the
Spectrum
The Blake School
v Issue V v February 24, 2012 v blakespectrum.org v your voice in print v
MUN: The pretend United Nations
Students conquer at Chicago and Georgetown conferences Laine Higgins Editor-in-chief
I
n the past three weeks, two contingencies of Blake students have traveled to Model United Nations conferences hosted by University of Chicago and Georgetown University. Although the students spend most of their time debating world issues in large conference rooms, students are given the opportunity to come out of their shell and design a lasting world peace, if only for a weekend. This year, 35 Blake students represented the Russian Federation and the Marshal Islands at the Model United Nations of the University of Chicago (MUNUC), with great success. At the North American Invitational Model United Nations (NAIMUN) hosted by Georgetown University, 15 students
photo credit: Caroline Hunsicker
The Georgetown team at the Afghan Embassy, where they had a Q&A session with Afghani diplomats.
represented Angola, U.S. Senators from Texas, members of the Japanese Mob, diplomats in the Georgian government and Ger-
man Senators from the Weimar Republic of 1934. The delegates from the Blake School have the opportu-
Jazz it up: Jazz Express changes solo artists Sanjana Srivastava Staff Writer
T
he Blake Upper School has a variety of arts clubs and organizations that meet outside of the normal class schedule. One group of advanced and ground breaking musicians is Jazz Express. Jazz Express is the Upper School jazz band consisting of nine band students: Tom Commers ’12, Meghna Kaul ’14, and Aaron Sharper ’15 who play saxophone; Max Meyers ’12 and Kentucky Morrow ’14, who play trombone; Clare Flanagan ’14, who plays trumpet; Inder Majumdar ’12, who plays piano; and Jake Barczak ’12 and Kylan Duff ’13, who
MUN Style Guide A&E
photo credit: Nicky Christenson
Brian Olson has a jam session during the latest Jazz Express practice
play percussion. Brian Olson, the band director and Jazz Express leader says of the group’s origin: “I started Jazz Express in my second year teaching here in 1987, so it’s been around 25 years. Bill Colburn was in the very first Jazz Express when he
Rage against the Vending Machine Opinions
was a student here. He played drums.” Since it began, the jazz group has been an integral part of Blake arts as well as the music world beyond Blake. Along with performing at every Upper School band concert, Olson says, “every year we end up playing for one or two parent organization meetings, sometimes we’ve played private things off campus. One of the coolest things Jazz Express did was in 2000 Jazz Express was invited to go to Washington D.C. and we performed three or four times around D.C. as part of the bicentennial of the White House—a city-wide celebration.” ...
continued on page 10
Is Reading Outdated at Blake? In-Depth
nity to represent their countries in one of three types of committees: crisis committees, historical committees and general as-
semblies. In general assemblies, every country in the United Nations (roughly 200) is represented. The GA committees cover a wide variety of topics from environmental initiatives, social and humanitarian issues, women’s rights and world health. The historical committees take place in the past: anywhere from the Congress of Vienna in 1815 to the United States Executive Branch in 2002. These committees allow delegates to rewrite history and change the future of the world. Crisis committees are much more responsive than the other two types of committees: delegates are given an opportunity to start wars, assassinate government officials, issue news reports and change the flow of debate in mere minutes. ...
continued on page 4
Super PACs gobble up political power pellets Noah Abromavitz Staff Writer
K
nown formally as Political Actions Committees, PACs are small organizations that promote a wide variety of causes, which are created in order to raise money through funds to promote the election campaigns of the politicians who best represent their interests. Recently, in June of 2010, a new type of PAC evolved, known at the Super PAC. These came to be as part of a Supreme Court case known as SpeechNow.org v. Federal Election Commission that ruled that massive organizations wishing to accept and
Spread the rumor Sci-tech
give contributions in order to influence elections must register as a political committee and report their finances to the Federal Election Commission. Still, under these restrictions there has been much outrage over the fact that these groups are major influences in the political system. According to OpenSecrets.org, as February 17th, “328 groups organized as Super PACs have reported total receipts of $98,650,993 and total independent expenditures of $48,644,852.” It is these startling numbers that really show how profound of an influence....
continued on page 4
What’s Inside: student life.................................. 2-3 news............................................... 4 opinions...................................... 5-7 in-depth...................................... 8-9 a&e......................................... 10-11 sci/tech.................................. 12-13 features....................................... 14 sports....................................... 15-16
2 Student Life
the Spectrum staff
The Blake School 511 Kenwood Pkwy. Minneapolis. MN February 24, 2012 Issue V
The Spectrum Newspaper February 24, 2012
Cultural collision at Cornerstone
Students share their experiences within Blake’s affinity group, uniting students and families of color Nick Hughes
Contributing Writer
Editor-in-Chief: LAINE HIGGINS Manging Editors: EVE LIU EMILY MOORE Student Life Editors: MOLLY APPLE EMILY MOORE SULLIVAN WHITELY News Editor: NOLAN LINDQUIST Opinions Editors: KARL LOVAAS NOLAN LINDQUIST In-Depth Editor: JANHAWI KELKAR A&E Editor: JONAH SANDY Sci/Tech Editors: MOLLY APPLE JANICE CHUNG Features Editor: SULLIVAN WHITELY Sports Editors: BAILEY DUNNING LAINE HIGGINS Senior Consulting Editors: BAILEY DUNNING & PATRICK DUNPHY Business Managers: ALEX FELDMAN CHRIS HOFSTADTER CHARLES VOJTA Web Designers: KEVIN HAYES IMAN PAKZAD JONAH SANDY Photographers: MARISA BERNSTEIN NICKY CHRISTENSON HUBBARD VELIE Adviser: ANNA REID
STAFF WRITERS:
Noah Abramowitz, Claire Carpenter, Peyton Crosby, Anna Ehrlich, Alex Feldman, Chris Hall, Christopher Hofstadter, Anthony Hu, Zahara Kathawalla, Alex Lovaas, Inder Majumdar, Iman Pakzad, Natcher Pruett, Hannah Rice, Jason Shu, Connor Slocum, Abby Smith, Sanjana Srivastava, Ly Trinh, & Adelaide Winton
MISSION STATEMENT:
The primary purpose of the Blake School Spectrum is to report news and to explain its meaning and significance to our readers and the community. We hope to inform, entertain and provide a school forum for the unrestricted exchange of ideas and opinions.
LETTERS TO THE EDITOR:
Disagree with something that’s in the paper? Have an opinion you want to share? Like to draw editorial cartoons? Take a stand and speak out. Email letters or editorial cartoons to spectrum@blakeschool.org or deliver them anonymously in room 351. Please limit submissions to 400 words.
JOIN SPECTRUM:
Spectrum meets every Tuesday in room 351 during both lunches. Come if you are interested in writing, drawing, designing or taking pictures for our newspaper.
N
ext time you’re on your way to the library, stop by the office of Community and Equity Engagement. Cornerstone is one of the groups that gathers in this vibrant space. Cornerstone is a Prekindergarten-12th grade program that is an alliance of students and families of color. They work closely with students and parents, as well as school faculty, staff, and administration to insure the retention and thriving of students of color at each division. “Cornerstone helps students identify a racial identity, identify and negotiate the socio-cultural norms at Blake, develop and practice leadership skills, and become culturally competent.” Cornerstone helps
navigate the collision of cultures, which occurs as Blake becomes a more diverse school fulfilling its promise of pluralism and global citizenship. Aaron Sharper ’15 describes Cornerstone as a “really
Urban League. Khyle Eastin ’12 explained that the retreat would include “members exploring their identity, learn more about community building, and learning more about other people.”
relaxed and open place. Everyone is welcoming. It is a place to hang out with people with similar backgrounds.” Cornerstone meets once every week throughout the school year and uses the meetings to help build community, share stories with friends, and to do schoolwork.” Cornerstone went on an all-day retreat on January 27th. The retreat was at Minneapolis
Marie Michael, PK-12 Director of Cornerstone, added that members would “have a presenter show them skills to help work together, know each other better by the end, and have fun.” The retreat did exactly that, Sharper said of the 18 members who went on the retreat. “We talked about stereotypes and how much they relate to your identity and the identity
“
”
Cornerstone negotiates the socio-cultural norms at Blake...and helps students become culturally competent.
Leveling the playing field
of those around you. We also had a guest speaker talk about the expectation mainstream culture have about someone based on their appearance. We had a guest speaker who helped us with some of these activities.” Sharper took away the knowledge that many people are not very secure with their identity. He hopes that he can help other people become comfortable with their identity and get them to realize that their race, regardless of what it is, doesn’t restrict their actions or perception of the world. Sharper also adds that Cornerstone has made his Upper School experience much better, “It has helped in high school because it is nice to know that people are going through the same stuff as you, and it’s a nice place to talk.” Visit their informational page at blakeschool.org.
Affinity group promotes discussion about learning differences Patrick Dunphy Senior Consulting Editor
A
t Blake, students often use different conditions to justify why they found a particular Math test difficult, why they could not focus in US History class, or why they did not complete an English essay. Most of the time, students who complain about these issues do not have a learning difference themselves and do not possess a real conception of the effects of learning differences. All Blake students have had the experience of sitting down at their computer with the intent of writing an essay only to have Facebook lure them away from the task. For those with Attention Deficit Disorder, this struggle can occur for every single assignment. Upper School teachers Stacy Helmbrecht-Wilson, Silvana Dessi-Olive, and Marilyn Marn created Blake’s Learning Differences Affinity Group to provide a welcoming environment for students to discuss perceptions of learning differences and
to examine methods for staying productive in class and at home. Helmbrecht-Wilson is dyslexic and, “Didn’t know many other kids with learning differences until [she] got to college.” In college, she joined a learning differences group. “It was really powerful that most of my experiences were ones that I had in common with lots of other people,” she says in describing the group. She “want[s] Blake kids to have the same experience.” The term “learning difference” covers a broad spectrum of diagnoses. Those with dyslexia may suffer from messy handwriting and an inability to spell words correctly, while those with Attention Deficit Hyperactivity Disorder may have difficulty listening to a standard lecture. Others with a separate diagnosis may have paralyzing test anxiety, and some students cannot write for 65 uninterrupted minutes without tiring. At an academically competitive school such as Blake, the fact that one student learns differently than another
can be a source of stigma. Those who see students doodling during a lecture may perceive them as inattentive, when in fact the task helps them to focus. Students who ask repetitive questions may seem foolish, but they may need to process the information multiple times in different formats. Some students believe that extended time on tests creates an unfair academic advantage. “I hear a lot of grumbling about extended time,” Hemlmbrecht-Wilson says. In order to combat the stigma, group members encourage each other to maintain positive attitudes. “I want to make it easier for kids at Blake with learning disabilities to come forward and say, ‘You know what? I’ve got this [condition]. I’m not stupid. I’m not slow. I just have a disability,” says Helmbrecht-Wilson. Self-advocacy is another one of the group’s core tenants. It is important to talk to teachers as soon as possible if the method of instruction makes it difficult to learn.
“It’s always easier when everybody is on the same page,” says James Thornton ’12. While it is important for teachers to include visual aids, dialogue, and hands-on learning in lessons, it is also essential to maintain consistency. Some group members acknowledge that the transition between too many different learning styles can be difficult for students. “Sometimes teachers try to change things up… For some people it’s great, and for others, it’s the worst thing ever,” says Danielle Howard-Stewart ’13. Teachers should continue to assign homework that emphasizes critical thinking over rote memorization. It is often difficult for students with learning differences to recall facts quickly. “The belief that everyone needs to be able to pull out discrete facts easily… [as] a mark of intelligence is really a bummer,” says Helmbrect-Wilson. Due to the confidential nature of the Learning Differences Affinity Group, email Stacy Helmbrect-Wilson if interested in learning more.
The Spectrum Newspaper February 24, 2012
Students in the workforce realize independence James Ring Contributing Writer
U
pper School students here at the Blake School with jobs are hard to find. People outside the Blake community suspect that kids at this school do not have jobs because many of us are in good economic situations and that we are too lazy to enter the workforce. They believe that the Blake students cannot truly relate to what goes on in the real world, as if there is a giant wall surrounding our community. This hypothesis is simply not true. With the academic challenge, sports and clubs, community service, and performing arts that Blake students juggle at the same time, it is hard to find room for a job into our busy and rigorous schedules. Having a job would force us to sacrifice one of these things, and quite frankly, most of the students here at Blake don’t want to sacrifice doing activities with their fellow classmates to have a job. Despite the fact that our school pushes us to the limit in many respects, the idea of having a job may actually be a good
“
I love being independent with my money and feel it is a source of pride to make my own money
”
photo credit: Sullivan Whitely
one. Even though we have busy schedules, there are stellar benefits to entering the workforce. First off, there are many more students at Blake working than you may guess. The students here have a variety of different jobs such as caddying at country clubs, cleaning dishes at restaurants, working at art museums. All these jobs have one thing in common: they help build maturity, which is why you should at least consider entering the workforce. James Thornton ’12 and Luke Engquist ’14 have very different jobs. Thornton, a
senior, bags groceries and does other miscellaneous things at the Lund’s grocery store in Richfield. Engquist, on the other hand, has spent his free time during the summers cleaning boats since he finished 8th grade. Both said that although having a job is not the ideal way to spend time, they said working has made them value money much more than they had before. Thornton says that “I love being independent with my money and feel it is a source of pride to make my own money” and Engquist says that having
part in flash mobs. One participant in the Flash Mob club said that she joined the flash mob club because “[I] love dancing, and it just sounded like a fun thing to do!” One of the organizers of the club stated that she thought that the before-school rehearsals were a great way to wake up in the morning. Both students participated in the
want to be in a musical?” Although flash mobs seem like all fun and games, they are actually quite a process to organize. Both student and faculty leaders agree that keeping the performances a secret is really difficult. “Getting the choir to record the song…and the remix…it was hard to keep secret!” explains Harley, “I choreographed the routine, and had to round up the troops to get support for it.” One of the hardest parts of the flash mob at Blake was keeping the big secret as Harley mentioned, furthermore the students in Blake’s Flash mob Club wished to remain anonymous to keep the surprise element of the performance. As hard as getting a group of people to start simultaneously dancing is, the Blake School looks forward to more flash mobs in the future. In the meantime keep your eyes open during lunch, assembly, or grade meeting for any dance breakouts.
Flash Mob Club will catch you off guard Anna Ehrlich Staff Writer
A
new movement has invaded public spaces. From train stations, to ordinary sidewalks, to the Blake cafeteria, flash mobs have begun a trendy new form of public display of art. The term “flash mob” started to be used in 2003 to define the people who suddenly assemble in a public space to do something completely unexpected, sometimes unusual, and often seemingly pointless. Flash mobs are usually meant to be entertaining, but also to publicly express art. Flash mobs can fall in a range of numerous acts – from a pillow-fight flash mob in Toronto to a “silent disco” flash mob in London, the possibilities are endless. The most common form being dance. Flash mob dancing has become a part of the Blake community: on two separate instances, groups of students and faculty have gathered to take
“
I was drawn to the spontaneity of flash mobs.
”
- Claire Harley
lunch room beach day flash mob. Claire Harley, the organizer of the faculty flash mob at the Thanksgiving Assembly, said that she organized the flash mob in order to do something fun for students that could also involve parents and faculty. “I was drawn to the spontaneity [of flash mobs]” she stated. She also pondered, “who wouldn’t
Student Life
a job “made me more careful with how I spend my money and made me realize the value of a dollar.” They truly value money, as opposed to many of us that really don’t see true value in our wallets. But there are more benefits to having a job than just valuing money more. Being pushed into the real world at a young age has caused some of these students to think about how the economy operates. Thornton says that working at Lund’s for a while “has led me to question how the American labor force operates,” showing how having a job helps students make opinions about how the world works. Many people think that students should not be thrust into adulthood quickly and should continue to live their teenage lives, but having a job has benefits that are so hard to resist. Imagine being able to sit at the dinner table and have a mature conversation about the American labor force with your parents or opening your wallet to buy something, and seeing your money in there that you worked hard to make. How satisfying would that be?
3
Upcoming
EVENTS Middle School Musical Friday, February 24 at 7:30 in the MPAC Service Saturday Saturday, February 25 from 8:45-11 am at the Chanhassen Feed My Starving Children Location Tim Pawlenty Symposium Wednesday, February 29 Conferences - No School Friday, March 2 from 9 am - 3 pm Upper School Musical Friday - Saturday, March 9 & 10 at 7:30 pm. Sunday, March 11 at 2 pm. Performances held in the MPAC. Open Mic Night Friday, March 16 at 7 pm
Mystery Student February Edition Janice Chung Page Editor
B
lake’s February mystery student can be seen wearing corduroys and a dress shirt. Coffee is a definite no for this student, no matter the form as he cannot tolerate it. If given the chance, this former forum and current CJB member would be Albus Severus Potter for a day. Mind reading and magic are topics he’s interested in exploring as he searches for a profession.
This math whiz is in the top 50 math competitors in Minnesota. He also debated at the NFLs National Tournament Qualifiers coming out as the First Alternate to Nationals with his partner. Not to mention, he is in honors physics and AP Latin. February’s mystery student will be revealed in the next issue of Spectrum. Until then, keep on guessing!
4
The Spectrum Newspaper
News
Quiz Bowl mourns loss to teachers as they end successful season Noah Abramovitz Staff Writer
Q
uiz Bowl captain Alison McManus ’12 said that during this year’s season, “The Blake Quiz Bowl team had a great turnout…and performed well in each of the three regional meets. While we suffered a close loss to the faculty (and [Jonathan Osters’] charisma) just last week, we certainly have high hopes for the future of quiz bowl.” Indeed, this sentiment was echoed by the overall performance of the team this year. This year’s Quiz Bowl club fielded four squads: Blake A, B, C, and D teams, and all of them saw success. Surprisingly, the C team finished the season with the best record of all of them, winning eight matches and losing four of them, though they eventually lost an extremely close tiebreaker
photo credit: Nolan Lindquist
Above: quiz bowl members Allison McManus ‘12, Patrick Dunphy ‘12, Natcher Pruett ‘12, Sara Sheffiels ‘12, Isabel Redleaf ‘13, Erin Morris ‘12, Beatrice Lim ‘13 and faculty advisor David Zalk practice before school
against the Breck School, which they needed to win in order to qualify for the Quiz Bowl state tournament. Through many early morning
practices, late night meets, and afterschool sporcling sessions, the team increased their already high level of random knowledge, and had great fun in the process.
Students say backpacks “a burden”
February 24, 2012
Model UN a success Continued from front page... MUN is a great time to make friends while having a great educational experience. Although friendships are formed by country names in your cell phone, allies that help write resolutions can turn into life long friends. The goal of the conference is to pass a resolution that can help solve the world’s problems. If delegates are lucky, the last day of the conference turns into a fun day where the chair and delegates dance, rap and put on skits. The highlight of the trip is the delegate dance, whether you go as a dancer or just an observer. It is a rather jarring experience to see the delegates from your committee bump and grind in the mosh pit of nearly 3,000 delegates. While delegates are engaged in debate for roughly 20 hours per conference, delegates are given the opportunity to explore the city they are visiting. In the Georgetown trip, students visited the Afghani embassy, got
snacks at Georgetown Cupcakes and dined at ethnic restaurants near the Washington Hilton. The Blake students at MUNUC were able to explore Millennium Park, shop on Magnificent Mile and enjoy a group dinner at a 50’s diner near the Palmer House Hilton hotel. The Blake contingency at the MUNUC conference won a total of five awards. Co-president Erin Morris ‘12 won an outstanding award for the Historical Security Council. Izzy Eisenstadt ‘12 and Asma Haidara ‘13 won for representing UNESCO. Frieda Yeung ‘13 won for Press Corps, and George Vojta ‘13 received an award for his role on the Committee on the Peaceful Use of Space (COPUS). Alex Herkert ‘13 won an award at the NAIMUN conference for his role on the Summit of the Yakuza-Addressing Organized Crime. In the words of Susan Graham, “Alex may have a future in organized crime.”
Backpacks, though useful, embiggen student woes Zahara Kathawalla Staff Writer
F
orty million students carry a backpack to school every day. Though it seems harmless, dragging a backpack around can cause back and neck injuries and lead to long medical problems in the future. The most common negative effects of carrying backpacks are strain and poor posture. 50% of students at the age of 18 will have experienced some form of lower back pain due to carrying around an overly heavy backpack. Ignoring the problem for too long can sometimes lead to spinal disk hernia-
tion, and still the problem of a heavy backpack goes unnoticed by many students and parents. According to Medical News, students ought to carry a backpack weighing less than 15% of their own body weight. However, even students aware of all these risks will carry up to 40 lbs. of books and textbooks. Austin Echtenkamp ’15 said, “The weight of my high school books doesn’t allow me to use my cool light up back pack from lower school,” shedding light on the difficulties of replacing old backpacks with expensive new ones. Every Blake student is provided with a locker, but
many fail to use theirs. Blake students often carry around everything needed in class along with a laptop because it is more convenient than returning to this locker between classes, though. Using lockers more would easily reduce the harm done by the strain of these heavy
bags. Anna Leslie ’14 says, “Backpacks are the epitome of evil; wherever ever I go my backpack goes, along with a dreadful back ache,” suggesting that some students do not see the use of lockers between blocks as a viable choice—in their view, they can either bear the weight of a backpack or give up on bringing
books to class altogether. Upper School director Anne Graybeal told Spectrum the administration has an “airport policy” on backpacks, stating, “Each student has enough space in his/her locker to store backpacks and laptops. There is ample time provided between classes and during lunch for students to retrieve necessary books and materials. In addition, the health risks associated with carrying heavy backpacks are innumerable.” She also mentioned the administration has been taking steps toward trying to lighten backpacks by using more and more online textbooks.
a 2012 report by the US P.I.R.G. Election Fund, “The primary danger of our big money electoral system is that it gives a very small number of wealthy individuals and institutions vastly outsized influence over who wins elections… candidates who raise and spend the most money routinely win more than 90% of federal elections.”
There are also arguments for super PACs. Some argue that because Super PACs cannot directly contribute to candidates, that they can only have a positive influence on the democratic system. In John Samples’ words, from the CATO institute, “Studies show high spending on negative ads increases voter knowledge
and turnout.” This sentiment was echoed by Julian Gould ’13, when he argued, “The presence of Super PACs is good as they raise political awareness without directly contributing to politician’s campaign, while also enabling the banter between candidates to happen in a more public way, therefore enhancing voter awareness.”
photo credit: Nolan Lindquist
Backpack size has become a weighty and rather sizable issue at Blake.
Super PACs dominate politics today
Continued from front page....
these organizations can have on politics. In addition, OpenSecrets reports that of the top six Super PACs in terms of the amount of money raised, all support conservative candidates. The Restore Our Future committee has raised over 30 million dollars for Republican presidential candidate Mitt Romney. In the words of David
Steffen ’14, “I don’t think it’s fair the such groups are allowed to change the outcome of the elections that should be reflecting the will of the majority of Americans and be fore America’s best interests.” Indeed, many opposed to these committees have argued that Super PACs are “auctioning off our democracy.” According to
The Spectrum Newspaper
Opinions
February 24, 2012
Schools must foster critical thinking
Firms and individuals
5
A meditation on Keenon Werling ‘12’s speech shouldn’t patent DNA John Flanagan Staff Writer
T
he crowd sat in absolute awe. The silence was like molasses as we heard our own Keenon Werling ‘12 defy the established traditions of education. Although his deftly placed humor lightened the atmosphere of the JNA, we sensed that momentous ideas were being put forth, running counter to the notions that have been instilled in us since the day we began our time at Blake. Blake has always been at the forefront of education, we had thought, but here was a distinguished leader of our own community showing us another path to the future. One of the ideas at the foreground of Keenon’s argument was the proposal for Internet-based activities, which would provide learning for “the real world”, defined by Keenon as “the world that we are told we are being prepared for here at Blake, which is the working world… because the assumption is, with this much education, you’re not going to not work.” When I sat down to talk with him about his ideas, the conversation strayed to why we need to change the way we educate our students. Much of the talk was based on the idea of a world after education. “We will have Google at our jobs,” he ex-
plained. “That’s a given. And it’s a relatively new development, and education hasn’t really figured out what to do about that. So, for now, as a stop-gap measure, we’re just calling it cheating.” He went on to state that as a result of the rapid advancement of Internet resources continues, the natural tendency for a bureaucracy to resist change is preventing the education systems of Blake, the nation, and the world from changing to reflect what we do in the real world. What exactly is the kind of learning that would push us as students to become what Keenon defines as “new thinkers”? What makes us people who think for themselves in problemsolving situations? According to the New York Times, as cited in his speech, only one half of students who have graduated college are working in a job that requires the degree they spent their entire education working towards. We as employees in the workforce will not be limited in our resources when we embark on a group or individual project. Indeed, what we will be required to do will involve taking the resources we have and using them in a problem-solving situation. The questions that Keenon dares to ask are really not so revolutionary. Having a night of openended research, followed by a class in which you are tossed
into a discussion or debate where you must defend your opinion or work on solving a situational problem would change how students think. In a world where “memorization is, in general, no longer necessary,” as Keenon puts it, we have to learn to think for ourselves in addition to the resources that we have. It is understandable that eliminating memorization entirely might be harmful to the modern student, one that strives to become a “new thinker”. Keenon adds, “There is an important line to be drawn between memorization and exposure.” What he is referring to in this is the fact that teachers shouldn’t have to leave their students to fend for themselves in the vast expanses of the Internet. As the education system progresses, we as students and teachers can find a community balance to weigh the two extremes: memorization and poor teaching. The benefits that Keenon’s new classes would give to students and the way that they learn and prepare for real world situations would be many. We would learn to use what will be available for us in the future, not just to regurgitate formulas and skills that we could, in all honesty, just Google. Hopefully, the Blake School can rise to meet the challenge of evolving technology.
‘Book smarts’ versus ‘street smarts’
Abby Smith Staff Writer
than a few “cons”. While many genes that have been patented are of relaould somebody own your tively minor importance, othear? Thanks to a new proc- ers can be life saving. The genes called “genome patenting,” per- BRCA1 and BRCA2 help suphaps. Of course, it’s press tumors. Womnot as simple as en whose copies of someone saying “I these genes are muown your nose, so tated are at a higher hand it over”! The risk of breast and human genome is ovarian cancer. In a what scientists call recent law suit, over the whole variety of 150,000 doctors, rehuman genes, the searchers, patholobits of biochemigists, and women’s cal “code” or “lanhealth groups filed guage” that make a lawsuit against the up our DNA. Once it company Myriad was announced thatgraphic credit: “ynse” @ flickr.com Genetics, which was the human genome trying to patent the had been almost completely BRCA1 and BRCA2 genes. This mapped, many requests were would put the price for a life made for patents on individual saving test for mutated copies genes, or smaller parts of genes. of the genes well over $3,000. The number of known human Giving individuals and corporagenes is around 30,000, and an tions control over a part of every estimated 20% of those have person’s body, however small, is been patented. a bad idea. Gene patenting was in- Myriad lost the court troduced to encourage research case, and many people share on human genes. A scientist who the court’s opinion about gene patents a gene they’re research- patenting. Former American ing doesn’t need to worry about Medical Association president others getting credit for his J. James Rohack stated “Genes work. This might help to prevent are the product of nature and plagiarism within the scientific have never been patent eligible.” community. Many students at Blake share However, for every his opinion. Iman Pakzad ‘14 “pro” gene patenting can offer agrees with Rohack-- “That’s modern science, there are more no[t] fair. It’s just bad.”
C
Experience trumps education Anthony Hu Staff Writer
I
magine that you just graduated from high school. You’re thinking about the future and what lies in wait. You hop on Facebook and begin to compare yourself with your fellow graduates. Let’s be honest. You just labeled that popular kid who could care less about school a failure and that guy who dropped out of high school an idiot for doing so. Under no circumstances would you ever use their one of their names and “smart” in the same sentence. What most people don’t realize is that there are two dif-
ferent types of smarts; book smarts and street smarts. “Book smarts” are academic intelligence, and “street smarts” are common sense and wisdom. I like to describe people who are book smart as “educated” and people who are street smart as “experienced”. In our society, people do not recognize street smarts as a qualification when it comes down important moments such as applying for a job or college so those who are book smart are recognized as smart. However, those “failures”, as some people might label them, can be extremely smart in a different way. They have a completely different set of skills.
photo credit: Nolan Lindquist
Being book smart but not street smart is like reading about how to play soccer, but never actually having the experience of playing soccer. Truth is, life comes
down to a series of choices and the success of someone’s life depends on how well he makes those choices. Making better choices is dependent on actually experiencing the results of good
and bad decisions, and on using that experience to improve in the future. Someone who is street smart is a person who has a lot of experience and can make better choices. Right now, book smarts might seem more important than street smarts, but in the long run, street smarts beat out school smarts any day. In no way am I saying that book smarts are not useful. Both types of smarts have their pros and cons but the pros of street smarts far outweigh the cons. The point is that street smarts are extremely under valued in this society and should be a type of expertise for everyone to strive for.
6
The Spectrum Newspaper
Opinions
February 24, 2012
Musings of a disgruntled fan
Graphic credit: Karl Lovaas
A realist’s perspective on proposed Vikings stadium Alex Feldman Staff Writer he Minnesota Vikings had 3 wins and 13 losses in 2011. What part of that record says “new stadium” to you? I feel like I am the only one at the entire Blake School who cringes every time a story about the new Vikings Stadium comes on the air. It’s not that I’m opposed to a new Vikings stadium. Rather, I feel that the Viking’s campaign
old military ammunition plant would be about $1.1 billion. Since when can the state of Minnesota afford to pay its portion of the stadium’s construction? Though our state may have a surplus this year, we simply cannot afford a project as large as this in such turbulent economic times. As further evidence, the Metropolitan Sports Facilities Commission conducted a risk analysis of an Arden Hills site. The commission stated, “the
has been conducted in an incompetent manner. To begin, with, an Arden Hills Vikings stadium is a financial catastrophe waiting to happen. First of all, the cost to build and clean up a stadium on this
proposal sets forth an aggressive schedule that is unrealistic”. Hence, if the schedule is “unrealistic” we can expect delays in the construction process. Not only will this infuriate the team and fans, but it will also create addi-
T
“Though attendance will surely increase from the novelty of the new stadium, only winning teams consistently bring in the money necessary to make an investment worthwhile.”
tional, unforeseen costs. In fact, the committee found that for every extra year of construction, the cost of the stadium increases by approximately $46 million. Who will cover of the project goes over budget? In addition, no party has agreed to meet a $39 million gap in funding. How can we expect to make a legitimate plan for a new stadium if we don’t know who is going to pay for it? Overall, when approaching the stadium debate from cost breakdown and risk point of view, it becomes obvious that this is really not the time for undertaking the most expensive construction project in Minnesota history. Though attendance at Vikings was near capacity during winning seasons, attendance has declined significantly during the past two losing seasons. With even more seating and no guarantee that the Vikings will improve drastically soon,
maximum attendance unlikely. Though attendance will surely increase from the novelty of the new stadium, only winning teams consistently bring in the money necessary to make an investment worthwhile. I refuse to perpetuate a cycle in which a sports team holds a city hostage with threats of leaving. I find it insulting that a team would use fans’ loyalty against them so that they can get a new stadium. Is that the best you’ve got? If teams are willing to just pick up and leave over something as trivial as where they play, what does that say about the team’s loyalty to the fans? Since when is it okay to desert your supporters because the Metrodome is “too old”? If you listened to the way the Vikings talk about the Metrodome, you’d think that more than the roof was falling down. Sure it’s a little outdated and not as glamorous as other
teams’ stadiums, but do we really all need to watch a 160 foot large screen when the game is going on right below us? My thoughts? Get over it! As football players, you already get paid enough. You don’t need to play in the newest or most expensive stadium, to be the best. Just ask the Twins and the Cowboys. It’s not that we don’t think need a new stadium. I just think the Arden Hills project has the potential to be disastrous for, fans, taxpayers, and all those involved in construction. My solution? Renew the lease with the Metrodome and draw up a more responsible and realistic stadium plan. That way, we can at least be sure that our investment is worth what we paid for. And Vikings do us all a favor: quit threatening to leave because we’re already used to heartbreak and disappointment. You’ve given us enough of that already.
The Spectrum Newspaper
Opinions
February 24, 2012
Inderspectives: Seeing blindness as the source of innovation Inder Majumdar Opinions Columnist
W
ith two weeks of freedom and the winter solstice drawing near, I could afford no more blindness. At the cost of what I perceived to be freedom, I abandoned my bookcase for two weeks. I always used to think that, because of my love of books, I would never stop seeking knowledge. However, how does the individual assert distinct progression of original thought, in light of indirect conformity set through precedence? Is my newfound fear of intellectual conformity validated by the blinding characteristic of superiority, placed on the most fundamental texts by educators? If scholars have claimed that many components of knowledge lie in the foundational texts of the great thinkers, why do those who teach the texts also expose students to an array of widely accepted opinions, rather than ask that students form their own logical rebuttal or support of an idea? Society has met an ultimatum with the advent of the 21st century. When I read a textbook, classic work, or Internet site, a sense of blindness pervaded thoughts. It seemed that
“I SEE” both academic institutions and societal expectations necessitated my own thoughts to be the product of classical assertions, if not a critique of the classical, only to find the support of a famous dissenter. The problem did not lie within an inherent inability to create new ideas, but rather the feeling of ostracism included with a lack of this aforementioned support. This fear created a maelstrom in my mind. Soon, teachers seemed to be traitors,
betraying the intellectual independence that I value most. I was afraid that my mind would succumb to the thralls of passive conformity, simply by accepting what an authorized source claimed, rather than rigorously testing an idea. Yet, what drove my fear of intellectual conformity was not the idea of my own thoughts being shared and simply accepted by the masses, but rather the same element which creates fear: Blindness.
graphic credit: Karl Lovaas
Blindness causes fear in almost every respect. It is the fear of the unknown that drives innovation in an attempt to improve the human condition, and this fear constantly posits that there is knowledge not currently known to man. Subsequently, this lack of knowledge inhibits the optimal conditions desired by mankind. Without blindness there would be no death, as man would know how to become immortal. Without blindness,
there would be only happiness, as the ability for “negative” emotions would be destroyed at the will of humans. Blindness allows for the formation of human logic through these limitations, as humans are constantly charged with growth and development. Without blindness, the irrational would be rampant, and negligence would be the gift of the Gods, as taking action towards an injustice or a pandemic would be an unnecessary. With blindness comes fear, and fear necessitates rationality. It is this combination of fear and rationality that supports the human drive for development. By seeking an escape from blindness, one loses this motivation for improvement. I sought no text, and paid for this with two full weeks of negligence. The answer to my question concerning conformity was due to my inability to live with blindness. As Proust implies in Swann’s Way, perhaps it is only the conception of text that requires one to use them to form opinion through their doctrine, rather than sculpt an opposing view of a famed intellectual’s query. And with this understanding of originality, one can see blindness.
Rage against the vending machine
Claire Carpenter Staff Writer hatever your opinion may be about of people now buying these products who the new vending machine, there is no weren’t before is somewhat alarming. It seems like we are becoming vicdenying that it has captured the attention— and money—of much of the Blake popula- tims of the vending machine company, falling tion. While our old machine stood sad, bro- for the idea that just because the products ken, and alone, our new machine is a hub of are healthier than those in our old machine means they are healthy foods to eat. That our activity at all hours of the day. Even though our new vending ma- new “healthy” vending machine is equipped chine is covered in faux-wood plastic and with a credit-card slot makes it even easier slogans proclaiming “Healthy Drinks” and for those of us with credit cards to buy these “Healthy Snacks”, it may not be the nutri- expensive products, no hunting for quarters tional temple we seem to think it is. People required. So next time we step up to the vendwho never would have considered purchas- ing Doritos, Funyuns, or Coke from our old ing machine in anticipation of that first Popvending machines are now seen ferrying a Chip or sip of San Pellegrino, let’s ask ourtrendy Hubert’s Lemonade to their next class selves what we are really buying. Not only or tearing into a bag of Stacy’s Pita Chips. are we buying processed foods that we preWhile it is true that pita chips are probably viously wouldn’t have considered, but we’re healthier than Doritos and the lemonade has buying into the machine’s marketing ploys half the of sugar of Coke, the sheer number without a second thought.
7
W
PLEASE OVERPAY. PLEASE OVERPAY.
1
2
3
4
5
6
7
8
9
8 The Spectrum Newspaper February 24, 2012
IS READING “OUT”? Alex Lovaas Staff Writer
D
ozens of novels, plays, short stories, and piles of textbooks invade every high school or middle school student’s bookshelf, and in some unfortunate cases, the family bookcase. Maybe, from a school’s skin deep perspective it is a great sight to see, but look closer in the bookcase. Are there any other books besides those required by education? Most likely not. 64% of teenagers do not read books outside of their required reading for school. Now look at the typical bookshelf of an inquisitive and excited elementary school child. The bookshelf is supplied with a surplus with dated and classic books, bright and dark books, and fiction and non-fiction books. The typical elementary school student loves to read. The reason for his or her inspiring enthusiasm is because the books are just plane enjoyable, and haven’t yet been connected to grades or homework in their minds. Recall the excitement of reading Where the Wild Things Are, The Very Hungry Caterpillar, and Green Eggs and Ham. Everyone is able to name at least one childhood favorite out stimulating books they read as a elementary students. The transition between this love of reading and resentment happens in middle school when suddenly kids are forced to read books they haven’t chosen for themselves, books that they quite frankly do not want to read. Of course, there is always the option to read before falling asleep or during free time, but Facebook typically takes precedence. In middle and high school, students have the opportunity to play team sports, represent their school, and get involved in multiple clubs. Their social lives begin to expand, social networking becomes available; and, of course,
Photo credit: Janhawi Kelkar
Sophomores Teddy Ankeny ‘14, Luke Engquist ‘14 and Jack Taylor ‘14 annotate for English class and surf the web during their free block.
teachers supply them with more homework. Reading was a routine and exciting activity in lower school, but once the social networking became available, status updates are the only things read for fun. But, as headmaster of The Blake School John Gulla says, “lasting ideas, big ideas, important ideas don’t come in 140 character tweets.” Opening a book also opens truths of the world. They are the best way to learn how to live, how to interact with our surroundings, and how to deal with certain situations in life. “When it comes to skills and habits that will lead to a life of ongoing learning, reading tops the list.” When asking John Gulla why student’s only read for class, he replied, “because they haven’t yet fully developed the habit. They haven’t yet discovered just how rewarding, satisfying, exciting, stimulating and
gratifying a life of reading can but.” His, “heart breaks even considering” that “15-24 year olds watch 2 hours of TV per day for pleasure but only read for pleasure for 7 minutes a day” and “one half of those aged 12-24 never read a book for pleasure.” As students of a superb school, we, students of The Blake School, must reacquaint ourselves with reading, and fill our bookshelves to what they used to be in lower school. An hour reading is worth so much more than an hour on Facebook. English teachers and parents scold teens for reading books like Twilight, but any reading that interests the reader is a good catalyst for creating a life long habit. Whatever your strategy for reading, the first step is to pick a book and read. So sit back, “command-quit” Safari, relax, and crack open that novel that has been collecting dust on your bookshelf.
Blake Book Club: calling all reading enthusiasts Iman Pakzad Staff Writer
S
everal members of Blake Reading Club can be found lurking in the library every morning before school begins, browsing for books, helping with displays, coming up with a question for the question board, or simply enjoying a good book. Reading Club members have read such titles as Death Note, The Story of Stuff and The Future of Us. The club has some big plans for the library when it comes to book selection. The Blake reading club has been given a two hundred dollar book budget that will be used by the club members to purchase new books for the library. Although still in planning, the club hopes to organize some book related contests that the entire school can enjoy. If you are ever in need of a good book, or want to suggest a book to add to the library’s collection, swing by the tech center during Monday tutorial. The club can assist you in your reading endeavors.
In Depth
LOCAL BOOKSTORES DAZZLE
Alex Feldman • Staff Writer
I
f you’re looking for a unique, local place to buy your books, look no further than Birchbark Books, a shop located two miles from the Upper School that specializes in the Native American literature of the Ojibwe and other tribes indigenous to Minnesota. Though Birchbark is only as large as two classrooms put together, this establishment has enough atmosphere to charm any visitor. It actually feels like you are stepping into the residence of a wise man, where all is at peace and in its proper place. Every part of the store, even the resident black lab, Dharma, actively welcomes you into this homey, literary haven. In short, the atmosphere and selection of this corner bookstore are not to be missed.
Photo credit: Janhawi Kelkar
A Photo credit: Janhawi Kelkar
nother interesting independent bookstore in the Twin Cities is Magers and Quinn Booksellers, located approximately ten minutes away from the Upper School. Despite the initial illusion of its size from the street, the store contains a historyoriented front section, continues through a low ceilinged portion about three-quarters of the size of the cafeteria of assorted fiction, and into a massive back section, filled with “popular fiction” and all other nonfiction topics under the sun. Though its size may be daunting, the white brick walls, stamped with the word “America” and shelves of books create a very intellectual, inquisitive atmosphere. If you are looking for a specific book or just browsing, Magers and Quinn will be hard to beat.
Have a load of these good reads
photo credit: thebooksmugglers.com.jpg
B
eatrice Lim ’13 suggests that everyone who’s anyone read Scorpio Races. The author, Maggie Stiefvator, weaves a beautiful plot about family, love, and what it means to be happy. Told in alternating views, Scorpio Races focuses on a tiny island off of Ireland, where man-eating fairy horses wash on its shores every fall and deadly races mean more than just money and glory. Puck Connolly enters to save her home and family. To do so, she must face her fears of the beasts that took her parents, and fight the sexism of the races. The other narrator, Sean Kendrick, is the returning champion of the Scorpio Races, whose expertise in horses is unmatched. “This novel can appeal to most people, even non-fantasy readers,” Lim says, “because in the end, the story isn’t about magic. It’s about people.”
photo credit: katiesbookblog.com
photo credit: jajo-lordoftheflies.blogspot.com.jpg
T
he Lord of the Flies is a classic novel, recommended by Lizz Buchanan of the Upper school library. “Unfortunately, Blake doesn’t teach The Lord of the Flies,” she says, “but it’s an amazing book.” The novel follows a group of plane-wrecked boys on a deserted island as they attempt to create order with no adults. Their hodgepodge society quickly devolves into violent chaos. The boys split into two warring groups, each representing different values. The book explores the brutal nature of mankind in Nature as the flimsy society they create crumbles, revealing the savagery beneath. Note: The Lord of the Flies is very gruesome. However, its violent descriptions are well worth it. Even if you are at all squeamish about blood, guts, or little boys killing each other, don’t be afraid of picking this book up.
Bea Lim • Staff Writer
B
lake’s culture, with its highly stressful academics and emphasis and excellence, is supposed to prepare us for the future. So, what if we could see into the future? For Emma and Josh, in The Future of Us, this seemingly impossible dream is made into reality when they somehow access Facebook in 1996 and view their future 2011 selves with the help of an AOL CD-ROM and a new computer. Iman Pakzad ’14 recommended this saying, “It makes you wonder if there really is something important about all those Facebook posts…” Emma and Josh, by accessing Facebook, are given the opportunity not only to see the future, but also to change it. It questions the true importance of the posts people make daily. To the Blake community, this book provides questions we can all take to heart about the here and now.
photo credit: goodreads.com
B
ecause of the 4.5 Amazon review and its seeming validity to a school “where it’s cool to be smart,” the random recommendation of the day is Into the Wild Nerd Yonder. Main character Sophomore Jessie, a selfproclaimed mathlete, searches for new friends after her old ones begin drifting down paths she doesn’t want to take. Her quest leads her on a wild ride through the different high school cliques. In short, it provides a little something for everyone. If you like Dungeons and Dragons, supportive older brothers, or a funny perspective on the drama called high school, drop everything and check this book out from the library! Described as “hilarious,” “believable,” and “unexpected,” Into the Wild Nerd Yonder seems like a book every high schooler should read, if only for laughs.
9
10
The Spectrum Newspaper
A&E
February 24, 2012
Jazz Express extracurricular group explores improvisation in music (Continued from page 1)
. . . Jazz Express also goes far beyond performing. Third-year member Majumdar even says, “in all honesty, we don’t even consider performing a big priority. “The majority of us really want to learn about jazz from an application basis. Anyone can read charts, or comment on how a piece of music sounds. But, when it comes down to being a musician playing in a group, one should be able to give a simple glance to another instrumentalist and signal a chord change, section change, solo, etc. “It’s more about being able to communicate on the fly, adjust to the playing style of others, as well as account for and take advantage of spontaneous changes that weren’t previously considered with practicing or performing.” First-year member Kaul agrees, saying that “It’s helped me learn—with improv, I’ve learned how to form solos and how to incorporate blues scales and stuff into my solos.”
Photos courtesy of Brian Olson
(Top) Clare Flanagan ‘14 sits in the University of Wisconsin-Eau Claire Jazz 1 trumpet section. (Bottom) Inder Majumdar ‘12 works with the University of Wisconsin-Eau Claire 1 pianist on US Band.
Olson says about improvisation and learning music in Jazz Express, “It’s an outlet for kids who want to learn about jazz and try their hand at improvisation. It’s an opportunity to try to play styles of music that they wouldn’t play in band. “It’s so often in Jazz Express that the students are exploring new things so they’re always—and this is typical of Blake students—asking good questions, which demand of me and all the teachers here. But it’s a good demand. “It’s not all that uncommon that they ask questions that make me think and even have to go figure something out to help them.” All three agree that Jazz Express has furthered them greatly as musicians. “I’ve learned to listen to others,” says Majumdar of his personal experience. “The idea of jazz was constructed from communal roots, more so from the idea that music played alone is worthless,
Confessions of a Girl Scout Iman Pakzad Staff Writer
I
t’s that time of year again for Blake student and girl scout Haley Holsather ‘14 to go out and sell her cookies. Holsather has been a Girl Scout for ten years and has earned both the bronze and silver awards. She hopes to begin work for the gold award in the near future. Only about six percent of girl scouts receive the gold award, which is the equivalent to the Eagle Scout award in the Boy Scouts. It takes over 100 hours of work to achieve the gold award, not including the planning phase for the project. Certain colleges even offer scholarships to the winners of this award. For those in search of cookies, look for Holsather. “I sell most of my cookies at school,” she says. However, for those who don’t have time dur-
ing school, there are booths in other locations as well. “They basically set up there own little stores,” Holsather adds. Some may envision girl scouts as only doing crafts, camping, survival, and cookie selling. Now the program is integrating other activities, especially in the area of STEM—science, technology, engineering and mathematics. There are several new badge programs involving STEM, including naturalist digital arts, innovation and financial literacy badges. As put by the Girl Scouts’ official STEM web page, “Girls push boundaries, test limits, and look at the world around them with inquisitive eyes. They’re natural scientists!” Holsather is definitely looking forward to participating in the Girl Scouts this year. Through the program, Holsather is able to develop valuable con-
nections with younger kids. “We have gone from being participants to leaders [in Girl Scouts],” says Holsather. “It is really cool to see others participating and learning. It is a nice feeling to know that you have an active role in their education.” Of the addictive cookies she sells, Holsather adds her favorites are thin mints. “They are delicious,” and are also the healthiest of Girl Scout cookies, with the most nutritional value. “They have been my favorite for a long time, but Samoas are definitely in second.” Holsather began selling cookies on February 11th, with sales ending sometime this spring.
Blake tenth grader and silver award-winning Girl Scout Haley Holsather is currently working towards her gold award, the most prestigious honor in the program. Photo credit Jonah Sandy
whereas music played together strengthens the soul. “Though that’s easy to consider, it used to be a hard thing for me to adjust to as a classically trained pianist. Why would I need the help of others when I have 88 keys and 10 fingers? Trust me, that can become boring pretty quickly. “My piano teacher was the same way, actually. He was born in Cuba and played Rachmaninoff’s 3rd piano concerto with the Cuban National Symphony Orchestra at the age of 16, but was at a loss when he played Jazz for the first time. “It’s a completely different game altogether, and allows for a multiplicity of opportunities rhythmically. Syncopation is king in jazz, and is valued more than technical skill alone. Utilizing syncopation in conjunction with others [creates] more abstract sounds.” Jazz Express is an advanced and enjoyable challenge for strong band students who want to learn about jazz— and they always sound great.
The Spectrum Newspaper
A&E
E D O C S
MODEL UN CONFERENCE
February 24, 2012
Blake’s Best Picture ballot
S E DR
Natcher Pruett
I
How to present your professional inner-self Photo courtesy of Stesin
Caroline Hunsicker ‘13 (second from left) and Kenny Stesin ‘13 (far right), alongside delegates from another school, pose in official MUN attire at a committee session during MUNUC 2011.
Ly Trinh Staff Writer
D
ressing for a job, an interview, an internship, a networking event, or especially a conference is a source of anxiety for everyone at some point in their lives. For many people, it will come to the point when you get frustrated thinking about what to wear and how not to feel like an ultra-conservative superintendent. Don’t be, for this guide will give you advice on why you should look as professional as you can-while still feeling comfortable. The dress code of most Model United Nations (MUN) conferences is Western business attire, which means that
all student delegates are required to dress professionally during committee sessions (see below for suggestions). Basically, “it is something you would wear to an interview,“ says Shana Kagan ’12, co-president of Blake’s MUN delegation to the University of Chicago. Kagan traveled with the group to Chicago early this month. At events like this, looking nice is not only for the sake of outer appearance, but it also “allows for a professional environment to exist,” said Kenny Stesin ’13, a veteran MUN-er. “It is an essential part of the conference. A delegate speaking about nuclear disarmament is, in my mind, much more dis-
GIRLS
shirt with y options--try a an m so ve ha u Yo s. Add a a skirt, or a dres or s nt pa s es dr and your azer or cardigan e look! bl dy en tr r pe su e th flats to complet cutest heels or
tinguished in professional attire than in shorts and a baseball hat. “The conference is designed to mirror the work of diplomats on the global stage.” Indeed, with more and more students getting involved in politics, it is fundamental that you can walk the walk, talk the talk and, above all, look the look. This way, you can prove that your ideas and opinions are worth listening to and taken more seriously than just kids’ talk. In addition, MUN attire is a reflection of how committed you are to the work at hand, at least from others’ perspectives. “When I go to conferences, I can’t take people seriously if they dress ridiculously, admitted Erin Morris ’12, co-
GUYS
11
president of Blake’s MUNUC group and leader of Blake’s Georgetown trip, which also took place in February. “It is harder to work with someone if you don’t respect them.” Kagan noted that the dress code “is a standard of how we are supposed to act at the conference. When you put on the business attire and have the binder with you, it is a whole other level.” Fretting much? Well, don’t, because this guide is here to help you look business-like and fashionable. With these choices, you will not only bring that “I am a pro” vibe to the your community but also score a ten out of ten on your styleo-meter. Have fun dressing!
Pick a n ice s a sweat hirt with a tie and top er or a v jacket. off wit est (o Pair wit h nice d ptional) and a h polishe d shoes ress pants and suit , and yo u’re goo some d to go!
Staff Writer
n 1927, the silent movie Wings became the first Best Picture. Since then, an impressive group of movies has joined Wings as the best movies of their respective years. On February 26, amid a flurry of snapping cameras and stars in their finest, another film will join that group at the 84th Academy Awards. Nine movies this year are vying to be Best Picture, from Hawaii-set The Descendants to baseball picture Moneyball. Though Hugo leads all other movies with eleven nominations, The Artist, described by a Blake student as “powerful, despite the few words that were interchanged,” is the front-runner. Blake students, however, indicated that they would rather see another film win the main prize: The Help, which nearly 3 out of every 10 students chose as their preferred Best Picture, the other nominees receiving far fewer votes. “Everything about [The Help] was absolutely perfect,” one student exclaimed. Another added, “All the acting was phenomenal.” Though the Academy Awards promise a night of entertainment, be forewarned; the ceremony, as always, is on a Sunday night. If previous years are any indication, however, the dresses, movies, and spectacle will be worth the late night.
30% of Blake students want The Help to win Best Picture. (From left) photos courtesy of asktheshoeladly.com, fashionztrend.com, dorothyperkins.com, tasmanianminimalist.com, thegloss.com, goproductionsla.com, monstermarketplace.com, select2gether.com, manufacturer.com
Photo courtesy of IMDb.com
12 Gossip, gossip, spread the rumor Science/Technology
The Spectrum Newspaper February 24, 2012
A new outlook on high school’s favorite pastime Peyton Crosby Staff Writer
W
hen asked, many Blake students agree that gossip is wrong. Michael Webber ‘13 states, “Gossip is like a virus, because it spreads quickly and is hard to kill.” Greta Morgan ‘15 sums up the common perception of gossip and its effect on our community by saying, “It is not helpful in any situation, and it is everywhere in this school. It is like glitter, it gets everywhere, and everyone knows about it.” But if we all agree that gossip is bad, why is it so hard not to listen when someone is telling a juicy new secret? Scientists at University of California, Berkeley have conducted a new study that has shown that spreading rumor might actually be beneficial to society as a whole by helping the gossipers identify bad behavior and prevent us from being exploited. According to UC Berkeley social psychologist Robb Willer, gossip can be very therapeutic to both physical and mental health. The study shows
graphic by: Ali Cohen
that gossip can lower stress in participants and sharing juicy information with friends strengthens social bonds. By now you are probably asking yourself, “Wait, so gossiping in school might actually help me in school?”
To a certain extent, yes. Upper School Director Anne Graybeal states, “I do see some potentially positive outcomes from what I could only safely characterize as responsible gossip. For example, at the Upper School, we don’t make
public to the division the nature or results of disciplinary incidents because we want to protect the privacy of the students involved; by the same token, we rely to some degree on that news being disseminated throughout the student community via informal channels, which can have the effect of reinforcing community standards and expectations.” Ms. Graybeal also points out that gossip can be harmful, “especially in high school, as students come of age and grapple with sensitive and highly individual questions of religious practice, familial obligation and sexual identity and gender orientation. Gossip that is purely speculative or judgmental in nature can be particularly harmful both to those who are its object and those who promulgate it.” So, before you start writing a burn book like Regina George from the movie “Mean Girls,” you should know that only certain types of gossip have been proven beneficial, namely, prosocial gossip, which Willer describes as, “having the function of warning others about untrustworthy or dishonest people.” Gossiping a hurtful or
untrue rumor about your classmate is NOT beneficial, and going out and spreading a bunch of rumors about that girl you strongly dislike from math class is not the way to a better society. As Matthew Feinberg, a UC Berkeley social psychologist, says, “We shouldn’t feel guilty for gossiping if the gossip helps prevent others from being taken advantage of.” But we should also be careful of where we get this gossip and what we chose to repeat. Ms. Graybeal encourages students to “assess gossip with the same skepticism with which they have learned to treat resources and research on the internet; just as one might evaluate a website based on the credibility of its author or sponsoring organization, so too must students to learn to rigorously evaluate all sources of information in their offline lives, both in and out of the classroom.” So go ahead and dish the dirt, because it just might be beneficial to your health. Just make sure that this gossip will beneficial, not harmful, to the community’s mental and emotional wellbeing.
Vitamin D deficiency and Minnesotans: bundling up may not be as benificial as you think Laine Higgins Editor-in-Chief
A
lthough falling through the ice may seem like the most dangerous occurrence during the seemingly endless Minnesota winters, a subtle but deadly threat may be lurking right underneath our many layers of long underwear and coats. This threat undermines bone strength and partially accounts for evaporating tans during the winter months. This threat is vitamin D deficiency. According to the Harvard Public Health Review, the average person must consume between 600-1,000 International Units (IU) of vitamin D daily. However, Minnesotans experience such little exposure to sunlight that we are at risk of experiencing vitamin D deficiency – even if we spend our entire summer outdoors. The best way to obtain vitamin D is through direct exposure to sunlight. At our lati-
graphic by: Janice Chung
tude (45 degrees north), a twenty-minute walk with bare arms, neck and face would provide us with sufficient sunlight. However, taking a leisurely stroll in -10 degree weather without a coat, let alone sleeves, probably can-
cels out all of the health benefits of obtaining vitamin D naturally. At this time of year, the sun is out for just over 10.5 hours a day. Seven of those hours coincide with our school day, meaning that Blake students
could only obtain a maximum of 3.5 hours of sunlight a day. But with indoor sports, homework and frigid temperatures, most students only venture outside while commuting between the parking lot and class before and
after school. Zach Edinburgh ’13 only walks “to his car” on weekdays, but he “spends about two hours outside every weekend playing pondy. But only my face is showing.” For health conscious students, taking vitamin D supplements is the best way to consume high amounts of vitamin D without sunbathing in subzero weather. While food rich in vitamin D, such as dairy and fish, can help combat vitamin D deficiency, these foods cannot replace exposure to the sun. For instance, you would have to drink six gallons of milk to get your daily dose of vitamin D, according to the Office of Dietary Supplements. If you do go into hibernation during the six months of Minnesota winter, obtaining vitamin D from sources other than the sun is especially crucial. Whether you decide to go for a ski, a sleeveless stroll or a milkchugging spree, keep vitamin D in mind. Your bones will thank you.
The Spectrum Newspaper
Science/Technology
February 24, 2012
Circumnavigating distracting websites
13
HOW TO...
Prevent yourself from checking out these addicting sites:
APPLE SAFARI
MOZILLA FIREFOX
GOOGLE CHROME
Go to https://extensions. apple.com/ navigate to productivity tools -> waste no time -> install. If you choose the “block sites now” after you have configured for sites you want blocked, it will not let you make changes until your time is up.
Tool -> Add-ons -> search all add-ons -> LeechBlock Choose to restart Firefox Set preferences in LeechBlock for every day and all day. Set LeechBlock to block “XXX.com” after x minutes out of each hour. You can set it to block you out of making changes while it is active.
Window -> extensions -> get more extensions -> search store ... “Stay Focused” Enter “XXX.com” and set times and days to all which should be the default and then the max time per day for it to block. Then, set the nuclear option.
TECHNOLOGY UPDATES FROM THE DESK OF DAN TROCKMAN Juniors and seniors must CALLING ALL turn in their laptops in June for re-imaging and TENTH GRADERS updates, however no re- Sophomores will turn in their laptops over spring pairs will be made. break to receive general updates and repairs to damaged laptops
UPPERCLASSMEN ALERT
Visit the Tech Offices to GOOGLE DOCS download self-installed Starting next year, Blake software to limit your ex- email services will be posure to addicting sites. transitioning to Google docs in favor of our current groupware, FirstClass, because of its collaborative functions.
TECH OFFICE UPDATES
TOP will now take place online, as a moodle based course. This change allows students and teachers to monitor assignment completion.
TOP SEMINARS
The Blake community says: “Scan Me!”
QR Codes surface in classrooms, Martha Bennett Gallery Iman Pakzad Staff Writer
W
hat exactly is a QR code? QR codes consist of squares of varying size with intricate patterns of smaller black and white squares. Many may have begun to see these odd designs on billboards, magazines, websites, malls, and other locations. QR code’s black and white squares are a brand new invention that has added a fresh dimension to advertising, business, art, and many other fields. The name QR stands for “quick read”. The square patterns seen on “quick read codes” are similar to the barcode in the sense that they can store information, but QR codes can store much more
and different kinds of information that barcodes cannot. QR codes can hold text, audio or link to a website, while barcodes only link to number information. Blake has begun to incorporate codes throughout the school, such as in the Martha Ben-
Photo credit: Hubbard Velie
nett gallery, where you scan QR code and hear the artist talk about their work while reading along to their didactic statements. Sometimes QR codes just hold some text, other times they include coupons you can use at restaurants or stores. They’re also being integrated with
the business world, particularly with ads and business cards. The small codes help max out space and are identified by electronic devices in less than three seconds. Even a business card can hold a paragraph or more with the aid of QR codes. Sometimes QR codes can be used as a link straight to a website such as blakeschool.org. Unlike the barcode, which must be facing a particular angle, the QR code can be scanned from any angle and it will still register, close or far. Also, 30% of the code can be altered. This allows people to change the pattern of the squares into an interesting design, which will still function. There are
several phone apps that can be used to scan QR codes. Dan Trockman, Blake’s technology expert, recommends several methods for scanning QR codes. He says, “For android, QR android is a good [application] choice and for iPhone, one app that can be used is called Scan.” Trockman found a website where QR codes can be read using the school issued laptops. There are a several websites that can be used to generate your code, whether it’s text or audio, one of the most popular being http://qrcode.kaywa.com/. Here are a few sample QR codes. Scan them and see where they go!
14
The Spectrum Newspaper
Features
Temple Runners don’t break a sweat
February 24, 2012
Deodorant not needed for Blake’s most extreme gamers Peyton Crosby Isabel Olivia Staff Writer Graham Hajas Highscore: 11,116,260
High Score: 2,300,472
Q: When was the first time you played Temple Run? A: December 20th, 2011.
Q: When was the first time you played Temple Run? A: Probably about a little over a month ago.
Q: What about Temple Run makes it so addictive? A: It’s become kind of a competition between everyone, to see who can have a higher score, and I have it on my phone so it’s always there.
Do you Temple Run? tweet your high score
@BlakeSpectrum
photo credit: Isabel Graham
Q: Why should students play Temple Run? A: Students should play because it’s really fun! It also improves your reflexes.
Q: Favorite Power Ups? A: The mega-boost, invisibility, and the coin magnet.
Q: Favorite power-up? A: Magnet!
Q: How many times have you played so far? A: 1,272
Q: What is one tip you have for other Temple Runners? A: Well you have to get the resurrection wings because you can come back to life if you’re dying.
Q: What about Temple Run makes it so addictive? A: I found it so addictive because I kept trying to beat my friend’s scores.
Q: What is one tip you have for other Temple Runners? A: Cheating is for squares. photo credit: Sullivan Whitely
photo credit: Nicky Christenson
Left: character Karma Lee sprints from psycho apes.
Emily Longley ‘12: A runner who does break a sweat Cold winter months don’t bother extreme real world runners Janhawi Kelkar Page Editor
I
n a season when most athletes are bundling up and hitting the ski slopes, Blake runners like Emily Longley ’12 are hitting the slopes—of Kenwood. Winter may not seem like the ideal time to be out running, but the cold months after the Cross Country season offer runners cool temperatures and
“
their running shoes and taking off for after-school runs throughout the week. Some may wonder what motivates students to voluntarily spend time outside running laps in below-freezing weather. Emily explains, “I like running…being in shape, and being outside.” When asked about running in the cold, she says, “It’s good to run in the winter. It takes less energy and makes me feel
”
Would you rather run straight for an hour and a half or spring up a hill a couple of times and be done?
plenty of time to keep in shape and start training for track in the spring. A couple of Blake students, including Claire Flanagan ’14, Quinn Coyle ’14 and Zach Edinburgh ’13 join Longley in her after school runs. Watch for these students slipping on their gloves, tying up
less sweaty. It’s hard to explain but it also makes my legs feel cold and numb which makes it less painful” an advantage of the temperatures. Although it may be chilly outside, Longley is not fazed by the prospect of icy slopes, especially since this winter has been practically snowless. She has yet
photo credit: Emily Longley
Emily Longley runs along the Minneapolis Greenway, which parallels Kenwood Parkway in front of the Upper School campus. Longley typically runs around five miles each day, with loops alternating through different parts of the down town area.
to slip once this winter (knock on wood)! Longley’s normal route is either around Lake of the Isles or down the Green Way past the Twins Stadium, which she assures “isn’t that far.” Although “far” is a relative term, given that Longley is a seasoned cross country and track runner. A typical workout
would be either running for an hour and a half, or doing hill workouts—in which one sprints up a hill six to eight times. Longley says, “These are my favorite workouts. Would you rather run straight for an hour and a half or sprint up a hill a couple of times and be done?” To answer her question on behalf of most people, “prob-
ably neither.” Running is more than just exercise. It’s fun and relaxing—a way to stay in shape and hang out with friends. Though it may seem difficult, dig up that pair of sneakers, call up friends that live nearby, and go out for a run. After the jog? Longley suggests, “Go to Café Latté and get a cake!”
The Spectrum Newspaper
Sports
February 24, 2012
15
Bearstangs poised to make a splash at Section and State meets Head swim coach, Kris Rosenberg, shares his expectations for the season Cole Norgaarden Contributing Writer
T
he Breck/Blake Boys Swim & Dive Team (known as the Bearstangs) are in the midst of another intense season in the pool, representing a beacon of cooperation between two rival schools in the competitive world of high-school athletics. This year seniors, Will Erickson ‘12, Bob Blease ‘12 and John Blake ‘12 lead the team along with Robby Dorn ‘12 and Mitch Foster ‘13 from Breck. The indispensable Kris Rosenberg continues in his role as head coach, now in his 30th season of training both boys and
(top) Will Erickson, (left) Bob Blease, (right) Kris Rosenberg at the Maroon & Gold swim meet
photo credit: parent submitted
girls in the aquatic arts. When asked what his expectations were of this season’s team, he emphasized a unique approach: “We are a process-based team, and we focus on what we can control. When you focus on the process every day, good outcomes will follow.” This philosophy has proved to be a success, leading the Bearstangs to win two recent state championship titles in 2009 and 2010. Rosenberg’s favorite part about coaching the team? “Working with motivated individuals to achieve goals.” He also admits that he loves the competitive process, especially racing,
Girls' Hockey Adelaide Winton Staff Writer “I always listen to the same songs on my iPod, I have to do six leg swings on each leg when we’re warming up, and I tap my stick twice on the floor before I go out on the ice” -Jordan Chancellor ‘15 “I have to tape my stick with white tape and Michelle Meyer with black tape the same way before every game” -Karlie Lund ‘15 “I have Karlie tape my stick before every game.” -Michelle Meyer ‘12
“I listen to Fireman by Lil’ Wayne before every game. I love Weezy.” -Cathryn Grothe ‘12
which is evident in his enthusiastic pre-meet talks. There is much debate between the boys’ and girls’ teams as to which one is the coach’s favorite. When faced with this question, Rosenberg insists that “the approach to boys’ and girls’ is different, but I enjoy equally the challenges of both competitive processes.” …And so it continues. With the dual meet season now over, the boys are looking forward to the 2A Sections meet on Saturday, February 25. With this major competition on the horizon, the Bearstangs need to remember one thing: ‘Pain is just weakness leaving the body.’
This Season’s Top
SCORERS Boys’ Hockey
“For our team, we have specific cheers before every games, we have this thing called magic that we do before every game while every player goes through and lists some of the goals they have set for themselves for the game about to be played, and our warm-up is always the same” -Dani Cameranesi ‘13 “Before games I always tie my left skate first. And get dressed from right to left with all my other pads. I always have to have straight hair, or else I will have a horrible game.” I tap my left index finger along to the National Anthem.” -Haley Aldrich ‘14
The girls hockey team currently has a record of 13-11
Zach doerring Senior Forward
53 points
#11
Spencer naas Sophomore Forward
53 points
#8
Johnny Austin Sophomore Defender
36 points Aliya Feroe snipes the Breck goalie top cheddar
photos credit: Tess Cameranesi
“Before games, I always stretch my right leg, then my left. I have to re-tape my stick to “300 Violin Orchestra,” I always retie the top two laces on my skates between periods, and I eat 1/2 a clementine between the 1st and 2nd period, then 1/2 a clementine between the 2nd and 3rd period.” -Alex Lovaas ‘14 “I put on all of my equipment left to right and tie each skate twice. I wait until I have 8 minutes before the game to begin putting on my equipment -- I have to feel a bit rushed.” -Aliya Feroe ‘13
#4
Max Harrington Senior Defender
30 points
#3
Girls’ Hockey Dani Cameranesi Junior Forward
59 points
#9
Karlie Lund Freshman Forward
#12
32 points
Alex Lovaas Sophomore Forward
Dani Cameranesi skates down the ice in the section playoff game against Breck. Cameranesi went on to score the only two goals that Blake had. Unfortunately, this game ended the Bears season with a score of 2-5.
31 points
#4
Lilia Everson Freshman Defender
#14
17 points
The Spectrum Newspaper
Sports
February 24, 2012
16
WINTER SPORTS SEASON RECAP
BOYS & GIRLS NORDIC BOYS & GIRLS ALPINE BOYS & GIRLS FENCING
^^ Darby Herkert ‘14
photo credit: Matt McFarland
Girls Team Scores: 5th in Conference, 9th in Section All Conference Honorable Mention: Darby Herkert ‘14 (10th) & Hudson Van Slooten ‘12 (11th) Boys Team Scores: 3rd in Conference, 10th in Section All Conference Honorable Mention: Matt McFarland ‘12 (9th) & Tom Commers ‘12 (11th)
^^ Tessa Ide ‘13
<< Fencing captains for the 20112012 season (from left) L.J. Connelly Arneson ‘13, Catherine Hua ‘13 and Tom Bergen ‘12 support each other during practices.
photo credit: Jack McNeill
Girls Team Scores: Conference Champions, 3rd in Section, 3rd in State Tournament Top State Finishers: Hailey Bork ‘14 (10th), Tessa Ide ‘13 (13th) & Maddie Dekko ‘16 (15th) Boys Team Scores: Conference Champions, 4th in Section Top State Finishers: Jack McNeill ‘13 (3rd) & Sky Bork ‘13 (19th)
photo credit: Catherine Hua
Girls Team Record: 4 Wins - 1 Loss Boys Team Record: 3 Wins - 2 Losses State Tournament Preview: The twelve member girls team and twenty member boys team will take on the best fencers in the state at St. Paul Academy from 9 AM - 12 PM on both Saturday the 25th and Sunday the 26th.
Blake Basketball Shoots for the Stars statistics, scores & stand-out players
Chris Hall & Chris Hofstadter • Staff Writers
Natalie Sill ‘13
Playing as the Bear’s starting forward, Sill has scored 219 points as of February 20. Sill has the second highest points per game on the team at 10.4. In her third year on the team, Sill brings experience and a positive attitude to the young Bears team.
photo credit: parent submitted
The Bears (20-3) are having a phenomenal season. The Bears set a school record on February 21 for the most wins in a single season. As of February 23, the Bears share the first place ranking in the Tri-Metro Conference with De La Salle (16-5). The Bears are 1-1 with De La Salle this season, and this year’s victory marked the Bear’s first win in over 15 years. The Bears are ranked fifth in the state for Class 3A. The team has averaged 66 points per game, winning by an average of 20 points per game. The team’s free throw percentage of 67.4% is higher than the Orlando Magic and the L.A. Clippers NBA franchises. Not bad for a team with an average age of just under seventeen.
Kebu Johnson ‘13
Johnson leads the Bears in scoring in the 2011-2012 season with 16.9 points per game and 388 points this season. Johnson was the latest player to join the 1,000 points club after last week’s game against Breck. The forward has racked up 159 rebounds and 73 assists. Johnson combines prolific scoring (he has made 76.5% of field goals) with style, putting dunks and alleyoops in regular rotation.
photo credit: parent submitted
Sarah Waldfogel ‘14 & Hannah Waldfogel ‘12
The younger of the two Waldfogel sisters, Sarah (right), leads the team with 11.3 points per game. She has scored 227 points this year. Hannah is third for the team in scoring with 8.7 points per game and 183 points this season.
photo credit: parent submitted
John Veil ‘14
photo credit: Joe Owens
Veil is currently ranked second in the state for assists with 161. More impressively, Veil is first in state with 107 steals, making Veil a key player on both offense and defense. Veil is second on the team with 11.9 points per game. Veil can also boast a 81.9% free throw percentage.
photo credit: parent submitted
photo credit: parent submitted
Although the girl’s basketball team is in the midst of a rebuilding year, they are making the most of the experience of their four returning varsity players. The girls have won seven of their last eight games, losing only to De La Salle. According to Marae Pelton-Lipson ‘12, “We started the season playing really tough teams, but we have really come together as a team and we are improving each game.”