Table of Contents
A New Kickoff for the Team
By Jeff Zheng
Bowling in a School Setting
By Seah Lee
The Amazing, 5th Annual Benefit Concert
By Penny Perez
A Spooktacular Middle School Dance
By Jaein Kim
Teacher Spotlight: Ms. Mia Alvarez
By Bea Mariano
Day in the life of a tech crew member
By Jian Park
The Constitutional Exceptions: Insular Cases
By Clara Kim and Offeia Yordy
How Korean Students Learn Music and the Implementation in St. John’s
By Cayla Park
Book Review: Animal Farm by George Orwell
By Sujin Oh
A New Kickoff for the Team
By Jeff Zheng
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Following placing third in last season’s soccer championship, the Knights are restlessly spending day after day at practice to perform even better this season. Going through laps around the field and drills to improve each part of their gameplay, all in preparation to make each second of the 80 minutes they are given against the other teams. The boys are guided by Coach Harmon and Coach Pedro, who are making sure that every player on the team is well-rounded and finds the position that suits them best, giving St. Johns the best chances at winning the championship while also allowing them to enjoy the core of joining any sport---fostering the passion for it. Key players on the team are Blake Ganeb, the goalkeeper; William Walls and Nikko Byerly, two national players as well as the centerbacks; Jerrick Palomares and Race Baden, two of the midfielders; and Leo Akeboshi, a central defensive midfielder. With a new season the team experiences the departure of valuable players, in contrast they are able to play with new faces, developing different chemistry between players.
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Photo provided by Lai Ling
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With so many different players on the team, Coach Harmon had to find a way to balance practices to accommodate the whole team. On one hand, Coach Harmon is “planning on individual skill development and team chemistry”, while on the other hand, he has “to change things around a little bit” depending on “what did we do well and what did we not do as well”. The Knights were successful in their matches against JFK, Guam High, Tiyan, GW, and Sanchez, yet with only four regular matches until playoffs, Coach Harmon is sure that the team will “make it to playoffs”. However, he worries that the team may “fall to fourth or fifth place”. This is a difficult position to be in the playoffs because it means their “quarterfinal match will be very challenging”.
Although the boy’s matches were well played, this season wasn’t a complete domination. The boys also faced some learning opportunities from their games against Harvest and Southern. Instead of feeling broken with their defeat and tie respectively, they moved forward with a growth mindset, not allowing themselves to repeat the same mistakes. After the matches, Race Baden made some keen observations on areas of improvements. Firstly, the boys “didn’t lose the match by a skill difference but by a mindset difference”. Despite having the skills to win, not believing that they could win altered the outcome of the match. Secondly, the boys needed to be able to adapt to different play styles when going against different teams. This was especially seen in their Harvest match where Harvest only had one play that was successful---their long balls, a pass in the air meant to bypass the midfield, allowing their attackers to have an easier shot on goal. Lastly, communication is key, especially for a sport all about team work. As Race puts it, “We all need to talk on the pitch. Call for balls, call for who you want to make a run with”.
Although the boy’s matches were well played, this season wasn’t a complete domination. The boys also faced some learning opportunities from their games against Harvest and Southern. Instead of feeling broken with their defeat and tie respectively, they moved forward with a growth mindset, not allowing themselves to repeat the same mistakes. After the matches, Race Baden made some keen observations on areas of improvements. Firstly, the boys “didn’t lose the match by a skill difference but by a mindset difference”. Despite having the skills to win, not believing that they could win altered the outcome of the match. Secondly, the boys needed to be able to adapt to different play styles when going against different teams. This was especially seen in their Harvest match where Harvest only had one play that was successful---their long balls, a pass in the air meant to bypass the midfield, allowing their attackers to have an easier shot on goal. Lastly, communication is key, especially for a sport all about team work. As Race puts it, “We all need to talk on the pitch. Call for balls, call for who you want to make a run with”.
Photo provided by Lai Ling
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These observations were taken to heart and took effect immediately, with practices heavily emphasizing the importance of having a voice on the pitch, even if it is just a simple “yes”. In the Harvest match Coach Harmon also noticed that shots on goal were not reaching the back of the net, in response he incorporated more shooting drills into the boy’s practices. The most important issue that the coach is trying to solve is the attendance this season. He is constantly having to think of “who to play in what position” focusing on those who frequently show up.
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Additionally, the coaches invited D1 players from rovers to introduce the Knights to an unfamiliar play style, forcing them to adapt to a game that’s both aggressive, yet professional. This also was an opportunity for the team to improve their confidence as if they were able to score and defend against D1 players, they would be able to score and defend against future opponents. Playing with the D1 athletes allowed Jerrick to visualize “the next level, with their ball control, decision making and communication”. Most importantly he learned that “soccer doesn’t always have to be fast paced and that staying calm and reading easy passes” is key. Leo felt the same way as he stated, “their ability to avoid bunching up, maintain good positioning, and quickly pass the ball is a level of chemistry that our team must develop”.
Photo provided by Mr. Harmon
Nonetheless, at the end of the day, soccer is a sport meant to be enjoyed by all. Leo agrees as he “feels a sense of family in this team” and loves the team dynamic “that welcomes players who may not have soccer experience, offering them opportunities to grow”. Oliver, a new addition to the team this year, thought that this was overall a “good season” allowing him to “grow as a player” especially with his “touches on ball”. Alongside fostering the passion for soccer, the boys had also developed their individual and collective skills. Jerrick, the only senior on the team, thought that “it was fun being able to help the lower classmen” and being able to “celebrate every goal, even the small ones, with them”. Soccer was more than just facing opponents in matches and striving for a triumphant outcome---it was a journey accompanied by friends. Players were able to discover their strengths, find and overcome (or work on overcoming) setbacks, and build strong bonds with each other.
Bowling in a School Setting
By Seah Lee
Bowling is an amusing sport offered in the second quarter for all high school students. Bowling can be both competitive and casual; the ISA (Interscholastic Sports Association) league provides a place for students to gather and compete against each other, evoking fun and rousing energy. Practices are held at Century Lanes and are often filled with many other school teams around the afternoon. Leading the St. John's Knights are Coach Shepherd and Sensei Shepherd. Practices are held weekly on Wednesdays and Fridays. Many students appreciate the not so rigorous schedule as it gives more opportunity to focus on academics for the upcoming midterm. Bowling is especially valued for its supportive nature and the way it builds connections not only between students within St. John’s but also between students at other schools such as Academy of Our Lady Guam and Harvest Christian Academy.
Most students are casual bowlers and so have no sense of how the game is actually structured and played. Understanding the game is important as games run in an organized fashion and contrary to the preconception that there is no order or pattern it goes in. In a game, players roll their ball down the oiled lane to knock down 10 pins arranged in an upside-down triangular formation. Each game consists of 10 frames where each player is given two tries. Each pin knocked down is equal to one point. The maximum number of points that one can obtain is 300 points. To achieve this, a player would have to only throw strikes the whole game. Scoring for strikes and spares are different as you get bonus points added to the base score of 10. For spares, the number of pins you knock down with your first ball in the next frame is added to 10. For strikes, the number of pins you knock down with your next two balls in the next frame is added. Games can also be played as teams and individually, both heightening concentration skills and skill development. In the ISA High School League, the individual and Baker’s games are played. The individual game is where players compete against each other including their whole team by themselves. The Baker’s game involves four players on a team, each taking turns to bowl a frame until 10 frames are completed.
Bowling also offers numerous benefits to students. Not only does it provide the ability to create bonds and connections with others, it teaches students consistency and patience. It also strengthens focus and accuracy even in times of pressure as players must concentrate on their technique and aim to get their desired outcomes. Bowling additionally acts as an outlet for stress where students can come to relax and detach from their rigorous academic schedule. When asked, “What is your favorite part about bowling?” Kristin Dela Cruz states that she “really enjoyed getting a chance to hangout with friends while leaving room for self improvement.” Similarly, Captain Elijah Dewan states, “My favorite part about bowling is getting good scores and making jokes with my friends.”
There are currently 20 bowlers part of the HS team. The teams participating are Academy of Our Lady of Guam (all female), Career Tech High School Academy Charter School, Father Dueñas. Memorial School, Guahan Academy Charter School, Harvest Christian Academy, St John's School. Students have testified that Father Dueñas (all male), Harvest Christian Academy, and Academy of Our Lady of Guam have been the toughest competitors. Games are separated by gender.
Overall, bowling is more than just a game, but it is a source of meaningful relationships, relaxation, and important lessons for significant virtues that can really benefit one’s life in the future. It also evidently provides opportunities for individual and social growth. Whether students join to have casual fun or experience the competitive side of bowling, many conclude that it is an activity that festers many rewards.
Most students are casual bowlers and so have no sense of how the game is actually structured and played. Understanding the game is important as games run in an organized fashion and contrary to the preconception that there is no order or pattern it goes in. In a game, players roll their ball down the oiled lane to knock down 10 pins arranged in an upside-down triangular formation. Each game consists of 10 frames where each player is given two tries. Each pin knocked down is equal to one point. The maximum number of points that one can obtain is 300 points. To achieve this, a player would have to only throw strikes the whole game. Scoring for strikes and spares are different as you get bonus points added to the base score of 10. For spares, the number of pins you knock down with your first ball in the next frame is added to 10. For strikes, the number of pins you knock down with your next two balls in the next frame is added. Games can also be played as teams and individually, both heightening concentration skills and skill development. In the ISA High School League, the individual and Baker’s games are played. The individual game is where players compete against each other including their whole team by themselves. The Baker’s game involves four players on a team, each taking turns to bowl a frame until 10 frames are completed.
Bowling also offers numerous benefits to students. Not only does it provide the ability to create bonds and connections with others, it teaches students consistency and patience. It also strengthens focus and accuracy even in times of pressure as players must concentrate on their technique and aim to get their desired outcomes. Bowling additionally acts as an outlet for stress where students can come to relax and detach from their rigorous academic schedule. When asked, “What is your favorite part about bowling?” Kristin Dela Cruz states that she “really enjoyed getting a chance to hangout with friends while leaving room for self improvement.” Similarly, Captain Elijah Dewan states, “My favorite part about bowling is getting good scores and making jokes with my friends.”
There are currently 20 bowlers part of the HS team. The teams participating are Academy of Our Lady of Guam (all female), Career Tech High School Academy Charter School, Father Dueñas. Memorial School, Guahan Academy Charter School, Harvest Christian Academy, St John's School. Students have testified that Father Dueñas (all male), Harvest Christian Academy, and Academy of Our Lady of Guam have been the toughest competitors. Games are separated by gender.
Overall, bowling is more than just a game, but it is a source of meaningful relationships, relaxation, and important lessons for significant virtues that can really benefit one’s life in the future. It also evidently provides opportunities for individual and social growth. Whether students join to have casual fun or experience the competitive side of bowling, many conclude that it is an activity that festers many rewards.
The Amazing, 5th Annual Benefit Concert
By Penny Perez
On Sunday, October 19, 2025, St. John’s School held its 5th Annual Benefit Concert with the theme of Melodies For The Ages. The purpose of this Benefit Concert was to get donations to help pay for the installation of the school gym curtains. It was held in the Dale Jenkins Gymnasium on the St. John’s campus from the hours of 4-6 p.m.
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The Benefit Concert was first held in 2019 to provide outreach from the Saint John’s Tri-M Music Honor Society chapter to other schools on Guam to encourage them to start their own Tri-M chapter. This outreach has remained a key component and theme of all subsequent Benefit Concerts. The Tri-M Music Honor Society is a program which focuses on creating future leaders in music education and advocacy. With the success of this Benefit Concert and previous Benefit Concerts, I’m sure the Tri-M Society is thriving on Guam.
Groups such as SJS Orchestra, Glee Club, Middle School/High School band, Middle School Choir, |
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handbells, and other featured guests performed a variety of songs and music pieces which clearly exhibited the overwhelming musical talent at Saint John's School. The Benefits Concert showed the range of the performers as everything from rock to K-pop to classical music was played to the delight of the crowd. Each piece celebrated the joy of music and the way it connects people of all ages.
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Zoie Cruz, a sixth grader and member of Developmental Voice who performed “Praise the Lord” and “A Million Dreams,” loved how everyone had fun and thought the music was great. Her favorite song during the Benefit Concert was “A Million Dreams”.
Sherry Frazer, a Saint John's parent, had a great time at the concert. It was her first Saint John's concert and was amazed at the talent and skill of the performers. Sherry Frazer, a K-pop fanatic, loved when “Golden” from K-Pop Demon Hunters was performed. She was further impressed by the talent and skill of the performers, and the sense of community that Saint John's has fostered among the students, families, staff and community. Loi Babia was a proud parent who enjoyed watching her children perform at the concert. She is also the sister-in-law of our beloved music teacher and conductor of the Saint John's orchestra, Mr. Norman Babbia. It was apparent that her children inherited the Babia musical talent. This was her first time at a Saint John's concert and loved the music. |
The concert was a huge success, and the joy and enthusiasm of the crowd was evident as everyone was smiling and bobbing their heads to the music. Many members of the crowd remarked about how fun the concert was, and can’t wait for next year's concert.
A Spooktacular Middle School Dance
By Jaein Kim
Did you know that according to Statista.com, around 73% of Americans celebrate Halloween? Halloween is a holiday loved by many, famous for the tricks, the treats, and most importantly, the fun. And you know what screams fun? A party! Welcome to St. Johns School, where every October there is a Halloween dance for middle schoolers hosted by the juniors!
As someone who has gone to all the Halloween dances in my three years of middle school, I’m pretty sure that I participated the most this year! Whether this is because I’ve gotten less shy than before, or the dance was just so well organized, there certainly were tons of fun events. This includes musical chairs, except every time the music stops, you have to find a certain item, then run to the chair with said item in hand! Although it’s a game I’ve seen several times, the hosts this year did a wonderful job at keeping everyone attentive and excited. “The best part of the dance’s organization I think was keeping the energy flowing throughout the event,” Bea, a junior, commented. There were several times everyone went on the dance floor and jammed to music, and the Just Dance sessions around the end of the dance. I usually don’t like dancing, but I had a ton of fun doing Just Dance this time. Besides this event, there was also a spooky photo booth and the food stand.
The photo booth sure was spooky, but you know what else was? The whole library! There was an eerie red lighting that covered the whole area and many other decorations that truly gave life to the Halloween spirit. Among all, my favorite from this entire dance was when we were all invited to the dance floor. I loved screaming, singing, jumping, and dancing without a care in the world with my friends. I especially enjoyed how almost everyone participated; I don’t usually sing in public, but since so many people were singing, I just sang as loud as I wanted. And nobody cared! “My favorite parts of the dance were singing, dancing, and embarrassing my brother,” said Gabby, a sixth grader attendant of the dance. “I loved the songs and the lighting was really cool”. I agree with everything that Gabby said, along with her comment that this dance was a really nice memory to spend time with my friends. It certainly was an exciting night!
“I think the Halloween dance went very well—Not only did a lot of people come, but almost everyone was participating in the dancing, games, and other fun social interactions,” Bea said. I’m sure planning an entire party must be very tiring, but the Class of 2027 nailed it almost perfectly! Of course, nothing can be perfect. When asked if anything could’ve been better, Bea replied: “I think that there were just a few small details we could have accounted for earlier like more clearly delegating who has what duty and better arranging the entrance system that would have made certain things run a bit smoother.” When asked the same thing, Gabby replied: “They could’ve had more varieties of food and more activities we could do as a whole. Also, pull out some people from the corner that weren’t participating”. However, Bea noted that the goal of this dance was participation, for everyone to enjoy the moment - I think they pulled it off pretty well.
One of my favorite things about middle school is the Halloween Dance, something I’m so glad the school has made a tradition. “I think that the Halloween dance is a really lovely tradition for several reasons. One being that it is a nice bonding experience between the juniors and the middle schoolers,” Bea said. “The next thing is that I know that middle schoolers don’t always often have events like these, so having the opportunity to have fun at a dance can become a nice memory. I also think that the Halloween dance taught the junior class a lot about organization and planning for events”. The Halloween dance is truly the best thing that can happen to several middle schoolers, and it surely got everybody ready for Halloween the following week! Oh, and a final word from Bea: “Thank you to all that came and helped with the Halloween dance!”.
As someone who has gone to all the Halloween dances in my three years of middle school, I’m pretty sure that I participated the most this year! Whether this is because I’ve gotten less shy than before, or the dance was just so well organized, there certainly were tons of fun events. This includes musical chairs, except every time the music stops, you have to find a certain item, then run to the chair with said item in hand! Although it’s a game I’ve seen several times, the hosts this year did a wonderful job at keeping everyone attentive and excited. “The best part of the dance’s organization I think was keeping the energy flowing throughout the event,” Bea, a junior, commented. There were several times everyone went on the dance floor and jammed to music, and the Just Dance sessions around the end of the dance. I usually don’t like dancing, but I had a ton of fun doing Just Dance this time. Besides this event, there was also a spooky photo booth and the food stand.
The photo booth sure was spooky, but you know what else was? The whole library! There was an eerie red lighting that covered the whole area and many other decorations that truly gave life to the Halloween spirit. Among all, my favorite from this entire dance was when we were all invited to the dance floor. I loved screaming, singing, jumping, and dancing without a care in the world with my friends. I especially enjoyed how almost everyone participated; I don’t usually sing in public, but since so many people were singing, I just sang as loud as I wanted. And nobody cared! “My favorite parts of the dance were singing, dancing, and embarrassing my brother,” said Gabby, a sixth grader attendant of the dance. “I loved the songs and the lighting was really cool”. I agree with everything that Gabby said, along with her comment that this dance was a really nice memory to spend time with my friends. It certainly was an exciting night!
“I think the Halloween dance went very well—Not only did a lot of people come, but almost everyone was participating in the dancing, games, and other fun social interactions,” Bea said. I’m sure planning an entire party must be very tiring, but the Class of 2027 nailed it almost perfectly! Of course, nothing can be perfect. When asked if anything could’ve been better, Bea replied: “I think that there were just a few small details we could have accounted for earlier like more clearly delegating who has what duty and better arranging the entrance system that would have made certain things run a bit smoother.” When asked the same thing, Gabby replied: “They could’ve had more varieties of food and more activities we could do as a whole. Also, pull out some people from the corner that weren’t participating”. However, Bea noted that the goal of this dance was participation, for everyone to enjoy the moment - I think they pulled it off pretty well.
One of my favorite things about middle school is the Halloween Dance, something I’m so glad the school has made a tradition. “I think that the Halloween dance is a really lovely tradition for several reasons. One being that it is a nice bonding experience between the juniors and the middle schoolers,” Bea said. “The next thing is that I know that middle schoolers don’t always often have events like these, so having the opportunity to have fun at a dance can become a nice memory. I also think that the Halloween dance taught the junior class a lot about organization and planning for events”. The Halloween dance is truly the best thing that can happen to several middle schoolers, and it surely got everybody ready for Halloween the following week! Oh, and a final word from Bea: “Thank you to all that came and helped with the Halloween dance!”.
Photos by Gabby Lee
Teacher Spotlight: Ms. Mia Alvarez
By Bea Mariano
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What is English class to you? Is it a class where you read old and boring books? Is it a class where you just write a bunch of essays? Is it a place where you are constantly lectured on “the correct meaning of things”? For many people, their literature classes feel uninteresting or pretentious, causing them to feel intimidated or unenthused to participate. The way that the content of English classes are often taught can feel very disconnected from what is interesting or relevant to students. However, that doesn’t always have to be the case. How can literature, the bore of many a poor high school student’s career, be turned into something fun and engaging? That is where Ms. Alvarez comes in.
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Photo provided by Ms. Alvarez
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Ms. Mia Alvarez is a part of St. John’s English department, and she specifically teaches one 9th grade speech and mythology class, one 12th grade IBH English class, and all the 11th grade IB Honors English classes. She is the main H English teacher here at SJS. She spent her first two years of high school here on Guam and then the latter half she spent in Macau, Hong Kong at an international high school where she got her IB diploma. She got her bachelors in English at University of Guam and is currently pursuing her masters degree there also. Her love for literature started very early on in life saying: “I’ve always put my head in a book. My love for literature really began at a young age and I was also lucky that I had parents and other family members that fostered it. In addition to that I also began writing at a young age as well”. However, it was really in college that she realized that writing and literature could be not just a mere hobby and pastime, but a full on career. Her experiences with both the IB program and college allowed her to explore the possibilities of literature and increased her eagerness in the academic perspective of English.
Even before coming to Saint John’s, Ms. Alvarez taught a freshman basic composition class as part of her master’s degree program; the goal of this class is to prepare students for college writing and to diversify their thinking. Prior to professionally teaching, she often did tutoring in both college and high school. She says that tutoring is a great experience for anyone to have, not just people who are looking to be teachers. “You gain a lot of experience by putting yourself in the position as the instructor…you actually become a better writer and a better academic when you put yourself into a position where you have to peer review or help your classmates”. Tutoring can help improve your writing’s flow, structure, arguments, and more. Now teaching at Saint John’s, Ms. Alvarez aims to help foster an appreciation for English, hoping to emulate the same enthusiasm and passion her own teachers had.
However, in order to get students excited about literature, it is important to establish a sense of self autonomy. Students get to know that they have a say in the classroom—their words, opinions, and observations are valued. Many students often have this sense of intimidation when it comes to English that stems from prior experiences like bad teachers, difficulties with interpretation, lack of guidance; many things cause fear or a lack of interest in the subject. As Ms. Alvarez describes herself: “Allowing them to explore and develop interests is half the battle”. Therefore, it is important to create a space that is welcoming and feels safe to make mistakes in. The goal is to encourage exploration early on and to share this sense of excitement and appreciation for literature.
If you want to start getting into books or if you want to try diversifying your reading list, Ms. Alvarez suggests exploring different genres with an open mind and to not be too influenced by others or what you see on social media. Yes, social media and your friends can be a great place to get book recommendations but by only chasing trends, you end up limiting what you can gain access to. Don’t be afraid to look at all different kinds of books; look at books from different authors, different countries, different eras. If you are not sure whether or not to pick up a book, try reading the first few pages and see if you like it. You’ll never know what you find interesting till you try it. If you are hesitant to spend money, borrowing from friends, looking at digital resources, or even visiting your local library can be great ways to read a diverse selection of books while on a budget.
While literature classes are the bane of many students, that doesn’t always need to be the case. English is not inherently intimidating or boring—students just need to be able to share their voice, be heard, and have the opportunity to explore the diversity of literature. English is more accessible than people tend to realize; you just need to find what you’re passionate about. Not everyone needs to be an expert in literature in order to enjoy it. As long as you aspire to read, explore, and broaden your horizons by looking at perspectives different from yours, you are already fulfilling what it means to meaningfully engage in literature.
Even before coming to Saint John’s, Ms. Alvarez taught a freshman basic composition class as part of her master’s degree program; the goal of this class is to prepare students for college writing and to diversify their thinking. Prior to professionally teaching, she often did tutoring in both college and high school. She says that tutoring is a great experience for anyone to have, not just people who are looking to be teachers. “You gain a lot of experience by putting yourself in the position as the instructor…you actually become a better writer and a better academic when you put yourself into a position where you have to peer review or help your classmates”. Tutoring can help improve your writing’s flow, structure, arguments, and more. Now teaching at Saint John’s, Ms. Alvarez aims to help foster an appreciation for English, hoping to emulate the same enthusiasm and passion her own teachers had.
However, in order to get students excited about literature, it is important to establish a sense of self autonomy. Students get to know that they have a say in the classroom—their words, opinions, and observations are valued. Many students often have this sense of intimidation when it comes to English that stems from prior experiences like bad teachers, difficulties with interpretation, lack of guidance; many things cause fear or a lack of interest in the subject. As Ms. Alvarez describes herself: “Allowing them to explore and develop interests is half the battle”. Therefore, it is important to create a space that is welcoming and feels safe to make mistakes in. The goal is to encourage exploration early on and to share this sense of excitement and appreciation for literature.
If you want to start getting into books or if you want to try diversifying your reading list, Ms. Alvarez suggests exploring different genres with an open mind and to not be too influenced by others or what you see on social media. Yes, social media and your friends can be a great place to get book recommendations but by only chasing trends, you end up limiting what you can gain access to. Don’t be afraid to look at all different kinds of books; look at books from different authors, different countries, different eras. If you are not sure whether or not to pick up a book, try reading the first few pages and see if you like it. You’ll never know what you find interesting till you try it. If you are hesitant to spend money, borrowing from friends, looking at digital resources, or even visiting your local library can be great ways to read a diverse selection of books while on a budget.
While literature classes are the bane of many students, that doesn’t always need to be the case. English is not inherently intimidating or boring—students just need to be able to share their voice, be heard, and have the opportunity to explore the diversity of literature. English is more accessible than people tend to realize; you just need to find what you’re passionate about. Not everyone needs to be an expert in literature in order to enjoy it. As long as you aspire to read, explore, and broaden your horizons by looking at perspectives different from yours, you are already fulfilling what it means to meaningfully engage in literature.
Day in the life of a tech crew member
By Jian Park
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Tech crew is something you may have heard about around school. Do you ever wonder who sets up mics for stucco events and chapel do you ever wonder who sets up these big concerts or who stops the big screeching sound when the guy on the mic talks too loud? Well this is all of the tech crew's job setting up lights, speakers, mixers, and more. Who cleans up after every event? The tech crew does. Who records events and spotlights the soloist, it's the tech crew. This is a lot of the job that tech crew has to do and it's very important.
“Why I started foremost by necessity the school needs audio and video support and for all its meeting worships and performance events. Also for students through learning and executing the principles of live sound can have another option for a career. Lastly, for student empowerment tech crew can give students an opportunity to manage the schools audio and video systems.” tech crew can be very beneficial |
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as said by Mr. B. I have been inspired to be a leader after seeing people like Isaac and Sam, seeing them working was the whole reason I joined. It's hard to explain because you will only know if you've been through it after such a stressful concert, just that feeling of accomplishment and relief after all of it is not explainable.
Tech crew is a very tiring job. It is very stressful. Teachers asking for requests at the last minute are being screamed at because the feedback on the mics are bad and burn out is a problem. The tech crew is very under-appreciated. It's even a joke among ourselves that this is not tech crew but the slave crew because they were the first ones to come to school and the last to leave and never get recognition. I and many others don't do tech crew for an applause or a good job, if you want that join service club or orchestra but because it is our job and no one else wants to do it that is why it's so important.
Tech crew is a very tiring job. It is very stressful. Teachers asking for requests at the last minute are being screamed at because the feedback on the mics are bad and burn out is a problem. The tech crew is very under-appreciated. It's even a joke among ourselves that this is not tech crew but the slave crew because they were the first ones to come to school and the last to leave and never get recognition. I and many others don't do tech crew for an applause or a good job, if you want that join service club or orchestra but because it is our job and no one else wants to do it that is why it's so important.
The Constitutional Exceptions: Insular Cases
By Clara Kim and Offeia Yordy
Millions of people living in the U.S. territories, such as Guam and Puerto Rico, are denied full constitutional rights. This treatment is supported by a set of outdated Supreme Court decisions, known as the Insular Cases. These rulings, influenced by racist principles and imperial ambitions, create a legal loophole for the U.S. government to deny people full constitutional protections such as voting rights, federal benefits, and proper autonomy. In this study, we examine the sociological impacts of the Insular Cases on modern society, why they have been allowed to persist, their colonial origins, and what their continued use reveals about inequality in the U.S. legal system. The study was inspired by the work of legal professionals who have criticized the Insular Cases for their racial and colonial foundations.
A recent Supreme Court ruling denying SSI benefits to U.S. territories, including Guam, highlights how the Insular Cases continue to shape federal policy today. In his opinion, Justice Neil Gorsuch openly called for the Insular Cases to be overturned, stating that they “are contrary to our Nation’s most basic constitutional and democratic principles” and “rest on racial views and stereotypes.” His criticism reflects a growing recognition among legal scholars that the Insular Cases are not only outdated but also fundamentally incompatible with modern constitutional values.
Despite such criticisms, the Insular Cases have never been formally overturned, and their doctrines continue to be cited in court. Why is this? A lack of awareness regarding these cases, and a sense of “out of sight, out of mind,” may have a part. Sanford Levinson and other Harvard graduates noted that despite studying and training there, they were never once taught the Insular Cases. Yet, he argues that few cases will reveal as much about American political ideologies and the development of constitutional doctrine. Most legal discussions treat the U.S. Constitution solely as the 50 states, and most people contesting the U.S. Constitution think of its effect within the U.S. states, not the outlying territories, which are therefore overlooked.
The government relief effort for Typhoon Maria, which occurred in U.S. territory Puerto Rico, in contrast to Hurricanes Harvey and Irma on the U.S. mainland, was glaringly slow and inadequate. The Army Corps of Engineers’ temporary roof repair program put up 439 roofs in the first 30 days after Puerto Rico’s storm, and 4,500 in the first 30 days after Florida’s. FEMA, the government program for natural disaster aid, released agency documents that revealed half of their agency staff sent to Puerto Rico weren’t fully trained or even qualified for the work. Hurricane Maria was considered even more destructive than Hurricane Harley in the United States mainland, yet Hurricane Harley’s survivors received $100 million nine days after the storm, compared to $6 million Hurricane Maria’s survivors received during the same period.
Visual representation from the time of U.S. territorial expansion reveals the imperialist ideologies that shaped public perception and justified colonial governance. One cartoon from the Philadelphia Inquirer shows Uncle Sam performing a circus act, balancing five dark-skinned, seminude, caricatured figures labeled as the Philippines, Guam, Cuba, Hawaii, and Puerto Rico. These figures, described as pickaninnies, a racist and offensive term historically used to dehumanize and stereotype black children, are indistinguishable except by name and reflect the depiction of island populations as infantilized, inferior, and appropriate subjects of imperial rule. In addition, a Harper’s Weekly cartoon from the same year depicts Uncle Sam teaching a class on self-government. Here, Hawaii and Puerto Rico appear as studious young women, while Filipino nationalist Emilio Aguinaldo is shown as a sulking dunce, and Cuba is divided between respectable patriots and disorderly guerrillas. Guam is notably absent from this scene, signaling its exclusion from any expectation of self-rule and its subjection to military governance.
A recent Supreme Court ruling denying SSI benefits to U.S. territories, including Guam, highlights how the Insular Cases continue to shape federal policy today. In his opinion, Justice Neil Gorsuch openly called for the Insular Cases to be overturned, stating that they “are contrary to our Nation’s most basic constitutional and democratic principles” and “rest on racial views and stereotypes.” His criticism reflects a growing recognition among legal scholars that the Insular Cases are not only outdated but also fundamentally incompatible with modern constitutional values.
Despite such criticisms, the Insular Cases have never been formally overturned, and their doctrines continue to be cited in court. Why is this? A lack of awareness regarding these cases, and a sense of “out of sight, out of mind,” may have a part. Sanford Levinson and other Harvard graduates noted that despite studying and training there, they were never once taught the Insular Cases. Yet, he argues that few cases will reveal as much about American political ideologies and the development of constitutional doctrine. Most legal discussions treat the U.S. Constitution solely as the 50 states, and most people contesting the U.S. Constitution think of its effect within the U.S. states, not the outlying territories, which are therefore overlooked.
The government relief effort for Typhoon Maria, which occurred in U.S. territory Puerto Rico, in contrast to Hurricanes Harvey and Irma on the U.S. mainland, was glaringly slow and inadequate. The Army Corps of Engineers’ temporary roof repair program put up 439 roofs in the first 30 days after Puerto Rico’s storm, and 4,500 in the first 30 days after Florida’s. FEMA, the government program for natural disaster aid, released agency documents that revealed half of their agency staff sent to Puerto Rico weren’t fully trained or even qualified for the work. Hurricane Maria was considered even more destructive than Hurricane Harley in the United States mainland, yet Hurricane Harley’s survivors received $100 million nine days after the storm, compared to $6 million Hurricane Maria’s survivors received during the same period.
Visual representation from the time of U.S. territorial expansion reveals the imperialist ideologies that shaped public perception and justified colonial governance. One cartoon from the Philadelphia Inquirer shows Uncle Sam performing a circus act, balancing five dark-skinned, seminude, caricatured figures labeled as the Philippines, Guam, Cuba, Hawaii, and Puerto Rico. These figures, described as pickaninnies, a racist and offensive term historically used to dehumanize and stereotype black children, are indistinguishable except by name and reflect the depiction of island populations as infantilized, inferior, and appropriate subjects of imperial rule. In addition, a Harper’s Weekly cartoon from the same year depicts Uncle Sam teaching a class on self-government. Here, Hawaii and Puerto Rico appear as studious young women, while Filipino nationalist Emilio Aguinaldo is shown as a sulking dunce, and Cuba is divided between respectable patriots and disorderly guerrillas. Guam is notably absent from this scene, signaling its exclusion from any expectation of self-rule and its subjection to military governance.
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The Insular Cases established and inspired the territorial incorporation doctrine, which serves as the official legal basis for defining and permitting the governance system of the territories. Although organizations such as The Right to Democracy believed the best method of approach is to abolish the territorial incorporation doctrine completely, some territorial residents believe otherwise. Professor Nolan Flores and Natasha Suba agreed that the Insular Cases are outdated; however, they believe that they provide a framework for the constitutional application
to the territories. While this application does deny some Constitutional protections, it also allows territories to have laws and regulations that the Constitution doesn't permit. For example, in Puerto Rico, land is often passed down through families as part of cultural tradition. However, if full constitutional rules were applied, this tradition would not be secure, as people would be able to challenge ownership through legal action. Therefore, many potential pathways have appeared, from statehood to a new system. However, there isn’t a confirmed consensus on what would be best.
Through the application of legal and historical analysis, this research accurately illustrates the continuing impacts of the Insular Cases on U.S. territories, particularly on Guam. By studying primary legal documents, archival conference records, and expert interviews, we demonstrate our belief that these Supreme Court decisions, planted in colonial ideologies, continue to deny the many territorial residents their constitutional rights and perpetuate second-class citizenship. American democratic ideals rest on principles such as “one person, one vote,” equal representation, and the notion that “all men are created equal,” values admired in Supreme Court rulings like Gray v. Sanders. In contrast, residents of the U.S. territories cannot vote in presidential elections or vote for senators and have only non-voting delegates in the House of Representatives. Moreover, Congress retains absolute authority over the territories and can withhold federal benefits like SSI or Medicaid without violating state sovereignty. This unfair legal double standard continues due to the many people in the mainland U.S. not being aware, and the legal discussions that often exclude the territories. Future studies should further investigate working pathways for territories to be included without having to overturn the cases. Without more attention and action, the Insular Cases will continue to support an unequal and outdated legal system.
Literature
1. Boughton, G., and P. Leary. Conference Papers Presented: Looking to the Future: Relations Between the United States and American Samoa, Guam, the Northern Marianas, Puerto Rico, and the U.S. Virgin Islands. University of Guam and University of the Virgin Islands, 1994.
2. Bureau, US Census. “U.S. Trade with Puerto Rico and U.S. Possessions (FT895) Publication Series.” Census.Gov, 14 Feb. 2025, www.census.gov/library/publications/time-series/ft895.html.
3. Educare, Scientia. “The Declaration of Independence: Its Historical Significance.” Knowledge
and Educational Portal, 19 Jan. 2025, scientiaeducare.com/study-notes-on-the-declaration-of-independence-a-historical-analysis/.
4. “How We Study the Constitution: Rethinking the Insular Cases and Modern American Empire.” The Yale Law Journal - Home, www.yalelawjournal.org/forum/how-we-study-the-constitution.
5. Johnson, Steven Ross. “A New Report Questions the Federal Response to Hurricane Maria |
Healthiest Communities Health News | U.S. News.” A New Report Questions the Federal Response to Hurricane Maria, U.S. News , 28 Sept. 2022, www.usnews.com/news/health-news/articles/2022-09-28/a-new-report-questions-the-federal-response-to-hurricane-maria.
6. Lawson, G., and G. Seidman. The Constitution of Empire: Territorial Expansion and American Legal History. Yale University Press, New Haven, 2004.
7. Levinson, S. Why the Canon Should Be Expanded to Include the Insular Cases and the Saga of American Expansionism. University of Minnesota Law School, Minneapolis, 2000.
8. Ponsa-Kraus, Christina D. “The Insular Cases Run Amok: Against Constitutional
Exceptionalism in the Territories.” The Yale Law Journal - Home, www.yalelawjournal.org/article/the-insular-cases-run-amok.
9. Taddonio, Patrice. “Inside the Federal Response to Maria: ‘Is This Really the Best FEMA Can ‘Do?’” PBS, Public Broadcasting Service, 1 May 2018, www.pbs.org/wgbh/frontline/article/inside-the-federal-response-to-maria-is-this-really-the-best-fema-can-do/.
10. Torruella, Juan R. “The Insular Cases: The Establishment of a Regime of Political Apartheid.” Penn Carey Law: Legal Scholarship Repository, scholarship.law.upenn.edu/jil/vol29/iss2/1/.
11. Walsh, Colleen. “Reexamining the Insular Cases. Again.” Harvard Law School, 3 May 2024,
hls.harvard.edu/today/reexamining-the-insular-cases-again/.
12. R.F. WESTON, Racism in U.S. Imperialism: The Influence of Racial Assumptions on American Foreign Policy, 1893–1946, University of South Carolina Press, Columbia, 1972
1. Boughton, G., and P. Leary. Conference Papers Presented: Looking to the Future: Relations Between the United States and American Samoa, Guam, the Northern Marianas, Puerto Rico, and the U.S. Virgin Islands. University of Guam and University of the Virgin Islands, 1994.
2. Bureau, US Census. “U.S. Trade with Puerto Rico and U.S. Possessions (FT895) Publication Series.” Census.Gov, 14 Feb. 2025, www.census.gov/library/publications/time-series/ft895.html.
3. Educare, Scientia. “The Declaration of Independence: Its Historical Significance.” Knowledge
and Educational Portal, 19 Jan. 2025, scientiaeducare.com/study-notes-on-the-declaration-of-independence-a-historical-analysis/.
4. “How We Study the Constitution: Rethinking the Insular Cases and Modern American Empire.” The Yale Law Journal - Home, www.yalelawjournal.org/forum/how-we-study-the-constitution.
5. Johnson, Steven Ross. “A New Report Questions the Federal Response to Hurricane Maria |
Healthiest Communities Health News | U.S. News.” A New Report Questions the Federal Response to Hurricane Maria, U.S. News , 28 Sept. 2022, www.usnews.com/news/health-news/articles/2022-09-28/a-new-report-questions-the-federal-response-to-hurricane-maria.
6. Lawson, G., and G. Seidman. The Constitution of Empire: Territorial Expansion and American Legal History. Yale University Press, New Haven, 2004.
7. Levinson, S. Why the Canon Should Be Expanded to Include the Insular Cases and the Saga of American Expansionism. University of Minnesota Law School, Minneapolis, 2000.
8. Ponsa-Kraus, Christina D. “The Insular Cases Run Amok: Against Constitutional
Exceptionalism in the Territories.” The Yale Law Journal - Home, www.yalelawjournal.org/article/the-insular-cases-run-amok.
9. Taddonio, Patrice. “Inside the Federal Response to Maria: ‘Is This Really the Best FEMA Can ‘Do?’” PBS, Public Broadcasting Service, 1 May 2018, www.pbs.org/wgbh/frontline/article/inside-the-federal-response-to-maria-is-this-really-the-best-fema-can-do/.
10. Torruella, Juan R. “The Insular Cases: The Establishment of a Regime of Political Apartheid.” Penn Carey Law: Legal Scholarship Repository, scholarship.law.upenn.edu/jil/vol29/iss2/1/.
11. Walsh, Colleen. “Reexamining the Insular Cases. Again.” Harvard Law School, 3 May 2024,
hls.harvard.edu/today/reexamining-the-insular-cases-again/.
12. R.F. WESTON, Racism in U.S. Imperialism: The Influence of Racial Assumptions on American Foreign Policy, 1893–1946, University of South Carolina Press, Columbia, 1972
How Korean Students Learn Music and the Implementation in St. John’s
By Cayla Park
Korean students gain access to music education with cultural depth, structured learning, and daily discipline. This is a model for improving music programs here at St. John's. In Korea, many students start music studies early with a curriculum that combines music theory and hands-on performance. As my piano teacher, Ms. Youngeun Lee points out, “Music education in Korea emphasizes consistency and structured learning, which allows students to progress steadily while building confidence in their abilities.” Ms. Lee went to a normal public school in Korea and later went to Yewon School and Seoul Arts School for middle and high school. She graduated from Seoul National University and now goes to music graduate school. She thus knew a lot about the music education in different schools. She pointed out that arts schools offer more opportunities for students to practice music, of course, but normal schools also provide music education frequently in their curriculum as well. She loved the fact that Korean education requires music education starting from lower school kids (even kindergarten), since in her experience, that made her feel emotionally stable from a young age.
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Daily practice is a key feature of Korean music education. Students often have private tutors or digital tools like Simply Piano to aid their school learning. Of course, not all schools provide digital tools for music education; most schools still go by the old style of teaching, making students have physical access to instruments and not online instruments. Additionally, some Korean schools provide composing classes. This allows students to bring out their hidden creativity, and is beneficial to students especially as they are studying in an environment where they don’t really have that much chance to speak up their thoughts. Korean programs also highlight cultural breadth. They teach traditional Korean music alongside Western classical and contemporary styles. For example, in my previous school in Korea, students were required to memorize at least 5 Korean traditional songs and had to present about it through musical performances. This dual
approach promotes musical versatility and a deeper |
Photos From: https://yewon.sen.ms.kr/139377/subMenu.do
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understanding of cultural identity. Group ensembles like band, orchestra, and choir are also important. They help students develop teamwork and communication skills. My friend in Korea, Hayoon Park explains, “Performing in our school orchestra taught me how to listen to others and work together.”
Book Review: Animal Farm by George Orwell
By Sujin Oh
George Orwell’s Animal Farm is a common novel used in high schools for students to explore serious themes. At first it may seem simple, but its themes explore ideas about power, leadership, and corruption. Even though the book is about animals running a farm, it becomes clear very quickly to the reader that Orwell is commenting on real political behavior in our history textbooks. This novel is effective with its gradual change in the farm, showing the shift from hope to manipulation, making the ending feel earned and emphasizing how easily people can lose control of society and lose sight of their goals without even realizing it.
The story begins first with the animals rebelling against the human owner, Mr. Jones. They wanted to control the farm themselves to create a fair life for the animals. At first, their excitement was understandable, as they had wanted equality and thought that working together would make their farm stronger, but as the pigs took leadership, like Napoleon did, the idea of a rebellion started to disappear. Orwell shows that this decline is careful and the small changes over time turn into a major abuse of power. This also results in the animals being left with conditions that were worse than what they had started with.
A major strength that the book emphasizes is how Orwell shows how important language and information are. The pig consistently changes the farm’s commandments so that the other farm animals are constantly confused about the words of the rules. This is a realistic and most relevant part of this novel, as we see this same manipulation in our world today.
The characters also represent different types of people. Boxer, the loyal, hard-working horse, shows people who are taking advantage of society squealers to represent propaganda, and how easily facts and twisted ideas are misinterpreted. Benjamin, the donkey shows people who noticed something wrong, but decided not to speak up about it until the situation became too late to fix this. Makes Benjamin the bystander. Through these characters, oral shows how society can fall apart because of one bad leader, but because how everyone responds to one person’s actions.
At the end of Animal Farm, it is especially memorable when the pigs start to walk on two legs and act exactly like humans once did or will show the novel's main message. The pigs have become the very thing that they hated, the humans. They overthrow them and then these animals end up in a worse situation than before, providing a strong reminder that without awareness, responsibility and questioning of authority, even the best intentions can fail.
Animal Farm is a meaningful and thought-provoking book that makes individuals in society reflect on their own lives and their effects on society. It has a lot of depth and talks about important questions about our trust leadership. This book is still relevant today as it shows his real world implications of society and even though it was written so long ago, I would recommend this to any student who wants a thought provoking book that is quick to finish, but has a long impact on that person.
The story begins first with the animals rebelling against the human owner, Mr. Jones. They wanted to control the farm themselves to create a fair life for the animals. At first, their excitement was understandable, as they had wanted equality and thought that working together would make their farm stronger, but as the pigs took leadership, like Napoleon did, the idea of a rebellion started to disappear. Orwell shows that this decline is careful and the small changes over time turn into a major abuse of power. This also results in the animals being left with conditions that were worse than what they had started with.
A major strength that the book emphasizes is how Orwell shows how important language and information are. The pig consistently changes the farm’s commandments so that the other farm animals are constantly confused about the words of the rules. This is a realistic and most relevant part of this novel, as we see this same manipulation in our world today.
The characters also represent different types of people. Boxer, the loyal, hard-working horse, shows people who are taking advantage of society squealers to represent propaganda, and how easily facts and twisted ideas are misinterpreted. Benjamin, the donkey shows people who noticed something wrong, but decided not to speak up about it until the situation became too late to fix this. Makes Benjamin the bystander. Through these characters, oral shows how society can fall apart because of one bad leader, but because how everyone responds to one person’s actions.
At the end of Animal Farm, it is especially memorable when the pigs start to walk on two legs and act exactly like humans once did or will show the novel's main message. The pigs have become the very thing that they hated, the humans. They overthrow them and then these animals end up in a worse situation than before, providing a strong reminder that without awareness, responsibility and questioning of authority, even the best intentions can fail.
Animal Farm is a meaningful and thought-provoking book that makes individuals in society reflect on their own lives and their effects on society. It has a lot of depth and talks about important questions about our trust leadership. This book is still relevant today as it shows his real world implications of society and even though it was written so long ago, I would recommend this to any student who wants a thought provoking book that is quick to finish, but has a long impact on that person.
