Pedestrian Paradise: Exploring Urban Walkability pg. 10
SPORTS
Athlete of the Month: Daniil Petec pg. 20
California legislature makes Diwali an official state holiday
LIFESTYLES
LIFESTYLES
AI Models in Vogue and Cinema pg. 26
Rebrands No One Asked For pg. 31
editors-in-chief
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lifestyles editors
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Nimrit Gandhi
Dear readers,
Angela Kim
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Chloe Choe
Mason Lien
Nimrit Gandhi
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online editors writers
Alina Tie, Anderson Chang, Annika Bagga, Anuj Shah, Calista Fu, Cecilia Zhou, Chloe Han, Elaine Chen, Emily Chen, Hana Widman, Izumi Rubin, James Li, Kayla Lee, Netra Dsouza, Nishaant
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Did you know Diwali is a state holiday? Is the AI apocalypse slowly creeping in? As the fall season settles in and the year begins to draw to a close, our staffers have been hard at work exploring the many ways we navigate change — within ourselves, our communities and the world around us.
When was the last time you escaped the Ticketmaster queue unscathed? On page 24, Hana Widman dives into the world of concert culture, uncovering what fans sacrifice, both financially and emotionally, for their favorite artists.
In this issue of The Prospector, we cover balancing lives and balancing perspectives. On Page 12, Izumi Rubin chronicles Dr. Masuda’s inspiring return to academia in pursuit of her Ph.D., balancing life as an educator and learner. On page 28, Kayla Lee and Calista Fu explore the impacts of how confidence often affects our internal and external narratives about ourselves.
We conclude this issue with our annual Prospectober feature on page 30, where staffers share sketches inspired by our autumn favorites as we approach the more stressful points of the school year.
In a time of rapid change and uncertainty, we hope these stories offer you stability, insight and a moment to breathe. Your support for The Prospector is well appreciated, and we thank you for engaging.
With love,
Amrita Brar, Nitya Dhulipala, Miya Widman, Nikhil Krishnaswamy
Exploring the implications of California Senate Bill 1288, which governs the future implementation of artifical intelligence in education
On Sep. 28, 2024, Senate Bill 1288 was passed — a California bill dedicated to the introduction and integration of artificial intelligence into education. The bill aims to recommend rules and regulations for the use of AI within educational settings, and these recommendations will come from an advisory group that is to be created by the bill. Now nearing the end of 2025, the group has developed a clearer idea of these AI policies in classrooms, which will impact students and teachers across the state.
A central goal of the bill is to support educators. To ensure that educators are included in decisions, the bill mandates that half of the advisory group must be made up of active and certified teachers.
Furthermore, the bill outlines a three-part process for a report that is to be submitted to the state senate and assembly. The initial phase, which is currently underway, is the formation of a general report outline. The state policy is set to contain areas on academic integrity, plagiarism, acceptable AI use, data privacy and the accessibility of the data submitted to the AI. This phase is set to end on Jan. 1, 2026. The second phase involves the completion and expansion of such areas, along with the integration of four new issues. These areas mainly revolve around how an educator can use AI and how to prevent inequalities from being exacerbated by recommended laws. This phase ends on July 1, 2026. The final phase is the creation of a report that must be submitted by Jan. 1, 2027. Upon submission, the group is to disband.
The central reason behind the bill’s creation was the rapid advancement of AI technology such as ChatGPT. As a result, many
schools had to begin grappling with AI policies and usage. This bill was created in an effort to build guidelines for AI in education and provide a framework for schools to use.
Said Cupertino High School history teacher Sean Coleman, “I think it’s positive to see that the state is considering the role of AI in education, because it’s pretty unavoidable at this point. We, as teachers and as a school, confront it in a number of ways.”
However, AI has the potential to harm education systems through plagiarism, cheating and the spread of misinformation. CHS principal Bill Schloss agrees with this statement, stating that the transformation within education must be approached with care. He also expresses satisfaction that at least some action on AI is being done.
Another concern about AI implementation in education is the possible exacerbation of inequalities. “In the case of ChatGPT, you can have a paid account that reduces rate limits,” said Coleman. “That’s something that someone with resources could benefit from, but those that don’t have the ability to spend that much money on a monthly subscription to an AI platform might not have that same benefit.”
Despite these concerns, Coleman expresses his hope that AI can one day assist with education. “I like to think that AI might help with some of those really largescale data analysis projects, or try to find ways to quantify student work and make teaching something where we can share resources and guarantee that we’re going to get better outcomes than we did before, but it’s a really demanding kind of project. I’m not sure that AI has the answers just yet.”
Coleman also notes that the
bill may not be taking effect happening rapidly enough, when considering how fast AI is developing. “There are things happening with generative AI almost every week. New platforms, new tools to use, things that were not as possible or as useful a couple of months ago are more useful now.”
“
I THINK IT’S POSITIVE TO SEE THAT THE STATE IS CONSIDERING THE ROLE OF AI IN EDUCATION, BECAUSE IT’S PRETTY UNAVOIDABLE AT THIS POINT.
SEAN COLEMAN
”
Classrooms are already changing to meet the demands of AI, with many classes adopting in-class essay practice, rather than online — in the hopes of preventing the use of generative AI in these essays.
Coleman also notes that some CHS teachers have begun experimenting with AI, and that it may become a more integral part of the classroom in future years. “We [have] started to dip our toes in, as teachers, to use AI as an assistant or to help generate ideas for lesson planning. I’ve used it to come up with some ways in which I can extend assignments that I’m hoping to create.”
Overall, the rapid advancement of AI and its increasing usage has made the integration of AI in classrooms to be an inevitable step forward. Senate Bill 1288 hopes to address the implementation and various concerns and provide a set of recommendations to the legislature of California by 2027
California legislature makes Diwali an official state holiday
SRINIKA JOSHI writer
On Oct. 6, 2025, California Governor Gavin Newsom signed a landmark bill declaring Diwali a state holiday, marking a major step toward cultural inclusivity in one of the nation’s most diverse states. Beginning in 2026, schools and state offices will have the option to close for the annual Festival of Lights, celebrated by millions of Hindus, Sikhs, Jains and Buddhists around the world — groups that make up a significant part of the Californian community.
According to the Pew Research Center, California is the U.S. state with the largest Indian population, totaling about 960,000 people. From this population, a substantial number of people celebrate Diwali, which, like many Hindu festivals, does not fall on the same day each year. Diwali follows the Hindu lunar calendar instead of the modern-day English one, occurring on the 15th night of the Kartik month.
The day is called Amavasya, or newmoon day, with the darkest night of the month — a fitting night for lighting candles and bursting bright firecrackers. However, the festival usually falls between late October to November on the English calendar, and will be on Nov. 8 next year.
In different communities, Diwali is celebrated for numerous reasons, but all with the core intent of representing light over darkness. For Hindus, the festival is a celebration of the return of the Hindu
deity Ram to his kingdom, and an invitation for the Goddess of prosperity, Lakshmi, into people’s lives. Sikhs celebrate Diwali to honor justice and freedom for the day Bandi Chhor Divas, when Hargobind — the sixth Sikh guru — was released from prison and helped 52 other members escape as well. Jains observe Diwali to commemorate the attainment of salvation by the last Tirthankara, Lord Mahavira, also known as nirvana, which represents the triumph of knowledge over ignorance. Finally, Diwali is celebrated by Buddhists through an event called Ashok Vijayadashami, to honor the Emperor Ashoka’s conversion to Buddhism. Even though traditions and stories differ across these beliefs, Diwali ultimately carries a message of the light, hope and truth that will inevitably victor over darkness. By making this holiday official, the state signals its acknowledgement of these communities’ cultural and religious identities, recognizing a significant population of California. This is especially relevant in Cupertino, where, according to the United States census, Indians make up the second largest Asian group, representing 23% of the population.
The law itself is technically known as Assembly Bill 268, signed on Oct. 6, 2025, designating Diwali as a state holiday. This allows state employees to take Diwali off as a paid holiday. With approval from the local district board, public schools and colleges may also have the option to close for the day or grant excused absences to students observing the festival. The bill goes into effect as of Jan. 1, 2026, mak-
ing Diwali 2026 the first ever to be celebrated as a state holiday, where families can freely enjoy the event without sacrificing school or work obligations. In a statement following the bill’s passage, assemblymember Ash Karla said, “By recognizing Diwali as an official state holiday, California is celebrating the rich cultural heritage of our South Asian communities. This holiday symbolizes light overcoming darkness — a message that resonates across faiths and backgrounds.” The impact of this bill will be quite noticeable at Cupertino High School, as a notable portion of the school participates in celebrating Diwali.
Due to the recency of this bill, the Fremont Union High School District has yet to announce future implementations of the law. However, Cupertino High School Principal Bill Schloss confirms that counting a day off for Diwali is a tangible action to take, but the board will have to make adjustments to the school year schedule to substitute that missed day
somewhere else. Said Schloss, “It’s definitely important to recognize and celebrate people’s culture and the things that are important to them.”
The Assembly Bill 268 is more than just a marked date on the calendar — it is a symbol of the progress and diversity of California, diversity that is not only being acknowledged, but appreciated. Underneath the firecrackers, sweets and glowing lights, Diwali embodies a powerful message of hope, purity and the victory of right over wrong. This embodiment is now conveyed through the new bill as well, showcasing California’s continual progress and inclusion. For communities like Cupertino, this law is not just about having a day off — it’s about feeling seen and valued
ANGELA KIM
online opinions editor
As the vast realm of online shopping grows, return policies have grown increasingly generous, raising questions about
ances customer satisfaction with environmental responsibility by providing detailed sizing guides, accurate product descriptions and maintaining transparency regarding the products being sold.
turned due to minor issues such as creased clothing or damaged packaging, the company’s priority when a return is received is to dispose of it as quickly as possible. These practices greatly contribute to the harmful cycle that results in damage to the environment.
Big corporations and companies offer flexible return poli -
the ethics of the corporations that practice them. While these policies may seem ethical on the surface, as they protect customers and ensure satisfaction, using convenience as a marketing tool is creating an endless cycle of waste and environmental harm.
In the 20th century, flexible return policies were relatively rare. Over time, companies developed updated systems in an effort to remain competitive, offering free shipping on orders and generous return policies. Especially during the pandemic, consumers not only got used to lenient return policies, but many also developed high expectations for free online returns and exchanges.
An ethical return policy bal-
In order to be considered ethical, a return system must foster trust with customers and include structured practices for handling returned items.
On the other hand, large corporations often disregard the environmental impacts of excessively flexible return policies. Specifically, for retailers who are selling fast fashion, the cost of shipping, sorting and refurbishing an item is higher than the product’s resale value. It is typically cheaper and more time-effective to simply dispose of the product. Despite most products being re-
cies that encourage consumers to make impulsive purchases. This causes customers to feel a sense of security, knowing they can easily return products they do not want, leading to unnecessary purchases.
In addition, 66% of consumers read a return policy before buying and 95% of consumers would buy from a brand again if they had a positive return experience, allowing companies to use these policies to build trust, create customer loyalty, and increase sales. As a result, corporations are able to benefit from profits while quietly contributing to the everlasting cycle of overconsumption and environmental harm.
Shipping creates millions of tons of carbon dioxide emissions — about 24 million metric tons in 2022 — resulting in millions of pounds of waste ending up in landfills and consuming large amounts of water and packaging. Companies send returned items to various destinations, including back to their manufacturer, other companies for resale, to clearance sections and donation centers, de-
Ipending on their condition, but a large percentage of returned items are sent to landfills. More specifically, a shocking 5 billion pounds of waste is generated through returns each year. Some might argue that these policies are necessary to build trust with customers and ensure they receive the best experience. Customers should not feel ashamed to use a system that is meant to provide satisfaction when a product is misleading
or does not meet their expectations. However, the excessive leniency of many return policies is shifting from prioritizing customer happiness to unsustainable habits that cause great environmental harm — many of which remain unaddressed.
Corporations must take immediate action to promote fairness and trust with their customers while reducing environmental harm by creating structured systems to minimize waste generated by returns. Additionally, it is crucial that consumers
practice intentional habits — whether that is through thoughtful purchasing or choosing to support sustainable brands — to take that first step towards healthy habits and a healthier planet
LAURA CHEN, ELAINE CHEN
news editor | writer
Cramped sidewalks, endless high-speed traffic, sprawling layouts — these are characteristics of an unwalkable city. Unwalkable cities feature car-centric design, forcing reliance on vehicles for nearly all transportation. Often, this design results from a sudden, rapid increase in population, which leads city planners to prioritize quick development over thoughtful design. Studies have found that urban design is closely tied to environmental and social sustainability, making it necessary that modern-day city planners prioritize walkability in urban design.
The walkability of a city can be quantified by its walk score, as determined by the walkability analysis tool walkscore.com. A low score (0-24) indicates that nearly all errands in that city require a car, while a high score (90100) is the opposite. To calculate
a walk score, the system considers the distance between different sectors of the city, as well as the length of each city block. Highly walkable cities include New York and San Francisco, with walk scores of about 90. Cupertino has a walk score of just 48 — making it a car-dependent city.
Good walkability means much more than a number — walkability is affected by numerous factors, including road layout, sidewalk regulations, greenery and even the placement of storefronts. Working toward good walkability means providing infrastructure that not only makes walking possible but also encourages it as a viable and efficient transportation method.
One reason walkability is crucial in urban design is that it provides physical health benefits to residents. A study published by Nature in 2025 found that people who moved to cities with higher walk scores walked significant-
ly more. For those who moved to New York, the average number of steps walked per day increased from 5,600 to 7,000 — a 25% increase. Additionally, by reducing reliance on driving, walkable cities offer more mobility options for the elderly or for people with disabilities.
Not only does good urban design increase physical health, but it also improves social cohesion — the strength of connections between citizens. Having more social spaces such as parks, courtyards and plazas allows people to meet and interact. Social cohesion is positively connected to mental health and allows for trust and inclusivity.
Furthermore, foot traffic can often also decrease the amount of crime in the area. A theory dubbed “eyes on the street” by Jane Jacobs, author of “The Death and Life of Great American Cities,” states that having more people in an area makes the area safer be-
cause people would be more likely to report illegal activities. In 2017, an experiment by Chang and Jacobson regarding crime rates at closed dispensary locations found a link between higher walk scores and lower increases in crime, suggesting that Jacob’s theory may be true.
Besides improving people’s
“ I MEAN, PEOPLE BROUGHT UP ALL KINDS OF OBJECTIONS. AND I’M HAPPY TO SAY NONE OF THAT HAS COME TRUE SO FAR.” SEEMA LINDSKOG
physical and mental well-being, good urban design can also benefit the environment. By reducing reliance on cars and making walking an option, these developments improve air quality and energy consumption, lowering the use of fossil fuels such as gasoline and diesel. As of 2025, according
to the Environmental Protection Agency, greenhouse gas emissions from transportation account for about 28% of the country’s total emissions. The buildup of these greenhouse gases is what causes Earth’s atmosphere to warm, resulting in climate change. Energy-efficient urban design in a city can greatly reduce emissions, promoting more environmentally-friendly methods of transport like walking, biking and public transit.
Increasing a city’s walkability also brings economic benefits to the area. Often, property value increases if the surrounding area has a high walk score. In 2019, real estate company Redfin found that homes were valued 23% higher when they were in walkable areas that were closer to destinations such as schools or parks. However, in the process of establishing new infrastructure, many problems can occur. In Cupertino, for instance, building the Regnart Creek trail — a trail connecting the Cupertino Library to
Creekside Park to increase the city’s walkability — was initially opposed by many residents.
Said Seema Lindskog, Executive Chair of Walk Bike Cupertino, “People were bringing up stuff like ‘Kids are going to bike into the creek. There’s going to be peeping Toms. There’s going to be drug dealers.’ […] I mean, people brought up all kinds of objections. And I’m happy to say none of that has come true so far.”
Now, the Regnart Creek trail is an invaluable addition to the Cupertino community, with over 600 users passing through each day, according to Lindskog. It offers a safe, off-street path for pedestrians and cyclists to use, greatly improving the city’s walkability.
For city planners, developing new land quickly to keep up with population growth is still an important factor to keep in mind — however, due to its numerous benefits to the people and the environment, it is clear that the walkability of a city should be taken into consideration as an equally important priority
IZUMI RUBIN writer
For 12 years, Christina Masuda has taught under the dimmed lights of her candle-scented classroom. Yet from fall 2021 to spring 2025, that was only half her story. During this time, Masuda became a student again after the dismissal bell rang — a student pursuing a doctorate. Masuda earned her doctorate in International and Multicultural Education from the University of San Francisco through a special program that accommodates teachers who work fulltime. This flexibility allowed Masuda to teach American Literature Honors and Advancement Via Individual Determination at Cupertino High School as usual, while filling her
afternoons, evenings and weekends with doctoral classes.
Masuda identified several factors that motivated her to continue her educational journey — the first was her desire to better understand her students and their perspectives.
“This is my honest, authentic, genuine practice of reciprocity with my students,” Masuda said. “I’m always staying mindful of what it is [like] to be a student [so they] know I’m not too far away or I haven’t distanced myself too far from sitting in a seat as a student.”
“I’M ALWAYS STAYING MINDFUL OF WHAT IT IS [LIKE] TO BE A STUDENT [SO THEY] KNOW I’M NOT TOO FAR AWAY OR I HAVEN’T DISTANCED MYSELF TOO FAR FROM SITTING IN A SEAT AS A STUDENT.
”
CHRISTINA MASUDA
Masuda also wanted to pay tribute to her Japanese grandmother, who was wrongfully confined in an internment camp during World War II, which forced her to abandon her education — and likely her dream of becoming a lawyer — for an agricul-
tural life. Said Masuda, “I couldn’t help but think […] what a missed opportunity it was for this woman who was so skilled to not be able to attend college, so part of my ‘why’ was honoring her legacy.”
Finally, Masuda decided to pursue her doctorate to advance her own learning and, in turn, maximize her impact on her students.
“I think in many ways, humans are at their best when they’re learning. When they’re adding to their repertoire of prior knowledge [and] lived experiences, […] it’s beneficial — not just to themselves, but for their communities that they’re a part of,” Masuda said.
Despite the accommodating nature of her doctoral program, Masuda still recalled experiencing stress and exhaustion in her daily life, especially due to the additional burden of having to teach simultaneously. “In the first three years, there were a lot of negative side effects [like realizing], ‘Oh, wow, is that more hair
on the ground?’ as I got ready for the day,” Masuda joked.
The process of pursuing her doctorate while teaching also took an unexpected psychological toll on Masuda, causing her to battle with a sense of impostor syndrome regarding her dual identity as a researcher and a hands-on teacher.
“In my mind […] I had unintentionally separated the people who are devoting their careers to contributing to educational theory — researchers and scholars — from the practitioners, the people with 10 toes on the ground, working day in and day out with the students […],” Masuda said. “I think I needed the reminder from my professors and from my fellow cohort members in my doctoral program that you can be both things and it can be okay.”
Masuda’s doctoral research focused on how English teachers support English Language Learning students, specifically through culturally responsive writing instruction, a student-cen -
tered approach that draws on stu dents’ backgrounds. Said Masu da, “What genuinely interests me, intrigues me, keeps me curious, 24/7, are the ways we support our students who are multilingual […] while also assigning them to write in this additional language of En glish and how complex that can be, even for a native English speaker.”
Although her research concerned ELL students, Ma suda’s doctoral knowledge prompted her to further empha size student voice and feedback in her current classes.
“I think it has already impacted the way I specifically teach writing instruction and ask students for a more prominent role,” Masuda said. “I want students to have au tonomy when they write. And to do that, you have to ask your stu dents year in and year out.”
Masuda also noticed that obtaining her doctoral degree shaped her values as a teach er. “My program helped me be a more understanding teacher, a far more flexible teacher and also a teacher who continues to critique and hold the [American education] system that we’ve inherited […] accountable for its prob-
new researcher,” Masuda said. “It still sounds a little bit weird for me to say, ‘I know how to be a researcher.’ [But now] I am a research- er”
ATRISA RAHGOZAR
lifestyles editor
Modeling: a career that provides freedom and self-expression. Junior Milan Bushynskyi has been modeling for a year now, while recently joining Cupertino High School’s Varsity Football team.
Bushynskyi’s modeling journey began a year ago through a program called “Become a Model,” a course designed for Russian-speaking students in Los Angeles. Bushynskyi saw potential in the program, and as it was his dream, he decided to pursue it.
Having recently moved from Los Angeles to Cupertino, Bushynskyi finds it difficult to manage his time. He typi- cally needs to respond to all of casting emails at night and use weekends for photoshoots. When asked about what he enjoys the most
regarding modeling, Bushynskyi said, “[in] modeling, it’s like you can impress yourself.” For him, the preparation for each shoot varies; sometimes he might need to get a haircut or do light makeup, depending on his project. Regardless of the setting, he takes pride in every shoot.
Currently, he works with an agency for children under 18 years, called Bensimon Models and Talent. However, Bushynskyi is searching for more opportunities as he tries to be signed with an adult marketing program.
“Modeling genuinely makes me happy. It’s something I’ve al ways wanted to do, and I enjoy being part of this industry. As a creative person, it feels like the right place for me,” said Bushyn skyi.
In addition, Bushynskyi has been involved in several films, his first experience being at 8 years old. Since his mother is a cine ma producer, he grew up on set, acting as a child actor for one of her Ukrainian projects. While making this film, he had to eat cold soup on camera, which he described as “disgusting, but
pretty funny looking back.” His most recent project was filmed in Los Angeles, titled “The Cake.”
“Every time I’m on set, I really enjoy it,” Bushynskyi said. “There’s something magical about that environment that I’ll never get tired of.”
Outside his modeling projects, Bushynskyi wears a gear as a linebacker and Red Guard on the CHS football team. Despite his novelty in the team, he finds that he is passionate about the sport itself.
Looking ahead, Bushynskyi plans to continue pursuing modeling and acting after high school.
As a young model and actor, Bushynskyi has pursued his career mainly on his own, with a little bit of support from his mother. An advice he shares is for everyone not to allow others to come in the way of their dreams.
“I used to care too much about what others thought, but at the end of the day, no one else is living your life. You are,” Bushynskyi said. “Nobody knows you like you do. Dream big and work as hard as you can”
Exploring the process of course development at Cupertino High School
KATIE MAK, CHLOE CHOE, ALINA TIE
lifestyles editor | multimedia editor | writer
Curriculum planning is an integral part of students’ learning experience at Cupertino High School. To understand the process of curriculum development at CHS, the operation of the Califor- nia Department of Education’s educational decision-making must be considered. The State Board of Education develops expectations for materials covered at each grade level, serving as a final approving body for the statewide curriculum framework.
course, or we float an idea for an elective, and a lot of students say ‘I would like to sign up for that,’ then that’s really what would drive it.”
While the process is relatively standardized, there are opportunities for public input. These include open sessions for new course ap-
“ OUR SCHOOL DEMOGRAPHIC HAS REALLY CHANGED [OVER THE YEARS], SO [...] WE’RE TRYING TO INCORPORATE MORE TEXTS THAT ACTUALLY REPRESENT THE IDENTITIES OF STUDENTS ON OUR CAMPUS
GREG MERRICK
At the district level, the curriculum development process is driven by fixed requirements, as well as student or teacher interest. Courses must follow the University of California A through G requirements. To satisfy the requirement for 4 years of English, for example, the Fremont Union High School District Board of Trustees would develop at least four English courses.
Another aspect of curriculum development — incorporating new courses — involves teacher interest. In other words, a group of teachers hoping to add a new class develops the course and then presents it to the Board. Upon the Board’s approval, it is then eligible to become a course at several schools.
In addition, student interest also determines the courses the Board decides to offer. Said FUHSD superintendent Graham Clark, “If they sign up for that
proval discussions, where students and community members can share ideas and ask questions.
Once a curriculum has been approved by the Board, it is subject to revision or updates as necessary. Each year, personal learning communities allow groups of teachers teaching the same course to meet and revise the curriculum, examining student work and exploring potential improvements.
days at 7:30 a.m., where teachers meet in their respective departments and work on their curriculum together. Teachers usually meet within their school — however, if a school has only one teacher in charge of a certain course, they would then meet across sites to discuss the curriculum.
While CHS teachers mostly have full autonomy over their curriculum, the general curriculum structure is decided through departmental meetings. The literature department follows statewide standards and plans a curriculum that generally adheres to state expectations of fostering certain skillsets — CHS English teachers are expected to be familiar with the CDE educational framework pertinent to English learning. Nevertheless, covering all materials outlined in the state standards can be difficult with limited time. Hence,
For AP courses, if additional content or requirements were introduced, the Board would update the course. Teachers would attend professional development conferences to ensure the course continues to align with AP testing standards.
Professional development occurs on Wednes-
CHS
English teachers iden- tify the most important topics and design a year-round curriculum based on selected materials.
To create lesson plans, teachers consider appropriate literary texts that allows students to exercise particular literacy skills. Due to the nature of the subject, CHS English teachers tend to have more flexibility in building their own curriculum. As they are most familiar with their own student demographic, individual English teachers have the liberty to prioritize certain areas based on student interest.
“I think it usually goes best when the teacher themselves enjoys the work that they’re teaching, so they can build a sense of enthusiasm in their students,” CHS English Department Lead Greg Merrick said.
The selection of literature also plays an important role in the English curriculum. Book choices are narrowed down based on a thorough evaluation of the litera-
ture’s difficulty, length and appropriateness. Most importantly, student representation is considered to ensure that the literature is pertinent to the CHS demographic, including students’ race, ethnicity, gender and sexual orientation.
“When I went to high school here in the early 90s, it was almost all white dudes, and that’s what we read,” Merrick said. “Our school demographic has really changed,
The Advanced Placement Computer Science curriculum at Cupertino High School is known for its rigor and inclusion of content beyond the AP exam topics. Having been rewritten and refined by its teachers throughout many years, the course provides students with a more thorough understanding of the material and a stronger foundation in computer science.
“ WE TEACH STUDENTS HOW TO DESIGN PROGRAMS SO THAT THEY ARE ABLE TO BUILD BIGGER PROJECTS, EVEN THOUGH THAT’S NEVER GOING TO BE SOMETHING THEY’RE [...] ASKED TO DO ON AP TESTS ”
TED MCLEOD
To ensure that it meets the standards of a College Board AP course, the curriculum is required to go through the College Board AP course audit and is updated annually to include topics tested on that year’s AP exam. The current AP Computer Science teachers, Eric Ferrante and Ted McLeod, have helped develop the curriculum for over a decade. Said Ted McLeod, who has taught AP Computer Science at CHS for about 11 years, “The original [content] was too light or not in-depth enough, so a lot of [the time], for clarification or just to explain things more deeply, we would rewrite the section.”
Beyond modifying the curriculum to help students develop a
and so I would say over the last 10 to 15 years, we’re not there fully yet, but we’re trying to incorporate more texts that actually represent the identities of students on our campus.”
more advanced understanding of concepts, the teachers add useful, real-world skills not included in the AP test. One particular example is teaching students how to make graphic user interfaces.
“There’s nothing in the AP curriculum about making programs [that] have graphic user interfaces, like buttons and windows,” McLeod said. “But anyone who’s going to make a huge project in Java, like a game or almost any desktop application that you can think of, [needs a] graphic user interface.”
“
tion in computer science that can benefit them in the future.
CHS AP Calculus BC Curriculum
The Advanced Placement Calculus BC class at CHS strictly follows the College Board curriculum, but also has an overall goal of preparing students for future courses instead of the AP test alone. The course relies more heavily on the College Board than on guidelines from the school, and doesn’t allow much room for flexibility in its material.
WE FEEL [THAT] OUR ROLE IS NOT JUST TO PREPARE OUR STUDENTS FOR A SINGLE DAY OF THE YEAR, THE DAY OF THE AP EXAM, BUT TO PREPARE THEM FOR THE NEXT CLASS IN THE [CALCULUS] SEQUENCE, [...] MULTIVARIABLE CALCULUS
Additionally, teachers incorporate lessons and skills into the course based on their own experiences.
” STELLA DEMETRIOU
“I actually love making games,” McLeod said. “One of the jobs that I worked at, in between teaching math and teaching computer science here, was at a game company. [...] And I find [that making games is] something students are often really interested in.”
The class also teaches students how to work on projects in teams, like real software engineers.
“We teach students how to design programs so that they are able to build bigger projects, even though that’s never going to be something they’re [...] asked to do on AP tests,” McLeod said.
Ultimately, the goal is not just to pass the test — it is to prepare students for the real world by helping them build a solid founda-
The foundation of the AP Calculus BC curriculum has been established for decades, and its content has stayed mostly consistent throughout the years.
Before the AP exam date, the main goal is to cover all the tested AP topics. Still, students learn and understand concepts at a deeper level — learning how to apply techniques and methods beyond the AP exam requirements.
Teachers also communicate with each other regularly to discuss teaching practices and course development.
Said Stella Demetriou, who has taught AP Calculus BC for 10 years, “We’re such a closeknit group [...] We meet when we’re supposed to meet, but we also exchange emails so often, and we text each other when we are writing a test [or] grading a
test, [or] when we feel something went nicely or didn’t go so nicely [during our] lesson.”
Although the course framework for the curriculum remains relatively constant, the course is adjusted for students’ needs. Every week, the teachers meet to reflect and discuss their teaching.
“During the meetings, [...] we’re thinking about future lessons, and if we want to look into something additional that particular year. Or when we’re grading a test, we talk about patterns that we noticed [...] and [what we] want to be testing on the future test,” Demetriou said.
Overall, teachers put a lot of effort behind the scenes as they plan their classes, making adjustments based on their students while working with a fairly rigid curriculum.
“We feel [that] our role is not just to prepare our students for a single day of the year, the day of the AP exam, but to prepare them for the next class in the [calculus] sequence, [...] Multivariable Calculus,” Demetriou said.
Ultimately, most courses in FUHSD follow guidelines set by the state and the district board, while others follow frameworks established by organizations such as the College Board. Teachers regularly collaborate — sometimes even across the district — to plan and adjust their teaching practices and curriculum, ensuring that they align with these standards and are fit for students to learn. With varying requirements and content to cover, each course offers its own level of flexibility for teachers and students. All things considered, the consensus across CHS classrooms is to prepare students for success beyond tests and the classroom
ROLA ALI writer
The crowd rustled as Cupertino High School senior Daniil Petec stepped on the platform for his final attempt. The vast room fell silent as Petec closed his eyes, focusing on his form. His legs pushed through the hardwood floor, his hips shifted upward and Petec began inching the heavy bar towards victory.
Petec’s journey into powerlifting officially began at the start of 2024, but his interest in strength sports dates further back. In middle school, he practiced gymnastics alongside his close friend, who eventually switched to powerlifting. Inspired by professional lifters on social media and his friend’s success, Petec decided to try the sport himself.
After taking a personal monthlong vacation, Petec decided to sign up for his first powerlifting meet, purely for fun.
Upon entering, he was shocked by the atmosphere and immediately felt the positivity from all of his competitors. However, Petec also got a glimpse into the harsher side of the sport.
“I saw a guy pass out at my first meet, which is pretty symbolic of the sport, because it happens a lot,” Petec said.
After his first meet, Petec began training under a professional coach and began setting specific strength goals at each session. Week by week, he tracked his progress, constantly pushing himself past his previous limits. By his next meet, he instantly felt a shift in atmosphere, one that was much more competitive and intense. Many of his peers were hitting massive total weights and some were even establishing national records. Petec had now stepped into the next level of the sport.
To maintain
steady progress, Petec endures a demanding schedule. On Tuesdays, he trains all of his lifts with his coach. Thursdays are dedicated to tempo lifts to refine his technique, and Sundays are for heavy lifting, the most intense session of the week. Out-
side of the gym, Petec also takes on the responsibility of eating more to gain healthy body weight for future competitions, and must maintain a consistent sleep routine to prevent the risk of potential muscle failure and fatigue.
Later on in May of 2025, Petec attended Powerlifting Nationals in Reno, Nevada. After a substantial amount of training and competitions with his coach, Petec felt confident yet nervous. Once again, he was struck by the camaraderie amongst the lifters.
“We mentioned lifts that we’re better at than each other, and it just forces you to push yourself and become stronger,” Petec said.
At Nationals, Petec had the opportunity to warm up with more than four world champions. He
was fascinated by their focus and calmness, and their tone left a lasting impression. He used this as advice for his performance, and concentrated on his last lift and form rather than his stress. He ultimately placed ninth.
“There was this weird moment where all I could think about was just pushing through my legs, and when I went up to do the lift, I felt myself pushing into the floor a lot more than usual,” Petec said.
thought about quitting, but was able to push through with a better mindset.
“I just told myself I had to keep going, because that’s just part of powerlifting,” Petec said. “I knew I could be- come a lot stron- ger.”
Petec devel-
oped a strong mental state throughout this difficult period and learned how to handle frustration and selfdoubt. He still credits much of his success to the people who supported him along the way, especially his coach.
“Coach Vallejo has always been there, even when my sleep was bad, when my nutrition was bad and when I got food poisoning,” Petec said.
“
I TOLD MYSELF I HAD TO KEEP GOING, BECAUSE THAT’S JUST PART OF POWERLIFTING.
Although Petec has been fortunate enough to avoid serious injuries, his path in powerlifting has been filled with challenges. A few months ago, he went through a period of rapid improvement, breaking personal records in almost every lift. Consequently, his body was left exhausted, and his performance began to decline due to muscle fatigue. During that period of regression, Petec constantly
DANIIL PETEC
”Since discovering powerlifting, the sport has clicked for Petec, and his passion continues to grow with every lift.Going forward, he hopes to continue powerlifting for years to come, whether competitively or purely for the love of the sport. He strives to perform even better at his next national competition, refine his form and establish new personal records. Petec also hopes to see the sport evolve
and become recognized around the world.
“I hope the sport can become better in two things — being more unified and drug testing,” Petec said. “Those two things are the inhibitors of [powerlifting] actually being recognized as a real sport and maybe having a chance at going to the Olympics”
ANNIKA BAGGA, ZOE JERAJANI writers
As applause erupts from the stands, Keara Rodriguez rallies onto the cheer mat, taking a deep breath and preparing to perform a routine that she has worked on for months. Scanning the crowd, she spots her mom, giving her a reassuring smile and nod. Coach Angela Birse and athlete Keara Rodriguez continue to have an inspirational mother-daughter journey in the world of cheer.
Before Rodriguez began cheering her freshman year, she played volleyball. Rodriguez joked that it was a big change from “throwing balls to throwing people.” Despite the shift, her mother, Angela Birse, fully supported her decision to start cheering.
After spending her freshman year on JV, Rodriguez’s determination, passion and hard work earned her a ticket to varsity and the competitive team in her sophomore year. During that time, her
team parent to support Rodriguez and her teammates.
It was not until Rodriguez’s junior year that cheering became more seri- ous, both for her and her mom. Birse stepped up to become the coach, deepening their relationship both on and off the mat.
“After my mom started coaching last year, my relationship [...] has got- ten a lot closer with her,” Rodriguez said. “I can confide in her about so many things.”
Rodriguez’s junior year, Birse decided to step up, ready to take on the job to support her daughter and the team.
Cheer up for a story about
“I stepped in, just to get them through the season,” Birse said.
Angela Birse previously danced for Lynbrook High School’s dance team, having little experience cheer. ever, when
“But after going through it and getting to know everyone, it just makes me love it more.”
the previous cheer coach stepped down midway through
What started as a temporary role quickly became a full-time commitment. Birse now takes
coaching classes, studies stunt techniques and spends countless hours preparing routines for the team. While their moth-
er-daughter dynamic has not always been simple, especially when home and cheer lives blur together, their bond remains one of deep inspiration and respect.
“Sometimes it’s hard to balance my mom and coach at one time,” Rodriguez said. “But honestly, she’s been my biggest supporter throughout my whole journey. I wouldn’t be where I am without her.”
“We definitely butt heads sometimes [...] But [as her coach] I get to watch her grow in each practice,” Birse said. “She’s captain this year, and watching her rise to that occasion is pretty rewarding.”
Throughout four years of cheering and every challenge faced, Rodriguez could always rely on her mother.
about this dynamic duo’s journey
estly, she’s my rock.”
Rodriguez has since received numerous awards, both with the team and individual performance.
Last year, the competition team brought back two trophies,
“My dynamic with my mom has really helped me
a lot, especially with tumbling,” Rodriguez said.
“It’s a newer thing for me. I just started last year, getting my back handspring and starting to work on my back tuck. Hon-
being Cuperti- no’s best season to date. Most recently, they won first place at cheer camp over the summer. Additionally, Rodriguez won the All-American award at cheer camp this year. Rodriguez and Birse will be traveling to Rome in December to cheer at the New Year’s Day Parade with other All-American cheerleader award winners.
To prepare for her cheer journey at the collegiate level,
Rodriguez has been attending clinics, meeting coaches and looking at programs from across the country. It was not until recently that Rodriguez decided to continue cheering in college, as her love for the sport grew.
“At first I wasn’t sure if I wanted to [continue in college],” Rodriguez said.“But she said no matter what I decide, she’ll always support my decision. She always pushes me to do my best.”
What makes the two’s story so special is not just their individual achievements, but their shared journey. Their bond has helped them overcome challenges: transition -
ing to new coaching leadership, working through tough skills and learning to navigate the many ups and downs of cheer
HANA WIDMAN writer
TExploring the expensive costs of concerts due to ticket resellers
ens of millions of dollars — that is how much money a major artist can make through ticket sales of just one show. Not only artists, but ticketing companies, venues and resellers also make huge profits as the value of the concert industry continues to skyrocket.
The concert industry has begun to thrive in recent years, due to pent-up demand during the pandemic, the popularity of live experiences and artists looking for other sources of income as streaming brings in less money. This increase in demand for tickets makes it more difficult for fans to actually see their favorite artists live. Through the monopolization of tickets by large corporations, presales that allow specific groups of people early access to tickets, and resellers and bots, amongst other factors, these tickets are continuously being kept out of reach for many.
Powerful ticket-selling companies like Ticketmaster, SeatGeek and StubHub have enormous power over the concert industry because they control fans’ access to tickets. Ticketmaster’s monopoly in particular has been a target of scrutiny from many, including the Department of Justice, which has called for the company’s power to be broken up. Although the company denies any wrongdoing, it is undeniable that Ticketmaster plays a role in deciding ticket prices. This is evident in their use of a dynamic pricing model, which allows them to raise prices of tickets based on live demand. This model causes costs to fluctuate dramatically and often inflates original prices.
Cupertino High School sophomore Nirvaan Vira is an avid concertgoer and has seen the effects
of these systems firsthand. Said Vira, “Even if [concertgoers] are getting them in presale, I think with Ticketmaster fees or SeatGeek fees and all these different companies’ fees, it does make sense that people are less able to afford [concert tickets].”
Many concerts, especially for popular artists, have presale options that are designed to be a way for dedicated fans to secure their tickets. Although some presales are open to anyone, there are also specific credit card presales typically hosted by American Express and Citibank, which only allow certain credit card holders to access tickets earlier and have a higher chance of securing them. Although it may be convenient for those who are able to join a presale, those who cannot participate are left with fewer options to choose from when buying during the general sale.
Other than for presale, tickets are also set aside for guest lists, VIPs and scalping. Scalping is a process in which managers, or sometimes artists themselves, sell a portion of their tickets on a secondary market for the highest bidders. Although it may sound unethical, scalping is a legal practice and remains prevalent in the in- dustry. With fewer tickets available to the general public, only a select few out of the thousands who try will actually get tickets, and of - ten at a price more expensive
ets are hundreds of dollars, those being sold by big artists can reach absurd prices.
Said Vira, “I remember Taylor Swift came in 2023 and all the tickets were really expensive and everyone was complaining about it. Even on the day [of the concert], they were still really expensive. And the prices are just really high in general.”
On top of these factors, scalper bots and resellers have also become an obstacle for concertgoers. Although it is legal for artists and managers to scalp tickets, the same does not apply to these bots. Scalper bots are programmed to illegally buy huge quantities of tickets the moment they go on sale, both in presales and general sales online, especially on Ticketmaster. Despite the company’s efforts and the federal law that makes these bots illegal, they still create a massive problem for fans. Programmed with humanlike behaviors to avoid being caught, these bots are able to prevent real fans from purchasing tickets at face value. This grants control to resellers and scalpers to control the secondary market, which is where tickets are sold after they are purchased from the original vendor. Resellers typically sell concert tickets for 30% to 40% more than the original price, but depending on demand, these numbers can be much higher. Ac- cord -
“ EVEN IF [CONCERTGOERS] ARE GETTING THEM IN PRESALE, I THINK WITH TICKETMASTER FEES OR SEATGEEK FEES AND ALL THESE DIFFERENT COMPANIES’ FEES, IT DOES MAKE SENSE THAT PEOPLE ARE LESS ABLE TO AFFORD [CONCERT TICKETS].
NIRVAAN VIRA
Swift’s Eras Tour tickets were resold on average for 15 times their face value. The average ticket for the North America leg of the tour was sold on the secondary market for $3,801, with the average price of any resold ticket in 2023 being only $252. For Ariana Grande’s Eternal Sunshine tour beginning summer of 2026, these reselling trends seem to be continuing. According to live prices from Ticketmaster, nosebleed seats — seats that are located farthest from the stage — are selling for upwards of $600, and above $1,000 at some venues. Seats closer to the stage have been reported to sell for tens of thousands of dollars as well, showing how much power ticket scalpers have over fans.
”
Regardless of these circumstances, countless fans still find ways to secure their spots in the concerts of their favorite artists. Many people of the younger generation consider the concert experience well worth the cost.
“I think it’s still worth it. I really like going because it introduces me to new music that I didn’t know if I would have liked before,” Vira said. “I think it just broadens your music taste, and I think that’s good, because then you consume different forms of art”
THE FUTURE of the entertainment industry
and the question of creativity & individuality
the first AI-generated actor makes headlines
“ YOU DIDN’T MAKE THIS. HUNDREDS OF REAL WORKERS, REAL PHOTOGRAPHERS, CAMERA OPERATORS, [...] EVEN FARMERS, MADE THIS. YOU TOOK THEIR WORK AND PRETENDED IT WAS YOURS.
” MARA WILSON
As artificial intelligence evolves at a record pace, new uses of technology are being implemented in the entertainment industry. Actors and models are being replaced by technological figures, causing audiences to question the ethicality behind AI substitutes in the entertainment industry.
Recently, fashion companies Vogue and Guess collaborated for an advertisement featuring two models, which readers later discovered were created using AI. Both companies have since received massive backlash.
“Fashion has always been about creativity,” said influencer and journalist Georgia Coan. “It has always been about expressing that individuality, and the fact that you now have models who are created using AI is so depressing.”
It is not just the fashion industry that is experimenting with AI usage. Actors are now facing the risk of being replaced by AI in film. Production company Particle6 and Xicoia generated the first-ever AI actor, Tilly Norwood, who has garnered massive attention, with many holding conflicting opinions.
As of now, many companies are approaching AI in a discreet way, primarily focusing on visual effects, touch-ups and audio recordings. Currently, the use of AI for actors and models in Hollywood is still in its experimental phase, with few companies switching to non-human models. However, many are concerned about how the usage of AI could cause potential job displacement in the industry, affecting many current and aspiring entertainment workers.
“You didn’t make this. Hundreds of real workers, real photographers, camera operators, [..],
even farmers, made this. You took their work and pretended it was yours,” said actress and writer Mara Wilson.
The media has also raised concerns about how incorporating AI in the entertainment industry may have harmful ramifications for its audience in terms of beauty standards.
“The advert has been met with controversy and raises questions about what this means for real models who have fought for greater diversity, and for consumers - particularly young people - already struggling with unrealistic beauty standards,” said BBC writer Yasmin Rufo.
Overall, many have expressed concern about the ethicality of AI, believing that the products created by the film industry should be created authentically by humans. Some are even questioning whether AI should be included within the entertainment industry, and if so, to what extent.
The use and cooperation of AI in the entertainment industry is generally being viewed as both harmful and immoral, questioning whether creators and producers should utilize the tool. However, some have argued that AI is a positive tool, seen as an extremely helpful and efficient tool. Artificial intelligence is being developed by software companies at a rapid pace, and has expanded as a tool to multiple industries, and choosing to use the tool could enhance the quality and final products.
With the new incorporation of AI in the entertainment industry, there is no doubt that AI will continue to be used to create new products. However, as seen, AI has both positive and harmful aspects, and should be used in moderation with the help and guidance of humans, rather than allowing AI to take control and independently create entertainment
KAYLA LEE
or most of my childhood, confidence wasn’t something I had to search for — it was embedded into me. I used to think that success was simply the outcome of effort. Not because I thought I was untouchable — rather in a ‘things will always work out’ kind of way. But somewhere between middle school and high school, that confidence slipped away, leaving me in a pool of self-doubt. My “of course I can” mindset shifted into “what if I can’t?”
I can’t pinpoint the moment confidence took root in me. Somewhere along the line, I started to believe that I couldn’t fail. The praise and achievements that circled me only confirmed that belief. In hindsight, the stan-
dards I set for myself were high. Higher than the average goals of a typical first grader — and because I kept hitting them, my confidence felt well-deserved. Every goal I met piled up until it formed a pillar of confidence. I saw achievement as the standard. It wasn’t arrogance, but simply all I had ever known.
That pillar in my life didn’t collapse overnight — it wore down with every setback until all my cracks were exposed and could not be patched up by success.
Throughout elementary and middle school, I was constantly reminded of my musical talent. At one point, I had to pick and choose which awards to display on my shelf because of the sheer amount. But before I knew it, I found myself trying to hide my disappointment as my placements dropped lower. The loss wasn’t what shook me — it was realizing that I no longer trusted myself.
Freshman year, my academic performance followed a similar storyline. Straight A’s came so naturally that they felt like part of my identity. But suddenly, my efforts didn’t guarantee success.
The C’s on my math tests did far more than ruin my grades — they cracked something in my identity. I no longer felt like the “smart one.” Without that label, I lost my sense of self. The shift in my social life was even more disorienting. In middle school, I was well-known and recognizable. I was outgoing and thrived on social interaction, certain that being extroverted was a core part of my personality. But high school erased that image. Surrounded by a sea of unfamiliar faces, I took a step back from the crowds that once fueled me. Suddenly, I wasn’t sure if I was extroverted at all —
the certainty I had in my likeability and approachability faded instantly, along with my outgoing nature.
The most alarming change wasn’t external — it was the words that began to come out of my mouth. I heard myself constantly say, “I’m scared.” Before auditions and tests — but more importantly, every time I tried something new. Fear didn’t just sit in the pit of my stomach — it shaped my actions that followed. I started avoiding opportunities not because I wasn’t capable, but because I was afraid of proving to myself that I wasn’t. I noticed this shift when my mom pointed it out to me — not in a scolding tone, but as if it was heartbreaking. She told me that my younger self wouldn’t have even considered fear. And she was right. My confidence hadn’t just disappeared, it was replaced with a sickening assumption that things wouldn’t work out in my favor.
Looking back, these moments weren’t just significant because of their unfortunate outcomes — it was their accumulation that truly hit me. Over time, I began to expect failure. What was once all I had ever known became something that fell far out of reach.
My younger self believed failure was never an option, but now I understand that it is inevitable. Even as life humbles me, the reality is that confidence is not a straight line. What I failed to recognize was that losing confidence never meant I should doubt my ability. If there is anything that these experiences have taught me, it is that confidence shouldn’t be rooted in a reliance that things will always work out — but in the assurance that I will do just fine if things go south
CALISTA FU
ocializing has always been a part of who I am. Every morning in middle school, I strolled down the hallways, greeting everyone I recognized with a smile and taking comfort in those simple interactions.
Growing up, I was naturally talkative. My curiosity and expressiveness were an introvert’s worst nightmare. Even so, I was fortunate to find a twin flame in my best friend. She sat through my longest talks, and our contrasting traits — her shyness with my boldness — made us the perfect duo. When her 15th birthday came, during the party, she asked about everyone’s lives. I responded by sharing about myself enthusiastically as I rambled on. As the night went on, I began to realize that other guests were far more reserved. I started to feel uneasy — uncomfortable in my own skin as questions circled through my head, with my voice always being the loudest in the room.
When I got home, my discomfort escalated as doubt flooded my mind. Did I outshine the birthday girl? Was my confidence coming across the wrong way? What did others think of my actions and, most importantly, me? Nobody at the party was as outgoing as me. I was never afraid to be bold and stand out from the crowd, but maybe this time, I went too far.
Those memories never left my mind as high school began. Despite never having considered myself strong aca-
demically, in my freshman year, I scored higher through persistent hard work. I smiled proudly as I looked at my biology scantron — a perfect score out of over a hundred questions.When my friends and I talked about our scores, however, they seemed dismissive of their own achievements. They preferred being humble over openly celebrating. Seeing this, I began downplaying my achievements, further tarnishing my already hurt sense of self.
These experiences bothered me endlessly. I began overthinking the interactions I had with others, as if I was figuring out the unspoken rules of conversation. I let others take the lead in discussions, and made sure I never spoke for too long. My originally bubbly personality faded. I began dissecting every interaction into pieces even with my friends — the people I used to feel the most comfortable with. Those invasive thoughts manifested as actions, turning my hesitance into silence.
It felt like others’ views of me greatly changed as I transitioned from middle school to high school. My confident personality from before stayed with my old friends, and my new friends saw me in a different light. I had become quiet, a stark contrast to who I was before.
After a few months of school, I reunited with my middle school friends. I could sense their disappointment in our exchange. Instead of my usual shining self, they were only met with brief formalities. They loved my expressive and confident self, not the suppressed version I had become. I never should have changed for others in the first place.
In that moment, any shame I harbored towards my personality washed away. I looked back on all my memories — the joy I shared with others, compliments on my uplifting character and my positive outlook on life — they all made me who I am. Concealing my light made me miserable, and I wanted to make others happy with my authentic self. Reflecting on those truths, I learned to express myself even if it meant shining brighter than the rest. My friends loved me for being unapologetically myself — I was the one placing these imaginary boundaries on myself. My struggle with self-acceptance profoundly shaped who I’ve become. To this day, I am learning to take pride in my personality. As humans, doubt and overthinking are inevitable, but it is important to distinguish reality from intrusive thoughts. After all, the only person who can truly dictate who you are is yourself
The Prospector’s staffers spice up the October calendar with their autumn favorites
No One Asked For Rebranding common terms for absolutely no reason
Being left on read — “Digital minimalism”
Buying a planner — “Preparing to be someone I still haven’t met”
Moving cities — “Running away but making it aesthetic”
Posting sunsets — “Proving to no one that I’m doing better”
Group Projects — “All or nothing”
Taking the bus — “Slow-motion music video featuring my reflection in the window”
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