NAKASEC Launches New App: “Know Your Rights 4 Immigrants”

NAKASEC Launches Free Mobile App to Empower Immigrant Communities

The National Korean American Service and Education Consortium (NAKASEC) has released a free mobile app called “Know Your Rights 4 Immigrants” to help protect and empower individuals navigating an increasingly challenging political environment. As the Trump administration pushes to reverse recent immigration reforms—including ending the CBP One app for asylum appointments and reinstating harsher enforcement policies—this app offers timely and crucial support.

How the App Helps

Available now for iOS (with an Android version on the way), the “Know Your Rights 4 Immigrants” app offers tools and information in 16 Asian languages. Its key features include:

  • Audio Playback of Rights: The app can audibly recite your legal rights to ICE or law enforcement.
  • Emergency Alerts: Users can notify pre-selected emergency contacts at the press of a button.
  • Know-Your-Rights Resources: General information to help users understand and assert their rights.
  • Family Preparedness Plans: Includes templates to help families prepare for emergencies.
  • Consulate Information: Easy access to contact details for relevant consulates.

NAKASEC is actively gathering community feedback to shape future updates. Planned additions include more language options, a feedback feature, a share button for spreading the word, and translated versions of the Family Preparedness Plan.

24/7 Hotline for Urgent Help

To provide immediate support, NAKASEC has also launched a free, confidential 24/7 immigration hotline, staffed by English- and Korean-speaking volunteers. The hotline offers assistance during stressful encounters with immigration authorities.

“It’s terrifying and confusing when ICE shows up or a loved one is detained,” said NAKASEC Co-Director Jung Woo Kim. “Our volunteers help by calming the individual, explaining their rights, and locating detained family members.”

Standing Up in a Hostile Climate

NAKASEC’s latest initiatives are a response to growing threats against immigrant communities.

“From Trump’s executive orders to the rollback of Biden-era protections and inaction from Congress, our communities are under constant attack,” said Co-Director Becky Belcore. “We developed this app because understanding and asserting your constitutional rights is one of the most powerful ways to protect yourself and your loved ones.”

Why are Asian Americans Underrepresented in Marketing?

May marks Asian American and Pacific Islander (AAPI) Heritage Month in the U.S.—a time to honor this vibrant community’s rich cultures, traditions, and contributions. Though Asian Americans make up just 7% of the U.S. population, they are the nation’s fastest-growing and most diverse ethnic group. The majority—about 85%—identify as Chinese, Indian, Filipino, Vietnamese, Korean, or Japanese, representing a tapestry of over 20 countries across Asia. Primarily made up of immigrants, the Asian American community is projected to become the largest immigrant group in the U.S. by mid-century, shaping the nation’s future in powerful and lasting ways.

Why are Asian Americans underrepresented in marketing?

Asian Americans play a large part in the global economy. We LOVE to spend money. Companies value the volume of sales because each item is generally affordable to most consumers. I’m talking about things we see in TV commercials like paper towels, dish soap, and cereal. Because we only make up 7% of the U.S. population, Asian Americans are often overlooked in mainstream advertising, as some companies deem the market too small to justify targeted investment.

Where’s all the money?

As of April 2025, Asians have the highest incomes of all races. This isn’t to say that only Asians have high incomes or that there are no low-income Asians.

According to recent data from the U.S. Census Bureau and Pew Research Center, Asian Americans have the highest median household income of any racial or ethnic group in the United States. As of 2022, the median income for Asian American households was around $100,000, compared to $81,000 for non-Hispanic white households, $62,000 for Hispanic households, and $53,000 for Black households. This income gap is often attributed to high levels of educational attainment among Asian Americans, as well as a strong presence in high-paying industries such as technology, healthcare, and finance.

So… why don’t we see any Asians in mainstream media advertising? Despite growing inclusiveness, Asian representation in advertising still lags. 

As Asian Americans continue to grow in population, purchasing power, and cultural influence, their visibility in mainstream media advertising remains surprisingly limited. This underrepresentation raises questions about why one of the fastest-growing and most diverse communities in the U.S. is still so often left out of the marketing spotlight.

Where do we see Asians represented in marketing?

It’s not that there is absolutely zero Asian representation. It’s just that there are very few. Where are we? Gucci is one of the names that has taken pride in featuring Asian models on their runway and in print. Louis Vuitton, Chanel, and Hermes also feature Asian models in their marketing. Why are we seeing more in luxury brands rather than mainstream media? Asians use dish soap, too! That’s where the market is.

So why are we shopping at Louis Vuitton, Chanel, Gucci and Hermes? Because we see ourselves wearing Louis Vuitton on our shoulders, Chanel around our waists Gucci on our feet, and Hermes around our necks. And so, guess where we take our shoulders, waists, feet, and necks? To Louis Vuitton, Gucci, and Hermes.

South Coast Plaza, located in Costa Mesa, Orange County, California, is renowned as one of the premier destinations for luxury brands, rivaling global shopping hubs like Paris, Beverly Hills, New York, Shanghai, and Hong Kong. With nearly 700,000 Asians calling Orange County home, the mall serves as a hub for these luxury brands, offering an unparalleled shopping experience. During Lunar New Year, South Coast Plaza goes all out, celebrating this cultural event in grand style. Why? Because they recognize and cater to a significant portion of their clientele—Asian customers who visit daily, spending thousands of dollars. When a place truly appreciates and values us, it’s only natural that we continue to show our support.

Is it changing?

Kind of. There’s more Asian representation in mainstream media and advertising, but not as much, considering how long asians have been a part of American society. Keeping this in mind—and recognizing that the Asian American population wields an estimated $452 billion in purchasing power—advertisers and the brands they represent are making a more intentional effort to feature **Asian American actors** in commercials and marketing campaigns.

Will Asian-Americans be included in mainstream advertising any time soon?

Asian Americans are seeing “growing representation in mainstream advertising,” a trend that shows no signs of slowing down. According to “McKinsey & Company,” stories featuring Asian and Pacific Islander (API) characters have become increasingly visible in both film and television, resonating with broader audiences. Similarly, research from the University of Washington highlights that Asian Americans are not only appearing more frequently in ads but are also taking on “more prominent, central roles”—a shift from the background appearances that once defined their presence in media.

So Why are Asian-Americans Underrepresented in Marketing?

I don’t know. You tell me.

Lesson in Failure: The Dangers of Underqualified Professors in Community Colleges

In the American education system, the primary goal of universities and colleges is to provide students with the necessary skills and knowledge to succeed in their chosen fields. Professors, in particular, play a central role in this process, as they are entrusted with the task of not only teaching but also guiding students toward understanding complex concepts, preparing them for exams, and offering academic support. However, what happens when a professor fails at these core duties? Worse yet, what happens when an institution continues to employ a professor who cannot or will not meet these responsibilities? The effects of such a scenario can be profound, especially when it involves vulnerable students—those who are disabled, those who need extra academic support, and those who rely on their education for the stability of their futures.

In this essay, we will explore the consequences of employing a professor who is clearly unqualified to teach, using the example of a fictional community college English professor whose incompetence causes significant harm to his students. This situation raises important questions about how universities and colleges screen and assess their faculty. It is not enough for a professor to hold a degree; they must also possess the skills, empathy, and teaching ability to effectively support their students.

The Invisible Professor: An Introduction

Lena sat at her computer, nervously scanning the course registration page. As a full-time student at a community college, she needed to make sure she enrolled in enough credits to stay on her parents’ health insurance. If she dropped below full-time status, she would lose coverage, and her parents could not afford to pay for her insurance themselves. As she searched for English 101, her required course, Lena noticed something odd. Normally, the professor’s name would be listed under the course number. However, this time, the space was blank, and in its place, the term “TBA” appeared. Lena wasn’t sure what to make of it, so she texted her friend Oliver, who had already registered for the course.

“They’re hiding his name again,” Oliver texted back. “You’ll see. Just wait until the first day.”

Lena was confused. Oliver’s response made no sense. Why would the college hide the name of a professor? She dismissed it as a minor glitch, assuming it would be sorted out soon. But when the first day of class arrived, Lena realized just how bad things had become.

As students filed into the classroom, they were greeted by a professor who appeared disheveled, indifferent, and completely disengaged from the class. There was no greeting, no introduction, no attempt at building rapport with the students. The professor, whom the syllabus listed as “Professor TBA,” simply walked in, threw his belongings on the desk, and immediately began reading from a piece of paper. His lecture was lackluster, devoid of any enthusiasm or clarity, and students were left to wonder what exactly they were supposed to be learning.

Lena was struck by how unprepared and uninterested the professor seemed. His essay prompts, posted on the course website, were vague to the point of being incomprehensible. It wasn’t clear what he wanted from students, and when they tried to ask him for clarification, he either ignored them or gave them a curt, dismissive response. It quickly became apparent that the professor was not interested in engaging with his students or providing any guidance. The quality of the class was abysmal, but Lena, like many others, was trapped. She could not drop the class without jeopardizing her full-time status, which was necessary for her health insurance.

The Struggles of Disabled Students: The Case of Max

Max, another student in the class, had a similar experience. As a student with a disability, he relied heavily on the support of his professors to succeed academically. Max was enrolled in several courses that semester, but English 101 was crucial to maintaining his financial aid. If he failed this class, he would lose his eligibility for assistance, which meant he wouldn’t be able to afford his education or, more critically, his medical care.

Max had hoped that the professor would offer the extra support he needed to succeed in the course. Unfortunately, that hope was dashed early in the semester. The professor was consistently unresponsive to emails, and when Max tried to reach out for clarification on assignments or to request accommodations for his disability, he was met with silence. After multiple attempts to contact him without success, Max decided to take a different route. He reached out to the English department, explaining his situation and asking for help.

The department’s response was less than helpful. They told him that it was ultimately his responsibility to seek out assistance from his professor and that they couldn’t intervene unless there was a more serious issue. Feeling both helpless and desperate, Max did not give up. He decided to email the professor once more, this time outlining his specific concerns and requesting guidance.

When the professor finally responded, it was not to provide help, but to reprimand Max for contacting the English department. “Don’t go over my head again,” the professor wrote curtly. “You should have figured it out on your own.”

Max felt abandoned. He had reached out for help multiple times, and instead of receiving the support he desperately needed, he had been told that it was his fault for seeking assistance from others. This lack of support, combined with the professor’s indifference, left Max feeling hopeless. He was failing the class, and without intervention, he would lose both his financial aid and his health insurance.

The Institutional Failure: The College’s Role

Lena and Max were not alone in their frustration. Many students in the class felt similarly abandoned by the professor, yet they were all stuck in the same predicament. They needed to stay full-time students to maintain their benefits, but with a professor who refused to engage or provide meaningful support, it seemed impossible to succeed. What was worse, the college seemed to have no accountability for the professor’s behavior. The institution had allowed this man to continue teaching despite his inability to meet even the most basic expectations of a college professor.

The college’s decision to hire and retain such a professor raises serious questions about the institution’s responsibility to its students. While universities and community colleges often prioritize hiring professors with advanced degrees, they rarely focus on the essential qualities that make a good teacher: the ability to communicate clearly, to engage with students, and to offer the necessary support to help students succeed. As seen in this case, it is not enough for a professor to hold a degree—they must also be competent in the classroom and show empathy toward students who may struggle with the material.

It is clear that universities need to take more responsibility for screening their faculty. A degree alone is not sufficient to ensure that someone is qualified to teach. Professors must demonstrate a commitment to their students’ success and have the skills to effectively communicate and support students who may need additional help. The failure of the college to address the issues surrounding this professor’s performance is a systemic problem that could have long-term consequences for students, particularly those who are already at a disadvantage.

The Consequences of Incompetent Teaching

Incompetent teaching has wide-reaching consequences for students. In the case of Lena, Max, and others, the lack of adequate support could mean the difference between passing and failing a class, between maintaining or losing financial aid, and between having access to essential health insurance or not. For disabled students, the stakes are even higher, as they often rely on accommodations and extra support to succeed in their coursework.

The failure of the institution to intervene and provide a better solution perpetuates an environment where students are left to fend for themselves, without the guidance or resources they need to succeed. This kind of academic neglect can cause students to become disillusioned with the educational system, and in some cases, it can lead to students dropping out or failing out of college altogether. For those who struggle with mental health or financial challenges, the effects of such a scenario can be devastating.

The Need for Change

The story of Lena, Max, and their classmates highlights the urgent need for universities to reassess their hiring practices and support systems. It is not enough to simply hire professors based on academic credentials; universities must ensure that their faculty members have the skills, dedication, and empathy required to effectively teach and support students. This means conducting more thorough evaluations of professors’ teaching abilities, providing regular feedback from students, and holding faculty members accountable when they fail to meet basic standards.

Moreover, universities must establish better systems for supporting students who are struggling in their courses, particularly those who face additional challenges, such as disabilities. Professors must be equipped with the tools and resources to help these students, and institutions must provide clear avenues for students to seek help when they are not receiving the support they need.

While holding a degree is important, it is not the only measure of a professor’s qualifications. A university’s responsibility to its students extends beyond hiring faculty members with the necessary academic credentials. It is critical that colleges and universities screen their faculty not only for their academic qualifications but also for their ability to teach, communicate, and provide the necessary support for all students to succeed. Without these qualities, students like Lena and Max will continue to be left behind, struggling to navigate an academic system that fails to meet their needs.

Why Asian American History Needs to Be a Part of the California Public School Curriculum

Why Asian-American History Should Be Part of the Curriculum in California Public Schools

California is a state rich in cultural diversity, with Asian-Americans making up a significant portion of its population. From the early days of Chinese laborers building the transcontinental railroad to the thriving communities of Japanese, Korean, Filipino, Vietnamese, and other Asian immigrant groups, the contributions and experiences of Asian-Americans have been central to the state’s history and identity. However, despite their importance, Asian-American history is often underrepresented or omitted from the curriculum in California public schools. In light of this, there is a compelling case for why Asian-American history should be integrated into the educational curriculum. Including this important history in school curriculums would help foster a more inclusive, accurate, and nuanced understanding of California’s past, promote social cohesion, and inspire students from all backgrounds to appreciate the rich diversity that defines the state.

Asian-Americans’ Integral Role in California’s History

The history of Asian-Americans in California is deeply intertwined with the state’s development and identity. Asian-Americans have played vital roles in shaping the economic, political, and social fabric of California, yet their stories are often marginalized in mainstream historical narratives. For instance, Chinese immigrants were instrumental in the construction of the transcontinental railroad in the 19th century, yet their labor and contributions are often overlooked. Similarly, Japanese-Americans helped build the agricultural backbone of California, and Filipino farmworkers were critical in the formation of labor movements during the 20th century.

Beyond labor, Asian-Americans have been key figures in California’s cultural, political, and artistic development. The establishment of vibrant Chinatowns in cities like San Francisco, the political activism of the Asian-American civil rights movement, and the artistic contributions of Asian filmmakers and artists all reflect the profound influence of Asian-Americans on California’s culture and society.

By incorporating Asian-American history into the curriculum, students can better understand the foundational role these communities have played in shaping the state’s history and present-day identity. It also highlights the resilience, resourcefulness, and contributions of Asian-American communities, allowing students to recognize and appreciate the richness of their heritage.

Fostering Diversity and Inclusivity in Education

One of the primary reasons for including Asian-American history in California public school curriculums is to promote diversity and inclusivity in education. California is home to one of the largest populations of Asian-Americans in the United States, with millions of individuals of Chinese, Filipino, Japanese, Korean, Vietnamese, and other Asian descents calling the state home. Ignoring their history in the classroom sends the message that their contributions and experiences are less valuable or relevant than those of other groups.

By teaching Asian-American history, schools can ensure that students of all backgrounds see themselves reflected in the curriculum. For Asian-American students, seeing their culture, history, and contributions acknowledged and celebrated in school fosters a sense of pride and belonging. For non-Asian students, learning about Asian-American history encourages respect for cultural diversity and provides a more complete picture of the world around them.

Moreover, as California becomes an increasingly diverse state, it is crucial for students to understand the multicultural context of their society. Teaching the history of Asian-Americans alongside other ethnic and cultural groups encourages mutual respect and understanding, reducing prejudice and fostering social cohesion. This is especially important in the context of rising hate crimes and discrimination against Asian-Americans in recent years, as it helps break down stereotypes and challenge misconceptions about Asian communities.

Addressing Historical Injustices and Promoting Social Justice

Asian-American history also includes stories of significant struggles, injustices, and resilience. For instance, the Chinese Exclusion Act of 1882, which barred Chinese immigrants from entering the United States, is one of the darkest chapters in American history. The internment of Japanese-Americans during World War II, where over 100,000 individuals were forcibly relocated and imprisoned in camps, is another deeply painful episode that is often overlooked in traditional history classes. Filipino farmworkers, led by Cesar Chavez and Dolores Huerta, fought for labor rights and fair working conditions in the 1960s, but their efforts are not always adequately recognized.

Incorporating these critical moments into the curriculum allows students to grapple with the injustices faced by Asian-Americans and understand the broader context of racial discrimination in U.S. history. It provides a platform for discussing themes of inequality, social justice, and human rights, which are essential for developing responsible, informed citizens. Furthermore, understanding the struggles that Asian-American communities have faced in the past can help students recognize the importance of advocacy, solidarity, and standing up against injustice in the present day.

Teaching about historical injustices also allows schools to address the ongoing challenges that Asian-American communities face, including the rise of anti-Asian sentiment. By recognizing the resilience and contributions of Asian-Americans, educators can counteract negative stereotypes and encourage students to view these communities through a lens of empowerment, rather than victimhood.

Encouraging Critical Thinking and Cross-Cultural Competency

Including Asian-American history in the curriculum is an opportunity to foster critical thinking and cross-cultural competency. History is not just a series of dates and events but a lens through which students can learn to analyze complex social, political, and economic dynamics. By studying the experiences of Asian-Americans, students can better understand issues such as immigration, identity, citizenship, and multiculturalism, all of which are crucial topics in today’s globalized world.

In addition, teaching Asian-American history provides an opportunity to explore broader global themes. For example, the history of Chinese migration to California in the 19th century can be linked to larger patterns of global migration and economic history. The experiences of Vietnamese refugees after the Vietnam War can be understood in the context of international conflict and human rights. These topics not only help students think critically about history but also equip them with the skills to understand and navigate an increasingly interconnected world.

Cross-cultural competency, which involves the ability to interact effectively with people from different cultural backgrounds, is a critical skill in our diverse, global society. Learning about Asian-American history promotes awareness of cultural differences, fosters empathy, and prepares students to engage respectfully with people from a variety of backgrounds.

A Better Reflection of California’s Current Demographics

California is home to nearly 6 million Asian-Americans, making up approximately 15% of the state’s population. The state’s population is also increasingly diverse, with Asian-Americans representing a wide range of cultures, languages, and experiences. Teaching Asian-American history reflects the reality of California’s current demographics, ensuring that students are prepared to live and work in a multicultural society.

Failing to include Asian-American history in the curriculum means neglecting a significant portion of the state’s population and their contributions. As California’s Asian-American communities continue to grow and shape the state’s future, it is essential for the education system to reflect this reality. By teaching Asian-American history, schools ensure that students understand the contemporary significance of these communities and are better equipped to navigate the complexities of a diverse society.

Conclusion

The inclusion of Asian-American history in California public school curricula is not just a matter of equity but an essential step toward building a more inclusive, comprehensive, and accurate educational system. By recognizing the contributions and struggles of Asian-American communities, students gain a deeper understanding of the state’s history and develop critical thinking, empathy, and cultural competency. This inclusion helps address historical injustices, promote social justice, and prepare students to thrive in a diverse, interconnected world. Ultimately, teaching Asian-American history is not only important for Asian-American students but for all students, as it enriches their understanding of the world and fosters a more harmonious society.

Why Harry Potter Should Be Taught in the Classroom

Why Harry Potter Should Be Taught in the Classroom

The Harry Potter series, written by J.K. Rowling, has become one of the most beloved and influential literary franchises in modern history. First published in 1997, the books have not only captivated millions of readers around the world but have also created a cultural phenomenon. With its rich world-building, complex characters, and thought-provoking themes, the Harry Potter series is much more than just a children’s fantasy story. In fact, there are compelling reasons why the Harry Potter books should be integrated into classroom curricula. From fostering critical thinking to exploring themes of social justice and empathy, these books provide invaluable opportunities for educational growth.

1. Promotes Critical Thinking and Analytical Skills

At its core, Harry Potter is a deeply layered narrative with numerous subplots, themes, and character arcs. The books invite readers to engage with complex issues such as prejudice, loyalty, power, and identity. Teachers can encourage students to analyze these themes critically, fostering an environment where critical thinking skills are developed.

For example, students can analyze the character development of Harry Potter himself—how he grows from a naive, isolated child to a courageous and compassionate leader. By examining his decisions, struggles, and relationships, students can engage in discussions about the importance of character, integrity, and moral choices.

Moreover, the novels often present moral dilemmas that don’t have clear right or wrong answers. The storylines surrounding characters like Severus Snape, Draco Malfoy, and even the enigmatic Dumbledore, present complex shades of gray. By dissecting these characters’ actions and motivations, students can learn the importance of nuance in real-world situations. This kind of literary analysis encourages deeper engagement with texts and improves overall reading comprehension.

2. Encourages Empathy and Social-Emotional Learning

One of the most powerful aspects of Harry Potter is the empathy it fosters in readers. Through Harry’s interactions with characters from all walks of life—whether it’s his friendships with Hermione Granger and Ron Weasley, his strained relationship with his aunt and uncle, or his developing understanding of characters like Draco Malfoy—students learn the importance of seeing the world from others’ perspectives.

Throughout the series, students witness the struggles of marginalized groups, such as house-elves, werewolves, and muggle-born witches and wizards. These storylines provide an opportunity to discuss real-world issues like prejudice, discrimination, and social justice. By relating the struggles of these characters to current issues such as racism, homophobia, and inequality, teachers can guide students through meaningful discussions on empathy, acceptance, and fairness.

In the classroom, teachers can use the Harry Potter books to help students recognize and challenge their biases, encouraging more inclusive attitudes. The novels promote understanding and compassion, teaching students to appreciate the diversity of human experiences—an essential aspect of social-emotional learning.

3. Inspires a Love of Reading

For many young readers, Harry Potter is often the gateway to a lifelong love of reading. The series’ ability to captivate children and young adults has been proven through its enduring popularity. Children who might otherwise struggle to find a book that holds their attention are often drawn into the magical world of Hogwarts, making it an ideal tool for inspiring reluctant readers.

Teachers who introduce students to Harry Potter are not only encouraging them to read but also promoting independent reading. The compelling narrative, engaging plot twists, and relatable characters motivate readers to continue exploring the books in the series on their own. For educators, this is a powerful way to encourage students to build reading habits that can last throughout their lives.

Furthermore, the Harry Potter books have a broad appeal that spans different age groups. Teachers can adapt the discussion and analysis of the texts to suit various age groups, using them as a teaching tool for everything from basic reading comprehension in elementary school to more complex literary analysis in high school.

4. Explores Complex Themes of Power, Corruption, and Resistance

In addition to its more personal themes, Harry Potter also provides a lens through which to explore societal and political themes. The series features numerous instances of resistance against corrupt authority, most notably through the figure of Lord Voldemort and his Death Eaters, who represent oppressive, totalitarian rule. The fight against Voldemort mirrors struggles against oppressive regimes throughout history.

The books touch on the corrupting nature of power, with characters like Tom Riddle (Voldemort) showing how a desire for control and dominance can lead to devastating consequences. This offers a valuable opportunity for students to discuss the dangers of authoritarianism, the importance of democracy, and the need to resist oppressive systems.

These themes are particularly relevant in today’s political climate, where young people are increasingly engaged in discussions about justice, equity, and power. By analyzing these themes within the context of Harry Potter, students can better understand the importance of standing up for what is right, even in the face of adversity.

5. Cultivates Teamwork and Cooperation

The relationships between Harry, Hermione, and Ron are foundational to the series. The trio exemplifies the power of teamwork, loyalty, and collaboration. Whether it’s solving a mystery, overcoming a challenge, or simply supporting each other during difficult times, the trio demonstrates how working together can lead to success. This theme is especially important for students to learn, as collaboration is a crucial skill both in school and in the workplace.

Teachers can use these examples to discuss how effective teamwork works, how to resolve conflicts within groups, and the value of supporting one another. Additionally, students can apply these lessons to their own classroom experiences, learning how to cooperate effectively with peers from diverse backgrounds.

6. Offers Cross-Curricular Opportunities

The Harry Potter series is rich in cultural, historical, and literary references, making it an excellent resource for interdisciplinary teaching. Beyond literature, teachers can incorporate Harry Potter into lessons about history, mythology, and science. For example:

  • History: The rise of Voldemort and the Death Eaters bears similarities to historical figures and movements, allowing teachers to draw parallels to World War II and the rise of fascism.
  • Science: The use of potions and magical creatures can spark discussions in chemistry, biology, and environmental science.
  • Mythology and Folklore: The books are filled with references to mythology, folklore, and classical literature. Teachers can explore the connections between Harry Potter and myths from around the world, deepening students’ understanding of literary traditions.

This cross-curricular approach not only makes the learning experience richer but also shows students how interconnected various subjects are, encouraging them to see learning as a holistic experience.

Conclusion

The Harry Potter series offers far more than just an entertaining story about magic and adventure. Through its engaging narrative and rich thematic elements, it provides students with the tools to think critically, empathize with others, and engage with important societal issues. By introducing Harry Potter into the classroom, educators can encourage students to explore complex themes, develop important life skills, and, most importantly, inspire a lifelong love of reading. In an age where fostering empathy, critical thinking, and creativity is more important than ever, Harry Potter offers a valuable resource that can help shape young minds in meaningful ways.

“Phở Real: A Cautionary Tale”

A Fictional Story Based on one Poor Soul’s Real Life Experience

Broth and Ambition

Brian Hargrove never considered himself a chef—not in the traditional sense. He was a tinkerer, a self-described “culinary disruptor,” who had spent most of his twenties coding apps and pivoting startups. At 34, flush with the proceeds of an exit from a now-defunct fintech company, he took a trip to Southeast Asia to “reconnect with real life.”

Three weeks into his journey, Brian found himself seated on a tiny red plastic stool on a sidewalk in Hanoi, watching a woman ladle broth from a bubbling cauldron into a bowl of rice noodles. A swirl of steam rose into the night, fragrant with star anise, cloves, and something he couldn’t name. He was hooked.

“It was like discovering a new universe,” Brian would later tell Bon Appétit. “The clarity of the broth, the depth of flavor—it was soulful. I couldn’t believe I’d spent so much of my life eating garbage noodle soup from fusion spots in Brooklyn.”

When he returned to Portland six months later, Brian had a plan.

He’d open a phở restaurant.

But not just any phở restaurant—one that “honored the dish’s legacy… but fancy.” He leased a space in the Pearl District, hired a design firm to give it a modern-industrial glow, and flew in ceramic bowls from Japan. The name came to him in a flash of branding brilliance: Phở Real.

“I wanted it to feel elevated,” he said, “but still authentic in spirit.”


Opening Day

Opening day drew a curious crowd. Portland’s foodie elite trickled in—bloggers, local influencers, the occasional chef. The menu was minimalist: three types of phở (beef, chicken, and vegan mushroom), spring rolls with yuzu ponzu, and a rotating small plate “inspired by Vietnamese street snacks.”

The décor was tastefully sparse—bare wood, soft lighting, Edison bulbs hanging from reclaimed wood beams. Indie jazz played quietly through vintage speakers.

The phở came out in wide, matte-black bowls. The broth was golden and clear, dotted with slivers of brisket or chicken. On the side: a sparse bundle of herbs, lime, and two tiny dishes— one with 2 slices of lime and the other with one sprig of Thai basil. 

Reviews trickled in. Some praised the cleanliness of the flavors. Others raised eyebrows at the $23 price tag. But overall, the launch was a success. Reservations were booked for weeks. Brian stood behind the counter most nights, greeting customers with pride.

And then Bon Appétit called.


The Interview

The feature was part of the magazine’s “Next Wave of American Cuisine” series, highlighting innovators “redefining” traditional dishes across the country.

The writer, a bright-eyed freelancer named Sarah Geller, visited Phở Real twice before conducting the interview.

Brian, ever media-savvy, leaned into the role.

“I think phở’s been misunderstood for years in the West,” he said. “People treat it like fast food—dumping sauces and herbs into it like it’s some kind of salad. But true phở is subtle. It’s a dish of restraint.”

The article, titled “Phở Is Broken—This White Chef Is Fixing It”, hit the internet on a Tuesday morning.

By noon, it was already trending.


The Internet Explodes

The article featured glossy photos of Brian in his open kitchen, sleeves rolled, smiling over a steaming pot. Quotes from him were scattered throughout:

“Start by discarding the Thai basil. It overpowers the broth.”

“Hoisin and Sriracha? That’s a crutch. If you need them, you’ve already lost.”

“I tasted real phở in Vietnam. What we have here is… compromised.”

What it didn’t include—not once—was a quote from a Vietnamese chef, a nod to phở’s complicated history, or any mention of Little Saigon, home to hundreds of Vietnamese-owned phở restaurants or others across the U.S.

The backlash was swift and merciless.

Vietnamese Twitter lit up. TikTokers stitched the article with clips of their parents reacting in disbelief. Instagram food accounts posted side-by-side images: bowls from Phở Real versus steaming, messy, herb-laden bowls from hole-in-the-wall joints in Westminster and San Jose.

The hashtag #ThisIsPhở exploded. Thousands posted family stories, recipes passed down through generations, and memories of late-night phở after long shifts or funerals or weddings.

“This isn’t about a bowl of soup,” one tweet read. “It’s about who gets to tell the story of that soup.”


Yelp, Dragged

By nightfall, Phở Real had over 1,200 new Yelp reviews.

“Colonizer cuisine,” one read.

“Broth so white it gentrified my neighborhood,” said another.

Someone created a parody Yelp page called “Phở Fake,” filled with absurd fake menu items: “Gluten-Free Bone Broth Latte,” “Herb-Free Noodle Experience.”

TikTok videos showed people pretending to be Brian, handing chopsticks to elderly Vietnamese women and saying, “You’re doing it wrong.”

The restaurant’s rating plummeted. Customers canceled reservations. Staff fielded calls from furious strangers across the country.

Brian released a short video on Instagram, visibly rattled.

“I just wanted to share my passion,” he said. “I love phở. I respect the culture. I never meant to offend anyone.”

The comments were brutal.


Bon Appétit’s Non-Apology

Pressure mounted on Bon Appétit. Vietnamese-American chefs, food writers, and community leaders demanded answers.

Why hadn’t the magazine featured a Vietnamese-owned phở restaurant?

Why hadn’t it considered the optics of a white man “fixing” a dish that carried the weight of colonization, war, and diaspora?

Three days later, the magazine issued a statement:

“We apologize for the title of our recent article, which may have given the wrong impression. We support culinary innovation and did not intend to diminish the Vietnamese community or its traditions.

We ask that readers refrain from personal attacks or harassment toward Brian Hargrove or his restaurant.”

No acknowledgment of editorial failure. No explanation of how the article came to be written that way. No apology to the Vietnamese chefs and restaurants ignored in the process.

The outrage only grew.


The Slow Collapse

The following months were a grind.

Brian tried to pivot. He added more traditional items to the menu: tripe, tendon, thicker herbs. He posted selfies at Vietnamese markets. He filmed a clumsy apology video, kneeling beside a steaming pot of broth.

It wasn’t enough.

Influencers stayed away. Food critics ignored the place. Locals who had once supported it distanced themselves.

Behind the scenes, staff were quitting. One line cook, Vietnamese-American, left after saying Brian “didn’t want feedback, he wanted props.”

Revenue dropped 40% by the end of the third quarter.

A last-ditch PR campaign—a collaboration with a Vietnamese-American chef who later backed out—failed before launch.

By month ten, Brian had laid off half his team. He closed on Mondays and Tuesdays. The once-bustling dining room sat mostly empty.

On the restaurant’s one-year anniversary, Phở Real quietly shut its doors.

No final post. No farewell event. Just a printed note taped to the window: “Thank you for your support. We’ll see you down the road.”


Aftermath

The ripple effects lasted well beyond the closure.

Bon Appétit, while never issuing a full apology, slowly began shifting editorial strategy. New articles featured more diverse chefs, more community voices. A piece on bánh mì six months later quoted five Vietnamese Americans, including a 79-year-old woman in Westminster who had been making the sandwiches since 1975.

Quietly, they tried to rebuild trust. But the scars remained.

Brian moved to Santa Fe. His Instagram went private. He resurfaced briefly with a mezcal bar concept, but local backlash shut it down before launch.

Food media, meanwhile, began to ask harder questions.

Who gets to tell the story of a dish?

Whose voices are elevated, and whose are edited out?

Who benefits when “innovation” becomes the new word for erasure?


A Bowl of Memory

Back in Westminster, in the heart of Little Saigon, a woman named Auntie Hương stood over her own pot of broth.

She’d run her phở restaurant, Phở Hương, for 31 years. Her broth simmered for 14 hours, just as her mother had done back in Saigon.

She didn’t post on Instagram. She didn’t give interviews.

But after the Bon Appétit article went viral, one of her granddaughters posted a photo of her on Twitter, holding a ladle, captioned: “My bà ngoại’s phở never needed fixing.”

It got 400,000 likes.

When asked what she thought of the controversy, Auntie Hương just shrugged.

“Everyone thinks their way is best,” she said in Vietnamese. “But phở isn’t a brand. It’s a memory.”


Ben’s Story

Ben, a battle-hardened Marine veteran, has traded the front lines for a quieter mission—saving abandoned kittens. But when he’s cleaning up the aftermath of someone else’s darkness, he stumbles upon something far more sinister.

It was nearly midnight when Ben sat in his small cabin, sifting through the latest footage. He had just fed three puppies he’d picked up earlier that week—left in a crate with a note that simply read, “Can’t keep them. Sorry.”

His laptop buzzed with motion detection alerts. He clicked through the thumbnails until one caught his eye—something off. A man, early twenties by the look of him, was stumbling in and out of the frame. His shirt was torn, face pale. And his pants—his pants were soaked in blood.

Ben’s fingers hovered over the keyboard. He rewound the footage, heart picking up speed. The man was pacing. Back and forth. Looking over his shoulder. Muttering to himself.

Then, at 2:13 a.m., the man dragged something into view. A tarp. Long, heavy. At first, Ben thought it might be a large animal, maybe even a deer. But then the tarp shifted, and an arm slipped out. Pale. Human.

Ben sat bolt upright.

He watched as the man glanced around, then shoved the body behind a thick patch of trees just off-camera. The man staggered back toward the road and disappeared.

Ben stared at the frozen image. The timestamp burned into his mind. 2:13 a.m. September 12th.

He picked up his phone and dialed 911.


The Los Angeles County Sheriff’s Department swarmed the scene within hours. Deputies hiked the trail behind the camera’s field of view. Just beyond the brush, partially buried beneath pine needles and rocks, they found the body.

The victim was later identified as Howard L. Ellison—a well-known Hollywood producer. His son, 22-year-old Nathan Ellison, had reported him missing just the day before.

When detectives brought Nathan in for questioning, he cracked within minutes. It was a domestic argument, he claimed. Years of resentment. Abuse. The final straw came during a fight when his father hit him. He claimed self-defense. But the body told another story—multiple stab wounds. Overkill. Rage.

But there was one problem.

The murder weapon was missing.

Without it, the DA’s office hesitated. Nathan’s confession, shaky and retracted twice, wouldn’t hold without the knife.

Detective Ramirez—no relation to Ben—called him two days later.

“We believe the weapon was discarded nearby,” she said. “You said your camera captures motion-based footage, right? Any chance you’ve got more?”

Ben nodded. “I’ve got everything from that night. I’ll pull it.”

He spent the next hour combing through clips, this time enhancing the low-light frames. And there it was—at 2:22 a.m., Nathan bent down just outside the frame. When he stood up, he no longer had the knife in his hand. Ben triangulated the moment with the coordinates of his camera. The police sent a search team to that exact location.

They found the knife buried beneath a small pile of stones not 30 yards from where the body had been dumped.


The following day, Detective Ramirez visited Ben’s cabin in person. She was tall, sharp-eyed, and carried herself like someone who’d seen too much.

“We wouldn’t have found it without your help,” she said, extending a hand. “You saved us weeks, maybe more.”

Ben shook her hand. “Just doing what I do.”

She glanced around the small yard behind his cabin. Five kittens played near a makeshift jungle gym fashioned out of driftwood and old crates. A three-legged puppy was sunbathing on a flattened sleeping bag.

“I’ve heard about you,” Ramirez said. “The animal guy.”

Ben chuckled. “Not much else to do up here.”

She looked thoughtful, then pulled out her phone. “Would you be okay if we posted about your rescues on the LASD Instagram? Maybe feature a few of the animals each month? We’ve got a lot of reach. Might help them get adopted.”

Ben hesitated. “You’d do that?”

She nodded. “You helped us catch a killer. Least we can do.”


Over the next year, the LASD Instagram became a quiet sensation.

Each month, they posted photos and stories of animals rescued by Ben—their before-and-after shots, their goofy names (“Sarge,” “Whiskey,” “Lt. Fluff”), their adoption updates.

A tiny black-and-white kitten named Pogo—found mewling in a shoebox—was adopted by a firefighter in Burbank. A skittish shepherd mix named Luna found a home with a retired couple in Pasadena. Every story ended with a simple credit: Rescued by Ben R., Mount Baldy.

Soon, people started messaging the department directly to ask how they could help. Donations came in. A local vet clinic offered Ben free checkups for his rescues. A group of college students drove up one weekend to help build insulated shelters for the animals.

Ben never sought recognition. He didn’t like crowds, didn’t do interviews. But he couldn’t deny the joy he felt watching the rescues find homes. Every new life saved chipped away at the shadows that clung to his past.

And sometimes, in the quiet hours before dawn, Ben would sit on his porch with a cup of coffee, camera feed open, waiting for the next box, the next broken thing that needed mending.


One Year Later

A soft knock came at the door just after sunrise.

Ben opened it to find a young woman holding a leash. At the end was a wide-eyed puppy with a limp.

“Hi,” she said. “You don’t know me. But I saw your rescues on Instagram. My ex left him on the mountain last night. I found him! I’m so happy I was able to find him. He needs water, and I think his leg is hurt… and I… And, I didn’t know where else to go.”

Ben knelt and let the puppy sniff his hand.

“You came to the right place,” he said softly. “Let’s get him some help.”

As they stepped inside, the woman wiped her eyes.

“Thank you.”

Ben nodded, then looked down at the puppy, tail thumping against the floor.


Author’s Note

This was based on a true story. However, extra story-telling magic has been sprinkled (or rather… dumped) into this piece for your entertainment. The facts are as follows:

Ben, the kitten rescuer of Mount Baldy, is a real person. As of the publishing of this story, he has rescued 55 cats and 1 dog. He is a marine veteran, though he never saw combat, does not suffer from PTSD and is not as dark as the main character of this story. He is actually a very jolly and goofy guy, but people who hurt innocent animals and vulnerable people infuriate him.

Ben does not work alone. He works with a wonderful network of people who just want to save these animals. One of their trail cameras did get footage of a confused young man, with his pants soaked in blood pacing back and forth. The video was turned over to the police. That’s as far as Ben and his rescue group are involved.

We do not know if they have ever been found guilty or any details of the case then or now.

Unfortunately, Ben was never asked to collaborate with the sheriff’s department on any sort of pet rescue Instagram project. It’s just nice to think about.

He does not live like a hermit deep in the forest alone. He enjoys his life by the beach with his 4 cats.

If you would like to donate to their rescue efforts, you can do so by contacting me directly… Or simply help the local animals in your community.