The Survey: May 2013 by Refath Bari

THE BROOKLYN TECH MAY 2013 & YEAR IN REVIEW

SURVEY “WE’VE GOT ISSUES”

SURVEYBTHS.COM

Seven Alumni Inducted Into Hall of Fame By ARTEM OSHEROV and CAROLYNE RICARDO Survey Staff Writers

The center lobby was bustling on the evening of May 1st, 2013, when seven esteemed alumni were inducted into the ranks of the Alumni Hall of Fame. Lining the Western hall of the first floor, current hall of famers’ portraits greeted passersby along with descriptions of each individual’s accolades. Of the more than 80,000 graduates in the school’s history, only 31 have previously been inducted. This select group includes two Nobel laureates, an Olympic medalist, a NASA astronaut, and a U.S. Air Force Four Star General, among other inventors, authors, scientists, and industry leaders. This year’s inductees did not disappoint – a Tuskegee Airman, a philanthropist and founder of Remco Toys and Heller Industrial Parks, an Astrophysicist and Harvard professor, the

developer of the Global Positioning System (GPS), the inventor of the digital camera, a video and broadcast innovator, and a physician and public health leader who is the first female graduate to be inducted into the Hall of Fame. Each was given time during the celebratory evening to speak at the podium. Addressing a room filled with alumni, administrators, faculty, press, and a select group of current students, the inductees reminisced on their high school experiences, impressing the crowd with their individual talents and charisma. “The Hall of Fame induction was more than just about honoring Technites that had excelled in the professional world,” said Emma Costa ’14. “For me, it was about inspiring future Tech alumni to achieve greatness and encouraging them to contribute to the nurturing community that we call our home.” Following a welcome address by

the Executive Director of the Alumni Office, Elizabeth Sciabarra, Principal Asher and Larry Cary ’70, President of the Brooklyn Tech Alumni Foundation, gave the opening remarks for the ceremony. “Listening to what this group of people who is on the wall right now has accomplished –that’s a mark for present day students as they look around and look at what they’ve accomplished. All I could think of as I listened was that the sky’s the limit,” said Richard Schwartz ’53, Alumni Hall of Fame Inductee ’13, whose team built and launched the first GPS satellites in 1978. “All of the inductees were amazing,” said Kamara Swaby ’13, who attended the ceremony. “Each has done something to impact the world we live in today. I felt honored to be in their presence and proud that we come from the same high school.” The Hall of Fame inductees were Continued on Page 2

Sixth Floor Boys Bathroom Fire Leads to Prolonged Evacuation and Damage By MAHGUL MANSOOR and MARIA SAWIRIS Survey Staff Writers

On Wednesday, April 17th, the entire student body and faculty were evacuated from the building. At first it seemed like an unplanned fire drill, but it turned out to be caused by a real fire. During 4th period, the fire bells went off. Many students and teachers expected an announcement to be made urging everyone to remain in class while the fire bells were being investigated. Instead, they were told to evacu-

ate the school in an orderly manner. Many students unsure of whether they would be returning or not, took their belongings with them, while others left them behind. Shortly after the school was emptied by the routine procedure practiced during drills, ambulances, fire engines, police cars, and news helicopters arrived at the scene. Students stayed outside the building for approximately an hour. Many students contacted their parents or guardians about the situa-

tion. Some went home in the middle of the chaos, and others chose to sit down on the sidewalk and wait. Students returned to 4th period and the rest of the day followed an abbreviated schedule. Students who had classes on the 6th floor were instructed to report to the auditorium until after 5th period, when the area was deemed safe. For the time being, the staircases and hallways leading up to the east side of the were roped off. According to Concetta Licitra, Continued on Page 2

Photo Credit: Carolyne Ricardo Laurie Zephyrin ‘92 speaks to the audience after being inducted.

IN THIS ISSUE

MAY 2013 News A Look at Disciplinary Methods in Light of the Rutgers Scandal p2 Features Students Participate in Club that Provides Flight Instruction p4 Arts and Entertainment A Review of the New Game of Thrones Exhibition p9 Editorials Why Senioritis is Okay p6 Sports Girls Wrestling Domination p10 YEAR IN REVIEW News Hurricane Sandy and its Effects on Tech p11 Features All About Math p15 Arts and Entertainment Where to Get the Best Fort Greene Burger p21 Editorials The Cost of Fracking in NY State p19 Sports Bomb Threats Disturb Teams in the Middle of January p23

Relay for Life Raises Over Civil Air Patrol Helps $20,000 Students Fly By RAZIA SULTANA Survey Staff Writer

The American Cancer Society (ACS) sponsors the Relay for Life (RFL) event, which aims to celebrate, remember, and continue to fight the battle against cancer. This event began in Tacoma, Washington in 1985. The founder, Dr. Gordy Klatt, was a colorectal surgeon who decided to raise money for cancer research by doing what he loved most – running marathons. On April 5th, 2013, Brooklyn Tech held its first Relay for Life event. Bringing together students, parents, faculty, and the alumni, the community was able to fundraise approximately $20,000.

According to Ahmed Abdelqader ’13, at the end of the 2011-2012 school year, a group of students came together to form a Tech Relay for Life committee. They decided to take on the difficult task of uniting Tech around an important cause. “We worked almost all the time with Nancy Colt and Eric Wilson, employees of the ACS, and held many meetings both at and outside Tech.” Abdelqader, who was also the Team Development Coordinator, says that he personally did RFL for a boy named Mahdi Motin, a former Brooklyn Tech student who passed away due to cancer in 2011. This event commemorated Motin, who would have been a senior this year. Abdelqader said, “I’m the senior Continued on Page 3

By DAKOTA AN Survey Staff Writer

On Fridays after school, at 4 P.M., when most students are gone, a line of students in military uniform, badges, and combat boots marches down Tech’s halls. The Civil Air Patrol (CAP) is advised by teacher Louis Morgan. Their affiliation with the national Civil Air Patrol organization is what makes this club unique. Morgan, Captain of the Civil Air Patrol and the administrator of Brooklyn Tech’s Cadet Squadron, said the United States Congress originally created the organization in 1941 for domestic defense, even before the Air Force was established. It was meant to

search for submarines with the coming of World War II, but now, the Civil Air Patrol functions as a “benevolent” organization, focusing on emergency services. For example, during Hurricane Sandy, CAP played a key role in taking aerial photos, and several Tech cadets volunteered to help. According to Morgan, Brooklyn Tech’s chapter of the Civil Air Patrol was chartered in 1994. He came to Tech in 1993, and first encountered CAP when he saw a student in uniform. His curiosity piqued, Morgan asked the student about the organization and began to visit club meetings. Eventually, he applied for senior memContinued on Page 4

Seven Alumni Inducted into Hall of Fame cont. introduced to the podium by current students Chyanne Garcia ’13, Rebecca Dall’ Orso ’13, Nikita Dubnov ’13, and Emma Costa ’14. Each student presented a background of the inductees. “I had the honor of introducing two of Tech’s most esteemed alumni-Steven Sasson [‘68], the inventor of the digital camera, and Laurie Zephyrin [‘92], the first female inductee into the hall of fame,” said Costa. “It’s not easy to fathom what it’s like to shake the hand of someone who invented something so familiar, and so commonplace to our generation, but had been extremely novel and revolutionary at the time of its creation.” Each inductee, success aside, made their high school a central part of his or her speech. “To be honored by going into the Tech Hall of Fame has to be one of the highlights of my career,” said Louis Siracusano ’60, founder and CEO of 47 different companies. “I was very lucky to go to Brooklyn Tech. It really fit in with who I

was,” added Steven Sasson ’68. “I did not realize it at the time, but Tech was filling my toolbox. It was a toolbox of knowledge that I could carry on with me and open it whenever I chose to,” said Richard Schwartz in his award speech. “You got to play with a bunch of all-stars. Every student was smart, and rubbing elbows with them and talking to them, you’d say that was lucky in itself.” The highlight of the night came when Laurie Zephyrin was introduced to the podium as the first female inductee to the Alumni Hall of Fame. “All of my academic life, I’ve felt this stereotype looming over my head-that whatever I achieve as a woman, there will always be a man that achieves something higher,” said Costa. “Introducing the first female inductee into Tech’s hall of fame blurred the line of demarcation between the genders, and really was an inspiration to me.” Zephyrin, on her part, did not disappoint with her short speech. “As my classmates on Facebook

put it, this honor puts the class of ‘92 on the map,” she said, humoring the audience before highlighting the progress that women are making in society, as well as her own achievements in healthcare. “Education in my family was an expectation. There was really no gender distinction or other distinction regarding ability. There was an expectation of continued perseverance.” “A woman who strives to be equal with man isn’t really striving for anything. Women have to strive to be better than men,” commented Schwartz. Women have been a part of the Tech community since 1970. That September, the first two female Technites walked the halls among 6,000 male students. Being the first woman inducted to the Alumni Hall of Fame, Zephyrin inspires the current generation of women at Tech, over 2,200 strong (41% of the student body), to achieve in whichever field they choose to pursue. She is a prime example of a successful woman, who uses her Tech “toolbox” to make an

impact on society ever day. After her speech, Zephyrin and the other inductees mingled with the audience while refreshments were served in the lobby. Current students were given an opportunity to meet with the distinguished alumni. Although generations separated the two groups, the Hall of Famers eagerly shared their stories and offered advice to the Technites present. “I think it’s important to live in the moment,” said Zephyrin. “Learn and absorb as much as you can. The books are obviously important, but it’s just as important to learn from one another. That could take you just as far.” Schwartz proposed a simpler solution, telling students to “find a passion and do it.” The Hall of Fame will be expanded and refurbished to accommodate the growing number of inductees and their respective plaques.

Rutgers Scandal Leads to Reevaluation of Student-Coach Relationships By ARTUR RADETSKIY Survey Staff Writer

Recently, highly controversial footage was released that showed Rutgers University head basketball coach Mike Rice verbally and physically abusing his players during team practice. This footage exposed Rice for throwing basketballs and yelling homosexual slurs and other profanities at his players. Rice, who has a history of anger management issues, has been fired by Rutgers University [i]. While different states have different regulations regarding teachers and coaches, teachers are universally prohibited from using corporal punishment or verbally abusing their students. Corporal punishment is defined, by the New York City Board of Education, “as any act of physical force upon a pupil for the purpose of punishing that pupil.”[ii] Although a student’s parent or guardian might approve of it, corporal punishment is prohibited. The use of physical force is not allowed unless it is used to protect oneself, another student or teacher, or school property. Verbal abuse is defined, by the New York City Board of Education, as

discriminatory language, language that ridicules the student, and language that causes fear or distress.[iii] Although the definition of verbal abuse seems clear, teachers can verbally abuse their students without realizing it. If corporal punishment or verbal abuse is reported, the school conducts an investigation. “During the investigation, the principal often interviews and takes written statements from witnesses, meets with the accused teacher, draws a conclusion, and determines the appropriate disciplinary action needed.” [ii] While corporal punishment is easy to identify, the lines between verbal abuse and “tough love” as a motivational technique become blurred on many sports teams. Tech athletes, however, assert that their coaches use appropriate disciplinary measures to motivate and instruct them. Nydia Peterson ’15, a member of the Girls Track team, said, “As all coaches should be, he [Coach Phil Zodda] is a no nonsense guy, but he is never mean or rude to any of the team. He may raise his voice, but would never verbally abuse anyone... Sometimes he may use someone else as an example on what not to, not necessarily targeting the student,

but he does it in a lighthearted joking way to get his point across.” According to Benji Haye ’13, the captain of the Varsity Football team, coaches often give players’ extra laps or push-ups as punishment. On the team, these are referred to as “ops,” or opportunities to get better. Haye maintains that these punishments are “never to physically harm or degrade us.” He continued, “Without discipline on a team there is no order. But there also must be some level of respect formed between the coaches and players that ensures that the players listen to coaches and vice-versa.” Of the Rutgers coach’s disciplinary actions, Haye commented, “I feel that the actions of the coach of the Rutgers basketball team were uncalled for and completely unprofessional.” Off the field, it can be difficult to distinguish a joke, or motivation from verbal abuse. Most students do not mind if a teacher ridicules them during class when it is treated as a joke. “What is verbal abuse depends on the relationship between teacher and student,” said Neena Garcia, a guidance counselor, “but a student should not be afraid in class.” Some students believe that any de-

gree of verbal abuse should not be allowed, even if the teacher meant it as a joke. Matthew Wong ’13 said, “I feel that this could give a positive and negative reaction to the student. I believe that the teacher should not make fun of the student in any manner just to play it safe.” Most students do not mind if a teacher ridicules them during class, as long as it is a joke. This, however, can make it difficult to separate the teachers who are being humorous from those who are verbally abusing a student. [i] Dolak, Kevin. “Rutgers Coach Mike Rice Fired for Video of His Kicking, Berating Players.” Abcnews. April 3, 2013. [ii] Department of Education. “Chancellors Regulation A-420.” New York City Department of Education. May 24, 2009. [iii] Department of Education. “Chancellors Regulation A-421.” New York City Department of Education. May 29, 2009.

Sixth Floor Boys Bathroom Fire Leads to Prolonged Evacuation and Damage cont.

Physical Education teacher and Dean, the fire originated in the wall of the 6th floor boys bathroom. “By wall I mean that one of the stalls of the bathroom had a vent that could be opened. Inside the vent someone had stuffed toilet paper. So when the student threw a cigarette in the vent the toilet paper caught on fire. Students claimed that it was accidental.” At first custodians tried putting out the fire with their own equipment and once it was deemed uncontrollable, the fire alarms were triggered to evacuate the building. School safety made sure the building was empty. After they “swept the floors”, they radioed in to each other. The 6th floor East side expe-

rienced significant damage. The wall of the stall in the bathroom was torn down and the plaster had to be taken down in order to put out the fire. In total, the fire caused several thousands of dollars in damage. Fire marshals conducted an investigation, exploring the possibility of arson. After two class periods, the culprit was apprehended. According to Licitra, “The student received a superintendent suspension. A hearing will take place and a hearing officer will decide the duration of the suspension.” Licitra also expressed her concern with the incident, “I am very angry. It was a big inconvenience, the student should have known better, especially since he has a history of getting in trou-

ble.”

According to Michael Topchishvili ’13, “It was surprisingly organized, everyone stepped out pretty quickly. I was hoping not to return to the school but we did. Nobody got hurt. I thought it was very reckless of the guy who did it, a lot of people could have been hurt.” Vasul Antoshchuk ’15 said, “A few people were angry because they thought they were missing their lunch period but we returned to the same period. A few of them even went home; they called their parents and got permission to come home. I think they should have officially let the kids leave early instead of shortening the schedule because it would have alleviated the concern for the parents. Overall it was done in a very orderly manner.”

The frequent and unannounced fire drills have evidently prepared students well for a real emergency. Zeynep Kilik ’14 said, “While I was being evacuated from the building I wasn’t really thinking about mortal peril or anything like that. The only thing on my mind was getting out of that school as quickly as I could. When I saw the fire trucks and the ambulances I reacted the same way any normal high schooler would. I took out my phone and posted pictures on Instagram and Facebook. I think these fire related incidents are really stupid, why would you want to endanger over 5,000 people?”

Weston Research Scholars Relay for Life Raises Over Program Furthers STEM $20,000 cont. Research By ANNIE XIAO Survey Staff Writer

The Weston Research Scholars Program is a highly selective research opportunity for 9th, 10th, and 11th graders. Josh Weston ‘46 donated $500,000 to fund the program and, starting in the summer of 2012, Matt Mandery ’61, the Brooklyn Tech Alumni Foundation CEO, led the program, alongside a group of Tech teachermentors. “Weston Scholars is a program aimed at increasing the number of Tech students doing independent research,” said Dr. John Eggebrecht, a Physics teacher. “The program encompasses all the sciences – Biology, Chemistry, Physics, and Engineering,” said Dr. Stephanie Tzall, a Biology teachermentor. “The students can experience doing research in a laboratory on a topic of their choice.” Students are “invited to apply” by email if they have high enough grades. Both grades and teacher recommendations are considered when choosing the scholars. In 2012, 25 students were chosen out of 1,100 freshmen to become the first group of Weston Research Scholars at Brooklyn Tech. Select students start the program during the summer, when they spend five weeks working in laboratories, do-

“

nology. Before the program I didn’t think that I could be a person doing research that might actually have an effect on the scientific community around the world,” said Sarah Panitz ’15. “But now, I see that my project could help marine biologists study aquatic life and have a positive impact on the scientific community. Working with the teacher-mentors, the scholars work on science projects and enter them into local and national competitions, such as the STEP, NYCSEF, Intel, and Siemens competitions. Dr. Risa Parlo’s group took first place in the Biological Sciences section in the March STEP competition in Albany. Scholars Alexander Chong, Eva Justo, and Elaine Wong ’15 collaborated on their project, “Investigation of Bacterial Levels in New York City Waters Following Hurricane Sandy.” Wong explained their process: “For the STEP competition, it was really hard coming up with a project, but after Hurricane Sandy, we discovered that some scientists had researched the phytoplankton in the water after Hurricane Katrina, so we decided to do the same except with bacteria. We collected water samples and grew the bacteria in nutrient broth and cultured them in different types of petri dishes. Then we recorded our data and observed the differences between the trials.”

This program introduced me to the research side of science and technology. Before the program I didn’t think that I could be a person doing research that might actually have an effect on the scientific community around the world. -Sarah Panitz ‘15

ing research, and writing research papers alongside their mentors. Dr. Eggebrecht said, “In their junior year we hope that they are working with research groups. During the academic year students can sustain that work, with a time commitment that matches their passion.” The program aims to expose students to scientific research, as they gain scientific knowledge and experience. The student scholars agree – the program has been extremely beneficial in their studies. Aileen Cai ’15 is a participant in the Weston Research Scholars program. “I felt that the program opened up many opportunities for me, and made me more interested in science, specifically immunology and cancer research.” Arjun Krishna ’15, another scholar, commented, “The Weston Research Scholars program has really helped me find my path in what I’m interested in and has opened up so many doors to better my future such as internships and just getting to forge great relationships with teachers and the faculty at Tech.” “This program introduced me to the research side of science and tech-

”

“This was my first ever competition and I was ecstatic to win. I had no idea that our project was good enough to place. It gave me more confidence and encouraged me to pursue science research,” Wong ’15 said. Scholars Sarah Panitz ’15, Ben Bush ’15, and Joseph Kravets ’15 won a special award from 2013 New York City Science and Engineering Fair (NYSEF) for their project entitled “The Development and Testing of a Drone Solar Hydrogen Electric Eel.” “Our project is designing and developing a drone eel that will use solar, hydrogen, and electric energy for a fuel source [solar panels and fuel cells]. Our drone is in the design phase in which we are currently testing the anguilliform locomotion of our drone,” Panitz ’15 said. “Our project has only begun this year, we will continue working on the project for the rest of our high school careers.” The Weston Research Scholars will continue to work on their projects throughout their four years of high school. This allows them to continue gaining knowledge in a specialized area of study, which they are likely to use in their careers.

class president, and my job was to get the seniors involved. Mahdi never got a chance to live, and this was our opportunity to do something for him.” The RFL kick off event took place on February 22nd in the auditorium. Major school organizations such as National Honor Society, National Beta Club, Key Club, and the Student Government Organization came together and made fundraising mandatory for its members. As part of his job, Abdelqader was responsible for making sure that teams

to brighten the atmosphere by doing something that displayed beauty and excitement. “This event was a huge learning experience for me, and I’m proud that I was able to make a difference.” Highlights of the event include the “department” fashion show, a break dancing circle, a rock concert, a small dinner, and a dunk tank. Each activity reminded attendees that they were supporting a worthwhile cause while keeping the mood light. Spanish teacher Raquel Hornero

Magician David Bauer performs a straightjacket escape stunt for students. Photo Credit: Sean Charles

were being formed and that money was being raised. Zeng ’15, who fundraised for three different clubs, said that RFL helped her to become more grateful and to “appreciate the gift of life.” While everyone had their own personal reason for participating in RFL, many did so to inspire hope. Isabel Goldsmith ’15 said that she did RFL for her aunt, a woman she loves and respects. RFL gave Isabel the opportunity not only to participate on behalf of her aunt, but also to stand as a symbol of support for all the victims of cancer. “This event was amazing and really successful, and I think it should definitely happen next year.” The main event took place on the afternoon of Friday, April 4th in the first floor gym. The gym was decorated with purple balloons and streamers. David Bauer, a magician, opened the event by doing Harry Houdini’s straightjacket escape stunt. Mahnoor Usman ’14 saw this event as a chance to share her South Asian culture as well as fundraise. She did so by running a Henna booth, where she decorated students and teachers with Henna. Her intent was

said that her favorite part was participating in the fashion show with her fellow teachers. She added that it was a great way to teach young people about cancer and raise social awareness. She said, “The goal and purpose was executed; I saw so many students and teachers willing to participate and collaborate, and that was really wonderful.” The event ended with a closing Luminaria ceremony that took place on the second-floor track. Students carried brightly lit glow sticks and circled the track, honoring the survivors as well as remembering the victims of cancer. Overall, Relay for Life was a great accomplishment for the Tech community. The RFL committee intends to have this event continue as an annual fundraiser. Their goal for next year is $20,000. According to Abdelqader, “At one point, the name of the position does not matter. If something isn’t done, do it yourself. If it’s already in the process, make sure it gets done. As long as word is released and we get outreach, the event will be a success. It does not matter who you are, we can all work for RFL.”

FEATURES MAY 2013

Club Helps Students Fly cont.

bership in 2004 and became an advisor in 2005. By 2009, Morgan became Squadron Commander. As administrator, he keeps the squadron running, making most decisions on the squadron level. Day-today activities, however, are handled by ranking students with the Captain maintaining an overseeing role. As a senior member of CAP, Morgan regularly undergoes training in his specialty track: being on the ground team. In this track, he says, he learns skills such as finding objectives, keeping himself safe, applying first aid, navigating maps, and using a radio. In the event of an emergency, the Office of Emergency Management can call upon Morgan. He is constantly packed with equipment for going out on short notice, such as on search and rescues. Taylor Sloan White ’15 is one of the 23 cadets in the Cadet Squadron. As a Cadet Staff Sergeant, White is responsible for leading other cadets and organizing daily activities, and believes this experience is aiding him in his future pursuits. “I joined because it is preparing myself for service academies,

like West Point and Annapolis.” Other than being interested in joining a branch of the Armed Forces, White added that he enjoys the challenges he faces in the CAP. Among the many squadron activities are close order drills (using flags and fake rifles), marching, and physical exercise, such as running on the 6th floor. On weekends, White and other members often participate in search and rescue exercises, in which members can gain experience answering the radio, learning from officers, and looking for objectives. These activities all grant them qualifications to go on future missions. According to member David Hu ’14, “Search and Rescue missions may vary depending on the situation, but the cadets, along with a senior member (an adult), are deployed to strategic locations to complete certain tasks, such as locating a lost person.” Additionally, senior members have the opportunity to participate in orientation flights, where they use single-engine planes and act as co-pilots to official CAP pilots in Long Island

Photo Credit: Louis Morgan Tech’s Civil Air Patrol Unit

at Islip MacArthur Airport. Adhering to Air Force standards, members can accumulate hours of experience and take Federal Emergency Management Agency (FEMA) courses. According to Morgan, CAP has a large fleet of civilian planes, and attracts many private pilots to their membership. David Hu ’14 has been with Civil Air Patrol for one and a half years. He joined to have access to the orientation flights offered, and to obtain “basic knowledge about the military.” During this time, Hu ’14 has achieved the rank of Flight Sergeant and Emergency Services Airman. “I instruct cadets on drills and ceremonies, customs and courtesies, as well as Emergency Services. Emergency service is basically Search and Rescue (SAR) techniques as well as wilderness survival techniques.” Hu ’14 believes that CAP offers a wide variety of experiences and opportunities to teenagers. Among the activities he has participated in with CAP are crowd control at the NYC Marathon, Search and Rescue examples, orientation flights, and participation in a color guard. He will also be attending

Photo Credit: Louis Morgan Students at the Islip MacArthur Airport

Butterflies in New York: A Living Exhibition By ZARIF AHMED Survey Staff Writer

The Butterfly Conservatory at the American Museum of Natural History is an exhibition where about 500 butterflies flutter freely in a 1200 square foot vivarium. Visitors walk down a narrow hall before entering the vivarium, which is surrounded by a wall full of information about metamorphosis and a general overview of butterflies. This prepares the visitor for the world of lepidopterids that he or she will shortly encounter. When one finally enters the vivarium, they enter the world of butterflies. The first thing to hit you is the hot temperature and the humidity. “I didn’t expect it to be that hot and humid, it was a little uncomfortable since I went during winter and had a huge coat on,” comments Daniel Cao, Aerospace Engineering ’13. However one could probably deduce that the vivarium isn’t designed to make the visitor uncomfortable, but instead the climate is for the butteflies. Various plants and pretty flowers make up the general landscape of the vivarium. Little

Encampment and National Emergency Services Academy during the summer. Flight Sergeant Hu ‘14 credits CAP with his personal growth as well. “Civil Air Patrol has changed me tremendously. Civil Air Patrol taught me to become more outgoing, disciplined, and how to become an effective leader. Drills and ceremonies helped me develop discipline and respect. By watching my flight sergeants and reading the manuals when I had just joined, Civil Air Patrol taught me how to instruct a flight. Meeting new cadets and explaining the concepts and purposes of Civil Air Patrol helped me develop a more outgoing personality.” The program meets every Friday and some Tuesdays, but is also a “daily activity.” Morgan is in contact with highranking members, planning and organizing exercises and volunteer events. Summarizing CAP’s purpose, he says, “Brooklyn Tech Cadet Squadron is a volunteer organization that enriches the community by providing leadership skills, airspace training, and emergency services.”

pots hang from the top with sponges drenched with sugar water as an alternative to nectar. Fruit bowls with scented oranges and bananas are also placed all around for fruit feeding butterflies such as the Owl Butterfly or the Blue Morpho. There are also huge lights that shine brightly, fading in every morning and fading out every evening, simulating the rising and setting of the sun. Food, water, shelter and a “sun”? The butterflies live a good life, and to make sure that they do, the museum employs over 110 volunteers to protect the butterflies from the only predators they would encounter, the visitors. There are on average four volunteers in the vivarium at any given time. Of course, the volunteers also engage the public in conversation about the butterflies and answer any questions. They also teach visitors about butterflies, from their life cycle to their anatomy and basic facts that are intriguing and interesting. Patricia Kay, who worked as an assistant in living exhibits for four and a half years said, “Our volunteers are vital to the exhibit and stimulate the learning experience.” Overall the vol-

unteers are there to improve the experience of your visit. One would have to travel very far to see the various butterflies in the vivarium. “I would have never seen the butterflies I saw if I hadn’t visited this exhibit,” said Mohammed Hossain, Aerospace Engineering, ’13. Coming from different parts of the world, they are very different in shape, size and appearance. There are over one hundred species of butterflies in the vivarium. There is a pupae case, displaying chrysalises of butterflies that are from North America. If you are really lucky, you might just get to see a butterfly emerge out of a chrysalis. “One of the chrysalis was twitching and moving a lot. I got really excited that I was going to see one emerge but then it didn’t. I was pretty disappointed,” said Hossain, “The only thing I did not like was that they did not show the caterpillar stage of the butterfly,” he adds. The museum is not allowed to keep caterpillars due to USDA regulations.

“You need a special permit to breed them; also we have many foreign species which can only be bred in their respective countries,” said Kay. The museum is required to treat dead butterflies as per USDA regulations too. “We collect dead butterflies daily and bring them in sealed containers to the lab. We have to follow USDA permit conditions for their disposal, they are frozen for at least 72 hours, then as many as possible used for classes in education at the museum. The butterflies that are not used are then further sterilized with alcohol,” said Alison Salzinger, who is also an assistant and has been working for seven years in living exhibits. A visit to the butterfly conservatory is all about the experience, it’s about leaving with the knowledge about the butterfly that landed on you, or just the butterfly that you picked to be your favorite because it looks so beautiful. So grab your friends, check out the famous dinosaurs, visit the coat check and head on down to the Butterfly Conservatory.

FEATURES

PTA Holds New Events, Working to Encourage Parent Involvement By MARIA SAWIRIS and MAHGUL MANSOOR Survey Staff Writers

The Parent Teacher Association (PTA) is an organization of parents and teachers that strive to facilitate parental participation in school. Through different methods of fundraising the PTA, in collaboration with the Alumni Foundation, helps raise money for clubs, teams, and various other organizations. PTA sponsored fundraisers, such as auctions, the Annual Drive, and the recently established Walk for Brooklyn Tech Walk-A-Thon, have proven to be lucrative. The Annual Drive has brought $33,000 to date, making it the most financially successful. Although the Drive is more effective in terms of money raised, according to PTA Co-Presidents Aleccia Braithwaite and Mariet Morgan in a joint statement, “The walk-a-thon was a great success in terms of community building. It was a great event and we had a fantastic time getting to know the students, parents and staff who participated.” The first walk-a-thon was held in October, and a Spring walk-a-thon was scheduled for May 19th. Through grants, the PTA has helped buy team uniforms, club supplies, entry and traveling costs for team and clubs, and specialty items for specific classes. In addition to that, they have started SAT preparatory classes in conjunction with Kaplan for juniors this year. According to Laura Marquez, the Assistant Principal of Parent and Student Engagement, “The PTA has really jumped in over the years and given money as grants. When clubs and teams are low on funds and they need money to help pay for registration or transportation or something else that the school’s budget can cover for whatever reason, the PTA traditionally has helped come in with some extra funding to support that.”

The PTA also holds a Teacher Appreciation Dinner in the fall to recognize the hard work of the teachers and staff. Additionally they hold meetings to keep parents informed and educate them about issues concerning their teenage children. The PTA meetings are often held to discuss a wide range of topics. “This year,” Braithwaite and Morgan said, “we’ve had an Assistant District Attorney do a presentation on Internet Safety, the Tech College Office staff spoke to the parents about the college application process at Tech, and AP’s have spoken about their subject areas, the Major Selection and class selection processes. At our last meeting Ms. Glickman did a presentation about signs of teens in crisis and suicide prevention.” Recently, however, the PTA has had trouble engaging the parents. The ratio of parents involved in events and meetings is disproportional to the number of students who attend. “We are making progress,” say the co-presidents, “but we’d love to have more parents come to meetings and let us know what they’d like to see us do as an organization. There are currently 12 parents on the PTA Executive Board, however, all teachers and parents of Technites are members of the PTA. We would like to see both the teachers and the parents more engaged in the organization.” The PTA would like to see more parents involved because the members feel like they have the potential to achieve so much more than what they have already. According to Braithwaite and Morgan, involvement with the organization can significantly impact the lives of all students. “No amount of time or money goes unappreciated. And any and all comments are welcome. Parents are encouraged to visit our website – www. brooklyntechpta.org – to learn more about what we do and to let us know what they’d like to see and hear from us.”

The Radio Tower: Its Purposes and Future By JESSICA PEES Survey Staff Writer

The radio tower sets Tech apart from its surroundings and is part of the building’s unique, recognizable image. But seeing the tower every day may make students forget that it is, in fact, a radio tower that used to serve a functional purpose instead of a decorative one. Beginning in 1936, the tower was used to broadcast WNYE-FM. In 1966, a new tower was needed to replace the original one in order for both WNYETV and WNYE-FM to broadcast their programs. In the late 1980’s, the station moved to the Empire State Building, but Tech’s radio studio still remained. The radio tower was initially used to broadcast lessons throughout the city for students who were absent. But just because the control room hasn’t been used since the 1980’s, does

Photo Credit: Kevin Mach The radio tower is visible from locations all around the city.

not mean that the radio tower is not useful. “It helps people locate the school if they’re lost, and in a way it makes the

location of Tech known to all,” says David Mashkevich ’16. Karishma Maraj, ’16 disagrees. “There’s no point in having it there if it’s not in use.” Anisha Pursnani ’16 agrees that the tower should be used. She takes issue with the tower’s appearance. “It

“

It looks like the bridge of the original Starship Enterprise. -Mr. Asher

”

makes the school look more technical, but it doesn’t look good.” Even if the tower is not being used, it does not make sense to take it down. Principal Randy Asher says, “It costs almost nothing.” According to Asher, the tower is not used by Tech, but by a station in Manhattan and functions as a relay tower and for emergency broadcasts. A couple of years ago the administration inquired about taking over the space to use as an instructional space, but it was deemed too costly to pursue. “It looks like the bridge of the original Starship Enterprise,” says Asher. Although many students believe that there is no point in keeping the tower around if the school is not using it, there is also no point in taking it down. Keeping the tower would be more cost effective than removing it. It is impossible to say for sure what will happen to the tower in the future, but it is likely that the tower’s position will not change. In addition to not controlling the tower’s broadcasts and lacking the proper equipment, there is no one currently on the staff who could supervise students and help them use the tower.

Students Discuss the Potential of an English Major By ILANA URMAN Survey Staff Writer

Brooklyn Technical High School major options have come a long way since the system was first implemented in 1933. The selection process began with Technical College Prep, Architecture and Building Construction, Chemical, Electrical, Mechanical, and Structural Engineering. Since then, the school has expanded and altered the majors to make seventeen options available. Despite the broadening of choices in majors, the school has not diverged far from its original mathematical, technical, and engineering principles. English teacher Evan Losow is supportive of the technical opportunities offered by Tech. “I think it’s great that the school has a strong focus on math and sciences, as well as really great resources. The unique programs that the school

offers, such as environmental sciences and engineering, introduce students to courses other high schools don’t have.” Of all the majors now available to students, only two can be classified as humanities, Social Science Research and Law and Society, neither of which include the English Department. Linda Sun ’15 said, “Social Science Research seems to be closest substitute we can have to an English major in a technical school.” Despite the lack of humanities options in terms of majors, there are various English courses that are options as electives for sophomores, juniors, and seniors. Students are offered the opportunity to take Honors English during their sophomore year, Advanced Placement English Language and Composition during their junior year, and a variety courses, such as Creative Writing, Journalism, and Advanced Placement English

Literature, during their senior year. An English major at Brooklyn Tech is a possibility many students find appealing. Julian Naing ’15 said students “who are not so enthusiastic about science and math should have another option they could take, such as an English major.” Marc Williams, the Assistant Principal of English, explained why there has been no English major implemented and whether it ever will be: “An English major has been discussed, but this is a science, math, and technology school and that’s the major focus. Unless it can entail some sort of science or technology component, there will not be an English major.” Still, some students believe that an English major would be popular. “I feel like there would be more students applying for an English major than our Math Major. However,

we do have Law and Society and Social Science Research, which do get relatively close,” said MD Kabir ’14. Michelle Bao ’15 said, “Ironically, most students in Tech prefer Englishrelated majors over math, science, or technology. Studying English and developing writing skills is always a beneficial thing to do for the future, no matter which major a student wants to pursue.” Even though the addition of an English major is improbable, students interested in pursuing such courses will still have the opportunity to do so. Williams said, “There’s a lot of literature about Law and Society. The idea of there being some sort of literature course in this major or perhaps College Prep would make sense. I do think that somewhere down the line and hopefully in the near future, that there will be English courses embedded into the curriculum of some of the majors.”

EDITORIALS MAY 2013

Senioritis, A Necessary Evil STEM Classes: The Real Deal By ADMIR MILLA Survey Staff Writer

It is difficult to say exactly what Senioritis is, but our seniors can try to explain it. “It’s asking the kid next to me for loose leaf and a writing utensil every day because my bag only contains food and my phone charger,” said Narmin Gadimova ’13. “Senioritis is that yearn to cut second and ninth to sit in Connecticut Muffin,” said Nik Albert ’13. We know it sounds bad, but we all need it. For most seniors, the first three and a half years of high school are extremely demanding, to say the least. In that relatively short period of time, students have to deal with teachers, grades, exams, essays, presentations, extracurriculars, community service,

ers continue to give work. “The time goes by much more quickly when you are learning new skills. Secondly, there is still a great deal to learn in your areas of interest and no amount of preparation is wasted in the competition for the finite opportunities available in even the fastest growing fields.” Teachers don’t do it to ruin second-term senior fun. However, teachers who do acknowledge the inevitable decline in their senior’s work ethic by mixing up their lesson plans should be commended for their efforts. As they often no longer care about their grades, seniors need the extra motivation to work. When grades and test scores dip in value, it is often inspiration from a teacher that can incentivize a student in the last few months. Colleges also need to reevaluate

By SARINA TAN and MICHELLE LAM Survey Staff Writers

With the constant demand for better and newer technology, it has become increasingly important for students to take advantage of all the opportunities courses like Design and Drafting for Production (DDP), Digital Electronics (DE), and others have to offer. The rapid growth of the technology sector has sparked innovative ideas and inventions. These courses allow students to understand how these inventions work, what jobs such skills are useful for, and how such innovations are creating new fields within the realms of engineering and medicine. To cater to those demands, Tech has continually offered a variety of majors, new and old, that incorporate STEM (Science, Technology, Engineering, Math) classes. Despite these course additions, students don’t know much about STEM classes and their benefits. “I actually didn’t know about the engineering programs,” Kelly Zhang ‘15 confesses. “They came as more of a surprise.” Many incoming freshman do not know much about mandatory courses like DDP and DE until their first day. Little do many admitted students know, Tech’s STEM programs can have a huge impact on a student’s life. STEM courses can inspire students to pursue careers in science, engineering, technology, and math. But because many students are negligent

when it comes to these courses, often because they are unlike any other course students have taken before, they don’t consider potential STEM career paths. John A. Ventura, a guidance counselor, says, “They [STEM classes] give students the complete advantage. It helps them to understand what it takes to be successful in STEM occupations. Students can either decide to pursue STEM or do something else.” Dennis Chi ’15 says, “I’m not planning to go into the engineering field, but I think that the programs are still interesting and would be helpful in the future, in case I want to go for it then.” Another factor to consider is the high demand for engineers currently. It goes without saying that the job market our generation faces is not an easy one. As the technology sector continues to grow, new jobs will be created and having experience dating back to high school will give Tech graduates a leg up on the competition. Ventura adds, “STEM classes are very beneficial. They allow students to get a good foundation in the majors/careers that are considered to be leading industries.” In the long run, no matter what one thinks of STEM classes, it is undeniable that their availability makes our high school unique. Most high schools are only able to offer advanced courses for select students, but Tech offers STEM classes to all.

REVALUATE Tech Life By EILEEN CRUZ Survey Staff Writer

Cartoon Courtesy of Jennifer Kwong

work, SATs, APs, applications, interviews, college visits, and admittance decisions. In a community where academic success is often put above all else, it is obviously stressful to have to deal with it all. The senioritis phenomenon is nothing new. “I recall cutting four days during my senior year. But, two of those were to do research at the Library of Congress. The other two were for going to a quarry to jump off cliffs into icecold water. My grades suffered during senior year,” said Dr. MacRae Maxfield. Yes, a chemistry teacher with a PhD who contributed to the development of chargeable lithium-ion batteries admitted to having senioritis. We are not alone. Many students feel that senioritis is now more frowned upon than it was in the past. However, this could be attributed to the fact that there is more expected of seniors today, which means there’s a greater fall from grace in the eyes of critical teachers. Second term seniors do have a lot on their plate. Dr. Maxfield sights several reasons teach-

how they view second term seniors. Some colleges ask for a report card at the end of the year, which, at that point is a waste of paper. Many colleges do threaten to rescind their admission offers if they see a drastic decline in a student’s grades, a practice with which many students disagree. “Colleges should cut second term seniors some slack. Second term senior grades should not determine placement for fall classes,” echoed Erin Comiskey ’13. We all need to experience at least a little senioritis. It provides a way to look at life that we will never have again. Sure, it can make us lazy and distracted, but it also gives seniors time to celebrate the last four years with a group of students who have all shared the very unique experience of being a Technite. “Senioritis is a once in lifetime feeling - utterly carefree, anything goes! Cherish it, respect it, love it,” said Stephanie Abreu ’13. I hope a little senioritis from the Class of 2013 is inherited by 2014 and that they provide the same guidance to those that follow.

With the school year slowly coming to an end, it is an appropriate time to consider the challenges we face as Technites. The number one problem is the large workload. Students are often overwhelmed by their courses, and many have been driven to what seems like insanity. Faraha Mamun ’16 feels stressed because “Tests, projects, and deadlines seem to all come one after another.” English teacher Justyna Kret says she is “taken aback by how little sleep” students get at night. She tries to talk and listen to her students as much as she can. “Some don’t go to bed until two in the morning.” Another problem is the lack of attention certain subjects get due to the emphasis of certain subjects throughout the school. Kret feels that “English suffers” due to students putting more effort and attention into more stressed classes like math and science. “It is as if it is left as the last to do.” The population of the school is also a contributing factor to student anxiety. Guidance counselor Christopher Laccarrubba feels that “while some students thrive in a large environment, others are challenged by it.” Aamnah Khan ’14, president of REVALUATE, feels that “with a school population of over 5,000 students, it

is easy to feel lost, depressed, resentful, and helpless.” Many of these same reasons led students to found the new club, REVALUATE. The purpose of REVALUATE is to “reevaluate” the struggles students face every day. This is all part of an effort to improve student lifestyles. It is intended to serve as an outlet, not only for stress, but also for anything going on in one’s life. Kret said that it is best “to try and find an outlet” for any compiled worries. Mamun feels the same way. “Activities, sometimes outside of learning, are great to get involved in because you use your brain in a more creative and colorful way.” She feels that during these extracurriculars she is freely expressing herself while making new friends, which “makes stress easier to deal with.” Laccarrubba feels that “all students should join a sports team, or be physically active in some way.” He also said that if students feel they can’t handle it, “they should go to a guidance counselor. Those suffering tend to bottle it up, but we are always here to help.” Students welcome any distraction from the constant torrent of assignments and deadlines, and even the overwhelming student population. Whether it is a club, team, event taking place, or talking to a guidance counselor, students need to reevaluate their lifestyle and start having more fun.

EDITORIALS

Dear Survey readers, It has been a while since you have had the opportunity to pick up a print issue of The Survey, leaf through its pages, maybe get a couple ink stains on your fingers, and learn about your community. As some of you may know, we’ve dedicated much of our effort this year to establishing and running our website, www. surveybths.com. After 90 years of only producing print issues, this is obviously a new development for The Survey, one that excited many of the alumni we met at Homecoming on April 20th. Our online capabilities allow us to constantly improve and add to our content, as opposed to our previous system that relied solely on print. However, the reason The Survey made this move to the online format was because we received news of our budget from the Student Government Organization in February of 2013, instead of September of 2012. The SGO and its advisors need to be held accountable for this standstill in funding. I asked classmates in the SGO what was going on, and the response I got every time was vague and discursive. They had the money, but they were failing to appropriate it. We depend mostly on the money we receive from the SGO to print our paper. The supplemental funds we raise ourselves do not cover the cost of 2,000 print copies of one twelve-page issue. You may have noticed that I wrote 2,000, when there is more than double that number of students in this school. The funding we receive limits us to that small amount, which leads to a lack of recognition of the newspaper. Some people claim they have never heard of The Survey, but that’s because we have been limited to distributing copies through English classes, because the administration fears that handing them out by the school entrances or in the cafeteria would result in a mess. The English class system should theoretically work. Every student must have an English class each semester. But many English teachers do not want to deal with disrupting their classes to hand them out It is a great feat for us to get this 24-page issue out this year. The budget we received in February was just enough for us to create this issue. To make up for months of not printing, we decided to do a year-in-review section behind

THE BROOKLYN TECH

SURVEY

STAFF LIST

Cartoon Courtesy of Ahmed Abo Donia

the May issue. In this section you will find articles we felt highlighted important events this year and were worthy of special publication. On a different note, one of my first editorials as Editor in Chief was about what I saw, as a sophomore, as an apparent lack of school spirit. In late April, the US News & World Report released its rankings for the nation’s top public high schools. When I saw the headline on the Tech website, it reminded me of that editorial. Tech is ranked at #69. Some may see that as low in comparison to our fellow specialized high schools, but this ranking is wholly based on numbers. As Principal Randy Asher notes in the website announcement, the system used to compile this ranking system disregards Tech’s “courses beyond Advanced Placement and our entire engineering program.” Also, as one of the largest schools in the nation, Brooklyn Tech loses points because of its sheer size. Our student to teacher ratio is much larger than those of the schools ranked above us. The Dallas School for the Gifted and Talented, which was given the honor of first place, has a student body of 240. Obviously, 240 students are easier to manage than 5,400. With 5,400 students, there is a greater chance that grades will drop, fewer APs will be taken, and standardized test mastery won’t be achieved, all of which are factors taken into consideration by US News & World Report. The methodology used and, as always, our size, are the reasoning for our ranking. This perennial issue on the growing enrollment numbers at Tech deserves its own editorial. A few sentences here do not do the topic any justice. Take this ranking in stride and know that our school’s value isn’t determined by its numbers. Sincerely, Hazel Millard Editor in Chief

The Battle of the Algebra I Classes By SONYA FUCCI Survey Staff Writer

Proofs? Foci? Locus? What’s that? I’m still at inequalities! Many students, who went to middle schools that offered the Algebra I Regents, start their high school Mathematics careers by taking Geometry. However, there are freshmen who were not given that opportunity and must take Algebra I, even if they already took a similar course during their middle school years. This situation creates a disparity between freshmen in Algebra I and those in Geometry. Although many students took Algebra and other Regents courses in the past, most middle schools do not offer courses as difficult as those required. Mary Karroqe ’16, a student in Algebra I, said, “There’s a lot this year that I’ve learned that I didn’t cover last year, and there definitely would have been a gap for me when I got to Algebra II.” Jesse Chen ’16, another student in Algebra I, said that although the Algebra I course is more challenging and more in-depth, retaking the course is unnecessary because some “have already learned it in middle school.” Some believe that Algebra I helps students gain a better and more cohesive understanding of the subject. Adina Redzic ’16 said, “I definitely understand it [Algebra] more this year than last year and I’m hoping that it prepares me for Algebra II.” Algebra II/Trigonometry is a difficult course, so it is important to have a strong foundation in Algebra I to be prepared for Algebra II. Completing Algebra I in middle school, lacking confidence in the subject matter, or barely passing the course can cause problems in future classes,

where expectations are higher. “If it [Algebra I] was inefficient, then maybe they can choose to take it again,” Chen commented. In the high school curriculum, there is a yearlong gap between Algebra I and Algebra II. Students often forget the core topics of Algebra I during the year they take Geometry. Eric Smith, a Math teacher, observed that some students have had a hard time in Algebra II and some have done well. “Some of them passing Algebra with a lower grade tend to struggle more in Algebra II at Tech,” he said. Not all students came from middle schools specializing in math, so Algebra I should be more challenging than the subject matter they learned in the past. “This is a specialized school,” said Edward Orna, an Algebra I and Geometry teacher, “so there is more expected of you.” Karroqe added, “It’s ninth grade Algebra, not eighth grade, so it’s obviously supposed to be more challenging.” The stress felt by many Algebra II students would likely decrease if Algebra I was taken freshman year by more students. “I feel like it would be better to start off with Algebra even if takes an extra year,” said Geometry student Lexi Murman ’16. “Every teacher teaches differently so if we started off with the first step at ‘Tech level,’ then we will be used to it for years to come.” Although students who take Algebra I in middle school are offered many of the same Math classes throughout their four years, taking Algebra I in high school allows students to be better prepared for more advanced Math courses.

ARTS & ENTERTAINMENTMAY 2013 Reviews of Kiss Me, Kate

Tuesday/Thursday Cast Friday/Monday Cast By HAZEL MILLARD Survey Editor in Chief

This year’s spring musical’s leads were double casted, so it only seemed appropriate to publish reviews of both. I had the pleasure of attending the show’s final performance on Tuesday, April 16th. I have only seen one other musical at Tech, last year’s musical, Grease. Although I was impressed by that production, I feel that the performances and coherence of this year’s musical surpassed last year’s. Right from the beginning of the show, I was struck by the colorful and polished set. Stage Works did a phenomenal job. It was anything but simple, with multiple large structures that had to be changed every time the plot switched from Shakespeare to Porter. I was impressed by the large screens lowered on stage that depicted the old Italian city in which The Taming of the Shrew took place and the backdrop of a Baltimore street. I also was a fan of the Shakespearean costumes. Their gaudy and colorful nature was both entertaining and helpful in establishing the light-hearted nature of the play within the play. My favorite part of the musical was not the set or the costumes, but Anne-Laure White’s ’13 performance as Lilli Vanessi. Throughout the show, I enjoyed her acting and dancing talents, but her voice and its astonishing range were truly the highlights of the show. In “Wunderbar” White powerfully displayed her higher pitches. To contrast, White’s “I Hate Men,” which yielded uproarious applause from the audience, was appropriately punctuated by shrieks and screams. “I Hate Men” was easily the best performance of the show. White’s male counterpart, Ralph Schneider ’13 filled the role of Fred Graham nicely. His character’s rationality balanced White’s theatricality. Their voices worked well together in many of their duets, especially “Wunderbar.” The other romantic duo of the show, Lois Lane, played by Simona Zhukovski ’13, and Bill Calhoun, played by Collin Champagne ’13, were strong as a duo, especially during the dance numbers “Why Can’t You Behave” and “Always True to You in My Fashion.” However, in individual performances White and Schneider were clearly the stars of the show. Opening Act II, Emanuella Reznik performed as the female version of Paul, or in this case, Paulie. Her song, “Too Darn Hot,” infused the otherwise standard music with a moment of jazz. This was one of the bigger dance numbers, and was obviously well choreographed and rehearsed. The two gangsters, played by Anna Schierenbeck ’14 and Joe Bosco ’15, provided great comic

relief to what otherwise would have felt like a lengthy Act II. Their gun-toting presence during The Taming of the Shrew and their physical comedy, reminiscent of the Three Stooges, elicited great laughs from the audience. Their duet “Brush Up Your Shakespeare,” sung with thick, stereotypical New York accents, had great personality, or as they would say, “poysonality.” The musical accompaniment was great, but, depending on where you sat in proximity to the speakers, it sometimes overpowered the vocals. There

By ERIKA LOPEZ Survey Staff Writer

Tech is known for impressive and entertaining spring musicals and this year’s musical, Kiss Me, Kate, was no exception. After two months of rehearsal, Kiss Me, Kate debuted on April 11th, 2013, featuring a talented and experienced cast. However, the lead roles were double casted, meaning one cast performed on April 11th and 16th, and the other performed on the 12th and the 15th. The following review is of the

White ‘13 as Lilli Vanessi and Schneider ‘13 as Fred Graham on stage during Act I. Photo Credit: Michela Rynczak

were some technical issues with microphones throughout the show, but they didn’t detract from the performances. I would finally like to commend the choice of musical this year. Director and English teacher

12th and 15th cast. American songwriter and playwright Cole Porter wrote Kiss Me, Kate. It opened on Broadway in 1948, during a time of prosperity given the recent end of World War II, an event to which multiple allusions are made through-

Schierenbeck ‘14 and Bosco ‘15 perform a duet during Act II. Photo Credit: Michela Rynczak

Christina Massie says they chose the play because, “Kelly D’Antoni, Caitlin Wockenfuss, and myself were familiar with it. We liked that it was light and lively with a lot of dancing. We thought it would be entertaining if people gave it a chance.” Instead of going with a production that has name recognition, like Grease, the professional team behind Kiss Me, Kate took a chance on a lesser-known show and it was definitely worth the risk.

out the show. Essentially a play within a play, Kiss Me, Kate showcases the struggle actors and actresses face of balancing their professional and personal lives. In the musical, a Baltimore theatre company is putting on William Shakespeare’s Taming of the Shrew. However, there is a romantic conflict between the play’s director and producer, Fred Graham, and the leading actress, Lilli Vanessi. Once married, the two actors are now divorced, but they appear to still have feelings for one another. The musical details their complicated relation-

ship and those of the other characters. Kiss Me, Kate quite literally started off on a strong note as the cast passionately sang “Another Op’nin’, Another Show.” The second scene of the play involved a secondary love conflict between actress Lois Lane, played by Sasha Kazachkova ’13, and actor Bill Calhoun, played Benjamin Haye ’13. Kazachkova, who was actually in the off-Broadway production Bellevue Sketches, is an amazing and experienced singer, dancer, and actress. Her strong performance made it clear that she felt comfortable on stage. Haye, a veteran member of Tech’s chorus, was a perfect fit for his humorous character. During the next scene, I was finally able to see the stars of the musical, Chloe Schwartz ‘13 as Lilli Vanessi and Russell Frisch ‘13 as Fred Graham. The scene concluded with the Viennese Waltz. While the dancing and singing were not spot-on in this scene, the acting sure was. Soon after this romantic scene came the most comedic part of the musical, which involved two gangsters played by Sumyia Razzak ‘13 and Jordan Page ’15. The gangsters claimed that Frisch’s character owed them $10,000 and throughout the musical they refuse to leave the production empty-handed. In Act II, they performed a song titled “Brush Up Your Shakespeare,” which was truly hysterical. My favorite part of the musical was an elaborate dance scene in Act II that featured one of the cast’s youngest members, Matthew Holliday ’15, as Paul. In this musical number, “Too Darn Hot”, Holliday simultaneously sang, danced, and acted. Holiday later commented that he had a great time performing. “I don’t think anyone was expecting such a[n] upbeat swing, jazzy feeling song... It [was] fun interacting with [everyone] on stage and feeding off [everyone’s] energy.” Because this was a musical, it is important to realize that this production could not have been the great success it was without music director Cory Fisher and the band. While I did enjoy the musical a lot, there were some aspects that I felt needed improvement. I noticed that in several of the songs actors were singing off-key. Additionally, throughout the play I found that actors’ microphones were very low, which could have contributed to their sounding off-key. It was hard to understand what was being said during some parts of the play, which made it somewhat difficult to follow. Nonetheless, the musical was worth watching. I am glad that Kiss Me, Kate was my first introduction to Tech theater because it was memorable and entertaining. Bravo!

ARTS & ENTERTAINMENT

The Rise of House Music and EDC And Do the Harlem Shake! By KIERAN HURLEY and PATRICK JANECZKO Survey Staff Writer

Jazz, the Blues, Rock and Roll, Hip-hop. These music genres were once intertwined with images of rebellion and nonconformity. Their popularity caused them to affect cultural attitudes and social norms. Icons like Elvis and the Beatles were products of music crazes. Today’s music craze, House Music, has become entrenched in adolescent culture and has created cultural icons and controversies of its own. House music is a genre of electronic dance music that originated in 1980’s Chicago. Largely influenced by Europe, it has an upbeat tempo and a drum kick known as the beat to create a sound designed for dancing. It seems to be the perfect fit for our generation with its lack of substantial vocals and pleasurable experience. New York City has not escaped the House Music craze. To welcome spring, some of House music’s biggest names gathered at Citi Field for one of the most anticipated concerts of the year. One of this year’s Electric Daisy Carnivals, or EDC, took place in New York for the first time ever on May 17th and 18th. This year’s festival was bigger and louder than ever before with names like Afrojack, Calvin Harris, and Nicky Romero set to perform. “House music is just different,” said Billy Panagakos ’13, who attended EDC this year. “It truly personifies our generation. We are wild and crazy and that is what the music represents.” Ever since 1997, when the first festival was held in Los Angeles, EDC

has attracted young people who have a love for House Music. The concert shot up in popularity recently when it expanded out of Southern California and became a two-day event in 2009. Last year’s three-day concert in Las Vegas drew over 300,000 people. After the festivities in New York, EDC will go to Chicago, London, Puerto Rico, Orlando, and Las Vegas. New Yorkers have been long awaiting EDC and were quick to get their seats. EDC tickets started at $160 and skyrocketed to $300 soon after release. Despite the hefty price tag, the tickets sold out almost immediately. “I’m not a particular fan of House Music but many of my friends are,” said Linda Hoftyzer, a Mathematics teacher. “It’s amazing how the genre has exploded in popularity and I know many people who are psyched for EDC.” One of the unique aspects of EDC New York is many of the minor artists performing. Many were looking forward to seeing the big name performers like La Roux – the singer behind the hit song “Bulletproof ” – but forget about the many smaller acts that also perform during EDC. Up and coming house artists like Hobo, Skism, and Morgan Page were on the lineup, which was released on the official EDC website on April 3rd. Many people call EDC the modern day Woodstock. It is a fitting name seeing that it is popular amongst the younger generation trying to escape from daily pressures, social norms, and the rapid pace of life.

By SHELLEY FOO Survey Staff Writer

The Harlem Shake is a popular Internet meme, a phenomenon that swiftly sweeps the Internet, in the form of a thirty second video. It usually consists of one person dancing alone for the first fifteen seconds to American electronic musician Baauer’s 2012 song “Harlem Shake.” He is surrounded by other people who are unaware of the individual. However, when the beat picks up and when the bass drops, the video cuts to an entire mob of people dressed in strange outfits dancing and convulsing. This trend was originally started by five teenagers in Queensland, Australia in early February, but it did not take long for it to become viral. After some compromising, senior class president Ahmed Abdelqader and American Cancer Society’s Eric Wilson agreed to organize the BTHS Harlem Shake. Because the Relay for Life Kickoff conflicted with the Harlem Shake event, the deal was that the date of the Harlem Shake would be moved if Abdelqader and Wilson, who was involved in the Relay for Life event, planned, executed, and edited the Harlem Shake video. After the conditions were established, everything was set and ready to go. “It took less than a week to organize it,” says Abdelqader. “We had enough people. We only needed a good fifty, but at least a hundred arrived and perhaps thirty or forty in full costume.” Not only does the entire student body have their own Harlem Shake, but the boys’ track team does, too.

This video has almost as many views, a whopping 12,000 and counting. It entails what seems to be a normal day of practice, but halfway through watching it, cuts to the team dancing madly and flailing with their shirts off. One member of the team, junior Victor Valle, even carried another member on his shoulders while dancing. “It was cool to see it from the beginning to end and how quickly it spread,” noted Valle. “Why I do it? It looked like fun and easy to do. All you need is a camera and people to dance with… Wednesday we came with the idea, Thursday we did it, Friday it was up.” The Harlem Shake has also earned the respect of many teachers such as physical education teacher and student activity coordinator Matthew Torres. “I think that the Harlem Shake is a cute way of people coming together just to be silly,” mentions Torres. “Considering that we all spend our day in a pretty work intensive place it is nice to see students have some fun; especially with all the different versions that have come out on YouTube.” Other schools, such as Bronx Science and Stuyvesant High School, have also participated in this trend and uploaded their videos to YouTube. The fad continues to grow, urging people of all ages to get in on the craze. Not only is the Harlem Shake fun but it is also a great way to relieve stress. The best part is that it only takes thirty seconds to make the magic happen.

A Brooklyn Museum Exhibition: John Singer Sargent Watercolors By YURI LEE Survey Staff Writer

Vivid strokes of color, the intricate shadows, the enlightening reflections, and the almost tangible emotions have brought to life the Brooklyn Museum’s John Singer Sargent Watercolors Exhibition. A combination of the Brooklyn Museum and the Boston Museum of

Fine Arts collections, this exhibition is filled with many of Sargent’s notable works. This exhibition allows a unique chance to view ninety-three of Sargent’s works in their entirety, allowing the viewers to see the artist’s creativity, care, and style evolution. A special section of the exhibition is dedicated to deconstructing Sargent’s techniques. Viewers can be-

gin to understand his choice of pigments, drawing techniques, and paper preparations. Some works have corresponding videos that demonstrate some of Sargent’s methods. The wide variety of Sargent’s artwork presented, ranging from landscapes to architecture to portraits, embodies Sargent’s diverse inspirations. His watercolors con-

vey the happiness of a bright day, the sensuality of the human body, and the exhaustion on an old man’s face. With only $8 as the recommended admission price for students showing identification cards, students can now enjoy Sargent’s inspirational artwork at the Morris A. and Meyer Schapiro Wing on the 4th floor of the Brooklyn Museum until July 28th.

Game of Thrones Takes New York: HBO Exhibit Gives a Behind the Scenes Look By ERJONA PECI Survey Staff Writer

Only one door separates you from the enticing world of Westeros. That, and a very long line of people who also love the HBO series Game of Thrones. Time Warner Cable and HBO have brought the Game of Thrones Exhibition to West 57th at no cost to visitors. This exhibit, the first of its kind from HBO, focuses on the major houses and characters of the popular show. The content is set up like a museum. Upon entering, one immediately sees a large map of Westeros, illustrated by hand by the show’s lead graphic artist, Jim Stanes. The exhibit that follows focuses on key characters from five of the noble houses: Stark, Targaryen, Lannister, Baratheon, and Greyjoy. Many of the props from the show’s first two seasons are on display, everything from Daenerys’s dragons to the Sansa’s dolls.

Also on display are costumes from the show. The intricate designs of the dresses worn by the ladies of Westeros are simply amazing. The costume designer of the show, Michele Clapton, embroidered these details on by hand. Her hard work is made obvious when one observes the details on all the dresses. Seeing the actual costumes also serves to teach the observer about the real people behind the characters. Peter Dinklage, who plays the beloved Tyrion Lannister, is larger in size than one would expect. Since his character’s dwarf qualities are emphasized in the show, viewers could assume that he is very small. His costumes prove otherwise. The weaponry is another key feature of the exhibit. The weapons used on Game of Thrones are conceived, designed, and forged by the show’s armory department in Belfast, Ireland. The crowns from the show are

also a main attraction. King Joffery’s, Robert’s, and Renly’s crowns are displayed in glass cases. In addition, King Joffrey’s crossbow and full suits of armor are displayed as if they were real artifacts of the ancient world. Also in the exhibit is a whole wall dedicated to art made by fans of Game of Thrones. Mark Viteri ’14 said, “The diversity of the illustrations shows how each fan interprets things and people of the show differently. The effort made to display some of the fan art is a respectable gesture made by the people behind the creation of the exhibit.” The exhibit is divided into different sections based on the Houses of Westeros. The Stark section displays the entire Stark family. The Targaryen exhibit shows the actual dragons and the costumes worn by Khalessi. The House of Lannister sec-

tion is surrounded by gold and red. There are also sections dedicated to the Night Watchers and the Wildings. The exhibit also features interactive components. The Blackwater Bay Interactive Experience gives fans the opportunity to virtually participate in the epic Blackwater Bay Battle. Fans can use a crossbow and arrow, but everything else is digitized. In the simulation visitor’s archery skills are tested by how many ships they can sink. In addition to reliving the Blackwater Bay Battle, visitors can sit on a replica of the Iron Throne. If you are a diehard Game of Thrones fan, this exhibit is made for you. Even if you are not, the props and costumes on display are worth the trip and the wait.

SPORTS MAY 2013

The Ultimate Extracurricular: Frisbee By RIVER BUNKLEY Survey Staff Writer

With over 200 clubs, teams, and organizations, many have remained unknown to a majority of Technites for years. A club that’s been flying under the radar is the Ultimate Frisbee Club. The Ultimate Frisbee Club, put simply, plays ultimate frisbee. Jack Killcoyne ’14 started the Ultimate Frisbee Club when he was a freshman and has watched it grow over the years. Killcoyne has been playing frisbee for about six years but only began to play more consistently after he start-

ed the club. “I started the club in my freshman year; it was one of the first things I did. I started it because I wanted to leave a legacy in Tech. My brother had been captain of the Bronx Science team. I like being president of mine.” Advised by Spanish teacher Randy Levadas, Ultimate Frisbee is a yearlong club that meets Tuesdays and Wednesdays in Fort Greene Park. Its goal is to not only play frisbee but also to teach all those who want to learn how to play. Through a variety of activities and scrimmages, the club allows each member to develop and improve his or her ultimate frisbee skills.

Alex Parks ’13 has been on the team since it started. “I’ve gotten a lot better at frisbee since I joined ... you can learn something from every member of the club.” With about 20 eager and consistent members who’ve been there since the club’s start, the club has become a family. Parks says what he’ll miss most is the great friendships he’s made from frisbee. Another unique part of the Ultimate Frisbee Club is that, unlike official PSAL teams, both male and female students play together. Although the club is mostly dominated by its male membership, Michela Rynczak ’14, who

joined at the beginning of this year, notes that about four girls show up to the biweekly meetings. “Jack really wants everyone to play and takes the club really seriously, completely willing to stop and make sure everyone knows what they’re doing, which makes for some pretty good leadership and fair play. Girls are welcome, but it takes the guys a while to warm up to you. Some of the guys are better than others about including you.” Ultimate Frisbee Club is a perfect example of how easy it is to start your own club. If you love to do something and there isn’t a club already, make it.

Trifecta of Prospects Highlight Mets’ Future By NIKITA DUBNOV Survey Staff Writer

In recent seasons the New York Mets have been a dreadful baseball team. The cause of the team’s collapse from one of the best teams in the National League in the last decade includes injuries, financial ruin, underperformance, and lack of fan support. The team has been desperate to put together a winning product to get fans interested and players happy. Although the superstar talent on the Mets is limited, recent transactions have produced a flock of excellent prospects in the team’s farm system. The development of a strong nucleus of prospects for the Mets started when the team drafted Matt Harvey in the 2010 MLB Draft with the 7th overall pick. Harvey, who spent his collegiate career pitching for the North Carolina Tar Heels, has been noted for his command of the pitcher’s mound and his “fireball” fastball, which regularly reaches speeds of greater than 95

mph. Harvey spent a season in the minor leagues where he posted impressive numbers and his arrival to the majors was an instant success. Harvey’s first major league appearance in 2012 proved to be historic. The starting pitcher set the club record for strikeouts recorded in a major league debut with a whopping 11. For the new season, one marked by a lack of strong pitching for the Mets, Harvey has had a remarkable start posting a 3-0 record with 0.82 ERA and 25 strikeouts through his first three starts. So far, Harvey, only 24 years old, has pitched like a true ace. Is he the future of the Mets pitching rotation? Actually, not necessarily. Zach Wheeler, 22, regarded as one of the best pitching prospects in baseball, is believed to have “better stuff ” than Harvey. Wheeler was acquired by the Mets in a trade that sent Carlos Beltran to San Francisco for the last half of the 2011 season. The trade, origi-

nally very controversial amongst fans of the Mets, has proven to be a smart and tactical move by the Mets’ front office. If Wheeler can live up to the hype, the Mets would have one of the best young one-two pitching combinations in baseball. Wheeler will spend at least the first half of the 2013 season in TripleA Las Vegas, the Mets minor league affiliate. In Vegas, Wheeler will continue to develop and prepare for his future in the big leagues. Wheeler has a deadly fastball that ranges from 95-97 mph and maintains a lot of movement. Wheeler’s curveball has been evaluated by Baseball America as one of the best breaking pitches in the Mets organization. The future of the Mets pitching rotation looks bright, but another prospect makes a trifecta of future stars for the team. Travis d’Arnaud, considered the top catcher prospect in all of baseball, was acquired by the Mets in the trade that sent R. A. Dickey, last year’s Cy

Young Award winner, to the Toronto Blue Jays. D’Arnaud has been playing in Triple-A Las Vegas and has been putting up impressive numbers. Despite an early season foot injury, d’Arnaud has maintained a level of excellence that has earned him worthy recognition. D’Arnaud is noted for his excellent power, great fielding, and outstanding throwing. D’Arnuad is currently listed as the #6 prospect in all of baseball on MLB. com rankings. With a quick recovery from his most recent injury, the young 24-year old catcher is expected to make his way to the big leagues in the latter half of the 2013 season. Mets fans hope that d’Arnaud can be a consistent source of overall production at the catcher position for the major league club, a distinction that has been lacking in Mets catchers since the Mike Piazza era. Since Piazza, the organization has been trying to find the right man for the position, and they seem to have found him in D’Arnaud.

Introducing the PSAL Girls Wrestling Team By MALCOM MORTLEY Survey Staff Writer

In recent years the Tech Wrestling Program has been dominating the PSAL. The team has won multiple City Championships, and continues to control their league with their strong roster. But that’s just the boys’ wrestling team. Now, Tech is getting ready to take on the competition with a little flair from the girls. This has been the inaugural year for PSAL Girls’ Wrestling. The Tech team has so far won two matches and lost four. However, headed by their very knowledgeable coaches, Chris LaCarrubba and Vitaly Simpkin, the girls have nowhere to go but up. There is a certain toughness that comes with the sport of wrestling. It is a mental and physical battle that tests both athletes involved; they use techniques and holds perfected after hours of practice to try to get their opponent to fall. The thought that girls cannot match the intensity of the boys’ team and be able to deal with the challenges that come with the sport is a sentiment shared by many.

Wrestler Vivian Vu ’15 disputed that thought, saying, “The guys won the championships this year and they will again next year. They go through tough practices every day also and they’ve definitely earned their highly regarded status. I don’t think being a girl or guy determines how good of a wrestler you become but rather how much you want it.” Vu epitomizes the mindset that the wrestling program has been embedding in their athletes from the program’s beginning. The mindset is one thing, but there is another aspect that must be considered: the effort. Vu says, “There’s no better way to gain control and discipline than through experience day by day, practice by practice. Doing well is mostly dependent on how much effort you give, so just by being a part of this program you learn to work hard. I feel lucky getting this chance to be a part of something huge.” Not only do athletes have to be mentally ready to perform, but they must also have the proper conditioning and work ethic to outpace

and

overpower their opponents. But how are these new wrestlers going to deal with the pressures of the spotlight and how they will be perceived while they are practicing their sport? Vu responds, “Personally, I don’t find any complicated stigmas being a female wrestler. However, maybe if you’re embarrassed about your weight or too nervous to wrestle in front of a bunch of people it may be difficult. Once you get used to it though, you become more

The Girls Wrestling Team

Photo Credit: Lily Cheuk

comfortable with wrestling and you learn to adjust to these circumstances so you can focus more on your match.” A female wrestler will need to make adjustments as well as expand her comfort zone in order to achieve her goals. Fortunately, they will have tons of support from the boys’ team and coaching staff. In the end, when athletes step on that mat, they are no longer boys or girls. They are wrestlers.

SURVEY

My Advice: Survey On

YEAR-IN-REVIEW

You are holding a very special issue of The Survey, with both a May and Year in Review edition. Every piece in the issue has been previously published on our website, www. surveybths.com over the course of the year. Each article was hand-picked by the editorial staff to be featured in this print tribute to the continued success of our newspaper. In September of my freshman year, I attended my first Survey meeting. More than 50 writers and editors crammed into a small classroom with advisor David Lo. Out of this three solid issues were published that year. Each successive year I spent with The Survey, more issues were published; four print issues two years ago and five print issues last year. The paper gradually became more organized as the editors became more experienced and began to command the weekly staff meetings. I must admit, I was surprised to

learn that we’d only be publishing one print issue this year, considering the paper’s growing success. Journalism doesn’t end with budget cuts, and neither should The Survey. Seeing our website up with all of the articles our writers were submitting was definitely my proudest moment as a member of The Survey. The ingenuity of the current editorial staff, along with our advisor, Elizabeth Filippelli, allowed us to progress in the best possible way. Since the first issue of The Survey, the paper has always been just that - a print newspaper. Now, in 2013, the online edition makes it possible to publish every writer’s excellent work on an easily accessible forum. Our news stories are timelier and our content is broader. In fact, the only goal we didn’t accomplish during my four years was improving distribution. Unfortunately, the logistics of handing out newspapers are difficult; especially in such a large school where many copies may end up as litter in the halls. There is no reason that our official school newspaper isn’t reaching the student body. We have

a website up where news is free and updated on a weekly basis. So how do we get the word out? Let us know what you’d do. Email your suggestions to thesurveystaff@ gmail.com. Personally, as I look back on my high school experience, joining The Survey was the smartest use of my time. Leaving a club that has been an integral part of my extracurricular life is bittersweet, but it’s reassuring to know its future is bright. The editorial staff has improved and the writers are more passionate. Funding is the only hindrance to the paper reaching its full potential. But seeing where The Survey is right now and understanding that there will always be room for improvement is reassuring. As a senior, if I could leave behind advice for each class, this is what I would say: Freshmen, explore your interests early. Go to a club meeting, try out for a team, volunteer, and never hesitate to ask for help. Sophomores, it’s not too late to join a club or team. Find something you like and run with it. Choose a major you are passionate about.

SURVEYBTHS.COM

THE BROOKLYN TECH

Juniors, hopefully you’ve chosen a schedule that works for you. Start thinking about leadership. Don’t be shy to apply for a leadership position in your club. Be brave enough to take on greater responsibility. Try not to get caught up in ACTs, SATs, APs or any other exam. Remember that testing is not a measure of character. Seniors, with thoughts of college fresh in your mind, don’t forget to finish high school on a strong note. Be proud of what you have done and don’t get hung up on what you haven’t done. After applications have been sent out and once you begin getting replies from schools, the age-old condition of senioritis will begin to set in but try to not give into it. I sincerely thank you for reading The Survey. It has been a pleasure to be part of the paper’s long history in our school and I’m excited for what the future will bring. Wishing you all the best in your endeavors, Artem Osherov ‘13 Managing Editor

NEWS YEAR-IN-REVIEW

Hundreds of People Calling Tech A Realistic Look at the Home After Hurricane Sandy Cell Phone Ban By DAKOTA AN Survey Staff Writer

The elevators were down, the basement was stacked with boxes of food, and the 7th and 8th floors were full of cots filled with strangers. While the rest of New York tried to return to a state of normalcy, students of Brooklyn

tal needs, from the assisted living facilities, Surf Manor and Chai Home, were forced to relocate to the upper floors of Tech. The evacuees were taken care of by the regular staff of the facilities, volunteers from the Red Cross, AmeriCorps, the Disaster Medical Assistance

A box of self-heating meals stored in the basement. Photo Credit: Hazel Millard

Tech returned to school to realize they were not alone. According to the Brooklyn Tech website, due to the damage wreaked by Hurricane Sandy, 216 occupants, including elderly evacuees and those with both physical and men-

Team, and officials from the Office of Emergency Management. As a result of this occupation, the elevators were restricted from student use, as the student body and the shelter area were to be kept separate for health and safety reasons. Because Continued on Page 13

By MAHGUL MANSOOR Survey Staff Writer

In the lives of many students, technology and communications have made portable devices very accessible. These technological advances have become increasingly important in our everyday lives. Whether it is an iPod, laptop, kindle, or a cell phone, almost every student is carrying some sort of electronic device. For many students, this technological addiction is to their cell phones. In an era where students are inclined to send a text, Instagram bathroom graffiti, or update their Facebook status at every chance they can get, the ban on cellphones is met with reluctance. Daniel Baldwin, an English teacher, understands why the rule is tough to follow. He says, “There is something addictive about being umbilically tied to one’s cell phone… Students who consider themselves good kids (and who are seen as good kids by the adults in the building) do not follow the DOE rule that bans the use of cell phones in schools because they don’t see that the rule makes any sense.” Baldwin explains that when rules don’t make sense to those who are sup-

posed to follow them, the rules are difficult to carry out. However, this understanding doesn’t mean his class is cell phone friendly. He, like most teachers, understands the ban. “There is logic to cell phone use being banned in school. By the very nature of their distracting qualities, cell phones are harmful to the academic environment,” he commented. “Also, don’t forget that cell phones were used in the cheating scandal at Stuyvesant High School, where students passed answers to Regents questions to fellow students, in real time, while both parties were taking the Regents.” David Jin ’15 presents a possible solution to cell phones being used for cheating. “Cell phones should be collected at the front of the room during tests to prevent cheating. My teachers are generally lenient with cell phone usage and don’t mind as long as the work gets done. [Some] of my teachers allow me to use my phone for class related purposes. As I said, it’s about getting the work done. Once the work is finished, there’s no reason not to use it.” The 21st century has brought remarkable changes in technology, as well as incredible developments to Continued on Page 12

NEWS

Sleep Deprivation: How it Earth Day: Library to Hurts the Student Body Give Away Plants Given Brooklyn Tech’s intense workload and advanced classes, it is no surprise that many of its students complain about sleep deprivation. According to a study by the Centers for Disease Control and Prevention, 70% of high school students get an insufficient amount of sleep on school nights. With essays, tests, and homework piling up, students are having trouble fitting eight hours of sleep into their schedule. Students who aren’t getting enough sleep say that it is because they are overwhelmed by work. Ilana Deyneko ’13 said, “I generally get about four or five hours of sleep. Occasionally I only get three or less when I have a lot of work or only get home from school in the evening.” In addition to their workload, many students participate in extracurricular activities, such as clubs and sports. With mandatory practice every day, students who are members of teams have even less time to complete assignments, pushing sleep farther out of the picture. Neel Deychoudhury ’14 said, “Wrestling practice ends around 6:00pm and I get out of the school around 6:30pm, because of showers, and my commute is around one and a half hours.” Many students complain that they are losing interest in their classes, due to their exhaustion in school. Deyneko noted, “The classes that I would’ve normally found interesting just become annoying, since I’m so tired. All I can focus on is going home. I feel I would do better, and show more interest in class and in work, if I got enough rest.” Guidance Counselor Laura Barone advises students to be time conscious. She said, “The level of work is demanding and if students don’t know how to manage their time properly, they do end up losing sleep. There just aren’t enough hours in the day to get all the work done.” Sleep deprivation comes with undesirable consequences. According to the National Sleep Foundation, it hinders attention span, and lowers the ability to focus. It can cause illness, susceptibility to skin problems, indulgence in unhealthy foods, which can lead to

weight gain and mood swings. In an attempt to stay awake, many students turn to caffeine. Marnie Kotlyar ’15 said, “school makes me really tired and stressed, and really lazy. When I can’t think straight, coffee makes me feel more relaxed.” According to the Mayo Foundation for Medical Education and Research, excessive caffeine consumption may lead to insomnia, nervousness restlessness, irritability, an upset stomach, fast heartbeat, and muscle tremors. According to a study conducted by Dr. Mary A. Carskadon of Brown University, the reason adolescents have trouble going to bed at night and trouble waking up in the morning is biological, partly caused by the hormone Melatonin. Melatonin is responsible for regulating sleep. Among adolescents, melatonin is secreted late at night, making it hard to sleep early, and stops secreting in the morning. Studies have proven that later school start times significantly enhance student performance. According to an article by the National Sleep Foundation, recent experiments have proven that pushing back start times decreases the likelihood of depression, lateness, absenteeism, the risk of falling asleep while driving, and the risk of nutritional deficits and obesity. It’s also proved beneficial to improving grades. This year students had their own experience with delayed start times. Due to the housing of evacuees displaced by Hurricane Sandy, Tech implemented a special schedule. School days started at 10:00am for first period classes, and 10:30am for second period classes. This gave students almost an extra two hours in the morning for sleeping, eating and commuting. For Deychoudhury, “The 10:00am schedule definitely made me much more attentive in class.” Kotlyar said, “The 10:00am start was a lot easier for me and actually made me like going to school.” Deyneko expressed similar sentiments, “It definitely helped my mood, and I was much better prepared to take on the day. In fact, due to those two extra hours, I believe I was able to do much better on both my genetics test and my AP Lit essay than I would’ve if I hadn’t had them. I was able to focus much better, and my head was clear the entire day.”

the cell phone. With the introduction of internet service to the handheld device, students are now able to use cellphones to do schoolwork. They can use the internet to check their grades on Skedula, review deadlines on Moodle, or simply use Google to verify a fact. Instead of bringing in printed material, some teachers allow students to bring documents on any electronic reader. Michelle Mindel ‘14 said, “My English teacher lets us use our phones if we can’t print some-

thing out for his class. It’s a nice policy because not everyone can print twenty or so pages of material. It’s also lighter on the backpack.” Even though phones are now being used in unconventional ways in the classroom, the school policy regarding cellphone use remains the same. It reads, “ELECTRONIC DEVICES ARE NOT PERMITTED IN SCHOOL. i.e. cellphones, iPods, Gameboys, DVD, CD players. If a student is found with an electronic device it will be confiscated. A parent conference will be held.

By MARIA SAWIRIS and MAHGUL MANSOOR Survey Staff Writer

By RAZIA SULTANA Survey Staff Writer

The William L. Mack library was transformed into a serene garden. Librarians Sonia Laudi and Susan Sabah had been growing plants in the library’s storage room in preparation for Earth Day on April 22, 2013. Laudi and Sabah gave the plants growing in the library to students. They also held a workshop that educated students on the importance of “green energy.” According to Laudi, the workshop included a screening of the documentary Dirt. This film depicts the impact humans have on the environment. The screening was followed by a lesson on plants, seeds, and the ideal conditions for plant growth. For Laudi and Sabah, the primary goal of this workshop was to educate students on the importance of taking care of the environment, and encourage them to pursue jobs in green energy. They are doing all they can to provide students with the resources to learn all they can about eco-friendly energy sources. “We have over 300 plant books here in the library. I’m sure students will take great interest in what they read,” said Laudi. She added that her favorite thing about planting is, “to see a seed go from virtually nothing to a great big something. To eat something grown by your very two hands is amazing.” Christine Johnson ’15, a library monitor, feels that this has be a great opportunity for students to acquire a

Cartoon Courtesy of Julio D’Orville

A Realistic Look at the Cell Phone Ban cont.

“green thumb” and learn how useful plants are to everyday life. “I used to work in a greenhouse where we used plants as special education therapy,” Sabah said. “Growing plants really helped the people. They loved it. I believe Tech students will love it too.” Laudi and Sabah’s plant collection in the library included cacti, oxalis, and coleus. Each plant requires watering at least three times a week and had been perched on a windowsill or radiator in the storage room to access sunlight. Laudi said, “[Our] prized beauty is the dark purple, butterfly-leafed Oxalis plant.” With deep pink flowers that bloom during spring, this plant is mainly used as a natural ornament. According to Laudi, the oxalis plant is also referred to as a “shamrock” and the “Americanized version” of a four-leafed clover. Another monitor at the library, Hannah Chu ’15, has worked diligently to make both the library and its garden stunning. She is the seasonal designer of the garden as well as the artist behind the decorative pots in Laudi and Sabah’s collection. Her latest work is called “Starry Night,” a pot marked with a dark blue background and painted with gold stars, similar to the famous Van Gogh painting that shares its name. “I just love the beauty and variety plants bring to us,” said Sabah. Tech’s librarians transferred this admiration to students at their Earth Day workshop on April 22.

The device will be returned to the parent only.” Many teachers still uphold the policy as is. Health teacher Staci Patti stated, “I basically have an ‘out of sight and sound’ policy. Students should not have it in class, [I give] one warning and then I take it. Cellphones distract students from education, but it would be unrealistic to not accept the fact that almost everyone has one.” Marie Manuto Brown, an English teacher, says that cellphones aren’t

much of a problem in her class and students are generally courteous about putting their phones away. “However, if a student were to disrupt the class with their phone or other electronic device, I would be grateful for the ban that allows me to confiscate it.” Even though Tech is a technology based school, it has not fully yet embraced the idea of allowing electronic devices to roam the halls along with students.

NEWS

Poll on 2012 National Election: How Technically Political Is Our Student Body? By ERIKA LOPEZ Survey Staff Writer

The 2012 election proved to be a pivotal event for both politicians and the American public. The incumbent, democratic President Barack Obama ran against republican, Mitt Romney, the former Governor of Massachusetts. Furthermore, there were three other, lesser-known candidates vying for President Obama’s job: Gary Johnson of the Libertarian party, Jill Stein of the Green Party, and Virgil Goode of the Constitution party.

Some of the most prominent issues in this election included the war on terrorism, Obamacare, abortion, the environment, gun control, and the issue that hits closest to home with Tech students – the economy and national debt crisis. The Survey conducted a poll in hopes of finding out how informed Brooklyn Tech’s student body is about politics and the presidential election. The poll was completed by 123 students. When asked who is the 2012 Republican nominee was, 3% of students claimed Sarah Palin was back to

run again as vice president. Only 44% of students surveyed knew that our Speaker of the House is John Boehner and that Republicans hold majority in the House of Representatives. Moreover, 42% of students knew that Mitt Romney’s home state was Michigan; 41% thought that it was Massachusetts. Despite the high educational standards Brooklyn Tech sets for its students, many students fail to possess basic knowledge about American politics. Many students at Tech find politics uninteresting, and deem it too early to concern themselves with national is1. Who is the vice presidential nominee? Ryan Paul 89% Paul Ryan 7% Sarah Palin 3% Dick Cheney 1% 2. Where was the 2012 Democratic National Convention held? Tampa, Florida 19% Boston, Massachusetts 8% Nashville, Tennessee 5% Charlotte, North Carolina 68% 3. Which of the following is Mitt Romney’s home state? Massachusetts 41% Utah 13% Michigan 42% Illinois 4%

sues.

As Frederick Yen ‘15 puts it, “I can’t vote yet, so why would I need to understand the politics of this election?” This does not apply to all students. Some seniors will be eighteen before this year’s election, and the rest of the student body will be able to vote in three years, or less. Paying attention to politics is essential to being an informed voter. To see the complete results of the Election Poll see below: 4. Which party controls the House of Representatives and who is the Speaker of the House? Democratic Party; John Boehner 28% GOP; John Boehner 49% GOP; Nancy Pelosi 11% Democratic Party; Nancy Pelosi 12% 5. Which issues matter the most to you? Economy/Jobs 79% Environment 40% Abortion 32% Immigration 33% Terrorism 28% Education 79% Same-sex marriage 29% Healthcare 57% 6. If you were able to vote, whom would you vote for? Barack Obama 86% Mitt Romney 14%

594,000 Square Feet and Not Enough Room It has never been more necessary to go down the down staircases inBrooklyn Tech. In 2004, the school’s student population was 3,977, a number that is hard to imagine for the current members of the Brooklyn Tech community, who enter the building alongside 5,553 other students. About 1,400 of those are members of the Class of 2016 – the incoming freshmen. The effects of the increase are apparent in all areas of the school, including the cafeteria, hallways, and locker rooms. As they do every year, returning students welcomed new teachers in all departments, as well as even more freshmen wandering the basement in search of the sixth floor. Lines to enter the cafeteria and to get food once inside have grown dramatically compared to previous years. A new layout of the cafeteria has sur-

prised current sophomores, juniors, and seniors, but has been accepted by most students. The increasing crowds in the locker room every year, however, frustrate many upperclassmen. “It’s ridiculous. I understand that there are a lot of people in our school and a limited amount of gym periods, but there’s barely any space to turn around in there. If you’re like me, you’re probably late to gym because someone was blocking your locker and when you come back, you’re probably late for your next class because you have to push through huge crowds just to get to your locker,” said Kendra Triblet ‘13, a senior who has been involved in Tech athletics for the past four years and has seen the increasing locker room crowd. “A good solution? Less days of gym for underclassmen, I don’t mind having gym every day because I’m a senior and I like yoga.” While the number of stu-

of this, several of the 30-minute classes had to be relocated. In addition, lunch had to be held in the auditorium. One of the boxes of food left in the basement after the evacuees were relocated. Six days of missed classes meant many students were forced to work harder to compensate for the time lost. The marking period ending on November 9th, two days after classes began, heightened that anxiety. Sophomore Sandy Mui disliked the 30-minute periods. “I learn a lot less with half- hour periods and teachers had to cram in a lot of info in

shortened periods.” Mui wasn’t concerned, however, about sharing the building, as long as the students and evacuees were kept apart. Vivian Tam ’14 was also comfortable with the presence of the shelter on the 7th and 8th floors. “I’m not really bothered by it since we’re kept separate, but there’s definitely some obstacles that come with it, like no elevators, cafeteria, etc. I don’t mind it that much of course because it’s necessary as these people don’t really have anywhere to go.” Tam volunteered during the

By CAROLYNE RICARDO Survey Staff Writer

dents and number of physical education classes are rising, the size of the locker rooms has stayed the same. Many freshmen, however, are not discouraged by the size of the building. “The school is a little bit big, but it didn’t take too long to figure out,” Ria Russo ‘16 said when asked about the adjustment. “It is easy to get around this building,” commented Catherine Hua ‘16. In the past decade, Brooklyn Tech’s 594,000 square foot building has seen exterior development and the construction of a courtroom, library, and various labs. Use of the center courtyard, however, has yet to become a reality. If this outdoor space were used as an alternative lunch area, the noise would echo up the center section of the building. Residents of the surrounding area in Fort Greene regularly experience noise pollution from announcements, street closures during fire drills, and

regular bells. “I started walking my dog earlier, around 6:50 or 7:00 AM so that he can actually sniff around the block,” said a resident of a Fort Green Place brownstone who wished to remain anonymous. “I figure there’d be a lot of students in a building so large, but every year it grows.” The source’s wife mentioned, “You do help improve the neighborhood businesses though, everything is thriving so rapidly around here.” The couple has lived in the same home for fifteen years, witnessing the development of Fort Greene. Effects of the increased student population go beyond daily life. The school boasts a large alumni base, dedicated to their alma mater and supportive of its current students. That group will increase dramatically once the current generation of Technites graduates.

Hundreds of People Calling Tech Home After Hurricane Sandy cont. six-day leave from school to help those in need from the devastating storm. Tam, like her peers, was also concerned about the amount of work that bombarded her upon the return to Tech. Her experience with the first week back was difficult. “I didn’t have to relocate, but the 30 minutes were definitely difficult because the teachers changed the curriculum and I had to take a test on Friday, which was difficult,” said Tam. Teachers also struggled during the first days back to classes. Physical Education teacher Jerome Brown was limited to simply taking attendance.

When asked about the shelter situation, Brown expressed his sympathy for the evacuees. “I feel bad that they’ve been displaced, especially because of the mental state of some of them.” However, Brown expressed some concern over security, knowing the student should not be around the occupants. He was reassured, however, by the sight of individuals with firearms, mostly police in plainclothes. The school made the message clear that the NYPD and school safety agents were enforcing security.

FEATURES YEAR-IN-REVIEW

Seniors Show School Spirit and Celebrate their Final High School Year with Costumes By DAKOTA AN Survey Staff Writer

The Joker roamed the halls, twins in identical clothing wandered around, and Pedobear gave out candy. From February 1st to March 8th, seniors took part in the annual Senior Pride Days. Every Friday for the last six weeks, the graduating Class of 2013 will be participating in various themed events that add some excitement to their final year of high school. Since two seniors from the Class of 1992 proposed these events to Joseph Kaelin, the Coordinator of Student Activities, Senior Pride Days have become an important tradition for soon-to-be graduates. Initially it was known as Senior Pride Week, with all the events crammed into one five-day period, which culminated in a dance. Deemed as too disruptive, Senior Pride Week was distributed throughout the Fridays of several consecutive weeks. Matthew Torres, currently in his first year as Senior Advisor, believes the events are a great way to generate more Senior pride. “I think it’s great, as long as students remain appropriate and respectful.” Even though the events are intended to let students have fun, a few restrictions have been put in place. Participants in the Senior Pride Days must abide by Department of Education clothing regulations, which forbid revealing and offensive clothing. Furthermore, masks are not allowed for security reasons. Torres notes that the dress code is in place to prevent any conflicts or issues. The Senior Pride Days are, for the most part, planned and organized by the Senior Council. Torres and Kaelin take part in the process, as advisors to the students. They make sure the Council’s plan are practical and help

Photo Credit: Roni Rahman Seniors in the cafeteria congregate in the center section for a group photo.

of Senior Pride Days is that they are events that all seniors can participate in, because they are free. Furthermore, the requirements and descriptions for the events are broad, giving students freedom to take part in a variety of different ways. “There’s something for everyone,” says Torres. As a participant in the Senior Pride Days, Artem Karapetyan ’13 sees the events as opportunities for seniors to “show some spirit and prove that even though [they] work hard, [they] also know how to have fun.” He added that these events are a way for the senior class to show the underclassmen how to enjoy their time in school.

to take part in every Pride Day possible. He dressed as Zach Galifianakis, a celebrity that he has often been compared to by his friends, for Hollywood Day. Karapetyan ’13 believes that events like these are needed for the rising graduates. “Most of us have gotten into at least one college, and these days make us want to go to school and participate.” He goes on to say that, aside from graduation and prom, the Senior Pride Days are among the more popular events planned for seniors. Alongside the official, planned days, there are also unofficial Senior Pride Days. These include Cross Dress Day, Anime

pressed his interest in adding a “Senior Brand Day” to the list of events. “I feel that we all live by the things we buy, so if we could show off our favorite brands that would be cool.” For juniors such as Mohamed Elsaid ’14, Senior Pride Days are merely a year away. Like many of his classmates, Elsaid has begun to see what it will be like as a senior next year. “My take on senior pride day is [that] it is a day where seniors can show off their creativity and have fun with each other. But sometimes the seniors can become a little bit crazy when it comes to what they wear and what they decide to ‘show off.’”

Photo Credit: Roni Rahman

Seniors dressed as super heroes for the February 1st Senior Pride Day.

On February 1st, and the subsequent four Fridays, seniors celebrate in costume in all hallways and classrooms of the school.

execute the event. They help by providing sufficient advertising and by making details understood on Senior Info Day and in the Senior booklets. Though not opposed to adding new Senior Pride Days, Torres has mentioned that many Senior Pride Days remain due to past popularity. Another positive aspect

For Superhero Day, Karapetyan ‘13 went through a considerable transformation, shaving his head and beard to become the character Kingpin from the Marvel comics. He could not alter his look again in just one week, so he decided to be twins with his Electrical Engineering teacher, Mr. Anthony Pigis, for Twin Day. Karapetyan ‘13 wants

and Cartoon Day, Mean Girls Day, and Pajama Day. Karapetyan ‘13 said Superhero Day and Cross Dress Day are his favorites, explaining that “people go all out for those days; it’s really cool to see people having fun being seniors.” Karapetyan ‘13 has also ex-

Nonetheless, Elsaid ’14 looks forward to the events, and plans to participate. “I’m going to participate, because to me, [a] Senior Pride Day is like having a party inside of school.”

FEATURES

Where Integrals Meet Imagination By AHMED ABDELQADER, JASON NADBOY, and CAROLYNE RICARDO Survey Staff Writers

It’s too hard, it’s pointless, it’s irrelevant, and it’s useless. But try saying those things to any of the visitors you might have found roaming and interacting with the exhibits at MoMath - the first Museum of Mathematics in North America, which was celebrated with a grand ceremony on December 12th, 2012, and its first official public opening on Saturday December 15th, 2012. They’d just tell you phooey! Pleasantly greeted by the clear glass doors and the pi symbol handle,

shapes beneath the sled have equal diameters, meaning that no matter how the shape is oriented, its highest point is always the same distance from the ground. So while the sled wasn’t on a level surface, it still was located on leveled points. The wheel. The image everyone sees in their minds is a circle, but at MoMath, the surprise is a track made of cycloids, stretched out circles, and two different sized tricycles with square wheels. And the ride wasn’t bumpy at all! Of course there were minor irregu-

Visitors participate in one of the many games and lessons discovered on the Math Square Photo Credit: Ahmed Abdelqader

visitors find themselves entering into a new side of mathematics, one visitors don’t normally see or understand in a classroom, nor from a textbook. It is overwhelming, the amount of applications of mathematics are seen. You first walk into a cubicle structure, its floor decorated with tessellations, which are

larities because of the imperfect world in which we live, but overall the tricycles moved as if they were normal ones on a flat road. A perfect combination of riding a bike and learning mathematics; both ideas that converge towards our present from our humble childhoods. A recent graduate of the Math

There is much relief and celebration after solving this puzzle. (From left) Carolyne Ricardo, Troy Singletary and Jason Nadboy. (Below) Photo Credit: Ahmed Abdelqader

repeated patterns of polygons. Visitors can even use a computer, upon entering, to create their own logos with familiar symbols from Mathematics. Each exhibit is unique, and each employee of the MoMath carries you on a journey to discovering why each exhibit works the way it does. One exhibit, for example, was a sled that was not rolling on a level track, yet still moving smoothly. How is it so? The

Major, Troy Singletary now studies Mechanical Engineering at Cooper Union. His heavy course load did not stop him from traveling to this two story museum. The math enthusiast inside of him had to view a museum dedicated to his earliest of passions. “The puzzle cube of course,” Singletary responded when asked about his favorite exhibit at the museum. “But the Galileo curve is a close second.”

Even taking the elevator is an adventure, noticing that the ground level is labeled as ‘0’ and the floor below as ‘-1.’ Connecting the first and “zeroth” floor, the String Product exhibit has illuminating iron cords that criss cross in a parabolic solid manner. Pick any two integers between zero and nine then watch as the cord with their corresponding product lights up! You can walk along the parabolic helix and watch as children explore the basics of multiplication through unique and

A trip on the elevator reveals just how every aspect of the museum is truly dedicated to Mathematics. Photo Credit: Carolyne Ricardo

into something more fun and handson. “Mathematics education doesn’t really do a great job of showing the

The String Product Exhibit accompanies the staircase to floor -1 (Above) Photo Credit: Carolyne Ricardo

concrete real life examples. Take a step onto the Math Square with some friends, and it will create the shortest distance between every person standing on it at that very moment. Labeling each person with a pink dot, where they stand, and bright green lines make the connections. This is Graph Theory, the study of mathematical structures (graphs) that model pairwise relations between objects. Walk even further and visitors will find a wall, with cameras, that’ll allow them to wave their arms and make an intricate tree like pattern of themselves. Putting their hands up makes the computer replace their arms with mini versions of themselves and so on. As you move your arms up, more miniature versions of yourself are added to the pattern, creating an even greater tree. This is an example of fractals, which are commonly found in nature and other instances in Mathematics. When you are done, you can have the exhibit take a snapshot of your tree body and have it sent to your email. “There was a dinner, a nice presentation, but I wanted to come over here and see the museum! So finally we got to come and see all the effort put into this, all the fun, it’s really amazing.” said Chaim Goodman-Strauss, Chair of the Department of Mathematics at the University of Arkansas, and one of the Mathematicians contacted to work on various exhibits related to geometry in the MoMath. Goodman-Strauss also has a podcast online called The Math Factor, mathfactor.uark.edu, and has been involved in the making of mathematics

richness and creativity, and different directions it can go, it’s about beauty, nature and reality, and the museum is trying to share and promote that,” said Goodman-Strauss. A day after the Saturday Grand Opening, the Math Museum held another breathtaking event - a mathematical scavenger hunt. In The Dimensions scavenger hunt, teams of four people competed to solve a dozen puzzles, and then they completed a meta puzzle in search of a missing number. David Kurkovskiy, a senior at Stuyvansent High School, volunteered to help at this event. “My favorite part was the thrilling finish when the first team finished the meta puzzle 10 minutes before the end of the hunt,” he said. “The final puzzle involved two holographic images and once they figured out the answer to the hunt, the looks of awes on the team’s faces was inspiring. It’s that level of appreciation for problem-solving and creative thinking that the Museum of Math strives to represent. The Museum of Mathematics is welcomed not solely on its creativity, but its approach and mission. Many children feel left behind by the way Mathematics is taught in school, feeling that it is too difficult and ugly, with no applications in the real world. Unfortunately, their opinions are formed by methods of instruction; textbooks and standardized exams. But with the museums interactive approach coupled with activities accessible to all ages, it can be guaranteed that everyone will be going crazy for Mathematics.

Wrestling with Calculus Real Life Law and Order By ARTEM OSHEROV Survey Staff Writer

Stop by the G.O. store one day. While mountains of Tech apparel can easily be found, anyone with a keen eye will notice the rows of pictures among the merchandise in the store. Familiar names like Hulk Hogan, Dwayne “The Rock” Johnson, “Stone Cold” Steve Austin and World Wrestling Entertainment (WWE) owner Vince McMahon are among the stars seen alongside the

credits the organization with helping his career. “I was painfully shy in high school, and under certain circumstances I am shy to this day as well. However, when I am up in front of an audience giving a speech or teaching a lesson, I can be very forceful and confident. I know exactly what I want to say and how to say it,” explains Raftery. When asked what past speeches he considers his favorites, he mentions a series of speeches that he did about

From left to right: Dwayne “The Rock” Johnson, Kenneth Raftery, and Mae Young at the 1,000th Episode Celebration of WWE RAW. (St. Louis, Missouri) Photo Courtesy of Kenneth Raferty

beaming face of Mathematics teacher and G.O. store manager Kenneth Raftery. Teaching AP Calculus keeps Raftery on his toes. However, even he admits that it is good to have varied interests. “Back in 1984, my brother used to watch WWE, and he’d call me over to watch with him,” says Raftery. “I wasn’t very interested at first. That changed when singer Cyndi Lauper became a part of the show. Lauper was among the most popular singers in the world at the time and her involvement in wrestling got me hooked.” As the years passed, Raftery became close friends with Lauper’s main WWE ally and her main WWE foe: Wendi Richter and the Fabulous Moolah, respectively. His rapport with Moolah led to a friendship with Moolah’s buddy, WWE Hall of Famer Mae Young. “I consider Mae a national treasure. She was wrestling a match on the night the Japanese attacked Pearl Harbor. And she still appears at wrestling events to this day. The fans adore her.” This past July, WWE celebrated the 1,000th episode of their Monday Night Raw show in St. Louis, Missouri. Many stars from the past were invited to attend, and Young invited Raftery to attend the event as her guest. The trip is memorable highlight of Raftery’s seasonal break from school. When he’s not teaching, Raftery proudly leads a chapter of Toastmasters International. Toastmasters International is an organization that people join in order to help them improve their public speaking skills. Raftery joined in 1994, the year before he started teaching, and he

the lesser-known islands that dot New York City’s waters, as well as a humorous speech that he wrote about a disastrous trip that he took to New Orleans. Students who attend class on the last day of the year can look forward to a performance of “Scenes from Orleans.” “The occasional life experience was a nice break from the Math,” says Vladyslav Patserin ’13. “But as I remember, he always managed to incorporate the Math into his speeches. It’s something you have to experience in order to appreciate.” “I’d like for students to remember me, not just the Math I taught them. It’s good for them to see another side too,” says Raftery of his relationship with his students. “At least three former students told me that they joined Toastmasters after hearing my speeches on the last day. So that will certainly help them in the future, as will the AP exam credit that they will hopefully earn from the class.” “Mr. Raftery teaches ‘Intro to New York,’ ‘AP Mae Young,’ as well as Calculus – all while entertaining, teaching, and mentoring his students,” says Mohammad Alam ’10, one of Raftery’s former students. “It’s actually pretty scary how I still remember the locations of North and South Brother Islands and the antiderivative of arcsine, but I can’t remember how to divide decimals using pen and paper.” Have a conversation with a teacher, and you may find more to him or her than meets the eye. The next time you’re in the G.O. store, just have a look behind the counter. Unlike your gym uniform, the memories you’ll see don’t have a price. Take a page from Raftery’s book and indulge all of your interests and live life to the fullest.

By LAMIYA KHANDAKER Survey Staff Writer

Crimes, homicides and forensic science seem surreal to us, but it’s as real as it gets. Recently, a retired criminal homicide detective, Brian Cosgrove, visited Law and Society’s Criminal Law class. Cosgrove, part of the Alumni Foundation, worked when DNA and video cameras were out of the picture. He worked on notorious cases such as the Son of Sam, the infamous New York City serial killer of the 70s, and he went undercover for Columbian hit mobs and drug trafficking. The Drug/ Homicide Task Force was Cosgrove’s specialty. One case he shared with the class was about criminal negligence homicide. A devout couple who were Jehovah’s Witnesses went two months feeding their baby only dietary supplements that cleansed his stomach through feces. The parents believed that cleansing their baby’s insides would guarantee him a spot in heaven. Unfortunately, the infant perished and the parents were found criminally insane. As fascinating as Cosgrove’s stories were, however, each case required all the blood, sweat, and tears one has. Every miniscule piece of scientific evidence had to be documented, and if a single mistake was made, the entire case could be thrown out. The two assets at the time that he was working were good interrogation skills, and proper physical evidence. Without a confession, it was difficult to prove that someone is guilty in court because science was just not as developed as it is now. Kay Sirianni, the forensic science teacher, constantly reminds her students to “always document every piece of evidence, date it, and sign with your initials.” While Sirianni only deducts points from one’s grade, an actual forensic scientist may be barred from the job, and an entire prosecution can lose their case while a criminal can go free. Though the world of going under-

cover to bust criminal activity sounds thrilling, there’s a macabre aspect to it. On dealing with the sight of dead bodies, Cosgrove said, “I first got sick when I saw my first dead body, but I had to get used to it. It’s a strange feeling you try to block out, but at the end of the day I speak for the victims. It didn’t matter who the victim was; we treated every one of them with respect.” Josephine Guo ’13, a prospective forensic science major, found enthusiasm in Cosgrove’s experience. To her it’s about finding justice for the dead, and “pursuing forensic science will help ensure that justice.” For students like Guo, Cosgrove’s piece of advice is to “understand this job and be professional. The purpose of this is to protect the life, rights and property of every one. And dedication is the key.” A huge part of this interest in forensic science and criminal homicides, however, stems from detective TV shows. Guo admits it was a TV show that sparked her interest in the field in the first place. When it comes to TV portrayals of crimes, Cosgrove said that “Most TV shows do an injustice to my field. ‘Law and Order’ though, and I’m not promoting the show, does one thing I like. It shows the three crucial steps: the crime, the investigation, and the prosecution.” On dealing with horrific crime scenes, Cosgrove shared that he is still able to see positive aspects in life. “I go home to my family and leave my work at the office. Though my work does affect me, I try not to let it affect me at home,” he said. However, home has been another challenge for Cosgrove as he dealt with the hardships of parenting his teenage daughters and always making sure that they were safe. Overcoming domestic concerns as well as criminal cases while forensic technology was novelty, Cosgrove and detectives exemplify the excellence of our criminal justice system. The LAS students were not disappointed by their special guest speaker.

Retired detective Brian Cosgrove of the Drug/Homicide taskforce having a meeting in the Alumni Office. Photo Credit: Lamiya Khandaker

Student Speaks Eight Languages Fluently By CALE DONALDSON Survey Staff Writer

Before freshmen arrive at Tech, they must choose a foreign language to study for at least three years in high school. Their options include Spanish, French, Mandarin, and Italian. Julio D’Orville ’13 can read, write, and speak Occitan, the “rare” Romance language of the Occitanian region, which covers parts of Southern France, the Italian Occitan Valleys, Monaco, and the Aran Valley in Spain. D’Orville’s French and Portuguese background, along with his love of language, has led him to learn and fluently understand French, Portuguese, Spanish, Italian, Mandarin, Korean, Vietnamese, and Occitan. The following is a Q&A with D’Orville on the many languages he speaks.

Q: What is Occitan? How did you learn it? A: Occitan is a romance language spoken by a couple million people throughout Southern France. Along with the other regional endangered languages of France, Occitan lost most of its speakers when Paris came to prominence. I learned to speak, read, and write the language from my mother and grandmother. Q: How does knowing Occitan affect your life? Are you familiar with the culture? A: Although I am not really exposed to the language and culture, I

consider Occitan such an important part of who I am. Occitan allows me to immediately connect to people with whom I’d otherwise have no connection. It’s unfortunate that I am not more familiar with the culture. Q: What is your opinion on how small the percentage of people who can speak, read, and/or write Occitan is? A: I feel that Occitan speakers should fight to prevent the extinction of our language, but most don’t. Most speakers who speak the language on a regular basis are elderly; many middle-aged people speak the language at home, but otherwise speak French. Children of Occitan speakers either only understand the language, or are not taught it at all. I’m glad I was taught differently. In Spain, regional languages get recognition, why can’t French Occitan speakers fight for the same [recognition]? Q: How does Occitan relate to other languages? A: Although spoken in France, Occitan shows a great resemblance to Catalan, the language of the Catalonia region in Spain. It also resembles French in terms of grammar. I like to say that Occitan is as romantic as French, as elegant as Italian, and as quirky as Portuguese. Q: Are you aware of any writers or artists who write or speak Occitan? Unfortunately, I don’t know of

any. I know that there are modern-day troubadours who sing and perform in Occitan, but there definitely aren’t any widely recognized artists. Q: What do you enjoy most about knowing such a rare language? A: I like the expression on people’s faces when I tell them I speak Occitan. It’s both amusing and upsetting when people ask, “Did you just make that up?” Q: How did you develop your interest in linguistics? How much time do you spend learning new languages? A: Both of my parents speak other languages, and my family is really diverse, so I grew up speaking and hearing a lot of languages. My parents instilled a love of languages in me from a young age, and although at first I found learning multiple languages overwhelming, I grew to love it. I spend several hours during the week studying and researching languages at home, and going to language classes on the weekend. Q: What are your opinions on the extinction of rare languages? Do you think there should be more opportunities for students to learn such languages? A: Protecting endangered languages from extinction is important because it helps to preserve a part of the speakers’ cultures. Although there are mega-languages that people all over the world are learning, so that they

can compete in a global economy, we should not forget about their native languages. There should be more opportunities to learn endangered languages, and to instill a sense of pride in their speakers, so that they may be widespread again. There have been attempts to revive Occitan in Southern France, and I hope this will continue and occur in other places. Q: Anything else you would like to say about Occitan or rare languages in general? A: I think people should be more aware of the fact that there are so many endangered languages. Thousands will go extinct by the end of this century, but it’s not like the speakers are willing to do much about it. People around the world focus on learning the languages that will help them succeed in the business world, so they often forget about their native language and culture.

As the world reliance on interconnected relations with all nations and groups of people continually grows, the purpose of there being a large number of languages is largely decreasing. Still, these underrepresented languages are spoken by people who believe that they should be protected to preserve our world’s diversity.

Operation: Learn About the Opera Club By JESSICA PEES Survey Staff Writer

Their flyers are posted all over Tech, but not everyone knows what the opera club is. Every Thursday during tenth period, members of Verismo meet to watch clips of operas, learn about famous operas and composers, and discover a love for opera they may not have known they had. “The goal of the opera club is to introduce people to the wonderful world of opera, to expose them to opera,” says Robert Grandt, a librarian and the advisor of the club. “There are people who would love opera if they could see it, but haven’t been able to. There’s a general decline in interest in opera, because schools don’t teach op-

“

era.”

The opera club is for those who are passionate about opera and for those who are merely curious and want to learn more about it. At the moment, the club has just under a dozen members, half of which are newcomers. Maureen Hossain ’15 has returned to the opera club after joining last year. “It’s pretty awesome, you watch operas and eat cookies. It’s like watching a movie. There are subtitles, so you can understand what they’re saying.” She enjoys the club, but doesn’t plan on pursuing a career in opera, because she believes it would be impractical. “Ever since I was little, I’ve wanted to be a doctor,” she says. Hossain

Being exposed to opera is being exposed to the highest art form in the world. Opera combines beautiful melodies and singing, and gives people knowledge not only of music, but of foreign language, mythology, history, political science, theology, literature, and drama. -Robert Grandt

”

first joined the opera club out of curiosity, and found that she liked it. Her busy schedule does not stop her from being part of the club, even if she does not attend every single meeting. Jessica Isa Kova ’15 was already interested in opera before deciding to join the club this year. “I saw The Phan-

“

Verdi’s music,” says Grandt. A normal opera club meeting consists of learning from Grandt about famous composers and operas. “What I do is I explain to them the plot of the opera, the background, and give them an analysis of the music and libretto [words of the opera]. I highlight

There are people who would love opera if they could see it, but haven’t been able to. There’s a general decline in interest in opera, because schools don’t teach opera. -Robert Grandt

tom of the Opera. I know it’s not really an opera, but it got me interested in what opera was.” Grandt believes that opera can help one’s life in many ways. “Being exposed to opera is being exposed to the highest art form in the world. Opera combines beautiful melodies and singing, and gives people knowledge not only of music, but of foreign language, mythology, history, political science, theology, literature, and drama.” Many well-known and highly regarded books and plays have been converted into operas, such as Macbeth, Hamlet, War and Peace, Of Mice and Men, and The Great Gatsby. “Opera is the only art form that improves upon Shakespeare. You have Shakespeare’s words with the genius of

”

famous arias [songs in an opera], and try to relate operas to the material that they’re studying in class.” Not every meeting is the same, however. Each year, the club makes a trip to see an actual opera. In the past, the club saw Gounod’s Romeo and Juliet opera at the Opera House at Lincoln Center. After the performance, they received a backstage tour. Club members were able to see costumes and scenery being made and learn about opera as a career. They were even able to stand on the stage that the opera had just been performed on. Verismo welcomes anyone with an interest in opera as well as those who are merely curious. Meetings are held every Thursday in room 5W2.

EDITORIALS YEAR-IN-REVIEW The Internet: Beneficial Class Participation: or Counterproductive? What’s the Point? By ADMIR MILLA Survey Staff Writer

Power on. Enter password. Get rid of Adobe Reader update message. Double click Google Chrome. Scroll to address bar. Facebook. Our generation has become overly dependent on the Internet. As the years have gone by, it seems as though the Internet has made our lives easier. We have more means of communication, the World Wide Web is at our fingertips, and we finish our work more efficiently. Maybe. Although the Internet has become commonplace, our generation exploits the tools it provides to the point where they become a hindrance. Our online resources are a double-edged sword. The majority of teachers recognize that students use the Internet for research and study materials; however, they are also aware of certain pitfalls. Mary Schiff, a Chemistry teacher, says, “If they need it for legitimate research, it’s very useful, but a lot of them will just Google the answers to questions, or get the answers from their friends without trying.” Some students agree with Schiff. Dina Berliner ’13 says, “I feel like the Internet is obviously an extremely helpful tool, but I do understand that a lot of content is often plagiarized. I think it’s up to the student to be honest, and if not, teachers can easily catch them in the act.” Although this technology should allow us to finish our work faster, perhaps the bigger dilemma we should address is how frequently students go

online with the intent of doing an assignment, but get sidetracked on another website. When students open their search engines, they are opening a Pandora’s box to all the distractions in the world. For each helpful website, there’s an equally distracting one. Laura Chen ’13 says “Social network sites such as Facebook and Tumblr are the biggest distractions to students.” Why do students feel the need to be constantly streaming social networking sites? Francis Mayle, a Social Studies teacher, calls this a “constant compulsion to respond and connect.” Mayle compares our relationship with the Internet to Ivan Pavlov’s experiment with his pet dog. The physiologist would ring a bell and give his dog a treat. He did this repeatedly over a period of time. Pavlov would then ring the bell, without a treat present, and he found the dog would begin salivating, as if the treat had been shown to him. The need to respond has infected the current generation of students, and the ease with which we can access the World Wide Web has made us somewhat lazy and complacent. Because we feel the Internet will drastically decrease the amount of time we spend on homework, students feel like procrastination in a viable option. The only solution is better time management. So I challenge the student population. See how long you can go without getting distracted. If you can’t succeed, I’ll be on Facebook later tonight, and we can talk about it.

By SONYA FUCCI Survey Staff Writer

“How could one test drop my average three points?! I’m done.” “I’m not going to participate in that class. Tests are worth 80% of my grade. There’s no point.” “Why do I even need to participate? I’d rather just hear the right answer from my teacher.” Tests and quizzes are often the most heavily weighted factor in a course’s average. Learning to handle rigorous coursework and do well on tests is an important skill to master; however, students often forget about the importance of class participation. Tech’s curriculum is challenging and there is a lot of pressure on students to perform to the absolute best of their ability all of the time. Mary Karroqe ’16, reflecting on her first few months of high school said, “It’s kind of etched into my brain that you have to do well.” Because Skedula weighs tests more heavily than in-class participation and class work, students feel less inclined to participate in class and are under the impression that the 10% to 20% in-class participation grade holds no ground over major assessments. Karroqe said, “If you take the pressure in a negative way just to get a good grade at the end of the year, it’s kind of a waste because you’re not really using the information you’re learning for your own benefit.” Students view what they learn as a way to get the highest possible grade, not as knowledge that expands their understanding

of a subject matter. Although assessments, such as the Regents, are ultimately going to appear on a transcript, being able to ask questions and contribute meaningful ideas in class should be as important to students as a test or a major assessment. Evan Losow, an English teacher, considers class participation important because it is a way to see how the students think critically in the classroom. Since most schoolwork (such as studying for an exam or writing an essay) is done at home, in-class participation helps a teacher analyze how students process their thoughts. According to Losow his students tend to have, “above average intelligence but below average speaking skills.” Students should take advantage of opportunities to speak in class. Participation is beneficial to students, because it develops communication skills necessary for interviews, talking to teachers, professors, or future bosses, and interacting with others. “It’s important for students to have a healthy relationship with authority, to be able to get what they want without being rude, angry, or overly entitled,” says Losow. Speaking what is on one’s mind with confidence is a skill that will help students for the rest of their lives. So, the sooner a student starts to participate in class the better. “It’s so important to be able to express yourself,” concludes Losow.

The College Process: Hardship and Reward By VIVIAN FUNG Survey Staff Writer

Masquerade Ball, Disney World, prom, and graduation are all words associated with senior year. While some students are already experiencing senioritis, others are working hard on their college applications. The fun senior events don’t begin until the dreaded college applications are over. Unfortunately,the college process can’t be done overnight. Whether one is applying to a private, state, or city college, one has to go through a similar process. Countless hours of research and applications need to be completed. The college process can be challenging, especially for those who fail to meet deadlines or those who decide to do it the last minute. The process is comprised of recommendations, essays, and SATs. As if that isn’t already an overwhelming list, some schools require supplements. College advisor, Diana Balsamo suggests, “Stay as organized as possible. The process requires lots of steps so don’t miss any deadlines. The most difficult

part is deciding on a college list that is suitable. The best way to be less stressful is to start early. Waiting last minute to send out applications is not a good idea.” Due to the long, demanding procedure, many students are stressed. To ease the pressure and answer repetitive questions, there have been Facebook groups to help one another out. Questions relating to Naviance, CommonApp, graduating class size, recommendations, and fee waivers can all be found on the BTHS College Guidance Facebook group. There is also a college ambassador program where students work with the College Office and go to workshops and training to help provide assistance to their classmates. The journey to graduation may be hard due to the difficulty of balancing schoolwork, college admissions, internships, sport teams, and social lives, but once the college applications are out of the way, the late night study sessions and hard work will be worth it. Guidance counselor, Johnny Ventura advises, “It is important to have time management and to prioritize.

Don’t procrastinate and things will run smoother.” The college application process is more than numbers and words on a piece of paper. It is standing out among

The College Office on the Sixth Floor Photo Credit: Hazel Millard

our peers. Besides our transcripts, SAT I and SAT II scores, colleges want to learn about an individual’s capabilities. They want a well- rounded candidate

who is represented through real life experiences from personal statements, community service, and job experiences. They also value demonstrated interest. For the past few months, students have been going on college trips and even missing class to go to college panel presentations. Technites have worked hard and dedicated hours to their studies to finally make it to their senior year. Although the college application process may be a lot of pressure, the end results will reflect the effort and commitment. Current senior, Elaine Lee says, “The college application process is such a tedious, stressful process that seems completely unnecessary and over-exaggerated for absolutely no reason. Yet, it brings excitement because it’s one stepping stone to being liberated from my old self.” Hang on seniors. When the applications are submitted and results come in, the hard work will pay off. As Ventura said, “Enjoy senior year. Work hard, play hard.”

EDITORIALS

The Price Isn’t Right: Fracking In New York State By SAVANNAH PEES Survey Staff Writer

Natural gas drilling companies are marketing their product as a solution to America’s energy problems. It is not. Not only will fracking fail to solve America’s energy problems, it will

Photo Credit: Hazel Millard

harm our country and our state in the process. Americans are moving toward hydraulic fracturing to remove the U.S. from the international rush for oil without asking what we can truly gain from energy independence. A domestic energy supply would not wholly mitigate the value of Middle Eastern oil, nor would it remove the humanitarian concerns the U.S. has in foreign countries. Energy “independence” would not solve our nearly absolute depen-

dence on a finite supply of natural resources. An investment in renewable energy would, however, create jobs and reduce America’s interests overseas in the same way that fracking would. It would also help solve the world energy crisis.

According to Brenden DeMelle in an article published in the Huffington Post [1], a recent United States Geological Survey report puts yearly gas yields for wells in the Marcellus Shale far lower than most company estimates. Sooner rather than later on a

state like New York that is known for its potable water supply. Even entirely comprehensive regulations of fracking procedure would not account for human and mechanical failure. Tiny errors can have catastrophic results. We have seen this with the BP oil spill in 2010, and we could be seeing it again with the proliferation of fracking in Northeast. The extremely limited benefits and wide ranging negative effects of fracking discount it as a viable energy source for future Americans. No one can truly gain anything from the legalization of fracking in New York. The money made by the small group conducting the drilling will pale in comparison to the drying up of American energy supplies. Drillers do not have to drink the water that they contaminate, but they do have to live on an Earth with finite resources. If we do nothing to find alternative energy sources, and instead pour our efforts into fracking, we are hamstringing ourselves for the inevitable shift to renewable power. At this cost, we cannot afford to legalize fracking. New Yorkers have the opportunity to lead the way to a more sustainable future for America.

New Yorkers, as well as all Americans, have to focus on finding a more productive energy source instead of resorting to fracking. Another major issue with fracking is its environmental implications. Alarming stories about flammable water and animals losing their fur have prompted Governor Cuomo to call for studies regarding the environmental impact of gas drilling. While this is a step in the right direction, it still will not enable him to make an informed decision. At this point, any studies we have can only reveal short-term effects.

historical scale, New York state, as well as America, will run out of fuel. Fracking is a short-term solution to our energy dilemma that could have deleterious long-term consequences. The hazards of fracking are not limited to environmental ones. According to Sean Lennon in his article for the New York Times [2], hydraulic fracturing requires known toxic chemicals such as methane, radium, and uranium, as well as many others that companies are often not required to reveal. Releasing these chemicals so near the water table is risky, especially in a

[1] DeMelle, Brendan. “Deepening Doubts About Fracked Shale Gas Wells’ Long Term Prospects.” The Huffington Post. TheHuffingtonPost.com, 20 Sept. 2012. Web. 07 Feb. 2013. http://www. huffingtonpost.com/brendan-demelle/ frackingoutput_b_1900810.html. [2] Lennon, Sean. “Destroying Precious Land for Gas.” Editorial. New York Times, 27 Aug. 2012. Web. 7 Feb. 2013. http://www.nytimes. com/2012/08/28/opinion/sean-lennon-destroying-precious-land-for-gas. html?_r=0.

The Marking Period Mess: Third Quarter Grades By EILEEN CRUZ Survey Staff Writer

As if report cards couldn’t be dreaded any more than they already are, this April, several circumstances will affect grades a great deal. For some students this change will be negative. On Skedula, students will see that the final fall average is worth 66.67% of a class’s grade. This is not an error made by teachers, but the new policy for the third marking period. The final average of the fall semester will be worth two thirds of the third marking period grade. The other third will be the grades received so far during the spring semester. Principal Randy Asher said that the creation of annualized courses was a result of the “High School Guide for Academic Policy,” sent out by the central Department of Education. According to Asher, there was a “long and arduous debate” until “the best model for the most kids at Tech” was decided upon.

The plan for grading was initially to have all the grades just migrate into the next term. This means a test from September would still be present in the same section on Skedula as a test taken in March. This process made sense and suited the students’ needs best. However, there were software issues beyond the school’s control. The administration decided to make each term worth half of the final grade. But the half and half method only makes sense at the end of June, not April. Asher said that by dividing the marking periods’ worth into thirds “gives a more realistic approximation” of what a student’s grades would be, since “it’s only a fraction of the work” of the second term. Patricia Ann Deignan ’16 feels like it’s “annoying” how for this marking period, working harder in the second term “doesn’t mean as much as not doing well in the first term.” Most students who have been improving during the second term will

find that their hard work will not balance out fully until the final June report card. Alaric Connell ’16 believes that this is unfair to freshmen. During the first term “we had just gotten here and

According to Asher, there was a “long and arduous debate” until “the best model for the most kids at Tech” was decided upon. were getting used to everything.” He thinks that students should “talk to the administration about it” and try to get

the policy changed. While the administration’s decision is understandable, the real problem lies in the computer program used for grading. If the school had a program which would keep all the grades throughout the school year, and not just an average for the fall semester, it’d reflect grades more accurately. There would not be any issues with the percent worth of each term, nor the loss of individual grades. The grading policy decisions made throughout the course of the year have shown a lack of planning on the part of the administration with their choice of software. An average in each class for the fall and spring semesters doesn’t reflect a student’s strengths or weaknesses accurately. By capping each student’s average, the school is effectively hurting an individual’s ability to achieve high marks. Hopefully next year, the school will work out its software problems and give students the accurate grades they deserve.

ARTS & ENTERTAINMENTYEAR-IN-REVIEW

Students Rave About Les Mis By ERIKA LOPEZ Survey Staff Writer

Les Miserables, the 2012 film version of the famous musical, might sound exotic to some students. However, despite its somewhat difficult-topronounce name, Les Miserables tells a story of the power of compassion and patriotism, which all students can understand. Les Miserables was originally a novel written by Victor Hugo set during the French Revolution. In French, Les Miserables can be translated to “the Poor Ones” or “the Miserable Ones.” During the French Revolution, these titles accurately described the majority of the French public, which

suffered immensely in poverty, in part due to the lack of capable leaders. The novel Les Miserables was so successful that it was developed into a musical in the 1980s, and, ultimately, into this film. From the beginning of the film, the audience observes the harsh conditions that millions of French people endured, as the first scene depicts indentured servants working and singing of their struggles on a French ship. The main character, Jean Valjean, is introduced and it is revealed that he has been forced to serve a nineteen-year prison sentence after stealing a single loaf of bread in an attempt to feed his sister’s hungry child.

Valjean is finally granted his freedom from his servant duties, but before being officially dismissed, he is humiliated in front of his fellow servants and told by a police inspector named Javert that he will forever be nothing more than a lawbreaker to society. Valjean leaves prison an angry man, but he manages to quickly learn compassion and love from a significant, but often times overlooked, character, Bishop Myriel. Myriel reminds Valjean that he possesses a soul and despite what society thinks, he can still leave a positive mark on the world. With this advice, Valjean’s attitude towards life changes completely, and as Valjean manages to escape poverty,

he gives back to others. He ultimately becomes the guardian of a young, impoverished girl named Cosette. Valjean also joins his countrymen in the revolt against the government. However, Valjean is continuously reminded of his past as a lowly servant, and he struggles to decide whether he should forget or accept his former self and move on. Hugh Jackman, who is well known for his role in the X-Men series, made a remarkable Jean Valjean. His acting and singing were superb and he fully embodied his character. Jackman won this year’s Golden Globe for Best Lead Actor in a Comedy or Musical and is nominated for the Academy’s Best Lead Actor in a Motion Picture award. Les Miserables had an all-star cast, including Russell Crowe, Anne Hathaway, and Helena Bonham Carter. However, Les Miserables also marked the film debut of lesser-known British singer Samantha Barks, who portrayed Eponine. Barks’ rendition of “On My Own” is sure to leave even those who claim to be unaffected by fictional characters emotional, or at least a bit sympathetic. In terms of the artistic direction of Les Miserables, the images really helped bring the audience into the moment with the actors. Les Miserables was also nominated for an Oscar in the categories Production Design, Costumes, and Makeup and Hairstyling. It is fair to say that the movie has a good chance of picking up a lot of awards in two weeks. So if you’re looking to see a movie that will make you cry, occasionally laugh, and experience some of the most amazing music composed, be sure to watch Les Mis.

Photo Credit: Kevin Mach

Foreign Film Popular with US Audiences By ERJONA PECI Survey Staff Writer

A Royal Affair could be regarded by some viewers as a history lesson on Danish royalty. However, the film is much more than that. The plot is centred on the corrupt Danish court of the 18th century. Mad King Charles VII, portrayed by Mikkel Folsgaard, marries the beautiful 16-year-old English Princess, Caroline Mathilde. Queen Caroline moves to Denmark and her life quickly becomes horrid. Even after Charles fathers Caroline’s son, he prefers to spend more time with his dog and act like a petulant child. It becomes obvious to moviegoers that Charles is a puppet for the evil Danish council that favors the rich and exploits the poor. The power lies with the affluent, not to the King. However, it all changes when Charles needs a doctor. Here enters German

physician Dr. Johann Friedrich Struensee, an Enlightenment thinker. Once Charles befriends Struensee, the politics take a drastic turn

rate costume design, the script, and the cinematography are what make this film different from every other generic period piece.

The raw acting, the elaborate costume design, the script, and the cinematography are what make this film different from every other generic period piece. towards Enlightened thought. The change creates a certain animosity between the people of the Court. This hatred grows to the point beyond repair. Furthermore, romantic drama ensues between the King, his queen, and his doctor. The raw acting, the elabo-

Mads Mikkelsen’s performance as the German doctor is what is to be expected from such a great actor. The raw emotion coming from Mikkelsen during certain scenes really helps the audience picture Struensee’s experience. However, Mikkel Boe Fol-

sgaard, portrayal of King Charles VII stole the entire show. Mikkel manages to play a lunatic trying to act sane. Furthermore, he is able to make his character pitiful, even after the audience witnesses the horrible acts he as committed. To portray a character with so many conflicted emotions takes skill: Oscar-worthy skill. Folsgaard has already won this year’s Silver Bear for Best Male Actor at the Berlin Film Festival for his performance. A Royal Affair also won the Silver Bear for Best Script. Denmark seems to have put immense faith in this film, making A Royal Affair their official submission for the Foreign Language Film Category of the 85th Academy Awards. The film was nominated but did not win the award.

ARTS & ENTERTAINMENT

Bubble Teatime on Dekalb The Battle of the Burger: Who Takes the Fort Greene Crown? By ERIKA LOPEZ Survey Staff Writer

Bubble tea: it’s sweet, refreshing, and can be found just a few blocks away from Tech. The Celebritea Café, located on DeKalb Avenue, offers many flavors of bubble tea, as well as coffee, pastries, and other snacks. Less than two years ago, the café was opened by a couple of friends who had been interested in opening a bubble teashop for a quite while. Cary Shi, an employee at the café, encouraged his friends to choose this Fort Greene location after being informed by his cousin, a Technite, that the shop would attract many students. It turns out that Shi made the right decision upon choosing the location, which is situated within a close proximity to Long Island University, the DeKalb train station, and, of course, our school. Every morning and afternoon, students fill the café, looking to hang out with friends or get some studying done in a comfortable environment. Celebritea Café’s interior is modern with angular countertops and bright lights. However, it also manages to exude feelings of coziness with soft, red chairs, suitable for relaxing. David Jin ’15 notes that “the atmosphere is definitely friendly, so hanging out with friends is fun.” In terms of the cuisine, it can be characterized as Asian with an American twist. The café is always adding new, seasonal flavors to its drink list. For example, this past holiday season, gingerbread bubble tea and peppermint hot chocolate were on the menu for customers to warm up with. Celebritea Café offers a wide variety of bubble tea flavors. Naima Akther ’15, a café regular, recommends “the honeydew and passion fruit

Photo Credit: Devon Zhou

[drinks] with tapioca.” Although I am rather new to the bubble tea world, I find myself drawn to traditional flavors like taro, a staple root vegetable in Asian cuisine. Despite being made from a vegetable, the taro drink is surprisingly sweet and has a fun, purple color. Apparently I am not the only with this favorite. Shi reports that taro milk tea with tapioca is the most popular drink on the menu. And though known for its drinks, the Celebritea Café also serves popular breakfast choices like muffins and oatmeal. An oatmeal and yogurt bar was recently added to the café’s menu. Patrons can customize their breakfast or snack by choosing from natural toppings like honey, nuts, dried and fresh fruits. Additionally, new lunch items have been added such as wraps, bánh mì (Vietnamese sandwiches), and congee, which is an Asian porridge made with rice, meat, and vegetables. Although Shi lightheartedly admits that chatter of high school students sometimes gives him a headache, business is booming and the café is becoming an essential part of the community. Both students and Fort Greene residents are happy that they no longer have to leave Brooklyn for bubble tea, which was once only found on the streets of Chinatown. The café has given many Tech students, including me, their first exposure to bubble tea and other Asian snacks. Shi mentions that the café hopes to add frozen yogurt to its menu in the coming months. So when you’re heading to the train station to go home after a long day, stop by the Celebritea Café.

By NIKITA DUBNOV Survey Staff Writer

As the school bells ring and resonate around the Fort Greene area daily, at 3:19pm, thousands of students seek a place to sit down, relax, and share a well-deserved meal before commuting home. The recent development of the Fort Greene neighborhood has provided students with ample dining choices not far from Tech. The new restaurants and cafes offer a spectrum of dining choices, ranging anywhere from chicken wings to Thai cuisine. Several burger restaurants have joined in, prompting many students to choose a favorite. The burger is certainly one of the first foods that comes to mind when thinking of American cuisine. It is generally inexpensive, quickly made, and filling, despite the lack of nutritional value. The simplicity of grilling a piece of meat and putting it between two pieces of bread could seem uninspiring, but the creativity that goes into topping off the burgers makes a big difference. That is why the two local burger champions, SmashBurger and 67 Burger have been creating unique dining options to attract customers. SmashBurger Location: 80 Dekalb Ave., Brooklyn, New York 11217 Opening during the 2011-2012 academic year, SmashBurger was an instant success as it garnered praise from many Technites. Located near the DeKalb Avenue station, it is easily accessible. “I like it because it is close to the train and I can stop by really quickly for some food,” said Christie Lai ’13. SmashBurger’s location is not the sole reason for its success. Both the food and the modern theme of the restaurant, displayed by the pop music playing from the speakers, create a hip dining experience. The freshly made “Classic” burger costs $4.99. Interesting toppings can be added on for a dollar extra each, and include avocado, fried egg, chili, bacon, and more. The locally inspired burgers have specifically selected sets of toppings that add fantastic taste and texture to the burgers. The “Brooklyn” burger is a favorite; sporting toppings that include grilled pastrami, Swiss cheese, pickles, onions, and mustard, all on a freshly baked pretzel bun. If you are not into eating burgers, the additional dining options available are unfortunately just good, but not great. The shakes that SmashBurger offer are made of Haagen-Dazs ice cream and are refreshing. The chicken options include several interesting sandwiches such as the classic “Club” or the “Spicy Baja.” The one blunder that SmashBurger has is a lack of compelling sides. The fries seem to be taken directly from

the nearby McDonalds in terms of flavor and cut. The so-called “SmashFries” try to add ingenuity to the side menu, but fail to satisfy due to the greasiness of the fries after a toss in olive oil with garlic and rosemary. Nonetheless, SmashBurger is an excellent burger dining option near Tech that offers a modern style and menu items. Commuters from the DeKalb Avenue station should definitely try SmashBurger. 67 Burger Location: 67 Lafayette Ave., Brooklyn, NY, 11217 The name of this burger joint is similar to the address. The restaurant is local to Fort Greene, and a second location has been opened in Park Slope. Upon entering the establishment, one will notice the huge graffiti-styled mural reading “Fort Greene” on the righthand wall. This burger joint truly embodies local development and pride. The food at 67 is definitely made with artisanal detail. Although most of the options here cost more than the somewhat less formal local counterparts, the food is still modestly priced and worth every penny. 67 Burger prides itself on what it can make out of the simple idea of a burger. With burgers that are topped with fresh avocado slices, white wine sautéed onions, or basil pesto, the options here are very elaborate. However, classic favorites such as bacon and cheese are also on the menu. The burgers can be made of beef, chicken, turkey, veggies, or tofu; all naturally and freshly produced. The seasoned curly fries and sweet-potato fires are crowd favorites because of their “secret seasoning.” Many of the salad options offer intriguing alternatives to anybody who doesn’t wish to try the burgers. The milkshake options add an exciting choice for any customer. The Mint-Oreo milkshake is a favorite. A regular customer, Ramy Ibrahim ’13 said, “I like 67 Burger the most because the waiters are nice and quick. Burger is the only local burger joint that cooks a burger the way you want it. The best thing on the menu has to be the curly fries.” 67 Burger offers a more restaurant-oriented dining experience with many interesting items on the menu. The many options are enough to satisfy a diverse group of customers, so everybody can a have a wonderful meal. Both of these burger joints offers its advantages and miscues, so it is up to the many hungry students to decide on which is their favorite. Will you go with stylish SmashBurger or hip 67 Burger?

SPORTS YEAR-IN-REVIEW

Want to Study on the Side? Just Listen to Clyde By NIKITA DUBNOV Survey Staff Writer

Aside from the excessive workload, trying extracurricular commitments, and stress brought about by the college process, most Tech students have to find time to study for standardized exams such as the SAT and ACT. Being able to attend a test prep course or just sitting down and studying on your own can be very challenging after a long day of classes. Fortunately, there a ways to get ready for the exams that can be entertaining and do not include hours of study. A great study source is listening to basketball legend Walt ‘Clyde’ Frazier, a member of the Knicks’ television broadcasting team. Walt ‘Clyde’ Frazier was drafted as the 5th overall pick in the 1967 NBA draft by the New York Knicks. Coming out of Southern Illinois University, the 6’4” combo-guard quickly gained recognition in the association as a speedy all-around player with excellent court-vision. In his ten year career with the Knicks, he led the team to two NBA championships and personally achieved seven All-Star Game appearances.

By the end of his illustrious thirteen year career, Frazier had racked up averages of 19 points per game (PPG) and 6 assists per game (APG). He was also inducted into the Naismith Memorial Basketball Hall of Fame in 1987. Now at 67 years of age, ‘Clyde’ Frazier can be found behind the announcer’s desk at New York Knicks games as the color commentator. He assists fellow play-by-play commentators Mike Breen and Spero Dedes by adding insightful stories of his playing career and suggestions to current players on the Knicks’ broadcast on MSG Networks. Frazier has become a fan favorite with his smooth-talking attitude and imaginative suits, which sometimes feature cheetah and cow-print patterns. But more than anything, Frazier brings his masterful knowledge of the English language to his weekly broadcasts. Walt ‘Clyde’ Frazier’s has coined many rhyming phrases, such as “dishing and swishing”, “duping and hooping”, “posting and toasting”, “stopping and popping”, “winning and grinning”, “using and abusing”, “shaking and baking”, “hustling and bustling”,

and “bounding and astounding.” He regularly drops these sayings into his analysis of a player’s abilities or technique during broadcasts. Although it is surely entertaining to hear Frazier label players with these terms, it is his deep breadth of vocabulary that can help viewers of the broadcasts to expand their knowledge of the language. Frazier uses amazingly unique commentating abilities to brighten what else could be considered dull broadcasts with intriguing words such as neophyte and overzealous (more examples can be found in the ‘Clyde’ Frazier Vocab Challenge at the end of the article). It is in these instances where students that are studying lots of vocabulary can develop their knowledge for upcoming examinations. As students in a school that is focused on math, science, and engineering, Tech students generally find it that the reading sections on the standardized tests are the hardest. “Basing my opinion off of the feedback my friends gave me, they weren’t as prepared for the reading section as they as they would have liked to have been,” explained Levi Mirochnik ’13, who has taken the SAT exam twice.

He added that, many “kids struggle with the vocabulary section specifically because many of the words are new to an average reader.” With a large population of Tech greatly interested in the sport of basketball, it would not be a bad idea to watch Knicks games as a method for picking up new vocabulary words; words that commonly appear on standardized examinations such as the SAT and ACT. So let ‘Clyde’ Frazier dish you an assist to your testing worries by picking up the remote and tuning to the Knicks. Take the ‘Clyde’ Frazier Vocabulary Challenge Can you define these following words that Frazier commonly uses during Knicks’ telecasts? adjacent, alluding, altruistic, aroused, auspicious, baffling, bedevil, beneficiary, blunder, continuity, diminutive, diligent, egregious, effervescent, impetus, lackadaisical, neophyte, omnipotence, omnipresent, overzealous, penchant, percolate, precocious, prodigious, prolific, prudent, quantum, rejuvenate, riveting, serendipity, stupor, tenacious, tumultuous, uncanny.

A Season in Review: Football By RIVER BUNKLEY Survey Staff Writer

If one could describe the Engineer’s 2012-2013 football season in one word, it would be exceptional. Finishing the season with a 7-3 record, this year’s team far exceeded the expectations of many. Under the leadership of Coach Kyle Mckenna, the football team has performed better than they have in previous years, and has “really cemented [themselves] in Tech football history,” says starter Chaz Perry ’13. The start of the 2012-2013-football season, was a rough one for Tech. In their first game against Thomas Jefferson Campus, Brooklyn Tech lost 13-7.The Engineers then went on to lose to John F. Kennedy by one point, 14-13. The team made a valiant effort to make up for their first loss. “I regret not beating JFK the first time,” states Perry. However, after these first two losses, it was all Tech. In their next game the Engineers beat Herbert H. Lehman 32-0. This game seemed to set a precedent for the rest of the season, in that Tech’s opponents would have a tough time scoring against the Engineers’ strong defense. In their next game Tech defeated Fort Hamilton 42-0. Their winning streak continued for five more games defeating New Utrech, Grand Street Campus, Canarsie Educational Campus, New Dorp and John F. Kennedy. In their quarterfinal playoff match the Engineers faced the undefeated Tottenville Pirates. Tech played tough, but lost to

the Pirates, 32-8. This game not only brought Tech’s seven-game winning streak to an end, but also its 2012-2013 season. Looking back on this year’s season, Kareem Ellis ’13 says, “I feel that we accomplished a lot of our goals this season so even though we didn’t win it

Photo Credit: Haijun Ramoundos

all, we made a lot of people proud.” And Ellis is right. The Engineers have made their school proud. They have brought new attention to the team, and have made Tech a force to be reckoned with in their league. “The thing I will miss the most are the friends that I made,” says Ellis.

Chaz Perry agrees, “I’ll miss the way it sort of forged the team into a family.” “I think the team will continue making us a real threat in the PSAL” says Perry. It’s clear to him that Tech’s football future is bright.

SPORTS

Football Players Set to Join Prestigious Division I Teams By MUHAMED E. RAHMAN Survey Staff Writer

James Gales ’13, Thomas Plonski ’13, and Kyvaune Brammer ’13 are three names that probably sound familiar to the average Tech student. It has been three years since these superstars walked through the doors of Coach McKenna’s office with their medical forms in hand. None of them expected that they’d be as good as they are now. Sure, they knew they were going to give it their all, but never in their wildest dreams did they expect to get this far. Furthermore, their individual successes are not going unnoticed by important people and places who can change their lives for the better. All three of these outstanding young men have received a slew of scholarship offers from D1 Football colleges. The 6’1” wide receiver Gales, ran for an astonishing 1,067 yards and 14 touchdowns last year. Not surprisingly, he has been contacted by quite a few prestigious schools, including Yale and Princeton, and has drawn interest from University of Connecticut. Brammer’s situation is similar, having been contacted by the same Ivy League programs. But unlike Gales,

Brammer has verbally committed to Fordham University. Brammer is a perfect example of the modesty these three stars displayed coming into the football program. “Coming into Brooklyn Tech, playing college football was barely a thought in my mind. The past four years with the Tech football program have helped shape that distant thought into a reality.” In time, of course, he knew the path he would be taking. “Going into my junior season, earning a scholarship was a goal I had set for myself. After the season ended and I received my first offer, I was elated. It was a great feeling to know the hard work had paid off,” said Brammer. Brammer, the 6’3” receiver,

On January 30th, all persons in the building were evacuated by school officials and security guards when the school received a bomb threat from an unidentified caller. It turned out to be a prank call, but many students were affected anyway. The call was received after school hours and at the same time the boy’s varsity basketball team was to tip-off for a game against Brooklyn Law and Tech. Anthony Bueno ’14, a member of the team, said, “We were warming up before the game and people were coming into the gym when, out of nowhere, coach and the security guards tell us to leave the school.” Team manager Gurjot Nijjar ’13 added, “Both basketball teams were upset that not only was the game cancelled, they had to stand outside in the cold weather with only their uniforms on.” Along with the basketball game, other afterschool programs and activities were going on. This included track team practice and the cheerleader warm-ups. All of these athletes were forced to remain outside the school in the elements. The track team had been running outside that afternoon. “We were running up Dekalb and a teacher stopped to tell us that the building had been evacuated and we couldn’t get back in,” said Pedro Millard ’15. Track team member Jane Wu ’16 said the “cheerleaders were outside without anything but their uniforms and track people had shorts on.”

all-Americans numerous times.” Even so, his high football IQ and fearsome size eventually got him offers from FCS schools, including Old Dominion, Wagner, Marist, James Madison, Fordham and Villanova. After losing in the quarterfinals of the playoffs this season Plonski revealed his decision. The defensive end chose the prestigious Villanova over the multitude of offers that he received. These three rising stars are the first group of players from the football program to receive scholarship offers in a while. Hopefully, younger players will emulate their success, and strive to leave as big an impression as they did.

Photo Credit: Haijun Ramoundos

The Inconvenience of January’s Fake Bomb Threat By MUHAMED E. RAHMAN Survey Staff Writer

was tied with a Lincoln High School receiver to be a league leader with six touchdown receptions. He also experienced a breakout game last year in which he had seven catches for 166 yards. Plonski, a 6’6” athlete who even towers over many teachers, couldn’t help but get the recognition that he did. It took longer to get his offers than he or many of his fans believed it would take, though. When asked about his scholarship offers, he said, “I knew that this is what I had been training for years to accomplish. It was more surprising how long it took for me to actually receive the scholarship offers. I had been going to camps and showcases for months and had been beating

Getting locked out of the school in the bitter cold and unrelenting wind was just the start. Many of the evacuated students were left completely uninformed to what was going on. “There were rumors that it was a fire drill,” said Bueno. Cheerleader Sally Back ’13 said, “First we heard that it was a small fire, so we thought, whatever we’re going to go back in soon.” When news finally got out to the students outside of the school that it was a bomb threat and that they weren’t allowed to go back into the building, the complaints started to pour in, as most of the athletes had left their things in the school’s locker rooms. Back summed up the thoughts running through every single one of those students’ minds when she said, “We heard that it was a bomb threat and that’s when we started getting worried. Not because of the bomb or anything, but because we left all our stuff in the school lockers. Phone, Metro Card, clothes, money, and all our other stuff.” After thirty minutes of standing outside, students and visitors were told that it would take several hours before it was clear for people to come back in to the building and retrieve their belongings. Everyone was given Metro Cards that would expire the next day so they could go home and collect their things the following day. No one wanted to wait for the search to be over, so quite a few disgruntled and cold students went back home with nothing but their uniforms and a new story to share.

Track Team Responds to the Bronx Science Scandal By RIVER BUNKLEY Survey Staff Writer

Bronx High School of Science, a fellow specialized high school, is known for its academic programs, faculty, and students. However, a recent scandal has marred the high schools previously strong record. On February 28th, 2013, three runners from Bronx High School of Science were arrested and jailed. Pier Berkmans, Thomas Brady, and Boubacar Diallo were charged with hazing and tormenting a 15 year-old freshman runner on the track team. Although all three pleaded not guilty, they are facing many consequences for these accusations. Not only have the three boys been suspended from competing for the rest of the outdoor season, but also the whole team cannot compete in the outdoor season until a decision has been made on the validity of the charges made. The school’s coaches and athletic directors have also faced the repercussions of this scandal. The entire coaching staff has been suspended due to the allegations. Steven Guo ’14, a member of Tech’s track team, said, “I was pretty surprised, because I have some friends at Bronx Science and it seems really bizarre that a team would do that. I mean it probably happens in many places, but I find it surprising because I think it’s okay to have some fun with new-comers, but you can’t humiliate them, that’s just going too far.” As for hazing in Tech, Guo said he hasn’t seen any hazing or bullying going on personally and that his coach,

Phil Zodda, does not tolerate bullying and “emphasizes team unity.” Luis Rosado ’13 is a four-year track veteran. He said, “there’s roughhousing and fooling around, but nothing of an offensive or sexual nature between the track team that I’ve seen.” Rosado went on to say that he hasn’t even heard of hazing or bullying going on with the other teams. Winnie Yu ’13, like Rosado, has ran track for four years. Yu further confirms her teammates’ statements, “I have not seen any hazing. Even though the entire girls team may not be super close there is definitely no bullying or hazing of any form on the team.” Peter Schmidt-Nowara, the coach of the Girls Soccer team, said, “I’ve been coaching teams for over fifteen years and I’ve never heard of anything like this.” Schmidt added that to discourage hazing, “As a coach, I really stress the importance of a team being like a family. And just like you wouldn’t bully your brother, you shouldn’t bully your teammate. It’s unacceptable.” According to a few Bronx Science students, hazing isn’t new to their community. Berkmans, Brady, and Diallo have some rough months ahead of them and a horrible mark on their record. These events should encourage athletes to be vigilant and look out for any possible sings of hazing and abuse. Hazing is a serious. If Guo, Yu, and Rosado are right, hazing isn’t a problem, but there is always the chance that it could be happening on any team.

SPORTS

Girls Tennis Team Wins The Fencing Team: SuccessDivision Championship ful, But Underappreciated By VIVIAN FUNG Survey Staff Writer

The Girls Varsity Tennis team is coached by Maryann Marrano and managed by Ka Mei Leung, Stanley Hou, Daniel Cox, and Shraiy Agrawal. The team has a total of 22 players, ranging from freshman to seniors. The team practices Tuesday through Friday. This may seem like a rigorous schedule, but it is the norm for any competitive sport. The team has had a very strong season. The PSAL website stated that, “Tech’s girls tennis now has a strong, steady young team, that has talent, motivation and desire.” The Girl’s Varsity Tennis team started off the season with a match against a highly competitive school, Leon M. Goldstein High School for Science. After that 4 to 1 loss against Goldstein, the team went on an impressive winning streak. They have played in many locations, both home and away. Match locations include Manhattan Beach, James Madison HS, Verrazano Bridge Park, Mcdonald Playground, Midwood HS, and of course at Fort Greene Park. Jade Wiu ’13 says, “Sometimes, I am in Fort Greene and I see the team practicing. It is evident that they are hardworking and passionate.” Coach Marrano is always posting positive comments on the school’s homepage under Athletic News, and submitting them to the daily an-

nouncements. One recent announcement read, “Congratulations on the girls tennis team… Kudos go out to the entire team for their hard work and dedication… congratulations to the girls tennis team for their incredible win against the #1 school in the city Leon Goldstein…GO TECH TENNIS!” Coach Marrano is also a yoga instructor. She often tells her yoga classes on game day to, “Come by and watch the game if you can. If you can’t make it, send us positive energy.” The team’s most remarkable accomplishment this year was when it beat Midwood High School with a score of 5-0 and secured the title of Division Champions. This is the first division championship win in five years for the team. Marrano comments, “We hold the title along with Goldstein, but we still own the title and that’s all that matters. Congratulations to Allie Jackson Hing, Amy Jiang, Destiny Xie, Emily Sham, Betty Lazis, Daria Egorova, Julia Mekler, Paula Staroshinsky and Nanako Chung for a fabulous win and capture of this high honor.” Destiny Xie played third singles and participated in eleven matches. She also scored 20 aces with ten wins and one loss. Xie says, “I started playing tennis at a very young age and it is something I truly enjoy. I’m proud of everything my team has done and can’t wait for the playoffs.”

By JASON SINGH and LARRY DOROGER Survey Staff Writer

Fencing lacks the large fan base that sports like football have, both here and abroad. Many students do not know about the Fencing Team, even though they are one of Tech’s most successful teams. In fencing, the type of match you compete in depends on the type of weapon you use. There are three weapons: the foil, the sabre, and the epee. The foil is a light thrusting weapon that is used to target the torso, neck, and groin. The sabre is a light cutting and thrusting weapon that targets the entire body above the waist. The epee is a heavier thrusting weapon that targets the entire body. Fencing is a fast-moving sport, so it can be difficult for judges to score points correctly. The tip of the fencing weapon is the second fastest moving object in sports, after the marksman’s bullet. The fencers wear sensors that register points when their opponent makes contact with the sword. This allows the scoring to be accurate. Fencing is also an Olympic event. It is one of the only four sports to be included in every modern Olympic Games, since the first in 1896. Dave Patel ’13 said, “I enjoyed watching Fencing at the 2012 Olympics in London.” However, many find fencing to lack the entertainment value of more

commercial sports like football and basketball. “I never really found what was so special about fencing. It’s like golf, lots of people watch and play it, but to me it just seems extremely boring and dull. Fencing to me seems something like I would never do,” said Mahindra Persaud ’13. Mark Murphy ’15 looks at the sport in a different way. “Fencing isn’t one of those common sports. I couldn’t gather a bunch of friends and start fencing in the park. It’s a type of sport that needs time, dedication and concentration. Not all of us can just play it for fun,” he said. Anna Kornak ’13, Captain of Epee Fencing, has been winning competitions for the team and individually. Kornak ’13 said, “Fencing is a great type of sport; it has a good blend of exercises both physically and mentally.” Kornak ’13 has been fencing for several years now. She believes, “The Fencing team is a great group of people dedicated to the sport.” Bert Yaged, Physical Education teacher and Coach of the Fencing team has a similar view. “I am proud to have trained and helped these students become better fencers,” he said.

Q&A With Veteran Lacrosse Player Andrea Fungueirino By MICHELLE CHAN Survey Staff Writer

Girls Lacrosee, although a new team at Tech, has been doing very well this season. Currently, their record stands at 13-3. Andrea Fungueirino ’14 plays defensive midfielder and sometimes defender. She has been a part of the team for two years. She, along with everyone else on the team, had no prior experience before joining. Nilton Jeronimo ’13 manages the team and is in charge of keeping time during the games. He said, “Andrea is a great team player. She started last year as an attacker, but when we lost Iris Guo this season, she [Andrea] filled in her spot and quickly adapted for the team. “ MC: What is your proudest moment? AF: That’s hard! Probably the moment I scored my first goal, I think that’s everyone’s proudest moment. You get this feeling that overwhelms you and you really just want to scream and dance because of how happy you are. Other than that my proudest moment would probably be making the actual varsity team this year since there were tryouts involved and not everyone from last year’s team made it. MC: How do you balance schoolwork with a sport? AF: I honestly don’t even know.

It’s hard because sometimes it’s just too exhausting to do everything, but in the end it’s totally worth it. You can’t afford to waste your time though, because if you do you’ll end up neglecting either school or lacrosse. I just get home after practice and usually get started on homework since I don’t want to get too little sleep and be tired the next day because it really affects how well you play. MC: What skills/abilities are needed to play lacrosse? AF: You need to be a well-rounded athlete. You also need to have handeye coordination and strength to catch and throw well, but mostly speed and endurance since you do spend the entire game running up and down the field. MC: Have you gotten any serious injuries? AF: No, no serious injuries. Even though it’s supposed to be a noncontact sport, it gets pretty aggressive sometimes so there are always bruises, but nothing has really kept me from playing. MC: What were your hardest games? AF: The hardest games would be the two we played against Forest Hills. They are a very good team and we are pretty much evenly matched, so those games were a fight until the last second. MC: How is the team? AF: The team is great! We get

The Girls Lacrosse team competes against New Dorp Photo Credit: Fayanna Phanor

along great and we’re always laughing. Definitely supportive, every time someone scores a goal we all go and congratulate her. We have an amazing goalie too, Isaro Carter. She had 111 saves so far this season, and we are extremely proud of her! MC: Do you have suggestions for students who may be interested in joining the team next year? AF: Just try out! No one really

knows how to play when they tryout. You need to be athletic and make sure you’re comfortable with running. MC: Would you continue playing in college? AF: Yes, for sure. I don’t want to go to a college without sports. I never expected to like lacrosse as much as I do, so an official lacrosse team is a must.