Epic Issue 7, 2019

BY KAYLIN LI

C

ellos and the rumble of the timpani break the silence. The rest of the orchestra comes in beats later.

Suddenly, the velvet curtains are drawn.

The voice of the narrator sounds through the speakers, “Once upon a time…”

“Beauty and the Beast,” Lynbrook’s �irst musical in six years, featured steampunk castles; corseted dresses; and intricately engraved props. Though the performance only ran from April 25 to April 27, it was the culmination of months of hard work by many members of the Lynbrook community.

“We wanted to do something that would be recognized by everybody,” said vocal director Crystal Isola. “It’s a great family show. It’s got a big orchestra. It’s got great music. It’s got a lovely story. ” The plot of Lynbrook’s musical

was true to that of the Broadway musical, following the protagonist Belle into a castle in a forest, where a prince has been turned into a beast due to his callousness. To turn back into a prince, the Beast must fall in love before all the petals on a magical rose fall off, or else he will stay a Beast forever.

Auditions for the musical lasted for a week in November 2018.

Rehearsals began the day after winter break, and for two weeks, Isola taught vocal techniques.

M i c h a e l Pakaluk, the

instrumental music director, wrote parts for the violas. Daniella Howard, the director, organized set building in March, when student volunteers pitched in, designing props and costumes. The show was polished during tech weeks, when the cast and orchestra met for sound and lighting checks.

Before each performance, the cast huddled in a circle to energize themselves.

The performance garnered sympathy, laughter as well as applause all around.

“I’m more musicallyoriented than actingoriented,” said senior Meghna Kaligotla, who played Belle. “My favorite

part was telling a story with song.”

During intermission, volunteers sold Beauty-and-the-Beast-themed concessions. The Saturday afternoon performance ended with a gala, in which cast members signed playbills and took pictures with audience members.

“In the past, the drama department has been a niche community,” said senior Adam Katz, who played Gaston. “But now I think it’s going to grow, and people will come in for shows. If [joining the drama department] is in your head, come in; the drama department will welcome you.”

Isola hopes that a musical will be performed every other year, as had been the norm years ago.

“It's a worthwhile experience,” Isola said. “I tell my students that everybody should experience being in a school musical. It’s life changing, something you’ll remember for the rest of your life.”

KAYLIN LI — EPIC

ASB implements rigorous new club review system

BY ARUL GNANASIVAM

I

n an effort to reduce the number of inactive clubs on campus, ASB announced on March 26 that it will begin to review all current clubs as per a new rubric. If clubs do not meet certain criteria, they will be disbanded at the end of the school year.

The rubric covers new guidelines that aim to improve transparency between clubs and ASB to ensure that all clubs are meaningful to Lynbrook All clubs were required to share club documents, such as meeting minutes, club constitutions, budgets and attendance records, with ASB by April 17.

Additionally, 50 clubs will be interviewed

by ASB this year about how they contribute to the Lynbrook student body, and the remaining clubs will undergo the inspection next year.

In an Inter-Club Committee (ICC) meeting on March 29, ASB speci�ied that clubs will be evaluated on �ive factors: differentiation from other clubs, purpose, quality of events and meetings, member/student engagement and structure. The evaluation panel is

comprised of ASB President Emily Zhang, ASB Vice President Diya Jain, the Community Link commissioners, ASB adviser Jason Lee and Assistant Principal Brooke Chan. If ASB notices problems in a club interview, it will continue to review the club; if a club passes, it can continue operating.

Bias in the review process is a major concern, one that ASB aims to prevent by including admin such as Chan in the interview between ASB and of�icers.

“My main role is to provide checks and balances and to make sure we’re not doing anything discriminatory, and there’s fair and equitable process throughout the school,” Chan said.

In the event that a club does not pass the interview phase, ASB will conduct surprise club visitations. Although clubs that do not pass are at risk of being disbanded, Chan assures that plenty of communication will take place between ASB and the club before that decision is made.

The new club review process was created after concerns arose about the number of

clubs on campus. In some situations, new clubs are unable to be passed due to a lack of resources. ASB hopes to rectify this by disbanding clubs that do not currently contribute to the community.

“The biggest thing is that we have over 90 clubs on campus,” said senior and ASB Vice President Diya Jain. “We’re running out of resources, and we’re running out of teachers to be advisers.”

Although the review panel can be held accountable, the same cannot always be said for the of�icers who are being interviewed.

Often, the of�icers can slightly exaggerate their club’s true effect and membership, an issue that has been voiced by some club members. In order to combat this, ASB compares club documents with interview responses to verify the facts presented.

Although the reformed club review process may be a challenging adjustment for club of�icers, ASB hopes that the new guidelines can provide more transparency with clubs and uphold high standards for clubs on campus.

POWDERPUFF 2019

Scan above for extended Powderpuff coverage

MAY 3, 2019

NEWS

MAY 3, 2019

DECA and Amory Gao reach new heights

Students enjoy de-stress fest and mental health carnival

BY MELISSA CHEN

A

s warm sunlight slants in through the windows of a library study room during lunch, students �ilter in from all corners of the campus. ASB, Aletheia and members from other clubs take a seat and begin an open conversation on stress, academic bullying and the stigma surrounding mental health, three issues deeply tied to Lynbrook. As the meeting wraps up, many students sharpen their focus on their respective projects related to mental health, with a new perspective in mind.

From April 22 to 26, students enjoyed a de-stress fest week organized by Lynbrook ASB’s Community Link commission.

“I think it’s great to relax and have a good time especially since Lynbrook is usually so competitive and stressful,” said sophomore Aditya Manikonda.

On April 22, students arrived early to receive goodie bags stuffed with tea bags, handwarmers, lotion and squishy stress balls.

These items encouraged students to practice self-care. Some students wore their pajamas to school for a casual, relaxing Wednesday while music played in the temporary quad on the basketball courts. Infographics were posted around the campus on April 25, displaying important information and statistics about stress, sleep and mental health. At the end of the week, bouncy houses sprang up in the quad, many students could not resist jumping in with their friends.

The main purpose of the week was to reduce the levels of stress and anxiety, though certain parts of the week were also designed to shine more light on mental health, a topic that is usually unintentionally overlooked.

“There is generally some neglection [of mental health],” said senior and IDC representative Amrit Ranjan. “Hopefully our de-stress week at Lynbrook and the intradistrict event will draw some attention to the problem to try to �ix that.”

On the same week, the FUHSD IntraDistrict Council (IDC) also organized the

Wellness Week Carnival, to bring more attention to mental health. Hosted at Homestead High School, this event was a collaboration between all �ive FUHSD schools, the Cupertino Teen Commission and the Youth Public Policy Institute (YPPI).

Like Lynbrook’s de-stress week, the carnival consisted of activities to help students relax and de-stress. Students played games such as giant Jenga and even pedaled on smoothie bikes to blend their own drinks. In an arts and crafts corner, some dabbled with calligraphy and made batches of slime. The National Alliance on Mental Health (NAMI) also set up an informational booth about mental health.

To better address the issue of mental health, FUHSD IDC reached out to Cupertino Teen Commission and YPPI, which both had experience working with NAMI and planning projects relating to mental health.

Collaborating with the outside groups helped the FUHSD schools gain more insight and guidance on the sensitive topic. Mental

health is often dif�icult to talk about, and ASB Community Link and IDC tried to navigate this problem when planning their projects.

“I think mental health is a touchy subject, especially for those who suffer from it and are afraid to say so,” said junior Andy Li, Community Link commissioner and coleader of the de-stress week. “[Mental health illnesses] should be considered as seriously as any other illness out there. It’s typically disregarded by people.”

Ensuring that Lynbrook students have a better understanding of the severity of mental illnesses and the resources available to them was a goal IDC and Community Link discussed in meetings organized by Activities Assistant Principal Brooke Chan. Two meetings have already occurred in February and March, and another is planned to be held in May. The meetings were open to all students interested in the subject or thinking of implementing projects related to mental health. Chan invited school psychologist Dr.

GRAPHIC ILLUSTRATION BY PRIYANKA AANAND

Brittany Stevens and school therapist Dawn Bridges to help the students identify speci�ic issues in the large realm of mental health. “[Stevens and Bridges] have spent a lot of time talking to high schoolers,” said junior and IDC Representative Aneesha Nema. “So, they were really helpful in bringing to our attention what we should try to target. They know the issues that have been constantly brought up by high school students.”

At Lynbrook, students are no strangers to struggles with mental health or stress. While the two are not always linked, excessive stress is harmful. Intense competition, advanced courses and heavy loads of extracurricular activities have become a part of Lynbrook’s culture. Competition causes students to compare themselves with their peers, which may lead to feelings of inferiority and unworthiness. Managing time with dif�icult schoolwork and other commitments can also put students under immense pressure.

Not being able to manage their time properly only perpetuates a cycle of more sleepdeprivation and stress, which may spiral into problems with mental health or exacerbate mental health conditions.

Lynbrook is making an effort not to normalize stress and competition or permit it to de�ine the school or its students.

Although the de-stress week and Wellness Week Carnival may not drastically lower the levels of stress at Lynbrook in the long run, both function as signi�icant reminders that a healthy balance between school, extracurriculars and downtime is necessary and students always have choices .

“We don’t always have to be so stressful and competitive,” Li said. “We should strive to do what’s best for us.”

De-stress week and Wellness Week Carnival help steer Lynbrook students in the right direction. Undeniably, there are many expectations and pressures placed on Lynbrook students by their family, peers and themselves, but their most important responsibility is to make the right decisions for their own health and well-being.

Interclub concert raises money for school in Ecuador

BY DIANA XU

Letter from the Editors Dear readers, As the school year begins to wrap up and activities come to a close, read a story recapping the Lynbrook robotics team’s highly successful competitive season (pg. 3).

This issue, we also bring to you a staff editorial (pg. 6) highlighting the need for increased accessibility to feminine hygiene products on campus and how working to solve the problem of obtaining such products at school might help reduce the stigma around menstruation.

Though they play large roles at Lynbrook, they are often not acknowledged enough. In features, �ind out more about the custodial staff who keep our campus going every day (pg. 7). If you want to learn more about integral members of our community, also �lip to our story on substitute teachers (pg. 8).

Explore how women are shaking up the world, and how they began emerging as leaders in society (pg. 11).

In light of the recent college admissions scandal that involved fake athletic pro�iles, we covered the college athletic recruiting process in our sports section, featuring opinions from Lynbrook students and alumni who have been recruited (pg. 13).

Be sure to visit our website, lhsepic.com, for additional content!

Good luck on your AP exams, Justine Chen and Michelle Lum

O

utside, students welcomed guests and offered baked goods and ra�ikis for purchase. Inside, classical music entertained the audience. The Tunes for Totoras Bene�it Concert was hosted by Lynbrook clubs, Music for Community (MFC) and Me to We, and Saratoga High School club Tri-M on April 14 at Saratoga High School. The trio collaborated to try and raise $10,000 to build a school in Totoras, Ecuador. “[The concert] was an extremely rewarding experience because seeing three clubs from two schools come together and put on a community-oriented event was amazing,” said senior and Me to We member Amanda White. “Our hard work paid off in seeing the performers satis�ied with their performances and the audience members engaged in the music.”

The MFC team started actively organizing the Tunes for Totoras concert in early January. Its �irst task was to �ind a venue and decide the time and date for the concert. Even after looking into

several churches, Lynbrook’s auditorium and venues at other schools, the team had little luck �inding a place before junior and MFC secretary Catherine Huang suggested that the club collaborate with Tri-M. Tri-M members form music ensembles and perform at local retirement homes and recovery centers, and MFC’s collaboration with the club led to the concert being held in Saratoga’s music room. “[Lynbrook and Saratoga] established communication pretty early on to introduce ourselves and �igure out some big picture logistics such as describing the venue setup at Saratoga to the Lynbrook of�icers,” said junior and Tri-M secretary Arin Chang.

MFC also collaborated with Me to We, a Lynbrook club that is partnered with the international charity WE Charity. WE Charity supports impoverished communities globally and empowers self-sustaining lifestyles. For the concert, Me to We promoted the event and sold tickets and other items, including ra�iki bracelets and baked goods, for the cause.

The �irst step for Me to We was getting the event off the ground. When the club helped host a bene�it concert in 2018, not

many students showed interest in attending.

Previously, the club sold tickets at the top of the quad, but this time, it tried a different approach through mobile application WeChat and website Nextdoor to target adults who might be more interested in attending such events.

Me to We also promoted the event to possible student performers, sending out forms and posting on Facebook to advertise.

Lynbrook students freshman Marcus Au; sophomores Alex Zheng, Emily Mao, Joseph Zhang, Richard Chiu, Richard Niu, Richard Zhang, Theodore Pan and Timothy Cho; juniors Anna Chiang, Catherine Huang and Chinmay Lalgudi; and senior Kiran Manikonda all made appearances as performers.

Through this bene�it concert, the three clubs were able to bring the community closer together and support their goal: to raise money for Me to We to help build a school in Totoras, Ecuador. Having already raised $4,000 prior to the concert, the bene�it concert’s proceeds of more than $300 will be added to this number, pushing them one step closer to their goal.

DIANA XU — EPIC

SARATOGA HIGH SCHOOL | The concert was held at SHS, as the concert was held in collabaration with Saratoga’s club Tri-M.

MUSIC | Sophomores Richard Chiu and Timothy Cho performed “Mozart Clarinet Concerto in A Major, K. 622.”

ME TO WE | Lynbrook charity club Me to We also held a bake sale at the concert, selling cake pops, cookies, brownies, chips and more.

03

NEWS

News in Brief JUMP Club Dance Show Come watch JUMP club dancers show off their moves in the auditorium on May 3, from 7:00 to 8:30 p.m! They will be performing dances they have learned throughout the year and the show will feature guest performers.

FUHSD Art Showcase The annual FUHSD Art Showcase at the FUHSD Adult School in the Vallco Mall will display works from student artists across all �ive schools in the district.

The showcase is open Monday through Thursday from 8 a.m. to 8 p.m. and Friday from 8 a.m. to 4 p.m. until May 17.

Pops Concert It is time for the last concert of the school year! End the year on a good note by enjoying fun pop songs by the concert bands and orchestras. There will be two shows on May 22 and 23 in the auditorium from 7:30 to 9:30 p.m.

InDesign x ASB Fashion Show Enjoy a night of out�its and performances at the annual fashion show hosted by InDesign and ASB on May 24! This year’s theme is A Night in Athens, and there will be garments designed and modeled by students. The event will take place in the gym from 7 p.m. to 9 p.m.

Memorial Day There will be no classes on May 27, Memorial Day. Study and have fun on your last day off this school year!

by Sunny Li

USED WITH PERMISSION OF BRADLEY FULK

USED WITH PERMISSION OF ABINAYA SRIKANT

BY PRIYANKA ANAND

A

long with winning many awards at the State Career Development Conference (SCDC) this year, Lynbrook DECA had a student chosen to be a state of�icer for the �irst time in seven years. Sophomore Amory Gao, the club’s current Director of Principles, was appointed as Vice President of Leadership for California DECA. With Gao’s new role and the club’s success at SCDC in March and the International Career Development Conference (ICDC) in April, the club is looking to end the year on a high note.

At the beginning of the year, the club began with 180 members working toward the goal of competing at the Silicon Valley Career Development Conference (SVCDC), SCDC and ICDC. At this time, Gao also became aware of the opportunity to become a DECA state of�icer. To apply, Gao had to create a video and campaign during SCDC. Bradley Fulk, the club’s adviser, was instrumental throughout the campaign process.

“I worked with [Amory] a lot,” Fulk said.

“Though the work was really on her, I was there to help her re�ine a lot of the work, especially during the interview and resume processes. I was really excited that she won, as we had put in a lot of work, and she de�initely deserved that position.”

Gao was especially attracted to the opportunity, as a state of�icer, to meet and

collaborate with fellow high school DECA members from all over the state to make California DECA increasingly successful.

“All the people I ran against were extremely supportive and are the nicest DECA members I have ever met,” Gao said. “I am really honored to be the voice of so many DECA members across the state, and excited to have new experiences with them.”

During Gao’s term as a state of�icer, which began in March 2019 and will end in March 2020, she has monthly video call meetings with her fellow state of�icer, serves as a student liaison to the adult coordinators and managers of DECA and helps determine how to improve high school Career and Technical Education (CTE) courses. She is also excited to carry out the speci�ic projects that her role as Vice President of Leadership entails.

“My job is to try to stimulate and promote non-competitive aspects of DECA,” Gao said.

“I’m excited to expand on these, through leadership academies and workshops, to reinforce that DECA is about much more than competition — it is a whole experience designed to prepare kids for the real world.”

While Gao was transitioning into her role as state of�icer, many members of Lynbrook DECA were also preparing to compete at the international level. ICDC, which was in Orlando, Florida, from April 27 to 30, proved

be assembled and some parts were not functioning correctly.

Consequently, the team spent the whole day assembling the robot and running maintenance, so the drivers missed any chance they had to practice driving their robot before the competition. Of�icial quali�ication matches are held on the second day of a competition, where robots must complete challenges related to FIRST Robotics Competition’s annual theme, this year’s being Deep Space. Challenges included having the robot patch up holes on a rocket and climb a 19-inch platform without external support.

As they did not have time to compete in practice matches, the quali�ication round was the �irst time that the Lynbrook drivers had ever touched the competition �ield.

Nevertheless, they improved over the course of the day. The team ended up ranking second and advancing to the elimination round. After winning their quarter-�inal and semi-�inal matches, the Funky Monkeys lost in the �inals, but earned a spot at the World Championships in Houston for the second year in a row. They won the Autonomous Award and the Woodie Flowers Finalist Award in the process.

“During our semi�inals match, I was freaking out on the inside,” said senior James Jiao, robotics co-president and robot driver.

“Somehow, we pulled it together and did really well. It was a surreal experience.”

Following the Canada Paci�ic Regional Robotics Competition, Lynbrook robotics competed in the Silicon Valley Regional Robotics Competition from March 29 to 31. Although they lost the semi-�inal match during the elimination round of the Silicon Valley Regional, the team went undefeated in the quali�ication matches. Consequently, for the �irst time in the team’s history, it entered the elimination round ranked �irst out of

59 teams. The team also won the Quality Award.

Due to the number of teams competing at the World Championships, the competition used a system in which teams were randomly assigned to divisions, and had to win in its respective division in order to advance to the elimination round. After placing sixth in a division of 67 total teams, the Funky Monkeys won against the fourth ranked team in their division quarter-�inals but lost two out of three matches to the number two team, MadTown Robotics, in the division semi�inals.

“It was unbelievable that we beat one of the best teams [at the match],” said senior Eesha Deepak, robotics vice president. “We realized that we are capable of achieving that and possibly winning in the future.”

Moreover, the team won the Excellence in Engineering Award for having the most advantageous feature on their robot.

“I’m extremely proud of our students for accomplishing what they have because the students have complete ownership over the parts that they build,” said David Giandomenico, the head of coach of the robotics team. “It’s not like somebody else built the robot for them, and they are just talking about it. It’s very exciting to see how much the students have learned and their ability to describe what they built.”

The Funky Monkeys have improved over the past few years. Winning four awards in three competitions, the Lynbrook robotics team met a lot of success this year that will hopefully continue to follow it in future years.

to be very successful for the 50 Lynbrook students who competed. Lynbrook DECA won several awards, competing against students from countries around the world, such as Canada, China and Spain. Lynbrook students participated in events ranging from Financial Consulting to Human Resources Management. The club’s of�icers have worked hard to help members succeed competitively.

“We have study sessions that focus on competitions,” said the co-presidents of Lynbrook DECA, senior Abinaya Srikant and junior Cindy Xu. “We split up into clusters speci�ic to events. Cluster captains help with strategies and content to help the members succeed. We try to balance individual attention and lectures during study sessions, so all the members feel well-prepared.”

Besides the competitive events at the ICDC, there were other activities, including business-related workshops, a 5K run, visits to amusement parks and pin trading.

As a ful�illing and successful competitive season comes to an end, Lynbrook DECA of�icers and members are looking forward to celebrating this year’s achievements, as well as preparing for an even more successful season next year. Through the year-end banquet, the club hopes to end the year on a positive and fun note, celebrating achievements like Gao’s new role as California state of�icer.

Lynbrook Robotics develops their way to World Championships

BY ANUSHA KOTHARI

S

paceRex, the four-foot and 150-pound robot built by the Lynbrook Funky Monkeys robotics team, powered the team to win four awards this season, place second at the Canadian Paci�ic Regional Robotics Competition, enter the elimination round of Silicon Valley Regional Robotics Competition ranked number one and earn an opportunity to compete at the World Championships from April 17 to 20. With 112 registered members, the Funky Monkeys design and build a robot each year to compete in the FIRST Robotics Competition.

Prior to competing, the Funky Monkeys have a six-week build season starting in January, during which they prepare all aspects of the robot: software, hardware, design, mechanical and electrical subsystems. At the end of build season, the robot is disassembled into to two pieces and kept unmodi�ied until competition day.

During competition season, which directly follows build season, the team develops 30 pounds of additional parts which will be attached to the robot at the competition.

Teamwork is essential to the process.

“I really like being part of a group of people who work together to complete a challenge,” said sophomore Isha Venkatesh, robotics co-electrical lead. “It’s really rewarding to see a working product that is a result of so many people putting their effort and time into making it.”

The �irst competition that the team participated in during the 2019 season was the Canada Paci�ic Regional Robotics Competition. At competitions, the �irst day is usually used to assemble the robot, run maintenance and practice driving the robot on the competition �ield. But going into this competition, the team felt considerably unprepared because its robot was yet to

1.

USED WITH PERMISSION OF DAVID GIANDOMENICO

02

2.

GRAPHIC ILLUSTRATION BY MELISSA CHEN

3.

1. Teamwork is important to build the hardware and software of a complex robot during build season.

2. The SpaceRex lifts balls and executes many other tasks.

3. The Funky Monkeys celebrate their placement at the Canadian Pacific Regional.

04

OPINION

lhsepic.com

LYNBROOK HIGH SCHOOL | THE EPIC

Chick-Fil-A boycotts do not advance LGBT+ rights

BY CLAIRE CHIU

W

ith more than 2,200 locations nationwide, fast food company Chick-Fil-A has a massive customer base, yet even the popularity cannot hide its homophobic stance. In 2014, Chick-Fil-A CEO Dan Cathy made a public statement expressing his disapproval of the LGBTQ community, saying that it would “face the wrath of God.” The company and spokespeople from the Cathy family have made statements that Chick-Fil-A does not share these views. Despite these claims, however, the Christianassociated corporation has prominently displayed its antiLGBTQ stance.

Recently, various media outlets revealed that through its WinShape charity foundation, Chick-Fil-A donated a total of $1.8 million in 2017 to charities associated with anti-LGBTQ sentiments such as The Salvation Army and Fellowship of Christian Athletes. As a result of Chick-Fil-A’s homophobic stance, the company has lost out on major deals with New York's Buffalo Niagara International Airport and Texas San Antonio International Airport and has received major backlash through online and in-person boycotting. However, the protests against Chick-Fil-A have not been enough to inspire change within the company in favor of the LGBTQ community.

Consequently, protests have escalated, with many vandalizing stores, taking to the internet to voice their outrage at the corporation and boycotting. Although such actions are helpful to the LGBTQ cause, they do not serve much purpose or signi�icance if unaccompanied by continuous advocacy for the LGBTQ community. Rather, these petty and unimpactful protests only serve to trivialize LGBTQ civil rights.

After news broke of Chick-Fil-A losing out on big airport deals, social media users shamed the company, with some proclaiming they would never dine at Chick-Fil-A again. These online protestors carry good intentions, but their actions ultimately do not make much of an impact on advancing the LGBTQ civil rights cause; social media can spread awareness, but it does not necessarily spur action. In small actions like objecting to eat at Chick-Fil-A, the cause itself is trivialized,

turning supposedly helpful boycotting into something ineffective at making a difference because the boycotters take action without being truly educated about LGBTQ civil rights.

In truth, there are plenty of more impactful actions than boycotting that bring greater progress to the cause. A lack of civil rights initiative is not something that can be solved with mere social media campaigns, as change requires deep involvement and advocacy, not just exposing people to the existence of a problem. Social media advocating may not be in-depth enough to cover a look into the movement, therefore making it even more important to stress the signi�icance of educating our peers in order for them to be equipped with the tools of education to advocate and allow them to take action.

“I feel like this whole bandwagoning attitude of boycotting polarizes society. In a way, it is important to get ahold of your belief, but you should know the extent to which when you get mad, the real issue kind of totally disappears,” said junior Arushi Gautam.

In the past, momentous changes have come from continued advocacy. The last monumental movement for civil rights in the U.S. was the civil rights movement led by Martin Luther King Jr. in the 1950s and 1960s. In an effort to call for the enforcement of constitutional and legal rights for African Americans, the movement struggled for a long 14 years.

Although LGBTQ civil rights have made major strides, none of the efforts being put in place now are as serious as those of previous civil rights movements like those of the 1950s and 1960s. It was the tenacity and spirit that the participants of the civil rights movement had that ultimately paved the way for the movement’s success. The efforts of the Chick-Fil-A boycotters pale in comparison. The realistic effect of the boycotting is only removing customers from the consumer base. In addition, new supporters are bene�icial, but if they fail to properly educate themselves, the movement becomes more of a social media trend than a movement spurring actual change.

And the Chick-Fil-A boycotts may quickly lose the public interest that arose primarily due to exposure from scandals.

Periodic bursts of attention with long periods of silence

afterward make it hard for sustained advancement of LGBTQ rights and acceptance to occur. For a cause to be successful, methods of activism must be changed to encompass bigger actions, like advocating for new legislation, as well.

“Advocating does have to be sort of a lifestyle change the same way that you stop using single use plastic bags when you go grocery shopping because you care about the environment and you don't want the degradation of the environment to keep on happening,” said Gender and Sexuality Alliance adviser Jessica Lu. “It is a similar thing with advocating for LGBTQ rights, you have to kind of make that decision over and over again and that is part of it. The more you kind of choose to take the same stand over and over again, the more your impact on it gets compounded.”

It is crucial for those who care about the cause to be on the front lines, not behind the screens. While boycotting Chick-Fil-A reduces the pro�its of a homophobic company, it fails to provide the continuous resistance necessary to spark legitimate change.

“If you're just a bystander, you are delaying the issue more. Right now, mostly only LGBT rights pages care about Chick-Fil-A,” said sophomore Amy Sun. “The mainstream media doesn't care. Mainstream media is focused on other things like politics, so when it comes to these [issues like LGBTQ rights], even if it doesn't affect you, you should be helping out in some way.”

The solution is clear, but it can be hard to commit. For one, protesters must actively participate to actually impact a cause like LGBTQ civil rights. One does not have to attend every single event, but can start by being a true ally to the LGBTQ community. Allyship takes many different forms, but people treating the Chick-Fil-A movement as a social trend instead of a call for action is not one form of genuine support. Although society has become more open-minded and liberal in this era, anti-LGBTQ sentiment is still widespread in America and the rest of the world. The recent Chick-Fil-A scandal only serves as a reminder and symbol of the existence of anti-LGBTQ support. Only further revised efforts in response to the ChickFil-A scandal could change the boycotts from a social media fad into a signi�icant movement with long-term results.

GRAPHIC ILLUSTRATION BY OPINION SECTION

HATIM SAIFEE//IN MY OPINION

Nail polish is for boys, too

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s the manicurist �inished shaping my nails and prepared to let them dry, I asked her for lavender nail polish.

Her shocked look made me second guess the words I had just uttered. Was it acceptable for me, a boy, to want nail polish?

Mumbling, I told her I was sure about my decision, and she hesitantly painted the coat on my nails, controlling her laughter. I understood why she was laughing: gender norms. One example: associating blue with boys and pink with girls.

When I was two years old, my mother wrapped me in a pink blanket gifted by my grandmother and took me to the supermarket in a stroller. There, a lady walking by us excitedly congratulated my mother, saying, “Your baby girl is so pretty!” What led to her assuming that I was a girl? You guessed it: the pink blanket.

As I grew older, I was always gifted a toy car set for my birthday, expected to write “Superman action �igure” on my Christmas list to Santa and suggested action comic books at the Scholastic Book Fair. This stereotype that linked boys with action continued to burden me throughout my teenage years. I forced myself to participate in rowdy games with boys in order to �it in and conform to these norms; I wanted to leave, but I continued to hide behind this facade of masculinity.

Little did anyone know that, when I was seven years old, I snuck into my sister’s room to try on my �irst coat of nail polish and smudged lipstick; that I didn’t “accidentally” slip on a pair of high heels; that I was fascinated by the color, style and pizzazz exuberated by women’s garments compared to my own boxy shorts and dull T-shirts. All this time, I had been trying to escape the

gender norms forced on me, but I didn’t have enough courage. As a result, I suppressed this curiosity that led me to defy these gender norms. I played action video games like Call of Duty and talked about sports with my friends to fend off my yearning to partake in more feminine activities, such as painting my nails.

Unlike me, many celebrities nowadays are comfortable with self-expression, regardless of whether or not it breaks stereotypes.

Genderqueer actor Ezra Miller posed in lingerie for Playboy magazine’s December 2018 edition. Hair stylist on Net�lix’s “Queer Eye” Jonathan Van Ness �launts his skirts, gowns and cardigans. However, this selfexpression isn’t always free of judgment.

Male Korean-pop artists such as boyband BTS are often under scrutiny for wearing makeup and dressing in more feminine clothes. The criticism that such artists face re�lects the impact of gender norms on our society — we’re uncomfortable when we see a masculine �igure embrace his “feminine side,” even though inanimate objects like clothes and makeup shouldn’t be associated with gender in the �irst place. We’re so uncomfortable that we feel the need to

reinforce masculinity to the point that a club in China was founded to shape young boys into “alpha” males and counter the femininity that Korean-pop artists embrace.

I had already anticipated people’s reactions to my painted nails, and my predictions were correct. While a few of my friends and coworkers complimented my nails, most people were shocked. The manicurist, other customers at the salon, customers at Starbucks, schoolmates who pretended to ignore my nail polish — they were all uncomfortable with my form of selfexpression, presumably because it broke gender norms.

Nevertheless, when I saw my nails after getting them done, I felt bold, that I had the courage to face my fear of being judged for defying gender norms. At �irst, selfexpression may seem daunting, but that fear amounts to nothing if you feel con�ident about yourself. After all, self-con�idence is what shapes you into the best version of yourself. So go ahead, try on that nail polish, slip on those high heels, play with those dolls, be that girl playing sports with the boys— do whatever you want to without thinking about labels. Be you.

OPINION

MAY 3, 2019

05

Larger environmental action needed

BY SUNNY LI

I

n efforts to curb the effects of climate change, people are encouraged to make changes in their lives, from small ones such as reusing grocery bags to larger lifestyle changes such as going vegan. While these changes collectively have an effect, environmental movements must be more aware of factors that prevent everyone from being able to make these changes and shift their focus to changing the societal system to be more environmentally-friendly. Moreover, holding corporations and governments responsible for their carbon footprint should be the focus and will create larger changes in the �ight against climate change.

Climate change has always been a critical issue, but conditions are worsening. Thus, this issue must be addressed as soon as possible. According to a special report published in 2018 from the Intergovernmental Panel on Climate Change, human activities have already caused an increase in global temperature of about 0.8 to 1.2 degrees Celsius from the pre-industrial global temperatures. If the current rate persists, between 2032 and 2052, there will be a total increase of 1.5 degrees Celsius. Higher temperatures will likely lead to extreme weather and rising sea levels. For example, the recent California wild�ires were the most destructive in state history; while the �ires were sparked by electrical issues, the hot and dry conditions caused by climate change allowed the �lames to spread rapidly. Similarly, natural disasters are projected to become more commonplace and severe with rising global temperatures. In addition, increased extreme weather patterns and rising sea levels will result in habitat degradation and a loss of biodiversity.

“A lot of people don't realize that climate change affects our future and continues to become more problematic,” said senior Shanelle Craig, of�icer of Conservation Action Association. “It relates to people's quality of life, as well the Earth itself, and people need to know that protecting the Earth has to do with the future of the environment and what the Earth has to offer.”

To address these issues, a possible solution to make lifestyle changes is becoming vegan and buying organic products. While these changes are by no means negative, they can be just feelgood actions that have a limited ability to truly create change. They must be done on a massive scale to be effective, but these solutions are often only an option for a few. The current system makes it dif�icult for people to implement these changes in their lives. For example, organic and environmentally-friendly

PRIYANKA ANAND//IN MY OPINION

India's democracy is disappointing

should not be shamed for products are typically pricier than their using tools that allow conventional counterparts, and practices them to live and thrive.

Rather than focusing negative attention such as homemade meals require a time on the users of these tools or those who investment that working-class families may not have. Because many people are cannot make environmentally friendly unable to make these changes, this solution changes in their lives, environmental is not effective unless something is done to movements should concentrate on make larger changes in society as a whole. �inding accessible alternatives while disabled individuals and “One of the factors causing deforestation taking in Southeast Asia is palm oil production," said socioeconomically disadvantaged people Costanza Rampini, San Jose State University into account. Currently, the ability to assistant professor. "We have palm oil in a lot make changes to help the environment is often limited to wealthy, able-bodied of products, from medicine people.

However, to food, but it's hard for the for such actions to consumer to discern what make a difference, products have it because they need to be they use different names done by people on a for the compounds used. It’s larger scale, which up to the system around us makes it necessary to provide us with options to increase the to simplify those choices.” accessibility Another proposed Shanelle Craig e n v i r o n m e n t a l lofy solution by environmentalist Senior friendly options. movements to combat Even if lifestyle climate change is to changes were eliminate products and tools deemed wasteful and unnecessary. However, implemented on a large scale, they can such items may actually be essential for those only do so much to help since society’s who are disabled. For example, pre-cut fruit dependence on fossil fuels and other and vegetables packaged in plastic are often products that harm the environment is criticized, but they are a necessity for those the primary cause for climate change. who cannot cut or peel produce themselves Use of coal, oil and natural gas is due to limitations such as reduced hand widespread, whether as fuel for vehicles dexterity or chronic pain. Removing these or a precursor of plastic products. The products denies disabled individuals access largest contributors to greenhouse gas to healthy dietary options. Plastic straws emissions are fossil fuel companies; have been denounced for contributing the 2017 Carbon Majors Report by the to ocean pollution, but many disabled Carbon Disclosure Project revealed individuals require straws for drinking and that just 25 corporate and state fossil have established that alternatives made fuel companies are responsible for 51 with materials such as glass and steel are percent of all global greenhouse gas not an option for them. Able-bodied emissions. Citizens may try to limit their individuals should not be the ones own carbon footprints, but these smallto determine what disabled scale actions cannot fully make up for individuals the environmental damages caused by are able companies; thus, companies must be or unable held accountable for their contributions to utilize. to climate change because it cannot be A l t h o u g h stopped without changing their actions. these tools can have some negative effects on the environment, they are essential to the health and wellbeing of many disabled individuals, and these disabled individuals

"Climate change affects our future and continues to become more problematic"

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ART ILLUSTRATION BY CHLOE LEE

A

s my school bus drove on bumpy lanes in India every morning, I often saw colorful posters endorsing low-level politicians plastered on walls and hung up on poles. As a naive 10-year-old, I did not think much of them. But over the years, after learning about the complexities of the Indian political system, I have begun to recognize the hidden power of those gaudy posters.

Since the 2019 Indian general elections began in April, a lot has been at stake in regard to the democratic and secularist nature of the country. This year, more than 900 million of the 1.3 billion citizens are registered to vote in the largest democratic election ever, and every voter is looking for a suitable prime minister from around 2,300 registered political parties. The magnitude of this election has made me anxious about the changing de�inition of democracy in India, as the use of religious nationalism to attract voters has reached a new high.

Just as many Indian immigrant parents tried to prevent Indian-American comedian Hasan Minhaj from discussing Indian politics in his Net�lix show "Patriot Act," my family has been apprehensive about discussing Indian politics. Even when I lived in India, discussing politics was shunned since it is a controversial topic that can get someone in social or legal trouble. The current political and social climate of the country often openly suppresses minority populations and forces many to abide by various parties’ agendas instead of encouraging political discussion.

As I researched Indian politics, I discovered that parties exploit the gullible nature of much of the Indian population, most of whom are devout Hindus, to secure successful elections. For example, the Bharatiya Janata Party (translated as the “Indian People’s Party” or BJP), the current prime minister's party, uses Hindu undertones in speeches to persuade voters into accepting its extremist religious agendas.

When the election began, BJP President Amit Shah said, “We will remove every single in�iltrator from the country.” In context to BJP’s past statements which appeal to the Hindu population, Shah implied that the “in�iltrators” are Muslims and Christians, though they make up more than 16 percent of the country’s population.

These crooked tactics infuriate me, as India has prided itself on being secular. Only after British India gained independence in 1947 and was divided into three countries based on religion has India become so religiously polarized. In attempts to gain the majority vote, the two major parties, the BJP and the Indian National Congress have partnered up with many low-level parties that actively try to incite violent feelings against other political parties or religions.

The strategies used in this election serve the same purpose as the posters I saw when I was younger: to brainwash Indian citizens, especially the rural population, into adopting polarized sentiments. Rural citizens, roughly 70 percent of the country’s population, have limited exposure to campaigns and end up voting for who they see on these posters.

Democracy is based on the principle that people choose �it leaders, not who they are brainwashed into voting for. India is on track to becoming a place where people deemed “different” will be unwelcome. India's “democracy” fails to uphold democratic principles. I am proud of India’s vibrant culture, but knowing the tactics that politicians use, I feel uncomfortable about the future of India. When the election concludes on May 23, it will make the country’s secular identity a vestige of the past.

06

OPINION

MAY 3, 2019

LYNBROOK HIGH SCHOOL | THE EPIC

O

violence as they should.

“Even though [the media] gives us the names of the shooters and other information, they focus so much on motive that people get a false sense of security,” said Margot Bennett, executive director of Women Against Gun Violence (WAGV), an organization that sheds light on gun violence and advocates for preventive measures. “They push that narrative, and people have become immune to the coverage because they keep hearing about motive, and they don’t think it will impact them.”

Instead of dwelling on the death and destruction left in the wake of a shooting, people should focus on creating change and building a better future where acts of violence are no longer commonplace. An environment which perpetuates these acts should never be seen as normal.

Having an educated public working to fix the problem is more valuable than having a passive public with minimal knowledge on the situation.

Highlighting victims’ perspectives

can inspire people to resist this reality. When the Parkland shooting took place, immediate calls-to-action against gun violence spread across the country. Groups such as March for Our Lives organized protests and marches encouraging lawmakers to pass gun control legislation. However, the National Rifle Association’s heavy influence over Congress discourages legislators from passing effective gun control laws. It is up to the people to protest against gun violence rather than allowing the government to be influenced by a interest group that values profit over human lives.

As the media focus on gun violence fades, people must continue to protest because gun violence is still prevalent; the issue should not fade from the spotlight until it has been addressed. It is important to take action now rather than when another, more deadly shooting occurs.

Federico Mendez GRAPHIC ILLUSTRATION BY OPINION SECTION

n Feb. 14, 2018, one of the largest mass shootings in the U.S. took place at Marjory Stoneman Douglas High School in Parkland, Florida. On March 14, students nationwide walked out of their classes to stand in solidarity with the teenagers who died. However, as time went on and the number of shootings have increased, people have lost interest in combating the problem of gun violence in the U.S. More than 300 shootings took place in 2018, which means an instance of gun violence took place nearly every day of the year. In 2019, there have already been almost 100 shootings. As the number of shootings grows, they must held to the same level of importance as when people first started hearing about them. The media must continue to cover these events despite their frequency, and people must be aware of all shootings so that they can have an informed stance on gun control.

Media coverage both educates people and encourages them to

express their thoughts on the subject.

However, rather than focusing on the shooter’s motives, the victims’ experiences should be emphasized, as they reveal the long-term consequences of gun violence.

“The little coverage these recent shootings have received have been minimal and impersonal. They just state the facts, as if the lives of the people who were lost do not matter and they are merely statistics,” junior Shubhra Dubey said. “After seeing so much violence, I have become less emotionally impacted when I hear that a 16-year-old boy was shot five times in the chest, or when I read about the 49 people who were shot on Easter Sunday in Chicago.”

The constant exposure to violent media adds to mass desensitization and gives the illusion that shootings and other tragedies are the new norm. Portraying shootings as regular occurrences takes away from the gravity of gun violence and results in people not caring as much about these acts of

Feminine hygiene products should be provided

S

tarting in elementary school, periods are taught as the form of punctuation marking the end of a sentence.

However, when the word period is used to describe the typical body function females experience, only silence is heard. Given the stigma surrounding periods, one can imagine the embarrassment one might face if they must ask for a feminine hygiene product at school.

While there are currently methods in place at Lynbrook for obtaining these products, they are not easily accessible to students. Pads are available in the girls’ locker room, but students must ask the PE teachers to obtain one and may feel uncomfortable doing so; additionally, the girls locker room is not accessible to those who menstruate but do not identify as female. Students may also use gender neutral bathroom in the main of�ice which provides students with privacy to take feminine hygiene products.

Students may also resort to asking for feminine hygiene products from their friends, but it is often dif�icult for students to quickly �ind someone who has an extra pad or tampon. This may not provide a fast or even guaranteed solution, and students may feel self-conscious for asking friends, causing even more unease.

Despite these options, they all come with elements of shame and inaccessibility. This prevents students from feeling comfortable when on their period, as they may feel anxious asking for necessary menstrual products and may be unable to obtain them.

“I know a lot of people go the bathroom while on their period and try to hide their products under their shirts, or in a bag,” said junior Audrey Ding. “I don’t think that they should be insecure about something so natural.”

It is important that students who face challenges obtaining feminine hygiene products while at school

Staff Editorial The Voice of the Epic — whether due to the stigma surrounding talking about menstruation, economic barriers or personal reasons — are provided with solutions from the school.

Though the one gender-neutral bathroom is an accessible option for obtaining feminine hygiene products on campus, it is not publicized enough for it to be an effective solution.

A shame-free, more easily accessible and publicized option is necessary. Thus, feminine hygiene products should be available in all bathrooms on campus. All students, regardless of gender, would then have the opportunity to receive the products they need with more convenience and privacy.

Having menstrual products available in all bathrooms is

also an important step in breaking the stigma surrounding periods. Periods are a natural occurrence, but the stigma of menstruation silences people who need resources, often fostering shame and insecurity.

“We're all here to support each other,” said junior Zainab Nasir. “We always talk about how no one should be discriminating against race, but no one can control periods as well. This is the baseline — people should not be shaming others for something they can't control.”

If students see these products in bathrooms while going about their normal lives at school, they will begin to see that having a period is not a stigma.

“Every single woman, if they’re fortunate, will have their period,” said Principal Maria Jackson. “It’s a cool, amazing thing — our bodies are made that way — and it has happened forever. So why is it something that people are still scared to talk about?”

Possible challenges to the introduction of feminine hygiene products to bathrooms include the cost, as research about these expenses has yet to be done.

Additionally, the decision would have to be cleared and possibly implemented in all of the FUHSD schools. Despite these initial struggles, the long-term bene�its will create a more accepting learning environment throughout FUHSD. Despite menstruation being a natural occurrence, it is viewed as anything but. Providing accessible ways for students to obtain feminine hygiene products is the �irst step to breaking down the societal norms that perpetuate the negative perception of menstruation. Students should not be ashamed of their periods, and in rendering feminine hygiene products more accessible, students will begin to feel more comfortable about their own bodies. the Epic staff voted 36-0 in favor of this stance.

07

the incredible custodian Crew

Taking a shot at reviving the gun control movement

BY DHRITI IYER

FEATURES

lhsepic.com

ronald choi Teferi Habte

ENZO CABALTICA AND KELSEY LU — EPIC GRAPHIC ILLUSTRATION BY FEATURES SECTION

BY AILEEN XUE

F

rom 3:00 p.m. to 11:30 p.m., a group of Lynbrook staff is hard at work, meticulously cleaning and getting school facilities ready for students the next day. While they are rarely recognized for their invaluable contributions to the school, custodians Oscar Capristo, Ronald Choi, Manuel Cortez, Teferi Habte and Federico Mendez dedicate themselves to keeping Lynbrook clean and comfortable for all students and staff.

On a typical day, the custodians �irst meet at the custodial of�ice located by the locker rooms to discuss the tasks that need to be completed. Their daily duties include emptying all trash cans, vacuuming carpets, sweeping and mopping �loors, wiping down all surfaces in classrooms and restrooms, cleaning windows and mirrors, replacing broken equipment, re�illing materials in classrooms, restocking toilet paper and soap dispensers in restrooms and ensuring that all doors are locked at the end of the day.

Each custodian tackles a speci�ic area of the school: Capristo is responsible for the �ield house, Voyager classrooms, 600-wing and one of the restrooms; Choi cleans the 200-wing, 300-wing and 400wing; Mendez tackles the main of�ice, girls locker room, 70-wing, 100-wing and 0-wing; Habte tidies up the library and three of the restrooms; and Cortez takes on the gym, boys locker room and 500wing.

As the senior custodian since January 2017, Capristo oversees the work of the four other custodians. He is also responsible for training substitute custodians and carrying a work phone with him, helping whoever calls him with their request, whether that be bringing

Oscar Capristo Not pictured: Manuel Cortez, Henry Avecilla

out the bleachers in the gym during games retired from that job last year to spend more or helping teachers bring additional tables or time with his family, in particular with his grandson, who currently attends Wilcox chairs to their classrooms.

Capristo was born in San Jose and attended High School, and his daughter and son, both Independence High School, where he worked of whom are doctors.

On the other hand, Habte worked as a as a custodian for two years before coming to Lynbrook. His parents immigrated to the U.S. custodian at NASA in Mountain View for more from Mexico in the early 1970s and worked than 20 years before coming to Lynbrook tirelessly to provide for him, his two brothers almost three years ago. He �inds that many of the tasks he does at Lynbrook are similar and his sister.

“My dad worked very long hours to make to his duties at National Aeronautic and sure we had what we needed so that we Space Administration facilities. But, Habte is especially grateful for the could focus on school,” friendships he has made Capristo said. “With his and supportive work support, we were able to environment. maintain our academics. “They are all hard “At Lynbrook, we have If I was able to go back working individuals with all the tools and whatever and change the decisions great personalities and else we may need,” Habte I made [in my junior year of high school], knowing a great sense of humor.” said. “We are always provided with whatever what I know now, I would we ask for without have de�initely gone Oscar Capristo hesitation.” down a different path and Habte holds himself to excelled more in school.”

Senior Custodian a high standard and is only In his free time, satis�ied when the job he Capristo is very active. does is perfect. When he is On weekends, he enjoys spending time outdoors and partaking in not working, Habte enjoys visiting family and activities such as camping and �ishing. He is friends, hiking and running.

Before coming to Lynbrook approximately also an avid supporter of local sports teams such as the San Jose Sharks, Golden State three years ago, Mendez worked at Stanford Warriors, Oakland A’s and the San Francisco Hospital for more than 15 years as a nurse 49ers. He enjoys attending football games assistant, assisting patients with their daily the most and is a proud 49ers season ticket tasks, such as eating and showering. Hoping to work in closer to his home, Mendez applied owner.

Choi has worked at Lynbrook for eight for an open custodian position at Lynbrook years, which is the longest out of the �ive and has worked here ever since.

“This job is a great �it for me,” Mendez current custodians.

“There is honestly nothing too dif�icult said. “I really enjoy the work I do here, and about my job,” Choi said. “Everything is on top of that, I get to interact with so many relatively easy to sort out since all of us awesome kids.”

Outside of his job, Mendez enjoys spending custodians work together.”

He immigrated to the U.S. from Hong time with his children, often taking them to Kong in 1983 and started working as the the park. Aged �ive, seven and thirteen, his supervisor of a committee in Palo Alto. He three children attend Bishop Elementary

School, Columbia Middle School and Fremont High School respectively.

Through his job, Mendez has learned about teamwork and communication.

“Working as a team is better than working by yourself,” Mendez said. “The day goes by a lot faster and is much better.

“As the custodians have worked together, they have developed a camaraderie. The �ive of them often eat together during their breaks, chatting about the events that are going on in their lives.

“We are more than just a team,” Choi said. “We are brothers. We often text each other, and I often bring in some food for everyone.”

Capristo also shares Choi’s sentiments about their brotherhood. “[All the janitors] are all hard working individuals with great personalities and a great sense of humor,” said Capristo. “I always make sure to remind them of how much I appreciate their hard work and dedication and how it makes our team so successful.”

In re�lecting on their interactions with those at Lynbrook, all of the custodians also agree on the amicable nature of the students at the school..

“They are some of the best kids I’ve ever met,” Habte said. “They are nice, responsible and very polite. I feel like I am at home. I am so glad to work at Lynbrook.”

Although the night custodians do the majority of their work behind the scenes, their contributions to Lynbrook are not underappreciated. When students walk into classes every day, they are greeted with spotless classrooms thanks to these hard-working members of the school’s staff. Their hard work and effort are what keep Lynbrook so comfortable for everyone in the community.

08

FEATURES

MAY 3, 2019

Teacher substitutes: some familiar faces around campus hen teachers are feeling under the weather or attending training sessions, their classes can be left in limbo. It is at times like these when substitute teachers step in to save the day, ensuring classes can continue as planned. At Lynbrook, substitute teachers Shirley Pimentel, Aaron Harper and Kent Humpall have become familiar faces around campus.

SHIRLEY PIMENTEL

KAYLIN LI — EPIC

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fter 25 years of teaching PE full-time, Shirley Pimentel retired to start a family. However, soon after, she realized she missed what teaching brought to her life and returned to FUHSD classrooms as a substitute teacher.

“The students keep me young,” Pimentel said. “A lot of people that are my age are ready for the rocking chair, but kids have so much energy, I just bounce off of them.”

While interacting with a variety of students on a daily basis is the aspect of teaching that Pimentel enjoys the most, she also bene�its from the �lexibility that being a substitute provides, especially as she is an enthusiastic traveler. Before she journeys abroad, Pimentel asks her students for recommendations on food and attractions at her destination. Additionally, she makes it a point to share her experiences with her students when she returns.

“When she substituted for my class while we did the unit on the Vietnam War, she brought in photos and information that she had from going there,” said history teacher Steven Roy. “She brings something to the classroom besides showing up and taking roll, which I really appreciate.”

Pimentel’s years of experience help her teach her students about life as well as advise them about the future. Her priority is to ensure that students get the help they need and grow through a quality education.

“Students need to remember that people can take everything away from you, but an education,” Pimentel said. “An education will always remain with you.”

Pimentel truly enjoys the invigorating environment that Lynbrook provides and appreciates the support that the students and faculty provide. Though she will be turning 80 later this year, her age does not deter her from showing up to every new class with a smile on her face.

A

teaching credential in hand, substitute teacher Kent Humpal was on the lookout for a job when an opportunity to substitute fell into his lap.

This marked the beginning of his 40-year-long career in substitute teaching.

After teaching in Susanville, where he used to live, for just three years, Humpal decided to move down to the Bay Area to be closer with his family. Growing up in the area as well as teaching at FUHSD schools for most of his career, Humpal has seen how the community in and around Lynbrook has changed over the years.

“I had members of some very illustrious gangs in classes years ago. [Gangs] were big for a while, and now, you never hear about them in this area,” Humpal said. “Academics has gone way up.”

The physical elements of the area have changed as well. Humpal has watched orchards transform into Lynbrook’s current suburban locale.

“It used to be that cities were actually separate,” Humpal said. “When I was in high school and played sports, we used to think, ‘Oh my gosh, we’re going to Morgan Hill — that’s way out in the boondocks.’”

79-year-old Humpal is one of the youngest residents of the retirement home he currently resides in. As a substitute, he enjoys the interactions he has with students and teachers of younger generations.

He �inds the change in pace refreshing and something to keep him occupied. Humpal also bene�its from not having to grade students’ assignments.

“I absolutely hated assigning grades to people,” Humpal said. “If it was cut and dry, it’s �ine, but [grading for] students on the marginal edge, I hated that.”

Today, Humpal is a recognizable face not only at Lynbrook but at other schools in the district as well.

His insight from years of teaching and living in the area lends itself to interesting conversations that he looks forward to having with students.

KURT HUMPAL

DHRITI IYER — EPIC

AARON HARPER KAYLIN LI — EPIC

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fter a brief career in archaeology, substitute teacher Aaron Harper realized that he disliked the constant traveling. He picked up tutoring for a while as a requisite for his teaching credentials, but later turned toward substitute teaching. Harper is currently the long-term substitute for culinary teacher Megan Miller, who is on maternity leave. He is also the stand-in adviser for Lynbrook’s Cooking Club.

“Throughout this entire year, [Harper’s] been willing to listen to our ideas and helps us implement them as well as we can,” said senior and Cooking Club secretary Jodi Wong. “He’s always willing to put in the extra effort just to help us out.”

As a �irst-year long-term substitute teacher, Harper spent a majority of the year ensuring that his curriculum was well-rounded. However, this has prevented him from being as involved in Lynbrook’s events as he would have liked.

“Just now, as I’m starting to �ind a groove, and I’m starting to participate more in the outside-theclassroom activities that Lynbrook is having, we’re almost at the end,” Harper said. “So, if I were here for a second year, I would de�initely be more involved.”

Even though Harper will be leaving Lynbrook soon, he still hopes to return as a short-term substitute and continue to foster relationships with his students. He �inds Lynbrook welcoming and supportive.

“I don’t think people who’ve been out of Lynbrook can appreciate enough what a nice school it is,” Harper said. “The student population is very accommodating toward their teachers, and even though people forget this, this is actually a really great environment.”

Although Harper will not be a long-term substitute next year, students will still be able to catch him on campus as a short-term substitute for various classes.

He will continue to share his knowledge with students and help them grow as individuals.

“Jane the Virgin”: the season five finale

BY JESSICA LI

W

hen my sister �irst told me of a TV show with the premise of the titular character getting accidentally arti�icially inseminated, I couldn’t

ART ILLUSTRATION BY CHRISTY YU

wrap my head around “Jane the Virgin’s” status as a critically acclaimed show. Nonetheless, I watched and was immediately drawn beyond its ridiculous premise and now absolutely will not miss an episode. In its �ifth and �inal season, “Jane the Virgin” only continues surprising me with its storylines and clif�hangers, all interwoven in a world of magical realism, and at its core, themes of universal humanity.

Season 5 of “Jane the Virgin” aired on March 27, almost a year after the Season 4 �inale ended with a nail-biting clif�hanger, when Michael seems to come back from the dead.

To recap, Jane becomes involved in a love triangle during seasons 1 and 2 with her boyfriend Michael and her baby Mateo’s father, Rafael. Michael becomes Jane’s husband but supposedly dies of a heart attack back in Season 3. More than four years later, Jane has moved onto a romantic relationship with Rafael. Just as Rafael is about to propose to Jane, however, he learns from Sin Rostro, the stereotypical “evil villain” of the show, that Michael is alive. All this, plus other storylines with Rafael’s exwife Petra and Jane’s parents and grandmother, constitute the plot of “Jane the Virgin.”

When I �irst heard about Michael’s reappearance, I was shocked. I clearly remembered his death, which was extremely sad given my side as #teammichael over #teamrafael at the time. But anything can happen in a telenovela, a type of Latin soap opera which “Jane the Virgin” emulates and satirizes with extreme exaggerations of classic tropes. Still, by the time Michael returns as an amnesiac who goes by the name Jason and doesn´t like Jane, I’ve found myself on #teamrafael. And as much as I’ve easily believed in implausible plot points introduced before, having one’s amnesiac husband believed

to be dead come back right when one is about to get engaged to the father of one’s child came off as a little too absurd to me, even for “Jane the Virgin.” Throughout Jane’s seven-minute monologue after seeing Michael again, I could feel all the emotions — confusion, guilt, sadness — but it didn’t feel as convincing to me as with previous seasons. Although I think that bringing Michael back to take the series full circle, the absurdity of his amnesia that gets magically healed by specks of ceiling plaster did not appeal to me as much as “Jane the Virgin” usually does.

Still, I am excited to see what other narratives the show brings other than the love triangle, especially with the main supporting characters.

My predictions as for the rest of the season? Jane and Rafael will get married. Sin Rostro will �inally meet her demise. The narrator will be revealed as an older Mateo.

In the near future, Jane’s mother Xiomara’s cancer will be cured, while Grandma Alba �inally starts a true romantic relationship with Jorge.

Petra will keep dating love interest Jane Ramos, and Rogelio, Jane’s father, will gain equal parity with his television show co-star.

Yet despite all my speculations, I am still preparing myself for an out-of-the-blue curveball. Although I am not as satis�ied with the show as compared to previous seasons, no matter what happens, whether or not Jane ends up with Rafael, I know the deeper meaning behind the narrative is about building strong character development and �inding empowerment through the inevitability of mishaps in life.

At the end of the day, I am proud to call myself a loyal and dedicated member of the “Jane the Virgin” fanbase.

09

A bomb shelter? Tunneling through Lynbrook’s myths

BY SRINIDHI SESHADRI

W

FEATURES

MAY 3, 2019

myth

BY ENZO CALBALTICA & PATRICIA WEI

D

oes a subterranean tunnel system exist under Lynbrook? Spurred by comments from economics and U.S. government teacher Jeffrey Bale, two Epic writers were eager to determine the truth behind this rumor.

Built in 1965, during the Cold War era, Lynbrook was initially an over�low school for Cupertino High School. Lynbrook has had a long history of construction, as the gym, locker rooms and swimming pools did not exist the �irst year the school opened. The 100-wing, which now houses the physics classrooms, used to be the library. It was only in 2008 when the current football �ield, track and bleachers were added, along with solar panels in the parking lot. Construction continues today,

with the renovation of the quad and cafeteria that started in fall 2017 and to be completed in 2019.

Rumors of a series of tunnels, and even a bomb shelter underneath the 600-wing, are some of Lynbrook’s most well-known myths. The basis of these myths likely comes from the fact that Lynbrook was built during the Cold War. Some think that a full-�ledged tunnel system and bomb shelter exists; others believe them to just be crawl spaces or storage areas, or to not exist at all.

According to custodian Henry Avecilla, the tunnels are probably underground spaces for the sewer and communication lines, as he has seen electricians access these passageways when they perform maintenance on the school’s wiring.

“Sometimes, [electricians] open up the tunnels and use them to get to the communication lines,” Avecilla said. “I’ve looked down and seen a lot of wires, but I’ve never been down there.”

Skilled Maintenance Technician Ben Ochoa has been in these maintenance tunnels, and he con�irmed that the bomb shelter are just a myth. The mythical tunnels are, in fact, crawlspaces used to access electrical systems, plumbing and heating ducts. “[The tunnels are] for [electricians and maintenance] to be able to service and repair anything that needs to be �ixed,” Ochoa said. “Things don’t really last like folks think. The building might last hundreds of years, but the piping and the electrical [systems] have a tendency not to last.”

Crawl spaces exist under every building at Lynbrook, excluding the gym and �ieldhouse. The crawl spaces are dark, cramped, dirty and lined with rat traps.

“There’s not a whole lot of fun or reason to be down there,” Ochoa said. “There are a lot of spiders, that’s for sure. An occasional rodent.”

Ochoa has heard the myth about the bomb shelter and tunnel system and thinks that it originated from a teacher who spread the rumor to give students something to talk about. However, he has worked at other schools in the district, such as Cupertino and Homestead, that have larger crawl spaces that connect the entire school.

“The [crawl space] at Homestead went the length of the campus and to each wing, from the boiler room all the way to the other end of the campus,” Ochoa said. “It had a bunch of little branches, and you could walk in it. But it wasn’t for a bomb shelter; it was just for utilities.”

Since the rumor about the bomb shelter was �irst heard from Bale, it was crucial to include his input.

Bale attended Lynbrook from 1996 to 2000 before returning to teach, and said that the legend of the tunnels has existed since he was a student.

Bale attributes the ease with which rumors spread when he was a student to the lack of the internet and smartphones, and the deeper connection students had with their high schools.

With no phones for taking and sharing photos instantly, students relied on

reality

IC LTICA — EP

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word-of-mouth to spread information.

Additionally, with more free time and more students staying in the Lynbrook neighborhood after graduation, high school became a hot spot for stories and rumors that captivated students’ attentions.

Many students passed down stories about Lynbrook to their younger siblings, who continue the legends to present-day.

Bale recalls that other Lynbrook legends, such as cars being driven onto campus or �looding the pool for Homecoming, are true, and are more wellknown because students are reminded of them every year during Homecoming.

“A lot of these stories take on a life of their own,” Bale said. “People take these myths they hear and complete it for themselves. It’s all sorts of goodies.”

GRAPHIC ILLUSTRATION BY FEATURES SECTION

lhsepic.com

IN-DEPTH

LYNBROOK HIGH SCHOOL | THE EPIC

Self-discovery and sex education

Bringing the truths out from under the sheets into the light

BY RACHEL WU AND PATRICIA WEI

F

or her seventh grade biology classes in rural Mississippi, science teacher Bobbie R. Byrd showed her students a video of a life birth. They saw blood from the birth splattered on the doctor and the �loor. In the small town where Byrd taught, teen pregnancy rates were high. Before the birth videos, when her students heard the word “sex,” they would snicker and giggle. After Byrd’s class, they didn’t anymore.

“It wasn’t funny anymore. It was reality. It was serious,” Byrd said. “I couldn’t bear to think about losing one of my students in childbirth. I had to educate them. I had to do what I could do.”

Several years later, after Byrd retired from teaching, she ran into one of her former students who told Byrd of her plans to attend college and become an engineer. The student told her that it was because of the videos Byrd showed her that she decided to wait until she was ready to become pregnant. For Byrd, her interaction with her former student af�irmed the importance of awareness and education.

“Knowledge is power,” Byrd said.

“Sometimes, one day is all it takes to impact the trajectory of someone’s life.”

Sex education continues to have the potential to impact students’ lives long after the lessons take place in the classroom.

“We all have a sexuality,” said Heidi Winig, a Bay Area sexual health educator. “Sexuality does not equal having sex. Sexuality includes the way we identify ourselves, think about our body and how we feel about our friendships and relationships.”

At Lynbrook, students receive sex education in their ninth grade

biology classes. Since the passage of the in school as well, making sex education California Healthy Youth Act in 2016, at school more inclusive. public schools have been required to “You cannot overlook the LGBT cover sexual harassment, sexual assault, community just because that education adolescent relationship abuse, intimate hasn’t been given before,” junior partner violence and sex traf�icking, Akshata Chonnad said. “You need to in addition to contraception and STI recognize that group of students in your prevention. school and they should be given a fair For some students, sex education education just like everyone else.” serves as a platform to be more con�ident Most Lynbrook classrooms have a in their developing identities and to small sign that says “No Homophobia,” provide students trusted resources for with a red circle crossing out the words someone they can consult. “that’s so gay.” Yet some Lynbrook “A lot of people are still scared students say they still hear their [of coming out] classmates use the because there is a phrase, and want it lot of stigma,” said addressed. senior Estella Lin, “[SEX ED] IS AN OPPORTUNITY “It diminishes vice president of FOR STUDENTS TO LEARN ABOUT the LGBTQIA+ Lynbrook’s Gender A TOPIC THAT IS SOMETIMES community as a and Sexuality punchline,” senior HARD TO TALK ABOUT IN Alliance (GSA).

Yiu-On Li said. “It’s ENVIRONMENT THAT unjust. We should “They face a lot of AN questions such as: CULTIVATES UNDERSTANDING.” remind ourselves What will my peers of the impact words Jason Lee have on others.” say? What if my Physiology Teacher parents �ind out? It Li’s sentiment does help a lot that suggests that sex you know that if you education does not talk to your teacher about it, they’re not always have to be about biology and going to react negatively.” the action of sex itself, but can also be Some students expressed that their about how people communicate with sex education experience at school each other and make sound choices, is heavily affected by their teachers, creating a culture of openness and leading to discrepancies in learning understanding. among students.

“I’d like to see sex-ed be considered “If the teacher is more open, they tend part of a more general social emotional to talk more about their experiences and curriculum, on how to be a healthy, show their students how they combat happy and ful�illed person in the certain issues as adults and role models,” world,” Winig said. “It’s about students freshman Amy Zhou said. “For teachers having agency of their own lives, having who are not as comfortable talking good decision-making skills, having about it, students end up not having the information and knowing where to get same experience.” information.”

Moving forward, students hope to see For science department lead Jason classrooms become more open spaces Lee, teaching physiology allows him for students to discuss sexuality and to revisit the topic of sex education their own bodies. Some students would with his students, who are mostly like to see non-heterosexual sex covered upperclassmen. In addition to teaching

about anatomy and hormones, Lee covers aspects of sexuality such as consent and healthy relationships.

“I want to get across the message, ‘don’t violate other people.’ That’s bottom line for me,” Lee said. “That means the things you say, the things you do, the way you come across with others needs to be respectful. [Sex education] is really an opportunity to say, ‘Hey, we’re 36 very unique, different people. But can we get along in this classroom? Can we do that in the context of gender identity and sexual identity and all those things?’”

The 2019 Revision of the Health Education Framework is scheduled for adoption in May 2019.

Throughout kindergarten to eighth grade in California public schools, the curriculum will cover topics ranging from gender stereotypes healthy relationships and mental and emotional health to disease prevention, high-risk situations and sexual exploitation. Students will delve deeper into these topics as they progress through high school with a greater emphasis on analyzing personal behaviors in relation to health, well-being, and personal goals and demonstrating assertiveness and refusal skills and applying those skills to situations involving pressure to be sexually active.

Sex education does not stop in high school, however, as teens continue learning more about themselves and discovering human experiences.

“Anyone going through crisis, whether it’s peers pressuring them, or confusions about sexual identity, should know that it’s okay. It’s okay to feel a certain way,” senior Erika Murase said. “Your feelings are your own and you are in control of them.

It’s completely up to you. There are so many people in this world going through the same thing.”

GRAPHIC ILLUSTRATION BY PRANAV MISHRA AND RISA MORI

11

IN-DEPTH

MAY 3, 2019

Oh, the places you’ll go after high school

BY KAYLIN LI AND SADHANA SARMA

A

lthough Lynbrook boasts an 84 percent rate of students who attend four-year colleges after graduating high school, according to its 2018 school pro�ile, some students do take other paths after they toss their graduation caps. From trade school to two-year colleges to work experience, these options offer advantages to students seeking alternatives to a typical post-graduation experience.

The 2018 school pro�ile shows that 9 percent of Lynbrook seniors choose to go to a two-year college after graduation; many then transfer to a four-year college later on. Requirements for transfer often include maintaining a high GPA and enclosing letters of recommendation.

“If you go to community college, you have to be really self-motivated,” said senior Brian Ruan, who plans on attending community college as he enters the real estate �ield. “If you don’t take enough classes or you aren’t motivated enough, you’re going to be there for more than two years.”

However, those planning to stick to community college might �ind other

bene�its as well, like earlier entry into the workforce, as they do not require students to be full-time, allowing for more time to work.

“There are plenty of universities where you’re going to get an awesome education that aren’t top 10 schools,” said history teacher Steven Roy. “There is absolutely nothing wrong with going to De Anza and saving yourself 200 grand, and honestly getting a better education and more one-on-one opportunities to work with professors than you would at a lot of big-name universities with 400 people in a lecture hall.”

Trade schools are another ef�icient way to enter the workforce and begin a career earlier. Many trade schools teach speci�ic skill sets and offer practical job experience, as opposed to the more theoretical studies that a four-year college provides, b u t graduates are often limited to one �ield when searching for jobs. However, trade schools s t i l l

provide many of the degrees that nonvocational schools offer, such as nursing and mechanics.

“Trade schools are a great �it for students who like to work with their hands, who like to see tangible results in their work, who may not enjoy the classroom environment,” said College and Career counselor Barb Takahashi. “There are excellent trades that pay well and provide successful and enjoyable careers.”

Other alternatives include taking a gap year, studying abroad or working. Studying abroad provides a repose from school, helping students broaden their worldviews and re�lect on their lives, while work provides �inancial independence, allowing students to get a taste of the real world.

Gap years allow students to reassess their goals, plan how they will spend time in college or take a break from the academic environment.

“I felt

very lost coming out of high school. I didn’t know what I wanted to study; I didn’t to know what I wanted to do in my life, all those questions,” said Lynbrook Class of 2017 alumnus Will Shan, who took a gap year.

It is easy to get caught up in aiming to attend a big-name university that looks good on one’s job resume, but the choice should ultimately boil down to what one wants to be.

“At my 10-year high school reunion a few years back, I met a lot of sad engineers, and it was like, ‘Wow, sure, you have a really good salary, but you just look so unhappy and you work 80 hours a week,’” Roy said. “That’s not really life. Do you want to work to live, or do you want to live to work?”

Higher education and continued learning remain the priority of many graduating Lynbrook students, but it is up to each individual to mold the way in which they achieves this education to �it their own goals. Whether a student chooses a four-year college, two-year community college, trade school, work experience or something else altogether, there are extensive opportunities for preparing for the future.

TION USTRA IC ILL

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BY IN

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GRAP

We can do it: the rise of female leadership

BY KATIE CHEN AND ELENA WILLIAMS

I

n the 76 years since the iconic image of Rosie the Riveter appeared, reassuring women that “we can do it,” the world has seen the �irst female head of state, the �irst woman on the Supreme Court and the �irst woman in space. It once would have been unthinkable for a member of the “fair and gentle” sex to become a selfmade billionaire or run for the of�ice of the President of the United States, yet women have accomplished both of these and more. Female trailblazers in the �ields of politics, science, business and more have rede�ined what it means to be a woman, and they have proven that “we can do it” too.

For most of human history, men and women’s roles in society have been distinct: men were the breadwinners, and women were the homemakers. This divide �irst began to crumble during the Industrial Revolution, when women began taking on jobs that were previously only held by men. Women’s role in society shifted once again during World War II, when the shortage of civilian men forced employers to turn to employing women in factories and of�ices.

Since then, women’s roles in the workforce have only grown. In the �ields of social justice, politics, literature and science, women have been at the forefront of great movements and discoveries. Some well-known female pioneers are Florence Nightingale, the founder of modern nursing; Marie Curie, who discovered radium; Rosa Parks, a civil rights leader; and Ruth Bader

Ginsburg, a U.S. Supreme Court justice.

These trailblazers paved the way and inspired today’s women to assume leadership positions themselves. Today, 25 women serve as heads of state around the world, and 48 were featured in TIME Magazine’s TIME 100, a list of the top 100 most in�luential people of the year.

“I de�initely feel that my generation has greater gender equality compared to our parents’ generation,” said freshman Michelle Zhu. “Because of the efforts of the women who came before us, it’s not as much of a struggle.”

One notable example of a shift in the prominence of women in high-power positions came in the 2018 midterm elections, when voters elected one of the most diverse groups of Congress members in history. 40 percent of the 100 non-incumbents were female, compared to 24 percent of all current Congress members. Among the newcomers were Alexandria Ocasio-Cortez, the youngest Congresswoman in history; Ilhan Omar and Rashida Talib, the �irst Muslim Congresswomen; and Sharice Davids and Debra Haaland, the �irst Native American Congresswomen.

“Women are more than ever participating actively in various roles in society from participating more actively in politics, business and science,” said Priya Balasubramaniam, Vice President of iPhone Operations at Apple. “From �lying planes, founding businesses and winning the Nobel Prize, women today have greater opportunities to realize their potential than ever before.”

Recently, Katie Bouman, a postdoctoral fellow at the Massachusetts Institute of Technology, developed a crucial

algorithm used to obtain the �irst image of a black hole, which was released on April 10. Bouman and female STEM leaders like her prove that women are as capable of innovation and leadership as men are.

“A girl who grows up without any women to look up to might not know what she’s capable of,” said Kavya Balaji, Vice President of Written Events of FBLA. “[Girls] would be at a disadvantage not having that community of people to inspire [them] and show [them] what can be done.”

But despite society’s strides towards equality, gender disparity still exists. A 2015 study of women in STEM identi�ied four aspects of female workplace experiences that contribute to the lack of female leadership: the need for a woman to prove herself repeatedly in order to be taken seriously, the double standards applied to female behavior, the idea that working mothers cannot commit fully to their careers and the con�licts among women that arise as a result of these tensions. As a result, four in ten employed women claim they have been subject to gender discrimination in the workplace, according to a 2017 Pew Research Center study.

And while many girls and women in the U.S. face implicit barriers in their paths toward leadership, others around the world are still con�ined to traditional gender roles by the laws of their countries. Saudi Arabia, Indonesia and Yemen are only three of several countries that maintain discriminatory laws.

The road to women’s empowerment certainly remains fraught w i t h challenges, but every passing year brings the world closer to true equality.

GRAPHIC ILLUSTRATION BY ENZO CABALTICA & CHRISTY YU

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IN-DEPTH

MAY 3, 2019

TRUE CRIME: THE FASCINATION WITH MURDER AND VIOLENCE

BY AUDREY WONG AND CHRISTY YU

A

shiny silver blade catches the viewer’s eyes as he sees the metal weapon drenched in crimson liquid. The liquid now spills everywhere, staining everything with a distinct dark red hue. A thrill of excitement surges through the viewer as he anxiously waits to see what comes next on his favorite show.

This scene is typical to true crime, a genre of entertainment that started from an increased interest in the �ield of crimonology in the 19th century and tells the stories of real criminals, especially those who have committed murder. TV shows such as

“Conversations with a Killer: The Ted Bundy Tapes” take viewers into the mind of a murderer. In podcasts like My Favorite Murder, speakers share their favorite tales of homicide.

“True crime interests me because Hollywood tends to sensationalize killing, but some true crime genres are

even more gruesome,” said math teacher Michele Quindipan. “It’s hard to believe that such crimes really happened.”

Many factors play into society’s fascination with true crime. According to a study by the University of California, Berkeley, people’s fascination with good versus evil contributes to the allure of true crime. The desire to gain insight into psychology of evil and the behavior of criminals is a motivating factor for viewers.

“What makes [true crime] so interesting is that people can’t imagine these scenarios,” said senior and Forensics Science

it triggers fear, as they are able to experience horror and fear in a safe environment where the threat cannot possibly reach them.

According to Dr. Katherine Ramsland, a professor of forensic psychology at DeSales University, people watch terrible programs for reassurance. People are simultaneously fascinated and afraid of crime, so they listen to these stories for a sense of preparedness, as this sense of preparedness helps people feel safer.

BY KAYLIN LI AND CHRISTY YU “I want to know if a murderer is suffering from mental illness, or if he or she is murdering for hate for someone,”

C l u b President Rita Chen. “I am surprised by the endings when they ‘catch the culprit’ because the culprit tends to be someone we wouldn’t expect, and it’s fun to watch how [detectives] solve the puzzle.”

Due to the heinous nature of serial killer murder sprees, they are especially fascinating for audiences. According to Time, witnessing graphic scenes causes the release of adrenaline in the brain, a hormone that produces stimulating and addicting effects. Viewers are also drawn to watching true crime because

said junior and Forensic Science Treasurer Tanav Ohal. “I really want to know murderers’ background and why they murder, and think about their motive a lot.”

As true crime continues to gain popularity, the nature of the television shows, whether they focus on the good or evil in human nature, or fear or empathy, tends to grab the attention of many viewers who crave the excitement and adrenaline rush from watching true crime. Whether it be purely for entertainment or for gaining knowledge, consuming true crime content is an interest deeply rooted in human psychology.

13 SPORTS The ins and outs of college athletic recruitment LYNBROOK HIGH SCHOOL | THE EPIC

BY RISA MORI

T

GRAPHIC ILLUSTRATION BY CHRISTY YU

he watchful eyes of college coaches follow a player on the court amid the cheers of parents and teammates.

The repeated squeaks of sneakers and smacks from the contact of palm against ball reverberate across the court, echoing the erratic thumping of the nervous player’s heartbeat. For high school athletes aspiring to play their sport in college, every game counts toward their goal.

Through years of hard work and discipline, they strive to get their achievements noticed by college recruiters.

A recent college admissions scandal that was revealed in March, however, has caused many to reexamine what it means to get into college through athletics. For instance, a parent bribed college of�icials to designate their daughter as a water polo recruit with a fake athletic pro�ile, prompting outrage about the unethical use of privilege. That being said, the college recruitment process remains a regulated and streamlined process for the majority of prospective college athletes.

More than 1,100 colleges and universities are members of the National Collegiate Athletic Association (NCAA), an organization dedicated to providing opportunities for college athletes. Because of the NCAA’s diverse members that include schools ranging in size from those with hundreds of students to those with tens of thousands, the NCAA’s current three-division structure creates a level playing �ield.

Division I schools generally have the largest student bodies, manage the biggest athletics budgets and offer the highest number of athletics scholarships. Ivy League institutions, however, are an exception: although they are Division I schools, they do not offer athletic scholarships.

Full athletic scholarships are more commonly awarded to Division I athletes than to Division II athletes, who typically receive partial scholarships as Division II schools are smaller in population and athletic department budget size. The Division III experience has less of a focus on competitive athletics, and while Division III athletes are not awarded athletic scholarships, a majority of such athletes are provided some form of merit or need-based �inancial aid.

According to the suggested high school timeline provided by the NCAA, students who look to play sports in college should register for a pro�ile page with the NCAA Eligibility Center during their sophomore year of high school. To play sports at a Division I or II school, students must graduate from high school, complete 16 NCAA-approved core courses, earn a minimum GPA of 2.3 for Division I and 2.2 for Division II and meet certain ACT or SAT score requirements. When students register for eligibility, the NCAA also asks for details regarding the student’s sports participation history for awards they have received, any teams they have played with or certain events in which they participated outside of the traditional high school season.

The National Association of Intercollegiate Athletics (NAIA) is another college athletics association for small colleges and universities in North America. It has 251 member institutions, two of which are in British Columbia, one in the U.S. Virgin Islands and the rest in the contiguous U.S. Generally, colleges participating in NAIA are smaller than NCAA colleges, and the NAIA recruiting process for both freshmen and transfers has fewer restrictions on the communication between a prospective student-athlete and a coach. Other college sports associations include the National

PATRICIA WEI// IN MY OPINION

Joining a new sport as a senior

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n Feb. 26, I winced as I heard the loud sound of the starting pistol mark the beginning of my race. My chest was pounding; it was dif�icult to breathe, and I pushed myself to keep up. I suddenly thought of how funny it was that I was even here in the �irst place, competing in a track meet for the �irst time as a second semester senior.

That thought made me smile as I sprinted to the �inish line. I �inished last, almost a minute slower than the �irst-place �inisher in the 800 meter race, but I couldn’t be happier.

Before entering my senior year, I never

lhsepic.com

Junior College Athletic Association for community college, state college and junior college athletics. Each association has speci�ic requirements for eligibility, and schools participate in different associations depending on size and other criteria.

“When I emailed the college coach before visiting the campus, the coach agreed to show me the facilities and conduct an interview,” said senior Grace Tian, who has committed to fence at Duke University. “There, I responded to questions and gave them my academic stats and fencing results. In August of my senior year, the coach let me know that they wanted to recruit me and that I should apply early decision. In my application, I still had to write essays and have letters of recommendation, but I got my acceptance email early, around November.”

In terms of the methods coaches use to communicate with prospective recruits, the NCAA’s rules have evolved to re�lect the younger generation’s preferences.

“Every coach kind of has his or her own style, but the NCAA rules have changed over the years,” said David Rasmussen, senior associate athletics director at San Jose State University. “When I �irst started, coaches couldn’t text any recruits at any time. Then, a couple years back, the Coaching Associations decided that high school students don’t like to communicate by phone anymore. So, then, they opened up texting and social media. You can friend or follow someone, or recruit on social media, but you can’t comment on [a student’s] public pro�ile.”

However, with expectations to maintain both academic and athletic performance, student-athletes can often feel under pressure. Student life can be stressful enough, but according to a 2005 study by online journal Athletic Insight, student athletes reported higher than usual stress in several variables than general students, including: having many responsibilities, not getting enough time for sleep and having demanding extracurricular activities.

“Every single tournament I went to, there were always at least 20 college coaches watching,” said Amy Steinmetz, former Division I athlete, Lynbrook Class of 2018 alumnus and current freshman at the University of California, Irvine (UCI).

“So, there’s the pressure that you always have to be on your A-game, because you don’t know who’s going to be watching.

Everybody has pressure to do well, but sometimes, when you feel pressured, you tend to do worse. So, you have to have a good mindset.”

To commit to a school, students can sign a National Letter of Intent (NLI) to agree to attend a Division I or II college for one academic year. NLI member institutions agree to provide athletics �inancial aid for a minimum of one academic year as long as a student is admitted to the school and is eligible f o r

thought I would take on running, much less join the track team.

On Jan. 4, I stood �labbergasted at my �irst pre-season track workout when the distance coach, Jake White, told us to run a warm-up of three miles. Three miles? That seemed like a whole workout, not a warm-up.

I ran with a group of kind, welcoming underclassmen, who saw an unfamiliar face and asked me, “Are you a freshman?”

“No, I’m a senior,” I said, and went into the unlikely story of how I began running.

My journey began in September as a fun activity between me and my boyfriend, Richard, a cross country runner and track athlete. He made a spreadsheet outlining workouts for �ive days a week for three months, and I did my best to follow them.

Sometimes, I’d run while listening to music and podcasts. Other times, I’d run and just feel the breeze blow past me, watching the sun set. Running compelled me to stay at school later; I got to see my classmates excelling on the �ield as they marched for band and practiced football and soccer, appreciating the talent surrounding me. I realized that I won’t be at Lynbrook for much longer, and I wanted to spend more time on campus, soaking in every chance to make more memories.

Working out was the one thing I did for

�inancial aid under NCAA rules. The NLI is voluntary and not required for students to receive �inancial aid or participate in sports, but signing a NLI ends the recruiting process for an athlete because coaches are prohibited from recruiting student-athletes who have signed NLIs with other NLI member institutions. The NAIA does not have a letter of intent program in which students sign a binding agreement to participate in athletics at a particular institution. Studentathletes may sign letters of intent with an individual NAIA school, however, they aren’t obligated to attend that institution.

“UCI gave me the best scholarship, but I also went for an unof�icial visit where I met the team and the coach,” said senior Megan Yang, who has committed to playing golf at UCI. “I’m excited to play a sport where the school accommodates you, because from what I’ve heard from the coach so far, I will be able to pick my classes �irst to work around the golf schedule. The teachers will set up special testing times, and they’ll give you extra tutors if you need it.”

Of the student-athletes participating in sports with professional leagues, very few become professional athletes — there are more than 480,000 NCAA student-athletes, and fewer than 2 percent will become professionals in their sports. For the rest, the experiences and life lessons that come with college athletics help them pursue careers in other �ields. Through participation in college sports, student-athletes �ind opportunities to learn and compete while receiving academic support, medical care and access to coaching, facilities and equipment, allowing students to grow athletically, academically and as people.

UNIVERSITY

myself. With school, there was the pressure of performing well. With the extracurricular activities that I loved, there were still expectations to meet and the pressure of not wanting to let anyone down. With running, I had no strings attached. I pushed myself because I wanted to, and I also knew I could quit any time I wanted to. Doing something solely for myself felt liberating.

Running became my refuge for bad days when I dealt with the emotional stresses that come with being a teenager and a senior applying to college. Running did not make my problems go away, but after working out, I felt strong and capable. Working out gave me the energy and con�idence to believe I was strong enough to tackle the challenges that came my way. I knew that after a workout, at the end of the day, I could have at least one thing to be proud of.

Once Richard’s three-month workout plan for me ended, I decided to keep running and working out, but I was hesitant to join the track team. I went to practices and told myself, “If it’s not for you, you can always stop.” Eventually, I grew close with my running buddies, who I ran �ive to seven miles with every day. When I struggled to balance schoolwork and my other responsibilities with track and considered quitting, thinking of my positive interactions with them

GRAPHIC ILLUSTRATION BY SPORTS SECTION

encouraged me to stay.

On March 26, I competed in my last meet, my senior meet. I never thought I’d experience a senior meet myself, as I had quit the tennis team my junior year when my mom was diagnosed with cancer. Yet, here I was. As I ran around the track for the 800 meter race, I heard my teammates and my physics teacher, Mr. Taylor, cheer me on. I still �inished last, as expected, but I ended with a personal record — my fastest time yet.

On my �irst day of high school, my advisory teacher Mr. Alderete told my class, “Try something new.” More than three years later, those three words ran through my mind.

Trying something new in my senior year led to meaningful friendships with people I wouldn’t have known otherwise. Trying something new showed me that I had the capability to do something I never thought I could do before, running miles that had once seemed impossible to me.

I was one of the slowest runners on the team, but joining track was never about the numbers. It was about having fun and making the most out of my high school experience. Trying a new way to challenge myself. Appreciating the impact people have had on me. Finding a way to be healthy, both physically and mentally. It was about doing something for myself.

14

SPORTS

MAY 3, 2019

Boys tennis overcomes challenges through the season

Sports in Brief Total

PIZZA PARTY | Coach Albert Poon and teammates Vishal Rao, Krishna Ajjarapu, Jake Letourmy, Gavin Wong and Ben Liu celebrate their last home match with a pizza party.

USED WITH THE PERMISSION OF CINDY SO

Total

WINS

As of:

31

5/3

LOSSES

56

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

Record: 0-13 4-2 5-1 0-12 3-15-1 5-7 6-16 8-4

ART ILLUSTRATION BY CHRISTY YU

BY NICOLE ONG

D

ifferent reasons drew the members of the varsity boys tennis team to the sport: a way to get exercise, an aspiration to become a tennis star like Roger Federer or a love for watching the sport. But by the end of the season, all the boys have nited as a team and bonded both as players and 1. friends. The team, led by captains junior Vishal Rao and sophomore Justin So, consisted of 16 players of all grade levels.

“Since a lot of players returned from last year, I think our chemistry as a team grew,” So said. “A lot of the team [this year] was younger, and we had few seniors. There was still room for the team to become closer.”

Even though many of the team members were familiar with each other, the season did not pass without dif�iculty. At the end of each season, the best team of the Santa Clara Valley Athletic League’s El Camino Division for boys tennis moves up to the De Anza Division, the stronger of the two divisions. This year, Lynbrook’s varsity

Boys Varsity Baseball: 5/3 vs. Del Mar Boys Volleyball: 5/3 vs. Saratoga Track and Field: 5/3 SCVAL Championship Meet @ Los Gatos Girls Varsity Softball: 5/3 vs. Saratoga Badminton: SCVAL Finals 5/3 and 5/4

Highlights of the Season

Swimming: Out of seven teams, Lynbrook placed �irst overall at the SCVAL Championship Meet, held at Lynbrook on April 26.

Track and Field: 12 girls and 15 girls quali�ied for the SCVAL Championship Meet.

Boys Varsity Golf: Freshmen James Gerali and Anton Ouyang quali�ied for the SCVAL Championship Match. Ouyang also medalled at 11 straight matches.

by Anusha Kothari

boys tennis team moved up to the De Anza Division because of its excellent record the previous year, but this also brought new challenges for this year’s team. Many team members had little experience playing in the upper division; this necessitated time for adjustment and improvement.

“Since we were playing against better schools and athletes who are nationally ranked, [this season] consisted of �iguring out the balance between playing well and having fun at the same time,” said junior and varsity player Aayush Seth.

The team’s struggles were not limited to their new position on the upper division.

The persistent rain during the season caused practices and matches to be cancelled. As a result, the team often lost practice time, but would then have to play in a match the next day. Missed matches were eventually made up at a later date; this gave players more days off on some weeks, but more matches on others. In some instances, the team played three consecutive matches a week, instead of the typical two matches per week.

Of the 13 matches the team played this season, the team did not win any but the struggles it faced have only made it stronger.

“Even if we weren’t winning all the games, we were at least supporting our teammates and staying a little extra for longer games to cheer our teammates on,” Seth said. “This season was more fun than other seasons, not necessarily because we won or lost but rather because we were hanging out with friends, instead of just playing partners.”

The team’s time together has created an unbreakable bond between players.

Throughout the season, the team focused on future improvement and supported each other, regardless of wins or losses. “[The players] all want to face more challenges in the game,” said coach Albert Poon. “Even though they cannot win, they enjoy the game and learn from losing. They all have good sportsmanship in the court.

Now, we are focusing the next season.

Hopefully, we can move on to the Central Coast Section playoffs next year after we move down to the El Camino Division.”

Students juggle multiple sports in their schedules

BY PRANAV MISHRA

WESLEY SUN

W

hat started out as a simple swimming lesson when he was six has become Sun’s passion — he challenges himself physically through sport. Today, Sun spends his time in water polo and track.

“My parents used to joke that I was a �ish, considering the amount of time I spent in the water,” Sun said.

“They were so supportive, always motivating me to push myself beyond my boundaries. I still keep that work ethic today.”

Sun’s swimming skills eventually led him to discover a new passion in middle school: water polo. He admits to not even having known what the sport was before he watched it for the �irst time. He discovered the sport as he watched a team play when he attended a swim meet. Intrigued by the game mechanics, Sun decided to try it out on his own.

“I was pretty unsure about water polo, but I gave it a go anyway,”

Sun said. “I’m so glad I did. What I like most about it was that it had a social aspect to it that was lacking from swimming. While working with the team, I developed friendships that made the experience worthwhile.”

Sun’s athletic dedication hardly falters when he is out of the water.

He started running in track and �ield because several of his friends were committed to it, but after trying it, Sun became fond of the running in its own ri ght.

“I see track as something that keeps me �it. It gives me an excuse to keep pushing my aerobic capacity, something that is also helpful when I’m playing water polo or swimming,” Sun said.

“My favorite sports memories come from track, because the team is really relaxed and it’s a really fun environment overall.”

Sun admits that he often feels the pressure of managing his time, especially with the stress associated with junior year.

As a result, he decided to give up swimming so that his time would be more manageable, but he still hopes to continue it in the future.

“It was pretty tough, giving up swimming, because it was something that was especially important to me.

But I was pretty overwhelmed, so I guess it was for the best,” Sun said. “You can’t do everything all at once. But with dedication, you can come pretty close.”

VANESSA SU AUDREY WONG — EPIC

AUDREY WONG — EPIC

I

t is well known that playing a sport at a competitive level takes incredible dedication, resilience and skill. It may mean waking up at 5 a.m. every morning to practice the backstroke in frigid waters. It may mean running until fatigue hits every day after school. What is surprising, then, is the fact that some ambitious students are bold enough to manage several sports into a single year. Let’s take a look at how two students, freshman Vanessa Su and junior Wesley Sun, manage this incredible feat.

S

eeing Su speed across the turf of the �ield, one would hardly be surprised to learn that the �ield hockey runs through her family. Su started playing the sport competitively this year because she wanted to follow in the footsteps of her sisters, who also played for Lynbrook. Field hockey is just one of many of Su’s sports, however.

As an accomplished soccer player and a dedicated track and �ield athlete, Su has always considered sports to be an integral part of her identity.

“I never think of the number of sports I do as ‘too many,’” Su said. “I say if you love it, go for it. I know that each sport I do makes me happy in some way, so no matter how little time I have left for homework, I would never dream of giving any of my sports up.”

Of all the sports Su plays, she considers soccer to be of the most personal signi�icance to her since it was the �irst one she played. She currently

plays as a defender for Lynbrook’s varsity team, and has also considered commitments to the sport outside of school.

Su admits that it is challenging to manage her classes with her sports, especially as academics become more rigorous. She often �inds herself struggling to �ind time to do homework when she has to play a sport every season. Despite the dif�iculties of balancing it all, Su has few regrets.

“I practically stay back after seventh period every day of the year for practice,” Su said. “I’m so thankful I have such a supportive family that has never discouraged me from going after my athletic ambitions.”

Despite the dif�iculties of balancing it all, Su has no regrets. She has made so many memories on the teams she has played for, from pizza parties to playing with Ms. Grif�in’s dog during practice every afternoon. She is look forward to continue playing in the upcoming year.

“There’s no better time spent than running at 5 a.m. for week after week with your friends,” Su said. “Those are the most real friendships I have made, and I treasure them immensely. It’s these people that keep me going, and it’s these same people that remind me why I love doing what I do.”

GRAPHIC ILLUSTRATION BY SPORTS SECTION

MAY 3, 2019

SPORTS

15

16

lhsepic.com

PHOTOESSAY

LYNBROOK HIGH SCHOOL | THE EPIC

FUHSD annual art showcase presents student work

BY ARUL GNANASIVAM

T

he Lynbrook art department presented the best of student work at the annual interdistrict art showcase taking place at the FUHSD adult education center. The showcase features art from around the district and includes a variety of mediums including drawings, ceramics, digital and �ilm photography, multimedia and scratchboard. Featured works were selected by the art teachers Charlotte Kruk, Matthew Reynolds and Paul Willson. Judges from both Lynbrook and the district gave awards to their favorite pieces.

Junior Valerie Cheng “Expidition” Cut Paper FUHSD Adult Ed Principal Award Senior Anjani Patibandla “untitled” Graphite Honorable Mention

Senior Coby Chuang “The New Apiary” Oil on Canvas Honorable Mention

Senior Tommy Kim “Lil Peep Halftone” Spraypaint and Gold Leaf Junior Michelle Lowe “Miss It” Ceramic Best 3-D Lynbrook

Freshman Praharshitha Thumati “untitled” Graphite Emerging Artist Award

Senior Sonali Mbouombouo “Deliciously Evil” Ceramic FUHSD Superintendent Award 3-D

Junior Isha Madan “Dec. 21. 2006” Acrylic on Canvas Best 2-D

Junior Maggie Li “Food Fight” Ceramic FUHSD Art D.C. Liaison Award 3-D