recent photoshoot was with Stevie Mada. They’ve shot with Vanessa Hudgens and Jennifer Lawrence. I was really excited to work with them because it’s not something that you get to do every day,” Wen said. “The experience of me having to put myself out there has definitely made me more confident. Because I push myself to meet so many new people and experience new things, I kind of have to learn more about myself.” Ω Continued at whshoofprint.com
Bowl is life Senior DJ Lindsay turns bowling from a casual pasttime to a competitive sport. Nikita Patel Scene editor
DJ Lindsay - baseball player, AP student, dancer. And bowling enthusiast. Amidst the long list of his other hobbies, bowling seems a bit out of place. But for Lindsay, bowling is more than ten pins, a 15 pound ball, and the inexplicable smell of bowling oil it’s a competitive sport that opens up new opportunities and gives him a break from the hectic world of school, dance and baseball. Lindsay’s love for bowling wasn’t planned. In fact, the first time he actually bowled was only PHOTO COURTESY OF DJ LINDSAY a few years ago, at his brother’s STRIKE: In his free time, senior DJ Lindsay birthday party at Chaparral 300 bowls with his family at Oak Tree Lanes. in Chino Hills. “One day, it was my brother’s With both grandparents interested in birthday and the new bowling alley bowling, Lindsay was able to refine just opened up so we went there and his skills through a mix of both his I was doing really good. You know own trial and error and his grandpa’s how when you’re doing really good coaching. at something it becomes even more “They like to bowl, especially on fun? And that was just really fun, so my dad’s side. Once they found out I I wanted to do it again and again,” had an interest in bowling, they were Lindsay said. very supportive and they just wanted With enthusiasm, he practiced me to keep on pursuing it. And that constantly throughout his summers, inspired me to just keep on going,” but irregularly during the school year Lindsay said. as he juggled both varsity baseball Besides family, Lindsay’s love and AP classes. Nevertheless, he for bowling also resulted from the always practiced with the same relaxing effect that seemed to have amount of intense effort. always gone hand-in-hand with “Baseball season’s in the spring, bowling. Bowling opened up a world and AP tests are in the spring, too, of meditative peace, away from the so it was hard to balance. I pushed world of essays, Calculus tests and through and I was sad because I two hour baseball practices. didn’t get to bowl as much. This year, “Honestly I like to think of it as time management’s a lot easier to me a kind of relaxing thing. It’s my time since I’m taking less AP classes and really, so I kind of forget about all my the classes seem to be more chill.” troubles outside of everything, pretty Of course, he couldn’t have much,” Lindsay said. Ω started his bowling career alone. Continued at whshoofprint.com
Q&A: New Teachers NEW FACES AT WALNUT French teacher Grace Kim and class of 2016 Grade Level Coordinator Dujuan Johnson join the Walnut High School staff for the 20142015 school year.
I went to France to “school teach English at a high and over there
GRACE KIM FRENCH TEACHER
Between teaching in France and in America I enjoy teaching more here because over in France the schools are completely different. They stay at school until 5 p.m.” experience at “It’sMyWalnut has been great. like driving a new car
DUJUAN JOHNSON GLC
- I know how to drive, but there are a lot of features and buttons that I have to learn about. There are lots of programs and clubs, so I’m sort of learning the new ‘features,’ so to speak.”
COMPILED BY ALISON CHANG AND BRIAN WU
october 2, 2014
Olympic vision is 2020
Freshman Caleb Rickard’s passion for gymnastics motivates him to train for the 2020 Olympics.
Alison Chang Feature editor Six years ago, he remembers watching his favorite Olympic gymnast, Jonathan Horton, for the first time on television. He would spend long afternoons watching and rewatching the famous gymnast, mesmerized by the fluidity of Horton’s movements. But today, as one of the top nationally ranked gymnasts of his age group, freshman Caleb Rickard is not so far from taking the stage at the Olympics himself - just this past May, Rickard participated in the Junior Olympic Nationals, placing fifteenth
in the nation and first in vault after day one of the competition. “When I was growing up, either Jonathan Horton or Alexander Artemev were my role models. They started off like BARS (FROM LEFT): Rickard steadies himself in the parallel bars position at me in a small city and regionals in Arizona. | He considers floor exercise to be one of his best events. then built their way Now, Rickard has a far more gymnastics is up to the Olympics, serious approach to gymnastics, routine for me which is my goal now,” Rickard said. His own journey began 10 years and it shows in the 3.5-4.5 hours he because it’s like I ago. Initially, Rickard’s parents signed spends almost everyday at Diamond wake up, go to school, then practice and do homework. It’s been almost him up for gymnastic lessons to build Elite Gymnastics. “I would say that doing the same every day for the last eight his coordination for baseball.
PHOTOS COURTESY OF LEAH RICKARD
years,” Rickard said. “It’s practically my life now.” Ω Continued at whshoofprint.com
october 2, 2014
The importance of educating students on state and local governments cannot be overlooked.
social media topics
18% conversations with others 7% print news
15% of students
do not think it is important to stay informed about California’s political affairs
of students keep up with political affairs on a weekly to monthly basis.
but the state government is set up to be similar to the federal government.” Dave Smith, AP Government and Civics teacher
of American citizens know what an amendment is
is when the next state elections will take place.
of students knew this.
percent of WHS students have learned about the process of passing a law in California
of WHS students knew that Proposition 1 may allow the government to spend $7.12 bilion on state water supply infrastructure projects BASED ON A SURVEY OF 230 STUDENTS
Samantha Gomes Opinion editor
news that they hear about.” Drew Johannsen, Civics and World History Honors teacher
of Walnut High School students know what an amendment is
With the help of websites like Twitter and Tumblr, students have become more politically aware of what goes on nationally, internationally and even locally. Although more students are learning about events such as the Ferguson shooting, COMPILED BY MICHELLE CHANG civics classes should encourage AND SAMANTHA GOMES students to take the next step and make the changes they want to see in the government by informing Civics teaches Most of the them of local and state government students how news that processes. The California state requires to behave in students are their community hearing comes that its students take a semesterregarding their from social long civics class to engage them in rights and media. That’s civic participation and to prevent from making uneducated responsibilities, dangerous them decisions when voting. However, whether the because news state standards only require that community can be really students “evaluate issues regarding means the town skewed when campaigns” and “analyze and or the United students aren’t compare” procedures in “national, States. [Students] thinking things state, and local government” are not as well through as much (History–Social Science Content versed [with the as they are Standards for California Public state legislature,] reacting to the Schools, California Department of Education). Ironically enough,
71% BUT ONLY
SOUND OFF It seems hard for students to keep up with state politics because representatives are constantly re-elected every year. Nobody pays attention to what goes on; most people can’t even name a Senator or Representative.” Will Lares, Civics and Economics teacher
SOURCES FOR NEWS ON STATE AFFAIRS
The current state of our system
the California state-required civics class overlooks the importance of educating students on the state and local government. People generally do not realize that many of the issues affecting their everyday lives can be changed through local and state legislatures. For example, the Senate Constitutional Amendment No. 5 would have eliminated Proposition 209’s ban on the use race, sex, color, ethnicity, or national origin in admissions at California’ public universities and colleges. Despite its potential impact on college applicants of minority backgrounds, SCA-5 was given an underwhelming amount of protest from Asian American students and parents when it was reintroduced to the State Senate last March. Likewise, pleas for lower taxes are generally directed towards Congressmen and presidential candidates, when they should be directed towards the State Assemblymen Senators who determine sales and property taxes. The lack of emphasis on state and local legislatures implies that the federal government deserves more attention than state and local government. Today’s youth views the government as a wall they
cannot pass, when they should build a set of stairs to reach the top. State and local victories often build the foundation for national movements when these small victories gain momentum. The Civil Rights Movement became well known after local activist movements regarding small changes to segregation, such as the integration of Southern public libraries, joined forces to lobby in local state legislatures. Today, many Americans denounce the government, but do not pay attention to the legislation being passed right under their noses. Likewise, mass media coverage of events like the Ferguson shootings leads to short-term protest, but these protesters usually abandon their causes when the government puts a bandage on the situation or another event takes place. Youth have become increasingly aware of current events, and while their newfound interest should be appreciated, they also need to be guided in the right direction. In order to equip students with all of the tools necessary for change, civics classes should teach essential background knowledge of local and state political processes. Ω
STEP BY STEP
HOW TO START YOUR OWN INITIATIVE
Write the petition with a state official, through phone call or email.
Circulate the petition to obtain the required number of signatures.
If it gets enough signatures, the petition can appear on a ballot for voting.
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To pledge your allegiance
YOUR THOUGHTS COMPILED BY SAMANTHA GOMES
PATRIOTIC BUT OUTDATED
Students must understand the Pledge of Allegiance’s implications before choosing to recite it.
“When I first moved to the United States, I felt left out because I didn’t know it. I’m an American citizen now and my family is patriotic, so I think it’s a good thing to say. However, it is a bit outdated, because not all [immigrants] here believe in God.”
Lisa Shen Tech team The Pledge of Allegiance is designed to elicit nationalistic feelings in hearts of elementary students, although we are not even given the right to vote until the age of 18. As high school students, we cannot smoke, drink, vote or get tattoos, but we are somehow old enough to give forth our full allegiance. In fact, we have been robotically reciting this pledge starting from an early age; it’s become a pledge that we can easily recite without even thinking. Blind patriotism is a vice, as witnessed in history, that triggers uninformed people to support a nation both in the good and the bad. Our voice is void because we are, apparently, not informed enough to vote; however, with that notion, it is reasonable to assume that kids don’t fully understand the Pledge of Allegiance either. One of the most obvious examples of how the Pledge is a contrived recitation, which seems to escape the understanding of many, is that we are unaware of its historical signifiance. Looking deeper into
Supanat Sritapan, 12
LOSING ITS MEANING
EDITORIAL CARTOON BY GABRIELLE MANUIT
the historical context of “one nation under God,” the message of the pledge turns a bit shady. The phrase was added during the Cold War as a response to communism—atheism, in the post-war period, was linked to communism. The Pledge was a stipulation made by American capitalists, a product of the infamous Domino Theory. Upon recitation, its political implications go unnoticed. Those who do take action after reaching their own conclusions of the pledge do face the possibility of punishment, as seen through a select few cases. At a public high school in Maryland, a tenth-grader who chose not to stand during the Pledge was repeatedly harrassed
and intimidated by her teachers and assistant principal. Thankfully, America as a whole is not utilizing the Pledge of Allegiance’s message in a totalitarian manner; students are not required to recite it. However, the allegiance is thought to elicit an emotional response, overshadowing its message of freedom by its mandatory recitation. In the end, it should be the individual’s decision as to whether or not the Pledge is worthy to recite, because it is only a symbol of patriotism, or a “primitive but effective way of communicating ideas” (Jackson, State Board of Education v. Barnette, 1949). Patriotism becomes harmful when it lacks critical thought. Ω
“It’s not really important to say the Pledge of Allegiance. For a while, I thought it meant something, but after repeating it over and over again, it starts to lose its meaning. I don’t think about it too much.”
Nathan Burdick, 10
UNDERSTANDING ITS MEANING
NO 23% Have the courts overreached in driving religion out of public life, as seen in the Pledge of Allegiance?
“There are definitely some who understand its meaning when they are forced to recite it. But when I was in kindergarten, my English was limited, so I didn’t fully understand what I was saying. I still think it’s a good thing to say.”
Renee Hua, 9
SOURCE: CBN NEWS
Redefining what “cheating” means to students Students have contorted their definitions of cheating, and it’s up to them to straighten it out. Michelle Chang Opinion editor In elementary school, whenever we heard the word “cheating,” we all screamed for our lives and clutched our hearts in terror. Now, the majority of people in my honors and International Baccalaureate (IB) classes have committed some form of “cheating”- although in a slightly modified way that gives us just enough leeway to duck behind a shield of gray area and protect us from the nagging voices in our consciences. And somehow, the modified versions just don’t affect us as much as they really should.
Though we view ourselves as experienced students with a thorough understanding of what cheating is, we have also bent the rules to fit nicely with our definition of cheating. The school’s policy reiterates the common understanding that an example of cheating includes the use of “any means of communicating information pertinent to the test during testing.” So, of course, we discuss this pertinent information outside of the testing period. Acting as our guinea pigs, the first group of students to take a test provides those who take the test later in the day with some very friendly hints. Despite its misleading appearance of being only a one-time event, done with little significance,
academic dishonesty translates into our actions in the future. Studies have shown the cheating habits we take into college developed long before we arrive at college - they appear in high school. I’m not saying that cheating in high school will initiate a vicious cycle of immorality and crime, but the implications of such actions must not be taken lightly. As our school policy defines it, cheating is “any dishonest action used to benefit the individual(s) involved.” Regardless of the excuses we use in our attempts to justify our actions, at its core, cheating is still cheating. It’s time that we reevaluate our definitions of cheating and go back to the basics. Ω
have submitted a paper largely obtained from a website
admitted to collaborating inappropriately with others on assignments
HIGH SCHOOL STUDENTS
have not been caught for cheating
of “high-achieving” students admit to cheating
do not believe cheating is wrong SOURCE: USA TODAY
october 2, 2014
TED TALKS Passion is not always something that is clearly defined, but should still be pursued.
Ted Zhu Editor-in-Chief
EDITORIAL CARTOON BY CRYSTAL CHANG
Mock the trial Club tryouts prevent students from exhibiting their variety of strengths and potential to improve. Shahar Syed Staff writer Wa l n u t ’s Mock Trial team was created my sophomore year. I looked at it as a perfect opportunity to learn law and expand my skillset as a public speaker. It was not like most clubs I was in; it had tryouts. I tried out for the attorney role and put forth my greatest effort, sure that I was going to make the team after my stellar performance - I didn’t. I read the list over and over again, but no matter how much I wanted it to, none of the names changed. I cared enough about the team to talk to the captains about it, and they offered me a very minimal position on the team. I took the ball and ran with it. Two years later, I’m the attorney captain for the Mock Trial team, and I love to compare myself to Drake: “Started from the bottom now we here.” Looking back at that original tryout, it’s crazy to think that the future captain of the team didn’t get chosen, simply because tryouts are be a faulty system. When you think of an ideal member of a club, it isn’t natural talent you think of; it’s hard work. The purpose of tryouts is to take
the most ideal members into the club. But tryouts don’t reward the hardest workers; they instead reward those with the most natural talent. A tryout is one exhibition, one shot. It can’t show how much members can or will improve from hard work, but rather where they are starting from. It’s clear that something’s wrong here. Tryouts are supposed to find the ideal members, and the methodology used identifies a group that clubs aren’t actually looking for. Confused? You should be. It doesn’t make sense. An even greater flaw in tryouts is that they go against the purpose of having clubs on campus. High school is a time of discovery, when students should try differenct activities without a set plan - but strong implications accompany a tryout. Not only do students have to invest time in preparing for the tryouts, but they also have an obligation to stay on the team if they do make it. Though clubs are meant to foster in students a desire to learn and experiment, tryouts effectively counter this by dissuading students from joining because students aren’t ready to be forced into full commitment. When put into practice, tryouts just don’t make cut. Ω
percent of students are in a club that required a tryout or test to become a member
percent of students do not think club tryouts are necessary
Tryouts don’t reward the hardest workers; rather, they instead reward those with the most natural talent. A tryout is one exhibition, one shot.”
Meet my friend Kyle. He’s perhaps what you could call a rare species: he wants to become an astronaut someday. I like to think of him as one of Walnut’s resident space enthusiasts - spend just a few minutes with him, and his space loving energy will infect you. From the SpaceX Dragon launch to the ISS crew switching, there isn’t anything about space exploration that Kyle can’t tell you about. He loves space so much that sometimes our friends play “Astronaut training”, where we pose as rogue meteorites, and he the hapless astronaut who must dodge the dangers. I want to tell the story of Kyle because every time after our conversations together, I feel inspired by the passion he has for space. (Not to mention I learn something new every time as well, thank you Kyle.) They also always spark within me some self-questioning and introspection - sometimes more of an uncomfortable self-interrogation - as I struggle to answer: where do my passions lie? And if it’s lying dormant somewhere, how can I unearth and develop it? Or, scarily, what if I don’t have a passion? As it turns out, like most things in life, passion is rather complicated. There are a multitude of differing viewpoints on what
passion is and how we find it. For instance, there seem to be many who are like Kyle, who have a passion, pursue it with vigor, and become successful following the path. Yet there seem to be as many, if not more, people who are looking for their passions, through a variety of ways. A friend told me about the solitary journey of author Elizabeth Gilbert in “Eat, Pray, Love”, a compelling story of one’s search for meaning, and yes, passion in some beautiful and spiritual places around the world. Another path is laid out in Professor Carl Newport’s rather controversial book, “So Good They Can’t Ignore You.” It makes the argument that passion is cultivated by acquiring valuable skills that result in feelings of autonomy, mastery, impact, and connection. Is there one right answer? Perhaps not. Nevertheless, I hope that uncertainty doesn’t stop us from asking the question and looking for what is right, for each of us. For those of you who know where your passion is - please share it with us, because that energy is contagious. For those of us who are still exploring, don’t despair - with Kyle as an example, I’d say the pursuit is worth the effort. Do you have a passion you want to share? I’d love to hear your story at email@example.com.
HOW TO GET YOUR OPINIONS PUBLISHED: #1 BASED ON A SURVEY OF 230 STUDENTS
percent of students hesitate to join clubs that require tryouts
Type a full-length reply to a particular article or situation campus and email it to letter@whshoofprint. com, or draw a sample comic or political cartoon in black ink and turn it in to Ms. Chai in D-1. Include your name, grade, first period class, and phone number. (Anonymous letters will not be published.)
Ω the hoofprint
LEARNING ABOUT LEARNING
is your opinion on Q&A: What the different learning styles?
STUDENT STATISTICS based on 293 student surveys
Compiled by Alison Chang, Anabelle Chang, Emily Chen, Cherie Chu, Elaine Liu
It’s a given that who we become is a product of our mentors and teachers. So it comes as no surprise that the debate concerning teaching styles is a major one. How do we best draw out the potential and production of students? It’s a difficult question, considering that every student is unique in his or her own way and requires different approaches or materials to learn effectively. Over the course of the past few decades, various educational reformers have introduced new methods aimed at ameliorating the “onesize-doesn’t-fit-all” paradox. But to design that ideal classroom requires certain adaptations. Take a look at how Walnut teachers are doing that. Ted Zhu, Editor-in-Chief
12% of students have at least one inverted classroom
“Most people think that technology’s great, but I think that the interaction between the teacher and student (which is how I experienced it) is the most important thing. If that wasn’t important, then we would be teaching every class on video.”
Mike Nelson US History, AP US History
“I think my teaching style can be described as both encouraging and challenging. Students in my class become better problem solvers, innovative thinkers, and adept communicators.”
of students have at least one student-assisted class 11 out of 12 students have at least one class that implements projects
Compiled by Ted Zhu
Traditional classes are direct instruction classes. Among educational reformers, it’s often referred to as the “I-youy’all” method.The teacher lectures on the notes, students do practice problems together based on examples the teachers showed, and homework is based on what you did in class. Students are then tested on what they learned.
Design-based classes such as those in the Academic Design and Regional Occupational Programs put an emphasis on doing hands-on projects to enhance comprehension of concepts. They encourage creativity and problem solving by “experiencing” problems through building three-dimensional models that represent solutions to real-world scenarios.
Anita Chuen Online Manager
Cross-subject classes such as Humanities and those in the Academic Foundations Program incorporate lessons from different subjects into their teaching. This method requires careful planning for proper correlation between subjects. For example, in Humanities, students learn about the history of the Romantic era then read novels with Romantic themes.
Student-assisted learning makes peer-to-peer mediated teaching the essential basis of the classroom. The teacher acts more as a guiding influence than an instructor. As a result, most of the teaching material centers on the experiences of older students. This method is mostly used by special courses which have students who stay for multiple years.
The inverted classroom is an approach that moves the majority of lecturing and learning to an online environment in which students complete such processes at home. Class time is freed up to allow teachers to engage more in discussion to facilitate engagement and give opportunities for teachers to dedicate more time to helping students iron out issues in understanding.
With people becoming more dependent on technology nowadays, we should retain the more traditional method of handwritten notes, right? This may not be the case. We should take advantage of the technology available to us when it comes to taking notes. Typed notes provide more comprehensive notes, so when we look over them to study, there won’t be any information missing from losing the catchup game with the teacher. With more detailed notes, students can understand the material better and quicker because
time is not lost trying to figure out the tiny yet important details or whether you wrote “heat” or “neat”. Although handwritten notes give a sense of freedom on paper, computergenerated notes give that neatness and organization that makes it pleasing to the eyes when studying. Think of all the mistakes you could possibly make while handwriting notes, which would be gone with a press of the ‘delete’ tab. A different freedom exists with typed notes: the freedom to cut, copy, undo and redo. But don’t forget the freedom from hand cramps. So while handwritten notes may provide more originality and a great hand workout, typed notes allow students to take notes with efficiency and neatness. We need to start typing, now.
“ADP is interactive. For example, last year we were talking about dictators and we chose a few people as dictators and they commanded us around. It was interesting because we got to experience some of what the people in the same situation felt all those years ago.”
Kate Borihane Academic Design Program - English
THOUGHTS ON TYPED NOTES
Brian Liu, 9
TEACHING STYLES TRADITIONAL
“[Traditional teaching] depends on the teachers [you] have, because some teachers lecture on for a long time and sometimes they don’t give you enough time to ask questions. So sometimes the homework will be pretty hard for you because you don’t get some parts of the notes.”
70% printed handouts
Typing’s faster. So we should score higher because we have verbatim scripts to study from, right? That may not be the case. A recent study by Princeton University found that those who take notes manually fare better on assessments than their technologically-oriented counterparts. The researchers found that those with computers transcribed lectures, while manual note takers processed lectures and took more streamlined notes, leading to more efficient studying. So what does this mean for us? For one, it means that relieving hand strain comes at a price - it chips away at the focus required to maximize note quality and comprehension in lecturebased classes because the lure
“We really focus on cross-discipline projects that we do that has different themes. Our goal is to be integrated problem solvers. [Students] really grow attached to the teachers, because [we] talk to the students get to know them.”
How students prefer to take notes?
“We have a lot of discussions on very general topics that a lot of people can either agree or disagree upon. I just like how there isn’t just one right answer and it really challenges you to think and because you’re thinking, you can start to question things. It challenged me to think in a way that I’ve never done before.”
Jonathan Wood Academic Foundations World History
Leah Rickard, 11
THOUGHTS ON WRITTEN NOTES Derek Wan Tech Team Leader
CROSS-SUBJECT TEACHING 30% handwritten
With what style do students prefer teachers to teach?
Mohammad Othman, 11
of quick transcribing often trumps the option of summarizing and synthesizing ideas. But maybe there’s also some sentimental quality in traditional notes that digitized note takers miss out on. There’s a sense of rigid formality in word processors that allows only straight rows and correct punctuation. The art of manual note taking, on the other hand, grants boundless freedom. The infinite variety of arrows and boxes and swirls and doodles isn’t something that can be artificially recreated. There’s a smug satisfaction - the one evoked by colorful notes with all their highlights and messy repairs and re-repairs - that refuses to surface on the plain, black and white computer screen. Digitized writing, in other words, is lifeless, devoid of the liveliness on lined paper that stems from the uniqueness of each blemish and subtly crafted letter. We need to start writing right again.
10 out of 12 students have at least one class that incorporates real world scenarios
What is your most preferred learning style?
“It’s effective and it’s nice because the younger members get to look up to those people who do that and maybe one day will want to do that as well. It’s definitely nice since they get to have team bonding.”
“If the students help each other out, it’s friendlier and you get more comfortable when you’re learning with people you know. I prefer this method over teachers just giving out information and expecting you to do [work].”
Reva Collier Color Guard Adviser
Jezebel Cardenas, 12
INVERTED CLASSROOM METHOD “During class, there’s a little less stress because people came already knowing what their questions were, and then they were able to do homework with people in class and get their questions answered immediately.”
“I can pause and fast forward the video [lectures] and take in-depth notes whereas in class, [I] can miss some stuff. There are no boring lectures in class. We get to do some fun stuff in class; we can do anything we want that’ll help towards the AP test.”
Jenny Herzog Algebra 2 Honors, AP Calculus BC
Jason Shi, 10
THE THREE-FOLD PATH
Compiled by Mary Zhang
Modeling follows a precise pattern to establish the lesson concept: It starts by stating the purpose of the task, and then moves on to linking the strategy to real world applications by using analogies and examples. It is important in this modeling process to highlight and prevent errors. The main purpose of the modeling step is to gain a deeper understanding of when to apply the lesson or skill learned. The key in a lesson is the direct explaining of the skill, strategies and task.
Guided learning is the start of the teacher’s eventual release of responsibility of the student’s utilization of the taught material. The student assumes more responsibility with the lessening of support from the teacher. Oftentimes, students form groups to practice and review the concepts, with the teacher occasionally guiding the students. Students work out problems on their own to pinpoint where they are lacking in understanding and the teacher will be available to help.
Independent practice is the process of having the student internalize all concepts modeled and guided in class. The teacher solidifies the students’ understanding of the method by assigning tasks in which the student is not guided by the teacher or fellow peers. The teacher may supervise the student by going over homework in class, but the point is to have the student solve the assigned task by themselves.
Ω the hoofprint
Beautiful boxtrolls, puzzling plot
Dickens meets Brothers Grimm in this quirky, endearing stop-motion. Nikita Patel Scene editor After watching Laika Studio’s “Coraline” and “Paranorman,” I held high expectations for “The Boxtrolls”. And while the film did meet some standards like visual extravaganza, its plot was too disconnected
and spread thin over the innate complexities of characters and underlying messages. “The Boxtrolls,” set in gloomy Victoriana, starts with the Red Hats, evil boxtroll exterminators, chasing the boxtrolls as they take a baby (Isaac Hempstead Wright) to their underground dwelling. Over time, the baby, now named “Eggs,” grows under the affectionate care of the boxtrolls, adopting their crude manners.
Throughout the film, the boxtrolls are persecuted by the Red Hats as the town’s common belief holds that the boxtrolls are evil monsters that eat innocent babies. With these persecutions escalating, Eggs is determined to change that false notion. Despite the heavy reliance on gray tones and a grimy Industrial-era aesthetic, the visuals were childishly charming yet fascinating from the hypnotic motions of characters
THE MAKING OF “THE BOXTROLLS”
to the striking details. The same could be said for the humor, as it wasn’t loud and obnoxious, but instead smart with a childlike sense to it all that had certainly kept me laughing a lot through some scenes. However, the comedy was limited to a few occassions to make room for the emotional scenes that really did pack a punch. Still, I would’ve liked more comedic scenes as the dramatic one s caused the film to stray on
various thematic tangents like identity, greed amd morality. Thus there were characters that served no real purpose to the film itself, other than to add meaningless twists. Aside from the staccato plot and the overuse of messages and characters, I found this film to be quite endearing and fitting for autumn with the fanatastic visuals and witty humor. Ω Continued at whshoofprint.com
PHOTOS COURTESY OF WWW.CARTOONBREW.COM AND WWW.DRAGONFRAME.COM // QUOTES BY WWW.LATINPOST.COM
One artist sculpts a part of dinner for a party scene.
It all started with the book “Here Be Monsters” [by Alan Snow]. It was a process of ruthless economy over the years to whittle down the story that we ended up with. Alan’s book is endlessly inventive with a lot of characters. It was quite a journey to end up with what we had in the film Director Graham Annable
We were continually trying to find the characters’ voices and what they sound like to the nth degree. During that process, we put wish lists for actors and we got copies of their voices from other movies or interviews on YouTube. And then we cut voices together with each other to see if they sound good bouncing off each other. Director Anthony Stacchi A one-man band, a side character, is shown. PHOTOS USED WITH PERMISSION OF AP IMAGES
A VERY MARY CONCERT
A maze within itself
Despite the fast-paced action, “Maze Runner” is confusing.
SICK BEATS, SWOONING VOCALS Vocalist Kelsey Bulkin and musician Sabzi perform at the Made in Heights concert. PHOTO BY MARY ZHANG
Attending my very first concert was not only fun, but also unforgettable. Mary Zhang Editor-in-chief On Sept. 19, I found myself having the time of my life at a Made in Heights concert at the El Rey theater in LA. The music was ethereal, the performance was charmingly candid and the audience was just a jumble of good vibes. So with my experience, here are some tips and tricks to make your first concert one to go down in the books.
N°1 Go with friends. Chances
are, you’ll find yourself dancing. Depending on the song, maybe even singing. But it’ll likely be both. And what feels better than losing yourself in the music with friends that aren’t afraid to look just as, or even more stupid than you do? Sharing my first concert experience with my friends made it so memorable; my excitement through the concert grew as I looked over and saw that they were just as pumped and into the music as I was. Afterwards, the
event still grew in our minds as we all gathered bits and pieces of our own experience to make a memorable, multifaceted night. N°2 That brings me to my next tip. Don’t be afraid to let yourself go. That’s exactly what happened when vocalist Kelsey Bulkin’s infectious energy found its way into the crowd. Before we knew it, my friends and I were bouncing and swaying along shamelessly as Sabzi’s sick beats ebbed and flowed through our ears. Ω Continued at whshoofprint.com
Joshua Shen Sports editor Ready for a movie as exciting as the “Hunger Games”? Well, here it is. “Maze Runner,” with its visuals and fast-paced action, makes a wellrounded novel-turned-movie, despite its complex plot and taxing scenes. It starts with Thomas (Dylan O’Brien) who wakes up, brainwashed and without any memories, in an odd labyrinth, along with a few other boys who have experienced the same manipulation. Now, Thomas must lead this slew of boys - known as The Glade - out of the maze and uncover its mystery. Never having read the book, I was confused by the movie, but it drew me in at each scene and left me wondering: why were they in a maze? The intense visual scenes and suspenseful camera angles also caught my attention but did come across as a bit too “try hard.” For example, lighting issues like dim night scenes
along with super fast camera action made me lost. In addition, “Maze Runner” had a lot of easily predictable jump scares; they were scrambled into every suspenseful scene. The reticent silence, the upbeat tempo background music, and yes, even the loud, random noises are all crammed into this one movie. Still, there were cliffhangers and great acting. The cliffhangers kept me attached to the movie, and, with pragmatic expressions of panic and constant change of prudent emotions, the actors gave a good and realistic sense of their emotions. “Maze Runner” could be confusing to many. However, with its suspenseful scenes and action -packed thrill, it blurs away most of the negatives and brings out the positives. I recommend this movie to all who love action movies and are ready to be enthralled with good acting and intriguing suspense. Ω Continued at whshoofprint.com
october 2, 2014
A refreshing meal
PHOTO BY MICHELLE FENG
Revamped, Lollicup Fresh doesn’t disappoint. Michelle Feng Staff Writer Most of my childhood was spent idly lounging around my neig hb orho o d as I sipped my routine, go-to drink -- a passion fruit slush from Lollicup. This drink was the staple of my youth; it, coupled with Lollicup’s popcorn chicken, was essential in helping me get through my gawky, uncomfortable years of pre-teen adolescence. Due to its nostalgic familiarity, it was heartbreaking to learn that a number of Lollicup branches have closed in recent years. However, the corporate branch has remained.
Innovative and modern, Lollicup Fresh is a reinvention of their previous stores, expanding their menu, size, and goals. According to the manager, Sandy Chung, the workers hope to construct a fun, trendy, and affordable environment for young people to relax and dine in. One of the most notable components of the new store is the integration of fresh and local ingredients. Stumbling across Lollicup Fresh within the lively heart of Rowland Heights, I entered the store, immediately taking note of the difference in mood from their previous location. Instead of the familiar feeling of haste in the old Lollicup, I was pleasantly surprised by the laid-back quality and vibrant, modern decor. There was an abundance of seating in a variety of colorful forms, ranging from a large communal table to plush, basketweaved patio seating outside. As I walked inside, I was greeted by a slew of friendly welcomes and eager service. I decided on a very traditional
meal -- a honey jasmine green milk tea, accompanied by a beef noodle stew. The softness of the noodles went well with the tenderness of the beef, which was given in satisfyingly copious amounts. In addition, the soup was savory and not too hot, perfect when paired with the crisp chill of the night. My tea, unfortunately, was a little too sweet, though the workers were happy to remedy that problem by remaking my drink with less honey. My friend opted for the classic popcorn chicken, which was average and a little underwhelming, as the texture was dry and the chicken itself was chewy rather than crispy. Aside from the dry chicken, my experience at Lollicup Fresh was nonetheless an enjoyable one. Overall, I would definitely recommend trying Lollicup Fresh, especially if you’re a longtime fan of the franchise or if you simply enjoy reasonably priced, yet still delicious Asian cuisine. Ω Continued at whshoofprint.com
compiled by Anita Chuen, Gabrielle Manuit, and Sabrina Wan
Class 302: self-serve boba For a four dollar size small cup at Class 302 in Irvine, customers can pick various drinks and toppings to make their own boba drink. I made a small size cup, with boba, lychee jelly, aloe, Class 302 milk tea and ice. When I tried my drink, the boba was too chewy and stuck to my teeth. However, the milk tea was on point as the milk’s sweetness didn’t overpower the tea. Ω
PHOTO BY MEGAN WU
“Hideout”and dine out
Bageti Sandwiches: French bread
Hideout Cafe offers many unique selections. Megan Wu Staff writer If you look closely off of Nogales Boulevard, you may spot a cluster of stores between T.S. Emporium and Cube Bakery. Eastern Earl Plaza is a quiet, newly-opened center that isn’t easy to find, but there’s a small restaurant called Hideout Café. As soon as its doors open at 4 p.m., customers can experience its hipster vibe and impressive selection of beverages. Hideout Café takes the hipster trend to a new level, incorporating barista specialities, brick wall linings, and old-fashioned factory lights to create an effortlessly comfortable, clean vibe. The café’s decoration created the impression of a vintage urban loft, blending woody, natural colors with 60’s technology, cement floors, and a high ceiling. “Hideout baristas monitor the quality of water at SCAA (Specialty Coffee Association of America)
standards, and always follow a parameter in order to constantly provide outstanding coffee,” its menu read on the same page that listed exotic coffees like Costa Rica Sonora and Brazil Serra do Bone. The baristas certainly knew their art, as I also discovered after ordering one of their coffees. The Ethiopian dripp had an acidic flavor that was balanced with its rich, earthy aroma and was brewed to the perfect medium, leaving a dark but not-too-bitter aftertaste in my mouth. I also ordered pomegranate black tea, a refreshingly tangy and slightly sweet drink with a layer of foam on the the top that accentuated the tea’s slight aromatic bitterness. Hideout Cafe’s non-beverage menu wasn’t big, but the small selection of food was packed with powerful flavors like cheddar tater tots, drunken chicken rice and fried cheesecake. The funnel cake fries were a freshly fried batch made from a spin-off of the traditional county fair funnel cake batter. Sprinkled with powdered sugar and served with sharp
The Bageti Burger had juicy meat that was full of flavor and was complemented with fresh vegetables and the creamy Alfredo sauce in the Bageti Burger gave the sandwich a more memorable taste. If you’re looking for a sandwich that you’ll certainly be talking about later, this is the place for you. Ω
maple syrup, it had a crisp outer layer and a chewy center that melted in my mouth. The red wine beef rice was a thin stew of sweet carrots, tender celery, and juicy beef chunks. Lightly flavored with basil leaves and wine, this vegetable and beef medley was a satisfying dish served with rice and an aromatic butter-and-garlicsauteed spinach. If you’re into barista specialties or vintage-urban style dining, Hideout Cafe is worth visiting. It’s not every day that you’ll come across a place that combines unique food, European-inspired coffees, and Asian-themed teas into one trendy cafe. Ω Continued at whshoofprint.com
TeaLight Boba & Smoothies: kale drinks
From cool sweet treats to hot summer beats, our reviews cater to anyone and everyone at whshoofprint.com
With the hot weather, I decided to visit TeaLight Boba and Smoothies, a snack and juice bar in Rowland Heights. I got a kale smoothie, a popular item on the menu. Initially, the smoothie seemed odd, but after a sip, it was refreshingly cool without the kale’s bitterness It was surprisingly sweet with a tangy pineapple aftertaste. Ω
Ω the hoofprint
14 INVESTIGATIVE REPORTING
TEACHING STYLES Europe
In Finland, children do not start school until they reach age 7 and are not tested academically at all for their first six years of education. All children, regardless of intellectual proficiency, are taught in the same classrooms. However, in an international standardized measurement, Finnish children finished out on the top or very close to the top for science, reading and mathematics.
19 states in the U.S. still allow school staff to punish public school students by hitting them repeatedly instead of just giving them detention (corporal punishment). On average, one child is hit in public school every 30 seconds somewhere in the United States.
86 percent of Chinese students preferred an “organized” learning style, which means they preferred orderly classrooms, a set routine and firm standards of behavior –as opposed to a “flexible” style based on variety and study that feels like play.
In Colombia, active participation is not common. Students are expected to stay quiet and listen politely in class. Students also often memorize or reproduce what has been taught in the classroom, which results in them sometimes misinterpreting the information.
North America: United States
Teaching Hours The school year in the U.S. is between 175 to180 days or between 900 to 1,000 hours of instructional time a year. School years vary.
In South Africa, only 4 in 10 pupils that start school stay in school long enough to complete the exit exam. The pass mark is as low as 30 percent and only 12 percent of students achieve high enough marks to get into state-run universities.
South America: Colombia
Teaching Hours Teachers spend 20-25 hours each week in the classroom. Most classes are early in the morning and late in the evening.
Teaching Hours Each teacher spends only 4 hours a day in the classroom and 2 hours a week toward “professional development.”
Teaching Hours Teaching hours are from 7:30 a.m.-5 p.m. every day. The school year runs from the beginning of September to mid-July.
South Africa Teaching Hours All nine provinces in South Africa have the same school calendar. The school year lasts 201 days.
Schools are geared toward a wide breadth of education, which means that students take a variety of courses. Extracurricular activities are also consiered a major part of learning.
The focus is on lectures and note taking. Information and concepts taught are not open to discussion and Colombian students learn by repetitive memorization.
Teachers in Finland can choose their own teaching methods and materials. They are experts of their own work and they test their own pupils.
Lectures, practice problems and drilling are the main strategies employed. Teachers use exemplary students as examples for the rest of the class.
In the past, students learned through rote memorization. Now, teachers have tailored their class to be more learner-based and learnerpaced.
Type of Discipline
Type of Discipline
Type of Discipline
Type of Discipline
Type of Discipline
Students are called out in front of the class for misbehavior. Each individual teacher decides the appropriate disciplinary action on a case-to-case basis.
Corporal punishment has been banned in South Africa. As a result, teachers are forced to use different methods in order to handle the still prevalent disciplinary problems in South Africa.
Corporal punishment still persists because some educators believe it helps to modify disruptive behavior despite no conclusive evidence that the punishment actually does.
Students with unacceptable behavior are sent to the coordinator who asks students to sign a black book. The coordinator then calls students’ parents or sends them home.
By law, since 1983, educational institutions are phrohibited from carrying out corporal punishmnt. School displinary action is also uncommon.
october 2, 2014
Sources: www.oecd.org, www.schoolterms.co.za, www.oregonstate.edu, www.economist.com, www.education.com, www.centerforpubliceducation.org, www.infoplease.com, www.sc.edu, www.nytimes.com, www.education.purduecal.edu
Teaching Approach Direct Instruction
Also known as the traditional way of teaching, teachers give the lectures and lead demonstrations. The idea is that only the teacher can give students the knowledge to succeed. This teaching style is most common in disruptive classrooms.
Student-Centered A student-oriented teaching style focuses heavily on each particular student. Teachers must spend more time with each individual student, accommodating the lesson plans to fit the studentâ€™s needs. This method is most ideal for a smaller class size.
So how do we optimize the effects of teaching? Itâ€™s an age-old question that teachers, students and education officials alike have been scratching their heads about. Yet, upon further inspection, there is no specific teaching style that can be considered the best. Each class has its own unique styles of learning. Whether the methods include lectures or group discussions, slaps on the wrists or detentions, teaching styles greatly influence how a student learns. Due to cultural, socio-economic and political influences, different classroom structures have emerged around the world. We will compare and contrast these different types of teaching styles that are applied to classrooms found around the world.
Rather than dictating, the teacher acts more as a guide by giving advice. Students are expected to be active in their own learning by asking questions and going to their teacher for assistance in learning and studying.
Average class size globally is 24 students
Teachers spend 19 hours per week teaching
Refers to the infliction of physical pain in order to create an learning experience for the recipient. However, its use is extremely controversial among teachers.
Negative practice is a form of punishment which requires a person to repeat an originally pleasant behavior to the point where it becomes boring and uninteresting.
Horizontal learning, also known as breadth of knowledge, tries to cover as many topics as one possibly can, but only scratches the surface in terms of depth. Horizontal learning is a process in which a person studies almost all of the topic not in a deep manner but in broader view.
10% 20% 30%
SAY AS THEY DO A THING
SAY AS THEY TALK
Involves the taking away or restriction of a privilege. Used mildly, it is known to be a powerful and convenient strategy to change behaviors.
IN THE CLASSROOM, LEARNERS RETAIN WHAT THEY :
SEE AND HEAR
Vertical Learning, also known as depth of knowledge, delves deep into the subject matter and tries to explore every aspect of it. This knowledge is continually added upon in order improve understanding of the subject matter; the eventual goal is to know everything about the subject inside and out.
One of the most common forms of punishment. It is usually used as a corrective statement to convey information regarding an appropriate course of action.
At least half of teachers in most countries spend over 80% of lesson time on instructional time
The focus is on peer interaction. The teacher prepares complex situations or problems that students must resolve individually or as a group, which helps to reinforce the friendships and relationships amongst the students.
50% 70% 90%
1 in 4 teachers in most countries lose at least 30% of lesson time handling classroom disruptions and administrative tasks.
Ω the hoofprint
All choir groups and classes performed together on Sept. 26 and 27 for Cabaret Night.
PHOTOS BY: MEGAN WU, SAJID IQBAL, KENT HSIEH
2 3 5
Senior Darryl De Luna sings “Fun Medley,” which includes “Some Nights” and an acapella version of “Carry On.” “For ‘Carry On,’ I really liked the rhythm and you could hear every part,” De Luna said. “It felt awesome because the group I sang the medley with is more advanced and we actually added vocal percussion. It sounded like every single note, every single sound that came out of our mouths belonged there.”
Junior Jefferson Lung dances to the song “You’re 16.” “Our expressions were really joyful so it made everything upbeat,” Lung said. “It made [the performance] more enjoyable to watch.”
Singing “At Last,” sophomore Mariah Quintero tries to shine a different light onto singing style. “I feel like this one was a more slow ballad song, and it showed people I not only can sing a [pop] tune, but I can also do something classic and old school.”
Freshman Vincent Jodjana performs “I See the Light” with his sister, senior Angie Jodjana. “[My favorite part] is when we got the harmonic part. The second part we get to the chorus, there’s a certain part where I have to sing a different octave than my sister,” Vincent Jodjana said.
Dancing to the beat of “Happy” by Pharrell Williams, junior Ashlee Horton expresses her passion for choir through her performance. “I feel ecstatic; choir has been my favorite activity for years. We’re like a family, and performing with them is probably the highlight of my year so far,” Horton said.
Senior Sabrina Benedicto rises to her solo part in the song “Carry On.” “While singing, I thought of being very powerful and free as a person to be who I want. I wanted to express to the audience how far we’ve come along and what we’re capable of in our performance together and through our individual skills,” Benedicto said.
october 2, 2014
for Fall Show
Drama will be hosting its annual fall show, featuring a murder mystery play called “The Understudy.”
Sophia Ding Staff Writer
PHOTO courtesy of Tony Lau The marching ranks: The woodwind section marches orderly through the cheering crowd at the LA County Fair.
Band performs at fair
Marching Band performed in the Los Angeles County Fair Parade on Friday, Sept. 26. Lisa Shen Tech Team Marching Band participated in the Los Angeles County Fair Parade in Pomona on Friday, Sept. 26. Band’s song choice, “Everything is Coming up Roses,” correlated to the annual Tournament of the Roses Parade, where the winners of the fair’s competition are usually invited to attend. “The performance was cheerful and [it was] meant to bring happiness and joy to the crowd,” flutist sophomore Annika Wang said. “It was purely teamwork, and everyone captured the attention of the crowd. There were other schools competing there. We did not, but our hard work paid off after seeing the crowd’s reaction.” The band performed in honor of Walnut Day, when the fair recognizes certain individuals from Walnut who made a difference.
“There were a lot of people who are videotaping and holding up signs supporting us,” sophomore Bonnie Chang. “We are doing it for fun, and it’s less stressful because no one is going to judge you. There were a lot
It was purely teamwork, and everyone captured the attention of the crowd. Annika Wang, 10
of rookies. I think we did pretty well considering the fact that we only practiced two to three times. Other kids from schools congratulated us for doing well.” This year, Walnut’s time to perform in the County Fair was scheduled during the final stages of the competition. Although the band
The band captains work together to keep the unity of the group and act as leaders to the musicians. Q: What is your role as the drum major? A: I lead the entire band, keep the time of the band, and make sure that we stay together. It’s very stressful, I feel an immense sense of pride.” Wyatt SwiftRamirez 12
Q: What are your goals for the band as an assistant drum major? A: My goal is to let people be able to have a good time in band and be themselves.
Karina Chiu 10
Courtney Takahashi 11
Q: What are the most important qualities a band captain must have? A: [We need] to able to communicate with each other and be able to give suggestions and advice that fit to each person’s unique way of learning.
did not compete as a result of the time constraint, it was in the forefront of the entire parade with its four leading drum majors, juniors Ashley Choi and Courtney Takahashi and seniors Wyatt Swift-Ramirez and Bobby Chen. “I’m proud and really happy about the performance,” Choi said. “We kept the rhythm, and the percussion was the heartbeat of the whole band. Everyone was pumped. I waved to the audience, and they seemed really happy as well. They clapped along with the beat.” After Band’s performance, members were given free time to explore the fair and have fun on their own. “We took the free time for bonding time and it really tightened the strength of teamwork afterward,” Wang said. “We had to work twice as hard for the performance because of the short time, but we worked well together as a team in the end. Ω
Drama will present its Fall Show, “The Understudy,” from Oct. 1-4. The play-within-a-play centralizes around the murder of Dolores, the lead actress. “The show in general is like a murder mystery, [though] you know who the murderer is right in the beginning, but no one else does except for the audience. It’s a different kind of show,” junior Riley Herms said. The unique play style requires the actors to exaggerate their emotions in order to present themselves in their different roles. “When I play the different characters, I try to emphasize different aspects of their personality,” junior Cameron Craig said. “For the character within the actual [show], he may be clumsy, so to differentiate with the play within the show, I make him more careful and even confident. They’re opposites to an extent.” Members of the cast only have six weeks to rehearse. In order to gain extra rehearsal time, auditions for the play were held one week before the start of school.
“We’re working on lighting, props and costumes and trying to put everything together. Everything is coming along pretty well; we’re almost [finished] so that’s getting stressful but I think everything is going smoothly,” senior Gabrielle Duong said. Because of the influx of new members this year, Drama implemented a buddy system, where experienced members pair up with newcomers who have not been in a play before. “If we didn’t have the buddy system, then I feel like the newcomers would be very confused,” Herms said. “It also got the cast closer, so we’re a really close-knit cast even though we’ve only been rehearsing for six weeks. The system really helped us.” Despite the shortage of time, the Drama members overcame their obstacles and were able to work with each other more efficiently for the upcoming show. “We just rehearse and rehearse to get more familiar with our characters. By the end of the [rehearsals], we’re all accidentally calling each other by our stage names,” freshman Heidi Salas said. Ω ADVERTISEMENTS
Ω the hoofprint
18 SPORTS PHOTO BY KENT HSIEH
Varsity football edges Baldwin Park
LISTEN UP: Coach Dave Nunez directs his players during practice.
New water polo coach joins the Mustang Squad With the firing of two coaches in the past year, coach Nunez hopes to lead his newest team to new heights. By Brian Wu and Joshua Shen Sports editors
Down 0-21 in the first half, the Mustangs storm back and win, 35-28.
RUNNING PAST: Senior Andrew Coronado rushes for two crucial touchdowns, helping the Mustangs (2-3) to a comeback victory against the Braves. PHOTO COURTESY OF WALNUTHIGHSCHOOLFOOTBALL.COM
By Brian Wu Sports editor Varsity football scored 35 unanswered points to win its second game of the season against Baldwin Park on Friday Sept. 26. The Braves opened the game with an 85-yard kickoff return touchdown to start 7-0 just 12 seconds into the game. The Braves then took advantage of three consecutive turnovers by the Mustangs, with Baldwin Park quarterback sophomore Antwaun Ayers and wide receiver senior Jayson Miller leading the offensive push to lead 21-0 by the end of the first quarter. “I was disappointed we were losing because we shouldn’t have been losing in the first place. We didn’t really change any of our plays, we just had a change of heart and when our offense started to go off our defense went along with it. After Matt Magallanez ran all the way to the endzone we were hyped and played even harder,” senior halfback Jeffrey Maes said. Both teams came into the second quarter with strong defensive efforts, but quarterback junior Micah Maes connected with wide receiver senior Adam Broad for a 34
yard touchdown reception to shift the momentum to the Mustangs. Two fumbles by the Braves allowed the Mustangs to take over on offense, converting the two turnovers by the Braves into 14 points. The second quarter ended with the score tied 21-21. In the third quarter, Mustangs offense was met with solid defense from Baldwin Park and it struggled to gain yards due to additional penalties. A 27 yard pass completion to wide receiver senior Matt
We knew that we could beat them. We had more spirit than they did and we came in the second quarter playing harder than ever.” Matt Magallanez, 12
Magallanez placed the Mustangs at the 5 yard line with 9:05 left. Then an 8 yard run touchdown run by running back senior Andy
Coronado put the Mustangs up 2821 for Walnut’s first lead of the game. “We knew that we could beat them. We had more spirit than they did and we came in the second quarter playing harder than ever. It was my first time being running back after 3 years on varsity and I have to give it to the lineman that created a hole for me and let me run all the way to the endzone [for touchdowns],” Magallanez said. In the fourth quarter, Coronado burst out for a 50 yard run, which was turned into a 70 yard gain by a defensive penalty, putting Walnut in the red zone. Magallanez scored on a short run to give the Mustangs a two possession lead at 35-21 with 8:36 left in the game. The Braves’ offense only managed to score one more touchdown before the game ended 35-28, and dropped a potential game-tying Hail Mary to give Walnut the victory. “We had a good game plan executed it well because we knew their defense and they didn’t make adjustments and that’s exactly what we wanted. We made some defensive adjustments and offensive adjustments and we controlled the game. We just started to build momentum and we got the W,” coach Mike O’Shields said. Ω
The Nunez Era begins. At the age of eight, Dave Nunez started playing water polo, leading to a coaching career that he never thought he would have. Nunez found his love for coaching when he started as a volunteer at both Paramount and La Habra High School at the age of 18 and has now been coaching for eight years. After applying to Walnut, Whittier, and Charter Oak High School for a head coach position, he chose Walnut and is now the head coach for both girls and boys varsity. “I never thought I would be a coach, but every time I step away or take a break from this game, I have to find a way to watch it. It’s like my home away from home,” Nunez said. Nunez is also involved in
tournaments himself, playing Masters tournaments, a nationally renowned league for competitors aged 20 and up. He is currently ranked silver in the Masters 20 plus division, playing regularly for the International Water Polo Club in which he is also a coach. Nunez’s coaching brings all sorts of new methods. He uses a variety of methods that he tries to adapt to specific players and tailors to areas where the whole team needs improvement, he says. “I don’t really have a specific style of coaching because every athlete is different. There are days where we have fun and there are days where there’s absolutely no screwing around. There are days where we work on technical aspects of the game and there are also days where it’s grueling practice. I cater to every athlete’s strengths and weaknesses, I make changes and I motivate them,” Nunez said. Ω
Q&A Water Polo Splash in with a new coach
“ ESTEBAN MARTINEZ,12
We asked two players what they think about their new coach’s coaching style.
When I first heard about him, I wanted him to be strict. But, he’s actually an easy [going] coach. It’s different because I like being coached harder so we do more things then just doing one drill the whole practice.”
“ KYLE TRIEU, 11
COMPILED BY JOSHUA SHEN PHOTOS BY JEFFREY TRAN & KENT HSEIH
His methods of teaching are beneficial to our team. We work with each other as a whole. Our team now relies on teamwork and helping each other out. He wants us to rely on each other and to just help each other.”
october 2, 2014
ADVICE DI-SPENCER Recently, concussions have tarnished the reputation of a beloved pastime—football. But do these concerns and injuries stem from high school athletics? Spencer Wu E d i t o r- i n Chief
PHOTOS BY KENT HSIEH
Every year, a new crop of talented freshman athletes surpass expectations to make varsity teams. Meet this year’s group of freshman athletes on varsity tennis.
5’3 3 YEARS EXP.
5’5 6 YEARS EXP.
5’4 8 YEARS EXP.
5’4 7 YEARS EXP.
I started playing tennis because my brother and family played. They really supported me and wanted me to play. When it was tryouts day I was pretty nervous because I’m a freshman and I didn’t know if I would make the varsity team. When I heard out that I did, I was really surprised because I heard it’s impossible for freshmen to make the team. This year I just hope to improve my backhands and to just have fun and practice hard everyday.”
I just started to like playing tennis when I was eight years old. I got better and better and when tryouts came I wasn’t nervous. I was really excited and more excited when my friends also made the team with me. Overall, I was just really excited for the season and to just play with my friends. My goal really is to just get better and better. I hope that I can get us to CIF this year and to just wins games and not lose games. I’m just glad I made it as a freshman.”
My mom made me play a lot of different sports as a kid. I took lessons in tennis and I eventually started playing competitively in 8th grade. When tryouts started I wasn’t too nervous, but definitely wasn’t confident with my game. I knew I wasn’t last in tryouts and knew that I might have a chance to make varsity. When I found out that I did, I was super excited, but when I told my mom she started jumping because she was so happy for me.”
I started playing because my mom forced me to play tennis. When I was ten years old I started to enjoy playing it a lot since I had friends to play with. I was really happy since I didn’t really expect to make varsity especially because this is the first time I’ve played any real tournaments. I didn’t play that well during tryouts for the first few matches because I was nervous and I didn’t know what to expect, but I started to win my matches after a few.”
COMPILED BY JOSHUA SHEN AND BRIAN WU
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Most people are familiar with the bright flood lights, the loud blaring from the band and the indistinct cheering from the student section. However, all of these festivities give the casual fan a misconception of what football really is-- an intense game that delivers hard-hitting, potentially life-threatening action on the field. Statistics show that 14% of retired NFL players will develop Alzheimer’s sometime in their lives and another 14% will develop moderate dementia in their postplaying days. The NFL also estimates that nearly a third of former players “will develop dementia or other debilitating neurological disorders like Parkinson’s [or] ALS.” At the high school level, the prospect of getting a concussion is much lower, given the difference in speed and power between professional and amateur players. Even with the disparity, it is hard to escape the reality of the sport, as each down holds the potential for concussion and other headrelated injuries. Granted, there are new rules and safer tackling techniques to prevent them, but
it is difficult to enforce these strategies when the intensity and physicality of the sport has escalated in the past thirty years. The National Football League issues penalties for “unnecessary roughness” and “unsportsmanlike conduct” to protect the safety of players. However, these rules distort the idea of protection by giving off the impression that the League is taking extensive action to prevent concussions. In reality, the severity and frequency of injuries remains the same; its just that players are now getting flagged 15 yards for it. To limit the frequency of amateur football injuries, a new law, AB 2127, will be in effect beginning Jan. 1, 2015. This prohibits teams at the high school and middle school level from holding more than two full contact practices per week. These practices cannot be over nienty minutes long either. As an extra precaution, many schools across the nation are already implementing this new rule in their schools. Ever since the ‘80s, the sport has evolved from a festive pastime to hard-hitting, smash mouth football. The only way we could limit the harmful effects of concussions and related head injuries is to entirely change the culture and identity of football. Only then would we be headed toward a safer future. Ω
立 the hoofprint
Photos In Review
COMPILED BY JOSHUA SHEN AND ALISON CHANG
1 ACROSS THE COUNTRY: Junior Julian Serrano pushes through to place first for Walnut at the Top Speed Classic. "I did excellent because I finished first. I told myself to just keep going faster and the faster I go the better I place. [Daniel Dobson] motivated me to keep going."
PHOTO BY KENT HSIEH 2
4 REACHING OUT: Senior Allison Peng extends to hit the ball during a 16-2 victory against Diamond Ranch. "My partner and I won both of our games. We were partners last year, so our compatibility helped us throughout the match, so we weren't nervous, but confident going into the game." ADVERTISEMENT
8/29 @ Don Lugo 14-41 L 9/05 @ Diamond Bar 7-44 L 9/12 vs. La Puente 31-24 W 9/19 vs. Northview 6-35 L 9/26 @ Baldwin Park 35-28
9/06 @ St. Paul 0-2 L 9/09 vs. Bishop Amat 1-3 L 9/17 vs. Bonita 0-3 L 9/23 vs. Nogales 3-0 W
Boys' Water Polo
PHOTO COURTESY OF ANAHI BETART 3
9/05 vs. La Habra 12-3 W, vs. Glendora 12-15 W 9/06 vs. Redlands 8-18 L, vs. Redlands E. Valley 10-9 W 9/16 @ Temple City 8-18 L
2 AIM AND PASS: Senior Arjun Singh tries to look and find an open teammate during water polo practice. "When passing, it's really important to have trust in your teammate to catch the ball. I feel really assured in the pool because it is great feeling to know that the guy next to you has your back." 3 PRACTICE PUTT: Senior Serena Hou concentrates on putting the ball into the hole against Rowland on Sept. 23. "Since we've been undefeated so far this season, [this game] is another win, another victory. It's a sign that the way we are practicing and managing is working out for us right now."
FALL SPORTS SCOREBOARD
9/12 vs. South Hills 8-10 L 9/19 @ Sunny Hills 10-8 W 9/23 vs. West Covina 14-4 W 9/25 vs. Diamond Ranch 16-2 W
2 PHOTO BY KENT HSIEH
Cross Country 9/27 Top Speed Classic Julian Serrano, 11 16:54 Daniel Dobson, 11 16:59 Osamah Hassan, 11 17:21
PHOTO BY KYLE LOC
Karina Galvin, 10 20:29 Vivian Yen, 12 21:03 Erika Lopez,10 22:29
9/19 vs. La Quinta 228-201 W 9/23 vs. Rowland 236-206 W 9/24 vs. Troy 254-224 W 9/25 vs. Arcadia 212-199 W