The Highlander Issue 6 by The Highlander

The

Highlander Volume LX • Issue 6 • May 2016 • McLean High School thehighlandernews.com• @MHSHighlander

M r Ee

s ’

T d n Se

G ap G

CONTENTS NEWS

OPINIONS

3 4

SIS StudentVUE launches

Editorial: FCPS’s inclusive LGBT+ bathroom policies

German foreign exchange program

Test-optional is the best option

5 Sex trafficking in NoVA Terrorism and 6-7 Islamophobia cancer survivors at 8 Skin McLean 9 Robotics Club plays Botball 11 DECA attends nationals

FEATURES 12

Seeking help for mental illness

13 14

Study tips for finals

Vanessa Barlow: coded to perfection

10 Qs with Renee Yates

16-17 19

Highlander of the Issue: Kun Xing

What’s up with the SGA

A&E 20

32-33 34

Crossfire: Drug testing student athletes

28-29

Cap on AP courses would help students

SPORTS 35 36 37

Promising baseball season Repercussions of concussions Tennis virtuoso Ben Keyser

39 40 41

Boys soccer brings the heat

Junior lifts heavy things

Athlete of the Issue: Lydia Erickson

The Finish Line

Catch up with college athletes

32-33

Lax player to LAX

Students document a refugee’s journey to America

21 Sensational senior artist 26-27 New art installations 28-29 Musicians at MHS

IN-DEPTH

16-17

22-25 Where STEM’s gender gap takes root: STEM disparities in and beyond McLean

To our sweet McLean: Time sure does fly. We can’t believe that we’ve made it to our last full-staff issue. As we write this, many hardworking McLean students are stressed by looming AP exams, but as you read this, that burdensome bother will thankfully be in the eternal past. In our News section, be sure to read about the exciting new update in store for SIS and news about DECA’s recent trip to a competition in Nashville. Our A&E section this issue is chock full of visually appealing spreads about some of McLean’s most talented artists and musicians. Check out some of the cool things they’ve been working on this year, including art installations and even restoring a pinball machine. Our Sports section features a number of profiles on athletes at McLean, including a young tennis phenom and a competitive weightlifter. Did you know that males make up a whopping 67 percent of the students in the advanced STEM classes McLean offers? This issue’s In-Depth examines the causes and effects of the massive disparity between women and men in the fields of science, technology, engineering and math. Don’t miss it. Just like every school year, these last eight months have been full of ups and downs, but from the protests to the snow days, we’ve tried to keep you informed. Thank you for cultivating a fruitful community that continually provides us with interesting things to write about. Cheers, Liam Zeya, Jake Barnett, Melanie Pincus & Ashwin Dasgupta

Highlander

The

Letter from the Editors

Volume LX • Issue 6 • May 2016 • McLean High School thehighlandernews.com• @MHSHighlander 1633 Davidson Road McLean, Virginia 22101

Editors-in-Chief

Jake Barnett, Ashwin Dasgupta, Melanie Pincus & Liam Zeya

Managing Editors Design Editor

Sabrein Gharad, Lucy Hopkins & David Kagan Bryan Chung

Photography Editor

Tanya Ajalli

Advertising Manager

Esme Tabra

Copy Editor

Henry Howe

Cartoonist

Anna Marie Garland

Section Editors News Editors

Carlyn Kranking, Sanskriti Neupane & Eleanor Patrick

Opinions Editors

Rustin Abedi, Veronica Kim & Bora Zaloshnja Ingrid Morse & Young In Seo Christine Cheon, Sri Medicherla & Leena Raza Ethan Cherry & John Corvari

Features Editors A&E Editors Sports Editors

Website Editors Editors-in-Chief

Sanskriti Neupane & Aisha Singh

Opinions Editor

Rustin Abedi

Sports Editor

Jackson Payne

A&E & Features Editor Eva Bhandary Anjalie Chauhan Debbie Daniel Jatin Dasgupta Kat Dolan Helena Doms Lila Duvall Colin Edson Monique Ford

Helen Bloom

Reporters

Graham Gibson Nora Hashem Anurag Kandukuri Haru Kato Kyuree Kim Anjali Kumar Zoe Le Menestrel Annie Lu Brooke Lyons

Adviser

Sophie Mariam Robert Martine Amir McCormick Olivia Mooney Peter Morell John Roth Siddarth Shankar Alisha Smith Khaled Soubra

Sarah Therriault Shanzeh Umerani Danielle Walker Ed Walters Caroline Watkins Conor Zeya Matthew Zwirb Catherine Zysk

Lindsay B. Benedict

Editorial Policy: The Highlander is a designated public forum in which students can express themselves, discuss issues and exchange ideas. School officials do not exercise prior review on this publication or its online counterpart, and student editors are in charge of all final content decisions. Advertising Policy: The Highlander sells ad space on each page of the paper except on the front cover, Opinions section and In-Depth article. The staff reserves the right to reject any ads it deems libelous, obscene, disruptive or otherwise inappropriate. To Submit a Letter to the Editors: Please e-mail it to thehighlanderstaff@gmail.com or bring it to room R133. The staff reserves the right to edit letters for grammar and clarity, and all letters are subject to laws concerning obscenity, libel, privacy and disruption of the school process. Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.

‘15 Pacemaker Finalist; ‘15 All-American; ‘12, ‘13, ‘14 First Class; Hall of Fame

Cover photo illustration by Jake Barnett

‘15 Gold Crown Winner; ‘05, ‘07, ‘12, ‘13, ‘14, ‘15 CSPA Gold Medalist ‘15 International First Place; ‘14 George H. Gallup Award

‘14, ‘15 VHSL Trophy Class; ‘11, ‘12 First Place Winner; VHSL Savedge Award

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McLean to pilot StudentVUE

NEWS

New program for students to access grades will be introduced this month Sanskriti Neupane & Aisha Singh Web Editors-in-Chief

his May, McLean will begin the process of piloting StudentVUE, an extension of the Student Information System (SIS) program. StudentVUE will allow students to create their own accounts instead of having to log in through ParentVUE accounts. Students will no longer have to share an account with their parents, but will instead have an account within the SIS system, giving them more freedom to access their grades. “I think students should have access to their own grades,” junior Zoe Chandra said. McLean students will be able to create StudentVUE accounts through the school’s webpage, where a notification will pop up, directing them to registration. “You’ll just...put in your logins, and then you’re in,” Principal Ellen Reilly said. StudentVUE is being piloted at McLean, Mount Vernon, Lake Braddock, Madison and Woodson this month. It will be introduced to the rest of Fairfax County Public Schools in August 2016, before the beginning of the 2016-2017 school year. The features of StudentVUE and ParentVUE will be similar, with students having access to most of the same features as their parents. “All the features will be the same. The

only thing [students] will not have is the discipline [records],” Reilly said. Creating a separate account for students instead of having them use their parents’ allows students to personalize their accounts. “It just makes it your own. I feel like [students] have access to it [right now] but it just doesn’t feel like [their] own,” Reilly said. Students said they are excited for the StudentVUE pilot. “It’s great that students are getting their own accounts so they can view their grades in a more personalized way,” sophomore Zita Venetianer said. ParentVUE, which was introduced to FCPS at the beginning of the school year, has led to a new era of parent-teacher communication. “Now when I have a discussion with... parents, we’re able to have a real discussion instead of this hypothetical thing,” Reilly said. However, some complications have arisen with ParentVUE and the switch to the SIS program over the school year. Students and teachers alike have experienced difficulties with the new features of the program. “One problem that I am aware of is the extra credit points,” French teacher Isabelle Brazell said. Some teachers have experienced a

glitch in the program with extra credit points. For example, inputting a grade of 102 out of 100 into SIS would give a much larger boost than intended. “Since I’ve found out about it I have stopped doing it,” Brazell said. “I’m taking more time to make sure I’m not making mistakes.” The program as a whole, including StudentVUE, has changed the pattern of communication between students, their parents and teachers. “The fact that [students] can see [the grades]—that I like,” Brazell said.

student POLL: What new features would you like to see in SIS? Suggestion #1 : a separate student account, such as StudentVUE

4 in 5

Suggestion #2: less confusion between the“interims” and “quarters” tabs

1 in 2

students find

extra credit lowers instead of raises grade

students find a

discrepancy between “interim” and “quarter” grade

suggest this

Suggestion #3: option for having unweighted grades

1 in 3

Which of these problems have you had?

suggest this

other SIS suggestions from students/teachers:

students think SIS

makes you sign in too often (logs out if you are idle)

keep grades visible until the end of the quarter have a category for extra credit GPA calculator make more user friendly

Survey of 100 McLean students

NEWS

Survey of 100 McLean students Page design by Sanskriti Neupane & Aisha Singh

Flippin’—McLean alumnus Jack Saunders (Class of 2015) performs a back handspring at the town square in Ludwigsburg, Germany, on July 2, 2014. On the same day, the exchange students visited the worldfamous Baroque Castle. (Photo courtesy of Karen Wolpert)

Students travel to Germany

Twelve Highlanders to participate in exchange this summer Brooke Lyons & Lila Duvall Reporters erman teacher Karen Wolpert and a dozen of her students will be traveling to Heilbronn, Germany, this summer. The group will stay in Germany for 17 days, from June 23 to July 10. In October, McLean students hosted German exchange students from a sister school called Elly Gymnasium to give them a taste of American culture and day-to-day life. “I hosted a guy named Jakob, who was a year younger than I,” junior Sam Silverman said. “I had a great time showing Jakob around and introducing him to American culture.” This June, the second half of the exchange program will begin. Twelve McLean students will have the opportunity to travel to Germany, explore German culture and improve their language skills. Each McLean student will reside with the same German student they hosted in October. “I hope to gain a better understanding of the German language and the culture and have a good time with my host and my friends who are going on the trip,” junior Kristen Kircher said. “I think [the trip will] make [my language skills] better because when you go to a foreign country and

speak their language, you really immerse yourself.” Senior Rachel Short, who participated in the exchange program in 2014, said she had a positive experience in Germany. “I had a really great time and was able to learn a lot from my host family,” Short said. “I made new friends and enjoyed an amazing two weeks with them.” The German exchange students were able to see some key attractions when they stayed with their McLean host families, and Kircher said she is eager to do the same in Germany. “When the Germans were here, they would go off to D.C. or Baltimore while we were at school,” Kircher said. “I know Germany will be a lot of fun and I hope to see some great sightseeing attractions like the Old Castle Ruins.” After the recent terror attacks in Paris and Brussels, some participating students raised concerns about safety. “I guess it’s kind of scary being in Europe after the attacks that have happened, but Frau [Wolpert] is not concerned because we aren’t going to a big city,” Kircher said. Wolpert said traveling to Germany is no more dangerous than living in McLean. “We live a mile and a half from the CIA headquarters in Langley. Here in northern Virginia, we are in ground zero

for terrorism. The idea that we are safer here than in Europe is ridiculous,” Wolpert said. “We are much safer in Europe than we are here.” Wolpert said the fact that Heilbronn is a small community further increases the safety of the exchange program. “The chance of a terrorist attack in southwestern Germany is quite small,” Wolpert said. “The chance of a teenager benefiting from an international exchange program is 100 percent, so you have to compare the risks and rewards.” Wolpert said the participating students from both locations enjoy their exchange experiences. “I have never had a student that didn’t love it,” Wolpert said. Wolpert said she enjoys watching her students discover Germany while on the trip. “My favorite part about doing this trip is being able to see Germany through new eyes... When the kids see it for the first time they notice things I don’t notice anymore, such as the Nutella tastes different, there are no ice cubes, the doorknobs are different—you know, it’s all these little things,” she said. “Every single time I am there, every student contributes to one new aspect of Germany for me.” Page design by Brooke Lyons & Lila Duvall

MAY

FCPS changes FLE curriculum County addresses the growing problem of sex trafficking Bora Zaloshnja Opinions Editor

hen one hears the words “sex trafficking,” the first thing they may think of is young girls in developing countries being sold into sex slavery. What many people don’t know is that the problem of sex trafficking is hardly limited to developing countries. Sex trafficking exists in Northern Virginia. The victim count throughout the region from 2013 to 2015 was upwards of 300, as reported by Polaris, a non-profit organization which studies sex trafficking and helps victims. “Sex trafficking is a problem everywhere, but it’s been noted that it’s a big problem here in Northern Virginia. Many of my colleagues in Fairfax County have had to work directly with detectives to help these young girls,” school social worker Marly Jerome-Featherson said. Many victims don’t know they are being trafficked because what’s happening to them doesn’t align with the stereotypical picture of sex trafficking. Shared Hope International, a nongovernmental organization dedicated to preventing sex trafficking, defines the act as “when someone uses force, fraud or coercion with an adult or causes a minor to commit a commercial sex act.” Commercial sex acts can include prostitution or pornography done in exchange for money or any item of value. In wealthy areas like Northern Virginia, traffickers routinely target children who seem lonely online. They build relationships with these kids and eventually meet up with them. The traffickers often choose minors with parents who work a lot so that they can pick them up from school, use them, and drop them off before their parents get home. Some kids go through this ordeal for years, living their lives as if everything is normal because they feel as if they are the ones doing something wrong. Within a year of being founded, Just Ask VA, a non-profit organization that

NEWS

deals with sex trafficking in the Northern led to more children being trafficked, Virginia area, identified 250 victims living because pornography addictions can lead in the area. to distorted views on intimacy and sex. The problem has increased in recent “An example of Pornography Distortion years. As a result, FCPS implemented a would include beliefs such as ‘Sex is not curriculum change in family life education about intimacy, procreation or marriage. which will begin later this year. They will Sex is about predatory self-gratification,’” be including information about avoiding Dr. Mary Anne Layden said in her sex trafficking in the freshman health testimony before the U.S. Senate in 2004. class curriculum. For child pornography addicts, both “They announced the change this the way they view children and their February, so we will be teaching it to next actions towards children are altered by year’s ninth graders,” freshman Health their addiction. and PE teacher Nate Worek said. Since the rise of the internet, this Despite this new change, the problem problem has paradoxically grown in size remains largely unknown to a majority of and flown underneath the radar in wealthy people in the area. suburbs such as McLean. “I hadn’t heard about sex trafficking in FCPS has taken the first step towards this area until I heard about the curriculum addressing this problem in their change, but I think it’s a very important curriculum change. The county hopes that issue that needs to be addressed,” by raising awareness about sex trafficking, sophomore Health and PE teacher Joe especially among the teen populations, Muskett said. the numbers of sex trafficking victims will This is a common sentiment among the decrease in the coming years. population in McLean. Out of 100 McLean students surveyed, only 17 had heard about the issue being a in Virginia problem in the area. “I would think because Northern Virginia is such a Just Ask VA identified 70 wealthy area the 10 traffickers in Northern numbers of people Virginia within a year of being trafficked here being founded would be among the lowest in the country, not the highest,” senior Grace Fabrycky said. Many psychologists believe sex trafficking is increasing due to internet pornography. The rise of child pornography available Just Ask VA identified 250 on the internet has victims of sex trafficking made people more in NOVA within a year of likely to act on their being founded pedophilic tendencies. = 1 victim of sex trafficking The rise in demand for this material has

145

VIRGINIA

250

Infographic by Bryan Chung Page design by Bora Zaloshnja

Terror attacks take a toll Students of all backgrounds profoundly affected

Not in the Name of Islam—Brussels residents and tourists alike mourn the loss of 32 citizens after bombings at the Brussels International Airport and Maalbeek metro station on March 22. Mourners laid out flowers and held up banners, one of which said in French, “Not in the name of Islam.” (Photo courtesy of Tammy Yin)

Zoe Le Menestrel, Siddarth Shankar & Sri Medicherla Reporters & A&E Editor error attacks affects millions, even changing nature of violent actions. those who live thousands of miles “Certainly these days acts of violence... away. In December, a Pew Research Center that we used to be able to cope with by poll found that 29 percent of Americans saying, ‘It wouldn’t happen here or to cited terror-related issues as their top me,’ has shifted to a mindset that ‘This concern, compared to four percent in can happen anywhere and it can happen 2014. Such statistics support analysts’ to me,’” Flannery said. “These events... observations that terror attacks create a contribute to a culture of fear because they climate of fear. are occurring with increased frequency in Daniel J. Flannery, director of the places...we used to think were safe.” Begun Center for Violence Prevention Michael Morell, former interim Research, told The Highlander attitudes director of the CIA, said the primary goal toward violence have changed with the of terrorists is to spread fear.

Terror timeline

1995

1998

Oklahoma City: Timothy McVeigh set a car bomb outside a federal building, killing 168.

East Africa: Al-Qaeda bombed U.S. embassies in Kenya and Tanzania, killing 224 people.

1999

2002

Indonesia: Russia: Chechen separatists Terrorists targeted bombed flats in Moscow, foreign tourists by killing 293 people and bombing a pub on the island of Bali injuring 1,000+. killing 202 people.

2001

Eastern U.S.: Al-Qaeda hijacked four planes, killing 2,977 people in NY, VA, and PA.

2004

2012

Spain: Terrorists targeted Madrid trains and killed 192 people and injured over 1,800 others.

2008

India: The financial capital of Mumbai was hit by attacks targeting foreigners. 175 were killed.

“[Terrorists] spread fear by conducting attacks on civilians that focus on the simple ways [they] conduct [their] daily lives,” Morell said. “The randomness of the attacks—that they could happen anywhere, anytime—is a major contributor to fear.” Flannery agreed with Morell’s analysis. “If you want to cause fear and insecurity, do things to people in places where they least expect it, to people who are the most vulnerable such as innocent civilians and children,” Flannery said. Tammy Yin, a sophomore at McLean, was one such civilian. She was present in

2007

Iraq: The Yazidi Christian minority of Iraq was the target of an attack; 796 people died.

2011

Norway: A Christian extremist planted a bomb in Oslo and shot a youth camp killing 77 people.

Nigeria: Extremist group Boko Haram killed over 222 people in churches across the nation.

2014

Pakistan: The Taliban attacked a military school killing 141 people in Pakistan’s deadliest incident.

MAY

Brussels during the March 22 attack. “My reaction was, ‘It’s possible that I may die on this trip.’ [People] were very scared and were sad that it happened to their country,” Yin said. Yin arrived in Brussels just hours after the attack, but Brussels remained on lockdown until the next day, so Yin was unable to leave her hotel for 20 hours. When she emerged, the streets were flooded with people paying their respects. “There were...a lot of people just standing, praying, and it was very emotional. A lot of people were crying... strangers were hugging each other and [everyone was] just in one whole group, like a family,” Yin said. It wasn’t just citizens of Brussels and tourists who came out to mourn; the entire world seemed to grieve. However, many other terrorist attacks go much further under the radar, with attacks in either Nigeria, Pakistan, Afghanistan, Iraq or Syria happening almost weekly. Since 2010, deaths due to terrorism have increased nearly 800 percent, according to a report from the Investigative Project on Terrorism, with more than 70 percent of these occurring in the countries above. The gulf created between the widely publicized Western attacks and the seldom discussed Greater Middle East and Nigerian attacks, as well as the overall increase in the frequency of attacks have served to amplify fear across the world. “Between Islamophobia and generally people being anxious about attacks happening to them or their family overseas, I would say terrorists are successful in spreading fear,” senior Rafa Khan said. “But we shouldn’t give into what they want. People should rise above the fear.”

Jan. 2015

France: A shooting at the offices of Charlie Hebdo and at a market killed 16 people.

Jan. 2015

Nigeria: Boko Haram fired on Northern Nigerian villages, killing over 2,000.

NEWS

Perceived Islamophobic comments prompt boycott of VHSL State Debate Tournament

Jake Barnett Editor-in-Chief ine of the 12 members of the Fairfax County School Board waded into controversy on April 28 when they sent a signed letter urging the Virginia High School League (VHSL) to avoid using Liberty University as a venue for its events following a boycott by a number of local debaters of the VHSL State Debate Championships held at Liberty in April. Those boycotting the state tournament included teams from Lake Braddock, Hayfield and Broad Run, as well as McLean juniors Jessica Boyer and Fatima Shahbaz. Shahbaz and Boyer decided to boycott the tournament in response to comments made by Liberty president Jerry Falwell, Jr., after the San Bernardino shootings in December. Falwell told students at a convocation address that he has “always thought that if more good people had concealedcarry permits, then we could end those Muslims before they walked in.” Shahbaz said the boycott helped create a discussion about Islamophobia that includes Falwell himself. “By the pure fact of us boycotting, the fact that we’ve seen responses by Jerry Falwell himself, we’ve seen responses by professors at Liberty, people from Liberty [and] people from around the world who don’t agree with us has shown that we have created a discussion about this, whether it’s in favor of what we’re doing or against us,” Shahbaz said. Boyer said she hopes the dialogue about Islamophobia will continue.

June 2015

South Carolina: A Neo-Nazi shot and killed nine black people in a church.

April 2015

Kenya: Al-Shabab militants attacked a university targeting Christians, killing 148 and taking hostages.

“What would be ideal is if this dialogue that we’ve helped to create and support could be continued, so comments like this are never made by such a public figure who has so much influence over a large group of university students,” Boyer said. “If we could make those [types of] comments not something that’s said at a university’s convocation, in front of tens of thousands of kids, that would be an amazing impact.” Falwell responded to the boycott in a commentary in The Washington Post, in which he argues his comments were taken out of context. “It was clear to all in attendance that…I was only referring to the Muslim terrorists who attacked innocents in San Bernardino and in Paris, France,” Falwell said in the commentary. Shahbaz said she views such disagreement as part of the needed discourse, and as a validation that she made the right decision to boycott. “The bottom line is that you can’t deny that this boycott has had a major impact—if you see Jerry Falwell writing an article about this, if you see Falwell tweeted against Ryan McElveen for the stance FCPS has taken, you’ve seen this response to both sides,” Shahbaz said. “I think in essence that’s what debate is— it’s having intellectual conversations and responses from both sides of the coin.” Shahbaz and Boyer both said that they hope next year for the first time in five years the VHSL State Debate Championships will be held at another venue.

Nov. 2015

France and Lebanon: Islamic State militants killed 130 in Paris and 43 in Beirut at popular sites.

Oct. 2015

Egypt: Islamic State militants placed a bomb on MetroJet Flight 9268, killing 224 people.

March 2016

Belgium and Pakistan: Bombs in Brussels killed 32., and in Lahore, 69 people were killed on Easter.

Dec. 2015

California: A couple shot and killed 14 people in the worst terrorist attack on U.S. soil in 14 years.

Infographic by Bryan Chung Page design by Zoe Le Menestrel, Siddarth Shankar & Sri Medicherla

Staff members speak up about skin cancer

Faculty stresses importance of sunscreen use Leena Raza A&E Editor

his year, three staff members had surgery to get a part of their skin removed. They soon found out that they were among the 3.3 million Americans diagnosed with a case of non-melanoma skin cancer each year. English teacher Susan Copsey was one of those affected. “It was back in October when I found out,” Copsey said. “I went in for a normal check-up and there was a bump on my nose. I thought it was a mole, but the doctor immediately noticed it and said it had to come off.” Copsey had surgery in November. The part of her skin that was removed was known as a basal cell carcinoma, which is the least dangerous kind of skin cancer. Afterwards, she found another bump on the top of her leg, which turned out to be a squamous cell carcinoma; this type is slightly more dangerous than the basal cell. This tumor was removed in February. “I am much more cautious now,” Copsey said. “I put on sunblock every day—the SPF 30. I’m paying the price for when I was a teen [because] sunblock wasn’t emphasized at that time.” Sunburns can cause skin cancer to develop. When Copsey was a teen, her family went on a vacation in Japan. “I got burned...badly, and I think that

1 in 5

Americans develop skin cancer during their lifetime

contributed to what I had later on,” Copsey said. Because of her experience with skin cancer, Copsey advises people to always wear sunblock, even in the winter, to help prevent the development of carcinomas. “It is more common in people with fair skin and light eyes, but really anyone can

“I’m paying the price for when I was a teen.” -English teacher Susan Copsey be affected by it,” Copsey said. School psychologist Beth Werfel was also affected by non-melanoma skin cancer this year. Hers was found in a bump near the top of her hairline. This was another basal cell carcinoma. “I noticed a blister on my hairline,” Werfel said, “and it just wasn’t going away so I got it checked out.” Werfel had to get surgery in January, and will now go to her dermatologist yearly to make sure everything with her skin is normal. “One thing I would advise is to always wear sunscreen and put it on the hairline,”

40-50% of Americans who

live to age 65 will have either basal cell carcinoma or squamous cell carcinoma at least once

Werfel said. “And not just that... Women put their hair up when they go on the beach, so they need to put sunscreen on their ears also.” English teacher Aaron Even found a basal cell carcinoma on his cheek, under his eye. “It was a weird thing that popped up on my face,” Even said. “It took me a while to get it checked out but my wife insisted, so really, I should thank her.” Even’s dermatologist told him he sees about a dozen cases a week, and that basal cell carcinoma is so common that people should stop calling it cancer because it does not spread. Like Copsey, Even said sunscreen use was not emphasized during his youth. “I barely used sunblock at all,” Even said. “The sunblock we had was extremely ineffective.” He completed his surgery in October, and he said he was surprised at certain aspects of the surgery. “They cut out a lot more of my poor face, but it healed pretty quickly,” Even said. Even thinks the damage was done 25 to 30 years ago because he spent a lot of time outdoors when he was younger. But he doesn’t regret any of it. “It’s a small price for fun. I don’t think people should be too scared,” Even said. Go outside, have fun. We spend too much time indoors and I wouldn’t take any of that back.”

Each year in the U.S., over

5.4 million cases of nonmelanoma skin cancer are treated

Over the past three decades, more people have had skin cancer than all other cancers combined Facts obtained via Skincancer.org

Page design by Leena Raza

MAY

McLean Robotics Club participates in Botball tournament Computer science students compete in regional robotics competition

Henry Howe & John Roth Copy Editor & Reporter s junior London Russell reads his startup checklist, he places the demo bot and the iCreate robot into the starting corner, while freshman programmer Samer Kadih painstakingly calibrates the robot and positions the flashing lights to start the match. In preparation for this moment, the Robotics Club has been working since January to build and program a robot to compete in the regional Botball tournament. At the head of McLean’s robotics operations is Computer Science teacher Larry Safford. “It’s like March Madness for robots,” Safford said. The competition is sponsored by NASA and Microsoft. In the competition, teams must construct two autonomous robots, the demo and iCreate, both of which are made primarily of Lego, which complete tasks in an arena for two minutes. Teams first compete individually and then compete against each other in double elimination rounds. If knocked out of double elimination, teams have the opportunity McLean Robotics:

NEWS

Sponsor Larry Safford President Jeffrey Yoo Vice President London Russell

The Trial—Robotics Club members watch in anticipation as their robot competes at the Botball tournament on April 23 at Rockville High School. McLean placed 16th of 27 teams. (Photo by John Roth) to compete in “alliance rounds.” the robot, while McLean soft-coded theirs. The Robotics Club is organized into four Hard-coding is an approach to different sections: building, programming, programming in which the code is written documentation and leadership. to specific parameters. Soft-coding is The building section engineers the when a program takes different inputs and dynamics of the robot’s mechanical translates them into the robot’s functions. functions. McLean placed 16th in the seeding “One of the main functions of the rounds and lost double elimination. Part iCreate bot is to collect all the different of this was due to a mechanical failure of pompoms across the board and put them the camera that detected the pompoms, in [a] bin. The goal of the other [demo bot] which were provided to them by Botball is to hook onto this bin and bring it to the organizers. habitat,” said junior Josh Mosier, one of “The camera that the Botball the heads of the building team. organization provided was low quality, The Botball organizers provide a kit such that it could not make reliable with all of the essentials: motors, servos, statements about an object’s color and sensors and cameras. that hindered our developmental progress As the tournament approaches, the substantially,” Haas said. documentation team submits documents Despite their weak performance in the to the Botball judges to show their competition, McLean placed above the progress. At the competition, this team is Thomas Jefferson High School for Science tasked with making a presentation about and Technology team and won awards their robot and the team as a whole. for outstanding engineering and neatest The programming team, led by junior code. David Haas, is responsible for coding the After McLean’s subpar finish, the algorithms behind the robot. team met for several hours to discuss and The team’s approach to programming investigate the source of the problems. the robot differed from that of other teams; “We need to redeem ourselves,” most others hard-coded the functions of programmer junior Crystal Cheung said.

Documentation Charlie Houghton Rosey Iames Josh Callsen

Programming Jane Lee David Haas Crystal Cheung Maya Cherry Samer Kadih Stephen Palathingal Aleksei Miles

Building Sungmin Kang Jeffrey Peng Nathaniel Murphy Josh Mosier Andrew Do Christian Konstantinov Page design by John Roth

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NEWS DECA competes in international conference Projects help students develop business acumen

Melanie Pincus Editor-in-Chief

wenty-five McLean DECA students competed at the International Career Development Conference from April 23-26 in Nashville, Tennessee, after qualifying at the state level in early March. Marketing teacher and DECA coadviser Debra Fargo said that the number of students who qualified this year is high. “We were so excited to see that happen,” Fargo said. Junior Isabel Cooper is a part of DECA’s 10-member officer team. This year, all 10 DECA officers qualified for ICDC. “I would say we usually do pretty well every year at states, but I think this year [we were] particularly high achieving at states,” Cooper said. Although no McLean teams placed at ICDC, competitors said they were proud to have qualified. Juniors Jenna Lebowitz, Farah Schneider and Zaid Salameh qualified for ICDC with a community service project. “Qualifying for ICDC was one of the best things that’s ever happened to us,” Schneider said. “We were so ecstatic to see our hard work pay off.” Over the past two years, Lebowitz, Schneider and Salameh have raised over $2,000 for McLean’s special education department. “Our project last year was called ‘Making Music Happen’ and so we raised money to buy pianos, guitars, iPads,” Schneider said, “and then this year in addition to all that we raised money to buy them P.E. equipment...to give them opportunities for social interaction.” Lebowitz said the group hopes their project can help bridge the divide between students with disabilities and other McLean students. “Last year [we noticed] how big the gap was between the special education department and the [other] students of McLean,” Lebowitz said. “There’s not a lot of activities that people do together.” To work toward this goal, the group planned a kickball game in which both students with disabilities and DECA students participated.

NEWS

Road to ICDC—Juniors Annie Xie, Nael Rehman and Isabel Cooper pose after placing at DECA states for their creative marketing project. The group made marketing recommendations to McLean Subway. (Photo courtesy of Isabel Cooper)

“It was a great way to involve not only the special education department but get our friends involved too and make less of a...distinction between [the groups],” Schneider said. Lebowitz said her group will continue working with the special education department next year through DECA and by building a program under McLean’s chapter of Best Buddies. Cooper worked with juniors Nael Rehman and Annie Xie on a creative marketing project. “[For the project,] you’re working with a company or local business to improve their business practices in some way, develop a plan for them,” Cooper said. “For my project, I was working with McLean Subway.” Cooper’s team worked to identify local and national brand problems by conducting research, primarily through surveys, writing conclusions and ultimately making recommendations to the business at the center of the project. “A more brand-wide issue for Subway is brand image based on the Jared Fogel incident... Subway’s just been getting a lot of bad press lately,” Cooper said. “We were also on the local level trying to address competition.”

Fargo said projects like Cooper’s can help students develop a better understanding of business. “They learned so much from having the local franchisee just open his books and talk about the business and they tried things and saw how hard it was to make it successful,” Fargo said. Although her team did not rank at ICDC, Cooper said that going to ICDC and participating in DECA in general has helped her develop important life skills. “DECA and the things I’ve learned in marketing is some of the most real life valuable experience that I’ve had in high school because it’s just so applicable,” Cooper said. “I feel like DECA specifically is a great way to gain professional skills and speaking skills.” Fargo said that DECA helps students within and beyond the classroom. “I know for a fact that this leads them into their college life, it spills over into other classes...and it just helps them to become more confident [and] comfortable just speaking with people [without] being intimidated,” Fargo said. “I think it’s a skill that they’ll carry—I know it sounds corny—for the rest of their lives.” Page design by Melanie Pincus

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Reaching out prevents needless suffering In the face of ignorance, getting help for mental illness can be difficult but worthwhile Sarah Therriault Reporter igh school is undeniably stressful, but for the 20 percent of teenagers and young adults who experience mental illnesses, that normally manageable stress can be unbearable. Although an increase in awareness for mental health in recent years has encouraged more people to find help, there is still a stigma surrounding mental illness. “It takes a lot of courage [for students] to admit that they’re having a problem,” school psychologist Beth Werfel said. “I think there’s still stigma attached to mental illness...and the fear of being stigmatized prevents people from seeking help. The more we can do to reduce the stigma, the better.” According to the National Institute of Mental Health, depression and anxiety often manifest by the age of 14, making it important to educate both high school students and staff about them. The high pressure of high school, particularly in a competitive area like McLean, can often serve to severely compound mental health issues. Werfel’s first advice to students who are experiencing the symptoms of depression, anxiety or another mental illness is to find an adult they can trust and tell them what’s wrong. If a student is worried about someone other than themselves, Werfel encourages them to talk to her or another trusted adult. Werfel said she is appreciative of the

way the dialogue surrounding mental illness in teenagers has evolved. “I think students have more education when it comes to mental health, so they have more awareness of what the signs and symptoms are and where to go for help,“ Werfel said. “I also think that because we do talk about mental health more than we used to, it is reducing the stigma, even if it’s just a little bit.” According to Katie Rizzolo, a senior with generalized anxiety and a panic disorder, the ignorance surrounding mental illness can make it more difficult to get help. “A lot of people sort of don’t really understand [mental illness] and make fun of it without really thinking about it,” Rizzolo said. Rizzolo said it took her a long time to recognize that she did need to talk to someone about her mental illness. “You start thinking that it’s a bad thing, or that you’re burdening the people around you, so it makes you feel like you shouldn’t get that help, even if you need it,” she said. Rizzolo also encourages students to find someone they can trust to talk to if they think they have a mental illness. “You’d be surprised at how many people have dealt with [mental illness] before,” Rizzolo said. “It’s more normal than you think it is, and it’s not as scary once you actually take that first step to looking for help, because you [realize] that you’re not alone in it.”

Senior Meryl Menezes missed multiple quarters of school due to the anxiety caused by her heavy course-load. Menezes said the high pressure exerted on students and the expectation that they take the highest level classes is detrimental to their mental health. “I think sometimes [high stress and anxiety] is taken a little lightly,” Menezes said. “People understand the stress level, but they don’t understand the [low point] that you can get pushed to if you don’t take care of it.” Menezes said she is glad she has gotten help, but she admits that it was difficult. “For me, it was hard to tell my parents, because I was always the really happy child,” Menezes said. “But if something is going on, tell someone.” Menezes now has a student plan that gives her accommodations for her anxiety. She has the ability to leave class if she needs to talk to someone, and is given extended time on assignments. “It’s really nice to know that you’re not alone, because a lot of times it feels like you’re the only one who has anxiety, or that you’re the only person that deals with it, but you’re not,” Menezes said. Even if a student feels embarrassed at the possibility that they might have a mental illness, or ashamed of the symptoms, it is still important for them to talk to someone. When faced with anxiety, depression or other any other mental illness, seeking help is the first and most important step anyone can take.

CrisisLink

24/7 free Arlington-based hotline 1-800-SUICIDE 1-800-273-TALK Text NEEDHELP to 85511

Fairfax-Falls Church Community Services Board Stress Less—Students pick up candy and stickers on April 25 as part of the Active Minds club’s Laugh More, Stress Less week. Active Minds encourages positive mental health at McLean. (Photo by Tanya Ajalli)

703-573-5679 emergency line 703-207-7737 TTY www.fairfaxcounty.gov/csb

Page design by Sarah Therriault

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Methods

Myths

THE WHEEL

READ & REREAD

JAM OUT

STUDYING > SLEEPING

The wheel method is a way to make studying more interactive and engaging. Although seemingly timeconsuming, the wheel method is simple in execution. While reading through notes, students can simply organize concepts into a wheel to effectively store the information both on paper and in their memory. “You put your concept that you are interested in the middle and then you make spokes out from that and you think of other concepts it is related to and then try to relate each of those concepts to each other so that it ends up looking like a wagon wheel,” AP Psychology teacher Cynthia Hawkins said. “Then see if you can make another wagon wheel off of that so that way you are not just saying what this thing is, but you are actually processing it and trying to make connections to different things.” Music can help students isolate themselves from the inevitable distractions in studying environments. “Usually I listen to classical music like The Piano Guys and some Chinese violin; it just kind of helps me focus. It is like background music because my house it kind of loud, so it blocks that out while enabling me to focus,” sophomore Serena Wood said. Listening to various forms of music helps students increase their focus whether they are in rowdy cafeterias or silent studies. It can give students the boost they need to get into the zone as they study for their endless finals.

When studying for fact-based tests, many students call it a day after reading through notes to review the concepts. “For history and English I reread my notes from the textbook or my annotations from the book,” junior Rebecca Bennett said. Although this can feel effective, re-reading notes does not help with locking information into memory. “Reading notes is useless, highlighting notes is useless— that’s what we call automatic processing and it does nothing for you,” Hawkins said. A better alternative to automatic processing is forming quick tests to grasp the information. “You need to test yourself, see what you got right, see what you got wrong, and then go and look it up and retest yourself a little later,” Hawkins said. Many students put off studying for the big test until the night before, relying on one big cram session to learn it all. Sleep becomes secondary to preparing for the test and maintaining that borderline grade. “An hour less of sleep for a sixth grader makes them cognitively function at level of a fourth grader,” Hawkins said. “An hour less of sleep took off two years of cognitive functioning.” Instead of putting off sleep, quickly review unfamiliar material through the previously discussed wheel method, then sleep.

JUST ADD HUMOR

Trying to recall an endless list of terms can be daunting. Nevertheless, with mnemonic devices, that list of terms will become an easy-to-recall library of knowledge. “I try to give specific names of places, people [and] enzymes a nickname that’s funny to me that also fits the meaning to help me remember,” senior Sena Cam said. Need to remember what role the president played in the Watergate Scandal? Just remember “fixin’ Nixon.” The twist of humor provided by mnemonic devices not only makes the terms easier to remember, but also makes studying more enjoyable. According to Psych Central, mnemonic devices strengthen encoding and recall of information. The more humorous the mnemonic device, the easier it is to remember.

students spend less than 23% of1 hour studying per test 52% 20% spend 1 hour stud of e stud nts wh o y fo o r tw r mo r 28% spend 2 hours e ho o feel urs p r e p goin g int ared test o s. 13% spend 3 hours

15% spend 4 or more hours 60 students surveyed

Reporting & page design by Anjalie Chauhan

10 Qs with Renee Yates

(Administrative Assistant/Attendance) By Eva Bhandary & Ingrid Morse Photos by Tanya Ajalli & courtesy of Renee Yates

What is your favorite vacation spot? Walt Disney World in Orlando, Florida.

Do you have any advice for rising seniors?

What is one thing people don’t know about you?

Stay on task and follow your goals.

[Some people] thought I was a bully. I did torment a lot of people in school. I wasn’t nice in school if you pissed me off.

What’s the funniest/weirdest excuse you have ever received from a student?

Go-to weekend activity? Shopping and craft shows. I can craft, but I usually buy someone else’s.

A spaceship landed in the front yard and the aliens got him first.

Which schools did you go to growing up?

What is the biggest change you’ve seen at McLean over the years? [I’ve been working here] since 2003 (13 years) and more kids are always late.

Yates’ daughter Destiny DeMarino:

What is your favorite aspect of your job? Dealing with the kids. All the stories y’all can come up with. [My favorite aspect of McLean] would be the kids and my co-workers.

I went to Franklin Sherman, then I went to Churchill, then I went to George Mason Junior/ Senior High School, then I wnt to Marshall. Biggest pet peeve? Lying to me.

What is it like to have your mom work at the school? To be honest, I love having my mom at my school now that I am a senior. If I am ever having a bad day, she is always right there for me. She is truly my best friend. What characteristic is unique to your mom? She is very, very honest.

What is your favorite high school memory? Taking cosmetology probably was my favorite in high school, which I originally took because my mom wouldn’t let me take what I really wanted to take, which was auto mechanics. Back then, cars were just simple motors.

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Coded to perfection

Junior Vanessa Barlow achieves high honors in computer science Olivia Mooney Reporter

n an increasingly technological world, individuals trained in computer science and STEM are needed now more than ever. As technology evolves, these fields are becoming some of the most lucrative, innovative and appealing to the younger generation. The field is particularly interesting to junior Vanessa Barlow because of the freedom programmers have when writing their code. “You can be creative and do whatever you want with [computer science]—your code is never the same as your neighbor’s,” Barlow said. The junior, while new to computing, learned a lot from her participation in the Girls Who Code internship over

“You can be creative and do whatever you want with [computer science]—your code is never the same as your neighbor’s.”

-junior Vanessa Barlow

the summer. She has mastered seven computing language since she began her studies sophomore year. Her current classes in AP computer science at McLean as well as other academy computer science classes have allowed her to boost her knowledge regarding the subject. These classes allow Barlow to learn about both the hardware and software of a computer, both of which she finds equally interesting. However, Barlow plans on specializing in computer engineering in college. Barlow, who is also a crucial member of the McLean girls varsity basketball team, balances her time between school, sports and other activities by working in small increments. “It’s very hard to find time to actually

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code. When I do, most of what I do is for AP computer science, but on the weekends I’ll go back to some project, make the display look better. If I’m working on HTML, I’ll work on CSS…something that doesn’t make me think as much so it’s a break from school,” she said. Her studies were recently honored when she received the National Center for Woman and Information Technology’s [NCWIT] Aspirations in Computing award. The award, sponsored by Bank of America, was given to 30 high school students at an awards ceremony on March 5 in Charlotte, North Carolina, to celebrate their accomplishments in computer science. “We’re trying to recognize women in technology,” AP Computer Science teacher Larry Safford said. “There are not enough women in technology and those who are there we want to Celebrating Success—Vanessa Barlow accepts encourage to continue. her NCWIT Aspirations in Computing award from Bank of America representative Denise NCWIT is a good network Menelly on March 5. The award recognizes for women. Since there are so accomplishments in computer science. (Photo few women in technology it’s courtesy of Vanessa Barlow) good to have a peer group.” Barlow participates in Girls in Technology’s mentorship program interested in this stuff, what are you doing. that connects young women interested You get questions a lot and questions in STEM with women in professional about your ability,” Barlow said. positions as well as develops her own Yet she remains committed and does projects. not allow comments and assumptions “I created an app called wtech connect to distract from her work. This summer that allows girls [who] are interested she plans to further develop her already in technology to find events, clubs and impressive abilities by working to help fix people who are interested in tech. That’s computers or interning at a tech company. been a problem in the tech industry, that Following that, she plans to continue there are so many men and so few women,” studying computer science both in school Barlow said. and out and to enter robotics competitions Barlow has felt the effects of this while she finishes her individual projects. continued gender disparity in her “A lot of males overlook you, but if technology classes. anything, that motivates me,” Barlow said. “Some people ask if I’m actually Page design by Olivia Mooney

Kun the Creator: a senior passionate for all things artistic

Highlander of the Issue Caroline Watkins Reporter

enior Kun Xing can be spotted in a number of places throughout the school: dancing in the gym during pep rallies, painting with acrylics in the art studio, singing alto in the choir room or studying in the library during her free time. Xing is a walking—no, pirouetting— example of a modern day Renaissance woman. With her immense passion for the arts and her impressive dedication to her school work, there are few things Xing can’t do. But perhaps Xing’s most outstanding quality is her humility. “I don’t think I’m a particularly interesting person,” Xing said. McLean students and staff, however, would say otherwise. “I taught Kun last year in AP Lang, and she impressed me consistently,” AP English teacher Lisa Beskenis said. “Kun is an excellent writer and a deep thinker, but beyond her academic skills, she is a talented self-taught artist. Last year while we were studying The Great Gatsby, Kun painted a beautiful version of T.J. Eckleberg’s eyes, a prominent symbol in the novel, and gave the painting to me as a gift.”

Photo by Caroline Watkins Beskenis also said the gesture is an accurate reflection of her personality. “She is so skilled in many different disciplines, but rather than focusing on herself, she turns outwards and opens herself to the learning, experiences and inspiration around her in a gracious and humble way,” Beskenis said. In order to accurately portray all of Xing’s accomplishments, it’s best to start at her freshman year. After rehearsing long hours each day for weeks before her first day of high school, Xing landed a spot as co-captain of the JV dance team. Since then, Xing has competed in many competitions, including the National Dance Team Championships at Disney World in Florida this year with McLean’s varsity team. She has also utilized her passion for dancing for a good cause; for the past two years, Xing, alongside her best friend and co-captain, Maya Lezzam, have participated in McLean’s annual McDanceA-Thon. This past year, Xing even served as sponsorship committee head. Her musical interests don’t stop there. Xing has been in Armonia, McLean’s elite chorus ensemble, since freshman year and has been singing since elementary school. “In my elementary school, everybody had to participate in music class, so I just

started off young and have continued it ever since,” Xing said. Xing’s numerous successes have not come easily. “It definitely has been a struggle trying to balance my extracurricular and academic life. I like to take things day by day, sometimes sacrificing sleep and socializing,” she said. On top of the difficulties of maintaining her rigorous weekly schedule, Xing faced an additional challenge this summer when her parents informed her that they were moving to Haymarket, Virginia. Not wanting to transfer schools for her senior year, Xing now spends the week at a nearby townhouse with another family and drives home to see her parents on weekends. Although living away from home for five days of the week is not ideal, the situation has some benefits. “When you constantly have your parents around to support really do begin to take them for granted. But it really has been a great experience,” Xing said. “I have gained a lot of independence and appreciation from living away from my parents.” The added stress of commuting oftentimes engulfs Xing as she volleys between two homes; however, she is able to keep sane through painting.

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Xing was first introduced to art at the age of 8, when her mom signed her up for art lessons. “My mom signed the both of us up for an ACE Adult Education class when I was living in Florida,” Xing said. “Normally those classes are taken by—as the name implies—adults, but I strolled in as a budding third grader. When I walked into the classroom for the first time, the art teacher took one look at me and asked, ‘How old are you?’ I just kept my mouth shut and became affectionately known as ‘the little one.’” Xing said it has taken her years to hone her artistic talents. “I must say that the works that I produced in that class were definitely not masterpieces. The oranges that I painted were exceptionally horrific.” Regardless of school subject or creative outlet, Xing applies her skill of thinking outside the box. Xing’s creativity in the classroom is acknowledged and admired by her classmates. “[Xing] can explain [works of art] in a way that gives them so much more meaning than one would absorb at first glance,” Leimkuhler said. “She inspires me to look at life with a little more focus, rather than simply rushing to get to the next thing.” One of Xing’s more recent feats was creating a patent on her science fair

Book Talk—A photo of Xing’s painting of T.J. Eckleberg from The Great Gatsby. Xing painted it as a thank you to her teacher Lisa Beskenis, and the painting still hangs in Beskenis’ classroom. (Photo courtesy of Lisa Beskenis)

experiment last year, which placed at the regional level. “A year and a half ago, I filed a patent for a Compression Based Arcuate NonPneumatic Tire and Wheel System. In normal words, it is a tire that bears a load without the use of air,” Xing said. Xing’s inspiration for her project stemmed from her experience of getting a flat tire two miles away from her house as a new driver. “To me, it seemed so ridiculous that my entire vehicle was disabled because of the [air that escaped],” she said. “So, with my frustration, ideas and my trusty Patent It Yourself book, I set out to address a problem that I have since discovered is not only a common inconvenience but a

problem which also poses environmental, safety and resource management threats.” Although Xing isn’t sure how far her patent file will go, she is planning on pursuing innovation in college. From singers to dancers to painters to teachers, Xing has influenced countless Highlanders over the past four years. Beskenis, for example, still keeps Xing’s painting in her classroom, with T.J. Eckleberg’s eyes watching over her English pupils. “Now when I teach The Great Gatsby, my students always ask about the painting and Kun’s work becomes a conversation and learning opportunity for students trying to understand the symbolism in the text,” Beskenis said. Lezzam said she is excited to see what Xing accomplishes in the future. “From dancing together to working on sponsorship for McDance-A-Thon, I have been able to observe how talented and driven Kun is in everything she does. I am excited to watch her success story unfold as she goes on to do big things,” Lezzam said. After accomplishing so much over the past four years, it’s hard to imagine that Xing has anything left on her agenda. However, Xing’s goals for the rest of the year include working hard, having fun and participating in a classic senior bucket-list staple—the Philly Cheeesecake Challenge.

Eye of the Tiger—Kun Xing poses with one of her favorite paintings. She has been painting since her mother signed her up for art classes at age 8. (Photo by Caroline Watkins) Page design by Caroline Watkins

GET THE HIGHLANDER EVERYWHERE YOU GO! Go to our website www.thehighlandernews.com Follow us on Twitter @MHSHighlandernews Like us on Facebook The Highlander Newsmagazine

Angus battles a foe

(Photo by Alisha Smith)

Highlanders gather for the last pep rally of the year

(Photo by Caroline Watkins)

Get to know your student government

A brief overview of McLean’s hard-working student representatives Alisha Smith & Helena Doms Reporters

“We have a student government?” junior Syona Ayyankeril said. “I think I might’ve been absent the day we voted.” Some students aren’t in the know on what’s going on in the SGA realm. Who’s in charge? How does the school make decisions for student events? Here’s a brief look at which students represent your voice as well as how they do it.

Does SGA think they could have done more?

“I wouldn’t necessarily blame it on us that we didn’t do as much as we did last year just because we weren’t given authority over certain events. I think [the lack of SGA activity] also happened because of new leadership teachers, so with that transition there’s obviously limitations and it’s not always going to be very smooth,” junior Jiwon Kim said. “I wish we were able to work more with Dr. Reilly and other vice principals and get to see what they do everyday,” senior Johnny Choi said.

SGA President: Rebecca Rice

“I work closely with the leadership teachers and administration to plan pep rallies, charity drives and other events around the school. I also serve as a voice for any student concerns to the administration... I chose to run as [SGA president] because I have always loved being in a position where I can have an impact on the school and voice my opinions and ideas,” Rice said.

Class Presidents: Ellie Thomas, Olivia McAuliffe, Sarah Rice & Sam Gollob “This year our main focus is graduation. So it’s less about raising money and more about using the funds that we already have to work with the principal to figure out if we want any senior privileges,” Thomas said. “I’m in charge of organizing the meetings and I communicate the most with our class sponsors... It’s my initiative to make everything happen.”

Ryan Creeser leads a pep rally activity (Photo by Alisha Smith)

Vice Presidents: Jiwon Kim, Azita Peters, Ryan Creeser & Johnny Choi “As a VP, I work with the school president, other three vice presidents, class officers and Dr. Reilly to help improve McLean High School in any way we can,” Choi said. “In the beginning of the year we discussed the positive and negative impacts of having Highlander Time in the afternoon and unanimously decided to switch it back [to the morning]. Currently, we are trying to come up with more senior privileges.”

Page design by Bryan Chung

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A&E

Fighting for independence behind the camera

Sam Gollob and Josh Leong document injustice Ashwin Dasgupta Editor-in-Chief t’s no secret that McLean High School is home to exceptional artists, but two students have distinguished themselves from the rest by combining their passion for film with activism. Two sophomores, Sam Gollob, and Josh Leong recorded and produced an interview with Herman Wainggai, an activist who fled his home of West Papua. Gollob originally met Herman by pure coincidence. “[My old babysitter] showed me this video that they had made for Herman because she is an activist for the Polynesian people,” Gollob said, “and they had made this video for Herman and she explained his story to me before we watched the video and I was really amazed but the video... You couldn’t even understand it because it was filmed by someone who understood Herman’s language.” After being captivated by the story, Gollob, who is in his second year of Broadcast Jounalism at McLean, wanted to improve the video so more people could get the message. He also knew the perfect person to work with: Leong, a friend he has worked with on movies since they were in fifth grade. “I know [Josh’s] capabilities, and I thought, ‘Wow, this could be a way we could impact our world for the better,’” Gollob said.

Telling

Watch the video here: www.youtube.com/watch?v=ZwbMgzej1k4 The pair discussed the shortcomings of the previous videos involving Wainggai, and they came to a few conclusions. They decided to film in a small black room and make the interview very intimate to really make Wainggai as much of the focus as possible. However, Gollob and Leong faced a number of challenges while producing the film. “Now, we had a challenge with filming [as] Herman is a very slow speaker and not a native English speaker either, so I had a huge challenge in the edit of having to compress three hours of him talking into 10 minutes, so I had to conceal a lot of cuts and shoot B-roll,” Leong said. The 10-minute video, entitled Herman Wainggai: A Hidden Genocide, documents Wainggai’s story of how he has been treated by the Indonesian government and escaped by boat to Australia. He speaks about how the government oppresses the West Papuan people. The native population has tried to resist Indonesian efforts to take advantage of the land’s rich natural resources. After they were done editing the video, they wanted to move to the next step of sharing the message. “This is part of a broader movement [called] ‘Teens for West Papua,’” Leong

the Story—Herman Wainggai talks to the camera about the plight of his people. Filmmakers Sam Gollob and Josh Leong used subtitles in the interview to make it easier to understand. (Photo courtesy of Josh Leong)

Free West Papua—Sam Gollob poses

with Herman Wainggai and the flag of Wainggai’s homeland of West Papua. (Photo courtesy of Josh Leong)

said. “The video was supposed to be the catalyst.” They plan to spread the video online through social media and through a website they plan on creating that will focus on teen involvement with this international issue. Gollob and Wainggai will go to Los Angeles for the Garifuna International Indigenous Film Festival at the end of the month, where their film is being shown to other activists for indigenous rights across the globe. They hope people will be moved by Wainggai’s story and fight for change. “I do think that the video is supposed to spark interest. I don’t draw as much attention to the issue as I do to the person,” Leong said. “I feel like Herman’s story is just so rich and so visceral, and that’s what should draw people in. People need to connect with Herman, but if they can understand what he’s feeling then they can understand what the nation is feeling.” Page design by Ashwin Dasgupta

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Painting a bright future Senior Min Choe excels in art

Not So Minimal—Min Choe’s artwork, “The Flower in Me,” “Happy Birthday” and “Sound.” “The Flower in Me” was created using watercolors while “Happy Birthday” and “Sound” were created using colored pencils. (Photos courtesy of Min Choe)

Nora Hashem & Eleanor Patrick Reporter & News Editor

he tale of a child defying their parents’ wishes for them to pursue an “academic” field like medicine or law to become an artist has become somewhat of a stereotype. However, that is not senior Min Choe’s story. “I wasn’t interested [in art] in elementary school—I thought I was going to go into law,” said Min, who will attend the School of Visual Arts in New York City next year. Min’s parents pushed her to pursue art starting her sophomore year. “All parents have ‘ideal plans’ for their children, but these plans should remain with the parents and only serve as advice or guidance for their children,” said SeungHo Choe, Min’s father. Along with giving her encouragement, Min’s father can be credited with passing along some of his talent as well. “I wanted to be an artist ever since I was able to pick up a pencil,” Seung-Ho said. “Regrettably, however, I did not pursue art, a decision I somewhat regret to this

A&E

day. Consequently, when Min expressed interest in pursuing art, it was like, ‘Cowabunga!’” From a young age, Min displayed creative talent in her doodles, even though she might not have known it. Her father saw these drawings and realized Min possessed a unique talent that should be pursued.

“I wasn’t interested [in art] in elementary school—I thought I was going to go into law.”

-senior Min Choe

“She had the uncanny ability to get across complex or serious ideas [and] messages in the most comprehensible, simple ways,” Seung-Ho said. Once Min began creating art, it was hard to stop her. To apply for art school, a student needs to complete a portfolio with 20 different pieces that display their

talents, with varying styles and mediums, from watercolor to colored pencils. Starting such a large project so late in high school as compared to her peers could scare away many aspiring artists, but not Min. “For someone who only recently started pursuing a future in the arts, she has excelled in creating her own image,” said senior Nadim Najjar, one of Min’s best friends. For her portfolio, Min began working at an art studio to gain technical skills. “I have a bunch of my friends and peers who were doing art with me [at the studio], so they were my inspiration because they were super talented, so I learned a lot from them,” Min said. To make up for lost time, Min has often found herself at her studio three to five days a week, sometimes staying at the studio overnight just to finish her work. This dedication helped her succeed. “Her creativity and personality fuel her passion for art,” Najjar said.

Page design by Nora Hashem & Eleanor Patrick

WHERE

STEM’s gender problem takes root: STEM disparities in and beyond McLean

he room is abuzz with the sound of 30 computers whirring and 30 keyboards clicking. Behind each screen is a student who is writing a new program, collaborating with their classmates or debugging code. Throughout the period, students ask questions and engage with their teacher. Larry Safford’s AP Computer Science class looks like a typical McLean High School class on the surface: it’s full of enthusiastic, intelligent students pursuing their interests and working diligently to achieve success in the classroom and beyond. There is a camaraderie among the students and they take a genuine interest in their work. But upon closer inspection of the classroom, it becomes evident that it is not like many other classes at McLean. Among the 30 heads visible behind the computer screens, there are three girls. It’s bewildering, considering McLean’s male to female ratio is roughly equal. Surely, more than three girls feel that they have something to contribute to an advanced technology class. Indeed, it is not just three girls who should be taking that AP Computer Science class, and it’s not just the 24

Nora Hashem & Sri Medicherla percent of the science, technology, engineering and mathematics (STEM) workforce made up by women who could contribute to progress. With STEM representing the fastest growing field in the job market, and women demonstrating interest in those fields, it is puzzling that this gap exists. The force preventing women from equaling their male counterparts in STEM is an ingrained societal one, and to counteract this force, meaningful measures need to be taken. Why the Gap Exists According to the U.S. Census Bureau, women in STEM made up seven percent of the workforce in 1970, a figure that had jumped to 23 percent by 1990. After that, the rise essentially stagnated. Two decades later, in 2011, women made up just 26 percent of the STEM workforce. While the proliferation of better educational prospects and opportunities for women during the late 20th century helped replace the antediluvian mentality that women simply couldn’t compete in “male” professions, an almost indelible societal subconscious continued to exist. This subconscious prevents women from achieving true equality in STEM fields.

In a 2012 Yale University study, scientists and professors from six major research universities designated as “evaluators” were given sets of identical applications for positions in engineering and science jobs. One application was from “Jennifer” and the other from “John.” On average, “Jennifers” were recommended for salaries $4,000 lower than “Johns,” deemed 23 percent less competent, 34 percent less hireable, and almost 20 percent less mentor-able, despite having the exact same applications as the “Johns.” Female evaluators demonstrated the same bias as their male counterparts. The results of this study, while not necessarily indicative of purposeful and intentional discrimination, conclude that an internalized bias invariably impacts women’s ability to succeed in STEM fields. The disparity begins with a history of strongly enforced gender roles that prevented upward mobility for women. First, men have had more role models in STEM. “The men have had a leg up. Their fathers and uncles have been engineers, and girls didn’t have that role model,” AP Physics teacher Claire Anton said. Jake Barnett

Bryan Chung

In addition to a dearth of female role models, society’s behaviors toward children heavily impact what these children will pursue in the future. Junior London Russell is involved in advanced STEM classes at McLean and said his early schooling encouraged his interests. “My interests started out with building structures with Legos as a preschooler,” Russell said. “My teachers in kindergarten recognized my abilities and told me that I should pursue something engineering related. In grade school, I developed an interest in commercial aviation and built aircraft models out of construction paper and tape. I soon got even more encouragement to pursue engineering from my teachers.” Russell said the encouragement to pursue his interests from a young age incentivized him to get involved in STEM, but it’s important to acknowledge that Russell’s female counterparts may not receive the same degree of encouragement. “Even when they’re little kids, tinkering with computers, it’s [mostly] a boy thing,” math teacher Crissie Ricketts said. “It’s probably not even… their natural tendency, but what they are encouraged to do.” A Stanford University study found that certain childhood play experiences are essential for children to develop the spatial skills, problem-solving abilities and confidence to pursue STEM fields. However, toys marketed toward girls are less likely than those advertised for boys to cultivate STEM interest and skills. The study found that girls’ toys are more likely to focus on enhancing “physical attractiveness, domestic skills and care-taking work” than those for boys, which generally build basic “spatial awareness and problem solving” abilities. The qualities that differentiate girls’ and boys’ toys make boys more interested and seemingly capable in STEM fields. Nature or Nurture? Rigorous math classes, like AP AB Calculus, AP BC Calculus and Multivariable Calculus & Matrix Algebra are the only advanced STEM classes at McLean that even come close to female and male equality in the classroom. In fact, girls outnumber boys in all three of those

classes. Ricketts attributes this unique quality of math classes at McLean partly to a push girls receive from a young age to pursue more advanced math classes. It’s a push that other fields haven’t received yet, accounting for the disparity in AP Computer Science and AP Physics, for example. “Math might have a more even ratio because there was a [national] push to get girls in math,” Ricketts said. In FCPS elementary schools in particular, accelerated math is heavily emphasized, especially as part of the Advanced Academic Program. At Longfellow Middle School, special emphasis is placed on higher level math classes, allowing students to take math classes suggested for students two or three years older than them. The success of girls in advanced level math classes at McLean speaks to their potential to do well when purposeful efforts are made to advance girls’ STEM success. Impacts of the Gap The quantifiable difference in male and female involvement in the STEM field suggests that stereotypes furthered by society hinder females from progressing in STEM. The lack of females in the STEM workforce not only discourages further female participation in STEM, but also negatively impacts society as a whole, which would benefit from female contributions in the realm of science and technology. Many women feel uncomfortable when they pursue STEM fields. This discomfort is a significant problem because it impacts half the population. “It is slightly intimidating walking into a male-dominated class on the first day and feeling as if you are representing your gender,” said junior Rebecca Rice, who took AP Computer Science her sophomore year. “I often feel as if my classmates assume that I know less about the subject or don’t know what I am doing solely because I am a girl, and I feel as if it is harder to ask for help as I don’t want to appear less intelligent or be judged by the boys in my class, so it is difficult to not fall behind.” If the girls and women who make up an equally capable and interested half of the population were more present in

STEM fields, innovation and technological breakthroughs would inevitably increase. The subconscious stigma attached to the STEM woman has fostered a perception that women simply aren’t fit for those fields, as concluded by the Yale study, or that women just aren’t interested. “I believe the disparity exists because of the lack of interest from girls,” Russell said. “There is no pressure dictating that girls should like or avoid certain subjects or fields to be accepted socially. Girls are people like boys and have interests, and therefore pursue them as well.” This mentality is common, and in fact understandable, considering female presence in STEM subjects has remained low despite the progressive nature of modern American society. But the assumption that women don’t find STEM interesting has no basis in reality, and inhibits progress by creating complacency. According to the a report from the U.S. House of Representatives’ Committee on Science and Technology, an unspoken social stigma associated with female STEM involvement causes women, who are initially interested in STEM fields, to be deterred from pursuing those interests. The study finds the percentage of girls who express a lack of interest in math increases from nine percent in fourth grade to 15 percent in eighth grade to 50 percent in 12th grade. While girls consistently match or surpass boys’ achievements in science and math in scholastic aptitude tests, achievement tests and classroom grades, high school girls are less likely than boys to pursue advanced STEM courses in high school. Additionally, the New Jersey Institute of Technology finds that female STEM majors are twice as likely as male STEM majors to work in non-STEM careers, like education or healthcare, despite having demonstrated interest in STEM fields. A Growing Stem While girls remain underrepresented in most STEM classes, the percentage of girls at McLean working hard to achieve success in STEM fields is significant. “I’ve had many very talented young women take the AP Computer Science course and do exceedingly well. Some have gone on to pursue Computer Science in college,” Safford said.

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Anton’s experience with girls interested in STEM is similar to Safford’s. “I’ve had girls come up to me many times this year and say they want to get an engineering internship,” Anton said. Safford and Anton’s experiences suggest that the number of girls interested in the STEM fields at McLean is increasing. Ricketts says her class makeup confirms such progress. “I remember looking at my roster at the beginning of this year thinking, ‘Where did all the girls come from, this is great,’” Ricketts said. “If you go back five years,

At McLean,

you will see a significant improvement, I think.” McLean students also have many female STEM role models, who encourage students to follow in their footsteps. For example, the majority of advanced math teachers at McLean are female, possibly partially accounting for female success in math at the school. “You take Geometry Honors, Algebra 2 Honors, you’re getting a woman. You’re taking [Precalculus] Honors, you’re getting a woman. So maybe that’s encouraging,” Ricketts said. “And it’s something that’s

18.61%

percent of AP Computer Science test takers in Virginia who are female

there is a 1:1

ratio between the number of female and male students

COMPUTER SCIENCE

AP COMPUTER SCIENCE

COMPUTER SYSTEMS

74 34

15 40

AP PHYSICS 1

AP PHYSICS C AB CALCULUS

30 69

BC CALCULUS Girls Boys

IN-DEPTH

unspoken too, not like, ‘Oh you’re a female and I’m going to support you,’ but maybe a student subconsciously looks at me or one of the other female teachers and says, ‘Hey, you’re female. I can do this too.’” It is undeniable that a profound gap exists, but it is important to acknowledge that over time, the gap is becoming less glaring. “I think girls should be exposed to STEM at a young age,” Rice said. “They should be reminded that they are capable of doing anything.”

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Arts Updates Text & page design by Catherine Dolan, Carlyn Kranking & Ingrid Morse

This is Surreal—After two months of work, freshmen Blake Johnson, Susan Suh and Nathaniel Miles completed and put on display this surrealist piece in the school library. It was inspired by surrealist artists such as Rene Magritte. (Photo by Ingrid Morse)

Art 1 creates surrealist art installations Students incorporate work in public spaces

ith giant chess pieces and casts of people covered in book pages, the new art installations around the school look like something out of a story book. In April, Art 1 classes created surrealist art projects to display in the library, student services and various other places around the school. The goal is to explore their own styles and interpretations of surrealism. “They have to use some of the surrealist techniques [of artists like] Salvador Dali, Mark Reid... and they have to incorporate it into their vision of something a little wacky, something a little crazy,” art teacher Christina Carroll said. With this long-term assignment, the Art 1 students aimed to improve their artistic collaboration skills and become comfortable utilizing new artistic techniques. In doing so, they bettered their understanding of how art can fit into general surroundings.

“[Students] have to look at the space and kind of figure out what would be good [to fit there],” Carroll said. Freshman Paige Osguthorpe and her group made a representation of Alice in Wonderland, juxtaposing Alice’s real life and her imagination. “We’re doing a reflection of Alice’s imaginary world and the real world she actually lives in with a mirror in between the two,” Osguthorpe said. “Lewis Carroll did a bunch of impossible things in [Alice in Wonderland], so that made me think of [surrealism].” The art department worked with staff members throughout the school to set up the installations. “We got approval through the red tape of the school system here and [some of the McLean staff], like the [guidance team], has opened up their office. The library was awesome [too],” Carroll said.

In another interpretation of surrealism, junior Maggie Holland’s group chose to approach their project with a theme inspired by their assigned location of the library. “We’re gonna make books doing things books shouldn’t be doing, like reading other books and eating,” Holland said. “We are making casts of people and coating them in book pages so it looks like they are a book.” Through their work on this project, students feel they have grown as artists. “I know more structural art techniques and how to collaborate with other artists,” Holland said. Carroll is optimistic about the school’s response to the art. “We only have two display cases so [usually] people don’t really see us,” Carroll said. “But this they can’t walk by. It’ll be noticeable.”

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Visual artists refurbish pinball machine Since December, Computer Graphics 3 and Photography 3 students have been working on a joint project to refurbish a pinball machine from the 1970s. The project aims to teach students that art can be interactive and more than just taking pictures or making graphics. “The power that public art carries is that people get to experience it in their everyday life and see how these artists’ perspectives interact with the world,” art teacher Kenneth George said.

Students from the two classes responded well to the project and utilized their own unique and varied skills to restore the pinball machine. “I think it will be cool to use the different skills that we’ve picked up throughout our photography and computer graphics classes... to make things look good and apply it to something that people will use,” photography student junior Kathleen Oakley said.

Attention to Detail—Junior Elli Stenzel paints the playing field of the refurbished pinball machine. (Photo by Annie Lu)

The inspiration Art teacher Kenneth George wanted to address the concept of public art with his Photography 3 and Computer Graphics 3 students. The finished pinball machine will likely be donated to a public place so more people can access it. “The objective with making a game is that people will play it and will engage with it,” George said. “The best situation is that the largest amount of people can be impacted, so we probably won’t permanently leave it in my class.”

Before and After—(Above) The pinball machine from the 70s had a design called “Solar Ride.” (Right) The new theme, “Out of This World,” is based on outer space. (Photos by Annie Lu)

A&E

The process The classes divided into groups to focus on different aspects of the design and building. “First, we all just came up with proposals for the idea on the theme [and we decided on the “Out of This World” theme],” Computer Graphics student junior Jared Lampal said. Lampal’s group was in charge of designing the obstacles for the course. These obstacles were 3D printed. “I think it’s cool because first of all it’s like a pinball machine, which is something you don’t really get to see in school, and also it’s a really big project so... everyone does a little bit of it and it all comes together to be one cool project,” Lampal said.

“There’s a lot of value in making art that’s not exclusively designed to hang on walls in private institutions... that lives in the world around us and interacts with people in unexpected moments.” -Art teacher Kenneth George

Ryan Kantor

ince he first became involved with music by making covers at the age of 11, junior Ryan Kantor has been an avid musician, dabbling in a variety of genres. “I started playing guitar, I guess that’s the first time I played music, when I was 4 years old,” Kantor said. “Since then, I have been in a lot of different bands of various sorts and skill levels.” Although Kantor has made music from experimental hip-hop to techno, he is primarily an electronic musician, taking inspiration from everyday life. “If I see an interesting person or photograph, it gives me an idea for my song,” Kantor said. Kantor is also influenced by other musicians. “I’d say that I’m influenced by acts like Death Grips and Young Lean, as well as My Bloody Valentine, which if anyone has heard of them, you know they’re very different,” Kantor said. To compose his songs, Kantor uses FL Studio, a digital audio workshop with the ability to compose, arrange, record and mix music. “When I make a song, I’ll usually start with a percussion line if I’m doing something more traditional, or I’ll just sort of let ideas flow as they come,” Kantor said. Kantor doesn’t plan on making music his career, however. “I don’t think that I would [pursue it professionally],” Kantor said. “I definitely want to keep making it throughout my life whenever I have the time, because I really enjoy doing it. It’s a great stress relief.”

Nikki Bellini

f there’s one thing someone should know about junior Nikki Bellini, it’s that she has an immense passion for singing. Bellini first started music when she was in second grade and has been a part of the music school School of Rock since she was 9 years old. At School of Rock, Bellini is in a house band composed of 15 kids. “I’ve had the same teachers since I was 9... I’ve grown up with the same kids too so they’ve become my best friends,” Bellini said. Bellini and her band primarily do rock covers of classic rock bands like Led Zeppelin. As a result, Bellini has come to love other rock bands like The Killers, Florence and the Machine, Panic! at the Disco and Queen. Besides singing, Bellini occasionally composes music. “When I was 11, I wrote a song that my piano teacher loved, and it even got featured on BBC,” Bellini said. Since then, she has continued to write music. When she starts writing a new song, Bellini sits down at a piano and plays around with chords until she finds a progression she likes. “From there, I just sing random words that don’t really make much sense over the chord progression,” Bellini said. Eventually, this tune evolves into a melody, and Bellini layers instrumentals and lyrics over it to make a full track. Bellini said she aspires to become a recording artist and go on tour while making her own music. “Right now, I’ve been researching music colleges,” she said. “I really want to go into vocal performance.”

Sam Silverman

long with being a trumpet player in McLean’s Symphonic Band, junior Sam Silverman is an aspiring composer. Silverman first tried his hand at composing in eighth grade, when he composed and played original trumpet music with his friend at the Arleigh Burke Retirement Home. Since then, he has had an active role in the McLean Jazz Band. “Every June, we do a performance at Jammin’ Java with the McLean Jazz Band, and hopefully we can play one of the pieces I wrote,” Silverman said. Silverman is also part of a band at a local school called Bach to Rock, in which he plays drums. Silverman is not only limited to one genre, as he composes for both orchestras and jazz bands. “I just kind of let the music take me where it wants to,” Silverman said. Silverman said the genres of music he listens to, including classical rock, contemporary rock, alternative and jazz fusion, also influence him. “There’s this band called Snarky Puppy, which is a really cool band out there,” Silverman said. “Most of [the] jazz songs I write are actually influenced by them, and I try to replicate their sound.” Silverman said he wants to pursue music as a career. He is searching for schools with excellent music programs, such as Northwestern’s Bienen School of Music and UCLA. “Hopefully, I can major in music and maybe make a career, because I enjoy it a lot,” Silverman said.

Liked reading about these artists? Go to thehighlandernews.com for pictures and videos of these artists performing, as well as even more talented McLean performers. A&E

Article & page design by Young In Seo & Aisha Singh

Musicans at McLean: Talented students write and perform their own music

Photos courtesy of respective artists

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OPINIONS

Restrooms for all

Progressive FCPS policy is inclusive of transgender students The staff editorial represents the opinion of the majority of The Highlander editorial board

ecently, North Carolina governor Pat McCrory (R) signed into law HB2, a controversial law that decreases LGBT+ protections in his state. Passed in direct response to an LGBT+ protection law passed in Charlotte, North Carolina’s largest city, HB2 requires that students in public schools in the state use bathrooms based on their sex at birth, not their gender identity, and prohibits any local government in the state from passing any sort of broader LGBT+ protection laws. Despite a Department of Education rule dictating that students are to be allowed to use the restroom that corresponds with their gender identity, several other states, including Alabama and South Carolina, have similar measures moving in their state houses that may potentially be signed into law. In our own state, the case of transgender high school student Gavin Grimm came to prominence this month when a federal court ruled that his high school discriminated against him when it did not allow him to use the bathroom that corresponded with his gender identity. Luckily, the idiocy and cruelty of these laws has not been uncontested, and groups all over the country have united to campaign against them. Despite the flurry of these kinds of discriminatory measures in our region, our own school system has taken impressive steps in the right direction on this issue. “The [FCPS] school board added ‘gender identity’ to its anti-discrimination policy last May and the implementing regulation is being developed,” FCPS Public Information Officer John Torre said. “FCPS engaged an outside consultant who met several times with FCPS staff to review current legislation and state and local district policies relating to gender identity.” In May 2015, FCPS updated Policy

1450, its overarching nondiscrimination policy, to prohibit discrimination based on gender identity. Currently, if a student says they are transgender, a vetting process is conducted by FCPS’s Instructional Services and Department of Special Services (ISDS) “to ensure that the claim is legitimate and made in good faith,” according to the FCPS website. Accommodations for facilities like restrooms are handled by the school itself, according to Torre. We, the editorial board of The Highlander, applaud FCPS for taking an inclusive, logical stance on this issue.

Not only is it the right thing to do, but it is perfectly in line with a major component of FCPS’s stated beliefs—that “each student is entitled to an excellent education that meets his or her individual needs.” All students, transgender or not, can appreciate FCPS’s logical consistency with its message, and FCPS’s decision

demonstrates impressive foresight, even in the face of strong differences in opinion in neighboring states and even within our own. Statistics on transgender individuals are difficult to find, but a paper published in 2011 by the Williams Institute estimated that about 700,000 Americans, or 0.3 percent of the U.S. population, identify as transgender. Laws that discriminate against LGBT+ people have no place in the realm of the 21st century U.S., and FCPS has demonstrated its commitment to protecting the rights of the more than 166,000 students in its system. “I think that transgender issues these days are sort of like what being gay was maybe 10 or 15 years ago, that maybe people are not comfortable admitting it or telling other people for fear of retaliation,” English teacher and Gay-Straight Alliance (GSA) sponsor Tara Dwyer said. “I have worked with transgender youth for ages…at other jobs, and I think now, it’s a little less scary than it used to be for a lot of them to admit.” In addition to FCPS’s positive movements, the McLean administration has made steps in the right direction on this issue. “Last year, some kids from the GSA had voiced that they felt uncomfortable going into certain restrooms based on their gender identity, so I talked to Dr. Reilly, and she immediately approved having a gender neutral bathroom,” Dwyer said. The designated restroom is located near Dwyer’s room (167) in the blue hall. While FCPS and McLean seem to be winning this fight for equality, it is important to note that battles are being fought on this issue in statehouses and courts all over the country. As the upcoming generation of leaders, it’s crucial that young people stay involved in the battle for both restroom-related and more public cultural equality. Comic by Anna Marie Garland Reporting & page design by Liam Zeya

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Colleges should reject standardized tests Dismissing standardized testing in admissions would level the playing field

Helen Bloom Web A&E and Features Editor n recent years, more and more colleges have adopted an admissions process that excludes standardized test scores. The test-optional movement began in 1970, when Bowdoin College chose to stop requiring students to submit their SAT scores. This practice should be applied to all colleges and universities because it recognizes the unfair correlation between high socioeconomic status and high test scores, thereby benefiting students in lowincome areas and diversifying colleges. The decision to go test-optional can help to make a school more accessible to low-income students who cannot afford test preparation classes. The cost of review books, private tutors, prep classes and other review options adds up—it stresses even high-income families, so the likeliness that these could fit within the average working class family’s budget is extremely low. The disparity between the means of students across the country to study or prepare for these tests makes the consideration of standardized test scores unfair to students in poorer areas. “While the benefits of intensive test preparation activities are debatable, the fact of the matter is that [high income] students can afford preparation that lower income students cannot… Higher income students can [also] afford to take multiple sittings of admission tests, which could be cost-prohibitive for lower-income students,” said David Hawkins, Executive Director for Educational Content and Policy for the American Council of Education. According to 2014 calculations on combined SAT scores (out of 2400) from the National Center for Fair & Open Testing, the average score of individuals whose family income was above $200,000 was 1722, while individuals whose family income was between $0 and $20,000 had an average score of 1324. This data demonstrates that there is a clear correlation between the family income of a student and the student’s score. College admissions should be an equitable process, where students have a chance regardless of socioeconomic status.

26%

OPINIONS

1324 1722

of colleges in Virginia are test-optional

average SAT score for students with family income $0-$20k average SAT score for students with family income > $200k “[High-income students have] more access to education, books, learning experiences as young children [than lowincome students do]. Their culture and their family is more conducive to [high test scores],” Career Center Specialist Dawn Allison said. “It doesn’t mean they’re smarter, it just means that they’ve had more educational advantages.” The College Board, high schools and colleges have taken measures to make study resources available to low-income students—many school libraries are equipped with SAT and ACT review books, and the College Board supplies free study materials on their website, for example. “The school collects books [and] we have people donate books that we make accessible for free,” counselor Jessica Grenfell said. Additionally, the SAT has been made free for those on free and reduced lunch and the SAT redesign has made the test more straightforward by removing the vocabulary and essay portions of the test. These efforts to make materials more available, however, can only help to lessen the inequity. If colleges truly wish to eradicate the inequity created by standardized tests, then their only option is to make the submission of test scores an optional part of their admissions process. While impacts of this shift on school

850

schools in the U.S. are currently test-optional

demographics are not yet widespread or especially significant, it should be noted that the process of population diversification is one that is both slow and based on a number of variables. Many also say that because the test-optional movement is relatively young, its true impact on student demographics cannot be properly determined yet. “[The slow socioeconomic diversification on campuses is] not entirely surprising when you consider that test scores are not the most important factor, even at testrequired institutions,” Hawkins said. Although test scores are not the most important part of the admissions process, removing them from the application can only benefit those unable to access test preparation resources, and may make it easier to address larger problems keeping low-income students out of top schools. “There is an underlying problem of inequity in K-12 schools that contributes to the gap in postsecondary enrollment based on race and ethnicity that needs to be addressed in order to truly make higher education more diverse,” Hawkins said. As a whole, the movement of admissions processes from test-required to testoptional will allow students to be judged off of their intellectual and academic accomplishments, not scores that depend so heavily on financial resources.

Page design by Helen Bloom

CROSSFIRE: Drug testing for athletes fails to stop drug abuse

Drug testing is ineffective in preventing drug use in athletes Catherine Zysk Reporter

t McLean, students pride themselves on academic and athletic excellence. Awards clutter the halls. But do these awards come at a price? Are our athletes using drugs to improve their performance? Are they pressured to do so? These questions force us to consider drug testing of our athletes. The question is not, however, whether drug tests are good in theory. This is not an argument against the practice of drug testing, but instead, whether the tests can be effectively implemented. According to The Washington Post, when a school district in Georgia, tried to implement the drug testing of just 80 students a month, the program cost $20,000 with each test contributing at least $24 to the total. That is $20,000 that could have been spent on books, teacher salaries or new computers. At the end of the day, high schools cannot afford to make this monetary commitment to drug testing due to more pressing needs. The FCPS budget, for example, already struggles to cover teacher salaries. Adding another extremely costly project to the budget would siphon off more funding from many already sparsely funded programs. For this reason, FCPS does not currently cover drug testing in its budget, and does not appear to be planning on doing so in the future. It is impossible for us to expect any sort of regimented system if even a rudimentary plan of drug testing has no place in the current budget. Beyond the monetary effects of the implementation of drug testing of athletes, we must also consider the general need for such a program. “If the athlete is foolish enough to use

drugs, then they won’t reap the benefits of participating in that sport,” head women’s crew coach Bianca Arrington said. “Knowing that should be reason enough to not use [drugs].” Even if we acknowledge that high school athletes do and plan to continue doing drugs, many wonder whether drug testing would have any real impact. According to the National Collegiate Athletic Association (NCAA) 2014 student survey, student athletes are 11 percent less likely to engage in drug use than other students. And on a high school level, coaches agree that athletes are less prone to drug use. “I think athletes, serious athletes, are actually less prone to drug use,” field hockey coach Kieran Sweeney said. “They have goals for their performance. They know [drugs] would diminish their athletic performance.” Athletes also acknowledge the negative stigma towards drug use. “Athletics are definitely about [the] power of just your body and not the effects of [drugs],” said junior Zoe Dobson, who plays varsity softball. If the serious athletes Sweeney

mentioned are already less prone to drug use, will drug testing make any significant changes? According to a study by Science Daily, a majority of students did not alter their drug use in the months of the possible drug test. Although drug testing remains ineffective and costly, it does represent an important move towards increased awareness of drug culture and health awareness among high school students, specifically athletes. “I think there could be more [attention to athlete health], especially with nutrition and how to build the best athlete,” Sweeney said. “Eating, working out, what’s healthy, what’s not healthy, [all are important] too.” It is impossible to ignore the problem of teen drug use. It is very real, but not solvable through the drug testing of athletes. Drug testing will not stop athletes from using, but health awareness will. In order to properly combat this issue, the county should focus on improving the quality of drug and health education for all students.

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Should high schools drug test student athletes?

Drug testing high school athletes should be an option

Drug testing helps more than it hurts Jake Barnett Editor-in-Chief

igh school athletics are very competitive. In sports like football and track, student athletes push themselves to compete for their school and increase their chances of earning a college scholarship. In most sports, like soccer and basketball, athletes use their club team participation to get recruited; baseball players can be drafted to the MLB directly out of high school, so their success in school could have massive payoffs. Many student athletes play for their school solely for pride. Drug testing student athletes for performance-enhancing drugs accomplishes two things: it ensures that the playing field remains level and that

OPINIONS

student athletes do not harm themselves through substance abuse. Within the current edition of the Virginia High School League (VHSL) handbook, there is no use of the phrase â&#x20AC;&#x153;drug test.â&#x20AC;? That should change. There should be a VHSL stipulation setting forth a procedure that would allow athletes to be drug tested if there is reason to be suspicious. In the 1995 Supreme Court case Vernonia School District 47J v. Acton, the court ruled that a school district is within its rights to randomly drug tests student athletes. Since that ruling, the argument has shifted from the legality to the morality of drug testing. The idea that a majority of high school athletes should be drug tested simply because they can be is both impractical and

pointless. Drug testing for performanceenhancing drugs would not test for substances such as alcohol or nicotine. The 2014-2015 FCPS student survey not only revealed that some high school students consume alcohol and marijuana, but also that 0.7 percent of seniors reported using steroids. Steroids and other performance-enhancing drugs are not only worse for oneâ&#x20AC;&#x2122;s long term health than some recreational drugs, but they also pose a major problem in the integrity of sports. As the MLB has discovered, when the stakes are high, individuals will try to find a competitive advantage, and some may choose to use banned substances to do so. Athletic scholarships are valued at thousands of dollars, so it would not be surprising that high school athletes try to gain a leg up on the competition. In fact, they already do; athletes invest in activities such as speed and agility training. Performance-enhancing drugs are another way athletes could gain that competitive advantage. At the very least the VHSL should create a path to drug testing an athlete suspected of steroid use. Drug testing in high school sports is undoubtedly a complicated issue. There is also a difference between saying every participant should be drug tested and a small percentage should be. Drug tests should target individuals, not simply all students in a certain age bracket or sports. Even though the majority of athletes refrain from drug use, catching the minority who does not is well worth the cost. Not only does catching students using performance-enhancing substances benefit their competitors, it benefits the student athlete in the long run because it allows them to get help and quit before their health is irreversibly damaged. Comics by Anna Marie Garland Page design by Catherine Zysk & Jake Barnett

Cap on APs would reduce stress for Highlanders Limiting APs would reduce the pressure of McLean’s afflictive academic climate Anjali Kumar & Sophie Mariam Reporters

any Highlanders know the feeling of walking into a counselor’s office to sign up for a schedule full of multiple Advanced Placement (AP) classes. Some worry that they may be biting off more than they can chew. Due to strong encouragement from college admission officers, teachers, counselors, parents and peers, lots of students challenge themselves to take the highest level courses available. As a result, the majority of McLean students end up taking more AP classes than they can handle and feel stressed. To limit this unnecessary pressure, McLean should implement a cap on AP classes. Oftentimes students take higher level courses for the wrong reasons—a focus on the one-point GPA bump associated with AP classes or the creation of a competitive transcript for college, for instance. “We have been fed a snake oil sales pitch that the AP track is the only path to success... this has created an AP arms race,” physics teacher Dean Howarth said. This “arms race” is between students taking a multitude of APs in order to be accepted into their college of choice. The competition to take the most AP classes and do the best in them creates an unhealthy mindset that views APs as a means to an end, which concerns teachers who want students to truly enjoy learning. “Students often play the GPA game, jockeying for GPA bumps that come with advanced classes, and not pursuing courses that reflect their talents, passion, or even

94%

of McLean students feel pressure to take AP courses

interests,” McLean’s Advanced Academics Programs coordinator Cynthia Hawkins said. “[The GPA boosting game] takes the joy out of learning” According to Director of Student Services Paul Stansbery, the average number of combined AP/Honors classes a McLean student takes throughout high school has increased by one class per student in the past three years. The highly competitive academic climate of McLean puts students under constant pressure to take more and more APs. This atmosphere transforms students from inquisitive and enthusiastic individuals into academic machines, producing high GPAs. Many competitive students put unhealthy amounts of stress on themselves, which can lead to sleep deprivation and mental health issues. Some students, like senior Adam Davis, decide to avoid APs entirely because of this phenomenon. “I thoroughly believe that [APs] add extra stresses on students,” Davis said. Teachers have noticed and have tried to find solutions to this issue too. “The cult-like submission to [the AP] mindset both saddens and shocks me. There are a lot of smart people around here who blindly follow the hype,” Howarth said. Many students who choose to take multiple APs, like junior Zoë Chandra, allow their course loads to be influenced by their high-achieving peers. “Most of the AP classes I chose to take this year are ones that I’m genuinely interested in. There are a few AP classes I

45%

want to limit the maximum number of AP courses that students can take to four

Can a cap on the number of AP courses a student can take help to reduce this pressure? Survey of 50 McLean students

50% YES 34% NO 16% NOT SURE 0

“Nobody wants to [create an AP cap] because they don’t want to admit that college admissions are sadly more important than teenage burnout.” -Physics teacher Dean Howarth was debating whether or not to take, and I think because almost all of my friends were taking them I decided to take them too,” Chandra said. A possible solution to reducing this stress and ending the cycle of playing the “GPA game” would be to cap the number of APs a student can take. This would reduce peer pressure to take the most rigorous schedule and allow students to pursue more personally fulfilling academic tracks. “I believe a limit on the number of AP classes at any one time would definitely reduce stress levels,” Hawkins said. But this change wouldn’t come without opposition and issues. “Demand from students, parents and the fear of limiting college options make [an AP cap] a difficult sell,” Hawkins said. However, students and parents concerned about the idea of capping APs should note that when the time comes to apply for college, the college of choice receives a school profile which details the courses available at the high school. The profile would inform colleges of the limit on APs, reducing the effect of an AP cap on college admissions. A cap on APs would have to be enacted at a broader level than within McLean, but action at the county level is unlikely because of the high pressure and competition levels of Northern Virginia. “Nobody wants to [create an AP cap] because they don’t want to admit that college admissions are sadly more important than teenage burnout,” Howarth said.

Infographic by Bryan Chung Page design by Anjali Kumar & Sophie Mariam

MAY

Baseball strikes back

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Varsity team’s impressive start continues with recent stretch of success Jackson Payne Web Sports Editor

ollowing two of the most successful seasons in school history, McLean’s varsity baseball team came into the 2016 campaign with high expectations, and with an impressive 10-5 start, the Highlanders have lived up to the hype. Despite the impressive opening, head coach John Dowling, who skippered the Highlanders all the way to the state semifinal in 2014, is convinced that the team still has room to improve. “We’re not playing as well as we could be, but we’re still finding ways to win close games, and that’s good for us in the long run,” Dowling said, “but I do like to think that we’re the best defensive team in the northern region, as that has been our foundation for the past couple of years.” Offensively, the Highlanders have changed things up from past years and found success in doing so. “This year we’re driving the ball a little bit less, but we’re putting together a ton of quality at-bats and grinding down opposing starting pitchers and getting into their bullpens,” Dowling said. “We’ve got nine guys who can contribute and a bunch of guys who can help us off the bench as well.” Solid defensive play and an efficient

Down and Dirty—Senior utility player Tom Shue dives safely into third base in a game against Madison on April 12. The team’s core of seniors have made solid contributions all season and hope to end their high school careers on a high note. (Photo by Jackson Payne)

offensive scheme have put McLean in the conversation as a serious playoff contender, which is no surprise to the team’s core of seniors. “We have eight seniors this year, and four of us started our sophomore year on the team that went to states,” senior pitcher Jon Clines said, “and we really want to get back there again [this year].” The seniors aren’t the only players making an impact, however, as a young group of up-and-coming underclassmen have already found time in the spotlight this season. “[The four underclassmen] have been doing a great job,” Dowling said. “Grant Williams is our starting catcher and has caught every inning, Max Groppe has pitched really well, and as for our two freshmen, Jackson [Kantor] has done a great job for us defensively and Nick [Liverpool] has had a couple of big hits as Steady at short—Senior Conor Grammes cleanly well.” fields a ground ball at shortstop against Madison Freshman infielder on April 12. McLean’s solid defensive play has Jackson Kantor credits been a major key to their success this season. his more experienced (Photo by Jackson Payne) teammates for his performance this

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season, a testament to how vital the senior players are to the team both on and off the field. “Being a freshman on varsity was a bit intimidating at first, but the other players were very welcoming,” Kantor said. “I have learned a lot from the veterans on the team, and they have encouraged me to get better.” Two years removed from a state tournament appearance, the Highlanders are confident that they have the tools in their arsenal to do it again. “I think we could probably make it to states this year if we play defense as well as we have so far and keep hitting the ball hard,” Clines said. The entire team is optimistic about their chance at states, with Dowling encouraging the players to improve their skills every game. “We just need [to] focus on controlling what we can control,” Dowling said. “We talk a lot about our process and how if we play against the game instead of our opponent we minimize free bases, walks, hits and errors, but when we string together those quality at-bats and grind down on the opposing pitcher, we’re confident that we can go up against any team in the state.” Page design by Jackson Payne

Concussions: a headache for athletes Sports participants deal with the aftershocks of head trauma Rustin Abedi Opinions Editor ophomore Mia Barringer received a concussion this season when a soccer ball was kicked into her forehead during a varsity game against Centreville. Because of the school she missed, Barringer had to delay many tests and schedule makeup dates. For those suffering from head injuries, the school-related difficulties they face are often more stressful than their actual physical injuries. Concussions are a prominent issue in high school sports. According to a study conducted by the Head Health Management System, there were over 3.8 million cases of concussions in high school sports in 2012, more than double the amount in 2002. There is some uncertainty about whether or not the concussions athletes suffer early in their lives will affect them later, but many former athletes who’ve had concussions suffer from depression, Alzheimer’s and chronic traumatic encephalopathy (CTE). Therefore, student athletes must be mindful of what lies ahead. Off-season conditioning provides opportunities for athletic instructors to advise their players about how to prevent injury later in the season. “With proper technique and strengthening, you can prevent injuries associated with concussions and neck injuries,” senior Harrison Govan said. In order to avoid getting concussions, it is essential that athletes use proper technique when practicing or playing. However, in soccer, major preventative measures (namely the creation of rules which are designed to prevent players from heading the ball) have been taken to protect younger age groups. “It’s more about teaching proper technique than [it is about preventing] heading a ball,” girls varsity soccer coach Robert Bouchard said. “When [coaches] fail to teach the proper way to head [the ball], that’s when more injuries happen, just like in any sport.” The level of intensity of high school sports is also a concern for head injures.

“Especially at [a varsity] level of soccer, people play the ball with a lot of force. It’s something that’s becoming a problem,” Barringer said. It is essential that when athletes get injured, they get ample time to recover. Otherwise, students risk worsening their injuries. “I only received one minor concussion,” Govan said. “I did not feel that much discomfort when I received it, but through time off I was able to recover from it.”

“It’s important to prevent as much injury to the brain as possible.”

-Girls varsity soccer coach Robert Bouchard

Govan attributes his lack of more problems after the injury to the time he took off after the injury was identified. According to a WABI TV report, 33 percent of athletes do not know concussion symptoms, and those who are concussed are poor reporters of their symptoms due to impaired judgment. When students play with injuries, they risk harmful long-term consequences. “Repeated concussions are very big concerns because very few athletes will go pro, and they will have their brains for

the rest of their lives,” Bouchard said. “It’s important to prevent as much injury to the brain as possible.” Another problem with the identification of concussions lies in the players’ reactions—whether or not students choose to come off the field because they feel that they would let their team down. “It’s detrimental to both the team and the player because if [a player] is that hurt, then they need to get off because someone else can do a better job,” Bouchard said. “It’s selfish. If they are not [ready], then they are hurting the team.” Students know that playing through an injury isn’t the best, but it is worse when long-term brain damage is involved. “Concussions affect the brain, which controls the rest of the body. Spraining your ankle three times won’t affect your risk of death,” assistant athletic trainer Lisa Kavjian said. “With a concussion, if you get hit [repeatedly], it increases the chances of a life-threatening injury.” Ultimately, even athletic trainers are truly saddened when injury forces a student out of sports, but their health remains the priority. “There’s nothing any athletic trainer hates more than telling a student they will miss an important game, but ultimately we must be advocates of their safety,” Kavjian said.

Up He Goes—Sophomore James Bradley heads the ball in a 5-2 win against Yorktown on April 28 as coach Jac Cicala and junior John Poncy look on. Concussions in soccer are often a result of poor technique when heading the ball. (Photo by Tanya Ajalli) Page design by Rustin Abedi

MAY

King of the court

Freshman Ben Keyser looks to take McLean tennis to new heights Colin Edson & Ed Walters Reporters

reshman Ben Keyser has played tennis for most of life. Now, as McLean’s highest ranked player, he is starting to see his hard work pay off. “I’ve been playing [tennis] for basically as long as I can remember,” Keyser said. Tennis has been a focal point of Keyser’s life. His love and commitment to the game, coupled with his indelible determination, have helped shape him into the player he is today.

he is positive and cheers for you after he plays his match,” sophomore Andrew Lacaden said. Keyser has only suffered one defeat this season, coming at the hands of Langley senior Hammy Abuhamda. Head coach Aavo Tomkov said Keyser has one of the strongest work ethics on the team and is truly deserving of the number one spot. “He is easy to coach, willing to take suggestions and again it just comes back to [that] he’s a team player,” Tomkov said. Despite the fact he practices five days

and exceptional skill on the court, Tomkov believes that Keyser has what it takes to play in college as well. “He should qualify for a high level Division I scholarship,” Tomkov said. Not only is Keyser making the team better by consistently winning his matches, he has shown his leadership by making his teammates better players, too. “He has shown me how to improve my forehand, backhand and a little bit of my finesse,” junior Andrew Visocan said. McLean has had plenty of great tennis players over the years, but it’s not often a

Ace in the Hole—Ben Keyser serves to his opponent during a match on April 12 against James Madison. Keyser won 10-4 in singles and 10-5 in doubles, showing that he has what it takes to hold the number one spot on the team. (Photo by Colin Edson)

“It’s an individual sport, so I like the one-on-one competition and being by myself,” Keyser said. Although he is a newcomer to the team, Keyser has shown that he can make an impact and handle the number one spot. “He has had a major impact, as far as both helping win his matches and with supporting others with their matches,” sophomore teammate Kylan Gresenz said. Keyser’s teammates have learned his contributions to the team are not limited to him winning matches. He has an outstanding attitude and is a positive influence on all of his teammates. “He is a really good teammate because

a week and competes in a tournament almost every weekend, Keyser always finds time for schoolwork, family and friends. “My parents really encourage me to have my school work to come first and I just try to balance it [with tennis] the best I can,” Keyser said. While his high school career is just beginning, Keyser is already looking forward to the prospect of continuing his career in college. “I plan to play Division I in college, just keep working hard and improve my ranking so I can have the opportunity to play for a good school,” Keyser said. With his positive attitude off the court

freshman has an immediate and profound impact on the team the way Keyser has. “He is low-key,” Tomkov said. “He just loves being on the court and around the team members.” The future looks good for Keyser. What he has already shown in his first year at McLean is exceptional, and with three more years to come, for Keyser, the only way to go is up. “With him being a freshman, there is no doubt about it that we are going to see continuing improvement, going from excellent to superb by the time he graduates,” Tomkov said. Page design by Ed Walters & Colin Edson

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HEALTHY NEVER TASTED THIS GOOD

Fresh Smoothies & Juices ROBEKS NOW OPEN 6661 Old Dominion Drive, McLean, Virginia 22101 703-882-0082 www.Robeks.com

Catching up with former McLean stars Class of 2015 athletes share their college experiences

University of Michigan

Justin Gibbons

“C University of Louisville

“I

Washington University in St. Louis

Audrey Freeman

“I

miss the lack of stress in high school and being able to drive myself places. The best thing about college is the people you meet because they’re from all over and you become so close so quickly whether you live with them or they’re your teammates. Academically, McLean prepared me for my classes—helping me to manage my time—and athletically McLean helped me gain leadership skills on the field. My freshman season I was out for most of it because of an illness but my team did really well; we got second in the nation for Division 3. The biggest challenge I faced as a college athlete on the field was the physicality of the game and the speed of play. Off the field the biggest challenge was being able to manage studying in the short amount of time you have in season. If you want to play college sports I’d advise you being able to go out of your comfort zone and not being afraid of failure.”

Vassar College

Desmond Curran

“I

miss my friends from McLean and getting to hang out with them regularly. The amount of freedom I have is by far the best aspect of college. McLean really prepared me to write an excellent paper, whether it be a research or analytical paper. My freshman season was a great learning experience which I am hopeful will propel me to some playing time next season. The biggest challenge has definitely been getting adequate rest. It is continuously a challenge to manage my sleep schedule both in and out of season with respect to games and practices or homework and social life. When you arrive at college, there will be a learning curve for you with your team. Don’t worry if you don’t understand everything immediately—your teammates and coaches will be there to help you through. Just be attentive and you will be fine.”

Photos by James Carver & Kent Arnold

Elise Koehl

like the freedom of being on my own. I wanted to go to a school where I wouldn’t know many people from home, live in a completely new environment, and just have a fresh start in a new place. Being away from my life at home even for one semester I noticed how mature and independent I had become, which comes from the freedom you have in college. My freshman season is better than I ever would have expected it to be. I love everything about college: my team, classes, workouts, everything. We are still in season now, but currently are the only undefeated team in the ACC and ranked #5. My day starts at 5 a.m. for lift and does not end until classes, study hall and practice are all done, which is usually around dinnertime. Finding time to study in college is something I never expected to have a problem with, but I figured it out pretty quickly. If you have an opportunity to play a sport in college, take it. It is one of the best experiences you will ever have.”

Reporting by Jake Barnett

oming to such a big school I really missed how close the McLean community was. I felt a lot closer to the student body and teachers. College has been great because it comes with a lot of freedom which has taught me to be more responsible and accountable every day. McLean helped because the teachers and the students around me were all motivated to be successful, which ultimately taught me to be more diligent with my work. I’m still in season at the moment but my freshman year has been incredible because the team has been very welcoming and helpful, which has made my transition into college a lot easier. The toughest thing I have faced as a college athlete has been managing my time. Having to juggle school and academics has been incredibly tough but it has taught me to be a more organized person. For all of you who want to play college sports, I could give you a motivational speech, but the main thing is to make sure you love what you do. During my four years at McLean I really loved lacrosse which made me enjoy getting better at it. Even if I had a bad day of practice I always knew that I enjoyed what I was doing.” Page design by Bryan Chung

Mighty Midfielder—Alessandra Pelliccia (14) runs the ball down the field during the April 26 game against Yorktown. Her five goals helped the Highlanders beat the Patriots 19-14. (Photo by Tanya Ajalli)

LAXing across the country

Senior Alessandra Pelliccia’s lacrosse journey takes her to Los Angeles Lucy Hopkins Managing Editor enior varsity lacrosse player Alessandra Pelliccia is a force to be reckoned with on the lacrosse field. In her junior year alone, the midfielder scored 40 goals, made 13 assists and got 37 ground balls. Her prowess as a lacrosse player coupled with her love for the game make her an asset to every team she plays on, which, come fall, will include the Occidental College women’s lacrosse team. “Alessandra was a player that I saw that always wanted the ball,” Occidental women’s lacrosse coach Stephanie Mark said. “She wanted the ball on offense, in transition and hustled while taking the draw. I knew she could make an impact in the Tiger lacrosse program.” Senior Mae Harris, Pelliccia’s teammate on both the McLean field hockey and lacrosse teams, said she also believes Alessandra will be an asset to Occidental’s lacrosse program. “She’s an incredible athlete, so she can really play any sport she puts her mind to, and she’s got a great attitude,” Harris said. “She can command a field without being obnoxious about it, and she’s a team player—she doesn’t hog the ball or anything like that. She’s a great addition to any team. She leads by example and really inspires her teammates.” Pelliccia’s journey to collegiate lacrosse started before she even joined her first lacrosse team, when her family was living abroad. “The first time I exposed her to lacrosse

was when she was 7 years old,” said Susan Reichle, Pelliccia’s mother. “I put her in a lacrosse day camp for a week with her cousin mainly because I had to keep them busy as we packed. She loved it so we would often go out and throw around in the beautiful parks in Bogotá [Colombia], but there were no teams or clubs there.” Reichle, who played field hockey and lacrosse in college, has been heavily involved in Pelliccia’s growth as a player. “My mom is for sure the most influential person in my lacrosse career,” Pelliccia said. “When we moved back here [lacrosse] was just something my mom always did so I was just like, ‘Oh, I’ll try it,’ because I always wanted to be just like her, and then I realized that I really liked it.” Since the summer of 2010, Pelliccia has played for a variety of club teams and attended innumerable tournaments, scrimmages and practices, most of which her mother has taken her to and attended. “She’s always there,” Pelliccia said. “Besides high school lacrosse, you know, she’s gone to so many tournaments for my club teams, and actually my club team practices in Annapolis, Maryland, so [she’d drive] like an hour and a half every day [last season].” Just as she stayed by Pelliccia throughout her many games and practices, Reichle stood by her daughter throughout the recruitment process. Reichle went through a recruitment process of her own in high school, and she tried to guide Pelliccia to make a calculated decision through thorough deliberation.

“Since I stopped playing 25 years earlier, I actually didn’t understand how much it had changed,” Reichle said. “During my day, you visited colleges your senior year, played and visited the colleges in order to make a decision by April. My advice to Alessandra was what is meant to be will be. We tried to turn each recruiting trip into a fun road trip but I have to admit, I think I had more fun than she did.” Pelliccia’s considerations for college were not just athletic, but academic. “I always knew that I wanted to play in college… but I didn’t really know where I wanted to go or like what I wanted to do, so I just visited loads of schools,” Pelliccia said. “I liked Occidental because it was a small liberal arts school, and… I think their academics definitely suit me very well. On top of that, I’m just really excited to experience a new side of the country and all the things that L.A. has to offer.” The excitement Pellicia’s family and friends have for her future is shared by her future coach. “Alessandra comes from high level high school and club lacrosse teams, so she will fit right into our tough [Southern California Intercollegiate Athletic Conference] game schedule. Alessandra will make an impact on the field for us as a midfielder,” Mark said. “Once I was able to speak with her and learned not only was she a committed and competitive athlete, but she was also interested in our Diplomacy and World Affairs major, I knew she was the right fit for Occidental.” Page design by Lucy Hopkins

MAY

Hug It Out—Juniors John Poncy and Kristian Eggen hug senior captain Howard Charles after a goal. Poncy and Eggen scored the team’s only two goals in a draw against Washington and Lee on April 8. (Photo by Rustin Abedi)

Boys soccer team kicks off new season Varsity squad looks to find success with new coach and senior leadership

Ethan Cherry & Rob Martine Sports Editor & Reporter ith a new coach and a new mindset, the boys varsity soccer team came into the season with intensity. Following a season that saw the team go a mediocre 6-7-1, the entire team is ready to improve. The team’s foundation is in its experience. Everyone on the team has at least two years of experience in the program, and the team consists of 11 seniors. Many of the seniors have been playing varsity since their freshman or sophomore years. So even with new coach Jac Cicala at the helm for the first time, everyone knows what they need to do in order for the team to succeed. “Our team expectations for this season is to at least win a district title and see how far we can go in regional play. We have a whole lot of talent and I think we have the best squad this program has had in a while,” senior captain Howard Charles said. Charles, as well as seniors Victor Bonsu and Tasman Ridgely, have been on the team since their freshman year. These goals appear more and more realistic with every game, as the team has gone 3-0-1 since their opening loss to Oakton. The team’s only tie was against Washington and Lee, a tough game that many of the players highlighted as a key match-up. “The key match-ups that we are looking forward to the most this season is

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Washington-Lee and Langley. Our games against them are always close, so it will be interesting to see how we do against them this season,” Charles said, going into the game. A major blow to the team came when Ridgely injured his MCL early in the season. This injury has prevented him from playing the past few games. He hopes to return by the time the team approaches the playoffs. “I’ve been doing what I can to provide moral support for the team. Obviously I wish I could play, but there’s nothing I can do about it but stay positive and help the team in whatever way I can,” Ridgely said. Until then, the team looks to fill the void with their depth. Senior captain Ben Galdo, who helps anchor a defense that is still trying to find its way, is confident in the team’s ability. “We are mainly focused on strengthening our defense. There’s plenty of room for improvement in the back,” Galdo said. “The key is being able to communicate.” Communication is always key with a new coach. The primary job of a coach is to keep the team focused, so coaches are often blamed when chemistry falls a part. Some of the players were skeptical when Cicala came in, but their confidence in him has grown as the season has progressed. “Last year I quit the team because of my relationship with the old coach. I love our new coach—he brings a new style of

play to the team and it’s about time for a change,” Bonsu said. With a bevy of upperclassmen and two exceptionally strong underclassmen, the team likes their chances at success. “If we can continue to shore up the defense and our team chemistry, we’ll cook,” Ridgely said. “I completely believe we can make it to the state playoff.” Looking Forward— Victor Bonsu advances the ball against Washington and Lee. Bonsu is one of many seniors in a leadership role.

(Photo by Rustin Abedi)

Page design by Ethan Cherry

Grin and Bar It—Junior Will Hitchcock completes a 95 kg (210 lb) snatch at the NOVA Open weightlifting event

in November 2015. Hitchcock started weightlifting competitively at age 12. (Photo courtesy of Ilias Spyrou)

Junior fights against gravity

Will Hitchcock participates in unusual sport of competitive weightlifting Liam Zeya Editor-in-Chief

ith his immense swagger, burly physique and robust red hair, junior Will Hitchcock is hard to miss. He’s dynamic in every sense of the word, whether he’s with his friends, in the classroom or in the weight room, and he excels at an incredibly strenuous sport: competitive Olympic-style weightlifting. It all started around age 12, when Hitchcock started going to the gym to help improve his strength and endurance for swimming, which was his main sport at the time. “I was a pretty good swimmer, but in about seventh or eighth grade, I realized that I hated swimming,” Hitchcock said. “It’s a miserable, miserable endeavor.” Many athletes lift weights during their offseason to increase strength and stay fit for their sport. Hitchcock says that he soon fell for weightlifting itself. “I fell in love with the progression,” he said. “I like the rush—I’m addicted to setting PRs [personal records],” he said. Unlike popular sports like basketball or baseball, weightlifting as a sport does not have a tangible, repetitive goal that needs to be reached. There are no baskets, touchdowns or homeruns. Instead, weightlifters like Hitchcock feed off of their own numerical improvement.

“Every time I set a new weight, it’s a feeling like nothing else, especially after it’s been a while. Sometimes I work eight months—eight months of grinding every day,” Hitchcock said. “One day, I’ll hit it, and I’ll [get a] rush. When you work that hard for so long, getting something like that is rewarding.” Jeff Teach is a co-owner of Breakaway Sports, where Hitchcock works out, and has been training him since he was 12. “It takes a lot of character to participate in a thankless sport that beats you up

“Every time I set a new weight, it’s a feeling like nothing else, especially after it’s been a while.”

-junior Will Hitchcock

day in and day out. Weightlifting takes a long time and a lot of training hours to be good,” Teach said. “I think Will understands that and isn’t worried about instant gratification that a lot of other sports might provide.” Long-term preparation is a key component of this sport. Hitchcock competes only a couple times a year, but works out two hours a day, six days a week. He considers his workout sanctuary a second home.

“It’s a real meaty gym. You walk in there and imagine big dudes chucking stuff around—that’s what it really is,” he said. “We play heavy metal from the ‘90s all day.” Having the right attitude for improvement is crucial in the sport of weightlifting. “[Will]’s fearless when attempting new and heavier weights,” Teach said. “He is confident, but not cocky. He is smart [and takes] pride in small victories and technical accomplishments.” Hitchcock’s peers agree with this assessment. “When it comes to lifting with him, it’s strictly business. He goes about it like a job and he has an exquisite work rate,” junior and occasional lifting partner Sami Alsamarai said. “He has the best form I’ve ever seen and is truly passionate about what he does.” While weightlifting has clearly benefited Hitchcock intrinsically in terms of his physical strength, it’s been generous in its extrinsic payoffs as well. “Weightlifting has taught me a lot about life. Mostly, I’ve learned how to continue to be motivated even when faced with a lack of success,” he said. “I’ve also learned how to work in silence and take my victories humbly. It’s allowed me to come to a point where I can work happily for myself.” Page design by Liam Zeya

MAY

Athlete of the Issue Deborah Daniel & Monique Ford Reporter & Social Media Manager Why did you start playing soccer? I started playing soccer because when I was younger, I would always watch the Womenâ&#x20AC;&#x2122;s National Team, and they were a very big influence on my life. I always wanted to live up to that dream. What is your daily routine for each game? Before every game I usually have Noodles & Company and then I listen to my playlist. After all that, I come back to school prepared for the game. Who is someone that inspires you? I would have to say Carli Lloyd and Ali Krieger. Carli Lloyd because she works hard on and off the field. Ali Krieger also inspires me because she bounced back from an injury and [showed me] what it is to work hard to achieve your dreams and never give up.

SPORTS

Lydia Erickson

What is your biggest fear stepping onto the soccer field? My biggest fear, stepping on the field, is not giving it all that I have. I think you always have to give all that you [have] every game. You never know when your last game could be and, honestly, out of nowhere, you can get a season-long injury and it could be awful.

STATS & FACTS Position: Goalie Number: 14 Average saves: 9 Years playing: 15 College committed to: Virginia Wesleyan

What are you looking forward to this season? Iâ&#x20AC;&#x2122;m looking forward to playing my last year with the other seniors on the team and welcoming the new players on the team. I am also really looking forward to the team bonding and, most importantly, harassing Bouchard. Can you talk about your travel soccer team and how you bring some aspects from there to the McLean team? Out of the many things, I would have to say leadership is the biggest thing that I have brought to the McLean team. If you are a leader on and off the field and you are always there for your teammates and you want to help everyone else get better, then the whole team as a whole will get better. Photo by Deborah Daniel Page design by Monique Ford

Finish Line Reported by John Corvari & Ethan Cherry

Jeremy Siegel Freshman Track and Field

Paulina DeAnda Sophomore Lacrosse

What is your dream car?

Eleanor Chinn Senior Softball

What are your summer plans?

The Rolls-Royce Phantom Drophead

France then cross country

Light blue punch buggy

Going on vacation, summer camps, hanging with friends

The Porsche 911

Summer job

Hover car

Get the most out of NOVA before going to college

Iron Man or Captain America?

Andrew Donelson Junior Tennis

What

What sport do you wish you were better at?

Iron Man in a heartbeat

Running

Captain America

Lacrosse

Iron Man

Basketball

Captain America always

Basketball

Page design by Bryan Chung

MAY

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