Epic Issue 6, 2018 by the Epic

WHO AM I? F

Opportunity fair opens new paths BY HATIM SAIFEE

How our beliefs, aspirations and culture shape us

BY CHELSEA LI AND ESHANI MEHTA

eligion, upbringing, our interests and the people around us. There are a diverse range of factors that make up our identity, or who we are. As we grow and mature, from our childhood to teenage years to adulthood, we gradually realize and embrace our identity, discovering and developing new interests and qualities. Some parts of one’s identity may be �ixed from a young age, such as a passion for soccer or one’s Asian American culture, while others may develop as one gains new knowledge, such as political standings and future aspirations. Cultural aspects of one’s identity are often developed starting at a young age, and are heavily in�luenced by external factors such as family ideals, location, religious beliefs and traditions. On the other hand, individuals have more control over other aspects of their identities, such as their goals for the future and their personal beliefs. Education and experience can have a strong in�luence on one’s morals, values and even political beliefs. Additionally, whether one is strongly drawn to a speci�ic career path at a young age or realizes what one’s calling is

after trying various activities in high school and college, aspirations are crucial in shaping identity. Living at the forefront of technological advancement, individuals are able to express their identities through their views and comments on social media, connecting with countless people from diverse backgrounds with different perspectives. Inevitably, while the convenience of social media allows one to easily share his or her opinions, social media platforms often allow users distort their identities while hiding behind chat boxes or anonymous usernames. Despite the wide variety of individual identities, politicians often attempt to target particular qualities of racial, ethnic or religious groups as a whole in order to promote speci�ic policies. Their generalization of identity into certain groups can result in the exclusion of minorities within these groups, leaving their voices and opinions unheard. This issue, the Epic delves deeper into the factors contributing to the development of one’s identity, politicians’ misguided focus on identity in politics and the growing role of social media in identity. see IDENTITY page 8

ERIC WU — EPIC

illed with mentors looking for students to join their teams, the Lynbrook Opportunity Fair, which took place on March 21, hosted companies and organizations aiming to familiarize students with local jobs, volunteering and internship opportunities to help them with the job application process and gain experience in their �ields of interest. College and Career Center counselors Barb Takahashi and Kathy Tang organize the fair during the spring to help students make the most out of their summer. “The main purpose is for students to apply for jobs, summer programs and volunteering opportunities that they did not know about,” said Takahashi. “Hopefully, it motivates them to plan for the summer.” Visiting opportunity fairs helps students learn about different options and gives them the chance to ask the representatives questions face to face. “It’s better to talk to people because you get to make personal connections with the representatives,” said junior Medha Gelli, who found her summer job through the Opportunity Fair. “You can sign up on their email list so that they can update you instead of you having to search for information.” Approximately 28 organizations set up their stands at the fair. California’s Great America and De Anza Cupertino Aquatics were just a few of the corporations that offered team member applications to students. Pioneer Academics and Rustic Pathways presented their summer programs, while the City of Cupertino and The Children’s Discovery Museum offered volunteering opportunities. Part-time and summer jobs allow students to develop important competencies that help them in real life. “Having a career is really important so that you can learn the value of money,” said junior Nikita Rangwala, a crew member at Chipotle. “You also get to meet people from different cultures and age groups.” Although students must be at least 16 years old to legally work in the United States, younger students can look to internship and volunteering opportunities to help them gain experience in their �ield of interest. “An internship lets you apply skills that you learn at school in the real world,” said junior Arushi Gautam, an intern for Coast Forensic League. “You should de�initely apply for internships if it helps gain exposure in your �ields of interest.” Though summer is a time for relaxation and spending quality time with friends, it also presents valuable opportunities for students to participate in summer programs or take pre-college courses, work for an organization as an intern and take courses to complete graduation requirements. The Opportunity Fair showcases various job, internship, summer program and volunteer opportunities to help students make the most of their time, guiding them along the path to success.

TRACK // pg. 13

Students walk in solidarity against gun violence

BY CLARA FERNANDES

alentine’s day, 2018. The day of love became the day America’s hearts stopped in silence as they heard about the seventeen young students and educators who had been shot at Marjory Stoneman Douglas High School (MSD). This was not the �irst mass shooting that America has experienced in recent years, but this time, youth across the country have quickly risen up to voice their opinions. Students all over the nation gathered in an attempt to spur the government into ending their silence on America’s recurring gun violence problem. Shortly after the tragic event, students from across the country and other parts of the world came together through social media and orchestrated marches and events to protest America’s current gun control laws. With the help of the Women’s March Youth organization, students organized a walkout on March 14, the one-month anniversary of the Parkland shooting. Students across the nation left their classes at 10 a.m. and spent 17 minutes paying their respects to the victims and voicing their opinions on gun control. “There were kids who were younger than me,” said senior Amber Lee. “Some were freshmen and sophomores who had hobbies they loved and still had their whole lives ahead of them. Some were juniors and seniors who were preparing for their SATs and dreaming of college. And those stories made their tragedy seem more real, made it seem like they were more than just numbers.” When the time came, students at Lynbrook left their second period classes one by one to partake in this country-wide demonstration advo-

cating for stronger gun control. Those who walked out were at risk of incurring zeros, absences or cuts for walking out of class, yet even Lynbrook’s academically oriented students walked out in protest. The emotional speeches from both students and members of various organizations resonated with the teary-eyed crowd. “I feel like this national walkout is de�initely something that is going to go down in history books,” said junior Selena Jeong, who delivered a speech during the event. “We should all realize that we have a voice and our thoughts do matter.” Public speakers from the San Jose community such as Shir Hadash, board member of Santa Clara County, and Reverends from the Presbyterian and Episcopal churches nearby also attended the walkout to boost students’ voices and encourage them to take action. There have been more school shootings since Parkland, the most recent occurred at Great Mills High School in MD, which students have actively protested against. However, to them, the government still has not taken enough action in response to their voices. State representatives have encouraged students to register to vote, taking the �irst step toward having their voices heard by the American government. The American government has also expressed intentions of wanting to arm school teachers in the years to come, an idea to which both students and teachers have mixed opinions. “I don’t think guns are necessary in schools, as adding this variable into a classroom is just fraught with complex possible problems,” said school principal Maria Jackson. “I want Lynbrook to always be a safe place for students, and I don’t think inviting guns on to campus would make it any safer than it already is.” Lynbrook students built a set of memorials with information about each of the seventeen Parkland victims to demonstrate their respect for each individual life that has been lost. Toward the end of the walkout, students

gathered around the memorials, decorated with �lowers, candles and gifts, and sang “This Little Light of Mine”. State representatives encouraged students to register to vote, taking the �irst step toward having their voices heard by the American government. “The youngest age group that votes has the lowest voter turnout, which is why certain issues that affect young people are never brought up in politics and issues that affect older people are always prioritized, “ said Lee. “I really hope that through the walkout, the women’s march movement and Trump’s presidency, all these issues push young peo-

ple to vote. That way we actually have a chance to improve the future of education.” Although the number of protesters against gun violence has drastically increased, America has yet to see a decrease in school shootings. So far, there have been nine school shootings in the United States since the Parkland shooting. The young people of America will continue to demand safety in schools and public spaces in order to ensure a safer environment for this country’s future generations.

SADHANA SARMA — EPIC

Lynbrook scores a third Fantastics win BY SADHANA SARMA

Letter from the Editors Dear readers, We hope you are getting excited for a fun and relaxing spring break! Turn to our centerspread this issue, where we explore the different aspects of our identities, aspirations and cultures. Keep up with the Lynbrook community in the news section for stories about the collective school walkout protesting against gun violence (pg.2), as well as two author visits in the library (pg.3). Read an opinionated story about retailers changing their gun-selling policies after the Parkland school shooting (pg.4). Flip to the features section to read about junior Adam Katz’s career in Chinese lion dance (pg.6), and a review of dollar menu items at four fast food restaurants (pg.7). In the in-depth section, you will �ind an infographic on how phones are designed to be addicting (pg.11), and a story on the growth of social media’s in�luence on businesses and its effectiveness in driving sales (pg.11). Go to the sports section for stories on the upcoming track season (pg.13) and how athletes face body image issues and stereotypes in different sports (pg.14). Warm regards, Catherine Huang and Eshani Mehta

gym crowded with students wearing apparel representing schools from across the district and the chant of spectators as they cheer their friends on — this is the annual IDC Fantastics event. Hosted at Homestead High School’s gym this year, the event occurred after a oneyear hiatus. Intra-District Council (IDC) Representatives in the 20162017 school year chose to cancel the event due to a variety of reasons. But changes this year, including choosing the central location of Homestead to allow for shorter commutes, increasing promotion, featuring guest performances from each school and implementing new games gave way for the event to be successfully planned again.

“I think this year is a new start,” said senior and IDC Representative Alison Chen. “The last time we had fantastics was when I was a sophomore so the only other class that has ever experienced it was 2019. “ Leading up to the event, up to ten participants were recruited from each school and trainings were conducted to familiarize them with the games that they would compete in on March 23. These games included the chariot race, sing-along, sock tug-of-war, balloon pop, the wave, orange necking, shape game, human table and guitar pass. Both the training process and the environment at the event itself worked together to build up participants’ enthusiasm. “The purpose of IDC Fantastics is to bring schools together in a fun and exciting environment,” said Chen. The clear increase in attendance across the schools made the event successful. Lyn-

brook won all but one of the games and proceeded to win the event overall, marking the third time in a row that Lynbrook has won. Performances from singer Hamza Jabbar from Homestead, Monta Vista Bhangra, Cupertino Dhadkan and Lynbrook Jump were interwoven between the games. “Performances de�initely made a positive impact and brought the entire event together,” said senior and IDC Representative Anushka Srivastava. “They were good transitions and breaks between the games.” Whether the event will continue is up to future IDC teams, but IDC Representatives plan to further focus on promotion and other incentives to boost attendance. One thing is clear: intra-district bonding is more than welcomed by the students of FUHSD.

SADHANA SARMA — EPIC

News in Brief

FUHSD Foundation Crab Feed The FUHSD Foundation is hosting its Crab Feed on Friday, March 30 from 5:30 p.m. to 8 p.m. in the De Anza College Gym. This fundraising event will consist of an allyou-can-eat crab feast or gourmet Asian Fusion dinner, complete with a jewelry raf�le and silent auction. Tickets are available in the front of�ice, district of�ice and the Foundation website.

ASB Spring Formal Mark your calendars for the Spring Formal on Saturday, April 7, from 7:30 p.m. to 10 p.m. in the gym. Early bird tickets for $15 are available through Monday, April 2 and Tuesday, April 3. Otherwise, tickets are $20 with ASB and $25 without. Grab your friends or a date for a fun evening! Spring Rally Come out to the gym on Friday, April 13 to cheer on your class at the Spring Rally. Don’t miss out on this last rally! Earth Day and Arbor Day Festival The Earth Day and Arbor Day Festival will take place on Saturday, April 21 from 11 a.m. to 3 p.m. Held at the Cupertino Civic Center Plaza, this festival will include hands-on activities, live entertainment, electric vehicle demonstrations and delicious food served by local food trucks. by Risa Mori

Authors visit to share experiences BY PATRICIA WEI

or aspiring writers and students wondering what it takes to publish a book, author visits provide opportunities to interact with those successful in the �ield. Amy Ashworth, Lynbrook librarian and adviser of Students for Literacy, organized these events to broaden the perspectives of students through recreational reading. Eric Lindstrom, who visited on March 6 at lunch, talked about his two most recent novels; “Not If I See You First,” about a blind girl who falls in love, and “A Tragic Kind of Wonderful,” about a character with bipolar disorder. As someone who has experience with anxiety, attention de�icit disorder (ADD) and depression, he connects with characters who see the world in a different way. His writing is driven by heartbreak and the desire to give his characters a happy ending. Lindstrom also recounted his experiences as a video game designer who wrote novels after work. To him, writing continues to be an “itch that needs to be scratched,” and he �inds the process cathartic. “Lindstrom’s visit taught me that you can always do what you like,” said junior Shivani Asokumar. “The fact that he had the commitment to come home and spend his time losing sleep doing what he loves was really inspiring.” Saedi, who graduated from LynPATRICIA WEI — EPIC

brook in 1998, visited on March 23 to discuss her memoir, “Americanized: Rebel Without a Green Card.” Saedi emigrated from Iran to the United States when she was two years old, but it wasn’t until she was a teenager when her sister told her that her family had immigrated illegally. “I felt compelled to share my story because of the rhetoric in politics surrounding immigrants, especially during the 2016 election,” said Saedi, “One of the most rewarding parts of the book is that people have said to me, ‘I didn’t realize [America’s] immigration system was so dif�icult to navigate.” After speaking with students during lunch, Saedi met with English classes and shared her journey to becoming an author. She �irst worked as a creative executive in the entertainment industry, mentoring other writers, when she then realized that she wanted to be a writer herself.

She concluded her presentation by encouraging students to embrace the unique parts about themselves. “I hope students will learn to be kinder to themselves,” said Saedi. “The things that make you feel like an outsider can lead to your success.” Both visits from Lindstrom and Saedi allowed students to gain new perspectives through characters in young adult literature and inspired them to read, write and work toward their goals. “I attended this event because I am also Iranian and I wanted to learn about [Saedi’s] experience,” said junior Yasamin Moghaddam. “This visit was very motivational for me because I also want to work in the entertainment industry, and [Saedi’s] story as a successful Iranian in the �ield makes me want to work harder toward my dreams.”

GRAPHIC ILLUSTRATION BY NICOLE ONG AND RISA MORI

Retailers pass minor arms purchase restrictions Businesses overly praised for ineffective gun control after Parkland shooting BY TZEN-HAO NG

ollowing the Marjory Stoneman Douglas school shooting in Parkland, Florida, many have been reassured to see large retailers drop assault weapons from their stores and make them more dif�icult to purchase. These actions have been widely lauded by some, yet retailers such as Dick’s Sporting Goods and Walmart comprise only a fraction of overall �irearms sales. As such, they should not be receiving such excessive praise for changes that will likely result in little difference in total �irearms sales. Since the Stoneman Douglas High School shooting, its students have taken a strong stance against gun violence through both conventional media and social media. Unlike many mass shootings in the past, however, whose protest movements have seemed to �izzle out after a time, the current wave of anti-gun violence protest has attracted considerable attention and momentum, and the issue has been placed in the national spotlight. This has even extended to the local area; on March 14, a walkout was staged at Lynbrook and other schools

around the country in solidarity with the students of Stoneman Douglas High School. “If you compare the U.S. with other countries, after one mass shooting they pass stricter gun laws and the number of mass shootings in the country decreases tremendously,” said junior and Intersections of�icer Dianna Shen. “In the U.S., we’ve had a huge number of mass shootings, and nothing has been done to stop them. The number only gets larger.” With such force behind this movement, corporations have fallen in line with the students; many large retailers that sell assault weapons such as Dick’s Sporting Goods, Walmart and REI, will either raise requirements to purchase assault or stop carrying them altogether, while raising restrictions on all other �irearms in general. The reactions to these decisions have been largely positive. “I think it’s good because in general, most people don’t need assault weapons,” said senior Davin Tjong. “Those things are just for war, and we’re not �ighting a war here.” Regardless of public opinion, however, it remains to be seen whether these changes will have a signi�icant impact on overall �ire-

arms sales. Currently, only 12 percent of ARstyle ri�les, like the one used at Stoneman Douglas, are purchased from retailers, with the large majority being sold at specialized gun stores. Additionally, after every mass shooting, �irearms sales increase as fears of gun restrictions in�late, with the most recent shooting being no exception. Thus, although these retailers’ new policies may make a small dent in �irearms sales, they will likely not balance out the increased sales following Parkland. If retailers Read about wished to affect gun sales in a signi�icant manner, another they could contribute perspective money to political causes. on this issue Retailers, however, have instead decided that the best course of action would be to increase restrictions on gun purchases in their own stores, rather than target policies that may make a bigger difference. One interpretation of these events is that large retailers are riding the wave of public opinion to garner goodwill from potential customers, rather than pursuing effective change. However, this may not be so bad. “Even if it is a public relations stunt it is good because it is making a statement,” said Tjong. “Even if you argue that it is not the retailers’ place, it is sending a message to

lawmakers that [retailers] want to see change too.” These retailers are thus deserving of praise to an extent because they are at least attempting to make change, and have done more for student safety than Congress, which has yet to see any motions for gun control gain traction following the Parkland shooting. “When people talk about stricter gun laws, I feel like there’s a misconception,” said Shen. “Pro-gun control people don’t want the government to take away guns altogether; they merely want to make it more dif�icult to obtain one. For places such as Walmart to be restricting sales for �irearms is a step forward in achieving this. It’s way too simple for people to obtain guns.” It remains to be seen if these retailers are setting the pace for the nation, and if lawmakers will succeed in passing further �irearms control legislation. Should mass shootings become more infrequent as a result of their actions, only then should these retailers receive more praise for their role in reducing access to �irearms and attracting national focus to this issue. Until then, however, their actions should be viewed with reserved praise.

ART ILLUSTRATION BY CLARA FERNANDES

NICOLE ONG//IN MY OPINION

America’s past: not such a blast

y eighth grade U.S. History class sparked a new passion in me to connect the dots between America’s past and present. As I researched further, however, I realized I had only learned a fraction of true history.

Take the Great Depression, for example. History classes taught me that the stock market crash drove many Americans into bankruptcy and homelessness. When Franklin D. Roosevelt came into of�ice in 1933, he established the New Deal to create jobs for those who were suffering. Before high school, however, I never learned that another method used to create jobs for Americans was deporting people of Mexican descent to Mexico. When I realized that my education did not accurately portray the realities of minorities, I was outraged. Before conducting my own research, I did not realize the extent of America’s callousness beyond slavery or delayed women’s suffrage. In fact, Susan B. Anthony failed to include minority women in her �ight; black women were unable to vote until 1964, Native American women could not vote until 1924, when the passage of the Snyder Act gave Native Americans full U.S. citizenship, and most Asian-American women could not vote until 1952, when the McCarran-Walter

Act granted citizenship rights to people of Asian ancestry. Although AP U.S. History and U.S. History students learn more about the oppression of minorities, the fact that these events are covered so late in the school system left me ignorant for much of my life. It’s not just including minority perspectives that matters: it’s also the accuracy. When I learned about slavery in eighth grade, my U.S. history textbook seemed to cover all the bases, but some misconceptions still prevailed. For example, when discussing the Civil War, my textbook often portrayed the dividing issue of slavery as one that the North opposed and the South supported; however, the way the North also bene�ited from slavery was not mentioned. Earlier this year, the Southern Poverty Law Center (SPLC) released a report titled “Teaching Hard History: American Slavery” detailing various textbooks’ inaccuracies. My middle school textbook only scored a 40 percent when the SPLC rated textbooks’ coverage of slavery

based on a 30-point rubric of ten key concepts. The problem extends beyond just the textbook: SPLC’s report states that California State Standards fail to recognize two of the ten key concepts: �irst, that slavery shaped Americans’ beliefs about race, including white supremacy; second, that both enslaved and free people of African descent have immensely in�luenced American culture. This omission of information about minorities led me to think that America’s past was idyllic, rather than founded on discrimination and violence. Thankfully, I have realized the signi�icance of such discrimination in our history. While it is easy to ignore the atrocities America committed, it is important for students to be educated on the realities of our history. Learning inclusive, accurate history allows students to acknowledge our role in world affairs. If the purpose of school is to give students the facts, then solely featuring the majority only tells part of the story and falsely represents America’s history.

School elections call for modiﬁcations

he 2018-2019 ASB of�icer election season and the voting period for class of�icer elections have both come to an end. During each election process, a standard procedure has been established and re�ined by both administration and past ASB of�icers. For example, candidates are only approved to display ten posters throughout campus. In this year’s election season, however, there were some aspects that raised student concerns including the removal of the “no con�idence” option, the inability to abstain from voting for certain positions and the lack of easy access to voting. This year, the “no con�idence” voting option was removed due to the negative culture it promoted and the desire to model the ASB elections to real elections. Running for a position requires one to make their platform statements, create posters, write their speeches and persuade the student body that one is right for the position. “It’s not easy to run for elections, and it takes a lot of time, energy and con�idence,” said assistant principal Brooke Chan. “To have somebody go through the whole process of running for a position and then to tell them ‘sorry, you weren’t quite what we wanted or you weren’t good enough’ sets up a negative culture, and I’d rather promote more people to get involved for positions than say we didn’t really like our options.” The no con�idence ballot option has been used in previous of�icer elections before being taken out this year. While it is important to encourage students to be involved with Lynbrook’s student government, the no con�idence choice gives students the opportunity to indicate if they believe a student is not suited for a particular role. A no con�idence vote would also send a message to administration that a new candi-

Staff Editorial The Voice of the Epic date may be a better �it for the position. If more than 50 percent of a candidate’s votes are in no con�idence, they would not receive the position. Other students who believe they are more quali�ied are then able to apply and revoting would occur. In elections where candidates are running unopposed, the no con�idence option would not only allow students to elect an alternate candidate, but also encourage the unopposed candidates to run a stronger campaign. “I respect the logic of ‘you don’t want to want to vote people out, but rather vote people in,’” said sophomore Stephen Yang, who will be ASB Secretary next school year. “But, I feel that all candidates should be in good faith with the constituents.” In order to have more fair and representative elections at Lynbrook, the option of abstaining from voting for certain positions should be made available. This way, students can choose to vote only for positions where they are thoroughly informed about each candidate. Not having this choice leaves students with little alternatives other than to vote for positions without fully considering the different factors that qualify each candidate to be elected. “There’s around only a week to campaign, and [while running for class of�ice,] I was unable to campaign to 250 people per day,” said Yang. “People don’t personally know all the candidates whether through social media campaigning or in person.” A lack of accessibility to voting was also a concern for many students. Displaying a “vote here” link on the LHS homepage leading to In�inite Campus would provide an easier way to reach the voting ballot. After ASB

and class of�icer speeches, allotting time during third period classes would also encourage more students to participate in the election process. “I tried voting on my phone but got confused when I clicked on the wrong link through my email which made me relog in to vote,” said junior Aditi Raja. “I think having it displayed on the Lynbrook homepage is a good idea and if possible on School Loop as a reminder as well.” In this year’s ASB of�icer elections, only 50 percent of eligible students voted; 44 percent of students voted in the 2017-2018 class of�icer elections for the Class of 2018. To make elections more representative of the student body’s opinions, students should be given a few minutes in their third period to vote if they wish to do so. The common issue of forgetting to vote would not be an issue for students if reminded and given time to vote. Voting at home would still be possible if students do not have devices to vote on during school or if they are absent on the day of voting. The election procedures for both ASB and class of�ice have developed throughout the years with new reforms, but some small details can still be introduced: the options of “no con�idence,” abstaining while voting and easier accessibility to voting. Implementing these changes would result in fair elections that are a better representation of the student body’s opinion. *the Epic staff members voted 33-0 in favor of this stance

DIVYA NELAKONDA//IN MY OPINION

Weight Watchers targets teenagers

GRAPHIC ILLUSTRATION BY OPINION SECTION

s part of an initiative to expand to a younger and more loyal customer base, Weight Watchers has announced that it will be launching a free six-week program in July for teens from ages 13 to 17. My immediate reaction to this program was one of discomfort. As someone who has personally been subject to pressure from peers and adults to resort to unhealthy eating habits as a means of losing weight, I understand that a skewed perspective on body image and health can easily escalate into disordered eating. While Weight Watchers may advertise its program as a cost-ef�icient way to support health and wellness, it is clear that those who join may pay a hefty price for the seemingly free program. The Weight Watchers program gives participants a daily point quota based on their height and weight, and participants can then “spend” these points on different foods. The number of points are generally higher with high-calorie foods. Additionally, �itness points can be earned through exercise. Members are encouraged to track their food intake, physical activity and weight, either at meetings or in their own homes. Based on a sample Weight Watchers meal plan, the daily calorie intake totaled approximately 1400 calories, not to mention a negative intake from the exercise the program suggests. Most healthcare professionals, however, recommend intake for teenagers at a minimum 1600 to 1800 calories daily, and between 2200 and 2400 for active adolescents. While a weight loss program might be effective for some adults, most teenagers are still �inding their weight and metabolic stability, and calorie restriction diets may interfere with proper development. Not only is the Weight Watchers’ teen program problematic because it interferes with the healthy physical development of adolescents, but it also encourages an unhealthy mentality. The root of the problem is in how we educate young people about health and wellness. While they may seem attractive to young people, these “diets” are statistically ineffective in sustaining long-term weight loss. What they are effective in is internalizing toxic body and weight ideals, promoting disordered eating and encouraging an infatuation with food and weight. Eating disorders are commonly rooted in a need for control. Teenagers, who are undergoing a time of mental and emotional turbulence, are especially susceptible to programs that advertise quick �ixes for weight, and in turn, self-esteem. Even if Weight Watchers is truly trying to solve the growing issue of obesity, it may be encouraging disorders in the process of doing so. When a weight loss-program is made easily accessible, many teenagers will become vulnerable to a future of disordered eating and damaged body image. I know that when suffering from body dissatisfaction or an eating disorder, it can be tempting to sacri�ice health and well-being to lose weight, and Weight Watchers’ teen program serves as a vehicle for the perpetuation of unhealthy practices. By targeting a susceptible demographic, Weight Watchers is pro�iting off of a diet epidemic that equates health with a particular weight, BMI or body shape. Cereal isn’t meant to be weighed, calories aren’t meant to be tracked and weight isn’t meant to be indicative of health. I hope Weight Watchers will realize that its program has the potential to trigger a lifelong over-conscious attitude toward food and calories and reconsider its implementation accordingly.

Junior Adam Katz roars into the spotlight BY DIANA XU

eneath the striking patterns and bright colors of the magni�icent lion, junior Adam Katz’s heartbeat falls in sync with the thundering of drums, gongs and cymbals as he prepares for his next stunt. Katz holds his breath, bends his knees and lifts his partner over his head. The lion stands on its hind legs. As a result, the crowd shouts with delight. Katz’s ten years of training as a traditional Chinese lion dancer has paid off. Usually performed during Chinese New Year, traditional Chinese lion dance consists of two performers inside a lion costume, with one controlling the front legs and the other controlling the hind legs. With their shaggy fur and large, blinking eyes, the lions are said to bring good luck and fortune, chasing away evil spirits. The head of the lion is made of paper maché; it consists of a horn, eyes, a mirror, ears, a nose and a beard. Most horns are shaped like bamboo shoots to attract good luck. The mirrors that are positioned on the horn and forehead serve a similar purpose. The lion head is controlled by two handles on the interior while the mouth itself hangs freely, connected by string that allows it to open and close with a pull. There may also be strings and handles inside the lion that make the eyes blink and the ears move. The tail is a long piece of shiny, colorful ribbon that is usually attached to the dancer by a belt buckle. Some lions have handles on the inside of the tail in order to help the dancer control its movements. Initially a kung fu performer, Katz later became a part of Meyerholz Elementary School’s Asian School Enrichment Program lion dance team through the Chinese Language Immersion Program. When Katz was in sixth grade, he was brought into a professional lion dance team known as Shaolin Kung Fu Lion Dance. “Lion dancing is kind of an isolated part of my life,” said Katz. “I never really showed off about it because I wasn’t super proud of it until more recently when our team really exploded.” The team now performs for well-known organizations such as the Standard Charter Bank. Even now, lion dancing is still kept separate from Katz’s life as he does not think it applies to his daily life. Katz practices with his team once a week. He is a team leader, responsible for organizing and putting together performances at events.

“Adam is one of the senior active team members. I look to him [and the other] senior members to train the junior members and take charge of performances,” said coach Stephen Chew. “Adam is very good at both. I have seen him patient with newer members and share skills he has.” Every year, Katz’s team recruits new people to join in order to expand the team. Training the young kids can be troublesome as they tend to run around and play instead of obeying instructions. “He has a good presence and is able to get most people to listen to him,” said Katz’s partner Jordan Chew. “This is especially important because we have a lot of younger kids on the team. He also is a very likable person.” Not only does Katz contribute to his team by organizing performances and teaching younger members, but he also performs alongside Chew, who attends Cupertino High School. “We’ve been friends since kindergarten, so we often talk about things that aren’t just Watch a lion concerning lion dance,” said dance Jordan. “We’ve worked with performance each other for so long, that we have a pretty good grasp of the routine! other person’s [tendencies]. We have a lot of trust in each other. Sometimes, when we don’t land our stacks perfectly, Adam is able to help power through it.” Most recently, the pair has been practicing a stunt called head stacking. Stacking is a technique in which one dancer jumps up and lands on the thighs or shoulders of the other dancer. During a recent performance, the two decided to perform this stunt and the crowd shouted in astonishment. With the bulk of the team’s performances taking place during Chinese New Year, the rest of the year is dedicated to practicing stunts and tricks. At times, Katz misses days of school and spends his weekends performing at events. “Lion dancing has made me a better leader, it has made me a good partner and someone who understands other people’s bodies and allowed me to teach other people better because of it,” said Katz. Despite Katz’s struggles, the assets he gains as a lion dancer outweigh any of the negatives involved. Through countless numbers of performances, Katz has become professional in performing, learned how to work around any obstacle and, gained con�idence in himself.

JUSTINE CHEN—EPIC

How to be the perfect Epic staff writer

o feeling can compare to opening up a new issue of the school newspaper that you spent countless hours working on, seeing your hard work laid out before you, about to be sent off into the world. Although the process of creating the newspaper may seem simple, it is actually quite complicated. Stories have to be meticulously researched, graphics created on Photoshop (unfortunately, we cannot just steal images from Google), funds need to be raised to produce eight issues a year and papers must be printed. Here is a behind the scenes glimpse of what it means to be a part of the Epic staff.

1. Pitching No matter how large or small a paper’s readership, each publication revolves around the content; it is the body and substance of every issue. So, be sure to stay updated with both local and global news. Though this may initially seem daunting, being well-informed will ensure that you always have ideas to pitch. Each issue starts with pitching stories, with staffers cycling from section to section, sharing their ideas. Pitches that are selected then become stories and are assigned to staffers to be written. 2. Stories The writing process involves research, outlines and numerous drafts of your story, and though it may be laborious at times, it is also incredibly rewarding. As you write more and more drafts, your writing grows into a beautiful piece

of work with your voice speaking from the page, communicating your message to readers. In addition, as you continue to edit stories, you become a “mini-expert” on the subject of

GRAPHIC ILLUSTRATION BY FEATURES SECTION

BY MICHELLE ZEMLYAK

your articles. To ease into the writing process, make sure to become well informed on whatever it is you’re writing about because the more information you know, the more thorough your story will be.

3. Layout Once stories have been assigned and the writing process begins, each section has to begin dummying. This doesn’t refer to decreasing your IQ, but brainstorming graphic and layout ideas for each section of the newspaper. This process pushes staffers to engage in out-of-the-box thinking and explore more creative and wild possibilities for graphics to work around space constraints. After each section �inalizes dummies, they migrate onto the computers to design the various elements needed for the pages. And no, you do not need to know how to use Photoshop or Indesign to join the Epic staff. It’s really a learning experience. But make sure to take note of the graphics and layouts of large publications as you read them; it can be a great source of inspiration for future design ideas. 4. Production Easily the most fun and rewarding part of the Epic is the after school production. Each issue for four days, the staff stays for long hours to �inish the newspaper and send it off to the printer. It is during this time in which stories are �inalized, graphics �inished and pages polished. Everyone spends a lot of time together, bonding over frustrating Photoshop fails or last minute graphic changes. But production isn’t just a “get to the grind” environment, it’s also a place to “eat too much junk food” and “jam out when your song plays on the Spotify playlist.” Yes, there will always be a time crunch and or pictures and pages to edit, but there will also always be a family to stand by your side, joke about your mistakes and pick you right back up again.

BY JONATHAN YE

GRAPHIC ILLUSTRATION BY FEATURES SECTION

MICHYLA LIN // OH WHALE!

Reaction to

y �irst stop was McDonald’s. The most famous item on their dollar menu is the one dollar McChicken. Although I had already tried it several times throughout my childhood, I decided to order it again to refresh my memory. When my order arrived, I was instantly hit by a mouth-watering and comforting scent. The burger was perfect in its simplicity, with two golden buns, fresh green lettuce and a crispy fried chicken patty topped with some mayonnaise. Biting into the burger, I tasted a burst of �lavor from the chicken patty. The patty was well-seasoned and �lavored, and the mayonnaise added a completing touch to the patty. After �inishing the sandwich, I can con�idently con�irm that the McChicken is the best item on the McDonald’s menu, as its taste and affordable price are unbeatable. For those with a smaller appetite, the McChicken can even be a �illing meal.

ext, I went to Taco Bell. The chain recently introduced a one dollar item to their menu that has gotten much media attention: their new Nacho Fries. They had red seasoning made from Mexican spices and a small container of nacho cheese sauce provided on the side for dipping. I �irst tried a fry by itself. The fries were not as crispy as I would have liked, but the Mexican spice seasoning was unique and added a nice burst of saltiness. Next, I swirled a fry into the dip. The sauce did add more of a unique �lavor, but in my opinion, the fries were better off without the cheese dip. As each order includes only approximately eight fries, this item does not suf�ice as a full meal. The �lavors of the fries and the sauce were not superb, and the McChicken was de�initely much better than these fries in terms of taste and value.

t Burger King, I ordered a one dollar cheeseburger. The burger’s appearance was very unappetizing. As expected, it looked exactly like the opposite of the juicy, symmetrical cheeseburger I saw on the online advertisement. The burger looked like it had been squashed �lat, but it was simple like the McChicken, with a beef patty, a slice of cheese, two pickles, ketchup and mustard. The patty looked a little dry, and unsurprisingly, it was bland. The cheeseburger’s dominant taste was the ketchup and mustard, instead of beef. The pickle added a tangy contrast to the salty condiments and meaty �lavors of the patty. In my opinion, the McChicken tasted much better than this cheeseburger, but if you prefer beef over chicken in your burgers, then the cheeseburger may be the better choice. Two of these cheeseburgers would be �illing for a meal, and for a total of two dollars, they are well worth their price.

aving never been to Wendy’s, I was very excited to �inally try something from this popular fast food restaurant. After already trying two burgers at Burger King and McDonald’s, I decided to get a small dessert. I ordered the one dollar small frosty at Wendy’s, and it tasted like a typical chocolate milkshake, very similar to the chocolate milkshakes at In-N-Out. The consistency of the frosty was quite smooth: it was thicker than milk, but not so thick that I found any dif�iculties drinking it out of a straw. The chocolate �lavor was also not overwhelming. It was hard to compare this item with the other three items, as this was the one item that was sweet while the others were salty and savory. If you’re not looking for a quick meal but rather a treat or snack, then this frosty would be a great choice to enjoy with some friends.

Public Arts beautiﬁes community BY SRINIDHI SESHADRI

group of students crowd around the blank wall on the side of the children’s museum. Two students discuss the design, their hands moving enthusiastically as they describe their vision for the wall. Another dips her brush into bright blue paint to begin working on the wall, exercising caution as she follows the stencil. Equipped with their art tools, the students �inish painting a mural they designed. These students are members of the Public Arts club, which was passed by the Legislative Council in February 2018. Founded by sophomores Isabel Moh, Akshaya Ramakrishnan, Yutong Liu and Kaylin Li, the Public Arts club provides students with art projects to exercise their creativity. The club plans to engage members through on-campus activities such as chalk art in the quad during Homecoming and painting murals around campus. The of�icers hope to extend these artistic additions beyond the Lynbrook campus and paint electrical boxes and walls in nearby cities. “Our goal is for students to receive an extra opportunity at

school to express their creativity,” said club vice-president Ramakrishnan. Unlike other art clubs on campus that focus more on arts and crafts, the of�icers of Public Arts club envision the club to be a place where student artists can brighten up and unite their community through their artwork while also receiving volunteer hours. “I really enjoy art and I like helping people, but I didn’t really know how to combine the two interests,” said club president Moh. “This club is a way to help my community through my passions.” The of�icers did, however, face a few obstacles during the beginning stages of forming the club. One of the largest challenges

CHLOE LEE—EPIC

was �inding a club adviser, since many teachers were already busy with other club commitments. Luckily, the of�icers were able to overcome this obstacle and recruited PE teacher Porchia Jenkins. “I talked to the girls and felt an instant connection with them and the opportunity to beautify the community,” said Jenkins. “They’re doing it because they really care about their community and enjoy giving back.” The of�icers also faced while dif�iculties contacting various representatives of cities to get permission to paint utility boxes. Many would not respond, and so the girls went the extra mile to attend city council meetings in order to get in touch with the art heads of each city. The Public Arts club is open to anybody who is interested in art and community service. Although more experienced members would help develop the club’s portfolio, the club will have events and activities for everyone. The club will be meeting on Mondays at lunch in room 78, with the club’s �irst meeting taking place on April 9.

live action

have a confession to make: I absolutely adore animated �ilms, TV shows and anime. My favorite movie since childhood was “Kiki’s Delivery Service,” a �ilm I still earnestly watch a minimum of 15 times a year. My obsession of rewatching the �ilm doesn’t stem from invigorating storyline; rather, I am fascinated by Hayao Miyazaki’s world renowned moving pictures. As I grew older, however, I became drawn to animated works that actually had stimulating plots. I learned to appreciate widely known masterpieces such as “Death Note” and “Fullmetal Alchemist” (FMA), which is why I am so shaken by the utter abominations, or Net�lix’s live action renditions, of my favorite shows. Not only was FMA’s previously phenomenal storyline of intricately woven character and story arcs completely ruined by the Net�lix’s failed attempt to shove more than 60 episodes of already trimmed plotline into a shoddy hour of mediocre action and visual effects, but it also completely botched its portrayal of the main character, Edward. Edward is characterized as clever, sometimes even too clever, which in culmination with his pride drives both the plot of the show; however, by removing this character trait, Net�lix undermines the genius of the original author’s writing and turns their hour-too-long fanservice into a barely passable shell of a show. I �ind this to be a common occurrence with most live-action adaptations. For example, Net�lix’s “Death Note” could have been enjoyable as a stand-alone �ilm, yet the live action actors and effects fail to translate certain aspects of animation which gave the original show so much success. Net�lix is not the only production company guilty of this. I’m talking about you, Disney. If we look back in history, the main reason Disney’s �ilms garnered so much attention was because Disney animations were advanced for their time, and not necessarily because of their storylines. I mean, what moral was there in “Snow White?” Kissing men will resurrect the dead? No, truly the only reason people revisit the live action adaptation of the �ilms is for nostalgia. People only watch these �ilms to remind them of the animated classic. Admittedly, the live-action adaptation of “The Jungle Book” was amazing because of the realistic computer-generated animals. I would, however, consider “The Jungle Book” to be an exception to other CGI �ilms, and here is where I regret to mention the M. Night Sham-atrocity of “Avatar: The Last Airbender.” I know, feel free to use the ad on the next page to wipe your tears, but I am sure avid Avatards (yes, that is the fandom name) can recall the unspeakably nightmare versions of Momo and Appa. Despite my qualms with the manner in which my childhood shows were forever marred by their live-action counterparts, I appreciate the intent behind creating the �ilms as a means of paying homage to the original directors; however, in M. Night Shyamalan’s case, he happened to create an incredibly misguided, inaccurate feature length fan �ilm. So please, on the off chance that any movie producer may read this, please leave animated classics as they are: animated. And if you simply cannot suppress that urge to continue... Oh Whale, I hope Rotten Tomatoes and Reddit reviews may convince you.

This is me:

Read about individual identities

BY MEERA BALAJI, JOCY HE, CHLOE LEE, JESSICA LI, MICHELLE LUM, ASHLEY SONG, AILEEN XUE AND EDITORIAL BOARD

I dream to be: _________________________

ynbrook is full of dreamers: as students grow into strong adults they become involved in a variety of careers and causes in hopes of leaving their mark. Though these goals were formed under different influences and interests, such as parents, peers and extracurriculars, they often drive what shapes students’ identities. When senior Diana Magnusson was eight years old, she began repeating the lines of Dr. Brennan from “Bones.” Her fascination with acting started to grow from there so she enrolled in dance and singing classes outside of school. In addition, she’s the current vicepresident of the Thespian Club and takes Drama Honors at Lynbrook. “Acting is something that really drives me, because I find it fascinating,” said Magnusson. “I love watching movies or shows, and talking about the development of the character, the lighting and set changes for hours. I know that’s the world I want to be a part of.” Magnusson hopes to pursue her passion in acting by moving to New York after high school to seek some of the best training in the world at The Acting Studio. She plans to dedicate herself completely to this dream. “My goal is to just get myself out there in the world because that’s a really important thing,” said Magnusson. “If you go into acting at all and you have a Plan B, then you shouldn’t go into the industry because there are millions of other people who are truly passionate about it.” Sophomore Aaron Tai grew up with a dif-

ferent dream: playing basketball. He played for six years, including playing on his middle school’s basketball team. While he decided to take a break from basketball to pursue other clubs and interests, he still goes to the park almost every week to play pickup games. After taking computer applications, a business course offered at Lynbrook, he was encouraged by business teacher Leslie Robledo to pursue sports analytics, a job which incorporates both sports and business. “I was drawn to becoming a sports analyst since it’s a way to connect to the sports that I love without playing it,” said Tai. “[The job] allows me to combine my passion for the sport to the business side.” Tai also participates in DECA where he takes part in two events: team decision making and creating a business plan for fashion merchandising company Gymboree. “Participating in DECA allows me to find a standard of professionalism and maintain it,” said Tai. “My events help me to set a competitive edge and show me what I have to improve on which is a quality you need to become a sports analyst.” Junior Tanvi Narvekar’s goal is to become a doctor specializing in general surgery. The summer before her freshman year, she began volunteering at the Veterans Hospital. During one of Narvekar’s shifts, a woman walked in, not knowing who or where she was. “I just felt the need to help her,” said Narvekar. “Eventually her husband came and they reunited. The feeling from being able to

help her fostered my love of medicine.” Aside from volunteering at the Veterans Hospital, Narvekar is also involved in health clubs at Lynbrook such as Health Education of Lynbrook (HEAL) and Pre-Medical club. “What motives me the most is thinking of all the victims of epidemics and diseases,” said Narvekar. “The possibility of helping them in the future if I dedicate myself to my passion inspires me.” Aspirations are important to the development of one’s identity because they shape his or her goals. They provide an individual with long-term goals that benefit one’s life, giving one motivation to become successful. Measures of aspirations have been linked to academic and educational achievements. In

addition to achievements, aspirations allow for a more clear focus, effective use of time, and sharpness in decision making. In a study conducted by Professor Gary MacPherson from University of Melbourne in 1997, children were asked for their commitment plan to a new instrument. The study revealed that children with long term commitment plans outperformed children with shorter plans, linking aspirations to success. The diverse dreams among Lynbrook students ultimately contribute to the school environment. Whether it be aspiring actresses, sports analysts or future doctors, high school allows for students to cultivate themselves into different journeys in the future.

I am from: _________

I believe: __________

e frowns at his choices on the ballot before him. Despite having heard numerous speeches about the candidates’ platforms, he only feels disconnected from the issues presented and debated, which have nothing to do with his life. The inflammatory statements hurled from each party are merely white noise. He reluctantly checks the box next to the candidate who he has heard the most about online and through television. With a sigh of disappointment, he submits his ballot and walks away. Politics have become ___ in which millions of voters struggle to find their place within the changing narrative of identity politics. Identity politics assume that groups who adhere to a particular racial, religious, ethnic, social or cultural identity are monoliths, large and powerful organizations whose members’ opinions are not easily changed and whose members do not consider the opinions of the people the organization affects. In other words, people are separated into groups based on their physical characteristics instead of their individual beliefs. The exclusion of certain minorities under the umbrella of one overarching group often makes them feel like outsiders within their community. To judge people on their immutable characteristics—skin color, sexuality, etc.—is actually the essence of what prejudice really is. “I feel that [identity politics are] unnecessary because someone’s sexuality is private and doesn’t affect others,” said freshman Austin Tong. “Someone’s personal religious beliefs shouldn’t infringe upon another person’s rights as a citizen.” By emphasizing these ideological differences between minorities, identity politics are inherently prejudiced in their tendency to categorize people based on their physical appearance rather than their personalized beliefs and experiences. “I think identity politics in particular have affected the public outlook on liberals and minorities and therefore my political beliefs and those of many other people I know are diluted with illogical ones and not taken seriously,” said junior Mihir Hasan.

Instead of focusing on issues that affect everyone in the United States, such as taxes, social security and candidate transparency, the Democratic party continues to prioritize issues that polarize their voting base. While discussions about race and privilege may not appeal to everyone, many people are interested in voting for a politician who explains how they are reliable and what concrete economic policies they plan to implement. “The Democrats,” said Steve Bannon, Trump’s former adviser, “the longer they talk about identity politics, I got ’em. I want them to talk about racism every day. If the left is focused on race and identity, and we go with economic nationalism, we can crush the Democrats.” The Democratic party, however, has seen an increase in popularity when its politicians focus on quantifiable issues. On Jun. 20, democrat Jon Ossoff lost the special election by 4 points to republican Karen Handel in Georgia’s right-leaning Sixth District, but his actions inspired a change in the area. By refraining from using words such as “racist” and “xenophobic,” Ossoff avoided using identity politics and created an open atmosphere to talk the economy, immigration and safety. More recently, democrat Conor Lamb won a special House election in the state’s 18th Congressional District, where he ran a campaign that focused on social security and union rights. Lamb’s win signaled a change in the democratic party’s outreach strategy, since its support for a moderate candidate shows a gradual shift away from identity politics. Rather than funding a candidate whose platform centered around social issues, its support for an economic platform shows its successful attempt to appeal to a broader range of Americans. While this change in platform may not appeal to all democrats, it helps the party garner support from more people. Although identity politics allow certain minorities to have their voices heard on a national platform, the idea that people vote based on their race or gender simply distracts politicians from the main issues at hand.

I log in as: ________

otifications: 22 new chats. Status: online. Tap - tap - tap - tap - click: “message sent.” Tick-tick. Five seconds pass. “Message received, typing.” Only the computer can see the reallife image of the person behind the screen — a hooded recluse of a person manufacturing personality and chat lines on the keyboard, which begs the question: are the recluse and the online user really the same person? “Online, it is easy to present a more idealized, ‘perfected’ image of oneself and one’s life,” said Julie Albright, a lecturer in the Department of Psychology at the University of Southern California. “One can curate one’s life to show only the good sides. Students end up comparing themselves to others looks and lives that really don’t exist.” A person’s online and real-life personalities may coincide and differ in various aspects. Although the relationship between online and in-person identities has been a relatively recent scope of study, numerous researchers have observed a correlation between one’s personality traits and online behavior. For instance, a 2013 study at the North Carolina State University found that certain personality traits, such as extraversion and agreeableness, were reflected in the content of one’s social media posts. Users also have the option to remain anonymous on the internet, allowing them to project a version of themselves that they may not be able to in -person. As a result, introverts may be more inclined to behave more extroverted online. While in-person interactions require immediate responses and real-time reactions, online relationships can be developed over different time zones, and

users have time to think about their response before replying. “Usually, when you’re interacting with someone face to face, you can have more deep and meaningful conversations,” said junior Samiksha Patil. “But when you’re online… there’s kind of this wall between you [and the other user].” Prior to the emergence of the digital age in the late 2000s, online behavior may not have encapsulated our real-life identities. As social media platforms have become increasingly popular, however, our internet habits and personas have become intertwined into our daily lives: the number of internet users has increased over tenfold from 1999 to now, with about 3.9 billion total current users worldwide. Despite controversies regarding whether online behavior influences one’s real-life persona, studies have proven that people’s online behavior or activity may affect their relationships or friendships with others. For example, cyber-aggression, an online relationship-based phenomenon in which an individual may intentionally or unintentionally inflict emotional harm on another individual, may translate into physical aggression in real life. “When online, there’s relative anonymity, which emboldens people to say things they would never say face to face,” said Albright. “It is easy then for school events to be taken to the online arena, where out-and-out harassment can take place, or more covert bullying, in the form of releasing private pictures or sharing private, embarrassing conversations.” As social media platforms such as Facebook become an increasingly integral part of our lives, disparities between how we discern ourselves online and our behavior in real-life shape not only how others perceive us, but how we perceive ourselves.

rom a young age, most Lynbrook students have been raised and conditioned in a competitive environment. In school, the pressure is on, and at home, even more so. With many parents hailing from Asian backgrounds, the Bay Area culture is rife with values of hard work, perseverance and competition that permeate each aspect of students’ lives and contribute to what many call a Bay Area “bubble.” At first glance, Bay Area high schools may seem like all other typical American high schools. Students take AP classes, join clubs and sports teams and participate in school events like homecoming and prom. A closer look, however, reveals several prominent differences that distinguish schools in the Bay Area due to the local culture. Common conversations around Lynbrook provide insight into this unique culture. When walking under the wings of building overhangs, students can be heard joking about the burden of work and studies, not to mention the pressure from those most influential in their lives — their family members. Students complain about test grades, gossip about the SAT scores of their peers and compare the amount of sleep they get. At one point, it begins to become a competition — survival of the fittest — the word “fittest” exchangeable for “smartest,” “most hard working” and other titles “ideal” Bay Area students should have on their trophy shelves. The competition even extends to vying for minor, trivial titles such as “most sleep deprived.” Lynbrook’s culture runs rampant with competition and hunger for first place, no matter what the categories may be. At home, students face high expectations, a constant source of stress and anxiety. Much of this pressure comes from parents, many of whom emigrated from Asian countries that demand academic excellence from students. “A lot of Lynbrook culture revolves around STEM,” said freshman Amory Gao. “This has to do a lot with families of Asian descent because they mostly came here for STEM opportunities, and they want their children to be successful. I feel like nothing else is really an option for me because of the way my parents think and how that’s influenced the way I think. So, I think [this culture] has a pretty big impact on what I want to pursue during high school and what I feel like I have to pursue later on.” Of course, no student is left untouched by such a harsh culture. Like many others attending competitive Bay Area high schools, Lynbrook students are influenced by both their school and home environments. They find their identities shaped by their peers and the expectations that they hold. A freshman who enters Lynbrook confident about himself may find his self-assurance worn away by too frequently comparing his grades and test scores with those of others. On the other hand, a quiet, introverted girl may find her place in speech and debate and grow into an outspoken senior by the

end of her high school career. No matter how people change throughout their high school careers, however, it is undeniable that their identities are shaped by the people, the values — quite simply, the culture — around them. When students graduate and leave for college or take a gap year, this holds true. Their identities undergo yet another transformation as they enter drastically different environments from the bubble they leave behind. The freedom away from home allows many to discover new aspects of their identity. “Coming to CMU has definitely allowed me to explore,” said Lynbrook Class of 2017 alumnus and current Carnegie Mellon University student Alex Xu. “There’s a certain openness in college. There are a lot of opportunities for you to discover. For example, I’m part of an acapella group, and I’m also in a dance group. Once you get out of the Bay Area bubble, you really start to open up your mind, explore and have fun.” In the process of becoming immersed in a different culture, some find that their experiences away from the Bay Area, or just away from Lynbrook in general, shed new light on familiar matters, whether it be college majors or the future. Being among different people allows many to make realizations that they would never have drawn at Lynbrook. “[During my gap year] my worldview was broken, and now I’m rebuilding it,” said Lynbrook Class of 2017 alumnus Will Shan, who is currently taking a gap year before he begins studies at Stanford University in the fall and volunteered at a communal farm in France the summer before his senior year. “When I began my gap year, I thought it’d be nice if I discovered what major I wanted to pursue so that going to college, I’d know what I want to study. Now, I’m not thinking that at all. Now, what I’m thinking is, ‘Why does it matter what major I take? What will actually have relevance on my life? Why does learning have to occur on paper or at school?’ At Lynbrook, I never thought beyond one week. Now that I’m taking this gap year and interacting with much older people, I’ve started thinking about my life in terms of years. I did not know all that I did not know before, and because I now know what I did not know, it makes me think much more long-term, and it makes me think much more about the type of life I want to lead.” For Lynbrook students, there lies a question: who are you? Identity is no easy concept to grasp; it is perpetually in a fluctuating state, easily influenced by changing circumstances. What is one’s identity, however, throughout the change? Who is that person, underneath all the grades and critiques in red pen? The answer lies in the individual. Yes, culture plays an important role in shaping identity, but it is ultimately up to the confident freshman or the shy girl to define his or her own identity. Culture can only change an individual as much as he allows it to change himself.

When words cut: verbal abuse at Lynbrook The devastating consequences of hurtful words

BY ARUL GNANASIVAM & PATRICIA WEI

unior Katherine Patel* knows the impact words have. For the past few years, she’s felt the effects of verbal abuse: low self-esteem, the self-doubt and the loss of trust. One year ago, Patel’s friend told her something so hurtful that it has remained etched in her memories to this day. “A friend called me a slut and told me that others viewed her as a slut because she hung out with me,” said Patel. “That sticks with me because it hurt so much. For some time, comments like these made me believe that I was nothing but the person others thought I was. I saw myself as no more than ‘just that girl.’” In her daily life, it was the words not directed at her, but about her, that made her afraid to go to school. Patel remembers sitting in class as she heard people around her talking behind her back about her past mistakes. At school, she purposely avoided the people who had said hurtful words to her and damaged the way she felt about herself. “There must be a reason why so many people are talking sh*t about you,” said Patel. “And when you don’t know the reason why, it really hurts your con�idence. At that time in my life, I was at a place where I wasn’t doing well and I wanted to better myself, but it’s hard trying to improve when people are passing judgement and rumors about you.” Although school does not always feel like a safe place, she continues to attend in order to learn. Some wounds can never be healed; Patel is much quieter and less trusting than before, but she has found a new group of friends who respect her for who she is and has slowly begun to rebuild her self-con�idence. “At Lynbrook, I feel that my past reputation still follows me,” said Patel. “But I know that the person I am today would not have done the things I’ve done in the past. I’ve matured and become a more

never going to succeed in life,” said senior Joe empathetic person.” Patel is one of many Lynbrook students Huang.* “It’s emotionally damaging.” Teachers also view intellectual bullying as who have felt insecure because of what peers have said to them. One of the most prominent potentially damaging to a student’s self-esforms of verbal abuse at Lynbrook is intellec- teem, and many consciously make an effort tual bullying: verbal or psychological rheto- to dissuade students from comparing test ric that can make someone feel inferior due scores or judging each other based on quanto poor academic performance. Out of 199 titative academic results. “I ask that students do not compare Lynbrook students surveyed, 103 students have personal experiences with intellectual scores in front of me because the environbullying and 166 students believe intellectu- ment I want to set in my classroom is more positive than that,” said English teacher Terri al bullying is prevalent at Lynbrook. During one of her classes, junior Martha Fill. “I want students to think about how they did on the previous asLi* struggled to unsignment and how they derstand concepts did on the next one, even after studying and they don’t need to for hours. When she “YOU FEEL WORTHLESS, raised her hand to LAZY AND AS IF YOU ARE look at anybody else’s paper for that. I really ask a question, she NEVER GOING TO SUCwant the feedback and would hear snickers CEED IN LIFE.” the grade to be a relafrom her classmates. “I asked a lot of Senior Joe Huang* tionship between the student and me and not questions because between the student that is how I learn and their peers.” well, but I could tell I Additionally, some was judged for doing so,” said Li. “I just think no one should ever students and teachers feel that academic rehave to feel that way. I feel that intellectual sults do not fully represent a student’s intelbullying is prevalent at Lynbrook because lectual ability or talent. “Just because someone doesn’t have the everyone has some sort of insecurity about best GPA doesn’t mean they don’t work hard,” themselves.” Intellectual bullying can manifest itself in said junior Joyce Ker. “There are different facsubtle ways, such as when a teacher hands tors involved. I think it’s good to try your best back a test and students ask each other: and not judge too much based on academic “What did you get?” 58 percent of students performance.” Verbal abuse and intellectual bullying surveyed reported that this question makes can lead to impostor syndrome, a condition them feel uncomfortable. “I once asked a student, ‘What do you do Harvard Business Review de�ines as “a colif you get a grade that you are not proud of?’ lection of feelings of inadequacy that persist and the student said, ‘I just go into a corner despite evident success.” School psychologist and stay quiet,’” said assistant principal Eric Dr. Brittany Stevens has seen cases of imposWong. “To me, that’s the de�inition of being a tor syndrome in students increase over the years she has been at Lynbrook as students victim of bullying.” Oftentimes, however, intellectual bullying develop anxieties over grades, course load is unintentional; asking such questions has and college prospects. “[Lynbrook] can become so ingrained in Lynbrook’s culture that some students forget the effect these be a place where it’s very easy to words may have on others. “You feel worthless, lazy and as if you are feel less than

or unintelligent,” said Stevens. “I’ve seen kids insist on staying in classes they are clearly struggling with because they don’t want their peers to know they are struggling. That troubles me, because in some ways, that decision is like a self-harm choice, where people choose to stay in situations that don’t bene�it them because of social pressure.” Impostor syndrome can add a great degree of stress on individuals since they are constantly worried about being exposed as people who are unskilled. “Impostor syndrome is a logical fallacy, and it’s not who you really are,” said Stevens. “I wish our staff could more directly name and address that feeling with the student body. Just because someone next to you is very accomplished doesn’t mean you are any less accomplished.” Despite the negative effects of verbal abuse and intellectual bullying, victims can eventually move forward. “I would tell people experiencing intellectual bullying that it is never your problem,” said Li. “Just be yourself. You are here to learn. Don’t be afraid to just be who you are. It’s other people’s problem that they are so insecure about themselves that they want to put you down.” Patel has found help through trusted friends, counselors and therapists and encourages others to do the same. “Seriously. Go talk to your counselor. Go talk to the school therapist. Go to a friend you really trust. Reach out. Get help,” said Patel. “You won’t improve if you feel like you did something wrong, or that you deserve to hear any verbal abuse.” *names have been kept anonymous for privacy reasons

Watch students share their own experiences

GRAPHIC ILLUSTRATION BY INDEPTH SECTION

JESSICA LI—EPIC

How phones are designed to addict users BY NOELA BAE

iven the increasing savviness of smartphones, it is no surprise that users struggle to pull themselves away from their phones. Apps and other algorithms are designed in such a way that users are endlessly absorbed. As these apps pro�it off of users’ time on their platforms, companies are discovering new ways to keep users attracted to their phones. Take a look at some elements that make phones addicting.

GRAPHIC ILLUSTRATION BY JESSICA LI AND MICHELLE ZEMLYAK

1. App companies have consciously added the pull-torefresh feature to create the illusion that users have control. This feature allows users to load new material continuously, with no built-in end point.

2. Apps send noti�ications to phone users to simulate feelings of interaction through call, text or message. Their unpredictability prompts users to stay on their phones to see what noti�ications they will receive.

3. Eyes are sensitive to warm colors and gravitate particularly toward bright red. This explains why many companies have redesigned their icons to have brighter, bolder and warmer colors in recent years.

Social media : the new platform for advertising BY JUSTINE CHEN & MEDHA UPADHYAY

viewer watches her favorite YouTube beauty guru apply foundation on her face, swatch each color of an eyeshadow palette and compliment the quality of the two products. After discovering the words “this video is sponsored by” and “links may be af�iliate” in the video’s description box, the viewer frowns in confusion, wondering if the beauty guru truly enjoys using these products or if she is simply being paid to to promote them. A common advertising strategy that has been increasingly employed by businesses across the country is using social media to increase exposure, create more personal relationships with customers and offer incentives. The simplest method businesses use to promote themselves is creating their

own pages on popular social platforms such collaborations with famous �igures. CompaFacebook, Twitter and Instagram. This al- nies send such �igures, also known as in�lulows companies to showcase their new encers, complimentary products in exchange items, update customers on ongoing sales for promotion in in�luencers’ social media platforms. Since these advertisements are and provide discount codes and coupons. slipped into “Everybody is on soseemingly regcial media,” said junior and ular personal Sand Cloud brand ambas“EVERYBODY IS ON SOposts, sponsador Erika Murase. “A sosored ads do not cial media platform really CIAL MEDIA. IT’S SO feel as forced helps businesses reach out EFFECTIVE, SINCE EVERYto their target audience and ONE IS ON THEIR PHONE.” as typical ones, causing viewers promote their products. It’s so effective, since everyone Junior Erika Murase to be more receptive to buyis on their phone, and the ing the products advertisements are just incorporated into your personal Instagram or being promoted. Companies also provide individuals with Facebook feed.” Businesses also pay for advertisements discount codes and af�iliate links which a on such popular social media platforms. celebrity in�luencer may encourage viewers These advertisements, such as banners on to use. When using an af�iliate link, the purthe side of Facebook’s home page, are set up chase that one makes will be credited to the by the business and the social media compa- in�luencer, and they will receive a portion of ny directly. Posts usually contain a link to a the transaction’s pro�it. Brand ambassadors further advertise a company’s website, creating an easy way for customers to learn more about and purchase company’s products. As opposed to an in�luencer occasionally posting, brand ambassathe company’s products. dors set a quota of promotions of a product The newest form in return for the company’s products and of social media marketing involves

GRAPHIC ILLUSTRATION BY AILEEN XUE AND JOCY HE

revenue in a more long term and frequent collaboration. “I promote [Sand Cloud’s] towels or blankets on my Instagram,” said Murase. “I’ll send the company a screenshot, and each post accumulates to a certain amount of points, which then leads to a discount on their products.” Social media marketing has proven to be effective as a cost-ef�icient tool to gain brand recognition and loyalty. Even simple interactions with a business’s content on social media can increase its search engine optimization, ensuring that its website appears high on a search engine’s list of results, attracting more customers. “Visual marketing does not just sell a product or service,” said founder of Rebekah Radice Media and Radiant LA, marketing training and development companies, Rebekah Radice. “It sells an experience around your business.” Yet, social media business promotion is not without its disadvantages. Celebrities can face backlash from followers who believe that they are not expressing their true opinions of a product and simply monetizing their content. Social media marketing comes at a high cost and requires an extensive amount dedicated to researching. A Pew Research Study in 2017 revealed that more than 91 percent of retail brands in the U.S. used two or more social media channels, and more than $40 billion was spent globally on social media advertising. The number of businesses using social media increases each day, with the promised bene�its of brand and customer loyalty, the ability to reach a larger range of customers, boosted sales rates and an increase in exposure. Whether it be on Twitter, Facebook or Instagram, advertisements on social media are now used as a cost-ef�icient advertising method in addition to traditional marketing techniques. While both forms of advertising are effective, there is no doubt that social media now plays a large role in a business’s marketing tactics.

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BY CHELSEA LI

While many athletes have returned to track this season in order to improve their personal records, interact s the weather grows warmer and the spring sports with friends and maintain a healthy lifestyle, others season rolls around, Lynbrook’s track and �ield team were new to the team and wanted to meet new people has begun practicing every weekday after school. The and participate in a sport during high school. Because team has around 150 members and has welcomed an in�lux track is a coed sport with approximately 150 memof new athletes, especially freshmen, starting off the season bers, athletes are constantly able to meet and interwith a victory for the JV act with new people, despite participating team against Los Gatos. in an individual sport. This year is also “I’ve met many new friends through sprints, jumps and hur- “YOU DO THE WORKtrack I wouldn’t have known otherwise,” dles coach Bernie Ra- OUT AND DON’T WORsaid Li. “Unlike other sports, there isn’t a mos’s second season RY ABOUT THE TIMES; clear distinction between varsity and JV, coaching for Lynbrook. so the whole team is more uni�ied.” THE TIMES WILL COME. Having previously Yet others decided to try a different coached for Milpitas OUR GOAL IS TO WIN event this year, especially during their High School, he joined AS MANY MEETS AS WE last high school season, as track allows Lynbrook’s team half- CAN.” athletes plenty of freedom to try out way through the season any event they are interested in. last year. “This year I’m doing long jump, Jake White “Last year, I came in Head Coach because my mom told me I’m skintoward the last eight to ny and that’s good for jumping,” said ten weeks of the season, Lau. “I’m doing pretty well in that.” so [the athletes] didn’t Along with becoming stronger have a good base in terms of how they started the season,” physically, many athletes hoped to forge said Ramos. “[This season,] I would like to see many individ- new relations through the sport, through uals qualify at the CCS level and see where we go from there.” mentoring younger teammates in their So far, Ramos has helped short distance runners and events as a way of bonding. jumpers work toward their goals, placing a focus on running “I have more younger teammates form rather than power. Senior Raymond Lau, who has par- [this year] so I can give them adticipated in track since freshman year, is training with Ramos vice,” said junior Sandy Matsuda, for the 100 meter, 200 meter, the 4 by 1 relay and long jump. who is a short distance run“[Bernie’s] more technical than our previous coach,” said ner. “Especially if they’re Lau. “He focuses on making us faster and he also really be- new to hurdles, I can lieves that anyone can be a fast runner. He teaches us nutri- teach them techniques.” tion and proper form, [which] are probably the most importThe team’s overarching g o a l ant parts of running.” this season is to win as many meets as they The pre-season started when school resumed in January, can while individual athletes aim for certain lasting around a month before the season of�icially started. meets or Central Coast Section (CCS). The season began with a time trial, where athletes were “We got a lot of freshmen this year, so we timed for their events as if at a meet, so that they had an can set new goals for ourselves as a team,” idea of how they were doing and how much they needed to said sophomore Alisha Naidu, a long distance improve. The team then participated in the Andy Anderson runner. “This year, we’re trying to qualify for a Relays, a scrimmage held at Santa Clara High School. A scrim- big meet called Arcadia and we can do that bemage is an informal meet in which all the events are relays. cause we have a lot of fast freshmen girls.” The �irst of�icial meet of the season was the Los Gatos Dual By practicing every weekday after school and Meet, held at Los Gatos High School on March 7. As the team encouraging each other to perform better with attends meets weekly and invitationals on the weekends, ath- every race, the team hopes to overcome any obletes have many opportunities to improve personal records. stacles and meet their goals “High school track is much more intense than middle “My philosophy is simple,” said head coach Jake school,” said freshman Sunny Li, a long distance runner. “I felt White. “You come out and work out every day. You pretty nervous about my �irst meet, but I think I did pretty do the workout and don’t worry about the times; well. Because of the pre-season and longer practice times the times will come. Our goal is to win as many [than in middle school], I feel more con�ident at meets.” meets as we can. We [are in] a very tough league, and A typical practice begins with all athletes meeting on the it’s not that easy to win them all.” bleachers and listening to any announcements from coach The Lynbrook track team is off to a strong start to Jake White. Afterward, the team splits up into their separate the season; with personal records set and CCS on the events to do warm-ups and begin practicing with specialized horizon, track athletes are giving every practice and coaches. On days before a meet, the team would end their meet their full efforts, all while establishing tight bonds practices earlier in order to conserve their energy. with their teammates. “For sprinters, we run a mile for warm-up then do our “This sport is such a rollercoaster ride,” said Ramos. dynamic stretches,” said Lau. “At this part of the season, our “We have our good days and our bad days but we just workouts consist of not much running but improving our [place] trust in the program, try to learn through those form, like developing hip muscle.” tough days and start the next days a little better.”

HSIN YEN HUANG// IN MY OPINION

There’s no I in team: Why I wish I joined a sport

s a freshman, I walked into high school with many objectives. I wanted to make new friends, participate in clubs and play a school sport. As time progressed, I checked each of these items off of my list — all except for playing a sport. I completed all of the forms to participate in a sport and went to the mandatory meetings, but right before I turned my forms in, I would

always hesitate. Was I good enough to even play? Would I be able to commit to weeks of practice? My answers to these questions led me to shove the forms back into my backpack and convince myself that I would turn them in another day. Eventually, days turned into weeks, and weeks turned into months, and here I am, now a junior in high school with no experience in high school sports. Most people begin a sport at a young age, and for me, that sport was swimming. I committed myself to swimming during my elementary school years, but my parents pulled me out of the sport by middle school as they feared it would take time away from schoolwork and other outside activities. I switched over to track and �ield in middle school, where my main event was long distance running. soon grew tired of track, however, because I always had to leave meets and practices early to go to Chinese school. When my parents let me quit Chinese school in eighth grade, I knew that high school would be the time for me to dedicate myself to a sport. I was debating back and forth between

badminton — since I had fond memories of playing badminton with my relatives in Taiwan — and swimming, but when the fall season rolled around, I realized how talented and experienced my peers had become while I was wasting away in Chinese school. This planted seeds of self-doubt in me, and I feared that I wouldn’t even make it past tryouts. To top it all off, I picked up extracurriculars activities that had time con�licts with sports, so I thought it was unlikely that I would manage to meet the attendance quota for practice. All these reasons stacked together turned me away from trying out for a sport. I began to feel left out when my friends who participated in sports had made new friends on their teams. I, too, wanted a secret sister who would buy me whatever snacks I craved. Sport teams seemed like a family, and after most of my middle school friends had left me to attend a different high school, all I wanted was a sense of belonging. Weight training in sophomore year was the last time I regularly exercised. Nowadays, most of my exercise comes from running to

ALL PHOTOS AND GRAPHIC ILLUSTRATION BY SPORTS SECTION

Racing through a successful track season

sixth period so I won’t be marked late. I don’t really notice myself gaining an unhealthy amount of weight, but I know exercising is important for my health. Since I sit unmoving at my desk for the majority of my time after school, a sport would have given me the motivation to get up and move. Although playing a sport would have contributed even more to my workload and stress, it’s nice to be able to lose yourself in sports by practicing for a couple hours. In the past, I’ve always noticed that I felt signi�icantly more relaxed and calm after practices, and having a sport could have helped with relieving stress related to school. Sure, I regret never taking a chance to try out and play my best in hopes of landing a spot on a team, but I now realize that committing to a sport would have required me to sacri�ice many of the activities I’m a part of. Eventually, I would’ve had to choose between sports and other extracurriculars, and while I’m glad I chose what I have right now I can’t help but wonder what would have happened if I had chosen to play a sport instead.

Watching the scale and scoreboard

Looking into the effects of body stereotypes on athletes

rom their earliest depictions in history, athletes have always been viewed as the pinnacle of human physique. Their admired physical attributes, however, can create an unhealthy emphasis on body weight and shape brought on by onlookers. Because athletics concentrate heavily on the physical strengths of individuals, athletes often �ind themselves struggling to meet the expectations of their sport and of society, provoking body image issues and eating disorders. Body image — an individual’s mental perception of the aesthetics or attractiveness of their own body — is internalized by many people at a young age due to in�luences such as friends, family, culture and the media. In the world of sports, body image concerns can exist at accelerated levels due to the extreme circumstances in which athletes operate. In a specialty where the most successful athletes often embody the ideal body image, other athletes may feel themselves making unhealthy body comparisons. “Something that can affect how you feel about your body de�initely comes from your peers,” said junior and basketball player Katie Patton. “They don’t necessarily put on that pressure on purpose; I think people can take that upon themselves and put pressure on themselves.” Because of certain stereotypes that are projected as the ideal body type for each sport, some athletes feel restricted in their ability to succeed in the sport. “For volleyball, the most important thing is being tall,” said sophomore and volleyball player Angela Steinmetz. “You go to any college recruiter and they always choose the 6’4”-type of person instead of someone who is 5’4”. When I �irst started playing volleyball, I was an outside hitter, but I changed to my position as a libero because everyone around me was saying ‘You’re too short. You just can’t do it.’ I understand where the stereotype comes from, but it doesn’t make it any easier to accept it. I can’t control my height, and it sucks to see coaches who are biased and only want tall people on their team.” According to a 2010 study by Ron A. Thompson and Roberta Trattner Sherman, psychologists and co-authors of the book “Helping Athletes With Eating Disorders,” revealing uniforms or sports attire is an additional factor that can affect the body image of athletes. By increasing body consciousness and dissatisfaction, revealing uniforms can increase the risk of unhealthy dieting. For certain sports, such as swimming, both male and female athletes wear revealing uniforms as a convenience of functionality; the reduced suits lessen drag in the water and improve performance. Other sports, such as volleyball, require more revealing uniforms for women as opposed to men in the same sport — male volleyball players wear knee-length shorts while female players wear spandex shorts. Often for no reason of functionality, such requirements have caused some girls to even opt out from participating in a particular sport because of what they would have to wear. “As a freshman, when I played for JV volleyball, one of the requirements was wearing short spandex, so that made me kind of insecure about my body,” said Patton. “When I played volleyball in middle school, we wore the knee length P.E. shorts. It’s just weird to get used to, for something so short

and tight to your body, that shows everything. But one time, I invited a friend to a volleyball game and he commented about being able to ‘check out girls.’ I was so grossed out, but it also made me wonder if that was what people thought about at these games.” In a study of Division 1 National Collegiate Athletic Association athletes, more than one third of female athletes reported attitudes and symptoms that placed them at risk for anorexia nervosa. Though most athletes with eating disorders are female, male athletes are also at risk, especially those competing in sports that often emphasize diet, appearance, size and weight. Recent research by Lorraine Killion and Dean Culpepper, professors at Texas A&M University, shows that there is an increasing concern in male athletes about the appearance of their bodies, a desire to improve their body image and an increased pressure to conform to a body ideal for their speci�ic sport. According to the study, Western societies attribute high social status with muscular aesthetics, strength and power. Some sports that emphasize physique in athletes include aesthetic sports, such as bodybuilding and gymnastics; endurance sports, such as track and �ield and swimming; and weight class sports, such as wrestling. According to the National Eating Disorders Association (NEDA), about 33 percent of male athletes in weightclass sports and aesthetic sports are affected by eating disorders; in female athletes, the percentage of athletes is as high as 62 percent. Getting a diagnosis is the �irst step toward recovery from an eating disorder — most treatments of eating disorders involve psychological and nutritional counseling, as well as medical and psychiatric monitoring. “A few years ago, I entered a cycle of overexerting my body in an attempt to lose weight, gain muscle mass and become faster,” said senior basketball player Raksha Narasimhan. “Meals grew to be more stressful than enjoyable, and I was never quite satis�ied with what I saw in the mirror, leading to poor eating habits and malnutrition, as well as a �ixation on the way my body looked.” Body positivity involves feeling comfortable and con�ident in one’s body, accepting one’s natural body shape and size and recognizing that physical appearance says very little about one’s character and value. One such step toward body

positivity for athletes is to foster a supportive environment, which can be facilitated by coaches and a positive training environment. Studies show that athletic trainers are in need of education and preventative resources: a survey by NEDA found that in athletic trainers working with female collegiate athletes, only 27 percent felt con�ident identifying an athlete with an eating disorder. Despite this reported statistic, 91 percent of athletic trainers reported dealing with an athlete with an eating disorder. Coaches who emphasize factors conducive to personal success, in addition to support from teammates with healthy attitudes, provide athletes with a relaxed atmosphere. Rather than emphasizing body weight or shape, these coaches promote values such as motivation and enthusiasm. Scientists have also developed prevention programs and trainings that may reduce negative risk factors such as building self-esteem on appearance. “Recovering has been a challenge, but I’ve had to remind myself that my overall mental and physical health is more important than the way I look,” said Narasimhan. “Each body is different. The physique of one person may be completely unsustainable for another. Now, when I work out, it’s not just to lose weight or look a certain way; it’s to become stronger.” Undeniably, athletics are bene�icial in the many ways individuals can improve their health while pursuing a sport they are passionate about; however, the nature of sports often places emphasis on one’s appearance or weight. While body image is a subjective idea that differs for each person, educating athletic trainers to create a more positive environment for athletes is a major factor in resolving self-image issues. Despite struggles that may come with body image, stereotypes do not put athletes off from competing in their sports. “I still have some insecurities about myself, but I feel like sports have helped me in a way to accept my body, and has de�initely helped me to keep in shape,” said Patton. “Sports is a very social thing, and without it I would be a pretty different person.” *If you or someone you know is dealing with body image issues, call (800) 931-2237 or contact a trusted adult.

ART ILLUSTRATIONS BY CLARA FERNANDES

BY RISA MORI AND ERIC WU

A week in the life of the colorful Mr. Schussler

Friday

Thursday Wednesday Tuesday

Monday

BY KELSEY LU AND SADHANA SARMA

alking around the Lynbrook campus, Mr. Schussler, Valhalla adviser and special education teacher can be seen wearing countless colorful Hawaiian shirts to work. This year, Mr. Schussler is retiring from his position as yearbook adviser after 14 years of dedication. Before he steps down from his position, let us walk through a week of his unique outfits and hear more about his favorite parts about Yearbook and the Lynbrook community. Q: When did you start wearing Hawaiian shirts? I’ve always liked bright colors and colorful prints since I was little. I even wore Hawaiian style shirts in high school and was very color coordinated. For example, in band, I would coordinate my orange band shirts with my orange socks. Q: What is your favorite Hawaiian shirt? I think my favorite shirt is one that has a lot of gold and turquoise colors in it. It doesn’t have much of a floral pattern but more turtles which is an animal I like. Q: How do you build upon your shirt collection? I always try and buy new Hawaiian shirts and over time I just accumulated a collection. They’re not always easy to find but Amazon always has a nice variety of them. Q: What is your favorite part about the Yearbook? I get to know the many student at Lynbrook. I enjoy getting to know the students and it’s fun to hear what everybody is doing outside of school. Q: What is your favorite aspect of the Lynbrook community? Lynbrook is very inclusive especially towards the special ed students. I go to meetings in the district and talk to other teachers. I hear sad stories about how the kids are bullied but Lynbrook has always been so inclusive. Not just the staff but the students and parents.