Epic Issue 6, 2019 by the Epic

“A LITTLE PARTY NEVER KILLED NOBODY” INSIDE THE LYNBROOK PARTY CULTURE

BY MICHELLE LUM

riday night. Bright lights, excitement shining on faces, worry-free dancing of teenagers with nothing more incriminating than a bottle in one hand. A group of teenagers crowds around bottles of alcohol in a designated corner of the kitchen, some circle around a table of red Solo cups for a game of beer pong and a few bored attendees sit on a couch. Some spend the night taking drugs outside and throwing up in the host’s treasured vase. Others spend the night listening to the music playing in the background and catching up with friends, never touching drugs or alcohol. Monday morning. A boy high-fives his classmate as they chat during a passing period, girls share notes on the last chapter of the history textbook and a student looks over answers to a math test before turning it in at the front of the classroom. An outsider looking in would never be able to tell what any of them were doing on Friday night. Party culture may be hidden, but it is still prevalent. Though 60.5 percent of 415 Lynbrook students surveyed by the Epic rated the prevalence of Lynbrook party culture from one through four

ARUL GNANASIVAM — EPIC

on a scale from one to ten, with one being nonexistent, 19.3 percent of the students surveyed had attended a high school party where there was underage use of substances like alcohol and drugs. In a study conducted by Pacific Institute for Research and Evaluation Principal Investigator and Researcher Bettina Friese; the University of California, Berkeley, adjunct professor Joel Grube; and other researchers, about 25 percent of respondents in a 2011-2012 survey of 1,121 teens from 50 mid-sized California cities had had a party at their house within the last 12 months. Thirty-nine percent of that quarter of respondents stated that there was alcohol at their last party. To many, partying in high school may seem like a staple of teenage life — even a rite of passage. An invite means that one is part of the “in-crowd,” and students often find pleasure in rebelling against parental and societal rules on staying out, drinking and using drugs or just in satisfying their curiosity about parties. Among Lynbrook students, parties often take place in unassuming homes on otherwise quiet streets, and sometimes even beaches. Alcohol may be purchased by older siblings, parents or even teenagers with fake IDs. Invites come through text messages, Facebook events or quick exchanges between classes. Attendees are well-

aware of the risks involved: on the smaller scale, those unaccustomed to drinking may experience vomiting and temporary clouding of the mind, and on the larger scale, drug use may lead to accidental overdoses, while over-the-top alcohol consumption can spur drunk driving. However, not everyone attends parties for the sake of drinking or doing drugs; some attendees who only attend a party once in a while may be simply curious about the party scene, while others may attend with the sole purpose of socializing with friends. Behind every stereotype lies reality. That is no less true for party culture. In this issue, the Epic presents a centerspread on party culture in an attempt to shed light on the realities of those who attend parties, as well as their experiences and perspectives. In what forms does party culture manifest itself in the Lynbrook community? Why do students party? Who should take responsibility, and how? What is the significance of the drinking age? We welcome you to flip through our pages and take a deeper look at the Lynbrook party culture and its implications.

Lynbrook honored as a CA Distinguished School BY MELISSA CHEN

his year, Lynbrook is the only public school in Santa Clara County beside Monta Vista High School to be honored under the 2019 California Distinguished Schools (DS) Program. In 2019, school eligibility for the DS Program was determined by the new system of assessment and accountability implemented in 2018. Eligible schools applied to be considered. Part of the application allowed schools to highlight their Model Programs and Practices. Lynbrook focused on its STEM and Career Technical Education (CTE) programs. Both were described, along with their respective awards and accomplishments, and how the programs promoted skills such as collaboration and critical thinking. The STEM research class and resources available for Lynbrook student research in and out of classes was explained in the application. Also included was the importance of Robotics, JETS and other

science clubs in allowing students to explore. For Lynbrook’s CTE business program, pathways between classes were emphasized, and how business clubs DECA and FBLA supported these classes by giving students opportunities to apply their learning. Though the DS award highlights Lynbrook’s rigorous and excellent academics, academics are not the only defining aspect of Lynbrook. “[Lynbrook students] are very highly academically achieving,” said assistant principal David Erwin. “But to me, what makes us outstanding is that students are polite, respectful and always very mindful. They are just friendly students who are willing to help people.” Lynbrook embraces this thoughtful behavior with programs like the STTAR peer tutoring program and most recently homeroom, which tries to encourage reciprocity between teachers and students and foster empathy in the community. “Within a competitive environment, Lynbrook students still choose to uplift each

other,” said sophomore Amory Gao. “That we can maintain such a positive environment makes me proud. People hold themselves to moral standards and they’re genuinely good to their friends and work to make a positive difference in our community.” The students and staff are what makes Lynbrook community special to many. “At Lynbrook, we just keep finding ways to improve,” said Principal Maria Jackson. “We constantly ask ourselves, ‘How we can better serve our students? What opportunities might we able to provide for them? What curriculum would be interesting to help them be successful in the future, and what we can do to support every student in our campus to help every student succeed?’” All schools honored under the DS program will be officially awarded on April 5 at a ceremony in the Disneyland Hotel at Anaheim. This prestigious award celebrates Lynbrook’s outstanding academic programs and is a symbol of trust of Lynbrook’s continued excellence in both education and community.

see PARTY CULTURE pg 10

BOYS VOLLEYBALL //pg. 18

Starting off the new season

NEWS

MARCH 29, 2019

Popping the way through second semester with ASB

BY SUNNY LI

a l l o o n s tied to legs, thrown into the air and attached to six people for students to find around school. That was the fun-filled Balloon Week that ASB planned from March 11 to 15 to encourage students to relax in the middle of second semester. Sophomores and ASB Spirit commissioners Amy Sun and Ria Chaudhary were in charge of the event. As the lead organizer, Sun came up with the balloon theme, as she was inspired by the various events involving balloons that ASB had previously done. This week of events was different from other ASB events in that the main purpose was simply to help students relax and have fun. Usually, weeklong events are done as spirit days leading up to a rally, to celebrate seasonal holidays or to raise awareness for certain causes. “[Balloon Week] is in the middle of two big elections with ASB officer elections and then class office elections,” said Sun. “It’s the middle week where I thought maybe the student body would like to relax a little and take a break from all the elections and campaigning.” On the first day of Balloon Week, students participated in a balloon battle, in which four teams of approximately five students each tried to pop balloons tied to the opposing team’s legs. “I liked how the main goal of the

balloon battle was to just have fun and get people to interact with one another and talk to someone new,” said junior Aayush Seth, a participant in the balloon battle. “It forced everyone to come together and try something new, even if they’re not necessarily comfortable.” ASB organized a water balloon toss for the second day of Balloon Week. Participants threw water balloons to each other from progressively further distances while keeping their water balloon intact. Twelve students participated, and the winning pair received donuts. “During the water balloon toss, people were just having fun without thinking too much about it,” Chaudhary said. “I think that’s really good because people are often very closed-off, stressed and unhappy, and people being able to find joy is the whole point of events like [Balloon Week].” Though the balloon fashion show was cancelled on Wednesday, ASB provided free tea to students before first period on Thursday and organized a hunger hunt during lunch on Friday. For the hunger hunt, students had to collect stamps from at least three of the six people with balloons tied to their wrists at specific locations during lunchtime to receive half of a donut after school. With a unique theme and events, Balloon Week served as a stressreliever in the middle of second semester. Despite issues with participation, ASB Spirit was able to accomplish their goals of helping students relax and unwind.

SUNNY LI -—EPIC

News in Brief

ASB Spring Dance Start of the new season with ASB’s Spring Dance on April 5 from 7:30 to 10:00 p.m. at the field house. There will be pizza, popcorn, and boba, not to mention an awesome photobooth and DJ! Winter Guard Family and Friends Show Catch Lynbrook Winter Guard perform at its annual Winter Guard Family and Friends Show. It will be held at the gym from 8:00 to 9:00 p.m. on April 10.

Spring Break There are no classes on the week from 4/15 to 4/19. Enjoy your spring break!

Spring Rally Be sure to attend the last rally of the year, the Spring Rally, on April 19 in the gym. Starting on April 15, there will also be different spirit days every day of the week, so make sure to get those amazing outfits ready!

NEWS

STEM students present inspiring research BY ELENA WILLIAMS

s students, staff and parents made their way through the bustling library, Lynbrook’s young scientists gestured to their trifolds animatedly, hoping to stand out in a room filled with big ideas. At the STEM Expo on March 8, students showcased their original research and engineering projects and presented to their peers in preparation for the Synopsys Science Fair. Around 200 people were in attendance, including Lynbrook students and teachers, parents and community members, up from about 130 last year. STEM class adviser Isaac Pallone and chemistry teacher Lester Leung greeted attendees at the front of the library, handed them short feedback forms and asked them to evaluate students’ presentations as they walked around the room. The number of Expo participants also increased significantly. In the past, only students of the Independent Study in STEM course have been required to present at the Expo; however, a new rule introduced this year mandated that all Synopsys entrants showcase their projects. This includes students who completed their projects outside of class. “Since the turnout was good for both the

audience and the presenters, I think that the students got greater variety in feedback so they could improve their projects,” Pallone said. “And they also get an idea of the different projects that are out there.” Held a week before the Synopsys competition, the STEM Expo was intended to help students prepare their presentations. By giving them a chance to discuss their projects and observe other students’ posters and speaking styles, the Expo helps competitors identify areas for improvement. The diversity of attendees also allowed students to gather feedback from sources with differing perspectives. “The parents were more likely to give feedback,” said junior Kavish Trivedi. “Though they’re not necessarily experienced in our respective fields, they usually have very useful professional experience when it comes to presentation skills and how to communicate your work.” With the attendees’ commentary and a week to Synopsys, competitors got to work modifying their presentations. The completed feedback forms were distributed to the students, aiding them as they revised. By the following Thursday, the day of Synopsys, the change was noticeable. “I find that there’s a real difference in

how comfortable they are with giving their presentation,” Pallone said. “At the Expo, they work on engaging the audience, creating their talking points and establishing the balance between speakers. By the time the science fair comes around, they have a polished poster, and they’re ready to present to the judges because they’ve had practice.” The experience was not only enlightening to competitors. Many students, parents and community members who visited the projects learned something new at the Expo. “The fact that [students] took time out of their routine to do something so unique was inspiring,” said Aditi Chockalingam, a sophomore who visited the Expo. “Some people have been working on their projects for three years. It took a lot of time and effort.” The Synopsys winners have not yet been announced, but Pallone and Leung are confident that their students awed the judges with their hard work. “Lynbrook had a great showing this year,” Pallone said. “We’ll have a lot of winners.” Like Synopsys, the STEM Expo fostered an admiration for student researchers, an appreciation of their effort and a curiosity for the sciences. The event reminded attendees that even high school students can make discoveries that shape the future.

Spring Musical Drama invites you to be their guest at Lynbrook’s very own Spring Musical, Beauty and the Beast. Shows will be on April 25 to April 27 from 7:00 to 9:30 p.m., and there will also be a special matinee show on April 27 from 2:00 to 4:30 p.m.

PTSA International Day Learn about different cultural heritages at PTSA International Day on April 26. Booths will be set up on the blacktop near the fieldhouse during lunch! GRAPHIC ILLUSTRATION BY PRIYANKA ANAND

by Priyanka Anand and Melissa Chen

ELENA WILLIAMS — EPIC

STUDENT PROJECTS| Lynbrook’s young scientists explain their projects to interested peers attending the annual STEM Expo.

AFTERNOON SNACK| Science teachers pass out pizza slices to students as an incentive to provide feedback on expo projects.

PRESENTATION PRACTICE| Expo participants had the opportunity to practice their speech and presentation skills and receive feedback.

The Heist: 2019’s new cutthroat senior game

rom

rom 19

SCH

Prize: To enter The Heist, a senior pays 15 dollars. The investment pays off for the winner, who receives two prom tickets.

IGH

ior P

nio

CLA

Game Day: Events are held Friday lunch. Participants compete with each other, sometimes blindfolded.

MIT

Immunities: Past immunities have included adorning beach wear and holding a lemon in one’s mouth.

LYN

Challenges: Video submissions are judged based on quality or time submitted. One challenge has been to mimic bird cries.

The rarest move to gain Nix is through a Trump Card. All a candidate’s hard work can be wiped away in the event that he or she is the victim of a Trump Card. Participants enter a contest to receive one, allowing them to trade Nix with another player. The last method for gaining or losing Nix is the Lottery. Of those who sign up for the Lottery, 35 percent have their Nix doubled, 40 percent maintain their current amount and 35 percent have their Nix cut in half. One candidate is eliminated from the game. The lottery is a last-ditch effort for seniors to double their Nix before entering The Culling, a mass elimination based on the amount of Nix each player has. While organizing the several activities that happen throughout the week has been a time-consuming task for the Dons, watching their class try humorous tasks and have fun has been worth it. “It’s rewarding because we’re seeing a lot more people actively involved, actively enjoying and actively engaged in the game,” senior class president Ben Shapiro said. The date is March 29, and the seniors are still at it. The numbers of competitors is far smaller than what they began with, but with spirits still shining outwardly and intentions glowering within, there is only more to come. GRAPHIC ILLUSTRATION BY NEWS SECTION

photo submission through email. There are two types of daily challenges—quality and time. For the time challenges, those who send in their submission the fastest will be awarded Nix, and for the quality challenge, the best submissions receive points. Ranging from tasks like creating a grotesque soup recipe and drinking the soup on camera, to taking a photo with as many underclassmen possible, the daily challenges are always a source of excitement and anticipation for the candidates. “For me, the most memorable [challenge was] where you have to go find a bird and then record it making a sound and you have to imitate it,” Class of 2019 Vice President Alvin Han said. “When the challenge dropped, I saw everyone rush towards the basketball courts where there was a bird that, and everyone just went ‘Ca-Caw!’ It was pretty funny.” Additionally, game days are held on the basketball courts during Friday lunches. To provide more opportunities for Nix, the Dons created special challenges called Immunities, allowing all candidates the chance to gain or lose hundreds of Nix. If a participant is caught performing the Immunity incorrectly during the 24 hours from when an Immunity begins, anyone can send photo evidence to the Dons.

he date is Feb. 26. You wake up and see the 52 degree forecast and 90 percent chance of rainfall. You throw on layer after layer to brave the harsh weather. Many seniors, however, faced a more daunting morning. Rolling out of bed, they throw on beachwear and open-toed sandals, ready to tackle the first Immunity of many. Welcome to The Heist. For the past three years, the Class of 2019 has witnessed senior game after senior game. From Spoons to Scavage, they eagerly awaited their turn. Based off a storyline in which every participant assumes the role of a candidate hoping to join a famous mob family, seniors must prove their worth as sly, deft individuals to gain Nix, the game’s currency. These tasks are formulated by the Dons, senior class officers who assume the role of heads of the “mob families.” These families are the Hans, the Luis, the Venkateshs, the Shapiros, the Mohidekars and the Shahs. “We knew we had to come up with a unique senior game because we got a lot of feedback from the way Scavage went and a lot of the feedback of what was good in Spoons,” said Class of 2019 Secretary Aayush Shah. “We went through a couple revisions,

and [during the summer], the game looked nothing like it does now. This actual iteration of the game, we started working on toward the end of October, right after Homecoming, and then it took us a couple months to flesh out the entire thing.” Traditionally, seniors games are intended to add action and excitement to the seniors’ second semester of high school. “I decided to join mostly because I wanted a complete senior year experience,” said senior Michelle Zhou. “Even though we didn’t have Spoons anymore, I would never have a chance for this kind of class bonding in the future. Most of my friends were playing, and I was down to fill up my SSS time with a fun game even though I’m still busy with academics.” To join The Heist, the 140 participants paid an entry fee of $15, an investment which could result in two free bids to senior prom if the student is lucky enough to win. At the start, all candidates were gifted with 1000 Nix. There are five ways, all of which are announced through email and Instagram, to gain or lose Nix: daily challenges, Immunities, game days, Trump Cards and lotteries. Daily challenges occur multiple times through the day, often requiring a video or

Sen

Sincerely, Justine Chen and Michelle Lum

SADHANA SARMA — EPIC

This issue’s centerspread (pg. 10-11) regarding Lynbrook’s party culture covers the reasons for which students attend parties with drugs and alcohol, the responsibilities of party-goers and the debate on the drinking age. We hoped to shed light on the reality of partying by Lynbrook students and introduce different perspectives in perusing these pages. In the news section, learn about the seven newly elected 2019-2020 ASB officers who will be leading Lynbrook next year (pg. 4). In light of recent college admissions scandals, our staff editorial (pg. 7) discusses Lynbrook’s culture around college admissions and how students can contribute to a more supportive and positive academic environment. In features, learn about three student vloggers as they document their lives (pg. 8). Flip to read about the experiences of Lynbrook students and their families as first and second generation immigrants (pg. 13). Last but not least, who serves Lynbrook as a crossing guard, paraeducator and weight room supervisor? None other than Tim Wehner. Read about this valued member of the Lynbrook community (pg. 18). Also, visit our website, lhsepic.com!

BY ASHLEY SONG

Dear readers,

principals David Erwin and Eric Wong’s “Smokey Hot Chili.” In the vegetarian category, third place went to paraeducator Manisha Mangla’s delicious vegetarian chili, second went to physiology teacher and ASB adviser Jason Lee’s “Netfleeks and Chill...i” and first went to administrative clerk Jena Rajabally’s “Ultimate Vegan Chili.” Rajabally went on to win top overall chili, receiving a large trophy. “The cook off was a lot of fun because there was a good rivalry among the staff that made it exciting,” Rajabally said. “It is always nice when you are working to feel like you’re part of group where everybody cares about everybody. Otherwise the only time we’re interacting is in a work environment, so I really think the events that the LSA put on are an important part of Lynbrook culture.” LSA Head Seike shares the same sentiment. He hopes that the events LSA puts on can make a positive impact on Lynbrook teachers and staff members. “[My favorite part of the event was] all the laughter and the enthusiasm of the staff coming together and really paying out of pocket to make it happen,”Seike said. “That’s my greatest joy; there are so many people here who are enthusiastic about our school and our family.”

Letter from the Editors

tudents are not the only people bonding through lunchtime activities. Each year the Lynbrook Staff Association (LSA) puts on events that allow staff members to bond. This year, headed by English teacher Andrew Seike, the LSA brought back a beloved tradition: the Chili Cook Off. Staff members gathered in the library study rooms during lunch on March 20 to enjoy an elaborate feast made by their colleagues. The six staff members who made up the judging panel arrived early during fifth period to judge the chilis. “Being a judge was interesting because there were so many different chilis and some of them were similar so it was really hard for me and the judges to rate them,” said math teacher and judge Chris Baugh. “But I was full and happy at the end of [the event].” Tables w e r e l i n e d outside the library with pots of chili and side dishes. In the study rooms, tables were set up with centerpieces

made from dried beans. The decorations were completed with a projection of wild west cowboys at the front of the room. Teachers who attended the event raved about the decor and quality of the chili, which came together through the hard work of several staff members. “In terms of organization, there is a lot to do,” Seike said. “There are finances that need to be calculated and anticipation of the number of attendees. You have to be organized because you’re planning parties for 120 people, the whole staff.” The event concluded with participants receiving awards in the categories of top meat chili, top vegetarian chili and top overall. Third place in the meat category was awarded to history teacher Steven Roy’s tasty meat chili, second went to economics and U.S. government teacher Jeffrey Bale’s “Bacon Pineapple Chili” and first place meat went to “The Dynamic Duo” assistant

BY SADHANA SARMA

NEWS

MARCH 29, 2019

Leading the way into the 2019-2020 school year BY ALISHA NAIDU

ith the upcoming new school year comes new changes — whether it be new classes, a new cafeteria or new leaders — and ASB is no exception. On March 6, students voted for new ASB officers for the 2019-2020 school year to lead them in bringing about positive change in the Lynbrook community. The seven newly elected ASB officers will have the responsibility of bridging the gap between ASB and the student body, planning schoolwide and district-wide events, handling the club review and maintenance process and more. To increase transparency about their plans to improve communication with the general student population and to diversify ASB to make it more inclusive and different, the ASB officers for the 2019-2020 school year shared a bit about themselves and their unique goals for transforming Lynbrook into a more welcoming and supportive environment.

Stephen Yang: ASB President SB President Stephen Yang will have the responsibility of working closely with leadership adviser Jason Lee on the ASB class structure, as well as collaborating with other ASB officers and ASB commissions on schoolwide projects such as spirit weeks and Hearts Week. His other duties include directing the Legislative Council and acting as a student ambassador to the PTSA and administrators. Yang was a part of class office his freshman and sophomore year, serving as 2020 Secretary and Vice President respectively, and he is currently ASB Secretary. His experience in both class office and ASB gives him a greater capacity to consider multiple perspectives — both as an ASB officer and as a class officer — when making a decision. “I have a class officer perspective as well, which kind of gives me an outsider point of view on things, since I was not in the ASB class while I was in class office,” Yang said. Yang’s main goal for the 2019-2020 school year is to stress the importance of the student input campaign, which allows students to submit their ideas on how to improve the school. He plans on expanding it by working to give students more opportunities to provide feedback, through surveys as well as thorough consideration of what they say. He is most excited about working with others next year, whether it be Lee, his fellow ASB officers or the student body as a whole.

Aneesha Nema: ASB Vice President unior Aneesha Nema serves her community in various ways: as a Girl Scout and an Explorabox member. At Lynbrook, she joined the Social Commission of ASB for her sophomore year and was then elected as Intradistrict Representative her junior year. As a current ASB officer, Nema has gained valuable connections from people she has met while campaigning. “Even if someone’s not in leadership, they still want to improve Lynbrook,” Nema said. “They each have their own passions and being in leadership gives you a way of voicing the rest of the school’s opinions.” Like several of the other ASB officers, Nema wants to focus on improving inclusivity and outreach by establishing a platform that allows students to voice their opinions. She is also hoping to implement projects that would promote the interests of everyone on campus, such as a campus beautification project in which ASB would work with art students to paint a mural. “I’m most excited about working with Lynbrook directly this year,” Nema said. “This past year, I was focusing more on the district, but as Vice President next year, I will concentrate solely on Lynbrook.”

Priyanka Pereira: ASB Treasurer lthough junior Priyanka Pereira is gifted in her love for opera singing, natural flair for puns and passion for baking, one of her newest roles for the 2019-2020 school year will be as ASB Treasurer. Pereira started off in ASB only one year ago however, her limited experience compared to the rest of the officer team did not stop her from doing what she loves to do: connecting her community and observing the direct impact her projects have on others. Pereira has several changes she hopes to bring about, her main goal being to portray ASB as more accessible. “One of the first steps for ASB to become more accessible is changing the makeup of it,” Pereira said. “When people think about applying to ASB, they’re like, ‘I am not loud, I am not the kind of person who could be in ASB,’ but there is really no kind of person who could be in ASB. We need to diversify the people in ASB by reaching out to different people to apply.” Pereira wants to serve as a positive influence both as an individual within the Lynbrook community and as an ASB officer in the class itself, in which she plans to make the class curriculum emphasize the importance of being less exclusive and more approachable.

IDC Representative Kanav Tirumala ophomore Kanav Tirumala’s campaign for 20192020 IDC Representative consisted of three promises: to diversify ASB, make ASB more approachable and create new events. After his past two years as a Public Relations and Community Link Commissioner, Tirumala wants to break down the image of a “typical” ASB commissioner: outgoing. “The majority of people find ASB to be hard to approach and change,” Tirumala said. “The best way to handle this would be letting in new people into the class, so that we’re breaking down this definition of who should or should not be in ASB.” Tirumala’s plans also include creating a new event for all FUHSD schools besides IDC Fantastics. He believes that instead of hosting annual events that have less participants, the time and the money could be used on more exciting projects. Tirumala is most excited to lead the new ASB commissioners, allow ASB to branch out and better represent Lynbrook to the FUHSD.

Andy Li: ASB Vice President unior Andy Li has many roles: he is a talented soccer player and runner, an avid dancer in Homecoming, Silsilay and JUMP and most recently, one of the ASB Vice Presidents for the 2019-2020 school year. Li attributes his skills in public speaking and decisionmaking to his experiences as a teacher and public speaking officer at Silicon Valley Youth, a student-run nonprofit, and as an ASB Community Link commissioner this past year. As he steps into the role of ASB Vice President, Li hopes to use these skills to implement several changes, such as a new bi-yearly club review process to reevaluate the quality and impact of clubs on campus. Li also plans on shifting the focus of ASB to avoid the repetition of activities and establish a more open and creative curriculum for the ASB class. One of Li’s fundamental campaign promises is to “pop the bubble”: in other words, to get people to step out of their comfort zones by making the environment at Lynbrook less cutthroat. “You can’t deny that there will always be stressful and terrifying moments when there’s a test and everyone’s just freaking out, but I want to help minimize that and bring about more fun and exciting times,” Li said. “I enjoy fun-spirited moments, and I want to bring more of those moments to everyone.” Even if such change cannot be achieved in just one year, Li believes that future ASB officer teams can continue working toward that change.

Michael Zhao: ASB Secretary ophomore Michael Zhao’s leadership journey began at Miller Middle School, where he served as Secretary and President. He then became the Class of 2021 President and has led the officer team through Homecoming and rallies during the past two years. This year, he realized that he wanted to bring his skills and countless experiences in class office to a higher level to impact the general student body. Zhao’s unique leadership style is the result of his ability to develop personal connections with the students he represents. One of his defining leadership qualities is how he values the voice of students, which is shown in his belief that ASB should be focused on representing student input. “When I run my campaign, I always go back to the same point, which is that I’m here for the students,” Zhao said. “I want to make sure that we bridge the communication gap between students and ASB by having more regular survey cycles and providing an avenue for students to tell us their ideas.” One thing Zhao wants the Lynbrook community to know is that he is always open to listening the their ideas. “My key goal is to increase accessibility and participation in ASB events,” Zhao said. “I’m here to listen to suggestions and use feedback.”

IDC Representative Akhil Aggarwal s one of the IDC Council Representatives for the 2019-2020 school year, junior Akhil Aggarwal will have the duty of representing Lynbrook within the FUHSD as a whole. From his many years of leadership experience, Aggarwal has developed a strong passion for creating change within his community and saw ASB as the perfect opportunity for him to help Lynbrook grow and connect more closely with other FUHSD schools. Although Aggarwal will have important responsibilities specific to his role as an IDC Representative, he also has much bigger plans in mind — he wants to make his mark on ASB and enact change that will last for years to come. Aggarwal wants to focus on changing ASB to differentiate it from past years, which he plans on accomplishing through increasing the diversity of the personalities of people ASB. “In order for the public perception of ASB to change, and for people to enjoy ASB events, it’s important that we mix things up by giving people who haven’t always been given the opportunity to express their ideas a chance,” Aggarwal said. Although he has faced challenges in the past, including having to resign from class office his sophomore year, Aggarwal has continued to persevere by focusing on his love for leadership and making a difference. For the upcoming school year, Aggarwal is looking forward to seeing the changes he envisions come to fruition and leading Lynbrook to success in district-wide events such as IDC Fantastics.

05 OPINION College athletes are priceless, but they're playing for free LYNBROOK HIGH SCHOOL | THE EPIC

lhsepic.com

NCAA exploits students' talents by refusing to provide salary or scholarships BY ANUSHA KOTHARI

t is Feb. 20, and Zion Williamson, a forward on Duke’s basketball team, one of the top-ten ranked college basketball teams in the nation, is about to play a game against fellow top-ten ranked team from the University of North Carolina (UNC). Williamson, currently regarded as the best college basketball player, has made this game so highly-anticipated that the price of the cheapest ticket is almost equivalent to that of a seat at the Super Bowl: $2,500. Celebrities such as Barack Obama and award-winning filmmaker Spike Lee are attending the game. However, neither Williamson nor anyone on his team will receive a fraction of the money earned by Duke’s athletic program as a result of the game. Even worse: Williamson injures his knee in the opening minutes of the game, jeopardizing his entire athletic career for a few moments of playing time as an unpaid college athlete. Many National College Athletic Association (NCAA) athletes, including Williamson, juggle academics and college life while training hard and making sacrifices to play their sport at a high level. Intercollegiate athletics are separated into three leagues by level: Division I, II, and III. Generally, only Division I athletes are given full college scholarships for their talent, which is valid because they contribute considerably more to their respective athletic programs than do Division II and III athletes. “As Division II or III athletes, we do not have the same athletic capabilities as Division I athletes, so obviously people are more inclined to watch [Division I athletes],” said Andrew Shao, Lynbrook Class of 2018 alumnus and a Division III athlete on the Massachusetts Institute of Technology track and field team. “People don’t really pay as much attention to Division III athletics. In that sense, I think Division I athletes really help publicize their schools and increase profit for them.” However, a full college scholarship is not enough to compensate for Division I athletes’ efforts. Often, even Division I student athletes do not receive athletic scholarships and must figure out other methods to fund their education. This is unfair because college athletes manage numerous activities in order to participate in their sport. While most college student have full schedules, a student athlete’s life is busier than most. For example, Lynbrook Class of 2018 alumnus and former volleyball player for the University of California, Irvine (UCI) Amy Steinmetz remembers that during the four-month college volleyball season, her team spent about 20 hours per week training for their games, which usually occurred two or three times per week. Additionally, the team occasionally travelled across the country for games, resulting in missed class. The team’s demanding schedule had affected other aspects of Steinmetz’s life. “Even during the summer or your offseason, it’s hard to be involved in clubs or organizations on campus because of how much classwork there is to catch up on,” Steinmetz said. The amount of time involved in being student athletes can limit them from more rigorous coursework, potentially preventing them from pursuing academic passions and limiting professional advancement. For Steinmetz, the time commitment of being a student athlete along with being a computer science major was unmanageable, and consequently, she quit the volleyball

KELSEY LU//IN MY OPINION

K-pop collab met with disrespect

hen I first heard that Jason Derulo was going to collaborate with Korean pop (K-pop) group NCT 127 (NCT) and Mandarin pop music artist LAY, I couldn’t express how excited I was. The collaboration song “Let’s Shut Up & Dance”, a tribute to Michael Jackson, was an opportunity for Asian artists to gain recognition in the U.S. After I learned that the song was played on The Kidd Kraddick Morning Show on the Los Angeles radio station KISSFM, I became even more thrilled. However, my enthusiasm diminished as I

team. Steinmetz recalled a conversation she had with a fellow college athlete and computer science major at UCI, who detailed the hardships of his experience, including not having time to spend with his teammates or other friends. “My friend would sometimes forget to sleep at night because of how strenuous it was,” Steinmetz said. “You have to manage your sports life and your schooling effectively because there is so much work.” It can be argued that student athletes make the conscious decision to play on a college sports team while attending school, even though it requires a lot of time. “[By being a college athlete], you are deciding that being on a team is more worth [the time] than doing other activities or having a job through which you can earn money,” said senior Kiana Hatam, who has committed to playing soccer for the next four years at Division II school Dominican University. “You are doing the sport for fun and that is what it should be.” While this may be true, numerous students are unable to afford college without an athletic scholarship. Even with a scholarship, students are unable to fully reap the the benefits of their education; in Steinmetz’s case, her teammates are limited by their athletic activities. In the least, student athletes should be paid while they play for the school, so they are compensated for their work. “A lot of my former teammates are stressed about doing well in school and volleyball; they all want to drop out [of the team] most of the time,” Steinmetz said. “They feel like [they] just have to suck it up and play volleyball at school so they can get an education.” Student athletes not only dedicate four years of their lives to winning games for a college’s athletic program, but they also increase publicity and profit for the program while doing so. Unlike in professional sports leagues, in the NCAA, it is quite common for sports fans to follow Division I teams that are not local or even their alma mater. The attention that the NCAA receives can primarily be attributed to a particular athlete or team’s popularity. A scholarship is not enough to compensate for the widespread publicity or money which athletic programs receive as a result of student efforts. In 2018, according to the NCAA website, the organization made more than $1 billion solely through the Division I National Men’s Basketball Championship Tournament, commonly referred to as March Madness. Unfortunately, only $216.6 million out of that money is allocated toward funding college scholarships for Division I athletes. Additionally, a major portion of the NCAA’s revenue is earned through ticket sales or broadcasting rights. People pay to watch college athletes, not the coaches; yet,

scrolled through numerous articles about the radio hosts’ ignorant commentary. The radio hosts’ disrespect toward NCT and LAY began when they inaccurately introduced the song as one sung by Jason Derulo and BTS, a different K-pop group. After being corrected, the hosts rudely brushed their mistake off by saying, “so it was just a group of Asian guys dancing?” and complained that they “got excited for nothing.” Further, the hosts ended the segment by incorrectly referring to NCT 127 as “NC 127.” They also failed to mention LAY in the segment. After this incident, many K-pop fans on Twitter angrily pointed out the hosts’ ignorance, even calling them “xenophobic.” As a K-pop fan myself, I was irritated at how little research the radio hosts had done. Even though I didn't expect them to have extensive knowledge about NCT 127 and LAY’s music, basic facts such as the artists’ names weren’t expressed properly. Confusing K-pop groups with each other also disregards all the work the artists have done for their music. All of these different groups and artists have something unique to offer, and refusing to differentiate international artists from one

the teams’ members do not make a penny while coaches typically receive a sizable salary. For example, according to Forbes, Duke University’s basketball head coach is paid about $8.9 million per year while a college basketball player’s scholarship is worth only about $40,000 a year. This discrepancy highlights the flawed NCAA system, in which coaches are paid more than 100 times the amount an athletic scholarship is worth. Athletes are not monetarily rewarded for their efforts, even on the rare occasion that they win a national championship or break records, while coaches and administration often receive considerable bonuses when their teams have notable achievements. “I know some players on the Stanford women’s volleyball team that just won the national championship,” Steinmetz said. “They are honored, and they do have the prestige of winning first place, but they are not going to be paid.” Some argue that only college basketball and football players should be paid, as they are participating in the most high-profile and profitable sports; however this argument is invalid because most of the time, athletes from other sports such as baseball or fencing do not even receive full scholarships. “If you look at the NCAA website and look at the number of scholarships available for baseball, there’s not enough to go around,” said Ray Wright, Lynbrook PE teacher and father of Division I football player Ryan Wright. “I believe it’s about 12 full scholarships available for a baseball team of up to 35 players.” It is not easy for student athletes to manage their education and play in the NCAA. These athletes sacrifice time to focus on coursework and other activities while continuously playing their best at each and every game. Despite these efforts, student athletes are not monetarily rewarded. Both the NCAA and individual Division I athletic programs earn a substantial amount of money and receive considerable attention through broadcasting and endorsement deals from players who bring about interest in their respective sports, thus enabling the league to pay student athletes. Since Division I NCAA athletes are responsible for these profits, t h e y should be paid.

GRAPHIC ILLUSTRATION BY CHLOE LEE AND MEDHA UPADHYAY

another generalizes K-pop music and the genre’s image. The ignorance displayed by the Kidd Kradick Morning Show hosts was not the first incident of Americans disrespecting Korean idols. In an interview with Access, an entertainment news show, at iHeartRadio’s Jingle Ball in 2018, K-pop group Monsta X stated it was the first K-pop group to perform at Madison Square Garden; however, the interviewer diverted the attention from the group by mentioning that “BTS got a Grammy nomination today.” Later, Access titled the segment “Monsta X Are So Excited To Learn BTS Got A Grammy Nom.” The interview should have highlighted Monsta X’s achievements, but instead, the interviewer belittled their success and focused on another group for the sake of an attentiongrabbing title. Mocking K-pop is not just prevalent in America, but also around the globe. For example, while discussing the “100 Most Handsome Faces” list of 2018, Greek television host Katerina Kainourgiou and her guests made demeaning comments toward K-pop singers. When former member of K-pop group Wanna One Kang Daniel’s

picture came on the screen, Kainourgiou rudely asked if he was a man, ridiculing his “feminine” features. Furthermore, guests were in disbelief when it was revealed that Kim Taehyung, a BTS member, was ranked fifth on the list, with one guest even joking that the voters “probably have bad sight.” While watching the segment, I was filled with annoyance at the host and her guests as they continually poked fun at the Korean idols’ appearance. In Asian culture, many males desire delicate, feminine characteristics, and males wearing makeup is normal in the K-pop industry. The unnecessary comments made were insulting not only to the K-pop singers, but also to Asian beauty standards and culture. I hope that people are able to perceive K-pop than more than just “a group of Asian guys dancing” and see the unique qualities of each group and artist. K-pop doesn’t have to be everyone’s cup of tea, but I hope that people will be more respectful toward not just Asian artists, but also Asian music and beauty ideals. The issue isn’t solely about respecting K-pop, but rather just taking the time and consideration to respect individuals, regardless of race.

MARCH 29, 2019

OPINION

MARCH 29, 2019

Anti-vaxxers threaten public health

New UC policy supports free exchange of information

BY KAVYA IYER

BY HSIN YEN HUANG

or internet making false claims that vaccines are harmful, which induces fear in the nti-vaxxer (n.): a person who is population, and convinces people to not opposed to vaccination, typically get immunized,” said Dr. Shailaja Kirti, an a parent who does not wish to internist at Kaiser Permanente. While these concerns have persisted into vaccinate his or her child. Recently, the anti-vaccine movement has gained the 21st century, a new concern arose: a plenty of media attention, resulting in potential link between vaccines and autism. many parents refusing to immunize their Such suspicions began surfacing around children. However, the issue is more 1990, and in 1995, gastroenterologist serious than anyone could have foreseen, Andrew Wakefield began to investigate with lowered vaccination rates leading to these speculations. In 1998, Wakefield events such as the large measles outbreak published a case series study claiming in February in Oregon, which kept more he had found evidence that the measlesthan 800 students out of school due to mumps-rubella (MMR) vaccine was linked to autism. Wakefield’s fear, since they did study immediately not want to contract the virus as well. "The anti-vaxxer movement sparked fear among parents, who began A l t h o u g h resulted in an argument to refuse vaccinating vaccination was widely considered about what extent public their children. Although study, along with one of the greatest autonomy can be taken this Wakefield’s medical achievements in license, was eventually public health of away for public good " retracted, as further the 19th century, Dr. Aravind Mani studies disproved his it has always faced Pacific Inpatient Medical Group claims, many still believe opposition. When in the correlation since vaccines were first the retraction as not as developed, many believed they were “unchristian” since popular as the initial study. “It goes to show that bad information can some, such as the smallpox vaccine, were derived from animals. Others objected spread when people want to believe it badly because they believed laws requiring enough, and I think that’s what happened vaccinations were a violation of their [with the Wakefield study]—it explained personal liberty, an argument many in something that people found really hard to explain, in this case, autism,” Mani said. the anti-vaxxer movement use today. Refusing to vaccinate children has been “The anti-vaxxer movement got turned into a civil rights argument, identified as one of the top ten global health resulting in an argument about what concerns of 2019 by the World Health extent public autonomy can be taken Organization (WHO). Illnesses known to be away for public good, making the issue preventable with vaccinations have begun to even more complicated,” said Dr. Aravind reappear due to the decline in vaccinations. Mani, Executive Vice President of the This puts everyone at risk, accinated people with weak immunities are still susceptible to Pacific Inpatient Medical Group. The controversy surrounding preventable diseases. “My parents always made sure I was immunization continued into the 20th century, when it gained media attention. vaccinated,” said sophomore Jocelyn Chern. Coverage from documentaries such as “I used to hate getting shots, especially when "DPT: Vaccination Roulette," released I was younger. When I would protest, they in 1982, and books like “A Shot in the would tell me that it does not just protect me, Dark,” published in 1991, focused on the but it also protects my friends.” Researchers at Stanford University potential risks of vaccines and minimized their benefits. The misinformation has School of Medicine and Baylor College of led to widespread participation in the Medicine found that a 5 percent reduction in vaccination coverage can triple the number anti-vaccine movement. “I think that there is a lot of of measles cases in a community. Along with propaganda spread through the media putting others at risk, refusing vaccinations

destroys the herd immunity of the community. Herd immunity is resistance to the spread of a contagious disease within a population that results if a sufficiently high proportion of individuals are immune to the disease, especially through vaccination. This protects those who cannot get immunized, like babies, and the immunocompromised, those whose immune system's ability to fight infectious disease and cancer is compromised. Thus, it is imperative that those who can get vaccinated do. Numerous studies support the notion that vaccinations have no harmful implications. For example, a 2004 study by the Institute of Medicine and nine studies from the Centers for Disease Control and Prevention (CDC) have confirmed that vaccinations do not cause autism. In fact, Dr. Anders Hviid from the American College of Physicians, in observing 657,461 children, found that those with the MMR vaccine were actually 7 percent less likely to develop autism. It is also easy for parents to opt their child out of vaccinations due to the various legal loopholes. Almost every state allows exemptions for people with religious beliefs against immunizations, and 18 states grant philosophical exemptions for those opposed to vaccines due to personal or moral beliefs. These loopholes should be closed off, as all they do is provide parents with easier ways to avoid vaccinating their children, putting their children and others at a high risk of catching fatal illnesses. The WHO could also make the vaccination process more transparent and reduce stigma by leading an international effort to share the practices companies use to create and store vaccines. If companies reveal such information, misleading articles will have a lesser impact, as the public will know the truth behind the process that goes into the immunizations. Misconceptions about vaccinations must be dispelled because vaccines have been protecting the health of communities for years. Without vaccines, lifespans would be shorter due to susceptibility to illness. Rather than believing the false claims found in misleading articles, people should listen to professionals and support vaccination.

ART ILLUSTRATION BY CHRISTY YU

DIANA XU//IN MY OPINION

Overcoverage of celebrity drama

n the day that Tristan Thompson allegedly cheated on Khloe Kardashian, numerous articles documenting the saga appeared on my Snapchat Discover page. Just two days later, another article caught my eye: actor Jussie Smollett, who starred on TV show “Empire,” had allegedly staged a crime and was being charged for filing a false police report in which he claimed that two individuals shouted racist, homophobic slurs at him and physically attacked him. When I saw how much more coverage the cheating scandal received on social media compared to Smollett’s case, I was upset. All I could think about was how social media outlets, like Snapchat, focus on celebrity drama since that may be more enticing to read than more serious news like the Smollett case. I’ve thought previously that social media focused too much on celebrity news, but the coverage of these two controversies made me truly contemplate social media’s overcoverage of celebrity drama, as fewer and fewer young individuals keep up with the news. Yes, social media is meant for entertainment, but shouldn’t it also cover important news and inform people? With this thought in mind, I looked into both incidents. At an afterparty, Jordyn Woods and Thompson were reportedly intimate with one another. The news was so outrageous since this was not the first time Thompson has cheated on Kardashian and Woods is very close to Kardashian. Soon after the news broke, fans and other celebrities were quick to comment on the scandal. Social media coverage escalated. When Woods explained her perspective, it was immediately dismissed as a lie by those invested in the drama. Despite the relative insignificance of this incident, a great amount of attention was paid to it. In comparison, I only saw three stories on Snapchat about Smollett. One detailed his claims of an alleged assault by two attackers, another covered his shock in response to these accusations and the last recounted his arrest for his alleged crime. I searched the web for more coverage of the incident by reliable news outlets. Smollett’s denial of any wrongdoing was consistent, but the police uncovered that Smollett had orchestrated the crime after interrogating two Nigerian brothers, Olabinjo and Abimbola Osundairo, who were suspects. As of March 26, all charges against Smollett were dropped, but had the allegations proven true, Smollett would have taken advantage of the attention and sympathy he would garner as a seeming victim of racism and homophobia to promote his acting career. After reading about this incident, I was angry that there wasn’t more attention brought to it on social media. My social media feed continues to be dominated by coverage of the Kardashian family and other celebrities, revealing the degree to which people are invested in drama. Smollett’s case sheds light on a more important issue that warrants consideration: the now heightened distrust that affects the credibility of actual hate crime victims, despite the case’s conclusion. By devoting more coverage to trivial celebrity drama than to important news stories, social media outlets failed to recognize the impact of Smollett’s actions could have made. As social media platforms expand in reach, they should cover serious issues as much as they do stories meant for entertainment; social media has heavy influence on both the present and future generations, and they must reflect this change in their coverage of the news.

rivilege is the invisible hand that opens doors to opportunities for those fortunate enough to have it. For financially disadvantaged students, a lofty fee to access important research can make all the difference in deciding whether or not to pursue educational goals. In a bold protest against the costly price of accessing important scientific research, the University of California (UC), the largest academic system in the U.S., ended pricing negotiations on Feb. 28 with Elsevier, one of the world’s most influential academic research publishers. While it will be slightly more difficult for UC students to access articles quickly, the unprecedented decision emphasizes the need for open access and, ultimately, equality in academia. Research publishing is a profitable business. Universities and research groups pay publishers up to tens of thousands of dollars to print their work, and if the publisher uses paywalls, anyone who wishes to retrieve the paper must pay a fee to the publisher. If an owner requests that the work be open access, or available to anyone for free, then the publisher charges the owner additional fees. Previously, the UC system paid a yearly $11 million subscription fee to Elsevier in exchange for access to its 2,500 journals. In July 2017, UC began negotiating an open access deal with Elsevier which would have allowed UC research submitted to Elsevier to be free to the public. Elsevier, however, demanded that UC pay a higher price if it wanted its research to be open access. When both sides’ conditions were unable to be met, UC called off pricing talks with the publisher, joining universities of Sweden, Germany and Hungary in boycotting Elsevier. “UC's decision [in the Elsevier case] sets a precedent for other universities and research institutions to be more aware of how their partnerships affect the general public and the audience interested in their research,” said senior Selina Li, an Aletheia student publication staff member. “From the perspective of a publication's staff member, I think paywall publishing can be detrimental to the purpose of publishing, which is

making information accessible to your audience. We wouldn't make anyone pay to view Aletheia's published issues because our vision revolves around raising awareness of issues within the local community.” Paywall publishing is but one of the many obstacles to equality in education. Students who do not attend wealthy institutions have difficulty obtaining research that is necessary for furthering their studies because this knowledge is often locked behind a financial barrier. For example, an article from the academic journal Science noted that a Ph.D. student from Iran would have to spend $1000 USD a week on fees to read research papers. The accumulation of these fees over time can discourage poorer students from pursuing their educational goals. Paywalls are part of the filter that excludes the financially disadvantaged from gaining a seat at the table. Without diversity at the forefront of research, important perspectives will always be left out out the discussion. “Paywalls are restrictive on education because they put students who may not be able to pay for necessary resources at a disadvantage,” said

GRAPHIC ILLUSTRATION BY CLAIRE CHIU

sophomore Achintya Rajan, a Lynbrook Speech and Debate member. “Paywalls have affected debate by hindering access to paid evidence that can help strengthen cases.” Furthermore, paywall publishing is the product of an abusive business model that relies on the same people it takes advantage of. Researchers effectively provide free labor to publishers, sending manuscripts of their work to publishers for experts to verify and examine for quality. These peer reviewers are not compensated by publishers either. Publishers profit once more when collecting subscription fees from universities — fees that even a wealthy institution such as Harvard University had difficulty paying in 2012. Even taxpayers, whose dollars support a sizable portion of research, are unable to view the results of their funding without encountering the same prohibitive paywalls. Paywall publishers are facing growing pressure from internet pirates, powerful donors and research groups to reevaluate their business model, and the failure of the UC deal only adds to this mounting pressure. Sci-Hub, a website founded by a Russian neuroscientist, hosts an illegal service that allows users to access paywalled research for free. Numerous donors, such as the Bill and Melinda Gates Foundation, require recipients of their research grants to publish their papers open access. U.S. government agencies such as the National Institutes of Health expect research to become open access after a year of being published. Scientists have also taken a stand by publishing “preprints,” nearly final drafts of their paper that have not yet been peer reviewed, for free online. As one of the most influential institutions in the world, UC’s controversial yet progressive decision is a step toward equality. UC is currently working with the Association of Research Libraries to share its experience with other leaders of research institutions. While students may encounter minor inconveniences once Elsevier cuts off access, the long term reform that UC will catalyze in the industry greatly outweighs these difficulties. Now, it is time for publishers to learn the importance of placing knowledge above profit.

Combating Lynbrook's competitive college culture

s college acceptance rates plummet, with Stanford’s rate at a meager 4.2 percent in 2018 and Cornell’s acceptance rate dropping 17 percent between 2007 and 2018, the scramble for a spot at a renowned higher education institution has grown increasingly intense. The competition to attend a distinguished university has led families to sacrifice financial stability and students to sacrifice their wellbeing in the name of attending prestigious colleges. The toxic nature of this hyper-competitive culture must be changed to preserve student health and properly value individual achievements. As news surfaced on March 12 about a college admissions scandal in which wealthy parents bribed their children's way into select colleges, the detrimental college admissions culture has become even more of a talking point. Outrage spread as people learned of the unfair advantages that these students’ parents leveraged to gain their children places at top-tier academic institutions. “[The scandal] is a symptom of the fear that’s involved in the college decision process,” said College and Career adviser Barb Takahashi. “It’s a symptom of the focus on getting into a highly selective college as opposed to one that fits the student well. I think it’s really sad that some parents don’t trust their children to make the best of their lives wherever they’re meant to be.” This same culture that resulted in the college admissions scandal is present at Lynbrook; thus, it is integral that everyone at Lynbrook recognize the shared responsibility to foster a supportive environment in which self-exploration can exist without fear of harsh criticism. Students’ high school years are a time for self-discovery, but external judgements hinder the chance to encounter revelations about one’s strengths and interests since shame may overcome a student’s desire to explore different areas of expertise. Speculation on how someone was accepted to a college is unnecessary, and statements of whether one deserves to attend a certain college are degrading. Partaking in such activities not only demeans students who are the targets of the gossip, but clearly reflects the negative culture that accompanies college admissions. This is not to say that students must refrain from sharing their achievements for fear of making others feel inferior; the ideal high school environment is one in which students

Staff Editorial The Voice of the Epic are comfortable sharing their successes. Students should be able to share college results if they so choose, but must also be mindful of others’ feelings; gloating and boasting about one’s own achievements does not breed kindness, but rather sparks tension and jealousy in an already competitive high school environment. “I think that we have to develop a culture of celebration and congratulations rather than judgment,” Takahashi said. “I would love it if people would praise their peers for any accomplishment, any acceptance and any decision they make.” While college is often portrayed as an integral step on the path to future success, with the admittance to an elite college often representing the epitome of the high school success story, it is important for everyone to reconsider the value placed upon top-tier colleges such as Harvard University. Despite the exceptional education provided at these institutions and the widespread recognition of their excellence, they are not the only establishments where highquality education can be attained. “When I was in high school, I thought colleges such as San Jose State University and De Anza were not ‘good’ colleges since they are ‘local,’” said Anna Chi, a Lynbrook Class of 2017 alumnus and current student at California Polytechnic State University, San Luis Obispo. “However, several of my friends who go to these colleges actually enjoy it a lot. They are meeting new people and learning more things, and all of them really enjoy college life.” The decision to apply to or attend a certain college should always be treated with

respect. The environment, culture and location of a college are also deciding factors in one’s choice to attend. Thus, a student’s commitment to one college may not be related to the prestige of the college, but instead may be about the prioritization of his or her wellbeing and personal values. “People are so focused on getting into the top 20 schools,” said senior Ishika Kamchetty. “But that’s not how it should be; you should be going to college because you want to go to that college, not because you want to be ‘successful.’” Individuals should not be subject to gossip and judgement for their academic choices. The college one attends or the GPA one earns is not representative of a student’s worth; students are more than their academic achievements, and the culture surrounding college admissions and acceptances must change to reflect this. Despite the competition surrounding the college admissions process, students have the choice to combat this culture, even in minor ways. It is everyone’s responsibility to create an environment where student success is not tied to a college acceptance letter, and one’s academic choices can be respected without question. *the Epic staff voted 36–0 in favor of this stance GRAPHIC ILLUSTRATION BY ELENA WILLIAMS

FEATURES

lhsepic.com

LYNBROOK HIGH SCHOOL | THE EPIC

Lynbrook vloggers express themselves online BY DHRITI IYER

V S

logging has become an integral part of internet culture, with millions of people following their favorite influencers as they go through their day-to-day activities. Vlogs are a form of video documentation where people record their lives and post it on the internet. YouTubers share their lives with subscribers, filming activities ranging from something as small as their daily routines to preparations for award shows and trips. Read on to find out more about Lynbrook’s very own selection of incredibly talented vloggers.

ophomore Evan Liu started her YouTube channel during the summer of 2018 with a few friends from her club softball team. Liu and her friends Elise Oswald, Gabby Bolanos and Molly Mobley always joked about becoming vloggers and eventually took the leap, turning their jokes into a reality. Their channel name, The Icons, originated from the name of their group chat. “When we started posting, we got even closer, and we got to share a lot of things with each other that we wouldn’t necessarily talk about during softball,” Liu said. “The fact that I have such a great bond now with Elise, Molly and Gabby, is really rewarding.” While Liu’s parents did not really think much of her vlogs, her little brother, Elliot, was ecstatic about the idea of her becoming a YouTuber. She also earned the support of the rest of her softball team. They fully supported their teammates’ decision to start the channel, keeping up with and watching new videos. Vlogging has helped Liu gain more confidence and care less about what other people think about her. When she first started her channel, she was afraid of harsh judgement from her peers or hate comments, which caused her to feel insecure about posting. “A boy told me that he saw my video, and he started laughing at me and told me that I looked so ugly in the video and that I would never be successful,” Liu said. “He also called Elise and me some really nasty names that made me feel insecure about posting.” As Liu continues on her vlogging journey with her best friends, she is learning how to be more confident. Vlogging has proved to be an incredibly rewarding experience for her, as it has given her stronger bonds with friends and a new outlook on life.

Evan Liu (10)

- channel name: The Icons - subscriber count: 54 - content: vlogs & mukbangs

unior Jessica Chu has been vlogging since she was in eighth grade, occasionally posting vlogs detailing exciting events in her life. She was first inspired to start her channel by watching those of other YouTubers. Her channel became the perfect way to combine her interests in creating content and video editing, while simultaneously documenting memories with her friends. “The most rewarding part about my experience with vlogging is that I get to do what I love and make memories with my friends,” said Chu. Chu’s friends have also been very supportive of her channel and are always there to watch, like and comment on her videos. It has also served as an important learning experience. Through vlogging, she has learned how to use iMovie to edit her videos and stitch together shots she takes on her iPhone and GoPro. However, the thing that Chu cherishes most about the experience, is the way it allows her to document her memories and important events in her life. They range from vlogs of swim meets and vacations to doing YouTube challenges with her friends. Vlogging allows her to save these moments and document them for later. “The thing that I like most about vlogging is the fact that in 10 years or whenever it might be, I will be able to look back at all the videos and memories I made and see how I was back then,” Chu said. This activity that merely started out as a way to pass the time, has evolved into one of her many passions. Vlogging has been a learning experience that allows her to improve and refine her video editing skills and finding new and interesting content that will interest her viewers.

Je ica Chu (11)

- channel name: Jessica Chu - subscriber count: 60 - content: vlogs & challenges

or senior Selena Jeong, vlogging her experiences has come to be more than just a simple way to pass the time: it serves as a means for her to document important moments in her life, memories shared with the people she loves. “Vlogging has always been a personal project, and if I find myself looking back on my older videos, it's really fun to just relive the moments,” Jeong said. “Those are my memories, and it's my vlog, for the people I love, with the people I love.” Jeong started vlogging in January 2018 as a way to avoid boredom during winter break, setting up her own channel on Youtube, creating videos in which she documented her day-to-day life through weekly vlogs, as well as trips she took with her family and friends. Her passion for vlogging was also fueled by her interest in video editing; something she was exposed to when she created her first video for the club Intersections. Jeong deeply treasures the connections she has been able to make with people through her vlogs, whether it is reuniting with an old acquaintance, or building a completely new relationship with a stranger. “I like when people chat me and let me know that they really enjoyed my vlog or that something in my vlogs connected with them. I didn’t really expect that to happen,” Jeong said. “It’s crazy to think that even with just 55 subscribers, I can still meet new people.” Jeong’s experience with vlogging has given her the tools to document her life and the opportunity to meet a variety of new people, all while doing something she loves. She has been looking into expanding the types of videos she posts on her channel, by branching out into music and advice videos.

Selena Jeong (12)

- channel name: selena jeong - subscriber count: 55 - content: vlogs & interviews ENZO CABALTICA — EPIC

“Paddleton” tugs at the heart yet remains uninteresting BY BELINDA ZHOU

hen a large mass and several lesions are found on his CT scan, all Michael can muster is an “it’s okay.” After watching “Paddleton,” all I could muster was “it’s okay.” “Paddleton” chronicles the tumultuous relationship between Michael and Andy, neighbors who undergo various emotions when Michael is diagnosed with terminal cancer. The film is dull until the last 15 minutes, when it suddenly delivers a thought-provoking and heartfelt scene about the reality of a devastating loss. As Michael becomes more ill and asks Andy to help him with assisted suicide, their relationship becomes tense. “Paddleton” barely focuses on Michael’s medical needs after his diagnosis, or the emotional impact of his decision to receive assisted suicide. Thus, the film inaccurately portrays the lives of those who are actually given such a grave prognosis. He seems to be in no pain, with no side effects other than some febrile symptoms toward the end. Michael and Andy stigmatize the subjects of terminal illness and assisted suicide, causing any discussion they do have regarding those subjects to be lacking. “Paddleton” avoids addressing the topics of terminal cancer and death, and deflects the topic of Andy’s anxiety about Michael’s choice to receive assisted suicide with morbid humor regarding Michael’s dying state. It was extremely frustrating to watch two men, who obviously had so much to say to each other regarding Michael’s prognosis and health, talk around the topic. On multiple occasions, Andy opens his mouth, on the verge of saying something to Michael, but although it seems so obvious that Andy has closeted opinions regarding Michael’s choice to receive assisted suicide, he remains silent. On one occasion, Andy even takes it upon himself to buy a safe to lock Michael’s death-inducing pills in, and refuses to give Michael the lock combination, wordlessly yet effectively revealing his feelings toward assisted suicide. “Paddleton” places strong emphasis on character development, as Michael and Andy are really the only two people seen on the screen for a majority of the film. Although I enjoyed getting to know the characters and their personalities, the lack of characters other than Michael and Andy made for an extremely bland plot. The film was also repetitive: he two watch the same movie over and over again, drive a lot, lounge on their sofas with burnt pizza in their hands and play Paddleton, a game involving hitting a ball against the wall with a tennis racket to land it into a barrel. There is not much change in setting, thus, you would have to be attached to the characters to watch until the end, which is tearjerking, thought-provoking and real. As Michael consumes a mixture that will kill him, he experiences the pain and side effects of the concoction, and there is finally vulnerable emotion. Andy attempts to comfort Michael as he shakes violently, having what appears to be a panic attack. As Michael lays dying, Andy tells Michael “I love you,” which, given their rather bland personalities throughout the movie, expresses that the two may have more complex emotions than seen on the surface. “Paddleton” may have its faults, such as inaccurate medical portrayals and lack of plot development, but ultimately, the film does portray a beautiful relationship between two friends, who, even in the face of adversity, transcend the typical movie friendship.

ART ILLUSTRATION BY CHLOE LEE

FEATURES

MARCH 29, 2019

How to finish second semester senior year BY KAYLIN LI AND JONATHAN YE

ith college applications completed, graduation coming up in a few months and many turning 18, second semester is the time of the year when seniors can finally relax. Every senior should end his or her high school career with lasting memories. To take advantage of being second semester seniors, here are four ways seniors can end the year with a bang.

1. Find a job Soon, many seniors will be out of high school and living independently in college. To get a head start on adult life, try finding a job at local businesses, such as newly opened restaurants, boba shops, tutoring businesses and chain stores. If you work at a chain store, you can often transfer your job to the same store where you attend college. Try finding jobs on websites such as Indeed, Snagajob and SimplyHired, or go directly to shops and ask if they are taking any job applications. Sometimes, they may even interview you on the spot, so always be ready! Working can expose you to many experiences not usually encountered in school. A job might help lighten the burden of paying college tuition. You may need the spare money for the rest of these tips, and of course, earning money never hurts.

2. Plan a senior trip If your friends want to go on a senior trip, start planning early! These trips take quite a lot of planning — from finding a time that works for everyone’s schedules, to searching for the best transportation, to pinpointing the top things to do in the location of your choice — so it is best to organizing the trip now. Keep in mind that if you are traveling in a larger group, it is usually cheaper to rent an Airbnb instead of several hotel rooms. It is best to go to foreign countries with a friend that has been there before or speaks the language of that country, so your group will not be totally lost. If that isn’t possible, try to find tourism packages that offer you transportation and tour guides. Although your trip might not be as spontaneous and independent, tourism companies can help you with most of the planning, allowing for ease of mind as you enjoy your trip.

3. Attend your favorite band’s concert If you are a big fan of an artist or a band, check if they are performing near you during second semester. This might be the first and last chance you will get to ever see your beloved artist perform your favorite songs in your hometown, so be sure to not miss the opportunity. Check online with websites such as Ticketmaster, StubHub and Vivid Seats to see if your favorite artists are performing soon. Artists will often post on social media platforms such as Instagram and Twitter and announce future tours with locations and dates, so check these platforms occasionally. Compare prices with those on the venue or band website to make sure you aren’t getting ripped off. If the tickets have already sold out, check social media groups, since others might be unable to attend the concert and want to sell their tickets. Grab your friends and attend those concerts!

4. Continue working hard Let loose, but not too loose! Have fun, but grades still matter, so make sure to keep them up. The last thing you want is to be rescinded due to poor second semester senior grades. Don’t let senioritis get the best of you. Instead of going overboard with fun, enjoy relaxing in moderation with good time management. Create a daily schedule of how much time you need to finish all your homework, extracurriculars and studies, and spend the remaining free time with friends or family. Check college websites for the minimum score to get on AP tests if you need college credit. Keep challenging yourself. Set specific goals for yourself, and hold yourself accountable. You want to finish strong because you owe it to yourself, your teachers and your school to see through what you started.

GRAPHIC ILLUSTRATION BY FEATURES SECTION

LIFE OF THE PARTY: EXPLORING LYNBROOK’S PARTY CULTURE

Rebellion, curiosity, socializing: why Lynbrook students party BY KATIE CHEN AND RISA MORI

he pervasive scent of alcohol, the acrid burning of cigarette smoke and the din of vocals swirl in the back of a freshman’s mind as he struggles to remember how he got here — ding! Again he pictures the message, an invite to a party. He struggles to calm the butterflies in his stomach that come from recalling the question hanging in the electric air — should he go? The anxiety builds, with it the image of a scene filled with a variety of upperclassmen bound together by a motivation to be a part of party culture. When innocent beginnings may lead to unexpected outcomes, why are teenagers continuously motivated to go to these parties? Of the total 415 students surveyed by the Epic, 80 Lynbrook students had attended a party with illegal or underage substance use. The most common reason given for attending parties was the social aspect. Often, party settings allow people to be more genuine with others than they usually would. “When we started drinking, my friends and I agreed that the main reason why we like partying is because everyone is so much more open — no one has a filter or barrier,” said senior Nancy Kumar*. “We always joke that drunk words are your sober thoughts that you don’t say. When you talk to someone, if they’re not sober, it’s like you get to skip the small talk and get to know people right away and have fun without worrying about being polite or worrying about what they think about you.” Since many students normally socialize with the same group of friends at school, they may turn to parties as a place for meeting new people outside their friend groups. Because party-goers often look out for one another, they may feel a sense of connection despite never having spoken to each other. Not everyone parties for the same reasons, however, and differences in motivations for partying may cause some connections to stay alive only within the confines of party walls. “There are subsets of people that usually don’t get along outside of party culture,” said senior Corinne Willis*. “I noticed that in our grade, we all get along at a party, and we’re all friends. But once

you leave that environment, no one talks outside of their friend groups.” Lynbrook’s largely academic culture has also led to attending parties as a form of stress relief. Partying allows students to step away from their homework into an environment where they can put their workloads behind them and let loose. For some, parties are the only feasible escape from an otherwise high-pressure academic mentality. “Going to parties showed me both sides of Lynbrook party culture,” said senior Jennifer Smith*. “There are people who want to socialize, but at the same time, people are relieving stress because students here are under a lot of pressure. I think going to party settings and feeling more liberated is another way of escaping the pressure Lynbrook is known for.” Similarly, while relieving stress, some students enjoy the recklessness that accompanies party activities. High school students are still in adolescence, a stage in life in which they learn their limits, and mature self-regulation capabilities develop gradually throughout adolescence in the brain’s lateral prefrontal cortex, according to a 2014 study by Duke University Professor Dustin Albert. Early adolescents are more likely to engage in risk-taking behavior such as dangerous driving, drug use, binge drinking and risky sexual behavior — but at times, it is the thrill of partaking in such activities that motivates teens to party. “Sometimes, people don’t want to party responsibly,” Smith said. “People think substance abuse is the only way to escape academic stress, and I think in those situations, people want to be a little more reckless, and they don’t have limits.” Some Lynbrook students are secretive about partying because they are wary of being associated with the negative connotations of partying. In a school where the party scene is mostly under wraps, the fear of judgement plagues many students’ minds. The desire to fit in and feel like a part of a group is normal, and most people feel this way at times, especially in the adolescent and young adult years. Peer pressure prevention programs often educate students at a young age about overt peer pressure.

Nonetheless, a subtle form of peer pressure persists, in the form of “lighthearted” pressure on others to experiment with substances such as alcohol, drugs or cigarettes. “I felt a bit of peer pressure when I first started [partying],” said senior Ali Sanders*. “I’m not sure if it was intentional, but [others] kept asking me questions and telling me to smoke. I tried it, and I regretted it. I feel like [peer pressure is] easier to overcome if you’re confident, because now that I know my limits, I know when to say no. If you say you’re just scared, people will call you chicken, but if you say, ‘No, I’ve had this experience; I know I can’t take that,’ they’ll back off. “ The effects of peer pressure can be detrimental to those who fall under its temptations. Sometimes, its effects can change someone’s lifestyle entirely. “Peer pressure is huge, especially at Lynbrook,” said senior Aditya Park*. “The more experienced people tend to pressure underclassmen and firsttimers a lot. It’s scary what peer pressure can do to people — I know people who have been peer pressured to use nicotine devices, and now they´re addicted. I think the person that is pressuring someone should know that what they’re doing is going to affect a person’s life.” The presence of peer pressure varies among parties. “Of course people drink and do drugs, but not everybody does, and no one pressures others to,” Willis said. “I’ve never seen peer pressure happen. No one forces others to do anything, and it’s really someone’s own choice to do whatever they want to do. If someone doesn’t drink, we’re like, ‘more for everybody else!’ That’s the attitude around here.” Inevitably, teenagers will have to make their own choices as they grow up. Horror stories about partying should keep people wary, but some teens think that they are responsible enough to experiment and set their own limits. Partying can bring out people’s inner personalities, revealing opportunities to meet new people. At the end of the day, it is up to the individual student to decide how he or she celebrates and relieves stress, whether that be becoming involved in party culture, or simply having a sleepover with friends.

415 Lynbrook students were surveyed for their opinions* * some students may not have responded to all the questions

PARTY ATTENDANCE BY GRADE

SHOULD DRINKING AGE CHANGE? 80.7% of Lynbrook students have attended a party where there was underage or illegal substance use (i.e. alcohol, drugs)

fPREVALENCE

OF PARTYING

Responsibly partying in high school: who takes the blame for the game? BY JESSICA LI AND SUNNY LI

creeching brakes cut through the quiet dark of the night. The ambulance, flashing red and blue with blaring sirens heard from blocks away, tears through the neighborhood. One house pulses with lights and commotion, and figures of frantic teenagers try to flee the scene. The possible repercussions? Arrests for underage drinking, overdoses from illegal substances and much more. Welcome to the darker side of high school parties. In a setting where drinking, using drugs and other illegal substances can be common practice, the potential consequences can be fatal— from drinking-related car accidents to overdoses, a simple mistake can be devastating. “Definitely know your limits. Get a designated driver — an Uber or your friend — so you’re not driving,” said senior Aditya Park*. “I tried driving drunk, and [my parents found out]. I felt bad because I had betrayed the wisdom that my parents taught me, to be responsible, and I was really disappointed in myself for making such a stupid mistake. So I really want to spread awareness about driving home safely because I was careless and irresponsible.” Such incidents are preventable. Students and parents alike can use safety measures such as confiscating an individual’s car keys to prevent drunk driving and assigning designated drivers who will not drink and drive. According to the Epic’s poll of 415 Lynbrook students, 61 percent of the 80 who have attended a party have had designated drivers for parties, while 39 percent of attendees have limited the number of drinks one enjoys. Nevertheless, 30 percent have not put any safety measures in place while partying. “It’s really scary to see some people who are just like, ‘oh, I’m used to it, I can drive high or I can drive drunk.’ Sometimes, a few of my friends and I get really frustrated because it sucks when some of your close friends fall into drug abuse or alcohol addiction and you don’t know how to help them,”

said senior Nancy Kumar*. “It’s really frustrating because whatever we say to them just aggravates them, and it’s this fine line between not wanting to just control their lives, but also wanting them to stay healthy.” Though accounting for safety is more effort on party-goers, it pays off in the end, as incidences of hospital visits and DUIs can be avoided. Those who do not drink or use illegal substances may feel left out of the party experience, but they are the ones who ensure their friends are safe. “It’s kind of like you’re missing out on an inside joke, where they’re all laughing and sharing the same physical feelings, and you know what it feels like, but you’re just not there,” Kumar said. “But afterward, I feel like it’s pretty nice. There have been so many times when I’ve helped people and people have helped me, and I’ve always remembered the people who have helped me and I’m always super grateful for them.” In a party environment, friends can play both helpful and harmful roles in the safety of their peers. For instance, if intoxicated teenagers call 911, they will get in trouble for the possession of those substances, but if they do not call emergency services, a person’s life will be put in danger. Though 73 percent of Lynbrook students polled said they would choose to call 911, decisions become often more complex when one is placed in a real-world situation, where judgement may be heavily impaired by alcohol. “[At one party I was at], two girls in my class got alcohol poisoning, and the ambulances came, but I just ran away,” Park said. “That’s what most people do — everyone just runs away. The person who rented out the Airbnb [for the party] got into trouble, and the people who got alcohol poisoning because they went to the hospital for underage drinking.” While many parents play minimal roles in their children’s partying, their opinions can both directly and indirectly influence their viewpoints and behavior. Even though some parents are against their child partying, they may be even more inclined to party. Some parents may choose to host parties and

supply alcohol for teens, while others may choose to ignore teenagers’ behavior, and some readily allow them to go out. “I trust my children, and most of the time, I know their friends, so if they let me know in advance where they’re going, who will be there and what kinds of activities they will have, I’m pretty much okay [with their partying],” said Lynbrook parent Kate Lin. “Teenagers don’t need your opinions. They just want you to listen. So, I will remind myself to just not talk too much and just show my support and listen with my heart.” Even though parents may support their children’s partying, laws known as social host ordinances hold adults accountable if they provide alcohol to minors on their property. If teenagers are caught drinking underage, property owners — who are oftentimes parents — can be subject to fines up to the thousands. Without parental supervision, partying in college can be drastically different from partying in high school. Parties become both more prevalent, and college students have more freedom, but they also hold more responsibility to watch out for safety issues. “In college, most people have a new identity,” said Jessica Peng, Lynbrook Class of 2018 alumnus and current Columbia University freshman. “In high school, I feel like sometimes you fall into the mold that people think you are. In college, people don’t have any identity to follow, so when they are exposed to substances for the first time, they don’t feel a need to act a certain way or hold back, and it becomes easier to abuse them. So surround yourself with the right people, because one tends to reflect a combination of the attitudes and behaviors of the six closest people to you.” Partying can have negative consequences on teenagers’ health and wellbeing. They result from not only one’s actions, but also a complicated web of influences. Responsibility cannot be pinned down to one source, but it is still necessary to consider the need for responsibility itself.

Age is just a number? The national drinking age debate BY NOELA BAE

When I turned 18 a few months ago, I felt that I was finally entering the real world — one of autonomy and responsibility. I would no longer be able to blame my naivety for my mistakes, but this problem was overshadowed by the newfound freedom and privileges I would revel in: having the right to vote, getting my hands on a personal credit card and signing my own forms and paperwork. Clearly in the eyes of the law, I was now of a mature and responsible age. Or was I? One would think that the U.S. government would be trusting of 18-year-olds, given the many privileges that come with being 18, which even include joining the military. But the government is rather leery of 18 year-olds or too stubborn to change pre-existing laws, because purchasing and consuming alcoholic beverages is not among the privileges granted to an 18 year-old. The drinking age was raised to 21 in the 1980s when President Reagan issued a blanket requirement for all states in an effort to curb highway-related accidents and deaths. It’s no surprise that states quickly fell into line with this act since refusal to do so would have resulted in losing 10 percent of their federal highway funding. After the law was passed, there indeed was a significant decrease in road drinking deaths, yet what many fail to take into account are the other factors that could have contributed to the decrease, such as tougher seatbelt and driving under the influence (DUI) laws that have been passed since then. Even if the 1984 law was solely responsible for reducing the number of alcohol-impaired driving crashes and deaths, the act transformed the American drinking culture for the worse. Raising the drinking age has driven the practice of underage drinking underground, encouraging consumption of alcohol in risky, unsupervised settings such as high school parties and fraternity houses. The lack of supervision allows underage people to get away with binge drinking, and those who get hurt from excessive consumption or other alcohol-related accidents often refuse to seek medical attention for fear of legal consequences. Keeping the drinking age at 21 also promotes a culture of defiance among teenagers and young adults. The prohibition of alcohol for adults between the ages of 18 and 20 has glamorized drinking as a form of rebellion rather than a natural transition into adulthood, thus encouraging harmful habits fueled by curiosity. In a desperate attempt to purchase or gain access to alcohol, many have resorted to fake IDs, which not only serve as threats to national security, but also put youths on the line, exposing them to the risk of incurring serious fines or serving jail time. If the drinking age were lowered, alcohol consumption would be less taboo for adults between 18 and 20 years of age, and as a result, young adults would be less likely to drink excessively in defiance of the law. Disrespect for authority is more prevalent now than ever in the U.S., especially with the many police brutality incidents and antagonism toward our president, but changing the current legal drinking age can be the first step in turning the tide. To think that 29 percent of U.S. road traffic deaths today involve alcohol is unsettling news, but more frustrating is the fact that countries with a drinking age lower than 21, such as the U.K. and China, have lower proportions of traffic fatalities involving alcohol: 13 percent and 1 percent, respectively. Naysayers will be quick to point out that the 29 percent figure is lower than the percentage in previous years, such as the 31 percent in 2015. Nevertheless, lowering the drinking age will further prevent drinkingrelated fatalities, as underage drinkers will be more inclined to seek medical attention when intoxicated. The current drinking age of 21 is a relic from the 1980s that promotes dangerous alcohol abuse. It’s about time the National Minimum Drinking Age Act of 1984 be overturned once and for all.

FEATURES

MARCH 29, 2019

LYNBROOK HIGH SCHOOL | THE EPIC

IN-DEPTH

lhsepic.com

Immigration nation: a mosaic of values The multicultural identity of second-generation immigrant students BY PRANAV MISHRA & HATIM SAIFEE

century and a half ago, rumors of gold in the uncharted western wilderness of California took the world by storm. Within a span of months, ships began docking in the state’s ports by the hundreds — strange, foreign ships that had never before set path toward the country. They carried silks, spices and sojourners by the thousands, and all at once, the new city of San Francisco became a cultural hub unlike anything the nation had witnessed before. Since then, the influence of immigrants in the Bay Area has increased exponentially. At a school like Lynbrook, whose student body is comprised overwhelmingly of second-generation immigrants, those who live at the crossroads of American norms and foreign traditions harbor a distinct cultural identity. Since the 1960s, immigration rates have increased drastically. According to the U.S. Census Bureau, first-generation immigrants made up 5 percent of the American population in 1960 and reached about 13 percent in 2010. On the West Coast specifically, first-generation immigrants went from comprising about 9 percent of California’s population in 1960 to about 27 percent in 2010, more than twice the national first-generation immigrant proportion. In the Bay Area, first-generation immigrants made up about 30 percent of the population in 2010, as reported by the Bay Area Census. The reasons for the particularly high immigrant population in the Bay Area resonates with many in the Lynbrook community: higher education, a better career and a more promising future. Chinese language teacher Freya Li immigrated to the U.S. as a part of an exchange program sponsored by the Chinese government. She completed her undergraduate and graduate studies in

Texas with a brief break in between before back in Spain. The distance, the nine-hour eventually settling in the Lynbrook area with time difference. I think it’s very common to feel a bit guilty of not being with your family. her husband. “When I was in China, I had this picture Life goes on as it does, but you’re miles away.” In contrast to their first-generation of America in mind,” said Chinese language parents, second-generation teacher Freya Li. “I imagined that it would be immigrant diverse and that the food wouldn’t be as tasty immigrants often find themselves in the as back home. So when I moved to the U.S. unique position of being born as American in 2014, it was pretty much what I had been citizens, but still feeling bound and constricted by the norms of their ethnic expecting it to be.” Immigrating to the U.S. has had negative cultures as a result of their upbringing and results for many first-generation immigrants, social treatment. Some look at this mixture of identities as a complex such as social or puzzle, while others political discrimination feel that this provides as a result of their immigrant status. More "The more I’m growing here, for a more enriching than 65 percent of all the more Americanized I experience since it helps them connect and Hispanics below the age of 30 have said that have become. But I still stick relate better with those they share parts of their they have faced unfair to my roots." identity with. treatment on a regular “At least at Lynbrook, basis as a result of their Sonali Mbouombouo I think that my Asian immigrant identity, Senior heritage helps me according to a Pew identify with many of Research Center survey. my peers,” said junior This unfair treatment is applicable to other racial minorities in the Eric Yang. “It’s really cool to share common customs and traditions with your classmates, country as well. “Sometimes, people are indifferent to you especially in an environment that never feels even though they greet you and say ‘How culturally hostile.” However, living as a second-generation are you doing?’” Li said. “While these people aren’t hostile, you get the feeling that many immigrant can also pose a myriad of challenges. Such challenges range from of them don’t genuinely care.” Being a first-generation immigrant is a racial discrimination to issues of identity daunting journey, due to the unfamiliarity conflict. Being brought up in the U.S. instills with the new country, its citizens, its in second-generation immigrants a sense traditions and everything in between. It of aligning more with American cultural becomes even more difficult when one’s values, which can collide with those of their family and friends are miles away across ethnic cultures, leaving them at a crossroads. borders or continents. Spanish teacher Olga The clothes second-generation immigrants Alonso experienced such a situation when wear, the music they listen to, the language they primarily speak in — it all becomes she moved to the U.S. from Spain in 2014. “I don’t think you immediately realize confusing when their identity is left in such how hard immigrating is,” Alonso said. a complex state. Students like senior Sonali “Once you start living here, you notice the Mbouombouo have adapted to this mixture differences. The hardest part as a first- of identities by embracing and keeping in generation immigrant is having all my family touch with their ethnic cultures, as well as

the American culture. “There’s a fine line between my cultural background and American culture,” Mbouombouo said. “I feel like when I was younger, I leaned more toward my German side. Now, the more I’m learning and growing here, the more Americanized I have become. But I still stick to my roots. I have been to Germany to visit my family many times. I still speak German at home, and I never want to give it up.” Children, whose parents faced many struggles and obstacles to immigrate to the U.S., often have an internal sense of gratitude. Many parents moved to the Bay Area to create better lives for their children and their family. “My dad grew up in an impoverished area in Cameroon, so his childhood was much different from mine,” Mbouombouo said. “Same with my mom in Germany. Then, they came here, and I have the life that I have now because of them. I’m always thankful to them for that. They worked so hard to come up to this point, to live in this area and to come out of impoverished beginnings. It amazes me every day.” Above all, life as a second-generation immigrant is a web of complexities. For some, it can mean engaging oneself in contradictions, from going to school as one person and then coming home as another. It can mean juggling languages by the hour, it can mean feeling alien on one’s own country’s soil, it can mean an extra judging glance at work. It means living as a little bit of here and a little bit of there, a jigsaw of traditions that may never fit together. And for many, living as second-generation immigrants means appreciating this mixture of cultures, values and beliefs as their own distinct intertwined identities, as they embark on their paths to better, and uniquely diverse, futures.

GRAPHIC ILLUSTRATION BY IN-DEPTH SECTION

IN-DEPTH

MARCH 29, 2019

IN-DEPTH

MARCH 29, 2019

The multigenerational impact of grandparents Peeling the layers away from vegan stereotypes and misconceptions

n social media and websites like YouTube, numerous influencers promote vegan products, post their picture-perfect avocado toast or rave about smoothie bowls. The depiction of veganism on social media glorifies the lifestyle, as the actual concept of veganism is modest: vegans refrain from consuming animal products, which include not only meat but also eggs, dairy products and other animalderived substances. Though there are some stereotypes about vegans, there is much more to veganism than just the stereotypes associated with it. There are several reasons behind why one might choose to to follow a vegan diet. Many take ethical reasons and religious beliefs into consideration before making the switch to veganism, and some have been vegan their entire lives because of cultural beliefs, such as the prohibition of consuming animal products in Hinduism. Some may be concerned about the ethics of slaughtering animals for food, while others are simply looking for a diet that better fits their health needs. Veganism, which is based on a clean and plant-based diet, appeals greatly to health enthusiasts. According to Medical News Today, the lack of animal products in the vegan diet results in a lower risk of diseases, such as heart disease, compared to meat eaters, as vegans do not consume animal fats. Furthermore, according to Live Kindly, a popular vegan health publication, the plant-based diet enables vegans to take in fewer calories than their vegetarian or meat-eating counterparts do, thus explaining the reduced risk of obesity and lower body mass indexes in vegans. Many have developed healthy eating habits as a result of being on vegan diets, which promote consumption of more fruits and vegetables. “I became vegan because I was already dairy-free because I can’t eat dairy and I am vegetarian, and my mom can’t eat eggs,” said sophomore Ria Chaudhary. “So, I was like, ‘well, everything I’ve been eating is basically already part of the vegan diet so might as well take that one more step for the environment.’” Contrary to popular belief, veganism is not restricted to a diet composed only of salads. In fact, the classic snack cookie, the Oreo, is vegan. Vegan eating does not necessarily mean clean eating; veganism is simply about one’s dietary choices that determine food’s effect on the body. On a more political note, veganism, having risen to fame in the 21st century, is often stereotyped to be popular among liberals. In truth, veganism has nothing to do with liberalism; it is only a lifestyle choice. The extreme liberal stereotype is only reflective of a select group of vegans. As a result of following a vegan diet, many dieters have reported a boost in energy and a glowing complexion. According to Elite Daily, when one eats less meat, the body uses less energy to digest food. Unlike protein from meats, proteins from vegan foods provide energy without causing energy crashes, which are feelings of fatigue following meals. Media company Insider says that plants contain nutrients, such as collagen, that nurture the skin and allow it to have the sought after “glow.” By eating clean, one

is keeping both their body and skin healthy. Thus, it is not a surprise that athletes in particular are turning to veganism.” “By increasing our intake of antiinflammatory foods and decreasing our intake of pro-inflammatory [animal-based) foods, veganism has the potential to benefit athletes,” said fitness coach and nutritionist Karina Inkster. “Indeed, many professional athletes are turning to veganism entirely for its performance-enhancing effect. These athletes are noticing they can train harder and recover more quickly, but we do need more peer-reviewed research in this area.” Harvard Health Publishing has linked vegan diets to lower blood pressure and cholesterol, and lower rates of heart disease, type 2 diabetes and some types of cancer. By cutting out the animal fat from their diet, vegans are less likely to have illnesses and conditions linked to animal fat, such as rheumatoid arthritis and hypertension. The diet also causes diversity of the bacteria in the colon, leading to healthier gut biomes, the community of microorganisms in the gut. Such microorganisms help the body digest certain foods that the stomach and small intestine have a hard time digesting. They also help the body by providing vitamin B and K and act like a barrier for the immune system. A healthy and balanced gut microbiota is important for digestion and a healthy immune system. In recent years, veganism has gained traction, especially on social media. According to the Vegan Society, in the last five years, the number of vegans has quadrupled. For vegan influencers, using social media platforms is a perfect way to help promote veganism. Instagram’s highly visual platform allows people to follow influencers’ diets, recipes and tips. Instagram posts about veganism appeal to users. “Veganism is growing in popularity recently in part due to moral and dietary advantages over other diets, but also because it has a fairly simple proscription: eat only plant-based foods,” said culinary teacher Aaron Harper. “Other diets that focus on weight loss use some gimmick or complex eating schedule in order to trick the body into shedding fat, but those restrictions are difficult to accommodate with the mainstream lifestyle. Veganism works because it is not new and individuals advocating for it can point to cultures around the world and say, ‘See? Those people have been eating a plant-based diet for centuries and it is working out for them.’” Jumping on the bandwagon, companies and supermarkets have dramatically increased the labeling and production of vegan-friendly foods. According to Food Revolution, Australia, for example, has seen the number of food products labeled as vegan-friendly rise by 92 percent (food labeled as vegan) from 2014 to 2016. Misinformed shoppers become the target of companies and supermarkets aiming to strengthen the view of vegan products being more healthy, even though the products may not be the healthiest. “My concern regarding marketing veganfriendly products is not about veganism itself but the consumption of processed foods in general,” Harper said. “Vegan-friendly processed foods are not immune to pitfalls that plague all processed foods, namely excesses in sugar and salt. Consumers should

be aware of when buying foods that claim to be vegan-friendly; it does not automatically make that product healthy. While it is possible to get all of the necessary protein out of a plant-based diet, people switching to veganism should be mindful that it requires consuming them from multiple sources in order to get the complete package.” Despite popular myths and stereotype that oversimplify veganism, there is more to veganism than only not eating meat and dairy. As the vegan diet has become increasingly popular, more people are being exposed to what being vegan truly means. Judge veganism too quickly, and one might just miss out on all the good it can bring.

randchildren are not always close with their grandparents. But junior Faizah Asif’s grandmother is her best friend. “I’m the closest with my grandma, my mom’s mom,” Asif said. “We do a lot of things together. We play games together. I play all my favorite video games with her. We would watch TV shows together, cook together and basically do everything together. I’m close to both my parents, but I bond with [my grandma] in a different way.” According to the evolution-based “Grandmother Hypothesis,” a concept proposed by evolutionary biologist William Hamilton in 1966, grandparents have long helped their families survive. Grandparents, specifically women surviving past menopause, are proposed to survive even past their reproductive abilities to help mothers forage for food and therefore nurture healthier children. Over the years, the roles of grandparents changed. According to an article by The Psychologist, many grandparents were originally considered disciplinary figures and had more authoritarian perspectives. However, from the 1950s onward, grandparents have become more lenient toward grandchildren as views on raising children have started to change. Today, grandparents tend to be less controlling; their roles are now often considered caretakers in the family. Very few grandparents still have authoritarian perspectives toward raising children. One might think that because of their new roles, grandparents today

play a smaller role in their grandchildren’s lives. However, grandparents now actually play a more significant role due to longer lifespans and decreasing family sizes, which allows them to spend more time with their grandchildren. According to Census Bureau data published in 2013, more than 10 million children in the U.S. are supervised by grandparents at least once a week. This includes a quarter of children under the age of five and 14 percent of children between ages five and 14. “I see a lot of families around [the Bay Area] where the parents are working a lot, especially since the cost of living is so high,” said Stanford professor and grandparent Heidi Feldman. “You have both parents working maybe multiple jobs, so it’s nice if a grandparent is the person at home. When I go [to visit my grandchildren], I often just have them to worry about, and I don’t try to get much work done. So, that makes for a

really nice and close relationship.” A 2014 study published in The Gerontologist shows that the presence of grandparents has been shown to decrease emotional and behavioral problems and help grandchildren cope with traumatic events. “When I was younger, I used to have a bad temper. My grandparents would tell me that if I could control it, and I would be calmer,” said freshman Andrew Caldwell. “The advice they gave has definitely helped me, and these days, I do not get angry as often.” Grandparents also provide grandchildren with intergenerational perspectives through telling stories of family history. These stories show children how to overcome setbacks and how to build resilience. “[My grandma is] always talking to me about

ART ILLUSTRATION BY CHLOE LEE

working hard and not depending on anyone,” Asif said. “That’s big for her because once she turned 18, her dad passed away, so she had to step up for the family. She stopped going to college, and then went out and earned money for her family. After a few years, she finished her education as well. She went through many problems in her life, so when she sees that we have good opportunities, she always reminds us to work hard.” While grandparents often nurture their grandchildren, grandchildren can also influence their grandparents by improving their mental health, helping grandparents maintain sharp minds and happiness. According to an article published by researchers at Boston College, researchers found that it is possible that grandparentgrandchild interactions reduce symptoms of depression. However, the researchers also noted that this is not applicable to all grandparents, since grandparents receiving economic support from their grandchildren often experience more symptoms of depression. In cases of absent parents, grandparents have to raise grandchildren alone, and according to a study by the University of Nevada, more than 40 percent of grandparents in these situations have economic needs that are unmet. This takes a toll on their health; grandparents are prone to experience depression, emotional and chronic health problems. Even when both grandparents and grandchildren are put through many hardships when in their relationship, they cherish the bonds that they make. They are needed and happier and at the end of the day, and that is what matters most.

A guide to loans, financial aid and scholarships BY MEDHA UPADHYAY

eing accepted into a dream college requires hard work, but so does figuring out how to pay for it. In fact, according to EDVestinU, 72 percent of those aged 46 and older continue to stress over their monthly student loan payments, and the average bachelor’s degree holder takes 21 years to pay off student loans. According to Citizens Financial Group, one out of four graduates admit that they would have chosen a cheaper school if they had known how much debt they would acquire. With the Free Application for Federal Student Aid (FAFSA), merit scholarships, federal and private loans and the sheer amount of effort required to pay off student loans, figuring out how to finance a college education can feel like a complicated maze. Although considerable research is required, here are some great resources to start the search.

GRAPHIC ILLUSTRATION BY IN-DEPTH SECTION

Merit scholarships

Merit scholarships are awarded to students Federal loans based on their accomplishments in and out of Federal loans school in academics, athletics and even the arts. Some are provided by the schools consider all applicants, while some require government. For direct separate scholarship applications. Merit aid might cover subsidized loans, the government a student’s entire tuition, or it might be a one-time grant. pays interest while the student is enrolled However, merit scholarships often have conditions, such in college. These loans are only available to as maintaining a certain GPA, or achieving a certain students with financial need, as determined by benchmark in sports. Students who take the PSAT FAFSA. For direct unsubsidized loans, the borrowers can qualify for the National FAFSA are responsible for any interest that is accumulated Merit Scholarship while they are in school or afterwards. Most Program, FAFSA is a federal loans do not require a cosigner, too. way for federal someone who is obligated to pay the debt institutions and colleges if the student is unable to do so. to determine a student’s In most cases, the interest rate for a eligibility for financial aid. In federal loan is calculated with a fixed order to file a FAFSA, the student’s percentage no matter how long it parents’ federal tax information, takes to be repaid. Federal loans employment information and are strictly regulated, meaning bank statements are required. In that students will not be charged addition, some colleges require over-inflated rates and can expect a College Scholarship Service stronger security measures. profile (CSS) through College Board in order to be applicable for need-based financial aid. The FAFSA should be filled out during Private loans the college application process. If chosen for federal financial aid, Private loans can be offered by a students will receive a financial bank, credit union, school or state aid offer that may include organization. Interest rates for federal loans. these loans may vary with the market; interest rate policies depend on the lender and should be factored into a student’s payment plans. Some private loans may require the student to begin payments while they are still in college.

GRAPHIC ILLUSTRATION BY IN-DEPTH SECTION

BY CLAIRE CHIU AND AUDREY WONG

BY KAYLIN LI AND CHRISTY YU

IN-DEPTH

MARCH 29, 2019

LYNBROOK HIGH SCHOOL | THE EPIC

SPORTS

lhsepic.com

ATHLETES SEE, ATHLETES DO:

Watching sports benefits athletes’ performance

ART ILLUSTRATION BY CHRISTY YU

BY CHLOE LEE

he ball speeds across the screen, aiming straight for the goal as the remaining players sprint to catch up to the player who kicked it. The TV speakers blare with the crowd’s cheering, and senior Kiana Hatam turns down the volume as a commercial starts. She picks up her laptop and types some notes down about the game and the various techniques the athlete used. To improve their own performance, many student athletes watch professional athletes play their sport, observing skills and techniques that allow them to be successful in the game. “When I play soccer, I only see the field from my perspective, but by seeing a game being played from bird’s-eye view, I can look at the game from a different viewpoint,” said senior Kiana Hatam. By watching top athletes in action, viewers can recognize and learn certain skills that professional athletes have obtained over the years, which they can then apply to their own play. “When I played in college, there would be a whole team specifically for video editing, just for that sport and just for that team. The team would edit the game film, break down the highlights and showcase the plays of the game that went wrong,” said athletic trainer Kathryn Thurman. “Let’s say for baseball, specifically for a batter’s swing, sometimes when they’re in a rut, it’s good for them to hit off a T, have it filmed, then break it down in slow-motion and real time to see what modifications they need to do with their swing. For example, with field hockey, you need it to put your body in a certain position to hit the ball well, if not, then in a video you can see what they did wrong and critique it and compare it to another video that’s online.” Senior Nicole Waring has participated in track for six years. Watching her events on TV, such as the 100 meter hurdle dash, 4x1 relay and 300 meter hurdles, allows her to see her favorite athletes compete, while comparing her own techniques with theirs, which helps her improve a runner. She looks up to various athletes, such as Sydney McLaughlin, the youngest track and field Olympian since 1972, who motivates her to challenge herself at practice everyday. “As a hurdler, form is fairly important,” Waring said. “I’ve been able to alter my technique accordingly after

watching other athletes, whether it’s paying more attention to keeping my arms in or getting my trail leg down faster. Suddenly, you become the spectator rather than the competitor, yet your background knowledge allows you to potentially analyze it from a different angle.” An observer’s ability to react and note down another’s actions are due to an individual’s mirror neurons, a type of sensory-motor cell located in the brain that is activated when an individual performs an action or observes another individual performing the same action. Mirror neurons allow the individual to connect with the professional in videos and learn the skills that that athlete is using. In a study conducted in 1990, a group of neurophysiologists recorded electrical signals from a group of neurons in the monkey’s brain. The monkeys reached for pieces of food after the monkey saw a person pick up the food as well. The phrase “monkey see, monkey do” came from when the neurophysiologists observed that when one monkey did something, the other watched and did the same thing. Mirror neurons play a huge role in understanding not only one’s physical actions and speech, but also their minds and intentions. The mirror neurons in the monkey’s brain are also what allow viewers to comprehend what is on their screen. In general, watching a sport familiarizes viewers with the sport, building confidence and allowing the individual to set certain goals to potentially achieve the level of play of a professional athlete. “Every time I watch football on TV, I pick up a thing or two, and I’m able to apply what I learned into my play,” said sophomore Edward Wang, who plays football. “It gives me a new perspective on the game as well.” Watching a professional play the sport that one plays helps the viewer familiarize themselves with the actions and skills needed, which helps to build confidence in the players. The viewer is able to familiarize themselves with the specific actions and believe in their own skills. Watching another athlete be successful and play well mirrors into the viewer’s mindset. “From watching TV, I have learned what I should and should not do,” Hatam said. “It has also taught me the power of standing together and what can happen if I put my mind to it.” In conclusion, being able to view and imagine one’s performance allows athletes to mentally and physically prepare themselves for upcoming games and set and achieve specific goals for the next season. The mirror neurons allow athletes to observe what is on the screen and implement those movements into their own. “It sparks conversations with other people, I feel like sports are something almost everyone can relate to,” Hatam said. “It brings people together and starts friendships. Watching sports also makes me want to be more active in my life, so it pushes me to work harder.”

MIRROR NEURONS SNORUENRORRIM Mirror neurons on the right side of the brain allow the viewer to reflect on the athlete’s movements without verbal communication. In general, when we see a familiar action, mirror neurons activate and fire for exactly as long as the observed action. Types of mirror neurons: Strictly congruent mirror neurons only fire at actions that are identical to ones observed in spectator’s life. Broadly congruent mirror neurons fire at actions that are similar, but not necessarily identical to ones observed in the spectator’s life.

GRAPHIC ILLUSTRATION BY SPORTS SECTION

SPORTS

MARCH 29, 2019

Sports in Brief

Boys volleyball working in tandem through the season

Total

WINS

As of:

03/29

LOSSES

SPRING SPORTS Team: Girls Varsity Swimming Boys Varsity Swimming Boys Varsity Tennis Girls Varsity Track and Field Boys Varsity Track and Field Varsity Softball Varsity Baseball Varsity Badminton Boys Varsity Volleyball Upcoming Events

Record: 1-1 2-0 0-7-0 4-1 3-2 0-7-2 1-5-1 2-3 3-1

Boys Golf: 4/1 vs. Santa Clara Badminton: 4/2 vs. Milpitas Boys Varsity Baseball: 4/2 vs. Milpitas Boys Volleyball: 4/3 @ Los Gatos Swimming: 4/5 @ Milpitas Track and Field: 4/9 @ Gunn Girls Varsity Softball: 4/10 vs. Gunn Winter Guard Show: 4/10 in the Gym Boys Varsity Tennis: 4/11 vs. Gunn

BY RACHEL WU

ince January, the Lynbrook boys volleyball team has been practicing in the gym for two hours from Monday to Friday each week, focusing on hitting and setting. The varsity team has encountered many close games throughout this season, such as against Saratoga High School on Feb. 28 and Los Altos High School on March 13. In both games, each team won two sets, but both ultimately won the third set, winning the games. “We don’t like it when we lose,” said junior and varsity player Nathan Fang. “[Losing] doesn’t feel good. But at the same time, it keeps us determined and makes us want to win the next day.” Throughout the season, the team has struggled with being cohesive and having an overall smaller stature compared to players from other schools. To tackle the challenge of matching up with opponents of larger 1.

statures, the team has worked on their positioning on the court and timing of hits to develop a faster offense. To improve on their lack of cohesion, the team has worked on communication. “We don’t have much team chemistry at the moment, so we are working on that,” said senior and varsity team captain Anson Li. “We are a new team with new players, so we are not used to playing with each other yet.” Two factors essential in achieving cooperative game play are the team’s composure and trust among the players. Composure allows the players to quickly observe incoming moves and plan which strategy to execute in response; trust allows players to carry out their part to complete their intended game play strategy. The team seeks to develop these two components through team bonding. “You need to trust everyone on the team; you trust your passer to give a good pass, you trust your setter give a good set and you trust your hitters to get the job done,” Fang said.

“You need to trust everyone, and without team bonding, you can’t really have that.” Not only do their challenges bring them closer together and strengthen their team chemistry, but also practicing with the team every day exposes the players to each other’s playing styles. Scrimmages during practice help the team practice on how they should perform during actual games and improve on communication. “While we’ve suffered a lot of heartbreaking losses, I think we’ve grown closer because of that,” said sophomore and varsity player Vincent Deng. “You understand what your teammates are going since we gave it our all. So we emotionally bond through that.” Looking to the future, the team plans to continue practicing their techniques, such as consistently passing and setting the ball with accuracy. By continuing developing these skills and practicing scrimmages, the team is able to gradually strengthen their bond, getting closer toward winning a game. 3.

Highlights of the Season

Track and Field: Throughout the season, the JV girls team has remained undefeated, maintaining success from past seasons. Swimming: This season, the swim team was lead by new coaches: Jem Taysi, Jackie Taysi and Nick Berg.

by Anusha Kothari

ENZO CABALTICA — EPIC

1. Senior Denver Yu serves the ball. 2. The team, along with alumni Daniel Lien (first row, far left) and Minsub Lee (second row, far left) pose for a photo during practice. 3. Senior Varun Agrawal gets in position to pass the ball.

Tim Wehner and his various roles on campus A paraeducator, weight room adviser and crossing guard BY ARUL GNANASIVAM

o the hundreds of students crossing the street in front of Lynbrook, there is always one familiar face: Tim Wehner. Rain or shine, Wehner is always at the front of school, greeting students with a huge smile and plenty of jokes as he helps them safely cross the road. But that is not Wehner’s only role at Lynbrook; students also see him critiquing athletes’ weight training form, as well as providing support for the community of special education students on campus. Whether he is serving Lynbrook’s community as a crossing guard, weight room adviser or paraeducator, Wehner can always be found laughing and connecting with students and staff. Wehner first began working at Lynbrook in 1998, when a friend asked him if he was interested in coaching girls JV basketball. After coaching for about three years, Wehner had the opportunity to join Lynbrook’s community as a paraeducator. “My primary role is as a paraeducator; assisting students as an extra layer of support in the classroom,” Wehner said. “I’ll visit various classrooms, but work most often with Mrs. Yang who heads the Academic Communications program and is an amazing student advocate and teacher.” As a paraeducator, Wehner serves the community of special education students at Lynbrook. His duties change on a student to student basis, but generally, Wehner helps them do their best in school by supporting them in areas where they may need help. “Paras here generally try to assist with note taking, executive functioning and any number of accommodations that may help students to be more successful,” Wehner said. “The caliber and helpfulness of teachers here certainly make our jobs easier; I suppose it is what we can accomplish together that matters as a school, community and beyond.” Although Wehner’s job is to make students successful, he is careful not to do their work for them. Instead, Wehner provides support in their specific areas of need, which in turn

allows for the students to grow and learn as an individual. Wehner’s personality shines through his work, and his coworkers can attest to how much care he gives to all his students. Wehner also contributes to Lynbrook’s campus as a supervisor in the weight room, a role he started recently. “I believe Mr. Blaschke, who is a knowledgeable trainer and coach, first asked me to help out about five years ago in the weight room,” Wehner said. “Mr. Wright has been quite supportive since then, as well as our current principal and athletic director, who are pushing for the weight room to be accessible to LHS students as much as possible.” Every day after school, Wehner stays in the weight room to supervise students who use it. Wehner ensures the space is kept clean and organized, reminding students to wipe down and rack the equipment. Wehner helps them stay safe and be more efficient in their workout. “My role in the weight room is safety first, and the students

have to be taught that weight training is not typically about maximum weights or comparative egos,” Wehner said. “It is about injury prevention, stress reduction and having knowledge of body mechanics and function: muscles, ligaments, tendons, push vs. pull, flexibility and more.” Wehner attributes his knowledge to when he played basketball for Bellarmine College Preparatory. He was encouraged to work out regularly, and Wehner soon learned how each machine was used to improve an athlete’s performance. As the supervisor of the weight room, Wehner hopes to impart this knowledge on students who are in the same position as he was in. “[Wehner] has been working out for a long time, so he knows what he’s doing,” said senior Jacob Lee, who often visits the weight room. “He wants everyone in there to improve, so he’ll encourage people and help people with their form.” Although Wehner often gives students advice and tips, he also respects the students’ personal time in the weight room. Wehner sees the weight room as not only a space for students to improve their physique, but also as a space that students can use to destress and relax. The rest of Lynbrook’s students enjoy Wehner’s positive energy on the intersection in front of campus, where he helps the community as a crossing guard. Students who wait at the crosswalk can expect a big smile, friendly greeting and small chat from Wehner before starting their day. Wehner’s positive attitude is radiant and helps lighten students’ moods. “Of course I am not perfect, but maintaining a positive attitude is one thing people and athletes can largely control, so I try to do my part,” Wehner said. No matter the role, Wehner brings a positive spirit to the people around him. He maintains his gratitude for the people he has met and wishes to give back to the community that he loves. “From the moment Mrs. Stober handed me a key to the gym 20 years ago when I first arrived as a girl’s basketball coach, I’ve been continually impressed with the quality, character and spirits in general of the students and staff here,” Wehner said. “A multitude of people to learn from and look up to.”

DIANA XU — EPIC

MARCH 29, 2019

SPORTS

lhsepic.com

PHOTOESSAY

LYNBROOK HIGH SCHOOL | THE EPIC

LHS AISA presents Silsilay 2019

BY ARUL GNANASIVAM, PHOTOS BY AUDREY WONG AND ENZO CABALTICA

he America Indo Student Association (AISA) hosted its annual Silsilay cultural show on March 16 in the auditorium. The show featured dance teams from schools around the Bay Area, who performed to both Bollywood songs, and hip-hop and Bollywood mashups. Proceeds from the event went to Ekal Vidyalaya, a charity that supports rural India. Over the years, AISA has raised almost $50,000 for charity from their shows.

The emcees for this year’s show were seniors Rohan Goel, Zayhaan Batlivala, Rhea Chowdhury, Ananya Manjunath, junior Shubra Dubey and freshman Alaap Rag. The group performed an Indian parody skit of Crazy Rich Asians in between performances, and also introduced the different acts of the night.

Along with dance acts, Silsilay features musicians. Pictured here are junior Raghav Ganesh for vocals, junior Aayush Seth on guitar and junior Avhinav Desai on the tabla, a traditional Indian drum.

The Silsilay fashion show takes place after all the performances and highlights cultural Indian attire, which are known for their vibrant colors and geometric patterns. Pictured here, senior Danielle Jung (middle in far left photo) models a “sari,” senior Aayush Shah (far left in second photo from left) models a “kurta” and junior Aneesha Nema (far right in far right photo) models a “lehenga.”

After the show, the AISA officer team gave flowers to their adviser, math teacher Patrick Ellington. The officer team, from left to right, consists of sophomore Anusha Kothari, junior Anika Kanchi, senior Mahima Sinha, junior Priyanka Pereira, junior Shubhra Dubrey and senior Tanvee Joshi. Ellington has been with them for every Silsilay show in the past years. Pictured on the far right, performers come together after the show to celebrate the culmination of all their hard work.