Tangled communicationTeachers should work to stop student fear of consequences

OPINION Page 12

Special Report Page 25

elESTOQUEMonta Vista High School Issue VI Volume XLII elestoque.org March 12, 2012

Alumnus battles cancerAs the community searches for a marrow match, Jack Chin fi ghts on

NEWS Page 5

Smackdown successAfter dramatic changes, the wrestling team triumphs

SPORTS Page 38

13 Check-outlegalityChecking out for 18-year-olds is a right, not a privilege

elESTOQUE

CenterSophomore Kelly Yen strives for perfection in her dancing

stage 17

A look at highlights from this month in sports

38 Sports flash

12Silenced studentsTeachers should make more of an effort to change student fear

25Statusat stakeStudents’ fear of confronting problems for fear of risking their reputations

35Bearingthe weightSenior Nathan Schadle debates whether to pursue his passion for Olympic weightlifting

15Students should more openly consider military as an option post-high school

Military afterhigh school

SPEC

IAL

NEW

S

5Community response to class of 2007 alumnus Jack Chin’s battle with leukemia

You don’tknow Jack 28 Is anyone

listening?How administration responds to students willing to complain

OPINION

A&E

18A look back into MVHS’ history from the smoking section to the football pride

Before ourgeneration

SPORTS

Testing the

The ethics-grades balance: neither black nor white

4 boundaries

A broken8Severe physical discipline’s irreparable damage on families

childhood

2 EL ESTOQUE

2225

30 Cyber

Why online reputations differ for our generation

reputationRamenComparing the bay area’s most acclaimed ramen houses

22

5 17

40WrestlingRevolutionWrestling team transformed for the better by recent changes

35

battle

12

We couldn’t possibly jeopardize our reputation with a teacher — the adult that holds power over our grades, our letters of recommendation,

our futures. But when we go home, we sit our butts down and complain with our friends about every teacher we despise, turning our social networking highways into private diaries.

A month ago, when reporter senior Aafreen Mahmood and I wrote an article about a substitute teacher who was charging students for editing papers, the experience was very different than any other reporting experience I had come across.

El Estoque has written articles on underage drinking, suicide, marijuana usage and fake ID cards. We did not have any trouble getting students to anonymously tell us their stories. On the other hand, while writing this story, Mahmood and I searched left and right to find anonymous sources who would tell us the entire story and let us print their words, even though people were conversing about the situation all throughout Facebook and Tumblr.

We heard the words “off the record” and “don’t quote me on that” more than anything else.

Students were willing to talk about their illegal weekend escapades, but when a grade was at stake, all hell froze over.

Editor-in-Chief: Karishma MehrotraManaging Editors: Christophe Haubursin, Yaamini Venkataraman, Ashley Wu, Sara YangCopy Editors: Karen Feng, Nona Penner, Lisa ZhangWebmaster: Akshay AgrawalPhoto Editors: Kevin Tsukii, Elvin WongNews Editors: Akshay Agrawal, Aafreen Mahmood, Anushka PatilSports Editors: Dickson Tsai, Patrick XieEntertainment Editors: Yimeng Han, Pooja RavikiranOpinion Editors: Smitha Gundavajhala, Kiranmayi Methuku, Laura YangSpecial Report Editors: Cynthia Mao, Daniel Tan, Amelia YangBusiness Editors: Rachel Lu, Albert QiuPublic Relations Editor: Emma Courtright, Angela WangCommunity Editor:Emily VuStaff Writers: Rachel Beyda, Nellie Brosnan, Carissa Chan, Simran Devidasani, Amrutha Dorai, Kevin Guo, Gisella Joma, Megan Jones, Danielle Kay, Soumya Kurnool, Howard Lee, Forest Liao, Margaret Lin, Angela Liu, Jacob Lui, Alexandria Poh, Morahd ShawkiAdviser: Michelle Balmeo, Jay Shelton

CreditsSome images in this publication were taken from the stock photography website sxc.hu.

Mission StatementEl Estoque is an open forum created for and by students of Monta Vista High School. Opinions expressed in this publication are those of the journalism staff and not of Monta Vista High School or the Fremont Union High School District. The staff seeks to recognize individuals, events, and ideas and bring news to the MVHS community in a manner that is professional, unbiased, and thorough in order to effectively serve our readers. We strive to report accurately, and we will correct any signifi cant error. If you believe such an error has been made, please contact us. Letters of any length should be submitted via email or mail. They may be edited for length or accuracy. Letters cannot be returned and will be published at El Estoque’s discretion. We also reserve the right to reject advertising due to space limitations or decision of the Editorial Board that content of the advertisement confl icts with the mission of the publication.

21840 McClellan RoadCupertino, CA 95014mv.el.estoque@gmail.com

k.mehrotra@elestoque.org

It made me wonder: how far are we, as students, willing to risk our reputation to speak about something that matters? What does a teacher have to do for us to give up our hidden identities and step into Principal April Scott’s office and say something? Does anything outweigh the risk of a lowered grade?

With those questions, the El Estoque staff explored this conversation. Ironically enough, our

reporters ran into road block after road block trying to find students willing to speak out. Senior Ashley Wu and junior Amelia Yang present the importance of a student’s academic reputation and its effect on student fear as junior Cynthia Mao and

junior Alexandria Poh explore the way reputation can change for seniors, ready to leave this school. Senior Jacob Lui and junior Kevin Guo uncovered the administrative perspective to the discussion while senior Daniel Tan and junior Elvin Wong showcase the irony of our Internet commentary with our silenced classroom mouths.

At the end of the day, it is understandable that students sometimes keep a hushed mouth in order to slip on through. That’s what most attracted us to this topic — our silenced voices in a classroom desk compared with our overtly honest cyber lives, and the struggle to write about student voice because students are afraid to speak out.

That’s the irony we wanted to explore.

elESTOQUE

3MARCH 12, 2012

Corrections from Feb.1 issue: on page 4 - senior Megan Perry’s mother moved to Bolivia a few months after she was born; page 12 - data was found from a study by sociologist Thomas Epsenshade’s Princeton.

on the

Reputation

e couldn’t possibly jeopardize our reputation with a

It made me wonder: how far are we, as students, willing to risk our reputation to speak about something that matters? What does a teacher

on the

Reputation

KarishmaMEHROTRA

Testing the boundaries

Like alcohol and drugs at other schools, the ethics-grades balance at MVHS is taboo: something that everyone knows about but no one speaks of. The recent American Literature Honors incident — in

which a substitute teacher began charging students for editing their essays — sparked comments from readers, some disapproving of the actions, others justifying them. One anonymous comment read, “I think it is pretty apparent that [the substitute] does not have the correct mindset. His goal is not to help the Lit Honors students succeed, but to gain some sort of profit. By seeing how he tries to defend his words of the ‘undisputed A,’ it is clear that he is trying to justify his wrong actions.”

Another commenter wrote, “What’s the problem with this? Obvious favoritism exists in every single classroom at our school. Some teachers take bribes in the form of kindness, others in gifts, and [the substitute] in money.”

And underneath the widely debated situation, a larger question remained, one brought up by the discussions: Do students at MVHS value grades over ethics?

The majority of surveyed students — 326 out of the 393, or 83 percent — said yes.

Teachers take on the issuesAt the end of every school year, students

enrolled in Pamela Chow and Renee Fallon’s AP Biology classes sign an agreement stating that they will not allow others to use their work. According to Chow, some students enrolled in the class use previous students’ or older siblings’ work as resources, and problems arise when students begin to copy these works. In order to maintain the integrity of their classes, some teachers choose to steer clear from anything that could be considered ethically questionable. To avoid such situations, math teacher Scott DeRuiter has employed a “no gift” policy since the 2009-2010 school year.

“I have received large gifts in previous years, and at times it made me uncomfortable,” DeRuiter said.

DeRuiter understands that most of the gifts he received were well-intentioned; according to FUHSD policies, receiving gifts is not a violation of any rules as long as they do not “appear to influence professional decisions or action.” But DeRuiter decided to implement the policy to draw a clear and definite line as to what students can and cannot do.

A complex problemThough they may not have directly violated

the written rules in the academic code of conduct, numerous students admitted to hiring tutors with access to test materials from past years, saying that because they are not actively and personally “using or providing unauthorized materials during an exam/test/quiz,” as stated in FUHSD’s Academic Honesty Policy, the action cannot be considered a violation of the academic code. But according to Jeffrey Yang, the manager of ThinkTank Learning Center in Cupertino, the role of the tutor is not to promote such methods.

“A tutor is really just to help you facilitate your learning,” Yang said. “[Tutoring] is not doing homework for you or writing an essay for you. It’s more of a guidance.”

Opinions differ on the feasibility of receiving an A in any MVHS class. However, both Jiang and junior Barak Gila believe that this does not mean students should automatically resort to questionable means.

“There’s always a gray area … if you don’t have some kind of limit, if you can’t look at yourself and say ‘I’m an ethical person,’ [the grade] loses all meaning,” Gila said. “If you

don’t even deserve it, then what was even accomplished?”

The ethics-grades balance: neither black nor whiteby Carissa Chan and Margaret Lin

situation, a larger question remained, one brought up by the discussions: Do students at MVHS value grades over ethics?

The majority of surveyed students — 326 out of the 393, or 83 percent — said yes.

to what students can and cannot do.

A complex problemThough they may not have directly violated

the written rules in the academic code of conduct, numerous students admitted to hiring tutors with access to test materials from past years, saying that because they are not actively and personally “using or providing unauthorized materials during an exam/test/quiz,” as stated in FUHSD’s Academic Honesty Policy, the action cannot be considered a violation of the academic code. But according to Jeffrey Yang, the manager of ThinkTank Learning Center in Cupertino, the role of the tutor is not to promote such methods.

“A tutor is really just to help you facilitate your learning,” Yang said. “[Tutoring] is not doing homework for you or writing an essay for you. It’s more of a guidance.”

Opinions differ on the feasibility of receiving an A in any MVHS class. However, both Jiang and junior Barak Gila believe that this does not mean students should automatically resort to questionable means.

“There’s always a gray area … if you don’t have some kind of limit, if you can’t look at yourself and say ‘I’m an ethical person,’ [the grade] loses all meaning,” Gila said. “If you

don’t even deserve it, then what was even accomplished?”

Opinionated but apprehensiveThough the American Literature Honors

incident brought up varying opinions among students, parents and teachers alike, over 30 MVHS students and staff members declined to comment on the balance of ethics and grades at this school, reflecting the sensitivity felt when the topic is brought up.

In the American Literature Honors situation, neither the substitute nor the teacher of the class was in direct violation of any FUHSD policies. While the policy does state that “the educator: Shall not accept any gratuity, gift, or favor that might impair or appear to influence professional decisions or action,” the rules also say that “all violations of this article committed in the course of the execution of the contract ... shall [be] report[ed] …” This means that the policy no longer applies after the end of “the contract,” or the workday — which, for teachers, ends at 3 p.m.

Students speak upSenior Michelle Jiang believes that

academic stress, whether from parents or others, is a major factor

in students prioritizing grades over ethics. According to Jiang,

students often feel pressured to test academic limits

because of the grading system. She believes that

the classes concentrate on tests and end

results rather than the learning experience.

“Classes focus on who can get

the highest A, and it’s a drive

for students to try to cut

cor ner s ,” J i a n g

said.

NEWS

*393 students responded to the

online survey

Margaret Lin and Lisa Zhang | El Estoque Photo Illustration

c.chan@elestoque.org | m.lin@elestoque.org

NEWS Jack Chin physical discipline//academic ethics //

JACK.

YOU

KNOWDON’T

Used with permission of Brian Chow

His body curled up into a ball, lying on a hospital bed after several surgeries and chemotherapy treatments: he was motionless — except for a single finger brushing the back of his mother’s hand.

“He couldn’t speak, but he was just trying to thank [his] mom and give her the message,” Chinese teacher I-Chu Chang said, translating his mother’s memory written on a Chinese flyer. “He’s that kind of boy.”

Class of 2007 alumnus Jack Chin was diagnosed with Acute Lymphoblastic Leukemia in summer 2011, and has since had to embrace the unwelcoming hospital atmosphere for chemotherapy.

“In high school, you don’t really think about these things. You realize in college, though, that you grow up fast and this will happen to someone,” Chin said. “To me, it happened. To the guy who never thought it would.”

A different kind of student Three times a week, during his senior year, Chin would head

up to the football field and run, trying to build the athlete’s body that had always eluded him. Ever since the third grade, Chin had resolved to apply to Westpoint, the United States Military Academy.

“I wanted to be the guy who took the road less traveled, who wasn’t ready for an ordinary, normal life after graduating college,” Chin said. “There’s so much out there, you know. I would be doing something that none of my family, none of my peers ever did before. It’s part of the adventure, not knowing.”

After an initial rejection following his senior year, Chin reapplied to Westpoint during his freshman year at UC Los Angeles and received admission for the summer of 2009. Though he accomplished his childhood dream, his time at Westpoint was not quite what he expected. He never had an athlete’s body — just a small frame, which made it hard for him walk for miles.

After painstaking physical challenges, nausea on hiking trips and failed gymnastics classes, Chin decided returning to UCLA was the best option for him.

“[At Westpoint] sometimes I got my ass kicked, sometimes it was just pure awesome,” Chin said. “You take all of that and look back and say, ‘Wow, it was a very personally rewarding experience.’”

Chin, according to class of 2007 alumna Steffi Lau, always laughs off his setbacks.

5

by Aafreen Mahmood

EL ESTOQUE6

A post on his Twitter reads: “Radiation feels super weird. I hope it turns me into The Hulk.” Even in our conversation, amidst the coughs and wheezes and slurred words, he still managed to laugh.

The first symptoms and diagnosisIn June 2011, Chin began to feel severe

pain in his thigh that spread below his kneecaps, before flaring up again in his other leg.

“It kept getting worse. My mom thought I had bad posture,” Chin laughed. “Literally, we didn’t have a better reason.”

Finally, after six weeks of pain, minimal sleep and many Tylenol pills, he couldn’t stand it anymore.

On July 27, 2011, after several blood tests and MRI scans at Good Samaritan Hospital, Chin was diagnosed with Acute Lymphoblastic Leukemia, shocking his friends and family members — except for his grandmother in Taiwan, from whom Jack hid his condition by not disclosing his Chinese name to the World Journal.

For patients with ALL, their fast-growing lymphocytes, white blood cells normally used to fight infections, fail to function. These abnormal lymphocytes began to crowd out his red and white blood cells, as well as the platelets in his joints.

“When the doctor said, ‘Oh, your bone pain will be gone in three days after the first dose of chemotherapy,’ I was like, ‘All right, let’s do this!’” Chin said. “After that, I was like, ‘Holy shit, wait, he just told me I have cancer! Oh my God!’”

A summer internship at Visa his final year at UCLA, a Hong Kong study-abroad trip culminating in his major in economics, a full-time job interview, and tickets to the video game convention Blizzcon — he had to drop them all.

“Everything that I had worked so hard for just got magically taken away,” Chin said.

Furthermore, though Chin learned that chemotherapy might reduce the pain, there was still a chance the cancer would return.

“Each progressive piece of news and realization makes you even more depressed,” Chin said. “Not everything hits you at once.”

ChemotherapyChin had no choice but to get over his fear

of needles. The intrathecal chemotherapy entailed a number of needles and catheters being inserted into his veins — in addition to radiation therapy to his brain, spinal punctures between his vertebrae to insert medication and surgeries from the resulting complications of the treatment.

“You can either go in and be brave or you can go in kicking and screaming but they’re

going to stick that needle in your spine anyways. Just do it; you’re gonna stab me? You’re gonna stab me.”

The worst news came to Chin after several months of chemotherapy. On Jan. 13, he learned that his treatment was not moving towards remission and he needed to find a bone marrow match. In order to prevent future relapses from occurring, Chin needed to replace his abnormal cells with healthy ones from a compatible donor.

However, the bone marrow of his own fraternal twin brother, Class of 2006 alumnus Jim Chin, did not match his and the likelihood of Jack finding a match is 1 in 20,000. Without a match, he will not survive.

Taking actionJack was lying in the backseat of the

car on his way home from Good Samaritan Hospital. His head was down; he was crying while trying to control his voice when speaking to his parents. He knew his chances of survival were, according to him, “severely in the gray area.”

“Now I’m going to have to beg for my life to get people to donate. It’s sad,” Jack said. “It wasn’t quite a death sentence, but ... I honestly felt like it was pretty close for me.”

Jim, on the other hand, jumped in action to find a match for his brother.

“It was kind of surreal, and I’m pretty sure I hadn’t really processed it fully. I was trying to be as professionally focused as

possible,” Jim said. “I tried to focus on the things we needed to do as a family to help Jack out.”

The Chin family remains hopeful despite Jack’s low chances and has since been spreading the word about his need for a bone marrow match through the San Jose Mercury News, Cupertino Patch, KTSF television channel and Chinese newspapers such as The World Journal.

According to the Be the Match program, a national marrow donor program for which the Asian American Donor Program provides registered donors, marrow transplants can only occur through closely matching Human Leukocyte Antigens. HLAs are genetically inherited white blood cell markers. Hence, the likelihood of finding a matching donor is higher amongst members of the same ethnicity as the patient, which in Jack’s case is Chinese.

Potential donors’ cheek cells are tested for six HLA markers to determine whether the marrow transplant will be successful. According to the AADP, which holds donor registries to find marrow matches, about 70 percent of patients with immune system diseases such as leukemia are unable to find a bone marrow match within the family.

Jim has been coordinating donor registries around the Bay Area, specifically in Cupertino due to the large Asian population. According to Be the Match, seven percent of registered donors nationwide are Asian.

TAKING A BREAK Jack Chin’s biggest fears in life were: coming back home after college, bal dness and needles — all of which he experienced in the last nine months. During the breaks between his chemotherapy courses, Jack spends his time at home playing World of Warcraft, watching television and playing computer games.

MARCH 12, 2012 7

The community’s responseJack’s story spread throughout Facebook

and Twitter to alumni, students and staff. After attending the donor registry held at the Cupertino Library for Jack on Feb. 4, art teacher Brian Chow and science teacher Pamela Chow, who both taught Jim, were anxious to spread the word to the MVHS community.

Brian Chow recently launched a public relations campaign for Jack, as he believes it will not only generate more support for him, but for others in need of bone marrow matches as well.

“It’s basically all hands on deck,” Brian Chow said. “It’s not just ‘Let’s just have a nice drive and maybe we’ll get something out of it.’ It’s like, ‘No, let’s keep pushing more’ because there’s always going to be people that need this. We’re not just pushing the ball, we’re making it run on its own.”

Part of Brian Chow’s campaign involves posting portraits of students and alumni across campus buildings in the hopes that conversations will spread regarding Jack’s search for a matching donor. So far, Chow has taken over 30 pictures of seniors, alumni and local community members. Once the

pictures generate enough curiosity among the student body, he intends to post pictures of alumni in local areas, off campus.

Jim has planned donor registries for Jack on March 10 at the Sunset Library in San Francisco and on March 25 at the Cupertino Library. Octagon’s March 24 Cure Cancer Cafe will also have a booth with information on Jack and how to help. Lau has been

circulating a press kit to publicize Jack’s story and created Facebook and Twitter pages. California State Senator Leland Yee tweeted about Jack’s search for a

match on Feb. 9 and Facebook’s “Like of the Day” was dedicated him on Feb. 11 as well. Many others have retweeted Operation Save Jack’s campaign slogan, “Think cancer will win? #youdontknowjack” to promote the marrow drives and his search.

Chow has also got in touch with actor Michael Paul Chan with plans to make a PSA announcement for Jack. Additionally, Chang created a Chinese flyer about Jack’s story and his need for a matching donor to distribute throughout the community — particularly in busy areas such as the Asian shopping center Cupertino Village.

Complications The efforts of alumni, Brian Chow,

Chang and other staff members are driven toward not just finding Jack a match, but also persuading more Asians to join the marrow donor registry. Though many of Jack and Jim‘s friends have shown their support by hosting drives and registering to donate, they all agree that myths surrounding the donation of marrow renders it difficult to convince those not acquainted with Jack to register too.

“I think that a lot of people don’t know that all it takes is a cheek swab. I’ve gotten flat out ‘No’s,‘ which I was pretty surprised about because you could do something so easily, in just five minutes, to save someone’s life,” Lau said.

If a donor’s bone marrow does match that of the recipient, he or she must first pass a physical test, and be above age 18 but below 61, in order for a healthy transplant to occur. According to Law, approximately 25 percent of all transplants are done through the marrow procedure, in which a needle is inserted into the back of the pelvic bone to retrieve liquid marrow. This process is conducted while the donor is under anesthesia. The other 75 percent of the time, Peripheral Blood Stem Cell donation is carried out, in which patients receive a medication which causes them to produce more blood stem cells, subsequently released by the bone marrow into the blood. These stem cells are retrieved through a regular blood draw. After donating, many are able to return to work within one to seven days, according to Be the Match, and are completely recovered in about three weeks.

“There are a lot of myths,” Jack said. “Some say, ‘Oh, they’re going to drill into my bones.’ No — that’s what they do to me.”

A gray, but optimistic future If Jack Chin succeeds in finding a

matching donor, he plans to “bounce right back and hustle” to reclaim his internship, job and — of course — his Blizzcon tickets.

“I learned a long time ago, at Westpoint, no matter how bad things get, it’s all in the past. I remember one time waking up in the morning to go on a long hike for miles and miles and carrying huge stuff, I literally was going to throw up all the way there. I realized that eventually you make it in the end and you find yourself in the hall with everyone eating lunch. You look back and say, ‘Huh, the morning is over. That part is over,’” Jack said. “Tomorrow’s a new day. In the morning you were suffering, and now you’re okay.”

a.mahmood@elestoque.org

You can either go in and be brave or you can go in kicking and screaming but they’re going to stick that needle in your spine anyways. Just do it; you’re gonna stab me? You’re gonna stab me.

Class of 2007 alumnus Jack Chin

TAKING A BREAK Jack Chin’s biggest fears in life were: coming back home after college, bal dness and needles — all of which he experienced in the last nine months. During the breaks between his chemotherapy courses, Jack spends his time at home playing World of Warcraft, watching television and playing computer games.

Christophe Haubursin | El Estoque

8 EL ESTOQUE

Before they stopped going on family vacations together, before they stopped eating dinner together, before they

stopped singing songs at church together, she thought they were a “picture-perfect family.”

The problems started when she, the youngest of three girls, was in fifth grade. Two of her grandparents passed away, financial troubles struck the family, her father started drinking heavily. And late at night, while she was sleeping, she began to hear the screaming.

The yelling and crying and slapping — the sounds of her father and eldest sister fighting — seemed surreal as she listened from her bed. The next day, the family would continue their lives without mentioning the incident. But each time it happened, the bitterness mounted, and the trust faltered.

For this female senior, who spoke to El

Estoque on the condition of anonymity, her particular circumstances began to pull her family apart. An online El Estoque survey of the MVHS student body indicates that 53 percent of 393 respondents have been subject to physical discipline or abuse by a parent.

From discipline to abuseParents in the state of California can legally

physically discipline their children; however, California Penal Code section 273d classifies “cruel or inhuman corporal punishment” or discipline that inflicts “injury resulting in a traumatic condition” as a felony.

A female freshman, who spoke to El Estoque on the condition of anonymity, did at times believe that her father’s corporal punishment, coupled with his alcoholism, and her mother’s prolonged absences from

NEWS

the house constituted abuse. She describes a typical beating as five minutes of caning upon the legs — which has left visible scars — or slapping. Although, in her mind, abuse is defined as “beatings with bad intentions.”

“As long as I have that mindset that they’re doing it because they love me, it’s a lot more easier to bear,” the female freshman said. “I don’t think it ever hurts more than what it feels like inside.”

A male senior, who spoke to El Estoque on the condition of anonymity, accepts the practice as a fairly inevitable product of his parents’ cultural values and the nature of their upbringing. After sharing stories with peers, he realized that many Asian first-generation students could relate to his situation. He now views it as normal, given his inherited culture. For him, it’s no longer abuse.

ACHILDHOODHidden toll of severe physical discipline on individual and family

by Akshay Agrawal and Sara Yang

Aafreen Mahmood, Christophe Haubursin, Ashley Wu | El Estoque Photo Illustration

9MARCH 12, 2012

Jack Chin physical discipline//academic ethics //

A generational cycleThe female freshman stated that physical

discipline would occur if either she or her siblings failed to meet her father’s expectations. Though she does not know much about her father’s background, she believes that he, the youngest of 10 siblings, may have been physically disciplined as a child. The female senior and male senior also mentioned their fathers were subject to physical discipline.

Student advocate Richard Prinz stated that the practice may be perpetuated by generational influences; according to the male senior, in Korean culture, it is acceptable for both teachers and parents to physically discipline children.

“It would just be the typical hitting, I mean usually with some kind of long object, whether it be a yardstick … or like a branch from outside,” the male senior, a first-generation immigrant, said. “But that wasn’t even that bad.”

Prinz added that conflict often arises from disparities in the belief systems of the involved parties. In the cases of the three anonymous sources, the sources felt as if their parents were pushing them on academic or achievement-oriented tracks that clashed with their own belief systems.

“I think, especially like a lot of Asian parents, they design who they want you to be. I mean, they love you, but … they choose who you’re going to be,” the female freshman said. “The type of person they want me to be is like, smart, Harvard doctor, rich, married to a rich [and] smart guy, no pets, two children and a nice tree.”

The male senior remembers feeling envious and resentful when he was younger, whenever his mother compared his achievements with other children’s.

“I kind of felt like a doll, you know, where you show it off to your friends when you’re a little kid … and when your friends are not around you leave it on, you know, on top of your closet to collect dust,” the male senior said.

He came to better understand his parents’ perspective with guidance from his elder sister, whom he describes as more level-headed and in touch with the Korean culture. He feels that she accelerated his understanding by explaining the context of his parents’ upbringing and reasons for their parenting style.

All three anonymous sources are opposed to physical discipline and would not practice it if they were to have children.

“My parents are lovely people, I know they are, my mom is extremely lovely, and smart,

and my dad is really sweet ... but I never want to hurt my kids,” the female freshman said.

The female senior says that her upbringing, while difficult to bear at times, instructed her familial plans. She will provide her future family with that which she did not experience with her own. She will be sure to make spending time with her family, above all, her number one priority.

Fragmented familiesFor the male senior, the fights happen at

night. On three occasions, immediately after an argument with his mother, he simply left the house for the night.

After his most recent such argument, he plucked his reading book out of his backpack and walked out the front door. That night in fall 2011, he camped out near the dumpsters at Target, using the light of a street lamp to study for his English test the next day. He stayed out for approximately three days.

His habit of leaving the house began around middle school, whenever the yelling and hitting became unbearable.

“I was just like, you know what? I don’t want to deal with this anymore. I just want to go outside and cool my head for a few minutes. And then it turned into, you know, 10 minutes to 30 minutes to an hour,” the male senior said. “It was more like, ‘Okay, I just need to get out of this house and like sleep somewhere else for a full day and just give them a traumatic

shock for a full day and if I come back, maybe it’ll get better.’ It’s a really really bad way and I’m not proud of it.”

In an online El Estoque survey of the MVHS student body, 76 percent of 393 respondents indicated that they had either left home or been kicked out by a parent, due to parental conflict.

“Usually a small argument rips off old scabs and you start talking about previous arguments that you thought you

settled but really didn’t … when you’re in that state of frustration, you let out all the stops and it’s just full war zone,” the male senior said. “I guess my solution is, because hey, it’s their house — retreat. Because it’s war — what are you supposed to do?”

The female freshman, fearing the consequences, became very selective about the battles she chose to fight, such as the conflict

over her decision to continue attending church. She says that she is rarely able to fight back without being slapped or temporarily kicked out of the house; the latter first occurred when she was six years old.

“If I don’t ever fight back then … I’m never going to ever have a chance to fight back in the rest of my life,” the female freshman said. “I told them like, “Okay, well if you won’t let me go [to church] then I have really nothing to hold on to because this family’s broken and I can’t hold on to it and I don’t want to hold on to anything else.”

The male senior, however, consciously chose to remove himself from his parents.

“When there are clashes in values and opinions, it’s almost like when you click on a news report. And you watch them and you hear what they’re saying and you understand and you nod but you don’t argue back to the TV, because they can’t hear you,” the male senior said.

“It’s just illogical to argue back.”Some consciously mask their emotions, as

the female senior once did. And, although the female senior was not beaten — her father only struck her eldest sister, in what the female senior likened to a parental experiment, and her mother — the introduction of physical violence still affected her. She feared the magnitude to which a fight might escalate — especially when it involved her father. As a younger child, she was never sure if he might turn and slap her next.

“I never spoke much, I never spoke my mind to him,” the female senior said. “Someone told me, ‘Just nod and listen.’”

Though she sometimes felt a sense of hopelessness, she refrained from telling anyone about her circumstances until middle school. By fifth grade, two distinct identities had begun to surface.

“I felt like I had to put a front on … at school because everyone used to always tell me, ‘You’re always the laughing girl, you’re always the smiling girl.’ So when I was at school, I would do that,” the female senior said. “I wouldn’t be … all that happy at home … That’s how I dealt with it, I think. But it was hard. I didn’t like it.”

Confiding in third partiesThe female freshman explained that she

concealed the details about her own family life from others because she felt embarrassed and feared that no one would care about her situation, though she eventually realized that

RUNNING AWAY

To learn more about PARENTAL CONFLICT visit elestoque.org.

As long as I have that mindset that they’re doing it because they love me, it’s a lot more easier to bear. I don’t think it ever hurts more than what it feels like inside.

anonymous female freshman

RUNNING AWAY

NEWS

10 EL ESTOQUE

mandatory parenting or anger management classes for the offending party.

Since approaching others may be difficult for victims, the male senior urges others to take an active interest in friends whom they suspect may suffer from abuse.

“You should be the one initiating the question, even if you think it’s nosy, because you might actually be helping the person, or even saving that person’s life,” the male senior said. “They’re never going to be okay, even if they say they’re okay.

The path to reconciliationPrinz acknowledges that it can be extremely

difficult to reconcile a relationship with a history of hitting and hurtful words. Yet he believes there is a way out.

“A lot of times, I see the relationship become very cold, and there’s not communication at all, there’s not much warmth in the family,” Prinz said. “So it is harder to mend … someone has to be willing to say, ‘Okay, this isn’t good,’ and really have the patience and the perseverance to say, ‘This isn’t good.’”

Still, the female freshman finds it difficult at times to even find a reason to make amends.

“I know it sounds bad but sometimes I just want to get away from this family. Sometimes, I don’t want to love them, I don’t want to be with them. The only person that I really want to hold on to is my brother because he’s still young and I love him with all my heart,” the female freshman said. “I feel like, why give an effort if that effort’s not going to go anywhere anyway?”

If she were to attempt to reconcile their relationship, the female freshman believes that the process would begin with a truthful discussion and an exchange of apologies

there were people who loved her and would willingly converse with her on the subject. She believes others may choose not to share their situation because they fear that their parents might find out, entailing shame for the family.

People may also refrain from openly acknowledging their experiences with physical discipline, according to the female senior, due to a fear that others will view them as inferior.

“It’s so taboo, it’s looked so down upon,” the female senior said. “Stuff like abuse and drinking and drugs, those things are always understated … We never want to think that that actually occurs in our community now, but it does. But people will never know. I feel like that should be changed before it’s too late, and no one talks about anything.”

And yet, the emotional implications of remaining reserved are taxing, according to both the female senior and freshman. The female senior did not confide in others until her father had already ceased delivering corporal punishment to her sister. She wishes, though, that she had done so earlier — refraining from seeking the confidence of others was burdensome, and an after-the-fact disclosure did not provide emotional release.

The female freshman further emphasized the negative effects that remaining withdrawn may have on the victim’s psyche — she says that doing so has caused some of her friends to become depressed. She herself suffers from depression and anxiety.

“There’s a point where … you just hit an edge, and you’re just like, ‘Ugh, I need to tell someone,’” the female freshman said. “If you tell someone, just someone, tell a squirrel just tell something, then it doesn’t feel so lonely.”

Professional resources and seeking helpIf any teachers or classified public school

employees become aware of an incident of child abuse, they are legally obligated by the state of California to immediately report the case to Child Protective Services and file a written report within 36 hours. Prinz estimates that he sends approximately six cases of abuse to the CPS each school year, although he recognizes not all incidents are reported.

Resources like hotlines and the Bill Wilson Center, which provides services for youth and families such as counseling and shelter, do exist. Yet Prinz noted that some children may fear that, if they approach a professional resource, CPS may forcibly remove their parents from the household. He states, though, that a more probable scenario would involve

— according to her, she has not yet had the “heart” to do so.

A parent of an MVHS alumnus and author of “Strained Relations: Help for Struggling Parents of Troubled Teens”, Marcia Stein also stresses the importance of conversation.

“I think that if kids can know that most of the time, the parent really loves you and really wants the best thing for you,” Stein said. “So if you can be brave and either talk to your parents, or if you’re worried about that talk with a counselor … talk to anybody that you can talk with and if that person doesn’t really hear what you’re saying, find somebody else.”

Like the female freshman, the male senior does not particularly desire to actively attempt to improve his relationship with his parents, although he remains open to the possibility that their family dynamic may better itself with the time and distance attending college

would afford him. As for the

female senior, her father recognized that corporal punishment was not effective for him when her eldest sibling repeatedly left the house during high school. Yet her

father’s old habits have resurfaced at times, evoking memories from fifth grade. Some two years ago, it happened again. But unlike fifth grade, this time, she spoke up.

The next day, she found an apology from her father scrawled on a Post-it: “I’m sorry for yesterday.”

She crumpled it up. Granted, things have gotten better since her

sister graduated; the physical confrontations have become less frequent and her father has overcome his alcoholism. But according to her, the bitterness remains.

a.agrawal@elestoque.org s.yang@elestoque.org

Jack Chin physical discipline//academic ethics //

It’s so taboo, it’s looked so down upon ... We never want to think that it actually occurs in our community now, but it does.

anonymous female senior

(408) 299-2071(888) 247-7717(800) 621-4000(800) 843-5200(408) 243-0222

Child Protective Services: Teen Help Line: National Runaway Switchboard: Youth Crisis Line: Bill Wilson Center, Santa Clara:

RESOURCES

*Resources list courtesy of FUHSD student advocates

ADVERTISEMENT

12 EL ESTOQUE

OPINIONstaff editorial // ////devil’s advocate bottom line commentary letter to the editor

Reputation anxiety keeps students from communicating freely with teachers

Building a better

CONVERSATION

STAFFEDITORIAL

OPINION OF THE EL ESTOQUE EDITORIAL BOARD

No matter what you may have heard, your teachers are not your friends. Sure, you give them Christmas gifts and sometimes even ask them about their plans for the break, but make no mistake — there is a rather clear and distinct line between teacher and friend. And in

light of recent events, this has proven to be a serious issue.Students constantly worry about their reputation with their

teachers. More than 50% are unwilling to confront a teacher about a problem in the classroom. Some believe that a bad impression can significantly lower your grade in a class, or at least keep your grade at the lower end of the borderline. More apparently, a bad reputation with a teacher leaves you without a letter of recommendation when college application season comes around.

There are times, however, when pressing matters arise that teachers must be made aware of. Perhaps their lectures are unclear or maybe they never quite answer your questions completely. Or maybe their constant teasing is more hurtful to you than they realize. In any case, more often than not, students refrain from declaring it. And without a doubt, this inhibition is detrimental to both parties.

The best of teachers have an easy solution to this problem — anonymous class and teacher evaluations. An honest (and for the student’s sake, anonymous) critique can work wonders for the way a class runs. The teacher will be made aware of his or her shortcomings as well as the what they are doing right. Students will more likely feel at ease and learn with the improvements made by the teacher, all the while without fear of negative consequences

on their reputations.However, it might surprise many students that the majority of

teachers are constantly looking to improve — and student feedback is the most straightforward form of criticism. As long as students approach teachers with maturity and respect, most teachers will be more than happy to consider different opinions. Despite this reality, students would rather avoid this situation all together than attempt to communicate with teachers.

A suggestion box is just the first step in mending this situation. There is a serious lack of confidence among students to speak honestly with adults at school. When asked the question “Do you find any of your teachers intimidating,” more than 70% of students replied ‘yes.’ How can a class function at its best with such a blatant lack of communication? Teachers, and classes, can only get better with honest critical feedback.

For all of us, it’s a start.

Margaret Lin | El Estoque

13MARCH 12, 2012

//comic beliefstaff editorial // //devil’s advocate bottom line //commentary letter to the editor//

by Soumya Kurnool

Eighteen is the age of majority, associated with newfound freedoms and rights, such as the right to vote and to get a license. But more importantly, the right to legal responsibility for oneself.

Yet the fundamental definition of majority is being called into question with an FUHSD policy that allows parents to continue to hold responsibility over legal adults when it comes to attendance.

The “Adult Status” request policy the FUHSD school board has put into action requires students to fill out the “18 Year Old Responsibility Form” and return it to attendance technician Calvin Wong with a parent signature. If parents do not approve, the application cannot go through to the next step, which is the student’s assistant principal. He either approves or denies the application after consulting with the student’s attendance record, his or her behavior record, and whether or not the parents are on board with the idea of a self-clearing student.

“We would rather err on the side of safety,” Assistant Principal Brad Metheany said, “than on the side of ‘Why would you ever allow him to check himself out?’... My number one charge is still that students are safe and

everyone knows what’s going on.”However, the misguided mindset that the FUHSD policy harbors is

that students would misuse the right if not kept in check by parents. The district fears that self-declared adults who actually lack maturity will exploit the right, hence the word of the parents is honored in discussions about the privilege.

“Being 18 is not like a blanket,” Metheany said. “You get to vote, but you don’t get to go to the front of the line, or to vote the next day. You need to follow the procedures in place.”

However, the procedures themselves should be brought into question. The “18 Year Old Responsibility Form” states that “I understand that in choosing to attend Monta Vista High School, I agree to abide by the same rules and regulations of attendance behavior and academic pursuit as apply to all students, regardless age.”

Herein lies the main problem. Not only does the policy clash against the California State Education Code Section 46012, but it challenges the definition of majority, a federally accepted status. What gives a random school in Cupertino, CA the authority to use “safety” as an excuse to take away a right that can be upheld in court?

“The students don’t let me down,” Metheany admitted. “They don’t let themselves down. And what’s important, they stay safe.”

This is the truth of the matter; students don’t tend to misuse the privilege. They are mature, legal adults. Yet it also begs a fundamental question. If MVHS students tend to be so trustworthy, then what is the

problem with sitting down to have a face to face on the matter with them, rather than with parents? If the students don’t engage in unsafe practices, what do the parents who do not legally even have custody rights over their 18 year old child have to do with anything?

Metheany characterizes the sentiment exactly. “Trust must go both ways,” he said.And if it doesn’t? Then we have a flawed system, one where

fundamental rights are ignored, where paranoia is rampant, and where no sense of moral responsibility is instilled in students. This is precisely what is wrong with the system in place at MVHS, and trust must go both ways to remedy the problem. Mommy and Daddy are not going to be around in college to change

diapers or check attendance, and if students are being babied up until the last day of their senior year, then we have a serious problem when MVHS seniors become college freshmen.

s.kurnool@elestoque.org

DEVI L S examining the nuances of controversial current eventsADVOCATE

Legally adult students should not need parents to oversee attendance

A TEST OF TRUST The FUHSD policy mandating parent approval before 18 year olds can acheive “Adult Status” questions the integrity of seniors who have reached the age of majority. For an effective system that ensures safety and the students’ rights, trust in the students is essential.

Margaret Lin | El Estoque Photo Illustration

For purposes of any procedure for verification of absences from school, a student 18 years of age or over, with respect to his/her own absences from school,shall have all of the responsibilities and powers which, in the case of a minor, would be charged to the parents, guardian, or other person having charge or control of the minor.

California Education Code Section 46012

A right and not a privilege

Lincredible!Lin-Lin Situation!Jeremy Win!

Shut. The. Lin. Up.In case you’ve been Lin-ing under a rock

lately, Jeremy Lin is the starting point guard for the New York Knicks and rose to fame after Baron Davis, the previous Knicks starting point guard, was injured. From there, he became “amasian” in the NBA world and he would bring the Knicks on an approximately month-long winning streak, gaining himself the nickname Linsanity before losing 85-89 against the New Orleans Hornets.

Frankly, I have never given a Lin about the National Basketball Association. I vaguely remember something about the NBA being

locked out of something (I think it was an ice cream shop?) and I know that they play basketball in the NBA. But that’s pretty much the extent of my knowledge.

Due to my clearly comprehensive knowledge of everything going on in the

OPINION

14

Students should back former MVHS teacher’s run for a seat on the Senate

We may be small, but Cupertino has its fair share of home-grown superstars. We’ve got Jobs,

Wozniak, even got Aaron Eckhart, the Two-Face of the last Batman movie.

But as soon as election season starts up this year, we’ll have a hometown hero of a whole different kind — and with a California Senate campaign well underway, former social sciences teacher Christopher Chiang will be

looking to us first for support.And the best part: California education is

the primary focus of his platform.There’s no doubting the excitement we all

feel the first time we hear the news — but after the years that Chiang spent at MVHS, after the effort he’s put into changing local education by getting kids involved, just giving the campaign a positive nod isn’t enough. Chiang is in a tough race — there’s no doubt

about that. It’s a run for office anchored by an issue that defines our community. If we don’t stand behind something that will bring change to what influences us the most, what will stand behind? It’s only natural that we should make an effort to support him in his endeavor, if not for his sake, for that of educational institutions across the state. For us all.

c.haubursin@elestoque.org

EL ESTOQUE

by Christophe Haubursin

BOTTOM LINEthe

Linsane or insane: Trend torture

m.lin@elestoque.org

Adventurous columnist explores new ways to bring the Lin puns to new levels

MargaretLIN

NBA, I of course learned about this Linsanity business from my mom, of all people. It was actually kind of shocking, traumatizing even, considering the fact that her knowledge of pop culture is at the same level as my knowledge of the NBA.

Mom: Have you heard of Jeremy Lin?Me: No...is he some famous doctor or

scientist or something?Mom: No...

Me: Okay then he HAS to be an engineer.Mom: No! He’s a basketball player and he’s

Taiwanese-American. NOT from China okay? Taiwan and China are two different countries and they always will be. Got it?

Me: …Okay. Um, yeah. Sure. After that conversation, I didn’t think too

much about it again, since I receive the Taiwan vs. China talk on a regular basis. But then more people started talking about it and his whole winning streak was a blur for me before it finally ended on Feb. 19. An ESPN.com writer got fired for headlining the loss to the New Orleans Hornets as “A Chink in the Armor” and another ESPNews anchor who said the same thing got suspended for a month, since it was deemed as a “racist pun.”

Racist stereotypes will always be prevalent. That’s why there’s confusion over China and Taiwan. It’s also why I get annoyed at people when they ask if we’re related (not everyone with the last name of Lin is related...geezus). It’s also a huge part of how Jeremy Lin rose to fame. If he was not the first American born Asian in the NBA, would I ever have developed some inkling of an interest in basketball? Would this column have been written?

While the world may never be able to answer these questions, at least I know that I won’t have to see any more annoying Lin puns for a while unless he does something amazing (or should I say amasian) again.

Because if I do, I swear to god, I will go freaking Linsane.

STOP THE LINSANITY A great basketball player Jeremy Lin may be, but the puns on his name are ridiculous and aggravating.

Kevin Tsukii & Margaret Lin | El Estoque Photo Illustration

staff editorial // //devil’s advocate bottom line //commentary letter to the editor//

Combination of carpool lanes with High Occupancy Toll lanes will benefi t all

The fact of the matter is that carpool lanes have failed. In the past 30 years, the number of carpoolers has dropped,

leaving single-occupant drivers stuck in traffic.This is just one of the reasons why the Bay

Area’s development of High Occupancy Toll lanes on all freeways and highways (including I-280 and CA-85) is so appealing. HOT lane drivers would pay a small fee to use the carpool lane, utilizing the underused carpool

lanes to expand mobility, reduce congestion and provide a source of revenue for the state.

Despite these benefits, HOT lanes have been called “Lexus lanes,” criticized of being an unfair benefit for the wealthy. Yet national surveys have shown just the opposite: the majority of HOT lane users are members of the middle and low-income brackets. Time is money and toll rates are generally cheap: for example, San Diego’s highways’ HOT lanes’

toll rates vary between $1 and $2.50 during peak periods, although the final prices would vary based on area.

The HOT system will benefit not only students but also parents and teachers as they commute. And the program’s plan to remove the gaps in carpool lanes between highways will benefit even non-toll payers.

k.feng@elestoque.orgMARCH 12, 2012 15

by Karen Feng

Adventurous columnist explores new ways to bring the Lin puns to new levels

Making the most of the militaryWe should consider the military as an alternative to fi nancing college tuition

by Laura Yang

Between filing tax returns, submitting College Board Financial Aid profiles, and applying for Free Application for Federal

Student Aid, talks of the costs of college have filled many seniors’ conversations. As acceptances start rolling in, the word “tuition” becomes less of an abstract and more of a real concern. Between a two-year community college or not going to college at all, there does not seem to be many options for those who cannot afford the price of a college education.

Though military recruiters frequently set up booths in the Rally Court and the Marines often hold pull-up strength contests in the rally court, few make the connection between uniforms and college grants. It is precisely this connection that may hold the key to many students’ financial dilemmas.

According to College Board, nationally the average annual cost of attending a private college is $28,500 while the cost of public institutions comes out to be $8,244. But those numbers hover near the bottom of the range that most MVHS students pay. At a high school where more students head off to the pricey University of Southern California than any other private college, it is difficult to imagine that a $28,500 tuition exists at all.

Even if a student manages to pay his way through college with the help of student loans, there is the issue of debt to consider. As a nation, students are borrowing more than double what their predecessors did 10 years ago, and, for the first time ever, debt from

student loans will hit $1 trillion.With mounting concern regarding the

college finance problem, MVHS has done a remarkable job of keeping its placid veneer intact. There is little room in its academic culture for the reality of choosing a lower-rank college offering financial aid over a higher-ranked college with a pricey tag. While there are exceptions and subtle variations to the stereotype, the sad reality is that students who

go to nameless private colleges are sometimes looked down upon by those going to Ivy Leagues, those who go to public universities are looked down upon by private school students, and those who attend community colleges are looked down period. The military doesn’t seem to figure into the equation, but it may be time, even for this by-in-large affluent community, to acknowledge that there are options for quality education that do not break the bank.

Consider military aid as an option. At the most basic level, the Montgomery GI Bill and the Post 9/11 GI Bill have set aside federal funds for educational benefits. Beyond that each branch of the military (Army, Navy and Air Force) will help pay back student loans through an unique Student Loan Repayment Program. For example, programs funded by the Naval Reserve Officers Training Corps offer full scholarships and stipends while allowing recipients to receive degrees from the college of their choosing. Students are able to obtain virtually any degree. Post ROTC graduates can go on active duty or serve part-time in the army reserve while maintaining a civilian job.

While military aid may not be the solution for every senior’s financial problems, it is worth considering. If MVHS can only do away the stigma surrounding the military, it just may discover a viable alternative to paying for college.

l.yang@elestoque.org

Angela Liu & Morahd Shawki | El Estoque Photo Illustration

PROFESSOR SAM Prospective college students should view ROTC programs as viable choices.

Letters of any length should emailed to mv.el.estoque@gmail.com, mailed, or dropped off in Room A111. They become the sole property of El Estoque and can be edited for length, clarity and factual accuracy. Letters cannot be returned and will be published at El Estoque’s discretion.

Letter to the Editor

Dear Editor: Your Staff Editorial in the February 1 print issue (page 12) bears

the provocative large-type lead, “If you are a white applicant, you are three times as likely to get into an elite college than an Asian person is.” If true, that’s a shocking indictment of racial discrimination. But your opinion piece doesn’t state the underlying facts or assumptions, nor does it provide any indication of how you arrived at that bare, yet very disturbing, statistic.

Here’s one possible way you could have looked at admission numbers. One could say it’s harder for members of a group to get admitted if the racial balance at the college doesn’t match the general population, and if that balance is way out of line with the rest of the country, there could be a three-to-one disadvantage. The graph that accompanies your editorial (no source specified) shows 62.3% Caucasian and 6.5% Asian “quotas” at elite colleges. But the 2010 Census data for the whole United States suggests that the white (non-Hispanic) population is about 63.7% while the Asian/Pacific Islander population is only 5%. If representation in the general population is the guidepost, then the census data suggest that whites are slightly under-represented and Asians are slightly over-represented, not disadvantaged, at elite colleges, and definitely not burdened by a three to one bias.

Or perhaps you’re suggesting that elite colleges are using some sort of overt discrimination, favoring ethnic and racial majority students

over qualified minorities by three to one. Every elite college in the U.S. receives some sort of Federal funding, and is consequently subject to all the civil rights legislation, equal opportunity, and affirmative action requirements imposed since the 1960s, making such discrimination plainly illegal. There are watchdog groups that sue over such things, and such a disparity would not go unnoticed or unchallenged in court.

Did you mean perhaps that for Monta Vista students in particular, white kids get into elite colleges at three times the rate of Asian kids? Some data to support that would be interesting. Did you mean that if X% of qualified Asian applicants are admitted, then 3X% of qualified Caucasians get in? Numbers there would be enlightening, too, especially with respect to the racial composition of the applicant pool (not just the admitted students). Did you mean that Asians in general are three times more likely to be qualified than white students, but are not admitted at that rate? One wonders how that would be measured.

Perhaps there is yet another basis that I haven’t considered that makes your statement absolutely true and which would advance insightful discussion on the topic. But your lead offers only a potentially inflammatory claim on a very, very touchy subject. If you’re going to drop a bombshell like that on your readers, I think you owe it to them to explain and justify your assertions with some back-up information, to prevent misinterpretation and unintended racial offensiveness.

Sincerely,Jon Stark

Color coded

17MARCH 12, 2012

The music plays as the Marquesas practice, dance shoes scuffing and sliding over the floor, dancers panting, and the

occasional sniffle from sophomore Kelly Yen. Yen dances in sickness and in health, in good times and and in bad. She sets herself apart in her attention to detail in her movement and technique. She draws what she learns from her dancing and applies it to everything else she does.

“It teaches you so much about life; you have to be responsible for your teammates, you need to know what you’re doing, and all those things you can apply to life,” Yen said.

It is always interesting to see the difference between a dancer on the stage and in person. Yen is the epitome of a sweet girl; smiling, gentile, personable and easy to speak to, but when she dances, she can be anyone and do anything. It’s a release. It’s something to do when every other option is unappealing.

“I view it as something for when I’m not

really happy and I don’t know what to do, I can go and dance,” Yen said.

Despite lacking the stereotypical long, skinny dancer’s body, Yen overcame her concerns about her self-proclaimed muscular body to persevere through classes since kindergarten, competitions since fifth grade, and finally as the only sophomore captain on the Marquesas.

“[Being built with more muscle] is just something I’ve had to live and work with,” Yen said.

As a captain, she was granted the privilege of competing a lyrical routine in the solo division of the regional competition at Homestead High School in the last weekend of March. Despite it being her first time in front of an audience, Yen placed first, an impressive feat for a sophomore.

“I was thinking that this was something I had to do eventually. I mean, if you get a solo, you have to compete it and I tried to think about it like all my teammates were performing with me, even though they’re sitting in the stands cheering you on,” Yen said.

The Marquesa’s coach, Hilary Maxwell, credits Yen’s success to dedication and hard work. She praises Yen’s determination and admires her for her impeccable technique and

attention to detail. “The routine [that she

performed at Homestead] was really well crafted for her and really fit her well,” Maxwell said. “Overall, she’s grown in confidence with her dancing and with her interaction with the

group. She’s really stepped up and showed that she can do it.”

Marquesa captain sophomore Kelly Yen’s technique, determination contributes to success

by Danielle Kay

d.kay@elestoque.org

Kevin Tsukii | El Estoque

PHOTO GALLERYTo view more photos of Kelly Yen dancing in competition, visit elestoque.org.

stagecenter

A&E

ARTS & ENTERTAINMENT

18 EL ESTOQUE

Before our generationIn the spirit of recent campus upgrades, a look back at the campus’ evolutionby Yimeng Han and Pooja Ravikiran

{ When it comes to school renovation, it’s been a busy year. Two bathrooms were renovated and the football field construction was finally approved, temporarily turning the campus backyard into a desolate landfill. Yet

these changes are trivial compared to the transformations that the school has undergone since its creation. For instance, did you know that there was a student-run radio station where the main office now stands? Or that students were once allowed to pick their own teachers? With the knowledge of a few older teachers and alumni, we have put together a map of how things have changed as time passed, technology advanced and values shifted.

}

18

Culture

A strict teacher dress code existed during the 1980s: men had to wear a shirt and tie; women could not wear

pants, although pantsuits were allowed. Yet student dress codes — no revealing tops or short shorts — have not changed much.

The courtyards remain a place for students to hang out, although the campus climate has grown increasingly stressful over the years, according to class of 1978 alumna Gail Nordby. In her time, students organized themselves into cliques: the Mormons, the football players, etc.

She also noticed a smaller Asian population. “I was on El Estoque, and we did a feature article about one of the few Asians at MVHS who had just moved from Korea,” Nordby said.

Hotspots

Ethel Kopal, who was once an MVHS teacher and assistant principal, noted that students smoked cigarettes

heavily on campus. The administration’s solution was designating an area near the library for students to smoke, out of sight from main streets.

School dances were also very different, Nordby noted. Sadies was an opportunity for students to dress up in outrageous costumes, and though her Senior All Night Party was in a drab bowling alley, senior prom was held at the luxurious Fairmont Hotel in San Francisco. Overall, the school offered such a positive experience that Nordby moved back to Cupertino to send her kids here, and Kopal continues to work as a substitute.

Architecture

Band teacher John Galli, who has taught at MVHS since 1972, believes that one of the biggest campus

changes was a paint job that colored the buildings creamy beige, a contrast to their previous reddish-brown appearance.

Class of 1978 alumna and current choir teacher Shari D’Epiro recalled that many larger classrooms and lecture halls were broken down into smaller rooms due to classroom overcrowding. When the portables were introduced in the late 1990s, they drew the ire of the faculty because they ruined the school’s Spanish architecture theme. Even earlier additions were the field house and Black Box Theater, as well as the D building, which was once basketball courts.

with additional reporting from Nellie Brosnan

art theater// ////////// food music movies profile technologyculture// ////// gaming booksfashion

19MARCH 12, 2012

Before our generation

y.han@elestoque.org | p.ravikiran@elestoque.org

THE WAY IT WAS BEFORE From left to right: students lounging in the rally court in 1976; the old library before it was rebuilt in 1975; the audito-rium under construction in 1972; football players running through a banner in 1977; aerial photo of the campus taken in 1979.

Time

Students had it easy back in the day — school started at 8:10 AM, and two lunchtimes were offered. A zero period, which began an hour earlier than usual, was available to students who wanted to take more courses before it was cut due to budget issues.

Outside of school, Kopal recounts, students attended football games on Friday nights to socialize. “It didn’t matter if you didn’t like [sports], we were all out there, cheering the team on, as a family,” she said of the events, which were once popular enough to fill the bleachers. “You looked forward to [the football games] ... The pride in the school was tremendous. I mean, it still is, but we were more of a family.”

Galli agrees that students and staff are no longer as close as they once where, but he still loves MVHS unconditionally. “I just wish that every student in the world had a school to go to like this,” he said. “You don’t realize how blessed we are. There’s just so much support from administration, we still have a little bit of money left.”

n.brosnan@elestoque.org |

Used with permission of El Valedor

I’ve always been a total grandma when it comes to dancing — I do not condone even the thought of such public self-humiliation.

So it is perfectly reasonable that I would hope to never attend a high school dance in my life.

But then I defied common sense yet again and went to the Sadie Hawkins dance to write this column. Without a date, of course.

Mentally scarred for lifeSadie’s made any conceptualization of a

dance I’d had before look like a peewee league. After receiving a patdown (Did they

honestly think that I, of all people, would bring drugs in there? Whoever heard of grandmas doing drugs?) and wasting $10 of my parents’

hard earned money, I decided to walk a lap around the gym lobby and gym. It was the first of about 30 that I made in that hour.

I’m freaking frustratedGoing on another of my rounds, I saw for

the first time a couple freaking to the extreme. A girl wearing smaller than fun-sized shorts (Ew!) was sweeping the floor with her arms like a broom and a guy was... erm ... Let’s just say he was very much into what he was doing. I guess if anything, I learned a three valuable lessons from the passionate duo:

(1) Freaking couples look freaking stupid.(2) Freaking must hurt girls’ backs.(3) The floor was slightly cleaner where

couple had been freaking.I looked around, and I saw the whole gym

moving in an eerie rhythm. Right, left, right, left. Forward, forward, forward. It was almost as if I was the only normal person keeping my body at a 180 degree angle.

I decided to save myself and get out of there before someone would ask me to freak. But before I could get to the door, another friend came up to me, fresh from a round of “upright” freaking, with a nose dotted with sweat.

“How do you like the dance?” she asked, her face beaming for some perverted reason.

“It’s horrible.” I grimaced. “Just horrible.”

s.kurnool@elestoque.org

Freaking not only traumatized me, but it provided me with essential life lessons

watching you

Let me start this off by saying that I am probably one of the few nerds in the world who don’t like Star Wars. Don’t

get me wrong though — I can appreciate how revolutionary the original trilogy was when it came out — but to me they always seemed like dull cowboy movies that just happened to be in space. I know they are good, but they are just are not for me.

The prequel trilogy, however, is not good for anybody.

It’s widely acknowledged that the prequels are a disgrace to the original saga. It almost seems like George Lucas secretly hated his

fans and just wanted to crush their childhoods. Needless to say, he succeeded as the prequels were filled with emotionless acting, over-indulgent action, and story lines that fell apart

once examined with any amount of thought. Visually they looked like a bunch of CGI artists projectile vomited onto a film reel. And then... did something else gross with them — you can use your imagination.

I also think that 3D is one of the worst things that has ever happened to cinema. All

it does is make the screen dimmer and give you a headache-inducing experience, all while wearing dorky glasses that will undoubtedly get smeared in some way. To add insult to injury,

it also costs an arm, a leg and your dignity to attend. Only a handful of movies have ever benefited from 3D filming or conversion and half of them are those weird IMAX nature documentaries. It’s a waste of resources and effort that could instead go towards making the film itself better.

So you could imagine my reaction when it was announced that all six Star Wars movies were to be converted to 3D and re-released. Let’s just say it involved tears, bloody knuckles and two terrified cats. George Lucas converting the prequels to 3D is like a dentist wondering “How can I make root canals suck more?” Also, he ran out of anesthetic.

m.shawki@elestoque.org

3D makes a bad movie even worse

MorahdSHAWKI

SoumyaKURNOOL

20

ARTS & ENTERTAINMENT

grandma is

EL ESTOQUE

I envied the ones with metal in their mouth. The ones with broken limbs. The ones who had their tonsils removed. The ones who sat alone during lunchtimes. Or the ones

that got to walk home from school — alone. I used to beg my mom to take me to the

dentist’s office hoping that they might find something wrong with my teeth, hoping that they would apply these small metal fences in my mouth. But, alas, that never happened. “Remember to brush twice a day and floss,” they would tell me as they sent me to the toy bin to pick out a special new souvenir.

I’ll let you in on another secret: I never flossed. It was my small act of rebellion as a child. I never knew what was it about those shiny, mouth fixtures that made me want them so much. Maybe it was because my friend who had changed the color of hers to correspond with the holidays; red and green for Christmas, orange and black for Halloween. Or it was probably with the glow-in-the dark option, my

braces could be my own personal flashlight. These things that anyone in high school would cringe to get, I would so badly want, sometimes go so far as shedding a tear or two in hopes of playing at my dentists’ emotional heartstrings. But it never worked.

I have never broken a bone. This is surprising to my friends since they probably think “klutz” would be an appropriate middle name for me if I even had one. But no broken arms, legs, or even fingers. In elementary school, someone always had a broken bone. They would parade across the playground with their neon-colored casts, sporting many badly signed signatures, girls would usually have drawn hearts and stars all around one of their casts, but boys would attempt at the occasional skull and cross bones.

It was a competition to see how many people’s names would fit in a small amount of space. I of course was willing to give my John Hancock multiple times, but I never shared

that experience. I never really wanted to feel that same pain, just that attention, something to show around that I was special. Feeling normal enough to blend did not make me comfortable, it did the exact opposite. It made me want so much more, to be so much more than just a regular, old kid. To be not normal, that was what I really wanted. I guess it never occurred to me the hassle of having a cast, like how would you write if you broke your right hand and you are right-handed, or even brush your teeth. No one wants to put in the work, but in the end they just want to get noticed.

Looking back at my childhood it makes me realize that my jealousies seem funny to myself now, but back then I really, truly wanted those things — those unique, albeit a bit weird experiences. And the time for braces have come and gone (however broken bones, are still in the mix).

p.ravikiran@elestoque.org

What didn’t go wrongChildhood comes with many learning experiences; I explore some that I wish I had

art theater// ////////// food music movies profi le technologyculture// ////// gaming booksfashion

PoojaRAVIKIRAN

5. KAHOO featuring Kotteri 4. RYOWA featuring Rwoya

TOPRAMENthe bay’s best

While those in other parts of the nation may still associate ramen with its instant-noodle relative — a deep-fried solution to low budgets and empty stomachs — locals here have increasingly become more familiar with ramen culture as more and more restaurants are opening.

Chef Kumao Arai of Ramen Halu says that when he first opened his restaurant in 2003, Kahoo Ramen, located down the street, was his only competition.

Nine years later, a Google Maps search of “ramen” will lead to 39 different restaurants: a sea of pink markers hovering over a satellite image of the bay. However, the concentration of high-quality ramen in the vicinity did not intimidate Arai — he embraced it. Arai, whose first language is Japanese, pauses a moment to collect his thoughts

“Customers can choose: today Halu, today Kahoo, today Orenchi — better selection,” Arai said. Halu head chef Vincent Kyi adds, “As rivals, we collectively improve the awareness of ramen and popularize it together”.

1. HALU featuring Halu

22 EL ESTOQUE

We make paste for the kotteri everyday to make thicker soup: one whole case of onions, 60 or 70 onions, green onions and garlic.

Kahoo manager Fuyuko Vagasku“ junior Derrick Chiu “ I liked this ramen because the light texture of the soup and the noodles — it made it nicer to eat.

Rwoya’s bar-seating arrangement pays tribute to the traditional ramen house and weaves through the restaurant like a snake, leaving little room for actual tables that are pushed up against the side, next to a bookshelves filled with manga. The broth has a light nutty flavor that compensates for a very large but fairly plain and lean cha-shu.

Kahoo’s Kotteri ramen is known for its perfectly cooked tamago, decadent paste-based soup and roasted pork (in place of chashu). Kahoo knows that its ramen is too dense to sell in Japan, but would appeal to tastebuds here. And it does — Kahoo has been around for more then ten years with a new location opening in Santa Clara.

Halu has character. Whether you’re looking at the fish on the ceiling, or the surfboards on the wall, Halu stands out from other ramen because of its insistence on making everything in its broth from scratch — including the soy sauce.

a.qiu@elestoque.org | k.tsukii@elestoque.org

MULTIMEDIATo see how chef Kumao Arai creates a bowl of ramen and interactive map of the restaurants, visit elestoque.org

art theater// ////////// food music movies profile technologyculture// ////// gaming booksfashion

featuring Shio featuring Orenchi

by Albert Qiu and Kevin Tsukii

RAMENJARGONNori Cha-shu Shio ShoyuTonkotsu Menma Negi Naruto Tamago Kimchee Moyashi Ninniku

seaweed cut into various shapespork belly meatsalt based brothsoy sauce based broth pork bone broth bamboo root simmered in Cha-shu oillong green onion cut into thin ringsthinly sliced fish cake with a pink spiralegg often served Onsen style (soft yolk)can be served as a topping or side dishstir-fried bean sprouts garlic paste used as base

Non-Japanese speakers may not know that kuro means black, but they probably will be able to deduce the meaning once they are served. Don’t let the black sesame paste floating over the Shio broth turn you off; it is not as heavy as it seems. Make sure you bring cash with you as credit is not accepted.

2. SANTOUKA 3. ORENCHI

23MARCH 12, 2012

The tonkotsu soup is really good and the egg was perfectly cooked, complementing the whole ramen.

senior Rumi Ito“

featuring Kuro6. MARU ICHI

Our shio soup is different from all our other ramen broths — its white color comes from actual pork.

Santouka employee Francesca Francisco“ Santouka sits in a corner of Mitsuwa, a Japanese grocery store on Saratoga Ave. Although it is hard to find seating in the cold flourescent lighting and crowded food-court, once you pick up your ramen from the window, this restaurant’s sweet, milky white broth and thick cha-shu will make up for its poor seating arrangement and overall setting.

The sesame paste actually makes for a unique flavor that goes with the leaner meat.

sophomore Derek Hu “

Certainly the largest and least cramped restaurant of the group, Orenchi adopts a roomy and spacey arrangement of tables, accomodating large groups comfortably — though the decor of the restaurant is still traditionally Japanese. Orenchi is generous with its toppings, offering a competitive alternative to Santouka’s savory broth for those that want a real restaurant experience.

Photography by Kevin Tsukii

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SPECIAL

from appropriately confronting problems.The fear of risking a reputation keeps students

Excerpts taken from articles in this Special Report.Ashley Wu and Amelia Yang | El Estoque Illustration

SPECIAL REPORT

26 EL ESTOQUE

about things that are difficult to talk about,” Tanabe said. “I think its perfectly legitimate and real to have those fears, but I think part of being communicative and honest and having a good working relationship requires that we overcome those fears.”

According to guidance counselor Sarah Hershey, teachers know who the hard-working, self-advocating students who perform well in the classroom are by their behavior and participation. But they are often unaware that students may have a problem, whether it’s with their grading systems or teaching styles.

“I think that teachers will establish some kind of relationship with their students,” Hershey said. “It varies depending on the student [and]... the teacher. Some will be fairly good: good communication, light-hearted, solid relationship. Some will be a little strange. I mean, not everybody is going to get along with everybody.”

Tanabe believes that students going directly to their teachers with issues is much more effective than going to a third party.

“I’ve always encouraged my students to come talk to me and not to go to another source and have me find out about it three weeks later,” Tanabe said. “Because that would break down the open lines of communication that I assume we have.”

Hershey believes it’s simply a matter of bringing up the issue in a separate meeting and communicating more formally. It opens up a new level of respect and puts student and teacher on an even playing field.

“A big fear I hear from students is ‘If she knows that I don’t like her grading system and I talk to her about it, she’s going to punish me,’” Hershey said. “And I’ve never seen that happen. Every time I’ve had students break through that [fear] and have a meeting with their teacher and really lay out their concerns on the table in a reasonable format and show tangible evidence, I’ve never had students regret it.”

Having been involved in many student-teacher meetings that resulted in positive outcomes, Hershey frequently reminds students that teachers are not unapproachable, and that their goal is to help students and make a difference.

Students’ fear of risking their academic reputation, according to Hershey, can stem from the culture of regarding teachers as purely authoritative figures; students feel as though teachers should be held to a level of respect and are taught to never argue or question their ways.

“I think it’s a common fear, but it’s a misguided fear,” Hershey said. “I have a lot of students that have come to me and they’ll have this seemingly huge issue with the teacher. But at the same time they put the teacher up on this pedestal [and think] ‘I can’t befriend the teacher; I can’t speak with the teacher in confidence’: all these fears that aren’t really based on reality. It shouldn’t be that way. They’re your teacher – they’re there for you.”

When senior Nick Kau’s grade suddenly dropped from an A to a C in a class he took last year, he checked School Loop and was shocked to discover that he had been given a zero on the final exam for the first semester as well as the previous test.

Kau was concerned that if he talked to the teacher, her impression of him would change and he would be graded unfairly in the class. Though he was initially hesitant, his need to clarify the situation outweighed any reservations he had. He and the teacher set up a conference with his parents, a meeting which involved an administrator. The teacher believed he had cheated on the two tests.

“[But] I knew if I talked to the teacher nothing would come out of it,” Kau said. ”There’s no supreme court. The teacher’s ruling is [final].”

Ultimately, the teacher allowed him to retake the two tests she thought he had cheated on. Kau recalls that she had no concrete evidence against him but believed he cheated based on what she had seen. He considered dropping the class and taking it at De Anza College but decided against it. He believes that if he had dropped the class, his peers would have looked down on him and been suspicious.

“I definitely didn’t want to have a stain [for] being a cheater in this class,” Kau said.

A student’s reputation is made up of the opinions of people in their life: peers, family, and teachers. The importance of reputation to an individual varies based their own values and insecurities, but fear of damaging a reputation can lead to accepting situations that they deem unfair. Even if a student has a conflict with a teacher’s methods, fear of hurting the teacher’s impression of them can keep them from voicing their grievances. In an online survey of 393 MVHS students, only 53% would be willing to confront their teacher about a problem in the classroom.

A few weeks ago, a similar situation took place regarding a substitute teacher who was charging students for editing papers. Rather than approach an authority figure about the issue, Facebook and Tumblr posts circulated throughout the student body, a method of expressing problems in the classroom that teachers and administration wouldn’t be likely to see.

English teacher Jireh Tanabe encourages her students to talk to her about concerns they have with her class and teaching instead of bringing their complaints to other parties. She acknowledges that some students could be intimidated to address their teacher with a problem but maintains that open communication between a teacher and student is essential.

“It’s a very real human fear that we feel when we talk to people a.wu@elestoque.org | a.yang@elestoque.org

by Ashley Wu and Amelia Yang

27MARCH 12, 2012

Jacob Lui, Kevin Tsukii, Elvin Wong and Amelia Yang | El Estoque Photo Illustration* 393 students participated in this online survey

Do you fi nd your teacher intimidating?*

Are you willing to confront your teacher about a

problem in the classroom?*

7 percentsaid yes

4 percentsaid no

1

7

SPECIAL REPORT

28 EL ESTOQUE

by Kevin Guo and Jacob Lui

Letters of complaint? Sent. Meetings with the administration? Scheduled. Petitions? Filed. Crowds of protesting students?

Nowhere to be seen.Near the end of the 2010-2011

academic school year, many students were upset over the unexplained transfers of English teachers Robert Javier and Debbi Vanni. In protest, a group of around a dozen MVHS students, including class of 2011 alumnus Kasia Gawlas, actively campaigned against these staffing changes. The group scheduled meetings with school administrators, the principal and even the district superintendent, yet they felt babied by authority.

“We really weren’t being told anything at all,” Gawlas said. After conducting independent research and talking to teachers though, she still felt that something was wrong.

Eventually, the group attempted to stage a protest, but it was ultimately unsuccessful. Part of the reason for this failure was the lack of student participation. Gawlas believes that many of the students who were unhappy about the transfers of Javier and Vanni and believed that the actions were unjust decided not to participate in this protest because of possible repercussions from their teachers and the school administration.

“A lot of students were afraid of consequences, strikes on their academic records,” Gawlas said.

Those students who chose not to protest the English department transfers are not the only ones protecting their identities to avoid consequences from authority. According to guidance counselor Shari Schussel, anonymous complaints or tips from students are extremely common. However, she suspects that many students who have

perfectly legitimate complaints go further than trying to hide their identities; they do not speak out at all because it is simply safer to keep their thoughts to themselves.

“They want to remain anonymous. And if you don’t come to someone about a complaint, then you know for sure [your] teacher won’t know that you complained,” Schussel said.

While counselors like Schussel are often the first to receive student grievances, they are on the same organizational level as teachers, so they pass student complaints on to administrators for further action.

According to Assistant Principal Brad Metheany, these anonymous complaints make it difficult for administration to take any action against teachers who may or may not have been unfairly treating their students. Anonymous letters or emails receive absolutely no reaction unless they seriously threaten the safety of students, and even anonymous in-person complaints by students are hard to respond to; although Metheany claims that the school administration will at the very least listen to anonymous student complaints, it cannot be expected to approach a teacher without solid evidence.

Another reason that names make a complaint more valid is the existing reputation of a student.

“If a student has a reputation with me, that would help,” Schussel said. “I had a student that came in every year and complained about almost every single teacher, so [every year] I try to redirect the situation.”

When students with genuine concerns about their teachers do not choose to remain anonymous,

Kevin Guo, Jacob Lui, and Elvin Wong | El Estoque Photo Illustration

29MARCH 12, 2012

the school administration follows an established process to resolve any disputes. According to Metheany, the school administration first makes sure that the student has already discussed the issue with their teacher. If that has happened and the student feels that the issue remains unresolved, administration will listen to the student’s side of the story, take notes, and then make some sort of decision to resolve the issue. Often, this decision will be a meeting between the teacher, the student and an administrator where differences and possible improovements are discussed. During the course of these meetings, the administration always claims to be neutral.

However, students choosing to speak out without concealing their identities face a conundrum. Legally, the school administration cannot prevent a teacher from treating students unfairly because of filed complaints. According to the California Education Code, teachers have full control of what happens in their classroom, and administration does not have the power to force teachers to change grades or alter their policies.

“I will never challenge a teacher based on grading practices or instruction,” Metheany said. Although Metheany believes strongly in the ethics of MVHS teachers, when applied, this means a biased instructor could technically punish his or her students unreasonably, especially in more subjective classes like English.

Math teacher Martin Jennings agrees that approaching the administration may not be the most effective way to resolve a problems in the classroom.

“I don’t think administration will do very much, but I think if the student was to go to the teacher,

then they would be able to get some change,” Jennings said. While administrative action may be limited by the

California Education Code, there are still students who have found the administration helpful in dealing with potential teacher conflicts.

In her sophomore year, senior Savannah Day felt like she had been unfairly treated by a teacher, who revoked a previous offer to re-do an uncompleted worksheet. When it came to light that the assignment would have a significant impact on her final letter grade, she and her parents approached the school administration. In the beginning, Day had the same concerns as those students who backed out of the English department transfer protests.

“I didn’t want to get on [the teacher’s] bad list. I didn’t want her and other teachers to look at me badly,” Day said.

After multiple talks with the principal, administrators and her counselor, Day and her parents were able to negotiate a way she could maintain her letter grade. Contrasted with her earlier fears of being viewed negatively by her teachers, Day found that the administration was actually quite helpful in responding to her complaints.

Both Schussel and Day agree that the school administration can be intimidating to approach, but they feel it can be effective in responding to student worries about teachers. While student fears concerning negative impacts on their grades may always inhibit their ability to speak out and administrators may not always be able to reach the resolution student’s want, it appears as if the administration is at least willing to listen.

k.guo@elestoque.org | j.lui@elestoque.org

SPECIAL REPORT

30 EL ESTOQUE

I’LL SAY WHAT I WANT

It started as a small confrontation between senior Mihir Chavan and Lynbrook varsity basketball player junior Denis Nakelchik

during the first MHVS-Lynbrook boys varsity basketball game.

On Chavan’s 366-day online Tumblr blog, it became something bigger.

The events during the game led to Chavan publishing angry posts directed at Nakelchik, each new post more heated following the second MVHS-Lynbrook game. Nakelchik didn’t play that game, yet antagonized Chavan.

Chavan became indignant.“I just started putting all of my thoughts

out on my Tumblr,” Chavan said. Although he was aware that Nakelchik

could find his 366-day blog, he didn’t worry about the angry posts possibly damaging others’ perceptions of himself.

No fear of accountabilityChavan is more comfortable publishing

uncensored posts because there is a lack of human interaction on the Internet.

“When you’re online, all you’re facing is the keyboard, and [the] only thing that’s seeing you is your screen,” Chavan said. “You’re telling everyone, but then again you’re not really telling everyone.”

For senior Vedang Uttarwar, Chavan’s beliefs hold true.

“[People are] free to be more mean [online] because they don’t have the worry of the other person attacking them back,” Uttarwar said.

Some high school students believe people

Reputation does not filter students’ words on the Web

by Daniel Tan and Elvin Wong

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31MARCH 12, 2012

are not accountable for their actions online. Freshmen Andria Pappas and Cathy Ma had a friend who was suspended a few years ago for posting hurtful comments towards another student over the Web.

“I don’t really get why you would do that, but I don’t understand why they deserve to get suspended for it,” Pappas said. “I don’t understand what right the school has to be looking at our personal stuff and finding out what we say about each other.”

For those high school students, the importance of self-censoring any possibly objectionable messages is questionable.

“I mean, you should be able to write whatever you want online, and that’s the whole purpose of the Internet,” Ma said. “It’s a place you just go to express whatever you’re feeling. It’s not a place that can be censored.”

With relaxed expectations of what can or cannot go online, many students perceive little responsibility for anything they put up, leading them to believe that comments posted online do not hurt their reputations by much.

“If I actually said what I said on my Tumblr to [Nakelchik], he would get pissed off,” Chavan said. “There’s no effect of it [online].”

Judgment inherently lenientAccording to Chavan, customs on the

Internet are different than those in real life. Cultural and societal restraints break down over the Web, given the nature of popular social networking sites. Because of this, he believes that a person’s online personality is not the same as their offline one.

“It’s not a fair representation of a person online,” junior Catalina Huang said. “People

Elvin Wong | El Estoque Photo Illustration

d.tan@elestoque.org | e.wong@elestoque.org

can put what they want and it could be better or worse than their real personality.” ,The Internet shows only what users want to show, hiding away the parts of them that are less enraged or depressed or less passionate.

Emotions are also more intense when expressed online, according to Uttarwar.

“I usually know that stuff said online is a lot harsher than what’s actually true,” he said.

Because some students feel that online presences are not completely accurate, online posts are given more leeway, and, in some ways, reputations are given less importance. Sophomore Stephanie Chang is someone who is less judgmental when viewing online comments.

“You never really know what’s going on with them, so I don’t think that you should just judge them based on something bad they are talking about,” she said.

Not all students believe in posting everything without self-censorship, though.

Sophomore Robert Sulgit thinks it’s important to maintain a good reputation online. “Facebook won’t get rid of your information, so say you get hired for a job,” he said. “Say your boss decides to look at it.”

Chavan believes that he and his other friends who use popular social media know the possible consequences of having theirs damaged by their posts online. Still, it doesn’t bother him.

“I’m personally very open on my Tumblr,” Chavan said. “I don’t really care about what’s written on my Tumblr.”

In the meantime, he will continue not censoring himself on his 366-day blog.

31

Elvin Wong | El Estoque Photo Illustration

d.tan@elestoque.org | e.wong@elestoque.org

Tumblr,” Chavan said. “I don’t really care about what’s written on my Tumblr.”

In the meantime, he will continue not censoring himself on his 366-day blog.

SPECIAL REPORT

Less concern over reputation, a sweet finish to high schoolby Cynthia Mao and Alexandria Poh

Seniors’ cherryon top

c.mao@elestoque.org | a.poh@elestoque.org

As seniors near the end of their high school careers, senioritis is not the only change in mentality. Since they are so close to graduating, now is the

time when seniors choose what legacy and reputation to leave behind.

Senior Niloofar Kamkar underwent a change in perspective this year, which resulted in her acting as she wished, regardless of her peers’ opinions.

“[When I was a junior,] I would let someone completely destroy me, but now it passes by me like wind,” Kamkar said. “[Now] I honestly have not even thought about my reputation. It hasn’t been something that crossed my mind. I never second guess what I’m going to do because of how people perceive me for my actions. People just don’t care.”

Kamkar has done things that most MVHS students would consider taboo. Classmates of hers have pushed the limits as well, by excessive drinking and partying. But despite this “characteristically senior” carefree attitude, she still maintains her priorities, with friends near the top of her list. Throughout their years at MVHS, her group of friends slowly grew apart. Yet Kamkar is persistent in maintaining

her relationships with each individual person and believes that the ideal legacy is one built on positive relationships.

Senior Jacky Lu would beg to differ. “Ten years from now, you won’t remember

all your high school friends — you’ll remember what you learned,” Lu said. “It’s still school. The purpose of school is to learn and not just get good grades, and if you want to continue learning you still have to try.”

While Lu’s perspective on lasting friendships is different, he maintains the idea of seniors caring less about what their peers think. Senior Megan Parry agrees; she has changed significantly from junior to senior year, holding others’ opinions of her in much lower regards. For instance, rumors, an inherent part of high school, don’t bother Parry anymore.

“There’s always gossip,” Parry said. “There’s always people making things up and it used to really bother me if I heard things, but now it doesn’t matter.” She attributes part of this to the fact that most seniors do not have sixth or seventh periods, and so there aren’t what she calls “gossipy lunch circles” anymore.

And like Parry and Kamkar, Lu has not put much thought into his reputation. Where his reputation still holds importance, however, is in his school work. Most of all, he strives

to do well in school, perhaps even more so than before. As the pressures of doing well academically are lessened, Lu is left with purely the enjoyment of learning. More than anything, his ideal legacy is one that he can look back on and appreciate.

“I want to end high school on a good note,” Lu said. “I just want to feel proud of my whole high school career. I don’t think you want to look back at yourself as a slacker or not having tried as hard. You always want to try your best.”

According to Lu, the second semester of senior year is a crucial time in which people are truly able to see the motives of seniors. He argues that those who are motivated to learn will continue to push themselves, while those that want up simply bulk up their college resumes will let up. A genuine attitude towards schoolwork, Lu feels, is what really makes an admirable reputation.

“I think society says, ‘Oh, reputation doesn’t matter, it’s what you think of yourself,’ but in reality, you do [have to] think about what other people think,” Lu said. “It’s just important to keep it in context.”

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35MARCH 12, 2012

// featurebasketball // //wrestling soccer // sports flash//making of a matadorSPORTS

bearing

His journey brings senior Nathan Schadle to a

crossroads: the Olympics, or a regular college

by Gisella Joma, Megan Jones and Rachel Lu

THE WEIGHT

Photography by Kevin Tsukii

SPORTS

36 EL ESTOQUE

When twelve-year-old Nathan Schadle first walked into Fit, a local Los Altos gym, coach Robert E a r w i c k e r

noticed a most unique characteristic: the hair. With a curly, big, afro-like mane, Schadle was quickly named “the bear” after his unique locks. Now, five years later, the nickname has stuck, along with his career as a weightlifter.

Schadle’s weightlifting journey began in fourth grade when he was diagnosed with dyslexia. The diagnosis not only affected his academic life, but also his personal life. The following year, Schadle transferred to a school with greater resources and trained teachers to help better his condition. By sixth grade, he was attending Charles Armstrong, a private school for dyslexic children.

Charles Armstrong offered unique electives, one of which introduced Schadle to the sport of Olympic weightlifting. He immediately told his mom, Wendy Schadle, about his excitement for the new sport. She soon found him a personalized trainer at Fit.

“The truth is, if I wasn’t dyslexic I would

have never found this sport,” Nathan said.By the age of twelve, Nathan was lifting

weights five times a week under the guidance of coach Earwicker. With only five months of prior lifting experience, the young athlete entered his first competition in November 2006 as a beginner. He won his first silver medal that day.

“That could have been my best competition because I was so young and my coach asked me, ‘We have a choice to go up a weight and get the silver, or stay here and get the bronze.’” Nathan said. “I told him I wanted to go for the silver. I made the lift and got the silver.”

That first medal was by no means his last. Now, five years later, 17-year-old Nathan has successfully competed in national competitions, winning bronze, silver and gold medals. He continues to train vigorously five times a week, with practices lasting up to two hours. Earwicker works by his side, focusing on good technique and strong lifts to help Nathan lift heavier weights.

Since weightlifting is such an uncommon sport, according to Nathan, it fosters many misconceptions. One of these misconceptions he cites is that the sport stunts your growth. Nathan immediately dismisses this absurd accusation by pointing out his own six-foot

stature as proof. These misunderstandings often arise from the lack of knowledge about Olympic lifting.

“Because there are so few people who know what it is, and it’s kind of hard to talk about it.” Nathan said. According to Nathan, the conversations related to his weightlifting are always the same.

Nathan: Oh, I do Olympic lifting. Peer: Oh, you go to the Olympics? Nathan: No, it’s the style. Peer: Oh, how much do you bench? Nathan: I don’t do bench press. The sport of Olympic weightlifting is

WEIGHT ON HIS SHOULDERS Senior Nathan Schadle regularly attends Fit, a local Los Altos gym — up to five times a week for two hours each time — in order to prepare for his upcoming weightlifting competitions. The most weight he has ever lifted is 200 kilos, or 440 pounds, and because of his stellar performance, he now has the opportunity to train for the Olympics.

37MARCH 12, 2012

// featurebasketball // //wrestling soccer // sports flash//making of a matador

divided into two categories. The first is the Snatch, which consists of lifting the barbell in one fluid motion above the head. The second is the Clean and Jerk, which consists of two motions — the “Clean”, which is lifting the barbell from the ground to the shoulders, and the “Jerk”, which is continuing the lift of the barbell from the shoulders to above the head.

At each competition, Nathan is given three attempts to lift the barbell for each category, with three judges determining whether the lift is good or bad. A week before the event, Nathan tapers in order to save strength.

Although Nathan has grown up with weightlifting, he now faces a critical decision in his career: whether to continue weightlifting seriously, or to take some time off and focus on his studies in college. On Feb. 8, Nathan’s mother received a phone call from the Olympic training center in Colorado springs, Colorado informing her that her son was accepted into their Olympic weightlifting program. This program would give Schadle the opportunity to train for the 2016 Olympics. Yet, according to Nathan, the program is quite vigorous, with workouts starting as early as 5 a.m., and up to 17 workouts per week.

“[The opportunity] kind of scared me because now I have to make the choice to keep

going at 100 percent, really competitive, or I can back off,” Nathan said. “If I back off and go to school, then there is a high chance that I might just stop and get lazy.”

Recently, Nathan met with the head weightlifting coach of the Olympic Training Center, Zygmunt Smalcerz, who informed Nathan that if he were to join the program, he would be simultaneously attending the University of Colorado Springs while training at the Olympic Training Center. If Nathan does show progress throughout his freshman year, he would then be invited to live at the training center for the following years. Due to the combination of both full-time weightlifting and schooling, Nathan would most likely be adding another year to finish college.

Throughout high school, Nathan has been lucky to have a coach who prioritizes academics over weightlifting. However, if Nathan enters the Olympic Training Center, he will not have that same luxury. In addition, the University of Colorado Springs might not be the perfect match for Nathan.

“We are looking for the best fit for him for college,” Wendy said. “We’re not going [to attend] Colorado Springs because of the Olympic Training Center. [The college that Nathan attends] has to be the right school

that’s fit for him.”According to Nathan’s mother, though

the program would train him for the 2016 Olympics, he most likely would not qualify until the 2020 Olympics because of his young age. The average age of a weightlifter is 28, which is when the muscles in the body have matured to their fullest potential.

For six years Nathan has worked hard on perfecting his technique and skill. Already an accomplished lifter with many medals from national competitions, Nathan has even more opportunity now as a graduating senior. As he weighs his options, his coach reminds Nathan of the three stumbling blocks in an athlete’s life: first is the girlfriend, second is the car and third is college. At each of these moments is a chance for an athlete to give up their sport. Nathan has already reached one of the stumbling blocks, his car. But that has yet to stop him in his pursuit to master weightlifting. However, the decision on whether or not to continue weightlifting in college might be the most difficult stumbling block of them all.

BRITAIN’S GOT TALENT Robert Earwicker, Nathan Schadle’s current mentor, was once an avid weightlifter and a full time athlete at the British Olympic Training Center. He is now the head coach of the Barbell Club, a specialized Olympic weightlifting club located in Fit, a local Los Altos gym. Schadle reguards Earwicker as a positive influence and role model in his life.

g.joma@elestoque.org m.jones@elestoque.org

r.lu@elestoque.org

“the truth is, if i wasn’t dyslexic, i would have never found this sport.”

senior Nathan Schadle

SPORTSFLASH

38 EL ESTOQUE

BY DICKSON TSAI

DRIVING FORWARDVarsity girls basketball playoff turnaround preseason struggles to a strong playoff run

Dickson Tsai | El Estoque

39MARCH 12, 2012

The Matadors were down 37-45 in the fourth quarter. Only 4:08 remained on the clock. The entire season — the 10-2 effort in league, and the first-round win over Oak Grove — lay on the line.

Then, the Matadors, fueled by a trio of three-point shots, turned the eight point deficit into their first lead of the game 48-46. The 11-1 run took just 1:29 off the clock.

In the end, Salinas High School still closed out the Matadors with a three-pointer 53-50. However, the Matadors (14-12, 10-2) managed to reach the second round of the CCS playoffs for the third year in a row. Despite going 2-8 in the preseason, the Matadors turned the season around through the league season. They continued their momentum with a 55-52 win over Oak Grove High School in the first round on Feb. 21 before falling to SHS in the second round on Feb. 23.

“This team was probably the closest team that I had,” head coach Sara Borelli said. “There might have been some separation, but it seemed that they all clicked and they all got along, and they had a good time together from the seniors all the way down to the sophomores. I think that’s what made them more confident.”

Oak Grove High School: First round battleThe Matadors were to face Oak Grove

High School in the CCS playoffs — to whom they lost 34-41 back in November 2011. The tall Eagles team sought to test the Matadors’ rebounding weakness, while the Matadors expected that they could win following their improvement through the course of the season.

“I knew we got a lot better,” Sugimoto said. “In preseason, we didn’t even know what we were doing. We just kind of took the ball out, trying to bring it to the hoop. I kind of knew we were going to win [that game]; I kind of

trusted my team.” The Eagles took a seven point lead 25-

32 early in the third quarter, but junior Nassim Moallem scored six points, leading the Matadors to a 40-40 tie at the end of the quarter. In the fourth quarter, Moallem and junior Megan Tsao scored the first six points to give the Matadors a 46-40 lead. While the Eagles threatened late with a three-point shot, a late fastbreak layup by co-captain senior Steffanie Sum allowed the Matadors to hold them off 55-52.

“The second half, we kept them more off the boards ... That’s something that we’ve talked about in halftime,” Borelli said. “I actually told Megan [Tsao], ‘You have that girl. You do not let her get another rebound.’ One of the biggest things too was Nassim [Moallem] stepping up in that game, and that was probably the best game of her career.”

Salinas High School: A rally and a near upsetThe next test came an hour’s drive away:

the Matadors would face the sixth-seeded Salinas High School Cowboys.

“First quarter I think we were trying to figure out who their main players were and just trying to figure out what defense they were in,” Sum said.

In the third quarter, the Cowboys took a nine-point lead 31-22 after a three point shot from Cowboys senior Samantha Luna and a layup by junior Kiana Rivera. Suddenly, the lead looked insurmountable.

“I called the timeout, and I asked the girls and I [said], ‘Is this how you want the season to end? Is this how you want to finish?’ and they all said, ‘No,’” Borelli said.

The comeback would come once again in the fourth quarter. Down 37-45 with 3:22 left, sophomore Tiffany Tsai knocked down a three-point shot. After the Cowboys made a free throw, Tsai drove in for a layup to cut the deficit

again to 42-46. Sophomore Stephanie Jennings followed up with a three of her own, 2:27 left. Then, junior Megan Tsao pulled up and buried yet another three — timeout Cowboys. The Matadors pulled off an 11-1 run in 1:29 to take their first lead the entire game 48-46.

“As far as the chemistry on the team and what the tempo was like, we picked it up,” Sum said. “Afterwards, we just bombed those threes. It was exciting. It got us back into the game and into that more focused [attitude] ‘Okay, we gotta make less mistakes and try to win this game.’”

The Cowboys quickly answered with four straight points before junior Ashley Hu had to shoot a one-and-one free throw. Facing the roar of the crowd, she made the first free throw, then the second, to tie the game 50-50.

“The crowd was just crazy, and it was nerve-wracking just trying to maintain … a strong defense,” Sum said. “That last three at the end — oh my god — I don’t even know what happened on our rotation, on our two-defense, but it was nerve-wracking.”

However, the Matadors could not stop Luna’s hot shooting, as she scored a three-point shot with 26.2 seconds to go to give Salinas the lead 53-50. The Matadors had one last chance, but in the end, their indecision led Jennings to attempt and miss a difficult three — they came up just short of advancing.

Even without the size the team had the previous year, the players bonded more closely and reached the second round of CCS, matching their achievement last season.

“I was proud of the turnaround. I was proud of the fact that the girls never stopped playing,” Borelli said. “You can see the growth in the players, you can see the change in their confidence [and] you can see them understanding the game more.”

d.tsai@elestoque.org

CUTTING THROUGH THE D In their fi rst round CCS match against Oak Grove High School Feb. 21, junior Megan Tsao drives to the basket through two Eagles defenders, scoring 11 points overall. The Lady Mats won 55-52 in a closely contested game. However, they lost to Salinas High School 50-53 in the second round on Feb. 23.

“This team was probably the closest team that I had. There might have been some separation, but it seemed that they all clicked and they all got along ... from the seniors all the way down to the sophomores. I think that’s what made them more confi dent.

head coach Sara Borelli

Dickson Tsai | El Estoque

With the help of some fancy footwork and a burst of strength, Merkhofer flipped his opponent a full 360 degrees, leaving the adversary flat on the ground.

A full 360 degrees. A full circle.A full revolution.Merkhofer’s performance at the Jan.

19 league match against Lynbrook High School mirrors the team’s performance this season. MVHS wrestling has, in a sense, undergone a

he match was almost over by the time junior Matt Merkhofer was up. He was the last wrestler left waiting in the wings, and it was late in the meet.

The audience was restless, fidgety.He shook hands with his opponent, and,

at the referee’s whistle, launched into his offense. Merkhofer jabbed, fell, stood, fell and, this time, stayed down. It looked like a loss for sure. But then — in a flash, almost as though it did not happen at all — Merkhofer pulled one final trick out of his hat.

revolution from last year to this one, purging the old in favor of the new: new coaches, new league and, most of all, newfound success.

This season, wrestling has experienced indisputable success,

SPORTS

WRESTLING

40 EL ESTOQUE

Changes in wrestling team spur it onward to success

winning every dual meet and ending with a perfect 6-0 record. Not just winning, but

dominating, with each match being won by a margin of at least 20 points

— often much more. Last year’s season record, by

contrast, was an even 3-3. In

// featurebasketball // //wrestling soccer // sports flash

REVOLUTION

41MARCH 12, 2012

//

by Amrutha Dorai and Howard Lee

making of a matador

addition, eleven wrestlers qualified for CCS, a massive jump in comparison with the three who did so last year. Even with the change of leagues, that is still impressive.

“I remember the first day after I talked to the team and their parents, I told them ‘expect to win,’ but I didn’t really expect to win as often and by as large a margin as we have,” head coach Kevin Klemm said. “[It’s] been a pleasant surprise how many guys have won, and how deep our team is.”

These statistics make sense when you see the team in action.

There was the Merkhofer incident, of course. During a similar episode, freshman varsity member Max McCann displayed the same brand of grit during the Dec. 10 Webber Lawson Memorial Tournament,

where he placed third in his weight class by using his solid understanding

of basic techniques to his advantage, prompting

impressed cheers from his

Kevin Tsukii | El Estoque

FACEOFF Junior Ashton

Krajnovich faces off with his opponent from Homestead

High School at the Senior Night match. The match proved to be a 46-23 victory. Krajnovich’s win

demonstrated the new training methods of the coaches.

SPORTS

42 EL ESTOQUE

teammates. And during MVHS’ Senior Night match against Homestead, senior Michael Whittaker pinned his opponent in a mere 32 seconds.

Although not all matches have been this spectacular, the wrestlers’ overall progress is evident. Some attribute this change to the new coaches, Klemm and assistant coach Ian Bork, who between the two of them have about thirty years of coaching experience. � eir philosophy focuses on the players, aiming to strengthen them to become better athletes.

“Our new coaches are a lot more positive, a lot more informative, a lot more understanding, a lot more patient, a lot more experienced,” Whittaker said.

Last season’s head coach, Nolan Verga, moved to coach at Los Gatos High School earlier this year. According to some veteran players, the di� erence isn’t due only to Klemm and Bork’s coaching style, but also

due to Verga’s harsher training philosophy. “Verga was more negative. Like, he

enforced punishments,” senior Philip Tsai said. “Klemm and Bork inspire you more and make you believe, not control you

through fear.” A� er Verga le� , there was, according to sophomore

wrestler Ashwin Madavan’s father, Nateri Madavan, an interim period where it appeared as though the team would not be able to � nd a new

coach and MVHS would not be able to

participate in the wrestling season. But just as everything

seemed to be going wrong, Klemm and Bork appeared.

� e new coaches have implemented an intense training strategy that involves weight li� ing, running, drills and “conditioning in a can” quarter mile sprints that send the entire body into shock. � e team usually runs these laps, which are

designed to build endurance, on Tuesday mornings, a� er which they have an eight-day period to recover.

“When we approached them with things to change, they not only embraced them, they integrated them into their style immediately from day one,” Klemm said. “And we’ve been able to throw new technique at them as the season’s gone on …. � ese guys keep adding to their arsenal.”

� is approach appears to be working, given the positive results.

“We just want to get better every single day,” Bork said. “And I feel like we did get better every single day.”

But the level of the team’s success indicates that more is at work here than just better coaching. � is season, MVHS is competing in a lower league than they did last year. In the past, the wrestling team had been part of the De Anza league; however, this year, they moved down to the El Camino league. League changes are based on the previous season’s performance, with the results of only non-senior players taken into consideration. � e loss of key class of 2011 wrestlers such as Andrew Pappas and

When we approached

them with things to change, they not

only embraced them, they integrated them

into their style immediately.coach Kevin Klemm

43MARCH 12, 2012

// featurebasketball // //wrestling soccer // sports fl ash//making of a matador

Adrian Garcia detracted from MVHS’ total points, causing the shi� to the El Camino league this year. � is move caused the huge margins — 60-9 against Lynbrook, 63-6 against Santa Clara — of victory.

Given wrestling’s solid performance this season, Klemm expects the team to move back up to their p r e v i o u s spot on the De Anza League — c h a n g i n g the status quo again.

“We [will] lose three good seniors [this year], so it’s gonna hurt us a little bit,” Klemm said, “[but] our dual meet performance and [the SCVAL � nals results] should solidify us moving up.”

Just another revolution waiting to happen.

43MARCH 12, 2012

a.dorai@elestoque.org | h.lee@elestoque.orgKevin Tsukii | El Estoque

VICTORIOUS After a round at the

MVHS Senior Night match, sophomore Faris Karaborni

acknowledges his triumph over his Homestead opponent. Karaborni’s success helped propel the team

towards victory, bringing the season record to 6-0.

SPORTSSPORTSFLASH

44

CONTINUING

EL ESTOQUE

Elvin Wong | El Estoque

THE PURSUIT

CONT INUING THE

PURSUIT

45MARCH 12, 2012

Girls soccer’s journey towards the championships falls short in quarterfinals

Three years ago the girls varsity soccer team won the title of CCS champions for the first time in thirty years. Three years later, the Matadors have yet to

regain their title.This year, the team was comprised of five

first-year players, with freshman Christina Jennings and sophomore Kelly Ruckstuhl as the only underclassmen on the team. The team also showed promise from key starters like junior Hadar Sachs, who was San Jose Mercury News’s athlete of the week for the first week of February.

The team had high hopes; the girls carried around a list of goals and talked about them during stretches before each game. Still, the team faced a slightly nerve-racking experience with a close 3-2 win against Lynbrook High School in a pre-game scrimmage; in the past, the girls usually have had a comfortable lead ahead of Lynbrook.

In their league first game against Palo Alto High School on Jan. 4, the girls tied 1-1 due

to missed chances in the first half and the inability to match Palo Alto’s intensity in the second half. Aiming for perfection in the next game, the team went on to win their next game against Los Gatos High School on Jan. 6 2-0.

As the season progressed, the team found itself improving at a rapid pace. From their Jan. 20 match against Gunn High School to their CCS playoff game Feb. 21, the team carried

a nine-game undefeated streak (6-0-3). Ultimately, the fifth-seeded Matadors lost in the CCS quarterfinals against Carlmont High School on Feb. 25 during the final moments of the game, ending in the same

position as last year.“The beginning of the season was kind of

rocky and the process was kind of slow, but ... it’s one of those things you see in movies where you see the team improved so much,” senior Gabby Ley said. “We really played like a team.”

y.venkataraman@elestoque.org | a.wang@elestoque.org

FINAL RUN In their quarterfi nal CCS match against Carlmont High School Feb. 25, senior Jessica Rahn races to get possession of the ball. The Lady Mats lost 1-2 after a key struggles in both goals, with Carlmont scoring the winning goal in the second to last play of the game. The loss broke the team’s undefeated streak (6-0-3).

by Yaamini Venkataraman and Angela WangGIRLS SOCCER

GAME REVIEWSFor in-depth game reviews from the entire season visit elestoque.org.

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of MVHSTheThe Q U I R K S

by Simran Devidasani

Theof MVHS

Book room tells stories beyond novels

It’s easy to overlook room B202 when you first pass it by. What lies behind the door, however, is a room that has been on our campus for decades — the book room. This room is used to store all of the English Department

novels and textbooks. Walking into the book room is a leap into hundreds of copies of “In the Time of the Butterflies,” “Faranheit 451,” “Hamlet,” “The Adventures of Huckleberry Finn” — and the list goes on.

After Literature teacher David Clarke became the English Department head, he allotted teachers to complete different tasks, some of whom formed the “Book Room Team”. This team meets regularly to discuss issues that may occur once in a while — most recently not having barcodes on the novels. This team is also in charge of keeping order of the room and making sure that everything is right.

According to Literature teacher Kate Evard, a member of the “Book Room Team”, the most expensive novel in the book room is the Freshman “Anthologies” book — a whopping $70 to replace. Thin paperbacks come in as the least expensive, which cost approximately $7.

Every year at the start of first semester, teachers meet together to decide which books make the cut from the previous year’s curriculum. While there are certain standards tha need to be followed, teachers can appeal to allow the reading of certain books. The books that do not make the cut, lay on the shelves with a coating of dust. Nonetheless, due to the value of the total costs of books in the book room, it remains off limits to students.

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a place of value

behind the door

the team

Margaret Lin | El Estoque Photo Illustration

g

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