Issue 2, 2012 by the Epic

Two directions for state schools BY JEFFREY YANG

alifornia voters will decide November between Proposition 30 and 38, initiatives that will increase taxes to fund California public schools. Jerry Brown’s Proposition 30, backed by the California Teacher’s Association (CTA) and the Fremont Education Association (FEA), calls for increases in state sales and income taxes to raise revenue. Proposition 30 would initiate a 0.25 percent increase in California sales taxes and an over 1 percent increase in income taxes for annual incomes exceeding $250,000. 89 percent of the tax revenues, estimated at $6 billion a year, will fund K-12 California schools, including Lynbrook. The remaining 11 percent will be allocated to fund community colleges. On the other hand, Proposition 38, written by civil rights attorney Molly Munger, has the support of the Parent Teacher Association (PTA). Proposition 38 relies solely on income tax increases to generate revenue. The taxes will be progressive, from a 0.4 percent increase for annual incomes exceeding $7,316 up to a 2.2 percent increase for earnings over $2.5 million. This will generate an approximated $10 billion annually. If both propositions gain the majority vote, the one with higher votes will be put into effect. The result of neither proposition passing, however, would be further budget cuts to the California school system. the Fremont Union High School District (FUHSD) will be forced to cut $5 million, in addition to the $8 million in cuts for the coming year. The average per-student spending for the district will drop by $445. California schools may also have

to reduce the instructional year by 15 days.The differences in the propositions have spurred a multitude of different opinions in the various academic organizations in the community The CTA’s and FEA’s rationale for supporting Proposition 30 is that of the two propositions, Proposition 30 offers a more comprehensive distribution of the revenue gained from the tax increase. According to Lynbrook FEA Site President Bob Blaschke, the FEA and the CTA lean towards Proposition 30 because there is less variability to it than Proposition 38. Principal Gail Davidson also said that Proposition 38’s revenue distribution system is unclear. “Proposition 38 requires a whole new system of funding allocation with restrictions.” Davidson said. Proposition 30, on the other hand, would distribute revenue based on the system that Governor Brown has already set in place, which the CTA said is an advantage. Though both propositions raise income taxes, Proposition 30 increases income taxes only on those with incomes over $250,000, while Proposition 38 raises taxes on a much broader demographic—anyone with an income tax over $7,316. Meanwhile, advocates of Proposition 38 such as the PTA and Parent Teacher Student Association (PTSA) contend that Proposition 38 would give school boards considerably more control over funds, according to the Lynbrook PTSA co-president Kim Silverman.The proposition states that local school boards would decide the allocation for 70 percent of the funding; the remaining 30 percent would be used for specified purposes.

see PROPOSITIONS page 3 GRAPHIC ILLUSTRATION BY NEWS SECTION

62 students become National Merit semifinalists BY SHOUVIK MANI

record number of 62 seniors from Lynbrook qualified as semifinalists for the National Merit Scholarship this year in its 58th annual contest, compared to last year’s 54 semifinalists. The 62 semifinalists were chosen among 92 commened students. Around 1.5 million juniors from more than 22,000 high schools nationwide entered the 2013 competition, 16,000 students became semifinalists. FUHSD schools witnessed an increase in the number of National Merit semifinalists this year, with Lynbrook having the highest number of semifinalists. “We make a moderately big deal out of it as they represent less than 1 percent of juniors in the US,” Assistant Principal of Guidance Kathleen Sullivan said. “Year after year, Lynbrook has a disproportionate amount of

semifinalists compared to other schools.” The scholarship is awarded to students who display exceptional academic ability, determined first by their scores on the PSAT/ NMSQT test. The highest scoring entrants in each state become semifinalists in the competition. To become finalists, students must show consistently high academic performance and submit an application highlighting their academic achievement and involvement in extracurricular activities. 15,000 of the 16,000 semifinalists will be selected as finalists in February. Finalists in the competition will have access to a portion of the National Merit Scholarship, which is worth a total of $32 million. They will also be considered for the National Merit $2,500 scholarship, depending on their family financial circumstances, college choice and other major and career plans. “I am applying only to the UCs so I am not

expecting a lot of financial aid,” said senior Juliette Delforge-Melia, a semifinalist. “But I will be able to consider better colleges if I become a finalist.” Lynbrook has a strong semifinalist to finalist transfer ratio. In both the 2011 and 2012 contests of the scholarship, all Lynbrook semifinalists became finalists. Those who met the California qualifying score of 220 on the PSAT recently received a reception in the auditorium where they were informed about their semifinalist status. Nevertheless, Sullivan maintains that the purpose of the PSAT is to serve as a practice test and does not wish to over-glorify the achievement of the semifinalists. “Not to take anything away from the 62 semifinalists, but it’s extremely important for the PSAT to be viewed as a practice test. Still, that is a lot of importance placed for a practice test,” Sullivan said.

Boys Water Polo • pg. 10

Johnny Ho places ﬁrst at IOI, recounts his experience BY KASTURI PANTVAIDYA

Link Crew Fall Festival Link Crew will be hosting their annual fall festival on Friday Oct. 26 with Halloween themed decorations and games. Freshmen are invited to the rally court from 3 p.m. to 4:15 p.m. for a night of free food and games. These activites include caricatures, bowling with empty bottles, card tricks, eating contests and bobbing for apples. Orchestra Exchange

The Orchestra Exchange program will take place on Oct. 26 at Saratoga High School at 7 p.m. in the McAfee Auditorium. The Lynbrook and Saratoga orchestras will each be performing selected pieces for each other and combining the two orchestras for dinner. Everyone is invited to attend. The event will be free. Halloween Parade

There will be a Halloween parade held on Wednesday Oct. 31 during lunch in the quad. Students and staff who are interested in showing off their costumes are invited to attend. Prizes will be awarded to the best costumes from each of the categories, including the funniest and the scariest costumes. Taiwan Exchange

Student delegates from Hsinchu, Taiwan will be visiting Cupertino as a part of the Cupertino-Hsinchu Sister City Student Exchange Program. This year, the students from Hsinchu will stay with their host families from Oct. 27 to Nov. 4. Lynbrook students are also participating in the program by hosting the delegates. The Taiwanese exchange students will be attending Lynbrook during their stay and spending time with their host families while getting to know the Cupertino culture. By Sabrina Jen & Prachi Laud

enior Johnny Ho scored 100 percent and placed first at the 2012 International Olympiad in Informatics (IOI) in Sirmione, Italy this past summer. The IOI is a computer science competition in which students must create and code a computer program that will solve problems previously given to them. The IOI is one of the most prestigious computer science competitions in the world and consists of two days of computer programming and solving algorithms. Students compete individually, with up to four students competing from each participating country. Ho was selecting to represent U.S. through the US Somputing Olympiad. What started off Ho’s success in the IOI was his first introduction to programming, at the age of 12 years old, when his dad gave him a couple of lessons on computer science. “When I young and would turn on a computer, I would be interested not only in the features but in the mechanics of it,” said Ho. “I wondered about the processes of the computer that make it run.” After finding an interest in the topic, Ho continued to pursue the subject in the form of practice books and online preparation. Not long after, he became involved with the IOI competition. At first, Ho’s main goal was qualifying for finals, but his results exceeded his own hopes. Ho represented the US team for the 2011 IOI in Pattaya, Thailand, and qualified at a worldwide rank of 17th place. Ho also beat Gennady Korotkevich, a six-time gold medalist in the IOI, who is ranked as one of the top coders in the world. The win motivated him, and he put more pressure on himself to win 1st place

the following year. “The pressure was definitely internal,” said Ho. “My peers were pressuring me to do well also, but it was mostly me wanting to try that much harder.” Ho’s hard work paid off and he secured the gold medal in Italy over the summer of 2012. Ho said that he was completely stunned and surprised, and decided that luck played a part in his win. “When I started out with IOI, I didn’t expect much, but I saw that the more effort I put in, the more success I got out of it,” said Ho. Getting to the top levels of the competition was difficult, but Ho believes his curiosity and perseverance in computer programming helped him get there. Although the win was amazing, it is not the only thing that he took away from the experience. “Going out and visiting places with new people I met was one of the best parts. I got to go to Thailand, Italy, and hopefully next year I’ll visit Australia,” said Ho. The competition has taken Ho around the world and has provided him with a conception of what he wants to pursue in the future as well. Ho is aiming to apply to a top programming school and is even considering starting a company after he graduates from college. “It feels good to have these abilities knowing that this is what high tech companies are looking for,” Ho said about his thoughts for the future. Ho’s passion and curiosity for computer science has taken him above and beyond the average student and has begun to establish a future for him. His years as a competitor in IOI are almost over, but he is allowed one more summer to take part in the competition. Even though he is a senior, Ho hopes to try and aim for the finals for just one more year in the IOI competition, his goal being to secure the gold once again. Recently, Ho was announced as a Siemens Competition in Math, Science & Technology Semifinalist, along with senior Eesha Khare.

JOEY LI—EPIC

PROPOSITIONS| Policies battle it out in California continued from PROP 30 page 1

According to the PTA, another advantage that lies in Proposition 38 is that the funds generated by the tax initiative has already been specified. Proposition 38 would require that any funds allocated to school systems be used to improve academic performance, graduation rates and college and life readiness. Proposition 38 also limits the amount of funds that would go towards increasing salary or benefits of school personnel or administration. The proposition states that only 1 percent of the funds would be able to go towards school personnel, ensuring that most of the funds would be used for students’ benefits. Despite their differences, both the CTA and the PTA have mentioned that the groups supporting either proposition should limit negative campaigning, to prevent the possibility that neither proposition gets the majority vote. “None passing would be devastating for the school system,” said Blaschke. “To compensate for almost $13 million in cuts, we can expect many things we all deeply value to be considered,” said Polly Bove, Fremont Union High School District superintendent. “Despite our best efforts to keep these cuts away from the classroom, we have already begun to see an impact on programs and services to students.” In face of these consequences, Bove urges the community to consider the two propositions as a solution to the budget problems in the district. “Prop 30 and 38 are viable short-term funding solutions,” said Bove. “I urge parents and community members to take the time to understand Propositions 30 and 38. While neither is perfect, both would provide much-needed short-term revenue to schools.” California residents will vote Nov. 6 on the propositions as part of the general elections. For the Epic’s opinion on this topic, see “Prop 30 and 38: don’t wait ‘til it’s too late” on page 4.

The Bamboo Ceiling BY SHOUVIK MANI

eremy Lin or Yo-Yo Ma may serve as examples of Asian-Americans who defy the stereotype of Asians as indifferent, docile grunt-workers, the majority of Asian-Americans fail to retain the prominence they had in high school as soon as they enter the demanding corporate world. Considering that they make up 5.6 percent of the American population, Asian-Americans are naturally underrepresented in the nation’s leadership framework. This phenomenon, known as the bamboo ceiling, is a term that was coined by writer Jane Hyun and is loosely defined as the obstacles that limit the ability of Asians to become leaders in Western industries. The factors that push the bamboo ceiling to an unreasonable height can be summed up in two words: culture and mindset. To overcome the bamboo ceiling, AsianAmerican students must pursue a middle road between Asian culture and American culture and try to meet the demands from both sides. Senior James Wang contends that because students are raised with Asian-American values from a young age, “when it’s going to be time for us to make decisions on our own and make our own path, we’re still ingrained in that submissive and obedient Asian child mentality.” Individuals are ultimately responsible for determining the outcomes of their careers, regardless of cultural influences on them. No matter how much families or experiences shape personas, individuals always have the ability to make their own choices. Junior Niki Konstantinides agrees that “[Asian-Americans] are really academically driven, but not because of their race. It has to do more with who they are as individuals.” The rising generation of young Asian-Americans must understand this and realize that although they cannot change their

ropositions 30 and 38, both on the ballot for California residents this November, will play significant roles in the future of Lynbrook’s funding levels. While debates over the merits of each proposition rages, the bottom line is that at least one of the propositions must pass. The rejection of both propositions, which attempt to dampen already drastic drops in funds, would mean over $5 million in cuts for the FUHSD. As voting day approaches, the debate over which proposition better solves for our budget predicament becomes a nonissue compared to possible consequences resulting from a failure to pass either one. Since 2008, schools statewide have sustained $20 billion in cuts. A further drop in funding could trigger a reduction in Lynbrook’s number of school days, a decrease in staff compensation and a sacrifice of art,

culture, they can change their mindsets and the methods with which they approach problems. Although cultural roots will always remain with the individual, students must use high school as an opportunity to explore all subjects; humanities especially provide an opportunity for students to deal with complex issues and become more open-minded, which would help them succeed in the long run. Another problem that this submissive Asian mentality brings is that Asian-Americans are often timid, shy and unable to effectively communicate their ideas. History teacher Esther Lee explained, “One of the difficulties I’ve had is in seeing my parents speak confidently in Chinese, but not in English. I just didn’t have a model of how to communicate with other people properly. Being able to communicate is an essential skill regardless of the bamboo ceiling. If you cannot communicate and raise your voice, you cannot be a leader.” Moreover, proper communication skills are crucial for moving up the corporate ladder. Asian-Americans students should speak up to combat the common stereotype of submissiveness. Students should develop their communication skills by actively participating in class discussions and asking questions in class. Only that way can students gain the confidence and communication skills necessary for the workplace and its competitive environment. Even if students are too shy, there are myriad ways for students to develop this confidence, by first speaking out in smaller study groups, going to teachers for help during tutorial and then slowly participating more in classes. These skills will give individuals one more necessary tool to succeed in the workplace, along with the good work ethic that they have developed throughout high school. By developing such communication abilities, Asian-American students will subsequently become more confident through having a bet-

ter understanding of themselves. Only then can motivation to succeed come from within, rather than from external influences such as parents and peers. Furthermore, Asian Americans make up only six percent of board members of the Bay Area’s 25 largest companies. This lack of leadership can be connected to the lack of innovation and creativity in Asian American culture. This can be seen from the emphasis Asian-American cultures place on occupations such as doctors, engineers and lawyers. In comparison, American culture fosters a greater appreciation to a greater array of jobs. This enhanced appreciation is found in education at the high school level. Students should branch out and explore opportunities ranging from science and math to arts and humanities, which very few students are a part of at Lynbrook. In particular, each student should participate in at least one foreign language, writing, music or arts club to develop their imagination and ingenuity. Still, Asian culture is in no way inferior to American culture. While Asian-Americans must strive to display Western values, they must also use the positive aspects of their Eastern cultures. For instance, cooperation and an open mind are all valuable qualities in an employee. In fact, this strong work ethic is what has pushed Lynbrook to be ranked as a top school in the nation, with commendations given yearly from various educational organizations. The bamboo ceiling will continue to beleaguer Asian-Americans striving to become leaders in America. Meeting the demands of two fundamentally different cultures is a challenge by any standards, but nothing is out of reach for the race that is identified as the model minority.

Prop 30 and 38: don’t wait ‘til it’s too late music and science programs. As FUHSD Superintendent Polly Bove explained, “Neither Prop 30 nor 38 is perfect, but both provide viable short-term funding solutions that, at least, maintain our existing programs and services.” Equally as alarming as possible cutbacks is vikings’ oblivion of the situation. Props 30 and 38 have both been featured extensively on major media outlets such as the San Jose Mercury News and San Francisco Chronicle, and even discussed on Lynbrook High School’s website, yet most Lynbrook students remain unaware. Senior Kimberly Vaz said, “Although I think that Proposition

30 and 38 are really important and directly relate to everyone at Lynbrook, I don’t think a lot of people know about them.” Lynbrook provides students with a constructive learning environment, skilled and dedicated teachers, and rare opportunities to explore unique extracurricular interests. As a public school, though, Lynbrook is dependent on government funds. Students and parents alike must realize that if both propositions fail, Lynbrook will struggle to maintain the high quality of education that has earned the school numerous titles, including 6th best STEM High School in the nation according to U.S. News.

Considering the benefits students reap from the school, vikings should take responsibilty to maintain Lynbrook’s excellence. This is not to say that they should be the sole carriers of Lynrook’s fiscal responsibilities, but they ought to be more aware of school needs. Seniors who are of age should take action and vote in favor of either or both propositions; they should take ownership and act to aid the school. “This generation of students is depending on us to speak up, so please vote,” said Bove, regarding the propositions. Students can also encourage their parents and write to government leaders to voice their support for education funding. Even beyond the scope of this election, an active interest in societal functions may be one of the most valuable things high schoolers, who will shape our country’s future, can learn.

GRAPHIC ILLUSTRATION BY LAUREN TAI

Asian-American students must reconcile two cultures to find success in the corporate world

BY JANE JUN

student wakes up feeling sick. His aching body indicates that he is ill-prepared for school, but he remembers that he has two tests and an essay due today. He drags himself out of bed and goes to school. It is common knowledge that many Lynbrook students strive for academic excellence. Being driven is not a bad thing, but oftentimes this obsession takes precedence over health. Students should take responsibility in making sure they do not come to school sick. Going to school sick is likened to second hand smoking—not only is walking around sick exacerbating to one’s condition, but also harmful to unsuspecting company. There is no overall benefit. Although classes are significant, sick students should be aware that they are walking germs around the campus, encountering up to 200 students total in their classes. “You can see cycles within the

same classes, where one student comes in sick and t h e i r classmates get sick as well,” said Attendance Accounting Specialist and Health Aide Mary Lamb. Students often attend school before the necessary convalescence period, despite measures put in place. According to the LHS Health Protocol, a student may not return to Lynbrook until at least 24 hours after he or she is free of fever (100 degrees for 37.8 degrees C) without the use of feverreducing medications. Junior Dasha Charkashyna was sick with a fever one day after colorguard practice, but decided to come to school the next day anyway. When her father called the school to check on her, the administration took her temperature, found out she was sick, and sent her home. She said, “I understood why I was sent home, but I think everyone has the common sense to not sneeze on everything that may be

around them.” One sneeze is recorded with the potential of traveling 15 feet at 200 miles per hour. Diseases are able to travel tremendously fast. Teachers are “encouraged to send in students they suspect are sick, when they show symptoms such as a high temperature or frequent coughing,” said Lamb. However, this is not a failproof way to prevent diseases from proliferating on campus. The most effective prevention method is for sick students to take the initiative to take care of themselves and their classmates by not coming to school.

GRAPHIC ILLUSTRATION BY LAUREN TAI

Shining light on colleges outside the comfort zone BY KHAYA BHATIA

arvard, Princeton, Yale and Stanford are among the few universities that many students dream of attending. However, students should utilize the college visits arranged by the College and Career Center to learn about lesser-known colleges and find more schools that better fit them as individuals. After all, there are more options besides the top five of 6,632 universities in America. Since August, over 35 college representatives have given presentations. T h e s e p re s e n t a t i o n s serve to solidify which u n ive r s i t i e s are the right choices for each student, and give them the opportunity to ask personal questions. “The goal is to introduce students to college representatives and expose them to different universities. If everyone applies to Berkeley and only Berkeley, we’ll have a problem. There are a lot of very good universities out there,” said College and Career adviser Gretchen Hinderer. The presentations cover aspects of each college such as the admission process, majors, career paths, extracurricular activities offered within each college, and more.

Hinderer spends all day making arrangements with universities to fit as many as she can to the college visits schedule. Representatives contact Hinderer to set up visits, which shows their interest in admitting Lynbrook students. Although many people believe college visits are the perfect way to open students up to different schools, others disagree. “College visits are a waste of time because you can call the colleges on the phone for questions and people already know the information,” said junior Alex Bouzigues. While this is true, however, the help that representatives give to students face-toface, is indispensable. Students can learn what admissions boards want from applications. Going to visits also shows representatives how interested students are in that specific college, which is helpful since most of the time they are part of the admissions board. After the college application season is over, the College and Career Center hopes to have more community college visits and relate presentations toward careers as well as toward college. Students need to employ the resources given to them because in the end, that is what the center is for.

GRAPHIC ILLUSTRATION BY OPINION SECTION

Encountering Douchebags: What Would Jacob Do?

t struck me recently how much we enjoy making fun of douchebags. There’s something about dudes in half-sleeved polos and pink Elite socks that makes us want to point and laugh until we’re in stitches. They’re the ones who swagger with swag— the popped-collar types without the popped collars. They’re the uselessly loud ones: the ones who make you want to punch them in the face every time they open their mouths. According to the most reliable source of all things slang on the internet, UrbanDictionary.com, “Though the common douchebag thinks he is accepted by the people around him, most of his peers dislike him. He has an inflated sense of self-worth, compounded by a lack of social grace and self-awareness. He behaves inappropriately in public, yet is completely ignorant to how pathetic he appears to others.” I’ve generalized quite a bit here. Douchebags don’t have to be walking metrosexual monuments with swagger or Rush Limbaugh. They’re everywhere. Everyone has their jerk moments. Even normal people go through embarrassing phases of douchebaggery. But people don’t know they’re being jerks until after they’re made aware that they are. And if that’s true, then if no one ever lets you know of your buttmunchery, how are you ever going to stop? There’s no way anyone can know if they’re not contributing in a valuable or humorous way to society unless there are reactions to it. So what can you do? The most effective way to get rid of a douchebag is to straight up let them know that they are one. They act the way they do for a pretty good reason—they think people like them for it. There’s a special circle of hell reserved for people like this, along with teachers who use yellow fonts and people who urinate on public bathroom floors. Everyone deserves a chance to repent, though, so next time your popped-collar acquaintance shows up at school acting like his big ego indicates something else, let him know what’s up. Point and laugh at him. Make him feel like, well, a douchebag. Because if he doesn’t know what it means to be one, he’ll keep on being one. You’re doing a public service here. Put that down on your resume. You have no idea how much employers appreciate someone who can coldly shoot a douchebag down like the cute girl in math class shot down your Homecoming dreams. But maybe you want to be a nicer person. In that case you’re probably Jesus, because anyone who can be that forgiving deserves to sit on the right hand of God. So, you ask, what would Jesus do? Sit said douchebag down, control the desire to burst out laughing or murder him and be cool. Be serious. If you’re not, he won’t take you seriously. Do feel free to swear at him if you think it’ll help. Certain people need a little extra push. Tell him, “I don’t know if you know this, but you’re a douchebag. And a lot of other people think so too. Do something about it.” Try to reason with him. The rest of his teenage life probably hangs in the balance. Think of all the people who will be grateful to you. If he doesn’t see the light, sigh and shake your head, tell yourself that you tried and move on. You have the world’s blessing to continue laughing at said douchebag. There’s always a right way and a wrong way to do things. So when you’re doing one of the two actions outlined above, don’t be a douchebag yourself. Save that for Internet commenters. A douchebag would use cheap humor, but a gentleman would just use that against him. Be the gentleman: make that douche feel like the one he really is.

College Board earns a 2400 for effort Despite good intentions, new regulations fail to prevent cheating on the SAT GRAPHIC ILLUSTRATION BY OPINION SECTION

BY HENRY SHANGGUAN

ach year, over one and a half million high school students take the SAT Reasoning Test. Love it or hate it, the SAT has an enormous bearing on the college application process. With so much riding on a single test, it comes as no surprise that students are highly motivated to cheat in order to get ahead. Last year, over 40 students involved in a New York impersonation ring were caught utilizing phony IDs to take the test for others. Thousands of other dishonest students, who cheat on a smaller scale by simply using calculators to store information or conversing with their peers during breaks, go undetected each year. In response, the College Board has introduced new “security enhancements” for all SAT tests. While the new procedures are a step in the right direction on the College Board’s part, many proctors have failed to answer the call for stricter regulations and neglected to follow new procedures, leaving plenty of room for improvement. Considering the dozens of hours students dedicate to preparing for the SAT, and the test’s exorbitant 50 dollar price tag, the College Board must ensure that students are rewarded for their efforts and kept on equal footing with their peers. As junior Tony Pan said, “I want to make sure that the time I put into studying isn’t wasted because of dishonest students. When people cheat, they ruin the curve and make it harder for others to honestly obtain their target score.” The College Board’s effort to improve test security includes changes to the registration procedure, which now requires students to submit a current photograph of themselves during registration to be included on their admission ticket and stored in a data repository. In addition, students no longer have the option to change test subjects or test centers on the test day.

While the enhanced security of photo identification works well in theory, most students who took the October SAT under new regulations reported that their proctors failed to check their tickets and IDs upon re-entry to the test room as outlined by the College Board. Furthermore, if students upload the impersonator’s photo to begin with, a phony ID will go just as far on test day. Also noticeably missing in the College Board’s list of test day revisions are measures to ensure the consistency and diligence of SAT proctors. While some strictly adhere to the rules, others neglect to follow key procedures, creating a disparity between testing conditions. Junior Pramod Chandrasekhar said, “Many proctors are too lenient and don’t enforce the rules. Students can easily flip to other sections or use their calculators without being caught. The College Board simply isn’t following through with its own guidelines.” One student taking an SAT Subject Test said his proctor failed to make sure that students did not use their graphing calculators for tests other than the Math Subject Test. Senior James Wang, who also took the SAT Subject Tests, said, “I was the only person taking a third SAT Subject Test in my room. My proctor obviously just wanted to go home and cut my test short by three minutes. Since I was taking the Math Subject Test, those three minutes were really important.” Another student’s proctor even left the test room during a break, providing students with an unprecedented opportunity to converse and exchange answers. With negligent proctors, the College Board loses all credibility. And while new measures attempt to crack down on identification fraud, test day cheating is as rampant as ever. The College Board has neglected to tighten break time

regulations, allowing hallways and bathrooms to continue to function as information hotspots. Junior Catherine Xu explained, “I feel that people could easily have cheated during the breaks by discussing answers since no proctors were assigned to monitor the hallways or bathrooms.” Although the new procedures are well-intentioned and theoretically well-designed, the October administration of the SAT proves their lack of efficacy. Changes to the registration procedure and a new registration data repository may have deterred some cheaters, but lax test day security procedures fell miserably short. College Board, it’s time to get real. Under current policies, it seems as if students are almost invited to cheat. Allowing students to use programmable graphing calculators, which can store thousands of SAT vocabulary words and even Chemistry and Physics applications to solve simple math problems? Whose idea was that? If the College Board’s goal is to create ineffectual security policies and turn a blind eye to cheating, it has done a remarkable job. Otherwise, it is time to go back to the drawing board. New rules must enact more stringent break time procedures, prohibit programmable calculators, ensure that proctors follow all protocols, and require high schools to certify students’ registration photos. Increased test center audits will also keep both testers and proctors honest. After all, with over two million students taking the SAT every year, test security is not to be taken lightly.

IDC exchange bridges students by promoting school spirit BY DHIRAJ NALLOPOTHULA

ynbrook students visited Monta Vista High School Oct. 12 as part of the Intradistrict Council (IDC) exchange program. The IDC program allows at most 10 students to visit other Fremont Union High School District (FUHSD) schools because of the application process, according to IDC representative junior Arnav Mishra. Because students can become more involved in the school through the IDC program, the program should allow for more students to participate.A unique aspect of the IDC exchange program is its ability to involve student leaders from across the district to improve leadership at their respective schools. Sophomore class president Amit Pasupathy shadowed Monta Vista’s sophomore class

president Maris Yang this past exchange.“I want to learn how Monta Vista tackles its rally decorations and gain knowledge on how to better pump up my class at Lynbrook rallies,” said Pasupathy. ASB commissioners who go to IDC exchanges learn about how to increase school spirit.“It’s definitely a great experience to learn more about the school, their way of education, spirit

and bring back new ideas to our school,” said Mishra. According to Mishra, the school adopted Powderpuff; Food Club Day; and Silsilay, the Indian showcase from other FUHSD schools. Powderpuff in particular, which was introduced two years ago, generated student support. It pitted the classes against one another through male cheerleading and female flag football.

“We also get a lot of publicity ideas, such as new incentives for students to attend dances like raffling bids for whoever has the cutest asking,” said Mishra. Commissioners also learn more about spirit weeks, dance themes and decoration ideas. “The biggest thing I learned from the exchange was to appreciate Lynbrook,” sophomore Sarah Park. “Monta Vista was nice, but going to another school helped me see some of Lynbrook’s good points. The classes here are usually interactive and aren’t boring, and the students and teachers are encouraging and kind.” While the experience may not be thrilling, the negative aspects of the visit may serve as a positive learning experience. The immense benefits that come with the IDC exchange program provide a doorway to make Lynbrook a more interactive place for students and influence students to get involved in more clubs and school activities.

I bought a J. Crew grey chambray shirt. It was about the only shirt that looked like it would fit me, and I had been looking for a grey chambray shirt for a while. It seemed like a safe approach for a shirt as I have quite a few similar ones in my closet at home. The chambray was a nice lightweight material that felt like it would be perfect for summer or early fall days.

I love good denim, and I couldn’t resist trying some vintage selvedge that was hanging on the wall, but I wish it was a skinnier cut. Not quite my style; I would have liked some Chukka boots or my old Nike SBs. Seemed to be the best fit available though.

BY JOEY LI

can confidently say I am a thrifting veteran. Meaning I have set foot in a thrift store before, more than many high school males can say. I cannot say the same about my shopping abilities, as my shopping is done either online or with my mom. Regardless, a boy must step out of his comfort zone in order to attain manhood by doing something like downing the first buffalo or completing the Great American Challenge. Unfortunately I was in neither the appropriate era nor setting to achieve either of the aforementioned feats, so thrifting would have to do. Fortunately my sister has trained me well in the art of the hipster, and I felt at home stepping into Black And Brown. The store attendants were the usual crew of guy-withpink-hair and girl-with-70s-skirt, which is, in my experience, typical of thrift stores. I contemplated going all out Macklemore (fur coat and everything) but ended up sticking with my usual style. I began looking for a shirt and was pleased to find a solid collection of

3 HIPSTER LI| Joey Li loves hipster clothing. He chose raw selvedge jeans, a pair of boat shoes and a buttoned up shirt.

vintage-looking J. Crew buttondowns; a grey chambray work shirt caught my eye, though it was mainly because nothing else looked like it was my size. Still a solid catch. For pants, I spied a telltale selvedge hem on a pair of jeans hanging on a wall. After some difficulty finding a store attendant to help me (the employees and shoppers looked the same), I was lucky to find that they were in my size as well. At least it was labeled so; they seemed much shorter than 32 inches and the style was not labeled but whatever— $20 selvedge is hard to find. Since they were short already, I went for a double cuff around the ankles. Shoe-wise I was slightly limited as my selection was either patent leather dress shoes or bright pink Nike Dunks, but I snatched a pair of Rockports just for kicks (ha ha, I’m so clever). They were about the only shoes available that fit with the outfit. So there I had a decent thrift store package for about half a Benjamin. I still think the value in thrifting isn’t quite there, as I would prefer new over used. It just comes down to a different shopping style for everyone.

“I liked the wearability of his outfit and the casualness of it. I disliked the shoes, as I thought they did not complement the outfit at all, and the rolled up jeans made him look five inches shorter. Overall, the outfit seemed that it could work for everyday men’s fashion, but minus the cuffed jeans and the loafers.”

SIMPLE JESSICA| Jessica Cao chose a simple silhouette with a printed skirt and cute shoes to complement her style.

oodwill: it’s the quintessential thrift store, where folks have been donating and purchasing items far before thrift shopping become so mainstream. Like all secondhand shops, the Goodwill on De Anza Blvd. requires a lot of patient, persistent browsing if you’re looking for hidden gems. Don’t walk in expecting to find

This leopard print skirt was slightly too big for me, but the length was still decent. I like the black lace trim detail on the hem.

These cognac brown kitten heels were slightly too big and I wore them mostly for show .

BY JESSICA CAO

love thrifting. I once got lost for three hours in an Alaskan thrift store trying on Russian-style fur caps. Part of the reason is that I like unique clothes and another is because I’m a total cheapskate. Don’t know about Joebug, but I wasn’t all that worried about the budget. If worse comes to worst, I had decided, I’d just cheat and skimp on actual bottoms. Ah, to be a girl. Anyway, the store is tucked into a cute if slightly ghetto neighborhood on the Alameda, where many other thrift stores reside. It was harder than expected to find things that actually fit me, mainly because I’m short and the sizes were mostly bigger. A con of thrift stores: whatever you’re currently holding is only available in that one size. But there’s a ton to look at. There was this lurid red sweater from Austria that was probably hand-knit and a silk floral-printed Rebecca Taylor tank top. I definitely wouldn’t come to Black and Brown for bottoms for lack of sizes, but there was

InDesign Judges

Goodwill hunting

NIKITA DHESIKAN—EPIC

SAMUEL CHANG—EPIC

I got a rust-colored velvet Vneck top. Unusual color, but that’s what happens when Mr. Akamichi assigns “rust” and nothing more in Studio Art. This was scrunched on the bottom so it was difficult to get it tucked into the skirt. This fits me decently and I think I’ll wear this the most often.

this one absolutely gorgeous brown suede trench coat. Some of the dresses were costume-worthy as well, with plenty of jewelry to pair up with. The shoe selection was interesting; women’s sizes range from 6 to 10. I saw both vintage YSL pumps (from back when it was still Yves Saint Laurent Paris!) and no-name shoes. After going through lots of see-through clothing and some allergy-inducing cashmere, I finally settled on the pictured outfit. My parents thought I looked like an old lady, but it was a good deal. None of those cheap black bands plus even cheaper fabric confections people like to call skirts for me This one has a zipper AND a thigh slit. After researching the brand of my shirt, I found out that it somehow made its way across the Pacific from the boutique it was sold at in Asia to my closet. If I were applying to UChicago I would totally tell the fictional backstory of this item. But alas, essay topics change year by year. Instead, I suppose I’ll come here in between making my annual pilgrimages to the City for thrifting excursions.

“I love the cheetah/leopard/whatever it is print! It’s a really bold statement and I like how it’s such a modest length. Her shoes are super cute and vintage and I really wish I could steal them from the picture. However, her fuzzy velvet top does make her look a bit catlike.”

any designer jeans or genuine Italian leather loafers. The employees, however, do make shoppers’ jobs much easier by clearly organizing the store by type of clothing and color, which rarely happens in typical retail shops. Keep in mind, the quality of items in a thrift store relies heavily upon the surrounding community. After all, those residents are the people who regularly funnel new goods into the store. This Goodwill, located in the

heart of Cupertino, is not going to be your go-to spot to find any Ferragamo heels or vintage Chanel wallets. This is more like the place you would go to find the cheap components of a Halloween costume or ratty jeans that you’d wear while washing your car. If you’re looking for real vintage finds, I recommend hitting up 23 Skidoo in Campbell, which is filled with retro goodies, or the ultimate thrift store: eBay. Happy shopping!

USED WITH PERMISSION OF SOMYA KHARE AND TARA PICHUMANI

Let’s get serious: How to rock your Halloween costume this year

ou might think this is another cliché article starting with, “Halloween is just around the corner,” but since you’ve already been proven wrong, you might as well read some more. And more. And more. Okay, I’ll stop. So Halloween is right around the corner and because you’re a) too lazy or b) all of the above, you don’t have a costume this year. Anyway, even if you wanted to make one, it’s too much trouble, and you’ve got way too much dignity to show up as an inappropriately dressed nurse. Compared to the physically demanding scroll-click-scroll-click of Tumblr, making a costume just takes way too much time than what it’s worth, and that’s completely understandable. You want to look like you put some thought into whatever it is you’re wearing while parading down the block with kids almost half your age. Obviously, you take this seriously, but you just don’t have enough time. Until now. You’ve come to the right place for all your Halloween needs. Trust me, I’m a fullyclothed doctor. So here they are, a few of my favorite Halloween costumes that take surprisingly little time to put together. Use at your own risk. 1. Get a white t-shirt and a black marker. On the t-shirt, draw an arrow starting from the center and pointing up to your face. Maybe wear some nice slacks and suspenders if you have either. What are you? One Direction

2. For this costume, you’re going to need a typical kitchen pot, a piece of artwork that you’re proud enough of to walk around the neighborhood with, and a nametag. On the nametag, write “Kristen.” Walk around with the pot and art. What are you? Kristen Stew-art.

3. You’re gonna need a cardigan or something elderly people generally wear, a wig of a flamboyant color and some very thick, oldschool glasses. Wear the cardigan, and when people open up their door to your shining face, quickly put on the wig and glasses. What are you? Instagram. (Instant Grandmother)

4. We’re going back to the white t-shirt with this one. This time, write “MILK” on the front, and wear it. Go get some vampire teeth, and maybe spice things up with a little messy lipstick on the face. Then, get yourself some cheese crackers or the like. What are you? The Vampire Dairies.

5. Alright, for this masterpiece, you’re gonna need to wear a hoodie and a shorthaired wig of any color. Then, take a bunch of white makeup and put it on your face, so you look like a ghost, and maybe even add a couple dark circles over your natural eyebags. Then, take a spray bottle of water and spritz a little on your face. Walk around the block in a perpetual state of the shivers, throw up some peace signs, and you got it!

LET’S DANCE| From left to right: Somya Khare dancing, Tara Pichumani posing, Khare getting ready for her dance, and Pichumani displaying proper form.

Dancing to a different beat BY ANAND CHUKKA

or many Indian students on campus, Bharatanatyam is their one and only passion. Bharatanatyam is a classical Indian dance that originated from Tamil Nadu, a state in India. Most students who learn Bharatanatyam start around the age of seven and continue through high school. For high school dancers, balancing dance and homework—among many other activities—can be stressful, especially when these Bharatanatyam dancers perform their arangetram, a solo dance debut that marks the culmination of many years of learning the art form. Junior Tara Pichumani, who performed her arangetram in September, said, “I was happy the bulk of my preparation happened during summer so that I didn’t have to balance so much stress.” An arangetram lasts for three hours in front of a large audience and usually features a live orchestra. Arangetrams are elaborate affairs that symbolize a rite of passage for dancers and for many, it is a milestone. A lot of artistic technique and development is perfected in preparation for an arangetram. Sophomore Somya Khare said, “For my arangetram, I had to master the

nine rasas, or nine basic emotions including fear, wonder, disgust, anger and compassion” The range of pieces that make up an arangetram varies from rhythmic, technical pieces that demonstrate technique to the more expressive varnam, which is the main piece of an arangetram. To achieve such immaculate technique and expression, dancers put in years of effort all for this end result. Arangetrams are costly affairs; they can cost over $15,000. With all the jewelry, makeup, musicians and process of renting out an auditorium, the expenses add up. Junior Susmitha Bhat said, “The auditorium and the musicians cost about $8,000 together, making up the bulk of the cost.” Also, paying for the extra private lessons costs close to $5,000. The jewelry and the costumes together come out to approximately $1,000, and providing food and gifts for over a thousand guests rounds out the final costs. But for most dancers, all the time, money and work becomes worth it during the actual performance. Performing solo in front of thousands of people is a nerve-wracking but satisfying experience. Bhat said, “After finishing my performance, I was just waiting for the next show, because this is not the end.” Luckily for Bhat, her arangetram was not the end, as her dance company, Abhinaya Dance

Company, has a six-month required performance schedule, requiring dedication and passion for the art. Yet, for some students, the performance is just a milestone in their dance career, but for others—like Pichumani—the arangetram symbolizes something else. Pichumani said, “An arangetram is a point when you’ve mastered Bharatanatyam. It’s like the beginning of the end.” Bharatanatyam is a fundamental basis in the art of Indian classical dance, so mastering Bharatanatyam makes it easier for dancers to expand into other cultural dance forms like Kuchipudi or Odissi, which are two other forms of Indian classical dance. Also, like any other rigorous activity, Bharatanatyam gives dancers the discipline and perseverance that carries over into other areas such as academics and sports. All three students plan on continuing dancing throughout high school and well into college. With Bharatanatyam, these students have an outlet to express their passion and emotions. They also connect with their traditional and ancestral roots. All three students plan on continuing dancing throughout high school. With Bharatanatyam, these students have an outlet to express their passion and emotions and connect with their traditional roots.

One of his biggest sales was during his sophomore year. He had approached around 10 dealers before finally selling an 1877 trade dollar for a $150 profit. “If I had lost money instead, I could have been not doing this anymore,” said Tsai. “My parents wouldn’t have been as supportive as they are now, for sure.” While his parents are encouraging, Tsai said that dealers have ignored him because of his age. “They think I’m not being serious,” he said. “If I ask to see something, they might say something like, ‘That’s a pretty expensive one,’ when in reality, I’m willing to purchase something of that price and I am actually interested in seeing it.”

About two years ago, a coin dealer also tried to sell Tsai an 1877 trade dollar for $950, which had been around $200 more than the market price at that time. According to the dealer, Walter Breen, who had created the “Breen numbers” to classify coins, had told the dealer that the coin was a good example of the variety. Breen, however, died in 1993. “I just laughed to myself and walked away,” Tsai said. “I can’t believe he was trying to rip off a kid!” Despite the setbacks, Tsai plans to pursue numismatics as a lifetime hobby. Coins, he said, “are the heritage of America.” For the full version and photos of this story, please visit lhsepic.com.

Coin dealing: Holding a piece of history BY IRENE HSU

t was by coincidence that senior Daniel Tsai noticed during the summer of 2009 the silver ridges on a dime. He happened to be reading a book on coin collecting, and discovered that the dime was a Roosevelt silver dime, valued at around $1.15. Ever since, he has been vest-pocket dealing and involved in numismatics, the trade of collecting and dealing coins. “I like being able to hold history,” he said. “Imagine holding a coin from before the Civil War: what did it buy? Who was using it? It’s like holding a time machine in your hands. That’s why people pay so much for it.” USED WITH PERMISSION OF DANIEL TSAI

What are you? Bieber fever.

And that’s it! If that’s not creative or witty enough for you, then go crazy with your own devices and make something you’d enjoy explaining some kadrillion times to your neighbors. You’re welcome, Yunqing

A COLLECTOR’S DREAM| From left to right: 1921 Peace Dollar minted to promote world peace after WWI;1833 Seated Dime, unique because of the arrows next to the year; Japanese 50 sen used during the Japanese rule of Taiwan;1876 Trade Dollar, Tsai’s favorite coin minted mainly for trade between US and China in the 1870s;1839 Seated Half Dime no longer minted by the US Mint and the 1924 Standing Liberty Quarter in circulation after the Prohibition era.

Life underneath the mascot suit BY PRIYANKA RAVURU & LAUREN TAI

and over the years, the mascot simply distanced itself from the Cheer program and took its place in the ASB organization, where students now often take turns wearing the costume.

ver the years, students who took turns playing Victor the Viking were regulated by the ASB. This year, however, in the hope of creating a more established position, the cheer team held tryouts for students interested in being the permanent mascot. Due to the lack of organized structure, Assistant Principal of Activities David Erwin came up with the idea of merging the mascot with the cheer program. “Being at cheer camp really made me start thinking about [incorporating the mascot],” said Erwin. When he went with the cheer team to cheer camp last year, he was surprised to see mascots of many other schools being so involved with cheer routines. With this new insight, Erwin realized that it was time for a change. Erwin made it clear, however, that Victor belongs to two different departments—cheer and ASB. They will be able to share the mascot costume cooperatively. “My vision for the program is to bring a lot of school spirit and unity,” said Erwin. “You get the unity by having cooperation and by having cooperation between the leadership and cheer team.”

JOEY LI — EPIC

Victor’s past lives: Although the students may be familiar with Victor the Viking, Histor teacher Jeffrey Bale explains that the cartoonish costume is a rather recent addition. During his school years in the late 1990s, the mascot was a female who wore a simple cape, braided hair and boots. Even the logo of the Viking representing Lynbrook was different and has vastly changed over time. Only recently has it become an exaggerated, comical male character with a large mask. Two decades ago, the mascot used to be closely affiliated with Cheer, which explains why only girls played the role of the Viking mascot. The old mascot also executed more intricate routines and participated along with the then existing song and cheer squads. Both Victor’s name and costume are quite recent changes,

The suit he dons: Victor the Viking is just a mascot on the outside, but inside, there is always a person working tirelessly to bring smiles to people’s faces at football games. The student who now plays Victor the Viking wishes to remain a mystery and speaks in the perspective of Victor himself. “The temperature inside the suit was 85 degrees at the coolest, oxygen was scarce and I was completely delirious after,” said Victor, after staying in the same costume for an entire game. Not only is the costume hot and stinky, but also very heavy. “I don’t have to worry when I accidentally do a simple cheer wrong because I’m a big, fuzzy Viking with a large torso and legs,” said Victor. Although donning the costume is one of the hardest challenges, Victor still looks on the bright side. He believes that, if anything, mistakes in a big costume can only bring more laughter from the crowd.

WORK IT, VICTOR! | Never camera-shy, the spirited Victor strikes a pose.

The job description: The mascot’s key role at football games is to “bring the crowd to the playing surface,” said Erwin. He believes that it is the mascot’s job to make the game relevant to the spectators and entertain the crowd. Erwin even asserts that the mascot is practically the only connection the audience has to the game, because of how often he runs in and out of the playing field, trying to interplay with the spectators. “Sometimes when our team is falling back a little, it’s my job to help the team bounce back and cheer up the crowd.” said Victor. This positive attitude is one of Victor’s many impressive qualities, but he also has a touching side to him as well. He said, “When you’re in this big suit, waving to kids and toddlers at the games, you realize that you are making instant, beautiful memories for that certain kid to carry for most of his young life.”

JOEY LI — EPIC

CHEERING WITH VICTOR | Victor the Viking takes us through one of his favorite cheers, the famous color shout: “What about, what about, what about our color shout? Red, red, blue, blue, a white, white, white, white white!”

A look at Rowling’s new novel Casual Vacancy BY KATHY JANG

onsidering J.K. Rowling’s reputation as one of the best-selling authors of all time, it is hardly surprising that her new novel The Casual Vacancy has become a bestseller in the literary world. Rowling’s latest endeavor has taken a sharp turn from the world of Harry Potter that many of us are so used to, targetting an adult audience. The novel takes place in the apparently serene and placid town of Pagford. After the death of town councilman Barry Fairbrother, Rowling introduces us to the marred underbelly of Pagford, teeming with social tension and sordid maneuvers. The Casual Vacancy deals with a number of adult themes,

such as suicide, rape, drug addiction and heavy violence. Although the novel may appear quite fastpaced, illustrating the death of Barry within the first two pages, it takes a great many pages for momentum to build up. The central conflict of the book is between two warring parties and revolves around whether a plot of land should remain in Pagford or not. But since Pagford is so carefully guarded with green lawns and cobblestoned streets, the rivalry never seems to escalate beyond insidious mudslinging and underhanded tactics. The many characters in the book are quite interesting. Rowling reveals, through the portrayal of Pagford’s residents, the selfish and weak components of human nature. No one is exempt, and almost every single character parades around town with thickly

masked faces, seemingly living to appease others. The only characters that strive to live genuinely are also horrifyingly perverse and flagrant, perhaps a nod to Rowling’s opinion on human nature. It was rather disheartening at times to read about the void of humanity that Pagford seemed to resemble. Still, the best part of the book is the characters. There are so many colorful perspectives and views that allow me to analyze every single motive and opinion that appears. The entire town is intertwined; its residents well-familiarized with those who live in Pagford, so every detail matters in piecing the final puzzle together. There is a profusion of people to live vicariously through and therefore a multitude of ways to

look at a single problem. Every character, despite how despicable, has their own story, which fits into the bigger picture of Pagford’s councilman election. The Casual Vacancy is labeled as an adult novel, so I can’t complain that certain descriptions or scenes are too grotesque. The idyllic town of Pagford seems almost like a dream, while the world of Harry Potter seems still more real. The characters’ situations are unrelatable to me, but a desire for tranquility and a strange connection with the residents of Pagford drove me through the book. It isn’t Rowling’s greatest work, but The Casual Vacancy is well-written and intriguing, and it has its humorous moments, which is more than can be said for most literature today.

BY JESSICA CAO & NIKITA DHESIKAN

STATISTICS FROM RAINNI.ORG

ear the end of her freshman year, current senior Tanya Powers* was raped by a boy from Lynbrook’s Class of 2010. Powers explained, “There was a knife on the table and another in his boot. As he started choking me, he said, ‘You better follow my directions.’” Half an hour later, it was finally over. Powers left the house as soon as she could. At the time, she was not so much concerned about getting pregnant as she was about contracting sexually transmitted diseases. A sliver of silver lining: she came away clean. The bruises on her neck remained for about a week after her assault. Around the same time as Powers, freshman Felicity Brown** was raped repeatedly in seventh grade over a period of six months by her then-boyfriend, a 14-year-old who went to Hyde Middle School. Due to post-traumatic stress disorder (PTSD), Brown also started seeing a psychiatrist in addition to her counselor. She experiences flashbacks with seizure-like symptoms, which is both physically and emotionally painful. After a flashback, Brown cannot walk for a few hours. On the other hand, Powers never went through any sort of therapy or counseling. She said, “I didn’t think I needed it. I was strong myself. I kept telling myself that, ‘If I can pull through this on my own, I will become a stronger person.’ And, looking back, I definitely have.” Although it has been more than two years since the incident, her parents still do not know that she has been raped, and her brother is still friends with her rapist. At school, Powers would hide behind bushes to avoid her rapist whenever they crossed paths. Her GPA dropped from a 3.0 to a 2.5 that year. “For about a year after it happened, I felt like I was in the shadows because I couldn’t tell anyone. I spent every brunch and lunch in the locker room by myself,” she said, “It was hard to open up to people and make friends after that.” Powers is considering pressing charges. “If I could go back in time, I would report it and get him put in jail. I’m not sure how it will work now, since two years have already passed. Unfortunately, he’s still out there. She has refrained from telling any adults so far because she does not want to be forced to report to the police, but instead wants the decision to be her own. Now, Powers is a changed person. “I’m smarter about it. It made me mature a lot faster. I began to realize that there are things in the world that hurt people all the time, even though

no one talks about them,” she said. Just like Powers, Brown did not report the incident on her own. She had originally told her parents, police officers and doctors that it had been consensual sex. “I knew deep down it was wrong, but I thought I shouldn’t tell anyone. I thought I would get in trouble,” Brown said. She finally reported it when hospitalized for PTSD. Disoriented from her symptoms and the drugs the doctors gave her, she told the police about the rape. Looking back, Brown is glad she did. She said, “I probably wouldn’t have done it on my own. It turned out to be really empowering.” She, like Powers, wishes she had reported it right away. By the time she told the police, there was no evidence available to convict her rapist with. Robyn Harrington, director of the YWCA Silicon Valley’s Rape Crisis Center said that the legal process for rape convictions varies by case.

“Law enforcement will start off by having a meeting, during which they ask several questions,” said Harrington. “They will also conduct a Sexual Assault Response Team test, which involves urine, saliva and drug samples. This test needs to be taken within 72 hours of the crime, as the evidence tends to decompose after that.” 54 percent of rape victims do not report being raped, according to the Rape, Abuse, Incest National Network (RAINN). But even when they confide in others, people can be insensitive and judgmental. Shortly after the abusive relationship ended, Brown became concerned about her rapist’s new girlfriend. “I was scared for her and told her what he had done to me.” Brown explained, “She called me a lying psychopath and accused me

of trying to ruin his life.” Similarly, when Powers opened up about her experience, the result was disastrous. Powers explained, “I had a former friend who asked me about it. When I told her, she brushed it off. Later I found out she had turned on me and called me a slut. How could a person say that about someone who has been through such a traumatic experience?” While Brown and Powers have not received many direct comments, students often unknowingly offend rape survivors. The word “rape” is used by students everyday in a non-literal sense such as, “I’m going to rape this test” or “the freshman rape dance.” Harrington said, “Those words are really thrown around. You put context, stories, emotions behind those words and it’s a whole different story.” Powers likens using the word “rape” to using the word “gay” as an insult. “It pisses me off,” she said. “People have said, ‘It’s just a word.’ If I hear someone say either of those words, I will correct them.” Rape jokes are also a common occurrence at Lynbrook. “I hear rape jokes about three times a week, and it is extremely offensive,” said Brown. Due to her PTSD, hearing rape jokes at school can trigger flashbacks for Brown, including one as recent as this month. PTSD is one of the lasting effects of trauma. When it comes to rape, people respond in a variety of ways, and some recover faster than others. Jeffrey Chen-Harding, a clinical social worker at San Francisco’s Trauma Recovery Center, said, “After a sexual assault, victims sometimes have a hard time trusting new partners and feeling safe. Healing is very difficult and ongoing, but an attainable process. Especially through therapy, people often find an amazing resilience within themselves. Trust is certainly something that can be very hard for survivors, but it can be regained.” “I struggle with it a lot. It’s hard to live with and is something I think about every day. I have considered suicide several times,” said Brown. Both victims believe that their experiences have helped them become stronger and more mature. “I feel like it is my responsibility to inform people. I can tell people to be cautious with life. Rape is not a joke; it is not something to just brush off. It can happen to anyone and everyone should be considerate” said Powers.

*Although she wanted to reveal her name, the editors have decided to keep her anonymous in order to protect her identity and reputation. **Remains anonymous due to lack of parental consent. For the full version of this story, please visit lhsepic.com.

GRAPHIC ILLUSTRATION BY JANE JUN & SARAH TARTER

Stereotypes of religious clubs peaceful thing, not the ugly disgusting phenomenon of terrorism. I think that people use such terms because of a large and widespread ignorance about Islam.” Anti-Islam he Muslim Student Association (MSA) was passed in September, becoming the second reli- campaigns on the Internet and in the media state that Muslim men consider women ingious club on campus. MSA and Agape Christian Club strive to eradicate religious stereotypes ferior to them. However according to the Koran,the holy book of Islam, men and women and create a tolerant environment where people can learn about each other’s religions. are equal in Islam. Discrimination against women exists in certain countries that have a “The main focus wasn’t to get all the Muslims together, but to get everybody together,” said Muslim majority, but gender discrimination is not an Islamic ideal. MSA public relations officer sophomore Numair Baseer. The club plans to develop an anonymous Members of Agape have noticed stereotypes against Christianity as well. “Everyone question and anwer system for students to be better informed about Islam. MSA assumes Christians are these hypocrites who go to church on Sundays and particularly aims to dispel stereotypes such as those that refer to Muslims then become totally different people for the rest of the week,” said as terrorists. “I got into an argument once with a friend and he said, Hong. ‘You think like that because you’re a terrorist,’” said Baseer. “It’s Hong feels that the media plays a part in the spreadnot right to correlate religion and terrorism. They’re totally ing of religious stereotypes against Christianity, such different things,” he said. “Terrorism is an act of terror, as their coverage of Westboro Baptist Church’s not necessarily by someone of a certain faith. You can’t picketing at Cupertino High School, which she identify someone as a terrorist because they are of a said had “depicted Christians really badly.” certain religion. Not all terrorists are Muslims and Students are sometimes hesitant to not all Muslims are terrorists.” speak out against their peers when faced Like MSA, Agape attempts to create an enwith stereotypical comments and jokes. vironment where students have no fear of “Freshman year, a lot of my peers here being discriminated against. President and at Lynbrook used to say a lot of racsenior Irene Hong said that the chief purist jokes around me,” Ahmed said. pose of Agape is to be a sanctuary for stu“There’s a certain level where it’s dents, regardless of denomination. Agape funny, after which it’s just plain stualso aims to dispel religious stereotypes. as pid, and the people knew they were well, “Expressing your religion is like being being stupid and getting on my marked,” Hong said. “People categorize you nerves.” His peers continued to make and automatically make up opinions about jokes around him well into the school you based on preconceived notions about year. Ahmed said, however, that after your religion.” She believes people should a while, he “had mustered the courage have confidence in their beliefs, and that “it to ‘fight back.’I straight-up told them doesn’t matter what people say but, it matthat I did not appreciate the racist jokes ters how you react.” about my religion and that it wasn’t funSenior Haziq Siddiqi said that his worst inciny,” Ahmed said. His aim for MSA is to “cure dents with stereotypes and discrimination have stereotypes by bringing love to counter hate, been with parents. “One of my friend’s parents are and education to counter ignorance.” really anti-Islamic,” Siddiqi said. “When they could Agape helps students battle stereotypes tell I was Muslim by my last name they told him not to by creating groups where they can share their hang out with me.” thoughts. “People define their self-worth by the numSuch stereotypes are found throughout the Bay Area. ber of medals hanging on their wall, and often struggle Siddiqi knew a boy whose parents had named him “Osama”, with their self-esteem,” said Hong. Agape has a system a common Muslim name, before the September 11 attacks. His called “cell groups” in which members are divided into groups peers would make comments that labeled him as a terrorist. He evenwithin which they can discuss their problems. These groups merge GRAPHIC BY JOEY LI tually changed his name and switched schools to escape the harassment. with others to create a support system for students struggling with President of MSA and senior Noorsher Ahmed was once stereotyped by a salesman when he pressure and stereotypes. bought a referee uniform for a soccer game and then returned it. “The salesman got mad at us for The officers of both clubs believe that so far, their clubs have been effective in achievno reason,” Ahmed said. “He started yelling racist things at us like ‘Things don’t work around here ing their goals. “I’ve seen people overcoming their preconceived notions to become like they do in Arabia’ and ‘Go back to your country,’ along with many vulgar words. He had a re- open-minded,” said Agape member Jessica Kim. The Christians and those from different turn policy and so by law he should have no problem whatsoever in accepting a return.” denominations “become one,” said Hong. According to Hong and sophomore Ali Khan, the media also plays a part in spreading religious MSA’s first meeting on Oct. 12 yielded an attendance of 30 members, many of whom stereotypes. Newspapers such as The New York Times use “Jihadist”as synonymous to terrorists, were non-Muslim and interested in learning about Islam. but in reality, the term “Jihad” as defined in Islam can mean both a holy war for a moral cause Elaborating on the peaceful approach the clubs plan to take, Ahmed quotes Dr. Martin and a personal struggle for belief, according to Merriam-Webster dictionary. “It kind of annoys Luther King Jr.: “Darkness cannot drive out darkness; only light can do that. Hate cannot me how many people refer to Jihad in a negative way,” said Khan. “Jihad is a good, innocent and drive out hate; only love can do that.”

BY PRACHI LAUD

Exploring feminism through modern cultures BY LAUREN TAI

GRAPHIC BY JANE JUN

n 2011, women made up 47 percent of the work force, the peak to an increasing trend, according to the US Department of Labor. This shift in equalizing women in the work force is due to the integration of the idea that women are equal, introduced in the 1950s when women started working, moving away from the assumption that female roles were only housekeeping and raising a family. But, the transition is not so complete. A woman currently earns 77 cents per one dollar a man makes working full time. The advocacy of women’s rights on the grounds of political, social and economic equality to men prevails. Treasurer of Women in Science, Technology, Engineering and Mathematics (WiSTEM) club, junior Aishwarya Nene thinks the inequality could be because women are a minority in the workforce, especially in STEM fields. “It can be intimidating for women to step into a predominantly male field,” she said. “WiSTEM is here to act as a forum for women to go ahead and express their interest without that extra competitiveness.” She feels that for women, intimidation comes from feeling unwelcomed. For instance, there were usually less women and more men in science clubs across campus, which she thinks may fuel a gender bias. Nene feels that WiSTEM helps instill in women the confidence they need in their interest and thus have the opportunity to belong to a majority. On the grounds of social equality, senior Ruhi Sharfuddin strongly believes in a feminist viewpoint because of her experiences in the South Asian, Islamic culture. Traditionally, she said, women are sheltered and protected

by men and are in charge of domestic duties. Women are also required to hide their bodies by wearing conservative clothing. “In our culture, they are viewed as weak and not very smart, vulnerable, being only responsible for the children and the family,” she said. “In this American culture, women are viewed as more independent and free, so that they can work and not get judged. I agree with the American view because I want to work and live.” Sharfuddin exercises her own freedom by not being influenced by what she is told. Her being raised in America has made her view her parent’s traditional way of thinking as a form of oppression and injustice. This makes it hard for her to get her parents to see what she sees. She draws the contrast from her home life and experiences at school by saying, “I come to school and I see that everyone is fine,” she said. “Women are treated equally and equally able to get leadership positions.” She values every freedom she gets in the American culture. Sharfuddin also feels that just being in America, her parents have become more lenient, letting her leave the house for club and school events whereas her cousins in India are not allowed to so much. Comparatively, senior Elif Erturk discusses the perception of women in the Muslim culture and said, “Islam is a religion that values women very much in that women are given many rights and are meant to be treated well. I think the reason why people think that women are seen as second class is because of the way women are treated in certain countries. Though these countries may have a Muslim majority, there is nothing in the religion itself that advocates treating women badly.” Nene feels that there indeed is a lingering gender gap between women and men by saying, “At competitions, it’s harder to connect with a group of men when I am the only girl.” However, she feels that as more women enter the STEM field, over time this separation would not be so distinct.

Teaching cancer with a personal struggle BY MICHELLE SU

hemistry Honors and AP Chemistry teacher Dr. Roy Rocklin has to deal with lymphona, but through his experiences, he teaches students to delve deeper into chemistry to understand the importance of science. Rocklin shared his experiences on Sept. 28 through a presentation at the Science Club meeting. In June 2011, Rocklin first felt a mild pain in his abdomen that he thought was a stomach problem. But after a computerized axial tomography (CAT) scan revealing mass growth, his doctor referred him to a surgeon, who recommended removing the lump. Both Rocklin and the surgeon did not think it was cancer at the time. After doctors removed and examined the mass, they determined that Rocklin had follicular lymphoma, where chromosomal translocation creates an excess amount of a protein that prevents cell death. A simple treatment plan was put into action, and the cancer did not seriously affect his life until about a month ago when he found out he would need chemotherapy to treat a tumor that had continued growing. Though he is required to stay home at times because of the side effects of chemotherapy, Rocklin does not want to be inactive or absent. Rocklin said, “It disrupts my professional life but it’s not life-threatening, and when the chemotherapy is done, it’s going to go away and I’ll get to go back to normal. But it’s still frustrating, and I hope it will get better soon.” For the times he has been out, Rocklin is grateful for the supportive people he is surrounded by. “The teachers—science teachers especially—at Lynbrook, are very helpful and have substituted for me when I’ve needed it, and that’s definitely made coping with the complications a lot easier,” said Rocklin. “It’s good for me that I’m in a very cooperative and helpful professional environment.” Some of Rocklin’s students, like junior Rachel Song, feel that his absence can make learning AP Chemistry tougher because “having someone explain it to you verbally while draw-

ing diagrams and using visuals is infinitely more helpful than reading a textbook.” Rocklin’s students have also felt other kinds of impacts from his cancer. Junior Steven Hao said, “After hearing him explain how his therapy worked in terms of elementary chemistry and biology, I began to view science not just as another subject to learn in school, but as a tool that can solve real world problems—a tool that I too could perhaps one day master.” Others find that his cancer really shows the weight of science in action. A previous student of his, junior Emily Su said, “It’s really different because JOEY LI---EPIC when we’re learning science, INSTRUCTION | ROCKLIN EXPLAINS CHEMISTRY CONCEPTS TO A STUDENT AT HOMEWORK CENTER we wonder when or if a specific formula or chemical will matter in our lives, but when you’re President senior Aaron Yuan said, “It was very educational, talking about chemotherapy and how your teacher is actually but it definitely was a lot more impactful to the club since it dealing with cancer, it’s completely different because it’s so was about his own conditions.” personal. It becomes real.” The chemistry teacher hopes to use his own experiences That realness, however, is perceieved by Rocklin in a sci- in order to teach students about the significance of topics entific way. “Being a scientist, I know that everyone is sus- that they read about in textbooks. ceptible to having things go wrong with their body, and even“There’s a reason why they’re learning about intermolectually, it happens to everyone, preferably later than sooner. ular forces, chemical bonds and atomic structure,” said RockAnd you deal with it through science,” said Rocklin. lin. “We use science to improve our lives. Knowledge of sciBecause of this outlook, he decided to give his presenta- ence is the single greatest cause of improved life in the past tion to Science Club last month. “We were looking for an in- 250 years.” For this reason, Rocklin is open about his lymdepth science presentation; he offered to present to the club phoma. He said, “There are reasons why I want to be open about his own lymphoma and the treatments he was going about my cancer. It’s something that many people have to go through, but he went into more of the chemistry aspect of through, though hopefully in their later years, and being open the cancer, as opposed to the biology aspect,” Science Club about it could help someone else.”

KELSEY HURWITZ---EPIC

Students overcome hurdles along Lynbrook lane BY KASTURI PANTVAIDYA & SABRINA JEN

ecause most Lynbrook students live within the district boundary of the school, they travel at most four miles to attend school. For other students, however, it is more difficult. For instance, sophomore Michelle Nguyen commutes between San Jose and Evergreen every weekend. Sophomore Mike Malagon also faces unique situations just to attend Lynbrook. Because Nguyen’s parents wanted their children to attend Lynbrook, they bought a house near the school, but kept their manor-like house in Evergreen Valley as well. And so, Nguyen alternates between both houses. The situation of moving from one house to another every weekend motivates her to do well in school, considering the trouble her parents went through She feels very lucky compared to many others since she comes from a supportive family who is able to give her the best of the best. Malagon has been waking up at 5:30 a.m.

since first grade in order to get to school on time. Malagon’s commute is far from easy because he lives more than 15 miles away from home. Since he is on the Lynbrook football team, Malagon’s school day ends fairly late, and by the time he can get home and start working on his homework, it is past 8 p.m. Malagon says that although his situation is frustrating at times, it has taught him how to be more responsible. “I can’t rely on my parents to bring me my homework from home if I forget it one day since my house is so far away,” says Malagon, whose parents both work in the Cupertino Union School District. Malagon says that when he was younger, he did not understand why he had to come all the way to Cupertino every day for school. But, as he got older, he began to realize why a good education is so important. “A better education means a better and easier life,” Malagon said. “Not only do my parents want it for me, I do too.” Today, he feels gratitude towards his parents for giving him the gift of a good education. He also feels blessed that he and his family have been able to find

their place in the Lynbrook community even though they live so far from the Lynbrook area. Nguyen also sees her situation and her parents’ trust in her as a motivation to do the best she can in school. Although they have high standards for her, they also want her to have freedom, and they chose to enroll her at a public school instead of a private one. “I feel like the motivation that my parents give me is the freedom to do what I want, which is a privilege I have to learn by doing well in school,” says Nguyen. Being raised in a neighborhood outside the Lynbrook district that is very unlike the ones that most Lynbrook students are used to, Malagon has begun to realize how lucky he is to receive an education at an academically superior school. Malagon says that compared to Andrew Hill High School, the school where he was supposed to go to, Lynbrook “has a higher education in an atmosphere that is more appropriate for learning.” Both Nguyen and Malagon have realized how lucky they are to be able to receive a higherranked education at a school like Lynbrook, and have also learned to overcome the obstacles that they face in order to receive one.

Boys’ waterpolo splashes to victory

JOEY LI—EPIC

MOVING THE BALL| Senior Patrick Kim heaves a shot past his defender during a victory over the Cupertino Pioneers at the game of the season on Oct. 16.

BY JACOB ANTONY

t may have seemed to some that the boys’ polo team was getting a bit overconfident after their three-time league championship wins. They claimed earlier this year that “we should easily win our league.” At a school where athletic domination is generally left undiscussed, it was an unusual statement to be making. However, the boys have kept their word, steamrolling through their first four league games without a single loss. Changes from last year’s gameplay are quite evident. The previous season’s strategy entailed an offensive emphasis on junior Rishabh Hegde, who scored more than a 100 goals last year. “This year our team is much better, because our scoring is more balanced and we have several options at any given time,” Hegde said. “This is the best water polo team I’ve ever been on.” Although it’s still early in the season, a

stronger starting lineup and more experienced bench has given the team more than enough confidence to do well this year. A concerted effort from an experienced senior and junior presence has given the team flexibility in situations where strong players are often “cornered” by a few opposing players in a game. “Although our team is still talented and performs at a high level, every team in our league presents a different challenge,” junior Gary Chen said. We have to respect that, and adapt to it.” Another facet of gameplay that the boys can attribute their victories to is their emphasis on improving their cohesiveness. Chen said, “Our main obstacles are probably playing together as a team; one person can’t win a wapo game for an entire team, so especially when we play a high level team it’s important that we play together and utilize our strengths. If we can keep on doing that for the rest of the season, I think we can go undefeated.” And so far, the numbers seem to agree

with him. “We’re going to sweep, and try to scrape a win at CCS,” said senior Steve Hahn. “The hard teams have all passed, so I feel like we’ll have a smooth road.” The Vikings’ 14-11 win Sept. 27 against Saratoga High School, which has given them trouble in the past, cemented their status as one of Lynbrook’s most consistently successful teams. The upcoming senior game Oct. 23 at home against Saratoga will be just be another test for the boys as they endeavor to keep that “zero” next to the 12 victories on their record. “The senior game should just be a walk in the park for us,” Hahn said. “Saratoga doesn’t have the same intensity of practice like we do, and they don’t practice to play against teams of our caliber.” In all of their games, the boys have proven their capability in upholding a high standard of gameplay; they have proven they are consistently worthy of the three league championships they have accrued over the past few years. Their willingness to adapt to opponents’ differing styles and their ambitions for victory are reasons for their success—and perhaps yet another league championship under their belts. Their next game is at home against Saratoga High Oct. 23 at 6:45 p.m.

JOEY LI—EPIC

FRAME BY FRAME| Senior Adam Brunmeier, one of the leading scorers on the team, successfully scores a goal against the Cupertino defender on Oct. 16.

Girls’ tennis looks inward for team motivation

The difficulties of sporti-fying a clumsy couch potato

here are metal magnets. There are chick magnets. And then there are people like me: basketball magnets. The ultimate fear for the wimpy, non-athletic kid in PE is to be hit in the head multiple times by a ball. I have lived that reality, and I tell you, it’s not fun. That’s sports for nonsporty kids such as myself, whose desire to join sports teams or go to sports games is virtually non-existent. At Lynbrook, we are the fifty percent. There really seems to be no point in wasting time conditioning your physique when your mind is a toned weightlifter. Calculus BC nerds rule the world! But if Lynbrook wants to increase participation in athletics, it will have to woo us non-sporty people into entering the deep, dark unknown of sports and sports games. In order to bring us into sports, it is crucial to understand why we are at constant war with sports. Luckily, I am an expert in this field. This dislike of sports stems from a variety of causes, primarily fear of humiliation. This fear of sports stems from a fear of embarrassing myself by tripping over my shoelaces and falling flat on my face—side effects of having two left feet. To avoid what I’m not good at is basic human psychology, especially since my stellar tennis skills consist of woolgathering at the back of the court. Another chief cause of non-sporty-ness is inertia. It seems an inexcusable waste of precious energy to run around kicking a ball when I could be relaxing in bed, catching up on my Netflix Instant Que instead. If Lynbrook wants to incorporate us into sports teams, it will require the effort of every sportsman and sportswoman at Lynbrook. Unequivocally, this raises challenges, because it’s near impossible to drag a couch potato out onto the field. We stick to anything we can sleep on like superglue. In order to involve everyone in sports, Lynbrook must first make sure that there is room for these people in each sport. It is natural for each sports team to want only the best players, but this limits the opportunity for people like me, whose spontaneous join-the-swimteam-even-though-I-suck stunt backfired badly. One way to encourage participation in team sports would be to introduce development teams in every sport, giving beginners the chance to try it out while not interfering with the competitive players. It would also make non-sporty people more comfortable—buff people are intimidating. Another dilemma Lynbrook faces is getting its non-sporty student body to come and watch sports games. Obviously, if I don’t want to get off my butt to play the sport, I won’t be interested in learning about or enduring incredibly long and boring displays of the sport. Although I’m an avid supporter of all Lynbrook sports teams (Lynbrook pride! Yeah!), I won’t pretend I know a thing about any sport on the planet. If us nonathletics are to attend games, there should be pamphlets explaining the important rules and terms of the sport so that we can follow exactly what is going on, as is done at football games. Additionally, incentives such as free pompoms at the Homecoming game are quite tempting. Stingy people like me feel warmth in their hearts like melting butter when we see a sign that says, “Free!” I love you free pompom people. Come to every game, and I will become Lynbrook’s most dedicated game attendee. The worst nemesis of the non-sporty is physical activity, but if Lynbrook wants to get us off the couch and out onto the field, athletic people need to lend us a hand. Therefore, sporty people of Lynbrook, I challenge you! Tempt the nonathletes to join sports and go to sports games! Remember, with great sporty-ness, comes great responsibility.

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GRAND SLAM| Freshman Priyanka Chandra powerfully swings the ball back to her opponent. Even though Chandra is a freshman, she is a varsity player.

BY RANI MAVRAM

ith the season ending, the varsity girls’ tennis team is striving to place second in leagues this year, after their third place finish behind Monta Vista and Saratoga last year. The girls are looking forward to work ing as a team, increasing their motivation as well as improving from last year by beating Saratoga. Because many of the top seniors graduated from Saratoga last year, varsity Coach Albert Poon believes this is the perfect opportunity for the Viking girls to beat their competition. Poon believes that the team, however, will not be able to beat Saratoga without strong motivation from their family and peers. “A lot of our toughest competitors at Saratoga have graduated; giving us the chance to really step in and beat them this year. All they need is some motivation to get them to play their best: not as an individual, but as a team,” said Poon when detailing his goals for the season. Poon tries to help,

as well as motivate his team, by cheering them on at tournaments so that they have the “drive and energy” necessary in order to get in front of Saratoga. As team captains, juniors Shravya Adusumilli and Annette Ma are emphasizing team spirit among upperclassmen and underclassmen to ensure there is always someone motivating the team. Ma hopes the players understand the value of having their teammates on the sidelines, regardless of how well they know each other. “We have secret sisters and we always encourage each other to try their best, but it’s not the same when you’re out playing on the court,” said Ma, in concern about the lack of spirit on the team. Ma believes secret sisters is really helpful when encouraging the team since it’s something to look forward.; however, she wants players to play for the team as opposed to only themselves or through pressure from their parents and coach. In addition, Adusumilli and Ma try to convince their family and friends to come out and support the team in addition to the players at not only games, but tournaments

as well. Freshman Rupa Ganesh also believes team spirit is essential to performing better as a whole. Ganesh feels that support is a component that is essential to having a strong team. “When you hear your friends and family cheering for you on the sidelines, it just makes you do a lot better. It’s like playing for the whole team and not yourself,” says Ganesh. In addition, she feels that team spirit was the reason behind their first win of the season, the Palo Alto Invitational Tournament on Sept. 7. In order to persuade more players to stay until the end of the tournament and encourage the rest of the team as they play, Ma and Adusumilli give constant reminders to the team during pre-practice meetings. They send out emails frequently so that they do not forget about upcoming tournaments and the timings. In addition, they stress the importance of supporting each other. While both captains agree that players have other commitments, they expect them to prioritize and plan accordingly for the tournaments or invite friends and family to come and help support the team. Utilizing the importance of team spirit, the girls will be playing Palo Alto High on Oct. 23, in hopes of winning the match to beat Saratoga this year.

Girls’ golf focuses on individual skill development BY EESHA KHARE

he girls’ golf team is drawing their season to an end with the Blossom Valley Athletic League Finals tomorrow, Wednesday Oct. 24, at the Santa Teresa Golf Course in San Jose. The team has been struggling to keep up their previous standing as first in the league last season, as they are currently ranked fifth. Senior Samantha Tseng said, “In previous years, the team was extremely unbalanced because we relied only on the seniors. This year our team is more balanced because the whole team is working on improving their own individual skills.” Although the team lost its final game against Evergreen Valley High School on Wednesday, Oct. 17, it views this game as an opportunity to assess which skills should be focused on in future seasons. Three-year player and returning senior Katie Walker said, “We often slacked off during practice in putting because we got lazy and it’s the boring part of practice.” The girls worked to improve their short game, because the game against top rivals Leland and Saratoga High School taught them that their biggest weakness is putting and chipping. However, as Walker looks back, she notes key improvements on long-distance shots. She said, “Since we went to the driving range every week and we focused while we were there, our shots

were getting a lot better and this was key for matches where we needed to get ahead of the other school.” This year, the team focused on driving but also had certain days focused on putting to improve this skill for matches. Freshman Melody Hsu notes that the biggest challenge for the team is improving short game and she hopes to be able to improve it through “spending more time during practice.” Despite the tough season, the girls’ golf team still remains optimistic as they remember why they joined the team in the first place. Hsu explains that she joined golf because “my mom and dad both play so I played along with them.” She has played in the past for two years and joined the Lynbrook team “because I wanted to have the opportunity to play and practice a lot more.” As an annual tradition, the girls spent their last practice on Tuesday Oct. 16 at Golfland in Sunnyvale as a final team bonding activity. Vaz said that this event “is something that we look forward to every season.” She adds that this helps bring the team together as a last good memory before their final game and tough season. Hsu expands on Vaz’s idea that “it was time for us to bond. We are a good team but matches really depended on how everyone was feeling that day.” Seniors Walker and Tseng, sophomores Somya Khare and freshman Hsu will play at League Finals.

JOEY LI—EPIC

DRIVING THE BALL| Freshman Melody Hsu strikes the golf ball with her club while being careful to maintainin correct form throughout her swing.

Concussions: more than just a physical setback BY VIK WAGHRAY

sharp pain suddenly rings through junior Joseph Chang’s head. He’s experienced it enough to know what to expect by now. His vision will blur and from the pain will stem a recurring headache that never seems to fully go away. Reading will cause the head pain to flare up and computer use will nauseate him. But all that he has done so far on this Saturday morning is wake up and brush his teeth. Chang is feeling the aftereffects of a concussion. As a third-year player and a starting offensive and defensive lineman on the varsity football team, he is subject to getting hit very often. “After the play when I hit my head, I was seeing spots and was feeling dazed. So I went out for a few plays, but decided to go back in, even though I was still not feeling right,” said Chang. The decision Chang made to continue playing is a common one that athletes who suffer concussions make all the time. His decision is not surprising either; he is part of the 85 to 90 percent of concussed athletes who do not report their injury to their coach. Given the immense caution surrounding head injuries, athletes who speak of any pain in the head are subject to being restricted from physical activity, and thus not able to play their sport for a period. As a result, many players, especially those who are on the starting lineup, are hesitant to report any type of head injury. Because of advances in brain damage research, the issue of concussions has become widespread in the world of sports, especially in high school, where recognition and treatment of head injuries are vital for athletes at young ages. However, varsity football coach Jim Grassi said, “When I was a player, concussions were not as prevalent; it was called getting your “bell rung” back then. Because of improved equipment and better helmets especially, the game is a lot safer today.” He added, “Helmets don’t make players concussion-proof, though.” While treatment of concussions is an important step to minimizing the damage caused by them, prevention is the key. Grassi explains that in football, “proper tackling form and not leading with your head while hitting is a way to pos-

sibly remove the possibility of concussions altogether.” Football is not the only high school sport where athletes have suffered concussions. Athletes have sustained concussions in soccer and water polo. Junior Marnie Chang, a member of the girls’ varsity soccer team, has dealt with two concussions while playing soccer, one of which was a result of heading the ball. Her situation was similar to that of Joseph Chang’s, since she did not report the injury to her coach. It was only when she was noticeably in pain that her coach pulled her out. Regarding the effects of one concussion in particular, Marnie Chang recalled that, “A few weeks after the fall, I was watching a movie in History class when I suddenly felt nauseous. I started to experience constant headaches during school. I still thought that the headache and the fall weren’t connected. It was only after a trip to Colorado, when I had severe headaches on the plane ride, that I told my parents to schedule a doctor’s appointment.” Marnie Chang’s experiences with concussions have made her a lot more aware of her playing style, which includes not doing headers at all. Although, she is still, “willing to take the risks that come with playing soccer.” Despite the damaging effects of concussions, many athletes are eager to return to their sport as soon as possible. For example, after sustaining a hit on the head during a water polo game for about four weeks, senior Emily Fong said, “I definitely thought about lying to the [athletic] trainer about how I felt to get back into [playing water polo], but I knew she had my best interest in mind. There were a couple times that she asked if I had any headaches, and I said no, even though I did have very very minor ones.” Even so, Fong, along

with both Joseph Chang and Marnie Chang, must be careful, because of the long term effects that come with concussions. Though these athletes still continue to play their sports, Fong said, “I’m more susceptible to getting headaches. If I don’t eat for a while, I start to get headaches, or if I get bumped on the head, my first reaction is to stop my play and make sure that I’m okay.” In the future, hopefully brain research will lead to a solution that can completely eliminate concussions. Not only do these injuries remove the athletes who experience them from play for a period of time, but these athletes can potentially suffer from brain deterioration diseases in the future as well. “Having my concussions has definitely not made me hesitant about playing sports. Playing basketball and water polo is what I love to do, and not being able to help my teammates on the court or in the pool pains me more than the effects of a concussion,” said Fong.

Girls’ volleyball inspired by challenging season BY ANAND CHUKKA

he girls’ volleyball team has been working hard to improve their skills as well as their 0-10 record. After a difficult preseason which resulted in a 3-4 record, the girls have struggled to match to the level of other teams in their league. Having moved up to a new division, the team has gone from division champions last season to one of the lower seeds in their bracket this year. Sophomore Sarah Kim said, “We have an advantage; [next year] we will only lose one player and with a second year of practice with the same team, we will become stronger.” The new varsity team is comprised of one senior, six juniors, two sophomores and three freshmen. Without strong leadership usually demonstrated by the seniors, the team is expereincing difficulties in their new division. Even so, the girls have been improving since the preseason, as junior Grace Lim said, “The preseason showed us where we’re at and what we need to improve on through practice.” The girls have been working hard to stay active in this new league by focusing on specific skills. Junior Caitlin Lee said, “Coach [Bill Fowler] really wants us to work on defense this season.” Defense has been one of this team’s weak spots

this year, because the team does not have many tall players. Without tall players, defense automatically becomes difficult, as fewer players are able to block as effectively. Fowler has also served as a morale booster for the team. Lee said, “He’s been taking a more positive outlook for the team this year, so he’s been really encouraging.” Fowler has not been fazed by the outcome of the season thus far and has kept the girls fighting for a shot at advancing beyond the regular season. According to Fowler, communication between team members has been a problem due to the age differences of the girls. Kim recalled, “Last practice we spent 40 minutes getting in 500 serves and if we didn’t call out the number loud enough we would start again at zero.” The team was also inspired when junior Sarah Tarterand freshman Cate Hudepohl were recognized as “Player of the Match” twice for the games against St. Francis and Los Gatos on Sept. 15 and 18 respectively. Over the course of the season, Tarter has put up an impressive 184 attacks, or potential point scoring hits. Kim said, “We’ll take advantage of the same team the second year and bring out a strong season.” The girls’ next game will be on Oct. 23 at Palo Alto High School.

JOEY LI—EPIC

A TEAM UNFAZED|Junior Annie Cheng keeps the point alive against Gunn on Oct. 11. The team is still confident despite their difficult year.

his issueâ&#x20AC;&#x2122;s photoessay is an experiment with masking tape art, which was inspired by New York street artist Aakash Nihalani. The installations were set up on the Lynbrook campus at night as the janitors cleaned and locked up the school. We took advantage of existing geometric patterns in the current wall designs and patters in order to compliment the pieces. By the end of this project, we used up three rolls of green masking tape. At the very top, the collapsing blocks contrast with and break up the regularity of the ubiquitous brick wall found around campus. Top right, the bricks falling from the wall are a continuation of the aforementioned presented contrast.

The bricks coming apart are representative of breaking away from a whole (Pink Floyd, anyone?). Top left, a multi-dimensional door adds depth to the flat brick wall. It can be opened up to any of infinite possible interpretations; AP Literature students, knock yourselves out. We just think it looks pretty darn cool and kind of trippy too. Bottom left, a building column is mirrored on the ground, expanding to spread on the concrete like ashadow. Likewise this mirrors the current expansion on campus. Bottom right is a snapshot of building a brick. Enjoy the new constructions, and be sure to watch out for falling bricks. For some of Nihalaniâ&#x20AC;&#x2122;s artwork, please visit www.aakashnihalani.com.