83.6
GLOBE
NEWSMAGAZINE MARCH 2012
The Business of
ADOLESCENT HEALTH EFFECTS OF SLEEP DEPRIVATION
WHAT YOU SHOULD HAVE DONE IN HIGH SCHOOL CLUBS, SPORTS & ACTIVITIES
CLAYTON 360 LOOKING TO THE FUTURE
GLOBE Volume 83 . Issue 6
UPFRONT Clayton 360 defines the District’s vision. ZACH PRAISS
10
18
FEATURES Oscar Cuarezma goes from hitman to hero. SHIORI TOMATSU
contents PLAY BY PLAY State medal tennis team hopes to return to the podium. DAVID ANDROPHY
35
CURTAIN CALL Meet the Board of Education candidates. JESSICA JANCOSE
Crystal George Studios
46 Paul Lisker
get creative. THE GLOBE CAPTION CONTEST
LAST MONTH’S WINNER “What happens when you park in the bus lane…”
Paul Lisker
- Chris Cormier (10)
SUBMIT YOUR AMUSING CAPTION AT CHSGLOBE.COM
2011-2012 STAFF Editor in Chief Noah Eby Senior Managing Editors Laura Bleeke Jackie Leong Zach Praiss Section Editors Jake Bernstein Caitlin Kropp Jocelyn Lee Meredith McMahon Sarah Tait
Editors David Androphy Lauren Friedman Caroline Greenberg Jack Holds Jake Lee Shuyang Li Eudora Olsen Sri Panth Katherine Ren Parker Schultz Shiori Tomatsu Anna Williams Arya Yadama Distribution Editor Jonathan Shumway
Advertising Editor Dylan Schultz Web Editors Appi Sharma Dan Zheng Sri Panth Head Copy Editor Maria Massad Graphics Editor Dee Luo Photo Editor Paul Lisker
Reporters Peter Baugh Abraham Bluestone Rachel Bluestone Chris Cho Neil Docherty Emma Ehll-Welply Jeffrey Friedman Aidan Hayward Jessica Jancose Jon Knohl Nina Murov Steven Paster Charlotte Reed Adam Schultz Peter Shumway Richard Simon
Christopher Sleckman Steven Zou Photographers Grace Cohen Anna DiFelice Madeleine Fleming Lewis Grant Lauren Indovino Olivia MacDougal Regine Rosas Thalia Sass Dana Schwartz Andrea Stiffelman Rebecca Stiffelman Emma Vierod Willie Wysession
Artists Taylor Gold Nicole Indovino Jasmine Raskas Zoe Curry Business Manager David Behrend Adviser Erin Castellano
The Globe Newsmagazine exists to inform, entertain, persuade, and represent the student voice at CHS. All content decisions are made by the student editorial staff, and the Globe is an entirely self-funded publication. Not every story that our reporters write is published in the print newsmagazine. Visit www.chsglobe.com for additional stories and photos, and for more information about the Globe itself. For more information about advertising and subscriptions, please contact our office: Clayton High School Globe 1 Mark Twain Circle Clayton, MO 63105 (314) 854-6668 Fax: 854-6734 globe@clayton.k12.mo.us
4
MASTHEAD
EDITOR’S LETTER
Zach Praiss
BEYOND ACADEMIC EXCELLENCE
As we look to the future, we must remember what makes Clayton unique.
W
hat defines a Clayton education? Today, the School District of Clayton is seeking to answer this question through a comprehensive, five-month process called Clayton360 that will honor the history, involve the community, and refine the mission, vision, and core values of the District. At the beginning of the Feb. 15 kick-off event for Clayton360, an audience of parents, teachers, students, and members of the community were provided note cards to respond to the question, what do you value about the School District of Clayton? At first, I stared blankly at my note card, overwhelmed by the seemingly insurmountable task of encompassing my entire 13 years of education in the District into a few words. My mind swirled with phrases such as academic excellence, commitment to diversity, community involvement and individual focus. In hearing from other members of the audience, I quickly realized how the list is rightfully infinite as each of us answers this question based on our own experiences in the District. Nevertheless, I believe the event shed light on some of the shared values we have for a Clayton education. The large, diverse, and multi-
aged audience of parents, students, alumni and faculty members served as a testament to the fact that we all value the involvement of the community in preserving a high standard of academic excellence in Clayton. Yet I believe the definition of a Clayton education goes beyond just a rigorous academic environment that can be measured through various test scores. Clayton is more than just a number. Our high average score on the ACT, our unprecedented number of national merit scholars and our consistently high scores on AP tests reveal only part of the full Clayton education. To be honest, many school districts offer an excellent education for all their students. However, what makes Clayton unique is the focus on not only the achievement of the collective student body, but also, the continued commitment to providing each individual student with a full learning experience. At Clayton it’s not necessarily about just what you’re doing in class, but also, about what you’re doing outside of the classroom. At all levels from the elementary schools through CHS, the District is committed to motivating all its students to go above and beyond their education, and develop a wellrounded character.
A Clayton education caters to the individual interest of all students. Whether it’s advanced college courses, language, music, theater, journalism, debate, mock trial, engineering, or an abundance of clubs and student organizations that couldn’t even all fit on pages 13 through 15 of this magazine, Clayton provides all of its students with the opportunity to nurture their passions in life. In the end, students have the freedom, resources and facilities to explore and pursue their passions. As we look forward with budget cuts looming in the near future as outlined in this issue’s cover story, lets remember what defines Clayton and stay true to our core values, understanding that what makes us unique as a District is that strive to provide each student with an outstanding academic education that opens the door to endless opportunities to pursue your passions in life.
ZACH PRAISS SENIOR MANAGING EDITOR EDITOR’S LETTER
5
PANORAMA
NOBLE SHOTS Senior Michael Noble captured this unique perspective of the Arch. Noble recently submitted a portfolio to the Scholastic Art and Writing competition and was awarded the Silver Key. The contest received over 3,700 art entries. Read a full Q&A with Noble and see his award-winning photo at www.chsglobe.com.
Photograph by Michael Noble
LD R WO TAGE S
UPFRONT
ILLINOIS
A storm tore across the Midwest, leaving areas of destruction from Kansas to Kentucky. The hardest hit region was a town called Harrisburg in southern Illinois.
ARGENTINA The country’s leading companies were instructed to stop importing British products. This effort is designed to push the British government to engage in talks over the Falkland Islands.
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V
8
UPFRONT
A rebel stronghold in the city of Homs fell to government military forces, ending a monthlong siege on the neighborhood.
UGANDA An anti-homosexuality bill is being debated in the country’s parliament. Resentment toward Western nations has been used to strengthen support for the bill.
SPOTLIGHT ON: SYRIA iolence continued to rock Syria as the government took control of the neighborhood of Baba Amr, the heart of rebel opposition. After one month of continuous fighting in the neighborhood, rebel forces there announced a “tactical withdrawal,” signalling an important victory for the Syrian government. Throughout Baba Amr, residents have been without adequate food, water, electricity, medical care, and
SYRIA
contact with the outside world. Recently, a Red Cross convoy was blocked from entering the city of Homs, where Baba Amr is located. The convoy carried food and medical supplies. In addition, a British photographer, Paul Conroy, was rescued after being wounded by a rocket attack in Homs. “It’s not a war, it’s a massacre,” Conroy said to Sky News in the UK. “An indiscriminate massacre of men, women, and children.”
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NORTH KOREA The country announced that it would halt nuclear tests and uranium enrichment. In exchange, the U.S. promised to send food aid.
AFGHANISTAN Violent protests erupted in Afghanistan in reaction to accidental Quran burnings by the U.S. military.
FOLLOWING THE PIPELINE Gas prices are on the rise, climbing to a national average of $3.74/gal last week. Tensions in the Middle East, speculation and rising global demand have been blamed by the media. We take a closer look at where we get our oil, how it gets from well to pump, and how prices vary across the globe.
WHERE IN THE WORLD | sources of U.S. oil
7%
1%
NIGERIA
9%
VENEZUELA
1
EXTRACTION Oil is pumped from the earth and tested for its density and sulfur content.
2
TRANSPORT The oil is transported overland by pipeline and overseas by large tanker ships.
3
REFINING Chemicals, catalysts, heat and pressure convert crude oil into finished products like gasoline.
4
DISTRIBUTION Gasoline is shipped in trucks to branded stations such as Mobil, Shell and BP.
11%
SAUDI ARABIA
11%
MEXICO
18%
CANADA
42%
UNITED STATES
IT’S ALL RELATIVE | global gas prices in US dollars
VENEZUELA
0.1 2
9 10
FRANCE
5. 5 4
9 10
NETHERLANDS 9 10
6.4 8
5
CONSUMPTION Gasoline is available for consumer purchase at almost 130,000 outlets in the U.S.
SOURCES: CNN Money, Energy Information Administration
UPFRONT
9
TIME FOR A REVISION With the community’s involvement in Clayton360, the District seeks to rewrite its guiding principles.
Courtesy of Karen McBride
composed of administrators, teachers, parents, students, and members of the community. According to BOE member Kristin Redingn the far side of the Board of Educa- ton, who is a co-chair of the Visioning Comtion (BOE) meeting room on the lower mittee, Clayton360 will facilitate a thoughtful floor of the administrative building, conversation about the direction and guiding the School District of Clayton’s mission state- principles of the District at an important time ment and guiding principles hang on the wall, when education is evolving to adapt to an eversoftly faded from years in the glare of the lights. changing world. Now, the District is looking to revise these “Our world is changing and you always have over 15-year-old guiding principles through a to look purposefully at what we’re doing to comprehensive process called Clayton360 that make sure that we are preparing our students will honor the history, involve the community, for their futures,” Redington said. “The kinderand refine the vision of the District. garten students who are coming in this fall will “Clayton360 is a time to revisit with the grow up in a very different world than when I community who we are and what we stand for graduated from high school or when the seniors as a District,” Superintendent Sharmon Wilkin- graduate this spring.” son said. “It is a time to bring together the Clayton360 will feature a series of several stakeholders: the students, parents, staff, com- town hall meetings open to the public where munity members and alumni to ensure that the members of the community can provide feeddirection that we are taking for the work we are back about what they value in terms of a Claydoing is going to meet ton education. The one thing that I’ve realized from the needs of our stuAt the community dents now and in the this whole process is just how much kick-off event on Feb. future.” 15, a panel including we really do value everyone’s voice. students, teachers and Clayton360 is the first phase of a twoalumni shared their Emma Riley perspective on the hisyear process that will Visioning Committee Member tory, present, and furedefine the guiding principles and longture of the District. term strategic plan for the District. Through a “The one thing that I’ve realized from this five-month process of community involvement whole process is just how much we really do and data gathering, Clayton360 will refine the value everyone’s voice,” junior Emma Riley, who mission, vision, and core values of the District is a member of the Visioning Committee, said. under the direction of a visioning committee The Visioning Committee is set to present a
ZACH PRAISS
O
BY THE NUMBERS 10
UPFRONT
0.5
Apple’s current net worth, in trillions of dollars. Much of the increase is from iPhone 4S sales.
summary of the new mission, vision and core values for the District at the June 13 BOE meeting. Redington hopes that the BOE and administration will actively adhere to these new guiding principles in making decisions. “I believe that the new mission, vision, and core values will guide decisions at all levels in the District,” Redington said. “It will be the common language between the administration, teachers, and students in helping us understand who we are and where we want to be in the future.” In addition, the committee hopes that these new guiding principles will help evaluate and outline the financial priorities of the District in the future. “The vision will hopefully help us to define priorities,” CHS history teacher Paul Hoelscher, who is a member of the Visioning Committee, said. “In challenging economic times, it’s difficult to know where the district needs to continue or expand its spending, as opposed to places that can be consolidated. Without a true collective vision that includes a sense of where education is going in the next 10 years, it’s impossible to pick and choose without direction.” Ultimately, Wilkinson is confident that Clayton360 will continue to guide the District in maintaining a high standard for many years. “This is an exciting time to really take a deep look at who we are and to engage the community in a very thoughtful way to help guide the work that we do as a District in providing each of our students with the best possible education,” Wilkinson said.
4.2
Apple’s net worth in 2000, in billions of dollars. One year later, the first iPod came out.
LET’S TAKE A TEST
This year’s round of the ever-popular TEAMS competition ends strongly as Clayton takes top honors. EMMA EHLL-WELPLY
C
layton students took the top spots at the annual TEAMS competition, which took place at St. Louis Community College in Florissant Valley on Friday, Feb. 17. Tests of Engineering, Aptitude, Mathematics and Science, better known as TEAMS, is a yearly competition that challenges members to use their knowledge in certain subjects to solve real-life engineering problems. This year Clayton earned the top three spots in their JV division, with the C team in first, followed by the B team in second, and the A team in third. In addition, the Varsity teams also placed well, with the A team in first, the B team in second, and the C team in third. But this was not a feat easily achieved, according to sophomore Claire Lisker. “The work put into TEAMS mainly involved
$4.34
Average gas price in California. Prices are expected to top $5 by the end of the summer.
two-hour after school practices, twice a week, with the exception of a bit of individual research for the competition.” Despite the hard work, most of the students that participated in TEAMS are hoping to earn a spot next year. “I would definitely like to participate next year,” said sophomore Ben Diamond. “Working in such a focused and fun environment was really enjoyable. You really got a feeling of being on a team by working with others and keeping team spirit.” However, this spot is not easily earned, according to TEAMS sponsor and coach, physics teacher Rex Rice. “We look at performance in Freshmen Physics and build a list of potential candidates and pass them onto the chemistry teachers for further rankings, but we have to limit the number of new sophomores to about 24 or eight per team,” Rice said. “We also admit students that take AP physics because it makes sense for them
84
Number of years since a silent movie won the Oscar for Best Picture, until “The Artist” won this year’s prize.
Photos by Willie Wysession
to be in it if they are interested in engineering.” Although the standard of admission is steep, it is also justified. “We compete against the St. Louis region, or all the schools in the metropolitan area that take part it TEAMS,” Rice said. This is also the reason that the students that competed are so pleased with the results. “I was proud of my team and the other teams,” Diamond said. Rice agreed, saying that he is “always happy if they go and have fun and represent CHS with dignity and class.” Despite their great finishes, this is the end of the road for TEAMS, at least for this year. “All the tests are completed on the day of initial competition,” said Rice. “There are two parts, 90 minutes of free choice and 90 minutes of free response. National rankings are based half on the free choice and half on free response, so we still have a chance at ranking on the national level.”
5
People’s donations account for nearly 25 percent of the money earned by super PACs.
UPFRONT
11
The Activities You Should be Involved In
I
f you’re a student at Clayton, chances are that you participate in more activities than you can handle. Your time after school is consumed by sports; your smartphone is constantly buzzing with club meeting reminders. You’ve got to find a balance between work and play. That’s where we come in. Need to find the clubs that you most identify with, meet new people or give yourself an excuse to not do homework? Search no longer. You need only follow the flow chart to find the sports and clubs that best suit you. Inspired by the February issue of the Riverfront Times, this handy graphic will allow you to familiarize yourself with the ins and outs of Clayton extracurriculars. While the categorization is based mostly on truth, keep in mind that our intentions are purely in jest.
Dylan Schultz Jack Holds Paul Lisker
12
UPFRONT
START HERE Are you an athlete?
YES
Do you like butting heads with your opponents?
Golf
NO
NO
Do you walk more than you run?
Like to run?
Do you have anger management problems?
NO
YES
What do people come to watch?
Tennis
YOU
Water Polo
Baseball
THE SPORT
Softball
Do you play Football? YES
WE AIN’T FATTIES
Volleyball YES
Are you sure? NO
YES
90 FT BABY!
YES
NO
Do you ever run?
YES
NO NO
LAX
Are you a bro?
YES
YES Got balls? (your sport)
I HAVE A DIFFERENT PENNY FOR EVERY DAY OF THE WEEK
NO (SEE NEXT PAGE)
THAT’S ALL MUSCLE
Soccer
NO
The kind where you’re over 250 lbs?
NO
Cross Country Track and Field Football
Are you short and feisty? NO How “rowdy” are your fans?
YES
Are you obsessed with your weight? I LOOK BEAUTIFUL
Do you have a Twitter?
Wrestling
Cheerleading
#YES #SHAREMYGREATNESS
WHAT FANS? FOR MY EMOTIONAL UPDATES
EXTREMELY
Hockey
YES
Swimming and Diving
Basketball
Field Hockey UPFRONT
13
CLUBS START HERE Will this appear on your college app?
NO, I JUST WANTED TO GET IN THE YEARBOOK
Biology Club
OF COURSE Should it?
Are you in it for the food?
YES
JUST 2π
Math Club
NO
YES
Arts Fair
How much do you eat?
WASN’T THERE SUPPOSED TO BE PIZZA?
NO IN ELECTRON VOLTS OR KILOWATT HOURS?
TEAMS
Food Club
Do you like to read?
Cricket Club
3 BOWLS OF PASTA, THAT’S ALL I CAN MAKE
IF ONLY WE EVER MET...
NO Bowling Club
EVERY TUESDAY, BABY!
Do you lie to your parents to go?
YES Are you into politics?
Real novels?
NO
YES
NO
Are you “Transcendental”?
YES
Are you ostracized by the Clayton community?
Harry Potter Club
NO, JUST A SENIOR
YES
Disc Golf
Are you sure?
WHAT DOES THAT MEAN?
Hiking Club
YES
Jane Austen Club DEFINITELY, I’M A HIPPIE PRETTY MUCH
Young Republicans
14
UPFRONT
NO, CUZ WE HAVE DONUTS
Politics Club
Ultimate Frisbee
NO
Religious Identity?
YES
What is your preferred drink?
YES
FREE STARBUCKS
Do you celebrate your identity?
Jewish Student Union
NO
Black Student Union
How much do you like the sound of your own voice?
“BLOOD”
Fellowship of Christian Athletes
What’s your moment to shine?
THE TALENT SHOW
I PREFER THE SOUND OF MY BRAIN
Drama Guild
GUILTY.
YES
Class Officers Do you want to feel important?
I LIKE STROKING MY EGO I GET ENOUGH OF THIS OUTSIDE OF SCHOOL
Are you sure?
I’M INDIFFERENT
Mock Trial
Speech and Debate
DECA
Gay-Straight Alliance
Scholar Quiz
SOMETIMES I LISTEN TO TAPES OF MYSELF
EVERYONE LOVES IT
A WBC PROTEST
MORE POWER!!
I’M IN IT FOR THE BENEFITS
Do you like to write?
STUGO IN WHAT WAY?
YES
NO
Yearbook
Do people read what you write?
...NO
The Globe
I DON’T HAVE ENOUGH MANA
Magic the Gathering
WE LIKE TO THINK SO
Really?
Do you want to help the world?
MR. RYAN DOES
IF IT GETS ME INTO NHS
The Works
Community Service Club
Green Club
IF IT GETS ME INTO A GOOD COLLEGE
UPFRONT
15
GRIFFIN REED
IRISH SUPERSTAR
T 16
FEATURES
By Charlotte Reed
There is always someone out there who is better than you. But when it comes to sophomore Griffin Reed and her concertina, there are exactly seven people in the world who are better than her. This summer she may surpass them all. Concertinas are comparable to small accordions in their looks and sound, but, to a musician, they are completely different instruments. “The accordion has all the notes on a keyboard, and they’re all played in one direction,” Reed said. “But on a concertina, you have to change direction of the notes all the time. I don’t like the accordion’s sound. It’s really overwhelming.” Griffin got into Irish arts after her mother, Mary HenkeReed, signed her up for Irish dance at St. Louis Irish Arts (SLIA), hoping that Griffin could get some exercise. It turned out SLIA is a branch of Comhaltas, which means that they are very focused on music as well as dance, language, and singing. “Every child who dances also plays music, usually starting with a tin or penny whistle,” Henke-Reed said. “Griffin played that for a couple of years, but then switched to concertina.” Starting the concertina at age six, Reed did have some difficulty sticking to it, but her family helped pull her through. “When she was younger, sometimes I would help her learn the songs at home, but she quickly surpassed my ability to help,” Henke-Reed said. “So mostly we support her with the typical driving, paying and arranging for lessons, reminding her to practice, etc. We are fortunate that there is such an active Irish music community in St. Louis, so we also support her by attending traditional Irish mush concerts, workshops with teachers from Ireland, and summer camp.” Reed’s teacher, Kelly Winter, has been incredibly important in Reed’s learning to play the concertina. “I think Kelly definitely inspires Griffin to practice and improve, but I don’t think she is the ‘drilling’ type,” HenkeReed said. “I think Ms. Winter has a good relationship with her students that makes them want to make her proud.” The most important component of Reed’s successful music career is how much she loves the music. “I like Irish culture; I think the dancing is really beautiful, and the music is something I’m really passionate about,” Reed said. “I listen to it for fun as well as for practice. It reminds me of my heritage.” After Reed had overcome the demanding process of perfecting her playing, she had to go through the challenging process of getting to the world competition. Griffin had to
“I hope Griffin makes it back for at least one more trip to the All-Ireland Fleadh to compete for the world title. But mostly I just want her to continue playing for as long as she enjoys it and to continue being a part of the Irish music community through which she has met so many people and made some very good friends.” Mary Henke-Reed Griffin Reed’s mother
place first in St. Louis for concertina before going to Ireland to compete against players from around the world. “There are hundreds of concertina players to compete against just across the country,” Reed said. “I’m older this year, and the competition is in an age bracket, so having a year over your opponent is an advantage. I’m hoping I do better this year.” It can also be challenging to place in a competition for Irish arts if one is not Irish. “The Irish judges think that Americans don’t interpret the music very well,” Reed said. “They think that we make it too modern and put an American twist on it. So a lot of times they’ll be biased against us and pick Irish competitors over us.” Reed spends a lot of time practicing the concertina, tutoring children in it, and fully immersing herself in the music to excel, but the most important aspect for her and her family is that it makes her happy. “I hope Griffin makes it back for at least one more trip to the All-Ireland Fleadh to compete for the world title,” HenkeReed said. “But mostly I just want her to continue playing for as long as she enjoys it and to continue being a part of the Irish music community through which she has met so many people and made some very good friends.”
All photos courtesy of Griffin Reed
HITMAN TO HERO ONE MAN. TWO DIFFERENT LIVES. By Shiori Tomatsu
A
Crystal George Studios Crystal George Studios
bout a year ago, Clayton parents Sarah Bernard and Barbara Madison went to Nicaragua for mission work, only to encounter the unexpected: a former hitman of the Sandinista Army. Little did they know that this meeting would lead them to start a film and change their lives forever. Madison, a registered nurse and owner of healthcare agency Right at Home went to Nicaragua to conduct workshops for the locals who had been affected by human trafficking. Through this work she met Oscar Cuarezma, a former hitman, and introduced him to Bernard, who was working with schools in the Nejapa village near Managua. “Every now and then, you meet somebody that really has the ability to change your life,” Madison said. “He had a life that was filled with
crime and violence; he had pretty much reached the depths of despair, and through transformational experience, he now has a life of love and service. It’s really inspiring, and you can’t forget it.” Cuarezma experienced abusive parents, sexual abuse and drug and alcohol addiction as a young boy and later on joined the Sandinista Army where he was trained to execute people on a daily basis. “He was a drug addict at one point, and he decided one day that ‘I’m not going to take drugs anymore,’” Bernard said. “He went through drug withdrawal on his own and that’s really hard to do.” After stopping drugs, Cuarezma found a program that helped prostitutes and today, he is rescuing women and their children from dangerous brothels and providing them with shelter, education and job training. “The amount of change that he experienced in his life, from ‘you can’t get any worse’ to ‘you can’t do any better’ is inspiring,” Bernard said. “I mean, not many people in their lifetime can experience that degree of evil and goodness.” Bernard and Madison decided to film this documentary for many reasons, one of them being that Cuarezma’s story fascinated them. “Some people will really stand out and people who meet Oscar, not just me, are really inspired by who he is and what he does,” Madison said. “I mean, meeting with him, being with him, and spending time with him moved me to want to tell his story because he’s had one life - and now he has a completely different life.”
Bernard also believes that Cuarezma’s life and both Bernard and Madison are spending a terested in certainly making a difference in the story on film will engage other people as much tremendous amount of time fundraising. world and people who are interested in stories as it engaged her and Madison. “The budget for this film is low budget for that someone has experienced a huge transfor“By taking that and putting it on film for a feature film,” Bernard said. “We are applying mation,” Madison said. others to learn from, we hope we’ll inspire peo- for special grants from all over the world, and Parris hopes the film will impact the viewers, ple to see that their issues are also transform- looking at distribution opportunities and some so that the audience will leave with a new perable,” Bernard said. things like that. The Regional Arts Commission spective about the world around them. Bernard and Madison knew they needed to of St. Louis is our fiscal sponsor, which means “I want people to be informed about human find a director that could capture Cuarezma’s they administer our funds. They’ve been a huge trafficking and Nicaraguan history, but most of amazing story, and they found that in a St. Lou- supporter.” all, to be compelled by Oscar’s story to seek out is resident who recently won Best Documentary The process of making this film will be long how they can how they can take the heartbreak at the St. Louis Cinema Showcase 2011 for his and Bernard has been planning since last fall. in their own life and use it as a tool for positive documentary “Give a Damn?” - Dan Parris. “It will be about a year of production,” Ber- change in this world,” Parris said. “After seeing Dan’s film, we knew he was nard said. “We’ll start in March, and the actual Bernard and Madison, as parents of Clayton the right person to bring Oscar’s story to the shooting location will probably be three to four High School students, hope that this film will screen,” Madison said. weeks - not at the same time - so we’ll have a impact the Clayton community as much as it Wanting to week that we’ll would impact any viewer. The challenges he faces today can be shoot in Nicacontinue direct“Clayton is near and dear to our hearts and ing films that heartbreaking, and to remain courageous ragua then we Sarah and I both live here,” Madison said. “My would make a and steadfast in what you’re committed come back here daughter graduated from Clayton High School, big difference in to in the face of no agreement isn’t easy. and we do pro- Sarah’s kids go to Clayton High School. Actuthe world, Parduction work. ally Sarah and I would say that our interest is ris decided to get Then, another in answering the question, ‘Which is easier to Barbara Madison week there and change, the world or yourself?’ And we’re hopinvolved in this film production. Producer then we do pro- ing that the Clayton community will be inspired “[I wanted to duction work. by this story to make a difference in their way.” get involved because] Sarah and Barb seemed And we’re going to do some shooting work in They are both proud for the contributions like two ladies who could really pull this thing California because there’s somebody there that the Clayton community has given to this film. off and because Oscar was obviously an intrigu- we need to speak with and then if we need one “The other thing, too, is that there will be a ing character,” Parris said. more shoot, we’ll go back to Nicaragua again.” lot of people in Clayton involved in this projBernard will be the executive producer for Bernard hopes that this film will appeal to ect,” Bernard said. “There’s already been a lot this film, but she also works as a news reporter more than one audience group, including high of people in Clayton who have committed and interviewer on STL-TV, and is hoping to schoolers and above, as well as those who are financial funds to our project and so we are so bring her skill of interviewing along with her. interested in independent films and the topic of excited about that and we are proud. A great “One of the things I do as an actress is I do human trafficking. portion of this film is being planned right here television hosting, so I’m sort of the person ask“We also want to appeal to those who are in- in Clayton.” ing the questions, and I do that right now on TV,” Bernard said. “I hope that I can bring that skill when we’re interviewing people to help them feel comfortable talking to us, and I’ll be helping conducting those interviews.” Madison hopes that the audience will be able to see the character development in Cuarezma throughout the film. “The challenges he faces today can be heartbreaking and to remain courageous and steadfast in what you’re committed to in the face of no agreement isn’t easy,” Madison said. “It’s a different courage he shows today than he used to. He used to have to be courageous in his vioABOVE: Oscar Cuarezma (Crystal George Studios). BELOW (Left to right): Dan Parris, Hitman to Hero lent life as well, but a different kind.” The film itself will be made on a low budget, logo, Barbara Madison, Sarah Bernard (Courtesy of Sarah Bernard).
BEHIND THE SCENES
WHY SO
SLEEPY?
Sleep Deprivation: A constant state of existence for CHS students By Arya Yadama
T
he students of Clayton High School often walk into the front doors of school weary from lack of sleep, hunched over from a heavy backpack and anxious for upcoming tests. As focused as students are on building up their mental capacity, they often forget to take care of their bodies. From the moment they wake up after an “ample” six hours of sleep, to a whole day of sitting in chairs, many students are unaware that their bodies are slowly deteriorating.
SACRIFICING SLEEP According to “Young Adult Health”, sleep is a basic human need. Young adults need sleep the most because their brains and bodies are still developing. Students often wonder why teachers tell them to get lots of sleep before an exam or test. But few CHS students actually heed this advice. The alarming truth is that sleep is vital to the learning process. A study by Harvard University showed that the brain consolidates information during sleep hours. Sleeping after a lesson is learned is crucial because learning continues to take place while a person is asleep. The bottom line: Kids don’t get enough sleep. Among many factors, this has a lot to do with stress. Counselor Debra McBride sees sleep and stress as a major issue among high school students.
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“Sleep deprivation and stress are certainly major health concerns at CHS,” McBride said. “Students usually recognize an increased level of stress, but the symptoms of sleep deprivation are often overlooked or attributed to other causes.” According to adolescent health doctor Katie Plax, it is extremely important to manage stress in high school. “High school is a very important time to manage stress,” Plax said. “Stress can cause physical damage like headaches and stomach aches, as well as difficulty falling asleep.” “We just ignore these bad feelings from not enough sleep and get used to it,’’ Dr. Mary Carskadon of Brown University told the New York Times. “We forget what it’s like to feel good and how much more efficiently you can do things.’’
WHY YOU’RE TIRED It is difficult to know if you are sleep-deprived; that is why it is important to determine what feels normal versus what is normal after a week of staying up late. “Feeling tired is one sign of insufficient sleep time, but it’s certainly not the only indicator,” McBride said. “Common symptoms include an inability to focus, poor memory function and a change in appetite. Students who are sleepdeprived are also likely to have problems with
mood, decision making, reaction time, creativity, motivation and performance.” In accordance with this, Dr. Plax said that sleep-deprived students are often moody and irritable. Their ability to process information and memorize facts is impaired. A lot of students are used to staying up late, thus shifting the internal “body clock.” Students get more and more used to staying up late, then “binge sleeping” on the weekends. This kind of irregular sleeping pattern takes a toll on the body. “Extreme changes in the times you go to sleep and awaken can interfere with the body’s ability to regulate a timely release of melatonin,” McBride said. According to Carskadon, lack of sleep can also increase the stress of a normal school day. ‘’Kids not getting enough sleep are less likely to respond in a positive way to positive things in the environment, and more likely to respond in a negative way to negative things,” Carskadon said. This negative take is proven to increase depression and violence. Sleep deprivation has not only short term but also long term effects. Dr. Van Cauter of University of Chicago told the Franklin Institute of Science Learning that “…[chronic sleep loss] could increase the severity of age-related
ailments such as diabetes, hypertension, obesity and memory loss.” According to the New York Times, sleep deprivation has the ability to diminish the body’s intake of glucose, thus leading to diabetes. Car accidents are also prevalent in sleepdeprived teens. According to the National Sleep Foundation, sleep deprivation causes 100,000 accidents per year. Drivers under 25 cause more than half of those accidents. According to Dr. Plax, sleep deprivation makes it difficult for the brain to complete complex tasks like driving. McBride agrees. “Sleep provides the required fuel to support both our physical and mental health,” McBride said. “Sleep deprivation can have a negative impact on almost every aspect of a teenager’s functioning.”
HOW TO GET MORE OF IT However, living in a perpetual state of tiredness doesn’t have to be the case. There are many ways in which one can take steps towards mitigating these problems. A lot of these steps can be made in school, but they can be made also on an individual basis. “Most studies indicate that teenagers perform best when they receive between nine to nine and a half hours of sleep,” said McBride. She suggests that putting down technology from time to time could help. “Technology is a wonderful tool, but it’s brought 24 hours of light into a world that was intended to have periods of darkness,” she said. “The patterns of light and dark play an important role in supporting our ability to sleep and wake.” Computers play more of a role in sleeping patterns than one might think. “Screens produce light which can disrupt our natural sleep cycle or circadian rhythm,” McBride said. “Melatonin is a natural hormone that assists us in falling asleep. We produce more melatonin when it is dark and less when
we are exposed to light.” Thus, going to bed with computers, cell phones and televisions actually works against our bodies and our sleep support system. Some teachers take steps to make sure that the learning environment in their classroom maximizes learning. CHS history teacher Joshua Meyers does an entire unit on how the brain processes information and what measures we can take to keep a stimulating learning environment. “It is really five mini lessons on the five most significant things teachers and students can do to engage the brain: use of visuals, movement, chunk processing, managing ‘states’ and providing timely and specific feedback,” Meyers said. Meyers thinks it is important for students to understand how their brains work. He makes an effort to keep the classroom energetic in order to keep brains stimulated and kids awake. In fact, according to Dr. Plax, the learning brain is directly affected by poor sleeping patterns. For Plax, health issues from fatal to mild are inevitable and sometimes stress is out of our control. This is why it is important to make sure that we take advantage of the parts that are under our control. “We want to make a difference over time,” Plax said. “Try and get 15 more minutes of sleep every night. Baby steps add up. Thinking about small changes we can implement over time is more helpful than stressful.”
Sleep provides the required fuel to support both our physical and mental health. Sleep deprivation can have a negative impact on almost every aspect of a teenager’s functioning. Debra McBride CHS Counselor
The Modern Family By Sri Panth
One reporter conducts his own study of the effect of age difference on the relationship between parents and children.
I
love my parents. They have been very supportive and helpful to me during my life. But I know that not everyone is as lucky as I am. I have seen my friends fight with their parents and bombard them with complaints. I started to notice a trend. Or at least I thought I did. I observed that the lesser the age difference between my friends’ parents and them, the more they argued. I decided to put my theory to the test. I wanted to find out if the relationship between a child and his or her parents affected their relationship.
The Test My guess was that age difference affects the relationship between parent and child. I theorized that the smaller the age difference between a child and his/her parents, the more they will argue. The reverse should be true as well: the greater the age difference, the less they will argue. My reasoning was that children who have younger parents challenge them more often because those children believe their young parents lack wisdom and life experiences. I tried to test this theory by creating a sur-
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vey that I distributed to 37 Clayton students. Each respondent had to give their age, the age of their parents, and then rate the relationship they have with each of their parents. Based on the responses, I calculated the correlation of three things: age difference (of child and parent) and relationship, age difference and frequency of conflicts or arguments, as well as conflict and relationship. Naturally, there was a significant correlation between frequency of conflict and relationship. The better the relationship the child had with their parents, the fewer number of conflicts they had. That was what I had expected The correlation was much more significant with mothers (40 percent) than with fathers (11 percent). This told me that fathers have more conflicts with their children, even though their relationship may still be good. There was also a slight correlation between age difference and frequency of conflicts. As age difference between parent and child increased, the more they fought. The correlation was a bit stronger for mothers (12 percent) than for fathers (nine percent). Logically speaking, this should mean that the greater the age difference, the worse the relationship. This was not the case for mothers, but it was for fathers.
There was a very small correlation between age difference and relationship with mothers. However, with fathers, there was a very substantial correlation of 17 percent. For mothers, no matter what the age difference was between them and their children, their relationship was unaffected. For fathers, the greater the age difference, the worse the relationship between them and their children. In both cases, my hypotheses were wrong, as I had predicted that relationship would improve with a greater age difference. I also required the respondents to list the issues that they had conflicts about with their parents. Academics was by far the most popular issue, with 27 respondents citing it as an issue. Next was social life, with 18 respondents marking it. There were three marks for ‘drugs/ alcohol,’ four for ‘financial issues,’ two for ‘dress code,’ and five marked ‘other.’ The other responses included siblings, athletics, not listening, time management and one even responded, “With my mom? Everything.” I talked to CHS sophomore, Cleo Benos, about her relationship with her parents, and if she believed age difference was a factor. “Well, I’m 15, my mom is 51 and my dad is 48,” Benos said. “So there is a 36 year difference
between me and my mom and a 33 year difference between me and my dad. I think age difference affects relationships a little bit. For me specifically, because my parents are bit older, there is less of a ‘best friend with your child’ sort of relationship, though it’s still a strong relationship. I do discuss/debate things with my parents a lot, and I don’t consider that negative at all. I think that there is always going to be some arguing in a parent-teenager relationship, but as long as it’s not all the time or terrible, then it’s not necessarily a ‘bad’ thing.” There are important things to take into account with this data. I had 21 male respondents compared to 16 female respondents, which could have potentially caused a skew in the data. To see if this was the case, I calculated the same statistics, but made them gender specific.
Male Respondents With their mothers, the correlation between age difference and relationship was fairly significant (15 percent). As the age difference increased, their relationship grew worse. Regarding fathers however, this was even more significant, with a correlation of 36 percent. For males, their relationships with their fathers grew substantially worse if there was a relatively big age difference. Interestingly enough, the correlation of age difference and conflict was greater for mothers (29 percent) than for fathers (15 percent). Even though the relationships between fathers and their sons declined more significantly than their relationship with their mothers, the amount of conflict mothers had with their sons was greater than the conflicts that sons had with their fathers. Finally, as the relationship with their fathers got better, sons had fewer conflicts with their fathers (correlation of 57 percent). Though not as substantial (with a correlation of 39 percent), the same applied to mothers.
Female Respondents With fathers, there was only a slight correlation between the age difference and relationship (7 percent). With mothers, there was a significant positive correlation (26 percent) between age difference and relationship. While relationship slightly decreased as age difference between fathers and daughters increased, relationship substantially improved as age difference between mothers and daughters increased. There was practically no correlation between age difference and frequency of conflict for fathers and daughters. However, there was another significant positive correlation (21
percent) for mothers and daughters. As the age difference between mothers and daughters increased, the amount of conflicts decreased substantially. The correlation of relationship and conflict was somewhat puzzling. The correlation for mothers was 40 percent, so, as relationship improved, conflict went significantly down. I thought the same thing would apply for fathers, yet it did not. As the relationship between fathers and daughters got better, the frequency of conflict went up. Not only did it go up, it went up vastly, with a correlation of 26 percent.
What the Experts Say I wanted to get a deeper understanding of this trend. Therefore, I decided to see Dr. Paul Shattuck, a social work professor at Washington University. “Just because teenagers may argue a lot with their parents, it doesn’t necessarily mean that they have a negative relationship,” Shattuck said. “Teens need guidance from their parents, but their refusal to accept it is generally what
causes conflict between them and their parents. At that age, there will inevitably be conflict between teens and parents. However, that doesn’t take away from the fact that their parents may still love them.”
Conclusion After reviewing all of the data, I concluded that difference in age between parents and children does not have a definite effect on their relationship. However, I did realize that the age difference affects the type of relationship parents and children have. As Benos said, I have noticed that it is harder for older parents to establish a buddy-buddy relationship with their children. Or vice versa: it is harder for young parents to become a ‘wisdom figure’. However, this does not take away from the fact that they may still share a strong bond with their children. Says Benos, “They are slightly older than me, but I feel comfortable around them, I respect them, and I am always thankful for what they have done for me.”
The relationship respondents had with their mothers was slightly stronger than that which they had with their fathers. Note: based on a 1-5 scale.
Academics Social life Drugs/alcohol Dress code Financial issues Other There were numerous issues that led to conflict between teenagers and their parents. Academics and social life were by far the most common sources of conflict. FEATURES
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The
Business of Education graphics and story by
Jackie Leong and Katherine Ren It’s everywhere you look. It’s the teacher at the podium. It’s the databases that students log into daily. It’s that gym class that you got out of the way last summer so that you could take band. It’s the newly refurbished classrooms, the SmartBoards, the slick new laptops in the library. Times are tightening ever so slightly—even for the high-flying School District of Clayton. It’s the budget, but it’s not just money talk and number crunching. It’s the price of an education—yours, to be exact, if you’re a student. Before you begin appending dollar signs to anything and everything schoolrelated, take a step back. The Clayton experience is, by popular consensus, a synthesis of the people, the tools, and that intangible spark that some call “atmosphere,” while others chalk it up to “attitude” or “relationships”. Either way, we’re not so sure the latter category is something that can be so easily bought. But for the rest, there’s the District budget. And the purse-strings are finally beginning to tighten. >>
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T
he weak economy is in no way surprising news— it’s literally been the news for years. But in Clayton, that same tumultuous economy is just beginning to take effect now. Strictly speaking, compared to other districts, Clayton has been relatively fortunate, weathering the economic storm with minimal impact. “We’ve known that we’ve been inching towards this for a while,” Chief Communications Officer Chris Tennill said. “It’s just now time to start that conversation and figure out, ‘So what do we have to do? What kind of decisions do we have to make? What combination of different things do we have to use to solve the problem?’” What problems, exactly? The District has entered another year of deficit spending, plainly, but the issue is not so much an immediate crisis as a potential longterm question for most District employees, administrators and teachers alike. In the midst of the considerable layoffs that other school districts, including Ladue, are facing, Clayton is at a stage where it is trying to figure out exactly what it values—and in a timely manner. “One of the advantages we have over all these other districts that have some financial hardship right now is that we’re just now really having to seriously sit down and plan for it,” Chief Communications Officer Chris Tennill said. “Whereas we have other districts who have been looking at it for three to four years. We’ve had the luxury to watch what other school districts do and see how they’ve planned and addressed it.” And address it they will—and have begun, in fact, in a place where other school districts struggled as well: summer school.
THE SUMMER MONTHS Perhaps one of the most unique aspects of an education at Clayton is its summer school offering. Far past its humble roots based in pure remediation, summer school has historically been on a whole different level in Clayton, offering state-mandated classes and extra elective-type classes not found in the standard year course offering. But when times get tough, choices have to be made, things must be cut, and even the
mighty must fall. Or get downsized, at least. And because it is by definition not a part of the essential school year, summer school is a ripe choice for cuts. “When you’re looking at a budget with a gap of $2.1 million, those are the questions you have to ask,” Tennill said. “It keeps you from having to make hard choices or have conversations about things that happen during the school year, so it’s a pretty easy trade-off to make.” And logically, it was. “Basically we cut $250,000 out of summer programs, but yet we didn’t have to do anything to teachers during the school year or anything like that,” Chief Financial Officer Mary Jo Gruber said. “We still value good quality classes for the summer that meet the needs of the students.” The essentials are in no danger, of course, meaning that thus far, Clayton students can still get pesky requirements such as American Government and Personal Finance out of the way in the span of a month and free up a semester period during the school year. Credit recovery is, unsurprisingly, the number one priority. The classes deemed unessential, and therefore subject to trimming, have typically been the elective courses— the ones whose disappearance will impact the lowest number of people. The operative word there, of course, is lowest. The number is not zero, and those affected are the teachers themselves. “A couple years ago, I was encouraged to teach an enrichment class,” history teacher and Academic Director Josh Meyers said. “So I gave up one of my American Government classes and did a film class. I taught it for two years. That program just got cut. Those are the first things to go. It’s hard for teachers to innovate like that and then get cut.” The perceived non-essentials are indeed the first to go, but the District on a whole seems determined to keep summer school as a whole, or at least maintain as much of the integrity of the program as is viable.
The issue is not cutting. We all know that we need to cut the budget. The problem that many teachers have is that haphazard manner of cutting—‘let’s look at four administrative positions here, something else there’— instead of laying it all out and looking at the big picture, and prioritizing. Josh Meyers, academic director
“For a while summer school was one of the few places where we got reliable state money for credit courses,” Tennill said. “The state has significantly reduced what it reimburses school districts for summer programs. There are a lot of school districts, if you look around right now, that aren’t even offering summer programs.” Board of Education President Sonny Buttar agrees. “We’ve been very lucky to be able to offer the same summer school classes this year, although now at a lower price point,” Buttar said. “Administration recommended discontinuing joint teaching arrangements, modifying teacher salaries. We’re trying to serve more for fewer dollars. We’ll reevaluate this fall and see how we did, but we’re very conscious of summer school cost.” So far, the impact has been contained to a few students that perhaps may have taken one of the more unique electives. And on a whole, the effect has been satisfactorily minimal. “We prided ourselves on running a summer school that was different from other summer schools,” Meyers said. “But can Clayton offer a world-class education without a robust summer school program? Absolutely we can.” But even with a few
cuts in the summer academy program, there is no easy fix. The question that comes up, of course, is this: what next?
CUT TALK “We’re operating on $52 million a year,” Tennill said. “If you think about that, really there aren’t a lot of variable costs and the majority of our money is spent on staffing.” Student enrollment is, for the most part, steady, and so are class sizes and course offerings. On one hand, for landlocked Clayton, which also happens to be a touch over two miles across at its widest point, such constancy just serves to reinforce the relative stability. But there’s a rather unfortunate side-effect. “If you get into a situation where you have to significantly shrink the District’s budget and expenditures, there’s not a lot of things you can really lop off the top before you start hitting people, students and classrooms,” Tennill said. Other schools are feeling the same sentiment; hence those layoffs that so frequently grace the headlines. Clayton isn’t quite at that point, nor does it want to be. And so, thus far, the cuts made have been chiefly at the fringes, with the hope of minimal impact. They are, for the most part, individual and not directly related. Can cheaper supplies be found? Can class sizes be increased? The proverbial “need versus want” argument prevails. Cuts are being made in the realm of programs as well, and with the same practical sentiment that governed the summer school decision.
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“I appreciate that they’re trying to cut without impacting too many people,” Meyers said. “But it does seem like they’re cutting in isolation. The issue is not cutting. We all know that we need the cut the budget. The problem that many teachers have is that haphazard manner of cutting— ‘let’s look at four administrative positions here, something else there’—instead of laying it all out and looking at the big picture, and prioritizing.” Much stronger than the notion of what can be let go is the sense of what is indispensable. “In Clayton we have some programs that are very expensive, but that our community has come to expect,” Buttar said. “Conferenced English is untouchable. We believe that writing is key for success in the future, and we’ve put our money where our mouth is for a long, long time.” Both conferenced English and extended science lab periods every other day cost the District more, as they require more teachers to teach fewer classes each. Yet, CHS principal Louise Losos noted, they must stay. They’re part of what Clayton has traditionally done, and stood by. Buttar also noted that Clayton has a high affinity for the arts, which, as a result, will probably be kept, though on a smaller scale. “We’re going to have to measure things against each other,” Buttar said. “We’re going to have to have those hard conversations, take two things that are both very valued, and ask ourselves which we put our money behind.”
BOND ISSUES Perhaps the prime issue that the causes its fair share of budgetary confusion is that famous duo of bonds passed
We’re going to have to measure things against each other...take two things that are both very valued, and ask ourselves which we put our money behind. Sonny Buttar BOE president
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only a few years ago: Propositions S and W. “The timing of these bond issues was problematic,” Meyers said. “Now we’re like a lot of Americans—we’re house-poor. We’ve got these great facilities and not enough money to pay for them. That’s largely a temporary problem—when the economy improves we’ll be able to recover, furnish the house.” And while Prop W has every right to still be in full swing, the effects of Prop S, which went from being half a million under to $65,000 overspent, are what cause the most perceptual puzzlement. “The proposition schedule came in way under budget, but additional things and renovation work and the decision to go beyond renovations caused it to go over,” Gruber said. “We had $6 million worth of work that was not scheduled to be done.” Part of the extra money went to portions of the CHS building plan that had previously been cut because of cost issues, such as the hydraulic pit in the auditorium, and some $2 million in credit went to Facility Services, where it went toward essential projects that would have normally used what Buttar called “raincheck” funds: the replacement of the elementary school roofs, plus some infrastructure repair, and the replacement of those schools’ sprinkler systems at the behest of the fire marshal. And CHS itself had some surprises. While renovating the existing building, unanticipated problems presented themselves. “They’d done some pre-work,” Losos said. “They knew some of it—they didn’t know all of it. We didn’t anticipate all of the rewiring, and there were some hiccups along the way. A day before school was supposed to start, we discovered the PA system hadn’t been completely wired. And you just can’t have school like that.” Off went a portion of the remaining funds towards overtime, which was in itself a large reason for the overstepping of the budget due to the scramble to have the high school ready for the first day of school. The perceptual issues hardly stop there, however. “There’s this perception that we are spending money on buildings instead of people,” Losos said. But in the department where it all start-
ed—science—the changes are greatly appreciated. “Several teachers were teaching in sub-par environments,” science department chair Mike Howe said. “Now we have a place to teach. [Last year] some weren’t teaching in lab classrooms. No way would I have thought of doing a lab on a short day last year.” And the construction can be viewed as an investment in the education itself, as well. “I think the school environment is a part of a child’s education,” Buttar said. “Connections, conversations and relationships between teachers and students are the most important things for children to learn--but the environment is also very important. With Prop S and Prop W we were able to improve our school environment...now we’re turning our energy and efforts towards budget and curriculum.”
THE TOOLS OF THE TRADE Money buys stuff. Stuff—or more eloquently phrased, everything from up-to-date textbooks and computers to such large-scale projects as a renovation—is necessary to an education. Money is tightening. So the question becomes this: How much stuff do you really need? The answer is not clear-cut. It turns out that the answer depends on which department, and more often than not, which teacher, you’re talking about. Perpetually under the heat, though, is the technology--regardless of the individual, and that is because it is simultaneously costly and, like it or not, integral to today’s education. “Technology is becoming something we’re actually teaching,” Chief Information Officer Devin Davis said. Howe agrees. “The computer access is so important that if the District didn’t fund it, I’d consider funding it out of my own pocket,” Howe said. Although, Howe
added, it’s not necessarily a question of being ahead of the curve when it comes to computers, gadgets, or even lab spaces and classrooms themselves—not when all the schools in the area are on the same page. “It’s state-of-the-art,” Howe said. “But it’s also the standard.” Clearly the numerous enclaves of computers won’t be going away anytime soon. But even within that category Davis finds that the weighing of costs is rather tricky business. Laptops have about 35 percent higher cost, so to move towards more laptops, the cost of desktops would have to be reduced by that factor. “So, what’s better?” Davis said. “My job is keeping the lid on Pandora’s box, because there’s a lot of toys out there, and maybe they’re good in the classroom. But we need to get the best bang for the buck.” But more so than the “toys” of the IT department, the SmartBoards seem to be garnering the largest teacher response. “Personally I’m not sure if the massive expenditure in technology necessarily results in improved education,” history teacher Sam Harned said. “The problem with technology is that it always has this dynamic of obsolescence--what happens if SmartBoards come out with new version, how do we accommodate that in the budget?” The consensus on SmartBoards is nothing new. They’re convenient and certainly the next available step in the chalkboard-whiteboard family. The issue lies largely with their necessity, especially in more precarious financial times. “It stings a little bit,” Meyers said. “You see the greenhouse and the new SmartBoards and technology and then you see random cutting.” Convenient? Yes. Necessary? No. A good class does not the latest SmartBoard make—or for that matter, the greatest technology and facilities in general. A wellfurnished room has potential that only a living, breathing person can tap. “The bottom line is people make the difference in schools, machines don’t make a difference,” Harned said.
“Building plans ultimately don’t make a difference, people make the difference. So if you’re going to put money in something, I think that would be front and center.”
THE ESSENTIAL TEACHER New laptops are all good. But the greatest investment a district can make is on a good teacher. Popular opinion says so. The finances back it up. Per-pupil allocation is around $17,000--and around 85 percent of that goes straight towards teachers: salaries, benefits, and the like. There is a common mission among all school districts, regardless of location, resources, or language; to prepare all students for the future. Some districts may be lucky enough to have the necessary means to provide their students with cutting edge technology, others with state-of-the-art facilities. But the districts that are truly fortunate are the ones valued for the individuals that create the community. In order to deliver a successful education, there must be an innovative administration with visionary goals, an external public with undying support and ideally--and most importantly—a coalition of teachers integrated together solely based on their fervor to teach. “I don’t know if there’s a higher calling than teaching,” Buttar said. “To understand and identify in each kid their talent, a gift that will help them change the world and to fan the flame of knowledge and that desire to know, to help them reach their potential. Teaching’s about having only nine months to help a kid and then passing the baton to the next teacher. You call out the best in the kid, and if you can’t do that, you demand it, and if you can’t do that, you kick the kid in the butt, you do whatever it takes. That’s what Clayton is about. The ability to recognize each child’s abilities and demand the best of them has nothing to do with dollars. We just have to recruit and retain teachers that have that ability.” It is to say that although technology and excess resources may have a potential in enhancing a student’s educational experience, there is nothing more crucial than the presence of experienced, dedicated, and highly educated teachers. “You put 25 kids and Sam Harned in a room with a piece of chalk and magic’s going to happen,” Meyers said. “The number one essential thing in education is the teacher. If you’ve got a world-class teacher in a classroom, you don’t need textbooks, you don’t need SmartBoards, the kids will learn at a high level.” Furthermore, the guidance of a good teacher isn’t merely valued for the material that they communicate, but for the relationships that they create. “You can have the best curriculum in
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the world, but if the wrong person is teaching it, then it is a waste of time,” CHS Department Head of Physical Education and Health Melissa Hobick said. Superintendent Sharmon Wilkinson agrees. “I recently talked to some students on the advisory council and asked them what they valued in the educational opportunities here at Clayton,” Wilkinson said. “And a couple of them mentioned the relationships that they have with the teachers and the people in this district that care about them.” The interactions that take place between teacher and student are the foundation of the Clayton school district. A teacher can attempt to impart all the knowledge they have in a subject area to his or her students, but none of the information will resonate in the students’ minds if they aren’t willing to listen.
THOSE PRICELESS THINGS The School District of Clayton spends millions of dollars investing in top-notch teachers, keeping up with technology, buying online database services, maintaining the flow of supplies, and purchasing utilities--all to offer the education that Clayton is famous for. But there are just some things that money can’t buy. “You can’t place a price tag on a great classroom moment,” Harned said. “What you’re trying to look for is producing as many great moments in the classroom as possible.” Thus it is the relationships, the respect and trust between teacher and student that enables the impact of the process. “In my opinion, it’s the instant learning opportunity, the face-to-face interaction that’s invaluable,” CHS Assistant Principal Marci Pieper said. “The relationships that we have here at Clayton is incredible, it’s not like that in any other school. When people hear about what our kids are doing and their interactions with the teachers, they’re just blown away. They think ‘I’d never want to have to spend an extra 30 minutes with my teacher,’ but for Clayton students, it’s like second nature. The face-to-face contact and the small class sizes are huge here. It’s what makes Clayton work.” Howe agrees. “That’s the biggest part of a good school,” Howe said “Stu-
dents who want to learn. That desire to learn what we teach is priceless.” Likewise, the passion and dedication that experienced teachers bring to the community are invaluable. The student end of relationships is only half; it takes two, and the teachers’ attitudes are equally priceless. In the end, it seems that most believe that though the obtaining of a world-class teacher is very much a financial affair, once at Clayton the individual way teachers conduct themselves—with students, parents and each other—is something you just can’t slap a price tag onto. “I believe that you can’t place a value on the relationships established in this district, you can’t place a price tag on knowing that there are adults, people who care about you,” Wilkinson said. “You can’t buy the passion that different teachers bring to their job. Teachers who are willing to take the extra time to sit down with students to explain something; teachers who recognize their responsibilities and offer a helping hand... that’s something you can’t buy. I believe that the things that you find in talented, passionate teachers and staff are the things that are truly invaluable.” But although it is agreed that such passion is priceless, some worry that revaluation of the budget may keep that passion from finding its way to the district. “Clayton has always been known to attract the best teachers because of the benefits, including pay,” Hobick said. “But if that changes, we may not get the best new teachers and some of the current teachers may consider leaving.” In addition, some teachers see the potential consequences of the possibility of increased class sizes and decreased staffing due to budget cuts. For teachers who find themselves involved with various different activities around the school, such as coaching a sport or filling the position of club sponsors, decreased staffing may lead to over-extension. “My concern is that over time, we’ll have an impact that’s difficult to measure,” Meyers said. “If I’m stressed and I’m not getting properly compensated, I might, say, not choose to assign an essay test. I might choose multiple-choice. And it’s not conscious, ‘Oh, the budget’s getting cut, so I’m going to stick it to the Man and change the way I teach.’ It’s the little decisions that teachers make over time that I worry about.” In the current economic climate, change is inevi-
You can’t place a price tag on a great classroom moment. What you’re trying to look for is producing as many great moments in the classroom as possible. Sam Harned history teacher
table. There is no question that the district must begin to adapt and compromise. “I think you want to keep the impact of financial compromises furthest away from students,” Wilkinson said. “That isn’t to say that it won’t look different down the line. The world that our students in kindergarten today are coming into has changed. It looks different now, so we have to open ourselves to challenge the status quo. We need to start innovating and begin thinking creatively, so that we may provide that still rich educational experience to our students, yet still being mindful of the resources that we have to allocate towards doing so.” Although there may be differing perspectives on how to go about this change, there is one value that is shared across the board. And it goes back to the common mission of preparing students for the future. “People come to Clayton for a certain education,” Buttar said. “What is that? High achievement and high expectations. We have people transfer here because they want their kid to be challenged and held to the highest expectations. I want people to see Clayton as a beacon of certain values, a light that people see and say, ‘That’s what I want for my kid.’”
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KINGS OF THE COURT Returning talent gives boys’ tennis team high hopes. DAVID ANDROPHY
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inter sports have now officially ended, and spring is just around the corner. As one of Clayton’s most successful teams in 2011, the boys’ varsity tennis team is looking forward to another successful year. Despite the team finishing third in state and having a doubles team winning state, the tennis team is craving more. This team, which possesses no shortage of talent, is hoping to win state. “The team’s number one goal going into the season is to win the state championship,” sophomore state qualifier Mac Rechan said. “We have all the pieces to accomplish this feat, and that is our ultimate goal.” Rechan, despite finishing third in state in singles, is craving more. Like the team, Rechan lost in the semifinals for singles, but he, along with the overall team, was able to bounce back and secure third place. “The expectations should always be high and losing in the semifinals of both the team event and singles last year really hurt,” Rechan said. sophomore Joey Dulle, sophomore Mac Re“This year, the team and I will both look to win chan, senior Dylan Schultz, and senior Jake those titles.” Lee. Based upon performance, four players will With a relatively low number of graduating be picked out of this bunch to be starters and seniors from last year, it is not unreasonable another four will make up the top two doubles for the team to accomplish their high expecta- partners. tions. This 2012 team is Expectations are really deep in terms of The team’s number one goal high, not just for the talent for both singles going into the season is to win team and the state qualiand doubles. As a junior fiers, but for other playthe state championship. ers as well. and freshman last year, Jake Lee and Joey Dulle “I think the most imhead into this season Mac Rechan proved player from last having already accomSophomore year is Jack Holds,” sophplished the mighty task omore Joey Dulle said. of winning state for doubles. A penalty in the fi- “Jack is a really talented athlete and has been nal game of the championship secured the CHS able to grind out great singles victories and is pair’s come from behind victory. an extremely good player on our team. A fourth This team’s top five singles players will most year tennis player for CHS, this senior season likely be a close duplicate of last year’s roster. will be special for Holds and Lee with state imReturning to this year is senior Jack Holds, plications on the line.”
Photos by Paul Lisker
However, junior varsity players could also make a significant impact on the team this year. “I think that we can expect the two seniors that could jump from junor varsity to varsity could be senior Menjing Chen and senior Jake Bernstein,” Dulle said. These two players could easily step up and give this team the extra push it needs to win districts and onto state. Much of the teams previous success should be credited towards Coach Susie Luten. She has a deep appreciation for the game of tennis and also has a very competitive side to her. “She is very competitive and is always there to argue questionable calls,” Chen said. As shown from last year, the players on this team are great teammates and are also friends off the court. Teamwork will play a huge factor when it comes to winning in doubles. “The players get along greatly and we always have a lot of fun during practice,” Chen said. PLAY BY PLAY
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SPRING SPORTS PREVIEW Boys’ Tennis
Girls’ Lacrosse
The Outlook
Players to Watch
2011 Results: 15-3 Record Won state for doubles Finished 3rd for singles Home games to watch: 4/15 vs. Parkway Central at 4:15 4/26 vs. Parkway West at 4:15
Mac Rechan: Finished third in state for singles. Jake Lee: Won state for doubles and looks to repeat as senior. Joey Dulle: Won state for doubles as just a freshman.
2011 Results: 8-4 Record (through May 5) Home games to watch: 3/29 vs. Parkway Central at 4:15 4/4 vs. Visitation at 4:00
Maddie Mills: Emerged as goal scorer when merely a freshman. Marin Garavalia: Gained a lot of experience last year on offense with a college-bound lacrosse player (Kyleigh Smith).
Boys’ Golf
Girls’ Soccer
Boys’ Lacrosse
2011 Results: 3-11 Record 6th Place in districts Home games to watch: 4/4 vs. Parkway North at 3:40 5/2 vs. Affton at 3:40
David Androphy: Made it to sectionals last year as a sophomore. Will Rosenfeld: Missed all last season due to injury, but is expected to contribute a lot on varsity.
2011 Results: 9-4 Record (through May 2) Conference Champions 6th Place in districts Home games to watch: 3/27 vs. Parkway Central at 4:15 5/8 vs. MICDS at 4:00
Karley Woods: As a junior last year, Karley was the team’s leading scorers. Allison O’Neal: Allison had a major setback last year with an injury, but is poised for a comeback.
2011 Results: 9-6 Record Highest Ranked Public School 5 Seed in State Tournament To make a state run: Play aggressive defense to overcome holes on offense. 36
PLAY BY PLAY
Jonathan Matheny: Named junior captain last season and was dynamic on defense. Adam Luxon: Named sophomore captain last year and is great defensively at midfield. Peter Roman: Key goal scorer last season on offense.
After an unusually warm winter, spring sports finally kick off. Girls’ Track
Water Polo
Boys’ Track
Baseball
The Outlook
Players to Watch
2011 Results: 4x200 placed 8th in state Home Games to watch: 3/28 vs. Normandy, Maplewood, Westminster at 4:00 4/18 vs. Normandy, Jennings at 4:00
Traci Walker: Poised to be one of the fastest runners in the relays. Amelia Stubblefield: Qualified for state in discus throwing. Alayna Hutchinson: Proved to be a talented runner in sprint relays.
2011 Results: 9-11 Record, lost in first round of districts against SLUH Home Games to watch: 3/15 vs. Rockwood Summit at 5:00 4/4 vs. Parkway North at 5:00 4/6 vs. U-City at 4:00
Jack Layden: As a sophomore, Layden was the leading scorer. Nico Salavaggione: At right wing, Nico was the team’s second leading scorer. Roger Taylor: Roger is an experienced defender at left wing. Jonathan Shumway: As an experienced senior, Jonathan is one of the hardest throwers.
2011 Results: 4x1 finished 2nd in districts 4x4 finished 4th in districts Home Games to watch: 3/28 vs. Normandy, Maplewood, Westminster at 4:00 4/18 vs. Normandy, Jennings at 4:00
Matthew Millet: He played a huge role in the long distance races (800 m, 400m, and 4x800). Michael Turner: Missed last season, but he will be a key contribution in relays and open races. Matthew Garrett: Last season, he emerged as the frontrunner for the distance team.
2011 Results: 10-15 record Lost in first round of districts to Priory Home Games to watch: 4/3 vs. Kirkwood at 4:15 4/18 vs. Ladue at 4:15 4/19 vs. MICDS at 6:15
Jeremy Phillips: Played CF and pitcher last season and adds speed at leadoff. Sam Fox: Played SS and pitcher last season and will likely be a starter in the rotation. Auggie Mense: Auggie is a great allaround player at hitting and pitching.
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THE LAST BUZZER
After four years of sweat, blood and tears, senior basketball players walk off the court for the last time as Greyhounds. BY PETER BAUGH AND JAKE BERNSTEIN Season Wrap Up Both teams win first District game, lose in semi-finals to Westminster Anna DiFelice
CLAYTON BUCHANAN
Clayton Buchanan has come a long way since his freshman year. “Freshman year he was on the freshman team, and now he is one of the best scorers in the state,” senior Charlie Harned said. “He has improved drastically, he has gotten a lot better.” This season, in a game against Normandy, Buchanan managed to score an amazing 24 points in the second quarter. “He really attacks the basket well, but also can shoot the jumper,” Coach Ryan Luhning said. Buchanan, who hopes to attend a college in Florida, feels his outside shooting and defense are the biggest impacts he has had on the program.
CHS Globe Awards: Freshman of the Year: Mitch Elliott Boys’ MVP: Clayton Buchanan / Charlie Harned Girls’ MVP: Ali Planells “All of our athletes do a great job working with our younger kids and showing them the right ways to do things. Not only on the floor, but off the floor.” Athletic Director Bob Bone
Demarcus Clemens
CHARLIE HARNED
Charlie Harned has been a constant source of excitement for CHS athletics. Along with being a three-year player on varsity basketball, he is also an all state soccer player. “It’s not really about how talented you are, it’s about how hard you work,” he explained. Coach Ryan Luhning noted Harned’s block of now-Division I player Ben McLemore as a highlight of his career. Harned anticipates a bit of sadness after his last game, but realizes there are more sports in his future. “It’s going to be real sad not playing basketball at Clayton anymore,” Harned said. “But there are college sports to look forward to.”
Anna DiFelice
Anna DiFelice
Amy Wartman
As the point guard on the girls’ team, Haley Wartman credits her success to listening to coaches, and she recommends that younger players do the same. “Listen to your coaches and pay attention, because you can learn so much from them,” she said. Wartman has had a lot of fine moments, and she is most proud in the team’s growth. “Its just amazing to see where we have come from and how far we have gotten,” she said. About her career at Clayton, Wartman said, “Its been such a great experience playing at CHS...We have improved a lot and it’s just really cool to be a part of it.”
Voted team MVP this season, Ali Planells was a workhorse on both the offensive and defensive ends of the floor. She was a lead rebounder for the Hounds. Planells called the Affton tournament her favorite high school basketball moment. The victory was the first girls’ tournament championship in 20 years. Planells offered advice to fellow athletes. “Enjoy it while you can, it doesn’t last long,” she said. Additionally, she attributed the team’s rise to their work ethic and the enthusiasm from the coaching staff. “I am going to miss it,” Planells said.
Stephanie Avery is usually as tall as her opponents, if not taller, and she adds to that height advantage incredible effort and heart. “You can see her desire out on the floor,” said Athletic Director Bob Bone. “She is physical and is normally playing against girls that are bigger than her. She keeps fighting.” Avery is very pleased with the team, especially how unique it is. “Our team is such a diverse group of people that I don’t think would normally be associated with each other,” she said. “The fact that we are able to come together and be so successful... really says a lot about our school, and it is just a great memory to have.”
HALEY WARTMAN
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ALI PLANELLS
STEPHANIE AVERY
THE VOW
REVIEW
ROMANCE
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CAROLINE GREENBERG
f looking for yet another love story, look no further than “The Vow.” It is about Paige (Rachel McAdams), who after being in a serious car accident loses her memory from the last five years. Her husband Leo (Channing Tatum) tries to make her fall in love with him again. McAdams was, as always, sweet and beautiful, and she portrayed her character very well with what she was given. While she reverted back to her life in law school, instead of art, she was believable in an unbelievable plot line. The lacking back-story made it hard to believe the quick life switches she makes. This is also true to Tatum’s character. We are given no back-story of where he is from except for little comments. You root for McAdams and Tatum because they show some genuine chemistry together; you sense that these two are better with each other than apart. However the movie focuses more on Leo, the forgotten lover, instead of the more interesting fact that Paige has no memory. It needed more spice and excitement. There were different chances for the movie to become more interesting, but they were be smoothed over with a predictable solution. The movie did have some good moments, such as when Leo takes Paige on a date, but most of the movie will be forgotten, with very unmemorable moments. However, for a Valentines Day movie, it stays true to the goal: making all the girls in the movie wish they had someone like Tatum. If looking for a feel good love story, see “The Vow,” but don’t go expecting too much from the movie.
Courtesy of IMDB
Globe Archives
CRUSHED RED RESTAURANT
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magine a salad. Now that you’re thinking of that pathetic, unappetizing dish that is always unceremoniously dumped next to your main entrée like unwanted younger siblings – imagine actually going to a restaurant for precisely that dish. Shocking? Not at Crushed Red. Crushed Red, which is famous for its wholesome, natural pizzas and “shareables,” like hummus and antipasti, also has some of the classiest salads in town. The salads are tossed in a chilled bowl and diced right in front of you, and there are 50 options of toppings and 12 organic dressings to choose from. Making your own salad becomes almost as fun as picking your toppings on an ice cream sundae—and the result is uniquely tasty, fresh, and completely designed to your own tastes. So where could such a delicious idea come from? A St. Louis native, of course. Chris LaRocca began Crushed Red as a chain 30 years
MEREDITH MCMAHON ago. He had a vision of a fast-casual restaurant that offered whole, all natural items. “Modern” yet “comfortable” are words that Crushed Red describes itself as in a pamphlet recounting the restaurant’s story. Of course, the interior of Crushed Red is exactly what LaRocca must have had in mind while envisioning his restaurant’s hip and cozy environment. Only the highest-class appliances and furniture are allowed to grace the interior of the restaurant, but loud music and TVs maintain a bar-like environment in which one could have a family meal. Quick and easy, Crushed Red is extremely flexible; it allows one to stop in for a quick eat, or stay for a drink and make an evening out of it. Crushed Red’s tasty salad, cozy environment, as well as custom stone-fired pizzas, make eating fresh a revolutionary experience. Looks like that younger sibling you’ve always overlooked might not be so bad after all. REVIEW
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CHRONICLE
ACTION MOCKUMENTARY
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Courtesy of IMDB
THE DESCENDANTS DARK COMEDY
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scar nominated, “The Descendants” wowed audiences with its twisted plot and astonishing acting. Matt King (George Clooney) realizes on his wife’s deathbed that she was cheating on him. Clooney is thrown. Reeling from the discovery, he knows he must manage his anger towards his dying wife and at the same time keep his family together. As he came to terms with her death, he brings his daughters Scottie (Amara Miller) and Alexandria (Shailene Woodley) along for the ride. King is the primary owner of a trust of land that has been handed down for generations in Hawaii. Throughout the movie, while dealing with his wife passing and her cheating, he has to decide what to do with his family’s land. The land is pristine and beach front property, and would bring in millions if sold. Clooney portrays King flawlessly. He’s relatable, and in total in control of the character. He makes King so realistic that the struggle between loving his wife, being furious at her for cheating, and having to let her go makes you feel like your own life might be falling apart. Woodley plays the rebellious daughter that has to break the news to her father about her mom’s extramarital affair. With red brim eyes,
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CAROLINE GREENBERG her conviction to tell him is compelling. She may even outshine Clooney with her work, making her an outstanding actress. Nick Krause, as Alex’s dim but sweet boyfriend, Sid, presents moments of much needed clueless humor in this otherwise depressing film. Robert Forster, as Matt’s father-in-law, leads one of the film’s most memorable scenes. He delivers a perfectly timed punch to Sid, all the more surprising for being preceded by the blunt warning, “I’m going to hit you.” The youngest daughter, Scottie, is a little tomboy, and Clooney has no idea what to do with her. The first scene of the tiny troublemaker throwing chairs into the pool, as her father gets a call about her sending dirty texts proves just how much Clooney is in for. The cinematography for the movie is wonderful. It is set in paradise - Hawaii. But we quickly realize that trouble can happen anywhere. Hawaii is portrayed not as the postcard, but as the real, raw Hawaii. “The Descendants” takes on a seemingly unrealistic story and turns it into something powerful about family, forgiveness, and identity. By mixing these moments and ideas perfectly, “The Descendants” is one of the best movies of the year.
AIDAN HAYWARD
new science fiction film, “Chronicle”, is centered around three Seattle high school students who gain telekinetic abilities. Filmed in a documentary-film style through the lens of Andrew Dentmer (Dane DeHaan), his cousin Matt (Alex Russel) and his friend Steve (Michael B. Jordan) lead him to a giant hole in the woods outside a rave. The three climb into the hole discovering a large, blue, crystal-like object. As Andrew films, the object turns red and causes the group to be stricken by nosebleeds and intense pain. The camera cuts out, and weeks later Andrew has a new camera and is filming him and his friends demonstrating their new telekinetic powers. The trio can move and crush objects with their minds, and have also gained the ability to fly. But it isn’t until Andrew pushes a rude motorist off the road into a river that they realize they must restrict the use of their powers, and only use them when necessary. Without going further into the story and spoiling important parts of the plot, it is safe to say that the movie is an overall thrill to watch, with a clever script and talented cast. While many recent films have made less than decent attempts at documentary-style camera work, “Chronicle” pulls it off quite well without seeming too cheesy or unrealistic. The movie also includes noteworthy special effects and stunning visuals.
Courtesy of IMDB
COMMENTARY
WITHOUT BENEFITS, WITHOUT EQUALITY Clayton School District should extend its mantra of equality to domestic partner benefits. STAFF EDITORIAL
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quality, tolerance and non-discrimination are all ideals that historically have been reflected in the policies and actions of the Clayton School District. However, can these ideals truly be attributed to a district which does not offer benefits to the domestic partners of gay teachers? Despite the fact that the Clayton School District established a non-discrimination policy regarding sexual orientation last August, the district still does not offer benefits to domestic partners of of people of all sexual orientations. Fortunately, the issue is under review. The definition of a qualified beneficiary for domestic partners will be discussed first by the Central Office, then the Benefits Committee, and finally the BOE for the first reading and then final approval.
The first reading is planned for this June and trict’s already negative budget, the significance the approval potentially could be this August, in of adding gay teacher’s partner’s benefits outorder for benefits to be optional for gay employ- weighs any financial considerations. Homosexual partners have exactly the same ees this October. In a district like Clayton, which so strongly financial needs and responsibilities as heteroasserts the importance of diversity and toler- sexual partners. ance, it would be hypocritical not to provide They should not be viewed one-dimensionally by their sexual origay teachers financial In a district like Clayton, which so entation, but rather as equality. Denying benefits strongly asserts the importance of working class people to a teacher’s partner providing for their diversity and tolerance, it would families and wanting based solely on sexual orientation is a clear be hypocritical not to provide gay the same rights as othcontradiction not only teachers financial equality. ers. to the non-discriminaIf fairness dictates tion policy established by the BOE last August, that gay teachers be afforded equal treatment, but also to the ideals of egalitarianism and than economic cost considerations should be progressivism that define our community as a overshadowed by dictates of justice. It is clear that the district should always strive to make whole. Although there has been consternation equality not merely an ostensible policy, but about the effect of adding benefits to the dis- rather a concrete reality. COMMENTARY
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BOMBS AWAY: MILITARY ACTION MUST BE TAKEN AGAINST IRAN and Hezbollah. If Iran had the bomb, there is a grave threat that a magine a world where Iran has the bomb. bomb could fall into the Indeed, it’s a difficult situation to predict; wrong hands, threatenhowever, it is closer to becoming a real- ing the security of the ity than ever before. Today, as Iran progresses entire world. If presenttowards having the capacity to build a nuclear ed with the opportunity bomb in the very near future, we must carefully to use a nuclear weapon, consider what the impact would be if Iran had a terrorist organization the bomb, and subsequently, how we can pre- would not face the same vent a nuclear Iran. sense of mutually assured Over the past decade, Iran has been enrich- destruction like two dueling ing uranium and developing the necessary tech- nuclear countries. nology to construct a nuclear bomb. Although In addition, a nuclear Iran the Iranian government continues to claim that would drastically alter global forits nuclear development is for the sole purpose eign policy as every economic, of peaceful nuclear energy, it has repeatedly de- political, and military effort nied access for nuclear experts into their nuclear in the Middle East on the facilities and refused nuclear energy technology part of the United States, Isand assistance from many countries, evoking rael, Europe, and possibly any suspicion and concern over its true nuclear ob- country could be brought into jective, building a nuclear bomb. question by the nuclear-armed If Iran had the bomb, it would first and fore- Iranian regime. most represent a possible existential threat to Now, we are months away from the State of Israel. Iranian President Mahmoud Iran having the capability to build Ahmadinejad, who denies the history of the a nuclear weapon. Once it reaches that Holocaust, has repeatedly called for Israel to be point, the Iranian regime will be in a posiwiped off the map. These threats, whether they tion to unilaterally decide to build a nuclear are serious or a bluff, cannot be overlooked by weapon in a short amount of time. Then, once the international community like Adolf Hitler’s Iran has the bomb, there’s no going back. remarks seven decades ago. Therefore, it is imperative that Iran’s nuclear The possibility of Iran acquiring the capac- program is stopped before the Iranian regime ity to build a nuclear bomb has the capability to build also presents a significant Once Iran has the bomb, a nuclear weapon. threat to the stability of Unfortunately, the strict there’s no going back. international the entire Middle East. economic If Iran had the bomb, it sanctions and oil embargo would immediately spark an arms race across organized by President Barack Obama will not the Middle East as other Sunni countries such bring an end to Iran’s nuclear program. Today, as Saudi Arabia and Egypt would likely start to Iran continues to enrich uranium and develop build their own nuclear bombs to counter the missiles that could potentially hit Israel, Eugrowing regional and nuclear power of the Shi- rope, and the United States in the future. ite Iranian regime. It is time we realize that there is no way to Yet the impact of a nuclear Iran would ex- prevent a nuclear Iran except for a decisive militend beyond just threatening the existence of tary air strike that would effectively destroy all Israel and destabilizing the Middle East, to pos- of Iran’s nuclear facilities. Such a military efing as a serious threat to the national security fort, however, would come with an unpredictof the United States and global order of peace. able retaliation and tremendous loss of life as Today, Iran is the number one exporter of Iran would likely respond by showering Israel terrorists in the world. Iran is the center point with rockets from Hamas in the south in Gaza of the axis of evil, sponsoring terrorist efforts and Hezbollah in the north. Most of the global against the United States in Iraq and Afghani- community would condemn Israel, but in realstan, supporting the Syrian government, and ity, people across the world would be thankful backing the terrorist organizations of Hamas knowing that Iran would not be added to the
ZACH PRAISS
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COMMENTARY
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CONFRONTING
SHOULD MILITARY A TO PREVENT A N
small list of countries with nuclear weapons. As a country that has repeatedly called for the elimination of the State of Israel and the number one exporter of terrorists in the world, Iran having a nuclear weapon would pose a significant threat to not only Israel, but also, to the stability of the Middle East and the entire global sense of security. Therefore, despite the risk of repercussions, Israel has the right to protect itself, and to act swiftly and effectively when the time is right hopefully with support of the United States to strike and destroy Iran’s nuclear facilities to prevent a nuclear Iran and preserve the global order of peace.
PEACE OUT: THE FOLLY OF BOMBING IRAN PAUL LISKER
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he threat of a nuclear Iran looms heavily on people’s minds; it seems as though America simply can’t escape Middle Eastern conflict in this modern age. Indeed, many have warned of the inevitability of Iran acquiring, sooner or later, nuclear capacity. With that date inexorably approaching, the prospect of a military strike by either the United States or Israel— the nation most
R AN
Y ACTION BE TAKEN A NUCLEAR IRAN?
directly threatened by an armed Iran—seems to of the American military. As such, with success increase in likelihood. American Defense Secre- not guaranteed, or even probable, military actary Leon Panetta has even warned of a possible tion should not be pursued. strike by Israel as early as April in the hope of The implications of an attack, be it a success delaying Iran’s nuclear program. or a failure, could be disastrous. Yet despite the inarguable dangers of an First of all, it could incite retaliatory meaarmed Iran to international order, a military sures by Iran against Israel, either by a direct atstrike does not stand out as the prime solution. tack, or through Hamas or Hezbollah, which so My intention is neither one of naïve disregard often serve as Iranian proxies for terror. Morefor the various warning signs, nor of the dan- over, it would precipitate war; it is a folly to begers of a nuclear Iran; I just can’t believe that lieve that an attack on Iranian reactors would be the Cassandra prophesies circulating through isolated to a solitary event; it would mark the the media will lead eibeginning of another ther the United States war in the Middle The United States and Israel East. An attack on or Israel to determine that the dubious must avoid a military engagement Iran is a commitment benefits of military that will motivate Iran to invigorate to target Iran’s nucleaction outweigh ar facilities whenever their nuclear pursuit and incite the possibility of its the non-negligible risks attributed to a disastrous retaliatory measures. acquisition of nuclear strike. power is notable. This is, it seems, With the psychologithe central point that ultimately makes the cally taxing Iraq Wars behind us and a costly Afcon side of the argument untenable. Direct mil- ghanistan War coming to a close, America just itary aggression, an act of willful antagonism, can’t possibly be willing to make such a binding should only be pursued when the likelihood of decision in the Middle East once again. permanent, or at the very least long-lasting, Furthermore, the international community success makes the course a truly viable option. must not underestimate the galvanizing power Inevitably, mentioning the possibility of an of a common enemy for Iran; an attack by either American or Israeli strike evokes the image of Israel or America would give Iranian leaders a such successful missions as Israel’s Opera- rallying cry for resuming, continuing, and even tion Opera that crippled Iraq’s Osirak concentrating more on arming. An attack would nuclear reactor in 1981, Operation undervalue the reforming power of the Arab Orchard that destroyed a purport- Spring, and alienate Iranian dissidents that ed Syrian nuclear reactor, and the present the promise of a new, moderate regime. often-romanticized Operation EnThe international community should contebbe that remains as perhaps the tinue to unite with sanctions to economically quintessential Israeli self-defense op- cripple Iran. These sanctions should continue to eration. Yet Israel is certainly neither be enacted on Iran so long as it refuses to coinfallible nor invincible, a fact that operate, and new sanctions should be imposed must not be forgotten in these on those countries, such as Pakistan, that break complex times. the economic blockade. We must strike the An attack on Iranian heart of its economy; oil embargoes will, with nuclear reactors can- time, effect change. not be the solution The danger of the bomb cannot be elimito a nuclear Iran. nated, but taking these steps will be noticed by Iran’s nuclear reac- Iran’s regime and with multilateral backing will tor sites are spread be effective in at least diminishing their will. out through their The nuclear program may continue, and Iran vast territory. Moreover, may eventually acquire the bomb, but such acthey’ve been intelligently con- tions will slow their progress. Despite the danstructed underground and heavily ger a nuclear Iran poses, the United States and fortified in ways that would ne- Israel must avoid a military engagement that cessitate heavy or repeated aerial will motivate Iran to invigorate their nuclear strikes, a fact further complicating pursuit and incite disastrous retaliatory measuccess. As such, neither Israel nor sures. There is no perfect solution, but we must America would be able to unequivocally achieve recognize that a military solution unlikely to its goal. We must not overestimate the power succeed should not be undertaken. COMMENTARY
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BEING MORMON IN AMERICA
Globe Archives
JONATHAN SHUMWAY
I
was 13 years old. I was en route by plane to Denver and next to me sat a theological scholar. Noticing that I had both the Book of Mormon and the Bible, he surmised that I was Mormon. For the next 30 minutes, he defended the Bible as the only holy scripture given to humankind. I then shared some stories in the Book of Mormon with him that an impact on me in my still young life. Being a Mormon is an interesting situation. Some people love me because of my welldefined standards and beliefs, while others just want to debate whether I am Christian or not. Others expect me to act in certain way simply because I am Mormon. Although my faith has received much attention in recent years, distrust and suspicion continues. In an October SLATE poll, “Six percent said they wouldn’t vote for a woman, seven percent said they wouldn’t vote for a Catholic, nine percent said they wouldn’t vote for a Jew, and 10 percent said they wouldn’t vote for a Hispanic. But 22 percent said they wouldn’t vote for a Mormon.” What does this say of our supposed progressive and tolerant culture? Criticism of my faith comes from different directions – even condemning people of my faith as “too perfect”. I can promise you that like everyone else, I have my own set of problems. I am not perfect, but neither is anyone else. Nevertheless, we can strive to be better as an active choice each day.
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COMMENTARY
I think part of the issue that society has with I also think that attending one church service Mormons is that they see our culture constant- would help people realize we are not so strange ly engrossed in religion, but we are involved in after all. many activities ranging from astrophysics, to Perhaps one of the most difficult beliefs of surfing, and even motorcycling. Mormonism for people to grasp is the Book of Just watch one “I am a Mormon” ad and you Mormon. This is a second source of scripture realize that Mormons in many respects are re- with the Bible for Mormons. ally not much different; we are, however, very Instead of readily condemning the Book of interested in our religious life as well. Mormon, studying this book would allow one I admit I do spend much of my time in to determine if it contains evil or valuable inchurch. I attend religious meetings five morn- sights. I have read the entire Torah, most of the ings a week, starting at 6:15 in the morning. and the Bible, as well as other religious texts. I spend 30 minutes on personal and famI don’t understand why the Book of Morily scripture study each day. I participate in mon offends others. I take no offense at their youth activities every scripture, realizing Wednesday night. I scriptural writing Although my faith has received all then spend three to has been produced much attention in recent years, in four hours each week incomprehenat my church on Sundistrust and suspicion continue. sible and miraculous day. Why do I do this? ways. I like the emphasis I would politely my faith gives to confronting moral issues, but suggest that in 2012 our society would be more also the spiritual path in which to overcome harmonious and peaceful if we as a society challenges and develop inner strength. I also adhered more closely to any of these religious feel that my participation in religion puts life texts. into perspective. Important pursuits in life are My decision to seek God is my own. I feel weighed and chosen more carefully because of that many Jews, Catholics, Baptists, Muslims, the understanding of who I am. Hindus, or Methodists have sought similar Some disparage that religion is a source of paths to spiritual truth. manipulation and forced ideology. I have never I would suggest, however, that what we get been forced to go to church and other religious out of religion is proportional to the effort we meetings. It is my choice. engage in this pursuit. In this age of information, it is sometimes I am grateful for the positive example of my overwhelming to sift through fact and false- non-Mormon friends. I also feel amply rewardhood. I would suggest that if people truly desire ed in the peace and direction that my religion to understand what my church stands for, they has given me. should research and read the primary sources. Yes, I am a Mormon.
TURN(ER) IT AROUND RACHEL BLUESTONE
W
e take for granted what we know. It’s a habit, formed by the knowledge that we go to a good school. A school that won’t lose its accreditation anytime soon. A school that doesn’t have a lot of people, but has just enough to make it seem populated. When something comes along that threatens what we know, we fight back. Yet sometimes there is something in the way. Statute 167.131 is such a thing. It’s simple to understand, but its effects are great. If a school district becomes unaccredited, then the school district must pay the tuition for their students to attend an accredited school district nearby. There are several things wrong with this statute. First, how does a school district become accredited again if they are broke? A large majority of the school district’s money is now being spent on the tuition of their students, and the rest is being used on the school district’s faculty. The school district can’t pay their teachers any more money because then they have to pay tuition for their students to go somewhere else. It’s a situation which involves a loss on every side – except for the parents and students. The second thing wrong with this statute is that the accredited school district must accept the incoming students, regardless of the circumstances. Let’s take, for example, the Clayton School District. The district simply isn’t large enough to accept 3,500 new students. Clayton isn’t like the Parkway School District; we don’t have empty land where we can build a new school for these students. If Clayton loses Turner v. Clayton Board of Education, then the Clayton schools could become packed with students. The student to teacher ratio will rise, and the district will lose all it has fought for: exceptional education of future world leaders. Just because a school has exceptional academics doesn’t mean that it will always be so. When 3,500 students enter a school district that doesn’t have space for them, things change: test scores fall; academics fall; respect falls. This case could affect the future of this country, possibly even the world. The world needs educated leaders, not leaders who were educated in a classroom with four times the number of students in it that there should be.
Hannah Feagans
THE HILL: MORE THAN JUST PIZZA PETER SHUMWAY
S
occer, ravioli and pasta - definitively Italian - they have become ubiquitous in the globalized community of today. The home of St. Louis Italian culture is undoubtedly The Hill. Being a proud native of St. Louis, I have always heard of The Hill. I hadn’t understood its significance, however. To me, Italian culture was defined by “The Godfather,” cigars and the meatball marinara from Subway. Over the past few weeks, I have had the opportunity to tour The Hill in depth. As I passed the streets lined with green, white and red, I found The Hill to be a unique step into the past. It is indeed its own city within the modern, globalized sprawl of St. Louis. Its grocery shops are suffused with the smell of Italian spices. Its refrigerators are filled wall to wall with delicious layers of tortellini and ravioli. Its shelves are a sea of red sauce. Italian melodies ring outside the shops. As you stroll along the streets to window-shop, you become immersed in the culture of Italy. I now know that my Subway sandwich is not
a full representation of the society I thought I knew. As my ignorance depresses me, I am raised to the state of happiness as I am reminded of all the aspects of culture that I can learn. As I walk past the Berra Park soccer fields, I am again reminded of a distinct part of Italian culture. Residents of The Hill are eager to tell the tale of a group of local boys from The Hill who went to the World Cup and beat the renowned English soccer team in the 1950s. As I hear stories like these, I can see how the rich Italian culture has developed in the St. Louis Area. In turn, it has enriched St. Louis as a whole. While I finish of my marinara sauce mixed with a little bit of pasta at Zia’s, I am able to see how in our little city of Clayton, we are often disconnected. We do not see the many cultures that exist even in our own city. With the rich Italian culture here in St. Louis, we have one more flavor in the melting pot of sauces – seasoning our beloved town. It is truly amazing how much we can learn by entering our own Little Italy here in St. Louis. Although I have a firm belief that The Hill is not Italy itself, it is closer than a meatball marinara sandwich at Subway. COMMENTARY
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CURTAIN CALL
MEET THE CANDIDATES: The Globe’s Jessica Jancose interviewed each of the candidates running for the two open spots on the Board of Education.
DARRYL HIGUCHI
LILY RAYMOND
JANE KLAMER
Q: What first made you interested in joining the school board? A: During the process of the design of Wydown, I was made aware that the labs were too small for the number of students, and I stood up at a meeting and asked whether they knew about that. At that time, the different groups were unaware of that problem, and we were able to start a discussion about that. Q: What do you hope to accomplish? A: One thing that I think is important is to improve the communication at all levels from students to teachers to administration, as well as the community, to get information to the right parties in a timely manner, which sometimes doesn’t always happen. I think that the whole curriculum could be made challenging for everyone so that they have a high level of achievement. I’ve talked to former graduates of CHS, and they’ve pointed out the same thing that some of the other classes were not as challenging and that they wish they had more challenging classes. What’s important is that you have to individualize learning and see that they develop a love of learning. I think that’s important. It’s more the process and not so much the end result. I think they have to learn to be able to think outside of the box.
Q: How do you fit in with the Clayton School District? A: I’m very committed to the district. I reduced my hours to three days of work each week, and my other two days are devoted to volunteering in the classroom. Early on, I was on three different curriculum committees, and I was going into the classrooms observing the classrooms and participating as a parent or a volunteer and really becoming part of the community. Q: What have you accomplished? A: We have work still to do in the gifted program, but one of the things that has changed is that we now do an additional intellectual testing measure. This has helped us measure about how many gifted students we have and how many students we have that are at the really high end of intelligence testing. It told us that we still have to work toward making regular classes more challenging. Q: Is there anything else you want to add? A: What is great about being on the board and being a resident is the things that kind of lift you up, like talking to students and seeing them come to a Board meeting or show off something that they’re doing. I think that’s helped keep me going.
Q: If you’re elected a second time, what do you hope to accomplish? A: While we’ve got the bond funds to pay for the building, the operating funds pay for everything else...our costs are rising and our revenue is not. Clayton’s not as bad off as a lot of other places; we’ve been reasonably conservative. We’re going to have to make some pretty hard decisions about how we’re spending our money. We’re trying to do this in a surgical way. We’re trying to look for discreet things that won’t be like a hacksaw. The tough part about the operating budget is that 80 percent of it goes to teachers’ salaries. Q: What is your vision? A: I think we’re pretty much there in a lot of ways. We have really interesting students, we have really high achieving students and we offer them a lot of choices. We have ethnic diversity and racial diversity so I hope that we don’t have to change. I mean, you always want the students to know more, to do better. Q: What makes you unique and qualified and able to add to the board? A: Well, there are a ton of people in Clayton who could do the same job I’m doing or who could do a good job on the Board. Part of it is just wanting to take on that responsibility, because it’s a big job.
>>> for the full interview with the candidates, visit www.chsglobe.com
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CURTAIN CALL